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 (C2C)
 What is C2C?
C2C 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 C2C team and to ensure the
CCP of A&TSI Histories and Cultures is included throughout
the C2C 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
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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
(ACSSU004)
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
(ACSHE022)
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
(ACSHE035)
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 (ACSHE050)
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 (ACSHE051)
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 (ACSHE061)
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 (ACSHE082)
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
(ACSHE099)
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 (ACSSU112)
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
(ACSHE223)
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 (ACSHE120)
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 (ACSHE121)
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 (ACSHE136)
investigating how Aboriginal people recognise relationships in ecosystems by burning to promote
new growth, attract animals and afford easier hunting and food gathering
Science
Understandings
Foundation
Science as a human
endeavor
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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
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2 examples per year from Foundation through to Y10
Including Y9 and Y10 examples
Including SIS examples
I want to show the direct curriculum relevance but I also want
to show how 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.
0A
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.
0B
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.
1A
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)
1B
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.
2A
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.
2B
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 and 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.
3A
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.
3B
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
4A
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.
4B
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
5B
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.
5A
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
6A
waterproofing material.
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:
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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.
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6B
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 Pitta Aboriginal Peoples’
and the Koko-bera Aboriginal Peoples’ of Queensland, these include hand-picking, sieving and
winnowing
7A
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 (ACSHE120)
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.
7B
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.
8A
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
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.
8B
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.
9A
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.
9B
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
10A
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.
10B
 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
 C2C 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!
Science as a
human
endeavor
Science
Understandings
Science
Inquiry Skills
Total new
C2C
Total
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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
Thank you for listening