One night, Nanna teaches Little J, Big Cuz and Levi about the star constellations through stories of the past. At school, Ms Chen encourages the students to investigate the evidence of dinosaurs. Little J and Levi set out to find evidence of dinosaurs themselves, happening upon the fossil of Diprotodon, also called Wombat Rex.

Explain - Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions

Theme - SEASONS

After viewing Little J & Big Cuz, Episode 2 ‘Wombat Rex’, engage students with the following activities about the observable changes in the landscape.

As a class, visit the Kaartdijin Noongar – Noongar Knowledge website. Divide the class into small groups and access the different posters from the Kaatdijin website on plants, the sky, time and weather. Have each group use one these charts/posters as an example, and ask each group to design and create their own posters listing the plants that they know of, or can observe, from their own local area, or the weather patterns and conditions of their local area, or various concepts of time from various cultures, or observable characteristics of the sky at different times of the day, week, month and/or season.

Have students learn the Aboriginal language terms and/or the Torres Strait Islander language terms for the different seasons in their local area.

Suggested resource:

• Aboriginal Languages of Australia

Invite an Elder or recognised representative from the local Aboriginal community and/or Torres Strait Islander community to speak with the class and teach the students their language terms, celebrations, and stories associated with the seasons.

Have students interact with the following resources:

• Effects of dry weather 
• Explore the Weather 

Select images of traditional Aboriginal artworks and/or Torres Strait Islander artworks that depict the land/seasons in different areas of Australia. Visit the:

• Aboriginal and Torres Strait Islander Art

and find art by artists such as: 

• Birrikitji GUMANA, Dhalwangu people, Australia 1898–1982, Hunting story [(Hunting story)] c.1969
• Paddy JAPALJARRI SIMS, Warlpiri people, Australia 1917–2010
• Paddy JUPURRURLA NELSON, Warlpiri people, Australia 1919–1999
• Kitty KANTILLA (Kutuwalumi Purawarrumpatu), Tiwi people, Australia 1924/1928–2003, Jurrah 1995
• Kwentwentjay JUNGURRAYI SPENCER, Warlpiri people, Australia 1919–1990
• Timmy PAYUNGKA TJAPANGARTI, Pintupi people, Australia 1938/1942–2000  Wilkinkaranya [Wilkinkaranya (No.35), Wilkinkarra] c.1974
• Yanjilypiri Jukurrpa (Star Dreaming) 1985

Using the images, have students think about what physical features of the landscape each artist has depicted in their works and about the meaning of the symbols they use. Another resource is Iconography, Jinta Desert Art.

Use the I See, I Think, I Wonder visible thinking strategy to have the students observe and suggest which seasons, times, and weather conditions existed when the artists were painting their artwork.