Episode Transformation

Synopsis

Can Big Cuz face dancing in front of the school, and will Little J ever see his caterpillar again?

Little J is upset when his precious caterpillar disappears. But Big Cuz is even more upset - Sissy has arranged for the two of them to dance in front of the whole school. Can she ever find the courage?

Ways of knowing and doing

AreaFor meAbout meBy me
My Country
  • Cultural stories from the past
  • The life cycles of animals
  • The seasons
  • Bush tucker
  • Know my family & community connections to Country
  • Understand art symbols and songlines that having meaning to my people
  • Collaborate with others to find and cook bush tucker
  • Identify animals/insects that live on Country
  • Caterpillars, moths, butterflies
  • Safety and survival skills on Country
  • Present and speak about traditional and cultural artefacts and stories
My Mob
  • Traditional Dreaming and Bipo Bipo Taim (Before Before Time) stories, about the caterpillars/moths/butterflies
  • Ancient land formations & waterways
  • Family/Kinship structure
    • Roles and responsibilities
  • Respect for Elders
  • Learn and practise acceptable behaviours, such as
    • Listening to others
    • Working with others
  • Build confidence and personal strengths
  • Learn Aboriginal languages and/or Torres Strait Islander languages, and non-Indigenous language, and literacies:
    • Speaking, Spelling, Reading, Writing
    • Drawing, Painting, Dancing, Singing, Playing instruments
My School

Science:

  • life cycles, geology and earth science, ecosystems, scientists,

HASS_ History & Geography:

  • Mapping, time, continuity, calendars, chronology, place, perspective, significant people, festivals

Language:

  • Use of recount: experiencing and retelling in oral and written formats
  • Literacy
  • Numeracy
  • ICT capability
  • Personal and social capability
  • Critical and creative thinking
  • Intercultural understanding
  • Learn Aboriginal and/or Torres Strait Islander names and stories about animals/insects, seasons, bush tucker
  • Match names and images to their meaning and cultural significance
  • Research and present information reports, procedural texts, photo-stories
  • Make recipes, imagine the past, read maps, use technology to research

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/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 a journey from one place to another place:

  • Take digital photos/short movies along the journey; identify and record sounds and scenes.
  • Listen to the sounds of animals, birds, insects, the bush; mimic the sounds with voice or (made) instruments.
  • 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 variety of trees in the environment, observe the canopy.
  • Draw/photograph clouds; observe the ‘wind’ it strength and direction, and how the landscape bends to its force
  • Observe the change in height and depth of the landscape to reveal old watercourses, volcanoes, sacred sites.
  • Make traditional fish/animal traps to catch food for eating; learn to cook in traditional ways with traditional implements
  • Find evidence of the seasonal changes to flora and fauna on Country.
  • Look for evidence of insect life such as ant hills, feeding marks on plants, tracks, eggs and chrysalis.
  • Observe and record the changing shadows over the course of a day as the Sun moves.
  • Listen to and recount the traditional creation stories on Country about animal spirits, the land forms, special places, stars and celestial bodies.
  • Learn the stories/songlines and dances related to special places on Country.
  • Draw images of the land in accordance with the lores of Country and culture.
  • Learn and communicate in First language to identify animals and objects on Country.

Scoping off Country

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

  • Identify Aboriginal names and symbols and/or Torres Strait Islander names and symbols of various land/sea features, stars, the Moon and Sun. Use Aboriginal names and/or Torres Strait Islander names in a sentence, story or story or artwork title.
  • Ask questions and find out information about the ceremonies associated with the seasonal changes on Country.
  • Explore how and why other world cultures celebrate the changes of the seasons.
  • Explore how seasonal changes relate to food sources through learning to identify and cook traditional foods.
  • Learn to use compass directions and relate them to features on a map.
  • Explore concepts of time through Aboriginal Dreaming stories and/or Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories as well as personal/community histories relating to recent times.
  • Design and create a model bark canoe and/or fishing implements.
  • Make a sundial and record the changing movement of the Sun as reflected on the dial and in shadows.
  • Reading/listening/viewing (to) Aboriginal Dreaming stories/paintings and/or Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories/paintings  and asking questions about a story to understand its meaning; how it was told/made; by whom; why was/is it important; what symbols are used.
  • 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 10 ‘Transformation’, students can investigate the following inquiry questions for HASS History & 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 v8.3, Humanities and Social Sciences: History & Geography, F–6/7

From Foundation Year to 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_ History and Geography, Australian Curriculum

Historical Knowledge and Understanding

  • The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past - (ACHASSK044)

Geographical Knowledge and Understanding

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

HASS Inquiry 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

  • Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI041)

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 and Big Cuz, Episode 10 ‘Transformation’.

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:

  • Why does Nanna tell Little J the Arrernte story about the giant caterpillars?
  • Where does the story take place?
  • When do you think this story happened?
  • What stories do we tell about our local places?
  • Who do we ask or where do we go when we want to know more about our local places?

Themes

Themes that relate to Year 2, HASS_History and Geography and are associated with Episode 10 ‘Transformation’ include

  • place
  • people
  • stories.

Education resources K–2

Engage


Themes
Maps
Place

Explore


Themes
Place

Explain


Themes
People

Elaborate


Themes
Stories

Evaluate


Themes
Place


Show

Foundation HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 10 ‘Transformation’, students can investigate the following inquiry questions for Foundation Year History & 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 v8.3, Humanities and Social Sciences: History and Geography, F–6/7

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.

Foundation Year students:

  • explore the people and features of their personal, social and physical worlds, and why places are special to them and others
  • 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.

Content descriptions and codes, Foundation Year, HASS: History and Geography, Australian Curriculum

Historical Knowledge and Understanding

Geographical Knowledge and Understanding

  • 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)

HASS Inquiry Skills

Questioning

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

Researching

  • Collect data and information from observations and identify information and data from sources provided - (ACHASSI002)

Analysing

Evaluating and Reflecting

  • Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI008)

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 10 ‘Transformation’.

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,

  • Why did Little J try to make himself taller? What did he do?
  • What is the difference between the ‘big kids’ and the ‘little kids’? Is it just height?
  • Where does Little J find the caterpillar? What does he name it?
  • Why does the caterpillar get bigger before it disappears?
  • How did Little J know where the caterpillar had gone?
  • What story did Nanna tell Little J about the giant Yeperenye caterpillar?
  • When Big Cuz was practising her dance, how did you know that many days had passed?
  • How did we know it was day and night?
  • What is Big Cuz worried about? How does she overcome her fears?

Themes

Themes that relate to Foundation Year, HASS History and Geography and are associated with Episode 10 ‘Transformation’ include:

  • place
  • people.

Education resources K–2

Engage


Themes
Place

Explore


Themes
Journey

Explain


Themes
Symbols

Elaborate


Themes
People

Evaluate


Themes
Place


Show

Year 1 HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 10 ‘Transformation’, students can investigate the following inquiry questions for HASS Geography:

  • How my world is different from the past and can change in the future?
  • How has family life changed or remained the same over time?
  • 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 v8.3, Humanities and Social Sciences: History and Geography, F–6/7

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:

  • explore and predict how time affects themselves, their families, and the places they belong to
  • learn about the natural, managed and constructed features of places and how these features provide evidence of change (place, environment, change)
  • explore, describe and predict daily and seasonal weather patterns
  • learn that their place is also the place of Aboriginal peoples or Torres Strait Islander peoples.

Content descriptions and codes, Year 1, Humanities and Social Sciences: History & Geography, Australian Curriculum

Historical Knowledge and Understanding

  • How the present, past and future are signified by terms indicating time, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons - (ACHASSK029)

Geographical Knowledge and Understanding

  • The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them - (ACHASSK032)

HASS Inquiry 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

Evaluating and Reflecting

  • Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI025)

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 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 10 ‘Transformation’.

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,

  • Who learns to be brave in this episode? How did they do it?
  • How did we know time was passing in this episode?
  • How much time do you think went by? (How could we find out?)
  • What happened to Sausage the caterpillar?
  • What was the story Nanna told to Little J?

Themes

Themes that relate to Year 1, HASS History & Geography and are associated with Episode 10 ‘Transformation’ include:

  • time
  • seasons
  • place

Education resources K–2

Engage


Themes
Time

Explore


Themes
Seasons

Explain


Themes
Place

Elaborate


Themes
Seasons

Evaluate


Themes
Place
Seasons
Time


Show

Year 1 Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 10 ‘Transformations’, students can investigate the following inquiry questions for Science:

  • How do animals protect themselves from predators?
  • How do living things grow and change?
  • What features of living things can we observe and how do these observations provide clues about how they live, change and grow?

The 5Es: an inquiry approach

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

Description

Australian Curriculum v 8.3, 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)

Evaluating

  • Compare observations with those of others - (ACSIS213)

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)

Communicating

  • Represent and communicate observations and ideas in a variety of ways - (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 10 ‘Transformation’.

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,

  • Why did Little J try to make himself taller? What did he do?
  • What is the difference between the ‘big kids’ and the ‘little kids’? Is it just height?
  • Where does Little J find the caterpillar? What does he name it?
  • Why does the caterpillar get bigger before it disappears?
  • How did Little J know where the caterpillar had gone?
  • What story did Nanna tell Little J about the giant Yeperenye caterpillar?
  • When Big Cuz was practising her dance, how did you know that many days had passed?
  • How did we know it was day and night?
  • What is Big Cuz worried about? How does she overcome her fears?

Themes

Themes that relate to Year 1 Science and are associated with Episode 10 ‘Transformation’ include:

  • living things.

Education resources K–2

Engage


Themes
Living things

Explore


Themes
Living things

Explain


Themes
Living things

Elaborate


Themes
Living things

Evaluate


Themes
Living things


Show

Foundation Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 10 ‘Transformations’, students can investigate the following inquiry questions for Foundation Year, Science:

  • What are the differences between day and night?
  • How do the seasons change?
  • How do the seasons affect daily life?
  • Why do living things live where they live?

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 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: Biological sciences

  • Daily and seasonal changes in our environment affect everyday life - (ACSSU004)

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)

Processing and analysing data and information

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

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 10 ‘Transformation’.

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:

  • Why did Little J try to make himself taller? What did he do?
  • What is the difference between the ‘big kids’ and the ‘little kids’? Is it just height?
  • Where does Little J find the caterpillar? What does he name it?
  • Why does the caterpillar get bigger before it disappears?
  • How did Little J know where the caterpillar had gone?
  • What story did Nanna tell Little J about the giant Yeperenye caterpillar?
  • When Big Cuz was practising her dance, how did you know that many days had passed?
  • How did we know it was day and night?
  • What is Big Cuz worried about? How does she overcome her fears?

Themes

Themes that relate to Foundation Year, Science, and are associated with Episode 10 ‘Transformation’ include:

  • time
  • seasons.

Education resources K–2

Engage


Themes
Time

Explore


Themes
Seasons
Time

Explain


Themes
Time

Elaborate


Themes
Time

Evaluate


Themes
Day and Night
The Sun


Show

Year 2 Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 10 ‘Transformation’, students can investigate the following inquiry questions for Year 2 Science:

  • How do living things change and grow?
  • What changes occur as immature animals grow up?
  • How does the environment, including the weather, affect living things?

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.

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)

Evaluating

  • Compare observations with those of others - (ACSIS041)

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)

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 10, ‘Transformation’.

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:

  • Where was the caterpillar when Little J found it?
  • What was it eating?
  • How did Little J know that the caterpillar had gone underground to pupate or change into a moth?
  • How did we know time was passing in this episode?
  • How much time do you think went by? (How could we find out?)
  • What was the story Nanna told Little J about giant Yeperenye caterpillars?
  • What happened to Sausage the caterpillar?
  • What was the story Nanna told to Little J?

Themes

Themes that relate to Year 2 Science and are associated with Episode 10, ‘Transformation’ include:

  • seasons
  • living things
  • bush foods.

Education resources K–2

Engage


Themes
Seasons

Explore


Themes
Living things

Explain


Themes
Seasons

Elaborate


Themes
Bush Foods

Evaluate


Themes
Living things