Magical Land of Oz

with No Comments
Magical Land of Oz offers a blue-chip, continent-wide series ranging from the land’s highest snow peaks to the depths of the frigid and wild southern seas; from its last populations of wild numbats to its largest diorama of giant cuttlefish.

SYNOPSIS:

Across Australia, as the dawn rises the marsupials go to bed – except for the ones that don’t. In this land of ancient wonders, big skies and jewelled seas, rules can be broken as the country boasts of splendid dragons, saltwater monsters and dancing spiders.

Magical Land of Oz offers a blue-chip, continent-wide series ranging from the land’s highest snow peaks to the depths of the frigid and wild southern seas; from its last populations of wild numbats to its largest diorama of giant cuttlefish. It’s a land of diverse beauty that delights and surprises. The series both entertains and deepens our understanding of how the natural world is made up of not just unique species, but distinct individuals, whose lives are far from predictable.

Using the latest camera technology we capture animal populations only recently discovered and unfamiliar behaviours of species we thought we knew well. We meet animal characters so enigmatic, most Australians are unaware they share not just their island continent but also their own suburban backyards.

We reveal the challenges these animals must navigate in a land of extremes and the intense human-induced change they must cope with in order to survive. Magical Land of Oz fills the screen with colour, dance, acrobatics, music, mating and murder as we witness animals in their natural habitat, making Australia a truly spellbinding place.

The stage is set for the story to begin…

Curriculum Links

Magical Land of Oz is suitable for students undertaking:

  • Science (Years 1–10)
  • Humanities and Social Sciences (Years 1–7)
  • Geography (Year 10)
  • Mathematics (Years 7 and 8)

The cross-curricular priorities related to the series are:

  • Sustainability
  • Aboriginal and Torres Strait Islander Histories and Cultures

As a curriculum resource in Science, Magical Land of Oz is primarily relevant to the Biological Sciences strand of ‘Science Understanding’. Investigations and observations suggested by the program allow students to develop ‘Science Inquiry Skills’, while connections to questions of sustainability and conservation ensures that this resource is also applicable to the ‘Science as a Human Endeavour’ criterion.

As a curriculum resource in Humanities and Social Science, Magical Land of Oz is primarily relevant to the Geography strand of ‘Knowledge and Understanding’. The questions of habitats, conservation and human intervention also presents students with the opportunity for students to demonstrate the qualities described in the ‘Inquiry and Skills’ descriptor of this subject.

Teachers are advised to consult the Australian Curriculum online and curriculum outlines relevant to their state or territory for further information.

It is supported by an ATOM Study Guide.

Science

Years 1 and 2

Science Understanding:

  • Living things have a variety of external features (ACSSU017)
  • Living things live in different places where their needs are met (ACSSU211)
  • Living things grow, change and have offspring similar to themselves (ACSSU030)

Science Inquiry Skills:

  • Pose and respond to questions, and make predictions about familiar objects and events (ACSIS024/ACSIS037)
  • Compare observations with those of others (ACSIS213/ACSIS041)
  • Represent and communicate observations and ideas in a variety of ways (ACSIS029/ACSIS042)

Years 3 and 4

Science Understanding:

  • Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
  • Living things have life cycles (ACSSU072)
  • Living things depend on each other and the environment to survive (ACSSU073)

Science as a Human Endeavour:

  • Science knowledge helps people to understand the effect of their actions (ACSHE051/ACSHE062)

Science Inquiry Skills:

  • With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS053/ACSIS064)
  • Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends (ACSIS057/ACSIS068)
  • Represent and communicate observations, ideas and findings using formal and informal representations (ACSIS060/ACSIS071)

Years 5 and 6

Science Understanding:

  • Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)
  • The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)

Science as a Human Endeavour:

  • Scientific knowledge is used to solve problems and inform personal and community decisions (ACSHE083/ACSHE100)

Science Inquiry Skills:

  • With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231/ACSIS232)
  • 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 (ACSIS090/ACSIS107)
  • Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts (ACSIS093/ACSIS110)

Year 7

Science Understanding:

  • Classification helps organise the diverse group of organisms (ACSSU111)

Science as a Human Endeavour:

  • Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations (ACSHE120)

Science Inquiry Skills:

  • Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
  • Use scientific knowledge and findings from investigations to evaluate claims based on evidence (ACSIS132)
  • Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)

Years 9 and 10

Science Understanding:

  • Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)
  • Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
  • The theory of evolution by natural selection explains the diversity of living things and is supported by a range of scientific evidence (ACSSU185)

Science as a Human Endeavour:

  • Values and needs of contemporary society can influence the focus of scientific research (ACSHE228/ACSHE230)

Science Inquiry Skills:

  • Formulate questions or hypotheses that can be investigated scientifically (ACSIS164/ACSIS198)
  • Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172/ACSIS206)
  • Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174/ACSIS208)

Humanities and Social Sciences

Years 1 and 2

Inquiry and Skills:

  • Pose questions about past and present objects, people, places and events (ACHASSI018/ACHASSI034)
  • Explore a point of view (ACHASSI022/ACHASSI038)
  • Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025/ACHASSI041)
  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027/ACHASSI043)

Knowledge and Understanding (Geography):

  • The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032)
  • The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)

Years 3 and 4

Inquiry and Skills:

  • Pose questions to investigate people, events, places and issues (ACHASSI052/ACHASSI073)
  • Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns (ACHASSI057/ACHASSI078)
  • Draw simple conclusions based on analysis of information and data (ACHASSI058/ACHASSI079)
  • Interact with others with respect to share points of view (ACHASSI059/ACHASSI080)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061/ACHASSI082)

Knowledge and Understanding (Geography):

  • The main climate types of the world and the similarities and differences between the climates of different places (ACHASSK068)
  • The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
  • The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089)

Years 5 and 6

Inquiry and Skills:

  • Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094/ACHASSI122)
  • Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI098/ACHASSI126)
  • Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099/ACHASSI127)
  • Evaluate evidence to draw conclusions (ACHASSI101/ACHASSI129)
  • Work in groups to generate responses to issues and challenges (ACHASSI102/ACHASSI130)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104/ACHASSI132)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105/ACHASSI133)

Knowledge and Understanding (Geography):

  • The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112)
  • The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113)
  • The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114)
  • The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140)

Year 7

Inquiry and Skills:

  • Construct significant questions and propositions to guide investigations about people, events, developments, places, systems and challenges (ACHASSI152)
  • Analyse primary sources and secondary sources to identify values and perspectives on people, actions, events, issues and phenomena, past and present (ACHASSI157)
  • Interpret and analyse data and information displayed in a range of formats to identify and propose explanations for distributions, patterns, trends and relationships (ACHASSI158)
  • Evaluate and synthesise evidence to draw conclusions (ACHASSI159)
  • Collaborate to generate alternatives in response to an issue or challenge, and compare the potential costs and benefits of each (ACHASSI160)
  • Develop and use criteria to make informed decisions and judgements (ACHASSI161)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, taking into account different perspectives, and describe the expected effects (ACHASSI162)
  • Present ideas, findings, viewpoints, explanations and conclusions in a range of texts and modes that incorporate source materials, citations, graphic representations and discipline-specific terms, conventions and concepts (ACHASSI163)

Knowledge and Understanding (Geography):

  • Causes, impacts and responses to an atmospheric or hydrological hazard (ACHASSK187)
  • The influence of environmental quality on the liveability of places (ACHASSK190)

Geography

Year 10

Geographical Knowledge and Understanding (Unit 1: ‘Environmental change and management’):

  • Human-induced environmental changes that challenge sustainability (ACHGK070)
  • Environmental world views of people and their implications for environmental management (ACHGK071)
  • The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
  • The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
  • The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
  • The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)

Geographical Inquiry and Skills

  • Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)
  • Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
  • Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate (ACHGS079)
  • Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)

Mathematics

Year 7

Number and Algebra:

  • Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point (ACMNA178)
  • Solve simple linear equations (ACMNA179)
  • Investigate, interpret and analyse graphs from authentic data (ACMNA180)

Year 8

Number and Algebra:

  • Plot linear relationships on the Cartesian plane with and without the use of digital technologies (ACMNA193)

Statistics and Probability

  • Investigate techniques for collecting data, including census, sampling and observation (ACMSP284)

Cross-curricular Priorities

Aboriginal and Torres Strait Islander Histories and Cultures

  • Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place.
  • Aboriginal and Torres Strait Islander Peoples have holistic belief systems and are spiritually and intellectually connected to the land, sea, sky and waterways.
  • The significant contributions of Aboriginal Peoples and Torres Strait Islander Peoples in the present and past are acknowledged locally, nationally and globally.

Sustainability

  • The biosphere is a dynamic system providing conditions that sustain life on Earth.
  • All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.
  • Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
  • World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice, are essential for achieving sustainability.
  • World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability.
  • The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future.
  • Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.
  • Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgements based on projected future economic, social and environmental impacts.
  • Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.