HASS Smarts by Teacher Superstore

Ready-Ed Publications

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ISBN: 978 192 561 129 8 2

Contents Teachers' Notes Curriculum Links What Are Multiple Intelligences? The 'Smarts' Quiz 1 The 'Smarts' Quiz 2

4 5-6 7 8 9

Section One: History: Year 3

Teachers' Notes 11-12 Word Smart: What's Your Opinion? (student information) 13 Word Smart: What's Your Opinion? 14 Number Smart: Population Examination 15 Picture Smart: Logo Design (student information) 16 Picture Smart: Logo Design 17 Body Smart: A Model City 18 Music Smart: Melody And Ceremony 19 People Smart: Debate It! 20 Self Smart: Research It! 21 Nature Smart: The Meaning Of Plants 22

Section Two: History: Year 4 Teachers' Notes 24-25 Word Smart: A Day In The Life (student information) 26 Word Smart: A Day In The Life 27 Number Smart: Timeline (student information) 28 Number Smart: Timeline 29 Picture Smart: Map Measurement 30 Body Smart: Act It! (student information) 31 Body Smart: Act It! 32 Music Smart: Music Of The Time 33 People Smart: Discuss It! 34 Self Smart: Respond To It! 35 Nature Smart: Environmental Impacts 36

Section Three: Geography: Year 3 Teachers' Notes Word Smart: Save This Site (student information) Word Smart: Save This Site Number Smart: Sizing Up Natural Features Picture Smart: Boundary Observation Body Smart: Guess The Place Music Smart: Mood Music People Smart: Ask The People Self Smart: My Place Nature Smart: Compare The Features

38-39 40 41 42 43 44 45 46 47 48

Section Four: Geography: Year 4

Teachers' Notes 50-51 Word Smart: Connections To The Land (student information) 52 Word Smart: Connections To The Land 53 Number Smart: What's The Weather Like? 54 Picture Smart: Sketching The Local Environment 55 Body Smart: Turn Your Rubbish Into Art! 56 Music Smart: Sustainable Melody 57 People Smart: Group Discussion 58 Self Smart: Survey 59 Nature Smart: Flora And Fauna 60 Reflection

Teachersâ&#x20AC;&#x2122; Notes Every curriculum document brings with it a prescribed set of outcomes and indicators, designed to measure student performance. Units of work outline specific topics and prescribed content, with students expected to achieve a certain standard. However, not every student learns in the same way. Howard Gardner, Professor of Education at Harvard University, first offered the theory of Multiple Intelligences in 1983. This theory suggests that there are in fact, multiple ways of learning. Some people learn through hands-on methods; others prefer to express their learning in written form. Some people like to work in group situations; others on their own. Some people think visually and find it easier to interpret a diagram, a table or a picture. Still, others find it helps their learning to add a musical element, or to experience the outdoors. Gardner suggests that by allowing people to use their preferred style or styles of thinking, their learning will be more successful and positive. This book is designed to complement the HASS curriculum, by applying multiple intelligences onto the prescribed curriculum content. It is can be used as part of a unit of work for a whole class group, or as extension activities for selected students. Before beginning, a quiz is included, to allow students to identify their preferred style or styles of learning. Students can then focus on completing the activities that match their preferred style, or can attempt all of the styles. At the conclusion of the book, students are asked to reflect on their experiences.

Curriculum Links History - Year 3

This unit deals with: • change and development in the local area • the perspective of Indigenous people about the area in which they live • the origins and importance of special days celebrated at a local, state, national and cultural level The activities cover the following curriculum links: ACHASSK062 – The importance of Country/Place to Aboriginal and/or Torres Strait Islander Peoples who belong to a local area ACHASSK063 - How the community has changed and remained the same over time and the role that people of diverse backgrounds have played in the development and character of the local community ACHASSK064 - Days and weeks celebrated or commemorated in Australia (including Australia Day, Anzac Day, and National Sorry Day) and the importance of symbols and emblems ACHASS058 - Draw simple conclusions based on analysis of information and data ACHASSI059 - Interact with others with respect to share points of view

History - Year 4

This unit deals with: • life of Indigenous Australians before and after European settlement • departure and arrival of the First Fleet • interactions between Indigenous Australians and European settlers The activities cover the following curriculum links: ACHASSK083 - The diversity of Australia's first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/Place (land, sea, waterways and skies) ACHASSK085 - Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival ACHASSK086 - The nature of contact between Aboriginal and Torres Strait Islander Peoples and others, and the effects of these interactions on, for example, people and environments ACHASSI076- Sequence information about people’s lives and events ACHASSI077 - Examine information to identify different points of view and distinguish facts from opinions ACHASSI079 - Draw simple conclusions based on analysis of information and data ACHASSI082 - Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms 5

Curriculum Links Geography - Year 3

This unit deals with: • the human and natural characteristics of places in both Australia and neighbouring countries • building mapping skills • importance of caring for and protecting special places within Australia The activities cover the following curriculum links: ACHASSK066 - The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human ACHASSK067- The location of Australia’s neighbouring countries and the diverse characteristics of their places ACHASSK068- Similarities and differences between the climates of different places ACHASSK069 - The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places

Geography - Year 4 This unit deals with: • the climate, natural vegetation and native animals of places in Australia and Asia • the ways people value the environment • sustainable practices and how sustainability can be achieved The activities cover the following curriculum links: ACHASSK089 - The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability ACHASSK088 - The importance of environments, including natural vegetation, to animals and people ACHASSK090 - The use and management of natural resources and waste, and the different views on how to do this sustainably

What Are Multiple Intelligences? Multiple Intelligence theory was developed by American developmental psychologist, Howard Gardner. It is based around the idea that people learn in different ways and so have different learning styles. Most people naturally prefer one style over the others. The eight learning styles (or 'Smarts') are:

Word Smart People who are word smart like words! They prefer learning through listening, reading, writing and discussing. Word Smart people are good writers and speakers. They enjoy word games, telling stories and writing stories or poems.

Number Smart People who are number smart like to problem solve. They love playing with numbers and doing science experiments. They are good at strategy games, can interpret data and analyse patterns. They are often good chess players too!

Picture Smart

Body Smart

People who are picture smart like to learn through seeing, observing and visualising. They are good at art, playing with shapes and building things. They can also read maps and complete complex jigsaw puzzles.

Body Smart people process information via touch and movement. They are â&#x20AC;&#x153;hands-on learnersâ&#x20AC;? and like to learn by doing. They love to move and are good at sports. Body Smart people also enjoy acting and singing and like outdoor activities.

Music Smart

People Smart

Music Smart people love music! They think, feel and organise information through sound. Music Smart people can keep the beat to a piece of music and can sing and make up songs. They will enjoy creating, dancing and playing an instrument.

Self Smart Self Smart people are good at working independently. They love having time to themselves where they can process their ideas and create. Self Smart people can think about their feelings and set their own goals.

People Smart people are good at making friends and communicate effectively both verbally and nonverbally. People Smart people like to work with others. They care about others and can analyse moods. Good leaders are also people smart.

Nature Smart Nature Smart people love being outdoors. They like plants and animals. Nature Smart people often collect things like bugs, rocks or flowers. They have a natural interest in the environment and want to protect it from pollution.

THE 'SMARTS' QUIZ 1 Read the statements below for each 'Smart'. Give each statement a rating from 1 - 4 to indicate how much each statement matches your personality. Add your score up for each 'Smart' and record on the next page to find out which smart you are.

1 = This is not like me at all. 3 = This is a lot like me. WORD SMART I love to read. I like writing stories, poems, diary entries, etc. I am good at explaining things to others. I like participating in debates. I like telling jokes and stories. NUMBER SMART I love Maths. I like doing things one step at a time. I am good at solving problems.

2= This is sometimes like me. 4 = This is always like me. MUSIC SMART I can easily keep the beat when listening to music. Music can affect my mood. I recognise different instruments. I can play an instrument. I like to sing. PEOPLE SMART I would rather work in a group. I help friends solve arguments. I enjoy parties and getting together with friends.

I like Science experiments.

I can work out how people are feeling.

I like to follow a timetable.

I like meeting new people.

picture SMART

SELF SMART

I am good at jigsaw puzzles.

I would rather work on my own.

I really like Art.

I know myself pretty well.

I notice things that other people donâ&#x20AC;&#x2122;t.

I like to think things through in my head.

When I remember things, I can picture it happening.

I have a few close friends.

I like using pictures and diagrams to learn. BODY SMART I am good at sport. I learn by doing or making. I find it hard to sit still. I like acting. I like dancing. 8

I set goals for myself. NATURE SMART I like gardening. I believe in protecting the environment. I like outside more than inside. I have pets and look after them. I like camping.

THE 'SMARTS' QUIZ 2 TTAdd up the scores for each of the quiz boxes on page 8 and record the totals in the table below. "smart"

SCORE

Word Smart Number Smart Picture Smart Body Smart Music Smart People Smart Self Smart Nature Smart 1. What, according to your quiz results, is your preferred learning style?

_______________________________________________________________

2. Do you agree with these results? Why or why not?

_______________________________________________________________

3. What, according to your quiz results, is your least preferred learning style?

_______________________________________________________________

4. Do you agree with these results? Why or why not?

_______________________________________________________________

5. Is there anybody else in the class who has the same preferred learning style as you? Who?

_______________________________________________________________

_______________________________________________________________ 9

Section One: History: Year 3

teachers' notes

Section One:

History: Year 3 What's Your Opinion - Pages 13 -14 student information This page can be used as an annotated example of a persuasive text. It provides a persuasive argument for a day of celebration, discussing its importance above other days. The text is divided into the three sections: introduction, body and conclusion. Students then follow the same format to create their own persuasive text on the following page. activity Brainstorm different types of celebrations and discuss how/why they are celebrated. Start with the most common global celebrations and then include national and local events, as well as celebrations from a variety of different cultures. Online resources can be found at the following links: 4http://www.aussieeducator.org.au/ calendar/ specialdays.html 4https://education.nsw.gov.au/curriculum/ multiculturaleducation/culture-anddiversity/calendar-for-culturaldiversity Conduct a class survey to gauge the response to the question. What sorts of reasons are given? Finally, revise the structure of a persuasive text using the previous page as a model.

Population Examination - Page 15 The purpose of this activity is to use data to build a picture of how populations can change over time. Encourage students to think of reasons for the differences from decade to decade, as well as to use the data to predict future trends. Useful online resources can be found at the following links: 4http://www.abs.gov.au/websitedbs/ D3310114.nsf/Home/2016%20QuickStats 4http://chartsbin.com/view/eoo

4http://www.abs.gov.au/websitedbs/ d3310114.nsf/Home/ Animated+Historical+ Population+Chart 4https://www.creativespirits.info/ aboriginalculture/people/ aboriginalpopulation-in-australia#axzz4qIodkq9L

Logo Design - Pages 16 - 17 student information This page is designed as an information page to support the following activity on page 17. It introduces the terminology of emblems and logos, emphasizing the difference between the two. It contains an annotated explanation of the symbols on the coat-of-arms, and provides an opportunity for students to identify famous logos. activity Check students understand the meaning of the word 'logo' and ask students to provide examples of more logos that they know. The quiz at the link below gives students the chance to identify additional famous logos. 4http://www.wordgames.com/en/logoquiz.html If applicable, have students examine their school badge and consider it as a logo that identifies their school. What elements have been used in the logo? Do they think it is as effective as the logos from the above quiz? Now ask the students to think like designers. Brainstorm some local events or groups for which a logo doesnâ&#x20AC;&#x2122;t currently exist, e.g. an upcoming school event or program. Students match appropriate images, colours and text to create a new logo and share their design with others. This activity could be completed with a computer design program, or by hand.

teachers' notes

A Model City - Page 18 Students consider the city or town in which they live. Discuss as a class what it might have looked like before colonisation. Brainstorm to the board. Students then discuss what it looks like now. Comparisons should become apparent. When confident students can begin collecting necessary materials, planning, then finally making their designs. The links below provide both hands on and computer applications that can be used in the final construction. 4http://www.crayola.com.au/crafts/ build-a-city-with-boxes-craft/ https://www. sketchup.com/ https://minecraft.net/en-

Melody And Ceremony - Page 19 This activity can link to the earlier “What’s your Opinion?” activity in that celebrations listed can be used again if required. Brainstorm a list of ceremonies at which music plays a part. Once the list has been compiled, students conduct an online search to discover traditional music associated with particular events. In completing the table, direct students to consider the effectiveness of the music. What mood does it create? Students will use these considerations when creating their own piece of music for a local event and will later analyse how effective they felt their music was. If possible, have students perform their pieces for a large audience.

Debate It! - Page 20 Introducing the concept of debating can follow on from writing of exposition and persuasion texts. Explain to students that although both sides of an argument can be discussed, it is their job to try and present one case over the other. A downloadable file about debating structure can be found here: 4antsclass.global2.vic.edu.au/files/... primary_debating_guide-21gt9uc-118wfdg. doc In order to prepare for the debate, information about Australia Day and its controversy can be found at these links. 12

4https://en.wikipedia.org/wiki/Australia_ Day 4https://www.creativespirits.info/ aboriginalculture/history/ australia-dayinvasion-day NB. If this topic is too contentious, it can be substituted for another, as long as the debate format is maintained.

Research It! - Page 21 Introduce the steps of the Information Skills Process to help students with their research skills. These steps: Define, Locate, Select, Organise, Present and Assess; assist the students by dividing the research project into logical steps. A useful guide can be found here: 4https://education.nsw.gov.au/ teachingand-learning/curriculum/learning-acrossthecurriculum/school-libraries/teachingand-learning/informationskills/theinformation-process while an additional document with web 2.0 tools for each step is found at: 4https://schoolsequella.det.nsw.edu. au/file/f9214d93b77d-4570-a4a91d33f46d8fbb/1/10457.zip/index.htm

The Meaning Of Plants - Page 22 This activity can also tie in with the “What’s Your Opinion?” and “Melody And Ceremony” worksheets if required, in that the celebrations can be used again. Once the ceremony has been chosen, students can conduct an online search to discover traditional plants/flowers associated with the event. Students can also use the Information Skills Process steps introduced in the previous worksheet to help them refine and present their information. Encourage students to answer the final question honestly and in detail, before sharing their information with other students. As a bonus activity, students could consider a future school event and decide on a plant/flower that would be appropriate to incorporate into the event.

Word Smart Student Information

What's Your Opinion?

TTRead the example below of a persuasive text. It is entitled "The Most Important Day". This will help you to complete the activity on the next page. What does an introduction look like? An introduction needs to outline the topic and state the opinion of the writer. Read the example below. There are days in every year that are singled out for special celebration. Some of these days are celebrated for religious reasons, like Easter or Ramadan. Some, for historical reasons, like Anzac or Labour Day. Some days celebrate sport, like Melbourne Cup Day, or AFL Grand Final Day. One of the most famous celebrated days is Australia Day. But which of all the special days is the most important? I would argue that it is none of these. I believe that the most important day to be celebrated in this country is Harmony Day, held on the 21st March.

What do body paragraphs look like? The body of this text contains three reasons and three paragraphs (one reason per paragraph). Firstly, Harmony Day is a celebration of Australiaâ&#x20AC;&#x2122;s cultural diversity. It is a reminder that everyone who lives in Australia deserves equal respect. This is an important thing to remember, because unfortunately, many people in this country suffer from racist treatment, like Muslim people, or Indigenous people. Harmony Day focuses on all cultures in a positive light and this is why I think it is the most important day in Australia. Secondly, Harmony Day has an important message as its slogan: â&#x20AC;&#x153;Everyone Belongs.â&#x20AC;? It is important to remember that everyone in Australia, whether they were born here, or whether they came from other countries, has helped to make Australia a great place to live. For example, think about the food we eat. How many different countries have shared their menus with us? Can you imagine life without pizza or kebabs, burgers or spring rolls? It would be pretty boring if all we had to eat were meat pies and pavlova! This is why Harmony Day is a great day to celebrate. Finally, Harmony Day is important for future generations. If kids start thinking about the importance of respecting other cultures from the time they are very young, it will help create a more respectful, multicultural future. Research conducted by Monash University found that 86% of people believe that multiculturalism is good for Australia. Reason enough to get behind Harmony Day.

What do I include in a conclusion? A conclusion sums up and reinforces your argument. Harmony Day is a day that focuses on cultural diversity, belonging and respect. It highlights the importance of working together for the future. It is not limited to a sporting celebration, or a religion. It is just a day that has a positive message for everyone and a reminder that everyone in Australia is important. For these reasons, I believe that the most important day of the year is Harmony Day. Section One: History: Year 3

Picture Word Smart SmartActivity Activity

Whatâ&#x20AC;&#x2122;s Your Opinion?

TTWhat is the most important day for Australia to celebrate? Plan a persuasive text that explains your choice. Use the example on page 13 to help you with your writing. Introduction List some of the days that are celebrated in Australia and highlight which one of these you think is the most important.

Body Give two or three reasons for your choice. Elaborate on each reason with a specific example.

Conclusion Write one or two sentences to reinforce your argument.

TTRemember that your goal is to convince the reader that your opinion is the correct one. Reread your text to make sure that it is convincing. 14

Section One: History: Year 3

Population Examination

Number Picture Smart Smart Activity Activity

1. Do some internet research to examine how the population in either your local community or state/territory has changed over time. Has it increased or decreased? Compare figures from different decades. Present these figures in a graph of your choice on the back of this page.

Place: _________________________ Year

Population

Year

Population

1850

2. Predict the population in 50 years time in your local community or state/ territory, based on your data from Question 1. I think that the population will be: _______________________________ 3. Study the graph below, then answer the questions.

WA Population Number of people

80,000 60,000 40,000 20,000 0

1889

1890

1891

1892

Years

1893

1894

1895

1896

a. Over how many years does the graph map the population in WA?_________ b. Does it increase or decrease during this time?_________________________ Section One: History: Year 3

Logo Design

Picture Smart Student Information

An emblem is a visual way of representing something. Emblems can use symbolic objects or designs to represent a country, organisation, or even a family. Emblems often have some sort of traditional or historical significance. Emblems can take the form of badges (think of your school badge), patches on clothing or even official shields. Each object on an emblem often stands for a particular thing. This is the Australian Coat-of-Arms. It was designed in 1908 and represents the Commonwealth of Australia. It is used on all official property from the Australian Government, like passports, court buildings, and 50 cent coins, for example. It is made up of the following emblems: zz a shield with the designs of each of the 6 Australian states zz a kangaroo and an emu to represent native Australian animals zz a 7 pointed Commonwealth star with 1 point for each of the states and 1 point to represent the territories zz wattle to represent the native Australian flower

Logos Logos are also visual representations. They are usually more modern looking designs that stand for a particular company and can be used to advertise businesses or groups. Here are some popular logos. Can you identify them?

Section One: History: Year 3

Logo Design

Picture Smart Activity

TTRedesign an emblem or logo to represent your school. 1. Look at your current school emblem. What makes it effective?

_______________________________________________________________

2. Plan your design using the table below.

Element

Choice

Reason

Shape of design Colours Image Words 3. Finally, draw your design in the box below.

Section One: History: Year 3

A Model City

Body Smart Activity

TTUse a shoe box to create a model of your local area before or after colonisation. Display all the shoe boxes near to one another to show the idea of change in your local area.

Tick! TTTick which model you will create.  My model shoe box will show my local area before colonisation.  My model shoe box will show my local area after colonisation.

Plan! TTTick the materials that you will use from the list below. What else will you need? Add to the list in the box below. toy houses grass leaves bark soil crepe paper to represent rivers caves or roads rocks

stones paper blocks for skyscrapers toy cars toy trucks toy planes cotton wool for rabbits toy kangaroos

cardboard to make animals toy or cardboard cut out trees pop sticks material straw cotton buds piping

I will also need...

Create! TTNow create your model. You could sketch a 2D version before you begin or plan by designing it using a computer program of your choice.

Section One: History: Year 3

Melody And Ceremony

Music Smart Activity

1. Research pieces of music that are used in special Australian ceremonies. Fill in the table below.

Name of ceremony Wedding

Music used Wedding March

Composer Felix Mendelssohn

When is the music played? When the married couple exit the church after the ceremony

2. Learn how to perform one of these pieces of music on an instrument of your choice. Record yourself playing the music. Alternatively, perform it live in front of an audience. 3. Compose a piece of music (words, music or both) to replace your school song. Present your composition to an audience of your choice.

Section One: History: Year 3

Debate It!

People Smart Activity

TTConduct a debate on the following topic:

â&#x20AC;&#x153;Australia Day should be celebrated on a different date.â&#x20AC;? 1. List arguments for and against this statement.

Affirmative (Agrees with the topic)

Negative (Disagrees with the topic) 2. Choose one of the arguments for one of the sides and turn it into a convincing paragraph of text, using emotive language and give a specific example.

_______________________________________________________________

3. A debating team is made up of 3 speakers. Form groups of 3 for each side, where each speaker has a different example to share. Conduct the debate between an affirmative and a negative side. Afterwards, discuss which team had the most convincing points. 20

Section One: History: Year 3

Research It!

Self Smart Activity

TTResearch a celebration of either local or national significance that you don’t know much about. Some ideas: Anzac Day Harmony Day Sorry Day TTWhich celebration did you choose?

Name of celebration Local or national? TTWrite four facts about this celebration.

References used

TTPresent your facts to the class. This could be in the form of a speech, a visual presentation (either handwritten or completed using a computer program of your choice) or as a combination of both. Section One: History: Year 3

The Meaning Of Plants

Nature Smart Activity

1. Investigate the significance of flowers and plants in ceremonies of remembrance. What are they meant to represent? Create a table of results.

Name of ceremony Anzac Day

Plant/flower used

What does this plant/flower represent?

Rosemary

Remembrance (It is also significant because it grows wild on the Gallipoli Peninsula).

2. Choose one of the plants/flowers from your responses above and research it in more detail. What does it look like? Where does it grow? What size is it? Does it have a fragrance? Complete your report below. Include a picture on the back of this sheet. This may be drawn by hand, or a photograph.

Name of plant/flower: ________________________________

3. Why did this particular plant/flower appeal to you? _______________________________________________________________ 22

Section One: History: Year 3

Section Two: History: Year 4

teachers' notes

Section Two: History: Year 4 A Day In The Life - Pages 26 - 27 student information The purpose of this activity is to paint a picture about what life was possibly like for different groups during colonisation in Australia. After students have read the extracts, discuss how an average day for people living at this time would be very different depending on their standing in the community. Examples of conditions and daily activities can be found at the online links below, as well as from other research. 4https://sydneylivingmuseums.com.au/ convict-sydney/day-life-convict 4https://www.australia.gov.au/aboutaustralia/australian-story/changing-face-ofearly-australia 4http://34ka.global2.vic.edu. au/2015/08/18/free-settlersinformation/ This page is designed as a starting point for students to begin their research into early colonial life. Students can also use this page to help them with the subsequent writing activity, but are encouraged to research more widely. activity Revise the format of a diary with the class. Remind students they are trying to sound like the character, so need to use diary conventions, such as writing in 1st person.

Timeline - Page 28 - 29 student information This page provides students with a selection of significant dates regarding settlement in Australia from the time of arrival of the first Indigenous peoples through to the establishment of Australian states and territories. Students are encouraged to use it as a guide when completing the subsequent activity, but are encouraged to research further. activity Introduce the concept of a timeline as a way of organising events within a specific

time period. Begin by creating a timeline of school events within a week, or a timeline of a year in the studentsâ&#x20AC;&#x2122; lives. Then introduce historical timelines, using these online resources to help: 4https://www.clickforaustralia.com/ History.htm https://www.australianexplorer. com/ australian_history.htm 4http://www.bbc.com/news/world-asia15675556 Students will select information to create the timelines. Methods of presentation can vary and may be completed using online or word processing documents. Students can experiment with horizontal or vertical presentation and/or the inclusion of images. Students share their completed work.

Map Measurement - Page 30 As an introductory activity, investigate how people would travel from England to Australia today. Compare modes of transport, distance travelled and hours needed to complete the trip with the journey of the First Fleet. Use the following online links and other reference sources to discover more: 4http://www.fellowshipfirstfleeters.org.au/ route.html 4http://www.uncertainbeginnings. com/?p=912 In addition, have students consider other factors, such as the conditions on board, the number of passengers and crew and the difficulties they may have had to face. Students can also consider alternative visual methods of presenting their knowledge. What would be the most effective?

Act It! - Pages 31 - 32 student information The characters in the sample script were actual convicts on board the Lady Penrhyn. Mary was 17, Margaret 15 and Elizabeth was only 13. As students read the script they will become aware of the layout and

teachers' notes

conventions of a script which will help to prepare them for writing their own on page 32, as well as giving them some background information. Students are also encouraged to conduct their own research to find out more about this time. This activity can follow on from the previous one and some of the information collected during the research process can be used in this activity as well. A further online resource can be found at: 4http://www.myplace.edu.au/decades_ timeline/1780/ decade_landing_22 html?tabRank=2 ] or students can also watch the relevant episode from the My Place television series or read the book of the same name by Nadia Wheatley. It may also be useful to search for other picture books which deal specifically with the arrival of the First Fleet.

Discuss It! - Page 34

activity Students follow the prompts given on the worksheet in order to write, rehearse and perform their scenes. Costumes and props can be added, with the option of a public performance.

Respond To It - Page 35

Music Of The Time - Page 33 Begin a discussion with the students about music throughout different time frames. Ask them for their current favourite songs and have them ask their parents and/or grandparents for their choices. Compare the results: how do styles change and what can they learn about the time periods and cultures represented. Students study the folk songs of the convict era, using the link below or other sources. 4https://www.youtube.com/ watch?v=CKgXldJb5p4 Students then listen to a recording of indigenous music, like the one at this link: 4https://www.youtube.com/ watch?v=q7Kbt0YG-6s Students look for similarities and differences of the two styles, complete the compare and contrast table and discuss their answers with the class group.

Before beginning this activity it is crucial to establish the importance of a respectful debate. This is a particularly emotive topic and some students may find it challenging. Teacher discretion should be used to decide whether this activity needs to be modified. Information on the debate can be found at the links below, but an online search will provide more. It may also be appropriate to consult with the appropriate local Indigenous Education body. 4http://www. workingwithindigenousaustralians.info/ content/History_3_Colonisation.html 4http://www.australianstogether.org.au/ stories/detail/ colonisation This activity will be successfully completed when the students can use the information to form opinions which are then expressed in respectful ways,

Introduce the concept of an allegory and ask students to list some examples of this literary convention. Read the story by John Marsden, or watch the video clips at this link: 4http:// rrr.edu.au/unit/module-3/topic-2/ the-rabbits/ Further online resources are listed below, to assist with the completion of the activity. 4http://www.thearrival.com.au/downloads/ TG_TheRabbits.pdf 4https://www.australiancurriculumlessons. com.au/ 2013/01/24/the-rabbits-by-johnmarsden-illustration-andimagery-analysislesson/ As an extension activity, students could produce artwork based on their answers to the final question.

Environmental Impacts - Page 36 Have students consider whether European flora and fauna should have been introduced to the colonies or whether doing so caused harm.

A Day In The Life

Word Smart Student Information

TTRead this information to help you to complete the activity on page 27. Convicts

After arriving in the colony, male convicts were taken to the Government Lumber Yard, where they were stripped, washed and inspected. If they had a particular trade, like carpentry, for example, they could work for the government on official jobs. If they didn’t, they had to do labouring work, or were assigned to property owners, merchant or farmers. Female convicts were taken to the female factories until they were assigned work. At the factories, they had to do jobs like making and washing clothes. Sydney convicts could live in houses in the nearby neighbourhood called The Rocks. Convicts who went to other towns were often given food and accommodation by their employers. Convicts working on road gangs or in penal colonies had the worst accommodation, with 20 people having to share a small hut. At first, convicts were permitted to wear ordinary clothes, but in 1810, they were given a uniform. The trousers were marked with the letters PB, for Prison Barracks. They were buttoned down the sides of the legs, which meant they could be removed over a pair of leg irons. If convicts were well-behaved, they could be given a Ticket of Leave after they had served about half their sentence. A Ticket of Leave meant they could work for themselves. The next step was either a conditional pardon, which meant they were free but had to stay in Australia, or an absolute pardon, which meant they could return to England. If the convicts were not well- behaved, they could be punished, including: road gangs, floggings or being sent to a penal colony, which was like a gaol.

Officials In the first 20 years of the colony, there were 5 different Governors. It was the Governor’s job to rule the colony, using British law. But because messages to and from Britain took a long time, Governors would often make decisions on their own. The military power supporting the Governor was provided by the NSW Corps. These officers were given lots of land and were also in charge of trade, especially alcohol, so they had a lot of power. Officers were in charge of the convicts and would often discipline them harshly. 26

Free settlers

Most free settlers who came to Australia did so to make their fortune. They had to pay for their own transport, so were usually quite wealthy. Some free settlers were farmers, while others had different professions, eg. doctors or military officers who were looking for a better way of life. Free settlers were given large grants of land and they would also have convicts assigned to work for them. But even so, the life of a free settler was often difficult. Farmers had to cope with droughts and floods. Their shelters were often basic to begin with and they didn’t have much food until crops were ready to be harvested. As a result, few farms succeeded in the early years. Free settlers were also often in conflict with Indigenous people, who resented the loss of their land.

Indigenous people When Europeans first arrived, some Indigenous people were puzzled by them, while others were frightened. They soon found that these “visitors” were clearing land and fencing off properties, cutting off their access to waterholes and hunting grounds. Some Aboriginal people were captured by the Europeans and expected to act like them. Indigenous culture and language was ignored and many Indigenous people were ordered to live on special reserves. Tensions grew quickly. Indigenous people were shot at when they ventured onto farms - that had previously been their hunting grounds - in search of food. Many also became ill and died from introduced diseases such as measles, whooping cough, influenza and smallpox.

Section Two: History: Year 4

Word Smart Activity

A Day In The Life

TTCreate a 'Day in the life' diary entry for one of the following people following European settlement:

a convict a free settler an official an indigenous person Use the information sheet and your own research and knowledge about life in the colony for the type of person you have chosen. In your diary entry, write as if you are the character, talking about your day. Focus on how the character would be feeling.

Dear Diary,

Section Two: History: Year 4

Timeline

Number Smart Student Information

TTRead this information to help you to complete the activity on page 29. The history of Australia is a long and detailed one. The table below lists some important dates of settlement and other relevant events. This information together with your own research will help you to complete the next activity.

YEAR More than 70,000BC 1300AD

Arrival of the first Aboriginal people in Australia Marco Polo first mentions an unexplored Southern Land

1606

Dutch explorer Willem Jansz clashes with Aboriginal people on the Cape York Peninsula

1616

Dutch explorer, Dirk Hartog sails to Western Australia

1623

Dutch explorer, Jan Carstenz, describes armed conflict with Aboriginal people on the Northern coast

1697

English explorer, William Dampier, arrives on the West Coast

1770

English explorer, James Cook claims the East Coast of Australia for Britain

1788

First Fleet, led by Captain Arthur Phillip, arrives in Botany Bay conflict between Europeans and Aborigines begin

1788

Colony of NSW established

1791

First emancipated convicts are given land

1794-1804

EVENT

Aborigines continue to be dispossessed of their land

1825

Colony of Van Diemenâ&#x20AC;&#x2122;s Land (later Tasmania) founded

1832

Western Australia founded

1836

South Australia founded

1851

Victoria founded

1859

Queensland founded

1901

Federation: Commonwealth of Australia proclaimed

1911

Northern Territory and Federal Capital Territory (later ACT) established Section Two: History: Year 4

Timeline

Number Smart Activity

TTCreate a timeline of settlement in Australia, beginning with the arrival of Indigenous people and including exploration and colonisation. Plot each year on the timeline and label the event. Use the information on the previous page to help you together with your own research.

Section Two: History: Year 4

Picture Smart Activity

Map Measurement

TTLook at the map of the world. The dotted line plots the route of the First Fleet from England to Australia.

1. From which place did the First Fleet depart? _ _________________________ 2. Where did the boat stop en route to Australia? _ _______________________

_______________________________________________________________

3. Where in Australia did the boat finally land? ___________________________ 4. How many days do you think it would have taken the First Fleet to travel from England to Australia? _____________________________________________ 5. What oceans did the First Fleet travel through?

_______________________________________________________________

6. Map another route that you think the boat could have taken. Can you make this route shorter than the actual route? 30

_______________________________________________________________ Section Two: History: Year 4

Act It!

Body Smart Student Information

TTRead this script set during the colonial times to help you with the activity on the next page. Mary Branham, Margaret Dawson and Elizabeth Hayward are young convicts on board the Lady Penrhyn, a ship on the First Fleet. They are sitting below deck. ELIZABETH: What do you think it will be like in this new land? MARGARET: I don’t know. MARY:

I don’t care what it’s like, as long as I can get off this boat at last.

ELIZABETH: Will we have to work? MARY:

Yes, of course.

ELIZABETH: Do you think our new employers will be kind to us? MARGARET: I hope so. ELIZABETH: [wrapping her arms around herself]: I wish I’d never stolen those clothes. I was so cold, though. I needed something warmer to wear. I never thought I’d be transported. MARY:

Me neither. I just want to go home.

MARGARET: So do I. ELIZABETH: Do you think we’ll ever see England again? MARY:

[puts her arm around her] Maybe one day. Not for at least 7 years, though.

MARGARET: Listen! Did you hear that? A voice is heard shouting “Land!” A soldier comes down to where the girls are sitting. SOLDIER:

Right, you lot! Up you get onto deck.

ELIZABETH: Are we nearly there? SOLDIER:

Be quiet and do as you’re told!

The girls walk up onto deck. They squint in the sudden light, looking around them at the new landscape. MARY:

It’s not like England.

MARGARET: It’s so different. ELIZABETH: I want to go... ALL 3 OF THEM:

Home. Section Two: History: Year 4

Act It!

Picture Body Smart SmartActivity Activity

TTAct out part of the journey of the First Fleet â&#x20AC;&#x201C; use the previous page to help you. Think about: zz Who are the characters (convicts; crew; officers; governors; children; male; female)?

zz What are the conditions on board that you want to emphasise to the audience?

zz What will the characters say?

zz What props will you use?

zz What will the characters do?

zz How will you involve everyone in your group?

zz How are the characters feeling?

TTScript it first! Look at the sample script on page 31 to help you.

TTNow.. 1. Write your scene. 2. Rehearse your scene. 3. Perform your scene! 32

Section Two: History: Year 4

Music Of The Time

Picture Music Smart Smart Activity Activity

1. Listen to the recording of “Bound for Botany Bay” here: 4https://www.youtube.com/watch?v=gYrjDdwDyQ8&feature=youtu.be then answer the following questions. a. What do you think the song is about?______________________________ _______________________________________________________________ b. How many musical instruments can you hear?_______________________ c. Where do you think this song would have been sung and who would have sung it? _______________________________________________________________ d. This song has a 3 beat rhythm. Can you make up a body percussion pattern that you could perform while the song is playing? Share your pattern with a friend and learn their pattern too. 2. Now listen to the song “Convict Maid” here: 4https://www.youtube.com/watch?v=ONcbMbS1FC8 and answer the following questions: a. What advice did the character in the song have for her audience? _______________________________________________________________ b. What other musical instruments do you think would suit this song? _______________________________________________________________ c. Can you work out how many beats of rhythm this song has? _______________________________________________________________ 3. Complete the table to compare and contrast the two styles.

Bound For Botany Bay

Section Two: History: Year 4

Convict Maid

Discuss It!

People Smart Activity

Read the information to help you to complete the following activities. During the 1770s, following exploration by Captain James Cook, the east coast of Australia was claimed by the British. The British believed that Australia had no government, land ownership or trade and so they referred to Australia as “Terra Nullius”, which means “a land without people and belonging to no one.” As a result, the British people thought it was their right to occupy Australia. However, Indigenous Australians had occupied Australia for thousands of years. They had their own ways of governing, land ownership and trade. In 1787, the First Fleet, led by Captain Arthur Phillip left England for Australia. The 11 ships carried large numbers of convicts and other passengers. On arrival in January 1788, the colonisers quickly began to erect buildings, clear land and introduce new plants and animals into the colony. Thus began rising tensions and many conflicts between the Indigenous Australians and the European settlers. On January 26th 1788, Phillip formally claimed the colony of New South Walse and raised the British flag for the first time. In 1946, this day became formally known as Australia Day and it is a public holiday. But while many see it as a day of celebration, others call it Invasion Day. When Indigenous Australians remember the arrival of the First Fleet, they are reminded of the loss of land, family and culture.

TTPair up! Was the arrival of the First Fleet invasion or settlement? Formulate arguments for both sides by working together.

Reason

Invasion

Settlement

1 2 3 TTWhich side do you and your partner agree with? Do you both share the same opinion? Explain your reasons why.

_______________________________________________________________

Section Two: History: Year 4

Self Smart Activity

Respond To It!

TTRead the book “The Rabbits”, written by John Marsden and illustrated by Shaun Tan. 1. Select characters from the text. Who do the characters represent?

Character’s name

Who is being represented?

2. List some events in the story. How could they also represent elements of Australian history?

Event

Represents what part of Australian history?

3. What message do you think the author is trying to send to the readers by creating this book? Jot down your thoughts below.

_______________________________________________________________

4. Which illustration do you like the most? Why?

_______________________________________________________________

_______________________________________________________________ Section Two: History: Year 4

Nature Smart Activity

Environmental Impacts

TTStudy the picture below about the impact of European settlement on Australiaâ&#x20AC;&#x2122;s flora and fauna. Then, answer the questions below.

1. List some flora and fauna native to Australia that you see in the image.

_______________________________________________________________

2. List some introduced species that you see in the picture? How might introduced species threaten native species and impact the environment?

_______________________________________________________________

3. Use the picture to say how European settlement might have affected the Australian environment negatively?

_______________________________________________________________

4. How might farming by the Europeans have affected the native flora and fauna?

_______________________________________________________________

Section Two: History - Year 4

Section Three: Geography: Year 3

teachers' notes

Section Three:

Geography: Year 3 Save This Site - Pages 40-41

Boundary Observation - Page 43

student information & activity 4http://whc.unesco.org/en/ list/&order=country The purpose of this activity is to engage the students in thinking about the criteria of a heritage site and what factors go into the decision for declaring one. Using the link above, show the students some of the heritage sites, exploring both the ones within Australia and then ones from around the world. Do students see any similarities? Then turn the studentsâ&#x20AC;&#x2122; attention to their local area. What human-made or natural places can they think of that would be worthy of inclusion? Students should use persuasive language to create a pitch for the place of their choice.

4https://aiatsis.gov.au/explore/articles/ aiatsis-mapindigenous-australia 4http://www.australia.com/en/facts/citiesstatesterritories.html The purpose of this activity is to draw the studentsâ&#x20AC;&#x2122; attention to the ways that boundaries are marked and how culture can play a part, by dividing the same area in different ways. Students examine the Indigenous map and discuss how is this similar or different to the standard map of Australia. NB. Students are making observations, not judgements.

Sizing Up Natural Features - Page 42 4http://www.list-directory.info/lists/ landmarks.html Students use sites like the one listed above to look at natural landmarks, firstly from Australia and then from a neighbouring country of their choice. Once students have selected the places that interest them, further research is needed to discover specific details about the size of each place. Have students put that into some sort of context with places that they know - how would their site compare in size to their playground, for example? Students then do a direct comparison between the two countries: what similarities or differences are there in the size of the two places?

Guess The Place - Page 44 Introduce students to the game of charades. Discuss the rules and begin by acting out some simple, yet familiar titles. Depending on your students, you could choose the title of a nursery rhyme, fairy tale or a well-known television program or movie. Have the students focus on their actions and the speed at which they choose to act out their clues. The teacher could also serve as the actor for this sample charade and take suggestions from the students about what they could do. Discuss which sorts of actions are the most effective. Then, show pictures of each of the landmarks that are to be used. Ask students to think how they could use actions to give clues as to each place. Divide students into groups and have them act out the sites, with the other students guessing.

teachers' notes

Mood Music - Page 45

My Place - Page 47

4https://www.youtube.com/results? search_query=sounds+of+australian+land scapes Visuals are important in this activity. Ask the students to brainstorm the different types of environments and find photographs or pictures of each type. How could these different environments be represented in music? Use the link above as an example. After students have completed the planning sheet, encourage them to make a musical sample. Share with others and then discuss - how effective was each piece? Alternatively, have students guess the environment based on the music they have heard.

In this activity, the students are being objective assessors of their local area. It is an activity that can be completed as a whole class, a small group or individually. Students can brainstorm ideas first under the broad headings of good, bad and ways to improve. It is important to be as detailed as possible. Extension activity: use technology to create an advertisement for the local area OR act out an advertisement as if it were on TV. Students share their answers, first with a peer and then with the whole group. How different are everyoneâ&#x20AC;&#x2122;s opinions? If there are any common answers for things that need improving, brainstorm how this improvement could be achieved. Finally, students share their choices and reasons for their ideal location. How similar or different are they?

Ask The People - Page 46 4https://www.theteacherscorner.net/ penpals/ (To use this site, select the appropriate grade and then check the map for details.) The purpose of this activity is for the students to make connections across different areas of Australia. If at all possible, a variety of different environments should be chosen. The method of communication can be modified to suit the situation. Skype chats can be set up, or the use of penpal sites like the one listed above are another option. Once the connections have been made, students ask the same simple question: what is special about their location. Students listen to the reasons and decide on the place that appeals to them the most.

Compare The Features - Page 48 Sample reports on two natural sites have been provided. Students read the provided stimulus texts, then summarise key points into the provided table. Finally, the attention of the students is drawn to observing their own environment. Students pick a natural site from their own environment to describe, using the previous stimulus as a guide. Extension: Create a tourist brochure for the cities, showing the similarities and differences of the two.

Save This Site

Word Smart Student Information

TTBelow is an example of a persuasive text which encourages its audience to think that the Sea Cliff Bridge should be named as a heritage site. Read it carefully and take note of the language that is used and the structure. This will help you create your own persuasive text for the activity on the next page. Introduction - What does an introduction look like? An introduction needs to outline the topic and state the opinion of the writer. In this introduction the writer has defined 'heritage site' and stated which site he/she thinks is worthy of being heritage listed. When a site is chosen as a heritage site, it means that it is thought to be culturally or physically significant. The site will then be preserved and protected, so that people can enjoy it for years to come. I believe that the Sea Cliff Bridge should be named as a heritage site of the Illawarra area. Body - What do body paragraphs look like? The body of this text contains two reasons and two paragraphs (one reason per paragraph). Each reason specifies why the writer thinks Sea Cliff Bridge should be a heritage site. Firstly I believe the Sea Cliff Bridge should be a heritage site because it allows people to see the natural environment between Loftus and Nowra up close. On one side of the bridge walk, people can look down into clear water and observe sealife like manta rays; while on the other side, they can look at the cliffs and see the eagles that live there. There is also an observation platform where migrating whales can be seen. Secondly, I believe the Sea Cliff Bridge should be a heritage listed site because the bridge is a structural icon for the region, as it is one of only seven off-shore, parallel to coast bridges in the world. Conclusion What do I include in a conclusion? A conclusion sums up and reinforces the argument. Heritage sites allow people to enjoy the location without the fear of it being damaged or destroyed. Due to the Sea Cliff Bridgeâ&#x20AC;&#x2122;s importance in providing one of Australiaâ&#x20AC;&#x2122;s most photogenic cultural experiences, as well as its physically unique appearance, I believe that UNESCO should include it on the heritage register.

Section Three: Geography: Year 3

Picture Word Smart SmartActivity Activity

Save This Site

A World Heritage Site is a place that is considered to be of special cultural or physical significance by UNESCO (United Nations Educational, Scientific and Cultural Organisation). Heritage listed places are protected and preserved. TTThink of your local area. What place do you think should be a heritage site? Write a persuasive text to convince UNESCO. Use the example on page 40 to help you structure your response.

The site in my local area that I have chosen is: Introduction

Remember: Explain what a heritage site is and then state what site you have chosen from your local area.

Body

Remember: Give your reasons (maybe 2), starting with the most important. Provide detail and examples to support your argument.

Conclusion

Remember: Restate your opinion and sum up your argument.

Section Three: Geography: Year 3

Number Picture Smart Smart Activity Activity

Sizing Up Natural Features

1. Brainstorm four more natural features that you would find in Australia and do some research to discover their size. Complete the table below.

Natural Feature Three Sisters â&#x20AC;&#x201C; Meehni, Wimlah and Gunnedo, Katoomba

Size The 3 rock formations are 922m (Meehni), 918m (Wimlah) and 906m (Gunnedo) in height.

2. Australiaâ&#x20AC;&#x2122;s neighbouring countries are New Zealand, Indonesia, Papua New Guinea, New Caledonia, Vanuatu, Solomon Islands and Timor-Leste. Choose one of these countries and do some research to record the name and size of four of their natural features.

Natural Feature Mount Taranaki, New Zealand

Size 2518m

3. Complete the following: a. Shade the largest natural feature that you have listed in Australia red. b. Shade the smallest natural feature that you have listed in Australia blue. c. Shade the largest overseas natural feature that you have listed red. d. Shade the smallest overseas natural feature that you have listed blue. e. What is the difference between the largest and smallest Australian natural features that you have listed? _________________________ f. What is the difference between the largest and smallest overseas natural features that you have listed? _________________________ 42

Section Three: Geography: Year 3

Boundary Observation

Picture Smart Activity

1. Australia has boundaries. It is divided into states and territories and major cities. Look at the map of Australia below. Mark as many states, territories, cities and other places as you can. Work with a friend.

2. Discuss whether you think Australia was divided up this way precolonisation. Look online together if you are unsure. Complete the table below.

How were boundaries different?

How were boundaries similar?

Section Three: Geography: Year 3

Picture Body Smart SmartActivity Activity

Guess The Place

TTIn a game of charades, people try to guess a word or phrase by the actions and gestures of others. When you are 'in', you are not allowed to talk. You must trust your acting ability! Think about the important Australian places listed below. How would you act out clues for others to guess?

Place

What would you do?

Sydney Harbour Bridge

Great Barrier Reef

Uluru

The Three Sisters

Australian War Memorial

Your local area:

TTNow play a game with your friends and test your actions! Can they guess your sites? Can you guess their sites? 44

Section Three: Geography: Year 3

Picture Music Smart Smart Activity Activity

Mood Music

TTAustralia has different types of environments, such as: cities, rural areas, mountainous areas, deserts, rainforests, rivers and coastal areas. Imagine that you have to create some music to represent some of these environments. What instruments will you use? What tempo will the music have? What mood will you create? Fill in the details below.

Instrument/s used:

Speed of music:

Mood:

Instrument/s used:

Speed of music:

Mood:

TTNow make your music, either with physical instruments or on a device, using a music program of your choice. Play your music for others â&#x20AC;&#x201C; see if they can guess the Australian environment that it matches. Section Three: Geography: Year 3

Ask The People

Picture People Smart Activity

TTList four relatives or friends who live in different places around Australia. Use a communication method of your choice to contact them and ask what makes their place special. Record their answers.

Location:

What makes this place special?

_____________________________

Location:

What makes this place special?

_____________________________

TTWhich place sounds the best to you and why?

____________________________________________

Section Three: Geography: Year 3

My Place

Picture Self Smart SmartActivity Activity

TTThink about the place where you live. What are the good things about it? What are the bad things about it? Complete the pros and cons chart below.

I live in: Pros

Cons

TTDraw your place.

TTIf you could choose to live any where in Australia, where would you choose and why?

__________________________________

__________________________________ Section Three: Geography: Year 3

Picture Nature Smart Activity

Compare The Features

TTRead the information about the following natural features located near Australian and New Zealand cities. Dandenong Ranges Just 35km east of Melbourne, Victoria are the Dandenong Ranges. The Dandenongs are a set of low mountain ranges that are the remains of an extinct volcano that was last active over 370 million years ago. They are 50km long and 10km wide. The highest point is Mount Dandenong, which is 633m tall. The rest of the ranges consist of hills, valleys and gullies, covered in a thick temperate rainforest. The majority of the trees are Mountain Ash and there is also deep fern undergrowth. It often snows on the Ranges between late Winter and late Spring, while in Summer the area is prone to bushfires. Rangitoto Island Rangitoto is a volcanic island. It is found in the Hauraki Gulf near Auckland, New Zealand. The island is 5.5km wide. Its symmetrical volcano cone is a distinctive Auckland landmark, rising to a height of 260m above the Gulf. Rangitoto Island was formed by a series of volcanic eruptions that began over 6000 years ago. Some parts of the island contain black lava stones and there are also lava tube caves. The largest cave is 50m long. There are a number of Maori myths about the island. 1. Choose four important facts to record in the table below.

Fact 1 Fact 2 Fact 3 Fact 4 2. Go outside and observe the natural features in your own environment. Describe one of these features.

Section Three: Geography: Year 3

Section Four: Geography: Year 4

teachers' notes

Section Four: Geography: Year 4 Connections To The Land – Page 52 - 53

Sketching The Local Environment Page 55

student information The focus for this activity is to compare the connection that the Indigenous people have to the land with the way non-Indigenous people relate to the land. Ideally, the best way to do this is to interview a local Elder, but if this is not possible, the provided quotes can be used. The source for these quotes is: https://www. creativespirits.info/aboriginalculture/land/ meaning-of-land-to-aboriginal-people

Examine some different varieties of artwork that depict different environments. What are some ways of portraying these environments? Which, in the students’ opinion, are the most effective and why? Then students move to examining their own local environment. Organise a walk around the local area if at all possible, otherwise find some photographs of the local area that show natural features. Students then sketch a particular natural feature from their own environment and label it with as much information as they know about the feature. Students share their artworks with each other. Extension activity: Hold an art exhibition, where each student fills in an information card about their created work.

activity Using the information they have gathered, students create and present a newspaper article. Different methods of presentation can be utilised. The completed articles can be shared and if possible, displayed.

What’s The Weather Like? - Page 54 4http://www.bom.gov.au/calendar/ annual/climate.shtml https://en.wikipedia. org/wiki/ List_of_cities_by_temperature In order to complete this activity, students will need to know how to read a table, as well as knowing how the months are arranged into four seasons, so some preparation may be required. Using the above link, or other methods of their choice, students should research the average seasonal temperatures in Australian capitals as well as the capital cities in Asian countries. When analysing their data, students are encouraged to consider the results carefully - is there anything unexpected?

Turn Your Rubbish Into Art! – Page 56 4http://www.sustainableaustralia. org.au/policies http://www.un.org/ sustainabledevelopment/ sustainabledevelopment-goals/ The focus of this activity is to engage the students as problem solvers. Students are presented with a challenge: Can you reuse rubbish in an artistic way, in order to reduce the amount of rubbish that goes to landfill, while also creating a sculpture that will inspire others to do the same? Students choose a particular challenge; complete a planning/brainstorming activity; and then create their sculpture. A list of sustainability issues has been provided, but this is by no means an exclusive list and can be substituted as required to suit each class group. The following sites can be used as a stimulus:

teachers' notes

https://www.nvi.com.au/story/3451068/ challenge-turns-rubbish-into-artworks/ http://www.abc.net.au/local/ photos/2014/12/08/4144331.htm Students are given the challenge to design an ad campaign that would raise awareness for one of the problems listed. They use the back of the page as a brainstorming proforma, where they begin to plan their campaign. These plans are shared with others - but a reason must accompany each decision made.

Sustainable Melody - Page 57 4https://www.youtube.com/ watch?v=Xu1rwwKVIh0 https://www. youtube.com/watch?v=AaCoOjy8Yw8 https://www.youtube.com/ watch?v=Gg5kq2wOQLg Before beginning this activity, discuss: What makes an effective song? Is it a catchy tune, are the lyrics more important, or is it a combination of the two? Students can listen to the above environmental songs and consider which one they find to be the most effective and why. Students then select one sustainable problem of today and write a song/ poem/jingle to raise awareness about the problem. The resulting piece of music is then performed and a respectful discussion held about the effectiveness of each piece.

Group Discussion - Page 58 The purpose of this activity is two-fold: firstly, to give students experience in fulfilling a particular role within a group and secondly, for each group to gain experience working together to select a solution for a given problem. Before splitting into groups, the whole class should brainstorm a number of problems affecting the environment today. Within their groups, the students then select the top three, before suggesting some solutions that could help solve these problems. It is important that each student stick to their assigned role

within the group. The presenter of each group will then present their group’s top three and their solution, before a whole class discussion is held to debate the merits of what has been suggested.

Survey - Page 59 4https://www.treesforlife.org.au/kidscarboncalculator This activity can be completed at both individual and then class level. An online version is also listed in the link above and can be used to supplement this survey. Students consider their own energy consumption and identify ways in which they can improve. Following this, students share their results and create a whole class graph. Are there common areas that need improving, and if so, what would be the most effective method of doing this? Extension: Alternative methods of presentation can be used to display the results.

Flora And Fauna - Page 60 4http://www.wwffaustralia.com/aboutaustralias-flora-fauna.html Before commencing this activity, students will need a strong understanding of what is meant by the word ‘native’. Some preparation or explanation may be required. Once this has been established, students choose a native flora or fauna to both their city and use the criteria of a number of different animals. Students should display the information they find in a presentation of their own. Students also need to consider why they chose the animals and plants they did, as well as being able to explain their reasoning to the whole class group.

Connections To The Land

Word Smart Student Information

Meet Bob, Melissa, Nala and Tom! Read what they have to say about their connection to the land, then complete the activity on page 53. "My people see land ownership as being completely different to the English way of ownership. The land owns us; the land grows all of us up. No human is older than the land itself. Everything that has been in the flesh has died, but the land is still here. Part of the land has been handed down to you by your ancestors, we say the granny law. It has given me my responsibility now that I’m grown up, to care for my country. To care for my ‘mother’, to care for everything that is around me, with unconditional love and responsibility. You feel that. You feel good when you’re in that space and you kind of feel like you’re living with family, when you include everything that’s alive in that space. And you grow up knowing that these are all your family. You can never feel lonely in that situation. How can you, when all around you is family members from this ground up, to all the trees around you, to all the clouds, the birds flying by, the animals and reptiles hidden in the shrubs, hidden for now but can come out if they want to and hunt around for their food. And then they can become food for us as well. It is a beautiful way of being. It doesn’t push anyone out, but it brings everybody in. And the completeness of being who you are, where you are is a really good feeling.” Bob Randall, a Yankunytjatjara Elder and traditional owner of Uluru “We see the world that white people see but we are also seeing a mythic landscape at the same time, and an historic landscape. White people see Rotary parks and headlands; we see sacred sites. And we are looking at bush food.” Aboriginal woman, Melissa Lucashenko “In white society, a person's home is a structure made of bricks or timber, but to our people our home was the land that we hunted and gathered on and held ceremony and gatherings.” Nala Mansell-McKenna, Youth Worker, Tasmanian Aboriginal Centre “We cultivated our land, but in a way different from the white man. We endeavour to live with the land; they seemed to live off it.” Tom Dystra, Aboriginal Elder

Section Four: Geography: Year 4

Word Smart Activity

Connections To The Land

1. Use the information on the previous page to help you fill in this table.

Why do Indigenous people think the land is so special?

How do non-Indigenous people view the land?

2. Now turn your notes into a report that would be suitable for publication in a newspaper. Remember: you will need a headline and expressive language. Divide your report into paragraphs.

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_______________________________________________________________ Section Four: Geography: Year 4

Whatâ&#x20AC;&#x2122;s The Weather Like?

Number Smart Activity

1. Study the graph, then answer the questions below about weather in Australia.

a. Which capital city has the highest average maximum temperature? b. Which capital city has the lowest? c. What is the difference in degrees between the highest and lowest temperatures?

2. Study the table, then answer the questions about weather in Asian capital cities. Annual Average Maximum Capital City and Country Tokyo, Japan Kathmandu, Nepal Beijing, China New Delhi, India Manila, Philippines Dili, Timor-Leste Jakarta, Indonesia Islamabad, Pakistan

Temperature (degrees Celsius) 19 25 18 31 31 31 30 19

a. Which capital cities have the same average temperature? b. What is the difference in degrees between the highest and lowest temperatures? c. Which Asian capital city has an exact temperature match with an Australian capital city?

3. Compare the two sets of data and list three things you observe on the back of this sheet. 54

Section Four: Geography: Year 4

Sketching The Local Environment

Picture Smart Activity

TTWhat is a natural feature?

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TTWhat is a built feature?

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TTGo for a walk around your local environment. Make a list of the natural features that you see.

Natural feature

Where I found it

Date seen

This is what it looks like

TTChoose one of these natural features and draw a labelled diagram of it in the box below.

Section Four: Geography: Year 4

Body Smart Activity

Turn Your Rubbish Into Art!

TTHave you ever considered how much rubbish we throw out every day? What if we could reduce our landfill by taking bottles, plastic bags, paper products, etc. and turning them into junk sculptures? 1. Working with a partner or in a small group, choose one of the challenges from the list below. zz Make a chair out of plastic bottles that somebody could sit on. zz Make a turtle with a shell made out of plastic lids. zz Make a tree with a toilet roll trunk and plastic bag leaves. zz Make an object of your own choice! 2. Brainstorm some ideas by completing this table

We are going to make...

Items we will need...

Basic sketch of the sculpture...

3. Make and display your sculpture. When it is complete, tally up how many different pieces of rubbish you were able to reuse. How much were you able to reduce landfill?

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4. Design an ad campaign to encourage people to reuse their rubbish â&#x20AC;&#x201C; or even create their own piece of art! Use the back of this sheet or your workbook to plan.

Section Four: Geography: Year 4

Treasure your Trash

Music Smart Activity

Sustainable Melody

What is sustainability? Basically, it means meeting our own needs in such a way that future generations will also be able to meet theirs. For example, we have to make sure that we donâ&#x20AC;&#x2122;t use up all the water in our lifetime, so that there will still be plenty of water for our grandchildren and their grandchildren and so on. One way of raising awareness about the importance of sustainability is to get people singing about it! 1. First, choose one of the following sustainability issues: energy use

waste (landfill, recycling)

water availability

2. Next, create a song, rhyme or jingle (a short slogan, verse, or tune that is easily remembered) that advertises ways to save water, conserve energy or reduce waste. Hereâ&#x20AC;&#x2122;s an example: 4https://www.youtube.com/watch?v=x_-pNhxvaKs 3. Write your creation on the lines below. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

3. Finally, perform your work. You can use instruments / body percussion, or use a music creation app. Section Four: Geography: Year 4

Group Discussion

People Smart Activity

TTWorking in a group of four, decide on the top three problems affecting our environment today and suggest ways to help solve them. Each member of the group must take one of the following roles:

If you are the group leader, then you must:

If you are the time manager, then you must:

• read through the topic carefully

• know how long you have to get the task done and keep track of the time

• start the conversation by sharing your opinion • make sure that everyone is actively participating in the discussion

• make sure that the conversation stays focused on the topic • make sure that everyone is having equal time to talk

If you are the scribe, then you must:

If you are the presenter, then you must:

• write down the group’s opinions

• be the spokesperson for the group and share everyone’s thoughts

• be able to write clearly and correctly • read back the notes at the end of the session for everyone to agree on

• speak clearly and confidently • be able to answer questions from others

Section Four: Geography: Year 4

Survey

Self Smart Activity

TTAre you living in a sustainable way? Complete the survey below, looking at how you use water, conserve energy and manage waste. Points:

Never 0 Rarely 1 Sometimes 2 Almost Always 3 Always 4

How often do you:

Score

1. turn off the taps when you brush your teeth? 2. press the half-flush when using the toilet? 3. have short showers? 4. wash up instead of using the dishwasher? 5. switch off the lights when you leave a room? 6. switch off computers/devices when youâ&#x20AC;&#x2122;re not using them? 7. use the clothes line rather than the dryer? 8. turn off fans and heaters? 9. use your own bags when you go shopping? 10. reuse plastic bags? 11. recycle? 12. use containers / keep cups instead of products with disposable packaging?

Total Score:

TTWhat do your results show? What do you do well and how can you improve? Make some comments on the lines below.

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__________________________________ Section Four: Geography: Year 4

Nature Smart Activity

Flora And Fauna

TTChoose one plant and one animal native to Australia, or an Asian country of your choice. Research them and write a short information report, that includes a sketch and some interesting facts.

Section Four: Geography: Year 4

Reflection TTThroughout this book, you have used many different learning “SMARTS”. Now it’s time to share your opinion about them. HISTORY 1. Which of the activities did you enjoy doing the most? Why?

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2. Which activities did you find the least enjoyable? Why?

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Geography 3. Which of the activities did you enjoy doing the most? Why?

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4. Which activities did you find the least enjoyable? Why?

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learning smarts 5. Which learning styles did you find the easiest to use?

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6. Which learning styles were the most challenging?

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7. Were there any learning styles that you used that you enjoyed using that you hadn’t used before?

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8. Share your opinion of “SMARTS” thinking.

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