The first scientists: Explore Aboriginal and Torres Strait Islander sustainable practices
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Syllabus content
New NSW Syllabus:
Science and Technology
- ST3-SCI-01: Uses evidence to explain how scientific knowledge can be used to develop sustainable practices.
- ST3-SCI-01: Uses evidence to explain how scientific knowledge can be used to develop sustainable practices.
HSIE
- HS3-ACH-01: Describes Aboriginal Knowledges and Practices that care for Country and the importance of Aboriginal Languages revival.
- HS3-GEO-01: Examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information.
- HS3-ACH-01: Describes Aboriginal Knowledges and Practices that care for Country and the importance of Aboriginal Languages revival.
- HS3-GEO-01: Examines global citizenship and how people organise, protect and sustainably use the environment, using geographical information.
PDHPE
- PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups.
- PH3-IHW-01: Examines and explains factors that influence identity, health and wellbeing of individuals and groups.
Current NSW Syllabus:
Science: Living world
- ST3-4LW-S: Examines how the environment affects the growth, survival, and adaptation of living things.
- ST3-11LW: Describes some physical conditions of the environment and how these affect the growth and survival of living things.
- ST3-4LW-S: Examines how the environment affects the growth, survival, and adaptation of living things.
- ST3-11LW: Describes some physical conditions of the environment and how these affect the growth and survival of living things.
Geography
- GE3-2: Explains interactions and connections between people, places, and environments.
- GE3-3: Compares and contrasts influences on the management of places and environments.
- GE3-2: Explains interactions and connections between people, places, and environments.
- GE3-3: Compares and contrasts influences on the management of places and environments.
History
- HT3-1: Describes and explains the significance of people, groups, places, and events to the development of Australia.
- HT3-2: Describes and explains different experiences of people living in Australia over time.
- HT3-1: Describes and explains the significance of people, groups, places, and events to the development of Australia.
- HT3-2: Describes and explains different experiences of people living in Australia over time.
Assessment
Teacher background information
First scientists
Aboriginal and Torres Strait Islander Peoples are considered the first astronomers, forensic scientists, chemists, land managers and ecologists due to their deep knowledge of the natural world developed over tens of thousands of years. They practiced astronomy by tracking stars and celestial bodies for navigation and seasonal changes; applied forensic science by reading animal tracks and environmental signs for hunting; acted as chemists by using plants for medicines and creating tools; and served as the first land managers and ecologists through sustainable practices like cultural burning, managing ecosystems and biodiversity. Their sophisticated understanding of interconnected environmental systems is increasingly recognised as vital for addressing modern challenges like land conservation and climate change.
Sources / for more information:
Tutt, C. (2021). The First Scientists: Deadly Inventions and Innovations from Australia’s First Peoples. Hardie Grant Explore. (Hardie Grant)
Commonwealth Scientific and Industrial Research Organisation. (n.d.). Indigenous science and engagement.
Aboriginal and Torres Strait Islander Peoples are considered the first astronomers, forensic scientists, chemists, land managers and ecologists due to their deep knowledge of the natural world developed over tens of thousands of years. They practiced astronomy by tracking stars and celestial bodies for navigation and seasonal changes; applied forensic science by reading animal tracks and environmental signs for hunting; acted as chemists by using plants for medicines and creating tools; and served as the first land managers and ecologists through sustainable practices like cultural burning, managing ecosystems and biodiversity. Their sophisticated understanding of interconnected environmental systems is increasingly recognised as vital for addressing modern challenges like land conservation and climate change.
Sources / for more information:
Tutt, C. (2021). The First Scientists: Deadly Inventions and Innovations from Australia’s First Peoples. Hardie Grant Explore. (Hardie Grant)
Commonwealth Scientific and Industrial Research Organisation. (n.d.). Indigenous science and engagement.
Trauma and natural hazards
Supporting students who have experienced trauma due to bushfires or other natural hazards requires creating a safe, empathetic environment where their emotions are acknowledged and validated. It’s important to provide opportunities for students to express their feelings through discussion, writing or creative activities while ensuring they don’t feel pressured to share if they aren’t ready. Integrating mindfulness exercises and grounding techniques can help students manage anxiety and feel more secure. Teachers should also promote a sense of agency by focusing on positive actions that students can take to contribute to environmental recovery or preparedness. Encouraging discussions about resilience and showcasing examples of communities recovering from bushfires can help students build a sense of hope. We have integrated the principles of disaster resilience into the Fresh Air Innovators Program, while ensuring it remains trauma-informed as per the CESE guidelines. The program will help students build confidence and resilience in facing environmental challenges, all while feeling safe, empowered and prepared.
Sources / for more information:
Emerging minds: Educators resource pack: Supporting children after bushfires.
Centre for Education Statistics and Evaluation. (2020). Trauma-informed practice in schools. NSW Department of Education.
Australian Institute for Disaster Resilience. (2020). Community engagement for disaster resilience.
Supporting students who have experienced trauma due to bushfires or other natural hazards requires creating a safe, empathetic environment where their emotions are acknowledged and validated. It’s important to provide opportunities for students to express their feelings through discussion, writing or creative activities while ensuring they don’t feel pressured to share if they aren’t ready. Integrating mindfulness exercises and grounding techniques can help students manage anxiety and feel more secure. Teachers should also promote a sense of agency by focusing on positive actions that students can take to contribute to environmental recovery or preparedness. Encouraging discussions about resilience and showcasing examples of communities recovering from bushfires can help students build a sense of hope. We have integrated the principles of disaster resilience into the Fresh Air Innovators Program, while ensuring it remains trauma-informed as per the CESE guidelines. The program will help students build confidence and resilience in facing environmental challenges, all while feeling safe, empowered and prepared.
Sources / for more information:
Emerging minds: Educators resource pack: Supporting children after bushfires.
Centre for Education Statistics and Evaluation. (2020). Trauma-informed practice in schools. NSW Department of Education.
Australian Institute for Disaster Resilience. (2020). Community engagement for disaster resilience.
Lesson content
Slide presentation part 1: Introduction
Video 1: Corey Tutt of DeadlyScience
Watch this video with Corey Tutt, the inspirational STEM champion behind DeadlyScience.
Watch this video with Corey Tutt, the inspirational STEM champion behind DeadlyScience.
Worksheet: First scientists
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Video 2: Cultural burns
Watch this video as Vince Scott from DeadlyScience explains about cultural burns.
Watch this video as Vince Scott from DeadlyScience explains about cultural burns.
Slide presentation part 2: Fire: Friend or foe
Slide presentation part 3: Cultural burning and policy
Video 3: Joe Morrison explains cultural burning policy
Watch as Joe Morrison from the Indigeneous Land and Sea Corporation explains about cultural burning and how it fits into land management today.
Watch as Joe Morrison from the Indigeneous Land and Sea Corporation explains about cultural burning and how it fits into land management today.
Worksheet: Venn diagram: Types of fires
Use this worksheet to compare and contrast cultural burning, hazard reduction burns and bushfires.
Use this worksheet to compare and contrast cultural burning, hazard reduction burns and bushfires.
Extension Opportunities
Creative writing opportunity
Students write from the perspective of an animal in a cultural burn. From that animal’s perspective, they’ll relate that they can see and smell the fire, but are able to move away because the fire moves slowly. They’ll also demonstrate observation of food abundance in the period after a cultural burn.
Students are reminded to:
- Write convincingly from the perspective of an animal, using first-person voice to express the animal’s thoughts and feelings.
- Describe the unique experiences, instincts and reactions of the animal during the cultural burn.
- Employ sensory details and vivid imagery to help the reader feel as if they are in the animal’s environment.
- Use subject-specific vocabulary related to cultural burning, nature, and the animal's habitat (for example, 'smoulder', 'embers' or 'undergrowth').
- Review and improve writing by checking for clarity, flow and consistency in the animal’s perspective and voice.
Students write from the perspective of an animal in a cultural burn. From that animal’s perspective, they’ll relate that they can see and smell the fire, but are able to move away because the fire moves slowly. They’ll also demonstrate observation of food abundance in the period after a cultural burn.
Students are reminded to:
- Write convincingly from the perspective of an animal, using first-person voice to express the animal’s thoughts and feelings.
- Describe the unique experiences, instincts and reactions of the animal during the cultural burn.
- Employ sensory details and vivid imagery to help the reader feel as if they are in the animal’s environment.
- Use subject-specific vocabulary related to cultural burning, nature, and the animal's habitat (for example, 'smoulder', 'embers' or 'undergrowth').
- Review and improve writing by checking for clarity, flow and consistency in the animal’s perspective and voice.
Researching local Country
What Aboriginal country is your school on? Can you find information about the Indigenous seasonal calendar for your local Country?
What Aboriginal country is your school on? Can you find information about the Indigenous seasonal calendar for your local Country?
Vocabulary
Learning journal prompts
What did I learn?
What stood out to you in Corey Tutt’s videos about Aboriginal and Torres Strait Islander first scientists?
What did you learn about cultural burning and how it differs from other types of fire, such as hazard reduction burning and bushfires?
What are the main benefits of cultural burning for the environment?
How do cultural burning practices demonstrate Aboriginal and Torres Strait Islander Peoples’ deep connection to Country?
What stood out to you in Corey Tutt’s videos about Aboriginal and Torres Strait Islander first scientists?
What did you learn about cultural burning and how it differs from other types of fire, such as hazard reduction burning and bushfires?
What are the main benefits of cultural burning for the environment?
How do cultural burning practices demonstrate Aboriginal and Torres Strait Islander Peoples’ deep connection to Country?
Connecting and acting
Can you think of any places close to where you live that might benefit from cultural burning practices?
How do you think understanding cultural burning might help modern fire management strategies?
If you were responsible for writing a policy to support cultural burning, what are 2 things you would include?
What steps could be taken to ensure cultural burning is implemented in areas prone to bushfires?
Can you think of any places close to where you live that might benefit from cultural burning practices?
How do you think understanding cultural burning might help modern fire management strategies?
If you were responsible for writing a policy to support cultural burning, what are 2 things you would include?
What steps could be taken to ensure cultural burning is implemented in areas prone to bushfires?
Personal reflections
How did learning about Aboriginal and Torres Strait Islander science practices make you feel about the importance of traditional knowledge?
What ideas did this lesson give you about how cultural practices can help solve modern environmental challenges?
How did learning about cultural burning make you feel about fire management and its impact on the environment?
Did anything surprise you about how cultural burning helps protect ecosystems?
How did learning about Aboriginal and Torres Strait Islander science practices make you feel about the importance of traditional knowledge?
What ideas did this lesson give you about how cultural practices can help solve modern environmental challenges?
How did learning about cultural burning make you feel about fire management and its impact on the environment?
Did anything surprise you about how cultural burning helps protect ecosystems?
Know your backyard: Investigate natural hazards and local environmental management
