Episode Goanna Ate My Homework

Synopsis

Little J gets confused hunting bush tucker when he follows his own tracks.
Little J boasts he can find bush tucker for the whole school. The plan backfires when he tracks his own footprints. Luckily, Nanna shows him
“proper way”, but a sneaky Goanna steals the bush tucker. What’s Little J going to take to school now?

Ways of knowing and doing

AreaFor meAbout meBy me
My Country
  • Land formations
  • Australian animals and their tracks
  • Navigation & tracking on Country
  • Bush tucker
  • Stories the Elders tell about Country
  • Native birds: their feathers and eggs
  • Family & community connections to Country
  • Asking questions about nature and finding out the answers, e.g. What, Why, How, When, Where
  • Animal totems and kinship
  • Tracking on Country
  • Safety and survival skills on Country
  • Identifying (safe) bush tucker
  • Traditional and cultural artefacts
  • Traditional and cultural practices
My Mob
  • Stories of the past
  • The Dreaming/Bipo Bipo Taim (Before Before Time)
  • Personal and social Histories
  • Respect for Elders
  • Acceptable behaviours
    • Listening to others
    • Working with others
  • Building confidence
  • Questioning in order to be curious to learn
  • Overcoming shame
  • Learn Aboriginal and Torres Strait Islander languages and non-Indigenous language and literacies:
  • Speaking, Spelling, Reading, Writing
  • Drawing, Painting, Dancing, Singing, Playing instruments
My School
  • HASS Geography: Understanding the natural world.
  • Science: understanding and adopting the scientific process of questioning, testing and informing.
  • Language: Use of recount, experiencing and retelling in oral and written formats
  • Literacy
  • Numeracy
  • Personal and social capability
  • Critical and creative thinking
  • Intercultural understanding
  • Connect words to match images
  • Read and create maps
  • Identify native and non-native plants and animals
  • Collect specimens to inform understanding
  • Identify safe and poisonous plants
  • Use technologies to assist me with finding information, and creating my responses to tasks

Scoping on Country

On Country is used as a socio/cultural term to represent the place we belong to.

  • For teachers who can take students out to local ancestral lands where they are On Country, there are activities they can do, even if their access to traditional knowledge may be limited.
  • For teachers who can’t take students out of the school grounds, there are activities that help the students consider and move towards a looser understanding of ‘our place’ that is not as strong as an identified Country but that encompasses observing, studying and engaging with the natural environment in the local area.

On Country (By Me): Discovering, observing, and creating

Excursion to bushland surrounding the school, local parkland, recognised Aboriginal or Torres Strait Islander bush reserve.

If the excursion is to enter a significant Aboriginal or Torres Strait Islander cultural site/area of importance, seek permission from the recognised custodians/authorities to take photographs. Also instruct participants that they can’t take or remove anything from a sacred area.

  • Make a photo tour of the local Country, capturing images of all the animals and birds.
    • Welcome to Country—to acknowledge the traditional custodians of the lands on which they live.
    • Investigate ‘place’, as it relates to Aboriginal peoples or Torres Strait Islander peoples.
  • Observe and record tracks on the ground of animal activity. Develop a list of describing words for the different tracks found, such as: long, short, big, small, dotty, squiggly. Build up a knowledge base of each kind of track.
    • Draw a storyline depicting animal tracks and natural features such as rivers, mountains etc.
    • Map symbols for direction and locations
  • Search the area for other signs of animal life, such as ant hills, nests, feathers, fur or even dung. Initiate a Nature Collection Box of natural found objects.
  • Talk to people who have lived in the area for a long time and research what other animals and birds inhabit the area, now and in the past. Find out:
    • if any local animals are on the endangered list, or have become extincthow places have changed over time
    • how animals change their habits in response to changes in time or the seasons
    • about connection and responsibility to care for Country and Place, and how to care for Place
    • the traditional and local language names for flora and fauna, in different language groups
    • how place and environment has changed over time
  • Using an expert guide, gather and taste traditional foods (bush tucker). Create a list of words associated with the foods including describing words about the taste.
  • Talk about family groups and how they differ from western family groups; about continuity and change in family roles; about different names for different family members such as ‘uz’, ‘is’, etc.
  • Invite members of the traditional owner groups to talk about Country and Place, and the places of cultural and historical significance.

Scoping off Country

Off Country (For Me): Questioning, identifying, comparing, collecting data

  • Create a photo album of photos taken during a tour ‘On Country’, or a class poster of images of local animals, birds and fish.
    • Important! Discuss with traditional elders what is acceptable before doing this task. Add a warning statement about not taking photos of people or of ceremonial sites of importance without permission.
  • Compare the images and descriptions of animals found in the area to to those of animals found in other environments. Draw conclusions about the viability or sustainability of local environments and the survival of animals found in that environment. Use the poster mentioned above as a starting point for this inquiry.Create a collage using the things found in your Nature Collection Box, mentioned in the ‘On Country’ section.
  • Identify Aboriginal and/or Torres Strait Islander names of local and non-local animals and birds; tell stories of the past about the animals and spirits that inhabit the land and sky; use Aboriginal and/or Torres Strait Islander names in a sentence, a story, a title.
    • Language groups.
    • Oral traditions – Songlines (navigating and finding food) as history passed down through stories and song
    • Totems and creation stories – Celestial spirits for Torres Strait Islander peoples
  • Explore how animals have changed over time through an investigation of evolution. Compare images and descriptions of early mammals and mammals living today; of dinosaurs and birds; of ancient life and current life.
  • Create a mask or puppet of an Australian animal; use it to tell a story.
    • Ceremonial masks from Torres Strait Islander peoples
    • Dance masks in the role of storytelling and ceremonies
  • Create animal and bird tracks by constructing imitation feet from found objects; use the feet as props in the dance; design and construct a costume (in paper and found objects) as the camouflage of the bird or animal.
  • Explore the markings on Aboriginal and/or Torre Strait Islander paintings that resemble the markings of animals on the ground, and consider their meaning in the paintings.
  • Learn about animal totems and their significance to Aboriginal and Torres Strait Islander cultures.
    • How these totems were assigned to different family groupings
Legend: Science, HASS - History and Geography, Both, None

General Capabilities

Literacy
Comprehending texts through listening, reading and viewing
Composing texts through speaking, writing and creating
Text knowledge
Grammar knowledge
Word knowledge
Visual knowledge
Numeracy
Estimating and calculating with whole numbers
Recognising and using patterns and relationships
Using fractions, decimals, percentages, ratios and rates
Using spatial reasoning
Interpreting statistical information
Using measurement
ICT capability
Applying social and ethical protocols and practices when using ICT
Investigating with ICT
Creating with ICT
Communicating with ICT
Managing and operating ICT
Critical and creative thinking
Inquiring - identifying, exploring and organising information and ideas
Generating ideas, possibilities and actions
Reflecting on thinking and processes
Analysing, synthesising and evaluating reasoning and procedures
Personal and social capability
Self-awareness
Self-management
Social awareness
Social management
Ethical understanding
Understanding ethical concepts and issues
Reasoning in decision making and actions
Exploring values, rights, responsibilities
Intercultural understanding
Recognising culture and developing respect
Interacting and empathising with others
Reflecting on intercultural experiences and taking responsibility
Legend: Science, HASS - History and Geography, Both, None

Cross Curriculum Priorities

Country/Place
OI.1 Australia has two distinct Indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples, and within those groups there is significant diversity..
OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.
OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.
Culture
OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.
OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.
OI.6 Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses.
People
OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia.
OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.
OI.9 The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.

Show

Year 2 Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 5 ‘Goanna ate my homework’, students can investigate the following inquiry questions for Year 2 Science:

  • What observable changes occur in the growth of animals?
  • Who cares for animals in their natural habitats and how do they care for them?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum F–10, Science

In Foundation level to Year 2, students begin to develop science knowledge, understanding and skills.

In Year 2, students:

  • observe, predict, organise and compare data to reveal patterns about phenomena, such as growth and change in living things.
  • count and measure observable phenomena to organise into tables that show patterns
  • explore the use of Earth’s resources, particularly the flow of matter and uses for water.

Content descriptions and codes, Year 2, Science, Australian Curriculum

Science Understanding: Biological Sciences

  • Living things grow, change and have offspring similar to themselves - (ACSSU030)

Science as a Human Endeavour: Nature and development of science

  • Science involves observing, asking questions about, and describing changes in, objects and events - (ACSHE034)

Science Inquiry Skills

Questioning and predicting

  • Pose and respond to questions, and make predictions about familiar objects and events - (ACSIS037)

Planning and conducting

  • Participate in guided investigations to explore and answer questions - (ACSIS038)

Processing and analysing data and information

  • Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions - (ACSIS040)

Evaluating

  • Compare observations with those of others - (ACSIS041)

Communicating

  • Represent and communicate observations and ideas in a variety of ways - (ACSIS042)
                                                                                                                                                                                                                                   Australian Curriculum v8.3, Science F–10,

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

After viewing Little J & Big Cuz, Episode 5 ‘Goanna ate my homework’, ask students leading questions about the episode. Direct their questions so that they develop a full range of possible inquiries. For example:

  • Which animals did Little J collect things from?
  • What is the ‘proper way’ to collect Emu eggs?
  • How did Little J find out about tracking? Who did he ask?
  • How did Little J know that a goanna took his emu eggs?

Themes

Themes that relate to Year 2 Science and are associated with Episode 5 ‘Goanna ate my homework’ include:

  • Fauna
  • People

Education resources K–2

Engage


Themes
Fauna

Explore


Themes
People

Explain


Themes
Fauna

Elaborate


Themes
Fauna

Evaluate


Themes
Fauna


Show

Foundation HASS - History and Geography

5E's Inquiry approach

Through Episode 5 ‘Goanna ate my homework’, students can investigate the following inquiry questions for Geography:

  • Why are some places and events special and how do we know?
  • What makes a place special?
  • How can we look after the places we live in?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum F–10, Humanities and Social Sciences: Geography

In Foundation level, students begin to develop knowledge, understanding and skills through the key concepts of significance, continuity and change, place and space, and perspectives.

Students:

  • explore the people and features of their social and physical worlds, and why places are special to them
  • examine representations (story maps and models) of place, through sources that include stories from family members and from different cultures
  • learn about their own heritage, identity and sense of belonging, and active citizenship
  • learn that their place is also the place of Aboriginal or Torres Strait Islander Peoples.

Australian Curriculum, Humanities and Social Sciences: Geography, Foundation level content descriptions (and code)

Knowledge and Understanding                                                                                                                                                                                              Geography

  • The places people live in and belong to, their familiar features and why they are important to people - (ACHASSK015)
  • The Aboriginal or Torres Strait Islander Country or Place on which the school is located and why Country and Place is important to Aboriginal peoples and Torres Strait Islander peoples - (ACHASSK016)

Inquiry and Skills                                                                                                                                                                                                                          Questioning

  • Pose questions about past and present objects, people, places and events - (ACHASSI001)

Researching

  • Sort and record information and data, including location, in tables and on plans and labelled maps - (ACHASSI003)

Analysing

  • Interpret data and information displayed in pictures and texts and on maps - (ACHASSI003)

Evaluating and Reflecting

  • Reflect on learning to propose how to care for places and sites that are important or significant - (ACHASSI009)

Communicating

  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of  time and to describe direction and location - (ACHASSI010)
                                                                                                                                                                                                                         Australian Curriculum v8.3, HASS F–6/7, 2016

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 5 ‘Goanna ate my homework’.

After viewing the episode, ask students questions to enhance their comprehension of the story and their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example,

  • What objects did Little J collect for his treasure box?
  • Which animals were represented in his collection?
  • Which animals did Nanna teach Little J to track?
  • What is the ‘proper way’ to collect Emu eggs?
  • How did Little J know that a goanna took his emu eggs?

Education resources K–2

Engage


Themes
Terrain

Explore


Themes
Terrain

Explain


Themes
Terrain

Elaborate


Themes
Belonging

Evaluate


Themes
Belonging
Place


Show

Year 1 Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 5 ‘Goanna Ate My Homework, students can investigate the following questions for Year 1 Science:

  • How and why changes in the local environment affect living things?
  • How do different places meet the needs of living things?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum F–10, Science

From Foundation to Year 2, students begin to develop science knowledge, understanding and skills. 

  • Year 1, students learn that their observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena
  • infer simple cause-and-effect relationships from their observations and experiences
  • link events and phenomena with observable effects and to ask questions observe changes that can be large or small and happen quickly or slowly
  • explore the properties of familiar objects and phenomena, identifying similarities and differences,  value counting as a means of comparing observations, and are introduced to ways of organising their observations

Content descriptions and codes, Year 1, Science, Australian Curriculum

Science Understanding: Biological sciences

  • Living things have a variety of external features - (ACSSU017)

Science Understanding: Earth and space sciences

  • Observable changes occur in the sky and landscape - (ACSSU019)

Science as a Human Endeavour: Nature and development of science

  • Science involves observing, asking questions about, and describing changes in, objects and events - (ACSHE021)

Science Inquiry Skills                                                                                                               Questioning and predicting

  • Pose and respond to questions about familiar objects and events - (ACSIS024)

Planning and conducting

  • Participate in guided investigations to explore and answer questions - (ACSIS025)

Evaluating

  • Compare observations with those of others - (ACSIS213)

Communicating

  • Represent and communicate observations and ideas in a variety of ways - (ACSIS029)
                                                                                                                                                                                                          Australian Curriculum v8.3, Science F–10, 2016

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

After viewing Little J and Big Cuz, Episode 5 ‘Goanna ate my homework’, ask students leading questions about the episode. Direct their answers so that they develop a full range of possible inquiries. For example,

  • Which animals did Little J collect things from?
  • What is the ‘proper way’ to collect Emu eggs?
  • How did Little J find out about tracking? Who did he ask?
  • How did Little J know that a goanna took his emu eggs?

Themes

Themes that relate to Year 1 Science and are associated with Episode 5 ‘Goanna ate my homework’ include:

  • Living things
  • Flora
  • Fauna

Education resources K–2

Engage


Themes
Living things

Explore


Themes
Fauna
Flora

Explain


Themes
Flora

Elaborate


Themes
Fauna

Evaluate


Themes
Living things


Show

Year 1 HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 5 ‘Goanna ate my homework’, students can investigate the following inquiry questions for Geography:

  • What are the different features of places?
  • How can we care for places?
  • How have the features of places changed?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum v8.3, Humanities and Social Sciences F-6/7, Geography

From Foundation Year to Year 2, students begin to develop knowledge, understanding and skills through the key concepts of significance, continuity and change, place and space and perspectives.

Year 1 students:

  • learn how changes occur over time in relation to themselves, their own families, daily and seasonal weather patterns
  • anticipate near future events such as personal milestones and seasons
  • explore and investigate familiar places; their natural, managed and constructed features; and the activities located in them
  • examine their daily family life and how it is the same as, and different to, previous generations; how different groups describe daily and seasonal weather patterns.

Content descriptions and codes, Year 1, HASS Geography, Australian Curriculum

Knowledge and Understanding                                                                                                                                                                                  Geography

  • Activities in the local place and reasons for their location - (ACHASSK033)

Inquiry and skills                                                                                                                                                                                                        Questioning

  • Pose questions about past and present objects, people, places and events - (ACHASSI018)

Researching

  • Collect data and information from observations and identify information and data from sources provided - (ACHASSI019)

Analysing

  • Interpret data and information displayed in pictures and texts and on maps - (ACHASSI024)

Evaluating and reflecting

  • Reflect on learning to propose how to care for places and sites that are important or significant - (ACHASSI009)

Communicating

  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location - (ACHASSI010)

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 5 ‘Goanna ate my homework’.

After viewing the episode, ask students questions to enhance their comprehension of the story and their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example,

  • What objects did Little J collect for his treasure box?
  • Which animals were represented in his collection?
  • Which animals did Nanna teach Little J to track?
  • What is the ‘proper way’ to collect Emu eggs?
  • How did Little J know that a goanna took his emu eggs?

Themes

Themes that relate to Year 1, HASS Geography and are associated with Episode 5 ‘Goanna ate my homework’ include:

  • Tracking

Education resources K–2

Engage


Themes
Tracking

Explore


Themes
Tracking

Explain


Themes
Tracking

Elaborate


Themes
Tracking

Evaluate


Themes
Tracking


Show

Foundation Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 5 ‘Goanna Ate My Homework’, students can investigate the following questions for Foundation Year, Science: Why do living things live where they live?

  • How is conservation of habitats linked to preserving animal populations?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum v8.3, Science  F–10,

From Foundation Year to Year 2 students begin to develop science knowledge, understanding and skills.  

Foundation students

  • learn that observations can be organised to reveal patterns, and that these patterns can be used to make predictions about phenomena
  • observe and describe the behaviours and properties of everyday objects, materials and living things explore change in the world around them, including weather, making things move and/or changing shape 
  • pose questions, make observations, and use their senses to gather different types of information.

Australian Curriculum, Science, Foundation level content descriptions (and code)

Science Understanding: Biological sciences

  • Living things have basic needs, including food and water - (ACSSU002)

Science as a Human Endeavour: Nature and development of science

  • Science involves observing, asking questions about, and describing changes in, objects and events - (ACSHE013)

Science Inquiry Skills               

Questioning and predicting

  • Pose and respond to questions about familiar objects and events - (ACSIS014)

Planning and conducting

  • Participate in guided investigations and make observations using the senses - (ACSIS011)

Processing and analysing data and information

  • Engage in discussions about observations and represent ideas - (ACSIS233)

Communicating

  • Share observations and ideas - (ACSIS012)

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 5 ‘Goanna ate my homework’.

After viewing the episode, ask students questions to enhance their comprehension of the story and their screen literacy. Direct questions so that students develop a full range of possible inquiries. For example,

  • What objects did Little J collect for his treasure box?
  • Which animals were represented in his collection?
  • Which animals did Nanna teach Little J to track?
  • What is the ‘proper way’ to collect Emu eggs?
  • How did Little J know that a goanna took his emu eggs?

Themes

Themes that relate to Foundation level Science and are associated with Episode 5 ‘Goanna ate my homework’ include:

  • Living things
  • Fauna
  • Collections

Education resources K–2

Engage


Themes
Fauna

Explore


Themes
Living things

Explain


Themes
Collections

Elaborate


Themes
Fauna (Birds)

Evaluate


Themes
Fauna


Show

Year 2 HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 5 ‘Goanna ate my homework’, students can investigate the following inquiry questions for Year 2 Geography:

  • What is a place?
  • How are people connected to their place and other places?
  • What factors affect my connection to places?

The 5Es: an inquiry approach

This teaching strategy has been designed from the 5Es Inquiry approach.

Description

Australian Curriculum F–10, HASS Geography

In Year 2, students begin to develop humanities and social sciences understanding through key concepts, including significance, continuity and change, cause and effect, place and space, interconnections, perspectives and actions.

Students

  • explore how distance and accessibility influence how often they visit places, and for what purpose (space, interconnection)
  • investigate links with places, locally and throughout the world (interconnection)
  • identify how places have meaning to people and the connection Aboriginal and Torres Strait Islander Peoples have with Country/Place (place, environment, interconnection)

Content descriptions and codes, Year 2, HASS Geography, Australian Curriculum

Knowledge and  Understanding                                                                                                                                                                                    Geography

  • The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place - (ACHASSK049)

Inquiry and skills                                                                                                                                                                                                              Questioning

  • Pose questions about past and present objects, people, places and events - (ACHASSI034)

Researching

  • Collect data and information from observations and identify information and data from sources provided  - (ACHASSI035)

Analysing

  • Interpret data and information displayed in pictures and texts and on maps - (ACHASSI040)

Evaluating and Reflecting

  • Reflect on learning to propose how to care for places and sites that are important or significant - (ACHASSI042)

Communicating

  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location - (ACHASSI043)
                                                                                                                                                                                                                                   Australian Curriculum v8.3, HASS F–6/7, 2016

“© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. This material was downloaded from the Australian Curriculum website (Website) (accessed [insert date]) and [was][was not] modified. The material is licensed under CC BY 4.0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website.

ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).”

Example questions

After viewing Little J & Big Cuz, Episode 5 ‘Goanna ate my homework’, ask students leading questions about the episode. Direct their questions so that they develop a full range of possible inquiries. For example,

  • Which animals did Little J collect things from?
  • What is the ‘proper way’ to collect Emu eggs?
  • How did Little J find out about tracking? Who did he ask?
  • How did Little J know that a goanna took his emu eggs?

Themes

Themes that relate to Year 2, HASS Geography and are associated with Episode 5 ‘Goanna ate my homework’ include:

  • Identity
  • Maps

Education resources K–2

Engage


Themes
Identity

Explore


Themes
Identity

Explain


Themes
Maps

Elaborate


Themes
Maps

Evaluate


Themes
Identity
Maps