Geography for Australian Students - Year 4

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Publications

Geography For Australian Students: Year 4 © 2019 Ready-Ed Publications Printed in Australia Author: Lindsay Marsh Illustrators: Terry Allen, Melinda Brezmen, Alison Mutton

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Reproduction and Communication by others

Contents Teachers' Notes Curriculum Links

4 5

SECTION 3: INDIGENOUS AUSTRALIANS - SUSTAINABLE LIVING Traditional Practices Firestick Farming Water Management

35 36 37

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Cape Town And Adelaide 2 The Continent Of South America South America Queensland And Uruguay Countries In South America Topography Of South America

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or eBo st r e The Continent Of Africa p 7 ok RESOURCES AND SECTION 4: NATURAL u Africa 8 S 1 WASTE Cape Town And Adelaide 9 SECTION 1: CONTINENTS OF AFRICA AND SOUTH AMERICA

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What Are Natural Resources?

Natural Resources 1 Natural Resources 2 Natural Resources 3 Natural Resources 4 Australian Waste Waste 1 Waste 2

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Answers

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Australian Savannas 1 Australian Savannas 2 The Savanna Region Is An Important Resource Managing Savannas 1 Managing Savannas 2 Managing Savannas 3 Protecting Places Precious Coral Reefs Coral Reefs 1 Coral Reefs 2 Coral Reefs 3 Coral Reefs 4 Sand Dunes Are Special Places Sand Dunes 1 Sand Dunes 2 Sand Dunes 3

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Teachers’ Notes Geography For Australian Students: Year 4 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 four sections in this book altogether.

The first section is entitled Continents Of Africa And South America. It explores the continents of Africa and South America in terms of their locations, populations, countries and areas. Case studies on the similarities and differences between Adelaide and Cape Town ; and Queensland and Uruguay are presented. Climate and native species are a focus of these case studies.

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The second section is entitled The Environment and focuses on Australian savannas, Coral Reefs and Sand Dunes. Students will look at the importance of these environments, threats and how we can protect them from further damage.

The third section is entitled Indigenous Australians - Sustainable Living. This section looks at Aboriginal People’s knowledge of underground water sources and how they tap into these sources. The age old practice of firestick farming is investigated in terms of its benefits for people and animals.

The final topic is entitled Natural Resources And Waste. A number of natural resources are identified; and the products that natural resources are used to make are explored. Students will understand the difference between renewable and non-renewable resources and the need to use both responsibly. Reclaimed water as a method of using resources responsibly is investigated. Students will be prompted here to think of other solutions to using natural resources more sustainably – such as electric cars and solar panels, etc.

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Students are presented in this section with a number of statistics about the amount of waste in Australia. Students might be surprised at the figures and prompted to think about how we can reduce waste in our own country and globally. The three Rs (reuse; reduce and recycle) are introduced as way of managing waste in our world. The impacts of waste on people and animals, in particular marine life is considered.

o c . ch Pair work, map work, image analysis and matching exercises are just some of the e r er ways that the students will demonstrate their understanding o in this resource. t s s r u e p Activity answers are provided at the back of the book.

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Curriculum Links The main characteristics of the continents of Africa and South America and the location of their major countries in relation to Australia (ACHASSK087) • using geographical tools (for example, a globe, a wall map or digital application such as Google Earth) to identify the major countries of Africa and South America and their relative locations • researching the main types of natural vegetation and native animals in a climate zone in Australia, and comparing them with those found in a similar climate in Africa or South America • using a printed or electronic atlas to identify the main characteristics of the continents of Africa and South America (for example, topographical features, environments, cities)

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The importance of environments, including natural vegetation, to animals and people (ACHASSK088) • identifying the main types of vegetation, including forest, savanna, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation • exploring how vegetation has an important role in sustaining the environment by protecting habitats for animals, sheltering crops and livestock, providing shade for people, cooling urban places, producing medicines, wood and fibre, and making places appear more attractive • explaining how people’s connection with their environment can be aesthetic, emotional and spiritual • exploring strategies to protect particular environments that provide the habitats for animals (for example, planting bird-attracting vegetation)

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The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability (ACHASSK089) • investigating how Aboriginal and Torres Strait Islander People’s ways of living were adapted to the resources of the Country/Place • investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments

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The use and management of natural resources and waste, and the different views on how to do this sustainably (ACHASSK090) • identifying some of the resources produced by the environment and where they come from (for example, water, food and raw materials such as fibres, timber and metals that make the things they use) • exploring how some natural resources are used and managed in sustainable and nonsustainable ways • identifying renewable and non-renewable resources • investigating where a particular renewable natural resource comes from, how it is used and sustainable management strategies (for example, recycling paper or planting more trees)

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Section 1: r e p u S

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Continents Of Africa And South America r o t s e

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Student Information Page

The Continent Of Africa Read the information, then complete the activity sheets which follow.

Africa is one of the seven continents of the world. Look at the map. It shows the seas and oceans which surround this continent and some of the countries within the continent.

Mediterranean Sea

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Atlantic Ocean

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Atlantic Ocean

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o c . che e r o r st supe read these Fast Facts r

Fast Fact 2

Fast Fact 1 Africa is the world's second largest continent covering 30.3 million km2.

Africa is the world's second most populated continent - in 2016 it had 1.2 billion people.

Fast Fact 3

Fast Fact 4

Africa covers 6% of the Earth's total surface area.

Africa is the world's oldest populated continent.

Section 1: Continents Of Africa And South America

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Africa

Activity

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

1. List two interesting facts about the continent of Africa.

Fact 1

Fact 2

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2. Annotate the map of Africa. Show the oceans and seas which surround this continent and some of the countries located in this continent.

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3. Have you visited this continent? Share your experience with the class.

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Section 1: Continents Of Africa And South America

Activity

Cape Town And Adelaide 1

Adelaide is the capital city of South Australia. Cape Town is a coastal city in South Africa. Both cities have similar climates.

Study the data, then answer the questions.

Adelaide Weather Averages Average Average Month Max Temp ° rainfall (mm) January 28 3 February 28 2 March 25 4 April 22 7 May 19 9 June 16 9 July 16 10 August 16 11 September 18 9 October 21 7 November 23 4 December 26 3

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Cape Town Weather Averages Average Average Month Max Temp ° rainfall (mm) January 28 3 February 29 2 March 27 2 April 25 6 May 22 9 June 20 10 July 20 10 August 20 10 September 21 8 October 24 5 November 25 3 December 27 4

© ReadyEdPubl i cat i ons • f or r e vi e w have pur psame osesonl y• 1. In which month do both places the

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2. In which four months do both places have the same average rainfall?

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average maximum temperatures?

3. Do Adelaide and Cape Town have their coolest months at the same time?

Give details.

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6. Would you say on average, Cape Town or Adelaide has the warmer climate?

7. Is the climate where you live more similar to Cape Town or Adelaide? Give two reasons.

Section 1: Continents Of Africa And South America

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Cape Town And Adelaide 2

Activity

Read the information, then complete the tasks.

Adelaide Rosella

Even though Cape Town is one of the most populous cities in South Africa, it is surrounded by some open spaces rich in biodiversity. The Cape Sugarbird is endemic to Cape Town and other areas of the Western Cape. It is found particularly where there are flowering proteas and ericas.

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1. Complete the true or false chart.

Statement

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The Adelaide Rosella is a colourful bird which is only found within a few dozen kilometres of the city of Adelaide. The city of Adelaide is surrounded by parklands with forested areas. They dwell here where they can find suitable nesting homes in old growth trees.

sugar bird

True or false?

There are no parks or forests surrounding Cape Town and Adelaide.

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Adelaide and Cape Town do not make good environments for native birds.

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© ReadyEdPubl i cat i ons Native means that a species originates from a •f orr evi ew pur posesonl y• place and is often found nowhere else on Earth.

Both places have native birds.

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2. In your own words define ‘biodiversity’. ____________________________________ ch e r e o r st super _____________________________________________________________________ In both places, you will find proteas and ericas.

3. What do you think ‘endemic’ means? _ _____________________________________

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4. Can you name another species ‘endemic’ to Australia? _ _______________________ 5. What might be a future threat to both birds? ________________________________

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_____________________________________________________________________ Section 1: Continents Of Africa And South America

Student Information Page

The Continent Of South America Read the information, then complete the activity sheets which follow.

South America is one of the seven continents of the world. Look at the map.

It shows the seas and oceans which surround this continent and some of the countries within the continent.

Carribean Sea

Venezuela

Colombia

Gutana Suriname French Guiana

Ecuador

Brazil

Peru Bolivia

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North Pacific Ocean

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© ReadyEdPubl i cat i ons Chile •f orr evi ew pArgentina ur posesonl y• Paraguay

Uruguay

South Atlantic Ocean

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South Pacific Ocean

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Southernc Ocean e her r o st sup er read the Fast Facts

Fast Fact 2

Fast Fact 1 South America’s total area is approximately 17.84million km2.

Fast Fact 3

South America covers approximately one-eighth of the land surface of the Earth.

Fast Fact 4

In 2016, South America had 422.5 million people.

South America is the 5th largest continent in terms of population.

Section 1: Continents Of Africa And South America

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South America

Activity

Use the information on page 11 to help you to complete this activity sheet.

1. List two interesting facts about the continent of South America.

Fact 1

Fact 2

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2. Annotate the map of South America. Show oceans and seas which surround the continent and label some countries found in South America.

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3. Have you visited the continent of South America? Share your experience with the class.

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Section 1: Continents Of Africa And South America

Queensland And Uruguay

Activity

Brisbane is the capital city of Queensland in Australia. Montevideo is the capital city of Uruguay in South America. Both have similar subtropical climates.

Study the data, then answer the questions.

Teac Temperature °C he r Temperature °C

35 30 25 20 15 10 5 0

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Apr

May

jun

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Average Temperatures in Brisbane, Queensland

Max Temp Min Temp

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35 30 25 20 15 10 5 0

Average Temperatures in Montevideo, South America

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1. In which three months do both places have their hottest days?

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2. Do both places have their coolest months at the same time? Give details.

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3. What is the differencec between Brisbane’s warmest month and Montevideo’s warmest e h r month? ______________________________________________________________ er o st super 4. What is the temperature difference between Brisbane’s coolest month and

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Montevideo’s coolest month? ____________________________________________

5. Would you say on average, Brisbane or Montevideo has the warmer climate?

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6. Is the climate where you live more similar to Brisbane or Montevideo? Give two reasons.

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Countries In South America

Activity

1. Read about some of the countries in South America, then complete the cloze.

bolivia

chile

In Chile, you will find the driest place on Earth – the Atacama Desert.

or eBo st r e p ok ecuador u This country is named after the S

Argentina

Like many countries in South America, Argentina was colonised by the Spanish hundreds of years ago. It gained independence from Spain in 1816.

Venezuela

Ranked 7th in the world for biodiversity, habitats include the Andes Mountains and the Amazon Basin rainforest.

equator which runs through the country.

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Bolivia is one of two (the other being Paraguay) landlocked South American countries. This means that it is surrounded by land, not water.

Typically, countries that are landlocked are less stable politically.

columbia

Is the only country in South America which has a coastline on the Pacific Ocean and Caribbean Sea.

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________________ is home to many unique species.

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there is a lot of _______________________ influence. There is little rainfall

in parts of ______________________. __________________________ and

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o c . che e r o r 2. Choose your own country in the continent of South stAmerica. Write down one s r u e p fact and illustrate this fact. _________________________ have histories of political unrest. _______________ is on the coast.

Fact:

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Section 1: Continents Of Africa And South America

Activity

Topography Of South America

Read the information, then complete the tasks.

Topography is the shape and features of an area.

South America can generally be divided into three physical regions.

Mountains and Highlands

River Basins

The Amazon is South America’s largest river basin. With an area of approximately 7 million square kilometres it is the largest watershed in the world.

A coastal plain is low flat land beside a seacoast. The Atacama Desert in Chile is the world’s driest place.

Some parts of the Atacama have never recorded any rainfall.

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The Andes is South America’s mountain system. It is the longest in the world. It includes hundreds of peaks. The highest peak is Aconcagua.

It stands at 6,962 metres tall and is on the Argentina-Chile border.

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Coastal Plains

1. South America is often described as ‘a continent of extremes’. Write a paragraph about why this is true. Use the information above and your own research. Read it out to the class.

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2. If you could visit one country in the continent of South America, which would it be and why? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Section 1: Continents Of Africa And South America

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

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The Environment

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Student Information Page

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

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Tropical savannas in Australia stretch across its top. The Australian tropical savanna region extends from Broome in the west to Rockhampton in the east.

It covers approximately 23% of Australia's land. Australia’s savannas are rich in wildlife and vegetation. The landscape found there is a sea of grasses with scattered eucalyptus trees and shrubs. Goannas, bandicoots, wallabies and fruit bats all inhabit this region.

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The climate in the savanna region consists of two main seasons - wet and dry. In the wet season, rain falls heavily and storms occur. Lakes, rivers and plains turn into flooded wetlands. Animals and plants flourish and grasses grow tall. In the dry season, savannas experience little to no rainfall and high temperatures. Vegetation dries out and animals adapt; the goanna, for example, needs very little water to survive.

Section 2: The Environment

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Australian Savannas 1

Activity

Use the information on page 17 to help you to complete this activity sheet.  Study the photograph and complete the questions.

__________________________

__________________________

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or e B st __________________________ r e oo p k __________________________ Su

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1. How is the vegetation in this image typical of Australia’s tropical savannas?

2. At which time of the year do you think this photograph was taken? Give a reason for your answer.

© ReadyEdPubl i cat i ons _____________________________________________________________________ •f orr evi ew pur posesonl y• _____________________________________________________________________

3. Describe where the Australian tropical savanna region is. _____________________________________________________________________

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4. What are some differences between the wet and dry seasons in the Australian Savanna region? Complete the T-Chart with your thoughts.

. t e o Dry season wet season c . che e r o r st super

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Section 2: The Environment

Australian Savannas 2

Activity

Use the information on page 17 to help you to complete this activity sheet.

1. Look at the picture. How might human activities harm vegetation and animals in the savanna region? Jot down your thoughts under the headings.

Introduced species

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Using fertiliser

2. Add more native species to the picture of the Australian savanna.

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3. Label the picture (above) of the tropical savanna region, wet season or dry season.

How do you know this?

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Student Information Page

The Savanna Region Is An Important Resource Read the information, then complete the activity sheets which follow.

Less than 600,000 people live in the northern tropical savannas of Australia. That’s 3% of Australia’s total population.

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Natural Resource The tropical savanna landscape is an important natural resource for Australia. Many unique trees are found in the Australian tropical savanna region, such as cycads, eucalypts, boabs and kurrajongs.

This region is high in biodiversity.

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important as the Amazon rainforest and Antarctica. This region is the traditional homeland of indigenous Australians who have managed and protected the land for many years. There are many sacred and ceremonial sites in this area.

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Cultural Resource Australia's tropical savannas are now considered as environmentally

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Economic Resource The tropical savanna region contributes more than $14.5 billion to Australia’s economy each year.

Some of the world’s largest mineral and ore deposits are located in the northern savanna region. The major industries in this region are mining, tourist and pastoral. These industries create jobs.

savanna region can bring Australia revenue, they can damage the savanna land and fauna and flora found there. It is important that we look after the biodiversity of the savannas as well as Australian industries.

Working Together The Australian Federal and State Governments are working with research institutions and local people to make decisions about how to manage savanna lands in a sustainable way. For example, ecologists are looking at applying traditional indigenous methods of fire management to prevent bushfires, such as firestick farming.

Section 2: The Environment

Managing Savannas 1

Activity

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

1. Why are Australia’s tropical savannas an important resource? Record your answers under the different headings in the table below.

CULTURAL

ECONOMIC

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© ReadyEdPubl i cat i ons •f or r e vi e w pur pneeds ose sonl yq • i. Tropical savannas have large biodiversity that protecting.

True q False

2. Complete the true or false table about Australian tropical savannas.

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iii. There are no jobs in the Australian savanna region.

iv. The Australian tropical savanna region is not regarded by the rest of the world as important.

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3. Why do you think that indigenous Australians who live in the savanna regions should be consulted about savanna land management?

q True q False

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ii. 30% of the Australian population live in the tropical savanna region.

q True q False q True q False

4. What is one way indigenous Australians manage the savannas?

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Section 2: The Environment

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Managing Savannas 2

Activity

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

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1. Look at the picture of the tropical savanna region.

Think about how the landscape of Australia's tropical savannas might have changed since the arrival of the Europeans in the 19th century.

What are some of the consequences of these changes? Complete the table.

Changes

Consequences

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Eucalyptus 22

Section 2: The Environment

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Managing Savannas 3

Activity

Use the information on page 20 to help you to complete this activity page.  Use the words from the word bank to complete the cloze.

Word Bank economic

unique

millions

visit

mining

3%

endemic

natural

pollute

cultural

tiny

minimal

tourist

pastoral

biodiversity

upset

endangering useful

valuable

precious

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non-renewable

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top end

Cloze Activity

The tropical savanna region is found in the __________

__________ of Australia. It is home to only __________ of

© Re adyEdPubl i cat i ons the population. It is an important ____________, ______ •f orr ev i ewresource. pur p os sindustries onl yfound • there and ______ Some ofe the

include ________, __________ and ________.

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The savanna region has high levels of _______. This means that there are many ______ species found there which are ______ to the area. If we do not look after

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the savannas, we risk ___ the species found there and this would __________ the

o c . chemainly found underground. eThese resources have r The area is also rich in ________ o t r s s r u e p formed over ________ of years. These ______________ resources are _____ and ecosystem.

_________ and ___________ in our world. While mining for these resources, we must be careful to leave ___________ impact on the land.

When people come to ______________ the savanna region, it is known as tourism. Tourists must take care not to ____________ the savannas and leave a ___________ carbon footprint.

Section 2: The Environment

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Activity

Protecting Places

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

1. Choose an environment in your local area that provides a habitat for animals.

Write a sentence below describing this environment and the animals which live there. ______________________________________________________________

or eBo st r e p ok u 2. Explain briefly whyS we need to protect this environment.

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______________________________________________________________

______________________________________________________________ ______________________________________________________________ 3. Make a list of ways to protect this environment.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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4. Vegetation not only provides habitats for animals. List other purposes of vegetation.

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Section 2: The Environment

Student Information Page

Precious Coral Reefs Read the information, then complete the activity sheets which follow.

Coral is a living animal. Coral reefs form when freeswimming coral larvae attach to rocks under water.

Coral reefs are the world's largest living organisms and are among the world's greatest treasures.

Coral reefs teem with so much life.

or eBo st r e p ok u Coral reefs attract Coral reefs provide communities Stourists and

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Why are coral reefs important? Read the facts to find out.

with food and a means of making a living.

Coral provides shelter for many animals including: sponges, blacktip reef sharks, clown fish, eels, parrotfish, snapper, jellyfish, sea stars and crabs.

Coral reefs are a source of medicines to treat diseases. For example, coral is currently used as a calcium supplement to treat multiple sclerosis; and to treat and prevent some cancers.

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tourists bring millions of dollars to places each year.

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Coral reefs are fragile and sensitive to water change. Read more about what threatens coral reefs.

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Fact 1

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Chemicals used on farming land near the reefs can filter into the ocean and damage the coral.

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Threats!

Fact 4

o c . che e r o t Fact 2 r s s r u e p Swimmers wearing sunscreen can alter water nutrients in the water affecting coral.

Fact 3

Oil tankers and ships running aground can empty millions of litres of oil and cause devastating, long-term effects.

Divers who touch or knock coral can harm and kill the coral. Oils from our skin affect coral’s delicate mucous membranes which protect them from disease.

Fact 5

Global climate change is making the oceans warmer. This causes the water to become more acidic and coral takes on a bleached look. The marine life moves away to find a safer place to live.

Section 2: The Environment

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Coral Reefs 1

Activity

Use the information on page 25 to help you to complete this activity sheet.

1. In your own words, define coral and coral reefs.

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2. Complete the cause and effect chart to show the damage that can be done to coral.

CAUSE

climate change

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oil tankers farmers

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3. Make a list of five good reasons why we should protect coral reefs.

Why We Should Protect Coral Reefs

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Section 2: The Environment

Coral Reefs 2

Activity

Use the information on page 25 to help you to complete this activity sheet.

or eBo st r e p ok u S

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Study the picture right that shows a fishing method using explosives that is practised in several nations in Asia and the Pacific. This fishing method is highly dangerous to coral reefs.

Write a letter to the fishermen convincing them to stop this method of killing fish. You might like to include: why coral reefs should be protected suggested alternative fishing method

© ReadyEdPubl i cat i ons _____________________________________________________________________ •f orr evi ew pur posesonl y•

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Section 2: The Environment

27

Coral Reefs 3

Activity

Use the information on page 25 and your research skills to help you to complete this activity sheet.

1. There are famous coral reefs in Australia which tourists visit each year. Look at the examples on the map and key, then add your own. You may have to do some research.

Key The Abrolhos Islands, Western Australia Great Barrier Reef, Queensland

or eBo st r e p ok u S Northern Territory

Lord Howe Island, New South Wales

Western Australia

South Australia

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Queensland

New South Wales

Victoria

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2. It is said that coral reefs have helped in medicine. Find an example of this and explain this below. Illustrate your response with an appropriate picture.

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discuss!

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Section 2: The Environment

Coral Reefs 4

Activity

Use the information on page 25 to help you to complete this activity sheet.  Find coral reef treasures in this word search. Cuttlefish has been marked to start you off.

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Coral reef words

. te • seagrass o c • barracuda • seahorse . che e r o • clams • seaweed r st super • coral • shark • algae

• polyps

• anemone

• crab

• shells

• cuttlefish P

• squid

• dugong

• starfish

• mangrove

• stingray

• octopus

• turtle

• plankton

• whale Section 2: The Environment

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Student Information Page

Sand Dunes Are Special Places Read the information, then complete the activity sheets which follow.

Sand dunes, are special places that form part of the coastal landscape. As the name suggests, sand dunes are made up of sand.

How are sand dunes formed?

Sand dunes form at the back of beaches. When dry sand is blown by the wind, it begins to pile up over time against barriers such as vegetation, cliffs or fences. Some dunes can be as high as 40 metres!

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or eBo st r e p ok Treasure! u Hidden underneathS tonnes of fine sand are treasures belonging Threats Unfortunately like any natural environment, sand dunes face threats.

Urban development Building houses requires vegetation to be cleared and dunes to be levelled.

Mining Machines can damage natural barriers for sand to build up against. Mining near sand dunes destroys natural dune vegetation that helps to keep dunes stable.

Natural threats Storms and waves can erode sand dunes and carry the sand to another place.

Vehicles Buggies/vehicles that choose to ride on sand dunes can crush sand dune vegetation, which can result in sand collapse and loss of habitat for animals. Human pollution can also occur here.

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to the past, such as: marine fossils, indigenous artefacts and parts of shipwrecks.

Dunes Are Habitats

The plump little rock parrot lives in the sandy coastal dunes in south and west Australia. It is rarely found more than a few hundred metres from the sea.

The parrot loves to pick among the seaweed washed up on the beach for food, and nestle in the vegetation that grows on the dunes. Unlike other Australian parrots, it does not perch in trees, but scurries along the ground.

It has been found sheltering from bad weather under rocks. In South Australia, the number of rock parrots is sadly decreasing. Housing and tourist developments near sand dunes are disturbing the birds' habitat.

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Section 2: The Environment

Sand Dunes 1

Activity

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

or eBo st r e p ok u S

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1. Draw some of the hidden treasures found in sand dunes. Think about what you might find under the sand. Label the things that you have drawn.

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2. How do sand dunes form?

. te o _______________________________________________________________ c . che e r 3. What do you think would happen to the rock t parrot if sand dunes o r s s r u pe disappeared?

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4. Why do people like sand dunes?

________________________________________________________________

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5. What do you like to do at the sand dunes? _____________________________

Section 2: The Environment

31

Sand Dunes 2

Activity

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

 Study the illustrations below which show possible threats to sand dunes.

Briefly explain in the space underneath each illustration, how sand dunes can be damaged or destroyed in certain situations.

2

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___________________________

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© ReadyEdP___________________________ ubl i cat i ons •f orr evi ew pur posesonl y• ___________________________ ___________________________ ___________________________

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___________________________

___________________________

___________________________

___________________________

___________________________

___________________________

Section 2: The Environment

Sand Dunes 3

Activity

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

 Fill in the gaps below using the bolded words listed. Use each word once. seaweed

foraging

birdwatchers

sandy

perch

disturbing

The Rock Parrot r o e t s

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Bo ok

in south and west Australia. It is rarely found more than a few hundred metres from the sea. The parrot loves to pick among the (2) ______________washed

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r e p lives in The plump little rock parrot u S the (1) ______________coastal dunes

© ReadyEdPubl i cat i ons the vegetation that grows on the dunes.

•f orr evi ew pur posesonl y• up on the beach for food, and nestle in

Unlike other Australian parrots, it does not (3) _____________in trees, but

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scurries along the ground. It has been found sheltering from bad weather

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under rocks. It also lives in small groups and not in large flocks.

Rock parrots can be seen (4) _____________for food around sand dunes in

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o c . che e r o r st subject to capture on s r (5) _______________think this parrot ise a wonderful up

the early morning and again at dusk. Seeds, fruit and grasses make up their main diet.

film because it is quite tame and doesn’t fly off in alarm.

In South Australia, the number of rock parrots is decreasing. Housing and tourist developments near dunes are (6) ______________the bird’s habitat.

In Western Australia, rock parrot populations are not in danger.

Section 2: The Environment

33

Section 3: e p Su

oo k

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Indigenous Australians – Sustainable Living r o e t s B r

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Student Information Page

Activity

Traditional Practices

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

Indigenous Australians have been managing their environment for thousands of generations through the age-old practice of firestick farming. This practice involves purposefully setting fire to areas of land in a controlled manner.

What Are The Advantages Of Firestick Farming?

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after burning.

Burning removes dry vegetation to reduce the fuel that can lead to bigger and more uncontrollable bushfires.

Soaks

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or e t s Bo r e You can see animal tracks in the soil p ok more clearly afteru burning.

S It is easier to spot venomous snakes

Another traditional indigenous practice is the creation of soaks or native wells. Soaks access water underground. To make a soak, you dig down into the earth for several metres until clean water appears at the base of the hole. You then use a coolamon to separate the water from any sand or debris. Soaks of up to five metres deep can be maintained by using a coolamon to throw peat against the wall - this sets like cement and helps to hold the loose sand on the sides of the soak. Indigenous people cover wells with dead branches and uprooted trees to keep away animals.

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Burning, leaves the soil rich in nutrients – animals quickly return to the area that was burned and forage for succulent green shoots.

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The smoke promotes the development of fruit on trees – a source of food for people, animals and birds.

o c . che e r o r st super When does burning take place?

The small number of mammals and reptiles killed during burnings are gathered for food.

Indigenous people only set fires when conditions are right for a particular ecosystem and time of year. They take into account the time of day, wind speed and direction, vegetation types, location of water supplies and proximity to sacred sites before lighting fires.

Section 3: Indigenous Australians – Sustainable Living

35

Firestick Farming

Activity

Use the information on page 35 to help you to complete this activity sheet.  Complete the cloze on firestick farming. Use the words from the text box. biodiversity venomous nutrient-rich landform firestick farming ecosystem European fuel load supply succulent

or eBo st r e p ok u S

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Indigenous Australians have been managing their environment for thousands of generations through the age-old practice of _________________________.

This practice, however, does not take place today on the same scale as it used to before _________________ settlement. Smoke rising on the horizon was not necessarily an alarm for Indigenous Australians, but often a comforting sign that their kin in a nearby territory were taking care of the land.

By burning the long grasses and their seeds, Indigenous Australians learnt that it made travelling on their search for food easier. They could also see animal tracks in the soil and be on the lookout for _______________snakes.

These low intensity fires were set on a regular basis which meant that dry vegetation was being removed from the environment and thus, reduced the ________________ that could lead to bigger, uncontrollable bushfires. The smoke from firestick farming promoted the development of flowers on trees.

This fruit was then available at different times of the year as clans moved around their territory. Native plums and apples not only provided people with a steady food ________________, but animals and birds too.

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Firestick farming left the soil _________________. Animals quickly returned to the area to forage for ________________ green shoots. The small number of mammals and reptiles killed during burning were not wasted, but gathered for food. Sometimes an area would not be visited again for two or three years to allow the ________________ to regenerate. Indigenous Australians developed a deep knowledge of how to manage their environment. They only set fires when conditions were right for a particular ________________ and time of year. They took into account the time of day, wind speed and direction, vegetation types, location of water supplies and proximity to sacred sites before lighting fires. As a result, Indigenous Australians created a rich network of __________________ in the habitats that they vowed to care for.

36

Section 3: Indigenous Australians – Sustainable Living

Water Management

Activity

Use the information on page 35 to help you to complete this activity sheet.

1. In your own words, describe what a soak is.

____________________________________________ ____________________________________________

or eBo st r e p ok ____________________________________________ u 2. Write down 5S steps that someone could follow to create a soak.

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Step 1 Step 2

© ReadyEdPubl i cat i ons orr evi ew pur posesonl y• Step 3•f

Step 5

Challenge

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Why is it important that Aborigines and Torres Strait Islanders of Australia are consulted about the use of water in Australia today?

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37

Section 4: s r e p u S

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Natural Resources And t Waste or e

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Student Information Page

What Are Natural Resources?

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

Our environment gives us things we need to lead happy, healthy lives.

These are called natural resources because they are found naturally in the environment. We may have to dig natural resources out of the ground, grow them, or take them from living things.

or eoceans st Bo r cotton e p soil ok u wood S

Look at the examples of natural resources below. water

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leather

bees-wax

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Renewable and Non-Renewable

sand

Natural resources can be renewable or non-renewable. Renewable resources are unlimited but still need to be used carefully. Non-renewable resources cannot be regrown or reproduced at the rate of consumption. For example, oil has developed beneath the earth over billions of years, so if we use it all up, it cannot be readily replaced. Gold is another example of a natural resource which is formed over long periods of time beneath the earth.

This is why we must use natural resources carefully.

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Look the examples of renewable and non-renewable natural resources below.

Renewable water, air, sunlight, plants, trees, soil, wind energy, tidal energy, solar energy

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Reclaimed Water

Non-renewable oil, coal, uranium, sand, salts, natural gas, gold, silver, iron, uranium

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Water is a renewable resource, but with an ever-increasing population and unpredictable rainfall, we must find ways to use it more carefully. Reclaimed water is sewage water that has been treated to remove solids and impurities.

It is treated to a high standard so that it is safe to use. Nearly 50 billion litres of recycled water was used in Sydney and the Illawarra between 2010-2011 for irrigation, toilet flushing, clothes washing, garden watering and maintaining wetlands. In Queensland in 2006, a trial to use reclaimed water as drinking water was suggested by the Queensland water authority, however the people did not support it.

Section 4: Natural Resources And Waste

39

Natural Resources 1

Activity

Use the information on page 39 to help you to complete this activity sheet.

1. What are natural resources? Use your own words to write down a definition.

Use the picture to help you.

_ _____________________________________________________________

_ _____________________________________________________________

_ _____________________________________________________________

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r o e t s Bo r e _ _____________________________________________________________ p ok u _ _____________________________________________________________ S

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2. What are human-made resources? Use your own words to write down a definition.

_______________________________________________________________ _______________________________________________________________ 3. Natural resources are used to make human-made products. Complete the table to show this.

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used to make

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© ReadyEdPubl i cat i ons •Resources f orr evi ew pur p osesonl y• Natural Human-Made Resources

o c . che e r o r st super Natural Resources Human-Made Resources used to make

40

Section 4: Natural Resources And Waste

Natural Resources 2

Activity

Use the information on page 39 to help you to complete this activity sheet.

or eBo st r e p ok u Pros Cons S

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1. We must use natural resources carefully. One way of doing this is by using reclaimed water. Reclaimed water is recycled sewage water. How would you feel about drinking it; watering your garden with it and showering in it? Reflect and respond to this question then fill out the pros and cons table. Before doing this, think about the claim that the population of Australia will increase from 22 million to 35 million over the next 20 years.

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2. Tick to show the correct answers. a. Water is a natural resource.

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qFact qFiction

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qFact qFiction

c. Reclaimed or recycled water uses sewage water.

e. Without water there would be no life.

qFact qFiction

f. Increasing the cost of water for consumers is an effective tool for encouraging people to reduce water use.

qFact qFiction

g. Reclaimed water is unsafe to drink.

qFact qFiction

h. Reclaimed water is used for irrigation in Australia.

qFact qFiction

i. Rainfall is becoming more unreliable in Australia.

qFact qFiction

Section 4: Natural Resources And Waste

41

Natural Resources 3

Activity

Use the information on page 39 to help you to complete this activity sheet.

1. What are renewable and non-renewable resources? Provide a definition of each and give some examples.

Definition renewable: Examples:

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Definition non-renewable:

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Examples:

2. Caption this image to encourage people to use natural resources more sustainably. You might also want to include speech bubbles.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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o c . che eList them below. r o 3. Think of three alternatives r tos using naturals resources. upert Alternative for fuel powered cars is electric cars.

Alternative for ___________________ is ________________________.

Alternative for ___________________ is ________________________.

Alternative for ___________________ is ________________________.

42

Section 4: Natural Resources And Waste

Natural Resources 4

Activity

Use the information on page 39 to help you to complete this activity sheet.

Wood is classified as a renewable resource. This is because we are planting and growing trees at the same rate they are used.

However, if we use more wood than we can grow, it will become a non-renewable resource.

or eBo st r e p ok u S

Houses

2. Suggest three ways we can save wood.

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1. Draw and label three things we turn wood into.

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3. As well as wood, what else do trees provide us with? Annotate the tree with words and drawings to show your ideas.

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Fast Facts Rainforests are non-renewable because they take so long to grow.

An herbaceous garden plant can grow from seed to fruit in as little as 40 days.

Section 4: Natural Resources And Waste

43

Student Information Page

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

Think about the different things that you throw away each day - this all adds up to waste. Waste is harmful to our environment and we should think about ways to reduce it.

or eBo st Fact 2 r e Each year an average Australian It is estimated that every year, an p o uenough Australian throws into kthe bin: 415 family of four, produces S waste to fill up a three-bedroom kilograms of food, 500 aluminium house.

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Fact 1

cans, 150 kilograms of paper and 200 bottles and jars.

Fact 3

Plastic packaging takes approximately a thousand years to break down in landfill.

Fact 4

800 million disposable nappies are delivered to Australian landfills each year. A disposable nappy takes centuries to break down completely.

© ReadyEdPubl i cat i ons Fact 5 • f rr e vi ew pur posesonl y• Clothes are theo second largest

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Many Australians do not recycle correctly. This means that the recycling bin can contain many contaminated items such as: plastic bags, garden waste, food scraps, clothing and e-waste.

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polluter after oil in Australia.

Clothes are not biodegradable.

This means that they do not break down and cannot be placed in the yellow recycling bin. While sitting in landfill, dyes from clothes can leak into the soil, polluting the environment.

o c . che e r o r st super Where Does Waste Go? Waste that is not correctly disposed of can end up in our oceans. This has damaging effects on our marine life, which either accidentally ingest the debris or become entangled and unable to free themselves.

Every year it is reported that marine creatures die and are put at risk from debris that has made its way into our oceans.

44

Section 4: Natural Resources And Waste

Activity

Waste 1

Use the information on page 44 to help you to complete this activity sheet.

1. Write down four interesting facts about waste.

fact 3

Fact 1

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fact 4

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fact 3

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© ReadyEdPubl i cat i ons 2. Provide definitions of: •f orr evi ew pur posesonl y•

Reduce: _______________________________________________________

_ _____________________________________________________________

Reuse: _ _______________________________________________________

_ _____________________________________________________________

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. te o Recycle: _______________________________________________________ c . c e her r _ _____________________________________________________________ o st super

3. In the table write down examples of how you do each.

Reduce

Reuse

Section 4: Natural Resources And Waste

Recycle

45

Waste 2

Activity

Use the information on page 44 to help you to complete this activity sheet.

or eBo st r e p ok u S

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1. Draw and label the types of waste that you think can end up in our oceans.

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2. People have come up with some great waste solutions. One is edible packaging.

Use your research skills to complete the plus and minus chart on this idea.

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Give this designed product a thumbs up rating from 0 (poor) to 5 (excellent).

46

Section 4: Natural Resources And Waste

Answers

P8 2.

P12 2.

Mediterranean Sea

Atlantic Ocean

Carribean Sea

Red Sea

Gutana Suriname French Guiana

Venezuela

North Pacific Ocean

Colombia

North Atlantic Ocean

Ecuador

Brazil

Peru Bolivia

or eBo st r e p ok u S Indian Ocean

Paraguay

Chile

Argentina

South Pacific Ocean

Southern Ocean

P9 1. January 2. January, February, May and July 3. Yes, June, July and August 4. Adelaide 78mm and Cape Town 72mm 5. 4 degrees 6. Cape Town

Uruguay

South Atlantic Ocean

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Atlantic Ocean

P13 1. December, January and February 2. Yes, June, July and August 3. Approximately 2 degrees 4. Approximately 1-2 degrees 5. Brisbane

© ReadyEdPubl i cat i ons P14 •f orr evi ew pur pose son l y• Venezuela; Ecuador; Spanish; Chile;

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Paraguay; Bolivia; Columbia.

P18 1. There is a sea of grasses and shrubs and eucalyptus trees.

2. Wet season as the land is not completely dried out. The grasses and vegetation are abundant and fairly tall.

3. Across the top end of Australia stretching from Broom in the west to Rockhampton in the east.

4. Wet season: heavy rain and storms; flooding; grasses grow tall. Dry season: little to no rainfall; humid and hot; land dries out; vegetation dies.

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P10 1. true; true; false; false; false 2. Biodiversity means high levels of diverse species 3. Native – belonging somewhere or originating from a place 4. Students’ own response 5. Urban development; deforestation, etc.

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P19 1. Using fertiliser: fertiliser can run into rivers and contaminate them. Animals drinking from these water sources can become sick. Introduces species: These non-native species can prey on 47

native species and threaten them by competing for food and space.

2. Students might draw: wallabies; frogs; lizards; bats.

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P31 1. Students might draw: fossils; indigenous artefacts or remains of a shipwreck 2. They form at the back of beaches when dry sand is blown into a pile by the wind 3. Would become endangered or extinct 4. They are fun to play in; sandboard; geocache; bird spot, etc.

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P21 1. Natural: high in biodiversity 2. Cultural: sacred area for indigenous people Economic: brings in revenue from tourist, mining and pastoral industry 3. True; false; false; false; false 4. Because they have lived there for many years; they have knowledge of the land; their traditional practices are sustainable 5. Firestick farming

3. They provide food; are a source of medicine; are habitats; attract tourists

Š ReadyEdPubl i cat i ons P32 P23 • f o r r e v i e w p u r posesonl y• 1. Urban development creates human Top end; 3%; natural; cultural; economic;

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P26 1. Coral is a living animal. Coral reefs form when free-swimming coral larvae attach to rocks.

2. i. Divers: touch coral and affect its mucous membranes which protect them from disease ii. Climate change: heating up water which creates more acid. Acid bleaches coral and marine life move away. iii. Oil tankers: Can spill oil polluting water iv. Farmers: use fertilisers which can leak into water and cause pollution v. Swimmers: sunscreen can alter water nutrients 48

pollution and sand must be cleared and levelled to make way for houses 2. Mining destroys vegetation and natural dune barriers 3. Erosion of sand dunes can happen naturally due to weather such as storms 4. Driving on sand dunes brings with it human pollution and can damage habitats for animals/birds

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mining; tourism; pastoral; biodiversity; unique; endemic; endangering; upset; resources; millions; non-renewable; useful; valuable; precious; minimal; visit; pollute; tiny

birdwatchers; disturbing

P36 firestick farming; European; venomous; fuel-load; supply; nutrient-rich; succulent; landform; eco-system; biodiversity P37 1. A soak is a way of accessing underground water by digging a hole

1. Tables; chairs; pencils; bath towels; ping pong balls; cricket bats; paper, etc.

2. Use less paper; recycle; use alternative materials available 3. Shade; fruit; habitat for species; something nice to look at; fresh air, etc.

P45 1. Reduce: to use less of Reuse: to use again Recycle: to turn one thing into another

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P40 1. Natural resources appear naturally in our environment. We might have to dig beneath the earth for them, grow them or take them from living things.

2. Human-made resources are resources which are made by the human hand out of natural resources, for example, we make candles from beeswax

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deep into the ground.

2. Step 1: Dig down into the earth approximately 5 metres. Step 2: Stop digging when clean water appears at the base. Step 3: Separate the water from any debris using a coolamon.

Step 4: Throw peat against the wall of the soak to prevent anymore debris from falling into the water or the soak collapsing. Step 5: Cover with dead branches and uprooted trees to keep animals away.

Challenge: Because they use water sustainably and have done for many years. They have a good knowledge of underground water sources.

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P41 1. Pros: saves water; increases water reserves; prevents us from hitting day zero; takes reliance off rainfall; safe; meets Australian standards Cons: people do not like the thought of drinking sewerage water; possible risk of contamination 2. Fact; fiction; fact; fact; fact; fact or fiction; fiction; fact; fact

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P42 1. Renewable: renewable resources mean that we cannot run out because there is a constant supply. However, we still need to use these resources carefully.

Non-renewable: these resources cannot be regrown or reproduced at the rate that they are used and consumed.

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