Aboriginal and Torres Strait Islander Histories and Cultures in the Science Curriculum Joe Sambono, Education Queensland

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Aboriginal and Torres Strait Islander Histories
and Cultures in the Science CurriculumJoe
Sambono, Education Queensland
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• Project Officer with DETE
• Seconded Secondary Teacher (Science) - Zoology
  background
• Currently working on the Curriculum Into the
  Classroom project (C2C)
• What is C2C?
• C2C involves the interpretation of the various
  Australian Curriculum learning areas and the
  construction of lessons and associated resources
  for educators
• My primary role is to support the C2C team and to
  ensure the CCP of ATSI Histories and Cultures is
  included throughout the C2C materials in an
  adequate, respectful and culturally safe manner
  that meets the intent of this important priority

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• I started by reviewing the Australian Curriculum
  Science
• This led me to mapping the Curriculum
• -Filtering and identifying content descriptors
  and elaborations that have ATSI Histories and
  Cultures Cross Curriculum Priorities
• IMO This step is critical to the genuine
  embedding of this CCP
• Designing units of work that recognise, include
  and address these flagged content descriptors
  through the ATSI HC context (elaboration) will
  by virtue truly embed this priority.
• How did I map Science and what does the Science
  Curriculum ATSI HC CCPs look like?

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(No Transcript)
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Mapping organisation

• Subject
• Learning Phase
• Strand
• Sub-Strand
• Content descriptor
• Elaboration

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Mapping of ACARA Hand prints(Science)

• Foundation Year (1) SU
• Science Understanding
• Earth and space sciences Elaborations
• Daily and seasonal changes in our environment,
  including the weather, affect everyday life
• (ACSSU004)
• learning how Aboriginal and Torres Strait
  Islander concepts of time and weather patterns
  explain how things happen in the world around
  them
• Year 1(1) SHE
• Science as a Human Endeavour
• Use and influence of science Elaborations
• People use science in their daily lives,
  including when caring for their environment and
  living things
• (ACSHE022)
• considering that technologies used by Aboriginal
  and Torres Strait Islander people require an
  understanding of how materials can be used to
  make tools and weapons, musical instruments,
  clothing, cosmetics and artworks

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Mapping of ACARA Hand prints

• Year 2 (1) SHE
• Science as a Human Endeavour
• Use and influence of science Elaborations
• People use science in their daily lives,
  including when caring for their environment and
  living things (ACSHE035)
• finding out about how Aboriginal and Torres
  Strait Islander people use science to meet their
  needs, including food supply
• Year 3 (2) SHE
• Science as a Human Endeavour
• Nature and development of science Elaborations
• Science involves making predictions and
  describing patterns and relationships (ACSHE050)
• researching how knowledge of astronomy has been
  used by some Aboriginal and Torres Strait
  Islander people
• Use and influence of science Elaborations
• Science knowledge helps people to understand the
  effect of their actions (ACSHE051)
• researching Aboriginal and Torres Strait Islander
  peoples knowledge of the local natural
  environment, such as the characteristics of
  plants and animals

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Mapping of ACARA Hand prints

• Year 4 (1) SHE
• Science as a Human Endeavour Nature and
  development of science Elaborations
• Science involves making predictions and
  describing patterns and relationships (ACSHE061)
• considering how scientific practices such as
  sorting, classification and estimation are used
  by Aboriginal and Torres Strait Islander people
  in everyday life
• Year 5 (1) SHE
• Science as a Human Endeavour Nature and
  development of science Elaborations
• Important contributions to the advancement of
  science have been made by people from a range of
  cultures (ACSHE082)
• learning how Aboriginal and Torres Strait
  Islander Peoples used observation of the night
  sky to assist with navigation
• Year 6 (1) SHE
• Science as a Human Endeavour Nature and
  development of science Elaborations
• Important contributions to the advancement of
  sciencenhave been made by people from a range of
  cultures
• (ACSHE099)
• learning how Aboriginal and Torres Strait
  Islander knowledge, such as the medicinal and
  nutritional properties of Australian plants, is
  being used as part of the evidence base for
  scientific advances

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Mapping of ACARA Hand prints

• Year 7 (4) 1 SU 3 SHE
• Science Understanding
• Biological sciences Elaborations
• Interactions between organisms can be described
  in terms of food chains and food webs human
  activity can affect these interactions (ACSSU112)
• researching specific examples of human activity,
  such as the use of fire by traditional Aboriginal
  people and the effects of palm oil harvesting in
  Sumatra and Borneo
• Science as a Human Endeavour Nature and
  development of science Elaborations
• Science knowledge can develop through
  collaboration and connecting ideas across the
  disciplines of science
• (ACSHE223)
• investigating how land management practices of
  Aboriginal and Torres Strait Islander peoples can
  help inform sustainable management of the
  environment
• Science and technology contribute to finding
  solutions to a range of contemporary issues
  these solutions may impact on other areas of
  society and involve ethical considerations
  (ACSHE120)
• considering issues relating to the use and
  management of water within a community
• considering how human activity in the community
  can have positive and negative effects on the
  sustainability of ecosystems
• Science understanding influences the development
  of practices in areas of human activity such as
  industry, agriculture and marine and terrestrial
  resource management (ACSHE121)
• investigating how Aboriginal and Torres Strait
  Islander knowledge is being used to inform
  scientific decisions, for example care of
  waterways

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Mapping of ACARA Hand prints

• Year 8 (1) SHEScience as a Human Endeavour
• Use and influence of science Elaborations
• Science understanding influences the development
  of practices in areas of human activity such as
  industry, agriculture and marine and terrestrial
  resource management (ACSHE136)
• investigating how Aboriginal people recognise
  relationships in ecosystems by burning to promote
  new growth, attract animals and afford easier
  hunting and food gathering

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Science Understandings Science as a human endeavor Science inquiry skills
Foundation
1
2
3
4
5
6
7
8
9
10
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• After looking at the curriculum and thoroughly
  interrogating all of the content descriptors
  across both the subject strands and phases of
  learning I felt we could do much more to embed
  ATSI Histories Cultures into the Science
  Curriculum
• I am going to show 22 content descriptors that
  are not flagged as formal opportunities in The
  Australian Curriculum Science however, I believe
  they can enable the further embedding of
  Aboriginal and Torres Strait Islander Histories
  and Cultures into the Science curriculum

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• 2 examples per year from Foundation through to
  Y10
• Including Y9 and Y10 examples
• Including SIS examples
• I want to show the direct curriculum relevance
  but I also want to show how it looks in the
  classroom and ultimately at the learners end
• For each year level I will show very briefly a
  resource that has been developed that
  demonstrates this

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How did we do this?

• Lets have a look at some lessons that have been
  constructed that demonstrate this
• To meet time constraints I will only show each
  lessons Title, Content descriptor/curric intent
  and how each lessons ATSI HC component are
  included and are aligned to the curriculum

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Foundation YearUnit 2 Lesson 3

• Our material world
• Exploring materials and their properties
  Exploring hats
• Science understanding
• Chemical sciences
• Objects are made of materials that have
  observable properties.
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students learn that some Australian Aboriginal
  peoples make and/or wear hats during ceremonies.
  An example of this is the kwajar hat, made by
  the Lardil peoples of Mornington Island, in the
  Gulf of Carpentaria. Students will learn what
  materials are used based upon their observable
  properties to make the hats, and will understand
  the purpose of the hat as being a part of
  ceremonial costume.

0A
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Foundation YearUnit 4 Lesson 4

• Move it, move it
• Investigating movement of objects Bounce and
  roll
• Science Understanding
• Physical sciences
• The way objects move depends on a variety of
  factors, including their size and shape
• Science as a Human Endeavour
• Nature and development of science
• Science involves exploring and observing the
  world using the senses
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will explore the way Aboriginal peoples
  and Torres Strait Islander peoples use their
  senses to observe and understand movement.
  Traditional activities demonstrate knowledge
  about movement including factors such as size
  and shape when playing games involving moving
  objects.

0B
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Year 1Unit 2 Lesson 4

• Material madness
• Investigating physical changes to materials
  Investigating ability to contain
• Science understanding
• Chemical sciences
• Everyday materials can be physically changed in a
  variety of ways.
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will learn that Aboriginal peoples and
  Torres Strait Islander peoples use knowledge
  about properties of materials when physically
  changing materials to enable them to contain or
  hold items.
• The Slideshow, Physical changes for holding,
  includes some examples of materials that have
  been physically changed to make objects such as
  baskets, bowls and fishing nets for everyday use.

1A
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Year 1Unit 3 Lesson 3

• Changes around me
• Observing skies Exploring the weather and the
  sky
• Science Understanding
• Earth and space sciences
• Observable changes occur in the sky and
  landscape.
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will learn about the significance of sky
  and weather to Aboriginal peoples and Torres
  Strait Islander peoples. They will learn about
  some signs used by the Yolngu Aboriginal peoples
  of Arnhem land, in the Northern Territory.
• Video Twelve Canoes (significance of weather
  select Seasons clip and play from time point
  352)

1B
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Year 2Unit 2 Lesson 2

• Toy factory
• Exploring pushes and pulls Exploring pushes and
  pulls of familiar objects
• Science understanding
• Physical sciences
• A push or a pull affects how an object moves or
  changes shape.
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will recognize that Aboriginal peoples
  and Torres Strait Islander peoples use knowledge
  about pushes, pulls and materials to make
  traditional spinning toys.

2A
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Year 2Unit 3 Lesson 8

• Good to grow
• Using knowledge of life stages Using knowledge
  of life stages in everyday life an Indigenous
  Australian perspective
• Science Understanding
• Biological sciences
• Living things grow, change and have offspring
  similar to themselves.
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will learn about how Indigenous
  Australians living a traditional lifestyle use
  their knowledge of life stages in their everyday
  lives when sourcing food and using plants and
  animals for making items such as tools.
• Aboriginal peoples and Torres Strait Islander
  peoples live sustainably by knowing which life
  stages best suit their purpose without affecting
  numbers of plant and animal species.

2B
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Year 3Unit 3 Lesson 8

• Hot stuff
• Producing heat Heating up
• Science Understanding
• Physical sciences
• Heat can be produced in many ways and can move
  from one object to another
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students investigate how Aboriginal peoples use
  their knowledge of the behaviour of heat in
  soils, sand and stone in the preparation of
  foods. Students explore how Aboriginal peoples
  and Torres Strait Islander peoples have observed
  natural events on many occasions over generations
  of time. These observations led to the
  development of cooking practices that allowed
  everyday food needs to be met. Ongoing
  observations provided further evidence and
  enabled refinement of ideas ensuring effective
  and continued use.

3A
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Year 3Unit 4 Lesson 17

• Whats the matter?
• Going further Investigating an unknown material
• Science Understanding
• Chemical sciences
• A change of state between solid and liquid can be
  caused by adding or removing heat
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will recognise that Aboriginal peoples
  and Torres Strait Islander peoples of Australia
  traditionally used knowledge of solids and
  liquids in their daily lives when using natural
  resins. Indigenous Australians have long
  understood that resin can be changed from a solid
  state to a liquid state for thousands of years.
  This knowledge was used by Indigenous Australians
  to join things, waterproof things, and repair or
  fill things.

3B
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Year 4Unit 4 Lesson 15

• Material Use
• Materials and their purpose Exploring how
  Indigenous peoples of Australia use natural
  materials
• Science Understanding
• Chemical sciences
• Natural and processed materials have a range of
  physical properties these properties can
  influence their use.
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will recognise that Aboriginal peoples
  and Torres Strait Islander peoples use knowledge
  of the properties of materials to select and
  combine materials for a purpose. Understand that
  Indigenous Australian peoples living traditional
  lifestyles use natural materials for a variety of
  purposes, including homes and shelter, clothing,
  tools and utensils, jewellery and other
  artefacts. Understand that Indigenous Australian
  peoples use science knowledge when selecting
  materials for particular purposes

4A
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Year 4Unit 1 Lesson 10

• Here today gone tomorrow
• Exploring erosion Uluru Case study of erosion
• Science Understanding
• Earth and space sciences
• Earths surface changes over time as a result of
  natural processes and human activity.
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will examine the impact of human
  activities upon erosion on and around Uluru
  whilst also considering the cultural and sacred
  significance of this site for the Anangu
  Aboriginal people. Students reflect upon the
  impact that erosion caused by tourism can have on
  cultural sites.

4B
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Year 5Unit 4 Lesson 7-8

• Matter matters - Investigating changes in state
  Investigating evaporation
• Science Understanding
• Chemical sciences
• Solids, liquids and gases have different
  observable properties and behave in different
  ways
• Science as a Human Endeavour
• Use and influence of science
• Scientific knowledge is used to inform personal
  and community decisions
• Science Inquiry Skills
• Questioning and predicting
• With guidance, pose questions to clarify
  practical problems or inform a scientific
  investigation, and predict what the findings of
  an investigation might be
• Planning and conducting
• With guidance, plan appropriate investigation
  methods to answer questions or solve problems
• Decide which variable should be changed and
  measured in fair tests and accurately observe,
  measure and record data, using digital
  technologies as appropriate
• Use equipment and materials safely, identifying
  potential risks.
• Processing and analysing data and information
• Construct and use a range of representations,
  including tables and graphs, to represent and
  describe observations, patterns or relationships
  in data using digital technologies as appropriate
• Compare data with predictions and use as evidence
  in developing explanations
• Evaluating
• Suggest improvements to the methods used to
  investigate a question or solve a problem

5B
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Year 5Unit 1 Lesson 1

• Survival in the Australian Environment
• Survival in Australian Environments Surviving
  the Australian Desert
• Science Understanding
• Biological Sciences
• Living things have structural features and
  adaptations that help them to survive in their
  environment
• Science as a Human Endeavour
• Nature and Development of Science
• Important contributions to the advancement of
  science have been made by people from a range of
  cultures
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will develop an awareness of the
  Aboriginal peoples and Torres Strait Islander
  peoples knowledge about animal adaptations and
  how this knowledge was shared.
• Knowledge of adaptations were utilised by the
  Aboriginal peoples of Australia and shared with
  early explorers. The Aboriginal peoples of
  Australia shared this knowledge through oral
  histories.
• Knowledge of the water holding frog including how
  to locate it was valuable in providing a source
  of water during dry times when water supply was
  scarce.
• Aboriginal peoples knowledge about the water
  holding frog is evident in the dreaming story
  Tiddalik which has been shared through oral
  histories over time.

5A
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Year 6Unit 1 Lesson 8

• Making changes
• Reversible changes Exploring Indigenous
  Australians uses of change of state
• Science Understanding
• Chemical sciences
• Changes to materials can be reversible, such as
  melting, freezing, evaporating or irreversible,
  such as burning and rusting
• Science as a Human Endeavour
• Use and influence of science
• Scientific understandings, discoveries and
  inventions are used to solve problems that
  directly affect peoples lives
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Exploring how Aboriginal peoples and Torres
  Strait Islander peoples use knowledge about
  reversible changes applied to cooking food in
  earth ovens allows students to see that there are
  very direct applications for understanding
  reversible changes (evaporation). The use of
  kup-murri to prepare and cook food is not only a
  way of feeding a community but the preparation of
  the kup-murri brings the community together.
• Aboriginal peoples and Torres Strait Islander
  peoples also used reversible changes to collect
  and store a number of different resins. These
  resins could be stored for later use because of
  the understanding of reversible changes by
  cooling the resins they would solidify and
  heating them would melt them (solidification and
  melting are both reversible changes). The use of
  these changes would allow them to be used in a
  more malleable form. These resins were used in
  the manufacture of a variety of products, as a
  cement to secure objects together and as a
  waterproofing material.

6A
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Year 6Unit 4 Lesson 5

• Life on Earth
• Natural environments Exploring Aboriginal
  knowledge of plant and animal environments
• Science Understanding
• Biological sciences
• The growth and survival of living things are
  affected by the physical conditions of their
  environment
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will explore how Aboriginal peoples view
  their position in the environment, how they care
  for their country and how they use their
  ecological knowledge when harvesting resources
  sustainably, ensuring the growth and survival of
  living things. Aboriginal peoples have
• lived on the land for thousands of years and in
  some regions continue to do so
• have successfully populated the Australian
  continent, including incredibly harsh
  environments, due in part to their traditional
  ecological knowledge of how the environment
  affects living things.

6B
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Year 7Unit 1 Lesson 5

• Water Waste not, want not
• Mixtures and substances Exploring everyday
  applications of mixtures
• Science Understanding
• Chemical sciences
• Mixtures, including solutions, contain a
  combination of pure substances that can be
  separated using a range of techniques
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students access information about separation
  techniques used by the Pitta Pitta Aboriginal
  Peoples and the Koko-bera Aboriginal Peoples of
  Queensland, these include hand-picking, sieving
  and winnowing

7A
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Year 7Unit 4 Lesson 7-8

• Moving right along applications in real systems
  - Forces in action Investigating forces in
  action
• Science Understanding
• Physical sciences
• Change to an objects motion is caused by
  unbalanced forces acting on the object
• Earths gravity pulls objects towards the centre
  of the Earth
• Science as a Human Endeavour
• Use and influence of science
• Science and technology contribute to finding
  solutions to a range of contemporary issues
  these solutions may impact on other areas of
  society and involve ethical considerations
  (ACSHE120)
• People use understanding and skills from across
  the disciplines of science in their occupations
• Science Inquiry Skills
• Questioning and predicting
• Identify questions and problems that can be
  investigated scientifically and make predictions
  based on scientific knowledge
• Planning and conducting
• Collaboratively and individually plan and conduct
  a range of investigation types, including
  fieldwork and experiments, ensuring safety and
  ethical guidelines are followed
• Processing and analysing data and information
• Summarise data from students own investigations
  and secondary sources, and use scientific
  understanding to identify relationships and draw
  conclusions
• Communicating
• Communicate ideas, findings and solutions to
  problems using scientific language and
  representations using digital technologies as
  appropriate
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson

7B
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Year 8Unit 1 Lesson 4-5

• Particles Matter Materials for a purpose
  Investigating natural materials
• Science understanding
• Chemistry
• The properties of the different states of matter
  can be explained in terms of the motion and
  arrangement of particles
• Science as a human endeavour
• Use and influence of science
• Science understandings influence the development
  of practices in areas of human activity such as
  industry, agriculture and marine and terrestrial
  resource management
• Science Inquiry Skills
• Planning and Conducting
• Collaboratively and individually plan and conduct
  a range of investigation types, including
  fieldwork and experiments, ensuring safety
  guidelines are followed
• In fair tests, measure and control variables, and
  select equipment to collect data with accuracy
  appropriate to the task
• Summarise data, from students own investigations
  and secondary sources, and use scientific
  understanding to identify relationships and draw
  conclusions
• Communicating
• Communicate ideas, findings and solutions to
  problems using scientific language and
  representations using digital technologies as
  appropriate
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• In this lesson students will explore Aboriginal
  peoples and Torres Strait Islander peoples
  understandings about the physical properties of
  natural fibres and their use for specific
  purposes. Through a science investigation into
  the strength and elasticity of natural fibres
  used by Indigenous Australians students explore
  how Aboriginal peoples and Torres Strait Islander
  peoples apply their SIS in the production of
  natural fibres. Students investigate the
  properties of natural materials and evaluate the
  strength and elasticity of natural fibres. They
  observe relationships between the structure and
  production of natural fibres and their strength
  and elasticity.

8A
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Year 8Unit 4 Lesson 2

• Rocks in my world
• Using minerals Sciences used in finding
  minerals.
• Science Understanding
• Earth and space sciences
• Sedimentary, igneous and metamorphic rocks
  contain minerals and are formed by processes that
  occur within the Earth over a variety of
  timescales
• Science as a Human Endeavour
• Nature and development of Science
• Science knowledge can develop through
  collaboration and connecting ideas across the
  disciplines of science
• Use and influence of Science
• People use understanding and skills from across
  the disciplines of science in their occupations
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will explore Aboriginal peoples and
  Torres Strait Islander peoples traditional
  geological knowledge that is used in the
  identification of particular rock groups
  (Sedimentary, metamorphic, igneous). This
  includes the knowledge of the properties of these
  groups as they relate to their use and
  manipulation, including uses of rock and mineral
  based resources for toolmaking, stone for
  toolmaking, milling and artistic work. Students
  also identify the methods used to recover these
  resources. Indigenous Australians utilised
  multiple disciplines of science in the
  utilisation of geological resources. Geological
  knowledge was used in the description, finding
  and use of rocks and minerals. Chemistry
  knowledge was used in the production of mineral
  based pigments and dyes. Physics knowledge is
  essential in the shaping and fracturing of rock
  in the production of stone tools.

8B
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Year 9Unit 2 Lesson 6

• Making Waves
• Transfer of sound energy Making sounds
• Science Understanding
• Physical sciences
• Energy transfer through different mediums can be
• explained using wave and particle models
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will access Aboriginal peoples and
  Torres Strait Islander peoples knowledge about
  energy transfer through materials, by considering
  musical instruments. Explore how Aboriginal
  peoples make and use instruments. Use scientific
  knowledge to explain differences in the transfer
  of sound energy in terms of frequency/pitch and
  amplitude produced by didgeridoo and the player.

9A
34
Year 9Unit 8 Lesson 9

• Heat and Eat
• Chemical reactions in everyday life Exploring
  indigenous detoxification of food
• Science Understanding
• Chemical sciences
• Chemical reactions involve rearranging atoms to
  form new substances during a chemical reaction
  mass is not created or destroyed
• Science as a Human Endeavour
• Use and influence of science
• Advances in science and emerging sciences and
• technologies can significantly affect peoples
  lives,
• including generating new career opportunities
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will explore methods to remove toxins
  from poisonous foods as used by many Indigenous
  Australian groups. Detoxification of Cycad seeds
  by the Djirbalngan people of North Queensland are
  investigated. Students further analyse the
  techniques used by the Djirbalngan people to
  detoxify cycad seeds and identify both chemical
  and physical changes. Students understand that
  the development of detoxification processes is a
  major advance and significantly affected the
  lives of many Indigenous Australians allowing the
  consumption of foods not previously able to be
  eaten.

9B
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Year 10Unit 1 Lesson 10

• Life Blueprints
• Exploring understanding of genetics Revising
  key genetics concepts and examining Aboriginal
  skin groups
• Science Understanding
• Biological Sciences
• The transmission of heritable characteristics
  from one generation to the next involves DNA and
  genes
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• Students will consider Aboriginal Peoples
  perspectives on skin groups and intra-familial
  marriages
• Explain that skin groups are not related to skin
  colour, per se, but rather are a means of
  identifying ones relatedness and role in society
• Explain that skin groups are found across
  Australia, but different Aboriginal societies
  have different numbers of skin groups.
• Explain that one of the key features of skin
  group identification is that it delineates who
  one is and is not allowed to marry.
• Explain how skin group marriage restrictions
  could lower the likelihood of genetic disease
  (transmission of a negative heritable
  characteristic from one generation to the next)
  within a community

10A
36
Year 10Unit 4 Lesson 13

• Chemical reactions matter
• Investigating covalent compounds Investigating
  natural pharmaceuticals
• Science Understanding
• Chemical sciences
• Different types of chemical reactions are used to
  produce a range of products and can occur at
  different rates
• Science as a Human Endeavour
• Use and influence of science
• The values and needs of contemporary society can
  influence the focus of scientific research
• Advances in science and emerging sciences and
  technologies can significantly affect peoples
  lives, including generating new career
  opportunities
• Embedding Aboriginal and Torres Strait Islander
  histories and cultures in this lesson
• In this lesson students will develop an
  understanding of the natural resources used as
  pharmaceuticals by Aboriginal peoples and Torres
  Strait Islander Peoples. Students will also
  recognise the contribution of Aboriginal peoples
  and Torres Strait Islander Peoples to modern
  pharmaceutical development.

10B
37

• At all times I have tried to maintain the intent
  of the Curriculum through direct relevance to the
  content descriptors.
• Through using content descriptors that fit with
  ATSI HCs we have been able to truly and
  effectively embed this CCP throughout the Science
  curriculum beyond the recommended 13
  opportunities by ACARA
• C2C Prep to 10 has a total of 84 lessons that
  contain the CCP of ATSI Hs Cs and addresses
  105 content descriptors

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• For many of the lessons that contain ATSI HCs
  we use the context of the topic to teach the
  content descriptors. This ensures true embedding
  and avoids add on or piecemeal approaches
• I have been able to create an additional 92
  elaborations that align to the current content
  descriptors
• This provides at least 105 opportunities to
  include ATSI Hs Cs into the Science
  Curriculum (92 13 105)
• Not every opportunity necessarily means the need
  to provide an entire dedicated lesson!

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Science Understandings Science as a human endeavor Science Inquiry Skills Total new C2C Total ACARA
Foundation 4 1
1 5 1
2 5 1
3 4 2
4 13 1
5 15 1
6 5 1
7 9 4
8 11 1
9 7 0
10 14 0
92 13
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Help?

• What can I give to help?
• -Overview document
• -Resources folder
• -Contact details
• Work 07 34216489
• Mob [phone]
• Email Joseph.SAMBONO_at_dete.qld.gov.au

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Thank you for listening