Economics & Business | One World Resources

Content Description

The impact consumer purchasing decisions can have on a family, the broader community and the environment. Businesses provide goods and services in different ways to earn revenue.

Influences on consumer choices and strategies that can be used to help make informed personal consumer and financial choices.

UN Sustainable Development Goals

12 rsustainable consumption and production.png

Cross-Curriculum Priorities

Aboriginal & Torres Strait Islander Histories & Cultures

Elaboration:

Recognising how Aboriginal and Torres Strait Islander peoples care for living things.

Lesson Suggestions

Two-way Science - Collaborate with Local Aboriginal Educators

Demonstrate land management strategies

Kaartdijin-Noongar

Earth, Water, Fire & Seasons Connections

Working in Intercultural Ways

OWC Catalogue

Gardening

Grow and cook yams. Top of yams left in ground (Pasco, 2018, pp. 17-27,151-152). Aboriginal people with yam totem care for them don’t eat yams.
Seed propagation (Pascoe, 2018, pp. 28-29, 105).

Demonstrate land management strategies

Water: irrigation strategies (Pascoe, 2018, pp. 45-50). Waterwise Schools Aboriginal incursion on water
Use of dams (Pascoe, 2018, p. 46; Wells pp. 48-49; Dykes p.69; Traps pp. 51-53, 69-83).

Barlow (1995-1999). Aboriginal Technology.

Discovery Box Two Way Science

LIBRARY - SEACH BY TITLE

ASIA and Australia's Engagement with Asia

Elaboration:

Recognising the needs of living things in a range of situations such as pets at home, plants in the garden or plants and animals in bushland; and in an Asian country.

Lesson Suggestions

TBC

OWC Catalogue

(2020). Kaadadjiny Boodja : Understanding Our Bushland. Coolbinia Primary School.

LIBRARY - SEACH BY TITLE

Sustainability

Elaboration:

Identifying the needs of humans such as warmth, food and water, using students’ own experiences.

Lesson Suggestions

TBC

OWC Catalogue

TBC

LIBRARY - SEACH BY TITLE

Content Description

Living things have a variety of external features.

Living things live in different places where their needs are met.

UN Sustainable Development Goals

Cross-Curriculum Priorities

Aboriginal & Torres Strait Islander Histories & Cultures

Elaboration

Exploring how Aboriginal and Torres Strait Islander peoples’ observations of external features of living things are mimicked and replicated in traditional dance.

Lesson Suggestions

Two-way Science - Collaborate with Local Aboriginal Educators
Kaartdijin-Noongar
Life cycle of Bogong Moth
Invite Noongar dancers to demonstrate and teach dances e.g. Wesley College, Moorditj Mob Dancers
Aboriginals demonstrate land management strategies - Agriculture
Invite Noongar dancers to demonstrate and teach dances e.g. Presbyterian Ladies College Gorna Liyarn Dance Group
Invite Noongar dancers to demonstrate and teach dances e.g. Wadumbah Dance Group
Noongar activities
- Make ‘message stick’ as students walk through bush, observing & collecting.
- Make paper glue using Aboriginal materials (CALM, 1998, 81).
- Use Aboriginal art/craft box materials to tell stories of food and water.
- Live native animals in classroom to observe life cycle of butterfly, silk worms, etc.
- Create native animal 'drawings' in sand with sticks, flowers, leaves, nuts & bark.
- Create six seasons garden.
- Basket weaving with Noongar artist.
Aboriginals observed environment for sustainability and tool use
- Pascoe (2018) "Dark Emu" pp. 72,78,184 observed to know where to place fish traps, when fish and eels came upstream and then downstream in spring to breed. Deliberate strategy of not taking all eels or lose them. They dug a 1m deep, 400m long canal to spread eels to other sites. Other examples, through observation and use, Aboriginals learnt which stones were best to use for sharpening, then flaking; drying kangaroo skins – tan to soften skins and sew together.

OWC Catalogue

Gammage (2011) "The Biggest Estate on Earth" food storage pp.295-296.

Olsen & Russell. (2019). Australia’s First Naturalists

Pascoe. (2018.) Dark Emu

Food

Pascoe (2018) "Dark Emu" pp.13-56-96.

Hayricks p. 15.

Yams pp. 17-19.

Quality of soil pp. 21-26.

Dams for irrigation & harvest p. 35.

Baking p. 39.

Life cycle of native rice pp.42-45, 54, 65;

Native millet pp.33, 215;

Native oatgrass p. 65.

Oven p. 56.

Recipe for eggs p. 57.

Food storage pp. 146-147 pottery, caching, stock piling & direct storage.

Two major crops – yams & grains p. 211.

LIBRARY - SEACH BY TITLE

ASIA and Australia's Engagement with Asia

Elaboration

Describing the use of plant parts for particular purposes such as making food and obtaining water at home and in an Asian context.

Lesson Suggestions

TBC

OWC Catalogue

Coolbinia Primary School. (2020). Kaadadjiny Boodja. Understanding Our Bushland.

LIBRARY - SEACH BY TITLE

Sustainability

Elaboration

Exploring what happens when habitats change and some living things can no longer have their needs met.

Lesson Suggestions

TBC

OWC Catalogue

Coolbinia Primary School. (2020). Kaadadjiny Boodja. Understanding Our Bushland.

LIBRARY - SEACH BY TITLE

Content Description

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

UN Sustainable Development Goals

Cross-Curriculum Priorities

Aboriginal & Torres Strait Islander Histories & Cultures

Elaboration

Recognising how Aboriginal and Torres Strait Islander peoples observe and describe developmental changes in living organisms and answer questions about when to harvest certain resources (SHE).

Investigating how Aboriginal and Torres Strait Islander peoples use science to meet their needs, such as food supply (SHE).

Lesson Suggestions

Two-way Science - Collaborate with Local Aboriginal Educators

Life cycle of Bogong Moth

Noongar activities
- Make ‘message stick’ as students walk through bush, observing & collecting.
- Make paper glue using Aboriginal materials. CALM (1998) p. 81.
- Use Aboriginal art/craft box materials to tell stories of food and water.
- Live native animals in classroom to observe life cycle of butterfly, silk worms, etc.
- Create native animal 'drawings' in sand with sticks, flowers, leaves, nuts & bark.
- Create six seasons garden.
- Basket weaving with Noongar artist.

OWC Catalogue

Olsen & Russell (2019). Australia’s First Naturalists.
Discovery Box Two Way Science.
CALM

LIBRARY - SEACH BY TITLE

ASIA and Australia's Engagement with Asia

Elaboration

Observing that all animals have offspring, usually with two parents, in local and an Asian context.

Lesson Suggestions

TBC

OWC Catalogue

TBC

LIBRARY - SEACH BY TITLE

Sustainability

Elaboration

Recognising that living things have predictable characteristics at different stages of development.

Recognising that many living things rely on resources that may be threatened, and that science understanding can contribute to the preservation of such resources (SHE).

Lesson Suggestions

TBC

OWC Catalogue

TBC

LIBRARY - SEACH BY TITLE

Content Description

Earth’s rotation on its axis causes regular changes, including night and day.

UN Sustainable Development Goals

Cross-Curriculum Priorities

Aboriginal & Torres Strait Islander Histories & Cultures

Elaboration

Investigating Aboriginal and Torres Strait Islander peoples’ systems of classifying living things and how these systems differ from those used by contemporary science.

Recognising Aboriginal and Torres Strait Islander peoples’ use of observable features to group living things.

Researching how knowledge of astronomy has been used by some Aboriginal and Torres Strait Islander peoples (SHE).

Researching Aboriginal and Torres Strait Islander peoples’ knowledge of the local natural environment, such as the characteristics of plants and animals (SHE).

Consulting with and using existing knowledge held by Aboriginal and Torres Strait Islander Peoples to guide the formulation of investigable questions regarding invasive species (SIS).

Lesson Suggestions

Two-way Science - Collaborate with Local Aboriginal Educators

OWC Catalogue

Discovery Box: Two-Way Science.

Dept of Education. W.A. (2022). Ngaparrtji Ngaparrtji … Two Way Science Initiative.

LIBRARY - SEACH BY TITLE

ASIA and Australia's Engagement with Asia

Elaboration

Recognising the range of different living things, drawing on local and Asian examples.

Lesson Suggestions

TBC

OWC Catalogue

Arthus-Bertrand. (2009). Home.

Barlow (1995-1999). Aboriginal Technology.

LIBRARY - SEACH BY TITLE

Sustainability

Elaboration

Making predictions about change and events in our environment (SHE).

Lesson Suggestions

TBC

OWC Catalogue

TBC

LIBRARY - SEACH BY TITLE

Content Description

Living things have life cycles.

Living things depend on each other and the environment to survive.

UN Sustainable Development Goals

Cross-Curriculum Priorities

Aboriginal & Torres Strait Islander Histories & Cultures

Elaboration:

Investigating how Aboriginal and Torres Strait Islander peoples understand and utilise the lifecycles of certain species.

Recognising how Aboriginal and Torres Strait Islander peoples perceive themselves as being an integral part of the environment.

Considering how scientific practices such as sorting, classification and estimation are used by Aboriginal and Torres Strait Islander peoples in everyday life (SHE).

Acknowledging and using information from Aboriginal and Torres Strait Islander Peoples to guide the formulation of investigable questions regarding life cycles (SIS).

Lesson Suggestions

Two-way Science - Collaborate with Local Aboriginal Educators

OWC Resources

Discovery Box Two Way Science.
Dept of Edn. W.A. (2022). Ngaparrtji Ngaparrtji … Two Way Science Initiative.

LIBRARY - SEACH BY TITLE

ASIA and Australia's Engagement with Asia

Elaboration:

Describing the stages of life cycles of different living things such as insects, birds, frogs and flowering plants, using a local and Asian example.

Lesson Suggestions

TBC

OWC Resources

TBC

LIBRARY - SEACH BY TITLE

Sustainability

Elaboration

Recognising that environmental factors can affect life cycles such as fire and seed germination.

Exploring how science has contributed to a discussion about an issue such as loss of habitat for living things or how human activity has changed the local environment (SHE).

Lesson Suggestions

TBC

OWC Resources

TBC

LIBRARY - SEACH BY TITLE

Content Description

The difference between needs and wants, and how they may differ between individuals.

Resources can be natural, human or capital, and how these are used sustainably to make goods and services to satisfy the needs and wants of present and future generations.

Due to scarcity, choices need to be made about the use of limited resources and how the alternative use of resources results in the need to consider trade-offs.

UN Sustainable Development Goals

Cross-Curriculum Priorities

Aboriginal & Torres Strait Islander Histories & Cultures

EYLF:

Providing opportunities for Aboriginal and Torres Strait Islander children to see themselves, their identities and cultures reflected in their environment is important for growing a strong identity.

The history and culture of Aboriginal and Torres
Strait Islander peoples is respectfully and truthfully
reflected through community involvement and culturally sensitive practices.

An intercultural space is created when educators seek out ways in which Western and Aboriginal and Torres Strait Islander knowledge systems work side by side.

Lesson Suggestions

Two-way Science - Collaborate with Local Aboriginal Educators

Two-way Science - Videos & Teacher Guide

Earth, Water, Fire & Seasons Connections

Working in Intercultural Ways

Thank you rain!

OWC Catalogue

Barlow (1995-1999). Aboriginal Technology

Discovery Box Two Way Science

LIBRARY - SEACH BY TITLE

ASIA and Australia's Engagement with Asia

EYLF:

Respect multiple cultural ways of knowing, doing and being and celebrate the benefits of diversity.

Culture and the context of the child’s family and wider community as central to children’s sense of being and belonging, and their successful lifelong learning.