Geography for Australian Students - Year 3 by Teacher Superstore

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Contents Teachers' Notes Curriculum Links

4 5

SECTION 1: AUSTRALIA

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Parks National Parks Sacred Sites Places Need Protecting 1 Places Need Protecting 2

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SECTION 2: AUSTRALIA AND THE PACIFIC ISLANDS 14 Location Darwin And Kupang 1 Darwin And Kupang 2 East Timor And Queensland 1 East Timor And Queensland 2 Wealth Language

15 16 17 18 19 20 21

SECTION 3: DIVERSE CLIMATES

22 23 24 25 26 27

SECTION 6: WHERE WE LIVE Where Australians Live Popular Places To Live City Living Isolated Places Remote Locations School Of The Air Diversity

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Answers

41 42 43 44 45 46 47 48

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Climate Pressures And Fronts Australian Climate 1 Australian Climate 2 Australian Climate 3

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States And Territories Australian Cities Australian Landforms Wayambeh The Turtle 1 Wayambeh The Turtle 2 Wayambeh The Turtle 3 Wayambeh The Turtle 4

SECTION 5: PROTECTING PLACES

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SECTION 4: ATTACHMENT TO PLACE

Indigenous Connection To Land Poems And Connection Tiddalick The Greedy Frog 1 Tiddalick The Greedy Frog 2 Attachment To Place Gold Country

29 30 31 32 33 34

Teachers’ Notes Geography For Australian Students: Year 3 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 six sections in this book altogether. The first section is entitled Australia. Students will learn how Australia is divided up into states and territories and locate these on a map. Major cities and natural features in Australia will also be identified. How Australian Aboriginal language groups occupied territories is examined through the Dreaming story Wayambeh The Turtle.

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The second section is entitled Australia And The Pacific Islands. Students will learn about some countries in the Pacific Islands. They will understand that Pacific Island nations are neighbouring countries of Australia. The climate of Darwin and Kupang are compared, as are reefs in Australia and Timor-Leste. Species found on these reefs and how they are being protected is a focus. Students will recognise that Australia and the Pacific Islands have different levels of wealth and understand how this is measured. They will also consider official languages in the Pacific Islands.

The third section is entitled Diverse Climates. Students will learn the difference between the weather and climate. They will be introduced to the job of meteorologists and investigate how high and low pressure systems are represented and what weather they bring. Cold and warm fronts are also a focus and students will look at how air masses create them. Students will understand that Australia experiences many different climates and that climate can be diverse within one Australian state or territory. Students will recognise factors that affect climate such as rainfall and look at the effects of harsh climates, such as droughts.

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The fourth section is entitled Attachment To Place. Students will learn about the connection that the traditional owners of the land have with Australia through exploring poems, paintings and Dreamtime stories. Students will recognise that people become attached to places and have feelings for places and these feelings often come from their interactions with places. The fifth section is entitled Protecting Places. Students will consider the consequences of not looking after places. They will think about methods of protecting places enforced by officials and indigenous Australians. Uluru is a particular focus in this section.

o c . che e r o r st s r The final section is entitled Where We Live. Students will learn that Australians do not u e p all live in the same types of dwellings. They will consider why Australians choose to live in the settlements that they do. Students will consider what it might be like to live in a remote area in Australia. They will recognise that there are different levels of ‘remoteness’ and investigate lifestyle on a cattle station in the Top End. School of the Air is examined in some detail. Pair work, surveys, image analysis and matching exercises are just some of the ways that the students will demonstrate their understanding in this resource. Activity answers are provided at the back of the book.

Curriculum Links

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The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander Peoples; and major places in Australia, both natural and human (ACHASSK066) • using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to locate and name significant places such as the states, territories, major cities and regional centres in Australia • identifying and describing the major natural features of Australia (for example, rivers, deserts, rainforests, the Great Dividing Range, the Great Barrier Reef and islands of the Torres Strait) and describing them with annotations on a map • comparing the boundaries of Aboriginal Countries with the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented • describing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country/Places of many individuals and language groups • exploring how oral traditions of Aboriginal and Torres Strait Islander Peoples were used to map landscapes The location of Australia’s neighbouring countries and the diverse characteristics of their places (ACHASSK067) • using a globe to locate the Pacific Island nations, New Zealand, Papua New Guinea, TimorLeste and Indonesia and countries relevant to students, labelling them on a map, and identifying the direction of each country from Australia • describing the similarities and differences between their local place and places in neighbouring countries (for example, Indonesia, Pacific Island nations) in their natural and human characteristics The main climate types of the world and the similarities and differences between the climates of different places (ACHASSK068) • examining how weather contributes to a climate type • identifying the hot, temperate and polar zones of the world and the difference between climate and weather • identifying and locating examples of the main climatic types in Australia and the world (for example, equatorial, tropical arid, semi-arid, temperate and Mediterranean) • investigating and comparing what it would be like to live in a place with a different climate to their own place The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there, and people’s perceptions of these places (ACHASSK069) • exploring people’s feelings for place and the factors that influence people’s attachment to place, through reading and viewing poems, songs, paintings and stories • discussing why it is important to protect places that have special significance for people (for example, a wetland, a sacred site, a national park or a World Heritage Site) • exploring different types of settlement, and classifying them into hierarchical categories (for example, isolated dwellings, outstations, villages, towns, regional centres and large cities) • examining the similarities and differences between their daily lives and those of people in another place in Australia or neighbouring country, and inferring what it would be like to live in these places

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

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Australia

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States And Territories

Activity

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1. Australia is divided up into six states and two territories. Use a ruler and a pencil to show where these states and territories are located. Use the word bank to help you.

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Western Australia Queensland

New South Wales

Tasmania

Victoria

Australian Capital Territory

Northern Territory

South Australia

2. Shade the state or territory where you live on the map. Section 1: Australia

Australian Cities

Activity

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1. In each Australian state and territory, there is a major city. Label these major cities on the map. Use the word bank to help you.

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Perth

Adelaide

Sydney

Brisbane

Canberra

Melbourne

Hobart Darwin

2. Which major city is in your state or territory? _ 8

___________________________________________________________ Section 1: Australia

Australian Landforms

Activity

In each Australian state and territory, there are famous natural landforms. Natural landforms are created ‘naturally’ and are not made by people. Locate the natural landforms listed at the bottom of the page on the map.

or eBo st r e p ok u S Northern Territory

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Darwin

Queensland

Western Australia

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Uluru

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Brisbane South © ReadyEd Publ i cat i ons Australia New South • f o r r e v i e w p u r p o s e s o n l y• Perth Wales Sydney Adelaide Victoria Melbourne

oTasmania c . che e Hobart r o r st sup er Natural Landforms Great Victoria Desert

Great Dividing Range Great Barrier Reef

RESEARCH – FIND OUT

Swan River

Tasmanian Rainforest Torres Strait Islands

Find out some interesting facts about each landform. Use the back of the sheet to record your findings. Section 1: Australia

Student information

Wayambeh The Turtle 1

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Indigenous language groups' boundaries in the southwest of Western Australia

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Indigenous Australians do not divide Australia into states and territories. They divide Australia into language groups. Each language group (tribe) occupies a territory and there are rules about crossing into other tribe’s territories. Dreaming stories told by elders often communicated these rules to the younger generation.

Read the Dreaming Story Wayambeh The Turtle and complete the activity page that follows.

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A long time ago, there lived a man named Wayambeh who was very ©notRlisten ead EdPubl i cat i ons stubborn and did toy his elders. Every • dayf her did what hew p o r e v i e ur posesonl y• wanted to do and did not obey any of the tribal rules. One day, the elders told Wayambeh that it was time for him to marry a woman from his tribe, but Wayambeh refused to marry the woman who was selected for him. Instead, he grabbed his spear and marched off into the bush to hunt.

o c . che ewas hunting, he r While Wayambeh o r stentered another tribe's sup er wrongfully

territory - this tribe was known as the Spiny Lizards. He saw a woman from the Spiny Lizards named Ula. He decided that she was the woman who he wanted to marry. Wayambeh snatched Ula and took her back to his tribe and territory.

Section 1: Australia

Student information

Wayambeh The Turtle 2

The elders were very cross when they saw Wayambeh with Ula, "You must return Ula to her territory immediately," they demanded. But Wayambeh did not listen. The elders warned Wayambeh that the Spiny Lizards would come to take Ula back. They told Wayambeh that they would not support him in this battle against the Spiny Lizards. "If you insist on being so headstrong, you will fight this battle on your own," exclaimed the elders sternly.

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Several days later, a strange creature with a long neck appeared from the billabong into which Wayambeh had dove, and showed itself before the tribe. It had a hard shell covering its back and belly. The tribe crowded around the creature and realised that it was Wayambeh. He had been transformed into a longnecked turtle.

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Soon enough the Spiny Lizards arrived to take Ula back to her rightful tribe and territory. When Wayambeh spotted the Spiny Lizards, he rapidly armed himself by wrapping his shields around his front and his back. Once armed, he taunted the Spiny Lizards and they threw a cloud of spears at Wayambeh. Fearing for his© life,R Wayambeh eadyEdPubl i cat i ons jumped into a nearby billabong •f o rr evi eaw pur posesonl y• and was never seen again as man.

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Section 1: Australia

Wayambeh The Turtle 3

Activity

Complete this activity sheet after reading pages 10 and 11. 1. In your own words explain what a Dreaming story is. _ ___________________________________________________________ _ ___________________________________________________________ _ ___________________________________________________________

or eBo st r e p ok Question Answer u S in the What is meant by a ‘territory’ story?

What is meant by a ‘tribe’ in the story? What are the two territories in the story?

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2. Complete the table about the story Wayambeh The Turtle.

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Why do you think he does this?

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What do you think he should have done instead?

o c . cthee e r What is the punishment inh story o r st s per for wrongly entering another tribe’s u territory? What do you think the message is in the story?

3. List four boundaries that you are not allowed to cross.

1.____________________________ 2._____________________________ 3.____________________________ 4._____________________________ 12

Section 1: Australia

Wayambeh The Turtle 4

Activity

Complete this activity sheet after reading pages 10 and 11. Complete the storyboard based on the Dreaming story Wayambeh The Turtle. 2

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Section 1: Australia

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

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Australia And The Pacific Islands

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Location

Activity

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Question

Answer

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Look at the map showing Australia and the Pacific Islands. The Pacific Islands are labelled. Complete the table using the map.

2. Name four islands that are quite far away from Australia.

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3. Name one of the larger islands.

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6. Are the islands near to where you live in Australia? 7. Which island would you like to visit? Why? Section 2: Australia And The Pacific Islands

Darwin And Kupang 1

Student information

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Kupang is in the East Nusa Tenggara province in Indonesia. Darwin is in Australia in the Northern Territory. Darwin and Kupang are close to one another.

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Look at the climate data below. It shows the average temperatures and rainfall for Darwin and Kupang. Answer the questions on the next page.

Darwin

Average Daily Temperature Average Rainfall (mm)

Kupang

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142 251

Average Daily Temperature

Average Rainfall (mm)

389 345 209

139 254

Section 2: Australia And The Pacific Islands

Activity

Darwin And Kupang 1

Answer the question after reading the information on page 16. Question

Answer

1. Are the climates similar or different?

or eBo st r e p ok u S 3. What is the difference between the average annual rainfalls? Which place has less rainfall?

4. When are their dry months?

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2. In which month do they both experience the same amount of rainfall? How many millimetres is it?

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6. If you visited Darwin and Kupang in February, would you pack similar clothes? Why?

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in Kupang and Darwin during January?

. te o c 7. If you visited Darwin and Kupang . ctake e r in March, would youh an er o st super umbrella? 8. Do the places experience extreme weather? Explain your response.

9. Pacific Island I would like to visit …

Section 2: Australia And The Pacific Islands

East Timor And Queensland 1

Activity

Atauro Island in East Timor and the Great Barrier Reef in Australia are located close to one another. Atauro Island and the Great Barrier Reef have high biodiversity. This means that their reefs are home to special and unique marine life.

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1. Can you name the important species found in both places below?

protection

Rule 1: Replace undersized fish when fishing.

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2. Both places have rules which protect their reefs. Complete the reasons for the rules.

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Do not touch the reefs.

_____________________________ Rule 3: Do not overfish.

_____________________________ _____________________________

Section 2: Australia And The Pacific Islands

East Timor And Queensland 2

Activity

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Look at the picture below. It shows a past practice of blast fishing in East Timor. Use the picture to answer the questions.

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o c . 1. How do you think c blast fishing works? e her r o st super ____________________________________________________________ _ ___________________________________________________________ 2. Why do you think blast fishing is no longer practised? Give 3 reasons. Reason 1:____________________________________________________ Reason 2:____________________________________________________ Reason 3:____________________________________________________ Section 2: Australia And The Pacific Islands

Wealth

Activity

The wealth of a country can be measured in terms of per capita income. Per capita income means the average income per person per year in one country. The lower the per capita income in a country, the less wealth the country enjoys. Look at the per capita income data below. It includes Australia and countries in the Pacific Islands.

Timor-Leste: $5,000 Samoa: $5,700

Fiji: $9,900

Marshall Islands: $3,400

Tonga: $5,600

Vanuatu: $2,800

1. Fill in the blanks.

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Australia: $49,900

or eBo t s r e New Zealand: Papua New Guinea: p o k$3,800 Su $38,500

_________________________. The country with the lowest per capita

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income is _______________________. The country with the highest per capita income is ______________________. Papua New Guinea

. te o The wealthiest country is ________________. c . che e r o The poorest country is _____________________. r st super has a similar per capita income to _____________________.

2. Why do you think different countries have different levels of wealth? Do you think this is fair? Complete the think-pair-share. Think on my own

Work in a pair

Section 2: Australia And The Pacific Islands

Share in a group

Activity

Language

One main difference between Australia and the Pacific Islands is their official languages. The official language in Australia is English. Although people may speak English in the Pacific Islands, it is likely to be their second language.

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Marshal Islands

marshalles

Fiji

Fijian

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or eBo st r e 1. Do some research to pcomplete the table below.ok u Country S Language How to say hello

Samoa © ReadyESamoan dPubl i cat i ons

Tonga

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Indonesia

Tongan Indonesian

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. tefollowing. o 2. Complete the c . che e r o Another language that I speak is _________________________. r st super A language I would like to learn is __________________________. This language is spoken in __________________________.

discuss!

Language is a human characteristic of a place. What is the difference between a natural and human characteristic? Give examples. Section 2: Australia And The Pacific Islands

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Diverse Climates

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Climate

Activity

1. There is a difference between climate and weather. Read the definitions below. Label them either climate or weather.

Is not mapped daily but over a long period of time. Weather averages and weather patterns are measured.

Is mapped over a short period of time. It changes from minute-to-minute; hourto-hour and is often measured in terms of: temperature, humidity, precipitation, cloudiness, brightness, visibility, wind, and atmospheric pressure (high and low pressure).

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The climate is different depending where you live. The climate in the southern hemisphere tends to be warmer than in the northern © Rea dyEdThe Pu bl i c t i ons hemisphere. equator isa an imaginary line which runs •f orr e vi ew pu r p ose sonl y• through the centre of the globe. Places located near to the equator enjoy warmer climates.

2. Use the information above and your own knowledge to draw lines to label the globe.

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hemisphere Northern hemisphere

cooler o climate c . che e r o r st super North Pole

equator

South pole

hotter climate

Australia Section 3: Diverse Climates

Pressures And Fronts

Activity

Meteorologists are people who study and inform us of the weather. Read the information, and study the diagrams to complete the table below. When a warm front moves into an area, it settles over the cooler air mass and forces it away. The rain that forms with a warm front is usually lighter, but it falls over a larger area. The temperature will slowly rise and the air becomes more humid.

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Warm Front

A WARM AIR MASS moving towards a COLD AIR MASS = A WARM FRONT.

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When a cold front arrives, it Cold Front cannot mix with the warmer air mass so it forces the warmer airt to rise. The water © ReadyEdPu bl i ca i o ns vapour in the warm air begins •f orr evi ew pur p se son l y too form clouds. As the• cold front replaces the warm air, temperatures will drop and it may rain heavily in a small A COLD AIR MASS moving towards a area for a short period of time. WARM AIR MASS = A COLD FRONT.

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o c . che e r o Low pressure system brings r …s st uper Type of pressure or front

Type of weather it brings

High pressure system brings … Warm air mass moving towards cold air mass … Cold air mass moving towards warm air mass … 24

Section 3: Diverse Climates

Australian Climate 1

Activity

CLIMATE ZONES IN AUSTRALIA

Study the diagram left, then answer the questions.

____________________ r o e t s B r e oo climate do you 2. What p k in your state experience Su and territory?

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1. How many climate zones does Australia have?

_ ___________________ 3. Which is your favourite climate in Australia?

KEY:

hot & humid

_ ___________________ © ReadyEdPubl i c at i ons 4. Do Queenslanders hot dry -e cold winter •summer f orr vi ew pur pose s onl y• experience the same hot dry summer - warm winter

temperate (warm summer & cool winter)

climate?

cool temperate warm & humid

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5. How is Tasmania’s climate different from other states and territories in Australia?

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Label on the map:

i. where you would be most likely to find snow ii. the area that is closest to the equator iii. where you would most likely experience no difference between winter and summer

Section 3: Diverse Climates

Australian Climate 2

Activity

1. In drier parts of Australia, droughts are a problem. Look at the images and brainstorm what problems droughts might cause.

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. te oa pair and list 2. Can you think of ways to drought-proof Australia? Workc in . che e your ideas. r o t r s s r u e p _ __________________________________________________________ _ __________________________________________________________ _ __________________________________________________________

Section 3: Diverse Climates

Australian Climate 3

Activity

Study the diagram then answer the questions.

KEY: hot & humid hot dry summer - cold winter r o e t s Bo(warm summer & cool winter) r e temperate p o u k cool temperate S warm & humid

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hot dry summer - warm winter

1. Which place in Australia do you think experiences the best climate? Why?

_ _____________________________________________________________

___________________________________________________________

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2. Choose a place that experiences a different climate to where you live. Write a paragraph about how life might be different there.

Place: . t

o c . che e _ _______________________________________________________________ r o t r s s r u e p _ _______________________________________________________________

_ _______________________________________________________________

Section 3: Diverse Climates

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

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Attachment To Place

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Indigenous Connection To The Land

Activity

Read the information, then complete the activity. Indigenous Australians arrived in Australia between 40,000 to 60,000 years ago. They believed that if they looked after the land, it would look after them. Our first people only took from the land what they needed. They knew that if they lived this way, the land's resources would always be replenished and never run out.

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connection to the Australian land.

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or eBo st r e p ok u 1. Write down four Sreasons why indigenous Australians have a strong

2. Study the painting from the National Library of Australia. According to the painting, what did indigenous Australians use the land for?

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_ _________________

Section 4: Attachment To Place

Poems And Connection

Activity

Indigenous Australians have a close affinity with the Australian land. They feel like they belong to the land because they have a long history with it. Read the extract from the poem entitled ‘We Are Going’ by indigenous poet Oodgerooo Noonuccal (19201993), to learn more about this sense of belonging.

or eBo st r e p ok We belong here, we are of the old ways. u S and the bora ground, We are the corroboree

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We Are Going

We are the old sacred ceremonies, the laws of the elders.

We are the wonder tales of the Dream Time, the tribal legends told. We are the past, the hunts and the laughing games, the wandering camp fires. We are the © lightning-bolt over Hill quick terrible Ready EGaphembah dPubl i ca t i oand ns and the Thunder after him, that loud fellow.

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1. The poem presents the idea that indigenous Australians feel an attachment to the land, because they feel as if they are the land. Choose a line from the poem that you think best expresses this idea. Quotation:

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o c . che e r o 2. Who do you think the poet means by ‘we’? _ ________________________ r st super ____________________________________________________________ 3. What is the Dream Time?________________________________________ ____________________________________________________________ 4. What do you think the poet means by ‘old ways’?____________________ ____________________________________________________________

Section 4: Attachment To Place

Student information

Tiddalick The Greedy Frog 1

Tiddalick The Greedy Frog is a Dreaming Story which tells us that we should care for the land if we love the land. After reading the story, complete the activity page which follows. A long time ago, before people lived on

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Earth, there was a greedy water-holding frog called Tiddalick. He lived in the hot Australian outback. One year, it had not rained in the outback for many days and all the animals were very thirsty.

During this drought, Tiddalick went to the only waterhole in the outback and drank up all of the water! He drank so much water that he blew up like a big green balloon. The animals, plants, trees and flowers were left dehydrated.

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The other animals were very cross that Tiddalick had soselfish. ©R ebeen ady EdPubl i cat i ons They held a meeting and hatched f or r evi e w pur posesonl y• a plan • to make Tiddalick laugh so that all the water would come back out of his mouth.

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Kangaroo hopped on one leg, then she hopped on the other. Tiddalick did not laugh. Emu wobbled its big bottom at the frog. Tiddalick did not laugh.

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o c . che e r o Eel tickled Tiddalick under his arms and chin and t on his tummy. r s s r u e p Suddenly Tiddalick started to laugh! He laughed so hard that his

Frill-Necked Lizard turned around and around until she got so dizzy that she fell over. Tiddalick did not even smile.

belly began to wobble and out gushed all the water that he had drank! Finally, there was water for the flowers, plants, trees and animals again. The animals danced together under the desert sun in celebration. They were happy again.

Section 4: Attachment To Place

Tiddalick The Greedy Frog 2

Activity

After reading the Dreaming story Tiddalick The Greedy Frog, complete this activity sheet. 1. Which character shows that it does not love or care for the land? _ ___________________________________________________________ 2. How does this character show this?

or eBo st r e p ocare for the land? 3. Which characters inu the story show that they love andk S Teac he r

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____________________________________________________________ 4. How do they show this?

____________________________________________________________ _ ___________________________________________________________

•f orr evi ew pur posesonl y• _ ___________________________________________________________

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5. Illustrate one part of the story. Write a sentence to go with your drawing.

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6. What is the moral of the story? _ ___________________________________________________________ 32

Section 4: Attachment To Place

Attachment To Place

Activity

At the time of European colonisation, indigenous Australians were forced to fight for the land that they loved. Their attachment to the land is shown through the brave fight that they put up against European settlement. 1. Study the three paintings. Choose one. Imagine you are one of the Indigenous Australians in the picture that you have chosen. In the first person point of view, write how you feel about the Australian land.

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_ ______________________________________ _ ______________________________________ _______________________________________

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Places that are special to me Why they are special

Section 4: Attachment To Place

Gold Country

Activity

People have different feelings for Australia. Many people feel that Australia is a 'lucky country'. One reason for this is because the land is rich in natural resources and provides us with things that we need. Look at the picture right. It shows men digging for gold on the Australian land. Complete the task below.

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Complete the diary entry detailing your feelings about the Australian land.

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or eBo st r e ok 1. Imagine you are one ofp the u characters in the S painting.

Dear Diary, I love this lucky country! I love this land...___________________________

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. te men or women panned for gold? _ ______________ o 2. Do you think mainly c . che e __________ 3. Do you think those looking for gold, worked alone orr together? o t r s s r u e p 4. What type of accommodation do you think the goldminers lived in? Use the picture to answer the questions.

______________________________________________________________ 5. Do you think they had to dig deep to find the gold? _ ________________ 6. What equipment do you think they used? _ ________________________ ______________________________________________________________ 7. Do you think it was a hard job? Give a reason for your answer. ______________________________________________________________ 34

Section 4: Attachment To Place

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

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Protecting Places

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Parks

Activity

Parks are important places. They are open spaces that can be enjoyed by people and wildlife. It is our responsibility to look after these shared spaces so everyone can enjoy them.

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 Study the picture. Complete the task below.

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 How could you make improvements to this park? Make a list of five jobs that need to be done to make this park a more enjoyable place to visit. 1. _ ______________________________________________________________ 2. _ ______________________________________________________________ 3. _ ______________________________________________________________ 4. _ ______________________________________________________________ 5. _ ______________________________________________________________ 36

Section 5: Protecting Places

National Parks

Activity

National parks are found all over Australia. They are large areas of land that cannot be built on, or developed. National parks protect the natural environment, including native plants and animals that are found there.

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 Study the signs found in a National Park. Jot down what each sign tells visitors not to do and how you think this protects the wildlife.

_________________

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_________________

Section 5: Protecting Places

Sacred Sites

Activity

There are many sacred sites in Australia that need protecting. Read the information, then complete the tasks. One famous sacred site in Australia is Uluru. The Anangu Peoples believe that Uluru was created by their ancestors and their spirits still inhabit Uluru today. Uluru houses special Aboriginal rock art done by indigenous Australians who have inhabited the area for many years.

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not made the climb unlawful. Rather, a sign politely asking visitors to respect the wishes of the Anangu Peoples is visible from the ground.

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or eBo st r e okpeople from The Anangu Peoplesu tryp to protect Uluru by prohibiting climbing the greatS rock. However, the Australian government have

1. Do you think that the Australian government should make it illegal to climb Uluru? Complete the For or Against chart with your ideas. Work Re ady E dP ubl i cat i ons with a friend.© Which column has more points?

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•f orr evi ew pur poses onl y• For Against

. te o c 2. Complete the cloze below. . che e r o Examples of sacred sites in Australia that should be r st protected super are ______________________ and _________________ and

__________________________ and ____________________________. These places are sacred to ___________________________ who have inhabited the ________________ for many years. At sacred sites, people are likely to see rock _________________. One way of protecting sacred sites from possible damage caused by visitors is by putting up __________________ which encourage certain ___________________. 38

Section 5: Protecting Places

Places Need Protecting 1

Activity

We need to look after places from the past and the present so future Australians and other people around the world can enjoy and share in what Australia has to offer.

 Look at the two pictures below. Pair up. Jot down your ideas about how these places/statue could be better looked after and preserved.

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Section 5: Protecting Places

Places Need Protecting 2

Activity

1. List six consequences of not looking after a place. Highlight the consequence that you think is the most serious. 1.

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2. Complete the think-pair-share to name places in your area that need protecting. Think on my own

Work in a pair

Share in a group

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o c . che e r o r st s Needs protecting because... uper

3. Look at each place listed below. Write down one reason why it needs protecting. Place Historical site National park Sacred site

Section 5: Protecting Places

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

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Where We Live

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Where Australians Live

Activity

Read the information, then complete the tasks.

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Australia is a big continent and is diverse. Australians live in many different kinds of places. Some people live in suburbs by the beach or on farms along slow-winding rivers. Other Australians live in deserts and build their houses under the ground to keep cool. Some people just love the snow and live in quiet mountain ranges, while others prefer the buzz of the big city. 1. On the mindmap below, draw and write the different types of places where Australians live.

1 3

4 6

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2. Draw and label the type of place in which you live; and the type of place in which you would like to live.

My Place

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Section 6: Where We Live

Popular Places To Live

Activity

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The graph below shows where people live in Australia in 2018.

Answer the questions based on the information presented in the graph.

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Question Answer © Rlive ea yEdPubl i cat i ons How many people ind major cities? •f orr evi ew pur posesonl y• How many people live in regional places around Australia? Where is the most popular place to live? Where is the least popular place to live? Estimate how many people live in remote areas. Is it more or less than one million people? How can you tell from the graph? Give an example of a major city in Australia. Give an example of a remote place in Australia. How many more people live in major cities than regional places? How many more people live in major cities than remote places?

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Section 6: Where We Live

City Living

Activity

Most people in Australia live on the coast in big cities. In fact, approximately fourteen million people live in just five big cities: Sydney, Melbourne, Brisbane, Perth and Adelaide. Read about city living, then complete the task.

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Cities are called urban centres. In urban centres there are: people living closely together in units, townhouses and houses large modern and historical buildings schools, universities and hospitals hotels, restaurants and shopping centres transport systems for cars, buses, trains and planes churches, museums, art galleries, entertainment and sport facilities

1. Pair up! Jot down your thoughts about the pros and cons of city living. Use the information above help you. © Re adtoyEd Publ i cat i ons

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Pros •f orr evi ew pur posesCons onl y•

. te othey live in 2. Survey 10 of your classmates! If they had the choice would c . che e the city? r o r st super City living? City living? Name

Yes or No?

Section 6: Where We Live

Name

Yes or No?

Activity

Isolated Places

Read the information, then complete the tasks. Some people in Australia choose to live far away from the city, in remote places. A place that is remote is usually some distance away from major services, and you might have to travel far to mail a letter, consult a doctor or buy some new clothes. Only one in forty people live in remote and very remote places! Almost 50% of people living in remote places are indigenous.

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or eBo st r e p ok 1. In your own words, define a remote location. u S _ __________________________________________________________ _ __________________________________________________________ _ __________________________________________________________ 2. Give six facts about remote locations in Australia.

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. t e How do o 3. Look at the picture. c . ch you think these men earn a e r e o living in remote Australia?r st super _ ______________________ _ ______________________ _______________________ _ ______________________ _ ______________________ Section 6: Where We Live

Remote Locations

Activity

Look at the map of Australia below, it shows where remote and very remote places are located. kilometres 500

DARWIN

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Karumba r o e t s Bo r Mt Isa e p ok u S Emerald Alice Springs Coober Pedy

Kalgoorlie

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Broome

Bunbury

Cairns

Rabbit Flat

BRISBANE

Broken Hill

PERTH

Narrabri

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Outer Regional

Very Remote

Inner Regional

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Capital City

Remote

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1. What do you notice about where remote and very remote places are located?

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2. Can you add more remote and very remote locations on the map? Work with a friend. 3. What do you think the difference is between the locations of inner/ regional places and outer regional places? ___________________________________________________________ ___________________________________________________________ 46

Section 6: Where We Live

School Of The Air

Activity

Read the information, then complete the task.

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Some children who live in remote areas do not live close to a school. This means that they need to do their lessons online. Using Skype, children who do online learning often see and speak directly to their teacher. Sometimes, School Of The Air will organise special excursions, so that children who learn this way can meet up and get to know one another.

1. Think about how doing your lessons online would be different. Think about the advantages and disadvantages of online learning. Complete the pros and cons chart and share your ideas with the class. Pros

Cons

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2. Survey 7 of your classmates! If they had the choice would they like to do their lessons online?

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Section 6: Where We Live

Main reason

Diversity

Activity

Not everybody has the same experience of being an Australian. What you do day-to-day often depends on where you live. Read about Josiah’s life in the Top End of Australia, then complete the tasks on the next page.

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Hi, my name is Josiah and I am in Year 3. I live with my family on a cattle station in the Top End. Life is very different here than living in the city. When I lived in the city, I went food shopping with my parents at least once a week. Here the food shops are a day's drive away, so we grow most of what we need in the veggie garden and stock up on meat every three months when I do take a trip to the nearest town. I am not sick very often, but when I am, my parents call the flying doctor. We have a little airstrip on the station so the doctor can land the helicopter. We have a helicopter here at the station too. When I am older, I will learn to fly the helicopter to help round up the cattle in the dry seasons. I get around the cattle station on horseback. I learned to ride last year. I get up early and help with the chores on the cattle station. I do my lessons in the evening online. I get lots of homework. I don’t have any friends my age, but my older brother keeps me company. I love my life, and wouldn’t change a thing.

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Differences

Section 6: Where We Live

Answers

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Possible facts: Great fact

Also known as Ayres Rock, this landform is sacred to the Anangu Uluru Peoples who request people do not climb it. Is 60 km long; is a method of Swan River transportation and recreation. Great Victoria Largest desert in Australia. Desert Occupied by the Pila Nguru Peoples. Occupied by the Torres Strait Torres Strait Islanders who are indigenous to the Islands islands. There are five island groups. Great Barrier Visible from space and was formed Reef 25 million years ago. Great Comprises mountains stretching Dividing more than 3,550 kilometres. Range Largest rainforest in Tasmania; can’t Tasmanian be reached by road; home to many Forest unique native species.

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Natural landform

Page 12 1. A Dreaming story is told by elders to the younger generation. It passes on beliefs about laws and creation. 2.

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What are the two territories in the story? Who enters a territory without permission? Why do you think he does this?

Answer A territory is a physical place that an Aboriginal group occupies.

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Question What is meant by a ‘territory’ in the story? What is meant by a ‘tribe’ in the story?

A tribe is an Aboriginal language group. Members of one tribe occupies the same territory. Spiny Lizard’s territory and Wayambeh’s tribe’s territory.

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Wayambeh enters the Spiny Lizard’s territory.

He is stubborn, disobedient and foolish. He is rebelling against the elders. What do you think Listened to his elders. he should have done instead? What is the He is attacked by the Spiny punishment in the Lizards and transformed into a story for wrongly turtle. entering another tribe’s territory? What do you think Do not cross tribal boundaries the message is in without permission. the story? 49

Page 15 2. Timor-Leste; Papua New Guinea; New Zealand; Vanuatu; New Caledonia 3. Easter Island; Pitcairn Islands; Cook Islands; Hawaii 4. Indonesia or New Zealand or Papua New Guinea 5. Niue or Tonga or Easter Island or Pitcairn Islands 6. Pacific Ocean

Page 21 Country Marshall Islands Fiji Samoa Vanuatu Tonga Indonesia

Language Marshalles Fijian Samoan Bislama Tongan Indonesian

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How to say hello lokwe bula talofa halo malo e lelei selamat pagi

A natural characteristic is associated with the environment (landforms, climate, soils). A human characteristic is linked to humans (language, religion, population). Page 23 1. A = climate 2.

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Page 17 1. similar 2. August - 5mm 3. Kupang = 1565 mm Darwin = 1731 mm Difference = 166 mm Kupang has less rainfall 4. Kupang = July, August + September Darwin = June, July + August 5. 1° 6. Yes, because the temperatures + rainfall averages are similar 7. Yes, because there is rainfall 8. No, temperatures are similar all year round. Rainfall varies but could not be described as extreme

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Page 20 Cloze: New Zealand; Tonga; Samoa; Vanuatu; Australia; Marshall Islands; Australia; Vanuatu.

B = weather

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Page 18 1. sea turtles; sharks; dugongs; rays; clams; whales 2. Rule 1: Taking undersized fish does not give them time to breed and can affect fish populations. Rule 2: Oils from humans’ skin can disturb the mucous membranes and cause death. Rule 3: Overfishing leads to the depletion of fish in the ocean and is not a sustainable method of fishing. It also upsets natural food chain.

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Page 19 1. Possible answer: Blast fishing is the practice of throwing explosives into the water to kill or paralyse fish for collection. 2. Possible reasons: cruel; damages reef; not a controlled method 50

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Pressure or front Low pressure system brings...

Weather it brings stormy weather and strong winds.

High pressure system brings...

fine weather and light winds.

Warm air mass moving towards cold air mass brings... Cold air mass moving towards warm air mass brings...

light rain over a large area; humid weather. cool temperatures; short periods of heavy rain.

Page 25 1. Six 4. No, Queenslanders experience five different climate zones. 5. It only experiences one climate. i. Students should indicate the southeast ii. Students should indicate the tip of Queensland (Cape York) iii. Students will possibly indicate the areas with a hot dry summer and warm winter.

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Page 29 1. They have been living on the land for so long; It provides them with shelter, transport and food; The land helps them to survive; they are dependent on it; They believe that they are a part of the land – they have an affinity with it. 2. Possible responses: to travel from one place to another; to fish; to cool off; for leisure; to bathe.

Page 36 Possible responses: 1. Repair swings (playground equipment) 2. Mow lawn 3. Remove debris 4. Remove graffiti 5. Remove abandoned vehicle 6. Remove litter

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Page 26 1. Possible responses: no water for cattle; fewer food supplies; less income; no water in dams and reservoirs; low supply of irrigation for crops 2. Possible responses: drinking reclaimed water; water tanks; building more dams, etc.

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Page 34 Possible responses 2. Men 3. Both 4. Tents/temporary accommodation 5. No 6. Pans; sluicers; buckets; barrels; digging tools (picks, rakes, shovels) 7. Students may mention that it was physical work, open to the elements, required lengthy stints away from home, travel, temporary accommodation, competitive

Page 37 © ReadyEdP ubl i cat i ons Possible responses: No campfires - they could cause bushfires •f orr evi ew pur posesonl y• No camping - it causes human pollution

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No pets - may threaten native species No cycling - it can ruin vegetation No feeding the animals - it can make them dependant on humans for food and conflict with natural diets No littering - it looks ugly and can harm animals who mistake it for food

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Page 30 1. “We are the bora ground” 2. Australian Aborigines 3. The beginning of time/time of creation 4. The way things were done prior to European settlement

Page 32 1. Tiddalick 2. He drinks all the water so the plants and animals are left to dehydrate 3. Frill-Necked Lizard; Kangaroo; Emu; Eel 4. They make Tiddalick laugh so the water can be shared again 6. That we have a shared responsibility to use resources sensibly

Page 38 3. Cloze possible responses: Uluru; Twelve Apostles; Bungle Bungles; Kakadu; Indigenous Australians; country; art; signs; behaviours. Page 39 1. Students might mention: remove overgrown weeds around the statue; nail the sign back in place; paint the statue with a substance that will prevent it from cracking; remove graffiti 2. Possible responses: do not litter; remove litter; walk on paths not on vegetation; 51

do not remove vegetation in nature reserves; do not remove loose or fallen logs/branches

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How many people live in major cities? How many people live in regional places around Australia? Where is the most popular place to live? Where is the least popular place to live? Estimate how many people live in remote areas. Is it more or less than one million people? How can you tell from the graph?

Give an example of a major city in Australia. Give an example of a remote place in Australia. How many more people live in major cities than regional places?

Page 45 1. Answers will vary. A remote location means that you have to drive a considerable distance to access basic services. 2. Possible answers: They are located far away from major cities; 50% of people living in remote locations are indigenous; they can be categorised according to how remote they are (remote, very remote, etc.); children in remote locations often learn by School of the Air; in emergencies they might call the flying doctor; they might grow their own vegetables because food stores are far away. 3. Possibly musterers/stockmen on cattle a station.

Very remote areas.

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Less than one million – maybe 700,000 people. You can tell from the graph because when placing the remote and very remote bars together they do not quite reach half way up the first bar. Brisbane; Perth; Adelaide; Sydney; Melbourne, etc. Answers will vary. Examples: Marble Bar; Tom Price; Yulara; Kakadu; Murrumbidgee, etc. Approximately 9 million.

Page 46 1. Most are mainly located away from the coast, so inland Australia. Page 47 1. Possible answers

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Page 44 1. Students might consider: population; crowding; pollution; facilities; work opportunities; health; education, etc.

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Page 42 1. Cities, farms, deserts, mountain ranges, by the beach, near lakes. Page 43

Approximately just over 14 million.

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Page 40 1. Possible responses: Attract rodents which can spread diseases; put people off going to places leaving them deserted; create dangerous situations which make people prone to injuries; put wildlife at risk and upset the ecosystem; ruin the beauty of places; cause pollution. 3. Historical site: because it teaches us about our past National park: because it is home to our native species Sacred site: because it is culturally significant to our first people

How many more people live in major cities than remote places?

o c . che e r o r st super Pros No uniform Flexible Learn one-to-one No bullying Learn at own speed

Cons No sport carnivals No after school or lunch-time clubs No daily interaction with children own age No assemblies