Aboriginal and Torres Strait Islander Histories and Cultures

Aboriginal and Torres Strait Islander Histories and Cultures in the Science Curriculum Joe Sambono, Education Queensland

Project Officer with DETE Seconded Secondary Teacher (Science) - Zoology background Currently working on the Curriculum Into the Classroom project (C 2 C) What is C 2 C? C 2 C involves the interpretation of the various Australian Curriculum learning areas and the construction of lessons and associated resources for educators My primary role is to support the C 2 C team and to ensure the CCP of A&TSI Histories and Cultures is included throughout the C 2 C materials in an adequate, respectful and culturally safe manner that meets the intent of this important priority

I started by reviewing the Australian Curriculum: Science This led me to mapping the Curriculum -Filtering and identifying content descriptors and elaborations that have A&TSI Histories and Cultures Cross Curriculum Priorities IMO This step is critical to the genuine embedding of this CCP Designing units of work that recognise, include and address these flagged content descriptors through the A&TSI H&C context (elaboration) will by virtue truly embed this priority. How did I map Science and what does the Science Curriculum A&TSI H&C CCP’s look like?

Mapping organisation Subject Learning Phase Strand Sub-Strand Content descriptor Elaboration

Mapping of ACARA Hand prints (Science) Foundation Year (1) SU Science Understanding Earth and space sciences Elaborations Daily and seasonal changes in our environment, including the weather, affect everyday life (ACSSU 004) learning how Aboriginal and Torres Strait Islander concepts of time and weather patterns explain how things happen in the world around them Year 1(1) SHE Science as a Human Endeavour Use and influence of science Elaborations People use science in their daily lives, including when caring for their environment and living things (ACSHE 022) considering that technologies used by Aboriginal and Torres Strait Islander people require an understanding of how materials can be used to make tools and weapons, musical instruments, clothing, cosmetics and artworks

Mapping of ACARA Hand prints Year 2 (1) SHE Science as a Human Endeavour Use and influence of science Elaborations People use science in their daily lives, including when caring for their environment and living things (ACSHE 035) finding out about how Aboriginal and Torres Strait Islander people use science to meet their needs, including food supply Year 3 (2) SHE Science as a Human Endeavour Nature and development of science Elaborations Science involves making predictions and describing patterns and relationships (ACSHE 050) researching how knowledge of astronomy has been used by some Aboriginal and Torres Strait Islander people Use and influence of science Elaborations Science knowledge helps people to understand the effect of their actions (ACSHE 051) researching Aboriginal and Torres Strait Islander people’s knowledge of the local natural environment, such as the characteristics of plants and animals

Mapping of ACARA Hand prints Year 4 (1) SHE Science as a Human Endeavour Nature and development of science Elaborations Science involves making predictions and describing patterns and relationships (ACSHE 061) considering how scientific practices such as sorting, classification and estimation are used by Aboriginal and Torres Strait Islander people in everyday life Year 5 (1) SHE Science as a Human Endeavour Nature and development of science Elaborations Important contributions to the advancement of science have been made by people from a range of cultures (ACSHE 082) learning how Aboriginal and Torres Strait Islander Peoples used observation of the night sky to assist with navigation Year 6 (1) SHE Science as a Human Endeavour Nature and development of science Elaborations Important contributions to the advancement of sciencenhave been made by people from a range of cultures (ACSHE 099) learning how Aboriginal and Torres Strait Islander knowledge, such as the medicinal and nutritional properties of Australian plants, is being used as part of the evidence base for scientific advances

Mapping of ACARA Hand prints Year 7 (4) 1 SU 3 SHE Science Understanding Biological sciences Elaborations Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions (ACSSU 112) researching specific examples of human activity, such as the use of fire by traditional Aboriginal people and the effects of palm oil harvesting in Sumatra and Borneo Science as a Human Endeavour Nature and development of science Elaborations Science knowledge can develop through collaboration and connecting ideas across the disciplines of science (ACSHE 223) investigating how land management practices of Aboriginal and Torres Strait Islander peoples can help inform sustainable management of the environment Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE 120) considering issues relating to the use and management of water within a community considering how human activity in the community can have positive and negative effects on the sustainability of ecosystems Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE 121) investigating how Aboriginal and Torres Strait Islander knowledge is being used to inform scientific decisions, for example care of waterways

Mapping of ACARA Hand prints Year 8 (1) SHE Science as a Human Endeavour Use and influence of science Elaborations Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE 136) investigating how Aboriginal people recognise relationships in ecosystems by burning to promote new growth, attract animals and afford easier hunting and food gathering

Science Understanding s Foundation Science as a human endeavor ■ 1 ■ 2 ■ 3 ■■ 4 ■ 5 ■ 6 ■ 7 8 9 10 ■ ■■■ ■ Science inquiry skills

After looking at the curriculum and thoroughly interrogating all of the content descriptors across both the subject strands and phases of learning I felt we could do much more to embed A&TSI Histories & Cultures into the Science Curriculum I am going to show 22 content descriptors that are not flagged as formal opportunities in The Australian Curriculum: Science however, I believe they can enable the further embedding of Aboriginal and Torres Strait Islander Histories and Cultures into the Science curriculum

2 examples per year from Foundation through to Y 10 Including Y 9 and Y 10 examples Including SIS examples I want to show the direct curriculum relevance but I also want to show it looks in the classroom and ultimately at the learners end For each year level I will show very briefly a resource that has been developed that demonstrates this

How did we do this? Lets have a look at some lessons that have been constructed that demonstrate this To meet time constraints I will only show each lessons Title, Content descriptor/curric intent and how each lessons A&TSI H&C component are included and are aligned to the curriculum

Foundation Year Unit 2 Lesson 3 Our material world Exploring materials and their properties — Exploring hats Science understanding Chemical sciences Objects are made of materials that have observable properties. Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students learn that some Australian Aboriginal peoples make and/or wear hats during ceremonies. An example of this is the ‘kwajar’ hat, made by the Lardil peoples of Mornington Island, in the Gulf of Carpentaria. Students will learn what materials are used based upon their observable properties to make the hats, and will understand the purpose of the hat as being a part of ceremonial costume. 0 A

Foundation Year Unit 4 Lesson 4 Move it, move it Investigating movement of objects — Bounce and roll Science Understanding Physical sciences The way objects move depends on a variety of factors, including their size and shape Science as a Human Endeavour Nature and development of science Science involves exploring and observing the world using the senses Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will explore the way Aboriginal peoples and Torres Strait Islander peoples use their senses to observe and understand movement. Traditional activities demonstrate knowledge about movement including factors such as size and shape when playing games involving moving objects. 0 B

Year 1 Unit 2 Lesson 4 Material madness Investigating physical changes to materials — Investigating ability to contain Science understanding Chemical sciences Everyday materials can be physically changed in a variety of ways. Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will learn that Aboriginal peoples and Torres Strait Islander peoples use knowledge about properties of materials when physically changing materials to enable them to contain or hold items. The Slideshow, Physical changes for holding, includes some examples of materials that have been physically changed to make objects such as baskets, bowls and fishing nets for everyday use. 1 A

Year 1 Unit 3 Lesson 3 Changes around me Observing skies — Exploring the weather and the sky Science Understanding Earth and space sciences Observable changes occur in the sky and landscape. Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will learn about the significance of sky and weather to Aboriginal peoples and Torres Strait Islander peoples. They will learn about some signs used by the Yolngu Aboriginal peoples of Arnhem land, in the Northern Territory. Video — Twelve Canoes (significance of weather: select ‘Seasons’ clip and play from time point 3: 52) 1 B

Year 2 Unit 2 Lesson 2 Toy factory Exploring pushes and pulls — Exploring pushes and pulls of familiar objects Science understanding Physical sciences A push or a pull affects how an object moves or changes shape. Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will recognize that Aboriginal peoples and Torres Strait Islander peoples use knowledge about pushes, pulls and materials to make traditional spinning toys. 2 A

Year 2 Unit 3 Lesson 8 Good to grow Using knowledge of life stages — Using knowledge of life stages in everyday life: an Indigenous Australian perspective Science Understanding Biological sciences Living things grow, change and have offspring similar to themselves. Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will learn about how Indigenous Australians living a traditional lifestyle use their knowledge of life stages in their everyday lives when sourcing food and using plants and animals for making items such as tools. Aboriginal peoples and Torres Strait Islander peoples live sustainably by knowing which life stages best suit their purpose without affecting numbers of plant and animal species. 2 B

Year 3 Unit 3 Lesson 8 Hot stuff Producing heat — Heating up Science Understanding Physical sciences Heat can be produced in many ways and can move from one object to another Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students investigate how Aboriginal peoples use their knowledge of the behaviour of heat in soils, sand stone in the preparation of foods. Students explore how Aboriginal peoples and Torres Strait Islander peoples have observed natural events on many occasions over generations of time. These observations led to the development of cooking practices that allowed everyday food needs to be met. Ongoing observations provided further evidence and enabled refinement of ideas ensuring effective and continued use. 3 A

Year 3 Unit 4 Lesson 17 What’s the matter? Going further — Investigating an unknown material Science Understanding Chemical sciences A change of state between solid and liquid can be caused by adding or removing heat Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will recognise that Aboriginal peoples and Torres Strait Islander peoples of Australia traditionally used knowledge of solids and liquids in their daily lives when using natural resins. Indigenous Australians have long understood that resin can be changed from a solid state to a liquid state for thousands of years. This knowledge was used by Indigenous Australians to join things, waterproof things, and repair or fill things. 3 B

Year 4 Unit 4 Lesson 15 Material Use Materials and their purpose — Exploring how Indigenous peoples of Australia use natural materials Science Understanding Chemical sciences Natural and processed materials have a range of physical properties; these properties can influence their use. Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will recognise that Aboriginal peoples and Torres Strait Islander peoples use knowledge of the properties of materials to select and combine materials for a purpose. Understand that Indigenous Australian peoples living traditional lifestyles use natural materials for a variety of purposes, including homes and shelter, clothing, tools and utensils, jewellery and other artefacts. Understand that Indigenous Australian peoples use science knowledge when selecting materials for particular purposes 4 A

Year 4 Unit 1 Lesson 10 Here today gone tomorrow Exploring erosion — Uluru — Case study of erosion Science Understanding Earth and space sciences Earth’s surface changes over time as a result of natural processes and human activity. Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will examine the impact of human activities upon erosion on and around Uluru whilst also considering the cultural and sacred significance of this site for the Anangu Aboriginal people. Students reflect upon the impact that erosion caused by tourism can have on cultural sites. 4 B

Year 5 Unit 4 Lesson 7 -8 Matter matters - Investigating changes in state — Investigating evaporation Science Understanding Chemical sciences Solids, liquids and gases have different observable properties and behave in different ways Science as a Human Endeavour Use and influence of science Scientific knowledge is used to inform personal and community decisions Science Inquiry Skills Questioning and predicting With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be Planning and conducting With guidance, plan appropriate investigation methods to answer questions or solve problems Decide which variable should be changed and measured in fair tests and accurately observe, measure and record data, using digital technologies as appropriate Use equipment and materials safely, identifying potential risks. Processing and analysing data and information Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate Compare data with predictions and use as evidence in developing explanations Evaluating Suggest improvements to the methods used to investigate a question or solve a problem Communicating Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will explore how Aboriginal peoples utilise an understanding of evaporation to maintain water sources. Discuss how knowledge of change of state could be useful for making community decisions in dry arid places Understand that indigenous peoples have knowledge of evaporation and use it to prevent water loss. Students conduct a scientific inquiry into evaporation the results of 5 B this further highlight that indigenous peoples have knowledge of evaporation and use it to prevent water loss

Year 5 Unit 1 Lesson 1 Survival in the Australian Environment Survival in Australian Environments — Surviving the Australian Desert Science Understanding Biological Sciences Living things have structural features and adaptations that help them to survive in their environment Science as a Human Endeavour Nature and Development of Science Important contributions to the advancement of science have been made by people from a range of cultures Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will develop an awareness of the Aboriginal peoples’ and Torres Strait Islander peoples’ knowledge about animal adaptations and how this knowledge was shared. Knowledge of adaptations were utilised by the Aboriginal peoples’ of Australia and shared with early explorers. The Aboriginal peoples’ of Australia shared this knowledge through oral histories. Knowledge of the water holding frog including how to locate it was valuable in providing a source of water during dry times when water supply was scarce. Aboriginal peoples knowledge about the water holding frog is evident in the dreaming story Tiddalik which has been shared through oral histories over time. 5 A

Year 6 Unit 1 Lesson 8 Making changes Reversible changes — Exploring Indigenous Australian’s uses of change of state Science Understanding Chemical sciences Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting Science as a Human Endeavour Use and influence of science Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Exploring how Aboriginal peoples and Torres Strait Islander peoples use knowledge about reversible changes applied to cooking food in earth ovens allows students to see that there are very direct applications for understanding reversible changes (evaporation). The use of kup-murri to prepare and cook food is not only a way of feeding a community but the preparation of the kup-murri brings the community together. Aboriginal peoples and Torres Strait Islander peoples also used reversible changes to collect and store a number of different resins. These resins could be stored for later use because of the understanding of reversible changes; by cooling the resins they would solidify and heating them would melt them (solidification and melting are both reversible changes). The use of these changes would allow them to be used in a more malleable form. These resins were used in the manufacture of a variety of products, as a cement to secure objects together and as a waterproofing material. 6 A

Year 6 Unit 4 Lesson 5 Life on Earth Natural environments — Exploring Aboriginal knowledge of plant and animal environments Science Understanding Biological sciences The growth and survival of living things are affected by the physical conditions of their environment Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will explore how Aboriginal peoples view their position in the environment, how they care for their country and how they use their ecological knowledge when harvesting resources sustainably, ensuring the growth and survival of living things. Aboriginal peoples have: lived on the land for thousands of years and in some regions continue to do so have successfully populated the Australian continent, including incredibly harsh environments, due in part to their traditional ecological knowledge of how the environment affects living things. 6 B

Year 7 Unit 1 Lesson 5 Water — Waste not, want not Mixtures and substances — Exploring everyday applications of mixtures Science Understanding Chemical sciences Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students access information about separation techniques used by the Pitta Aboriginal Peoples’ and the Koko-bera Aboriginal Peoples’ of Queensland, these include hand-picking, sieving and winnowing 7 A

Year 7 Unit 4 Lesson 7 -8 Moving right along — applications in real systems - Forces in action — Investigating forces in action Science Understanding Physical sciences Change to an object’s motion is caused by unbalanced forces acting on the object Earth’s gravity pulls objects towards the centre of the Earth Science as a Human Endeavour Use and influence of science Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE 120) People use understanding and skills from across the disciplines of science in their occupations Science Inquiry Skills Questioning and predicting Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge Planning and conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed Processing and analysing data and information Summarise data from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will explore the forces involved in spear throwers made by Indigenous Peoples of Australia and how they applied unbalanced force upon spears to create purposeful change to its motion. Students conduct a science inquiry into levers using ball throwers, observing the effect that a lever has upon the balls motion compared to the balls motion in the absence of a lever. This investigation further highlights the SIS used by Indigenous Australians in the construction of technologies that were purposefully designed to increase spear motion. Students also observe how traditional science investigations led to the development of technologies (spearthrowers) that provided solutions to contemporary issues of food provision. 7 B

Year 8 Unit 1 Lesson 4 -5 Particles Matter Materials for a purpose — Investigating natural materials Science understanding Chemistry The properties of the different states of matter can be explained in terms of the motion and arrangement of particles Science as a human endeavour Use and influence of science Science understandings influence the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management Science Inquiry Skills Planning and Conducting Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety guidelines are followed In fair tests, measure and control variables, and select equipment to collect data with accuracy appropriate to the task Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions Communicating Communicate ideas, findings and solutions to problems using scientific language and representations using digital technologies as appropriate Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson In this lesson students will explore Aboriginal peoples and Torres Strait Islander peoples understandings about the physical properties of natural fibres and their use for specific purposes. Through a science investigation into the strength and elasticity of natural fibres used by Indigenous Australians students explore how Aboriginal peoples and Torres Strait Islander peoples apply their SIS in the production of natural fibres. Students investigate the properties of natural materials and evaluate the strength and elasticity of natural fibres. They observe relationships between the structure and production of natural fibres and their strength and elasticity. 8 A

Year 8 Unit 4 Lesson 2 Rocks in my world Using minerals — Sciences used in finding minerals. Science Understanding Earth and space sciences Sedimentary, igneous and metamorphic rocks contain minerals and are formed by processes that occur within the Earth over a variety of timescales Science as a Human Endeavour Nature and development of Science knowledge can develop through collaboration and connecting ideas across the disciplines of science Use and influence of Science People use understanding and skills from across the disciplines of science in their occupations Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will explore Aboriginal peoples’ and Torres Strait Islander peoples’ traditional geological knowledge that is used in the identification of particular rock groups (Sedimentary, metamorphic, igneous). This includes the knowledge of the properties of these groups as they relate to their use and manipulation, including uses of rock and mineral based resources for toolmaking, stone for toolmaking, milling and artistic work. Students also identify the methods used to recover these resources. Indigenous Australians utilised multiple disciplines of science in the utilisation of geological resources. Geological knowledge was used in the description, finding and use of rocks and minerals. Chemistry knowledge was used in the production of mineral based pigments and dyes. Physics knowledge is essential in the shaping and fracturing of rock in the production of stone tools. 8 B

Year 9 Unit 2 Lesson 6 Making Waves Transfer of sound energy — Making sounds Science Understanding Physical sciences Energy transfer through different mediums can be explained using wave and particle models Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will access Aboriginal peoples’ and Torres Strait Islander peoples’ knowledge about energy transfer through materials, by considering musical instruments. Explore how Aboriginal peoples make and use instruments. Use scientific knowledge to explain differences in the transfer of sound energy in terms of frequency/pitch and amplitude produced by didgeridoo and the player. 9 A

Year 9 Unit 8 Lesson 9 Heat and Eat Chemical reactions in everyday life — Exploring indigenous detoxification of food Science Understanding Chemical sciences Chemical reactions involve rearranging atoms to form new substances; during a chemical reaction mass is not created or destroyed Science as a Human Endeavour Use and influence of science Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will explore methods to remove toxins from poisonous foods as used by many Indigenous Australian groups. Detoxification of Cycad seeds by the Djirbalngan people of North Queensland are investigated. Students further analyse the techniques used by the Djirbalngan people to detoxify cycad seeds and identify both chemical and physical changes. Students understand that the development of detoxification processes is a major advance and significantly affected the lives of many Indigenous Australians allowing the consumption of foods not previously able to be eaten. 9 B

Year 10 Unit 1 Lesson 10 Life Blueprints Exploring understanding of genetics — Revising key genetics concepts and examining Aboriginal skin groups Science Understanding Biological Sciences The transmission of heritable characteristics from one generation to the next involves DNA and genes Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson Students will consider Aboriginal Peoples’ perspectives on skin groups and intra-familial marriages Explain that skin groups are not related to skin colour, per se, but rather are a means of identifying one’s relatedness and role in society Explain that skin groups are found across Australia, but different Aboriginal societies have different numbers of skin groups. Explain that one of the key features of skin group identification is that it delineates who one is and is not allowed to marry. Explain how skin group marriage restrictions could lower the likelihood of genetic disease (transmission of a negative heritable characteristic from one generation to the next) within a community 10 A

Year 10 Unit 4 Lesson 13 Chemical reactions matter Investigating covalent compounds — Investigating natural pharmaceuticals Science Understanding Chemical sciences Different types of chemical reactions are used to produce a range of products and can occur at different rates Science as a Human Endeavour Use and influence of science The values and needs of contemporary society can influence the focus of scientific research Advances in science and emerging sciences and technologies can significantly affect people’s lives, including generating new career opportunities Embedding Aboriginal and Torres Strait Islander histories and cultures in this lesson In this lesson students will develop an understanding of the natural resources used as pharmaceuticals by Aboriginal peoples and Torres Strait Islander Peoples. Students will also recognise the contribution of Aboriginal peoples and Torres Strait Islander Peoples to modern pharmaceutical development. 10 B

At all times I have tried to maintain the intent of the Curriculum through direct relevance to the content descriptors. Through using content descriptors that fit with A&TSI H&C’s we have been able to truly and effectively embed this CCP throughout the Science curriculum beyond the recommended 13 opportunities by ACARA C 2 C Prep to 10 has a total of 84 lessons that contain the CCP of A&TSI H’s &C’s and addresses 105 content descriptors

For many of the lessons that contain A&TSI H&C’s we use the context of the topic to teach the content descriptors. This ensures true embedding and avoids add on or piecemeal approaches I have been able to create an additional 92 elaborations that align to the current content descriptors This provides at least 105 opportunities to include A&TSI H’s & C’s into the Science Curriculum (92 + 13= 105) Not every opportunity necessarily means the need to provide an entire dedicated lesson!

Help? What can I give to help? -Overview document -Resources folder -Contact details Work 07 34216489 Mob 0403420870 Email Joseph. SAMBONO@dete. qld. gov. au

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