Online Classroom - Australian Geography Series: Year 6 by Teacher Superstore

Title: Online Classroom: Australian Geography Series – Year 6 © 2018 Ready-Ed Publications Printed in Australia Based on Year 6: A Diverse And Connected World 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

Copyright Notice The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

Copies are not sold or lent;

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

Published by: Ready-Ed Publications www.readyed.net info@readyed.com.au

ISBN: 978 192 561 120 5 2

Australian Geography Series

Year 6

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 16 Overview Of Section 1 17 Teachers’ Notes For Section 1 18-20 Activity: Asia As A Region 1 21 Activity: Asia As A Region 2 22 Activity: Asia As A Region 3 23 Activity: Asia As A Region 4 24 Activity: Asia As A Region 5 25 Activity: Asia As A Region 6 26 Activity: Asia As A Region 7 27 Activity: Population Watch 1 28 Activity: Population Watch 2 29 Activity: Population Watch 3 30 Activity: Population Watch 4 31

Overview Of Section 3 41 Teachers’ Notes For Section 3 42-43 Activity: Indigenous Peoples Around The World 1 44 Activity: Indigenous Peoples Around The World 2 45 Activity: Language And Religion 1 46 Activity: Language And Religion 2 47 Activity: Language And Religion 3 48 Activity: Migration 1 49 Activity: Migration 2 50 Overview Of Section 4 Teachers’ Notes For Section 4 Activity: Trade 1 Activity: Trade 2 Activity: Trade 3 Activity: Aid, Tourism And Influence 1 Activity: Aid, Tourism And Influence 2 Activity: Aid, Tourism And Influence 3

51 52-53 54 55 56 57 58 59

Overview Of Section 2 32 Teachers’ Notes For Section 2 33-43 Activity: Wealth And Health 1 35 Activity: Wealth And Health 2 36 Activity: Wealth And Health 3 37 Activity: Exploring Differences 1 38 Activity: Exploring Differences 2 39 Activity: Exploring Differences 3 40

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 6 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 6.

Teachers’ guide

A step-by-step guide to using Online Classroom: Australian Geography - Year 6. 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 6. 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 6

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 6 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/ year6geography) 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: 611205

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 6

School/Organisation Name:

Unique Code:

You can share these login details with other Year 6 classes in your school only. Simply direct students to: www.online-classroom.com.au/ year6geography 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 6 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: Asia 1st topic: Asia As A Region

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

Australian Geography Series - Year 6 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 6 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 6 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 6

Navigate Through The Sections Section 1: Asia Section 2: Global Economic, Demographic And Social Differences Section 3: Cultural Diversity Section 4: Australian Relations

Overview Of Section 1 Asia

Asia As A Region is the first topic in this section. Children will learn about the different subregions of Asia and their relative locations. They will identify countries in each subregion and learn about the cultures, traditions and environments of these countries. They will understand that Asia – although grouped together by name and geographical location – is very diverse. Population Watch is the second and final topic in this section. Children will understand that the population of countries and continents is officially mapped and they can study these figures to learn about population patterns and anomalies. Students will understand that events, lifestyle, government and other factors can influence population growth and decline. The terms ‘densely populated’ and ‘sparsely populated’ are introduced and linked to factors such as job opportunities; resources; climate and migration. Desertification and how it affects population is also a focus.

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 Asia

Asia As A Region

Curriculum Link The geographical diversity of the Asia region and the location of its major countries in relation to Australia (ACHASSK138) Elaborations • using geographical tools (for example, a globe wall map or digital application such as Google Earth) to identify the geographical division of Asia into North-East, South-East, South Asia and West Asia (the Middle East) • exploring the diversity of environments and types of settlement in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia and discussing any patterns Answers Asia As A Region 1 Teacher to check shading.

Asia As A Region 3

mongolia north korea south korea

china

taiwan

Asia As A Region 5 Myanmar

Laos

South China Sea

Thailand

Vietnam Philippines

Cambodia Brunei

Malaysia Singapore Sumatra

indonesia

East Timor

Asia As A Region 7 Asia As A Region 2 1. Asia 2. 30% 3. Maldives 4. China 5. South-East Asia 6. West Asia 7. North-East 8. East 9. South-East

japan

Pakistan

Nepal

Bhutan

India Bangladesh

Sri Lanka The Maldives

Teachers’ Notes For Section 1 Asia

Population Watch

Curriculum Link The geographical diversity of the Asia region and the location of its major countries in relation to Australia (ACHASSK138) Elaborations • investigating the differences in the population size, density, life expectancy and per capita income between countries across the world Answers Population Watch 1

Population Watch 2 1. Oceania 0.53% 2. Asia 60.67% 3. China; India; Europe; USA; Indonesia 4. India (possible reasons: the average number of children per family is high at 6; there is a lack of birth control and education about birth control; the government has tried to control the birth rate in the past but has failed) 5. Possible answers: pressure placed on

resources; environmental pressures; overcrowding 6. To control (slow down) the growth of China’s population 7. China’s population is not expected to increase at the same rate as the population in India, possibly due to government intervention creating awareness of the issue 8. Students might think about: women having less or no children because of work commitments; shift in values; migration; aging population. Population Watch 3

1. Densely populated places are places where many people live 2. Sparsely populated places are places where few people live 3. Australia is more sparsely populated than Sri Lanka 4. Population decline can be caused by: a harsh climate (e.g. extremes of temperature); few job opportunities; limited natural resources; land that is not suitable for farming; desertification 5. Population boom: temperate climate; job opportunities; natural resources; migration; available land that is suitable for farming 6. In coastal area because the climate is not as harsh as inland Australia; these

Teachersâ&#x20AC;&#x2122; Notes For Section 1 Asia

areas are more urban and close to rivers and oceans creating more job and travel opportunities Population Watch 4 1. Desertification is drying land devoid of nutrients in which nothing can be grown. It is caused by the chopping down of trees and the over-grazing of cattle 2. The land cannot support communities (people cannot live off the land) so they move to other places that can support them 3. Jobs created by FORESTS: work in timber processing factories (wood chipping; pulp, etc.); forest rangers; conservation officers; education officers; truck drivers; forestry managers; timber salespeople Jobs created by OCEANS: lifeguards; fishermen/women; marine biologists; emergency services; marine archaeology; recreation officers Jobs created by MINERALS: miners; engineers; transport drivers; construction workers; catering services; explosives detonator Jobs created by RIVERS/LAKES: water treaters; builders of dams; farmers; wildlife conservationists; flood managers; fishermen/women

Asia As A Region 1

Activity

Complete this activity sheet after viewing Section 1 of Online Classroom - Asia As A Region. As the biggest continent on our planet Asia is home to 48 countries and contains all manner of environments including: rainforests, snowy mountains and desert areas. It is a region rich in history, culture and traditions which have influenced the world. Asia is home to billions of people in some of the biggest cities in the world. It is a place of rapid change as development improves the lives of its citizens and problems are addressed. Use four different coloured pencils to shade the four areas of Asia: West Asia, North-East Asia, South-East Asia and South Asia.

In pairs, locate as many of the Asian countries as you can on the map above. Tick the countries off as you locate them. North-East Asia:

China South Korea Mongolia Taiwan Japan North Korea

West Asia:

Cyprus Iran (Islamic Republic of)

South-East Asia:

Indonesia Myanmar (Burma) Thailand Malaysia Brunei

Iraq Israel Jordan

Singapore Vietnam Laos East Timor Philippines Cambodia

Kuwait Lebanon Qatar Section 1: Asia

South Asia:

India Pakistan Nepal Bhutan

Bangladesh Sri Lanka Maldives

Saudi Arabia Turkey United Arab Emirates 21

Activity

Asia As A Region 2

Complete this activity sheet after viewing Section 1 of Online Classroom - Asia As A Region. 1. What is the largest continent on Earth? __________________________________________________________________________________ 2. What percentage of the Earthâ&#x20AC;&#x2122;s land area does Asia cover? __________________________________________________________________________________ 3. Which is the smallest country in Asia? __________________________________________________________________________________ 4. What is the largest country in Asia? __________________________________________________________________________________ 5. Which subregion of Asia is the closest to Australia? __________________________________________________________________________________ 6. Which subregion of Asia is the furthest away from Australia? __________________________________________________________________________________ 7. In which direction do you need to travel to get from India to Mongolia? __________________________________________________________________________________ 8. In which direction do you need to travel to get from Turkey to China? __________________________________________________________________________________ 9. In which direction do you need to travel to get from Egypt to Indonesia? __________________________________________________________________________________

ď žNewsflash Russia and Turkey consider themselves part of Europe and Asia! Do you know their capital cities? Take your best guess. 22

Section 1: Asia

Asia As A Region 3

Activity

Complete this activity sheet after viewing Section 1 of Online Classroom - Asia As A Region. The countries in North-East Asia are some of the most populous on the planet. They have all been influenced by China’s culture and way of life. Countries in North-East Asia include: China, Mongolia, Japan, North Korea, South Korea and Taiwan. Use Online Classroom to help you label the places in North-East Asia on the map.

North-East Asia Russia

Nepal Bangladesh Laos Phillipines

Section 1: Asia

Asia As A Region 4

Activity

Complete this activity sheet after viewing Section 1 of Online Classroom - Asia As A Region. The countries in North-East Asia are some of the most populous on the planet. They have all been influenced by China’s culture and way of life. Countries in North-East Asia include: China, Mongolia, Japan, North Korea, South Korea and Taiwan. Use Online Classroom to write some interesting facts about each country in North-East Asia listed below. Cut the fact files out and staple them together to create a flip book.

China

Mongolia

Japan

North Korea

South Korea

Taiwan

Section 1: Asia

Asia As A Region 5

Activity

Complete this activity sheet after viewing Section 1 of Online Classroom - Asia As A Region. Moving a little closer to Australia, these countries are part of South-East Asia. These countries are smaller than those in North-East Asia but each has its own unique features and culture. Indonesia, Myanmar (Burma), Thailand, Malaysia, Brunei, Singapore, Vietnam, Laos, East Timor, the Philippines and Cambodia all make up South-East Asia. Â&#x2039;Â&#x2039; Use Online Classroom to help you label the places in South-East Asia on the map.

South-East Asia South China Sea

Sumatra

Section 1: Asia

Asia As A Region 6

Activity

Complete this activity sheet after viewing Section 1 of Online Classroom - Asia As A Region. The countries named on this page are part of West Asia. These countries have diverse environments and cultures. Â&#x2039;Â&#x2039; Using the information from Online Classroom, write down three facts about each country in West Asia listed below.

Fact 1

Fact 2

Turkey

Iran

Iraq

Israel

Jordan

Cyprus

Kuwait

Lebanon 26

Section 1: Asia

Fact 3

Activity

Asia As A Region 7

Complete this activity sheet after viewing Section 1 of Online Classroom - Asia As A Region. Let’s look at countries in South Asia this time. They are: India, Pakistan, Nepal, Bhutan, Bangladesh, Sri Lanka and the Maldives. All of these countries have a rich trading history with Australia. Use Online Classroom to help you label the places in South Asia on the map.

South Asia

Section 1: Asia

Population Watch 1

Activity

Complete this activity sheet after viewing Section 1 of Online Classroom - Population Watch. At the start of the 20th Century, there were less than 2 billion people living on Earth. Today there are over 7 billion of us and our numbers are growing quickly. Asia is the biggest contributor to this growing population. Knowing how to interpret statistics (collections of information and data) is important because this helps us to make sense of our world and make decisions about what we might need to do in the future. Â&#x2039;Â&#x2039; Complete the missing information on the pie chart and the bar graph below. Use Online Classroom to do this.

World Population By Continent Oceania 0.53 %

South A er ic 5.66 m % a

Europe 10.82 %

Population of 20 major countries in 2010 and 2030 1500 1400

Population (millions)

Source: UN Department of Economic and Social Affairs (2011). 28

Section 1: Asia

Tanzania 82 million

Turkey 87 million

100

Vietnam 101 million

200

DR Congo 106 million

300

Egypt 106 million

400

Decrease

Japan 120 million

500

Bangladesh 182 million

600

Brazil 220 million

700

Nigeria 258 million

800

USA 362 million

900

Europe 516 million

1000

India 1523 million

Population in millions

1100

in 2030 in 2010

Russian Fed. 136 million

1200

Mexico 135 million

1300

Activity

Population Watch 2

Complete this activity sheet after viewing Section 1 of Online Classroom - Population Watch. 1. Which continent has the smallest population?_____________________________________ 2. Which continent has the largest population?______________________________________ 3. List, in order, five countries that had the highest population in 2010. _____________________________________________________________________________ 4. By 2030 which country is predicted to have increased its population by the greatest amount? Why do you think this is? _____________________________________________________________________________ 5. What problems does having a large population bring? _____________________________________________________________________________ _____________________________________________________________________________ 6. Some countries have a population policy. Why did China introduce its one child policy? ____________________________________________________ 7. What do you think about Chinaâ&#x20AC;&#x2122;s one child policy? Do you think that other countries should adopt this policy? Explain your answer. ____________________________________________________ ____________________________________________________ 8. Which countries are expected to undergo a fall in their populations by 2030? Why do you think this is? _____________________________________________________________________________ _____________________________________________________________________________ 9. Do you think that the Australian population will increase or decrease by 2030? Explain your answer. _____________________________________________________________________________ _____________________________________________________________________________

ď žNewsflash A census is the tool used to determine population and other key information about a country. In Australia the national census is conducted every five years. Section 1: Asia

Population Watch 3

Activity

Complete this activity sheet after viewing Section 1 of Online Classroom - Population Watch. ď ą Below is a map that shows the population distribution in Australia. Complete the missing information on the map using Online Classroom. Darwin

________ ________ ________ Estimated resident population. Source: Australian Demographic Statistics

1 dot = ____people

Sydney Canberra Melbourne _______

1. What does densely populated mean?

_____________________________________________________________________

2. What does sparsely populated mean?

_____________________________________________________________________

3. Is Australia densely or sparsely populated in comparison to Sri Lanka? ___________ 4. What can cause population decline?

_____________________________________________________________________

5. What can cause a population boom?

_____________________________________________________________________

6. Where are the more densely populated areas in Australia? Why is this? 30

_____________________________________________________________________ Section 1: Asia

Activity

Population Watch 4

Complete this activity sheet after viewing Section 1 of Online Classroom - Population Watch. 1. What is desertification?__________________________________________________

_____________________________________________________________________

2. How does desertification cause populations around the globe to move?

_____________________________________________________________________

3. Job opportunities influence where people live. Complete the mindmap. Think about how the location of natural resources attracts people to settle in a place because these natural resources create jobs. In the text boxes below, jot down jobs or industries that grow around the four specified natural resources. For example: petroleum construction of oil rigs, engineers, oil tanker pilots, oil refineries, petrol stations, etc.

Forests

Oceans

Natural Resources

Minerals

Rivers/Lakes

Section 1: Asia

Overview Of Section 2

Global Economic, Demographic And Social Differences This section has two topics: Wealth And Health and Exploring Differences. The first topic introduces students to how countries can be classified as either developed or less developed countries based on per capita income; energy consumption and life expectancy. Students will understand that people experience different levels of wealth and health and that inequity is a part of the world in which we live. Students will learn that clean water is not a given and the consequences of not having clean water are severe. Exploring Differences is the second and final topic. Students will appreciate that not all developed countries are the same, just like not all less developed countries are the same. Students will study and compare two less developed countries and understand the differences between the two. They will also look at the differences within one country and identify that people do not have the same wealth and health and think about why this might be. Organisations which are set up to bridge the gap between developed and less developed countries are a focus.

Teachers’ Notes For Section 2

Global Economic, Demographic And Social Differences Wealth And Health

Curriculum Link Differences in the economic, demographic and social characteristics of countries across the world (ACHASSK139) Elaborations • researching the population size and density of a selection of countries around the world • investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region Answers Wealth And Health 1 (Possible answers) 1. Developed: high per capita income; high life expectancy; uses more energy; politically stable; good health services Less Developed: low per capita income; low life expectancy; uses little energy; politically unstable; poor health services 2. Developed: Australia; America; New Zealand; United Kingdom; France Less Developed: Afghanistan; Nigeria; Kenya; Ethiopia; Brazil 3. If a country is politically stable, it is usually not affected by wars; not corrupt; people enjoy greater freedoms and sense of equity, there is welfare and health services Possible countries/regions that are politically unstable: South Sudan; Sudan; Iraq; Syria; Somalia; Turkey; Egypt

Wealth And Health 2 (Possible answers) 1. Some students might note that there are certain remote places in Australia where clean water is not so accessible; they might also note the recent emphasis on saving water points to us not taking it for granted There will be a range of points of view offered 2. Unclean water creates disease; puts lives at risk; is unhygienic, etc. 3. Children have to forfeit school for a search for clean water; children’s journey to search for clean water is often dangerous putting stresses and pressures on children and family members; spend a lot of their lives sick or lacking energy due to unclean water 4. FACTS: 780 million people do not have access to clean water around the globe; a million children under five years of age die per year due to unclean water; a third of the world’s population do not have adequate toilet or sewerage facilities; in 2016, 190.2 million people suffered from trachoma – an infection caused by unclean water which causes blindness that is irreversible

Teachers’ Notes For Section 2

Global Economic, Demographic And Social Differences Exploring Differences

Curriculum Link Differences in the economic, demographic and social characteristics of countries across the world (ACHASSK139) Elaborations • comparing people’s lives in places with different levels of income Answers Exploring Differences 1 1. There is difference and diversity within one country - many countries have wealthy areas and poor areas 2. Jamaica is often referred to as an “island of extremes” because it comprises rich towns in the north with luxurious tourist resorts and the slums of Kingston in the south 3. Montego Bay Savanna-la-Mar

Caribbean Sea Ocho Rios

jamaica

Kingston

4. Near the coast in the north grouped together away from the slums in the south 5. Education will provide children from poorer families more opportunities to secure higher paid employment and lift themselves out of poverty Exploring Differences 2 1. DATA Population (in millions)

Total land area (in square kilometres) Life expectancy (average)

JAMAICA 2.8

COSTA RICA 4.7

10,990

51,500

72 years

79 years

% of population living in urban centres

53%

64%

Unemployment rate

13%

7.5%

People living on less than $2 per day

5.4%

Adult literacy rate

86%

96%

Internet users (% of total population)

26%

37%

2. Possible facts: The unemployment

rate in Jamaica is almost double that of Costa Rica; Costa Rica is about five times larger in land area than Jamaica; The number of people living in poverty is about the same in both countries; There are more people in Costa Rica who can read and write Exploring Differences 3 1. The difference between Australia’s per capita income and Mongolia’s per capita income is $34710 2. Mongolia would be classed as less developed 3. Australia uses more technology in the classrooms; student to teacher ratios are higher in Mongolia; school participation and attendance rates are lower in Mongolia 4. Students should note in the T chart that in Australia, rice farming is usually done by machinery rather than by hand and thus the work is lighter and more efficient 5. Students might note that we are all citizens of the globe and we all deserve to enjoy basic sanitation, human rights and freedoms

Wealth And Health 1

Activity

Complete this activity sheet after viewing Section 2 of Online Classroom - Wealth And Health. 1. Write down four facts about a developed country and four facts about a less developed country below.

Developed

Less Developed

________________________________ _______________________________

________________________________ _______________________________ 2. Using the per capita income data, name five developed countries and five less developed countries.

Developed

Less Developed

3. How can political stability contribute to making a country (or region) more developed? Do you know of any countries or regions in the world where there is political instability?

_____________________________________________________________________

_____________________________________________________________________ Section 2: Global Economic, Demographic And Social Differences

Activity

Wealth And Health 2

Complete this activity sheet after viewing Section 2 of Online Classroom - Wealth And Health. 1. Do you think we take clean water for granted in Australia? Explain your answer.

______________________________________

2. Why is having access to clean water important in a less developed country?

_____________________________________________________________________

3. How does not having safe drinking water affect children in less developed nations?

_____________________________________________________________________

4. Use Online Classroom to write down four facts about water.

Fact 1

Fact 2

Fact 3

Fact 4

Section 2: Global Economic, Demographic And Social Differences

Activity

Wealth And Health 3

Complete this activity sheet after viewing Section 2 of Online Classroom - Wealth And Health. 1. Write down three questions that you would like to ask Akili before the borehole in the village. Then, jot down what you think his answers would be. Questions

A B C Answers

A B C 2. Write down three questions that you would like to ask Akili after the borehole in the village. Write down what you think his answers would be. Questions

A B C Answers

A B C Section 2: Global Economic, Demographic And Social Differences

Activity

Exploring Differences 1

Complete this activity sheet after viewing Section 2 of Online Classroom - Exploring Differences. 1. How can members of the same society have different levels of wealth?

_____________________________________________________________________

2. Why do we call Jamaica an “island of extremes”?

_____________________________________________________________________

3. Use Online Classroom to label the places listed below on the map of Jamaica. The capital city of Kingston Montego Bay Ocho Rios Savanna-la-Mar

Caribbean Sea

jamaica

4. In which locations of Jamaica are the wealthier towns? How can you explain the reason for their location?

_____________________________________________________________________

5. How will improving the primary education system in Jamaica help to raise the standard of living for poorer Jamaicans?

_____________________________________________________________________

Section 2: Global Economic, Demographic And Social Differences

Exploring Differences 2

Activity

Complete this activity sheet after viewing Section 2 of Online Classroom - Exploring Differences.  Use Online Classroom to complete the missing information in the table below which compares Jamaica’s development to its neighbour in Central America; Costa Rica. DATA Population (in millions) Total land area (in square kilometres)

JAMAICA 2.8

COSTA RICA

10,990

Life expectancy (average)

79 years

% of population living in urban centres

64%

Unemployment rate

13%

People living on less than $2 per day

Adult literacy rate

7.5% 96%

Internet users (% of total population)

26%

 Discuss in pairs the differences or similarities in the standards of living between the two developing countries. Write five facts comparing these two countries based on the data above. For example: People in Costa Rica can expect to live longer (on average) than people in Jamaica. Use the back of this sheet if you need more space.

Fact 1

Fact 2

Fact 3

Fact 4

Fact 5

Section 2: Global Economic, Demographic And Social Differences

Exploring Differences 3

Activity

Complete this activity sheet after viewing Section 2 of Online Classroom - Exploring Differences. 1. What is the difference between Australiaâ&#x20AC;&#x2122;s per capita income and Mongoliaâ&#x20AC;&#x2122;s per capita income?

_____________________________________________________________________

2. Which country would be classed as less developed?

_____________________________________________________________________

3. Name three differences between schools in Australia and schools in Mongolia.

A B C 4. Complete the T chart to show the differences between rice farming in Australia and rice farming in Asia.

Australia

Asia

5. Some people dedicate their time to bridging the gap between developed and lessdeveloped countries. Why do you think this is important? Complete the think-pair-share.

Think by myself

Work in a pair

Section 2: Global Economic, Demographic And Social Differences

Share in a group

Overview Of Section 3 Cultural Diversity

There are three topics in this section: Indigenous Peoples Around The World; Language And Religion and Migration. In the first topic students will identify indigenous people around the globe and understand that indigenous people are the first people to settle in a place and have special rights and connection to places. The Aztecs were an indigenous group which have been selected as a study. How they lived; where they settled; their traditions and culture is a focus. Language And Religion is the second topic in this section. Students will learn that there are many different languages spoken, not only within Australia by Australian migrants, but all around the globe. The many different religions that are practised on Earth is also introduced to teach children acceptance of faiths. Places of worship linked to religions as well as specific religious beliefs are considered. An exploration of how different religions were introduced to Australia is examined. Migration is the third topic in this section. It specifically investigates migration in Australia - why people have settled here; where they have come from and how this has impacted population. Students are encouraged to think about their own family.

Teachers’ Notes For Section 3 Cultural Diversity

Indigenous Peoples Around The World

Curriculum Link The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140) Elaborations • identifying examples of indigenous peoples who live in different regions in the world (for example, the Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia), appreciating their similarities and differences, and exploring the United Nations Declaration on the Rights of Indigenous Peoples • investigating sustainability of the environments in which many indigenous peoples have lived sustainably over time Answers Indigenous Peoples Around The World 1 Possible answers 1. People who settled in a place first and have a strong connection with that place 2. Native Americans from North America; Papuans from Papua New Guinea; Maoris from New Zealand; Ainu from Japan; Arawaks from Jamaica; Orang Asli from Malaysia; Inuit from Arctic; Hmong People from South China; San from South Africa 4. The purpose of the Declaration on the Rights of Indigenous People was to protect indigenous people and their rights The Declaration on the Rights of Indigenous People is important because it creates respect and encourages acceptance

Indigenous Peoples Around The World 2 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)

Language And Religion

Curriculum Link The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140) Elaboration • investigating the similarities and differences in official languages, religions and spiritual traditions between Australia and selected countries of the Asia region and other parts of the world Answers Language And Religion 1 1.

2. About 12.5 million people 3. Due to the impact of the culture of the early settlers and later migrants from Europe, who were mostly of the Christian faith 4. Japanese and Chinese miners who arrived during the gold rushes of the 1850s and 60s 5. About 500,000 people 6. A State religion means that a country values and promotes one religion over others

Teachers’ Notes For Section 3 Cultural Diversity

Language And Religion 2 1. Islam; Judaism; Buddhism; Hinduism. 2. Buddhism = temple; Christianity = church; Hinduism = temple; Islam = mosque; Judaism = synagogue

Migration

Curriculum Link The world’s cultural diversity, including that of its indigenous peoples (ACHASSK140) Elaboration • researching the proportion of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics and then comparing aspects of selected cultures Answers Migration 1 2. The data tells us that from 2005 to 2015 there has been an increase in the number of people (a 1.8 million increase) who have migrated to Australia 4. Migrant 1: Italy Migrant 2: South Africa Migrant 3: Malaysia Migrant 1: “It is a beautiful and great place to raise a family.” Migrant 2: “We love all Australia has to offer.” Migration 2 1. Gold nugget = the gold rush in the 1850s and 60s Pearl shell = Pearling industry boom in Broome War grenade = Vietnam War from 1975

Camel = the beginning of camel transportation which created the need for cameleers 3. If a lot of people migrate to a place, the population should increase or remain steady. If a lot of people emigrate from a place, the population in that place may decrease or not rise.

Activity

Indigenous Peoples Around The World 1

Complete this activity sheet after viewing Section 3 of Online Classroom - Indigenous Peoples Around The World.

1. Using your own words, define the term ‘indigenous people’.

_____________________________________________________________________

2. Complete the mindmap with the names of indigenous groups around the globe and in which country they first settled.

Mindmap

3. Select two indigenous groups and write one interesting facts about each.

indigenous group 1: interesting Fact!

indigenous group 2: interesting Fact!

4. Complete the sentence stubs.

The purpose of the Declaration on the Rights of Indigenous People …

_____________________________________________________________________

The Declaration on the Rights of Indigenous People is important because …

_____________________________________________________________________

If I could add one more right to the Declaration, it would be …

_____________________________________________________________________

Section 3: Cultural Diversity

Activity

Indigenous Peoples Around The World 2

Complete this activity sheet after viewing Section 3 of Online Classroom - Indigenous Peoples Around The World.

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

Work 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 3: Cultural Diversity

Language And Religion 1

Activity

Complete this activity sheet after viewing Section 3 of Online Classroom - Language And Religion.

1. Use Online Classroom to complete the missing information on the graph.

Religious Communities (in millions)

Religions In Australia (Source: ABS Census 2011) 14 12 10 8 6 4 2 0

Buddhism Christianity Hinduism

Islam

Judaism

Other

2. How many people in Australia belong to a Christian religion?_______________ 3. Why do you think Christianity is still the major religion practised in Australia? _________________________________________________________________ _________________________________________________________________ 4. Which community brought Buddhism to Australia?_______________________ 5. Estimate the number of Buddhists in Australia._______________________ 6. What is a State religion? ____________________________________________ ________________________________________________________________ 7. Complete the pros and cons chart on having a State religion.

Pros

Cons

Section 3: Cultural Diversity

Activity

Language And Religion 2

Complete this activity sheet after viewing Section 3 of Online Classroom - Language And Religion.

1. Complete the living graph to show the order that the listed religions were introduced in Australia.

• Buddhism • Judaism • Islam • Hinduism

Present 5. 4. 3. 2. 1. Indigenous religions

40,000 years ago 2. Religious communities have names for the places in which they worship. Use Online Classroom to find out the names of these places. Add your own in the blank box. BUDDHISM Place:

CHRISTIANITY Place:

HINDUISM Place:

ISLAM Place:

JUDAISM Place:

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

_ ______________________________________________________________

_ ______________________________________________________________ Section 3: Cultural Diversity

Activity

Language And Religion 3

Complete this activity sheet after viewing Section 3 of Online Classroom - Language And Religion.

1. Even though English is Australiaâ&#x20AC;&#x2122;s official language, many different languages are spoken by Australian migrants. Why do you think that it is important for migrants to remember their birth language as well as speaking English? Complete the thinkpair-share with your thoughts.

Think by myself

Work in a pair

Share in a group

2. Draw a simple bar graph to represent the popularity of three different religions in the world.

3. Select two religions and write two interesting facts about each.

Religion:

Facts:

Religion:

Facts:

Section 3: Cultural Diversity

Activity

Migration 1

Complete this activity sheet after viewing Section 3 of Online Classroom - Migration.

1. Look at the data shown on page 1 of Online Classroom - Migration. It shows the number of people in Australia born overseas in three different time periods. Represent this data in table or graph form below.

2. What does the above data tell you about migration in Australia?

_____________________________________________________________________

3. Why do you think more people immigrate to Australia, rather than emigrate from Australia? Complete the think-pair-share.

Think by myself

Work in a pair

Share in a group

4. Watch the video in this section of Online Classroom. Where have the migrants come from?

Migrant 1: _ __________________________________________________________

Migrant 2: _ __________________________________________________________

Migrant 3: _ __________________________________________________________

5. Why did two of the migrants come to Australia? What reasons do they give?

_____________________________________________________________________

_____________________________________________________________________ Section 3: Cultural Diversity

Activity

Migration 2

Complete this activity sheet after viewing Section 3 of Online Classroom - Migration.

1. Next to the pictures in the place-mat, write down the world events that made certain groups migrate to Australia.

World Events

2. Page 2 of this section of Online Classroom lists the top 10 places where people emigrate from, to come to Australia. Can you represent this information in graph form?

3. How can migration influence population?

_____________________________________________________________________

Section 3: Cultural Diversity

Overview Of Section 4 Australian Relations

Section 4 has two topics: Trade; and Aid, Tourism And Influence. In the first topic, students will be introduced to the concept of trade - what is commonly traded and between whom is a focus. The benefits of trading with a country are explored as well as the importance of fair trade. Coal as an Australian export to Asia is looked at in some detail. The second topic begins with a focus on Australian aid that is given to Papua New Guinea. How this aid is used; the consequences of not giving aid and the importance of maintaining our relationship with Papua New Guinea is explored. The importance of tourists in Papua New Guinea is also considered. Finally, Asian influences are introduced. Students will particularly consider how their own lives are impacted by Asian influences.

Teachers’ Notes For Section 4 Australian Relations

Trade

Curriculum Link Australia’s connections with other countries and how these change people and places (ACHASSK141) Elaboration • researching connections between Australia and countries in the Asia and Pacific regions (for example, in terms of migration, trade, tourism, aid, education, defence or cultural influences) and explaining the effects of at least one of these connections on their own place and another place in Australia Answers Trade 1 1. Possible definition: the exchange of one item for another or for money 3. Students should note that imports are what a country receives from another country; and exports are what a country gives to another country (They may be able to give examples) 4. Possible consequences: If Australia could not trade with another country then Australia may run out of goods; have too much of one thing; lose money If we did not have fair trade then people would be exploited by being underpaid or not paid at all and this may include children Trade 2 Possible annotations: 1. Coal is mined and loaded onto transport 2. Coal is transported to coal-burning power stations to generate electricity 3. Coal supplies electricity to homes/ industry or is loaded onto snake trains 4. Coal is loaded onto ships for export to countries around the world

Trade 3 1. Japan 2. 43 million tonnes 3. China 4. South Korea 5. Creates employment opportunities; creates good relationships between countries; ensures that countries do not run out of resources or have an over-supply (other answers may be acceptable)

Aid, Tourism And Influence

Curriculum Link Australia’s connections with other countries and how these change people and places (ACHASSK141) Elaborations • researching connections between Australia and countries in the Asia and Pacific regions (for example, in terms of migration, trade, tourism, aid, education, defence or cultural influences) and explaining the effects of at least one of these connections on their own place and another place in Australia • exploring the provision of Australian government or non-government aid to a country in the Asia and Pacific region or elsewhere in the world and analysing its effects on places in that country Answers Aid, Tourism And Influence 1 Possible Answers 1. Improve water supplies; build toilet facilities; build community schools; train teachers; train health workers; supply health centres with equipment; help local people look after their natural heritage; construct

Teachersâ&#x20AC;&#x2122; Notes For Section 4 Australian Relations

river crossings to reduce the risk of accidents along the Kokoda Track 2. Tourism creates an awareness of Papua New Guineaâ&#x20AC;&#x2122;s culture and people; it also brings in revenue and creates jobs 3. It is 96 kilometre long and runs from Buna to Port Moresby; many people live along the Track; approximately 5,000 tourists per year visit the Track; it is located along the Owen Stanley Ranges which is rich in biodiversity Aid, Tourism And Influence 2 1. To commemorate the heroic deeds of the Australian forces in Papua New Guinea in World War II; for educational and cultural reasons; because it is rich in biodiversity 2. Australian soldiers fought against the Japanese in the areas where the Track runs 3. true; false; true; true; true; false; false; false; true

Activity

Trade 1

Complete this activity sheet after viewing Section 4 of Online Classroom - Trade.

1. In your own words, come up with a definition of ‘trade’.

_____________________________________________________________________

2. Name some of the things that you have personally traded – maybe with a friend or at the shop.

I traded this …

For this …

3. What is the difference between imports and exports?

Imports

Exports

4. Complete the sentence stubs with the consequences.

If Australia could not trade with other countries then …

_____________________________________________________________________

If we did not have fair trade then …

_____________________________________________________________________

Section 4: Australian Relations

Trade 2

Activity

Complete this activity sheet after viewing Section 4 of Online Classroom - Trade.

ď ą Annotate the flow diagram below to explain the movement of coal to other destinations, and highlight how trade works.

____________________ ____________________ ____________________ ____________________ ____________________

_________________________

Section 4: Australian Relations

Trade 3

Activity

Complete this activity sheet after viewing Section 4 of Online Classroom - Trade.

 Look at the data below which shows the amount of black coal exported from Australia in 2008 and 2010 to countries in Asia. Use Online Classroom to complete the missing information from the 2010 pie chart. Coal Exports To Asia 2008 (In Millions Of Tonnes) Taiwan 26 South Korea 43 India 25

Coal Exports To Asia 2010 (In Millions Of Tonnes) Taiwan 26

China 25 India 40 Japan 105

1. Which country is the biggest buyer of Australian coal?

_____________________________________________________________________

2. How much coal did South Korea import from Australia in 2008?

_____________________________________________________________________

3. Which country has increased its coal imports from Australia by almost 70% since 2008?

_____________________________________________________________________

4. Which country had the biggest cutback in buying Australian coal in 2010?

_____________________________________________________________________ 5. Coal is Australia’s biggest export, bringing in $55 billion to the economy in 2010. As well as financial gain, what are the other benefits of trade?

��

Section 4: Australian Relations

Activity

Aid, Tourism And Influence 1

Complete this activity sheet after viewing Section 4 of Online Classroom - Aid, Tourism And Influence.

1. Australian aid is being used to improve the lives of local communities along the Kokoda Track. Note down how exactly this aid is being used.

____________________

____________________ ____________________ ____________________

____________________

2. Give one reason why tourism can be good for Papua New Guinea.

_________________________________________________________________

Section 4: Australian Relations

Activity

Aid, Tourism And Influence 2

Complete this activity sheet after viewing Section 4 of Online Classroom - Aid, Tourism And Influence.

1. Why do you think people want to trek the Kokoda Track?

____________________________________

2. Explain how the Kokoda Track links Australia with Papua New Guinea.

____________________________________

3. Complete the true or false chart. Statement Papua New Guinea is Australiaâ&#x20AC;&#x2122;s neighbour. Papua New Guinea borders Singapore. Aid means help. Australian aid is being used to help people who live along the Kokoda Track live better lives. The Kokoda Track is 82 kilometres long. The Kokoda Track runs from Buna to Port Moresby. People do not live along the Kokoda Track. 20,000 tourists visit the Kokoda Track each year. The Kokoda Track has no biodiversity. Australian soldiers in World War II fought along the Kokoda Track.

Section 4: Australian Relations

True?

False?

Activity

Aid, Tourism And Influence 3

Complete this activity sheet after viewing Section 4 of Online Classroom - Aid, Tourism And Influence.

Make notes about the Asian influences under the headings.

Calligraphy

Music

Martial Arts

Dance

Storytelling

Food

Answer these questions. 1. When in Australia, have you seen calligraphy used?

_____________________________________________________________________

2. Do you, or do you know someone who does martial arts?

_____________________________________________________________________

3. Which Asian influence, most impacts you?

_____________________________________________________________________

4. Can you think of another Asian influence?

_____________________________________________________________________

Section 4: Australian Relations