Goanna ate my homework: FOUNDATION-HASS-Engage

Little J shares his bird feather collection with B-Boy. In school, Little J promises to find bush tucker to share with the class. The problem is that he doesn’t know how to find bush tucker. He enrols the help of Big Cuz and Nanna to teach him ‘proper way’ to identify and track animals. The group finds emu eggs but overnight a greedy goanna eats them. Nanna comes to the rescue by making spaghetti bolognaise for the class.

Engage - Pose questions about past and present objects, people, places and events


As a class, pose questions about the meaning of the word ‘Landscape’. Ask students to identify and list different land features. Prompt and give examples such as mountains, hills, desert, forest, tress, waterholes, etc. to develop a full list.

Develop a set of describing words for the landscape initiated by watching Episode 1, ‘Goanna ate my homework’. Include details such as, ‘dry, hot land’, ‘red-brown colours’, ‘contouring or undulating topography’ and ‘cool waterfalls’ or ‘rocky outcrops’, etc. Write these descriptive words and phrases for the class to think about.

Take the class into the school grounds or local park where they can observe the surrounding landscape. Ask students to describe the landscape they see and record their descriptive words used for specific features. Discuss with students the importance of this area to traditional owners.

On the board or IWB, write the headings of each type of landscape, and record how the class described each element of the landscape. Have students draw what the description looks like to them, such as a spikey bush, a smooth rock, a wavy field, etc.

Ask students to suggest other landscapes, including, the rain forest, coastal, temperate forest, sandy desert or scrubby desert, mountain or alpine, farming land.

On an IWB or presentation screen, display images of different Australian landscapes. Some good sites to search for examples include:

Ask students to find examples of landscapes from different parts of Australia or other countries.

Divide the class into smaller groups and allocate them a colour: red, green, blue, purple, white, yellow. Each group is to find pictures of landscapes where the colour of their group is dominant. Each group creates a poster using the landscape images for their colour and a set of descriptive words for each landscape.

Optional activity: Ask students to find names and images for animals that live in their landscape and list them on the poster.