Episode Where’s Aaron?

Synopsis

Aaron the class mascot is missing…and Little J fears he’s lost in the desert.

Little J’s desert adventure with class mascot Aaron the footy doll is a great success. But next morning, Aaron is missing. It seems Little J has lost Aaron. Will Uncle Mick be able to safely rescue Aaron?

Ways of knowing and doing

AreaFor meAbout meBy me
My Country
  • Organic materials
  • Rocks and minerals
  • Ochre and Mica
  • Native trees and their seeds/flowers, e.g. Irinti seeds
  • Animals on Country, including owl, echidna and skink
  • Family & community connections to Country
  • Being responsible
  • Sharing and collaborating
  • Being aware of the environment and what changes may have occurred
  • Record/document Country through photographs, drawings and recordings
  • Safety and survival skills on Country
  • Compare the behaviour and habitats of nocturnal and diurnal animals
  • Present about traditional and cultural artefacts and stories
My Mob
  • Listen to and recount Dreaming stories and/or Bipo Bipo Taim stories
  • Family structure
    • Roles and responsibilities
  • Respect for Elders
  • Acceptable behaviours
    • Listening to others
    • Working with others
  • Building confidence
  • Apologising and making things right
  • 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:

Earth sciences

  • exploring materials, rocks, minerals, and land environments

Biological science:

  • nocturnal/diurnal animals

The Arts: Media arts:

  • technical and symbolic elements of media production, simple animation and photo story

Language:

  • Use of recount, experiencing and retelling in oral, written and visual formats
  • Literacy
  • Numeracy
  • ICT capability
  • Personal and social capability
  • Critical and creative thinking
  • Intercultural understanding
  • Learn the names of rocks and minerals and compare the differences and similarities
  • Make crystals
  • Investigate native trees and seeds
  • Design and create simple animations like flip books, photo story and stop motion
  • Create jewellery using organic materials
  • Research and present information reports, procedural texts, photo-stories

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 or Torres Strait Islander 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 area.

Map a journey from one place to another place:

  • Take digital photos/short movies along the journey
  • Identify landscape features and the sacred sites of Aboriginal peoples and/or Torres Strait Islander peoples.
  • Draw maps and/or images of the land in accordance with the lores of Country and culture
  • Listen to the sounds of animals, birds, insects, and the bush; mimic the sounds with voice or (made) instruments.
  • Identify the types of trees, bush, plants and grasses – note the changes to the plants in different seasons and during the day and night
  • Observe where the habitats of animals are, and which areas they hunt and forage for food
  • Trek along the various land formations and observe and explore the types of rocks and minerals present
  • Identify and find clay deposits, mica and other minerals, which are special to the County
  • Observe and record the land from an aerial perspective: lie on the ground and look at the sky – search for clouds, birds, horizon, etc., and examine the trees, the canopy
  • Draw/photograph the clouds at different times of the day/night/season; the ‘wind’ in the trees, grasses, and across the desert
  • Observe the change in height and depth of the landscape to reveal old watercourses, volcanoes, Aboriginal peoples and/or Torres Strait Islander peoples social, cultural & sacred sites
  • Learn how to observe seasonal changes on Country and know what they mean for all living things ‘on Country’
  • Observe and record the changing shadows over the course of a day and how to tell the time of day as the sun moves.
  • Listen to and retell the Aboriginal Dreaming stories and the Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories about this Country, the land forms, special places, stars and celestial bodies, etc.
  • Learn the stories/songlines and dances related to special places of this Country
  • Learn how to find evidence of insect life on Country, such as ant hills, termite hills, wicket grubs, and marks on plants, tracks, eggs and chrysalis. Share and teach these skills in images and words
  • Record any/all of these experiences in drawings, graphic novels and cartoons, photographs or video, as appropriate.

Scoping off Country

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

Create characters, stories, imagery and animated productions inspired by or based on personal experiences ‘on Country’

  • Tell a story from the perspective of an animal or insect found ‘on Country’
  • Investigate the types of rocks and minerals found ‘on Country’, and research their properties and uses
  • Develop skills in creating and writing procedural text, using advice and traditions of Aboriginal peoples and/or Torres Strait Islander peoples
  • Read/view/listen (to) Aboriginal Dreaming stories and the Torres Strait Islander Bipo Bipo Taim (Before Before Time) stories and how and why they make their art, asking questions about a story to understand its meaning; and noting how it was told/made; by whom; why was/is it important; what symbols are used and why
  • Ask questions and find out information about the ceremonies, customs and celebrations associated with Country.
  • Identify Aboriginal terms and/or Torres Strait Islander terms for various land forms, stars, the moon and sun. Use these Aboriginal terms and/or Torres Strait Islander terms in a sentence/story/title
  • Find information on Aboriginal media worker and/or Torres Strait Islander media worker, including producers, directors, writers, actors, musicians, cinematographers and presenters
  • Create new characters and stories about my Aboriginal and/or Torres Strait Islander heritage using new media sources, including radio, TV, film, books, magazines, blogs, social media and websites
  • Retell and record the stories of Country (with permission from the recognised custodians/authorities), using Aboriginal names/terms and/or Torres Strait Islander names/terms, and appropriate images and symbols
  •  Learn First language, in parallel with English language and literacy, to progress understanding and reflection about my World.
Legend: Media Arts, 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: Media Arts, 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 1 Media Arts

5E's Inquiry approach

Through Little J & Big Cuz, Episode 8 ‘Where’s Aaron?’, students can investigate the following inquiry questions for Foundation Year–Year 2, The Arts: Media Arts:

  • How do the media arts design and produce ideas and stories?
  • How do the technical and symbolic elements of media assist the audience to read the story, the characters, and the setting?
  • How can people use media technologiesto add meaning to a story?

The 5Es: an inquiry approach

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

Description

Australian Curriculum v8.3, The Arts: Media Arts F–10

From Foundation Year to Year 2, students make and respond to media arts works as artists and audience.

Foundation Year to Year 2 students:

  • become aware of structure, intent, character and settings in ideas and stories
  • explore ideas and learn about composition, sound and technologies to construct stories
  • learn how their ideas can be communicated through selecting and organising the elements of media arts                                                                                                                       

Content descriptions and codes, Foundation Year–Year 2, The Arts: Media Arts, Australian Curriculum

  • Explore ideas, characters and settings in the community through stories in images, sounds and text - (ACAMAM054)
  • Use media technologies to capture and edit images, sounds and text for a purpose - (ACAMAM055)
  • Create and present media artworks that communicate ideas and stories to an audience - (ACAMAM056)
  • Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples - (ACAMAM057)
                                                                                                                                                                                                                                                                                   Australian Curriculum v8.3, The Arts: Media Arts

“© 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 8 ‘Where’s Aaron?’

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

  • What is a mascot, and why does the class take turns with their mascot, Aaron, in this episode?
  • Do you think Aaron is modelled on someone or something in real life?
  • Where did Little J lose Aaron and how is this setting important to the story?
  • What was the ‘dramatic moment of tension’ in the episode, and how and by whom was it resolved?
  • Who took photographs of the journey into Country?
  • What did Big Cuz find on Country?

Themes

Themes that relate to Foundation Year–Year 2, The Arts: Media Arts, and are associated with Episode 8, ‘Where’s Aaron?’ include:

  • story principles
  • character
  • setting
  • sound
  • animation
  • framing
  • symbol
  • genre
  • media production.

Education resources K–2

Engage


Themes
Character


Themes
Setting


Themes
Story principles

Explore


Themes
Animate


Themes
Framing


Themes
Sound


Themes
Animate

Explain


Themes
Genre


Themes
Character


Themes
Symbols

Elaborate


Themes
Genre


Themes
Genre


Themes
Genre

Evaluate


Themes
Media production


Show

Year 2 Science

5E's Inquiry approach

Through Episode 8 ‘Where’s Aaron?’, students can investigate the following inquiry questions for Year 2 Science:

  • What is the observable properties of mica?
  • What is the difference between a rock and a mineral?
  • How do people use minerals in their daily lives?

The 5Es: an inquiry approach

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

Description

The 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: Earth and space sciences

  • Earth’s resources are used in a variety of ways - (ACSSU032)

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

Begin any activity listed below by viewing Little J & Big Cuz, Episode 8 ‘Where’s Aaron?’

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

  • Where was Little J when he found the mica rock?
  • How did the mica form in this location?
  • What type of land area (describe the terrain) was evident where Little J found the mica?
  • Why was Little J looking for mica?
  • What are some uses for mica rock?
  • What are some natural resources (rocks and minerals) traditionally used by Aboriginal peoples and Torres Strait Islander peoples?

Engage students with the episode story by reading the Little J & Big Cuz ‘Where’s Aaron?’ picture book written by Erica Glynn and Clare Madsen, and illustrated by Tony Thorne, The eBook for mobile devices is available for download from the Little J & Big Cuz website.

Themes

Themes that relate to Year 2 Science and are associated with Episode 8 ‘Where’s Aaron?’ include:

  • minerals.

Education resources K–2

Engage


Themes
Minerals

Explore


Themes
Minerals

Explain


Themes
Minerals

Elaborate


Themes
Minerals

Evaluate


Themes
Minerals


Show

Year 2 Media Arts

5E's Inquiry approach

Through Little J & Big Cuz, Episode 8 ‘Where’s Aaron?’, students can investigate the following inquiry questions for Foundation Year–Year 2, The Arts: Media Arts:

  • How do we tell stories through media?
  • How are stories structured using the technical and symbolic elements of media?
  • What clues are evident in stories to help the audience understand the relationships between characters?
  • How does the setting of the story help the audience understand the story?
  • How do media artists use technology, such as images and sound, to add meaning to a story?

The 5Es: an inquiry approach

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

Description

Australian Curriculumv8.3, The Arts: Media Arts F–10

From Foundation Year to Year 2, students make and respond to media arts works as artists and audience.

Foundation Year to Year 2 students:

  • become aware of structure, intent, character and settings in ideas and stories
  • explore ideas and learn about composition, sound and technologies to construct stories
  • learn how their ideas can be communicated through selecting and organising the elements of media arts.

Content descriptions and codes, Foundation Year–Year 2, The Arts: Media Arts, Australian Curriculum

Foundation Year to Year 2 Content Descriptors

  • Explore ideas, characters and settings in the community through stories in images, sounds and text - (ACAMAM054)
  • Use media technologies to capture and edit images, sounds and text for a purpose - (ACAMAM055)
  • Create and present media artworks that communicate ideas and stories to an audience - (ACAMAM056)
  • Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples - (ACAMAM057)
                                                                                                                                                                                                                                                                                       Australian Curriculum v8.3, The Arts: Media Arts

“© 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 8 ‘Where’s Aaron?’

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

  • What is a mascot, and why does the class take turns with their mascot, Aaron, in this episode?
  • Do you think Aaron is modelled on someone or something in real life?
  • Where did Little J lose Aaron and how is this setting important to the story?
  • What was the ‘dramatic moment of tension’ in the episode, and how and by whom was it resolved?
  • Who took photographs of the journey into Country?
  • What did Big Cuz find on Country?

Themes

Themes that relate to Foundation Year–Year 2, The Arts: Media Arts, and are associated with Episode 8, ‘Where’s Aaron?’ include:

  • story principles
  • character
  • setting
  • sound
  • animation
  • framing
  • symbol
  • genre
  • media production.

Education resources K–2

Engage


Themes
Character


Themes
Setting


Themes
Story principles

Explore


Themes
Framing


Themes
Sound


Themes
Animate

Explain


Themes
Symbols


Themes
Genre


Themes
Character

Elaborate


Themes
Genre


Themes
Genre


Themes
Genre

Evaluate


Themes
Media production


Show

Year 1 Science

5E's Inquiry approach

Through Episode 8 ‘Where’s Aaron?’, students can investigate the following inquiry questions for Year 1 Science:

  • Which Australian animals are diurnal, crespucular, and/or nocturnal?
  • What are the special abilities of animals that are diurnal, crespucular, and/or nocturnal?

The 5Es: an inquiry approach

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

Description

The Australian Curriculumv8.3, Science, F–10

From Foundation Year 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)

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 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 8 ‘Where’s Aaron?’

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 did Little J leave Aaron?
  • What happened to Aaron when he was lost?
  • What time of day was it when Aaron got lost – day or night?
  • When Little J was at home, what evidence did he use to help him remember where Aaron was?
  • When the family was on Country, what evidence did Little J, Big Cuz and Nanna use to find Aaron?
  • What animals did the family see on Country in this episode?

Engage students with the episode story by reading the Little J & Big Cuz ‘Where’s Aaron?’ picture book written by Erica Glynn and Clare Madsen, and illustrated by Tony Thorne. The eBook for mobile devices is available for download from the Little J & Big Cuz website.

Themes

Themes that relate to Year 1 Science and are associated with Episode 8 ‘Where’s Aaron?’ include:

  • birds
  • fauna. 

Education resources K–2

Engage


Themes
Fauna

Explore


Themes
Birds

Explain


Themes
Fauna

Elaborate


Themes
Fauna

Evaluate


Themes
Fauna


Show

Foundation Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 8 ‘Where’s Aaron?’, students can investigate the following inquiry questions for Foundation Year, Science:

  • What is the difference between organic and synthetic materials?
  • What materials and technologies used in the past and how used today?

The 5Es Inquiry approach

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

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: Chemical sciences

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 8 ‘Where’s Aaron?’.

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 was the rock/mineral Little J was looking for?
  • What are the special properties of mica?
  • What type of tree and seeds did Big Cuz find?
  • Why is the mascot, Aaron, important to the class?
  • What was Nanna learning how to do in this episode?
  • What animals did the family encounter on Country?
  • How did Aaron get lost, and found?

Engage students with the episode story by reading the Little J & Big Cuz ‘Where’s Aaron?’ picture book written by Erica Glynn and Clare Madsen, and illustrated by Tony Thorne. The eBook for mobile devices is available for download from the Little J & Big Cuz website.

Themes

Themes that relate to Foundation Year, Science, and are associated with Episode 8 ‘Where’s Aaron?’ include:

  • materials.

Education resources K–2

Engage


Themes
Materials

Explore


Themes
Materials

Explain


Themes
Materials

Elaborate


Themes
Materials

Evaluate


Themes
Materials


Show

Foundation Media Arts

5E's Inquiry approach

Through Little J & Big Cuz, Episode 8 ‘Where’s Aaron?’, students can investigate the following inquiry questions for Foundation Year–Year 2, The Arts: Media Arts:

  • How do the media arts design and produce ideas and stories?
  • How do the technical and symbolic elements of media assist the audience to read the story, the characters, and the setting?
  • How can people use media technologies to add meaning to a story?

The 5Es: an inquiry approach

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

Description

Australian Curriculum v8.3, The Arts: Media Arts F–10

From Foundation Year to Year 2, students make and respond to media arts works as artists and audience.

Foundation Year to Year 2 students:

  • become aware of structure, intent, character and settings in ideas and stories
  • explore ideas and learn about composition, sound and technologies to construct stories
  • learn how their ideas can be communicated through selecting and organising the elements of media arts.                                                                                                                                   

Content descriptions and codes, Foundation Year–Year 2, The Arts: Media Arts, Australian Curriculum

  • Explore ideas, characters and settings in the community through stories in images, sounds and text - (ACAMAM054)
  • Use media technologies to capture and edit images, sounds and text for a purpose - (ACAMAM055)
  • Create and present media artworks that communicate ideas and stories to an audience - (ACAMAM056)
  • Respond to media artworks and consider where and why people make media artworks, starting with media from Australia including media artworks of Aboriginal and Torres Strait Islander Peoples - (ACAMAM057)
                                                                                                                                                                                                                                                                                 Australian Curriculum v8.3, The Arts: Media Arts

 

“© 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 8 ‘Where’s Aaron?’

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

  • What is a mascot, and why does the class take turns with their mascot, Aaron, in this episode?
  • Do you think Aaron is modelled on someone or something in real life?
  • Where did Little J lose Aaron and how is this setting important to the story?
  • What was the ‘dramatic moment of tension’ in the episode, and how and by whom was it resolved?
  • Who took photographs of the journey into Country?
  • What did Big Cuz find on Country?

Themes

Themes that relate to Foundation Year–Year 2, The Arts: Media Arts, and are associated with Episode 8, ‘Where’s Aaron?’ include:

  • story principles
  • character
  • setting
  • sound
  • animation
  • framing
  • symbol
  • genre
  • media production.

Education resources K–2

Engage


Themes
Character


Themes
Setting


Themes
Story principles

Explore


Themes
Framing


Themes
Sound

Explain


Themes
Character


Themes
Symbols


Themes
Genre

Elaborate


Themes
Genre


Themes
Genre


Themes
Genre

Evaluate


Themes
Media production