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


1
Aboriginal and Torres Strait Islander Histories
and Cultures in the Science CurriculumJoe
Sambono, Education Queensland
2
  • 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

3
  • 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?

4
(No Transcript)
5
Mapping organisation
  • Subject
  • Learning Phase
  • Strand
  • Sub-Strand
  • Content descriptor
  • Elaboration

6
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

7
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

8
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

9
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

10
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

11
Science Understandings Science as a human endeavor Science inquiry skills
Foundation
1
2
3
4
5
6
7
8
9
10
12
  • 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

13
  • 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

14
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

15
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
16
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
17
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
18
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
19
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
20
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
21
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
22
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
23
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
24
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
25
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
26
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
27
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
28
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
29
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
30
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
31
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
32
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
33
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
35
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 0403420870
  • Email Joseph.SAMBONO_at_dete.qld.gov.au

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