Australian Curriculum Geography - Foundation by Teacher Superstore

n a i l A u s t r a Cu r r i c u l u m

FOUNDATION

AGES 5–6

Geography People live in places Places, their features and importance

RIC-6680 4.7/1248

Aboriginal and Torres Strait Islander Countries and Places

JACK’S HOUSE APARTMENTS

STAR

T FOREST

SPORT GROUNDS HERE

HERE

ANYW

THERE

SCHOOL

YOU MADE IT!

Representing places and their features

RIC-6680 4.7/1248

Special places/Looking after places

Australian Curriculum Geography: People live in places (Foundation) Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2014 ISBN 978-1-92216-80-2 RIC–6680 Titles available in this series: Australian Curriculum Geography: People live in places (Foundation) Australian Curriculum Geography: Places have distinctive features (Year 1) Australian Curriculum Geography: People are connected to many places (Year 2) Australian Curriculum Geography: Places are both similar and different (Year 3) Australian Curriculum Geography: The Earth’s environment sustains all life (Year 4) Australian Curriculum Geography: Factors that shape the human and environmental characteristics of places (Year 5) Australian Curriculum Geography: A diverse and connected world (Year 6) All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2014. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

Copyright Notice A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes. Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher. This information is provided to clarify the limits of this licence and its interaction with the Copyright Act. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase. Name of Purchaser:

School Order# (if applicable): Signature of Purchaser:

Although all care has been taken in their production, maps used in this series should be regarded as representative only.

Internet websites

In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Australian Curriculum Geography – Foundation to Year 6 is a series of seven books designed to complement the teaching of geography in the national curriculum. Each topic is introduced by a text or representation to support the Geographical Knowledge and Understanding strand. This is followed by activities to investigate the key inquiry questions, using the geographical and inquiry skills expected of the Year group. Together, these provide the framework for investigating the geography of Australia, its neighbours and the rest of the word on a local, regional, national and international scale.

Contents Teachers notes ...........................................iv – vi

The zoo .......................................................34–37

Story map .................................................38–41

How to use this book ............................. iv – v Geographical skills overview .......................vi

My home ....................................................42–45

Geographical skills class record .................... vii Overview of geographical inquiry and skills, key inquiry questions, general capabilities and cross-curriculum priorities ...................... viii

Aboriginal and Torres Strait Islander Countries/Places .......................... 46–57

Useful Australian geography resources .......... ix

Aboriginal and Torres Strait Islander names and places ................................................46–49

About a place ...................................................x

Country and places ..................................50–53

Interview sheet .................................................. xi

Welcome to country ..................................54–57

Representing places and their features ............................ 2–21

Special places/Looking after places.................................... 54–81

On the way to school ....................................2–5

My bedroom ..............................................58–61

My school ......................................................6–9

My play area .............................................62–65

Stories about places .................................10–13

My garden .................................................66–69

Paintings of places ....................................14–17

Special Aboriginal places ........................70–73

The globe ...................................................18–21

My special place .......................................74–77

Places, their features and importance ............................ 22–45

Caring for special places .........................78–81

Answers.......................................... 82–83

My classroom ........................................... 22–25 My street ................................................... 26–29 The park .................................................... 30–33

Warning: This series may contain the names and images of Aboriginal and Torres Strait Islander people now deceased. www.ricpublications.com.au

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iii

Australian Curriculum Geography (Foundation)

Teachers notes How to use this book Each book is divided into sections based on the number of content descriptions in the Geographical Knowledge and Understanding strand of the curriculum. Each content description has been given a general title, which is used on the contents page and also in the shaded tabs on the outside edge of pages throughout the book. The tabs provide easy access to pages within each content description. The main sections are divided into a number of four-page units, each dealing with a specific aspect of the content description. The four-page units comprise a teachers page and three student pages. Features • A geographical skills overview with a brief explanation of their meaning. (page vi) • A geographical skills class record. (page vii) • An overview of geographical inquiry and skills, key inquiry questions, general capabilities and cross-curriculum priorities is provided on page viii. It shows at a glance how the topics in each book, including the ‘Additional activities’ provided on the teachers pages, cover the requirements of the national curriculum for the Year group. • A list of useful R.I.C. Publications resources for teacher support for each section of the book is provided on page ix. • Graphic organiser templates appropriate for some activities are provided on pages x – xi. • Answers or possible answers have been given for the student pages of each section. As certain activities require research, discussion and opinions, some answers are open-ended and are marked as ‘Teacher check’. Answers are located at the back of the book on pages 82–83.

Four-page format Teachers page

The first page in each four-page unit is a teachers page which provides the following information: The title of the unit The key inquiry questions which will be answered in part or whole by the activities within the unit

An elaboration describing the focus of the unit in relation to the content description

The content description with its code Teaching notes highlight specific details of the activities that need to be prepared, revised or understood before beginning the unit Background information provides teachers with other relevant facts that relate to the text and activities.

The geographical skills that can be practised while completing the unit

Suggested resources provides sources to enhance understanding of the content of the unit

The geographical concepts that can be highlighted while completing the unit

Additional activities offer suggestions about how the topic may be extended to develop the geographical knowledge and understanding of the unit A list of geographical vocabulary that features in the unit Australian Curriculum Geography (Foundation)

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Teachers notes How to use this book Student page 1 This page introduces the topic with a geographical literacy text and/or representation. It features: The title of the unit

Relevant artwork is used to enhance the text and to aid understanding of the subject

The geographical text and/or representation The content description with its code

Student page 2 This page usually requires students to complete questions and activities and record their own answers. It features:

The title of the unit The content description with its code A question to extend or use additional geographical skills

A number of questions or activities that students can complete

Student page 3

The title of the page

This page requires students to develop their geographical skills to complete the activity. It features:

A question to extend or use additional geographical skills

An introductory sentence, paragraph or instruction followed by an activity that requires the application of one or more geographical skills The content description with its code

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Australian Curriculum Geography (Foundation)

Teachers notes Geographical skills overview The development of geographical skills is essential for students to become proficient in leading their own geographical inquiries and developing an understanding of the world and their place within it. Through geographical investigations, they discover the different forces, natural and human driven, that create change in the environment. How the natural environment is affected by and adapts to such change is a constant topic for investigation. Geographical inquiry promotes an interest in and compares locations on different scales from local to regional, national, international and global. Studying geographical issues from different perspectives develops critical thinking which promotes informed, balanced opinions and environmental, economic and social awareness.

Specific skills

Observing, questioning and planning • Make observations about familiar places and pose questions about them (ACHGS001)

Collecting, recording, evaluating and representing • Record geographical data and information collected by observation (ACHGS002)

Uses the senses to identify features of places and records by drawing or writing

• Represent the location of features of a familiar place on pictorial maps and models

Uses drawings, writing, models and simple maps to show where things are at home, school, the local area, stories, poems and rhymes; Makes drawings or models that show how a bird would see a place

(ACHGS003)

Interpreting, analysing and concluding • Draw conclusions based on discussions of observations

Communicating

• observing and describing the features of places • using directional

Discusses observations and answers questions about observations; Identifies places that they like or do not like and why

(ACHGS004)

Specific geographical skills for Foundation include: • drawing a map

Observes pictures, photographs, models, maps and real places and asks questions to find out more

• Present information using everyday language to describe location and direction (ACHGS005)

• language, understanding distance • interviewing relatives.

Key skills

Uses language such as ‘near’, ‘far’, ‘close’, ‘beside’, ‘above’, ‘below’, ‘opposite’ and so on

Reflecting and responding

• Reflect on their learning to suggest ways that they can look after a familiar place

Uses drawing and writing to say how to care for places and why

(ACHGS006)

The key geographical skills on which the Geographical Inquiry and Skills strand is based are: • formulating a question and research plan • recording and representing data • using a variety of spatial technologies • communicating with appropriate geographical vocabulary.

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Communicating

Reflecting and responding

Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

Interpreting, analysing and concluding Present information using everyday language to describe location and direction (ACHGS005)

(ACHGS004)

Observing, questioning and planning

Collecting, recording, evaluating and representing

Draw conclusions based on discussions of observations

Represent the location of features of a familiar place on pictorial maps and models (ACHGS003)

(ACHGS002)

Record geographical data and information collected by observation

Make observations about familiar places and pose questions about them (ACHGS001)

Geographical skills class record

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✓

pp 70–73

✓

pp 66–69

pp 78–81

✓

pp 62–65

✓

pp 58–61

pp 74–77

✓

pp 42–45

pp 54–57

✓

pp 38–41

✓

pp 50–53

✓

pp 34–37

pp 46–49

✓

pp 18–21

pp 30–33

✓

pp 14–17

pp 26–29

✓

pp 10–13

✓

Special places/Looking after places

✓

Places, their features and importance

✓

Literacy

✓

Numeracy

✓

Information and communication technology (ICT) capability

✓

Critical and creative reasoning

✓

Personal and social capability

✓

Ethical understanding

✓

General capabilities

Aboriginal and Torres Strait Islander countries/places

✓

Key inquiry questions

Representing places and their features

Reflecting and responding

Communicating

Present information using everyday language to describe location and direction (ACHGS005)

What are places like? What makes a place special? How can we look after the places we live in?

Geographical inquiry and skills

Interpreting, Collecting, recording, evaluating analysing and and representing concluding

pp 22–25

✓

pp 6–9

Observing, questioning and planning

pp 2–5

Geographical knowledge and understanding Make observations about familiar places and pose questions about them (ACHGS001)

Record geographical data and information collected by observation (ACHGS002)

Represent the location of features of a familiar place on pictorial maps and models (ACHGS003)

Draw conclusions based on discussions of observations (ACHGS004)

Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

✓

Intercultural understanding

✓

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

Useful Australian geography resources There are a number of R.I.C. Publications’ titles which may be used to extend knowledge and develop a deeper understanding for teachers and/or students in Foundation, Years 1 and/or 2 about the geography of Australia and the world. •

RIC–6364 – Beginning geography – Ages 6–8

•

RIC–0591 – Mapping and atlas skills – Ages 5–7

•

RIC–0513 – Weather and climate – Ages 5–7

•

RIC–6710 – Waters, rivers, coasts and oceans – Ages 5–7

•

RIC–0548 – The environment – Ages 6–8

•

RIC–6466 – Lower themes: Places – Ages 5–7

•

RIC–6464 – Lower themes: Changes – Ages 5–7

•

RIC–6566 – Early years themes: Places – Ages 3–5

•

RIC–7074 – Early years themes: Places – Ages 3–5 (posters)

•

RIC–0446 – Lower primary themes: Australia – Ages 5–7

•

RIC–0588 – Comprehending countries: Exploring cultures through language – Ages 5–7

•

RIC–0667 – Australian Aboriginal culture – Ages 5–6

•

RIC–0668 – Australian Aboriginal culture – Ages 7–8

•

RIC–0345 – Aboriginal studies – Ages 5–8

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About a place

What is the name of the place?

Why is it special?

How can I look after it?

Australian Curriculum Geography (Foundation)

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Interview sheet Name of person being interviewed

Name of person being interviewed

Answer

Question 1

Question 2

Question 4

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On the way to school The representation of the location of places and their features on maps and a globe (ACHGK001)

Teacher information

Elaboration Familiar places have locations and features that can be observed and shown by drawing and writing.

Key inquiry question • What are places like?

Geographical Inquiry and Skills

Teaching notes • The activities on page 4 may be completed as an oral activity. • Explain to the students that Sam’s map is a ‘representation’ of his journey from home to school. The use of geographical vocabulary such as ‘features’ may also be used in place of ‘things’.

• Make observations about familiar places and pose questions about them (ACHGS001) • Record geographical data and information collected by observation (ACHGS002) • Represent the location of features of a familiar place on pictorial maps and models (ACHGS003)

Background information • At this level, geographical knowledge is mainly about the places where students live; other places of interest may be introduced if the students show interest.

• Draw conclusions based on discussions of observations (ACHGS004)

Resources

• Present information using everyday language to describe location and direction (ACHGS005)

• Give the children lots of experience with puzzles that are also maps such as the wooden Australia puzzle at <http://www.mywoodentoys.com.au/ product_info.php?products_id=365>

Geographical concepts

• As the crow flies by Gail Hartman

• place

• There’s a map on my lap: All about maps by Tish Rabe (from the Cat in the Hat library). This book includes many older concepts about geography but is a simple introduction to many aspects that the students will enjoy.

Additional activities

Geographical vocabulary journey, features, place, representation

• Each student should record his/her own journey to school by drawing and writing. Some may be motivated to take digital images of things they see on the way to school to use for their representation. Encourage the students to describe their map and the direction they travel using such words as ‘along’, ‘towards’, ‘away from’, ‘next to’ and so on. • Students can compare maps with a partner and say what they like. Students may also suggest things they would change or include on their own maps. This will help students reflect on their representations.

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On the way to school – 1 Sam drew a map to show how he got from home to school. He drew the places and things he saw on the way.

The representation of the location of places and their features on maps and a globe (ACHGK001)

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On the way to school – 2 Answer the questions using the map on page 3. 1.

Write the names of three different things you can see on Sam’s map.

Tick Yes or No.

Sam has a long way to go to school from home. Which things on Sam’s map are the same as the things you see on your way to school?

Yes

Which things on Sam’s map are different from the things you see on your way to school?

Write one question you could ask Sam about his journey to school.

Did Sam draw a bird’s eye view of his journey to school?

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The representation of the location of places and their features on maps and a globe (ACHGK001)

On the way to school – 3 Find the shortest way from Jack’s house to school. JACK’S HOUSE START FOREST

HOSPITAL

SHOPS

SCHOOL

PARK

What could you use to make a 3-D representation of the map above?

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My school The representation of the location of places and their features on maps and a globe (ACHGK001)

Teacher information

Elaboration Hands-on models can represent the location of places and features familiar to the students.

Key inquiry question • What are places like?

Geographical Inquiry and Skills • Make observations about familiar places and pose questions about them (ACHGS001) • Record geographical data and information collected by observation (ACHGS002)

Teaching notes • The students need to be able to make models using various materials to represent places and their features. Two different kinds of models have been used in this on page 7 and another on page 9. • Page 9 should be completed as a partner activity to enable the students to practise discussion and posing questions. The questions provided are examples. Students should be encouraged to make up their own. • After the activity on page 9, ask the students to make labels to place near the features on their model.

• Represent the location of features of a familiar place on pictorial maps and models (ACHGS003) • Draw conclusions based on discussions of observations (ACHGS004)

• Present information using everyday language to describe location and direction (ACHGS005)

Geographical concepts • place

Background information • A representation of the school may be created as a shared class activity. • Students may also be encouraged to use recycled materials such as small boxes, cylinders and scrap materials, or pattern blocks, to make representations. • Where possible, hands-on activities using materials and child-created drawings should be used to make representations of the school.

• sustainability

Resources • School map (Most schools have a school map on their website or available for new enrolments. Obtain a copy and enlarge to use as a reference and for discussion.)

• Follow that map — a first book of mapping skills by Scot Ritchie

Geographical vocabulary features, place, representation, next to, beside, away from, close, bigger, smaller, takes up more space

Additional activities • Use Google Earth™ or Google Maps™ to see an image of the location of your school. • Ask the students, as a home activity, to speak to parents or grandparents and to see a photograph of their old school. Alternatively, the parents or grandparents may like to draw a simple labelled map for them.

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My school – 1 Ava and Hannah built a 3-D model of the school using wooden blocks. Model 1

Sch

ool

The representation of the location of places and their features on maps and a globe (ACHGK001)

Model 2

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My school – 2 1.

Put a tick in the column if that model has the feature. Feature

Model 1

Model 2

building car people flowers tree road

car park

Which model do you like better? Why?

Which features in the models do you need to include in a model of your school?

What could you use to make a 3-D model of your school?

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The representation of the location of places and their features on maps and a globe (ACHGK001)

My school – 3

Use blocks or other materials to make a representation of your school.

Work with a partner to ask each other these questions. Point to each feature and ask:

•

©you R. I . C.P ub l i cat i ons How did make this feature?

•

What feature is this?

•

Why did you place that there?

•

Why did you make it that size?

•

Which two features are near each other?

•

Which two features are far apart?

•

Which feature do you like the best? Why?

•

Which feature don’t you like? Why?

•

What would you make better next time?

•

How could you do it?

•f orr evi ew pur posesonl y•

How could we look after our school place?

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Stories about places The representation of the location of places and their features on maps and a globe (ACHGK001)

Teacher information

Elaboration Aboriginal and Torres Strait Islanders talk about their places using stories. Some places are very special to Aboriginal and Torres Strait Islander people.

Teaching notes

• What are places like?

• One Dreamtime story about a place is provided. Teachers should, if possible, relate a story about their own local places. Alternatively, they could relate the story of the rainbow serpent who created all the landforms over time.

• What makes a place special?

• ‘Constructed’ features are those which are man-made.

Key inquiry questions

• How can we look after the places we live in?

Geographical Inquiry and Skills

Background information

• Make observations about familiar places and pose questions about them (ACHGS001)

• Montague Island, Mount Dromedary and Little Dromedary are on the south coast of New South Wales.

• Record geographical data and information collected by observation (ACHGS002)

• Gulaga is considered a women’s mountain, and the cultural origin of all things. Aboriginal people believe that knowledge and healing can be found on Gulaga, but she is both feared and respected. Mount Dromedary is an extinct volcano.

• Represent the location of features of a familiar place on pictorial maps and models (ACHGS003) • Draw conclusions based on discussions of observations (ACHGS004)

• Present information using everyday language to describe location and direction (ACHGS005)

• Barunguba is a nature reserve, with many animals, including whales, seabirds and their nesting places, fur seals and penguins. It is believed that Aboriginal people travelled by bark canoe to eat the seabird eggs. Many ceremonies are still performed in this men’s place. • Najanuga is a small rocky outcrop to the east of Gulaga.

• Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

Geographical concepts • place • space • environment • change • sustainability

Geographical vocabulary environment, features, natural vegetation, place, representation, space, protect

Resources

• Listen to David Gulpilil narrate The rainbow serpent by Dick Roughsey at <http://www.youtube.com/watch?v=2vh6moD9ZOU> • You and me, Murrawee by Kerri Hashmi

• Visit <http://www.environment.gov.au/indigenous/ipa/map.html>, a government site that gives a map of the protected Indigenous sites in Australia.

Additional activities • Ask the students what things they would like to know about Mount Dromedary, Little Dromedary and Montague Island and how to create questions to find out these things. • Ask the children to reproduce the pictures on page 11, putting in the main features they can see.

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Stories about places – 1 A long time ago in the Dreaming, a mother had two sons. Gulaga called the older son Barunguba and the younger son Najanuga. One day, the boys asked if they could go out to sea. Gulaga told Barunguba he could go because he was older. Najanuga, who was too young, stayed with his mother. They waited near the edge of the water. They are still there today.

Mt Dromedary Gulaga is called Mount Dromedary. It is a big mountain.

The representation of the location of places and their features on maps and a globe (ACHGK001)

Montague Island Barunguba is called Montague Island. It is an island.

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Stories about places – 2

Copy the names of two different landforms. (a) Gulaga and Najanuga became

m 2.

(b) Barunguba became an i Circle the correct word.

(a) Gulaga is

big little.

(b) Najanuga is

big little.

Circle the natural features you can see in the pictures on page 11.

trees

mountain

island

rocks

Circle the constructed features you can see in the pictures on page 11.

lighthouse

airport ?

house

road

train

hospital

Why do you think the places have two names?

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The representation of the location of places and their features on maps and a globe (ACHGK001)

Stories about places – 3 These animals live on and around Barunguba (Montague Island).

fur seals

little penguins

seagulls

whales

birds dolphins

The representation of the location of places and their features on maps and a globe (ACHGK001)

What could happen if people do not look after Montague Island?

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Paintings of places The representation of the location of places and their features on maps and a globe (ACHGK001)

Teacher information

Elaboration Cave paintings of Aboriginal and Torres Strait Islander people show the location of places they used. These places were special to them for different reasons.

Key inquiry questions • What are places like?

Teaching notes • Teachers should, if possible, refer to Aboriginal or Torres Strait Islander places in their local area. • Students should decide on questions for things they want to find out about rock art and cave paintings.

• What makes a place special? • How can we look after the places we live in?

Geographical Inquiry and Skills • Make observations about familiar places and pose questions about them (ACHGS001) • Record geographical data and information collected by observation (ACHGS002) • Represent the location of features of a familiar place on pictorial maps and models (ACHGS003) • Draw conclusions based on discussions of observations (ACHGS004)

• Present information using everyday language to describe location and direction (ACHGS005) • Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

• sustainability • change

–– They may show others what food could be found in the area and suggest ways not to overuse the natural resources. –– They may be sites of cultural importance such as the Three Sisters in the Blue Mountains of NSW. –– They may be burial grounds, quarry sites, rock shelters, camp sites, ceremonial grounds or sites with rock paintings, drawings or stencils. –– They may contain artefacts, show grinding grooves for sharpening tools, or even be scarred trees that show where they took materials for making canoes, shelters, shields and coolamons (containers for carrying things). • Burrup Peninsula has some of the oldest and largest open-air rock artworks in the world. Many of the artworks are being destroyed by mining companies.

Geographical concepts • place

Background information • Aboriginal and Torres Strait Islander sites and places are significant for a variety of reasons:

Resources

• Visit <http://www.creativespirits.info/aboriginalculture/land/guide-toaboriginal-sites-and-places> which gives a list of Aboriginal and Torres Strait Islander sites and places and how they were used. • Visit <http://www.environment.gov.au/indigenous/ipa/map.html>, a government site that gives a map of the protected Indigenous sites in Australia.

Geographical vocabulary features, landscape, local, natural vegetation, place, space, sustainability, rock art, cave paintings, destroyed, protect

Additional activities • Have the students create a rock- or cave-style artwork of plants or animals they see in the school playground. After creating it, they should label the artwork with the name of the place. • Use an internet search to view images of rock art and cave paintings.

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Paintings of places – 1 Aboriginal and Torres Strait Islander people drew pictures on rocks and in caves. The pictures told about the place and why it was important to them. The pictures could tell about the animals, food or water that was there. They could tell how the place was created. Many rock and cave paintings have been destroyed by people who did not know how important they were.

Place 1

Place 2

The representation of the location of places and their features on maps and a globe (ACHGK001)

Place 5

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Place 6

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Paintings of places – 2 Write a number.

(a) Which place has emus?

(b) Which place has turtles?

Write a number.

(a) Which place shows men climbing a tree hunting a possum?

(b) Which place shows tracks of animals?

f orr evi ewTorres pur pos esonl y• Why did• Aboriginal and Strait Islander people need to know what animals and water could be found in a place? Draw and/or write your answer.

If you were allowed to draw on the wall of your classroom, what would you draw about the place?

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The representation of the location of places and their features on maps and a globe (ACHGK001)

Paintings of places – 3 Some places are being destroyed to make room for mining. The rock art and cave paintings are picked up by big machines and dumped in a big pile. They are broken up or crushed. No-one will be able to see them again.

What can we do about this? Talk to a friend. Draw or write about one or two ways to look after the rock art and paintings in these places.

The representation of the location of places and their features on maps and a globe (ACHGK001)

If you were allowed to draw on the wall of your house, what would you draw?

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The globe The representation of the location of places and their features on maps and a globe (ACHGK001)

Teacher information

Elaboration The globe is a representation of the world. Places such as Australia and others can be found on a globe.

Key inquiry question • What are places like?

Geographical Inquiry and Skills • Make observations about familiar places and pose questions about them (ACHGS001) • Record geographical data and information collected by observation (ACHGS002) • Represent the location of features of a familiar place on pictorial maps and models (ACHGS003) • Present information using everyday language to describe location and direction (ACHGS005)

Geographical concepts • place • space

Teaching notes • If possible use a good quality globe on a pedestal with the students so they can see how the world spins on its axis. Allow them to interact with it often. • Encourage the students to think about and locate places where parents or grandparents may have been born.

Background information • Because the Earth is round, it is not possible to see all places at once, as it is on a flat map. A globe is a reasonably accurate representation of the world because of its shape. Globes demonstrate how the earth spins on its axis.

Resources • Educational and inflatable globes are available from <http://www. globeshop.com.au/shop/> • LeapFrog™ make a Junior Explorer Interactive Globe which allows students to touch the globe and find out about places. • Maps and globes (Reading Rainbow) by Jack Knowlton. This gives a comprehensive history of ways of representing the world. Select only those sections that are suitable.

Additional activities

Geographical vocabulary globe, land, seas, oceans, continent, features, place, representation, space

• Play a familiarisation game using an inflatable globe. The students stand in a circle with the teacher. The teacher throws the globe to one student and, when the student catches it, they say the name of the country closest to their right/left thumb. They may simply say whether they have landed on land/country or water/ocean/sea. • Use <http://codecanyon.net/item/interactive-3d-globe/1172366> to see an interactive globe that can be rotated, and has some major cities of the world labelled. • Make your own ‘flat’ globe using this idea at <http://www.smalltypes. com/2010_07_01_archive.html>

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The globe – 1 A globe is a model that shows what the world looks like. On a globe you can find places in the world. Globes look like round balls. The land is often shown in brown or green. The oceans and seas are blue.

The representation of the location of places and their features on maps and a globe (ACHGK001)

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The globe – 2 1.

Write the missing words.

(a) A globe is a model of the w

(b) Globes look like round b

or g 2.

. .

(d) The oceans and seas are shown in bl

What things can you find on a globe?

Look at the picture of the globe. Write the names of:

(a) two countries.

(b) two oceans.

What else do you know about places on a globe?

What is a globe that is flat called?

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The representation of the location of places and their features on maps and a globe (ACHGK001)

The globe – 3 1.

Colour: (a) the land green.

(b) the seas and oceans blue.

Find and write the name on:

(a) Australia.

(b) New Zealand.

(d) New Guinea.

The representation of the location of places and their features on maps and a globe (ACHGK001)

Where is Australia on a globe? In the top part or the bottom part?

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My classroom The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

Teacher information

Elaboration Familiar places such as classrooms are places that children belong to. They have features that can be identified and described.

Key inquiry questions • What are places like? • What makes a place special? • How can we look after the places we live in?

Geographical Inquiry and Skills • Make observations about familiar places and pose questions about them (ACHGS001) • Record geographical data and information collected by observation (ACHGS002)

Teaching notes • The diagram on page 23 gives one representation of a classroom. For the best and most relevant results, teachers should give, or have the students draw, a representation of their own classroom. • Introduce the lesson by showing the students how to draw a map of the classroom for a new student. Then use a Lego™ or small toy doll to show how to get from one place to another in the classroom. • Discuss the features in Mrs King’s classroom and their distance, position or location in relation to each other. • The first column on page 25 is to expose the students to a wider view of their world. They should be encouraged to write things such as the name of their school block, the name of their school, the street where the school is located, their town, state and country, if possible.

• Draw conclusions based on discussions of observations (ACHGS004)

• Present information using everyday language to describe location and direction (ACHGS005) • Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

Background information • Students will feel ownership of their classroom. To them it is special. They may have special seating, places for belongings or artworks to decorate the room. These things should be discussed and ownership encouraged.

Geographical concepts • place • space • environment • sustainability

Resources

• School map to locate the classroom

• change

Additional activities • Ask pairs of students to use blocks and other free materials in the classroom to make a different representation of the classroom inside a large flat lid of a box. This will look similar to a diorama. Encourage them to use, or ask them questions using, positional and directional language.

Geographical vocabulary next to, close to, away from, on the other side, beside, map, place, representation, space, sustainability, features • Ask the students to find out from their parents or grandparents what their school classrooms were like. Make comparisons and, if possible, collect photographs to share with others. Australian Curriculum Geography (Foundation)

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My classroom – 1 Mrs King drew a map of the classroom. She put in all the places and spaces that she could see in the classroom. She drew circles, squares and rectangles to show different features. She wrote names to label the features.

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

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My classroom – 2 1.

Tick the features that are in Mrs King’s classroom.

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

(i)

Circle the ones you have in your classroom.

Circle the best word.

Which classroom do you like better? Circle the one. Mrs King’s

your own

Why? 5.

Write one question to ask Mrs King about the features in her classroom.

Do you like the way things are placed in Mrs King’s classroom? Would you change the place or space of anything?

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The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

My classroom – 3 Use the table to write or draw information about your classroom. Where is your classroom?

What can you find in your classroom?

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

How do you look after your classroom?

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My street The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

Teacher information

Elaboration A familiar place such as a street where the students live has features that can be identified and described.

Key inquiry questions • What are places like?

Teaching notes • Students are becoming curious about places outside their classrooms and home environments. Their streets and neighbourhoods extend their thinking to wider geographical spheres.

• How can we look after the places we live in?

• Mazes develop spatial awareness, hand-eye coordination skills, location and direction. The maze on page 29 is one example of a maze that links closely to geographical skills.

Geographical Inquiry and Skills

• The questions on page 28 may be completed as an oral activity.

• What makes a place special?

• Present information using everyday language to describe location and direction (ACHGS005) • Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

• The answers to page 29 may vary. Ask the students to orally describe the way Emyliah uses to get home to encourage them to use the language of direction and location.

Background information • Students should make their own representation of the street in which they live.

Resources • My street (Young geography – a lift-the-flaps book) by Rebecca Treays • Where do I live? by Neil Chesanow

Geographical concepts

• My neighbourhood: Places and faces by Lisa Bullard

• place

• Visit <http://www.mamasblissfulbites.com/category/kids-crafts/> to read a description of how to make a community or neighbourhood scene using cardboard, black electrical tape, scrap paper and small toys.

• space • environment • sustainability • change

Geographical vocabulary street, houses, natural vegetation (trees, flowers, gardens), environment, features, landscape, local, place, representation, space, sustainability

Additional activities • As an art or craft activity have each student create an individualised version of his/her own house to display in a street or neighbourhood scene. Alternatively, have the students use sponge shapes and paint to print houses for a street scene. • Visit <http://www.whereis.com/> to view a street level picture of areas around the school where the students live.

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My street – 1 A street has many features. There are houses, trees, light poles, garages, gardens, cars and people in a street. Your house is in a street.

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

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My street – 2 What features can you see on the street map? Circle the words.

(a) houses

(b) light poles

(d) garages

(e) cars

(f) people

Write a number.

(a) How many houses?

(b) How many cars?

(d) How many people?

(e) How many trees?

(f) How many light poles?

Is this street like yours? Write or draw how is it the same or different.

What is the name of your street? Do you know your whole address?

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The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

My street – 3 Emyliah has to find her way home. Draw a line to help her. Emyliah

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

Emyliah’s house

How do people in your street look after it? What does your family do to look after your street?

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The park The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

Teacher information

Elaboration Familiar places, such as the local park, have features that can be identified and described. These places are special to the people who use them.

Key inquiry questions • What are places like? • What makes a place special? • How can we look after the places we live in?

Geographical Inquiry and Skills • Make observations about familiar places and pose questions about them (ACHGS001)

Teaching notes • One park map is provided as an example. Ideally, teachers should show a bird’s-eye view of their local park that they have accessed from Google Maps™ or Google Earth™ for best outcomes. Alternatively, digital photographs may be used to create a class-made map. These may be taken during a class excursion. • Ensure the students know that there may be many different representations of the same place. • The students should use simple shapes or drawings to complete their own park map on page 33. Alternatively, as a class decide on some ‘keys’ such as circles for trees to include.

• Record geographical data and information collected by observation (ACHGS002)

Background information

• Represent the location of features of a familiar place on pictorial maps and models (ACHGS003)

• Students who have visited an adventure or amusement park may have maps which they could share with the class.

• Draw conclusions based on discussions of observations

• Teachers should model making up suitable questions in order for the students to develop their own question-posing skills.

(ACHGS004)

• Present information using everyday language to describe location and direction (ACHGS005) • Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

Geographical concepts • place • space • environment

Resources • Suburb by Peggy Pancella

• My town by Rebecca Treays

• On the town by Judith Caseley

• sustainability • change

Geographical vocabulary park, environment, features, landscape, local, natural vegetation, place, representation, space, sustainability

Australian Curriculum Geography (Foundation)

Additional activities • Enlarge a street map that shows the local park and discuss the features that can be seen from a bird’s point of view. • As a class, discuss the local park. Find out which students use it and what they use it for. Make a simple graph to show the most popular uses. Discuss features that could be added that would encourage other people to use it. 30

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The park – 1

shop

bench

trees

playground

toilets

trees

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

trees

duck pond

Look at the view of a park.

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The park – 2 1.

Write or draw four features in the park.

Draw a line under the correct words. (a) Which feature is far away from the bench under the trees?

the shop playground the big duck pond

(b) Which feature is closest to the toilets?

the playground the little duck pond the bench

•f orr evi ew pur posesonl y•

the trees the playground the shop

(d) Which natural features are beside the little duck pond?

the bench the toilets trees 3.

Write a question to ask the people who are using the park. What would you like them to tell you about the park?

What do you think the park looked like one hundred years ago?

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The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

The park – 3 What features would you put in a park? Use the box below to draw a map of your own park.

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

What should be on the park map to help people keep it clean?

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The zoo The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

Teacher information

Elaboration Familiar places, such as the zoo, have features that can be identified and described. These places are special to the people who use them.

Key inquiry questions

Teaching notes • Discuss the features on the map, including the animals and the key (icons representing toilets and first aid).

• What are places like? • What makes a place special?

Geographical Inquiry and Skills

Background information • It is important for the students to see and make different representations of different places. These representations should include simple keys.

• Make observations about familiar places and pose questions about them (ACHGS001) • Record geographical data and information collected by observation (ACHGS002)

Resources

• Present information using everyday language to describe location and direction (ACHGS005)

• Visit <http://engagetolearn.com/ETL/virtualzoo/zoomap.htm> to take a virtual trip around a zoo map. Note: Once the students click on a zoo animal, the information about each animal that comes up will need to be read to them.

Geographical concepts

• Map keys by Rebecca Aberg

• place

• Map keys by Rebecca Olien

• space

Additional activities Geographical vocabulary zoo, key, features, place, representation, space

• Set up an obstacle course in the playground with faces of different zoo animals at various locations. The students must traverse the obstacle course to get to each of the different animals. At each location, the students must perform different animal antics such as climbing a ‘tree’ at the monkey station, stalk like a lion between the spaces of a climbing rope frame placed on the ground etc. • Ask the students to use wooden cubes or lengths of wool to measure the distance between places where different animals are kept, to compare the distances.

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The zoo – 1 Look at all the animals on the zoo map.

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

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The zoo – 2 Which animal is beside the:

(a) rhinoceros?

(b) kangaroos?

(d) zebras?

Which animals are closest to the:

(a) cafe?

(b) exit?

and

Which animal is furthest from the:

(a) entrance?

(b) rhinoceros?

How many:

(a) toilets?

(b) first aid centres?

Write the name of the zoo closest to you.

6. Draw another animal that can be found at the zoo.

How do zoos help endangered animals?

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The zoo – 3 1.

Cut out the zoo animals.

Glue them in the correct place on the map.

BEARS

ZEBRAS

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

HIPPOS

LIONS

Why are zoos special places?

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Story map The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

Teacher information

Elaboration Imaginary places (settings) in a story have features such as characters that are familiar.

Key inquiry question • What are places like?

Teaching notes • The story map shown sequences the events of the story of The gingerbread man. The students will need to be familiar with the story and discuss the events depicted by the pictures. • Explain to the students that the story map is a representation of the events of a story in order. • After finding a route around the obstacles to the pirate treasure, select students to describe the pathway they took to get to there. Encourage them to use language of direction and location such as ‘near’, ‘far’, ‘above’, ‘below’, ‘beside’, ‘opposite’, ‘around’, ‘up’, ‘down’ and so on.

(ACHGS004)

• Present information using everyday language to describe location and direction (ACHGS005)

Geographical concepts • place

Background information • While story maps traditionally are used to sequence the events of a story in the correct order, they are still a map, following directions and pictures in locations to a certain destination (the end of the story). They should be used often.

Resources • Visit <https://www.pinterest.com/janzollinger/kids-storytelling/> to view an activity where children actually ‘walk’ a map and retell a story.

• Treasure map (MathStart 3) by Stuart J Murphy

Geographical vocabulary setting, characters, features, river, away from, near, beside, next, place, representation

Additional activities • Visit <http://www.paperdollsandmore.com/Games_and_Puzzles. html> and, while reading a version of the story of Little red riding hood, travel along a story map. • Ask the students to make up their own story map to go with a familiar fairytale, nursery rhyme or poem, and to make up their own pirate treasure map.

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Story map – 1 START

Look at the story map. Follow the events in order.

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

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Story map – 2 1.

Tick the places that are on the story map.

(a) the old man and woman’s house

(b) the river

Write one question to find out more about the countryside.

What people and animals can you see on the map?

Did the Gingerbread Man run a long way or a short way? Colour the correct words.

a short way 5.

a long way

Write Yes or No. (a) The old woman’s house is near the river. (b) The fox lived beside the pig. Where do you think the Gingerbread Man was running to?

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The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

Story map – 3 Draw a line from the pirate ship to the treasure marked with an X. Don’t run into anything! Don’t go near any scary things!

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

What other features could go on a pirate treasure map?

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My home The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

Teacher information

Elaboration A home is a special place with particular features. Homes provide their occupants with basic needs such as shelter, food and water.

Key inquiry questions • What are places like? • What makes a place special? • How can we look after the places we live in?

Teaching notes • Enlarge a copy of the house plan or scan and use on the interactive whiteboard. Explain the rooms and discuss what the pictures represent. Provide opportunities for the students to make comparisons between the plan shown and their own homes. • A discussion of the house plan/map should introduce the concept that homes are places that provide food, water, shelter and love. • After the students have made representations of their homes, encourage them to speak about them using the language of location and direction.

Background information • Simple house plans are maps of houses. House plans also introduce the students to a bird’s-eye view of objects and often use symbols or keys to represent real objects.

• Draw conclusions based on discussions of observations (ACHGS004)

• Present information using everyday language to describe location and direction (ACHGS005) • Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

Resources • The shack that Dad built by Elaine Russell • Where is my home? by Robin Nelson • Use Google Earth™ to find the homes of the students in the class.

Geographical concepts • place • space • environment • sustainability • change

Additional activities • As an art or craft activity have each student create an individualised version of their own house and display them in streets to make a neighbourhood. Then ask the students questions about the location and direction of their house from those of other students. • Try this activity from <http://www.trueaimeducation.com/2013/02/ booking-across-the-usa-idaho.html> Give each student an envelope. Open out the flap so that it looks like a roof. Have each student draw and colour the front of the house like their own home. Then have them draw separate pictures of people and features that belong in the house to place inside the envelope. They may also write sentences about their home on paper strips to fold and place inside.

Geographical vocabulary home, basic needs, environment, features, local, place, representation, space, sustainability

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My home – 1 Look at the house plan. It is a map that shows the features and places that are in a home.

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

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My home – 2 1.

In which room would you find:

(a) food?

(b) water?

Which features do you like best on the map? Why?

What would you change in your home if you could? Why?

Draw a special place in your home and write why it is special.

What feature could you find in a home that you can’t see, hear, taste, smell or touch?

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The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

My home – 3 Draw a map or plan of your house in the box below.

The places people live in and belong to, their familiar features and why they are important to people (ACHGK002)

Why do we need homes?

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Aboriginal and Torres Strait Islander names and places The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

Teacher information

Elaboration Aboriginal and Torres Strait Islander people consist of many different groups. Each group has one or more places that are important to them. The groups may have different names and speak different languages.

Key inquiry questions • What are places like? • What makes a place special? • How can we look after the places we live in?

Geographical Inquiry and Skills • Make observations about familiar places and pose questions about them (ACHGS001) • Record geographical data and information collected by observation (ACHGS002) • Represent the location of features of a familiar place on pictorial maps and models (ACHGS003) • Present information using everyday language to describe location and direction (ACHGS005)

Geographical concepts

Teaching notes • Read and discuss the information with the students. It is a difficult concept for young non-Aboriginal and -Torres Strait Islander children to understand. • One example of an Aboriginal and Torres Strait Islander group, with its name, place and location is provided. However, it is important for teachers to connect their students with local Aboriginal and Torres Strait Islander people. This will provide the students with different perspectives of places and people and broaden their scope and understanding of world geography. • A local area map showing the distribution of the Indigenous Australian lands would be beneficial if available.

Background information • The first people to live in Australia were the Aboriginal and Torres Strait Islander people. There were many different groups who spoke different languages and had different cultural beliefs, practices and traditions. They lived in many different places and communities all over Australia. Places were very important to them. Their knowledge of plants, animals and water places helped them survive. Places were also of spiritual importance.

• place • space • environment • sustainability

Resources

• Aboriginal Australia Map is available from the Australian Institute of Aboriginal and Torres Strait Islander Studies. Refer to < http://www.aiatsis. gov.au/asp/map.html> for information. It is an ongoing project that aims to represent all the language and social groups of Indigenous people of Australia. • My island home by Neil Murray

Geographical vocabulary island, land, water, language, local, place, representation, sustainability (look after)

Additional activities • Conduct an internet search for images of Mer. • Use Google Maps™ to view Mer.

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Aboriginal and Torres Strait Islander names and places – 1 Murray Island is also called Mer. It is an island in Torres Strait. Papua New Guinea Saihai

Torres Strait

The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

Moa

Mer

Australia © R. I . C.Publ i cat i ons •f orr evi ew pur posesonl y•

The people who live there are the Meriam people. They have lived there for a very, very long time. They speak Torres Strait Creole and Meriam. The people look after the land and the plants and animals that live there. Mer is a very special place to them. www.ricpublications.com.au

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Aboriginal and Torres Strait Islander names and places – 2 1.

Copy the other name of Murray Island.

Copy the missing word. Mer is an

in Torres Strait.

Colour the correct word. Use the map on page 47. Torres Strait is

water

land

Copy the name of the people who live on Mer.

Copy the name of . the they speak. ©R I . Clanguages .Publ i ca t i o ns

•f orr evi ew pur posesonl y•

and 6.

Write the missing words. The Meriam people look after the land and the

and animals that live there. Write one question to ask a Meriam child about his or her special place.

What language do you speak?

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The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

Aboriginal and Torres Strait Islander names and places – 3 Write answers to complete the table.

The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

What is the name of your local Aboriginal or Torres Strait Islander group?

Where do they live?

Why is the local land important to them?

What plants and animals are in your local place that may be important to Aboriginal or Torres Strait Islander people?

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Country and places The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

Teacher information

Elaboration Aboriginal and Torres Strait Islander people use the words ‘country’ and ‘places’ to describe their connections and relationships with particular parts of Australia.

Key inquiry questions

Teaching notes • This is a difficult concept for non-Aboriginal and -Torres strait Islander students to comprehend. Being familiar with the terms and knowing they are used in many different ways may be sufficient.

• What are places like? • What makes a place special? • How can we look after the places we live in?

• Present information using everyday language to describe location and direction (ACHGS005)

Background information • The relationships Aboriginal and Torres Strait Islander people have to ‘country’ are complicated and interrelated. The term may be used by Aboriginal and Torres Strait Islander people to describe where their family originated, or their connection to specific parts of Australia. The relationships may differ from one person to another, depending on the knowledge passed down from family members or their community. • Relationship to country also involves connection to the natural environment. This connection is based on knowledge of the plants, animals and other natural resources that meet basic needs such as food, clothing, medicine, as well as tools, weapons, art or objects for ceremonies. Different regions have different natural resources so the relationship to country differs.

Geographical concepts • place • space • environment • sustainability

Resources • Teacher reference book — The little red yellow black book: An introduction to Indigenous Australia (3rd. Ed) by Bruce Pascoe with AIATSIS

• Napangardi’s bush tucker walk by Lyndall Stravrou and Jenny Taylor (based on the bush tucker and traditional language of the people of the Northern Territory) • A is for aunty by Elaine Russell

Geographical vocabulary river, mountains, environment, hills, sea, soil, city, local, place, country; near, beside, far from (directional language)

Additional activities • On a world map, use name labels to locate the country and place of birth of the students, their parents or grandparents. • Find out the Aboriginal names of places in your local area and what they mean. A list of some may be found at <http://en.wikipedia.org/ wiki/List_of_Australian_place_names_of_Aboriginal_origin>

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Country and places – 1 Read the speech bubbles. My place is near the river. My people come from there.

The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

My country is the mountains. The spirits of my people are there.

Our place gives us food, water and medicine. We look after the environment so we can always get these things.

My place is beside the hills. I go to special ceremonies there.

The land far from the sea is my country. I can find soil for my paintings there.

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Country and places – 2 Write numbers. Which person or people live:

(a) far from the sea?

(b) near the city?

(d) in the mountains?

(e) beside the hills?

Write numbers. Which person or people knows their country or place because it is where:

(a) their people have lived for a long time?

(b) she goes to special ceremonies?

(e) they get food, water and medicine?

(f) her people come from?

Write a sentence to tell what you think about Aboriginal and Torres Strait Islander ‘country’ and ‘place’.

Do you know the place or country where your parents or grandparents come from?

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The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

Country and places – 3 Interview your relatives to write answers to the questions. My parents

My grandparents

The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

What country were you born in?

What plants and animals can you find there?

How do you look after your favourite place?

How do you think Aboriginal and Torres Strait Islander people looked after their country and places?

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Welcome to country The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

Teacher information

Elaboration Aboriginal and Torres Strait Islanders are considered the traditional custodians of Australia. It is important to acknowledge this connection to country in ceremonies.

Key inquiry question • What makes a place special?

Geographical Inquiry and Skills • Draw conclusions based on discussions of observations

Teaching notes • Explain the information carefully to the students as this concept may be difficult to understand. In particular, explain the concept of ‘a ceremony’ carefully. Any unfamiliar vocabulary should be explained to the students during reading. Re-read the text if necessary to ensure understanding. • If any students have witnessed a ‘Welcome to country’ ceremony, encourage them to speak about it.

(ACHGS004)

• Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

Geographical concepts • place • sustainability

Background information • ‘Welcome to Country’ ceremonies occur when an Indigenous Australian custodian or elder from the local area welcomes people to the land. This usually occurs before an event commences. The ceremony may include singing, dancing, playing musical instruments and speeches. • There are specific protocols that must be observed for the ceremony. These include an acknowledgement from the visitors that the Indigenous Australian group is the traditional custodian of the land. This shows that visitors respect the culture of the traditional custodians.

• change

• ‘Welcome to Country’ ceremonies can be very diverse and vary from one region to the next, according to group customs.

Resources

• Visit Department of Education websites for each state for information about ‘Welcome to Country’ protocols and information. • Visit <http://en.wikipedia.org/wiki/Welcome_to_Country_and_ Acknowledgement_of_Country> for background information about ‘Welcome to Country’ ceremonies. • Visit <http://www.youtube.com/watch?v=R1JwyxNh3Ak> and preview sections of the ‘Welcome to Country’ ceremony to play to students. Caution: The comments beneath the video are uncensored!

Geographical vocabulary country, land, local, place, sustainability (look after)

Additional activities • Discuss any Aboriginal dialogue that the students may encounter at school assemblies such as an acknowledgement of the traditional custodians of the land. • Look at pictures to see how the land has changed since European settlement.

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Welcome to country – 1

The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

Look at the picture and listen to the text.

An Indigenous Australian person or elder from the area welcomes people to their land. This lets everyone know that Indigenous Australians are recognised as the people who looked after the land before other people came to live here. A ‘Welcome to Country’ ceremony might have singing, dancing, speeches, or all three things. ‘Welcome to Country’ ceremonies are not all the same. One may be different from another. This is because groups of Indigenous Australians are all different. This ceremony shows that people respect each other and their cultures. www.ricpublications.com.au

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Welcome to country – 2 The Aboriginal people looked after the land before other people came to live here. With a partner, talk about how you think they looked after the land. Write or draw some ideas in the box.

Who are the traditional custodians of the land where your school is situated?

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The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003)

Welcome to country – 3 1.

View parts of the ‘Welcome to country’ ceremony your teacher will show you.

Draw pictures and write words to show some important things you saw.

How do you welcome people who visit your place?

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My bedroom The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Teacher information

Elaboration Places such as our bedroom are special. Each place is special to individuals for different reasons. Special places have features that can be seen, heard, smelled and felt.

Key inquiry questions • What are places like? • What makes a place special? • How can we look after the places we live in?

Geographical Inquiry and Skills • Make observations about familiar places and pose questions about them (ACHGS001) • Record geographical data and information collected by observation (ACHGS002)

Teaching notes • The sample bedroom map/plan should be enlarged for viewing or scanned and used on the interactive whiteboard. Pages 59 and 60 may be completed as an oral discussion activity. Explain to the students that the example given is a bird’s-eye view of what is actually in the room. • Discuss why this bedroom may be special to the person or people who sleep there. • Introduce the concept of rearranging the furniture for a variety of reasons. Would the change be good or bad and why? • Before the students complete the activity on page 61, discuss the use of the space, putting space between objects to allow for movement, and the distance objects are from each other using vocabulary such as ‘close’, ‘near’, and ‘away from’.

• Represent the location of features of a familiar place on pictorial maps and models (ACHGS003) • Draw conclusions based on discussions of observations (ACHGS004)

• Present information using everyday language to describe location and direction (ACHGS005)

Background information • A bedroom may be special for any number of reasons—because it is a quiet place away from everyone else; it may have been decorated exactly the way the owner wants it; it could have a wonderful view; it could contain special ‘treasures’ and personal belongings, and so on.

• Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

Resources

Geographical concepts

• Read There’s a barnyard in my bedroom by David Suzuki to the students.

• place

• Listen to and watch an adaptation of Where the wild things are by Maurice Sendak at <http://www.youtube.com/watch?v=6cOEFnppm_A>

• space • sustainability

• Time for bed by Mem Fox

• change

Geographical vocabulary room, features, place, representation, space, special, sustainability, near, close, away from, next to

Additional activities • Inside a shoebox or large lid of a cardboard box, ask the students to make a representation of their own bedroom using materials from home or the classroom. • Provide plenty of opportunities for the students to play with a class doll house.

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My bedroom – 1 Look at the map of a bedroom.

4 2

5 1

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My bedroom – 2 1.

Tick the features you can see in the bedroom.

(a) a bed

(b) a wardrobe

(d) a table

(e) a lamp

(f) a dresser

Write a word to tell what is at:

1 (a) 2 (b) 3 and 4 (c) 5 (d)

(a) tables?

(b) chairs?

(d) lamps?

(e) beds?

Write and draw something that could go at 6 .

What features are special in your bedroom? Why?

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The reasons why some places are special to people, and how they can be looked after (ACHGK004)

My bedroom – 3 1.

Cut out the pieces at the bottom.

Use them to represent your bedroom.

Draw any extra things you need in the blank squares.

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

How do you look after your bedroom?

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My play area The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Teacher information

Elaboration Places such as the areas where children play are special. Each place is special to individuals for different reasons. Special places have features that can be seen, heard, smelled and felt.

Teaching notes • Read the poem to the students. Discuss the content with them and any experiences they may have of playing in cubbyhouses.

Key inquiry questions • What are places like? • What makes a place special? • How can we look after the places we live in?

• Present information using everyday language to describe location and direction (ACHGS005) • Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

Background information • A cubbyhouse is a child’s playhouse. Many children have one in their backyard, but just as much fun can be had using a temporary one made from blankets draped over a chair. • Other special play areas that children enjoy include a tree house, under or on a tree in the garden, their bedroom or another room in the house. A special play area may also be a play mat such as those that have roads, airstrips and community buildings, or a dolls’ house.

Resources • Visit <http://www.myonlinereading.com/cubby-house.php> to read a very simple online story called Cubby house. • Today in my cubby house by Bianca Miranda Trollope • The cubby house: Aussie nibbles by Ursula Dubosarsky • Introduce the students to classic play stories by Enid Blyton such as The magic faraway tree, The enchanted wood, Hollow tree house and The folk of the faraway tree.

Geographical concepts • place • space • environment • sustainability

Geographical vocabulary area, features, special, place, sustainability (look after)

Additional activities • Discuss the different play areas or learning centres in the room then survey the students to see which areas are the most popular. Create a simple pictograph if desired. • To practice posing questions, ask the students to make up other, different questions to ask parents, grandparents or siblings about their special play areas.

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My play area – 1 Listen to the poem.

I could not go outside to play. I thought I’d make a cubbyhouse. I worked as quietly as a mouse. I went to the cupboard and got a blanket very wide. I placed two chairs back to back and side by side. I moved them apart then placed the blanket over the top. The blanket covered every side and fell to the floor with a plop! I got my teddy, my torch and a pillow And played in my cubby while rain drummed on the window. www.ricpublications.com.au

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My play area – 2 1.

Write three features of the blanket cubbyhouse.

Do you think the blanket cubbyhouse is special to the person in the poem? Why or why not?

What play area is special to you? Draw it. Write about its features and why it is special.

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Do you look after your special play area? How?

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My play area – 3 Interview your relatives to find answers to the questions. My parents

My grandparents

What special play area did you have when you were a child?

What was it like? What features did it have?

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

How did you look after your special play area?

How would you make your own inside cubbyhouse? What features would it have?

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My garden The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Teacher information

Elaboration Places such as our backyard or garden are special to us. Each place is special to individuals for different reasons. Special places have features that can be seen, heard, smelled and felt.

Key inquiry questions • What are places like? • What makes a place special? • How can we look after the places we live in?

Teaching notes • A simple garden plan is provided to enable the students to see the features and spaces. The plan shows a bird’s-eye view. • Discuss the features and why they would be included. Why is the kitchen window in a good position? (Anyone looking out the kitchen window can watch the children playing.) Why would the children have their own garden in their space? Would the children use the large vegetable garden? Ask the students what question they could ask Grandpa Marsh about his garden. • After the students have completed page 69, ask questions about the arrangement of the features, including the distances between them, to elicit vocabulary about location and direction.

Background information • Plans are representations (maps) of places which show the features and spaces and how these are used. Plans are usually made to scale.

• Draw conclusions based on discussions of observations (ACHGS004)

• Present information using everyday language to describe location and direction (ACHGS005)

Resources • Whose garden is it? by Mary Ann Hoberman • Alice in Wonderland by Lewis Carroll (Read to the students.)

• Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

• My garden by Kevin Henkes

Geographical concepts

• The imaginary garden by Andrew Larsen and Irene Luxbacher

• place • space

• The global garden by Kate Petty

• environment • sustainability

Geographical vocabulary garden, backyard, environment, features, bird’seye view, special, place, representation, space, sustainability (look after)

Additional activities • Provide the students with simple coloured geometric shapes to design their own garden plans/maps. • Ask the students to design an adventure playground for the class with lots of fun things to do.

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My garden – 1 Grandpa Marsh made a garden to grow vegetables. He made a space in the garden for Jakson and Hannah, his grandchildren, to play.

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

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My garden – 2 1.

What features in Grandpa Marsh’s garden are just for the children to play? Write the words for four features.

What features would Grandpa Marsh like best?

How could Grandpa Marsh and the children use the lawn?

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Why would this garden be special to them?

How could they look after it?

How do you help care for your garden or backyard?

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My garden – 3 1.

Think about your own garden or backyard. Write words to tell two features you can:

(a) see.

(b) hear.

(d) smell.

(e) taste.

Do you have a special place in your garden or backyard? Draw and label it and write words to tell why it is special. 2.

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

How could you design a vegetable garden for your classroom? Why would it be good to have one?

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Special Aboriginal places The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Teacher information

Elaboration There are many different places that are special to Aboriginal people. They have features that can be identified.

Key inquiry questions • What are places like?

Teaching notes • Read the information on page 71 to the students then discuss it. • Pages 72 to 73 may be completed using internet images and oral questioning.

• What makes a place special? • How can we look after the places we live in?

Background information • Aboriginal sites of significance can be found all over Australia, even in large cities such as Sydney. • Middens demonstrated the Aboriginal use of sustainable coastal resources. Burials sometimes occurred around middens. • Information about the legend of The Three Sisters can be found at <http:// www.bluemts.com.au/info/thingstodo/threesisters/> • Grinding grooves were found in soft rock such as sandstone; tools and weapons were made from harder rocks.

(ACHGS004)

• Present information using everyday language to describe location and direction (ACHGS005) • Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

Resources • Visit <http://www.aboriginalheritage.org/sites/identification/> for more background information about special Aboriginal places.

Geographical concepts • place • space • environment • sustainability • change

Geographical vocabulary Aboriginal and Torres Strait Islander, special, environment, features, local, natural vegetation, place, representation, space, sustainability

Additional activities • Find out about any special Aboriginal or Torres Strait Islander sites in your local area. These should form the basis of a study. Visit them if you are able with an elder. • Make up questions to ask about the special places.

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Special Aboriginal places – 1 There are many places that are special to Aboriginal people. Middens are places where Aboriginal people used to live. They sometime have the remains of meals, such as cockleshells, still there. This told others what food they could find and what food not to overuse. Tools and animal bones may have also been left behind.

Rock shelters are places where rocks hang over a space. Aboriginal people camped in them. They made fires and ate there. They painted on the rocks. Sometimes they buried people who had died there. They were often close to water.

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Grinding grooves are places that are special to Aboriginal people. They were places where they sharpened their tools and weapons. They rubbed them over wet rocks until they were sharp. This left grooves on the rocks. They are always near water.

Natural sites were special places to Aboriginal people. They were landforms like creeks, rock formations, rock platforms or water holes. The Three Sisters rock formation in the Blue Mountains is a special place. It is the place of a Dreamtime story.

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Special Aboriginal places – 2

Why was it special?

Features found there

Name of special place ?

Is it a good idea to look after special Aboriginal places? Why?

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The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Place 1

Place 2

Place 3

Place 4

Complete the table using the information on page 71.

Special Aboriginal places – 3 1.

As a class, visit <http://www.aboriginalheritage.org/ sites/identification/#scar>

Listen while your teacher reads about some more special Aboriginal places.

Draw pictures and write about the special places below. Scarred tree

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Do you know of any special Aboriginal of Torres Strait Islander places in your local area?

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My special place The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Teacher information

Elaboration Many people have their own special place. Each place is special to individuals for different reasons. Special places have features that can be seen, heard, smelled and felt.

Key inquiry questions

Teaching notes • Read the poem with the students. Discuss the special place and its features. Include the feelings the place evokes in the discussion.

• What are places like?

• Group the students in pairs to discuss their own special places with each other.

• What makes a place special?

• Question 4 on page 76 may be answered using a representation.

Geographical Inquiry and Skills • Make observations about familiar places and pose questions about them (ACHGS001) • Record geographical data and information collected by observation (ACHGS002)

Background information • Individuals have places that are special to them. They may be family holiday destinations, the family home, the garden, a nearby park or creek. It may be a tree house or an imaginary place.

• Represent the location of features of a familiar place on pictorial maps and models (ACHGS003) • Draw conclusions based on discussions of observations (ACHGS004)

Geographical concepts

Resources • Visit <http://mathstory.com/poems/librarypoems/specialplace.aspx#. Uq6pZI38TGM> to read another poem about a special place.

• place

• Visit <http://www.youtube.com/watch?v=vn-BWQL8E-s> to listen to the story A quiet place by Douglas Wood.

• space

• My place by Nadia Wheatley

• environment

Geographical vocabulary special, natural, constructed, features, place, representation, space

Additional activities • Create a special class place in the school playground to enjoy and look after. • Survey, tally and graph the special places of students in the class to see which types of places are the most and least common.

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My special place – 1 Read the poem with your teacher

There is a place that belongs just to me. It’s very special as you will see. I can visit my place whenever I like. It’s always there. It’s not much of a hike. My place has trees leafy and green And the biggest flowers you’ve ever seen. The trees spread their branches to keep it cool. Water sparkles nearby in l the still, blue © R. I . C .Pub i ca t i o nspool.

•f orr evi ew pur posesonl y•

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

The grass beneath my feet is soft.

The birds twitter softly in the branches aloft. It’s quiet and peaceful whenever I’m there. My place keeps me calm and without a care. If you are nice and you are kind You can come with me. I really don’t mind. A special place is great. That’s true! But it’s even better if it’s shared by two!

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My special place – 2 1.

Tick the features of the special place on page 75.

(a) birds

(b) trees

(d) pool

(e) grass

(f) house

How does the special place make the person feel?

What question could you ask about the special place?

Draw or write about your own special place.

Which features in Question 1 are natural? Which features are constructed?

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The reasons why some places are special to people, and how they can be looked after (ACHGK004)

My special place – 3 1.

Interview two different relatives.

Write their answers to the questions in the table. Relative 1

Relative 2

Where/What is your special place?

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

•f orr evi ew pur posesonl y•

What do you enjoy doing there?

How does it make you feel?

What other questions could you ask your relatives about their special place?

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Caring for special places The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Teacher information

Elaboration Places such as the local park are not only special to individuals but also to the community. Community spaces are special to individuals for different reasons. These special community spaces need to be cared for.

Key inquiry questions • What are places like? • What makes a place special? • How can we look after the places we live in?

Teaching notes • Read and discuss the ideas on page 79 with the students. They may agree with these ideas and come up with others of their own which they can use the complete page 81. • The ideas on page 79 give an indication of features of Veer and Dylan’s local park. • When checking the students’ answers to Question 4 on page 80, ensure the discussion includes vocabulary of location and direction.

Background information • The beginnings of sustainability for early childhood students involve developing awareness of the concept, and showing them simple ways that they can employ every day to help look after their environment. • The features of a space or place are a factor that affects how special it is.

• Draw conclusions based on discussions of observations (ACHGS004)

Resources • What If everybody did that? by Ellen Javernick

• Present information using everyday language to describe location and direction (ACHGS005) • Reflect on their learning to suggest ways that they can look after a familiar place (ACHGS006)

• My community by J Jean Robertson • How to help the earth – by the Lorax (Step into Reading) by Tish Rabe

Geographical concepts • place • space • environment • sustainability

Geographical vocabulary park, environment, features, local, place, representation, space, sustainability

Additional activities • Use Google Maps™ or Google Earth™ to find your local park on the map. Then make a representation of it. • Make up a colourful poster to display around the school to tell others how to look after the school grounds.

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Caring for special places – 1 Veer and Dylan wrote down lots of ways to look after their local park.

Share the park nicely with other people

Walk on the paths

LOOK AFTER •f orr evi e w pu r posesonl y•

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

OUR PARK

Keep off the garden beds

Place rubbish in the bin

Pick up our dog’s mess

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Caring for special places – 2 1.

What features are in the local park? Write four.

How do you know the local park is special to Veer and Dylan?

Why is it important to look after community places like parks?

R. I . C .P ub l i cat i on s Draw a map © of what the park could look like. Put in all features listed inu Question 1 and label •the f or r evi e wp r poses onl y•them.

What question could you ask Veer and Dylan about their local park?

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The reasons why some places are special to people, and how they can be looked after (ACHGK004)

Caring for special places – 3 1.

Write the name of your local park.

In the spaces, write ideas for looking after it.

The reasons why some places are special to people, and how they can be looked after (ACHGK004)

•f orr evi ew pur posesonl y•

What feature would you like in your park that is not there?

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Answers

Australian Curriculum Geography (Foundation) Page 4 1.–5. Teacher check Page 5 Teacher check Page 8 1.

Feature

Model 1

Model 2

building car

flowers tree

Page 40 1. All should be ticked 2. Answers will vary 3. Man, woman, cow, horse, pig, fox 4. (a) a long way 5. (a) No (b) Yes

Page 21 Teacher check

Page 44 1. (a) kitchen/dining room (b) kitchen/bathroom/laundry 2–4. Answers will vary 5. Teacher check

Page 25 Answers will vary

road car park

Page 28 1. All features should be circled. 2. (a) 10 (b) 6 (c) 15 (d) 9 (e) 13 (f) 3 3. Answers will vary.

2. Teacher check 3. Teacher check

Page 9 Teacher check

2. places in the world/seas, oceans, countries, land 3. (a) Australia, New Zealand, New Guinea (b) Pacific Ocean, Indian Ocean (c) Asia 4. Answers will vary

Page 24 1. (a), (b), (c), (d), (e), (f) and (g) should be ticked 2–5. Answers will vary

people

Page 45 Teacher check Page 48 1. Mer 2. island 3. water 4. Meriam 5. Torres Strait Creole and Meriam 6. plants 7. Answers will vary

Page 12 1. (a) mountains (b) island 2. (a) big (b) little 3. All features should be circled 4. The lighthouse and house should be circled. Page 13 Teacher check Page 16 1. (a) Place 2 (b) Place 1 (c) Place 6 2. (a) Place 4 (b) Place 5 (c) Place 3 3. They need to know so they know where to find food and water to live. Page 17 Answers will vary Page 20 1. (a) world (b) ball (c) brown, green (d) blue Australian Curriculum Geography (Foundation)

Page 29 Teacher check

Page 32 1. Teacher check 2. (a) the big duck pond (b) the playground (c) the playground (d) trees 3. Teacher check Page 33 Answers will vary.

Page 36 1. (a) giraffe (b) koala (c) tiger (d) giraffe 2. (a) crocodiles and birds (b) monkeys 3. (a) rhinoceros (b) birds or crocodiles 4. (a) 3 (b) 1 (c) 1 5. Answers will vary 6. Teacher check Page 37 Teacher check 82

Page 49 Teacher check

Page 52 1. (a) 5 (c) 1 (e) 4 2. (a) 6 (c) 5 (e) 3 3. Answers will vary

(b) 6 (d) 2 (b) 4 (d) 2 (f) 1

Page 53 Teacher check Page 56 Answers will vary Page 57 Answers will vary Page 60 1. All should be ticked 2. (a) doorway (b) footstool/ottoman/table (c) chairs (d) plant 3. (a) 2/3 (b) 2 (c) 2 (d) 2 (e) 1 (f) 1 4. Answers will vary R.I.C. Publications®

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Answers

Australian Curriculum Geography (Foundation) Page 64 1. Answers will vary but should include: inside; very wide blanket; two chairs, backs to each other and side by side; teddy; torch; pillow. 2–3. Answers will vary

Page 81 Teacher check

Page 65 Answers will vary Page 68 1. Answers will vary but may include playhouse, play equipment, sandpit, stepping stones, garden in their space 2. vegetable garden 3. Answers will vary 4. Answers will vary 5. Answers will vary Page 69 Teacher check Page 72 Answers should be similar to those in the table. Place 1

Place 2

Place 3

Place 4

Name of special place

midden

rock shelter

natural sites

grinding grooves

Features found there

shells, tools, bones

rock hangs over a space; paintings; near water

creeks, rock formations, water holes, rock platforms

grooves on rocks; near water

Why was it special?

showed how Aboriginal people lived; told others about food and what not to overuse

showed where Aboriginal people camped

place of Dreamtime story

places where Aboriginal people sharpened tools and weapons

Page 73 Teacher check Page 76 1. (a)–(e) should be ticked 2. calm and without a care 3. Answers will vary 4. Teacher check Page 77 Answers will vary Page 80 1. rubbish bins, play equipment, gardens/garden beds, paths 2. They thought of ideas to look after it. 3. Answers will vary 4. Teacher check

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Australian Curriculum Geography (Foundation)