Geography for Australian Students - Year 1 by Teacher Superstore

Ready-Ed

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Publications

Title: Geography For Australian Students: Year 1

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o r st super Published by: Ready-Ed Publications www.readyed.net info@readyed.com.au

ISBN: 978 192 561 134 2 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents Teachers' Notes

SECTION 6: WEATHER AND SEASONS

Curriculum Links

Australian Weather And Seasons Indigenous Calendar Antarctica The Weather Weather Words Measuring The Weather Weather Forecast

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Natural Features Mountains Hills Rivers Valleys

SECTION 2: MANAGED FEATURES

6 7 8 9 10 11

Managed Features 1 Managed Features 2 Managed Features 3 Tea Plantations Rice Farms

12 13 14 15 16 17

Constructed Features 1 Constructed Features 2 Constructed Features 3 Constructed Features 4a Constructed Features 4b Constructed Features 5

19 20 21 22 23 24

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SECTION 1: NATURAL FEATURES

SECTION 7: WATER ACTIVITIES Ocean And Beach Activities River Activities Farming Activities Jetty Activities

50 51 52 53

SECTION 9: WASTE

54 55 56 57 58 59 60 61 62 63

Landfill Bins Recycling Special Items E-Waste Wasting Water Water Is Precious Reusing And Reducing Water 1 Reusing And Reducing Water 2

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Baiame The Creator (Teachers' Notes) Baiame The Creator (Activity) Bangarang (Teachers' Notes) Bangarang (Activity) Gosses Bluff (Teachers' Notes) Gosses Bluff (Activity)

25 26 27 28 29 30 31

45 46 47 48 49

SECTION 8: MINING AND MANUFACTURING

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SECTION 4: NATURAL FEATURES IN DREAMING STORIES

37 38 39 40 41 42 43 44

Answers

64-67

SECTION 5: LOOKING AFTER FEATURES OF PLACES 32 Parks Signs Places Are Special Heritage Buildings

33 34 35 36

Teachers’ Notes Geography For Australian Students: Year 1 is linked to the latest version of the National Curriculum. It is part of a six book series created by the same author. There are nine sections in this book altogether. In the first section, students will learn that natural features are not formed by people but are formed naturally over time. They will identify: mountains, rivers, valleys and hills as examples of natural features. In the second section, students will understand that managed features are different from natural features because they are managed by people. They will consider the people who work in managed places, such as gardeners and farmers.

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The third section is entitled Constructed Features. Students will learn that constructed features are built by people. They will identify who creates constructed features for a living. Students will understand that over time more and more constructed features have been built in our environment. In section four, students will learn that indigenous Australians explain the creation of natural features through storytelling. Stories which tell about the creation of the River Murray and Gosses Bluff are a focus, as well as the figure Baiame who is a creator spirit in Dreaming stories.

The fifth section focuses on the many places that students share with other people, such as: local parks, museums and heritage buildings. Students will identify behaviours that take care of places and consider consequences of negligent actions.

© ReadyEdPubl i cat i ons The sixth section entitled Weather And Seasons. Students will learn there are• four •isf orr evi e w pu r po se sthat on l y seasons. Months and typical weather patterns in each season are identified. Students

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will reccognise that some countries have their seasons at different times of the year from Australia. The Bardi Peoples’ seasonal calendar and weather in Antarctica are points of comparison. The seventh section is entitled Water Activities. Students will learn that what people do depends on where they live. They will identify coastal and inland areas of Australia and recognise that activities differ from place to place. Students will consider activities done in lakes, rivers and oceans and specifically consider an Aboriginal family living by the River Murray. How farmers use lakes and the purpose of jetties are also a focus.

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The eight section is entitled Mining And Manufacturing. Students will identify a number of mines in Australia and think about their locations. They will understand what types of minerals and materials can be mined. Students will understand the concept of manufacturing goods. The final section is entitled Waste. Students will learn what items can be recycled and what can’t. They will learn how to recycle a variety of items correctly and think about their local bin system and locate a local recycling drop-off point. They will map the journey of general waste to landfill and understand how landfill works. They will be able to differentiate between the terms reduce and reuse and specifically look at water usage to help make this differentiation. Pair work, surveys, image analysis and matching exercises are just some of the ways that the students will demonstrate their knowledge as they work through this resource. Activity answers are provided at the back of the book. 4

National Curriculum Links

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The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHASSK031) Elaborations • using observations of the local place to identify and describe natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks, gardens, plantation forests) and constructed features (for example, roads, buildings) and locating them on a map • recounting Dreaming and Creation stories of Aboriginal Peoples and Torres Strait Islander Peoples that identify the natural features of a place • using observations and/or photographs to identify changes in natural, managed and constructed features in their place (for example, recent erosion, revegetated areas, planted crops or new buildings) • describing local features people look after (for example, bushland, wetland, park or heritage building) and finding out why and how these features need to be cared for, and who provides this care The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHASSK032) Elaborations • describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of • comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four-seasons calendar derived from Europe

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Activities in the local place and reasons for their location (ACHASSK033) Elaborations • identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are located where they are • exploring activities in the local rivers, lakes and coastal waters and identifying constructed features (for example, Aboriginal eel traps, jetties, shark nets, fish farms) • describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)

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Section 1: or eBo st r e p ok u S

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Natural Features

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Natural Features

Activity

1. Natural features are features which appear naturally on Earth. They are not made by people. Use the words to label the natural features on the picture. valley

river

hill

natural vegetation

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mountain

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2. Draw a natural feature.

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My natural feature is:_ __________________________________ Section 1: Natural Features

Mountains

Activity

A mountain is a natural feature that rises above the land and takes millions of years to form. 1. Circle the word that tells you how many years it takes for a mountain to form.

or e t s Boit takes for a r e 2. Circle the word thatp best tells you how long ok mountain to form.u S QUICKLY

MILLIONS

THOUSANDS

SLOWLY

PROMPTLY

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HUNDREDS

3. Circle the word that tells you what a mountain looks like. TALL

SMALL

TINY

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Did You Know? 8

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4. Mountains are made when the Earth’s crust (called plates) Re ad yE dplates. PubColour l i cat i ons collide and © buckle up. Label the where a mountain is forming. •f orr evi ew pur posesonl y•

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Mount Kosciuszko is Australia’s highest mountain. It is 2,228 metres above sea level! Section 1: Natural Features

Hills

Activity

A hill is a natural feature. Hills and mountains both have a summit (top!) and sloping sides. 1. Look at the picture of a hill. Label the following: • SUMMIT

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• SLOPING SIDES

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2. Use the words to complete the cloze.

PEOPLE UP SAFE DOWN MOUND STEEPER

NATURAL

A hill is a ___________________ feature because it is

not made by ___________________. A hill is fun to run

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as a _________________. If there is a flood, people living on top of a hill will probably be ___________________.

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o c . che e r Build-up: Sometimes the o r st s per wind carries pieces of soil, u

3. Read about one way a hill is formed. Draw a picture.

rock, sand and sediment to the same spot. This pile creates a hill! Did You Know?

A mound is a hill made by people! Section 1: Natural Features

Rivers

Activity

Rivers are natural features. Little streams, made from melted snow on the top of mountain peaks, join together to make rivers. Where a river begins is its source. Where a river runs into a sea is the mouth of a river. 1. Draw lines to label the diagram.

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LITTLE STREAMS

SOURCE

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2. Use the words to complete the cloze.

SOURCE MOUTH . te o can create When little ___________________ join together. they c che e r o a river. The beginning of ar river is known as a _______________ . st sup er STREAMS

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When a river runs into a sea it is known as the ___________________ of a river.

4. A river I know is_ _______________________________________ Did You Know? 10

The Amazon River in South America is the world’s longest river! It is 6,992 kilometres long. Section 1: Natural Features

Valleys

Activity

Rivers carry stones and rocks in the water, which, together with the force of the water, can create v-shaped valleys. Valleys have steep walls and a bottom.

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1. Look at the picture of the v-shaped valley. Colour the v-shapes that you can see.

2. Draw your own v-shaped valley with a river running through it. Write one fact about your v-shaped valley.

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My fact: My v-shaped valley: © ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

3. Complete the true or false quiz on v-shaped valleys.

. te Statement Trueo or False? c . c e V-shaped valleys areh u-shaped. r er o t s s r u e p V-shaped valleys are shaped like the letter v.

Rivers run through v-shaped valleys. Stones and rocks travelling through the river help to create v-shaped valleys. V-shaped valleys are created by people. Section 1: Natural Features

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Managed Features

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Managed Features 1

Activity

Managed features of a place are natural features which humans care for, like a plant that somebody waters, or the grass that somebody has mowed!

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window

door

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1. Tick all the managed features.

clothesline

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shed

mailbox

2. Name a managed feature in your garden at home. Section 2: Managed Features

Managed Features 2

Activity

Managed features of a place are natural features which humans care for, like a plant that somebody waters, or the grass that somebody has mowed!

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Colour the pictures which show people managing natural features.

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Section 2: Managed Features

Managed Features 3

Activity

People work in places where they manage features.

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1. Match the people with the places that they manage.

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RANGER

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Section 2: Managed Features

Tea Plantations

Activity

Where does tea come from? Tea leaves are grown on tea bushes in tea plantations. In Sri Lanka near India, young girls and their mothers work on tea plantations. Look at the four things the girls and their mothers do to manage the plantations. zzThey plant tea bushes at high altitudes in lines on sloped land for better growth.

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zzThey pick the tea leaves by hand being careful not to select twigs and coarse leaves.

1. Use the words to complete the cloze.

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or eBo st r e zzThey fertilise the p soil. ok u zzThey cut back Syounger bushes to encourage

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Soil must be _________________________.

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Tea bushes are _________________________.

Younger tea bushes must be _________________________.

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2. How do you think the tea reaches Australian shops?

____________________________________________________ ____________________________________________________

Did You Know? 16

Tea plantations cover an estimated 4% of Sri Lankan land! That is a lot of land and a lot of tea! Section 2: Managed Features

Rice Farms

Activity

Do you like rice? Rice is grown in fields. To grow rice, people need to manage the land carefully.

1. Soil

2. Land

3. Water

To grow rice you need a special type of soil - acidic clay soil!

To grow rice you need to level the land (make it flat).

To grow rice, you need to flood the land with water.

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plant rice seeds in rows.

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or eBo st r e p ok u 4. Seed 5. Compost 6. Drain S To grow rice, you To grow rice, you Before removing the rice add compost to the grains, you should let soil. the water dry out.

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Land must be _________________________. Water must be _________________________.

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o c . ch eshops? 2. How do you think the rice reaches Australian r er o st super Soil must be _________________________.

____________________________________________________ ____________________________________________________

Did You Know?

You can grow rice at home! Section 2: Managed Features

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Constructed Features

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Constructed Features 1

Activity

Constructed features are made by people. 1. Use the words to label the map of the park. Colour the constructed features blue. Colour the managed features red. OVAL

BASKETBALL COURT

POND r o e t s B r e oo p k Su

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TREES

PICNIC TABLE

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2. Name another constructed feature. It could be something that you have made. Section 3: Constructed Features

Constructed Features 2

Activity

Constructed features are made by people.

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 Colour the people who are making constructed features.

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Section 3: Constructed Features

Constructed Features 3

Activity

Constructed features are made by people.

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1. Look at the statue of Captain Cook in the past and present. Circle some differences.

2. Circle the correct word.

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In the past, there were FEWER / MORE constructed features than there are today. 3. Write down two reasons why it is important to keep as many natural features as we can in our world. Reason 1:

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Reason 2:

Section 3: Constructed Features

Constructed Features 4a

Activity

Constructed features are made by people. Natural features are not made by people. Managed features are natural features which are cared for by people.  Cut out the features below. Paste them under the correct

headings on the next page.

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valley

mountain

building

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hill

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car

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ocean

restaurant

train

Section 3: Constructed Features

icebergs

Constructed Features 4b

Activity

Constructed features are made by people. Natural features are not made by people. Managed features are natural features which are cared for by people.

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Managed

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Natural

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Section 3: Constructed Features

Constructed Features 5

Activity

1. Some constructed features are famous. Colour the picture that is a constructed feature blue. Colour the natural features green. Can you name them?

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H ________

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or eBo st r e pS ________ ok u T ________ U ________S O ________

A __________

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2. Draw a famous constructed feature in your area. Write its name.

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Name of feature:______________________________________ 24

Section 3: Constructed Features

Section 4: or eBo st r e p ok u S

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Natural Features In Dreaming Stories

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Teachers' Notes

Baiame The Creator

Background information for the student activity (page 27): Indigenous Australians believe that in the beginning, before creation, the land was bare and dark. There were no natural features such as: mountains, rivers, seas, skies or animals. Then, one day, spirits created the natural features. They moved over the land and created rocks, plants, animals and waterways. These spirits then turned into parts of the natural features that we see today.

or eBo st r e p ok u S Read the story Baiame The Creator to your students.

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It is because indigenous Australians believe that every plant, every animal and every rock is a spirit, that they see natural features as special and know that they should be looked after. Indigenous Australians tell stories (known as the Dreaming) about how natural features were made.

Baiame The Creator (adapted by Lindsay Marsh)

When the world was young and dark and flat, a Creator Spirit named Baiame came down to Earth. When he looked around, he saw nothing. He decided then and there to make Earth a beautiful place © ReadyEdPubl i cat i ons to live.

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•f o rr evi e wsand pu r p osesonl y• He made some mountains and and coastlines. When this was finished, he created three different kinds of plants that could live in the different areas he had made. He made ferns and trees to live in the mountains; shrubs and flowers for the sandy deserts where it was hot and dry and special grasses especially suited to the coastline.

. te oplants c He took a step back, and thought about what these special . cheneed. Water. He gaver emountains in their special places would the o stand the coastlines supwaterholes er waterfalls; he gave the sandyr deserts he gave oceans and gentle seas.

When he had finished all of this, he added a soothing breeze to caress the plants he had made. Baiame was pleased with Earth now. He decided to return to the sky, as he did, he stepped up on the peak of Mount Yengo. When he stepped on its summit, he flattened it, and it still remains flat at the top today. 26

Section 4: Natural Features In Dreaming Stories

Baiame The Creator

Activity

After listening to your teacher tell the Dreaming story Baiame The Creator, complete this activity sheet.

1. Who is Baiame? _______________________________________ _______________________________________

or eBo st r e p ok u 2. List six thingsS that Baiame created. 1.

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_______________________________________

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3. Draw what you think Mt. Yengo might look like.

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Section 4: Natural Features In Dreaming Stories

Teachers' Notes

Bangarang

Background information for the student activity (page 29): The Bangarang Dreaming story explains how the River Murray was created. The River Murray is a natural feature which runs through three Australian states (New South Wales, Victoria and South Australia). It is Australia’s longest river at 2,508 kilometres. Read the story Bangarang to your students.

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or Bangarang eBo t s r e (adapted by Lindsay Marsh) o p u k S One day an old woman was

travelling with her dingoes across the Australian landscape looking for grubs and berries. She covered a great distance. As she walked, she dragged her digging stick behind her © andR this carved a long ea dyE dPubl i cat i ons track in the ground.

•f orr evi ew pur posesonl y•

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The noise of the woman’s stick dragging along the earth woke a giant, colourful snake, which was sleeping in the nearby mountains. The snake became very annoyed that it had been woken from its lovely sleep. To let off some steam and show its anger, it began moving across the land, thrashing aggressively as it went.

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o c . chcreated The snake’s thrashing deeper marksr ine the earth in e o st su the same places that ther old woman had dragged her stick. per This made a wide and deep path.

After the snake moved through the landscape, a huge storm came and filled the path with water. This water path became known as the River Murray.

Section 4: Natural Features In Dreaming Stories

Bangarang

Activity

After listening to your teacher tell the Dreaming story Bangarang, complete this activity sheet.

1. Fill in the missing word. The Bangarang Dreaming story tells how the River ____________ was created.

or eBo st r e Question Answero p u k S Who are the dingoes walking with? What does the old woman carry? What did the woman wake up?

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2. Answer the questions about the story.

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The digging stick created a long track in the ground. What made these marks deeper?

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How did the path fill up with water?

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o c . ctheestory e r 3. Draw a scene fromh o t r s s r u e p Bangarang. Write a sentence to match your drawing.

________________________ ________________________ ________________________ ________________________ Section 4: Natural Features In Dreaming Stories

Teachers' Notes

Gosses Bluff

Background information for the student activity (page 31): Tnorala (Gosses Bluff ) is a place in the Northern Territory. If you visit this place you will see a big mountain range with a flat middle. Dreaming stories told by the Western Arrernte Aboriginal people explain how this mountain range appeared. Read the story Gosses Mountain Range to your students.

or eRange st Bo Gosses Mountain er

p (adapted by Lindsay Marsh) o u k S Long ago, a group of women took the form of stars and

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danced a corroboree in the evening sky. One of the women placed her baby in a coolamon as she danced. The movements of the women dancing caused the baby to tumble in the coolamon to earth.

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©R ethe ad yEditP ubl i c t i o ns Rocks When the baby hit ground, created aa huge crash. around the baby were thrown upwards into the airl creating •f orr evi ew p ur pos es on y • a ringed-shaped mountain range, known as Tnorala or Gosses Bluff.

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The coolamon covered the baby who was hidden forever and the baby’s mother and father – the Morning and Evening Stars – continue to search for their lost child even now.

. te o If you look up at the sky today, you will see the falling c . che e r coolamon, it is the arch of stars in the Western constellation o t r s s r u e Corona Australis – the Southernp Crown. Other Information

Another theory about the creation of Gosses Bluff is that a giant meteorite that formed 142 million years ago struck the Earth forming the ring-shaped mountain range.

Section 4: Natural Features In Dreaming Stories

Activity

Gosses Bluff

After listening to your teacher tell the Dreaming story Gosses Mountain Range, complete the activities.

1. Use the words to fill in the spaces. AUSTRALIA MOUNTAINS TERRITORY The Aboriginal name for Gosses Bluff is

TNORALA

FLAT

or eBo st r e p ok Bluff in the Northern ___________________ in u S ___________________. The middle of Gosses Bluff is

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___________________. You can find Gosses

___________________. Around the edges of Gosses Bluff are ___________________. 2. Draw Gosses Bluff.

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. t eTrue or False chart about Gossesc o 3. Complete the Bluff. . che e r o tsky and q r In the Dreaming story a baby falls the True s su er pfrom creates the flat area in the middle of Gosses Bluff.

q False

In the Dreaming story, the women dance on Gosses Bluff.

q True q False

Gosses Bluff is a constructed feature. Gosses Bluff is a mountain range. Section 4: Natural Features In Dreaming Stories

q True q False q True q False 31

Section 5: or eBo st r e p ok u S

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Looking After Features Of Places

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Parks

Activity

What do Park Rangers do? Read the list: zzpatrol parks on foot or in a vehicle zztransport injured animals to wildlife centres zztell visitors about rules zzgive guided tours

zzlook out for fires zzcheck if bins are empty zzcheck if equipment (benches, etc.) needs repairing

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a park. Write a sentence to go with your drawing.

__________________________ __________________________

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or eBo st r e pthing that ok 1. Draw one important u a Park RangerS does to look after

__________________________

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2. The ranger at Pleasant Park has been away on holiday. Pleasant Park is looking very uncared for! Write down three things you could do to help clean up this park. Work with a friend.

. te o i. ____________________ c . che e r o r ____________________ st super ii. ____________________ ____________________ iii. ____________________ ____________________ Section 5: Looking After Features Of Places

Signs

Activity

1. Signs help us to look after places. Write down what you think the signs tell us not to do.

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or eBo st r e p ok u S ________________ ________________ ________________ ________________

________________

3. Herigaet building

4. hBeac

5. Bushnald

6. Loacl park

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o c . 2. Unscramble the words. They are places we should look after. che e r o t r s s r u e p 1. Natiaoln Park 2. Wetdlan

Section 5: Looking After Features Of Places

Places Are Special

Activity

Places are special and should be cared for, so we can all enjoy them.

or e st Bo _______________________ r e p ok u _______________________ S

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1. Look at the picture. Write down what you would say to the girl and boy.

_______________________ _______________________

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2. The statue of Captain Cook has not been looked after. Write down what you think has happened to it.

o c . che e r o _______________________ r st super _______________________

_______________________ _______________________ _______________________

Section 5: Looking After Features Of Places

Heritage Buildings

Activity

Heritage buildings are special places that must be cared for. They are usually old and tell us about the past. Heritage officers are people who look after heritage buildings. What do Heritages Officers do?

or eBo st r e p ok u Scomplete the cloze. 1. Use the words to PAST

FALL

UNSAFE

OFFICERS

IMPORTANT

CRACK

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zzrope off fragile areas or objects zzorganise repairs to the buildings zzput signs up to make sure people zzgive visitors information about do the right thing the buildings

BUILDINGS CRUMBLE

Heritage buildings are ___________________ because they tell

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•they f or r evi ew pur poseso nl y after them, might ___________________ down or•

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___________________ and ___________________ or get

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damaged. This means they will be ___________________ places to visit. Heritage ___________________ look after

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o c . ca Heritage e r 2. Draw one thing thath er o st s per Officer does to take care of a u heritage ___________________.

heritage building. Write a sentence about your drawing.

_________________________ _________________________ _________________________ 36

Section 5: Looking After Features Of Places

Section 6: or eBo st r e p ok u S

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Weather And Seasons

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Australian Weather And Seasons

Activity

1. Draw lines to match the Australian seasons and months to the pictures. SUMMER

AUTUMN

SPRING

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WINTER

eadyEdPu bl i cat i onMarch, s April, June, July, © RSeptember, December, August •f November January, May oOctober, rr ev i ew pu r poFebruary sesonl y•

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Some countries have summer in June, July and August.

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2. Complete the True or False table. q True q False

o c . che e r o r st s In Australia, winter is very hot. q True q False uper

In Australia, summer is mostly windy and rainy.

q True q False

In Australia, spring is when flowers begin to sprout.

q True q False

During winter, some Australian animals hibernate.

q True q False

Leaves fall from trees in spring.

q True q False

Section 6: Weather And Seasons

Activity

Indigenous Calendar

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Indigenous Australians have their own calendars and seasons. The Bardi Peoples live north of Broome in Western Australia.

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. te o i. There is a wet season and a _____________. season. c che e r o ii. Mangal is in the ____________________ r st season. super

1. Look at the Bardi Peoples' calendar. Complete the sentences.

iii. Ngaladan is in the ________________ season. iv. Iralbu is in the __________________ season.

v. The wet season is ____________ than the dry season. 2. What type of weather do you like? _ _____________________________________________________ Section 6: Weather And Seasons

Antarctica

Activity

Antarctica has very different weather from Australia. Read the facts about weather in Antarctica. Fact 2 Nobody lives in Antarctica because of the extreme weather conditions.

Fact 3 r o e t s B r e ooIn summer there In winter, there p are six weeks of u are 24 hours of k S complete darkness. continuous daylight.

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Fact 1

Fact 5

Fact 4

The Sun is so intense that The lowest ever you cannot go outside temperature recorded adyEdPub l i cat i onsspecial UV without wearing in Antarctica© wasRe protective sunglasses or -89.2 celsius. •f orr evi ew pur po s esonl y• you may sunburn your eyes.

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Draw a picture to show one fact about the weather in Antarctica. Write a sentence to match your picture.

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______________________________________________________ ______________________________________________________ 40

Section 6: Weather And Seasons

The Weather

Activity

The weather is always changing. Go outside to complete this sheet. 1. Is it sunny or cloudy?_ ___________________________________ 2. Is it raining?____________________________________________

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3. Circle what the sky looks like today.

4. Colour the tree that shows how windy it is outside today.

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5. What is today's temperature?_ ____________________________ 6. Draw a picture to show what you are wearing. Write a sentence to go with your drawing.

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�� Section 6: Weather And Seasons

Weather Words

Activity

Weather is a description of temperature, wind speed, wind direction and rainfall. 1. Draw lines to match the words to the definitions and examples. Words

Definitions

or eBo st which way the r e pwind is coming ok u S from

11 km/h

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temperature

Examples

a measure of northwind speed how hot or cold easterly the air © Read yEisdPubl i cat i ons

•f orr evi ew pur posesonl y•

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rainfall

the amount of water that has fallen as rain

23°Celsius

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wind direction

o c . che e r how fast the o t r s s r u e p 2mm wind is moving

2. What do you think the maximum temperature will be today where you live? 42

___________________________________________________ Section 6: Weather And Seasons

Measuring The Weather

Activity

Temperature, rainfall, wind speed and wind direction are measured using special instruments.  Label the instruments used to measure the weather. Discuss as a class how each one is used.  Temperature is measured  Wind speed is measured

or eusing st a_______________ . Bo r e p ok u S

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using a_______________ .

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 Wind direction is measured using a_______________ .

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using a_______________ .

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Section 6: Weather And Seasons

Weather Forecast

Activity

Weather forecasts predict what the weather will be like in the near future.  Fill out the table below to show the weather forecast for the week where you live. Symbol

Wind

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Rainfall

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Monday

Temperature

Tuesday

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Thursday

Friday

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Saturday

Sunday 44

Section 6: Weather And Seasons

Section 7: or eBo st r e p ok u S

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Water Activities

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Ocean And Beach Activities

Activity

Australia is an island that is surrounded by water. Most people in Australia live on the coast near to the ocean and the beach.

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1. Look at the map of Australia below. Shade the ocean blue and the beaches yellow.

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o c . 2. Fill in the missing letters that you do at cheto name some activities e r o r the beach. The pictures will help you. st s up er  S __ __ __ __ __ __  J __ __

 S __ __ __ __ __ __ __ __ __

S __ __ __ __ __

 F __ __ __ __ __ __

 B __ __ __ __ __ __ __ S __ __ __ c __ __ __ __ __ __ 3. What activity do you like to do at the beach? I like to_______________________________________________ . 46

Section 7: Water Activities

River Activities

Activity

1. This indigenous family live by the Murray River. Match the pictures to a letter to show how they use the river. a. They drink water from the river. b. They canoe to get from one place to another. c. They trap eels to eat.

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d. They swim.

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2. Where do you live in Australia? Tick. I live near a beach. I live near a lake. I live near a river. Section 7: Water Activities

Farming Activities

Activity

Some farmers live by rivers. They use the water to fish, swim, water crops, or as drinking water for cattle.

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1. Draw one way a farmer might use water from a local river. Write a sentence to go with your picture.

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o c . cWhat eon a farm? 2. Look at the pictures. other activities happen her r o st super

__________________ _________________ __________________ 48

Section 7: Water Activities

Jetty Activities

Activity

Jetties are long and narrow and are usually made from wood. They are built over water. 1. Circle the words that could be used to describe a jetty. ROUND

TALL

BRICK

LONG or eBo NARROW t s r e p SHORT okWOODEN u S STONE

SOLID

FRAGILE

NATURAL FEATURE CONSTRUCTED FEATURE

GLASS

STRONG

BUILT OVER WATER

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STURDY

BUILT OVER HOUSES

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2. Draw a picture of yourself on a jetty. Write what you are doing.

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I am________________________________________________ ___________________________________________________ Section 7: Water Activities

Section 8: or eBo st r e p ok u S

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Mining And Manufacturing

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What Is Mining?

Activity

1. Use the words below to complete the cloze. MINERALS

DIGGING

GOLD

GROUND

Mining means ___________________ up valuable ___________________ and materials from underneath the

or eBo st r e p for? Write your answers ok 2. What do peopleu mine under the pictures. Use S the words. IRON

GOLD

TIN

COAL

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___________________ like ___________________.

DIAMONDS

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o c . che e r o 3. Label the diagram. User st super the words below. SURFACE MINING SUB-SURFACE MINING

Section 8: Mining And Manufacturing

Where Is Mining Done?

Activity Mining is done where people think valuable minerals and materials might lay underground.

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Look at the map which shows you some places where mining is done.

q In Australia, mining isw mainly coastal areas. •f or r evi e pudone r poinse son l y•

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2. Use the words below to complete the cloze. GOLD

MINE

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AUSTRALIA

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o c . che ___________________. People who work there mine e r o t r s s r u e p ___________________. Merlin is a large mine site in the

Kalgoorlie is a large ___________________ in Western

Northern ___________________. People who work there mine precious ___________________. 3. Can you name another mining town? _____________________________________________________ 52

Section 8: Mining And Manufacturing

Manufacturing

Activity

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Manufacturing means making a lot of one thing. Manufacturing is usually done in a large factory.

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1. What is the main item that is manufactured in this town?

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o c . chewhere the item is made. e 2. Colour red the factory r o t r s s r u e p 3. Colour blue all the transport that takes the item away from the

_____________________________________________________

factory.

4. Name three places where you think the item is being taken to.

_____________

_______________

________________

5. Can you name another item that is manufactured?

_____________________________________________________ Section 8: Mining And Manufacturing

Section 9: or eBo st r e p ok u S

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Waste

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Landfill

Activity

Bin trucks collect general waste from your bin. They take this waste to landfill (the rubbish tip) where it is buried under the ground. Over time, this rubbish breaks down (disappears)! Items in your recycling bin are not buried at landfill. They are sorted, separated and reused.

or eBo st r e p ok True or False? Statement u General waste S that cannot be recycled is taken to q True q False landfill.

Rubbish trucks take general waste to landfill. Recycled waste goes to landfill.

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1. Take the True or False quiz.

q True q False q True q False

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Rubbish underground slowly disappears.

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Cars can drop off waste at local landfills.

q True q False

q True q False . te o c Placing rubbish underground is a new way of . ce q True q False e r getting rid of waste.h o r st super

Breaks down means disappears.

2. When does the rubbish truck come to your house to collect the general rubbish that goes to landfill? Colour the day. Monday

Tuesday

Wednesday

Thursday

Friday

Saturday Section 9: Waste

Bins

Activity 1. Draw what might go in each bin.

General waste

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Recycling

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At home I have _________ bins.

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2. How many bins do you have at home? What colour are they? The colours of the bins are:_ ______________________________

. te to survey. o 3. Choose four friends c . che ecolour are the r o Friend’s name Howr many bins do What st s r u e p you have? bins?

Section 9: Waste

Recycling

Activity

 Cut out and sort all the items below.

Non-recyclable

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Recyclable

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Section 9: Waste

Special Items

Activity

Some items, like paint, fertilisers and batteries cannot go into any bin. They need to be taken to special drop-off points. If they end up in landfill, they can leak dangerous chemicals into the soil.

BATTERIES

or eBo st r e p ok u S paint

FERTILISERS

2. Use the words to complete the cloze. CAREFUL

PAINT

SPECIAL

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1. Do you know another item that cannot go in any bin? Draw and label it.

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We need to be ___________________ about what we put in each bin. If we put the ______________ item in a bin, it

. te being ___________________. There can stop items from o c . che go in any ______________. e r are some items that cannot o r st super

These are ___________________, ___________________ and ___________________. We need to take these items to ___________________ drop-off points. Research 58

Find out the drop-off point for special items in your area. Section 9: Waste

E-Waste

Activity

E-waste stands for electronic waste. Examples of e-waste items are televisions and mobile phones. E-waste cannot go into the regular bins and must be disposed of at special drop-off points.

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Colour the e-waste blue.

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Section 9: Waste

Wasting Water

Activity

Water is precious and we should try to save it. Saving Water 1

Saving Water 4

Half-flush the toilet

Turn off taps when cleaning your teeth

Saving Water 2

or eBo st r e pBuy dishwashers and ok Saving Water 3 u washing machines S Do not over-water with 5-stars Saving Water 5

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Take short showers

the garden

Draw one way to save water. Write a sentence to go with your drawing.

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Section 9: Waste

Water Is Precious

Activity

Water is precious and we should use as little as possible. 1. Write a caption to go with this picture.

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_____________________________________________________

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2. Place a cross next to the pictures which show people NOT using water sensibly.

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Section 9: Waste

Reusing And Reducing Water 1

Activity

Water tanks reuse water. We can all save water by having a water tank. Fact 1 Water tanks catch and store rain water

Fact 4 The rain water can be used to top up the pool

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or eBo st r e p okFact 5 u Fact 2 S The rain water can be Having a water tank used to water plants

reduces water bills

Fact 3 Fact 6 If you look after There are different the water tank, it sized water tanks, so can provide good you © ReadyEdPubl i cat i odon’t nsneed to drinking water for have a big property •f orr evi ew pur poses nl • tank people and pets too have ay water

. t DECREASE e

SAVE

USE MORE

INCREASE

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1. We should reduce the amount of water we use. Circle the words that also mean REDUCE. USE LESS

oDOWN CUT c . che e r 2. Use the words below to complete the sentences. o r st super

USE AGAIN

USE LESS OF

Reduce means_ _______________________________________ . Reuse means__________________________________________ . 3. Do you know anyone who has a water tank? _____________________________________________________ 62

Section 9: Waste

Reusing And Reducing Water 2

Activity

Cut out and sort the pictures.

or eBo st r e p ok u S REUSE

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REDUCE

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Section 9: Waste

Year 1 Geography Answers P7 1.

2. When little STREAMS join together they can create a river. The beginning of a river is known as a SOURCE. When a river runs into a sea it is known as the MOUTH of a river.

mountain hill

natural vegetation

river

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P13 Students should tick the: flowers, lawn, tree and pot plant. P14 Students should colour: the boy weeding the garden, the man chopping down a tree, the man mowing the lawn and the lady watering the garden.

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P8 1. millions 2. slowly 3. tall 4. Teacher check. P9 1.

P11 3. false, true, true, true, false

valley

P15 Students should match: the ranger and the national park, the farmer and the farm, the rice grower and the rice fields, the gardener and the house.

P10 1.

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P16 1. Tea bushes are PLANTED. Soil must be FERTILISED. Younger tea bushes must be CUT BACK. 2. Possible response: It is packaged and shipped, unloaded and transported by road.

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2. A hill is a NATURAL feature because it is not made by PEOPLE. A hill is fun to run UP and roll DOWN. A mountain is STEEPER than a hill. A hill made by people is known as a MOUND. If there is a flood, people living on top of a hill will probably be SAFE.

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P17 1. Land must be LEVEL. Water must be KEPT HIGH. Soil must be COMPOSTED. 2. Possible response: It is packaged and shipped, unloaded and transported by road. P19 Students should shade the car park, basketball court and picnic table blue; the oval, pond and trees red.

P20 Students should colour: the children building a roller coaster, the bricklayer, the weaver, the girls building a raft, and the children building a bridge.

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P22 Natural: valley, mountain, hill, bush, ocean, icebergs Managed: dam, tree, grass, pot plant Constructed: building, house, car, truck, restaurant, train

P31 1. The Aboriginal name for Gosses Bluff is TNORALA. You can find Gosses Bluff in the Northern TERRITORY in AUSTRALIA. The middle of Gosses Bluff is FLAT. Around the edges of Gosses Bluff are MOUNTAINS. 3. In the Dreaming story a baby falls from the sky and creates the flat area in the middle of Gosses Bluff. True In the Dreaming story, the women dance on Gosses Bluff. False Gosses Bluff is a constructed feature. False Gosses Bluff is a mountain range. True

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P21 1. Students will note the tall buildings in the 2010 picture compared to the 1893 picture. They will note that there is more natural vegetation in the 1893 picture. 2. In the past, there were FEWER constructed features than there are today. 3. Reason 1: Natural features are homes to animals. Reason 2: Natural features are nice to look at and areas with natural features are enjoyable places to visit.

What does the old woman carry? Answer: A digging stick. What did the woman wake up? Answer A giant and colourful snake. How did the snake feel about being woken up? Answer: Annoyed. The digging stick created a long track in the ground. What made these marks deeper? Answer: The thrashing of the angry snake. How did the path fill up with water? Answer: A huge storm arrived.

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P24 Students should colour blue: Sydney Opera House Students should colour green: Great Australian Bight, Bungle Bungles, Uluru, Twelve Apostles

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P27 1. Baiame is a creator spirit in indigenous storytelling. 2. 1. mountains/deserts/coastlines 2.grasses 3.ferns/trees 4.water/ waterfalls/seas/waterholes 5.shrubs/ flowers 6.breeze 3. Students should indicate that Mt. Yengo has a flat summit.

P29 1. The Bangarang Dreaming story tells how the River MURRAY was created. 2. Who are the dingoes walking with? Answer: The old woman.

P34 1. No camp fires; no camping; no pets; no cycling; do not feed the birds; no littering 2. 1. National Park 2. Wetland 3. Heritage building 4. Beach 5. Bushland 6. Local park

P35 1. Possible answers: Do not litter it will spoil the landscape and might harm animals. Stick to the paths because you could damage natural vegetation. Don’t remove fallen logs or sticks they make home for animals; do not pull out the native vegetation. 2. Possible answers: someone has placed graffiti on the statue; it has cracked and chipped; the sign has fallen off; there are weeds growing around the bottom of the statue.

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P43 Temperature is measured using a thermometer Wind speed is measured using an anemometer Wind direction is measured using a wind vane Rainfall is measured using a rain gauge

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P36 1. Heritage buildings are IMPORTANT because they tell us about the PAST. If we do not look after them, they might FALL down or CRACK and CRUMBLE or get damaged. This means they will be UNSAFE places to visit. Heritage OFFICERS look after heritage BUILDINGS P38 1.

P42 temperature = a measure of how hot or cold the air is = 23°Celcius wind speed = how fast the wind is moving = 11 km/h wind direction = which way the wind is coming from = north-easterly rainfall = the amount of water that has fallen as rain = 2mm

P46 2. surfing; snorkeling; jet skiing; fishing; building sandcastles

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P49 1. long; narrow; wooden; solid; strong; built over water; sturdy; constructed feature

o c . che P51 e r 1. Mining means DIGGING up valuable o t r s and materials from supe r MINERALS underneath the GROUND like GOLD.

2. Some countries have summer in June, July and August. True In Australia, summer is mostly windy and rainy. False In Australia, winter is very hot. False In Australia, spring is when flowers begin to sprout. True During winter, some Australian animals hibernate. True Leaves fall from trees in spring. False P39 1. dry; wet; wet; dry; shorter

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2. coal, diamonds, tin, gold, iron 3. Surface mining is above ground, sub-surface is below ground.

P52 1. In Australia, mining is mainly done in inland areas. 2. Kalgoorlie is a large MINE in Western AUSTRALIA. People who work there

mine GOLD. Merlin is a large mine site in the Northern TERRITORY. People who work there mine precious DIAMONDS. P53 1. chocolate 2. Students should colour the chocolate factory 3. Students should colour: the trucks; train and boat 4. Brisbane; overseas; local shops

P61 2. Students should cross the girl in the bath and the woman watering the plants on a rainy day. The indigenous Australians are sourcing underground water by establishing a soak. P62 1. Students should circle: SAVE, USE LESS, DECREASE, CUT DOWN 2. Reduce means USE LESS OF. Reuse means USE AGAIN.

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P63 1. REDUCE: Bear half-flushing the toilet; Bear not having tap running while brushing teeth REUSE: Picture of dam; picture of water tank

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P55 General waste that cannot be recycled is taken to landfill. True Rubbish trucks take general waste to landfill. True Recycled waste goes to landfill. False At landfill, general waste is buried. True Cars can drop off waste at local landfills. False Rubbish underground slowly disappears. True Breaks down means disappears. True Placing rubbish underground is a new way of getting rid of waste. False

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player.

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P57 1. Recyclable: newspaper, milk carton, glass jar, drink can, cereal box. Non-recyclable: banana skin and apple core, plastic bag, toothpaste tube, clothes, toys.

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P58 2. We need to be CAREFUL about what we put in each bin. If we put the WRONG item in a bin, it can stop items from being RECYCLED. There are some items that cannot go in any BIN. These are BATTERIES, FERTILISERS and PAINT. We need to take these items to SPECIAL drop-off points. P59 1. Students should colour: mobile phone, television, computer screen, mouse, keyboard, calculator, DVD player, MP3

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