Name……………………………......
Class ……………………………………………
Seasons in the Sun!
Site 1: Clybucca Middens
1.
What are the Clybucca middens’?
What would you see at this
spot 7000 years ago!
2. How many tonne of oyster shells are present in the middens?
3. How Big??
i.
The middens are ………………… km long, km wide and possibly ……………… metres deep.
ii.
Look at the map of the Clybucca middens.
 Colour the line blue that represents the coast line today.
 Draw dashes on the line that represents the coast line 7000 years ago when
aboriginals used this area as a beach.
Activity: Sketch in the location of the middens. (Use the Geographical Positioning
System (GPS) to help you, if available).
How many people come to a gathering?
4. Questions to ask!!
i.
In what season (summer, spring, autumn or winter) was this area a
gathering or festive place for Aboriginals?
ii.
What seafood is represented at the middens? Draw some of the different
shells to show the types of animals you can see that were collected as
seafood.
iii.
Is there an ecological reason why groups gathered at this midden in a
special season?
iv.
As the coast moved farther from the midden site (because of a drop in sea
level), where did the Aboriginals get their oysters and sea food from?
KEMPSEY HIGH SCHOOL
Seasons in the Sun
Page 1
Name……………………………......
Class ……………………………………………
Site 2: Oyster farmers
1. How much does an oyster shell weigh??
Pick up 10 oyster shells nearly the same size, put them in a plastic bag and use a
spring balance to record their weight (mass).
Total weight = ……………………………….
What is average weight of an oyster shell? …………………………….
(Average weight = weight of 10 shells/10)
2. How does an oyster grow from an egg? Draw an oyster and its life cycle in the
space below.
3. Ask Questions about Oysters

What is the HABITAT of an oyster?
…………………………………………………………………………………………….

What does it eat?
……………………………………………………………………………………………

What eats an oyster?
…………………………………………………………………………………………..

Your own
diary observations.
Have you found an
interesting thing or
fact that you want
to record?
How do farmers grow oysters?
………………………………………………………………………………………….

What water quality is the best for oyster to grow in?
………………………………………………………………………………………….

Does human pollution affect oysters?
………………………………………………………………………………………..

How are oysters cleaned?
…………………………………………………………………………………………
KEMPSEY HIGH SCHOOL
Seasons in the Sun
Page 2
Name……………………………......
4. How old is this midden?
Class ……………………………………………
…………..A challenge for the brave!!
When you visit the oyster farmers, you will be weighing oyster shells to try to
work out approximately how many seasons /years this midden represents.
To do this you must ask your guide:


How many festivals occurred each year?
…………………..
Approximately how many people might come to the area for one festival
…………………..
 How many oysters might one person eat at a festival? …………………..
*
*
*
*
*
*
*
*
To find the approximate number of years of festivals
A: Total weight of shells in one feast per person =
Number of
oyster shells
in one feast
=
X
(from
site
Total 2)
weight
B: Total weight of oysters in one feast for whole group =
Number of
people
at one
gathering
=
C: Total number of festivals =
Weight of one
oyster shell
=
(From site 2)
X
of oysters in
one feast for
oyster
one person
=
shell
(from
………tonnes of oyster in the midden
at
one
………total weight of oysters/group/feast
site 2)
gathering
D: Divide this by the number of festivals in one year.
ANSWER: This middens represents approximately …………………………. years of
gatherings and festivities
KEMPSEY HIGH SCHOOL
Seasons in the Sun
Page 3
Name……………………………......
Class ……………………………………………
Seasons in the Sun
Introduction: Yarrahapinni Lookout

Why is this area important to the Dunghutti and Gumbayingrri Nations?

Identify ecosystems (An eagle’s eye)
Do a line drawing (Prelab) to show the main ecosystems that you can see.
(Look for differences in colour or tone in vegetation, creek lines)
KEMPSEY HIGH SCHOOL
Seasons in the Sun
Page 4
Name……………………………......
Class ……………………………………………
Yarrahapinni Rainforest
Site 3: Rainforest Amphitheatre

What is in a rainforest?

Draw a profile of the rainforest. Label the number of stories, canopy,
epiphytes, vines, leaf litter and fungus
Activity:
 Height of the rainforest: Use ‘the person scale method’ to estimate the
height of the canopy. …………………………………..metres
Rainforest leaves. Rainforest leaves are usually shaped to get rid of excess water
so fungus cannot build on them and they catch lots of light.
Activity:
 Along the wall of rainforest leaves, draw or pencil rub TWO different leaves.
Label the drip tip (pre lab), and estimate their size. Write down how they look,
feel and smell.
Leaf 1
Leaf 2
Drawing
Shiny or dull, colour
Feel
Smell
[Extension: Draw one SIMPLE leaf and one COMPOUND leaf]
KEMPSEY HIGH SCHOOL
Seasons in the Sun
Page 5
Name……………………………......
Class ……………………………………………
Rainforest Soil!!!
 Measure its temperature
…………………………………………..

Feel it with your hands
…………………………………………..

Smell it
…………………………………………..
Leaf Litter: Collect an ice cream container (1L) of leaf litter and spread it out in a
tray. Draw and count any organisms you find. Use a stick to gently flick through.
Site 4: The Rainforest Walk

Observations
As you walk in the rainforest, OBSERVE with your senses!!
How do you FEEL??
What can you SMELL?
What can you HEAR?
Does it feel WARM or COOL?
Is it LIGHT or DARK?

Uses of the Rainforest by Aboriginals (food, shelter, etc). Draw examples.
KEMPSEY HIGH SCHOOL
Seasons in the Sun
Page 6
Name……………………………......
SPOTTO!!
Class ……………………………………………
What plants, animals and survival skills (adaptations) can you identify! Circle
what you see and this will help you build a food web in class.
SS: Drip tip on
leaf to remove
excess water
A: Spider
P: Tree fern
SS: Cup
shaped leaves
on stag horn
plant
A: Bird
P: Dinosaur
food
Bolwarra
A: Animal
home in tree
trunk
P: Aboriginal
Food Tree
P: Sandpaper
fig
P: Ferns
P: Berry Fruit
SS: Large
leaves to
collect light
SS: Buttress
roots to steady
big tree
A: Lizard
SS: Shiny
leaves to
remove water
P: Elk Horn
(epiphyte)
P: Strangler
Fig
A: Ant
P: Bangalow
Palm
SS: Vine
growing
towards the
light
D: Fungus
A: Animal
Tracks
A: worm
D: Termites
evidence
P: Leaf Litter
on bare forest
floor
A:
Animal e.g. burrows, tracks, bird whistle, whip bird whistle, spider web
D: decomposer e.g. fungus
P:
Plant e.g. Bangalow Palm, Sand paper fig, vines
SS: Survival Skill (Adaptation) e.g. climbing vine to sunlight
KEMPSEY HIGH SCHOOL
Seasons in the Sun
Page 7
Name……………………………......
Class ……………………………………………
Have you spotted any other animals or plants that are interesting??? Draw them
here!!
KEMPSEY HIGH SCHOOL
Seasons in the Sun
Page 8
Name……………………………......
Class ……………………………………………
Eucalypt and Banksia Forest

What abiotic factors allow a Eucalypt Banksia Forest grow here??
Forest Soil
 Measure its temperature
……………………………………………

Feel it with your hands
…………………………………………..

Smell it
…………………………………………….

How much Light?
…………………………………………….
Abiotic factors
are temperature,
light, rainfall,
soil texture, salt
level etc
Draw a profile of the open forest. Draw and label the number of stories, Banksia,
Eucalypts, and Acacias (wattles).
Height of the open forest: Use the person scale method to estimate the height
of the canopy.
Eucalypt and Banksia leaves. Rainforest leaves are usually shaped to save water
and often get rid of extra sunlight.
Activity:
 Draw or pencil-rub TWO different leaves. Estimate their size. Write down how
they look, feel and smell.
Eucalypt Leaf
Banksia
Acacia (wattle)
Drawing
Shiny or dull,
colour
feel
smell

Survival in a Eucalypt/ Banksia Forest as Aboriginals (food, shelter, medicine
etc) did for many years. Draw examples.
KEMPSEY HIGH SCHOOL
Seasons in the Sun
Page 9
Name……………………………......
Class ……………………………………………
Treasure Hunt!!
In teams of FOUR, find single samples of the following and bring them back to the
teacher.
Banksia
or flower
Soil sample
Interesting
thing!
feather
Acacia
(wattle) leaf
Bush medicine
stick
Smooth bark
She oak fruit
ant
Eucalyptus
fruit
Banksia leaf
Rough bark
Insect gall
Bush food
Something
interesting!
Eucalypt leaf
Nectar flower
Beetle
Gum nut

Tell the teacher what survival skills are shown by your collection.

Sort these out into three piles, belonging to/are:
o
Producers
o
Herbivore consumers
o
Carnivore consumers
KEMPSEY HIGH SCHOOL
Seasons in the Sun
Page 10