Episode Wombat Rex

Synopsis

Big Cuz tricks Little J into believing that the Giant Wombat is not extinct.
Beware of tricking Big Cuz – she’ll always trick you back! Little J and Levi are astonished to find footprints from the extinct Giant Wombat, unaware they’ve been fooled. But maybe the tracks will lead to something truly amazing.

Ways of knowing and doing

AreaFor meAbout meBy me
My Country
  • The night sky including constellations/stars
  • Navigate by the stars and landmarks: The Milky Way
  • The seasons, weather patterns
  • Ancient Australian dinosaurs/fossils/plants/ mega fauna
    • Fossil
    • Dinosaur
    • Skeleton
  • Australian animals:
    • Emu
    • Kangaroo
    • Lizard
    • Wombat
  • Stories the Elders tell about Country the Dreaming
  • Family and community connections to Country
  • Asking questions and responding to questions about the past and finding out the answers, e.g. What, Why, How, When, Where.
  • Trek and track on Country
  • Safety and survival skills on Country
  • Present and speak about traditional and cultural artefacts
My Mob
  • Stories of the past
    • The Dreaming and/or Bipo Bipo Taim stories
    • Personal and social histories
  • Family structure
    • Roles and responsibilities
  • Respect for Elders
  • Acceptable behaviours
    • An apology
    • Listening to others
    • Working with others
  • Building confidence
  • Learn Aboriginal peoples languages and/or Torres Strait Islander peoples languages and non-Indigenous language and literacies:
    • Speaking, Spelling, Reading, Writing
    • Drawing, Painting, Dancing, Singing, Playing instruments
My School
  • History: stories of the past, ancient animals, time
  • Science: the behaviours and properties of everyday objects, materials and living things
  • 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
  • Connect words to match images
  • Read and create maps
  • Identify animals from the past and present
  • Identify dinosaurs and other mega flora/fauna
  • Calculate time, sequence time

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 or Torres Strait Islander bush reserve. If the excursion is to enter a significant Aboriginal cultural site/area of importance 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 scared area.

Take digital photos/short movies along the journey, identify landscape features and Aboriginal cultural and/or sacred sites and/or Torres Strait Islander cultural and/or sacred sites.

  • ‘Map’ the journey from one place and to another.
  • Listen to the sounds of animals, birds, insects, the bush; mimic the sounds with voice or (made) instruments
  • Examine concepts of compass points for navigation, and natural land features, the sun.
  • Calculate the time it takes to reach a significant landmark and back again; use a sun dial; record the change of shadows on the ground; when does night start and end.
  • Observe and record the land from an aerial perspective: lie on the ground and look at the sky – search for clouds, birds, the horizon, the wind and storms, etc. and examine the trees, and the canopy.
  • Draw/photograph the observable changes in the height and depth of the landscape to reveal old watercourses, volcanoes, fossils, minerals, and habitats.
  • Collect leaves of different shapes, textures, and colours to complete a rubbing and/or collage; collect soil samples, tree bark, flowers, grasses, and stones, with permission

Scoping off Country

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

  • Identify Aboriginal language names and/or Torres Strait Islander language names of various land objects; tell stories of the past about the animals and spirits that inhabit the land and sky. Using the traditional names in a sentence/story/title.
  • Pose questions and find information about the names of different types of land features and sky features such as the night sky, the day sky, the horizon, stars, the Milky Way.
  • Explore how the land has changed over time, using time maps and time-lapse observation of a micro world.
  • Observe how animals behave and imagine a dance that emulates the movements of that animal.
  • Create a mask or puppet of an Australian animal; use it to tell a story.
  • Create animal/bird tracks by constructing imitation feet from found objects; use the feet as props in the dance; design and construct a costume (in paper and found objects) as the camouflage of the bird or animal.
  • Read/listen to/view Dreaming stories and paintings, and ask questions about the 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 my understanding of my World.
Legend: Science, HASS - History and Geography, Both, None

General Capabilities

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

Cross Curriculum Priorities

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

Show

Year 2 Science

5E's Inquiry approach

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

  • What influences the changes in living and non-living objects over time?
  • How does science classify living and non-living objects?

The 5Es: an inquiry approach

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

Description

Australian Curriculum F–10, Science

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

In Year 2, students:

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

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

Science Understanding: Earth and space sciences

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

Science as a Human Endeavour: Nature and development of science

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

Science Inquiry Skills

Questioning and predicting

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

Planning and conducting

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

Processing and analysing data and information

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

Evaluating

  • Compare observations with those of others - (ACSIS041)

Communicating

  • Represent and communicate observations and ideas in a variety of ways - (ACSIS042)
                                                                                                                                                                                                Australian Curriculum v8.3, Science F–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 2 ‘Wombat Rex’.

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

  • What prehistoric animal was Little J and Levi interested in finding out about?
  • From where and what information did Little J and Levi find out about Wombat Rex?
  • In prehistoric times, what did Wombat Rex would look like, sound like, and feel like?
  • When was the age of dinosaurs, in Australia, and around the world?

Themes

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

  • habitat
  • map
  • time.

Education resources K–2

Engage


Themes
Habitat

Explore


Themes
Terrain

Explain


Themes
Terrain

Elaborate


Themes
Time

Evaluate


Themes
Habitat
Terrain


Show

Year 1 HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 2 ‘Wombat Rex’, students can investigate the following inquiry questions for HASS_History and 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 F–6/7, HASS_History and Geography

In Year 1, students begin to develop knowledge, understanding and skills through the key concepts of continuity and change, significance, place and space, and perspectives.

Year 1 students:

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

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

Knowledge and Understanding

History

  • 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)

Geography

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

Inquiry and skills

Questioning

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

Researching

  • Sort and record information and data, including location, in tables and on plans and labelled maps - (ACHASSI020)

Analysing

  • Compare objects from the past with those from the present and consider how places have changed over time - (ACHASSI023)

Evaluating and reflecting

  • Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps - (ACHASSI025)
                                                                                                                                                                                                                            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 2 ‘Wombat Rex’.

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

  • What prehistoric animal was Little J and Levi interested in finding out about?
  • From where and what information did Little J and Levi find out about Wombat Rex?
  • In prehistoric times, what did Wombat Rex would look like, sound like, feel like?
  • When was the age of dinosaurs, in Australia, and around the world?

Themes

Themes that relate to Year 1, HASS_History and Geography and are associated with Episode 2 ‘Wombat Rex’ include:

  • time
  • stars
  • totem.

Education resources K–2

Engage


Themes
Stars

Explore


Themes
Totem

Explain


Themes
Totem

Elaborate


Themes
Time

Evaluate


Themes
Time


Show

Year 1 Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 2 ‘Wombat Rex’, students can investigate the following questions for Year 1 Science:

  • What influences the changes in the landscape over time?
  • Why do objects change over time?

The 5Es: an inquiry approach

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

Description

The Australian Curriculum F-10, Science:

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

Year 1, students

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

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

Science Understanding: 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

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 2 ‘Wombat Rex’.

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

  • What prehistoric animal was Little J and Levi interested in finding out about?
  • From where and what information did Little J and Levi find out about Wombat Rex?
  • In prehistoric times, what did Wombat Rex would look like, sound like, feel like?
  • When was the age of dinosaurs, in Australia, and around the world?

Themes

Themes that relate to Year 1, Science and are associated with Episode 2 ‘Wombat Rex’ include:

  • land map
  • seasons
  • time.

Education resources K–2

Engage


Themes
Living thing (Plants)

Explore


Themes
Seasons

Explain


Themes
Seasons

Elaborate


Themes
Time

Evaluate


Themes
Time


Show

Foundation Science

5E's Inquiry approach

Through Little J & Big Cuz, Episode 2 ‘Wombat Rex’, students can investigate the following questions for Foundation Year, Science:

  • What influences the changes in weather and seasons?
  • Why do objects change shape and size?
  • How does my body grow? What affects that change?
  • What factors influence change in non-living structures and/or materials?
  • What is time, and how is time calculated and represented?

The 5Es: an inquiry approach

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

Description

Australian Curriculum F–10, Science

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

Foundation students

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

The Australian Curriculum, Science, Foundation Year content descriptions (and code)

Science Understanding: Earth and space 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

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 2 ‘Wombat Rex’.

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

  • What prehistoric animal was Little J and Levi interested in finding out about?
  • Who introduced the subject of Wombat Rex to Little J and Levi? Where did they find out more information?
  • What did Wombat Rex would look like, sound like, feel like?
  • When did Wombat Rex live?

Themes

Themes that relate to Foundation Year, Science and are associated with Episode 2 ‘Wombat Rex’ include:

  • dinosaurs
  • living things
  • fossils
  • time.

Education resources K–2

Engage


Themes
Living things

Explore


Themes
Fossil

Explain


Themes
Day and Night

Elaborate


Themes
Fossil

Evaluate


Themes
Dinosaurs


Show

Year 2 HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 2 ‘Wombat Rex’, students can investigate the following inquiry questions for Year 2,

History and 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, HASS F-6/7: History and Geography

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

Year 2 students:

  • explore the past in their local area and how the lives of people have changed over time
  • learn how their community values and preserves connections to the past
  • explore 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.
  • examine the beliefs and values of other cultures’ connections to their local place and their own connections to distant places.

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

Knowledge and Understanding

History

  • 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)

Geography

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

Inquiry and skills

Questioning

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

Researching

  • Sort and record information and data, including location, in tables and on plans and labelled maps - (ACHASSI036)

Analysing

  • Compare objects from the past with those from the present and consider how places have changed over time - (ACHASSI039)

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 & Big Cuz, Episode 2 ‘Wombat Rex’.

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

  • What prehistoric animal was Little J and Levi interested in finding out about?
  • From where and what information did Little J and Levi find out about Wombat Rex?
  • In prehistoric times, whatdid Wombat Rex would look like, sound like, feel like?
  • When was the age of dinosaurs, in Australia, and around the world?

Themes

Themes that relate to Year 2, HASS_History and Geography and are associated with Episode 2 ‘Wombat Rex’ include:

  • tracks
  • people
  • map.

Education resources K–2

Engage


Themes
Tracks

Explore


Themes
People

Explain


Themes
People

Elaborate


Themes
People

Evaluate


Themes
People


Show

Foundation HASS - History and Geography

5E's Inquiry approach

Through Little J & Big Cuz, Episode 2 ‘Wombat Rex’, students can investigate the following inquiry questions for HASS_History and 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 F–6/7, HASS_History and Geography

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 students:

  • learn 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, HASS_History and Geography, Australian Curriculum

Knowledge and Understanding

History

  • How the stories of families and the past can be communicated, for example, through photographs, artefacts, books, oral histories, digital media and museums - (ACHHK004)

Geography

  • 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)

Inquiry and 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

  • Compare objects from the past with those from the present and consider how places have changed over time - (ACHASSI006)

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

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Example questions

Begin any activity listed below by viewing Little J & Big Cuz, Episode 2 ‘Wombat Rex’.

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

  • What prehistoric animal was Little J and Levi interested in finding out about?
  • From whom did Little J and Levi find out about Wombat Rex? How did they then find out more information?
  • What do you think Wombat Rex would look like, sound like, feel like?
  • When do you think Wombat Rex may have lived?

Themes

Themes that relate to Foundation Year, HASS_History and Geography and are associated with Episode 2 ‘Wombat Rex’ include:

  • dinosaurs.

Education resources K–2

Engage


Themes
Dinosaurs

Explore


Themes
Dinosaurs

Explain


Themes
Dinosaurs

Elaborate


Themes
Dinosaurs

Evaluate


Themes
Dinosaurs