Botany of Kamay

Primary KLAs:
Human Society and its Environment, Science and Technology
Educational levels:
Year 3, Year 4

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Coast banksia, Banksia integrifolia with text 'Botany of Kamay'.

© State of New South Wales, Department of Education.

This resource explores the plants of Kamay Botany Bay – their significance to the Aboriginal people of Kamay, and to the botanists on the Endeavour in 1770. This resource is one part of the 'Endeavour – eight days in Kamay' resource.

NSW syllabus outcomes

(HT2-3) describes people, events and actions related to world exploration and its effects

(HT2-5) applies skills of historical inquiry and communication

(ST2-1WS-S) questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations

(ST2-4LW-S) compares features and characteristics of living and non-living things

(GE2-2) describes the ways people, places and environments interact

(GE2-3) examines differing perceptions about the management of places and environments

(GE2-4) acquires and communicates geographical information using geographical tools for inquiry

Australian curriculum content descriptions

(ACHASSK062) The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area

(ACHASSK063) How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community

(ACHASSK083) The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies)

(ACHASSK084) The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts

(ACHASSK086) The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example, people and environments

(ACHASSK088) The importance of environments, including natural vegetation, to animals and people

(ACSSU044) Living things can be grouped on the basis of observable features and can be distinguished from non-living things

(ACSHE050) Science involves making predictions and describing patterns and relationships

(ACSSU073) Living things depend on each other and the environment to survive

More information

Resource type:
Interactive Resource
learner, teacher
ScOT topics:
Australian history, Aboriginal peoples, Cultural interaction, Plants, Botanical illustration, Botanists
State of NSW, Department of Education
State of NSW, Department of Education
Date created:
Sunday, 10 May 2020

Resource ID: be9b9090-a20b-4659-87d1-307b53f698c0