Online Classroom - Australian Geography Series: Year 4 by Teacher Superstore

Title: Online Classroom: Australian Geography Series – Year 4 © 2018 Ready-Ed Publications Printed in Australia Based on The Environment Sustains Life by Lisa Craig from The Australian History Series - Book 4 (Photocopy Masters).

Acknowledgements Ready-Ed Publications has endeavoured to attribute images and photographs where necessary. Please contact info@ readyed.com.au to update copyright information regarding the material used. i. National Library of Australia ii. Wikimedia iii. Flickr iv. Illustrator: Alison Mutton v. istock.com Front cover: Girl with tablet © www.istockphoto.com/hocus-focus Page 6: Teacher with students looking at tablet © www.istockphoto. com/dolgachov Page 8: Teacher with computer © www.istockphoto.com/Bruce Shippee

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ISBN: 978 192 561 118 2 2

Australian Geography Series

Year 4

Introduction

How To Log In And Navigate 5 Viewing Online Classroom 6 Technical Requirements 7 Registering Your Product & Logging In 8 Record Your Login Details 9 Welcome To The Home Page 10 Top Navigation Bar 11-13 Interactive Features 14-15 Navigate Through The Sections

Section 1 Overview Of Section 1 17 Teachers’ Notes For Section 1 18-20 Activity: Tropical Savannas 1 21 Activity: Tropical Savannas 2 22 Activity: Managing Our Savannas 23 Activity: The Importance Of Environments To People 1 24 Activity: The Importance Of Environments To People 2 25 Activity: Indigenous Connection To Place 26 Activity: Coral Reefs 1 27 Activity: Coral Reefs 2 28 Activity: Coral Reefs 3 29 Activity: Sand Dunes 1 30 Activity: Sand Dunes 2 31 Activity: Sand Dunes 3 32

Section 2 Overview Of Section 2 33 Teachers’ Notes For Section 2 34-35 Activity: Distribution Of Indigenous Peoples 36 Activity: Murray River 37 Activity: Reading Seasons 38 Activity: Firestick Farming 39 Activity: Water Management 40 Section 3 Overview Of Section 3 Teachers’ Notes For Section 3 Activity: Natural Resources 1 Activity: Natural Resources 2 Activity: Waste 1 Activity: Waste 2

41 42 43 44 45 46

Section 4 Overview Of Section 4 Teachers’ Notes For Section 4 Activity: Africa 1 Activity: Africa 2 Activity: South America 1 Activity: South America 2

47 48-49 50 51 52 53

Introduction

What Is Online Classroom?

Online Classroom has been created by Ready-Ed Publications for schools, teachers, home school educators and parents. Online Classroom means that students use interactive technology to learn skills and content prescribed by the Australian Curriculum. By learning online, students will be more engaged with the content and actively demonstrate the skills. Online Classroom can be used on a multitude of devices such as smart/whiteboards, tablets and laptops and is accessible 24/7. There are many different Online Classroom packages to choose from. Go to: www.readyed.net and click on Online Classroom to select a package that suits your needs.

What Is Online Classroom: Australian Geography Series?

Online Classroom: Australian Geography Series consists of six digital packages which cater for primary aged children in Year 1 through to Year 6. Choose one or more of these digital resources to cater for the age group that you are teaching. Online Classroom: Australian Geography Series will change the way your students learn about our globe. Students learn through interactive content, engaging graphics, videos and sound. Online Classroom: Australian Geography Series is a flexible resource. It can be used to: plan and present your Geography lessons; generate lively class discussions about where we live; set up group work; foster independent learning on individual devices; set online homework; set digital research tasks. We hope that you enjoy your learning experience with Online Classroom: Australian Geography Series!

Online Classroom: Australian Geography Series - Year 4 package includes: Interactive online resource

See page 8 for your login code that will provide you with access to Online Classroom: Australian Geography Series Year 4.

Teachers’ guide

A step-by-step guide to using Online Classroom: Australian Geography - Year 4. This includes how to login and navigate. Charles Sturt and Internal Exploration

Complete activity page after viewing Section 3: Charles Sturt and Internal Exploration. Moreton Bay,this November 28th

A New Life at Bathurst

Activity Sturt's Expeditions

Inland Settlements

Bogan

Darlin

Activity

ereag

Assisted Passengers 1  Read the following news item about the assisted migrant Activity ship Sabrina docked at Moreton Bay in 1865.

The SABRINA left Liverpool on the 9th August with 278 Government Immigrants. Throughout the voyage there has been much sickness on board. There have been ten deaths in all, four Complete this activity page after viewing Section 2: A New Life at Bathurst. children and six adults. Four of the deaths were from typhus Using different coloured pencils: fever, and one from smallpox of a virulent character. There were 1. How did assigned convict labour help the early settlers at Bathurst? three cases of typhus fever reported- to be still on and Trace theboard route of Sturt’s first the vessel of course, has been quarantined. Fresh provisions, expedition 1828-1829. _______________________________________________________________________ vegetables and fruit have been sent down to the ship. There seems Complete this activity page after viewing Section 2: Inland Settlements. - provisions Label andonshade the to have been some complaints of bad board … Castl

Students can complete the activity sheets after viewing each section of Online Classroom: Australian Geography Series Year 4. You can find the activity sheets online as well as in this BLM.

Sabrina

Maquari

Activity sheets

Activity

Complete this activity page after viewing Section 4: Assisted Passengers.

_______________________________________________________________________ Macquarie Marshes. Bathurst 1. Why did the settlers in the Port Jackson area celebrate when they heard that Sydney

Trace the words route of Sturt’s 2. in Compare wealthy landowner’s house with 1. Use a dictionary to look up the- underlined the newsaitem. Lachlan Rthe house of a small farm owner. Make Blaxland, Wentworth and Lawson had crossed the Blue Mountains? notes about the houses second expedition 1829-30. Why was the Sabrina put into quarantine when it arrived at Moreton Bay? under the headings.

Murrumbidgee R _______________________________________________________________________ Murray R Farmer _______________________________________________________________________

- Label lake Alexandrina.

___________________________________________________________________ Wealthy Landowner ___________________________________________________________________ 2. What were conditions like on board the migrant ship Sabrina?

2. How do you think the indigenous guide helped the explorers on the crossing? _______________________________________________________________________

___________________________________________________________________

_______________________________________________________________________

___________________________________________________________________

__________________________________ __________________________________ 3. The Sydney Gazette newspaper published proclamations (or announcements) from Governor Macquarie that informed settlers of important events in the colony. Write __________________________________ __________________________________ Macquarie’s proclamation declaring Bathurst as the first inland settlement of New _______________________________________________________________________

1. Why was it important for the colony that the western rivers could be navigated? ___________________________________________________________________

South Wales. Your__________________________________ proclamation should include Macquarie’s reasons for choosing __________________________________ USE THE ONLINE INFORMATION TO ANSWER THE QUESTIONS. _______________________________________________________________________ Bathurst and the advantages that the area offered for settlers.

3. Why were assisted migrants willing to used risk the long voyage Australia? Sturt a notebook to to record what for example:  Imagine that you he areobserved a wealthy each settlerday, hosting a dinner party for an important public “Great heat. Seldom under 100 from °F (38°Sydney C) at noon. ofanatives stillimpress following". figure Town.Relays Prepare menu to your guest based on the food _______________________________________________________________________ resources produced on your farm and those available from the Bathurst district. 2. Study the painting by J. Macfarlane, then write Sturt’s notes about this day’sbyevents.  Proclamation his excellency Lachlan Macquarie  _______________________________________________________________________

SYDNEY GAZETTE

_______________________________________________________________________ __________________________________________________________________

__________________________________

4. How did the Australian colonies raise money for the assisted migrant scheme?

__________________________________________________________________ __________________________________

_______________________________________________________________________

__________________________________________________________________ __________________________________

_______________________________________________________________________ Section 4: Australian Migrants

__________________________________________________________________ __________________________________ __________________________________________________________________ __________________________________ __________________________________ __________________________________________________________________

Sturt threatened by Aborigines at the junction of the __________________________________ Murray and Darling (c.1890). __________________________________________________________________ National Library of Australia

__________________________________________________________________

Section 3: Events That Affected Colonies

__________________________________________________________________ __________________________________________________________________ Section 2: Colonial Life and Patterns of Settlement

God save the King.

Section 2: Colonial Life and Patterns of Settlement

Australian Geography Series

Year 4

How To Log In And Navigate

www.online-classroom.com.au

viewing online classroom Online Classroom can be used on a multitude of devices such as smart/ whiteboards, tablets and laptops. Research shows that students are much more engaged when they are presented with visually stimulating material and information that can be explored in a fun and interactive way. Touch buttons and video clips coupled with colourful and exciting visuals will complement traditional learning material.

You might choose to present Australian Geography Series - Year 4 on an electronic smart/whiteboard. This will create lots of lively discussion. Print out or photocopy the relevant activity sheets and distribute to the class to consolidate learning. Activity sheets can be found inside this BLM or online.

Encourage independent learning on individual devices. Let students explore Online Classroom at their own pace. To do this share the link with your class (www.online-classroom.com.au/ year4geography) and write the login details (see page 8) up on the board for the students to see and use.

Tip

Set digital homework using the activity sheets provided or create your own to consolidate understanding.

www.online-classroom.com.au

technical requirements Online Classroom is viewed online and is available 24/7. We highly recommend that you use the latest Chrome browser to view Online Classroom.

Browser Information You can find and download the latest version of Chrome at https://support.google.com/chrome/ answer/95346?hl=en&ref_topic=3227046 to ensure that you get the very best from Online Classroom. Please ensure that Javascript is also enabled on your browser settings.

School networks and servers The following file extensions need to be enabled on any school servers: .mp3 .mp4 .png .jpg .js The following url needs to be enabled on the school network: www.online-classroom.com.au

Tip To get started ensure you have a good internet connection. Make Chrome your default viewing browser.

www.online-classroom.com.au

Registering Your Product & logGinG IN To access your online resource you need to register your product by following the steps below. 1. Go to www.online-classroom.com.au and type in your full name; school/organisation name; email address and your unique code below. If you are not associated with a school or organisation, you will need to retype your name in this field. Do not leave this field blank.

code: 611182

Click the Register My Product button. 2. Check your email inbox (including your junk mail). You will have received an email with your login details. Click or copy and paste the link emailed to you and it will take you to the online resource. You are ready to go! 3. Keep a handy reference of your login details by completing your school/ organisation name and unique code on page 9. If you are not associated with a school or organisation, please type in your full name instead. Do not leave this field blank. To avoid typing in your school/organisation name and unique code every time you login, follow the tip below. If you forget your login details, please contact us at: info@readyed.com.au

Tip After you have logged in for the first time, save the link in your browser by clicking the star icon in the browser address bar.

www.online-classroom.com.au

RECORD YOUR LOGIN DETAILS

Australian Geography Series

Year 4

School/Organisation Name:

Unique Code:

You can share these login details with other Year 4 classes in your school only. Simply direct students to: www.online-classroom.com.au/ year4geography and share the login details. Sharing the login details with another school or homeschooler is not permitted.

www.online-classroom.com.au

welcome to the home page home

Once you have logged in, you will land on the HOME page. You will always have access to this page by clicking on the HOME tab button located on the top navigation bar.

Top Navigation Bar

Use this menu to navigate through the resource. Year 4 has been divided into four curriculum-linked sections. See pages 11-13 for more information about these sections.

Teacher Section

Use this button at the bottom of the screen to navigate to the information for teachers. This is where you will find a PDF version of this book.

Get Started..

For a quick start, click on GET STARTED>>. This button will take you to page 1 of the first topic in Section 1.

Section 1: The Importance Of The Environment To Animals And People 1st topic: Tropical Savannas

www.online-classroom.com.au

top navigation bar contents

Students and teachers can click the CONTENTS button for an overview of the sections and topics in this Year 4 package. Navigate through the sections and topics at your own pace and in any order you choose.

Australian Geography Series - Year 4 HOME

contents CONTENTS

section 1

section 2

section 3

section 4

MAP

www.online-classroom.com.au

top navigation bar sections 1-4

Click on each section button and explore the topics in each section. As you are exploring a topic, other topics available in the section are listed on the left hand side. Click on any topic to switch from one topic to another.

Australian Geography Series - Year 4 HOME

contents CONTENTS

section 1

section 2

section 3

section 4

MAP

Left Navigation Menu

Use this menu to navigate to the topics included in a section.

Navigate through the pages in each topic. Use the numbered page icons OR the ‘Next’ and ‘Back’ buttons.

www.online-classroom.com.au

top navigation bar map

An Australian map has been provided so students and teachers can locate states, territories and capital cities in Australia. If students click on the map, a world map showing the continents of the globe is also provided.

Australian Geography Series - Year 4 HOME

contents CONTENTS

Map 1

section 1

section 2

section 3

section 4

MAP

Map 2

Tip

The TEACHER SECTION button can always be located at the bottom of the screen.

www.online-classroom.com.au

interactive features Quick Question

Click and Reveal

These interactive buttons ask students a question linked to the topic. Students can guess the answer before clicking on the button to reveal if they are correct.

Click and reveal buttons display information or pictures only when they are clicked on.

Interactive Maps and Pictures Pop-Ups Pop-ups usually contain a small amount of information for the student, and when clicked, reveal more detail in a yellow pop-up box.

Interactive maps and pictures include clickable numbers. When clicked, further information is displayed.

Tip

As you move the cursor over interactive buttons they will change colour.

www.online-classroom.com.au

interactive features Videos Videos combine still and/or moving images, sound and an Australian voice-over to tell a story.

Clickable Links for Activity Sheets At the end of each topic students will find the word â&#x20AC;&#x2DC;hereâ&#x20AC;&#x2122; in blue. When clicked, they will be taken to activity sheets which correspond with the topic that they have just viewed.

Picture Galleries Picture galleries are groups of images linking to the topic. When clicked on, they often are enlarged and more detail is revealed.

Tip

Interactive buttons are great for kinesthetic learners. Students are more likely to engage with content if the screen is interactive.

Trouble loading videos? Follow these steps to troubleshoot. You will know that a video has fully loaded when the time is displayed on the control strip at the bottom of the video frame. If '0 seconds' is displayed, it has not loaded. If the video is taking too long to download (depending on your internet connection), you can troubleshoot the error. 1. Refresh and reload the page by clicking the browser refresh button:

Refresh and reload

2. If the video still does not load. You may need to refresh your browser by closing down and loading the page again. Tip (PCs): Copy the page link by highlighting the url in the browser search bar (Control + c) then paste it into the new browser window (Control + v).

Australian Geography Series

Year 4

Navigate Through The Sections Section 1: The Importance Of The Environment To Animals And People Section 2: Indigenous Australians Section 3: Sustainable Management Of Waste And Natural Resources Section 4: Continents Of South America And Africa

Overview Of Section 1

The Importance Of The Environment To Animals And People The first and second topics in this section focus on Australian savannas â&#x20AC;&#x201C; where they are located; how they are affected by climate and human activity; and the people who live there. Industry in the tropical savannas is explored as well as the importance of looking after this region. Students will consider Indigenous Peopleâ&#x20AC;&#x2122;s relationship with the savannas. The third topic is entitled The Importance Of Environments To People. Why people connect with places and find them special is a focus. Significant Australian places are identified and the reasons why we should preserve these places are examined. The fourth topic in this section looks at Aboriginal Peoplesâ&#x20AC;&#x2122; connection to place. It considers their relationship with the land which is spiritual but also essential to their survival. The final two topics identify two important habitats for animals and vegetation. The first environment is coral reefs and the second environment is sand dunes. What relies on these ecosystems and why it is important to protect these places from damage is investigated. Concrete strategies to preserve these places are presented.

On the final page of each topic, you will be directed to the activity sheets which correspond with the information just viewed. Alternatively you can photocopy the activity pages from this BLM and distribute to your students to complete in class, at home or as part of extension work. Every section ends on a suggested class discussion.

Teachers’ Notes For Section 1

The Importance Of The Environment To Animals And People Tropical Savannas

Managing Our Savannas

Curriculum Link The importance of environments, including natural vegetation, to animals and people (ACHASSK088) • identifying the main types of vegetation, including forest, savanna, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation. • exploring how vegetation has an important role in sustaining the environment by protecting habitat for animals, sheltering crops and livestock. Activity Answers

Tropical Savannas 1

1. There are a sea of grasses with eucalyptus trees and shrubs. The termite mound shows that it is a habitat. 2. It seems that the picture was taken during the dry season as the vegetation looks dried out. 3. The tropical savanna region is in the top end of Australia and stretches from Broome in the west to Rockhampton in the east. 4. Students might note the difference in wildlife and vegetation.

Tropical Savannas 2

1. Lack of water = affects plants, animals and human life which need water to survive. Affects farmers who need water for cattle and crops. Pollution = affects the natural flow of water and the plants and wildlife that depend on it. Introduced species = wild pigs, goats and cane toads to name a few, damage vegetation and watering holes. 2. Goannas; golden bandicoots; green pygmy goose; kangaroos and fruit bats. Others may be acceptable.

Managing Our Savannas

1. Natural: They are unique – they are rich in biodiversity – home to species found nowhere else on the planet. Cultural: People visit; have important sacred and ceremonial sites. Economic: They are places rich in natural resources. They contribute 14.5 billion to the economy. Industries are tourism; pastoral and mining. 2. True; False; False; False. 3. They have a history with the area; they have inhabited the area for a long time; they have protected it for so long. 4. Fire-stick farming.

The Importance Of Environments To People Curriculum Link The importance of environments, including natural vegetation, to animals and people (ACHASSK088) • explaining how people’s connection

Teachers’ Notes For Section 1

The Importance Of The Environment To Animals And People with their environment can be aesthetic, emotional and spiritual. Activity Answers The Importance Of Environments To People 1 1. (Other answers may be acceptable.) i. Places of worship ii. Places where family and friends can gather and meet iii. Ceremonial sites where we remember important and special people iv. Sacred sites v. Places of work where we have a significant role to play 2. (Other answers may be acceptable) We should look after vegetated areas because they are places of beauty; places that provide habitats; places that are heritage listed. 3. (Other answers may be acceptable) Places of worship; places of commemoration or remembrance; sacred sites; national parks. The Importance Of Environments To People 2 4. Provides us with healthy air; resources such as wood and food; and places of beauty to enjoy.

Indigenous Connection To Place Curriculum Link The importance of environments, including natural vegetation, to animals and people (ACHASSK088) • explaining how people’s connection with their environment can be aesthetic, emotional and spiritual. • explaining the significance of vegetation endemic in the local area to survival of Aboriginal and/or Torres

Strait Islander People (for example, as a source of food, shelter, medicine, tools and weapons). Activity Answers Indigenous Connection To Place 1. Water: If they care for water and keep it clean; water will care for them. Earth: What lies beneath the earth is a provider of food and water. Sky and air: Indigenous Peoples believe their Ancestors live in the sky and air and so this space is sacred. Plants and animals: are a source of food and medicine. 2. After native plants and animals that lived there; what resources the place provided; what the place looked like; who lived there. 3. To remind them of their homelands. 4. Because we learn about indigenous history – who lived where and when and what these places might have looked like.

Coral Reefs Curriculum Link The importance of environments, including natural vegetation, to animals and people (ACHASSK088) • exploring strategies to protect particular environments that provide the habitats for animals (for example, planting bird-attracting vegetation) Activity Answers Coral Reefs 1 1. (Other answers may be acceptable.) i. Coral reefs are home to hundreds and thousands of marine species – some unique. ii. They are breeding grounds for fish. iii. They provide us with food.

Teachers’ Notes For Section 1

The Importance Of The Environment To Animals And People iv. They are an important part of our history and heritage. v. Some species found there are sources of medicine. 2. (Other answers may be acceptable.) Tourists like to dive and snorkel and appreciate sea life; places of beauty; warm tropical waters. 3. Pollution from farms; some forms of fishing; storms; oil spills; climate change. 4. Students’ own response. Coral Reefs 2 1. The effects of the dynamite are instantaneous. The fish are killed or stunned quickly and can be collected. 2. The force of the dynamite used over time can fragment coral. 3. (Possible answer) This method of fishing is not sustainable. If the reef is damaged, fish will not breed and will disappear from the area. This will cause a food shortage for communities. Coral Reefs 3 K

T F

R M

O C

Sand Dunes Curriculum Link The importance of environments, including natural vegetation, to animals and people (ACHASSK088)

•

exploring strategies to protect particular environments that provide the habitats for animals (for example, planting bird-attracting vegetation). Activity Answers Sand Dunes 1 1. Students might draw indigenous artefacts; polished pebbles; parts of a shipwreck; lost objects, etc. 2. Sand dunes are formed at the back of the beaches. When dry sand is blown by the wind, it begins to pile up over time against barriers such as vegetation, cliffs or fences. 3. It would have nowhere to live and become threatened if it could not adapt to another environment. Sand Dunes 2 1. To build houses, vegetation has to be cleared and dunes levelled. People would walk on vegetation near the house. 2. Machines would damage natural barriers for sand to build up against. Mining destroys natural dune vegetation that helps to keep dunes stable. 3. Storms and waves can erode sand dunes and carry the sand to another place. 4. Buggies/vehicles can crush sand dune vegetation, which can result in dune collapse and loss of habitat for animals. Also involved is the issue of pollution from human activity. Sand Dunes 3 1. sandy 2. seaweed 3. perch 4. foraging 5. birdwatchers 6. disturbing

Activity

Tropical Savannas 1

Complete this activity sheet after viewing Section 1: Tropical Savannas. ď ą Study the photograph and complete the questions. 1. How is the vegetation in this image typical of Australiaâ&#x20AC;&#x2122;s tropical savannas?

__________________________

2. At which time of the year do you think this photograph was taken? Give a reason for your answer.

_____________________________________________________________________

3. Describe where the Australian tropical savanna region is.

_____________________________________________________________________

4. Complete the T chart to show the difference between Australian and African tropical savannas.

Australian savannas

african savannas

Section 1: The Importance Of The Environment To Animals And People

Tropical Savannas 2

Activity

Complete this activity sheet after viewing Section 1: Tropical Savannas. 1. Complete the cause and effect chart to show how vegetation in savannas can be damaged.

Cause

effect

Lack of water

Pollution

Introduced species 2. Name some of the animals that have made Australian tropical savannas their home.

Section 1: The Importance Of The Environment To Animals And People

Activity

Managing Our Savannas

Complete this activity sheet after viewing Section 1: Managing Our Savannas. 1. Why are Australia’s tropical savannas an important resource? Record your answers under the different headings in the table below.

NATURAL

CULTURAL

ECONOMIC

2. Complete the True or False table about Australian tropical savannas. i. Tropical savannas have large biodiversity that needs protecting.

q True q False

ii. 30% of the Australian population live in the tropical savanna region.

q True q False

iii. There are no jobs in the Australian savanna region.

q True q False

iv. The Australian tropical savanna region is not regarded by the rest of the world as important.

q True q False

3. Why do you think that Indigenous Australians who live in the savanna regions should be consulted about savanna land management?

_____________________________________

4. What is one way Indigenous Australians manage the savannas?

_____________________________________

Section 1: The Importance Of The Environment To Animals And People

Activity

The Importance Of Environments To People 1

Complete this activity sheet after viewing Section 1: The Importance Of The Environments To People.

1. List 4 different types of places that might be special to people and suggest reasons why. Places that could be special.

Possible reasons why.

2. Preserving places is important. Complete the think-pair-share to explain why it is important to look after vegetated areas.

Think by myself

Share in a pair

Share in a group

3. List some Australian places that the government is committed to preserving.

Australian Places

Section 1: The Importance Of The Environment To Animals And People

Activity

The Importance Of Environments To People 2

Complete this activity sheet after viewing Section 1: The Importance Of The Environment To People.

1. Choose an environment in your local area that provides a habitat for animals. Write a sentence below describing this environment and the animals which live there. ______________________________________________________________ ______________________________________________________________ 2. Explain briefly why we need to protect this environment. ______________________________________________________________ ______________________________________________________________ 3. Make a list of ways to protect this environment. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 4. Vegetation not only provides habitats for animals. List other purposes of vegetation. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Section 1: The Importance Of The Environment To Animals And People

Activity

Indigenous Connection To Place

Complete this activity sheet after viewing Section 1: Indigenous Connection To Place.

1. Make notes under the headings below to show Indigenous People’s connection with the Australian land.

water earth

sky and air

plants and animals

2. How did Indigenous Australians give names to places? Provide three examples. _ _______________________________________________________________ _ _______________________________________________________________ _ _______________________________________________________________ 3. Why did European settlers change the original names of places? _ _______________________________________________________________ 4. “Indigenous place names connect all Australians to our heritage and history.” Think of a reason why this statement is true. Reason: _ _________________________________________________________ _ _______________________________________________________________ 26

Section 1: The Importance Of The Environment To Animals And People

Activity

Coral Reefs 1

Complete this activity sheet after viewing Section 1: Coral Reefs.

1. Make a list of five good reasons why we should protect coral reefs.

Why We Should Protect Coral Reefs

2. Why are coral reefs so attractive to tourists?

_____________________________________________________________________

3. What threats do coral reefs face nowadays?

_____________________________________________________________________

4. Would you like to volunteer to save a coral reef? What kind of activities would you choose to help out with?

_____________________________________________________________________

_____________________________________________________________________ Section 1: The Importance Of The Environment To Animals And People

Activity

Coral Reefs 2

Complete this activity sheet after viewing Section 1: Coral Reefs.

ď ą Look at the picture below that shows a fishing method using explosives that is used in several nations in Asia and the Pacific.

1. Why would fishermen find this an easy way of catching food for their families?

_____________________________________________________________________

2. How could this fishing method lead to the destruction of coral reefs?

_____________________________________________________________________

3. How would you try to convince these fishermen to stop using this method?

_____________________________________________________________________

Section 1: The Importance Of The Environment To Animals And People

Coral Reefs 3

Activity

Complete this activity sheet after viewing Section 1: Coral Reefs.

 Find the treasures of coral reefs and their surroundings in this word search. Cuttlefish has been marked to start you off.

Coral reef words • algae

• polyps

• anemone

• seagrass

• barracuda

• seahorse

• clams

• seaweed

• coral

• shark

• crab

• shells

• cuttlefish P

• squid

• dugong

• starfish

• mangrove

• stingray

• octopus

• turtle

• plankton

• whale Section 1: The Importance Of The Environment To Animals And People

Sand Dunes 1

Activity

Complete this activity sheet after viewing Section 1: Sand Dunes.

1. Draw some of the hidden treasures found in sand dunes. Think about what you might find under the sand. Label the things that you have drawn.

2. How do sand dunes form?

________________________________________________________________

_______________________________________________________________

3. What do you think would happen to the rock parrot if sand dunes disappeared?

________________________________________________________________

4. Why do people like sand dunes?

________________________________________________________________

5. What do you like to do at the sand dunes? _____________________________

Section 1: The Importance Of The Environment To Animals And People

Sand Dunes 2

Activity

Complete this activity sheet after viewing Section 1: Sand Dunes.

ď ą Study the illustrations below which show possible threats to sand dunes. Briefly explain in the space underneath each illustration how sand dunes can be damaged or destroyed in certain situations.

___________________________

Section 1: The Importance Of The Environment To Animals And People

Sand Dunes 3

Activity

 Read about a special sand dune dweller – the rock parrot. Fill in the gaps below using the bolded words listed. Use each word once. seaweed

foraging

birdwatchers

sandy

perch

disturbing

The Rock Parrot The plump little rock parrot lives in the (1) ______________coastal dunes in south and west Australia. It is rarely found more than a few hundred metres from the sea. The parrot loves to pick among the (2) ______________washed up on the beach for food, and nestle in the vegetation that grows on the dunes. Unlike other Australian parrots, it does not (3) _____________in trees, but scurries along the ground. It has been found sheltering from bad weather under rocks. It also lives in small groups and not in large flocks. Rock parrots can be seen (4) _____________for food around sand dunes in the early morning and again at dusk. Seeds, fruit and grasses make up their main diet. (5) _______________think this parrot is a wonderful subject to capture on film because it is quite tame and doesn’t fly off in alarm. In South Australia, the number of rock parrots is decreasing. Housing and tourist developments near beaches are (6) ______________the bird’s habitat. In Western Australia, rock parrot populations are not in danger.

Section 1: The Importance Of The Environment To Animals And People

Overview Of Section 2 Indigenous Australians

After viewing the first topic, students will learn about life in Australia prior to colonisation. They will understand that Australian Aborigines lived in areas which were rich in natural resources and where they could live sustainably off the land. The second topic is entitled Murray River. This topic explores Aboriginal life along the banks of the Murray River. The River was an important landform because it provided Indigenous Australians with the resources that they needed to survive. The drying up of Lake Mungo due to climate change and how this impacted distribution is also explored. The third topic, Reading Seasons, examines the Aboriginal seasons; and shows how weather patterns were used by Indigenous Peoples to read the land and thus live sustainably. Firestick Farming is the fourth topic in this series and investigates this age old practice; its benefits and why we still implement this method of looking after our land today. The final topic, Water Management, describes Aboriginal Peopleâ&#x20AC;&#x2122;s knowledge of underground water sources and how they tap into these sources. How this practice has influenced our views today about underground water is considered.

Teachers’ Notes For Section 2 Indigenous Australians

Distribution Of Indigenous Peoples Curriculum Link The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK088) • investigating how Aboriginal and Torres Strait Islander People’s ways of living were adapted to the resources of the Country/Place Activity Answers Distribution Of Indigenous Peoples 1. Australian Aborigines and Torres Strait Islanders 2. (Other answers may be acceptable) i. Nomadic life meant moving from place to place according to the seasons. ii. Nomadic life was a sustainable way of life. iii. Nomadic life made Aborigines experts at reading the land. iv. As they moved from place to place they only took from the land what they needed - allowing resources to replenish. 3. Aborigines who live inland are more likely to eat berries from trees and underground root vegetables than fish.

Murray River Curriculum Link The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK088) • investigating how Aboriginal and Torres Strait Islander People’s

ways of living were adapted to the resources of the Country/Place. • recognising that the distribution of Aboriginal and Torres Strait Islander Peoples before colonisation was across Australia, but concentrated in sustainable areas such as in the coastal and riverine areas of Australia. Activity Answers Murray River 1. Answers will vary. Students might include in their annotations: crayfish were speared; ducks were caught with nets; mussels were caught via diving; ate megafauna eggs; travelled via canoe; hunted kangaroos, etc. 2. Provided them with moth grubs and made canoes from their bark. 3. From fossils. 4. Genyornis newtoni; Sthenurus; Diprotodon optatum; Zygomaturus trilobus. Students might suggest that they were not able to adapt to changing conditions.

Reading Seasons

Curriculum Link The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK088) • investigating how Aboriginal and Torres Strait Islander People’s ways of living were adapted to the resources of the Country/Place. • investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments.

Teachers’ Notes For Section 2 Indigenous Australians

Water Management

Activity Answers Reading Seasons 1. Season

Weather

Mangal

Wet with monsoons Ngaladan Hot and humid Iralnu Big tides – rainy/wet

Bargana

Cold

Lalin Warm Djallalayi Hot and humid

What’s available Root vegetables; turtle eggs

What’s not available Fruit; turtles Fruit

Fruit; nuts’ goannas; caterpillars; grasshoppers; kangaroos; dugongs Dugongs; fish; nuts; honey; wallabies; lizards; snakes Stingrays Turtles

Dugongs

2. Iralnu and Bargana are the plentiful seasons. Ngakadan is the least plentiful season.

Firestick Farming Curriculum Link The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK088) • investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments. Activity Answers Firestick Farming firestick farming; European; venomous; fuel load; supply; nutrient-rich; succulent; ecosystem; landform; biodiversity

Curriculum Link The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK088) • investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments. Activity Answers Water Management 1. A soak is a method used by Indigenous People to access underground water. 2. (Responses will vary slightly) Step 1: Dig down into the earth until clean water appears. Step 2: Remove any debris (such as sand) from the water using a coolamon. Step 3: Continue to dig up to fifteen metres. Step 4: Prevent any sand from dropping into the ‘soak’ by throwing peat against the wall of the soak. Step 5: Place dead branches and uprooted trees over the opening of the soak to keep away animals. 3. Students might note that consultation will help us to save water and use it more responsibly.

Activity

Distribution Of Indigenous Peoples

Complete this activity sheet after viewing Section 2: Distribution Of Indigenous Peoples.

1. Who are the two groups that make up Australia's Indigenous Peoples?

2. List 4 facts about nomadic life.

Fact 1

fact 3

fact 4

3. Complete the T chart to show how food might have been different for Aborigines living inland and Aborigines living in coastal areas.

inland

coastal

Section 2: Indigenous Australians

Murray River

Activity

Complete this activity sheet after viewing Section 2: Murray River.

1. Look at this map of the Willandra Lakes area as it would have been before the lakes dried up pre-colonisation. Use pictures and words to show where and how Indigenous Australians lived; their movements and activities.

Darling River

Lake Mungo Pacific Ocean Murray River

Lake Mungo

2. What importance did the red river gums play in the lives of Indigenous Australians living near the Murray River? ________________________________________________________________ ________________________________________________________________ 3. What is one way of determining what life was like 40,000 years ago for Indigenous Australians? ________________________________________________________________ 4. What megafauna existed years ago? Why do you think megafauna no longer exist? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Section 2: Indigenous Australians

Reading Seasons

Activity

Complete this activity sheet after viewing Section 2: Reading Seasons.

1. Complete the table to show the six seasons that the Bardi Peoples followed. Season

Weather

Whatâ&#x20AC;&#x2122;s available

Whatâ&#x20AC;&#x2122;s not available

Mangal Ngaladan Iralnu Bargana Lalin Djallalayi

2. Highlight the season that was most plentiful. Circle the season that was least plentiful.

Bardi 3. Look at the map showing the area north of Broome and parts of the Dampier Peninsular in the Kimberley region of Western Australia. This is where the Bardi Peoples live. Annotate the map with pictures of some foods available in the plentiful seasons.

Section 2: Indigenous Australians

Activity

Firestick Farming

ď ą Read the text below about firestick farming and complete the gaps with words or phrases chosen from the text box. Use each word or phrase once only. biodiversity venomous nutrient-rich landform firestick farming ecosystem European fuel load supply succulent

Indigenous Australians have been managing their environment for thousands of generations through the age-old practice of _________________________. This practice, however, does not take place today on the same scale as it used to before _________________ settlement. Smoke rising on the horizon was not necessarily an alarm for Indigenous Australians, but often a comforting sign that their kin in a nearby territory were taking care of the land.

By burning the long grasses and their seeds, Indigenous Australians learnt that it made travelling on their search for food easier. They could also see animal tracks in the soil and be on the lookout for _______________snakes. These low intensity fires were set on a regular basis which meant that dry vegetation was being removed from the environment and thus, reduced the ________________ that could lead to bigger, uncontrollable bushfires. The smoke from firestick farming promoted the development of flowers on trees. This fruit was then available at different times of the year as clans moved around their territory. Native plums and apples not only provided people with a steady food ________________, but animals and birds too. Firestick farming left the soil _________________. Animals quickly returned to the area to forage for ________________ green shoots. The small number of mammals and reptiles killed during burning were not wasted, but gathered for food. Sometimes an area would not be visited again for two or three years to allow the ________________ to regenerate. Indigenous Australians developed a deep knowledge of how to manage their environment. They only set fires when conditions were right for a particular ________________ and time of year. They took into account the time of day, wind speed and direction, vegetation types, location of water supplies and proximity to sacred sites before lighting fires. As a result, Indigenous Australians created a rich network of __________________ in the habitats that they vowed to care for.

Section 2: Indigenous Australians

Activity

Water Management

Complete this activity sheet after viewing Section 2: Water Management.

1. In your own words, describe what a soak is. ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 2. Write down 5 steps that someone could follow to create a soak.

Step 1 Step 2 Step 3 Step 4 Step 5

Challenge Why is it important that Aborigines and Torres Strait Islanders of Australia are consulted about the use of water in Australia today?

��

�� Section 2: Indigenous Australians

Overview Of Section 3

Sustainable Management Of Waste And Natural Resources The first topic is entitled Natural Resources. A number of natural resources are identified; and the products that natural resources are used to make are explored. Students will understand the difference between renewable and nonrenewable resources and the need to use both responsibly. Reclaimed water as a solution to declining resources is investigated. Students might be prompted here to think of other solutions to using natural resources more sustainably â&#x20AC;&#x201C; such as electric cars and solar panels, etc. The second topic in this section is entitled Waste. Students are presented with a number of statistics about the amount of waste in Australia. Students might be surprised at the figures and prompted to think about how we can reduce waste in our own country and globally. The three Rs (reuse; reduce and recycle) are introduced as way of managing waste in our world. The impacts of waste on people and animals, in particular marine life is considered.

Teachers’ Notes For Section 3

Sustainable Management Of Waste And Natural Resources Natural Resources 1 Curriculum Link The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090) • identifying some of the resources produced by the environment and where they come from (for example, water, food and raw materials such as fibres, timber and metals that make the things they use). • exploring how some natural resources are used and managed in sustainable and non-sustainable ways. • identifying renewable and nonrenewable resources. Activity Answers Natural Resources 1 (Other answers may be acceptable) 1. Natural resources are found naturally in the environment. We might dig for them, grow them or take them from living things. 2. Human-made resources are what humans make using natural materials. 3. Leather is used to make shoes; cotton plants used to make clothes; sand used to make glass; bees wax used to make candles, etc. 4. Renewable resources are unlimited but still need to be used carefully. Non-renewable resources are limited because they cannot be regrown or reproduced. Renewable = water; air; sunlight Non-renewable = coal; oil; sand Natural Resources 2 Curriculum Link The use and management of natural

resources and waste, and the different views on how to do this sustainably (ACHASSK090) • investigating where a particular renewable natural resource comes from, how it is used and sustainable management strategies (for example, recycling paper or planting more trees). Natural Resources 2 (Other answers may be acceptable) 1. Pros = uses water more responsibly; can be used for all purposes; safe; great in times of drought Cons = expensive to recycle; the thought of drinking treated sewerage water is not appealing to some 2. Fact; fiction; fact; fact; fact; fiction; fiction; fact; fact. Activity Answers Waste 1 2. Reduce = Means using and buying less to create less waste Reuse = Means using things more than once so there is less waste Recycle = Means placing things in recycling bins or at recycling points so that they can be turned into something else Activity Answers Waste 2 (Other answers might be acceptable) 1. rope; bottles; plastic containers; shoes; wood; nets, etc. 2. Cetaceans; seabirds; pinnipeds; dugongs; stingrays; sharks; dolphins; stingrays, etc.

Natural Resources 1

Activity

Complete this activity sheet after viewing Section 3: Natural Resources.

1. What are natural resources? Use your own words to write down a definition.

_ _____________________________________________________________

2. What are human-made resources? Use your own words to write down a definition. _______________________________________________________________ _______________________________________________________________ 3. Natural resources are used to make human-made products. Complete the table to show this.

Human-Made Resources

Natural Resources

used to make

4. What are renewable and non-renewable resources? Provide a definition of each and give some examples. Definition renewable: ______________________________________________ Examples:________________________________________________________ Definition non-renewable: __________________________________________ Examples: _ ______________________________________________________ Section 3: Sustainable Management Of Waste And Natural Resources

Natural Resources 2

Activity

Complete this activity sheet after viewing Section 3: Natural Resources.

1. We must use natural resources carefully. One way of doing this is using reclaimed water. Reclaimed water is recycled sewage water. How would you feel about drinking it; watering your garden with it and showering in it? Reflect and respond to this question then fill out the pros and cons table. Before doing this, think about the claim that the population of Australia will increase from 22 million to 35 million over the next 20 years.

Pros

Cons

2. Circle the correct answers. a. b. c. d. e. f.

Water is a natural resource. Water is a non-renewable resource. Reclaimed or recycled water uses sewage water. We must use water sustainably. Without water there would be no life. Increasing the cost of water for consumers is an effective tool for encouraging people to reduce water use. g. Reclaimed water is unsafe to drink. h. Reclaimed water is used for irrigation in Australia. i. Rainfall is becoming more unreliable in Australia.

qFact qFact qFact qFact qFact

qFiction qFiction qFiction qFiction qFiction

qFact qFact qFact qFact

qFiction qFiction qFiction qFiction

3. Caption this image to encourage people to use natural resources more sustainably. You might also want to include speech bubbles.

Section 3: Sustainable Management Of Waste And Natural Resources

Activity

Waste 1

Complete this activity sheet after viewing Section 3: Waste.

1. Write down four interesting facts about waste from the online information.

Fact 1

fact 3

fact 4

2. Provide definitions of

Reduce: _______________________________________________________

_ _____________________________________________________________

Reuse: _ _______________________________________________________

_ _____________________________________________________________

Recycle: _______________________________________________________

_ _____________________________________________________________

3. In the table write down examples of how you do each.

Reduce

Reuse

Section 3: Sustainable Management Of Waste And Natural Resources

Recycle

Activity

Waste 2

Complete this activity sheet after viewing Section 3: Waste.

1. Draw and label the types of waste that can end up in our oceans.

2. Sea turtles and pelicans are just two of many species affected by people disposing of waste irresponsibly. Jot down what other animals can be harmed.

Section 3: Sustainable Management Of Waste And Natural Resources

Overview Of Section 4

Continents Of South America And Africa The first topic is entitled Africa. It explores this continent in terms of its location, population and area. Students will understand that the continent is divided into five main parts and will examine some countries in each part. A case study on the similarities and differences between Adelaide and Cape Town is presented. Climate and native species are a focus of this case study. The second topic is entitled South America. It explores this continent in terms of its location, population and area. Countries of South America and where they are located is introduced. Native species in Queensland and Uruguay is explored.

Teachers’ Notes For Section 4 Continents Of South America And Africa

Africa Curriculum Link The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia (ACHASSK087) • using geographical tools (for example, a globe, a wall map or digital application such as Google Earth) to identify the major countries of Africa and South America and their relative locations • using a globe to investigate the Great Circle routes of aeroplane travel between Australia and the major countries of Africa and South America • researching the main types of natural vegetation and native animals in a climate zone in Australia, and comparing them with those found in a similar climate in Africa or South America • using a printed or electronic atlas to identify the main characteristics of the continents of Africa and South America (for example, topographical features, environments, cities) Activity Answers Africa 1 2. Atlantic Ocean; Mediterranean Sea; Red Sea; Indian Ocean 3. Students should colour and label: Central Africa; Eastern Africa; Southern Africa; Western Africa; Northern Africa Activity Answers Africa 2

Similarity Have similar climates Both cities are surrounded by vegetated areas

Difference They are different continents Have different native species

South America Curriculum Link The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia (ACHASSK087) • using geographical tools (for example, a globe, a wall map or digital application such as Google Earth) to identify the major countries of Africa and South America and their relative locations. • using a globe to investigate the Great Circle routes of aeroplane travel between Australia and the major countries of Africa and South America. • researching the main types of natural vegetation and native animals in a climate zone in Australia, and comparing them with those found in a similar climate in Africa or South America. • using a printed or electronic atlas to identify the main characteristics of the continents of Africa and South America (for example, topographical features, environments, cities). Activity Answers South America 1 2. North Atlantic; South Atlantic; South Pacific; North Pacific; Southern Ocean

Teachersâ&#x20AC;&#x2122; Notes For Section 4 Continents Of South America And Africa

Activity Answers South America 2 2. Topographical features are the surface features of a land. This could include: mountains, hills, creeks, etc. Queensland Green sea turtle Cassowaries Ulysses butterfly Maori wrasse

Uruguay Even-toed ungulates Crab eating racoons Azara fox Capybara

Activity

Africa 1

Complete this activity sheet after viewing Section 4: Africa.

1. List 2 interesting facts about the continent of Africa.

Fact 1

Fact 2

2. Annotate the map of Africa below showing the oceans and seas which surround the continent of Africa.

3. Colour and label the 5 parts of Africa on the map. 50

Section 4: Continents Of South America And Africa

Africa 2

Activity

Complete this activity sheet after viewing Section 4: Africa.

1. Label some of the countries in the continent of Africa. 2. Which country do you think is nearest to where you live? Colour it. 3. Write down one fact about two countries in Africa.

Country:________________

Fact

Country:________________

Fact

4. Note two similarities and two differences between Cape Town and Adelaide.

Similarities

Differences

Section 4: Continents Of South America And Africa

Activity

South America 1

Complete this activity sheet after viewing Section 4: South America.

1. List 2 interesting facts about the continent of South America.

Fact 1

Fact 2

2. Annotate the map of South America below showing the oceans and seas which surround the continent.

3. Colour and label 5 countries in South America on the map. 52

Section 4: Continents Of South America And Africa

South America 2

Activity

Complete this activity sheet after viewing Section 4: South America.

1. Which country would you like to visit in South America? Give a reason. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 2. What does topographical features mean? _______________________________________________________________ _______________________________________________________________ 3. Write down one topographical feature about South America. _______________________________________________________________ 4. Complete the table to show different species found in Queensland and Uruguay.

Queensland

Uruguay

Section 4: Continents Of South America And Africa