Teacher background information
Foundation Year Science Content Description
Science as a Human Endeavour
Nature and development of science
Science involves observing, asking questions about, and describing changes in, objects and events (ACSHE013 - Scootle )In the construction of this teacher background information, a list of consulted works has been generated. The consulted works are provided as evidence of the research undertaken to inform the development of the teacher background information. To access this information, please read and acknowledge the following important information:
Please note that some of the sources listed in the consulted works may contain material that is considered culturally offensive or inappropriate. The consulted works are not provided or recommended as classroom resources.
I have read and confirm my awareness that the consulted works may contain offensive material and are not provided or recommended by ACARA as classroom resources.
The following sources were consulted in the construction of this teacher background information. They are provided as evidence of the research undertaken to inform the development of the teacher background information. It is important that educators recognise that despite written records being incredibly useful, they can also be problematic as they are often based on non-Indigenous interpretations of observations and records of First Nations Peoples’ behaviours, actions, comments and traditions. Such interpretations privilege western paradigms of non-First Nations authors and include, at times, attitudes and language of the past. These sources often lack the viewpoints of the people they discuss and can contain ideas based on outdated scientific theories. Furthermore, although the sources are in the public domain, they may contain cultural breaches and cause offence to the Peoples concerned. With careful selection, evaluation and community consultation, the consulted works may provide teachers with further support and reference materials that could be culturally audited, refined and adapted to construct culturally appropriate teaching and learning materials. The ability to select and evaluate appropriate resources is an essential cultural capability skill for educators. |
Australian Survival School. (2015, August 28). Melaleuca Tree: Finding water in paperbark water hump [Streaming video]. Retrieved from https://www.youtube.com/watch?v=jSFcBAceuJA
Bayly, I. A. E. (1999). Review of how indigenous people managed for water in desert regions of Australia. Journal of the Royal Society of Western Australia, 82, 17.
Cairns, J. (1859). On the weir mallee, a water-yielding tree, the bulrush, and porcupine grass of Australia. Transactions of the Philosophical Institute of Victoria, 3, 32-35.
Cane, S. (1987). Australian Aboriginal subsistence in the western desert. Human Ecology, 15(4), 391-434.
Clarke, P. A. (2012). Australian plants as Aboriginal tools. Dural: Rosenberg Publishing.
Cleland, J. B. (1957). Our natives and the vegetation of southern Australia. The Australian Journal of Anthropology, 5(4), 149.
Gott, B. (2018, June 5). The art of healing: Five medicinal plants used by Aboriginal Australians. The Conversation. Retrieved from https://theconversation.com/the-art-of-healing-five-medicinal-plants-used-by-aboriginal-australians-97249
Government of South Australia, Department for Environment and Water. (n.d.). Solanum laciniatum [Fact sheet]. Retrieved from http://www.flora.sa.gov.au/efsa/lucid/Solanaceae/Solanum%20species/key/Australian%20Solanum%20species/Media/Html/Solanum_laciniatum.htm
Haddon, A. C. (1912). Reports of the Cambridge anthropological expedition to Torres Straits: Vol. IV. Arts and crafts. Cambridge: Cambridge University Press.
Helms, R. (1896). Anthropology. Transactions of the Royal Society of South Australia, 16, 237- 332.
McDonald, E., Coldrick, B., & Villiers, L. (2005). Study of groundwater-related Aboriginal cultural values on the Gnangara Mound, Western Australia. Estill and Associates Pty. Ltd., Burswood: Western Australia.
McGhee, K. (2016, November 22). Marvellous melaleucas. Australian Geographic. Retrieved from https://www.australiangeographic.com.au/topics/science-environment/2016/11/marvellous-melaleucas/
Macintyre, K., & Dobson, B. (2017). The puzzle of the bardi grub in Nyungar culture. Retrieved from http://anthropologyfromtheshed.com/project/the-bardi-grub-in-nyungar-culture/
Magarey, A. T. (1895). Australian Aborigines' water-quest. Proceedings of the Royal Geographical Society of Australasia, South Australian Branch, 3, 67-82.
Moore, G. F. (1842). A descriptive vocabulary of the language in common use amongst the Aborigines of Western Australia: Embodying much interesting information regarding the habits, manners and customs of the natives and the natural history of the country. London: W. S. Orr & Company.
Noble, J. C., & Kimber, R. G. (1997). On the ethno-ecology of mallee root-water. Aboriginal History, 21, 170-202.
Nursey-Bray, M. (2016). Cultural indicators, country and culture: The Arabana, change and water. The Rangeland Journal, 37(6), 555-569.
Queensland Government. (2019). Regional ecosystem details for 5.3.22. Retrieved from https://apps.des.qld.gov.au/regional-ecosystems/details/?re=5.3.22
Roth, W. E. (1901). Food: Its search, capture, and preparation (Bulletin No. 3). North Queensland Ethnography Bulletin. Brisbane: Government Printer.
Survival and self-sufficiency. (2019). How to find water (Finding water in the wilderness). Retrieved from https://www.survival.org.au/water.php
Thozet, A. (1866). Notes on some of the roots, tubers, bulbs and fruits used as vegetable food by the Aboriginals of Northern Queensland, Australia. Rockhampton, Qld: Capricornia Institute.
Tindale, N. B. (1962). Geographical knowledge of the Kaiadilt people of Bentinck Island, Queensland. Records of the South Australian Museum, 14, 259-296.