Geography for Australian Students - Year 5

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Geography For Australian Students: Year 5 © 2019 Ready-Ed Publications Printed in Australia Author: Lindsay Marsh Illustrators: Terry Allen, Melinda Brezmen, Alison Mutton

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ISBN: 978 192 561 138 0 2

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Contents Teachers' Notes Curriculum Links

4 5

31 32 33

SECTION 5: ECOSYSTEMS r o e t s B r Ecosystems e 78 Exploring o p Ecosystems 1 o u k Ecosystems 2 9 S Ecosystems 3 10

SECTION 2: THE CONTINENT OF EUROPE The Continent Of Europe Europe Britain The Changing Face Of Britain 1 The Changing Face Of Britain 2

11 12

35 36 37 38 Antarctica - A Unique Environment 39 Antarctica 1 40 Antarctica 2 41 Antarctica 3 42 Antarctica 4 43

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SECTION 1: THE CONTINENT OF NORTH AMERICA North America Is A Continent North America 1 North America 2 Mexico And The Aztecs The Aztecs 1 The Aztecs 2

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Living Near Rivers Rivers 1 Rivers 2

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SECTION 3: THE AUSTRALIAN ENVIRONMENT The Australian Landscape Changing Landscape 1 Changing Landscape 2 The Tourist Industry Ecotourism 1 Ecotourism 2

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20 21 22 23 24 25

Bushfires 2 Bushfires 3 Bushfires 4 Bushfires 5 Deadly Bushfires Real Bushfires Flooding Floods 1 Floods 2

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© ReadyE dP ubl i c t i ons SECTION 6:a BUSHFIRES AND FLOODS 15 Bushfires In Australia 45 •f orr evi ew16 p u r p o s e s o n l y • 17 Bushfires 1 46

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SECTION 4: WHERE WE LIVE Population Distribution Where We Live 1 Where We Live 2 Where We Live 3

Answers

47 48 49 50 51 52 53 54 55 56-59

27 28 29 30

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Teachers’ Notes Geography For Australian Students: Year 5 is linked to the latest version of the National Australian Curriculum. It is part of a six book series created by the same author. There are six sections in this resource altogether.

The first section explores the continent of North America. Students will revise what a continent is and locate the continents in the world. Where North America is located, countries within it, population and landforms are covered. There is a particular focus on Mexico which is located in the continent of North America. The first people to settle in Mexico (Aztecs) and their lifestyle is explored.

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The second section examines the continent of Europe. There is a particular focus on Britain which is located in Europe. The influences of the Romans in Britain up until the arrival of the Anglo-Saxons is investigated, as is the beginning of Normandy rule after the Battle of Hastings in 1066.

The third section is entitled The Australian Landscape. Students will map how Australia has changed since colonisation. There is a particular emphasis on how urban development and tourism affects the environment. Ecotourism is considered as an environmentally-friendly concept.

Where We Live is the fourth section in this resource. Students will evaluate why Australians cling to the coast rather than inhabit the interior of our country. The fifth section is Ecosystems. Students will understand that an ecosystem functions well when living things and the environment are in perfect balance. Impacts on the ecosystem and ways to protect ecosystems are investigated. Students will use Antarctica as an example of a unique ecosystem. How this ecosystem is protected internationally is explored.

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Bushfires and Floods is the title of the final section in this educational resource. How bushfires are started (natural and human reasons); at what time of year in different states and territories bushfires are most likely to ignite; and the impact of bushfires on native fauna and flora and on people are all investigated. Some of the most deadly and destructive bushfires in the history of Australia are looked at in some detail. Floods are the second natural disaster that students are introduced to. They will identify and compare three of the most common type of floods. Preventing floods and actions to take in the event of a flood in Australia are identified.

o c . che e r o r st weighing up pros s r Pair work, image analysis, map work, discussions, sequencing, upe and cons and comprehension are just some of the ways that the students will

demonstrate their knowledge as they work through this resource. Activity answers are provided at the back of the book.

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Curriculum Links The influence of people on the environmental characteristics of places in Europe and North America and the location of their major countries in relation to Australia (ACHASSK111) • using geographical tools (for example, a globe, wall map or digital application such as Google Earth) to identify the relative location of the major countries of Europe and North America and their environmental characteristics • using a printed or electronic atlas to identify the main characteristics of continents of Europe and North America • researching the changes made by people to a particular environment in a country in Europe and a country in North America

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The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHASSK112) • identifying how Aboriginal and Torres Strait Islander communities altered the environment and sustained ways of living through their methods of land and resource management • exploring the extent of change in the local environment over time (for example, through vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining), and evaluating the positive and negative effects of change on environmental sustainability

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The environmental and human influences on the location and characteristics of a place and the management of spaces within them (ACHASSK113) • comparing how people have responded to climatic conditions in similar and different places and explaining why most Australians live close to the coast compared to inland Australia • investigating the influence of landforms (for example, river valleys such as the MurrayDarling, Yellow (Huang He), Yangtze, Amazon, Mekong or Ganges), on the development of settlements that are involved in food and fibre production • examining the effects of landforms (for example, valleys, hills, natural harbours and rivers) on the location and characteristics of their place and other places they know • exploring the extent of change in the local environment over time and the impact of change on ecosystems • exploring how a unique environment is used and managed (for example, settlement and human use of Antarctica and the practices and laws that aim to manage human impact) • examining how the use of the space within their local place is organised through zoning investigating a current local planning issue (for example, redevelopment of a site, protection of a unique species), exploring why people have different views on the issue, and developing a class response to it

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The impact of bushfires or floods on environments and communities, and how people can respond (ACHASSK114) • mapping and explaining the location, frequency and severity of bushfires or flooding in Australia • explaining the impacts of fire on Australian vegetation and the significance of fire damage on communities • researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of bushfires or flooding 5

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The Continent Of North America

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Student Information Page

North America Is A Continent Read the information, then complete the activity sheets which follow.

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A continent is a large landmass on Earth. It is commonly believed that there are seven continents: Asia, Europe, Oceania, Antarctica, Africa, North America and South America. However, some geographers combine Europe and Asia (Eurasia) to make six continents in total. North America is located in the northern hemisphere.

It is the third largest continent in the world. The map below shows the continent of North America.

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The continent of North America: c e h r covers 24,709,000 square kilometres er o st supe r is the fourth most populated continent in the DID you know?

world borders South America is where the Mississippi River is found (its largest watershed) includes Alaska where its highest elevation (Denali) is found includes New York City in the United States its most densely populated urban area

Section 1: The Continent Of North America

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North America 1

Activity

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

1. What is a continent? Write a definition below.

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2. Name the seven continents of the world on the map below.

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o c . che e r o r st s uper 3. Colour the continent in which you live.

4. Which two continents are often combined? What new name is given to this combined continent?

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5. What continent borders North America?

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Section 1: The Continent Of North America

North America 2

Activity

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

Annotate the map showing: the oceans and seas which surround the continent of North America; 6 facts about the continent of North America.

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Fact 1

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Section 1: The Continent Of North America

Fact 6

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Student Information Page

Mexico And The Aztecs Read the information, then complete the activity sheets which follow.

Mexico is a country in the continent of North America. Almost 700 years ago, before Spanish colonisation, the Aztec people settled there. Where they came from is not exactly clear. The Aztecs were resourceful people. They practised a sustainable way of life and created little air, water, land or noise pollution.

or eBo st r e p ok u S urine human excrement

Waste

Aztecs would store their urine in ceramic containers at home and use it to dye fabrics (clothing).

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The Aztecs managed their waste in a way that did not harm the environment. They recycled their own human excrement and urine. By doing this, they prevented pollution of the lakes.

The Aztecs used human excrement as a natural fertiliser on their crops and for tanning leather.

Chinampas

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The Aztecs lived on chinampas (pictured right). These were rectangular areas of land surrounded by water and fenced off by reeds. They made chinampas by filling them with mud, lake sediment and various organic materials (food scraps) until they sat above the water level of the lake. They planted trees to hold the chinampas in place and grew crops on them which was highly productive. They grew corn, squashes and tomatoes. All food they consumed were produced by themselves. This means they were self-sufficient.

o c . che e r Along Came The Spanish o r st su er After approximately 200 years of the Aztecsp settling in Mexico, the Spanish arrived (see image right). They drove out the Aztecs and changed the face of Mexico. The Spanish drained the lakes on which the Aztecs lived.

They built houses and factories. The Spanish introduced non-native animals, such as: sheep, goats and chickens. Today Mexico is affected by air, land, water and noise pollution.

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Section 1: The Continent Of North America

The Aztecs 1

Activity

Use the information on page 10 to complete this activity sheet.

1. Look at the picture. Use the word bank to label it.

•word bank• Aztec

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crops

organic waste

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chinampas

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2. Look at the picture. Even though historians are unsure where the Aztecs came from, how do you think they travelled to Mexico 700 years ago?

. te o ___________________________ c . che e r ___________________________ o t r s s r u e p 3. In your own words say how the Spanish changed Mexico when they arrived.

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The Aztecs 2

Activity

Use the information on page 10 to complete this activity sheet.

The Aztecs changed Mexico. The changes that they made did not adversely affect the environment.

1. List four facts about their lifestyle.

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2. What are some of the pollution problems that we have today in the world?

Complete the think-pair-share.

Think by myself

Share in a pair

Share in a group

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3. Jot down your thoughts below about what environmentally-friendly practices we could reasonably implement from the Aztecs.

brainstorm

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Section 1: The Continent Of North America

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The Continent Of Europe

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Student Information Page

The Continent Of Europe Read the information, then complete the activity sheet which follows.

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Europe is one of the seven continents of the world. It is the second smallest but the third most highly populated. It has both the biggest and the smallest countries in the world. Look at the map which shows you the countries located in Europe and the seas and oceans which surround it.

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. te o c Fast Facts About Europe . che eis Russia taking r It covers approximately 10,180,000 Its largest country o r st supe square kilometres. upr 40% of Europe.

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It spans an estimated 2% of the Earth's surface.

Its smallest country is the Vatican City being only 0.44km2 in area.

It is located in the northern hemisphere.

There are over 250 languages spoken in Europe.

It has a population of approximately 740 million people.

It is bordered by the continent of Asia.

Section 2: The Continent Of Europe

Europe

Activity

Use the information on page 14 to complete this activity sheet.

Annotate the map showing: the oceans and seas which surround the continent of Europe; six facts about the continent of Europe.

Fact 3 r o e t s Bo r e p ok u S Fact 2

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Fact 1

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Section 2: The Continent Of Europe

Fact 6

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Student Information Page

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

Enter The Romans The Romans arrived in Britain in 55BC and they changed the place forever. The Romans were great builders.

What Did They Build?

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Roman baths where people could bathe.

These were baths that were naturally heated by underground rocks.

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Forts which were occupied by soldiers.

Big towns and cities where people would meet to trade goods.

Stone walls around the cities and towns.

Sophisticated roads which replaced muddy tracks.

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Amphitheatres where actors would perform plays and entertain the public.

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In AD410 (at the beginning of the 5th century), the Romans left Britain after it was invaded by the Anglo-Saxons. The Anglo-Saxons came from German regions of Anglen and Saxony. The Anglo-Saxon period lasted around 600 years and during this time they changed the landscape of Britain again!

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What Did The Anglo-Saxons Do?

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© ReadyEdPubl i cat i ons Enter The • Anglo-Saxons f orr evi ew pur posesonl y•

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They let the Roman c cities and towns become derelict. e her r o They built wood farm-houses ons rural land and s abandoned upert city-living.

The Anglo-Saxons were farmers and agricultural people. They farmed the land.

Enter The Normans

In 1066, The Duke of Normandy led the Norman army across the Channel from France to claim England from the Anglo-Saxons.

This became known as the Battle of Hastings. William (The Duke of Normandy) and his troops were successful. King Harold (the Anglo-Saxon King) died with an arrow to his forehead. This marked the end of the Anglo-Saxon reign in Britain and the beginning of Normandy rule. William The Duke of Normandy was crowned the new King of England.

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Section 2: The Continent Of Europe

The Changing Face Of Britain 1

Activity

Use the information on page 16 to complete this activity sheet.

The Romans and the Anglo-Saxons changed the face of Britain in different ways.

1. Complete the T-chart to show the difference between Roman and Anglo-Saxon rule.

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Roman rule

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Anglo-Saxon rule

© ReadyEdPubl i cat i ons 2. The Battle of Hastings is one of the most famous battles in Europe. List three facts •f orr evi ew pur posesonl y• about the battle.

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King Harold

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the battle of hastings Fact 1

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duke of normandy

Fact 3

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The Changing Face Of Britain 2

Activity

Use the information on page 16 to complete this activity sheet.

1. Place dates on the timeline.

Roman Rule

Anglo-Saxon Rule

Norman Rule

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2. In your own words, why do you think one group of people did not occupy Britain for long? Does this still happen today? Why? Why not? Give examples.

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____________________________________________________________________ ____________________________________________________________________ 3. Complete the speech bubbles.

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4. Use your research skills c to find out: a) What happened to William the Conqueror. e h r er o William. b) Which four Norman Kings and Norman Queens t supersucceeded ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Class Discussion Have you travelled to any countries in the continent of Europe or would you like to? Share your experiences and thoughts with the class.

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Section 2: The Continent Of Europe

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The Australian Environment

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Student Information Page

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

First Came The Aborigines When Aborigines arrived in Australia approximately 60,000 years ago, they lived in a way which looked after the land and created very little air, water and noise pollution. This means that they lived sustainably. Their traditional practices, such as firestick farming and use of soaks, were particularly environmentally-friendly.

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encourages the growth of new vegetation and prevents future uncontrolled bushfires.

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or eBo st r e p o u k Firestick Farming soaks S The building of soaks, tapped into The deliberate burning of the land underground water sources. This was a way of using water wisely.

Along Came The Europeans

Post-colonial Australia saw the arrival of Europeans in 1788, who did not look after the land in the same way as the Australian Aborigines. Their lifestyle changed the landscape.

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They introduced non-native species which threatened native plants and animals and polluted waterways.

They fenced off areas of land to farm – which stopped Aborigines from moving around the land to find food.

They chopped down trees and removed vegetation to grow crops and build houses.

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o c . che e r Consultation o r st sup er Today, we have lots of pollution problems.

To solve these problems, the Australian

government is consulting with Aboriginal communities to better manage the land and its resources and live in harmony with the Australian environment. Firestick farming and the use of underground water are two traditional practices which the government has implemented.

Gnangara Mound Consultation with the Aboriginal people and the government in WA has resulted in the protection of the Gnangara Mound in Western Australia. The Gnangara Mound uses underground water to supply public ovals, recreation grounds, household gardens, horticulture centres, businesses and industries.

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Section 3: The Australian Environment

Changing Landscape 1

Activity

Use the information on page 20 to complete this activity sheet.

1. What was Australia like before European colonisation? What was it like after colonisation? Complete the table with your thoughts.

Pre-colonisation

Post-colonisation

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2. What is urban development? Use your own words to write a definition.

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essential? What if we did not have urban development? Complete the think-pairshare to record your thoughts.

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© ReadyEdPubl i cat i ons •f orr evi ewispur posesonl y• 3. Do you think urban development

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Is urban development necessary? che e r o r st Share in a group sup Think by myself Share ine ar pair

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Changing Landscape 2

Activity

Use the information on page 20 to complete this activity sheet.

1. What is sustainable living? Use your own words to write a definition below.

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or eBo st r e p ok u S Brainstorm

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2. Complete the brainstorm with ideas about how traditional Aborigines lived sustainably.

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3. List three main benefits of tapping into underground water sources in a country like Australia.

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Research Find out where, in your local area, underground water is used.

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Section 3: The Australian Environment

Student Information Page

The Tourist Industry Read the information, then complete the activity sheets which follow.

In modern times, the tourist industry has grown to such an extent that it has threatened the Australian environment. Building tourist resorts has: destroyed the natural vegetation; disrupted natural habitats;

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increased noise and air pollution.

What Is Ecotourism?

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Read about specific features of ecotourism below.

Rottnest Island, WA

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Ecotourism is sustainable tourism that protects nature. It is tourism designed to leave a tiny carbon footprint on the environment.

Ecotourism means a place can be enjoyed by future generations.

© ReadyEd Publ i cat i ons Saving Vegetation Rottnest Island in WA is an example of a place which promotes ecotourism. The Ecotourism• means keeping as v much ofw the p f o rr e i e ur posesonl y• island attracts approximately half a million Education

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Ecotourism means implementing educational programs to teach tourists about the local culture, history, plants and wildlife so that tourists will respect and take care of the places that they visit.

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tourists each year. These tourists are not permitted to drive petrol vehicles on the island. The main method of travelling around the island is by push-bike or on foot. Rottnest Island has very strict guidelines for recreational fishing to ensure that supplies of fish remain healthy in the area. A $300 fine is in place for tourists who touch the native macropod, the quokka, which inhabits the island. This law protects this species endemic to the island.

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native vegetation as possible by building around trees and not cutting them down.

o c . che e Saving Energy r o st super Ecotourism means installing water r restrictors on showers and taps; using

solar panels and other energy-saving technology.

Looking After Animals Ecotourism means monitoring threatened species in areas which attract visitors to ensure that they do not become extinct.

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Ecotourism 1

Activity

Use the information on page 23 to complete this activity sheet.

1. Jot down the pros and cons of tourism in a place.

Cons

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Pros

2. Using your own words, write a definition of ecotourism in the space below.

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© ReadyEdPubl i cat i ons 3. Complete the true or false table about ecotourism.

•f orr evi ew pur posesonl y•

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In an ecotourist resort, you would expect to find:

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LED energy saving lightbulbs water restrictors on showers

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no native trees or vegetation lots of cars pushbikes no fishing restrictions

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polluted beaches educational programs a centre for visitors signage tour guides

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True or false?

Section 3: The Australian Environment

Ecotourism 2

Activity

Use the information on page 23 to complete this activity sheet.

Rottnest Island is one place in Australia which actively promotes ecotourism. Select another two places in Australia which also promote ecotourism and complete the reports on these places.

You might find it useful to go to: www.ecotourism.org.au and click on "Find an Eco Experience".

Place 1:

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Illustration:

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Transportation:

Ways of saving water:

Protection of native species:

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Place 2:

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Transportation:

Ways of saving water:

Location:

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Protection of native species:

Fishing rules:

Educational programs:

Section 3: The Australian Environment

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

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Where We Live

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Student Information Page

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

City And Coastal Living Australia is a country of city dwellers. 89% of Australians live in cities and their suburban centres which cling to the coastline. Over 60% of the total Australian population of 24.77 million (2018) live in the five major cities of: Sydney, Melbourne, Brisbane, Perth and Adelaide. People live in coastal cities because there are employment opportunities and resources.

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The Empty Heartland

In contrast to Australian cities, the population of the interior of Australia is sparse. This is because the weather is more challenging and services and job opportunities are limited. Since 1975, people have been moving out of the heartland of Australia and towards the coast. Many regional towns have lost as much as 40% of their permanent residents! The attitude of most Australians is that the outback is a land of beauty, riches and opportunities; but not a place to live. People who do work in remote areas often prefer to commute by plane rather than settle there.

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Australia isn't on its own when it comes to living near the coast. It is estimated that by 2020, two-thirds of the global population will be living within 60 kilometres of the world's oceans and seas.

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Broken Hill, NSW Some places, like Broken Hill (New South Wales) built their community on the wealth of massive silver, lead and zinc ore deposits that have been mined since the 1890s. But Broken Hill's mining days are over and operations are closing down. Younger people have left to find work elsewhere. Older residents are moving to urban centres that provide better health services and retirement activities and are not as prone to natural hazards.

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Shire Of Northampton, WA Wheat farmers in the Shire of Northampton near Geraldton (Western Australia) have been steadily moving off their properties. In 1986, this area boasted 10,371 residents. In 2011, the population had reduced by 65% to 5,139. One reason for the loss of residents is that smaller farms were bought up by larger agricultural companies.

Section 4: Where We Live

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Where We Live 1

Activity

Use the information on page 27 to complete this activity sheet.  Study this map that shows Australia’s population density. Population density refers to how many people (on average) live in one square kilometre.

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Darwin

Brisbane

Perth

Sydney Canberra

Adelaide © ReadyEd Publ i cat i ons Melbourne •f orr ev i e pur poses onl y• 1 dot =w 1000 people

Estimated resident population.

Source: Australian Demographic Statistics

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1. Which regions of Australia are more densely populated and why might this be?

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. te are less densely populated and why mightothis be?

2. Which areas of Australia c . c e _____________________________________________________________________ her r o st super _____________________________________________________________________ 3. Mark where you live on the map. Is it a densely or sparsely populated area?

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4. Use your research skills to find out which place is the most densely populated in the world and which place is the most sparsely populated in the world.

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Section 4: Where We Live

Where We Live 2

Activity

Use the information on page 27 to complete this activity sheet.

or eBo st r e p ok u S

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Teac he r

Look at the coastal city below. Annotate the picture with reasons why people might live in this city by the coast.

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School

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hospital

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Section 4: Where We Live

29

Where We Live 3

Activity

Use the information on page 27 to complete this activity sheet.

1. What could the government do to encourage people to stay in Broken Hill?

Complete the think-pair-share.

Share in a pair

Share in a group

or eBo st r e p ok u S

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Teac he r

Think by myself

2. What could the government do to encourage people to stay in the Shire of Northampton? Complete the think-pair-share.

Think by myself

Share in a pair

Share in a group

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3. Mining companies who employ people to live in the regional town of Kalgoorlie in WA have introduced a rule that if you accept a job in Kalgoorlie then you must live there. There are no workers permitted to commute.

Complete the plus and minus chart to show your thoughts about this rule. Work in a pair.

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Section 4: Where We Live

Student Information Page

Living Near Rivers Read the information, then complete the activity sheets which follow.

For any settlement to survive in the colonies of Australia, there had to be a fresh water supply available for the people and livestock. This is why colonies were mostly established next to rivers and natural harbours and why people still live close to them today. Look at some of the major rivers in Australia.

or eBo st r e p ok u S

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Teac he r

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ACT

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Key

Murray-Darling Basin

. te o Murray-Darling Basin c . ch e The Murray-Darling Basin is located in south east Australia.

It runs through New r e o t r South Wales, Victoria, the Australian Capital Territory, parts of Queensland and s s r u e p South Australia. It contains many rivers including the Murray River and the Darling River.

People Who Live There Many people live in the Murray-Darling Basin. Some people in the food industry live in the Murray-Darling Basin because water from the rivers provide irrigation.

Irrigation is the supply of water to crops to help them grow. Irrigated agriculture uses over 80% of the Basin's water for the growth of crops. Today the Basin is one of Australia's most productive agricultural areas. Farming lands in the Basin account for over a third of Australia's food.

Section 4: Where We Live

31

Rivers 1

Activity

Use the information on page 31 to complete this activity sheet.

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Teac he r

1. A river is a landform. Can you think of other types of landforms? In pairs, complete the brainstorm with ideas.

2. List five reasons why people might live in the Murray-Darling Basin.

Murray-Darling Basin

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Section 4: Where We Live

Rivers 2

Activity

Use the information on page 31 to complete this activity sheet.

Rivers are important landforms. There are many major rivers in Australia.

People live near rivers and use them for different purposes.

1. Fill in the table to name some rivers around Australia and how they might be used.

Highlight the river that is nearest to you.

River How it might be used r o e t s B r e oo p k Western Australia Su

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Teac he r

Australian State or Territory

Northern Territory

Victoria

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New South Wales

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Queensland

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Tasmania

South Australia

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2. Use your own words to explain why rivers are important for the food industry.

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

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Teac he r

Ecosystems

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Student Information Page

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

What Is An Ecosystem?

There are two main parts to an ecosystem: a. living things, e.g. plants and animals; b. physical environments, e.g. water, sun and soil.

or eBo st r e p ok u Types Of Ecosystems S

Teac he r

For an ecosystem to work well and for us to live in a healthy world, living things must interact in perfect balance with their physical environment.

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An ecosystem can be on land or aquatic. Ecosystems can be very small or very large.

A backyard pond is an ecosystem. A huge desert like Alice Springs Desert Park is an ecosystem too. Rainforests; coral reefs; a river or stream and grasslands are all special ecosystems found in Australia.

Threats To Ecosystems

Over time, human actions have disrupted natural ecosystems. Chopping down trees in ecosystems has contributed to climate change and destroyed habitats. Overfishing has disrupted the food chain in ecosystems. The introduction of non-native species has threatened native species belonging to an ecosystem.

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

The black-footed rock wallaby is an example of a species that has been threatened in its ecosystem. It lives in a remote area in South Australia, home of the Anangu Peoples. In 2007, it was believed that there were only 50 rock wallabies left. Anangu ranges and scientists began working together to save the rock wallaby and protect its ecosystem.

Radio Trackers Radio trackers were attached to the species to monitor population and activity. Fencing Over 4,000 kilometres of fencing was installed to keep out invasive species which would compete with the wallaby for food and space. Pests Foxes and feral cats which prey on the wallabies were taken away from area. Breed And Release Programs Zoos in Adelaide have been breeding the wallabies in captivity to help this species thrive.

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What Did They Do?

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Black-footed Rock Wallaby

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Section 5: Ecosystems

35

Ecosystems 1

Activity

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

1. An ecosystem has two parts – living things and a physical environment. Label the two parts of each ecosystem pictured below.

Ecosystem B

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Teac he r

Ecosystem A

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2. Think of other ecosystems in your area. Complete the table.

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Ecosystem

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Living thing I might find there

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Section 5: Ecosystems

Ecosystems 2

Activity

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

Ecosystems can be damaged by human activity. Complete the effect boxes.

Cause

1

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5

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4

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Teac he r

Chopping down trees can affect animals’ natural habitats and leave them displaced.

2

3

Effect

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6

Section 5: Ecosystems

37

Ecosystems 3

Activity

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

One of the adverse effects of human activity on ecosystems is the loss of species.

1. Jot down five reasons why we should protect the black-footed rock wallaby.

Number your reasons in order of importance.

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Teac he r

Black-footed rock wallaby

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o c . che e r o t r s s r u e p 2. In your own words, say what you think breed and release programs are.

_____________________________________________________________________

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38

Section 5: Ecosystems

Student Information Page

Antarctica - A Unique Environment Read the information, then complete the activity sheets which follow.

Antarctica, also known as the South Pole, is a very special ecosystem that we must look after. It covers 14 million square kilometres of the Earth’s surface and is approximately twice the size of Australia. It has a unique climate, with winter comprising six weeks of complete darkness and summer comprising 24 hours of continuous daylight. The Sun’s rays are so intense during summer that you cannot go outside without wearing special UV protective sunglasses or you may burn your eyes or risk sun-blindness. In winter, the lowest ever recorded temperature was -89.2°Celsius. Due to the harsh climate, nobody permanently lives in Antarctica, although it does attract tourists.

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Teac he r

or eBo st r e p ok u S Working In Antarctica

Geologists, marine ecologists, astronomers and meteorologists are some of the people who work in Antarctica. When there, they live in and work from permanent scientific bases and research stations. Due to the harsh climate; scientists only work for short stints before returning home. Read below to find out what these people do in Antarctica.

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Marine ecologists Study Antarctic aquatic ecosystems that species inhabit.

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in the world, Antarctica is coowned by seven countries! There is a part of Antarctica which is not owned by any country.

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Who Owns © Read yE dPubl i cat i ons Antarctica?

•f orr evi ewanyp ur posesonl y• Unlike region

Geologists Collect rock samples from beneath the ice to determine things like Antarctica’s past climate and former volcanic activity.

o c .

Astronomers ce e in 1959 and was r Study solar activity. h o The Antarctic Treaty was established r st su er Antarctica is one of designed top protect Antarctica from environmental the driest and clearest spots on Earth from which to view space.

Meteorologists Study weather patterns such as air pressure, winds and the climate.

Protecting Antarctica

threats and ensure it is only to be used for peaceful purposes. Any military bases, military manoeuvres, weapons testing, nuclear explosions and the disposal of radioactive waste are prohibited under this Treaty.

Argentina, Australia, Belgium, Chile, France, Japan, New Zealand, Norway, South Africa, Russia, the United Kingdom, and the United States were among the first countries to join the Treaty.

Section 5: Ecosystems

39

Antarctica 1

Activity

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

Antarctica is one of the most unique places found on the planet. It is a fascinating continent to learn about.

Complete the true or false quiz.

or eBo st r e p ok u S

qT qF

2. Antarctica covers 14 million square kilometres in area.

qT qF

3. Antarctica is three times the size of Australia.

qT qF

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Teac he r

1. Antarctica is also known as the North Pole.

4. It is completely dark for six weeks of the year in Antarctica. qT qF 5. During summer it does not go dark in Antarctica.

6. The climate is harsh in Antarctica because of the extremes of temperatures.

qT qF

© ReadyEdPubl i cat i ons qT •f o r etravel vi e wp ur po es nl y• qT 7. r People around Antarctica bys car. o 8. Antarctica has no permanent residents.

10. Antarctica is one of the best places in the world from . t ewhich to view space. o c . che e 11. The French own the majority of Antarctica. r o r st super

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qF

qT qF

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9. Antarctica is a holiday destination for some.

qF

qT qF

qT qF qT qF

12. People have holiday homes in Antarctica.

qT qF

13. There is a part of Antarctica which is not owned by any country.

qT qF

14. The Antarctic Treaty was created in 1985.

qT qF

15. Fifteen countries initially joined the Antarctic Treaty.

qT qF

Section 5: Ecosystems

Antarctica 2

Activity

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

1. Complete the pros and cons chart about working in Antarctica.

Cons

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Teac he r

Pros

2. Write a short diary entry from the point of view of a researcher working in Antarctica. Capture a typical day.

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

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o c . che _________________________________ _________________________________ e r o r st supe r _________________________________ _________________________________ Antarctic Animals 3. Note down some of the animals that inhabit Antarctica.

Section 5: Ecosystems

41

Antarctica 3

Activity

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

1. After reading the information about the Antarctic Treaty, jot down four possible consequences of not having an Antarctic Treaty in place in Antarctica.

Consequence 1:

Consequence 3:

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

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Teac he r

No Treaty!

Consequence 2:

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2. You are off on a trip to visit Antarctica. Write down what you are going to take inside the suitcase below and why!

o c . che e r o r st super

Section 5: Ecosystems

Antarctica 4

Activity

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

1. Use the pie chart to explain in your own words who owns Antarctica. _________________________________ _________________________________

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

_________________________________

no claim

_________________________________

Transportation In Antarctica

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Teac he r

_________________________________

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© ReadyEdPubl i cat i ons 2. Use the picture, to say what is a method of transportation in Antarctica and why •itf o rr ev i ew poresearch. sesonl y• you think is used.

You may wantp tou dor some

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Section 5: Ecosystems

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

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Teac he r

Bushfires And Floods

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Student Information Page

Bushfires In Australia Read the information, then complete the activity sheets which follow.

Australia is vulnerable to bushfires because of its climate and vegetation. Look at the possible causes of bushfires and the conditions that bushfires thrive in.

Natural causes lightning

Thriving conditions / environments build-up of biomass (dry vegetation)

Human causes

or eBo st r e p ok u S arson (deliberately lit fires)

high temperatures especially after long periods of drought

broken glass left in vegetation

Teac he r Fauna

dry grasslands/ eucalyptus forests

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embers from BBQs /cigarettes/ spontaneous combustion of dry matches/faulty electrical fuel (dry vegetation) equipment controlled burning that gets out of control

strong winds/ little to no rain

flammable and combustible environments

Warnings

© ReadyEdPubl i ca t i on s ratings issue bushfire danger during fire season from low •f orr evi ew pur pos e sontol y •red. to moderate code Those species which can move quickly, such as kangaroos and Tasmanian Devils are more likely to escape fierce fires.

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Burrowing animals, such as bilbies and bettongs, which can burrow deep into the ground until the fire is brought under control also have a higher risk of survival.

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Bushfire Season When are different states most susceptible to bushfires?

o c . che e r o Darwin r st= winter and spring super

Koalas which live in highly flammable eucalyptus trees and are slow-moving are among Australia’s vulnerable native species in the event of a bushfire.

Flora

State Emergency Services

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Bushfires can threaten our unique fauna.

Some native species are better able to survive in bushfires than others.

Some Australian native flora re-sprout and flourish after a bushfire.

- Banksia ericifolia - Banksia ornate

Perth = summer

Alice Springs = spring and summer Adelaide = summer and autum Tasmania = summer

- Eucalyptus regnans - Callitris species Section 6: Bushfires And Floods

45

Bushfires 1

Activity

Use the information on page 45 to complete this activity sheet.

1. Bushfires thrive in certain conditions. List four conditions in which bushfires are likely to start.

A

B

or eBo st D r e p ok u S

2. List four human actions that can start a bushfire below.

A

C

B

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Teac he r

C

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

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3. Certain plants and animals have high resilience to bushfires. What does this mean? high ____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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resilience

. te o c ____________________________________________________________________ . che e r o r st super Kangaroo

4. The kangaroo is one animal that has high resilience to bushfires. Why do you think this is?

46

Section 6: Bushfires And Floods

Bushfires 2

Activity

Use the information on page 45 to complete this activity sheet.

1. Think about where you live.

or eBo st r e p ok u S

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Teac he r

I live :

2. Complete the sentence stubs.

A The bushfire danger rating in my area would most likely be code red during …

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

B The bushfire danger rating in my area would most likely be moderate during…

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C The bushfire danger rating in my area would most likely be low during …

3. Study the pictures. Label each picture either natural or human action.

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Section 6: Bushfires And Floods

47

Bushfires 3

Activity

or eBo st r e p ok u S

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Teac he r

Use the information on page 45 to complete this activity sheet.  What would you do during a bushfire alert? Work with a partner to paste the actions listed at the bottom of the page onto the timeline. Discuss your timeline with another pair.

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o c . che e r o t clothing. Check for spot r Bring pets inside. Hose down outside ofu Pute onr protective s s p house facing fire. Fill gutters with water. fires around house and put them out.

48

Alert family and neighbours about smoke in nearby parkland.

Fill bath/sinks with water. Keep buckets handy.

Store flammable materials away from house. Shut off gas at the meter.

Call 000. Give accurate details of your location.

Move furniture to centre of the room.

Take down curtains. Tape windows.

Go indoors. Shut windows and doors.

Place wet towels under gaps.

Section 6: Bushfires And Floods

Bushfires 4

Activity

Use the information on page 45 to complete this activity sheet.  What four recommendations would you give to the owner of this house to make it safer in the event of a bushfire? Write your advice in the space provided.

Act

Survive

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Teac he r

Prepare

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_________________________________________________________________ _________________________________________________________________

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Section 6: Bushfires And Floods

49

Bushfires 5

Activity

Use the information on page 45 to complete this activity sheet.

1. Write what you know about Australian bushfires under the headings.

Wildlife

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Property

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Teac he r

Vegetation

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2. Jot down your thoughts below explaining why it is important to report a bushfire early.

50

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Section 6: Bushfires And Floods

Student Information Page

Deadly Bushfires Read the information, then complete the activity sheet which follow.

or eBo st r e p ok u S

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Teac he r

Australia has had some devastating bushfires in the past which will be remembered for many years to come. Read about some of them below.

Tasmanian Fires

Australian Capital Territory Fires

The Tasmanian fires broke out in 1967.

Firefighters found themselves battling 110 fires in total. The extent of the damage caused by the fires was huge.

264,270 hectares of land was burnt, 62 people tragically lost their lives and 1,400 homes were destroyed. There were a number of causes: a heat wave, backburning, and arson (deliberate lighting of a fire by a person).

Raging bushfires affected the Australian Capital Territory from January - March in 2003. Namadji National Park and Tidbinbilla Range were the worst areas hit. 160 fires broke out in total.

1.2 million hectares of land was unfortunately burnt, there were 4 deaths and a total of 500 homes were tragically destroyed. The causes of the fires are believed to be: high temperatures (40°C), strong winds and lightning strikes.

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Ash Wednesday Fires

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The Ash Wednesday fires happened in 1983. These fires broke out in South Australia and quickly swept through the Adelaide Hills. There were 80 fires in total that firefighters were left battling.

The damage of the fires was extensive.

514,000 hectares of land were burnt, there were 75 fatalities, 3,700 buildings were completely destroyed and farmers suffered a massive loss of livestock and income. A long period of drought before the fires broke out which caused a buildup of dry vegetation and faulty power lines have been blamed for the fires.

Black Saturday

The Black Saturday bushfires happened in February, 2009 in Central Victoria.

There were 400 fires in total that needed to be put out. The damage was catastrophic. 173 people were killed and hundreds more were injured. 5,500 buildings were burned to the ground, more than 1 million hectares of land was burnt and sadly more than 1 million native animals perished during these fires. The causes of the fires are believed to have been: faulty power lines, arson, lightning and faulty machinery.

Section 6: Bushfires And Floods

51

Real Bushfires

Activity

Use the information on page 51 to complete this activity sheet.

Australia’s climate makes it a hotspot for bushfires.

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Teac he r

1. Annotate the map showing where four of Australia’s deadliest bushfires were located and write two facts about each.

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Your Opinion

. t e o __________________________________________________________________ c . che e r __________________________________________________________________ o r st super __________________________________________________________________

__________________________________________________________________

2. In your opinion, which fire was the worst? Give reasons for your answer.

3. Do you know another real life bushfire? Where was it? How was it started?

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52

Section 6: Bushfires And Floods

Student Information Page

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

There are three main types of floods. Read about them below.

Slow-Onset Floods

The best defence against floods is early detection. Read about four current methods used to prevent floods in Australia.

or eBo st r e p ok u S

Rapid-Onset Floods Rapid-onset floods occur more quickly, and can be more catastrophic than slow-onset floods since there is less warning of their arrival. Rapid-onset floods typically occur near rivers found in coastal areas.

1. The Bureau of Meteorology monitors river levels and rainfall, and issues flood warnings as necessary.

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Teac he r

Slow-onset floods occur when a river overflows its natural banks. These floods usually happen on inland rivers such as those found in central and western New South Wales; central and western Queensland and parts of Western Australia.

These floods are due to a build-up of water over several months until the river can no longer hold the extra water. These floods can usually be well-managed as residents have some warning of their arrival.

Preventing Floods

2. Some rivers have electronic data collection systems that transmit river levels to meteorologists.

mitigation projects are © ReadyEdPu3. bFlood l i c a t i o sprone undertaken in n flood in order to build up •f orr evi ew pur poareas s e s nl y •For defences o against nature.

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Flash floods occur when there has been extremely heavy rainfall due to intense storms. Drainage systems, both natural and human-made can overflow very quickly.

These floods occur with little or no warning, and as a result, can cause fatalities.

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Flash Floods

example, building levees or walls are built around riverbanks to prevent water from reaching unwanted areas.

o c . che e r o r st super 4. Australia also has a National

s d o Flo

Flood Risk Advisory Group which outlines the objectives of flood risk management and provides guidance on the responsibility of the government to effectively manage floods in the local community.

Section 6: Bushfires And Floods

53

Floods 1

Activity

Use the information on page 53 to complete this activity sheet.

1. Complete the true or false table about floods.

True or false?

Flash floods are most likely to cause a loss of life.

or eBo st r e p ok u Slow-onset floods are due to rivers S flooding.

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Teac he r

Coastal areas are not likely to be affected by slow-onset floods.

Flash floods typically happen when there has been heavy rainfall in an area.

Rapid-onset floods are not as dangerous as slow-onset floods because there is more warning of their arrival.

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Below are items that you can take with you. Rank them from 1 (most important) to 10 (least important). Discuss your answers in class to determine why your peers ranked certain items where they did.

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2.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Imagine that you have volunteered to clean up after a large flood at your school.

o c . che e r o r st super

1.

6.

2.

7.

3.

8.

4.

9.

5.

10.

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Section 6: Bushfires And Floods

Floods 2

Activity

Use the information on page 53 to complete this activity sheet.

1. On the placemat, note down four ways that Australia tries to prevent floods.

Prevention method 1:

Prevention method 2:

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Teac he r

or eBo st r e p ok u Prevention methodS 3: Prevention method 4:

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Brainstorm

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2. Use your research skills to find out another method of preventing floods.

o c . che e r o r stWhat do you think this means? suagainst 3. Some people insure their properties floods. per Complete the think-pair-share.

Think by myself

Share in a pair

Section 6: Bushfires And Floods

Share in a group

55

Answers P8 North America 1 1. A continent is a large landmass on Earth.

2.

Europe North America Asia

Australia

Antarctica

4. Europe and Asia = Eurasia.

5. South America P9 North America 2

P15 Europe

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Teac he r

P12 The Aztecs 2 1. A They grew their own food (self-sufficient).

B. They recycled their urine.

C. They recycled their human excrement.

D. They recycled food waste.

2. Possible answers: polluted air from smoke from cars, factories, etc. which causes health problems and global warming; polluted lakes and oceans from excess rubbish and littering which harms marine life and upsets the ecosystem; noise pollution from urban development.

3. Possible answers: recycle and reuse as much as possible; grow our own vegetables.

or eBo st r e p ok u S

Africa South America

have travelled by makeshift boats.

3. The Spanish created more pollution in Mexico because of their lifestyle. They introduced non-native animals and built constructed features.

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P11 The Aztecs 1 1.

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crops organic waste 2. They possibly travelled on foot via land bridges that are now underwater. They may 56

P17 The Changing Face Of Britain 1 1. Anglo-Saxon rule: farmed the land; built wooden farm houses to live in; developed rural Britain Roman rule: introduced urban Britain; built cities; walls; roads; amphitheatres 2. Possible facts: took place in 1066; it was between the Normans and the AngloSaxons; The Normans were victorious P18 The Changing Face Of Britain 2 Roman rule = 55BC; Anglo-Saxon rule = 410 AD; Norman rule = 1066 2. Many years ago, invasion of other countries

was a sign of power. Many countries invaded other places to extend their empire. Invasion still happens today but on a smaller scale and is not globally accepted.

4. a) William died in 1087 of ill-health. b) William I; William II; Henry I; Stephen and Matilda ruled after William.

P29 Where We Live 2 Possible annotations: there are houses close to a school, hospital, train routes, main roads; the city nearby would create many jobs; people in this city would have to travel less to access facilities; living near the coast often means the climate is cooler; people use the ocean as a means of recreation

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P22 Changing Landscape 2 1. Sustainable living means living to protect the future of our planet, e.g. living in an environmentally-friendly way so future generations can still enjoy the planet.

2. Possible ideas: sourced water from underground; did not introduce species that did not belong in Australia; moved from place to place to avoid depleting one area of resources 3. Avoids droughts; avoids using up water reserves; uses water that would otherwise be wasted - this is important in a waterstressed country like Australia.

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P21 Changing Landscape 1 1. Pre-colonisation: little development; unfenced land; landscape dominated by native vegetation and species Post-colonisation: fenced urban land; less vegetated areas; introduced species and plants 2. Urban development is the building of human-made structures, such as houses, factories and parks. Areas are often cleared to make room for urban development.

2. Inland Australia because the climate is not as liveable as coastal areas (can be extremely hot and experience droughts) and lifestyle can be challenging because of a lack of urban centres. Health care, for example, might not be as readily available as it is in city areas.

4. Most densely populated place: Macau in Asia. Most sparsely populated place: Greenland.

P30 Where We Live 3 1. Possible answers: build more facilities in the area; make old mining sites into a tourist attractions to create jobs; build a museum to attract people to visit the area and bring in money 2. Possible answers: encourage people to buy from WA small businesses – introduce tax breaks to small farms 3. Plus: money made in the town is spent in the town; increases population; miners’ children might settle and stay Minus: workers have to relocate their whole family which is expensive and disruptive for children; contract could be cut short and relocation short-lived; hard to adjust to remote lifestyle

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P24 Ecotourism 1 1. Pros: brings financial gain to a place; creates jobs; creates interest in a place Cons: leaves human pollution; can harm animals and habitats and natural beauty 2. Ecotourism is a method of encouraging tourists to leave a tiny carbon footprint on the place they visit - minimising pollution 3. true; true; false; false; true; false; false; true; true; true; true

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P28 Where We Live 1 1. Coastal areas because the weather is not as challenging as inland areas and there are more services and job opportunities by the coast. This means that these areas of Australia are more livable.

P32 Rivers 1 1. Possible responses: valleys; mountains; hills; caves; canyons, etc.

2. Possible reasons: they work in the agricultural industry and use the water from the basin; inherited family farms; want to stay in agriculture; steady employment; liveable climate P33 Rivers 2 Answers will vary: Western Australia: Swan River: swimming; Northern Territory: Daly River: fishing; Victoria: Murray River: drinking water sourced from here; New South Wales: Darling 57

River: irrigation; Queensland: Brisbane River: method of transport to get to school; Tasmania: Derwent River: sailing; South Australia: Torrens River: recreational canoeing P36 Ecosystems 1 1. A = sand dunes/beach; rock parrot B = desert; bobtail lizard 2. Possible answers pond = frog coral reef = turtle eucalyptus forests and woodland = numbat red kangaroos = desert

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P42 Antarctica 3 1. Possible responses: could become a place to dump waste; could become a place of conflict; species could be harmed and threatened; human pollution may occur 2. Possible responses: camera to take pictures of unique environment; warm clothes; eye protection

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P37 Ecosystems 2 Over-fishing can upset the food chain and deplete the ocean of fish.

3. Introduced species can affect native species; introduced species can prey on native species and compete with them for food.

4. Mining can create land and noise pollution.

5. Littering can affect native species and spoil the natural beauty of a place.

6. Water pollution can affect drinking water and marine life. This can damage people’s health.

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P41 Antarctica 2 1. Pros: unique environment and experience; naturally beautiful; interact with unique species; meet like-minded people; fulfil sense of adventure; a way to save money Cons: harsh climate; must work away from home for long periods; can feel isolated; dangerous conditions; long hours; shared accommodation 2. Students' own response 3. penguins; seals; whales; albatross

P43 Antarctica 4 1. Antarctica is divided up a bit like a piece of cake which has been sliced from the middle.

Seven countries have a claim on parts of Antarctica. There is a part of Antarctica that nobody owns. Australia owns the greatest part.

2. Possible response: some people in Antarctica travel on snowmobiles.

Snowmobiles have special tracks which grip the ground and do not slip on the snow or ice. Snowmobiles can also travel over long distances and this is useful because Antarctica is so vast.

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1. If a species becomes extinct it affects other species; we have a responsibility to look after native animals; future generations will never see this species; there is still a lot we don’t know about this animal that researchers want to find out; it is a part of cultural heritage (other responses may be acceptable) 2. Breed and release programs capture endangered animals that have dwindling populations. They hold these animals in captivity in environments which are as close to their natural environments as possible. They breed these animals in these environments to help the populations thrive and when ready, release them into the wild. These programs have helped certain precious species survive.

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P40 Antarctica 1 1. false; true; false; true; true; true; false; true; true; true; false; false; true; false; false.

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P46 Bushfires 1 1. Thriving conditions: strong winds; little to no rain; dry grasslands; eucalyptus forests; flammable and combustible environments 2. Human actions: arson; controlled burning that gets out of control; embers from BBQs; discarded cigarettes; faulty electrical equipment 3. This means that they are more likely to survive in the event of a bushfire.

4. It is fast-moving so has a high chance of fleeing from the fire.

P47 Bushfires 2 3. 1 = human; 2 = natural

P48 Bushfires 3 Answers will vary

P54 Floods 1 1. True; true; true; true; false

P49 Bushfires 4 Possible responses: 1. Sweep up leaves 2. Remove leaves from guttering 3. Cut back low-hanging trees 4. Store flammable liquids in a shed 5. Close all windows and doors 6. Make sure pets are kept inside 7. Remove newspaper from the table 8. Keep the grass mowed 9. Relocate pot plants away from the house 10. Fix broken tile on roof

P55 Floods 2 1. Prevention method 1: rainfall and river levels are monitored Prevention method 2: flood warnings are issued based on data Prevention method 3: areas prone to flooding are identified; human structures are built around rivers to prevent flooding in these areas Prevention method 4: local council continually works to prevent floods 2. Strict planning laws enforced near flood prone areas - students will have other responses 3. This means that people pay monies to a company each year. In the case of any damage, the company will help cover the costs to repair damaged goods and property

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P50 Bushfires 5 1. Wildlife: can be injured or killed in fires. Some animals will need help relocating Vegetation: can be destroyed, although some might resprout and grow back stronger Property: can be damaged or completely burned down; possessions can be lost People: some people might not have time to evacuate in the event of a bushfire and might get caught in the fire 2. It is important to report a bushfire early because it has less chance of spreading and getting out of control; it makes it easier for firefighters to battle

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P52 Real Bushfires 1.

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Black Saturday Tasmanian Fires

2. The Black Saturday bushfires were the worst.

More people were killed and more buildings were destroyed. Students can compare the statistics.

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