Geography for Australian Students - Year 2

Title:

Ready-Ed

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Publications

Geography For Australian Students: Year 2 © 2019 Ready-Ed Publications Printed in Australia Author: Lindsay Marsh Illustrators: Terry Allen, Melinda Brezmen, Alison Mutton

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

ISBN: 978 192 561 135 9 2

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Reproduction and Communication by others

Contents Teachers' Notes Curriculum Links

4 5

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How Do Places Get Their Names?

Place Names 1 Place Names 2 Place Names 3 Indigenous Place Names Indigenous Names Dreaming Stories Lake Barrine

13 14 15 16 17 18 19 20 21

SECTION 6: PLACES

Place And Purpose Distance In The Past 1830 And 2018 Travelling By Milk Wagon 1 Travelling By Milk Wagon 2 Telecommunications 1 Telecommunications 2

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SECTION 2: NAMES OF PLACES

6 7 8 9 10 11 12

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Small And Large Maps Big, Bigger, Biggest

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46-48

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SECTION 4: INDIGENOUS AUSTRALIANS Creation And Connection Creation 1 Creation 2 Torres Strait Islanders Islanders 1 Islanders 2

22 23 24 25

Answers

37 38 39 40 41 42 43 44 45

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SECTION 3: THE SIZE OF PLACES

33 34 35 36

Global Connection 1 Global Connection 2 Global Connection 3

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SECTION 1: LABELLING OUR GLOBE All About Continents Continents 1 Continents 2 Labelling The Globe Our Globe 1 Our Globe 2

SECTION 5: GLOBAL LINKS

26 27 28 29 30 31 32

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Teachers’ Notes Geography For Australian Students: Year 2 is linked to the latest version of the Australian National Curriculum. It is part of a six book series created by the same author. There are six sections in this book altogether.

The first section is entitled Labelling Our Globe. Students will identify the seven continents and study their relative locations and populations. Students will locate the equator, hemispheres, the tropics and the North Pole and the South Pole on a globe.

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The second section is entitled Names Of Places. Students will learn that places get their names in different ways. Some places are named after fauna and flora, while other places are named after famous events and people. Students will understand that indigenous Australians had names for most places before European colonialists arrived in Australia. Dreaming stories which explain how places got their names are a focus.

The third section is entitled The Size Of Places. Students will think about the relative sizes of places and spaces. They will understand the comparative sizes of regional, national and global spaces.

The fourth section is entitled Indigenous Australians. Students will learn about the creation beliefs of the traditional owners of the land and how these are communicated through Dreaming stories.

© ReadyEdPubl i cat i ons •f rr e vi e wStudents pur p se sweocan nl yconnected • The fifth section iso entitled Global Links. willo learn that be

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to other countries through events, trade, origin, family and friends, what we buy and through global responsibilities. Students will be introduced to the concept of foreign aid, explore how much Australia gives to other countries in aid, why we do this and how it helps.

The final section of this resource is Places. Students will make a link between distance and how often they go to a place. Students will compare travel in the past to travel today, and realise that technology has enabled us to travel the same distances in a shorter time frame. They will also consider the impact of different forms of transportation and better road systems. Students will examine telecommunications and consider how the invention and wide use of telecommunications has affected the need to travel.

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Pair work, surveys, image analysis and matching exercises are just some of the ways that the students will demonstrate their skills and knowledge in this resource. Activity answers are provided at the back of the book.

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Curriculum Links

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The way the world is represented in geographic divisions and the location of Australia in relation to these divisions (ACHASSK047) • investigating the definition of a continent and the seven-continent and sixcontinent models • using geographical tools (for example, a globe and world map) or digital applications such as Google Earth to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheres and then labelling an outline map • describing the location of continents and oceans relative to Australia, using terms such as north, south, opposite, near, far The idea that places are parts of Earth’s surface that have been named by people, and how places can be defined at a variety of scales (ACHASSK048) • examining the names of features and places in the local area, the meaning of these names and why they were chosen • investigating the names and meanings given to local features and places by the local Aboriginal or Torres Strait Islander Peoples • describing the scale of places, from the personal (home), the local (their suburb, town or district), the regional (state) to the national (country) The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049) • explaining that some Aboriginal and Torres Strait Islander people have special connections to many Countries/Places (for example, through marriage, birth, residence and chosen or forced movement) • discussing how some people are connected to one Country (for example, because it is “mother’s” Country or “father’s” Country) • describing the connections of the local Aboriginal and Torres Strait Islander People with the land, sea, waterways, sky and animals of their Country/Place, and how this influences their views on the use of environmental resources The connections of people in Australia to people in other places and across the world (ACHASSK050) • examining the ways people are connected to other places (for example, through relatives, friends, things people buy or obtain, holidays, sport, family, origin, beliefs or through environmental practices such as where their waste ends up and its effect on people there) • exploring how their place may be connected to events that have happened in other places (for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia) The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHASSK051) • investigating the places they and their families visit for shopping, recreation, religious or ceremonial activities, or other reasons • suggesting what their pattern of visits to places might have been one or two generations ago and comparing this to their current pattern • investigating how people’s connections with places are affected by transport and information and telecommunications technologies

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

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Labelling Our Globe

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Student Information Page

All About Continents Read the information, then complete the activity sheets which follow.

How Many Continents?

A continent is a large landmass on Earth. There are seven continents in the world. Some geographers combine Europe and Asia (Eurasia) which makes six continents in total!

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1

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6

2

Africa

4

South America

7

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Antarctica

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Asia

largest 1 population

Fast Fact 1

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How Big? Even though continents are said to be large landmasses, they are all different sizes. Look at the numbers on the map above. The largest continent is 1 and the smallest is 7!

How Many People?

Population means how many people live in each continent. Look at the population line. It ranks the continents in order from the largest to the smallest population.

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Africa

Europe 3

4

South America

North America

5

6

Oceania

Antarctica 7

smallest population

Antarctica has the smallest population because nobody permanently lives there!

Section 1: Labelling Our Globe

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Continents 1

Activity

Use the information on page 7 to help you to complete this activity page.

There are seven continents in the world.

© ReadyEdPubl i cat i ons orr evi e w pur poses onl y• Asia •f Europe Oceania Africa

Antarctica

South America

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North America

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Key

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1. Use colour to show where the continents are located.

o c . che e r o r st super _______________________________________________________

2. Which continent is far away from where you live? _

3. Which continent is close to where you live? _______________________________________________________ 4. Which continent would you most like to visit and why? ____________________________________________ ____________________________________________ 8

Section 1: Labelling Our Globe

Continents 2

Activity

Use the information on page 7 to help you to complete this activity page.

1. Place the seven continents correctly on the population line. largest 1 population

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4

5

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7

smallest population

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or eBo t s r e 2. Label the pie chart to show the population of each continent. p o k Su

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3. Why is Antarctica included on the pie chart? cnot e he r o r st super _ ______________________________________________________ 4. Only two continents are completely surrounded by oceans. Look at page 7. Which two are they? _ ________________________ and___________________________ 5. Australia is part of which continent? _ ______________________________________________________ Section 1: Labelling Our Globe

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Student Information Page

Labelling The Globe Read the information, then complete the activity sheets which follow.

Fast Facts South Pole The South Pole lies over the continent of Antarctica, so it sits on a continent.

The South Pole is colder than the North Pole.

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North Pole The North Pole is located in the middle of the Arctic Ocean so nobody lives there.

The North Pole is warmer than the South Pole.

–northern hemisphere–

Equator The equator is an imaginary line tropic of cancer that runs through the centre of the equator © ReadyEdPubl i cat i ons Earth and divides it into the northern •f orr evi ew pur posesonl yof• tropic capricorn and southern hemispheres. It lies across water and land.

Near the equator there South Pole is little temperature Tropics change so there are no seasons.

The Tropic of Cancer and the Tropic of Capricorn are regions which sit either side of the equator!

Fast Facts

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–southern hemisphere–

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Northern hemisphere Europe, Asia, and North America are located in the northern hemisphere.

It has more land.

It has 90% of the world’s population.

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Southern hemisphere Antarctica and Australia are located in the southern hemisphere.

It has more oceans and less land.

It has 10% of the world’s population.

Section 1: Labelling Our Globe

Our Globe 1

Activity

Use the information on page 10 to help you to complete this activity page.

1. Use the word bank to label the different parts of the globe.

North Pole

South Pole

Arctic Circle

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Tropic of Cancer

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Equator

AntArctic Circle

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2. Colour where you live on the globe.

Section 1: Labelling Our Globe

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Our Globe 2

Activity

Use the information on page 10 to help you to complete this activity page.

1. Write four facts about the equator.

Fact 1:

Fact 2:

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Fact 3:

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The equator

2. Complete the sentences.

The Tropic of Cancer is located in the _____________________ hemisphere.

© Rise ady Ed Publ i cat i ons The Tropic of Capricorn located inthe ___________________ hemisphere.

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3. Complete the true or false chart.

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True or false?

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Statement Australia is located in the northern hemisphere.

The northern hemisphere is more populated than the southern hemisphere.

The southern hemisphere has more land than the northern hemisphere.

The southern hemisphere has more ocean than the northern hemisphere.

The North and South Poles are not located opposite one another.

The North Pole is colder than the South Pole.

Nobody permanently lives in the North or South Pole.

The only way to travel from the South Pole is south.

The South Pole is the northernmost point on Earth.

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Section 1: Labelling Our Globe

Section 2: or eBo st r e p ok u S

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Names Of Places

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Student Information Page

How Do Places Get Their Names?

Read the information, then complete the activity sheets which follow.

Goanna r o e t s SwampBo r e p TreeTi ok Dingo u S Crocodile Point

Blue Tongue Tank

Wallaby Dam

Wattle Hill Bogong Creek Quandong

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Dugong Bay

© ReadyEdPubl i cat i ons •f orr evi ew pur pose sonl y• Whale Rock

Fauna And Flora

Historical People

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who is believed to have burned down and escaped from a Melbourne jail.

o c . che Cooktown = This e Queensland r o t after the famous r town is s named sup r e English explorer Captain James

Some places have been named after people who have played an important part in Australia’s history. For example: Oxley = This placed is located on the lower Lachlan River and is named after John Oxley who explored this river in 1817.

Tullamarine = This Melbourne suburb is thought to have been named after a member of the Wurundjeri called Tullamarrena 14

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Australia has over 240,000 place names! Some places have been named after the species which inhabit the area. Look at some examples on the map.

Cook. He made repairs to his ship, The Endeavour, in this area in 1770.

Bankstown = This Sydney suburb is named after the English Botanist, Sir Joseph Banks, who travelled in the area with Captain Cook in 1770.

Section 2: Names Of Places

Place Names 1

Activity

Use the information on page 14 to help you to complete this activity page.

1. Cut out the fauna and flora. Glue on the map in the correct locations to show how these places got their names.

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Blue Tongue Tank

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2. Label another place that you know that is named after fauna and flora found there. Draw a picture next to the place name.

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Wallaby Dam

Quandong

Whale Rock

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Section 2: Names Of Places

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Place Names 2

Activity

Use the information on page 14 to help you to complete this activity page.

Draw lines to match the people to the places they were named after.

Tullamarine

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Bankstown

Tullamarrena

Wonga Park

Edward John Eyre

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or eBo st r e p ok u S Oxley, NSW Cooktown, QLD

Simon Wonga

Captain James Cook

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Sir Joseph Banks

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John Oxley

RESEARCH – FIND OUT!

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1. Is there a place in your local area that has been named after an important event in Australian history?

o c . che _ _____________________________________________________ e r o r st suatpschool? er 2. Do you have houses or factions Find out how one of these houses or factions got its name.

_ _____________________________________________________ 3. All Australian states and territories have one place named Fairfield or Hamilton? These are named after places in Britain by European settlers. Is this true of your state or territory? _ _____________________________________________________ 16

Section 2: Names Of Places

Place Names 3

Activity

Use your research skills to help you to complete this activity page.

Important Events Some places have been named after Australian events, such as celebrations, wars and conflicts.

ANZAC Square = in Brisbane was named after ANZAC soldiers who fought in World War I.

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or eBo t s r e Federation Point = p in New South Wales was named after the o kAustralian Federation in 1901u which marked the joining of the S colonies.

Eureka Place = in Victoria was named after the Eureka Stockade in 1854.

Locate the places on the map. Add your own example.

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Section 2: Names Of Places

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Student Information Page

Indigenous Place Names Read the information, then complete the activity sheets which follow.

Indigenous Australians gave names to places. Some places were named after animals and plants found there. Look at the examples below.

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crow

Araluen

waterlily

wild dog

Two Names!

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Wagga Wagga

paperbark tree

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The Olgas = Kata-Tjuta

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When Europeans arrived in Australia, they often renamed places © Rbeen ead yEby dthe Pu bl i cat i ons which had already named indigenous people.

This means that places are byo two names today.

Look at •some f or r ev i estill w known pur p se son l y• the examples below.

o c . che e r o r st super Ayres Rock = Uluru

The Three Sisters = Meehni, Wimlah and Gunnedoo

Section 2: Names Of Places

Indigenous Names

Activity

Use the information on page 18 to help you to complete this activity page.

1. Draw lines to match the indigenous place names with the animals and plants found in these places. paperbark tree

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crow

Myalup

wild dog

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Wagga Wagga

2. Look at the famous landforms pictured below. Write down the indigenous and European names that have been given to each landform. Colour these world famous tourist attractions.

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Northern Territory

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Katoomba, New South Wales

European name:

o c . che e r o 3. Draw another place which has two names. r st s up er Indigenous name:

I have drawn ____________________________ Its European name is ____________________________ Its Indigenous name is ____________________________ Section 2: Names Of Places

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Student Information Page

Dreaming Stories Indigenous elders often told young children stories about how places got their names. Read this indigenous story about how Lake Barrine got its name, then complete the activity sheet.

Lake Barrine (Adapted by Lindsay Marsh)

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Yummani, the Rainbow Serpent, lived in Ngajan and would lay down every morning on a rock in winter and make himself a warm fire.

One day a Spangled Drongo swooped down and rudely stole his fire.

Yummani took a swing at Spangled Drongo and made a fork in his tail, but the bird still managed to steal away with his fire.

Fire after fire Yummani would make, and fire after fire Spangled Drongo would steal. After many months, Yummani, was completely fed up. He decided to move the very next morning.

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Before he left, Yummani swallowed all the water that he could manage, then Gatlock and allt the around ©slithered Reaalong dyEdPRoad ubl i ca i oway ns to a cool rainforest. Finally he arrived just before daybreak. Yummani • f o rr e vi ew the pu r pose screated onl y • spewed all the water out beside rainforest and a lake.

This lake became known as Lake Barrine, because “Barrain” means daybreak and this is when Yummani arrived there.

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Section 2: Names Of Places

Lake Barrine

Activity

Use the information on page 20 to help you to complete this activity page.

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_____________________________

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Complete the storyboard to retell how Lake Barrine got its name.

_____________________________

_____________________________ _____________________________ © ReadyEdP u bl i cat i ons

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_____________________________

_____________________________

_____________________________

_____________________________

RESEARCH – FIND OUT

Can you find another Dreaming story that explains how a place got its name?

Section 2: Names Of Places

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Section 3: or eBo st r e p ok u S

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The Size Of Places

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Student Information Page

Small And Large Read the information, then complete the activity sheets which follow.

House Plan - small pool

patio area

bedroom 3

bathroom 1

bathroom 2

entrance

Regional, National And Global

bedroom 2

bedroom 4

kitchen

media room

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BIG = A regional space includes the state or territory that you live in.

bedroom 1

lounge room

grassed area

laundry

rose and flower garden

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We can represent small spaces on a map.

If a space is small, it means that you can probably move from one spot to another on foot. Larger spaces can be represented on maps too, like a whole town or a whole country! If a space is large, you might need to move from one spot to another by car, train or plane.

Road Map - large   

art gallery theatre zoo

BIGGER = National spaces include whole countries, like Australia!

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  

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restaurant museum

information centre

Re ady Ed Pu l i cat i ons BIGGEST =© Global refers tothe whole ofb planet • Earth! f orr evi ew pur posesonl y• 

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National

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Global

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Regional

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The Earth And The Moon The moon can fit into the Earth about 50 times! To remember this, we can imagine that the moon is a tennis ball and the Earth is a basketball!

Section 3: The Size Of Places

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Maps

Activity

Use the information on page 23 to help you to complete this activity page.

Look at the four maps below. Number them from 1 - 4, 1 being the largest space and 4 being the smallest space. papua new guinea

Jakarta

or eBo st r e p ok u S indonesia

patio area pool

Darwin

bedroom 1

kitchen

entrance

bedroom 2

bedroom 3

Australia

bedroom 4 bathroom 2

bathroom 1

Indian Ocean

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lounge room

media room

east timor

Brisbane

Perth

Sydney Canberra

Adelaide

laundry

Melbourne

grassed area

rose and flower garden

Hobart

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motorway

railway line airport port

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art gallery theatre zoo

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information centre

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 



 

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Section 3: The Size Of Places

Activity

Big, Bigger, Biggest

Use the information on page 23 to help you to complete this activity page.

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1. Draw the Earth and the moon in the box to show their relative sizes.

Write a sentence to go with your drawing.

___________________________________________________________

© ReadyEdPubl i cat i ons 2. Use either SMALLER ori LARGER tor complete theo cloze.

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Regional spaces are _______________ than national spaces. National spaces

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are _______________ than global spaces. The Earth is _______________

. t ethe pictures, local, regional or national. o 3. Pair Up! Label c . che e r o r st super

than the moon. My house is __________________ than my suburb.

Section 3: The Size Of Places

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

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Indigenous Australians

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Student Information Page

Creation And Connection Read the information, then complete the activity sheets which follow.

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Indigenous Australians believe that in the beginning, before creation, the land was bare and dark. Then, one day, spirits created the world by moving over the land and creating rocks, plants and animals. These spirits then turned into natural features and this is why they believe natural features are special and should be looked after. To harm the land is to harm their ancestors. Read the Dreaming story below about how the world was created.

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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 to live.

He took a step back, and thought about what these special plants in their special places would need. Water! He gave the mountains waterfalls; he gave the sandy deserts waterholes and the coastlines 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.

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He made some mountains, sand coastlines.

He created ©R eadyEdand Pu bl i cat i o ns three different kinds of plants that could live in the •areas f or evmade. i ewHepmade ur pferns osesonl y• different her had and trees to live in the mountains; shrubs and flowers for the sandy deserts; and special grasses especially suited to the coastline.

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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.

Section 4: Indigenous Australians

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Creation 1

Activity

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

1. Complete the table with your thoughts about creation.

How indigenous Australians believed the world was created ...

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2. Complete the table below on connection.

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How I think the world was created ...

One place I think should be One place indigenous Australians dyEd Pu bl i c t i ons think should bea looked after is ... looked after is©... Rea

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3. Look at the picture. What do you think is happening?

o c . che e r o r _ _________________________ st su p er _ _________________________ _ _________________________ _ _________________________

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Section 4: Indigenous Australians

Creation 2

Activity

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

1. Write down six things that Baiame created.

1.___________________________________ 2.___________________________________ 3.___________________________________

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

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4.___________________________________

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3. Draw one scene from the story Baiame The Creator and write a sentence to match your picture.

___________________________________________________________ Section 4: Indigenous Australians

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Student Information Page

Torres Strait Islanders Read the information, then complete the activity sheets which follow.

Who Are Torres Strait Islanders?

papua new guinea

saibai island

mt cornwallis island

stephen island

Torres Strait islands

turnagain island

or eBo st r e p ok u S warrior island

mabuiag island

yorke island

mt ernest island

coconut island sue island

thursday island

prince of wales island

murray island

yam island

badu island

hammond island

darnley island

possession island

mt adolphus island

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Torres Strait Islanders are indigenous people of the Torres Strait Islands. It is believed that they made their way to Australia from the Indonesian Archipelago, possibly between 40,000 to 70,000 years ago.

The Torres Strait Islands are part of the state of cape york Queensland but are located queensland just north of the mainland. ©group Rea yEdP ub l i c at i othe ns They are a small ofd 274 islands and only some of islands are inhabited.

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It is estimated that today nearly 7,000 Torres Strait Islanders live on the islands, and approximately 42,000 Torres Strait Islanders live in mainland Queensland.

The Torres Strait Islanders, much like Australian Aborigines also tell stories which explain creation. Read the Tagai creation story below.

. te o with c One day, a man named Tagai set out on a journey in a canoe . che e r 12 other men. The 12 men greedily ate all thet food and drink that o r s s r u e was for the voyage. Tagai was very p angry with them. To punish them, he strung the 12 men together in two groups of six and threw them into the sea. Their image set in a pattern of stars and can be seen in the constellations Pleiades and Orion today.

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Section 4: : Indigenous Australians

Islanders 1

Activity

Use the information on page 30 to help you to complete this activity page.

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1. Look at the map below. Label some of the Torres Strait Islands. Label Queensland and Papua New Guinea.

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cape york

2. What is the closest part of Australia to the islands?

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o c . che 3. Write four interesting facts about the Torres Strait Islander people. e r o t r s supe r fact 2 Fact 1

_ ________________________________________________________

fact 3

fact 4

Section 4: Indigenous Australians

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Islanders 2

Activity

Use the information on page 30 to help you to complete this activity page.

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Turn the Tagai creation story into a storyboard below. Use your own words and pictures.

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Section 4: Indigenous Australians

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

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Global Links

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Global Connection 1

Activity

1. Highlight how you feel connected to another country.

I have a friend who lives in another I have relatives in another country. country.

My parents were born in another I was born in another country. country.

I know the language of another country. I have visited another country.

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or e t s Boit trades with them. r e Australia can be connectedp to another country because ok u Trade means exchanging one thing for another.

S

Item

Country made

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2. Look at the tags on your bags, clothes or other items. Where were they made? Have they been imported from another country? Now complete the table.

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There are some events in the world that are global and bring the world together.

The Olympic Games is one of these events. The Olympics in 2016 were held in Rio De Janeiro, Brazil.

o c . che e r o t people around the r s s 3. Can you think of other global events that connect r upe world?

Think by myself

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Work in a pair

Section 5: Global Links

Share in a group

Global Connection 2

Activity

We are all connected by the waters which surround us. We share the oceans of the world and we have a responsibility to look after them. The Great Pacific Garbage Patch is a build-up of rubbish in the ocean that we have all created. Find out more by reading the fast facts.

Fact 1:

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Fishing lines, plastics and other debris from land-based human activity has built up there.

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or st Ite is three times the size of Bo r e France. p ok u S Fact 4:

It is in the North Pacific Ocean.

Fact 3:

Fact 2:

It is harmful to our marine life because they can consume the debris or get tangled in it.

1. In a pair, think of three actions we can take globally, to stop the Great © RPatch ead yEd ubl i cat i ons Pacific Garbage getting anyP bigger.

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2. Find a picture of the Great Pacific Garbage patch on the internet.

Print and paste it below. Write another fact about it.

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Section 5: Global Links

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Global Connection 3

Activity

Aid means help. Each year, Australia helps other countries develop and improve, by giving them money. What does this money help to do? zzImprove education and health. zzHelp countries recover from natural disasters. zzHelp women and girls improve their lives. zzHelp provide clean water. zzReduce poverty.

Australian Aid 2017 -2018

1 bag=100 million dollars

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or eBo t s r e 1. Between 2017 and 2018, Australia sent $3.9 billion to other countries. p o uanswer the questions. k Study the graph S then Pacific region

South-East and East Asia

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Question

i. Which region did Australia send the least amount of money to? ii. How much money did we sent to South and West Asia? iii. What is the difference between the money that we sent to the Pacific region and the money that we sent to South-East and East Asia? iv. Where did we send the most amount of money? v. How much money did Australia send in total?

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Africa and the Middle East

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2. Complete the sentence. I think foreign aid is a good idea because … _ ________________________________________________________ 36

Section 5: Global Links

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

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Places

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Place And Purpose

Activity

1. We go to places for a purpose. Match each place to a purpose. swimming pool church school office farm beach park supermarket stadium

s _____________

c _______

b_______

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to walk the dog

to learn

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or eBo st r e to collect shells, p o to buy food u to worship God swim k and relax S p _____ s________ s________

to support the local footy team

sa __________ o________ f_______ © ReadyEdPubl i c t i ons p____

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to work

to learn about animals

2. Which places have you been to this week? Why did you go to these places? What did you do there? Complete the table.

Place

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3. On the back of this sheet, draw a place where you have been. Show what you are doing there.

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Section 6: Places

Distance

Activity

Distance affects how often we visit a place. For example, you wouldn’t travel overseas every day because it is too far away. You might go to the park every week because it is close by.

1. Complete the table. Think of five places where you go or have been.

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How often I r o e t s B r e Places I go/ How Io get go there (rarely, p o have been there k sometimes, often, Su every day) How long it takes me to get there

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o c . ch eevery day r 2. Look at the pictures.

Label them: rarely t often er o s super

Section 6: Places

sometimes.

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Activity

In The Past

In the past, many people did not own a motor car and public transport was not widely available or as fast as it is today. Travel generally took longer than today.

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1. Look at old methods of getting from one place to another. Number them from slowest (1) to quickest (5).

2. Think of your journey to school each morning. How might different ways of getting there make this journey shorter or longer?

Transport

Time taken

By car

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By horse and cart By camel

. te OUT o RESEARCH – FIND c . che e r o st s r up As technology has improved, wer are able to e shorten the time it takes to travel by plane from one place to another. In the 1950s it would take passengers up to 15 hours to fly from New York to London.

3. With the introduction of jets, how long does this journey take today?

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Section 6: Places

Activity

1830 And 2018

Meet the Haskell and Austin families. They have both made the journey from Bathurst to Sydney. It took the Austin family 3 hours in the car. The Haskell family don't have a car. They are travelling by ox and cart. How long do you think it took them?

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Finally! We're in Bathurst!

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We've made it to Bathurst!

The Haskell family - 1830

The Austin family - 2018

eadychart Ed Pu l i ca t i o ns will tell you 1. Complete© the R prediction with ab friend.

Your teacher how close you were.

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I predict that it took the Haskell family

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Prediction

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2. Roads slowed the Haskell family’s journey down! What do you think the roads were like in 1830 compared to today? Jot down your thoughts below.

Roads 1830

Roads 2018

Section 6: Places

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Student Information Page

Activity

Travelling By Milk Wagon 1

Read the story, then complete the activity page that follows.

The Cockman family were free settlers who arrived in the Swan River Colony in 1829. Elsie Cockman was from a generation of the Cockman family. She lived with her family at Cockman House in Wanneroo, Western Australia in the mid-1900s. Elsie Cockman did not have a motor car.

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or eBo st r e p in North Perth once ao Elsie did her food shopping month.

Today it u k S30 minutes to get from Wanneroo to North takes approximately

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Perth by car. It took Elsie nearly 10 hours to travel from Wanneroo to North Perth in the mid 1900s.

Elsie would walk some of the way and try to catch a ride with a milk wagon the rest of the way. She would set off in the morning and return in the evening.

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Section 1: Labelling Our Globe

Travelling By Milk Wagon 2

Activity

1. Complete the cloze on Elsie Cockman. Use words from the word bank. Each word should be used only once. transport long North Perth month same Wanneroo foot

roads week

less milk

day 30

or eBo t s r e was in ___________________.

It took her a whole __________ to p o u k travel there. ThisS meant she could not go every day or even every

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Elise Cockman lived in _____________. Her nearest supermarket

_____________, because it took too __________. Instead, she went once a __________ . Elsie travelled to the shops on ____________ and if she was lucky, she travelled some of the way by catching a ride with a ____________ wagon. Today, we can travel the __________ distance

Wanneroo to North Perth. Today we have

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smoother ____________ and

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faster methods of _______________.

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© ReadyEdPubl i cat i ons in ___________ time. It only takes _______ •f orr evi ew pur posesonl y• minutes to get from

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2. How often do your parents go food shopping? How long does the return trip take them?

Section 6: Places

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Telecommunications 1

Activity

Telecommunications are ways of communicating using technology. Look at the different types of telecommunications below.

mobile fax r o e st B r e telephoneo p ok u 1. Can you think ofS four more examples of telecommunications? Draw email

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Skype

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and label below.

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Quick Question 2. What telecommunications do you use? _ ___________________________________________________ 44

Section 6: Places

Telecommunications 2

Activity

Telecommunications has changed the need for travel in some cases.

Read the two scenarios and then come up with two of your own.

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or eBo st r e p ok u S lives in This is Sarah. Sarah This is Peter. Peter imports a remote area in Australia.

Instead of travelling hours every day to the nearest school, Sarah receives her lessons online!

iPads from Mr. Lu in China and sells them in Australia.

Instead of travelling to China to talk to Mr. Lu, he communicates with him by fax and email. © ReadyEdPu bl i ca t i ons

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o c . _____________________________ _____________________________ che e r o r st supe _____________________________ __r ___________________________ _____________________________

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_____________________________

_____________________________

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Section 6: Places

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Year 2 Geography Answers Page 9 1.

Page 15

Dugong Bay

2.

Crocodile Point

Goanna Swamp

Ti Tree

Dingo

Blue Tongue Tank

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3. Because there are no permanent residents in Antarctica 4. Australia and Antarctica 5. Oceania Page 11

Wattle Hill Bogong Creek Quandong

Whale Rock

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Wallaby Dam

Page 16 John Oxley - Oxley Sir Joseph Banks - Bankstown Captain Cook - Cooktown Tullamarrena - Tullamarine Simon Wonga – Wonga Park Edward John Eyre – Eyre Highway

© ReadyEdPubl i cat i ons Page 17 •f orr evi ew pur posesonl y• NORTH POLE

ARCTIC CIRCLE

TROPIC OF CANCER

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TROPIC OF CAPRICORN

ANTARCTIC CIRCLE

ANZAC Square

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Page 12 1. Possible facts: There are no seasons at the equator; the weather is generally tropical (hot); it is an imaginary line which runs through the centre of the Earth and divides the globe into two hemispheres; it lies across water and land.

2. The Tropic of Cancer is located in the northern hemisphere.

The Tropic of Capricorn is located in the southern hemisphere.

3. false; true; false; true; false; false; true; false; false.

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EQUATOR

Federation Point

Eureka

Page 18 1. Wagga Wagga - crow Araluen - waterlily Warragul - wild dog Myalup - paperbark tree 2. Northern Territory = Ayres Rock and Uluru Katoomba, New South Wales = Three Sisters and Meehni, Wimlah and Gunnedoo

Page 31 1.

3. Teacher to check Page 24 1. Map of Australia = 1 Transport map = 2 Tourist map = 3 House plan = 4

papua new guinea

stephen island

Torres Strait islands

turnagain island

warrior island mabuiag island

Page 25 1. Students should indicate that the moon could fit into the Earth approximately 50 times.

2. Regional spaces are SMALLER than national spaces. National spaces are SMALLER than global spaces. The Earth is LARGER than the moon. My house is SMALLER than my suburb.

3. local; national; regional

darnley island

yorke island murray island

yam island

badu island mt ernest island

coconut island sue island

thursday island

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Page 28 1. Students should acknowledge that indigenous Australians believe that the spirits of their ancestors were responsible for creation.

2. Indigenous Australians believe that to harm the land is to harm their ancestors, so all of the Australian land should be cared for.

3. The indigenous elder is passing on beliefs about creation to the younger generation through Dreaming stories.

hammond island prince of wales island

possession island

mt adolphus island

cape york

queensland

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saibai island

mt cornwallis island

2. Queensland 3. Possible response: they are indigenous people of the Torres Strait Islands; they made their way to Australia from the Indonesia Archipelago between 40,000 to 60,000 years ago; 7,000 Islanders live on the Torres Strait Islands today; 42,000 Islanders live in mainland Queensland today; they tell stories about creation.

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Page 29 i. mountains ii. breeze iii. sandy deserts iv. plants (shrubs, flowers, grasses, ferns, trees) v. coastlines vi. water (waterfalls, waterholes, oceans, seas) 2. Students should draw Mt. Yengo with a flat top.

i. Africa and the Middle East ii. 200 million dollars iii. 200 million dollars iv. Pacific region v. 1.85 billion dollars

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Page 38 1. supermarket; church; beach; park; school; stadium; office; farm; swimming pool Page 39 2. Answers will vary: rarely; often; every day; sometimes; often Page 40 1. Answers may vary: 3; 4; 1; 5; 2 3. Approximately 7 hours.

Page 41 1. It took the Haskell family four days to 47

travel from Sydney to Bathurst by ox and cart.

2. Roads in the 1830s would not have been very smooth and would not have marked out the most direct route.

Page 43 1. Wanneroo; North Perth; day; week; long; month; foot; milk; same; less; 30; roads; transport.

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Page 45 Possible scenarios: online shopping; online sport coaching apps

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Page 44 1. Possible answers: two-way speaker; satellite; google home; radio

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