Activity Introduction
Quick summary: This tuning in lesson provides the opportunity for students to explore their prior knowledge of Aboriginal and Torres Strait Islander land management strategies. Students build thinking and questioning skills by watching a series of clips about the land management strategies of Aboriginal and Torres Strait Islander peoples, and are then invited to draw connections between these strategies and actions for addressing climate change.
Learning intentions:
- Students start to develop an understanding of Aboriginal and Torres Strait Islander land management strategies
- Students explore the concept of climate change
- Students understand the interconnections between people, places and environments, and identify the effect of these interconnections on the characteristics of places and environments.
21st century skills:
Australian Curriculum content descriptions:
Year 7
- Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE223)
- People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE121)
Year 8
- Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures (ACSHE226)
- People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity (ACSHE136)
Year 9
- People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE160)
- Values and needs of contemporary society can influence the focus of scientific research (ACSHE228)
Year 10
- Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
- People use scientific knowledge to evaluate whether they accept claims, explanations or predictions, and advances in science can affect people’s lives, including generating new career opportunities (ACSHE194)
Syllabus outcomes: SC4-17CW, SC4-13ES, SC5-13ES, SC5-11PW, SC5-12ES, SC5-13ES.
General capabilities: Critical and Creative Thinking, Intercultural Understanding.
Cross-curriculum priority:
Relevant parts of Year 7 Science achievement standards: Students describe situations where scientific knowledge from different science disciplines and diverse cultures has been used to solve a real-world problem.
Relevant parts of Year 8 Science achievement standards: Students examine the different science knowledge used in occupations and describe situations in which scientists collaborated to generate solutions to contemporary problems.
Relevant parts of Year 9 Science achievement standards: Students describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect people’s lives.
Relevant parts of Year 10 Science achievement standards: Students describe and analyse interactions and cycles within and between Earth’s spheres.
Topic: Cool Burning, Indigenous Education.
Time required: 25-30 minutes
Level of teacher scaffolding: Low – allow students to explore the topic independently.
Resources required:
- Device capable of presenting a website to the class
- Student Worksheet – one copy per student.
Related professional development:
Keywords: Savanna, tropical, climate, weather, distribution, monsoon, adaptation, vegetation, fire, mean, conservation, species.
Special thanks to:
Fish River Station, John Daly, Dr Jeremy Russell-Smith, Peter Jacklyn, Peter McConchie, Dr Tommy George, David Claudie, Dale Musgrave, Carolyn George and Victor Steffensen.
Cool Australia would like to acknowledge the support of the Bennelong Foundation in updating these lessons.
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Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum. There is great diversity in histories and cultures among Aboriginal and Torres Strait Islander peoples throughout Australia. This resource includes investigations into and information about some of them. It has an emphasis, but not an exclusive one, on the histories and cultural practices of the Aboriginal peoples of the Northern Territory. It is underpinned by consultation with Aboriginal communities in various parts of Australia.
Teacher Preparation
