Australian Geography Series: Foundation People Live In Places by Teacher Superstore

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Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7. iii. I-stock Photos.

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Publications

Title: Australian Geography Series Foundation: People Live In Places

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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

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

ISBN: 978 186 397 874 3 2

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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.

Reproduction and Communication by others

Contents Teachers' Notes National Curriculum Links

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SECTION 1: PLACE

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7-9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

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Teachers' Notes Activities Built Features And Natural Features 1 Built Features And Natural Features 2 Built Features And Natural Features 3 Features Of Places 1 Features Of Places 2 Features Of Places 3 Features Of Places 4 Places Are Important To People In Our Street Places Provide Basic Needs My Special Place Box Special Places Caring For Places 1 Caring For Places 2 Caring For Places 3 Caring For Places 4 Use Your Senses Local Indigenous Peoples

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From Home To School From One House To Another On My Way To School Making My Own Map Locating Places 1 Locating Places 2 Locating Places 3 Features On Maps 1 Features On Maps 2 Features On Maps 3

SECTION 3: ENVIRONMENT

Teachers' Notes Activities Weather Words Measuring The Weather Summer Autumn Winter 1 Winter 2 Spring The Four Seasons Clothes And The Weather Activities And The Weather Food And The Weather Sport And The Weather Work And The Weather Weather Board Game Memory Game

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Teachers' Notes Activities A Map Of A House 1 A Map Of A House 2

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Teachers’ Notes Foundation: People Live In Places is part of the Australian Geography Series, which comprises nine books in total. This book has been written specifically for students in their first few years of schooling who are living in Australia and studying Geography. The book is linked to the Australian National Curriculum.

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The activities in this book have been designed to help students describe and appreciate the places around them and the areas in which they live. Students are encouraged to recognise the term ‘features of a place’, and are asked to differentiate between natural and built features in familiar places. They are also asked to categorise places that are familiar to them. In addition, the children are given the opportunity to recognise that we share places with others and therefore have a shared responsibility to look after the places that we use and keep them safe places to visit. Exploring how places provide people with basic needs and examining places that are special to Indigenous Australians also feature.

Students will develop an understanding of how places and their features are represented on maps. They are asked to create their own maps and rearrange the features on maps to show how spaces can be used in different ways. They are also asked to draw possible routes on maps, and recognise that features on maps can be shown from above, as well as from the side.

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This book is a wonderful resource for those who teach at Foundation level. The illustrations, together with the accessible layout, means that the activity pages are enjoyable and engaging for young children. This makes the introduction of geographic skills and knowledge manageable.

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National Curriculum Links Geographical Knowledge and Understanding

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The representation of the location of places and their features on maps and a globe (ACHGK001) • creating story-maps or models to represent the location of the places and features they pass on their way to school • identifying the ways Aboriginal and Torres Strait Islander Peoples represent the location of Country/Place and their features, for example, by inscriptions on stone, stories, sand, bark and cave paintings, song, music and dance • describing how the globe is a representation of the world and locating Australia and other places on a globe The places people live in and belong to, their familiar features and why they are important to people (ACHGK002) • identifying the places they live in and belong to, for example, a neighbourhood, suburb, town or rural locality • describing the features of their own place and places they are familiar with or they are aware of, for example, places they have visited, places family members have come from, imaginary places in stories, or places featured on television • discussing how places provide people with their basic needs, for example, water, food and shelter The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003) • identifying and using the name of the local Aboriginal/Torres Strait Islander Language Group • identifying how and why the words Country/Place are used by Aboriginal and Torres Strait Islander Peoples for the places to which they belong The reasons why some places are special to people, and how they can be looked after (ACHGK004) • identifying places they consider to be ‘special’, for example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance, and explaining why the place is special to them • describing the features of their special place based on what they see, hear, smell and feel • discussing different ways they could contribute to caring for their ‘special places’

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Section 1:

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T e ach e rs ' N o t e s

Place

Section 1 Built Features And Natural Features 1, 2 and 3

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Page 13: The beach, a classroom, a supermarket, a bedroom. Page 14: Suggested answers: a book, a plate, a cash register, a fence. Page 15: The bucket and spade, cap, ball, bathers, thongs and sun cream belong to the beach and should be coloured yellow. The snowballs, coat and boots, sleigh, fire and snowman belong to the alps and should be coloured blue. Page 16: The fruit bowl, the clothes line and the television should all be coloured and labelled.

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Create a word wall of natural and built features. Create a collage of natural and built features using pictures from magazines and brochures. Visit the park and collect natural features. Ask the students to make a list of natural and built features in familiar places such as their homes, their bedrooms, etc.

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Page 10: Students should colour green: the ant, mountain, cat, dam, tree, grass, bird, bush, ocean and icebergs. Students should colour red: the building, house, car, truck, restaurant and train. Page 11: Students should colour the rainforest green, and the street scene red. Page 12: For the first picture students should colour: the trees, the plants, the animals, the bush and the flower. In the second picture students should colour: the house, the stables and outbuildings, the well, the ladder, the plant pots, the stake, the path, the chicken coop, the bin and the tractor.

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Additional Activities •

Before the students begin the activity sheets ask them to name features of the classroom which they can see. Then ask them to name features of other places that are familiar to them, such as the school grounds, their bedrooms, a doctor’s surgery, etc. Place a number of objects on your desk which are typical features of a classroom. Place an object which is not a feature of a classroom such as a fishing rod or shell on the desk. Ask them to identify the feature which does not belong, and say where it does belong.

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Before the students complete the activity sheets, define a natural feature and give examples (e.g. something that has not been built by the human hand and appears “naturally” in nature, such as: vegetation, a river, a mountain, an animal, a cloud, etc.), and define a built feature (e.g. something that has been made by humans, such as: a building, a car and a road). To help the students differentiate between a natural and a built feature, tell them to ask the question, “Has it been made by a human hand?” The first four activity sheets will help children to understand that places have features.

Features Of Places 1, 2, 3 and 4

Places Are Important To People

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From this activity students should begin to understand that parks are important places for many different people and animals. Discuss how parks are important places for birds because they provide them with a habitat - a place to shelter, find food and stay safe. Parks are important places for dogs because they provide them with large areas to run around. Parks provide children with spaces to run around, play sport, socialise with other children, enjoy wildlife and stay healthy. Discuss how parks are safe places because they are often not near busy roads and other hazards.

T e ach e rs ' N o t e s

Place

Section 1 Additional Activities

As an extension activity you could also discuss how parks are shared places and this means that we might have to: queue, tidy up after ourselves, take turns, not encroach on others' personal space, not disturb others, look after equipment, etc. You can hold a class discussion and talk about good and bad examples of sharing a place using the picture as a stimulus. Tell students that when people do a good job of sharing a place, they help to make that place safe.

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Students might identify the sand, trees, slide, etc. as other features of the park.

In Our Street Answers •

Before the students complete this activity, hold a class discussion about the places that the students find special (caravan, cubby house, holiday home, the beach, etc.). Write the students’ responses on the whiteboard. This will help generate ideas.

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Students should colour: the pedestrian, the cyclist, the motorist, the workman and the motorcyclist. Students should identify that the motorist isn't doing a very good job of sharing the road because he is annoyed that he has to wait at the pedestrian crossing for the lady to cross the road. He is showing his anger by waving his arm in the air. The motorcyclist is patiently waiting for the lady to cross the road and this is an example of good sharing. The workman has placed cones around the area in which he is working to let others who are using the road know that they will have to avoid the coned area. The people who are doing a good job of sharing the road are making this place safe.

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This activity will help students understand that not everybody has the same special place. After they have completed the activity they can chat with their friends about why their special places are precious to them.

Additional Activities •

Discuss why Australia is a special place to Indigenous Australians and how they represent this (e.g. inscriptions on stone, stories, paintings, song, dance, etc.). Create a picture graph of students’ special places – a slide could represent a park, a spade could represent the beach, etc. Display a list of features that could be found at students’ special places, e.g. a water slide is found at a water park, etc.

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Places Provide Basic Needs Talk to students about the importance of the ocean. Not only does it provide people with fish to eat and sell (which some communities rely on to live), but it holds 97% of the world's

My Special Place Box

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water and it generates half the oxygen we breathe. You could also discuss how the ocean provides marine life with their basic needs - water, food and shelter. Discuss ways that we can look after the ocean: we should be careful not to touch animals and precious coral when swimming, diving or snorkeling in the ocean, and not litter beaches which could contaminate our oceans, etc. Students might like to write a sentence at the bottom of the sheet saying why oceans are important to them.

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Caring For Places 1, 2, 3, and 4 Before completing the activity sheets ask the children who should be responsible for

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Place

Section 1

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who is littering, the girl who is disturbing the bees, the girl who is trampling on the flowers, and the boy who is disturbing the ant's home. Students should colour yellow: the girl watering the flowers and the girl who is weeding.

Create a class picture book about how to care for local places, e.g. the park, the beach, car parks, etc. Create a job list so that each child is responsible for caring for a particular area of the classroom. Plant a vegetable patch and ask children to care for it.

Use Your Senses

Divide students into small groups. Give each group a local place (e.g. the beach, park or farm). Ask each group to record what they would see, hear, feel and smell at that place.

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caring for the classroom (teachers, students, cleaners, etc.), for their garden at home (a gardener, mum, dad, etc.). Continue to name different places so that they begin to understand that places need caring for, and usually it is the responsibility of more than one person to care for a place. Ask them what would happen if nobody looked after the garden (weeds would grow, plants would die, etc.). Ask them to name places that they look after.

Local Indigenous Peoples

Research the name of the local indigenous group who settled in your area. Help students to identify a special indigenous place such as Uluru.

© ReadyEdP ubl i cat i ons Answers Answers • The picture tells us that Indigenous • Page 22: Ther boyr ise collecting and taking • f o v i e w p u r p osesonl y• Australians accessed fresh water from out the rubbish, the mother and child are • •

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streams and rivers. They collected water in makeshift coolamons usually made from hard wood such as mallee. The picture also tells us that they used caves for shelter (Indigenous Australians also made shelters from branches and leaves from plants). The picture shows us how they accessed food by spearing fish and digging up vegetables such as yams from underneath the ground using makeshift tools such as digging sticks. (You could also discuss how Indigenous Australians would hunt animals such as kangaroos for meat.) Students could compare the ways in which their basic needs are met. They access water from taps, food from the local supermarket and their homes are usually made from brick.

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washing the dishes, the boy is switching off the light, the boy is weeding, the girl is watering the flowers and the final picture shows a girl sweeping up. Page 23: Student, students, caretaker and cleaner. Page 24: Students might note some of the following: the boy is wiping the board, the girl is cleaning the desk, the girl is handing out paper, the boy is placing rubbish in the bin. For the second activity students should note that: the girl is not cleaning up after her dog, the girl is littering, the girl is not keeping her environment tidy, the boy is damaging flowers, the boy is graffiting, the boy is damaging a tree. Page 25: Students should colour red: the boy who is swinging on the tree's branch and disturbing the bird's eggs, the boy

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Built Features And Natural Features 1

Activity

Some features in a place are built and some are natural.

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 Colour the natural features green and the built features red.

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Built Features And Natural Features 2

Activity

Some features in a place are built and some are natural.

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 Cut out the squares below and arrange them to create two different places. Colour the one which has the most natural features green. Colour the one which has the most built features red.

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 Find pictures of two places. Tell the class if the places contain mostly built or mostly natural features. Section 1: Place

Built Features And Natural Features 3

Activity

Some features in a place are built and some are natural.

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 Colour all the natural features of this place. Label one of them.

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 Colour all the built features of this place. Label one of them.

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Features Of Places 1

Activity

Different places are made up of different features.

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 Look at the pictures in each box. Say what place they belong to.

What place do these features belong to?

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What place do these features belong to?

Section 1: Place

Features Of Places 2

Activity

Different places are made up of different features.

 Look at the pictures. Name one feature which you are likely to find inside each place.

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is a feature of a library.

is a feature of a restaurant.

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A feature of a ___________________ is a ___________________. Two features of a ____________________ are a _________________ and a ________________________. 14

Section 1: Place

Features Of Places 3

Activity

Different places are made up of different features.

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 Draw lines to show where the features belong. Colour the features of the beach yellow. Colour the features of the alps blue.

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Section 1: Place

Features Of Places 4

Activity

Some features do not belong in a certain place.

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 Colour and write the name of the feature in each picture which does not belong.

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 Complete the sentence. A feature that does not belong in a bathroom is a ________________. 16

Section 1: Place

Places Are Important To People

Activity

Parks are important places. They allow us to play, exercise, take our pets for a walk, enjoy nature and meet people.

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 Colour the person in the picture who is enjoying the birds red.  Colour the people playing sport and exercising yellow.  Colour the dog brown. On the back of the sheet say why parks are important places for dogs.

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 Grass is one of the features of this park. Write down two other features of this park.

grass Section 1: Place

In Our Street

Activity

Public places are shared places. We need public places to be safe.

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 Colour the people in the picture who are sharing this public place.

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o c . c e he  Is everyone doing a good job of sharing ther o t r s road? super

Circle: YES / NO

 Who is doing a good job? ___________________________  Who is doing a bad job? _______________________________  Discuss as a class if this place is safe. 18

Section 1: Place

Places Provide Basic Needs

Activity

Oceans provide us with food, water and oxygen.

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 Draw and write the names of marine life in the water to show how oceans provide people with fish to eat.

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My Special Place Box

Activity

Everybody has a place that they think is special.

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 Decorate the box by following the numbered steps.

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Once you have decorated your box ...

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1. Draw how you feel when you are in your special place. 2. Write the name of your special place. 3. Draw your special place. 4. Write one thing that you like to do in your special place. 5. Draw or write the name of a person who has been to your special place.

• cut out the box and fold tabs along the dashed lines;

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• before you glue the sides together put something inside the box that reminds you of your special place, e.g. a shell, some sand, etc.; • glue the sides together to complete your special place box.

Section 1: Place

Special Places

Activity

Everybody has a place that they think is special.

 Get into a group of four and place ticks in the table below to show where your special place is, and where your three friends’ special places are.

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The beach

Person 3:

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Your Name:

The park

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My caravan

Other

Section 1: Place

Caring For Places 1

Activity

We must care for places that are special to us.

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 Write or say how the people in the pictures are caring for their homes and gardens.  Tick the pictures which show what you do to care for your home and garden.

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Caring For Places 2

Activity

Different people are responsible for caring for different places.

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 It takes more than one person to look after a school. Cut out the words at the bottom of the page to show who is caring for the school. Discuss with a friend how each person is caring for the school.

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Caring For Places 3

Activity

We must care for places that are special to us.

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 Look at the picture. Describe and circle the ways in which the people in the picture are caring for the classroom.

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boys and girls are not caring for the places that they are in and spoiling it for others.

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Caring For Places 4

Activity

We must care for places that are special to us.

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 Look at the picture. Colour the people who are not caring for the garden red. Colour the people who are taking care of the garden yellow. Say what each person is doing.

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Section 1: Place

Use Your Senses

Activity

Features of a place can be observed using our senses.

 Pick a local place and fill in the boxes below by writing and/or drawing.

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Place:

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I can feel …

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Section 1: Place

Local Indigenous Peoples

Activity

Aboriginal and Torres Strait Islander Peoples were the first to arrive in Australia.

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 Write down the name of the Aboriginal or Torres Strait Islander Peoples who first settled in your area. ____________________  Draw and label a place with an indigenous name that you have heard of or visited in the box. Discuss why this place has a special meaning for Indigenous Peoples.

Indigenous name: __________________

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 Indigenous Peoples feel that they belong to Australia. They call Australia their 'country', their 'place' and their © ReadyEdPubl i cat i ons 'nation' because they have been here for so long. They feel toi the landp because its has helped them to •connected f orr ev ew ur po es onl y• survive. It has given them food, water and shelter. Look at the picture below and say how Indigenous Peoples used the land to create shelter, and source water and food.

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Section 1: Place

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Space

Section 2

Making My Own Map

Compare the map on this page with the map on page 32 which is shown from above. Students could add features to each room by cutting and pasting from magazines. Ask students to identify who lives in their house. Discuss how these people are special to them. Talk about how we often have the closest relationships with people who live in the same place.

Students should begin to understand that features in places can be arranged in a number of ways. Discuss the reason behind certain layouts – e.g. we wouldn’t place a slide too near the swings or water, etc.

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Students should paste the bath in the bathroom, the bed in the bedroom, the car in the garage, the oven in the kitchen and the television in the theatre room.

Locating Places 1, 2 and 3 Additional Activities

Discuss how countries vary in size. Identify places that are near to or far away from Australia.

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A Map Of A House 2

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A Map Of A House 1

Students should identify that China is far away from Australia. They may be able to identify in which direction the family have travelled to get to Australia.

Most students will recognise that this house is shown from above rather than from the side. Encourage them to draw a simple map of their house viewed from above using a ruler and pencil. They might mark only a few rooms in their house depending on age and ability.

From Home To School

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China

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Students should identify that Phillip came from the United Kingdom because of the flag that he holds. He made three stops on his journey to Australia. England is smaller than Australia.

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From One House To Another

If you photocopy the map on this sheet, or the children use pencil, you can create several stories so that the students can mark different routes on the map. Alternatively the students can pair up and create their own stories.

On My Way To School Brainstorm some features and places that the students pass on their own journey to school. Create some symbols for them on the whiteboard that the children can copy.

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Space

Section 2

England

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Canary Islands

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Features On Maps 1, 2 and 3 Some students will have difficulty identifying objects on a map which are shown from an aerial view. Before beginning the activity, ask students to look down on objects and explain how they look. They could try drawing some objects from a bird's eye view, such as the rubbish bin or a pen.

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anywhere on Earth4http://earth.google. com/ Create a class 3D map – each child can place an object such as a car or house on to the map. Students can go on a treasure hunt around the school using a map.

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Students should label the top left picture a picnic table, the top right picture a basketball court, the bottom left picture trees and the bottom right picture a lake. Working right from the top left of the page the items are: a whiteboard, a basket of toys, a plant, a mat, a door, desks.

A Map Of A House 1

Activity

Maps can be drawn from above or from the side.

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bedroom

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 Add detail to this map by cutting out the pictures at the bottom of the page and pasting them into the correct rooms. Draw something that you might find in the attic. Add more pictures if you wish.

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A Map Of A House 2

Activity

Maps can be drawn from above or from the side.

 Circle the answer: This house is shown from above / the side.

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bedroom 4 bathroom 2

bedroom 3

bathroom 1

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pool

patio area

grassed area

rose and flower garden

 Draw a map of your house from above using a pencil and a ruler.

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Section 2: Space

From Home To School

Activity

Maps can show how people travel from one place to another.

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

Sandy Beach Kia's school

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 Kia lives on Danger Island. He walks to school. Draw a red line from Kia's home to Kia's school to show the route that you think he might take.  Colour five places and/or things that Kia passes on his journey from home to school.

Shipwreck Point

Rocky Point

live volcano

quicksand

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Danger Rocks

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Bony Desert

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Deadman's Lagoon

Kia's home

Shark Bay

Section 2: Space

From One House To Another

Activity

Maps can show how people travel from one place to another.

 As you read or listen to the story below, use a pen to mark the journey described.

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Carrie lives in a house shaped like a triangle. One day she decides to walk to Sam’s house. Sam and Carrie then go to Charlie’s house. While there, they have jam sandwiches. At 3pm Carrie, Sam and Charlie run to Mary’s house. They then all walk back to Carrie’s house passing a big tree on the way.

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 Compare your map with a friend's map. Did you get the same route? _________ 34

Section 2: Space

On My Way To School

Activity

Maps can show what people see, as they walk from one place to another.

 Look at the map below. It shows Sam’s journey to school. On his way to school Sam has nothing to look at! Draw some features on the map that will make Sam’s journey more interesting.

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r o e t s Bo r e pto school ok Sam's journey u S

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Sam's house

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Sam's school Section 2: Space

Making My Own Map

Activity

Maps show us where things are.

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 Cut out the features at the bottom of the page and stick them in the park to create a map.

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o c . che e r o t r sarranged the features  Look at your friend’s map.s Has your friend r up e in the same way as you?

Circle:

YES / NO

Section 2: Space

Locating Places 1

Activity

You can locate places on globes.

 The Earth is round so globes are round.  Locate Australia on the globe by colouring it yellow.  Mark where in Australia you live with a big red dot.

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 Locate one more country on the globe.

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Section 2: Space

Locating Places 2

Activity

We can locate places that are important to us on maps

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 The people who own this Chinese restaurant live in Australia. They came from China. Australia and China are big places. China and Australia are important places to this family.

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 Label and colour China and Australia on the map. Mark a line to Rea dythat Ed ubl i cat i on sget to show the© possible route theP Chinese family took to Australia. •f orr evi ew pur posesonl y•

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 Is China near to or far away from Australia? _______________ 38

Section 2: Space

Locating Places 3

Activity

We can locate places that are important to us on maps

This man’s name is Captain Arthur Phillip. He came to live in Australia many years ago.

r o e t s Bo r e ______________________________ p TTWhat tells you this?ok u S ______________________________

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 Where do you think he came from?

 Captain Arthur Phillip came to Australia by boat. It took him eight months! Join the dots to show his route.  How many stops did he make? _____

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 Is England bigger or smaller than Australia? _____________

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Cape of 4 Good Hope Rio de Janeiro 3

Section 2: Space

5 Sydney

Features On Maps 1

Activity

Maps show features of places.

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 This is a map of a park. It is shown from above as if a superhero who is flying in the sky is looking down at it. The four features in this park are: a picnic table, a basketball court, a lake and some trees. Cut out the words below to label the features.

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lake

trees

Features On Maps 2

Activity

Maps show features of places.

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 Below is a map of a classroom shown from a bird's eye view. Cut out the words at the bottom of the page to label the features.

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desks

door

mat

whiteboard

plant

basket of toys

Section 2: Space

Features On Maps 3

Activity

Simple symbols are used on maps to represent features.

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 Create your own map of an island using the symbols below. Add three of your own symbols.

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tree

Section 2: Space

caveman

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

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Section 3:

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T e ach e rs ' N o t e s

Environment

Section 3 Weather Words

Autumn

You could brainstorm more weather words on the board.

Ask students when autumn is (the months of March, April and May) and what seasons come before and after autumn. Ask them what the weather is like during the autumn months. Write their responses on the board.

Answers •

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

The picture top left is stormy, bottom left is freezing, top right is wet and bottom right is hot.

Answers •

The first picture is a rain gauge and measures rainfall. The second picture is a barometer and measures air pressure. The third picture is a thermometer and measures the temperature and the fourth picture is a wind vane and measures wind speed and direction.

•

Make a collage of autumn leaves.

Winter 1

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Measuring The Weather

Additional Activity

Ask the students when winter is (the months of June, July and August) and ask them what seasons come before and after winter. Ask the students what the weather is like during winter and write their responses on the board. Brainstorm a list of words on the board before asking the students to complete the activity.

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Write vocabulary on the board: humid, hot, warm, sticky, muggy, dry, etc. Ask them when summer is (the months of December, January and February) and ask them what seasons come before and after summer. The activity should help the children understand that the Sun is responsible for the heat that defines summer. Further discuss the enormous size of the Sun in contrast to the Earth and the Moon. Tell them that it takes four Moons to cover the diameter of the Earth and 109 Earths to cover the diameter of the Sun.

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Answers •

• •

Answers •

The students should colour the: frog, ladybug, snake, butterfly, turtle and wasp. You may like to discuss why these animals hibernate (to stay warm) and where - point out that where each animal hibernates depends on the species. Frogs might hibernate in the bottom of deep water concealed behind logs or debris, under leaf litter, in burrows or mud holes. Snakes might hibernate in holes, hollows, cracked foundations and piles of brush. Ladybugs might hibernate under tree bark, under leaf litter and in hollow plant cells. Butterflies might hide in cocoons. Water turtles can hide deep down in ponds under the mud, whereas land turtles might hibernate under leaves or dig deep burrows. Wasps hibernate in nests.

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Students should label the first picture the Earth, the second the Moon and the third the Sun. The Sun is bigger than the Moon. The Moon is smaller than the Earth.

T e ach e rs ' N o t e s

Environment

Section 3 Spring

Food And The Weather

Ask the students when spring is (the months of September, October and November) and ask them what seasons come before and after spring. Ask the students what the weather is like in spring and write their responses on the board.

Additional Activities

r o e t s Bo r e p ok u S • •

Answers •

The first picture is spring, the second is summer, the third is autumn and the last one is winter.

The hot soup, Milo and spaghetti should go into the first box. The other foods should be placed in the second box.

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The Four Seasons

Students should use their knowledge from the previous activity sheets to complete this page.

Make summer and winter food in class. Create summer and winter menus.

Sport And The Weather

Discuss what sports the children do and ask them when they do these sports. Ask them when the school lapathon and other carnivals are held.

Answers © ReadyEdPu l i cshould at i onyellow: s • b Students colour gymnastics, swimming, rowing, sailing, Before completing the activity sheet, tennis and cricket. •f o r evi ew pur p o s e s onl y• brainstorm as ar class clothes that they wear • Students should colour blue: ski-ing, Clothes And The Weather

Activities And The Weather

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Before the students complete the activity sheet talk about where they go in summer and where they go in winter – make a list on the whiteboard.

Answers •

hockey, netball, ice hockey, AFL and soccer.

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in summer and clothes that they wear in winter – make a list on the whiteboard. If applicable, discuss how the summer school uniform is different than the winter school uniform.

Work And The Weather

Ask the students what their parents do for a living and whether their work is completed inside, outside or both.

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Students should place a sun next to the pool, the tent and the park. All other boxes should feature a cloud.

Answers •

Students should colour blue: the gardener and the fireman. Students should colour red: the butcher, the chef, the teacher and the doctor.

Weather Words

Activity

There are many different words that we can use to describe the weather.

TT Draw lines to match the pictures with the words.

r o e t s Bo r e p wet ok u S stormy freezing

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hot

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rainy 46

windy Section 3: Environment

Measuring The Weather

Activity

Special instruments are used to measure the weather.

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 Use the labels at the bottom of the page to name each instrument and show what each instrument measures.

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rain gauge

wind vane

thermometer

barometre

rainfall

wind speed and direction

temperature

air pressure

Section 3: Environment

Summer

Activity

The weather is warm during summer. This is because of the Sun. The Sun is a giant ball of super hot gas – it is 60 times hotter than boiling water. If a spacecraft flew close to the Sun it would melt.

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

Label the pictures

The Sun is bigger than the Earth and the Moon.

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There are four seasons: summer, autumn, winter and spring.

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o c . che e r o t r s super Answer these questions TT Which is the biggest the Sun or the Moon? TT Which is the smallest the Earth or the Moon? 48

Section 3: Environment

Autumn

Activity

There are four seasons: summer, autumn, winter and spring.

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 In autumn the leaves change colour. Colour the leaves to show how they change from green to red, yellow, orange and brown.

yellow

red

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brown

orange

Section 3: Environment

Winter 1

Activity

There are four seasons: summer, autumn, winter and spring.

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 In each umbrella write a word that reminds you of winter.

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Section 3: Environment

Winter 2

Activity

There are four seasons: summer, autumn, winter and spring.

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 In winter some animals hibernate and appear again in spring. Name the animals, then colour the ones which hibernate. Add one of your own.

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 Discuss with the class where these animals go to hibernate. Section 3: Environment

Spring

Activity

There are four seasons: summer, autumn, winter and spring.

 In spring, animals hatch from their eggs, and plants flower. Draw an animal hatching from its egg, a sun in the sky and flowers on the plant to show that it is spring.

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r o e t s B r e oo Complete the picture p u k S

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Section 3: Environment

The Four Seasons

Activity

There are four seasons: summer, autumn, winter and spring.

autumn

winter

spring

summer

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 Match the pictures with the seasons. Colour the pictures.

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Section 3: Environment

Clothes And The Weather

Activity

The weather affects the clothes that we wear.

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 Draw a background for each person to show where they might be and what the weather might be like.

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Section 3: Environment

Activities And The Weather

Activity

The weather affects what we do and the places that we visit.

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 Draw either a sun or a cloud in each box to show the places we go when it is sunny and the places we go when it is rainy and cold.

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Section 3: Environment

Food And The Weather

Activity

The weather affects what we feel like eating.

 Cut out the pictures at the bottom of the page and paste them in to the correct boxes.

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Some foods warm us up ...

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Section 3: Environment

Sport And The Weather

Activity

The weather affects the sports that we play.

 Colour the summer sports yellow.

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 Colour the winter sports blue.

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Section 3: Environment

Work And The Weather

Activity

People go to work everyday in different types of weather.

 inside

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 outside

 inside

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 Say what each person pictured does for a living. Tick either inside or outside to show where each person works. Colour the people who are affected by the weather blue. Colour the people who are not affected by the weather red.

 outside

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 inside

 inside 58

 outside

 inside Section 3: Environment

 outside

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You dropped your thermometer. Return to Start.

It is hot and you have forgotten your sun hat, go back to Start.

You made it!

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Weather Board Game 14

You are a frog and must hibernate for the winter. Miss a turn.

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It i bu s windy t indo you wor, o k r forw s. Move a spac rd 2 es.

The w e a t her i perf s ect f o r a ski S l i d e . forw a spac rd a e.

Section 3: Environment

Start

17 16

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erfect It is the p for weather . Go campingspace. a forward

or an You stop f to ice cream elf s cool your ack 5 b down. Goes. spac

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

Memory Game In pairs, cut out the cards and turn them face down. Take turns turning each card over to create a pair. You can create your own cards to add to these.

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Section 3: Environment