Cross-Curriculum: Years 5 & 6 by Teacher Superstore

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the Title: End User License Agreement for Microsoft Word 2000. Cross-Curriculum: Years 5-6 Please refer to www.microsoft.com/permission. © 2014 ii. Corel Corporation collection, 1600 Carling Ready-Ed Publications Ave., Ottawa, Ontario, Canada K1Z 8R7.

Ready-Ed Publications

r o e t s Bo r e p ok u S

iii. Wikimedia Commons. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no FrontCover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled “GNU Free Documentation License”. iv.

Front cover image:

ew i ev Pr

Teac he r

Printed in Australia Author: Fiona Back Illustrator: Alison Mutton

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that:

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

. te

For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Reproduction and Communication by others

Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super

The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 902 3 2

m . u

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

w ww

Contents Teachers' Notes National Curriculum Links

4 5

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

Teac he r

Section 2: Asia And Australia's Engagement With Asia

ew i ev Pr

7-11 * English - Activities 1-5 12-15 or e t s * Maths - Activities 1-4 e B r oo 16-20 * History - Activities 1-5p 1-2 21-22 k u * Geography - Activities S1-3 23-25 * Science - Activities

27-31 * English - Activities 1-5 32-35 * Maths - Activities 1-4 36-38 * History - Activities 1-3 39-41 * Geography - Activities 1-3 1 42 * Science - Activity ©R eadyEdPubl i ca t i ons

•f orr evi ew pur posesonl y•

w ww

* English - Activities 1-6 * Maths - Activities 1-5 * History - Activities 1-4 * Geography - Activities 1-3 * Science - Activities 1-4 Answers

. te

44-49 50-54 55-58 59-61 62-65

m . u

Section 3: Sustainability

o c . che e r o t r s super 66-67

Teachers’ Notes The Australian Curriculum has been written to equip young people with the skills, knowledge and understanding that will enable them to engage effectively with, and prosper in, a globalised world. In this book students will gain the skills and knowledge to make sense of the world in which they live and make an important contribution to society in the future.

r o e t s Bo r e p ok u S

This book examines contemporary issues which are relevant to the lives of our students today. These issues have been chosen as focus areas for all students living and studying in schools in Australia. The three focus areas are known as priorities. They are:

Teac he r

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

ew i ev Pr

• • •

This book examines these priorities across five core learning areas: English, Mathematics, Science, History and Geography.

Cross-Curriculum: Years 5-6 is one book in a series of three written to help teachers address the Australian Curriculum's cross-curriculum requirements. The time-consuming process of crossing the three specified priorities with core learning areas has been done for you. The answers to all of the activities can be found at the back of the book.

w ww

. te

m . u

o c . che e r o t r s super

National Curriculum Links ORGANISING IDEAS Aboriginal and Torres Strait Islander Histories and Cultures OI.1 Australia has two distinct Indigenous groups, Aboriginal Peoples and Torres Strait Islander Peoples. OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia.

OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability.

r o e t s Bo r e p ok u S

OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways.

OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups.

OI.6 Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses. OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia. OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures.

OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. OI.6 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.

ew i ev Pr

OI.5 Aboriginal and Torres Strait Islander Peoples’ ways of life are uniquely expressed through ways of being, knowing, thinking and doing.

Teac he r

through ecosystems on which they depend for their wellbeing and survival.

OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. OI.8 Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts.

OI.9 Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally.

OI.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. CONTENT DESCRIPTORS

OI.1 The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions.

w ww

OI.2 Interrelationships between humans and the diverse environments in Asia shape the region and have global implications.

Maths Year 5: ACMNA098, ACMNA100, ACMNA101, ACMNA105, ACMMG108, ACMMG109, ACMMG111, ACMMG113, ACMMG114, ACMSP116, ACMSP118, ACMSP119, ACMNA291 Year 6: ACMNA123, ACMNA130, ACMMG136, ACMMG137, ACMMG142, ACMSP146, ACMSP147

m . u

Asia and Australia's Engagement With Asia

OI.3 The peoples and countries of Asia have contributed and continue to contribute to world history and human endeavour.

English

OI.4 The arts and literature of Asia influence aesthetic and creative pursuits within Australia, the region and globally.

Year 6: ACELA1515, ACELY1709, ACELY1712, ACELY1713, ACELY1714, ACELY1816

. te

Year 5: ACELA1500, ACELA1501, ACELT1608, ACELY1699, ACELY1702, ACELY1703, ACELY1704

o c . che e r o t r s super

OI.5 Collaboration and engagement with the peoples of Asia support effective regional and global citizenship. OI.6 Australia is part of the Asia region and our histories from ancient times to the present are linked.

OI.7 Australians play a significant role in social, cultural, political and economic developments in the Asia region. OI.8 Australians of Asian heritage have influenced Australia’s history and continue to influence its dynamic culture and society. Sustainability OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth. OI.2 All life forms, including human life, are connected

Science Year 5: ACSSU043, ACSHE082, ACSHE083, ACSHE217, ACSIS231 Year 6: ACSSU069, ACSSU094, ACSHE099, ACSHE100, ACSIS232 History Year 5: ACHHK093, ACHHK094, ACHHK095, ACHHK096, ACHHS098, ACHHK097, ACHHS102, ACHHS104 Year 6: ACHHK114, ACHHK115, ACHHK116, ACHHS117, ACHHS121, ACHHS123 Geography Year 5: ACHGK027, ACHGK030, ACHGS038, ACHGS039 Year 6: ACHGK031, ACHGK034, ACHGS041, ACHGS045, ACHGS046

Section 1:

Teac he r

ew i ev Pr

r o e t s Bo r e p Aboriginal And Torres Straito Islander u k S Histories And Cultures

w ww

. te

m . u

o c . che e r o t r s super

English 1 Activity

* Organising idea: OI.4 * Content descriptors: ACELT1608 (Yr 5), ACELA1515 (Yr 6)

 Read the information, then complete the questions.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

There are many different Australian indigenous languages spoken in Australia. Captain Cook and the people who arrived on the First Fleet did not recognise these indigenous languages. Even though Captain Cook recorded the word `kangaroo’ from the Guugu Yimidhirr language, he did not realise that there were many different indigenous dialects. Later, when the British tried to use the word 'kangaroo' in a different region they could not understand why the Indigenous Peoples could not understand them. It is thought that at the time that Australia was colonised there were at least 250 different dialects being spoken.

Each indigenous language is associated with a specific area of land and has a deep spiritual significance. This is part of the Dreamtime belief that languages came to the country and ancestral people during the Dreamtime. It is believed that by connecting with their own languages Indigenous Australians maintained their connection to their ancestors, land, law and culture.

Many words from indigenous languages have come into common usage in the English language. For example: kookaburra, koala, kangaroo, dingo, barramundi, wombat, Noosa, Wagga Wagga, Mudgee and wallaby.

w ww

m . u

1. Using the information above, circle the pictures that have an indigenous origin.

. te

o c . che e r o t r s supe r 2. When Australia was colonised, approximately how many indigenous languages were being spoken? ____________________________________________________________ 3. Why do you think that the colonialists did not realise that so many different indigenous languages were being spoken? ________________________________________________________________________ 4. What indigenous language was spoken in your local area? ________________________

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

English 2 Activity

* Organising ideas: OI.1, OI.4 * Content descriptors: ACELY1704 (Yr 5), ACELY1714 (Yr 6)

 Read the information, then complete the tasks. Australia has two distinct indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples. The northern tip of Australia is home to many Torres Strait Islander Peoples. There are three main languages spoken by these people: Kala Lagaw Ya, Meriam Mir and English-based creole:Yumpla Tok. Yumpla Tok has become the most commonly used language in the region. There are around 274 islands which make up the Torres Strait Islands. Captain Cook first claimed sovereignty at Possession Island in 1770.

r o e t s Bo r e p ok u S

Teac he r

The sun burnt down as over the horizon I saw …

ew i ev Pr

1. Use the story-starters below to write a short story about a Torres Strait Islander child's first sighting of white people. Start your short story in the space provided and then continue it in your workbook.

Beyond the waves a strange boat came into view …

©R adyEdPub i c at i o s - it Hel paused in n thought Two men dressed ine strange couldn’t be,nl could it? coverings came over the hill.. •f o rr ev i ew pur pos eso y•

w ww

m . u

__________________________________________________________ __________________________________________________________

. te

__________________________________________________________

o c . _________________________________________________________________________ che e r o t r _________________________________________________________________________ s super _________________________________________________________________________

2. Swap your story with another class member to read and peer-edit. Circle any words that you think may be spelt incorrectly and discuss your editing with the person who wrote it. 8

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

English 3 Activity

* Organising ideas: OI.3, OI.5 * Content descriptors: ACELT1608 (Yr 5), ACELY1713 (Yr 6)

 Indigenous Peoples told Dreaming stories which passed on their beliefs about creation. Read the Dreaming story `Birth of the Sun’ below and answer the questions on this page and on page 10.

Birth of the Sun

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

When the world was new, at the beginning of time, there was no sun in the sky. The humans and animals had to hunt and gather by the light of the moon. One day the brolga and the emu had an argument over whose babies were the best. The brolga got so angry that she stole one of the emu's eggs and threw it into the sky. As she threw the egg, it broke and the yellow yolk burst into flames and lit up the earth. The beauty of the land beneath could be seen for the first time by the people of the sky.

The people of the sky thought that the land was so beautiful that they lit a giant fire as soon as the morning star appeared. This didn’t work all of the time though, because on over-cast days the star couldn’t be seen. The people of the sky decided to ask the kookaburra to help because he had a loud call. He was asked to call every morning so the people of the sky would know when to light the sun.

w ww

1. Why did the brolga throw one of the Emu’s eggs into the sky?

m . u

That is why the kookaburra can be heard each morning, even now, before the sun rises. The sun's fire starts to burn, and as the day goes on, the fire starts to burn out, and so the light dims to night. It is a strict rule of the Aboriginal Peoples that nobody imitates the Kookaburra’s call, because it could offend the bird and silence it. The darkness would then come again and the people would once again have only the light of the moon.

________________________________________________________________________

. teto the egg once it was in the sky? 2. What happened o c . che ________________________________________________________________________ e r o t r s super ________________________________________________________________________ ________________________________________________________________________

3. Why was the Kookaburra asked to call loudly each morning? ________________________________________________________________________ ________________________________________________________________________ 4. Explain what could happen if the Kookaburra’s call is imitated by the people. ________________________________________________________________________ ________________________________________________________________________

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

English 4 Activity

* Organising ideas: OI.3, OI.5 * Content descriptors: ACELT1608 (Yr 5), ACELY1713 (Yr 6)

 Indigenous Peoples told Dreaming stories which passed on their beliefs about creation. Read the Dreaming story `Birth of the Sun’ on the previous page, then complete the questions below. 1. Read the words in the story around the listed words below to help you to work out and record their meanings. If you are still not sure, discuss the words with the person closest to you, or your teacher.

Word yolk

r o e t s Bo r e p ok u S Meaning

offend beneath

ew i ev Pr

Teac he r

imitate strict

2. Adjectives are describing words. Find four adjectives in the Dreaming story `Birth of the Sun’.

________________________________________________________________________

w ww

m . u

________________________________________________________________________ 4. Illustrate important parts of the Dreaming story below in flow chart form.

. te

o c . che e r o t r s super

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

English 5 Activity

* Organising ideas: OI.1, OI.5, OI.6 * Content descriptors: ACELA1501 (Yr 5), ACELT1608 (Yr 5), ACELY1714 (Yr 6)

 Telling stories is a strong tradition of Australia's two indigenous groups: Aboriginal Peoples and Torres Strait Islander Peoples. Some stories were told through pictures engraved on rock faces or cave walls. These pictures would include objects that they used in their daily lives and animals that they saw and hunted. Look at the symbols below used to tell stories by the Australian indigenous community, then complete the task.

Indigenous Symbols emu

honey ant

possum

club

digging stick

human

nest

well or waterhole

man

rain

grub

ew i ev Pr

kangaroo

Teac he r

tracks

r o e t s Bo r e p ok u S

spears

star

©R eadyEdbowl Publ i cat i ons rain/flowers/ bush plum rainbow/cloud/ ants/eggs/fruit sand •f orr evi ew pur posesonl y•dune/cliff

quandong

For example:

The

(man) sat by the

(grub).

m . u

w ww

 Use the above symbols to create your own simple story about living in the Australian bush. Write your story in the space provided using the symbols to replace the words. Include at least 10 symbols in your story. If you run out of room, continue your story on the back of this sheet.

. te o c ___________________________________________________________________ . c e her r ___________________________________________________________________ o t s super ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

___________________________________________________________________ Interesting fact: Engraved symbols on rock faces or on the walls of caves done by Indigenous Australians to tell their stories is known as rock art. Today original rock art can be found all over Australia. Historians have dated some rock art as far back as 50,000 years ago. Historians have also used this rock art to decipher the types of animals which existed at this time and how Indigenous Australians lived.

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

Maths 1 Activity

1

* Organising ideas: OI.2, OI.3, OI.5, OI.6 * Content descriptors: ACMNA098 (Yr 5), ACMNA101 (Yr 5), ACMNA123 (Yr 6)

Aboriginal Peoples have lived in Australia for over 50,000 years. Traditional Aboriginal Peoples are known as hunter-gathers. This means that they hunt and gather their food from the land and share what they have sourced with their families. The land is special to them therefore, because they use it to survive. Witchetty grubs for traditional Aborigines are a food source taken from the land. Below are five witchetty grubs. Each one has been divided into different amounts.

r o e t s B r e Aoo p u k S

ew i ev Pr

Teac he r

Label the witchetty grubs using the following: whole, threequarters, half, a quarter, a third.

Crabbing is a traditional part of life for Indigenous Australians. These baskets of crabs show how many crabs were caught in one day.

w ww

Basket A

150

. te

m . u

2

o c . 130 220 199 ch e r er o t s super Basket B

Basket C

What is the difference in the number of crabs caught in baskets:

i. A and B? _____________

iii. B and C? ___________

ii. C and D? _____________

iv. D and A? ___________

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

Basket D

Maths 2 Activity

* Organising ideas: OI.3, OI.5 * Content descriptors: ACMMG113 (Yr 5)

Aboriginal Peoples have lived in Australia for over 50,000 years. They believe that all natural features are sacred because Ancestral Beings or Spirits moved around the Earth in human form creating trees and animals, and then transformed themselves into natural features such as waterholes and rocks. Indigenous Peoples therefore look after these precious features in their world.

r o e t s Bo r e p ok u S

Step 1: Draw each of the following onto the grid below: a) lake b) waterhole c) cave

a) lake

________

c) cave

________

b) waterhole

________

ew i ev Pr

Teac he r

Step 2: Give your sheet to the person next to you to write the grid reference of each feature next to it. For example, the grid reference of the tree is B6.

Step 3: Ask your partner to add the four features listed below onto the grid and then hand you the sheet back. Fill in their grid references.

a) bird

____________

b) large rock

____________

c) animal footprint

____________

d) ant pile

____________

w ww

. te

4 3

m . u

o c . che e r o t r s super

2 1 B

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

G 13

Maths 3 Activity

* Organising ideas: OI.3, OI.5, OI.6 * Content descriptors: ACMMG108 (Yr 5), ACMMG109 (Yr 5), ACMMG136 (Yr 6), ACMMG137 (Yr 6)

 Aboriginal Peoples have lived in Australia for over 50,000 years. Traditional Aboriginal Peoples are known as hunter-gathers. This means that they hunt and gather their food from the land using hand-made hunting and gathering tools. Boomerangs, for example are used to hunt animals such as the kangaroo. The land is therfore special to Indigenous Australians, because they use it to survive.

r o e t s Bo r e p ok u S

Perimeter is the outline of an area. Area is the space that fills a shape.

i. What is the perimeter of the boomerang? Answer: _____________ ii. What is the perimeter of the axe? Answer: _____________ iii. Explain what type of measuring unit you used and why you chose it.

ew i ev Pr

Teac he r

The perimeter is measured in millimetres, centimetres, metres or kilometres depending on how large the area is that is being measured.

Answer: ____________________________

m . u

Choose an indigenous hunting tool or gathering object which you can measure the perimeter of using centimetres.

w ww

Record the following: perimeter, how you worked it out, and its use in the indigenous community. Draw the object.

. te

o c . che e r o t r s super

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

Maths 4 Activity

* Organising ideas: OI.1, OI.3, OI.5, OI.6 * Content descriptors: ACMSP116 (Yr 5), ACMSP146 (Yr 6)

 Aboriginal Peoples have lived in Australia for over 50,000 years. Traditional Aborigines are known as hunter-gatherers. This means that they hunt animals and gather vegetables from the land to survive. Their traditional hunting methods are often based on the probability of a specific type of animal being in a particular area at a certain time. Probability is the chance that something will happen. It can be shown on a line like the one below.

r o e t s Bo r e p ok u S

 We can apply probability to what is happening in life. Place the following events on the probability line below.

Teac he r

It is the 15th of October today. It will be the 16th October tomorrow. It is winter, it will be cold tomorrow. My dog cooked me dinner last night. The trafiic light will be on green when I approach it. Think of an event which is unlikely and place it on the probability line.

impossible

unlikely

even chance

ew i ev Pr

i. ii. iii. iv. v.

likely

certain

w ww

Extra

. te

m . u

o c . Step 2: Each student predicts which icecream flavour they thinke will be the most popular c h r with the class. Each student writes down their name and their prediction on a post-it e o t r s s r upe note and gives it to the classroom teacher.

 Try this probability experiment: Step 1: Prepare a survey where the students list their 3 favourite flavours of icecream.

Step 3: Each student asks their classmates to tick their favourite flavour on their survey. Step 4: Each student tallies up their results and writes down the most popular icecream flavour. Step 5: Class discussion: Students form a learning circle and discuss whether their predictions were accurate or not. What factors were taken into consideration and what factors were not considered, but which affected their results. For example, a student predicted chocolate-hazelnut icecream but had not considered students with nut allergies.

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

History 1 Activity

* Organising ideas: OI.2, OI.3, OI.6, OI.9 * Content descriptors: ACHHK097 (Yr 5), ACHHK116 (Yr 6)

 Read the information, then complete the questions which follow.

Aboriginal History And Culture

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

In 1788 there were between 300,000 and 750,000 Aboriginal Peoples living in Australia. Before the British arrived in Australia, Aboriginal Peoples utilised all of Australia including the coast, outback and the deserts. They moved from place to place according to the seasons in order to live in harmony with the environment. For example, they would move to a new area if the water supply or bush resources were getting low. This would allow the area to rejuvenate ready for later use. They were careful not to abuse the land on which they lived. They took care of it and practised sustainable living. This means that they did not use up all of the land's resources; rather they allowed the land to replenish. For example, when the women picked vegetables from the ground, they were careful to leave the roots so that the vegetables would grow back again. Today, environmentalists are learning from Aboriginal practices to help us look after our planet more responsibly.

w ww

m . u

1. Why would it be hard for historians to find out exactly how many Aboriginal Peoples were living in Australia in 1788? ________________________________________________________________________

. te

________________________________________________________________________

o c . che ________________________________________________________________________ e r o t r s ________________________________________________________________________ super

2. What does the word `rejuvenate’ mean? Why was this important to the survival of the Aboriginal Peoples?

3. Explain what `living in harmony with the environment’ means. ________________________________________________________________________ ________________________________________________________________________ 4. What can we learn from Aboriginal practices today? ________________________________________________________________________ ________________________________________________________________________ 16

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

History 2 Activity

* Organising ideas: OI.2, OI.3, OI.6 * Content descriptors: ACHHK094 (Yr 5), ACHHS104 (Yr 5), ACHHK114 (Yr 6)

 Read the information, then complete the questions which follow.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

The word Dreaming refers to a set of beliefs held by Indigenous Australians. For example, an individual may believe in Kangaroo Dreaming or Shark Dreaming or any combination of Dreaming. Australian Aborigines also relate The Dreaming to creation. The Dreamtime tells their beliefs about how the world was created. The Dreamtime also lays down the rules of Aboriginal society. The British failed to understand the beliefs of the Australian Aborigines passed on through Dreamtime stories. When the First Fleet landed in Australia in 1788, the British declared that the Australian land was `terra nullius’, an expression meaning `empty land’ or `land belonging to no-one’. The British therefore claimed Australia as their own. They believed that the Aboriginal Peoples had no laws in place and so the British proceeded to impose their own rules on the land. The Aboriginal Peoples were homeless in their own country.

1. Describe the Dreaming in your own words.

_______________________________________________________________________

w ww

m . u

_______________________________________________________________________ __________________________________________________________________ 2. Translate the term 'terra nullius'. What did this term mean for Aborigines living in colonial times?

. te

o c . _______________________________________________________________________ che e r o t r _______________________________________________________________________ s super _______________________________________________________________________

3. Create a primary source of evidence in the form of a journal entry written by a colonialist below. Write about 'your right' to place Australia under British rule. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

History 3 ? Activity

* Organising ideas: OI.1, OI.2, OI.3, OI.4, OI.6 * Content descriptors: ACHHK094 (Yr 5), ACHHS104 (Yr 5), ACHHS123 (Yr 6)

 Read the information below and study the map to complete the questions.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

The Torres Strait Islands are six PAPUA NEW GUINEA kilometres south of Papua New Guinea and immediately to the SAIBAI ISLAND MT CORNWALLIS ISLAND STEPHEN ISLAND north of Australia’s most northern TURNAGAIN ISLAND DARNLEY ISLAND TORRES STRAIT tip in Queensland. The Islanders WARRIOR YORKE ISLAND ISLAND traditionally have a strong sense MURRAY ISLAND MABUIAG ISLAND YAM ISLAND of community dating back to their BADU ISLAND COCONUT ISLAND MT ERNEST ISLAND family and tribal ties. To survive in SUE ISLAND the past, the people hunted dugong THURSDAY ISLAND for meat, fats and oils. Even today, HAMMOND ISLAND POSSESSION by law, the dugong must be hunted MT ADOLPHUS ISLAND ISLAND PRINCE OF WALES ISLAND with a traditional weapon, the `wap’. In this way they stay true to their traditional beliefs. The sea has always CAPE YORK been an important part of the Torres MAINLAND AUSTRALIA Strait Islanders' culture and way of life. Travel between the many islands was done in canoe-style boats hand-crafted by the Islanders. Fresh fruit and vegetables also had to be carried in the canoes from island to island.

1. Where are the Torres Strait Islands? ____________________________________________

m . u

________________________________________________________________________

w ww

2. What was traditional life like for the Islanders? __________________________________ ________________________________________________________________________

. te ________________________________________________________________________ o c . che ________________________________________________________________________ e r o t r s 4. In what type of boat did they travel? s uper

3. Why was the sea important in their culture? ____________________________________

________________________________________________________________________ 5. Use the map to help you to identify the names of six islands in the Torres Strait Islands.

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

History ? 4 Activity

* Organising ideas: OI.1, OI.2, OI.3, OI.6 * Content descriptors: ACHHK096 (Yr 5), ACHHS121 (Yr 6)

The information on the previous two pages together with your own knowledge will help you to complete the tasks below.  Read the clues to help you to record the answer on each card.

Who Are We?

What Am I? Clue 1: I teach how the world was created. Clue 2: I am told through stories. Clue 3: I am what is believed in.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Clue 1: We were the first to live in Australia. Clue 2: We speak over 500 languages. Clue 3: Our land was taken from us.

Who Am I?

w ww

 Explain what the poem means in your own words.

. te

`We don’t own the land, the land owns us.’

m . u

Clue 1: I come from a group of islands to the north Clue 1: I didn’t understand the indigenous way of Australia. of life in Australia. © ReadyEdPu b2:l i c at i o ns Clue My traditional culture is linked to the sea. Clue 2: I came by ship. Clue 3:s I live harmony with the• land. •f o rr e vi ew pur p o eins on l y Clue 3: I claimed Australia as my own.

________________________________

o c . che ________________________________ e r o ________________________________ t r s super ________________________________ ________________________________

`The land is my mother, my mother is the land.’

`Land is the starting point to where it all began. It is like picking up a piece of dirt and saying this is where I started and this is where I will go.’

________________________________

`The land is our food, our culture, our spirit and identity.’

________________________________

`We don’t have boundaries like fences, as farmers do.

________________________________

We have spiritual connections.’

________________________________ ________________________________

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

History 5 ? Activity

* Organising idea: OI.8 * Content descriptors: ACHHK093 (Yr 5), ACHHS123 (Yr 6)

 Read the information, then complete the task which follows.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

The Aboriginal Peoples have three main ways in which their society is ordered: physical, religious and kinship. Physical aspects include: family, horde, a band (a group of 10-20 people who join together on a daily basis to hunt and gather) and a tribe (a group of up to 500 people who support each other). Religious aspects include: beliefs and customs, moieties, totems and marriage laws. The third social system is kinship. Kinship is a social structure which means that all Aboriginal Peoples are related to each other. Kinship defines matters such as who looks after a child if a parent dies, who can marry whom, who is responsible for taking care of the elderly and even who is responsible for another person’s debt or wrong doing. Issues which arose within a tribe were dealt with by Elders of a tribe, not external parties. Today, tribe members often still live near each other, even in towns and cities. Kinship values extended family members. In Aboriginal society family is an integral part of a person’s life. It is your extended family who teaches you how to live, how to treat other people and how to interact with the land.

 Complete the diagrams to show the four aspects of physical and religious society in an indigenous community.

w ww

. te

o c . 2 che e r o t r s super

1 Physical

m . u

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

Religious

Geography ? 1 Activity

* Organising ideas: OI.2, OI.3, OI.6, OI.9 * Content descriptors: ACHGK027 (Yr 5), ACHGS041 (Yr 6)

 Complete the Before Reading section of the Anticipation Guide below. After reading Australia And Its Climate, complete the After Reading section of the Anticipation Guide.

Australia And Its Climate

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Australia is a continent and a country. It has many different climates as the country is so large. In total it is 7,682 square kilometres. Australia’s weather is affected by it experiencing many high pressure systems, this means that little rain forms over Australia. Australia is commonly affected by droughts due to this lack of rainfall. Indigenous Australians are able to cope well with Australia's dry climate and long periods of drought. This is because they have learned to read the land over thousands of years. The patterns of behaviours and movements of animals and birds help them to source fresh water. For example, they know that zebra finches and the tracks of dingoes usually lead to water in rock holes and springs and trails of ants are typically a sign that underground water is nearby. Indigenous Australians have also developed technology to obtain water stored in desert oaks and in the roots of the red mallee. Today, we are trying to check our water use, and look to Aboriginal practices to help us use water more responsibly.

ReadyEdPubl i cat i ons Anticipation© Guide Before •f orr evi ew pur posesonl y• After Selected Statements

Reading Reading True False

True False

o c True . The land mass ofc Australia is 6,682 square kilometres. e False her r o t s su r Australian Aborigines find natural water sources by observing True e p the patterns of behaviour of animals and birds. False

True False

Australian Aborigines believe that water is not found in trees.

True False

Non-Indigenous Australians have been careless with their water use.

True False

Aboriginal Peoples can teach us about using water responsibly.

True False

3 4

w ww

Australia’s Aboriginal and Torres Strait Islander Peoples can survive in Australia's driest areas. Australia is a continent as well as a country.

. te

Australia has one climate.

m . u

True False

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

True False True False

Geography 2 Activity

* Organising ideas: OI.2, OI.3, OI.5, OI.6, OI.9 * Content descriptors: ACHGK027 (Yr 5) ACHGS045 (Yr 6) ((Year

 Read the information, then complete the task which follows.

Indigenous Sustainability And Connection To The Land

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

The Aboriginal and Torres Strait Islander Peoples are rich in environmental knowledge. Their beliefs include: the laws of nature, Mother Earth as a life-giving force, connectedness between people and the land and the existence of life-sustaining elements in the world. Today Indigenous Australians have been acknowledged by the Earth Charter for their contribution to the environment. The Earth Charter is an international declaration of fundamental values and principles created to bring attention to the need to build a sustainable and peaceful global society in the 21st century. In traditional indigenous communities, decisions have been made with the environment as the main focus, not human gain. When the land was sustained for future use, this in turn, met the needs of individuals, people and whole communities. To gather food, Indigenous Australians have moved to areas according to the seasons, they have hunted animals according to when it was the right time to kill, and have picked berries and other fruits according to harvests, to allow them to regenerate.

. te

Aboriginal Practice

m . u

w ww

 Below, list three key differences between Aboriginal and European practices and highlight the practices which are the most sustainable. European Practice

o c . che e r o t r s super

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

Science 1 Activity

* Organising idea: OI.9 * Content descriptors: ACSHE082 (Yr 5), ACSHE099 (Yr 6)

 Read the information, then complete the questions which follow.

Science And Inventions

Teac he r

David Unaipon is a famous Indigenous Australian who invented a machine for shearing sheep based on the scientific principles of converting curvilineal motion into straight line movement. This principle is behind the design of modern mechanical shears still used widely today throughout Australia. David Unaipon is honoured for this invention on the Australian $50 note.

r o e t s Bo r e p ok u S

ew i ev Pr

In the process of inventing the mechanical shears, Unaipon used the scientific principles of observation, use of his senses, prediction and hypothesis. He also used the process of trial and error to test his mechanical shears.

1. Draw lines to match the words with their meanings. Observation

to think about a future result

how the body receives and feels information

Senses

Trial and error

the ability to notice significant details

w ww

m . u

2. David Unaipon also invented a design for a helicopter based on the principle of the boomerang. Use the image of the boomerang-inspired propeller below to create your own sketch of a helicopter based on the rotating boomerang.

. te

o c . che e r o t r s s r u e p 3. As a class discuss the scientific principles used in the design of a helicopter. David Unaipon was not the only person to contribute to the design of the helicopter and its rotating blades. Scientific knowledge and developments are usually due to the contribution of many people.

4. Write a paragraph explaining how scientific developments, such as the invention of the helicopter, have affected people’s lives.

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

2 Activity Science ?

* Organising ideas: OI.2, OI.3, OI.6, OI.9 * Content descriptors: ACSHE082 (Yr 5), ACSHE099 (Yr 6)

 Read the information, then complete the Scientific Inquiry on the following page.

Aboriginal And Torres Strait Islander Peoples’ Connection To The Solar System And Astronomy The Aboriginal and Torres Strait Islander Peoples have long standing beliefs relating to astronomy, the solar system and how day, night and the seasons are formed. The constellation known as Tchingal or Emu in the Sky is one example of their belief that they are spiritually connected to the sky.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

The Emu in the Sky constellation is a constant reminder to Aboriginal Peoples of the forces of good and evil and the triumph that ordinary people can have with help from their ancient ancestors. The Aboriginal Peoples have strong beliefs which connect the universe to their own lives. Tchingal is most easily seen between the months of May through to July. Its head crosses over the Southern Cross and its neck stretches down through the pointers of another constellation. Its body is the large dark part just before reaching the constellation of Scorpius. Its legs also hang down into the tail area of Scorpius and a part of Sagittarius.

Aboriginal and Torres Strait Islander Peoples have a long standing connection with the Earth. The Aboriginal Peoples believe that the Earth is eternal, and so are the many Ancestral Spirits and Beings who inhabit it. These Beings are often associated with certain animals, for example, Kangaroo-men, Bowerbird-women and Emu-men. They believe that these Beings journeyed across the face of the Earth creating humans, plants and animals, and that they left traces of their existence in the natural features and landscape. The Dreaming, that these beliefs are a part of, are said to continually control the natural world. These beliefs are passed down in stories from generation to generation.

w ww

m . u

The Aboriginal Peoples have made unique contributions to science in connection to the management of Australia’s natural resources. Their strong beliefs expressed in the Dreamtime and their connection to the land has meant that they do not seek destruction of the land, instead, they use the land's natural resources without leaving any environmental damage.

. te

o c . che For many years the Aboriginal and Torres Strait Islander e r o Peoples were excluded from participating in scientifics t r su per investigations in Australia. During the last twenty years Western science has focused on environmental sustainability, climate change and global warming. Western scientists have started to recognise that within indigenous knowledge systems there are concepts that are now invaluable. For example, the Aboriginal Peoples are aware of plants, such as the Kakadu plum, which can be used to make medicine.

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

? Activity Science 3

* Organising ideas: OI.2, OI.3, OI.6, OI.9 * Content descriptors: ACSHE082 (Yr 5), ACSHE217 (Yr 5), ACSIS231 (Yr 5), ACSHE099 (Yr 6), ACSHE100 (Yr 6), ACSIS232 (Yr 6)

 A developer would like to build a resort over native bushland. Complete the four steps of the Scientific Inquiry below to help you to decide if the developer should or should not consult an Aboriginal Elder in the planning process and whether the bushland should be built on. Use the information on the previous page to help you.

Questioning and Predicating

Planning and Conducting

r o e t s Bo r e p ok u S

Explore and make observations by using the senses.

1. Explain the Aboriginal connection between the Earth and their beliefs.

Fieldtrip: Visit your local bushland area or a designated area on the school grounds:

2. Describe the role of the Kangaroo-men, Emu-men and Bowerbird-women. 3. Are the Aboriginal Peoples now being recognised for their scientific knowledge?

ew i ev Pr

Teac he r

Answer the questions in your workbooks or on the back of this page.

•

collect two samples of bushland flowers or plants;

•

try to find out the names of the flowers or plants;

•

use the internet to find out if they are used for medicinal purposes.

Internet Fieldtrip: © ReadyEdPu bl i cat i ons • Do the above activity but using the internet to locate •f orr evi ew pur po ses onplant l ytypes. •

Communicating

m . u

w ww

Processing and Analysing Data and Information

Discuss observations and use a drawing to represent data.

Share observations and ideas.

have found.

incorporate the bushland into a special place in your local community?

Task 1: Sit in a circle in your classroom. . Discuss the observations that you have Task 1: Tell your partner about the t e o made about the local bushland with your types of flowers and plants that you c . teacher and your classmates. have discovered. Are they the same or che e r different? o Task 2: Summarise what you have found t r s s r u e p out about the local bush. How might you Task 2: Sketch a plant or flower that you



_________________________________ _________________________________ _________________________________ _________________________________

Section 1: Aboriginal and Torres Strait Islander Histories And Cultures

r o e t s Bo r e Asia p And Australia’sok u S Engagement With Asia

ew i ev Pr

Teac he r

Section 2:

w ww

. te

m . u

o c . che e r o t r s super

English 1 Activity

* Organising idea: OI.1 * Content descriptors: ACELA1501 (Yr 5), ACELT1608 (Yr 5), ACELY1712 (Yr 6)

 Read the following short story starter and answer the questions.

A Hong Kong Surprise Chelsea is 11 years old and is from Perth, Western Australia. She has always dreamed of visiting another country. One day her mum gave her the fantastic news that her family had won a trip to Disneyland in Hong Kong. Chelsea and her sister Louise were very excited. It was only a few days until they were leaving, so they made a list of all of the things that they wanted to pack, and began packing their bags.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

The big day arrived and the whole family headed to the airport. They checked in at the counter. Chelsea watched as her bag was tagged, ready to be loaded onto the plane. It was a long flight to Hong Kong - about seven hours. Chelsea and Louise sat next to each other on the plane. Their Mum and Dad sat behind them. A documentary came on showing the sisters all the exciting things that they could do in Hong Kong. They saw wonderful pictures of Disneyland, Noah’s Ark, a gondola ride, ferry boats and enormous shopping centres. It looked like it would be a wonderful week away. The girls started to plan all of the things that they would do. Once the plane landed the whole family went through customs and made their way to the baggage carousel. Some of the signs were in Chinese and Chelsea did not understand them. She could understand the flight number of her plane and the airline symbol. Chelsea let out a slight squeal of delight when she saw her bag appear on the carousel. She knew that her adventure was really beginning now and she couldn’t wait!

w ww

. te

m . u

1. Which country in Asia is Chelsea visiting? _______________________________________

o c . 3. Who is Louise?_____________________________________________________________ che e r o t r 4. How did Chelsea and Louise knows what activities were savailable in Hong Kong? up er

2. How long is she visiting it for? ________________________________________________

________________________________________________________________________ 5. Why was Chelsea not able to understand some of the signs? ________________________________________________________________________ 6. Look at the picture which accompanies the story. Write two things that it tells you about Hong Kong. _______________________________________________________________ 7. Approximately how long is the flight from Perth to Hong Kong? ____________________

Section 2: Asia And Australia’s Engagement With Asia

English 2 Activity

* Organising idea: OI.1 * Content descriptors: ACELY1702 (Yr 5), ACELY1714 (Yr 6)

 Read the story on the previous page to help you to complete the tasks below.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

 Use one of the pictures to continue Chelsea’s story about her family’s adventure in Hong Kong. Remember, good stories use descriptive and emotive language to help the reader feel as if they are at the place being described. Use the back of this sheet or your workbooks if you run out of space.

Chelsea let out a slight squeal of delight when she saw her bag appear on the carousel. She knew that her adventure was really beginning now and she couldn’t wait!

_________________________________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________

w ww

m . u

_________________________________________________________________________

. te

o c . che e Question 1: ______________________________________________________________ r o t r s super Answer: __________________________________________________________________  Write three comprehension questions based on your story for another student in your class to answer.

Question 2: ______________________________________________________________ Answer: __________________________________________________________________ Question 3: ______________________________________________________________ Answer: __________________________________________________________________

Section 2: Asia And Australia’s Engagement With Asia

English 3 Activity

* Organising idea: OI.1 * Content descriptors: ACELT1608 (Yr 5), ACELY1713 (Yr 6)

 Complete the two tasks below.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

 Brainstorm all of the countries that you know in Asia as a class. Record your responses below.

w ww

m . u

 Choose two Asian countries from the brainstorm above and use your research skills to find out the main religions practised in these countries and one main tradition celebrated in each country.

. te o Asian Country 1: Asian Country 2: c . che e r o t r s supe______________________________ ______________________________ r ______________________________

______________________________

Section 2: Asia And Australia’s Engagement With Asia

English 4 Activity

* Organising idea: OI.1 * Content descriptors: ACELY1704 (Yr 5), ACELY1816 (Yr 6)

 As a class find out who has been to a country in Asia. Get into pairs or small groups. Complete the following interview.

An Interview with:

r o e t s Bo r e p ok u S

____________________________________

2. What type of currency did you use? ____________________________________

3. How long did you stay? ____________________________________

ew i ev Pr

Teac he r

1. Which country or countries have you visited in Asia?

Draw a famous natural feature from this country, such as a river. Or, draw a special building in this country. Label your drawing.

4. What was your favourite Asian dish? _____________________________________ 5.

6. Did they have special religious buildings in which to practise their religion?

w ww

m . u

___________________________________________________________________ 7. What language did the people speak? ____________________________________

. te o c 9. Is this country developed or developing? _________________________________ . c e her r 10. Do you know whether Australia has helped this country, in terms of aid? o t s super 8. Describe one tradition there. ___________________________________________

___________________________________________________________________

11. Do you know if Australia trades with this country? If it does, what does it trade? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Section 2: Asia And Australia’s Engagement With Asia

English 5 Activity

* Organising ideas: OI.1, OI.4 * Content descriptors: ACELA1500 (Yr 5)

 Many words which we use today have derived from Asian cultures. Complete the tasks below.

Gung Ho Have you heard of it?

Yes No

It means 'to work hard'.

True False

Have you heard of it? It means 'fish or eggplant sauce'.

r o e t s Bo r e p ok u S

Do you think it originated in China or Australia?

Yes No True False

Do you think it originated in China or Australia?

Chop Chop

Have you heard of it?

Yes No

It means 'slow down'.

True False

ew i ev Pr

Teac he r

Ketchup

Tycoon

Have you heard of it? Yes No It means 'a powerful and rich person'. True False

Do b youl think it t originated © ReadyEdPu i c a i ons in China or Australia? •f orr evi ew pur posesonl y•

Do you think it originated in China or Australia?

m . u

 Choose a well-known Australian of Asian descent and write a brief summary about his/her life like the one below.

w ww

Anh Do is a Vietnamese born, Australian comedian. In 2011 he won three awards for his book, "The Happiest Refugee", including the prize for Book of the Year. As a child he struggled with his reading and writing. He was helped by his mum to become a better reader and writer and later on in life became an award winning author.

. te

o c . _________________________________________________________________________ che e r o t _________________________________________________________________________ r s super _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Section 2: Asia And Australia’s Engagement With Asia

Maths 1 Activity

* Organising idea: OI.1 * Content descriptors: ACMNA291 (Yr 5), ACMNA123 (Yr 6)

 Australia and countries in Asia use different currencies. Read the information, then complete the questions.

Japanese Australian Yen Dollar Monday 100 yen 1.00 dollar Tuesday 90 yen 1.00 dollar

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

The value of a country’s money changes depending on a country’s economy on any given day. One day $1.00 of Australian currency might buy 100 yen, the next day it might have risen or fallen. If it has fallen, $1.00 of Australian currency may only be worth 90 yen. This means that the Australian dollar is worth less. If you are travelling to Asia, you will need to convert Australian dollars to that country’s currency. For example, if you travel to Japan, you will need Japanese yen.

 Calculate how much the items listed below will be in Australian dollars. Example: A one day ticket to Tokyo Disneyland costs 6,200 yen on Monday. To convert this into Australian dollars divide 6,200 by 100 = $62.00.

w ww

2. A train fare from Tokyo Station to Disneyland

m . u

costs 10,700 yen on Monday = _____________________ Australian dollars.

costs 800 yen on Tuesday = _____________________ Australian dollars.

. te o 3. The monorail that circles Tokyo Disneyland c . c e h_____________________ r costs 250 yen on Tuesday = e Australian o t r s dollars. super

4. You are taking 500 Australian dollars with you to Japan. How much will you have in yen if you exchange your money on Monday? ___________________________

5. You are taking 500 Australian dollars with you to Japan. How much will you have in yen if you exchange your money on Tuesday? ___________________________

Section 2: Asia And Australia’s Engagement With Asia

Maths 2 Activity

* Organising ideas: OI.1, OI.3 * Content descriptors: ACMMG114 (Yr 5), ACMMG142 (Yr 6)

 Reflection symmetry is when one half of an image reflects the other half. The line of symmetry can be down the middle, from left to right or diagonal. Complete the questions and task.

r o e t s Bo r e p ok u S Questions

ew i ev Pr

Teac he r

 Mt Fuji is a well-known volcano in Japan. It is often photographed with its famous white snowy peak. It is a special place of scenic beauty which is admired by people all over the world. It was added to the World Heritage List as a Cultural Site on June 22nd, 2013. The mountain has inspired artists and poets from all around the world and has been the object of pilgrimage for centuries. At the bottom of the mountain is a lake area. Mt Fuji’s reflection can be seen in Lake Kawaguchi.

1. Sketch in the reflection of Mt Fuji. 2. Will the image of Mt Fuji be perfectly reflected in the lake? If not, explain why. _____________________________ _____________________________

m . u

_____________________________ © ReadyEdPub l i cat i ons 3. Is the line of symmetry: right to left, down the middle or •f orr evi ew pur pos esonl y• diagonal? _________________

w ww

 Read the information, then label the picture's line of symmetry.

. te

Buddhism is the main religion of many Asian countries and started in north eastern India. It is based on the teachings of Siddhartha Gautama, who came to be called the Buddha or “enlightened one”. It is different from other religions because Buddhists do not believe in a personal god, but believe in freedom from suffering. The Tripitaka is their sacred text and there are several different branches of the religion.

o c . che e r o t r s super

1. Is the line of symmetry: right to left, down the middle or diagonal? ______________________________________

Section 2: Asia And Australia’s Engagement With Asia

Maths 3 Activity

* Organising idea: OI.3 * Content descriptor: ACMMG111 (Year 5)

 Read the information, then complete the tasks.

The Great Wave Off Kanagawa One of the most famous images that people associate with Japan is the painting entitled `The Great Wave Off Kanagawa’ by the artist Hokusai. In the background is Mt Fuji. The giant wave is a not a tsunami but a special type of wave called a pyramidal wave.

r o e t s Bo r e p ok u S

You may be wondering what a painting has to do with Maths. This picture is an example of a painting created according to the mathematical principle of fractals. Fractals are self-similar patterns and include the idea of detailed patterns repeating themselves.

Teac he r

ew i ev Pr

The painting is based on shapes - the waves represent a circle forming and Mt Fuji represents a triangle. This painting is an important piece in the art world and copies can be found in museums all over the world, such as London, America and France. The logo used by the Quiksilver company was inspired by this art work. The logo was created by the company founder Alan Green and John Law in Torquay, Victoria, Australia in 1969.  Draw onto the picture of the wave where you think circles are forming and the triangle.

w ww

. te

m . u

o c . che e r o t r s super

WIKIMEDIA COMMONS

Research  Use the internet to find other paintings which are based on fractals or shapes. 34

Section 2: Asia And Australia’s Engagement With Asia

Maths 4 Activity

* Organising idea: OI.3 * Content descriptors: ACMNA100 (Yr 5), ACMMG139 (Yr 5), ACMNA123 (Yr 6)

Japan is famous worldwide for the bullet train. These trains travel at over 300 kilometres per hour. The design of the bullet train has influenced high speed trains all around the world. The fastest train speed in Australia is 110 kilometres per hour.

r o e t s Bo r e p ok u S

 Complete the mathematical tasks below based on the bullet train.

ew i ev Pr

Teac he r

If a bullet train is travelling at 300 kilometres per hour:

1. How long would it take to travel 500 kilometres? 2. How long would it take to travel 100 kilometres? 3. How long would it take to travel 450 kilometres?

w ww

Station

Train A

Train B

Train C

Tokyo Station

9.15 am

9.25 am

9.35 am

Shinjuku Station

9.24 am

9.34 am

9.44 am

m . u



Station 9.32 am 9.42 am 9.52 am . teUeno o Asakusa Station 9.41 am 9.51 am 10.01 am c . c e r 1. What time does Train h B leave Tokyo Station? er o t s super 2. If Callum has to be at Shinjuku Station at 9.25am which train does he need to take from Tokyo Station? 3. How long does it take Train C to travel from Ueno Station to Asakusa Station?

Section 2: Asia And Australia’s Engagement With Asia

History 1 Activity

* Organising idea: OI.8 * Content descriptors: ACHHK096 (Yr 5), ACHHK115 (Yr 6)

 Read the information, then answer the questions.

r o e t s Bo r e p ok u S

1. Complete the table below.

Word

Migration

Meaning Movement of people from one place to another to take up residence.

Emigration

Used when people have left somewhere.

Immigration

Used when talking about where people are going to.

ew i ev Pr

Teac he r

Almost every person living in Australia has a family connection to an immigrant. An immigrant is someone who has come to Australia from another country to live. People have moved to Australia since 1788, from all over the world. Many people have moved to Australia from Asia. The continent of Asia has many countries within it. Some of these countries include: China, Japan, Korea, Malaysia, Cambodia and Vietnam.

Write The Word

© ReadyEdPubl i cat i ons 2. Survey your classmates to find out where their families have emigrated from. It may be •grandparents f orr ev i ew pur p ohave se sonl y • their parents, or great grandparents who immigrated. Copy the table below into your workbooks so that you can record your survey results.

. te

When did they immigrate? 1982

Why did they immigrate? New work opportunities

How did they get to Australia? Plane

m . u

From which country? China

w ww

Who? Student's name. Tom

o c . _______________________________________________________________________ che e r o Question 2: Work out what percentage of the class has at family connection with Asia. r s s r u e p _______________________________________________________________________

3. Historical Inquiry. Use the results of your survey to complete the questions below.

Question 1: Count how many people in the class have come from an Asian country.

Question 3: How have people who have emigrated from other countries to Australia contributed to the multi-cultural society that we live in today? Think about: types of food, dance, music, religion, traditions and languages. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 36

Section 2: Asia And Australia’s Engagement With Asia

History 2 Activity

* Organising ideas: OI.1, OI.8 * Content descriptors: ACHHK095 (Yr 5), ACHHK114 (Yr 6)

 Read the information, then answer the questions. There have been a few periods since the colonisation of Australia in 1788 which stand out as significant times of immigration. Firstly, British colonisation in the 18th and 19th centuries, secondly, Asian immigration during the Gold Rush between 1850 and the 1870s and then post World War One.

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

Unfortunately from 1901-1975 Australia had a `White Australia Policy’. This meant that only people with white skin could immigrate to Australia. This policy reflected discrimatory attitudes in society in the early 1900s. As society changed and modernised, people became aware that the world was changing and becoming a more global place. In the 1960s and 1970s the Australian public campaigned to change the White Australian Policy. In 1973 the `White Australia Policy’ was replaced by the `Racial Discrimination Act’. This act made it illegal to turn immigrants away based on their race, culture, religion or language. This helped Australia become the multi-cultural country that it is today.

White Australia: March Of The Great White Policy by W.E. Naunton Source: National Library of Australia

ASIAN COUNTRY:

w ww

m . u

1. Choose one Asian country to research. Make notes under the headings below.

Language: ________________________________________________________________ Religion(s): _______________________________________________________________ War or conflict in the region which may have influenced people to leave this country and immigrate to Australia: _________________________________________________________________ ________________________________________________________________________ Estimated Australians from this country: ____________________________________________ Its influence on Australia: ______________________________________________________ ________________________________________________________________________

. te

o c . che e r o t r s super

2. In your own words explain why the 'White Australian Policy' was unfair. _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Section 2: Asia And Australia’s Engagement With Asia

History 3 Activity

* Organising idea: OI.8 * Content descriptors: ACHHK095 (Yr 5), ACHHK096 (Yr 5), ACHHK114 (Yr 6), ACHHK116 (Yr 6)

 Read the information, then answer the questions in your workbooks.

A Chinese Legacy

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

In 1851, the Gold Rush began in Australia. At first all people had to do was dig in the areas that were known for having gold and they could make a small fortune, depending on how hard working or lucky they were. Bathurst, in New South Wales, was the first place that became well-known for having gold. It is said that within one week of word spreading that gold had been found in Bathurst, over 400 people flooded into Gold Digging, National Library of Australia the area. Between February and June in 1851 the population of Bathurst grew to over 2,000 people. This was a lot of people at the time because the whole population of Australia was only about 400,000 people.

People came from all over the world to Australia hoping to strike it rich. Many of these people were from countries in Asia, particularly China. By the mid 1850s it is estimated that over 40,000 Chinese had made their way to Australia. In 1861, Chinese immigrants made up 3.3% of the population. It is recorded that there were as few as 11 Chinese women who emigrated. Most of the male Chinese immigrants were under contract to Chinese businessmen residing in China. Most of these immigrants returned to China at the end of the Gold Rush in the 1880s. However, some Chinese workers wanted to stay in Australia. At first this was allowed, but after the `White Australia Policy’ was introduced in 1901 more of these workers were forced to leave. A few remained.

. te

m . u

w ww

The Chinese left a lasting legacy in Australia from this period. This legacy was in the form of Joss House Temples. These temples were built by the Chinese during the Gold Rush so that they had a place to practise their own religious beliefs. The Chinese mainly worshipped Hon Sing, the founder of the Chinese Ming Dynasty. Hon Sing preached the virtues of unity, courage and honesty. The Joss House Temples were built as windows to heaven that spirits could descend from. The roofs were tiled up to the edges to ward off evil spirits. Each Joss House Temple's altar had three statues, each supplied with three cups, three plates and three pieces of fruit. Many European settlers did not understand the Chinese religious beliefs and made life difficult for the hard-working Chinese settlers.

o c . che e r o t r s super

1. Read the description of the Chinese Joss House Temples. Draw one of these temples and include the three alters. Once you have finished, look up a Joss House Temple on the internet and compare your image to the real image. Discuss any differences in a class discussion. 2. Explain why building Joss House Temples were so important to Chinese immigrants. 3. Find examples of Chinese temples built in Australia today. What religions are practised in these buildings? 38

Section 2: Asia And Australia’s Engagement With Asia

? Activity Geography 1

* Organising idea: OI.1 * Content descriptors: ACHGS038 (Yr 5), ACHGK031 (Yr 6)

1. Shade the following countries on the map of Asia: China, Thailand, Malaysia, Taiwan, South Korea, Japan, Vietnam, Pakistan, Nepal and India.

r o e t s Bo r e p ok u S

South Korea

Japan

China

East China Sea

India

Pakistan

Taiwan

ew i ev Pr

Teac he r

Nepal

Pacific Ocean

Thailand

Arabian Sea

Vietnam Malaysia

Indian Ocean

m . u

2. Complete the A-Z using countries in Asia. (There may not be a country for some letters.) Use an atlas or the internet to help you.

w ww

A ______________________ J ________________________ S ________________________ B ______________________ K ________________________ T ________________________

. te M _______________________ V________________________ o D ______________________ c . c e E ______________________ N________________________ Wr _______________________ h er o t s X ________________________ super F ______________________ O _______________________ C ______________________ L ________________________ U________________________

G ______________________ P ________________________ Y ________________________ H ______________________ Q _______________________ Z ________________________ I _______________________ R ________________________ Did you know? In total there are about 50 countries in Asia and another 17 in the Pacific region.

Section 2: Asia And Australia’s Engagement With Asia

Geography 2 ? Activity

* Organising idea: O1.5 * Content descriptors: ACHGK030 (Yr 5), ACHGK034 (Yr 6)

 After reading this page, complete the tasks on page 41. Asian countries are affected by many different types of natural disasters. Japan is one such country which is regularly affected by earthquakes, typhoons and tsunamis. Japan is located above the Asian Plate and the Pacific Plate. Earthquakes are the result of the Earth’s plates moving under the land or ocean. Earthquakes can lead to tsunamis. Famously, in 2011 an earthquake occurred off the west coast of Japan triggering a tsunami. Japan also experiences ten percent of the world’s volcanos. There are more than 60 volcanoes which could erupt at any time on the Japanese islands.

r o e t s Bo r e p ok u S

Teac he r

Australians call typhoons cyclones. Typhoons occur in Japan in the summer time due to the climate. Typhoons can cause landslides and flooding. The winds of a typhoon can be so strong that they can bring down houses and buildings.

ew i ev Pr

A tsunami is a huge wave. Tsunamis are caused when an earthquake occurs on the ocean floor. A tsunami wave is a lot bigger than the average wave, and can cause enormous damage and deaths.

Connection to Australia: Up until now Australia has been very fortunate because it has not been regularly affected by earthquakes or tsunamis. Traditionally Australians are very generous in donating to international aid funds when other countries are in need.

~Since 1987 ~

m . u

www.thepacificnews.com

w ww

Massive Earthquake Hits Japan . te

A massive earthquake has hit Japan, measuring 8.9 on the Richter scale. It is the worst earthquake Japan has experienced in 140 years, and is the fifth most powerful earthquake ever in the world.

According to one witness, the earthquake caused buildings to, “shake like palm trees". Fortunately though, Japan’s strict building laws meant that most of the buildings withstood the immediate effects of the earthquake. Unfortunately, the earthquake also caused a tsunami. The earthquake happened just off 40

the coast, near the city of Sendai. When it hit, it created waves more than 10 metres high; the height of a two-story building.

After the main earthquake, there were many smaller earthquakes called “aftershocks.” It is normal for aftershocks to occur, especially after major earthquakes. Aftershocks are like small earthquakes and can do additional damage.

o c . che e r o t r s super Powerful waves hit the shore, destroying everything in their path including people’s homes, cars and buildings. The tsunami has killed hundreds of people, and has seriously injured thousands more. Since the earthquake and tsunami, millions of homes in Japan are still without power and 83,000 people are still being housed in evacuation centres. These people are desperate for food and shelter. Section 2: Asia And Australia’s Engagement With Asia

Apart from the loss of human life, the most significant impact of the tsunami was the damage done to the Fukushima Dai-ichi nuclear power plant. The plant is now leaking nuclear radioactive groundwater at a rate of 75 gallons per minute. The pressing question now is, "what will be done to stop it?"

? Activity Geography 3

* Organising idea: O1.5 * Content descriptors: ACHGK030 (Yr 5), ACHGK034 (Yr 6)

 After reading the information on the previous page, complete the tasks below. 1. Imagine that you work for World Vision Australia. It is your job to advertise a fundraising event such as a community fun-run or walk to persuade people to donate to the Japanese Disaster Appeal. Include in your poster the following reasons to donate: people’s loss of loved ones; massive loss of homes; people still living without power; nuclear waste leaking into the groundwater (drinking water); 83,000 in evacuation centres; our duty as citizens of the globe.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

• • • • • •

w ww

m . u

. te

o c . che e r o t r s super 2. Have you or your family ever donated to a charity or fundraising event? Maybe you have participated in an event. This is one way in which you can contribute to living in a global community. On the back of this sheet, or in your workbook, write down a charity that you have given to or events that you have heard of. You may even have been the recipient of charity if you have been involved in a natural disaster in Australia such as bushfires or floods. If you have been a recipient of a Disaster Fund, share your story with the class. 3. "Living in a global community comes with responsibility. Today countries need to try and help each other in times of need - economically, politically or socially". In your workbook, write what you think about this statement.

Section 2: Asia And Australia’s Engagement With Asia

Science 1 Activity

* Organising idea: OI.2 * Content descriptors: ACSHE083 (Yr 5), ACSSU096 (Yr 6)

 Read the information, then complete the questions.

Prediction And Management Of Tsunamis Using Nano-Technology The 2011 tsunami which hit Japan killed over fifteen thousand people. It was caused by an underwater earthquake measuring 9.0 on the Richter scale 70 kilometers off the coast of Japan. The closest land was hit by the tsunami only 26 minutes after the deep sea-quake struck. The Japanese Meteorological Agency issued a tsunami warning only three minutes after the quake struck, but just as a caution.

r o e t s Bo r e p ok u S

Teac he r

Nano-technology has enabled humans to monitor the earth’s movements, but this is not always enough to save lives. The National Oceanic and Atmospheric (NOAA) Pacific Tsunami Warning Centre issued a warning to Japan nine minutes after the quake.

ew i ev Pr

A DART (Deep-Ocean Assessment and Reporting of Tsunamis) buoy in the open ocean is a form of nano-technology which measures a dramatic change in the ocean tide gauge. A DART buoy is the first piece of technology to trigger a response from other systems. The DART gauge nearest to the Japanese earthquake was actually destroyed by the quake. This meant that a DART further away had to report the tidal change and that the people of Japan had even less time to respond to the tsunami warnings broadcast through the media and along the shoreline - particularly near Sendai, where one of Japan’s nuclear reactors was fully functioning and directly in the path of the tsunami.

m . u

1. Which part of the above process failed on the day of the Japanese tsunami?

w ww

_________________________________________________________________________ 2. How could improving technology further help to save lives?

. te

_________________________________________________________________________

o c . che e _________________________________________________________________________ r o t r sto follow when in a tsunami. su 4. On a separate piece of paper investigate these ve r rules pfie

3. Why do you think that only a `caution’ was given by the Japanese Meteorological Agency immediately after the earthquake struck?

Be tsunami aware Learn nature's warning signs Leave the beach and low-lying areas Be prepared – have a plan of action Don’t go back for anything, not even pets. 42

Section 2: Asia And Australia’s Engagement With Asia

e oo p u S Sustainability k

ew i ev Pr

Teac he r

Section 3: r o e t s B r

w ww

. te

m . u

o c . che e r o t r s super

English 1 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACELY1703 (Yr 5), ACELY1713 (Yr 6)

 Sometimes an author is able to highlight important issues through storytelling. In 1971 Dr Seuss wrote a story entitled The Lorax. To this day the story teaches and reminds each generation about the importance of protecting the environment from those who wish to profit monetarily from it. Read the summary of The Lorax below, either individually or as a class.

The Lorax - A Summary

r o e t s Bo r e p ok u S

Teac he r

In The Lorax, a boy ventures off to the far end of town “ … where the Grickle-grass grows, and the wind smells slow-and-sour when it blows …” He finds the old house of the evil Once-ler and hears the story of how his world came to be so grey and polluted.

ew i ev Pr

The boy discovers a colourful place from long ago, teeming with Brown Bar-ba-loots, Humming-Fish and luscious, beautiful Truffula Trees. The trees were of particular interest, since they could be made into a garment called a Thneed. “A Thneed’s A FineSomething-That-All-People-Need! It’s a shirt. It’s a sock. It’s a glove. It’s a hat. But it has other uses. Yes, far beyond that.” In this place is The Lorax, who speaks for the trees, and protests. But no one listens.

The Once-ler cranks up Thneed production, building a factory and expanding capacity to meet the needs of consumers. The Lorax pleads with him to keep the trees alive, but the Once-ler, driven by money, pays no attention. Soon the Bar-ba-loots and then the fish are driven away, because they can’t survive in a habitat with so few trees. With the last Truffula Tree is chopped down, Thneed production stops, workers leave, the factory closes up and the Once-ler is left in a grim, desolate world of his own creation. Even The Lorax, whose persistent warnings went unheeded, takes off in search of someplace better. The book ends, back in the present, with the Once-ler giving the boy the last remaining Truffula Tree seed, in the hope that he can bring back the beautiful trees.

w ww

m . u

. te

o c . che e r o This story is a fable, it has a strongr t s super message about sustainability and the environment. It also points out that if people continue to purchase goods without thinking about how they are made and where they come from, then the world will end up as it did in The Lorax.

Section 3: Sustainability

English 2 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACELY1702 (Yr 5), ACELY1703 (Yr 5), ACELY1713 (Yr 6)

 After reading a summary of Dr.Seuss' book entitled The Lorax on the previous page, complete the questions below. 1. The Truffula Trees were scarce, natural resources. Explain why they were so valuable. _________________________________________________________________________ _________________________________________________________________________

r o e t s Bo r e p ok u S

2. Explain why the Once-ler chopped down the first Truffula Tree.

_________________________________________________________________________ _________________________________________________________________________

Teac he r

3. What purpose did a Thneed have for consumers?

ew i ev Pr

_________________________________________________________________________

4. The Lorax did not think anyone would buy a Thneed. Was he correct? Quote from the text to support your answer. _________________________________________________________________________ _________________________________________________________________________

5. What does the seed symbolise?

© ReadyEdPubl i cat i ons _________________________________________________________________________ •f orr evi ew pur posesonl y• 6. Who is the antagonist in the story? Why? _________________________________________________________________________

_________________________________________________________________________

w ww

m . u

_________________________________________________________________________ 7. Explain what the environment was like before the company started making Thneeds. What was it like afterwards?

. te

_________________________________________________________________________

o c . _________________________________________________________________________ c e her r 8. In your own words explain what Dr. Seuss was trying t to o teach us by writing this story. s super ___________________________________________________

_________________________________________________________________________

Section 3: Sustainability

English 3 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACELY1702 (Yr 5), ACELY1713 (Yr 6)

 After reading a summary of Dr.Seuss' book entitled The Lorax on page 44, complete the tasks below.

 Draw lines to match the words with their meanings. monetarily

r o e t s Bo r e p ok u S

money made on top of costs

profit

to make money from something

garment

how much something can hold

capacity

an item of clothing to beg

ew i ev Pr

Teac he r

luscious

consumer

to keep trying

pleads

a person who buys goods

persistent

wasteland, bare

desolate

without argument

w ww

 Say how each word links to the story. monetarily: profit: garment: luscious: capacity: consumer: pleads: persistent: desolate: culprit: grim: unheeded:

. te

m . u

beautiful © ReadyEdPubl i c at i ons grim a person who has done something wrong • f o r r e v i e w p ur pos esonl y• unheeded unpleasant culprit

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

o c . che e r o t r s super

Section 3: Sustainability

English 4 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACELY1699 (Yr 5), ACELY1709 (Yr 6)

 After reading a summary of Dr.Seuss' book entitled The Lorax on page 44, complete the tasks below.

 Participate in a classroom discussion about what environmental issues are referred to in The Lorax and are occurring in your local community.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

 Record the issues on the concept map below.

w ww

. te

m . u

o c . che e r o t r s super

The environmental issue that I think is the most important is: _________________________ ____________________________________________________________________________ because ____________________________________________________________________

Section 3: Sustainability

English 5 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACELY1704 (Yr 5), ACELY1714 (Yr 6)

 After reading a summary of Dr.Seuss' book entitled The Lorax on page 44, create a magazine article about The Lorax. Complete the planning sheet below first.

Magazine Name:

r o e t s Bo r e p ok u S Main Topic:

ew i ev Pr

Teac he r

Article Title:

 Three main facts about your environmental issue and sustainability. Fact 1:

Fact 2:

w ww

m . u

Fact 3:

 Draw or paste pictures.

. te

o c . che e r o t r s super

 Create a good copy of your magazine article either on a separate piece of paper or by using Publisher or Comic Life Posters on a computer. 48

Section 3: Sustainability

English 6 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACELY1704 (Yr 5), ACELY1714 (Yr 6)

 After reading a summary of Dr.Seuss' book entitled The Lorax on page 44, complete the tasks below.

 Write a paragraph beginning with the following sentence:

If I were The Lorax, I would help the Earth by …

r o e t s Bo r e _______________________________________________________ p ok u _______________________________________________________ S

Teac he r

_______________________________________________________

ew i ev Pr

_______________________________________________________

m . u

w ww

 Finish the poem entitled, What’s Inside The Treasure Chest? Choose words about sustainability to describe what could be in the treasure chest. For example: a new seed, an endless waterfall …

. te o c I found an enormous treasure chest. . c e her r I wonder what could be inside, o t s super I think it could be … What’s Inside The Treasure Chest?

I dug into the sand today,

A _____________ _____________, A _____________ _____________, A _____________ _____________, A _____________ _____________, Hope for the future.

Section 3: Sustainability

Maths 1 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACMSP118 (Yr 5), ACMSP119 (Yr 5), ACMSP147 (Yr 6)

 In Australia, families have a high number of vehicles per household. Each vehicle contributes to the pollution in our environment. Some cars are more environmentally– friendly than others. Larger cars such as four-wheel drives use more fuel than smaller cars or hybrid cars. Complete the data survey to record the number and types of vehicles used in your classmates' households.

Household Car Survey

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

 Plan and carry out a class survey. Survey the members of your class to collect data about how many vehicles are used in each person's household and the size of each vehicle. Report your findings to discover actions to minimise environmental concerns in relation to sustainability in the community.

Your name: _____________________ Date of survey: _____________________ Class: __________________________

Number of students surveyed: ________

Hatch

Smart Car

Tally:

Four-Wheel Drive

SUV (SportsUtility Vehicle)

Tally:

w ww

m . u

Utility Family Van . teSmall o Tally: Tally: c . che e r o t r s super

V8 Sedan

Family Wagon

Tally:

Section 3: Sustainability

Maths 2 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACMSP118 (Yr 5), ACMSP147 (Yr 6)

 After carrying out the data survey on the previous page, collate your results below.

Household Car Survey Your name: _____________________ Class: _____________________________ 1. How many of the following vehicles are owned? __ hatch __ smart car

__ SUV

__ V8 sedan

__ small utility

__ family wagon

r o e t s Bo r e p ok u S

__ four-wheel drive

__ family van

ew i ev Pr

Teac he r

2. Which was the most common type of vehicle owned in the class?

______________________________________________________________________

3. Which was the least common type of vehicle owned in the class?

______________________________________________________________________

4. Which vehicle did you think would be the most common, before you conducted your survey? Why did you think this? Were you correct?

© ReadyEdPubl i cat i ons ______________________________________________________________________ •f orr evi ew pur posesonl y• ______________________________________________________________________ ______________________________________________________________________

5. Which vehicle did you think would be the least common and why? Were you correct?

w ww

m . u

______________________________________________________________________ ______________________________________________________________________

. te

______________________________________________________________________

o c . che e r o t r s super ______________________________________________________________________

6. Imagine that you are a car sales person; a family has come into the yard and is looking for a vehicle which will meet their needs and is environmentally sustainable. What type of vehicle would you recommend they buy? Explain why. (If you have any personal experience include this in your answer.)

Section 3: Sustainability

Maths 3 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACMSP118 (Yr 5), ACMSP119 (Yr 5), ACMSP147 (Yr 6)

 After carrying out the data survey on page 50, continue to record your results below in

the form of a picture graph (pictograph).

Graphing Data One

represents 5 cars.

r o e t s Bo r e p ok u S Monday Tuesday

Wednesday Thursday

ew i ev Pr

Teac he r

A picture graph (also known as a pictograph) is one of the simplest types of graph. Picture graphs convey information by using relevant pictures as symbols to represent quantities. Example: a single car symbol might represent ten vehicles in a survey of vehicle-types owned by families at a school.

A key: a key is used to show the quantity of each item that each symbol represents. Half a symbol would indicate half of the given amount. A complete car might represent 20 cars so a quarter of a car would indicate 5 cars.

Key

represents ______ cars

•f orr evi ew pur posesonl y•

hatch

w ww

m . u

smart car four-wheel drive

. te

SUV (sports-utility vehicle) small utility

o c . che e r o t r s super

family sedan V8 sedan family wagon 52

Section 3: Sustainability

Maths 4 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACMNAA105 (Yr 5), ACMNA291 (Yr 5), ACMNA123 (Yr 6), ACMNA130 (Yr 6)

Keeping our ponds, rivers and oceans clean prevents pollution and encourages sustainable living.  Read the information, then complete the questions. 1. Which is the largest decimal? i. 0.5 ii. 0.9 iii. 0.04

r o e t s Bo r e p ok u S

2. Which is the smallest decimal? i. 0.7 ii. 0.4

ew i ev Pr

Teac he r

iv. 0.09

3. A round pond is divided up into 10 equal parts for cleaning. If 0.4 of the pond has been cleaned, how much still needs cleaning?

4. Four people are needed to clean the pond. Only two people have arrived. Write the decimal which describes how many people are ready to clean the pond.

iii. 0.6

w ww

$13.00

$20.00

$15.50

m . u

iv. 0.04

$8.00

. tto go on a camping trip to investigate a possible sourceoof water 5. Tom decidese c pollution in the bush. How much did he spend if he bought: . che e r o i. a camp cup and camp chair? r st super ii. a camp air-bed and camp chair?

iii. a camp stove and camp air-bed? iv. If Tom had $50 to start, how much change would he have if he bought a camp chair, camp air-bed, and camp stove?

Section 3: Sustainability

Maths 5 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACMNA291 (Yr 5), ACMNA123 (Yr 6),

Larger populations can create more pressure on the environment's natural resources, which is why we need to practise living sustainably. Sustainable living is friendly to our plants and animals.  Complete the questions based on the data and the map.

r o e t s Bo r e p ok u 2,414,675 S

Dardo

1,245,678

_____________________________________________ 2. Which town has the population nearest to 5 million people?

Hobots

_____________________________________________

4,296,456

Longtown 6,049, 298

ew i ev Pr

Teac he r

Haroon

3. Which town has the smallest population?

_____________________________________________ 4. Which two towns have the population closest to 3 million when added together?

_____________________________________________

w ww

certain area. Tom starts his search for kangaroos at Point X. Following the path, which direction will he need to go in to reach:

. te

__________________________________ 2. Big tree to Walker's Hut?

m . u



1. Which town has the largest population?

__________________________________ 3. Walker's Hut to boulders?

__________________________________

o c . __________________________________ che e r o 5. If Tom had not t r s followed the path supe r which direction would have got 4. The boulders to Kangaroo Swamp?

him to the Walker's Hut in the least amount of time?

__________________________________

 Challenge Task: Create your own map of an area, together with direction questions for another person in your class to answer. 54

Section 3: Sustainability

History ? 1 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACHHS104 (Yr 5), ACHHS123 (Yr 6)

 Read the information, then complete the tasks.

What Is Sustainability? Sustainability means to keep something going forever. Sustainability is necessary in order for humans to ensure that the planet Earth and all of its resources can continue to provide a home for humans and all other species (animals and plants) forever.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Since humans started to manufacture and produce goods we have created some problems on Earth. During the 18th and 19th centuries, the Industrial Revolution occurred. During this time thousands of different types of machines were invented. For example, coal was first used to produce electricity and cars were later invented which ran on petrol. The invention of the production-line which led to mass production of goods also occurred in the 1900s. An improvement in medications and general faith in future prosperity led to a rise in the world’s population. Unfortunately, mass production led to the loss of animals’ homes, air and water pollution and a decrease in natural resources - all of which created climate change and other environmental problems. Today it is a goal of humans to find sustainable solutions to problems so that the solutions work now and into the future.

There are two main types of resources: renewable and non-renewable. Renewable resources are those that can be naturally regenerated as fast as they are used, such as solar energy from the sun. Non-renewable resources are those such as coal, which will run out once the world’s supply is mined and used.

coal

. te

fish

forests

m . u

w ww

1. Use the internet or participate in a class discussion to find out if the pictured resources are renewable or non-renewable resources. Circle the renewable resources.

o c . broccoli c natural gas wind e her r o energy t s super

solar energy

icecaps

2. Creating a sustainable future is important because : _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Section 3: Sustainability

History 2 ? Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACHHS104 (Yr 5), ACHHS123 (Yr 6)

 Read the information, then complete the task. When you use different products, buy different items or use services, it is good to think about the waste that it produces. Think about how much packaging was on the last toy that you opened, or the size of the plastic milk bottle used at breakfast. When you choose a product to buy or a service to use think about whether or not any part of it can be recycled. What can be reused? A waste which cannot be reused is air pollution from carbon monoxide produced from car emissions. A waste which can be reused is wood. A used wardrobe can be broken down and remade into a table or used for firewood.

Be Aware

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

It may be surprising but our product choice can impact people or animals in different countries. Maybe a factory which produced a t-shirt in another country polluted local water supplies through its waste distribution methods. Maybe a forest was destroyed in order to grow coffee or chocolate. Today, more and more businesses are being controlled by laws to ensure that their production practices are sustainable. More recycled resources are being used in products, and companies are using less packaging. It can also help to buy locally as it reduces transport costs.

© ReadyEdPubl i cat i ons 1. When I go to football training I take: 6. In our school / home vegetable garden • f o r r e v i e w p ur posesonl y• a) bottled spring water we:  Choose the most sustainable option in each of the nine situations. Circle your answers.

b) a reusable water bottle from home

m . u

2. When I go to school nearby I: a) ride my bike b) get a lift in the car

a) use herbicides to get rid of the weeds b) pull the weeds out by hand

w ww

7. When I am old enough to buy a car I will choose: a) a hybrid or other fuel-efficient vehicle 3. When I bring my lunch to school I: b) the car with the fastest and biggest a) bring a homemade sandwich and fruit engine b) have only pre-packaged snacks 8. Your school has received some money for 4. At home when we run out of bread: a special project at the school. Would you a) I stay home while my mum drives to like to see it spent on: the shop a) solar panels for the school? b) suggest that my mum walks while I b) a new basketball court? ride my scooter to the local shops 9. To maintain fish populations in the ocean: 5. My family: a) it is ok to fish all of the time as more a) shop at the local supermarket fish will be born b) shop at the local farmers' market b) only a portion of the fish should be taken to ensure future supplies

. te

o c . che e r o t r s super

Section 3: Sustainability

History ? 3 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACHHS102 (Yr 5), ACHHS121 (Yr 6)

Regeneration Regeneration is to bring something `back to life’ or `renew’ it. Regeneration is often seen in communities where one building or space is transformed to make it useful again and to encourage more sustainable living. For example in Melbourne, an old railway line has been transformed into a cycle path. Today, people are also encouraged to choose more sustainable forms of transport in their everyday journeys.

r o e t s Bo r e p ok u S

 Find a building which has been regenerated in your local area. Answer the following questions.

ew i ev Pr

Teac he r

1. For what purpose was the building first built?

________________________________________________________________________

2. What happened to the building that led to it being converted for a different use?

________________________________________________________________________

3. For how long did the building lie empty?

________________________________________________________________________

4. How long did it take to regenerate the building?

5. For what is the building currently being used?

m . u

________________________________________________________________________

w ww

6. On the back of this sheet, record the building's regeneration journey over time in the form of a storyboard or flow-chart.

. te o c Recycling bins _______________________________________________________________ . c e her r Solar panels ________________________________________________________________ o t s super Water saving reticulation _______________________________________________________

7. If you were regenerating a building, tick the sustainable features that you would include from the list below. Say why each feature encourages sustainability. Add two more features to the list.

Carbon neutral building ________________________________________________________ Water storage tank ___________________________________________________________ Energy saving light bulbs _______________________________________________________ Recycles grey water ___________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Section 3: Sustainability

History 4 Activity

* Organising ideas: O1.7, OI.8, OI.9 * Content descriptors: ACHHS098 (Yr 5), ACHHS117 (Yr 6)

 Read the information, then answer the questions.

A History Of Sustainable Transport Over time the way in which humans have moved around the Earth has changed dramatically. Before vehicles, people walked and rode on horses, camels or even elephants, depending on where they lived. Once the wheel and the wagon were invented people had their first means of transportation which could carry many people or many goods at once. After the wagon, came the invention of automobiles.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Henry Ford, the inventor of Ford Automobiles, invented the concept of the productionline in the early 1900s. This meant that many vehicles could be produced at the same time by each person working on their own specific part of the car. This process also brought down the costs involved with producing automobiles and the car became much more affordable for everyday people and consequently the popularity of cars grew. Along with the car came the need for petrol, manufactured from oil. This oil is pumped from non-renewable supplies in the ground; it is then transported to oil refineries and converted into different forms of oil. One day we will run out of oil and alternate methods will need to be used to power vehicles.

As our communities continue to grow and people get busier and busier, the need to travel from place to place gets greater and greater. Some people in business now have global positions, this means that they have a home base but spend a greater amount of their time away from the home base than at it. In the past, little attention was paid to sustainability. At first, people did not realise how much damage railways, planes, trams, cars and trucks would do to the environment. Now governments and councils pay more attention to creating sustainable transport methods and regenerating old transport links.

w ww

m . u

1. Label the pictures from 1 to 5 to show how environmentally friendly each one is. 1 being the most environmentally friendly.

. te

o c . che e r o t r s super

2. Your numbered pictures should show that we have become less environmentally friendly over time in our methods of transport. Why is this? _________________________________________________________________________ _________________________________________________________________________ 58

Section 3: Sustainability

Geography ? 1 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACHGS039 (Yr 5), ACHGS046 (Yr 6)

 Read the information, then complete the task on the following page.

Recycling: Sustainable Futures Recycling is an important part of any community. It is important on a local level as well as nationally and globally. Most people have recycle and nonrecycle rubbish bins in their homes. Most local councils also provide a recycle bin and a waste bin. Sometimes you might wonder what the recyclable items are made into.

r o e t s Bo r e p ok u S

Teac he r

How Recycling Works  Paper is recycled by mixing it with water and chemicals to make a pulp. The pulp is then put onto wire meshes, rolled and dried to make new paper products.

• • • • • • •

paper / newspapers cardboard magazines books milk and some containers aluminium steel

Can't • • • • •

ew i ev Pr

Items such as aluminium cans (soft drink cans), cardboard, glass bottles, plastic bottles and newspapers can all be recycled. By recycling, the Earth’s resources are being reused and we are caring for the world in which we live.

batteries plastic bags plastic packaging electronics styrofoam (what electronics are packaged in) nappies drinking glasses ceramic plates and mugs food terracotta pots paint containers light bulbs old medicines herbicides / pesticides

© ReadyEdPubl i cat i ons Glass • is recycled byr crushing itw into small f or evi e pur posesonl y• pieces and mixing it with sand, limestone and soda ash. It is then melted to make new glass products.

w ww

 Billions of cans are sold every year around the world. Recycled aluminium is shredded into small pieces and melted down to make new products.

. te

• • • • • • • • •

m . u



Can

o c . che e r o t r s super

Look at the list (right) that shows items that CAN and CAN’T be put in the council recycling bins in Australia.

Interesting Facts

It takes 70% less energy to make recycled paper. It takes 95% less energy to make recycled aluminium cans. It takes 125 recycled plastic milk bottles to make a 140 litre recycled plastic wheelie bin!

Section 3: Sustainability

Geography 2 ? Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACHGS039 (Yr 5), ACHGS046 (Yr 6)

 Reading the information on the previous page and below will help you to complete the task. Even though some items can’t be recycled in your home bin, councils and businesses do provide many local recycling opportunities. You just need to be aware of them.

WHAT

WHERE Home composting system.

Converts naturally to plant food. Converts naturally to plant food or Green waste from the Home composting or council verge shredded and composted for regarden pick up. use as mulch. Local councils may have a drop- off Some parts can be separated into Batteries point; battery and mechanic shops. plastic and metal to be recycled. Planet Ark provides recycling boxes Printer cartridges at post offices and some major Made into cartridges. retail stores. Computers, iPads, Some computer stores provide Made into new computers or electronics, printers, a recycling box. Council verge plastic components are recycled. collection. photocopiers Free-cycle, salvage yards and Up-cycled into new furniture and Furniture council verge collection. resold. Separated for various valuable Appliances (fridges, Council verge collection and freecomponents that are recycled to washing machines, cycle. make new appliances. dishwashers, TVs)

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Food waste

WHAT HAPPENS

w ww

. te

m . u

 Choose two items and illustrate the items once recycled.

o c . che e r o t r s super

Section 3: Sustainability

Geography ? 3 Activity

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACHGS039 (Yr 5), ACHGS046 (Yr 6)

 Read the information, then complete the task.

Mobile Phones It is estimated that there are over 22 million unused mobile phones in Australian homes. On average Australians replace their handsets every two years. This means that there are a lot of old mobiles and their batteries laying around in cupboards and drawers not in use. Over 90% of the materials in mobile phones, batteries and their charges can be recycled. However, if they are not recycled they can be a threat to the environment.

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Approximately 8,000 tones of batteries and mobile batteries which are thrown in the bin go into landfill each year. Landfill is the rubbish which comes from household bins. Many batteries are made from heavy metals which contain harmful elements such as: nickel, cadmium, lead and mercury, all of these elements can pollute soils and water supplies which can harm both humans and wildlife. Currently there is no government legislation (laws) to make manufacturers or retailers participate in the responsible disposal of batteries.

1. On the back of this page, make a list of some of the retailers in your local area who sell electronic goods with batteries. Write a letter to one of these retailers asking them to supply a Battery Recycling Service. Complete the letter plan and then write or type a good copy to send to the retailer.

Date:__________________

m . u

Attention: Store Manager

w ww

Subject line: ____________________________________________________________ Paragraph 1: Introduce yourself and the topic of recycling in the community.

. tecontent of the letter; explain the issue of batteriesoand the Paragraph 2: Main c . environment. Requestc a Battery Recycling Service. e her r o _______________________________________________________________________ t s s r u e p _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

_______________________________________________________________________ Paragraph 3: Closing paragraph - thank the Store Manager for his/her time and consideration and provide your contact information. _______________________________________________________________________ Yours sincerely, _______________________________________________________________________

Section 3: Sustainability

Science 1 Activity

* Organising ideas: OI.1, OI.2, OI.3 * Content descriptor: ACSSU043 (Yr 5) ((Year

 Read the information, then label the illustration using the words: geosphere, biosphere, hydrosphere and atmosphere.

The Earth’s Interconnectedness Four major parts of the Earth work together as a complex system: rocks, life, water and air. On a global scale, each part can be thought of as a sphere, roughly the same size and shape as the planet. The four parts are called the geosphere (rocks), hydrosphere (water), atmosphere (air), and biosphere (life).

Teac he r

mountains, sand, dust.

ew i ev Pr

r o e t s Bo r e Rocks: Geosphere p Life: Biosphereo u k Earth’s core, mantle, crust, Plants, humans, animals, insects, S continents, ocean floor, rocks, microbes. Water: Hydrosphere

Air: Atmosphere

Oceans, lakes, rivers, groundwater, glaciers, polar icecaps, rain, snow.

Oxygen, nitrogen, water vapour, ozone, wind.

w ww

. te

m . u

o c . che e r o t r s super

Section 3: Sustainability

Science 2 Activity

* Organising ideas: OI.1, OI.2, OI.3 * Content descriptors: ACSSU043 (Yr 5), ACSSU094 (Yr 6)

 Read the information, then answer the questions.

Ecosystems: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. Ecosystems exist within the Earth’s biosphere.

r o e t s Bo r e p ok u S

An ecosystem consists of all the things that interact in a specific area, whether they are living or non-living. Some examples of non-living things which support life in an ecosystem are: light, air, soil and water. Some examples of living things in an ecosystem are plants and animals, these are called organisms.

Teac he r

ew i ev Pr

Organisms can only thrive when all of their needs are met in the ecosystem. Temperate zones are examples of ecosystems which never become too hot or too cold and therefore organisms thrive there. All living organisms perform certain life processes. They take in nutrients such as: air, sunlight, water and food. They use the energy from those nutrients to grow. They release energy by moving; playing a vital part in the ecosystem. Organisms also release waste products. They react to their environment and produce offspring that are similar to themselves. A careful balance of all of these is what keeps humans alive.

w ww

m . u

2. Use these key words to write down your understanding of an ecosystem.

. te o c ________________________________________________________________________ . c e her r 3. What are the four life processes that living organismst do? o s super ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

_________________________________________________________________________ 4. Name four non-living things in an ecosystem. ________________________________________________________________________ 5. Name two living things in an ecosystem. ________________________________________________________________________

Section 3: Sustainability

Science 3 Activity

* Organising ideas: OI.1, OI.2, OI.3 * Content descriptors: ACSHE083 (Yr 5), ACSSU094 (Yr 6)

 Read the information, then complete the task.

A Living Example: The Murray-Darling Basin Sustainable living relies on the interdependence of healthy social (people), economic (money) and ecological (connection between organisms and the environment) systems. The Murray-Darling Basin (see shaded part of map below right) is a huge area over one million kilometres squared. It provides thousands of people with drinking water but also plays an important role supporting plant and animal life and the ecosystems in which they exist. The Basin also provides water to irrigate farms and crops so that food can be produced.

• • • • •

that enough drinking water is available for people and animals; that rivers are connected to creeks, billabongs and floodplains; that healthy ecosystems can support a wide variety of plants and animals; that there will be sustainable growth in food production; that there is long-term confidence for businesses and communities; that water quality is adequate.

w ww

m . u

•

Teac he r

It is important to manage areas like the Murray-Darling Basin so that ecosystems are able to survive. A Basin plan is in place to balance environmental needs with economic (business) and community needs. The plan will make sure that the Basin can provide the following for a long time to come:

ew i ev Pr

r o e t s Bo r e p ok u S

 Use your research skills to find out more details about the Basin plan. Record your findings below.

. te

o c . che e r o t r s super

Section 3: Sustainability

Science 5 ? Activity

* Organising ideas: OI.1, OI.2, OI.3 * Content descriptors: ACSHE083 (Yr 5), ACSSU094 (Yr 6)

 Complete the questions and tasks below.

Questioning and Predicating

Answer the questions.

Fieldtrip: Visit a local lake or swamp and record your findings in a workbook.

r o e t s Bo r e p ok u S

1. Explain why all living things in an ecosystem are called a `community’.

__________________________________

List living organisms.

•

See how many food ecosystem chains you can make from the organisms in this area.

2. What is a herbivore?

ew i ev Pr

•

__________________________________

Teac he r

Planning and Conducting

__________________________________

Internet Fieldtrip:

3. Which type of bird would be likely to eat decaying cuttlefish on the beach?

•

Do the above activity but using the internet to look up ecosystems in swamps.

__________________________________

Task 1: Look at the pictures below. In your workbook, create a flow-chart representing a food chain within an ecosystem.

. te

Share observations and ideas.

m . u

w ww

Discuss observations and use a drawing to represent data.

Task 1: Sit in a circle in your classroom. Discuss the observations that you have made about a swamp or lake with your teacher and your classmates.

o c . che e r o t r s super

Task 2: Summarise what you have found out about a swamp or lake. What ideas do you have to protect the local swamp or lake areas in your local community? Record this information in your workbook.

 Challenge Question: Are swamps, wetlands and lakes important in the local community? Explain why or why not on the back of this sheet.

Section 3: Sustainability

Answers P7 1. Students should circle the kookaburra, the kangaroo, the dingo, the koala and the wombat. 2. Approximately 250. 3. Because only one language was spoken in their own homeland and they did not understand that Indigenous Australians organised themselves into language groups. P9

2. The term 'terra nullius' means 'empty land' or 'land belonging to no-one'. This term meant that Aborignal Peoples living in colonial times were ignored and they weren't considered the rightful owners of the land by colonialists. Today we acknowledge Aborignal Peoples as the traditional owners of the land.

1. Yolk = part of the emu's egg which lit up the sky and became the Sun. Offend = to make somebody feel negatively about something.Imitate = to copy someone/thing and pretend to be him/her/it. Beneath = below something else. Strict = to have tight boundaries or rules that people are expected to obey. 2. The creation of the Sun and why the kookaburra calls in the morning.

P18

ew i ev Pr

Teac he r

P17

r o e t s Bo r e p ok u S

1. Because the brolga and emu were arguing over 'whose babies were the best'. 2. It turned into the Sun, "..it broke and the yellow yolk burst into flames and lit up the earth.' 3. Because on over-cast days the Sun could not be seen and the kookaburra's call reminded the people of the sky that it was morning and to light the Sun. 4. The kookaburra might be offended and silenced and the people would have to live only by the light of the moon and spend their days in darkness. P10

trees and plants. 4. Today we recognise that our past practices have polluted the environment and threatened natural resources. Traditional Aboriginal practices can help us to live in a more sustainable way and reduce our carbon footprint.

1. Six kilometres south of Papua New Guinea and immediately north of Australia's most northern tip in Queensland. 2. To survive they hunted dugongs for their meat, fats and oils with a weapon known as the wap. 3. Because they went by sea to the visit and trade with the many other islands. 4. Hand-crafted canoe-style boats. P19

Who Are We? - Australian Aborigines. What Am I? ÂŠ ReadyEdP u b l i c a t i o n s The Dreaming. Who Am I? - A colonialist. Who Am I? A Torres Strait Islander. â&#x20AC;˘f orr evi ew pu-P20 r posesonl yâ&#x20AC;˘

P14

w ww

1. whole A, three-quarters D, half B, a quarter C, a third E. 2. i. 20 ii. 21 iii. 90 iv. 49

i. = 13.5 centimetres ii. = 16 centimetres P15

. te

1. There was no official census at this time - a method that we use today to determine the population. Aboriginal Peoples did not live in a single area and moved around according to the seasons. 2. Rejuvenate means to allow the land to replenish. By allowing the land to rejuvenate Aboriginal Peoples ensured that the land's resources would be available forever. 3. It means respecting and interacting reponsibly with the environment. Examples of this are: using its resources carefully so that they are not in danger of disappearing, not polluting the air or natural water sources, being careful not to damage 66

The four religious aspects are: beliefs and customs, moieties, totems and marriage laws. P21 After Reading

o c . che e r o t r s super

i. = certain ii. = likely iii. = impossible iv. = even chance P16

2. The four physical aspects are: family, horde, band and tribe.

m . u

P12

1. True 2. True 3. False 4. False 5. True 6. False 7. True 8. True P23

1. Observation - the ability to notice significant details. Prediction - to think about a future result. Senses - how the body receives and feels information. Hypothesis - 'what if..' an idea or explanation which is tested. Trial and error - to find the best way to achieve a certain result P27 1. Hong Kong. 2. A week. 3. Chelsea's sister. 4. They watched a documentary on the plane. 5. They were in Chinese. 7. Seven hours.

P31

P53

Gung Ho - True; China. Ketchup - False; Australia. Chop, Chop - False; China. Tycoon - True; China.

1.0.9 2.0.04 3.0.6 4.0.5 5.i. $21 ii.$28.50 iii.$35.50 iv.$1.50

P32

P54

1. $107 2. $9 3. $3 4. 50,000 yen 5. 45,000 yen

1. Longtown 2. Longtown 3. Dardo 4. Dardo and Haroon

P33 2. Reflection of water not perfect image due to the movement of water. 3. right to left P35

P55 Students should circle: solar energy, forests, fish, broccoli and wind energy.

r o e t s Bo r e p ok u S

1. 1hour 40mins 2. 20 min 3. 1hour 30mins 1. 9.25am 2. Train A at 9.15am 3. 9 minutes

P56

1 = b 2 = a 3 = a 4 = b 5 = b 6 = b 7= a 8 = a 9 = b

P38

Teac he r

P42

1. A DART buoy. 2. It can give us more time to respond to natural disasters. 3. They were unsure if a tsunami would be caused by the earthquake.

P58

1 = 3, 1, 2, 4, 5

ew i ev Pr

Joss House Temples were so important to the Chinese immigrants in Australia because they meant that they could continue to practise their religious beliefs.

2. Because today we use vehicles which rely on petrol manufactured from oil - which will one day run out. P63

3. They take in nutrients: air, sunlight, water and food. They use the energy from those nutrients to grow. They release the energy. They produce offspring. 4. Light, air, soil and water. 5. Plants and animals.

w ww

1. They were scarce because the Once-ler was chopping them all down. They are valuable resources because they provide homes for animals. 2. Because he was driven by money and wanted to make Thneeds from the trees to sell. 3. Thneeds clothe consumers. 4. No. People did buy Thneeds."The Once-ler cranks up production, building a factory and expanding capacity to meet the needs of consumers." 5. The seed symbolises hope. Hope that the world can be restored to its former beauty. 6. The Once-ler is the antagonist because he is driven by money and is not interested in the environment. 7. At the start of the book the environment was colourful, beautiful, and teeming with wildlife and trees. At the end of the text it is grey and polluted. The animals and people have disappeared. 8. That we should not exploit our environment by using up all of our natural resources, and that we should not think of our environment as something that we can profit from.

. te

m . u

P45

1. North 2.East 3.South 4.North West 5.North East

o c . che e r o t r s super

P46 monetarily - to make money from something; profit - money made on top of costs; garment - an item of clothing; luscious - beautiful; capacity - how much something can hold; consumer - a person who buys goods; pleads - to beg; persistent - to keep trying; desolate - wasteland, bare; culprit - a person who has done something wrong; grim - unpleasant; unheeded - without argument 67

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u S

w ww

. te

m . u

o c . che e r o t r s super