Episode Right Under Your Nose

Synopsis

On their quest to the beach, Little J, Nanna and Big Cuz struggle to find what they need before sunset.                              

When the power goes off, Nanna takes the kids to the beach to catch a feed and cook it in a fire pit. But will Big Cuz ever hook that fish and willLittle J find that extra special something for Show and Tell?

Ways of knowing and doing

AreaFor meAbout meBy me
My Country
  • Marine animals
  • Fishing, netting, fish traps
  • the sea
  • Beach environments and ecosystems
  • Shells, mittens
  • Making fire
  • Understand my emotions and how I react in different situations
  • Being curious and finding out about traditional knowledge, skills, and technologies
  • Fishing
  • Cook and prepare meals
  • Safety and survival skills on Country
  • Learn about traditional technologies and cultural practices
My Mob
  • Stories of the past
    • The Dreaming
    • Bipo Bipo Taim (Before Before Time)
  • Personal and social Histories
  • Respect for place, animals, and lores
  • Respect for Elders
  • Build confidence
  • Learn to ask questions to order to gain understanding
  • Learn Indigenous and non-Indigenous language and literacies:
    • Speaking, Spelling, Reading, Writing
  • Drawing, Painting, Dancing, Singing, Playing instruments
My School

Science: Understanding

  • the marine world
  • marine ecosystems
  • the beach, tides, sand, shells
  • the scientific process of questioning, testing, learning and categorising

Geography: Understanding

  • Concepts: Place, space, environments, change and continuity of coastal environments, pollution
  • Mapping the beach, oceans, seas, habitats, etc.
  • Geographical inquiry processes and skills
  • Literacy
  • Numeracy
  • ICT capability
  • Personal and social capability
  • Critical and creative thinking
  • Ethical Understanding
  • Intercultural understanding
  • Learn names of, and stories about Australian marine animals
  • Connect words to match images
  • Read and create maps
  • Identify animals from the past and present
  • Calculate time, sequence patterns
  • Map Countries
  • Lifecycles
  • Compare traditional and contemporary ways of fishing, lifestyles, and technologies
  • Discover how and why people make their home at, and visit, the beach

Scoping on Country

Scoping ideas for deeper learning experiences ‘on Country’ or ‘off 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 bush reserve/waterways and/or Torres Strait Islander bush reserve/waterways. Or, visit a local beach or waterway.

If the excursion is to enter a significant Aboriginal cultural site/area of importance and/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 site.

  • ‘Map’ the journey from one place and to another:
  • Take digital photos/short movies along the journey; identify landscape/seascape features and Aboriginal significant and sacred sites and/or Torres Strait Islander significant and sacred sites.
  • Identify and record sounds and scenes.
  • Draw images of the land/sea and marine animals of this Country in accordance with the lore of Country and culture.
  • Draw/photograph water; the ‘sea’; observe the change in height and depth of the ocean or water hole to reveal the rhythms of the sea.
  • Make maps and images of landforms and water courses such as rock outcrops and stream beds.
  • Listen to the sounds of animals, birds, insects, the bush; mimic the sounds with voice or (made) instruments.
  • Find evidence of animals on Country using tracking and observation on the beach habitat.
  • Identify ‘bush tucka’ suitable for people and learn to cook in traditional ways.
  • Find, describe and map plants used by animals as their food sources.
  • Locate nests and the different habitats of local animals/insects, reptiles, birds, and fish.
  • Listen to and retell the traditional stories about animal spirits of this Country and the sea.
  • Observe and record the land from an aerial perspective: lie on the ground and look at the sky – search for clouds, birds, horizon, etc.; examine the trees, the canopy.
  • Draw/photograph clouds; the ‘wind’; observe the change in height and depth of the landscape to reveal old watercourses, volcanoes, Indigenous (cultural) sites.
  • Learn the stories/songlines and dances related to special places/animals of this Country, including creation stories.
  • Record any/all of these experiences in drawings, photographs or video, as appropriate.
  • Talk to people who have lived in your area for a long time and find out what other marine animals they have seen there, in the past.
  • Gather and taste indigenous foods (‘bush tucka’) with the assistance of an Elder or expert from your area. Create a list of describing words to describe the taste.

Scoping off Country

‘off Country’ (For Me): Questioning, identifying, comparing, collecting data

  • Learn Aboriginal names and/or Torres Strait Islander names for Australian marine animals, and use these names in a sentence/story/title.
  • Collect photographed images from a tour (walk) ‘On Country’ and make a class poster or album of the images..
  • Learn about the cultural significance of land/marine animals found on Country and compare they were represented in the past, to how contemporary artists represent the marine animals today.
  • Investigate and document the life cycle, habitat and feeding habits of marine animals found on Country.
  • Design and construct safe shelter for immature Australian land/marine animals, and learn about how rescue animals are fostered and raised.
  • Investigate and record the process of reintroducing rescued marine animals into the wild, and why wild land/marine creatures need to be returned to the sea.
  • Identify the scientists and conservation officials who work in marine environments.
  • Make and respond to dances, music, artworks and other arts forms that illustrate the story/movements/characteristics of marine animals.
  • Design and construct masks, costumes, dances or songs sharing features or characteristics of marine animals and use these created artefacts to tell a story.
  • Analyse Aboriginal Dreaming stories/paintings and/or Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories/paintings to understand the meanings and symbols; identify how a creation story is traditionally told and communicate; by whom? why was/is the story important? what the symbols mean?
  • Learn First language, in parallel with English language and literacy, to progress understanding and reflection about my World.
Legend: HASS - History and Geography, Science, 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: HASS - History and Geography, Science, 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 HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’, students can investigate the following inquiry questions for Year 2, HASS_Geography:

  • What does my place tell me about the past and present?
  • How are people connected to their place and other places, past or present?
  • How has technology affected daily life over time and the connections between people in different places?
 
   

The 5Es: an inquiry approach

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

Description

Australian Curriculum, HASS_Geography F–6/7

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.

Year 2 students:

  • investigate communities and links with places, locally and throughout the world (interconnection)
  • examine the remains of the past in the local area, coming to understand how connections have changed the lives of people over time and space and how their community values and preserves connections to the past
  • study where they are located in the world and how the world is represented on maps and through place names that reveal the history and value of these places.
  • explore other cultures’ connections to their local place and their own connections to distant places.
  • identify how places have meaning to people and the connection Aboriginal Peoples 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 way the world is represented in geographic divisions and the location of Australia in relation to these divisions - (ACHASSK047)
  • The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales - (ACHASSK048)
  • 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

“© 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 4 ‘Right Under Your Nose’.

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

  • What was the special object that Little J found at the beach?
  • What equipment do you need to catch a fish?
  • What does Little J think about ‘Show and Tell’? How do you know?
  • Which equipment stopped working when the power went out?
  • How did Nanna cook the fish with no power?

Themes

Themes that relate to Year 2, HASS_Geography and are associated with Episode 4 ‘Right Under Your Nose’ include:

  • oceans
  • ecosystem

Education resources K–2

Engage


Themes
Oceans

Explore


Themes
Ecosystem

Explain


Themes
Ecosystem

Elaborate


Themes
Ecosystem

Evaluate


Themes
Ecosystem


Show

Year 1 Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’, students can investigate the following inquiry questions for Year 1, 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, Science F–10

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

Year 1 students:

  • learn that 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)
  • Living things live in different places where their needs are met - (ACSSU211)

Science as a Human Endeavour: Nature and development of science

  • People use science in their daily lives, including when caring for their environment and living things - (ACSHE022)

Science Inquiry Skills

Questioning and predicting

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

Planning and conducting

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

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 - (ACSIS027)         

Evaluating

  • Compare observations with those of others - (ACSIS213)    

Communicating     

  • Represent and communicate observations and ideas in a variety of way - (ACSIS029)     

                                                                                                                                                                                                                       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

Begin any activity listed below by viewing Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’.

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

  • What stopped working when the power went out?
  • What are the tools, materials and equipment needed to catch a fish?
  • How did Nanna cook the fish with no power?
  • What type of fish did Big Cuz catch?
  • W What does Little J think of ‘Show and Tell’? How do you know?
  • What was the special object that Little J found at the beach?

Themes

Themes that relate to Year 1, Science, and are associated with Episode 4 ‘Right Under Your Nose’ include:

  • sea
  • beach
  • living things

Education resources K–2

Engage


Themes
Sea

Explore


Themes
Sea

Explain


Themes
Beach

Elaborate


Themes
Living things

Evaluate


Themes
Beach


Show

Foundation Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’, students can investigate the following inquiry questions for Science:

  • What are the characteristics/properties of living things?
  • Why are living things different to each other?
  • 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, Science F–10

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

Foundation Year 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.

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

Science Understanding: 

Earth and space sciences

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

Physical science

  • The way objects move depends on a variety of factors, including their size and shape - (ACSSU005)

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 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

Begin any activity listed below by viewing Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’.

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

  • What stopped working when the power went out?
  • What are the tools, materials and equipment needed to catch a fish?
  • How did Nanna cook the fish with no power?
  • What type of fish did Big Cuz catch?
  • What does Little J think of ‘Show and Tell’? How do you know?
  • What was the special object that Little J found at the beach?

Themes

Themes that relate to Foundation Year, Science, and are associated with Episode 4 ‘Right Under Your Nose’ include:

  • beach
  • sea
  • fish
  • living things.

Education resources K–2

Engage


Themes
Beach

Explore


Themes
Sea

Explain


Themes
Fish

Elaborate


Themes
Living things (marine)

Evaluate


Themes
Beach


Show

Year 1 HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’, students can investigate the following inquiry questions for HASS_Geography:

  • How has family life and the place we live in changed over time?
  • What events, activities and places do I care about? Why?
  • 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

The Australian Curriculum, HASS_Geography F–6/7

In Year 1, 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:

  • explore and predict how time affects themselves, their families, and the places they and others belong to
  • examine their daily family life and how it is the same as and different to previous generations
  • investigate their place and other places, their natural, managed and constructed features, and the activities located in them
  • explore daily and seasonal weather patterns and how different groups describe them
  • learn that their place is also the place of Aboriginal Peoples and/or Torres Strait Islander Peoples.

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

Knowledge and Understanding

Geography

  • The natural, managed and constructed features of places, their location, how they change and how they can be cared for - (ACHASSK031)
  • The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them - (ACHASSK032)
  • 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 - (ACHASSI026)

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 - (ACHASSI027)
                                                                                                                                                                                                                         Australian Curriculum v8.3, HASS F–6/7

“© 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 representatins 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 4 ‘Right Under Your Nose’.

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

  • What was the special object that Little J found at the beach?
  • What equipment do you need to catch a fish?
  • What does Little J think about ‘Show and Tell’? How do you know?
  • Which equipment stopped working when the power went out?
  • How did Nanna cook the fish with no power?

Themes

Themes that relate to Year 1, HASS_Geography and are associated with Episode 4 ‘Right Under Your Nose’ include:

  • sustainability
  • place
  • sea
  • birds

Education resources K–2

Engage


Themes
Sea

Explore


Themes
Sustainability

Explain


Themes
Birds

Elaborate


Themes
Place

Evaluate


Themes
Place


Show

Foundation HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’, students can investigate the following inquiry questions for HASS_Geography:

  • Who am I, where do I live and who came before me?
  • Why are some places and events special, and how do we know?
  • How can we show that the present is different from or similar to the past?
  • How do we describe the sequence of time?

The 5Es: an inquiry approach

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

Description

Australian Curriculum, HASS_History and Geography F–6/7

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

Foundation Year students:

  • identify and analyse how changes occur over time in relation their personal world and their family histories
  • explore the people and features of their social and physical worlds
  • explore why places are special to them and others
  • examine representations of place and sources, including stories from family members and from different cultures.

Content descriptions and codes, Foundation Year, HASS_Geography, Australian Curriculum

Knowledge and Understanding

Geography

  • The representation of the location of places and their features on simple maps and models - (ACHASSK014)
  • 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/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander Peoples - (ACHASSK016)
  • The reasons why some places are special to people, and how they can be looked after - (ACHASSK017)

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 - (ACHASSI007)

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

“© 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 4 ‘Right Under Your Nose’.

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

  • What was the special object that Little J found at the beach?
  • What equipment do you need to catch a fish?
  • What does Little J think about ‘Show and Tell’? How do you know?
  • Which equipment stopped working when the power went out?
  • How did Nanna cook the fish with no power?

Themes

Themes that relate to Foundation Year, HASS_Geography, and are associated with Episode 4 ‘Right Under Your Nose’ include:

  • place

Education resources K–2

Engage


Themes
Terrain

Explore


Themes
Terrain

Explain


Themes
Place

Elaborate


Themes
Terrain

Evaluate


Themes
Terrain


Show

Year 2 Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’, students can investigate the following inquiry questions for 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

The 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
  • describe the components of simple systems
  • show how objects and materials interact through direct manipulation
  • 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)
  • People use science in their daily lives, including when caring for their environment and living things - (ACSHE035)

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

Begin any activity listed below by viewing Little J & Big Cuz, Episode 4 ‘Right Under Your Nose’.

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

For example:

  • What stopped working when the power went out?
  • What are the tools, materials and equipment needed to catch a fish?
  • How did Nanna cook the fish with no power?
  • What type of fish did Big Cuz catch?
  • W What does Little J think of ‘Show and Tell’? How do you know?
  • What was the special object that Little J found at the beach?

Themes

Themes that relate to Year 2, Science, and are associated with Episode 4 ‘Right Under Your Nose’ include:

  • fishing
  • energy
  • sustainability

Education resources K–2

Engage


Themes
Fishing

Explore


Themes
Energy

Explain


Themes
Energy

Elaborate


Themes
Fishing

Evaluate


Themes
Energy
Fishing