Understanding the living world

About this module

This module encourages students to explore how living things interact with each other and their environment. Using an inquiry-based learning approach, students will investigate how natural and human forces shape the world around us, and how all lifeforms depend on and compete with one another to survive.

Students will use and develop their science inquiry skills to question, research and evaluate information about ecosystems and the living world.

This resource draws images from the National Library of Australia’s photographic collection. Over 3000 transparencies have been digitised and are available on the Library’s catalogue.

Explore the Dombrovskis collection

Copyright for teachers

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

Topics in this module

This module covers 4 key topics.

Each topic includes an introduction to key concepts, links to key resources in our collection and a series of learning activities that cater for a variety of classroom contexts and learning styles.

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

Introductory activities

The Peter Dombrovskis photographic collection

This resource draws images from the National Library of Australia’s photographic collection. Images in the “Circle of Life” and “Intertwined” topics 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.

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

A close up image of lichen growing on a black/grey rock

Dombrovskis, Peter, 1945-1996. (1982). Lichened rock, Mount Wellington, Tasmania, 1982?, 2 [transparency] / Peter Dombrovskis. nla.gov.au/nla.obj-150824315

A scene of an ocean cliff. The ocean is dotted with craggy rocks. A series of cliffs stretch off into the distance.

Dombrovskis, Peter, 1945-1996. (1995). Coastline, Port Davey, southwest Tasmania, 1995? [transparency] / Peter Dombrovskis. nla.gov.au/nla.obj-148516347

A landscape of a mountain lake scene. Misty mountains are visible in the background and are reflected in the still lake. Lake grass grows out of the lake in the foreground

Dombrovskis, Peter, 1945-1996. (1979). Lake Dixon, Tasmania, 1979 [transparency] / Peter Dombrovskis. nla.gov.au/nla.obj-149289824

A muddy track leading through the forest. A large moss and lichen covered boulder sticks out into the track.

Dombrovskis, Peter, 1945-1996. (1994). Pipetrack, Fern Tree, Mount Wellington, Tasmania, 1994, 2 [transparency] / Peter Dombrovskis. nla.gov.au/nla.obj-150825121

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

A landscape of a mountain lake scene. The craggy mountains are dusted with snow. The lake is surrounded by trees with yellow leaves.

Dombrovskis, Peter, 1945-1996. (1978). Cradle Mountain, Tasmania, 1978? [transparency] / Peter Dombrovskis. nla.gov.au/nla.obj-151036676

Activity 1: What’s your school’s biome?

Biomes are large areas with similar climate, plants and animals. Australia has one of the world’s most diverse ranges of biomes.

Find out what biome your school is in. What kinds of plants, animals and weather are typical in this environment?

Activity 2: Climate zones

Similarly to biomes, the World is also divided into climate zones.

Use the Bureau of Meteorology Climate Classification map to identify your school's climate zone. Does this match students' real-life experiences?
Based on this, what natural events could impact your area—droughts, floods, cyclones? How prepared is your community for these?

Activity 3: Create a nature travel brochure

Choose a biome anywhere in the world and create a brochure for a nature-based travel company. Include:

Local plants and animals visitors might see
Weather conditions and how to dress for them
Safety tips for the climate
Conservation messages: how visitors can help
Any unique species only found in that biome

Concluding activities

Activity 4: Weather through the years

Find historical weather data for your area using the Bureau of Meteorology.

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?

Activity 5: Local ecosystems

Visit a nearby park, reserve or sanctuary—or invite a ranger to your classroom. Learn about the local flora and fauna, their status and any environmental threats.

Activity 6: Storytelling from an animal’s perspective

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.

Activity 7: Sustainable living

Discuss how everyday choices affect the environment.

What can we do, either individually and as a class, to live more sustainably?
Consider actions like recycling, saving water, or protecting local wildlife.

Curriculum links

Explore the connections between living things, the environments they inhabit, and the forces that shape them. Aligned with the Australian Curriculum for Year 4 Science.

This module helps students deepen their understanding of ecosystems, life cycles, and the natural and human-made forces that impact the world around us.

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)

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About this module

Topics in this module

Introductory activities

The Peter Dombrovskis photographic collection

Concluding activities

Curriculum links

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Understanding the living world

About this module

Topics in this module

Introductory activities

The Peter Dombrovskis photographic collection

Concluding activities

Curriculum links

Science understanding

Science as a human endeavour

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