Understanding the living world

About this module

This module adopts an inquiry learning approach that provides an opportunity for students to broaden their understanding of the natural world, how it is shaped and changed overtime by natural and man-made forces and how lifeforms within the natural world both compete and rely on others to survive.

Students will be encouraged to draw on and extend their science inquiry skills to question and evaluate information about the world and the ecosystems that exists around them.

The Peter Dombrovskis photographic collection

This resource draws images from the National Library of Australia’s photographic collection.

Images in the “Intertwined” and “Circle of Life” pages are taken from the photographic collection of Peter Dombrovskis (1945-1996). Dombrovskis was an Australian photographer, known for his Tasmanian scenes but also documented the natural world across Australia and Borneo. In 2003 he was posthumously inducted into the International Photography Hall of Fame, the first Australian photographer to reach this milestone. The National Library of Australia holds more than 3000 Dombrovskis photographic transparencies in its collection.

Over 3000 transparencies have been digitised and are available on the Library’s catalogue. Explore the Dombrovskis collection further through the Catalogue.

Copyright for teachers

You can download all collection materials in this resource for education purposes. For more information, go to copyright for teachers.

Introductory activities

The world is divided into areas, known as biomes. A biome is made up of all the life, plant or animal, present within it. The continent of Australia has one of the most diverse ranges of biomes in the world.
- Have students research what biome their school sits in. What kind of plants, animals and weather can be expected in this type of biome?
Similarly to biomes, the World is also divided into climate zones.
- Using the Australian Government’s Bureau of Meteorology Climate Classification of Australia map, have students find what climate zone the school sits in. Using the key on the right-hand side of the map, consider if the weather the students have experienced fits with this classification.
With the above information. What types of natural events might be problem for the climate and biome in which the school sits? Are floods and cyclones a possibility? Is major drought? How prepared is the area to deal with a natural disaster now and in the future?
Have students devise a travel brochure for a nature-focused holiday company. Research a biome anywhere in the world and use persuasive writing techniques to promote that destination as a holiday location. Some inspiration might include:
- What kinds of plants and animals can visitors see?
- What kind of weather events might they witness?
- How should they dress?
- How can they stay safe in the climate?
- Is the area in danger? How can they help preserve the biome during their visit?
- Are there any plants or animals found nowhere else they might see?

A landscape photograph of a marshy lake area. A mountain can be seen in the mist in the background. The trees and mountain are reflected in the still water of the lake.

Dombrovskis, Peter, 1945-1996. (1979). Mount Hugel rises beyond a pine-rimmed lake, Cheyne Range, Tasmania, 1979 [transparency] / Peter Dombrovskis. nla.gov.au/nla.obj-148526393

Topics in this module

A spiderweb illuminated by the sun. The web is strung between the branches of a green leafy tree.

Dombrovskis, Peter, 1945-1996. (1986). Spiderweb detail, Cradle Mountain, Cradle Mountain-Lake St Clair National Park, Tasmania, 1986? [transparency] / Peter Dombrovskis. nla.gov.au/nla.obj-151194004

Circle of life

Topic

Every living thing is part of a cycle. Plants and animals are born, they grow, they consume or produce, and they eventually die, making way for new life in their place. Without this cycle of life, ecosystems and the biosphere would not be able to survive.

Digital Classroom

A scene of a hillside completely ablaze. A large fire front is moving up the hillside. The image is blanketed with smoke. The lights of a fire engine can be seen through the smoke. A station wagon is parked in the forground.

Cutting, Jeff, 1945-. (2003). Freshening north-westerly winds drove the Stockyard fire down Apollo Road onto Ballineen in the hour before midnight on 17th January 2003. [picture] / Jeff Cutting. nla.gov.au/nla.obj-149584789

Forces of nature

Topic

The Earth and its environments are constantly changing. For millions of years, the wind has shaped and eroded mountains and sand dunes; the constant crashing of waves has changed and sculpted the coastline; and drought and fire have charred and renewed bushland. This process is ongoing and is a natural part of life.

Digital Classroom

A large autumnal fern tree with a canopy that takes up most of the image. It's leaves a brilliant reds and oranges. Many leaves have fallen on the grass below. In the background many lush green ferns can be seen

Dombrovskis, Peter, 1945-1996. (1993). Acer in autumn, Dombrovskis' garden, Fern Tree, Tasmania, 1993? [transparency] / Peter Dombrovskis. nla.gov.au/nla.obj-150387361

Intertwined

Topic

The Earth is inhabited by a vast number of living creatures. Some scientists believe there are around 8.7 million species of plants and animals that call our planet home. These living creatures exist in almost every corner of our world with only the most barren of deserts and deepest of oceans remaining unpopulated save for microscopic organisms.

Digital Classroom

The Last Dragon

Topic

The Last Dragon, written by Charles Massy and illustrated by Mandy Foot, is the story of a small, rarely seen lizard, Timpo, who is the last of his kind in his valley. Convinced he is not the only Monaro grassland earless dragon left, Timpo and his companion Wolfie the spider set off across the windswept Monaro plains in search of others.

Digital Classroom

Concluding activities

Using the Australian Government: Bureau of Meteorology website find a chart of historical weather data for your location: you can choose to look at aspects such as temperature, rainfall, humidity, etc. Choose a month and have the class graph the changes across the years. Discuss the best way to represent this data.
- What information can be taken from the graph?
- Are there any trends shown?
- Can the class make any predictions based on the information?
- Repeat the exercise with different weather data (humidity, rainfall or temperature).
- Does the data from the second graph correlate with the data from the first?
Visit a local park, nature reserve, wildlife sanctuary or have a National Parks ranger speak to students about the ecosystems in the local area. What animals can be found there? What is the current status of plants and animals in these areas? What dangers are there to consider?
Have students devise a story about their house, but write about it as if they are an animal living in a biome. Writing prompts could include:
- What features does the house have that supports them?
- What other flora or fauna do they interact with to help them survive day to day.
- What are the biggest challenges they face?
- If one part of their biome were removed, how would that impact them?
- Have them include drawings and indicate important parts of their environment.
As a class, consider how we live our lives and what things we do (or don’t do) that could be harmful to the environment. Discuss ways the class, collectively or individually, can work towards a greener way of living: even little things like recycling or turning off the tap can help.

A sweeping landscape of a mountain range. The mountains are craggy and rocky. They are covered in mist.

Dombrovskis, Peter, 1945-1996. (1995). Frankland Range, Southwest National Park, Tasmania, 1995 [transparency] / Peter Dombrovskis. nla.gov.au/nla.obj-150007802

Curriculum links

Biological sciences

Living things have life cycles (ACSSU072)
Living things depend on each other and the environment to survive (ACSSU073)

Earth and space sciences

Earth’s surface changes over time as a result of natural processes and human activity (ACSSU075)

Nature and development of science

Science involves making predictions and describing patterns and relationships (ACSHE061)

Use and Influence of science

Science knowledge helps people to understand the effect of their actions (ACSHE62)

What can we help you find?

About this module

The Peter Dombrovskis photographic collection

Introductory activities

Topics in this module

Concluding activities