Australian Geography Series: Year 3 - Places Are Similar and Different by Teacher Superstore

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Ready-Ed

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 Year 3: Places Are Similar And Different

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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: 978 186 397 877 4 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

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Teachers' Notes National Curriculum Links

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6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34

Tea-Growing In Sri Lanka Tea-Growing In Queensland Religion In Australia Australia And Religion 1 Australia And Religion 2 Religion In Asia Australia's Climatic Zones Australia's Climate

35 36 37 38 39 40 41 42

SECTION 2: UNDERSTANDING MAPS Maps Types Of Maps Finding Places Reading Maps Labelling Maps Creating Maps Visual Maps Seating Plan Continents Map Of Australia 1 Map Of Australia 2 Locating Places Within Australia

43 44 45 46 47 48 49 50 51 52 53 54 55

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SECTION 1: DIFFERENT TYPES OF PLACES The Names Of Places Naming Places Place Names 1 Place Names 2 Types Of Australian Places Australian Places 1 Australian Places 2 Australian Places 3 Cities Urban Australia 1 Urban Australia 2 Urban Australia 3 Urban Australia 4 Isolated Places Rural Australia 1 Rural Australia 2 Rural Australia 3 Working In Rural Areas Work In Rural Areas 1 Work In Rural Areas 2 Rice Karen Folktale Text Papua New Guinea Similarities And Differences Natural And Human Characteristics Characteristics Of The Kokoda Track Australia And Indonesia Employment in Sri Lanka

4 5

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SECTION 3: PROTECTING OUR ENVIRONMENT Caring For Our Land 1 Caring For Our Land 2 Caring For Our Land 3 Protecting Places National Parks/Local Heritage Answers

56 57 58 59 60 61

62-64

Teachers’ Notes Year 3: Places Are Similar And Different is part of the Australian Geography Series which comprises nine books in total. This book has been written specifically for students in Year 3, who are living in Australia and studying Geography. The activity book has been divided into three sections: Different Types Of Places, Understanding Maps and Protecting Our Environment. Each section is closely linked to the Australian National Curriculum.

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In Section 1, Different Types Of Places, students are encouraged to think about what it would be like to live in a different type of place to the place in which they currently reside. Among other activities, students will be asked to consider the human and natural characteristics of different types of places, compare and contrast rice growing in Australia and Indonesia, tea growing in Sri Lanka and Australia and investigate similarities and differences between Australia and Papua New Guinea.

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In Section 2, Understanding Maps, activities and tasks are designed to build mapping skills in a variety of map types including: weather, political, natural resources and floor plans. Students will be asked to locate places on a local, national and global scale using compass directions, grid references and scale. Special attention is given to locating places and features within Australia and locating countries on a map considered to be Australia's neighbours.

In Section 3, Protecting Our Environment, students will think about the importance of caring for and protecting special places within Australia. They will consider the consequences of not caring for a place and devise strategies to improve places for all.

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Year 3: Places Are Similar And Different is a student-friendly resource for 8 - 9 year olds studying Geography. The book’s illustrations and graphic data give students ample support to think about the big issues in Geography that will affect how people live today and in the future.

National Curriculum Links

Geographical Knowledge and Understanding

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The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014) • using geographical tools, for example, a globe, wall map or digital application such as Google Earth, to locate and name the states, territories, major cities and regional centres in their own state • identifying and describing the major natural features of Australia, for example, rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015) • using language maps to show how Australia was (and still is) divided into many Aboriginal Countries and Torres Strait Islander Places • discussing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country and Places of many individuals and Language Groups • describing how the boundaries between Aboriginal Countries are quite different to the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016) • using a globe to locate New Zealand, the Pacific Island nations, Papua New Guinea, TimorLeste and Indonesia, labelling them on a map, and identifying the direction of each country from Australia • describing the similarities and differences between their local place and places in neighbouring countries in their natural and human characteristics The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017) • discussing how weather contributes to a climate type identifying the hot, temperate and polar zones of the world and the difference between climate and weather • identifying and locating examples of the main climatic types in Australia and the world, for example, equatorial, tropical arid, semiarid, temperate, and Mediterranean • investigating and comparing what it would be like to live in a place with a different climate to their own place The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018) • reading and viewing poems, songs, paintings and stories about people’s feelings about and attachment to places to explore the factors that influence people’s attachment to place • discussing why it is important to protect places that have special significance for people, for example, a wetland, a sacred site, a national park or a World Heritage site The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019) • exploring different types of settlement, and classifying them into hierarchical categories, for example, isolated dwellings, outstations, villages, towns, regional centres and large cities • investigating the diversity of people who live in their place, using census data on age, birthplace, ancestry, language, religious affiliation, family composition or household composition, comparing them with the people in another place in Australia, and discussing their results • discussing the similarities and differences in the types of work people do in their own place with a different type of place in Australia and a place in another country • examining the similarities and differences between their daily lives and those of young people in a place outside Australia and discussing what it would be like to live in these places

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Section 1: r o e t s Bo r e p ok u S

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Different Types Of Places

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Student Information Page

The Names Of Places

Dugong Bay

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

Dingo

Blue Tongue Tank

Wallaby Dam

Wattle Hill Bogong Creek Cockatoo

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Ti Tree

Goanna Swamp

Whale Rock

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How Do Places Get Their Names? Australia has over 240,000 place names! Every creek, cave, town, street and dry desert waterhole has to have a name. This is so that people can find places on a map and see what is nearby. Before a place is named officially, the history and meaning of the name is studied and its spelling and pronunciation checked. Our natural places and landscapes, such as plains, mountain ranges or deserts, were given their names by Indigenous Australians thousands of years ago. We still use many of the same names today.

o Historical People c . che e r Darwin o t r s super Bankstown

The table below shows how some places got their names. Possum Gully Crooked Creek Stony Desert Flat Rock Tall Gums Park Shady Lagoon

Indigenous Origin Bunya Mountains Kakadu Bondi Beach Pilbara Wagga Wagga Warrego Highway

Important Event ANZAC Square Christmas Island Disaster Reef Federation Point Australia Day Hill Somme

Victoria Cooktown Lake Eyre Deakin

Naming Places

Activity

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 Imagine that it is your job to name a number of natural features in Australia. Write the names neatly on the map below next to the natural features. Study the map and the table on page 7 to give you some ideas. You can lightly shade your map when you have finished.

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 Choose two names on your map. Explain their significance.

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Place 2:

Section 1: Different Types Of Places

Activity

Place Names 1

 Read the verse below taken from the famous song, “I’ve Been Everywhere”.

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1. What do you notice about the place names in the song?

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I've been to … Wollongong, Geelong, Kurrajong, Mullumbimby, Mittagong, Molong, Grong Grong, Goondiwindi, Yarra Yarra, Boroondara, Wallangarra, Turramurra, Boggabri, Gundagai, Narrabri, Tibooburra, Gulgong, Adelong, Billabong, Cabramatta, Parramatta, Wangaratta, Coolangatta, … what's it matter?

_ _____________________________________________________________

2. Create another verse for the song “I’ve Been Everywhere”. In this verse focus on one place and describe how you or other people feel about this place.

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“I’ve been to …”_ ___________________________ _________________________________________ _________________________________________ . te o _________________________________________ c . c e her r _________________________________________ o t s super _________________________________________ _________________________________________ _________________________________________ _________________________________________ Section 1: Different Types Of Places

Place Names 2

Activity

Europeans arrived in Australia after 1788. They named a number of Australian places after landforms and towns that they had known in Europe. Did you know that all the states have at least one place named Fairfield and Hamilton?

r o e t s Bo MEANING r SUFFIX e p okvillage ham u dale valley land S bourne stream

 Look at the common suffixes that are on the end of British place names.

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MEANING field wooded hill wood road

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SUFFIX field hurst wood gate

port

harbour

1. Use your atlas to find place names in your state or territory that end with the suffixes listed in the table. Write the place names in the space below. You can highlight the suffixes on the place names. How many did you find? ______

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2. Look at the famous landforms pictured below. Write down the indigenous and European names that have been given to each landform. Colour these world famous tourist attractions.

o c . che e r o t r s super Northern Territory

Katoomba, New South Wales

European name:

Indigenous name:

Indigenous name: Section 1: Different Types Of Places

Student Information Page

Types Of Australian Places

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Australians live in many different kinds of places on our big continent. Some people live in suburbs near the beach or on farms along slow-winding rivers. Other Australians live in deserts and build their houses under the ground to keep cool. Some people just love the snow and live in quiet mountain ranges, while others prefer the buzz of a big city. No matter where you live in Australia, it will have special features for you and others to enjoy. Let’s pay a quick visit to a place called Tin Can Bay in south-east Queensland. Tin Can Bay is a little seaside town about 220 kilometres north of Brisbane. People say that the town’s unusual

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Activity

name comes from the indigenous word for the area, “Tuncanbar.” “Tuncanbar” means “dugong” in the Ka’bi language. The town has a population of 1,918, but many tourists visit during the holiday season. Fishing is the main industry and delicious prawns and crabs are caught in the warm waters of the bay. You can even meet and feed the friendly dolphins that visit the bay in the early morning. Boating, tennis and golf are other popular activities. The nearby Cooloola National Park has beautiful picnic areas and bushwalks. The rain forests and wetlands are home to parrots, possums, flying foxes and the Wallum rocket frog.

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Australian Places 1

Activity

 Look at the postcards of Burnie in Tasmania and Daly Waters in the Northern Territory on page 11. 1. What do you think is special about these two places? Write two sentences to describe each place. Read your sentences to a partner.

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BURNIE:

DALY WATERS:

© ReadyEdPubl i cat i ons 2. Design • a postcard for the place where your live. Think about how you would f o r r e v i e w p u p o s e s o n l y • classify the place where you live. On the postcard you could include:

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 a natural feature (river, lake, harbour, mountain, wildlife, etc.);  facilities (park, cycling track, indoor or outdoor sport stadium, etc.);  attraction (zoo, steam-train rides, planetarium, pioneer museum, etc.).

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Section 1: Different Types Of Places

Australian Places 2

Activity

 Read the information about Tin Can Bay on page 11. 1. Fill in the fact file below. fact file on tin can bay

r o e t s Bo r e p ok Location:_ _________________________________________________ u S Population:_ _______________________________________________ Place name:_ _______________________________________________

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Meaning:__________________________________________________

Major attractions: ____________________________________________ ________________________________________________________

2. Is Tin Can Bay a place that you would like to visit? Give a reason for your answer.

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3. How is the place where you live different to, or the same as Tin Can Bay? Fill in the table below to show your ideas. Share your ideas with a classmate. Different

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 Visit Tin Can Bay with an online mapping tool at: 25º55’01.09’S 153º00’26.09’E.

Section 1: Different Types Of Places

Activity

Australian Places 3

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1. Use an atlas to locate and label the places listed below on the state map of Queensland. Brisbane Rockhampton Tin Can Bay Fraser Island Coral Sea Cairns Draw symbols for the following locations and place them on the map.

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for a small city. for a town.

Lightly shade the state of Queensland on the map.

sa nsw

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r o e t s Bo r e nt p ok u for the capital Scity. qld

Wallum Frog ©Rocket Read yEdPubl i cat i ons

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2. Go to the website listed below to learn more about the Wallum rocket frog and listen to its call. Type Wallum rocket frog in the SEARCH box. 4http://www.frogsaustralia.net.au

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You will find the Wallum rocket frog in the wetlands near Tin Can Bay. Like many of Australia’s frogs, this frog is losing its home because its habitat is being disturbed.

. te o c 3. Colour in the image (right) of the . che e Wallum rocket frog after visiting the r o t r website. s super

4. Talk about how the frog’s colour helps it to survive in its wetland habitat. I think the frog’s colour helps it to survive because:_____________________ ______________________________________________________________ ______________________________________________________________ 14

Section 1: Different Types Of Places

Student Information Page

Activity

Cities

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Most people in Australia live on the coast in big cities. In fact, fourteen million people live in just five big cities: Sydney, Melbourne, Brisbane, Perth and Adelaide. Cities are called urban centres. In urban centres there are: • people living closely together in units, townhouses and houses; • large modern and historic buildings; • schools, universities and hospitals; • hotels, restaurants and shopping centres; • transport systems for cars, buses, trains and planes; • churches, museums, art galleries, entertainment and sports facilities.

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Town of Brisbane 1835

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How Places Become Cities Places grow into cities over a long period of time. Most cities in Australia began as small settlements near harbours or on rivers near the coast. Being located near the coast was important because ships needed to bring people, food and supplies to the settlement. Look at the images below. The first image shows Brisbane in its early days of settlement as a convict colony in 1835, and the second image shows Brisbane as the modern city that it is today.

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Source: John Oxley Library, State Library of Queensland

Brisbane City today

Source: User: E from the English Wikipedia

Urban Australia 1

Activity

 Read the information and look at the images on 15. 1. What might we find in an urban centre that we might not find in a country town? Discuss what this tells you about the people who live in these places. a) _____________________________________________________________

r o e t s Bo r c) _____________________________________________________________ e p obullet-point 2. Describe what youu can see in the images of Brisbane. Write k S answers.

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b) _____________________________________________________________

Brisbane In The Past

Brisbane Today

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3. How do you think people used the river in the early days of the convict settlement in Brisbane?

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4. How do people use the Brisbane River today?

5. The Jaggera and Turrbal indigenous people lived in the Brisbane area before the Europeans arrived. What kinds of resources did the land around Brisbane provide for these people so that they could live? Look at the image taken in 1835 for ideas.

_ _____________________________________________________________

Section 1: Different Types Of Places

Urban Australia 2

Activity

1. Conduct a survey in the class about how often your classmates use the facilities in your nearest city. Keep a tally of your classmates’ answers for each question.

Survey

r o e t s Bo r e p ok How often do you eat in a restaurant? u Sa museum or exhibition? How often do you visit Often

Occasionally

Not Very often

How often do you visit a zoo or wildlife reserve? How often do you picnic in parks/gardens? How often do you travel on a bus or train? How often do you go to a sports stadium?

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How often do you go to the cinema?

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2. Which facilities did your classmates use most frequently?

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How often do you go to a play or a concert?

_ _____________________________________________________________

. tewas not used very often? Can you think of a reason 3. Which facility why it is not o c . used very often by classmates? cyour e her r o _ _____________________________________________________________ t s super

_ _____________________________________________________________

4. What is your favourite place to visit in your nearest city? Why do you like it?

_ _____________________________________________________________

_ _____________________________________________________________ Section 1: Different Types Of Places

Activity

Urban Australia 3

 Think about your favourite street in your nearest urban centre. What kinds of buildings or facilities are there in the street? 1. Draw a plan of the street which includes the places that you like to visit. 2. Annotate your plan with the things that you like to see and do in the street.

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3. My favourite street is______________________________________

In Pairs

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 What kinds of jobs do people do in a city? Think about who works at an airport and a shopping centre. Write the names of the different jobs under the headings. Look at the examples.

. Airport Shopping Centre t e o c e.g. Air traffic controller . che e.g. Shop managerr e o r st super

Section 1: Different Types Of Places

Urban Australia 4

Activity

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 How much do you know about Perth, the capital city of the state of Western Australia and its Metropolitan Area? You can use your atlas and digital resources to research the answers to the questions below. Work with a partner to whiz through the quiz!

True

1. More people live in Adelaide than Perth. 2. Yanchep is Perth’s most northern suburb.

False

6. Perth’s tallest building is “Central Park”.

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7. Perth is the sunniest Australian capital city.

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8. “The Fremantle Dentist” is a breeze that cools Perth.

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5. Lake Pinjar is in the Perth Metropolitan Area.

o c . 10. There are fivec universities in the Perth area. e h r e o t r 11. The dibbler is a small marsupial found at s Perth Zoo. sup er 9. Perth was first sighted by Matthew Flinders in 1697.

12. “Wellington Road” is Perth’s main rail station.

13. The Perth Mint, which makes coins, opened in 1899. 14. Mt Agnes is a beautiful hill that looks over Perth.

Section 1: Different Types Of Places

Student Information Page

Activity

Isolated Places

Everyone has heard of “The Bush,” “The Outback,” or “Bullamakanka,” but you’ll never find these places on a map. These are names that Australians use to describe rural places that are far away from major cities. next Where is “The Bush”? It depends on how far you 50km have to travel by road to use services such as mailing a letter, consulting a doctor or getting the internet connected. There are four terms used by the Australian Government to describe how far people and places are away from services:

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inner regional outer regional remote very remote. Australians from all walks of life live in places all over the continent. However, only one in forty people live in remote and very remote places. Almost 50% of people living in remote places are indigenous. How people live and use the land in rural areas is quite different to how people live in cities. Look at the map of Australia below. It shows rural places in the different categories of distance from services in urban centres.

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Capital City Remote

Very Remote Outer Regional Inner Regional

Broome

Rabbit Flat

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DARWIN

Karumba Mt Isa

Cairns

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Alice Springs Coober Pedy

Kalgoorlie

Bunbury

PERTH

Esperance

Ceduna

ADELAIDE

BRISBANE

Broken Hill

Narrabri

canberra

Echuca

SYDNEY Bega

melbourne kilometres 0

500

1000

Strahan

HOBART

Activity

Rural Australia 1

 Use the map and information on page 20 to help you to answer the questions. 1. Why are Rabbit Flat (NT) and Karumba (QLD) called very remote places?

_ ______________________________________________________________

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2. Can you think of some services that people living in remote areas may not be able to use very regularly? Discuss your response with a partner.

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3. Have you ever visited (or lived in) one of the regional places on the map? Can you describe some of the things that you can see and do in this place? or You can explore and describe Narrabri (NSW) with an online mapping tool at: 30º 19’49.71’ S 149º 46’59.59’E. _ ______________________________________________________________

_ ______________________________________________________________

how far Coober Pedy is from Adelaide and Alice Springs. Write the distances on the sign below.

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Coober Pedy

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Alice Springs _______ KM

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o c . che e r o t r s super Find Out!

Why is Coober Pedy famous all over the world? ______________________________________________________________ ______________________________________________________________

Section 1: Different Types Of Places

Rural Australia 2

Activity

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Inner Regional

Outer Regional

Remote

1. How many people live in major cities in Australia?

Very Remote

_ _____________________________________________________________

2. How many people live in regional places around Australia?

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Number Of People In Millions (e.g. 16 = 16 Million People)

 Study the graph that shows where people live in Australia. Answer the questions based on the graph.

3. Estimate how many people live in remote areas. Is it more or less than one million people? How can you tell from the graph?

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4. Only one in forty people live in remote places. How can you show this data in a graph? Work with a partner to produce a graph in the space below.

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Section 1: Different Types Of Places

Rural Australia 3

Activity

 Read about the “School of the Air” that brings children living in remote areas together to learn. Today’s School of the Air classroom is powered by the internet, interactive whiteboards and web cameras. Even though students live hundreds of kilometres away from the teacher and each other, they can still participate in the same lesson. Class sizes are small so teachers know their students very well and give them plenty of personal attention. To make sure that children can build friendships away from their computer monitors, special trips are arranged for classmates to meet face to face. School of the Air classes might be different, but this way of learning produces very good results for the hard-working students in remote areas of Australia. Studying from home is becoming more and more popular around the world because of technology.

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Children living in remote areas in the outback have an exciting way of going to school. Their lessons are beamed into their homes and communities by satellites in all states except Tasmania. Long gone are the days when homework took weeks to reach teachers by mail and kids listened to their lessons by radio that was powered by pedalling.

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School of the Air

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 In pairs, discuss what you think are the advantages and disadvantages of studying your lessons at home. Write your ideas in bullet-points in the table below.

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 Why are trips arranged regularly for School of the Air classmates? Write your response on the back of this sheet. Section 1: Different Types Of Places

Student Information Page

Activity

Working In Rural Areas

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wine lamb Farms in rural Australia are very important for 10% 9% Australia’s economy. Farmers grow enough food for cotton 12% our needs and then they export their products to wheat 31% wool other parts of the world. Australian farm products 14% are sold mainly to China, Japan and Indonesia. Look beef 24% at the pie chart (right) which shows the top six farm products that Australian farmers export. To produce large amounts of agricultural products, farmers have to take care of their land. Water is a precious resource in all parts of Australia. Water is very precious in rural areas because of droughts. Farmers have to manage their water supplies carefully so that crops and animals can grow and thrive. They also have to look after the soil to make sure that it does not erode and blow away. A Crop Up Close: Rice From The Riverina Most of Australia’s rice is produced in the Riverina area of New South Wales. This area is called the Riverina because the Lachlan and Murrumbidgee Rivers supply water to irrigate food crops. Rice crops need lots of water to grow. Leeton is the rice capital of Australia. Rice growers export their grain to more than 70 countries. In some years, however, farmers can’t produce big rice crops because of drought and water restrictions. Farmers have a saying, "If there’s no water, there’s no rice crop". Interesting Facts About Rice • Australian rice growers can produce enough rice in one year to feed 20 million people around the world every day. • Riverina rice farmers recycle their water to use for the next rice crop. • More than half the people on the planet eat rice every day. • Eating rice gives our brains energy to think. • We throw rice grains at weddings because it is a symbol of life. • Rice was first grown in India over 4,000 years ago.

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Activity

Work In Rural Areas 1

 Read the information on page 24 to help you to complete the tasks below. 1. Draw lines to complete the sentences below. i. Australia’s biggest export crop is

a) lamb.

r o e t s Bo b) food crops. r e p ok c) wind. u iii. Australia exports almost 3 times more beef than S

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ii. Australia mostly exports food products to

iv. Droughts can seriously damage

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d) wheat.

v. Eroded soil can easily be swept away by

e) Asia.

2. Use your atlas to label the features listed below on the map of the Riverina. • The Murray, Lachlan and Murrumbidgee Rivers. centres of Hay and Leeton.

Sydney

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• The rice mill at Deniliquin. • Shade in lightly the Murrumbidgee Irrigation Area (between the Lachlan and Murrumbidgee Rivers).

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ACT

o c . c e her Irrigation Area r 3. What makes the Murrumbidgee ao good t s place for growing rice? s r u e p _ _____________________________________________________________

Melbourne

Pacific Ocean

_ _____________________________________________________________

4. From which port would farmers ship their rice - Sydney or Melbourne? Why?

_ _____________________________________________________________

_ _____________________________________________________________ Section 1: Different Types Of Places

Work In Rural Areas 2

Activity

 Study the images below and make notes next to each picture. If you had to work harvesting rice, where would you rather carry out this work and why? Use the back of this sheet to record your response. What is the land like where the rice is growing?

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

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Image A Rice Growing In Indonesia

Who is harvesting the rice?

_________________________________ Who is going to eat the harvested rice?

_________________________________ © ReadyE dPubl i cat i ons _________________________________ •f orr evi ew_________________________________ pur posesonl y•

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What is the land like where the rice is growing?

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Image B Rice Growing In The Riverina

_________________________________ _________________________________

o c . che Who is harvesting ther e rice? o t r s s uper _________________________________ _________________________________

Who is going to eat the harvested rice? _________________________________ _________________________________ _________________________________ 26

Section 1: Different Types Of Places

Rice

Activity

 Listen to the story from the Karen people of northern Thailand - your teacher will read it to you (page 28). Write a caption explaining what happened under the four episodes illustrated below from the story.

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________________________ © ReadyEdPu bl i cat i ons ________________________ ________________________ •f orr evi ew pur p osesonl y• ________________________

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________________________

Section 1: Different Types Of Places

Teacher StudentInformation InformationPage Page

Karen Folktale Text (adapted by Lisa Craig) A time long ago, the money god declared to the rice god, “Even if all the rice in the world ran out, I could go on living.” The rice god shook his head sadly and replied, “My dear friend, I’m afraid that this is not so. If you don't have me, you cannot expect to live.” However, the money god, who was very stubborn, insisted that he was right. The rice god was disappointed with the money god. That night he left his house and journeyed to a cave in the mountains. This was no ordinary cave because this cave had a mouth that was opening and closing all the time!

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r o e t s Bo r e p ok u The next day theS children and grandchildren of the money god were sitting in the kitchen crying. The money god tried to give his children and

grandchildren gold coins to stop the deafening noise. No matter how many coins he put in the children’s hands, they would not stop crying. Out of the corner of his eye the money god saw a grain of rice stuck to the bottom of a pot. He gave it to his children and grandchildren to eat and to his surprise, the crying stopped at once. Finally, it dawned on the money god that the only thing which could make his children and grandchildren stop crying was a tummy full of rice. He ordered his servants to find out where the rice god had disappeared to. The servants learnt that the rice god had hidden in a cave that was very difficult to enter. Anyone who dared to go into the cave had to be very fast and alert. The money god called the Indian pipit bird and asked it to fetch the rice god from the cave and bring him back.

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The pipit waited for the cave mouth to open wide. Then it flew into the cave and snatched up the rice god in its beak and flew out with him. When the bird was almost free of the cave’s entrance, the mouth of the cave pinched the bird's throat just a little, and made its wattle move down onto the back of its neck. That is where it is to this day. When the rice god returned, the children and grandchildren had rice in their bowls again. The life of the money god and his children and grandchildren went back to its normal, peaceful state.

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 Elicit from the class the different ways that rice can be served in our diet and children’s favourite dishes.  Discuss with the class what the moral of this story could be. What does it tell us about the importance of rice in the lives of the Karen people? 28

Student Information Page

Papua New Guinea

Pacific Ocean

r o e t s Bo r e p ok u S papua new guinea

< << << < < < <<

Port Moresby

Torres Strait

Australia

Buna

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The Kokoda Track in the Owen Stanley Ranges of Papua New Guinea (see map right) is celebrated in Australian history. During World War II Australian troops, who were greatly outnumbered, fought off the advancing Japanese Imperial Army in the rugged rainforest-covered mountains. Each year, Australian tourists venture to Papua New Guinea to follow in the footsteps of the diggers and experience the beauty and wildness of this landscape. To continue this connection with Papua New Guinea, the Australian Government has been working with local authorities to protect this important part of Australia’s heritage.

Owen Stanley Ranges

local authorities. The track weaves its way through the homelands of Papuan New Guineans. Up to 5,000 tourists per year trek the Kokoda Track and their presence has impacts on the villagers and the natural environment. The Australian Government is currently working closely with communities to help improve the lives of local people and at the same time develop tourist facilities along the track.

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Help Given To Local Communities

Australian aid is invested in projects to: • improve water supplies and build toilet facilities; • build community schools and to train teachers; • train health workers and supply health centres with equipment; • help local people to look after their natural heritage; • construct river crossings to reduce the risk of accidents on the Kokoda Track.

o c . c e he r The Owen Stanley Ranges is home to o t r s super a variety of unique plants and animals, like Goodfellow’s tree kangaroo, which

Partnerships With Local Communities

is found nowhere else on the planet. The 96 kilometre trek from Buna to Port Moresby is Papua New Guinea’s biggest tourist attraction and provides important income for national and

Similarities And Differences

Activity

 Read the information on page 29 to help you to answer the questions below. 1. What does the information suggest about water supplies in Papua New Guinea?

_____________________________________________________________________

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2. What does the text suggest about education in Papua New Guinea?

_____________________________________________________________________

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3. What does the text suggest about medical facilities in Papua New Guinea?

_____________________________________________________________________ _____________________________________________________________________

A Comparison

 In what ways do you think your life in Australia is similar to or different from a young person's life in Papua New Guinea? Use the information on page 29 together with additional research to complete the table below.

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Life in Papua New Guinea

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Section 1: Different Types Of Places

Natural And Human Characteristics

Activity

 Australian aid is being used to improve the lives of local communities along the Kokoda Track. Choose two projects from page 29. Describe what you think the benefits will be for local people and tourists. An example has been done for you.

Project

Benefits For Villagers Help protect natural places and wildlife for future generations.

Tourists can visit unique places and learn about different cultures.

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Help local people look after their natural heritage.

Benefits For Tourists

Natural Characteristics

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Goodfellow’s Tree Kangaroo

Queen Alexandra Butterfly

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 Research one of the unique insects or animals that can be found in the Owen Stanley Ranges. Draw a sketch of the insect or animal and write a brief description of it. Below are some suggestions for your research. Bird Of Paradise

o c . che e r o _________________________________ t r s super _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ Section 1: Different Types Of Places

Charateristics Of The Kokoda Track

Activity

 What would walking the Kokoda Track be like? Skim through the handbook on the website below for ideas (click on “Information for Trekkers” in the menu).

4http://www.kokodatrackfoundation.org/information-for-trekkers.aspx

 Imagine that you are a tourist trekking on the Kokoda Track. Write two diary entries about your experiences in different places along the trek. Make your entries as vivid as possible by including details about the natural environment, the weather, the people who you are trekking with and the local people who you have met along the way. Date:

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Date:

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Section 1: Different Types Of Places

Australia And Indonesia

Activity

 Study the data about Australia’s tropical grasslands and the grasslands of East Nusa Tenggara Province, Indonesia.

East Nusa Tenggara Province

Land Area: 1.93 million km2. Population: 600,000. Population Density: 3.2 (people living in one square kilometre). Land Use: Cattle-raising on large pastoral properties, mining, tourism, agriculture, vast areas of untouched savannahs, conservation areas for fauna and flora.

Land Area: 47,876 km2. Population: 5,000,000. Population Density: 102 (people living in one square kilometre). Land Use: Small land holdings growing crops (fruit trees, vegetables, cassava, cocoa, coffee beans, tobacco, spices), timber products, raising livestock (cattle, pigs), tourism.

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Australia’s Savannah Lands

1. Compare the use of tropical savannah lands in northern Australia and East Nusa Tenggara Province, Indonesia. Write three facts.

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Fact 2

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o c . che e r o t r 2. Complete the legend to compare Eastp Nusa Tenggara’s population density to s s r u e Australia’s savannah land population density. You will be working with fractions. Australia

East Nusa Tenggara

= 10 people

Section 1: Different Types Of Places

Student Information Page

Activity

Employment In Sri Lanka Workers In The TeaGrowing Industry

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

India Bay of Bengal

About one million Sri Lankan workers are involved in the tea industry. About 85% of the workers are young women, who can begin working as young as twelve years of age. Many girls follow their mothers and grandmothers in the tradition of going to work on the tea plantations. They live in accommodation near the mountain slopes, where they may also be asked to do domestic work for the plantation owners.

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Cups of tea are enjoyed by millions of people every day. Growing tea is an important industry for the Sri Lankan economy. Read about the people who work in the tea growing industry in Sri Lanka.

Srie Lanka ©R adyEdPubl i cat i ons Kandy Colombo Indian Ocean Planting tea bushes on n thel sides of •f orr ev i ew pu r p o s e s o y • mountains and harvesting tea leaves

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Sri Lanka is an island smaller than Tasmania, but has a population equal to that of Australia’s. Sri Lanka is located in the Indian Ocean, south of India (see map above). It is known as the “pearl drop of the Indian Ocean.”

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is a job that requires skill. For the best quality tea, the tea leaves are plucked by hand and not by machines. An experienced worker can pick up to 20 kilograms of tea leaves a day. For a day’s work, a woman could earn $4.00.

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Tea-Growing In Sri Lanka

o c . ch The climate of Sri Lanka is tropical. e r er o The weather is hot and humid. Like t s super Northern Australia, Sri Lanka has a wet season, which brings heavy monsoon rains. The tea-growing areas of the island are found in the cooler highlands around Kandy in the centre of Sri Lanka.

The tea leaves are then taken to a factory on the plantation and carefully dried and inspected for quality. The packaged tea is exported to many countries around the world, such as Saudi Arabia, Russia, Turkey and the United Kingdom. Sri Lanka is the world’s fourth largest producer of black, green and white tea.

Activity

Tea-Growing In Sri Lanka

 Read the information on page 34 to help you to complete the questions below. 1. Why is Sri Lanka known as “the pearl drop of the Indian Ocean”? ________________________________________________________________

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________________________________________________________________ 2. What kind of climate does Sri Lanka have? How is it similar to parts of Australia?

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3. Where is tea grown on the island?

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________________________________________________________________ ________________________________________________________________ 4. Why is the workforce on the tea plantations mainly made up of women? Give three reasons to support your answer.

a._______________________________________________________________

b._ _____________________________________________________________ ________________________________________________________________

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c._______________________________________________________________ ________________________________________________________________

. te o c ________________________________________________________________ . c e her r ________________________________________________________________ o t s s r u e p 6. What evidence can you find that tea production is important to the economy 5. How is a 12 year old Australian girl's life different to a 12 year old Sri Lankan girl's life? ________________________________________________________

of Sri Lanka?

The evidence I found is:__________________________________________ ______________________________________________________________ ______________________________________________________________ Section 1: Different Types Of Places

Tea-Growing In Queensland

Activity

 Read about tea-growing in North Queensland.

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Tea is grown in North Queensland by the Nerada Company on the misty slopes of the Atherton Tablelands. This region has a similar climate to the highlands of central Sri Lanka and the lower slopes of the Himalayan Mountains in India. On the plantations there are factories set up to check the quality of the tea at every stage of its production. Each morning experts taste the tea made from the processed leaves that day, to make sure that the taste is the same in each batch.

Coral Sea Cairns

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Brisbane

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All the tea production is automated. This means that during the harvesting period from December to March in the monsoon season, the mechanical harvesters run 24 hours a day. Unlike tea plantations in Sri Lanka, Kenya in Africa and India, the North Queensland producers do not have large numbers of labourers to work on the plantations. The Nerada tea-growers’ aim is to produce high quality tea to sell in Australia, not for export to other countries.

1. Look again at the information on page 34 about tea-growing in Sri Lanka. How is tea-growing in Sri Lanka different to tea-growing in North Queensland? Highlight in the text the differences in tea-growing between Sri Lanka and North Queensland.

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Think About This

2. Look at this data about the world’s major producers of tea and their share of the market (%). Do you think that tea-growing is an expanding export in Australia? Justify your answer.

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

ya Ken

India 24.4%

.9% sia 3 e n o Ind m 4.2% Vietna Turkey 5.3% Sri Lan ka 7 .9%

Oth

China 30.4%

ers

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9.5%

_________________________________ _________________________________ _________________________________ _________________________________

Section 1: Different Types Of Places

Student Information Page

Activity

Religion In Australia

The First Australians

The Arrival Of Other Religions r o e t s Bo r e p ok u S

The great waves of migrants over the last 225 years have brought many of the world’s religions to Australia. Three hundred years before European settlement, Macassan trepang traders celebrated the beliefs of Islam in Northern Australia. Later, Muslim Afghan cameleers built their mosques in outback New South Wales in the 1860s. The First Fleet carried fifteen Jewish convicts, who were followed by free Jewish settlers from Europe. They built their first synagogue in 1844. These are just some of the religious faiths currently practised in Australia that were brought to Australia by migrant groups in the early years of colonisation.

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Australia is a multicultural home to many religions. Indigenous Australians from different clans shared a view that the land and nature have living souls and are powerful beings. As Australian Aborigines and Torres Strait Islanders spread over the continent 40,000 years ago, they developed stories to explain how their particular environment was created and the laws that they should live by. Each clan had their own beliefs to follow and these were handed down to each generation through the Dreaming stories.

Richard Johnson in Sydney. During the 19th century, Christian churches and missions were established throughout Australia.

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The Arrival Of Christianity The First Fleet brought Europeans to Australian shores in 1788. The men and women aboard the convict hulks, and their guards, brought their Christian beliefs to Australia. Most of the administrators, soldiers and convicts were of the Anglican faith, but there were also Irish Catholics, Methodists and Presbyterian passengers. The first place of Christian worship was St. Phillips - a mud-brick church built in 1793 by Reverend

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Who Brought What Religion To Australia

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JUDAISM Jewish convicts in 1788 and early settlers in the 1800s. BUDDHISM Chinese and Japanese goldminers in the 1850s.

HINDUISM Indian and Sri Lankan canecutters in the 1880s. ISLAM Afghan and Northern Indian cameleers in the 1860s. SIKHISM Indian canecutters and labourers in the 1880s.

Australia And Religion 1

Activity

 Read the information on page 37 to help you to complete the tasks and questions below. 1. Complete the living graph to show the order that the listed religions were introduced in Australia.

• Sikhism • Christianity • Buddhism • Judaism • Islam • Hinduism

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Present r o e t s Bo r e p ok 7. u S 5.

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40,000 years ago 2. Religious communities have names for the places in which they worship. Use the information on page 37 together with your own research to find out the names of these places.

. t BUDDHISM e Place:

HINDUISM Place:

o c . che e r o t ISLAM JUDAISM r s s r u e p Place: Place: CHRISTIANITY Place:

Sikhism Place:

3. Did Indigenous Australians have a particular place for celebrating their beliefs?

_ ______________________________________________________________

Section 1: Different Types Of Places

Australia And Religion 2

Activity

 Study the graph which shows the number of people in Australia’s major religious communities. Use the information from page 37 together with the graph to help you to answer the questions. 14

r o e t s Bo r e p ok u S 12 10 8 6 4 2 0

Buddhism Christianity Hinduism

Islam

Judaism

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Teac hReligious er Communities (in millions)

Religions In Australia (Source: ABS Census 2011)

Other

1. How many people in Australia belong to a Christian religion?_______________

2. Why is Christianity still the major religion practised in Australia?

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4. Estimate the number of Buddhists in Australia.___________________________

Share With The Class

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______________________________________________________________ How this day is celebrated:_ _______________________________________ ______________________________________________________________ ______________________________________________________________ Section 1: Different Types Of Places

Religion In Asia

Activity

 Hindus in India and Southeast Asia have ceremonies and rituals that they practise according to the teachings of their religion. Read about how a baby’s birth is celebrated in Hinduism.

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

China

Hindus

Australia

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India

When a baby is born in a Hindu family a priest called a Brahm is called to perform a special ceremony. He says prayers asking for the baby to grow up healthy and for the mother’s well-being. After ten days, another ceremony takes place. This is when the baby is given a name. A horoscope is drawn up to help the parents determine what kind of personality the child will have. The horoscope is also used later to set a good wedding date.

1. In the table below, compare how a baby’s birth is celebrated in your family. If you are a Hindu, you could add more details about these ceremonies.

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. te o c 2. Religions have holy places that believers would like to visit. Draw lines to match . c e r the holy places with theh religious communities. er o t s s r u e p A . Catholics 1. Varanasi on the Ganges River in India.

B. Muslims

2. The Western Wall in Jerusalem, Israel.

C. Hindus

3. The Vatican in the Vatican City, Rome, Italy.

D. Jews

4. The Great Mosque in Mecca, Saudi Arabia.

Section 1: Different Types Of Places

Student Information Page

Australia’s Climate Zones its 1 723 936 kilometre 2 area (an area five times the size of Japan). Queensland’s climates range from hot and humid in the Gulf Country to the cool forests of the Atherton Tableland. There are six main climate zones in Australia. These zones have been determined by temperature and humidity (rainfall and water vapour) patterns recorded over a long period of time. The map below left shows these climate zones.

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

CLIMATE ZONES OF AUSTRALIA

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You’ve probably heard people talk about the “Australian Climate” and images of sunny summers and wet winters come to mind. The fact is that Australia is a vast continent that experiences not just one type of climate. While people swelter in the tropical heat in Cairns in January, others in Hobart may be turning on the heater at night. Large states and territories can have several climate zones. The state of Queensland has six different types of climate in

Other Factors Which Influence Australia’s Climate

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characteristics also influence the climate of a region: the altitude or elevation of a place (for example, a high mountain);

o c . c e r hot & humid h er o t s super hot dry summer - warm winter hot dry summer - cold winter temperate (warm summer & cool winter) cool temperate warm & humid

wind patterns in the Southern Hemisphere (southeast trade winds, westerlies); types of vegetation (dense vegetation absorbs heat, snow reflects heat, etc.).

Australia's Climate

Activity

 Read the information on page 41 to help you to answer the questions and complete the task below. 1. Why does Australia have a variety of climate zones?

_____________________________________________________________________

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2. In which types of climates do most people in Australia live? Think about the five most populated cities: Sydney, Melbourne, Brisbane, Perth and Adelaide.

_____________________________________________________________________

3. What types of weather affect climate?

_____________________________________________________________________

4. What is the climate like in the state where you live?

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5. Write a paragraph about what it would be like to live in a place with a different climate to the one you normally experience.

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o c . _____________________________________________________________________ che e r o t r s 6. Research: Find out the relationship between latitude and climate. Record your s r u e p findings below.

Section 1: Different Types Of Places

Section 2: r o e t s Bo r e p ok u S

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Understanding Maps

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Student Information Page

Maps Types Of Maps Maps can focus on certain information about places. For example, a topographic map shows you landforms like mountains, rivers and oceans. A political map displays the borders of countries and states, and their major cities. Maps are very useful in our daily lives. You can use them to book the seats that you would like at the cinema, find your favourite store in the shopping centre or even design a backyard garden that will attract wildlife. The information on the map below will help you to plan your day.

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

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Our planet is a sphere that has millions of amazing places to explore. However, walking around with a globe sticking out of your pocket to find these places would not be very practical. A flat map can guide you to where you want to go. Maps represent places and the distance and direction between places. They also provide other information so that you will be prepared for your journey and won’t get lost. It is useful to learn how to read the information that a map provides.

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cloudy

snow

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On maps you can find: • a title (for example: The City of Adelaide); • a north arrow (or points of the compass); • a key (or legend); • a frame (or border); • a scale.

Today's Weather For Seal Island

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Hilltop

East Cove 10 16

Southport 7 15

kilometres 0

Types Of Maps

Activity

 Look at the different types of maps below. Label each map using the words in the text box. tourist

floor plan

indonesia

motorway

railway line



airport

Darwin

port

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east timor

Indian Ocean

political

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Jakarta

Australia



Brisbane

Perth

Adelaide



Sydney Canberra Melbourne



zoo

museum

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

restaurant

information centre



patio area

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 

kitchen

theatre

  

media room

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1   

transport

bedroom 2

bedroom 4

bathroom 2

entrance



bedroom 1

grassed area

bedroom 3

bathroom 1

laundry

rose and flower garden



4 Section 2: Understanding Maps

Finding Places

Activity

North

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1. Label the compass points.

2. Look at the map below of a zoo and answer the questions.

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G . te o In which direction will you walk from the: c . c e her d. elephants a. giraffes to the crocodiles? tor o t s the wombats? super

_________________________

b. monkeys to the camels?

e. crocodiles to the kangaroos?

_________________________

c. camels to the reptile house?

f. polar bears to the giraffes?

_________________________

Section 2: Understanding Maps

Reading Maps

Activity

 Study the map on page 44 and complete the questions. 1. What information does the map give you?

___________________________________________________________

r o e t s Bo r ___________________________________________________________ e p ok u 3. How should you dress in the morning if you live in Hilltop? S

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2. What is the map’s title?

___________________________________________________________

4. Which town is south of Newport?

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___________________________________________________________

5. Estimate the distance between Newport and Hilltop in kilometres.

_________________________________________________________

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7. Imagine that the weather forecast for all of Seal Island tomorrow is very cloudy with thunderstorms in some areas and strong winds near the sea. Design symbols to show this type of weather. Label all the symbols.

Section 2: Understanding Maps

Labelling Maps

Activity

 Read the information about our Earth, then complete the task. • Our Earth is a globe that is always rotating on its axis. We call the northern point of this axis, the North Pole and the southern point, the South Pole.

r o e t s Bo r e p ok u • To the north of the Equator is the Tropic of Cancer. To the south is S the Tropic of Capricorn. Between these two lines of latitude are the

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• We can also locate places on the Earth by dividing the globe with imaginary lines. The line that divides the globe in the middle is called the Equator.

regions of the planet where the tropical rainforests, coral reefs and savannahs are located.

• Close to the North Pole we find the line called the Arctic Circle. At the South Pole, the line is the Antarctic Circle.

 Label all of the bolded words in the information box above. Shade the land mass green.

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Section 2: Understanding Maps

Activity

Creating Maps

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 Calico Jack was a pirate who roamed the seas of the Caribbean in the 18th century looking for ships to plunder for their gold and jewels. 1. Your task is to create a map of an island (on the back of this sheet or in your exercise book) which includes Calico Jack’s hidden treasure chest. Don’t forget to include a title, north arrow, key and if you want, a scale. You may add more features to your map such as landforms and place names. 2. Write directions in the space below that will help a friend find the treasure. Number each direction. When you have finished, read out the directions to a classmate. Ask your classmate to mark the spot where they think the treasure is buried with a big X.

How To Find Calico Jack’s Treasure

______________________________________________________

© ReadyEdPubl i cat i ons ______________________________________________________ •f orr evi ew pur posesonl y• ______________________________________________________ ______________________________________________________ Shipwreck Spit

Pirate Pete's Grave

Briny Swamp

______________________________________________________ Crab Cove

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______________________________________________________ ______________________________________________________

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______________________________________________________ ______________________________________________________ ______________________________________________________ 3. Was the treasure found following your directions?_ ________________ Section 2: Understanding Maps

Visual Maps

Activity

 What’s happening at the frog pond today? Locate the things at the frog pond using the grid squares. For example: in grid square B2 there is a swan.

Remember: 7

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across first, then up

5 4

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. At B C D E F G e o c  What are the locations of the following: . che e r o t r s s psmall er bee _______________ u lily pad _______________ snail

_______________

frog

_______________

 Draw three more creatures or objects that you might find near or in a pond.  Ask a classmate to write down the grid square to find your creatures or objects. 50

Section 2: Understanding Maps

Activity

Seating Plan

Your class is putting on a play for your grandparents. Below is a seating plan of the Drama Hall. The plan is arranged in three sections: left, centre and right. There are three rows: A, B and C. For example, the only seat booked in the front row of the right section is Right A 2 (row A, seat 2).

r o e t s B r e oo Seating plan for Drama Hall p u k S

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 Study the seating plan closely and complete the following questions.

key

Booked Seats

Available Seats

1. How many seats are still available for the performance?

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2. The principal has booked a seat at the back so that she can duck out quietly if she’s needed. Which seat do you think she’s booked? Shade it red on the plan.

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3. Kim’s four grandparents are attending the play. Will they be able to sit together? Where would you book seats for them? Shade the seats on the plan.

o c . c e hetrouble r 4. Alex’s grandparents have with their hearing. Which o t r s s r u e p seats might you book for them? Write out their seat places on the tickets below.

5. If tickets for the play cost $2.00 each. How much money will your class make from the play if the performance is sold out? Section 2: Understanding Maps

Continents

Activity

 Use your atlas to help you to label the six continents of the world on the map. AFRICA

ANTARCTICA

EURASIA

SOUTH AMERICA

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NORTH AMERICA

AUSTRALIA

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 Write down other animals or plants that you know that live on the continents listed below.

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North America

South America Africa

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Antarctica Australia Eurasia 52

Section 2: Understanding Maps

Activity

Map Of Australia 1

Australia is the world’s oldest continent. It is a flat continent that has been weathered by wind and rain over millions of years. This is why much of the Australian territory has a sunburnt red look and the large mountains have disappeared. Our continent may be ancient, but it is very rich in mineral and gas deposits. These deposits formed when Australia was part of the Gondwana supercontinent.

Teac he r  coal

 iron  oil

 bauxite  gold

    Western Australia



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r o e t s Bo r e  Study the map below mineral resources. pthat shows Australia’s majoro u k n Legend S  Northern Territory Queensland  South  Australia  New South   Wales   Victoria 

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1. Where are Australia’s major coal deposits found?

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 Tasmania

. teof area does bauxite form? o 2. In what type c . che _ _____________________________________________________________ e r o t r sareas. Why is this so? su r 3. Many of Australia’s minerals are found in desert pe

_ _____________________________________________________________

4. Which precious metals are mined in Western Australia and Victoria?

_ _____________________________________________________________

5. What is mined in your state or territory?

_ _____________________________________________________________ Section 2: Understanding Maps

Map Of Australia 2

Activity

 Study the map below of Australia and its neighbouring countries of Oceania. Complete the questions by using the information from the map.

Map Of Oceania solomon islands

papua new guinea

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Jakarta

indonesia

east timor

Australia

Brisbane

Indian Ocean

Perth Sydney Canberra

Adelaide

Melbourne

1000

Hobart

fiji

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Darwin

pacific Ocean

new zealand

Wellington

_ _____________________________________________________________

2. True or false? Write your answers in the spaces.

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a. Canberra is closer to Wellington (the capital city of New Zealand) than it is to Perth.

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o c . cofhNew e c. Perth is south west Zealand. r er o t s sup r e d. Adelaide is about 1,700 kilometres from Brisbane. b. Darwin’s nearest neighbour to the north-west is Indonesia.

3. Colour Papua New Guinea. To which Australian state is it closest?

_ _____________________________________________________________

4. Colour New Zealand. Which Australian state is the furthest away from it?

_ _____________________________________________________________

5. Is Indonesia or East Timor closer to Australia?__________________________ 54

Section 2: Understanding Maps

Locating Places Within Australia

Activity

 Use your atlas for this task. 1. On the map below label the major cities and regional centres in each state or territory. 2. Draw in a river that you know on the map.

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Indian Ocean

Coral Sea

Northern Territory Western Australia



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3. Label the Great Dividing Range and the Great Barrier Reef on the map.



Queensland

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Legend  capital city agriculture regional centre  mining fishing industry  tourism  coal  alps

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

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Southern Ocean

Wales  

Bass Strait

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Tasmania

Deserts in Australia that I know are:

_______________________________________________________________

Rainforests in Australia that I know are:

_______________________________________________________________

_______________________________________________________________ Section 2: Understanding Maps

Section 3: r o e t s Bo r e p ok u S

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Protecting Our Environment

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Activity

Caring For Our Land 1

Indigenous Australians have known for many generations that we must care for the land and the sea. Dreaming Stories often describe what would happen to people and animals if natural resources were not used responsibly.

r o e t s Bo r e pThe Sea Eagle and the Gullok u S Long before people walked the do as I please.” The Earth, there was a beautiful island in the ocean. This island was home to animals big and small. Snakes and lizards, birds and insects lived on the land. The ocean was full of dolphins, sharks, turtles, crocodiles and fish. All the animals were happy to call this island their home.

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 Read the story below entitled The Sea Eagle and the Gull from the Bardi people of Cape Leveque, Western Australia.

gull started eating more than his fair share of food and then he invited his gull friends to do the same. Soon all the animals were eating much more than they needed. Dugongs and crabs, sharks and parrots were eating everything in sight. Weeks passed. Food was not so easy to find. The Each animal had its place. The lizards animals realised that they had made ate the turtle’s eggs and the crocodiles a big mistake and had to leave the ate the lizards. In the ocean, the big island to look for food in other places. fish ate the little fish and the sharks ate the big fish. The animals only When the sea eagle returned, he ate what they needed. This was the found the island almost empty. He natural way. It was the sea eagle’s knew what had happened and went job to make sure that no animal was straight to the gull. He asked, “What’s greedy and ate more than it needed. been going on here?” The gull shook This was the job of all sea eagles, his head and replied in a cheeky voice, handed down from father to son since “Nothing. There’s still plenty of food the beginning. around if you know where to look!” To prove his point, the gull started eating One day the sea eagle needed to scraps of food, pretending they were leave the island. He asked the gull tasty. “Well then, Gull, since you like to look after the island while he was eating the scraps other animals leave, gone. The gull was happy to you will never eat a fresh fish again.” do this. As he watched the This is why you’ll see gulls on the eagle fly away he thought, beach fighting over the tidbits of food “Now I’m the boss, I can which you leave.

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Section 3: Protecting Our Environment

Caring For Our Land 2

Activity

 Make a storyboard of the main events in The Sea Eagle and the Gull. The first scene has been done for you. Use your storyboard to retell this story to a classmate.

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Section 3: Protecting Our Environment

Caring For Our Land 3

Activity

 After reading The Sea Eagle and the Gull on page 57, answer the questions below. 1. Why was the island a happy place for the creatures to live?

_ ______________________________________________________________

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r o e t s Bo r 2. What was the sea eagle’s job on the island? e p ok u _ ______________________________________________________________ S _ ______________________________________________________________ 3. Why do you think the gull did such a bad job of looking after the island?

_ ______________________________________________________________

Image Analysis

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__________________________ __________________________ __________________________

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__________________________ __________________________ __________________________ __________________________ Section 3: Protecting Our Environment

Protecting Places

Activity

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 Look at this picture of a park. Think about whether you would like to visit this park.

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 How could you make improvements to this park? Make a list of five jobs that need to be done to make this park a more enjoyable place to visit.

2. _ ______________________________________________________________ 3. _ ______________________________________________________________ 4. _ ______________________________________________________________ 5. _ ______________________________________________________________ 60

Section 3: Protecting Our Environment

National Parks/Local Heritage

Activity

Our heritage is all the things that make us uniquely Australian. We need to look after places from the past and the present so future Australians and other people around the world can enjoy and share in Australia’s heritage.

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 Look at the two heritage sites below. How should we be looking after these places? Draw your ideas of how these places should look in the box next to the pictures.

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Section 3: Protecting Our Environment

Answers p.8 Check to see if students have justified their choice of place name. p.9 1. They are indigenous place names (they rhyme and alliteration has been used for poetic effect). p.10 The Olgas/Kata-Tjuta (Nothern Territory) and The Three Sisters/Meehni, Wimlah and Gunnedoo, Katoomba, New South Wales. You could discuss people's feelings about, and attachment to, these places.

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p. 21 1. These places are a long distance from major urban centres. 2. Visiting a baby health care centre, going to a library, visiting an art gallery or museum, using a waste recycling bank. 4. Alice Springs: about 650 kilometres; Adelaide: about 850 kilometres. Find out! Coober Pedy is the opal capital of the world. It is also famous for its underground homes and hotels and because it was the setting for the Mad Max films. p.22 1. About 15 million. 2. About 6.5 million (inner and outer). 3. Less than one million.

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qld Rockhampton Fraser Island Tin Can Bay Brisbane nsw

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2. The students should colour the frog a spotted grey and brown colour. 4. Possible answer: The frog’s spotted grey/brown skin blends in with the decaying leaf litter of the wetlands. Predators would find the frog hard to spot.

p.23 Possible advantages: no travelling time to school, getting up later, studying with the latest technology at the student's own pace, small class sizes. Possible disadvantages: not having classmates to play with during breaks, small classes would mean that teachers could keep a very close eye on students, working with the same classmates every day, not going on class excursions. Trips would be arranged so that children and families could have personal contact with teachers and other children learning in the same way.

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Cairns

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p.16 1. Students’ answers could include: tall modern buildings, universities, sporting complexes, an airport, a variety of restaurants. 2. Brisbane in the past: hills visible in the background, buildings set back from the river (possible flooding measure), few major buildings that are fenced (remnant of convict settlement). Modern Brisbane: tall buildings close together next to the riverfront, boats moored on the river, vegetation along the river bank, buildings block out the background view. 3. Fresh water supply for people, crops and livestock. 4. Recreational activities: boating, fishing, cycling/walking along the riverfront. 5. Indigenous Australians would have used the river as 62

p. 19 Perth Quiz: 1. False (Perth 1,832,114; Adelaide 1,262,940). 2. True. 3. False (Mooro or Goomap). 4. False (about 15 kilometres). 5. False (it lies just outside the boundary). 6. True. 7. True. 8. False (the Fremantle Doctor). 9. False (Willem de Vlamingh). 10. True. 11. True. 12. False (Wellington Street). 13. True. 14 True.

p. 18 Airport: airline staff, baggage handlers, shop assistants, airport security people, aircraft maintenance people, etc. Shopping centre: sales assistants, security guards, electricians, customer support people, restaurant managers, etc.

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p.13 1. Place name: Tin Can Bay. Meaning: dugong. Location: 220 kilometres north of Brisbane. Population: permanent residents 1,918. Major attractions: boating, water sports, bushwalking.

p. 17 Responses will depend on students’ experiences.

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p.12 1. Possible answer for Burnie: natural bushland with wildlife and bay nearby for water sports. Daly Waters: desert environment with cool swimming hole. Students could think about how these two places could be classified.

p.14 1.

a water source and hunted animals nearby. Fish and crustaceans would have been trapped.

p.25 1. i – d, ii – e, iii – a, iv – b, v – c 2.

Nsw SA

Darling R.

Lachlan R. Hay

Sydney

Leeton

Murrumbidgee R. Deniliquin

VIC

Murray R.

Melbourne

ACT

Pacific Ocean

3. The Murrumbidgee Irrigation Area receives plentiful water from the two rivers, which is necessary for rice growing. 4. Rice is principally shipped from Melbourne because the mill at Deniliquin is closer by road/rail to Melbourne. p. 26 Image 1: natural wetland field with shrubs and trees growing nearby/women bent over harvesting rice/ most likely the women’s families in India. Image 2: large fields of rice-trees in background/farmer with harvester/rice is grown on a large scale to sell/export. Students will probably say that they would prefer not to harvest rice in Indonesia because it is more physical, and takes much longer.

p.28 Rice dishes will depend on children's preferences; rice is a versatile food that can be served for breakfast, in savoury dishes and desserts. The moral of the story for the Karen people is similar to the English addage, "Money can't buy happiness."

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p.27 1. The money god tells the rice god that he doesn't need him. The rice god goes to live in a cave. 2. The money god's children and grand-children are hungry. He tries to give them money so that they will be quiet. 3. A pipit bird is sent to bring the rice god back. The mouth of the cave almost closes on them, changing how the pipit looks. 4. The rice god brings peace again to the kingdom and the children are happy once more.

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p.35 1. The name is linked to the shape of the island that resembles a pearl or water drop in the middle of the Indian Ocean. “Pearl” also has connotations of being precious. 2. Hot and humid; has a wet and dry season like Northern Australia. 3. Tea is grown in the interior of the island in the cooler highlands near Kandy. 4. (a) It is tradition for girls to follow female relatives into the tea growing industry. (b) Girls can also be asked to do domestic work in plantation owners' houses. (c) The wages for women are quite low/more men than women would have higher paid jobs in Sri Lanka. The work is fairly light as the women plant and tend to tea bushes on mountain slopes, and pick tea leaves by hand. 5. 12 year old girls in Australia would not be engaged in full-time work. They would be in full-time school. A 12 year old girl in Sri Lanka working on the tea plantations is likely to lead a more independent life with greater financial responsibilities. 6. Sri Lanka is the 4th largest tea producer in the world/one million workers are employed in the tea industry.

p.36 1. Differences: the harvesting of tea is automated, not done by tea-pickers; plantations do not employ a large labour force; tea produced in the Atherton Tableland is for Australian consumption and not for export. 2. The statistics for world tea producers indicate that Australia is not among the major producers. The market is dominated by Asian producers (China and India) that have bigger labour forces (and a more favourable climate over a larger area). The graph does not support that tea-growing in Australia is (and will be) an expanding industry, which is actually the case.

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p.31 Building schools and training teachers - helps educate local people about looking after their natural heritage - tourists can experience the Kokoda Track and the villages in their natural state. Building health centres/ improving water and toilet facilities - improves the quality of life for local people by reducing the risk of disease - help can be given to tourists who become sick or have an accident on the Kokoda Track. Building river crossings - reduce accidents for locals and make it easier for them to move around their environment - make it safer for tourists to trek the Kokoda Track.

p.38 1. Indigenous religions; Christianity; Judaism; Buddhism; Islam; Hinduism and Sikhism (interchangeable). 2. Buddhism – temple; Christianity – cathedral, church, chapel; Islam – mosque; Hinduism – temple or mandir; Sikhism – gurdwara; Judaism – synagogue. 3. Indigenous Australians had sacred sites to visit for ceremonies within their Country. They were not buildings, but features of the natural landscape connected to the clan.

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p.30 1. That there is a shortage and that water supplies are possibly not that clean. 2. That it is not as good as it is in Australia. That there is a shortage of schools in small communities as well as a shortage of qualified teachers. 3. That there are not enough trained health workers and there is a lack of medical equipment in health centres.

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p.33 1. Three facts: Australia’s savannah lands are much larger than East Nusa Tenggara Province’s savannahs; East Nusa Tenggara’s savannahs are not mined; there are many more people living in the East Nusa Tenggara savannahs.

p.39 1. About 12,750,000 people. 2. Due to the impact of the culture of the early settlers and later migrants from Europe, who were mostly of the Christian faith. 3. Japanese and Chinese miners who arrived during the gold rushes of the 1850s and 60s. 4. About 500,000 people. p.41 1. Common among religious celebrations of a baby’s birth would be the official naming ceremony in front of the religion’s congregation and prayers offered for the baby’s health. Differences might include the 10-day time interval stipulated between the birth and the naming ceremony and the drawing up of a child’s 63

horoscope. Students' answers will depend on their experiences. 2. A,3; B,4; C,1; D,2.

P.42 1. Australia has a variety of climate zones (tropical, temperate and arid) because it is so vast. 2. In the temperate climate zone and to a lesser degree, the warm and humid zone. 3. The sun, rainfall and wind. p. 45 1. political. 2. transport map. 3. tourist. 4. floor plan. p.46 1.

AFRICA

SOUTH AMERICA

G AUSTRALIA

South-West

ANTARCTICA

North America South America Africa

Antarctica Australia

East

South-East

Eurasia

South

2. a. north. b. north-east. c. north-west. d southwest. e. south-west. f. west.

bear, bison, cougar, moose, rattlesnake, beaver, eagle anaconda, jaguar, sloth, piranha, macaw, monkey elephant, giraffe, crocodile, wildebeest, lion, cheetah penguin, sea leopard, seal kangaroo, emu, koala, taipan, cockatoo, bilby, quokka tiger, elephant, orang-utan, panda, crocodile, rhinoceros

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North-East

West

eurasia

NORTH AMERICA

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North North-West

p.53 1. Tasmania, Victoria, New South Wales, Queensland. 2. Coastal areas in the tropics. 3. Due to weathering and erosion leaving minerals and ores closer to the surface. 4. Silver (Victoria) and gold (Western Australia).

Arctic Circle

Tropic of Cancer Equator

Tropic of Capricorn

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p.54 1. Indonesia, East Timor, New Zealand, Fiji, the Solomon Islands, Papua New Guinea. 2. a. True. b. False (East Timor). c. True. d. False (2,050 kilometres). 3. Queensland 4. Western Australia 5. East Timor

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p.59 1. There was plentiful food for all and things were in their natural state. 2. The sea eagle was a guardian, who looked after the island. 3. The gull allowed the animals to eat more than was necessary, causing a food shortage and depleting the island’s resources. Image analysis: the broken coral could lead to the loss of habitat for little fish so there would not be larger fish for local people and sharks; loss of fish species in the area; food shortages for the island community which could affect local tourism

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p.50 bee A7; snail A5; small lily pad D2; frog D6

p. 51 1. 20 seats. 2. C1 centre or C2 right (accept other options with justifications). 3. No, four seats in a row are not available. Close together would be A1 and A2 left, A1 and A2 centre. 4. Seats together in left and centre A rows (this clashes with seating Kim’s grandparents. Ask children to suggest a solution). 5. $62.00 ($60 if the principal does not pay).

p.60 Answers could include: mow the grass, mend the park’s sign, take away the abandoned car, clean up the rubbish, repair the swing set. p.61 Suggested answers for image 1: the statue’s plaque needs repairing and the graffiti cleaned, also overgrowth cleared. Image 2: plants left to grow in habitat without being dug out, no litter should be left in a nature reserve.