Introducing Aboriginal

contexts into Science

teaching
By sharing ideas for integrating Aboriginal contexts in Science lessons, the
workshop will broaden participants confidence and knowledge in this important
area. With so few Aboriginal background teachers in education, and most
Aboriginal students in schools with low number of ASTI students, integrating
Aboriginal contexts into Units of Work its up to all of us to expand the
knowledge of students. Have fun making ochre hand prints from minerals or
research traditional use of resources for your local area. A brief summary of
contacts available to help you support this are will also be discussed.
 Introduction
As a non- Aboriginal person, like 99% of Science
teacher, whilst respecting the fact that I am using
second hand information, the Teaching
Standards, the NSW 7-10 syllabus, upcoming new
Stage 6 syllabi and the general capabilities
required me to have a working knowledge and
implementation of aboriginal science ideas.
Utilising Quality Teaching, evidence based
principles saw an opportunity to connect Science
teaching with traditional knowledge.
IDEAS :
Astronomy
Chemistry and Geology
Chemistry and Physics
Research Aboriginal
Scientists
Ecology and evolution
Physics and Biology
 Online resources
http://www.bom.gov.au/iwk/climate_cu
lture/Indig_seasons.shtml
This shows observations over
thousands of years resulted in
Aboriginal knowledge of Australian
weather patterns
https://blog.csiro.au/five-ways-
indigenous-science-is-helping-us-
understand-the-world-around-us/
Example of developing one
idea
 Context
Teaching Year 9 chemistry, with a low
ability class who complain we NEVER do
enough experiments, Friday afternoon,
end of term...
Lesson 1 students use BYOD to research
minerals that are coloured and how to
make ochre
Lesson 2 use mortar and pestle to make
ochre paint and do hand prints on paper
 Outcomes
.. Happy, engaged students and happy teacher ...
Authentic learning, multiple intelligences used, BYOD, creativity,
21st century skills eg collaboration, hands on, innovation
the few Aboriginal students became the leaders
Syllabus; Working Scientifically lots! Hypothesis testing etc
Content: Stage 5; Chemical World
discusses the importance of chemical reactions in the
production of a range of substances, and the influence of society
on the development of new materials
analyse how social, ethical and environmental considerations
can influence decisions about scientific research related to the
development and production of new materials
Lead to discussion of impact of science on modern life
 Syllabus explicitly related to
Aboriginal Content
Stage 4 ES2 : demonstrate, using examples, how ideas by people
from different cultures have contributed to the current
understanding of the solar system
ES4 : researchhow Aboriginal and Torres Strait Islander peoples'
knowledge is being used in decisions to care for country and
place, eg terrestrial and aquatic resource management
CW 2
f. investigatehow people in different cultures in the past have
applied their knowledge of the properties of elements and
compounds to their use in everyday life, eg utensils, weapons
and tools
Stage 5 LW2 e. assess ways that Aboriginal and Torres Strait
Islander peoples' cultural practices and knowledge of the
environment contribute to the conservation and management of
sustainable ecosystems
 Other options in the
syllabus
Stage 4ES3 : discuss different viewpoints people may use to weight criteria in
making decisions about the use of a major non-renewable resource found in
Australia
LW 5 : d. predict how human activities can affect interactions in food chains and
food webs, including examples from Australian land or marine
ecosystems(ACSSU112)
e. explain, using examples, how scientific evidence and/or technological
developments contribute to developing solutions to manage the impact of natural
events on Australian ecosystems
f. describe how scientific knowledge has influenced the development of practices in
agriculture, eg animal husbandry or crop cultivation to improve yields
andsustainability, or the effect of plant-cloning techniques in horticulture
CW 4 describe, using examples, how science knowledge can develop through
collaboration and connecting ideas across the disciplines of science, eg making or
obtaining new substances fromEarth's spheres
Stage 5 PW4:discuss viewpoints and choices that need to be considered in making
decisions about the use of non-renewable energy resources( Uranium DVD)
LW2:
f. evaluate some examples in ecosystems, of strategies used to balance
conserving, protecting and maintaining the quality and sustainability of the
environment with human activities and needs