Online Classroom - Australian Geography Series: Year 5 by Teacher Superstore

Title: Online Classroom: Australian Geography Series – Year 5 © 2018 Ready-Ed Publications Printed in Australia Based on Year 5: Characteristics Of Places by Lisa Craig from The Australian Geography Series (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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Published by: Ready-Ed Publications www.readyed.net info@readyed.com.au

ISBN: 978 192 561 119 9 2

Australian Geography Series

Year 5

Introduction

How To Log In And Navigate Viewing Online Classroom Technical Requirements Registering Your Product & Logging In Record Your Login Details Welcome To The Home Page Top Navigation Bar Interactive Features

5 6 7 8 9 10 11-13 14-15

Navigate Through The Sections Overview Of Section 1 Teachers’ Notes For Section 1 Activity: North America 1 Activity: North America 2 Activity: North America 3 Activity: Europe 1 Activity: Europe 2

16 17 18 19 20 21 22 23

Overview Of Section 2 Teachers’ Notes For Section 2 Activity: Changing Face Of Our Land 1 Activity: Changing Face Of Our Land 2 Activity: Changing Face Of Our Land 3

24 25 26 27 28

Overview Of Section 3 29 Teachers’ Notes For Section 3 30-32 Activity: Where We Live 1 33 Activity: Where We Live 2 34 Activity: Landforms 1 35 Activity: Landforms 2 36 Activity: Landforms 3 37 Activity: Ecosystems 1 38 Activity: Ecosystems 2 39 Activity: Ecosystems 3 40 Activity: Antarctica 1 41 Activity: Antarctica 2 42 Activity: Antarctica 3 43 Activity: Zoning And Planning 1 44 Activity: Zoning And Planning 2 45 Overview Of Section 4 Teachers’ Notes For Section 4 Activity: Bushfires 1 Activity: Bushfires 2 Activity: Bushfires 3 Activity: Bushfires 4 Activity: Real Life Australian Bushfires 1 Activity: Real Life Australian Bushfires 2 Activity: Floods 1 Activity: Floods 2

46 47-48 49 50 51 52 53 54 55 56

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 5 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 5.

Teachers’ guide

A step-by-step guide to using Online Classroom: Australian Geography - Year 5. 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 5. 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 5

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 5 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/ year5geography) 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: 611199

2. Click the Register My Product button. 3. 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! 4. 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 5

School/Organisation Name:

Unique Code:

You can share these login details with other Year 5 classes in your school only. Simply direct students to: www.online-classroom.com.au/ year5geography 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 5 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: North America and Europe 1st topic: North America

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 5 package. Navigate through the sections and topics at your own pace and in any order you choose.

Australian Geography Series - Year 5 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 5 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 5 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 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 Interactive maps and pictures include clickable numbers. When clicked, further information is displayed.

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

Tip

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

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

www.online-classroom.com.au

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

Clickable Links for Activity Pages 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.

Quick Question

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.

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 5

Navigate Through The Sections Section 1: North America And Europe Section 2: The Australian Environment Section 3: Place And Space Section 4: Bushfires And Floods

Overview Of Section 1 North America And Europe

Section 1 explores the continents of North America and Europe. Students will understand what a continent is and how many there are in the world. The first topic focuses on the continent of North America - where exactly it is located; what countries comprise this continent; area; population; major landforms; borders; flags and facts. There is a focus on Mexico; one of the countries in North America. The first people to settle Mexico (the Aztecs) are looked at in some detail. Students will learn how and when the Aztecs settled; their sustainable lifestyle and what happened to them. The second topic in this section focuses on Europe. Students will learn about Europe in terms of its area; location; population; languages spoken and countries located there. There is a focus on Britain - one of the countries in the continent of Europe. The influence of the Romans in Britain up until the arrival of the Anglo-Saxons is investigated, as is the beginning of Normandy rule after the Battle of Hastings in 1066.

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 North America And Europe

Topic 1: North America

Curriculum Link The influence of people on the environmental characteristics of place in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111) Elaborations: • using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to identify the relative location of the major countries of Europe and North America and their environmental characteristics • using a printed or electronic atlas to identify the main characteristics of continents of Europe and North America • researching the changes made by people to a particular environment in a country in Europe and a country in North America Activity Answers North America 1 1. A continent is a large landmass on Earth. It is a way of dividing our world into distinct areas. 2. Asia; Europe; Australia; Antarctica; Africa; North America and South America 3. Europe and Asia = Eurasia North America 2 1. Arctic Ocean; North Atlantic Ocean; North Pacific Ocean; Beaufort Sea; Labrador Sea; Caribbean Sea North America 3 1. Recycled human excrement and urine to reduce pollution in lakes; they were self-sufficient growing their own food; recycled food scraps to reduce waste; didn’t introduce species (other responses may be acceptable)

Topic 1: Europe

Curriculum Link The influence of people on the environmental characteristics of place in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111) Elaborations: • using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to identify the relative location of the major countries of Europe and North America and their environmental characteristics • using a printed or electronic atlas to identify the main characteristics of continents of Europe and North America • researching the changes made by people to a particular environment in a country in Europe and a country in North America Activity Answers Europe 1 1. Norwegian Sea; North Sea; Black Sea; Mediterranean Sea; North Atlantic Ocean; Caspian Sea; Arctic Ocean; White Sea Europe 2 1. Anglo-Saxon rule: farmed land and built wooden houses; let cities and towns become derelict; rural not urban. Roman rule: built sophisticated roads, forts, amphitheatres and walls; built cities and towns (what is now known as London); urban not rural 2. Fact 1: William Duke of Normandy (France) invaded Harold Anglo Saxon King of England. Fact 2: William was victorious - thus began Normandy rule in Britain and the end of Anglo-Saxon rule. Fact 3: It occurred in 1066 and King Harold was slain.

Activity

North America 1

Complete this activity sheet after viewing Section 1 of Online Classroom - North America. 1. What is a continent? Write a definition below.

_____________________________________________________________________

2. Name the seven continents of the world on the map below.

3. Colour the continent in which you live? 4. Which two continents are often combined? What new name is given to this combined continent?

_____________________________________________________________________

Section 1: North America And Europe

Activity

North America 2

Complete this activity sheet after viewing Section 1 of Online Classroom - North America. Annotate the map showing: the oceans and seas which surround the continent of North America; facts about 6 countries in the continent of North America.

Fact 1

Fact 2

Fact 3

Fact 4

Fact 5

Fact 6

Section 1: North America And Europe

Activity

North America 3

Complete this activity sheet after viewing Section 1 of Online Classroom - North America. The Aztecs changed Mexico. The changes that they made did not adversely affect the environment. 1. List four ways that the Aztecs lived sustainably.

2. What are some of the pollution problems that we have today in the world? Complete the think-pair-share.

Think by myself

Share in a pair

Share in a group

3. Jot down thoughts below about what practices we could reasonably implement from the Aztecs to make less adverse impacts on our world in terms of pollution.

brainstorm

Section 1: North America And Europe

Europe 1

Activity

Complete this activity sheet after viewing Section 1 of Online Classroom - Europe. Annotate the map showing: the oceans and seas which surround the continent of Europe; facts about 6 countries in the continent of Europe.

Fact 1

Fact 2

Fact 3

Fact 4

Fact 5

Fact 6

Section 1: North America And Europe

Europe 2

Activity

Complete this activity sheet after viewing Section 1 of Online Classroom - Europe. The Romans and the Anglo-Saxons changed the face of Britain in different ways. 1. Complete the T chart to show the difference between Roman and Anglo-Saxon rule.

Anglo-Saxon rule

Roman rule

2. The Battle of Hastings is one of the most famous battles in Europe. List three facts about the battle.

the battle of hastings Fact 1

Fact 2

King Harold

Fact 3

Section 1: North America And Europe

duke of normandy

Overview Of Section 2 The Australian Environment

The topic in this section is entitled Changing Face Of Our Land. Students will map how Australia has changed over time and compare what Australia looked like prior to, and after colonisation and think about the reasons why. There is particular emphasis on urban development and students are encouraged to consider the pros and cons of urbanisation. Ecotourism, accessing groundwater and firestick farming are all explored in some detail. Students will become aware of how these concepts and traditional practices can help keep Australia in better shape to be enjoyed by future generations.

Teachersâ&#x20AC;&#x2122; Notes For Section 2 The Australian Environment

Topic 1: Changing Face Of Our Land Curriculum Link The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112) Elaborations: â&#x20AC;˘ identifying how Aboriginal and Torres Strait Islander communities altered the environment and sustained ways of living through their methods of land and resource management â&#x20AC;˘ exploring the extent of change in the local environment over time (for example, through vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining), and evaluating the positive and negative effects of change on environmental sustainability Changing Face Of Our Land 1 Activity Answers 1. Suggested answers only. Then: more vegetation lined the river banks as it was not chopped down for urbanisation; destructive bushfires were controlled through the practice of firestick farming protecting natural vegetation and native species Now: less vegetation chopped down to make room for urbanisation and farming; vegetation destroyed by out of control bushfires; nonnative vegetation introduced which competed with native vegetation

2. Urban development is the process of clearing land to make way for the construction of houses, hotels, railway lines, roads, etc. Changing Face Of Our Land 2 Activity Answers 1. Living sustainably means that we do not threaten the existence or lifespan of resources or living things. 2. Practised firestick farming; sourced underground water; only took from the land what they needed; did not urbanise Australia. 3. Suggested answers only. Australia is prone to droughts and hot temperatures; has unpredictable rainfall and a lot of open land to tap into underwater sources; tapping into underground water resources would give us a more reliable water source for irrigation of crops, etc. Changing Face Of Our Land 3 Activity Answers 1. Suggested answers only. Pros: economic; cultural; educational Cons: increased pollution; threat to natural vegetation and resources; the building of facilities would spoil the natural beauty of places 2. Suggested answers only. Promotes sustainable tourism based on nature so places can be enjoyed by future generations. 3. true; true; false; false; true; false; false; true; true; true; true

Changing Face Of Our Land 1

Activity

Complete this activity sheet after viewing Section 2 of Online Classroom - Changing Face Of Our Land. 1. Map the changes that people have made over time to the landscape in Australia by completing the then and now boxes below.

Then (pre-colonisation)

Now (post-colonisation)

2. What is urban development? Use your own words to write a definition.

_____________________________________________________________________

3. Do you think urban development is essential? What if we did not have urban development? Complete the think-pair-share to record your thoughts.

Is urban development necessary? Think by myself

Share in a pair

Section 2: The Australian Environment

Share in a group

Activity

Changing Face Of Our Land 2

Complete this activity sheet after viewing Section 2 of Online Classroom - Changing Face Of Our Land. 1. What is sustainable living? Use your own words to write a definition below.

_____________________________________________________________________

2. Complete the brainstorm with ideas about how traditional Aborigines lived sustainably.

Brainstorm

3. List three main benefits of tapping into underground water sources in a country like Australia.

Research Find out where, in your local area, underground water is used.

Section 2: The Australian Environment

Activity

Changing Face Of Our Land 3

Complete this activity sheet after viewing Section 2 of Online Classroom - Changing Face Of Our Land. 1. Jot down the pros and cons of tourism in a place.

Pros

Cons

2. Using your own words, write a definition of ecotourism in the space below.

_____________________________________________________________________

3. Complete the true or false table about ecotourism. In an ecotourist resort, you would expect to find: LED energy saving lightbulbs water restrictors on showers no native trees or vegetation lots of cars pushbikes no fishing restrictions polluted beach a â&#x20AC;&#x153;Want To Be A Rangerâ&#x20AC;? program a centre for visitors signage tour guides

Section 2: The Australian Environment

True or false?

Overview Of Section 3 Place And Space

The first topic in this section is entitled Where We Live. Students will learn that most Australians live near the coast rather than inland and populate built-up cities. The reasons why Australians live where they do are explored. Areas which have declining populations in remote Australia are also given consideration. The second topic is entitled Landforms. The Murray-Darling Basin is a focus - its location; who lives in this area; employment and how the water from the Basin is used, are all examined. The ACT is used as a case study in this topic. The third topic is entitled Ecosystems. What an ecosystem is; impacts on an ecosystem; and ways to protect ecosystems are a focus. Antarctica is the title of the fourth topic in this section. Its area; climate; scientific research carried out there; ownership; and details about the Antarctica Treaty are all considered. The final topic in this section is entitled Zoning And Planning. Students will understand that zoning is a way of controlling how land is used; and planning refers to a strict process in place to manage how land is developed. The Roe 8 debate in Western Australia is used as a case study.

Teachers’ Notes For Section 3 Place And Space

Topic 1: Where We Live Curriculum Link The environmental and human influences on the location and characteristics of a place and the management of space within them (ACHASSK113) Elaboration: • comparing how people have responded to climatic conditions in similar and different places and explaining why most Australians live close to the coast compared to inland Australia Activity Answers Where We Live 1 1. Coastal regions of Australia are more heavily populated because they have a cooler climate. Less heavily populated areas are inland Australian regions. These regions are generally extremely hot in summer and do not experience cool winters. 2. Students’ maps should indicate that warmer areas are in the north and cooler areas are further south. Activity Answers Where We Live 2 1. Students might mention: schools; hospitals; good transport routes and options; job opportunities; housing

Topic 2: Landforms

Curriculum Link The environmental and human influences on the location and characteristics of a place and the management of space within them (ACHASSK113) Elaborations: • investigating the influence of landforms (for example, river valleys such as the Murray-Darling, Yellow (Huang He), Yangtze, Amazon, Mekong or Ganges), on the development of settlements that are involved in food and fibre production • examining the effects of landforms (for example, valleys, hills, natural harbours and rivers) on the location and characteristics of their place and other places they know Activity Answers Landforms 1 1. Suggested answers: valleys; plains; plateaus; hills; glaciers; mountains; deserts 2. Suggested answers: located in South East Australia; runs through NSW, Victoria, ACT and parts of Queensland and South Australia; people in the food industry live in the Basin because water from the rivers provides irrigation; farm lands in the Basin account for over a third of Australia’s food Activity Answers Landforms 2 1. Answers will vary. WA: Swan: recreational sailing NT: Daly River: fishing for food SA: Torrens River: irrigate crops NSW: Hunter River: transport food

Teachersâ&#x20AC;&#x2122; Notes For Section 3 Place And Space

QLD: Brisbane River: transport route TAS: Derwent River: research marine life VIC: Yarra River: drinking water

Topic 3: Ecosystems

Curriculum Link The environmental and human influences on the location and characteristics of a place and the management of space 2. Used to water crops and for livestock. Without water, crops cannot grow and within them (ACHASSK113) Elaboration: livestock cannot survive. â&#x20AC;˘ exploring the extent of change in the Activity Answers local environment over time and the Landforms 3 impact of change on ecosystems 1. To stop the squabbling between NSW Activity Answers and Victoria; other states agreed; good Ecosystems 1 water supply. 1. Ecosystem A: a bird (rock parrot); rocks 2. Students should highlight Bendora and dunes/beach. Ecosystem B: a Dam; Corin Dam and Googong lizard; vegetation and rocks. Reservoir. Activity Answers Ecosystems 2 1 = clearing of land displaces animals and contributes to climate change 2 = over-fishing disrupts the food chain 3 = introduced species causes extinction of species 4 = mining destroys natural dune vegetation that helps to keep dunes stable 5 = littering spoils the natural beauty of places, so cannot be enjoyed by others 6 = pollution harms water and can make people sick Activity Answers Ecosystems 3 1. Ecosystem will be affected; it is a native species so it belongs; it has significance for the Anangu People (it is part of their history); it has been in Australia for thousands of years; people like to look at it 2. Students should highlight the Anangu Local Government Area

Teachers’ Notes For Section 3 Place And Space

Topic 4: Antarctica

Curriculum Link The environmental and human influences on the location and characteristics of a place and the management of space within them (ACHASSK113) Elaboration: • exploring how a unique environment is used and managed (for example, settlement and human use of Antarctica and the practices and laws that aim to manage human impact) Activity Answers Antarctica 1 1 = false; 2 = true; 3 = false; 4 = true; 5 = true; 6 = true; 7 = false; 8 = true; 9 = true; 10 = true; 11 = false; 12 = false; 13 = true; 14 = false; 15 = false Activity Answers Antarctica 2 1. Suggested answers only. Pros = best place from which to view space; unique; great place for research; meet people from all around the world; peaceful Cons = extremes of temperature; cannot live there permanently so have to travel; isolated; summer has 24 hours of sunshine; winter has 6 weeks of complete darkness Antarctic Animals = penguins; whales; seals; seabirds, etc. Activity Answers Antarctica 3 1. Consequence 1 = animals would not be protected and might become threatened. Consequence 2 = Could become a place of political unrest as countries fight for ownership of the land. Consequence 3 = May become a place where other countries would dispose of their waste. Consequence 4 = Could become a site where nuclear testing takes place.

Topic 5: Zoning And Planning

Curriculum Link The environmental and human influences on the location and characteristics of a place and the management of space within them (ACHASSK113) Elaborations: • examining how the use of the space within their local place is organised through zoning • investigating a current local planning issue (for example, redevelopment of a site, protection of a unique species), exploring why people have different views on the issue, and developing a class response to it Activity Answers Zoning And Planning 1 1. Zoning is often done before planning. It is the process of dividing up the land so certain land uses are permitted or prohibited. It is a way of controlling how the land is used. Planning often happens after zoning. Once land use is established, planning is needed to build on the land. E.g. if land is zoned for office spaces, planning for the building of offices will be needed 2. Suggested answers = worship; business; residential; educational

Where We Live 1

Activity

Complete this activity sheet after viewing Section 3 of Online Classroom - Where We Live. ď ą Study this map that shows Australiaâ&#x20AC;&#x2122;s population density. Population density refers to how many people (on average) live in one square kilometre. Darwin

Brisbane Perth Adelaide Estimated resident population. Source: Australian Demographic Statistics

1 dot = 1000 people

Sydney Canberra Melbourne Hobart

1. Which regions of Australia are more heavily populated (< 100 people per km2) and why might climate account for this?

_____________________________________________________________________

2. Which areas of Australia are less heavily populated and why might climate account for this?

_____________________________________________________________________

3. On the map, shade the hottest places red, warmer places orange and temperate places blue.

Section 3: Place And Space

Activity

Where We Live 2

Complete this activity sheet after viewing Section 3 of Online Classroom - Where We Live. Â&#x2030;Â&#x2030; People live in coastal cities because of resources. Look at the coastal city below. Annotate the picture with reasons why people might live in this city by the coast.

hospital

School

Section 3: Place And Space

Activity

Landforms 1

Complete this activity sheet after viewing Section 3 of Online Classroom - Landforms. 1. A river is a landform. Can you think of other types of landforms? In pairs, complete the brainstorm with ideas.

Brainstorm

2. The Murray-Darling Basin is a landform. Use the online information to list five facts about the Murray-Darling Basin.

Murray-Darling Basin

Section 3: Place And Space

Landforms 2

Activity

Complete this activity sheet after viewing Section 3 of Online Classroom - Landforms. Rivers are important landforms. There are many major rivers in Australia. People live near rivers and use them for different purposes. 1. Fill in the table to name some rivers around Australia and how they are used. Highlight the river that is nearest to you. Australian State or Territory

River

How it might be used

Western Australia

Northern Territory

Victoria

New South Wales

Queensland

Tasmania

South Australia 2. Use your own words to explain why rivers are important for the food industry.

_____________________________________________________________________

Section 3: Place And Space

Activity

Landforms 3

Complete this activity sheet after viewing Section 3 of Online Classroom - Landforms. 1. Give three reasons why Canberra was chosen as Australiaâ&#x20AC;&#x2122;s capital.

Fact

The design of Canberra was based on a competition entry won by Walter Burley Griffin and his wife.

2. Look at the map. Use a highlighter to indicate the two dams and reservoir where the authorities of the Australian Capital Territory and Queanbeyan get their water from.

Section 3: Place And Space

Activity

Ecosystems 1

Complete this activity sheet after viewing Section 3 of Online Classroom - Ecosystems. 1. An ecosystem has two parts â&#x20AC;&#x201C; living things and a physical environment. Label the two parts of each ecosystem pictured below by annotating the pictures.

Ecosystem A

Ecosystem B

2. Think of other ecosystems in your area. Complete the table.

Ecosystem

Living thing I might find there

Section 3: Place And Space

Activity

Ecosystems 2

Complete this activity sheet after viewing Section 3 of Online Classroom - Ecosystems. Ecosystems can be damaged by human activity. Complete the effect boxes.

Cause

Effect

Section 3: Place And Space

Activity

Ecosystems 3

Complete this activity sheet after viewing Section 3 of Online Classroom - Ecosystems. One of the adverse effects of human activity on ecosystems is the loss of species. 1. Jot down five reasons why we should protect the black-footed rock wallaby. Number your reasons in order of importance.

Black-footed rock wallaby

2. Look at the map. Using the information from the online video highlight where you think the rock wallaby lives.

Section 3: Place And Space

Activity

Antarctica 1

Complete this activity sheet after viewing Section 3 of Online Classroom - Antarctica. Antarctica is one of the most unique places found on the planet. It is a fascinating continent to learn about. Complete the True or False quiz using the online information. 1. Antarctica is also known as the North Pole.

qT qF

2. Antarctica covers 14 million square kilometres in area.

qT qF

3. Antarctica is three times the size of Australia.

qT qF

4. It is completely dark for six weeks of the year in Antarctica. qT qF 5. During summer it does not go dark in Antarctica.

qT qF

6. The climate is harsh in Antarctica because of the extremes of temperatures.

qT qF

7. People travel around Antarctica by car.

qT qF

8. Antarctica has no permanent residents.

qT qF

9. Antarctica is a holiday destination for some.

qT qF

10. Antarctica is one of the best places in the world from which to view space.

qT qF

11. The French own the majority of Antarctica.

qT qF

12. People have holiday homes in Antarctica.

qT qF

13. There is a part of Antarctica which is not owned by any country.

qT qF

14. The Antarctic Treaty was created in 1985.

qT qF

15. Fifteen countries initially joined the Antarctic Treaty.

qT qF

Section 3: Place And Space

Antarctica 2

Activity

Complete this activity sheet after viewing Section 3 of Online Classroom - Antarctica. 1. Using the online information, complete the pros and cons chart about working in Antarctica.

Pros

Cons

2. Select one of the research jobs available in Antarctica from the online content. Write a short diary entry from the point of view of a researcher capturing a typical day.

Dear Diary_________________________

_________________________________

Antarctic Animals Note down some of the animals that inhabit Antarctica.

Section 3: Place And Space

Activity

Antarctica 3

Complete this activity sheet after viewing Section 3 of Online Classroom - Antarctica. 1. After reading the information about the Antarctic Treaty, jot down four possible consequences of not having an Antarctic Treaty in place in Antarctica. Consequence 1:

No Treaty!

Consequence 3:

Consequence 2:

Consequence 4:

2. You are off on a trip to visit Antarctica. Use the online information to help you pack your suitcase! Write down what you are going to take inside the suitcase below. Tell a friend your reasons for taking each item.

Section 3: Place And Space

Zoning And Planning 1

Activity

Complete this activity sheet after viewing Section 3 of Online Classroom - Zoning And Planning. 1. What is the difference between zoning and planning? Complete the T chart.

Zoning

Planning

2. What types of activities could land be reserved for in a town? Complete the thinkpair-share.

Think by myself

Share in a pair

3. Look at the steps that Ronanâ&#x20AC;&#x2122;s Dad takes to get permission for the treehouse. Do you think he could have carried out the steps in a different order? Note down your thoughts below.

Section 3: Place And Space

Share in a group

Activity

Zoning And Planning 2

Complete this activity sheet after viewing Section 3 of Online Classroom - Zoning And Planning. 1. When considering whether to approve a build, a council will consider how the build may affect people. Look at the online content about Roe 8. Complete the speech bubbles to show why people might have been in favour of Roe 8.

Person 1

“My kids’ school is so far away. Roe 8 would save me 10 minutes on the road every morning.”

Person 2

Person 3 2. Fill in the protest signs belonging to the Roe 8 protesters.

Section 3: Place And Space

Overview Of Section 4 Bushfires And Floods

The first topic in this section is entitled Bushfires. It explores some of the common reasons why bushfires occur; at what time of year in different states and territories bushfires are most likely to ignite and their impact on native species and people. Preventative measures are outlined as well as strategies to put in place in the event of actual bushfires. The second topic is entitled Real Life Bushfires. It maps some of the most destructive bushfires in Australian history - how they started and their impact are considered. The third and final topic in this section is Floods. Different types of floods are examined - how and when these different types of floods happen is a focus. Preventative measures are also a consideration.

Teachers’ Notes For Section 4 Bushfires And Floods

Topic 1: Bushfires Curriculum Link The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114) Elaborations: • mapping and explaining the location, frequency and severity of bushfires or flooding in Australia • explaining the impacts of fire on Australian vegetation and the significance of fire damage on communities • researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of bushfires or flooding

Activity Answers Bushfires 2 2. Human action; natural Activity Answers Bushfires 4 Suggested answers: close windows; fix tile on roof; remove low hanging tree branches near the house; put pets inside; remove dry leaves; remove leaves and debris from gutters; put anything flammable away from the fire (e.g. petrol; BBQ gas bottle cylinder)

Activity Answers Bushfires 1 1. A = During long periods of dry weather/droughts. B = When temperatures are high, and winds are strong. C = When there is a build up of dry vegetation (biomass). D = When lightning strikes. 2. Dropping cigarettes; accidents with matches; embers from BBQs; leaving broken glass in dry vegetation; farm machinery; lighting small fires 3. It means that after being affected by bushfires, plants resprout and grow back - sometimes healthier than before. Some animals which can run and jump or move quickly are able to escape bushfires.

Teachers’ Notes For Section 4 Bushfires And Floods

Topic 2: Real Life Australian Bushfires

Curriculum Link The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114) Elaborations: • mapping and explaining the location, frequency and severity of bushfires or flooding in Australia • explaining the impacts of fire on Australian vegetation and the significance of fire damage on communities Activity Answers Real Life Bushfires 1 Students should mark up: Ash Wednesday Fires in Adelaide; Black Saturday Fires in Central Victoria; Tasmanian Fires and Canberra Fires. Activity Answers Real Life Bushfires 2 2. Fires spread so quickly and when they spread they are harder to bring under control and extinguish so the damage exacerbates.

Topic 3: Floods Curriculum Link The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114) Elaborations: • mapping and explaining the location, frequency and severity of bushfires or flooding in Australia • researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of bushfires or flooding Activity Answers Floods 1 1. true; true; true; true; false Activity Answers Floods 2 1. Prevention 1 = Bureau of Meteorology monitors river levels and rainfall - issues warnings if necessary. Prevention 2 = Some rivers have electronic data collection systems that transmit river levels to meteorologists. Prevention 3 = Building of walls around riverbanks to prevent floods. Prevention 4 = Groups manage floods and risks in local areas. 2. If insured when your property is damaged by floods, you will receive money to fix up the damage.

Bushfires 1

Activity

Complete this activity sheet after viewing Section 4 of Online Classroom - Bushfires. 1. Bushfires thrive in certain conditions. List four conditions in which bushfires are likely to start.

2. List four human actions that can start a bushfire in the placemat.

3. Certain plants and animals have high resilience to bushfires. What does this mean?

high ____________________________________________________________________

____________________________________________________________________

resilience

Kangaroo 4. The kangaroo is one animal that has high resilience to bushfires. Why do you think this is?

Section 4: Bushfires And Floods

Activity

Bushfires 2

Complete this activity sheet after viewing Section 4 of Online Classroom - Bushfires. 1. Think about where you live.

I live :

2. Complete the sentence stubs.

A The bushfire danger rating in my area would most likely be Code Red during …

B The bushfire danger rating in my area would most likely be moderate during…

C The bushfire danger rating in my area would most likely be low during … 2. Study the pictures. Label each picture either natural or human action.

Section 4: Bushfires And Floods

Bushfires 3

Activity

Complete this activity sheet after viewing Section 4 of Online Classroom - Bushfires. ď ą What would you do during a bushfire alert? Work with a partner to place the actions listed at the bottom of the page on the timeline. Cut out the action plans and glue them in order on both sides of the timeline. Discuss your timeline with another pair.

Bring pets inside. Hose down outside of house facing fire. Fill gutters with water.

Put on protective clothing. Check for spot fires around house and put them out.

Alert family and neighbours about smoke in nearby parkland.

Fill bath/sinks with water. Keep buckets handy.

Store flammable materials away from house. Shut off gas at the meter.

Call 000. Give accurate details of your location.

Move furniture to centre of the room. Take down curtains. Tape windows.

Go indoors. Shut windows and doors. Place wet towels under gaps.

Section 4: Bushfires And Floods

Bushfires 4

Activity

Complete this activity sheet after viewing Section 4 of Online Classroom - Bushfires. ď ą What recommendations would you give to the owner of this house to make it safer in the event of a bushfire? Write your advice in the space provided.

Prepare

Act

Survive

_________________________________________________________________

_________________________________________________________________ _________________________________________________________________

_________________________________________________________________

Section 4: Bushfires And Floods

Activity

Real Life Australian Bushfires 1

Complete this activity sheet after viewing Section 4 of Online Classroom - Real Life Australian Bushfires. Australia’s climate makes it a hotspot for bushfires.  Annotate the map showing where four of Australia’s deadliest bushfires were located and some facts about each.

Section 4: Bushfires And Floods

Activity

Real Life Australian Bushfires 2

Complete this activity sheet after viewing Section 4 of Online Classroom - Real Life Australian Bushfires. 1. Use the online information to make notes about Australian bushfires under the headings.

Wildlife Vegetation

Property

People

2. Jot down your thoughts below explaining why it is important to report a bushfire early.

Section 4: Bushfires And Floods

Floods 1

Activity

Complete this activity sheet after viewing Section 4 of Online Classroom - Floods. 1. Complete the True or False table about floods. True or false? Flash floods are most likely to cause a loss of life. Coastal areas are not likely to be affected by slow-onset floods. Slow-onset floods are due to rivers flooding. Flash floods typically happen when there has been heavy rainfall in an area. Rapid-onset floods are not as dangerous as slow-onset floods because there is more warning of their arrival. 2. Below are items that you could take with you as a volunteer cleaning up after a flood. Rank them from 1 (most important) to 10 (least important). Discuss your answers in class to determine why your peers ranked certain items where they did.

10. Section 4: Bushfires And Floods

Activity

Floods 2

Complete this activity sheet after viewing Section 4 of Online Classroom - Floods. 1. On the placemat, note down four ways that Australia tries to prevent floods.

Prevention 1:

Prevention 2:

Prevention 3:

Prevention 4:

2. Some people insure their properties against floods. What do you think this means? Complete the think-pair-share.

Think by myself

Share in a pair

Share in a group

3. What might be used in the clean-up of a flood? Complete the brainstorm with ideas. Work in a small group.

Brainstorm

Section 4: Bushfires And Floods