Australian Curriculum Geography - Year 1

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Australian Curriculum Geography: Places have distinctive features (Year 1) Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2014 ISBN 978-1-922116-81-9 RIC–6681 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.

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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

Weather and seasons.......................... 42–57

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

Daily weather............................................. 42–45

Geographical skills class record ....................vii

Temperature and rainfall.......................... 50–53

Seasonal weather..................................... 46–49

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Overview of geographical inquiry and skills, key inquiry questions, general capabilities and cross-curriculum priorities ...............viii – ix

Aboriginal and Torres Strait Islander seasons...................................................... 54–57

Useful Australian geography resources........... x

Activities of a place............................. 58–69

Generic features of a place template.............xi

Activities in a community.......................... 58–61 Activities at an amusement park............. 62–65

Natural, managed and constructed features...................................................2–51

Activities at a caravan park..................... 66–69

Natural features .............................................2–5

Rearranging spaces............................. 70–81

Constructed features.....................................6–9

Rearranging a classroom......................... 70–73

Managed features.....................................10–13

Rearranging the backyard....................... 74–77

What type of features? ..............................14–17

Rearranging a bedroom........................... 78–81

The island and the sharks .........................18–21

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

The creatures and the five islands ...........22–25 Changes ....................................................26–29 Looking after special buildings ................30–33 Looking after special parks .......................34–37 Looking after wetlands ..............................38–41

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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Australian Curriculum Geography (Year 1)

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 are provided on pages viii and ix. 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 x.

• Graphic organiser templates appropriate for some activities are provided on page 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.

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Four-page format Teachers page

The first page in each four-page unit is a teachers page which provides the following information: An elaboration describing the focus of the unit in relation to the content description The title of the unit The key inquiry questions which will be answered in part or whole by the activities within the unit The geographical skills that can be practised while completing the unit The geographical concepts that can be highlighted while completing the unit

Managed features The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Teacher information

Elaboration Places have managed features that can change. The managed features of a place need to be looked after.

Key inquiry questions • What are the different features of places?

• How can we care for places?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Teaching notes • The questions on page 12 may be completed as a discussion or oral activity.

• Question 2 on page 13 may be completed as a class so that the students can assist each other.

• It is important to take note of, or discuss, any people connected to the maintenance of the local park because this is the basis of managed features.

Background information • Managed environments are those where people have altered the landscape and consist mostly of natural features. Crops such as wheat or other grain; land where dairy and beef cattle graze; plantations for, cotton, coffee, tobacco, sugar cane, sisal, palm oil and rubber trees; and planted forests for hardwood timbers and other forest products are all examples of managed features. Managed environments are required to meet the needs of people.

Resources • One park for all by Kristan Olfers and Karen Dodson • The park our town built by Diane Gonzales Bertrand and Tanja Bauerle

• Reflect on their learning and suggest responses to their findings (ACHGS012)

• Who pooped in the park? (Yellowstone National Park: Scat and tracks for kids) by Gary D Robson

Geographical concepts

• Visit <http://www.plantations2020.com.au/plantations/> and <http:// data.brs.gov.au/mapserv/plant/index.phtml> for information about plantation forests in Australia. This is background information for teachers that includes maps.

• place • space • environment • sustainability • change

Background information provides teachers with relevant facts that put the text and activities in context with what was occurring in Australia and the rest of the world at the same time Suggested resources to enhance understanding of the content of the unit

Additional activities

• After locating the local park on a map, ask the students to write or draw directions showing how to get there from the school.

They should then share them with a partner to practise using the language of direction, distance and location.

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A list of geographical vocabulary that features in the unit Australian Curriculum Geography (Year 1)

Teaching notes highlight specific details of the activities that need to be prepared, revised or understood before beginning the unit

• After completing Questions 4 and 5 on page 12, discuss and think of questions to ask the people who manage different environments about their work.

Geographical vocabulary managed, park, farm, planted forest, natural, constructed, change, environment, features, local, place, space, sustainability (look after), map

Australian Curriculum Geography (Year 1)

The content description with its code

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Additional activities offer suggestions about how the topic may be extended to develop the historical knowledge and understanding of the unit

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Teachers notes How to use this book Student page 1

Managed features – 1 Managed features are those that are looked after by people.

They may be things such as parks, farms and planted forests.

They have lots of natural features, but can also have constructed features.

This page introduces the topic with a geographical literacy text and/or representation. It features:

Managed environments are ones that have been changed by people.

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

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

The title of the unit

wheat farm

dairy farm www.ricpublications.com.au

Student page 2

local park

plantation forest

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Managed features – 2 Tick the managed features you know about or have visited.

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A number of questions or activities that students can complete

A question to extend or use additional geographical skills

(a) local park

(b) wheat farm

(c) planted forest

(d) dairy farm

Write the name of the closest managed environment near you.

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Why do you think these features need to be managed?

Draw lines to match the person to the place he or she helps to manage.

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(a) sheep farm

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Write the name of people who help to look after local parks.

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Do we need forests to grow wood for houses and furniture? Why or why not?

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Managed features – 3

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

It features:

The content description with its code

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View an image of your local park on Google Maps™, Google Earth™ or a street map.

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Find the best way to get there from the school.

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Visit the park and take lots of photographs.

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When you get back to school, draw a map of the park.

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Label all the features and draw any people you saw looking after them.

My park map

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

An introductory sentence, paragraph or instruction followed by an activity that requires the application of one or more geographical skills

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The title of the page A question to extend or use additional geographical skills

What features did you see in the park to help people who use the park to look after it? What others could be added?

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The title of the unit

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

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

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Australian Curriculum Geography (Year 1)

Australian Curriculum Geography (Year 1)

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

• Pose questions about familiar and unfamiliar places (ACHGS007)

Makes up and asks questions about features, activities and arrangements of spaces within places using ‘where’, ‘what’, ‘how’ and ‘why’.

Collecting, recording, evaluating and representing • Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films. (ACHGS008)

Uses photographs, maps, diagrams, plans, simple interviews, Google Earth™, Google Maps™ images to identify and describe features including the weather of places.

• Represent data and the locations of places and their features by constructing tables, plans and labelled maps

Uses tables, diagrams and graphs to locate, label and record information about features of places including the weather.

(ACHGS009)

Interpreting, analysing and concluding • Draw conclusions based on the interpretaion of geographical information sorted into categories (ACHGS010)

Write sentences to express ideas about features of places using informations from onbservations of photographs, images and other sources.

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Specific geographical skills for Year 1 include: • observing and describing the features of places • drawing a map

Observing, questioning and planning

• using directional • language, understanding distance • interviewing relatives.

Key skills 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

Communicating

• Present findings in a range of communication forms, for example, written, oral, digital, and visual, and describe the direction and locations of places, using terms such as north, south, opposite, near, far. (ACHGS011)

Uses writing, geographical vocabulary, drawing, maps, tables and graphs, photographs and computers to describe places including their location, direction, features, similarities and differences.

Reflecting and responding • Reflect on their learning and suggest responses to their findings (ACHGS025)

• using a variety of spatial technologies

Discuss and think of ways to look after the features of spaces and places, and give reasons why they should be looked after.

• communicating with appropriate geographical vocabulary.

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(ACHGS025)

Reflect on their learning and suggest responses to their findings

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Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far

Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

Reflecting and responding

Communicating

Interpreting, analysing and concluding

Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) Represent data and the locations of places and their features by constructing tables, plans and labelled maps (ACHGS009)

Observing, questioning and planning

Name Collecting, recording, evaluating and representing

Pose questions about familiar and unfamilar places (ACHGS007)

Geographical skills class record

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Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films

Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

Interpreting, analysing and concluding

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Present findings in a range of communications forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far. (ACHGS011)

Natural, managed and constructed features

Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

Collecting, recording, evaluating and representing

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Geographical knowledge and understanding

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Pose questions about familiar and unfamiliar places (ACHGS007)

Observing, questioning and planning

Geographical inquiry and skills

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Reflect on their learning and suggest responses to their findings

Reflecting and responding

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Australian Curriculum Geography (Year 1)

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Key inquiry questions

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Geographical knowledge and understanding What are the different features of a place?

How can we care for places?

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How can spaces within a place be rearranged to suit different purposes?

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Weather and seasons

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Intercultural understanding

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Aboriginal and Torres Strait Islander histories and cultures

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Asia and Australia’s engagement with Asia

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Sustainability

Cross-curriculum priorities

Natural, managed and constructed features

General capabilities

Information and communication technology (ICT) capability Critical and creative reasoning Personal and social capability Ethical understanding

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Drawing a map

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Key skills

Recording and data representation Using a variety of spatial technologies

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Communicating with appropriate geographical vocabulary

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.

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RIC-6364 – Exploring geography: Beginning geography – Ages 6–8

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

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

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

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RIC-0548 – The environment – Ages 6–8

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

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

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

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

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

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

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

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

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RIC-0345 – Aboriginal studies – Ages 5–8

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Generic features of a place template What is the name of the place?

What features does it have?

What type of features are they?

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Can the spaces be rearranged and used to do different things?

How?

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Natural features The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Teacher information

Elaboration • Places have natural features that can change. The natural features of a place need to be looked after.

Key inquiry question • What are the different features of places?

Teaching notes • Read the information with the students. Some may already be familiar with these natural features and others.

Geographical Inquiry and Skills • Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Background information • Natural features are not constructed features. They can include water features such as rivers, lakes, waterfalls, streams, and land features such as mountains, plateaus, islands, monoliths, cliffs or hills. The students should be encouraged to learn about any natural features they are interested in.

• To accustom the students to the concept of direction and location, make a tall signpost for the room. Place it in a central position, then write labels with arrows that show where specific objects or spaces are located. Students may be given the opportunity to create an individual signpost to indicate where things are from them. The arrows indicate the location and the length of the arrow indicates the distance between the student and the object or space. If students do not feel confident to write the words for the objects or spaces, they may draw pictures instead.

Geographical concepts

teacher’s desk

• place • space • environment

reading corner

whiteboard

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construction corner

Izack

Nadia

writing corner

Asadullah play corner art and craft corner

Resources • This is my world by Rozanne Lanczak Williams • What is a landform? by Rebecca Rissman • Looking at landforms by Ellen K Mitten

Additional activities

Geographical vocabulary natural, environment, features, landform, landscape, local, natural vegetation, place, space, sustainability, hill, rock, mountain, soil, plants, animals, people, stream, tree, bush, north, south, opposite, next to, cave, bird, sea, map

Australian Curriculum Geography (Year 1)

• Use Google Maps™ or Google Earth™ to view the school and the local area around it. Look for natural features on the map and say what they are.

• Use fallen leaves, twigs, stones and natural materials to create a simple map representation of the school grounds.

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Natural features – 1 Natural features are things like hills, rivers, rocks, mountains, soil, plants and animals.

Natural features are not made by people.

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Natural features were in a place before people came.

©that R. .

C.PubAl i cat nsstream of water A hill is a landform isI higher river isi ao large than the land around it.v It i ise not that runs lake, the •f o rr e waspur po setosao nl ysea • or high as a mountain. another river.

A mountain is a landform that is much higher than the land around it.

It is higher than a hill.

Vegetation is the plants, trees and bushes in a place. www.ricpublications.com.au

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Australian Curriculum Geography (Year 1)

Natural features – 2 Write the name of the natural feature that matches the picture. Tick the ones you have seen.

(a)

(b)

(c)

(d)

2.

Write the words for other natural features you know.

3.

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Sophie can see lots of natural features. Write where they are from her.

•f orr evi ew pur posesonl y• North

(a) the bird

bird

(b) the lake

4.

sea

rocks

(a) What natural feature:

Sophie

is opposite the rocks?

lake

(b) next to the sea?

South

?

cave

Why is it nice to have natural features in a place?

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

1.

Natural features – 3

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Draw and label the natural features in your school playground on a map.

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How do you think the natural features came to be in the school playground?

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Australian Curriculum Geography (Year 1)

Constructed features The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Teacher information

Elaboration Places may have constructed features. People may put up new constructed features or take down old ones. Constructed features need to be looked after.

Key inquiry questions • What are the different features of places?

• How can we care for places?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places

Teaching notes • Discuss the drawings with the students and make comparisons if appropriate so that students become accustomed to coming to conclusions about information. For example, they may state that Joseph lives in a quiet street, while Lesley lives in a noisy street with more traffic. Discussion will also elicit their understanding of the concept of constructed features.

(ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

Background information • Students may already be familiar with the term ‘built’ to describe ‘constructed’ features. Constructed features are all those created by people. They include features connected with housing, farming or manufacture; buildings and transport infrastructure.

• Students should continue to have numerous experiences building with construction materials.

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Resources • Visit <http://www.teachertube.com/viewVideo.php?video_id=121115> and have the students state ‘natural’ or ‘constructed’ (built) for the different clips as they appear.

• Jack the builder (MathStart 1) by Stuart J Murphy

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• Reflect on their learning and suggest responses to their findings (ACHGS012)

• This is the house that Jack built by Pam Adams

Geographical concepts

• place • environment • sustainability

Additional activities

Geographical vocabulary

• Ask the students to bring in holiday photographs from home that may include images of constructed features.

home, house, flat, constructed, environment, features, place, sustainability, garage, path, fence, cars, road, block of flats, label, need

Australian Curriculum Geography (Year 1)

• Ask the students to represent constructed features in the school playground using drawing, construction blocks or recycled materials. They should label the features or state what they are.

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Constructed features – 1 Constructed features are things made by people.

They are things like roads, buildings, bridges, fences, light poles, road signs, footpaths, railways and airports.

Constructed features were not always in that place.

1.

Joseph lives in a house. He drew and wrote about constructed features.

house

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

garage

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Lesley lives in a flat. He drew and wrote about constructed features. block of flats

cars

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road

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Australian Curriculum Geography (Year 1)

Constructed features – 2 Use the drawings on page 7 to answer the questions.

1.

Write the words that name the constructed features. (a) Joseph’s drawing

(b) Lesley’s drawing

2.

3.

Write one way each child could look after one constructed feature.

© R. I .

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Write one question to ask about the place each person drew. (a) Joseph

(b) Lesley

?

What other constructed features do you know?

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Constructed features – 3

Draw an arrow to and label six constructed features in the picture.

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Family Fun Park

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Do we need to have constructed features in some places? Why or why not?

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Australian Curriculum Geography (Year 1)

Managed features The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Teacher information

Elaboration Places have managed features that can change. The managed features of a place need to be looked after.

Key inquiry questions • What are the different features of places?

• How can we care for places?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

Teaching notes • The questions on page 12 may be completed as a discussion or oral activity.

• Question 2 on page 13 may be completed as a class so that the students can assist each other.

• It is important to take note of, or discuss, any people connected to the maintenance of the local park because this is the basis of managed features.

Background information • Managed environments are those where people have altered the landscape and consist mostly of natural features. Crops such as wheat or other grain; land where dairy and beef cattle graze; plantations for, cotton, coffee, tobacco, sugar cane, sisal, palm oil and rubber trees; and planted forests for hardwood timbers and other forest products are all examples of managed features. Managed environments are required to meet the needs of people.

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

• One park for all by Kristan Olfers and Karen Dodson

• Reflect on their learning and suggest responses to their findings (ACHGS012)

• Who pooped in the park? (Yellowstone National Park: Scat and tracks for kids) by Gary D Robson

Geographical concepts

• Visit <http://www.plantations2020.com.au/plantations/> and <http:// data.brs.gov.au/mapserv/plant/index.phtml> for information about plantation forests in Australia. This is background information for teachers that includes maps.

Resources

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• place • space • environment • sustainability • change

• The park our town built by Diane Gonzales Bertrand and Tanja Bauerle

Additional activities • After completing Questions 4 and 5 on page 12, discuss and think of questions to ask the people who manage different environments about their work.

Geographical vocabulary managed, park, farm, planted forest, natural, constructed, change, environment, features, local, place, space, sustainability (look after), map

Australian Curriculum Geography (Year 1)

• After locating the local park on a map, ask the students to write or draw directions showing how to get there from the school.

They should then share them with a partner to practise using the language of direction, distance and location.

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Managed features – 1 Managed features are those that are looked after by people.

They may be things such as parks, farms and planted forests.

They have lots of natural features, but can also have constructed features.

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Managed environments are ones that have been changed by people.

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plantation forest

local park

dairy farm

wheat farm

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Australian Curriculum Geography (Year 1)

Managed features – 2 1.

Tick the managed features you know about or have visited.

(a) local park

(b) wheat farm

(c) planted forest

(d) dairy farm

2.

Write the name of the closest managed environment near you.

3.

Why do you think these features need to be managed?

4.

Draw lines to match the person to the place he or she helps to manage. © R. I .

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(a) sheep farm • i • p forest •f orr ev ew ur pranger osesonl y•

(b) national park •

•

dairy farmer

(c) local park

•

•

sheep farmer

(d) dairy farm

•

•

local council

5.

?

Write the name of people who help to look after local parks.

Do we need forests to grow wood for houses and furniture? Why or why not?

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Managed features – 3 1.

View an image of your local park on Google Maps™, Google Earth™ or a street map.

2.

Find the best way to get there from the school.

3.

Visit the park and take lots of photographs.

4.

When you get back to school, draw a map of the park.

5.

Label all the features and draw any people you saw looking after them.

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

My park map

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What features did you see in the park to help people who use the park to look after it? What others could be added?

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Australian Curriculum Geography (Year 1)

What type of features?

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Teacher information

Elaboration Some environments include a mixture of natural, constructed or managed features.

Key inquiry questions

Teaching notes

• How can we care for places?

• Students should practise identifying natural, constructed and managed features of environments before attempting this set of pages.

• How can spaces within a place be rearranged to suit different purposes?

• Discuss the difference between plants such as trees in a backyard to those growing in a natural landscape.

Geographical Inquiry and Skills

• After they have completed page 17, select students to describe how Joseph got from home to school, using words such as ‘next to’, ‘past’, ‘beside’ and so on, to encourage the use of the language of direction and location.

• What are the different features of places?

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Background information • Students need to develop the ability to distinguish among different types of features.

• An environment includes all of the surroundings being observed. It contains both living and non-living features, including those altered by humans.

Resources • Window by Jeannie Baker (which depicts the changing environment)

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• Reflect on their learning and suggest responses to their findings (ACHGS012)

Geographical concepts

• My street (Young geography—a lift-the-flaps book) by Rebecca Treays • My neighbourhood: Places and faces by Lisa Bullard • Where do I live? by Neil Chesanow

• place • space • environment • sustainability • change

Additional activities • To encourage the students to demonstrate their understanding of natural, constructed and managed features and to practise interviewing relatives, ask them to complete a table similar to the one on page 16 at home with their parents and at the home of grandparents or aunts and uncles.

Geographical vocabulary natural, constructed, managed features, map, change, environment, local, place, region, space, sustainability (look after), closest

• Use Google Earth™ or Google Maps™ to view an image of the local area around the school.

Australian Curriculum Geography (Year 1)

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What type of features? – 1 Some places have a mixture of natural, constructed and managed features.

North

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

School

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South www.ricpublications.com.au

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Australian Curriculum Geography (Year 1)

What type of features? – 2 1. Complete the table by drawing or writing using the map on page 15.

Natural features

Constructed features

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2. Circle the correct word. Which feature were there the: natural constructed managed

(a) most of?

(b) fewest of? natural constructed managed

3. Would you change anything about this place? If so, what?

If not, why not?

?

Which features in this place can people look after?

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Managed features

What type of features? – 3 1. Find the shortest way from Joseph’s house to school.

School End

Hospital

House

River

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Houses Park

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Hills Start Shopping centre

Joseph

2. Write the name of one of each feature Joseph passed on the way.

(a) natural

(b) constructed

(c) managed

?

Which feature do you think Joseph would like closer to his home? Why?

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Australian Curriculum Geography (Year 1)

The island and the sharks The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Elaboration

Teacher information

Aboriginal and Torres Strait Islander stories tell how the natural features of a place came to be there.

Teaching notes

Key inquiry question • What are the different features of places?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps

• It is important for the students to understand that natural features, including plants and animals, are depicted in the stories as being men and women.

• Explain the meaning of the word ‘stranded’ to the students.

• The questions on page 20, except for Question 5, may be completed during a discussion.

• Ensure the students know the difference between ‘landforms’ and ‘features’ when answering Questions 3 and 4 on page 20. Initial and some final sounds have been given to assist the students.

Background information

(ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

• This story comes from the island of Mer (Murray Island) which is in Torres Strait.

• 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 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 of spiritual importance.

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Geographical concepts

• place • space • environment • change

Resources

• My island home by Neil Murray • Map keys by Rebecca Aberg

• There’s a map in my lap: All about maps by Tish Rabe (From the Cat in the Hat library)

Geographical vocabulary

Additional activities

island, reef, hills, place, change, beach, tide, features, landform, map, closest, furthest, north, south, local, natural place

Australian Curriculum Geography (Year 1)

• As an art activity, ask the students to depict events in the story.

• As a class, make up some questions to ask Peibri and the sharks about how they feel about changing into parts of the environment.

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The island and the sharks – 1 Listen to the Dreamtime story.

Once there was a little coral island called Peibri.

Peibri lived on a small reef called Megbor.

One day, Peibri was attacked by sharks.

Peibri ran away to the hills to escape them.

The sharks chased after Peibri as far as they could.

Soon they could not get back. They were changed into rocks.

Peibri stayed near the hills and became part of the island of Mer. The place Peibri ran away from became a long, sandy beach.

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

When the tide is low, the sharks that became rocks can be seen.

Some of the sharks still come very close to the beach chasing stingrays.

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Australian Curriculum Geography (Year 1)

The island and the sharks – 2 1.

Why did Peibri run away?

2.

What features were made from:

(a) the sharks?

(b) Peibri?

(c) the place that Peibri ran away from?

Write the words for four different landforms.

i (a)

(b) r f

h (c)

(d) b

4.

Write the words for three natural features that can be found © R. I .

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r (a)

•f orr evi ew p ur psh osesonl y• (b)

st (c) 5.

?

Draw a little map to show where Peibri went to escape from the sharks. Write labels.

How do you think we know about the story of Peibri today?

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

3.

The island and the sharks – 3 Look at the map of Mer where the story comes from.

1.

Which feature is shown by:

(a)

?

North

(b)

?

Mer

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

(c)

?

West

East

(d)

2.

?

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Label:

(a) the beach.

(b) the hills.

(c) the rocks.

3.

4.

South

(a) Which feature is closest to the rocks? (b) Which feature is furthest from the rocks?

Circle the correct word. north south

Most features in the story are at the

?

What Dreamtime stories do you know about your local area that tell how natural features were made?

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of the island.

Australian Curriculum Geography (Year 1)

The creatures and the five islands The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Teacher information

Elaboration Aboriginal and Torres Strait Islander stories tell how the natural features of a place came to be there.

Teaching notes

Key inquiry question • What are the different features of places?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps

• Explain any unknown vocabulary to the students including ‘island’, ‘coast’ and ‘mainland’, and, if necessary, draw images to assist comprehension.

• Page 25 is a simplification of a map on Google Maps™. The students can be shown the original that represents the place where the story took place.

• There is no way of knowing where the gum tree that Koala climbed or the rock pool where Starfish hid are situated. The students are free to choose the locations themselves. This will allow them to practise locating and labelling features on maps.

(ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Background information • This story relates to features of the Illawarra region of NSW. The islands off the south coast of Wollongong, near Port Kembla, are collectively simply called ‘The five islands’. Today they are wildlife refuges.

• Dreamtime stories tell how the landforms, plants and animals came to be created.

Resources

• Reflect on their learning and suggest responses to their findings (ACHGS012)

• A is for Aunty by Elaine Russell

Geographical concepts

• You and me Murrawee by Kerri Hashimi

• place • space • environment • sustainability • change

• Looking at maps and globes by Rebecca Olien

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• Other Dreamtime stories may be found at <http://www.rmwebed.com. au/hsie/y10/abc/dreamtime/dreamtime.htm>

Additional activities

Geographical vocabulary island, coast, mainland, shore. beach, rock pool, land, sea, ocean, natural features, place, space, environment, change

• As a class, devise some questions to ask the characters in the story, including ones such as ‘How do you feel about being a starfish/whale/koala?’

• Read a different Dreamtime story to the students and ask them to draw and label a story map to tell the story.

Australian Curriculum Geography (Year 1)

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The creatures and the five islands – 1 Listen as your teacher reads the story.

Once upon a time in the Dreamtime, three warriors lived together on a little island off the coast of the mainland. Their names were Whale, Starfish and Koala. They had lived on the island for a long time. They began to run out of food.

One day, Koala and Starfish said to Whale,‘Can we borrow your canoe to go to the mainland to get food? We will bring it back for us all to eat’.

Whale thought for a while, then he said, ‘No. If I let you borrow my canoe, you will leave me here and I will starve.’

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Koala and Starfish decided to steal Whale’s canoe. Koala would search Whale’s head for lice (as he liked him to do) while Starfish stole the canoe. And that is what they did. Whale fell asleep while Koala parted his hair with a sharp stick and cleaned it. Starfish stole the canoe.

Starfish got in the canoe and started to paddle. Koala ran to the water but Whale woke up. Koala and Whale started to fight. Koala was getting beaten by Whale until he stabbed him in the back of the neck with a sharp stick. Koala swam to the canoe and they paddled away.

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Whale pulled the stick out of his neck and swam after them. He was a good swimmer so he caught up to them just before they reached the mainland. Whale came up out of the water and crashed down onto the canoe. It smashed into five pieces. The five pieces became five islands.

He saw Koala swimming to shore so he grabbed him, punched him in the face, flattened it and stretched his ears. Koala escaped by running up a gum tree. He sat there in the fork of a tree, shaking with fright.

Then Whale saw Starfish creeping into a rock pool on the beach. He grabbed him, pounded him flat and stretched him. And he stayed that way.

That is the way the animals and the islands are today. Koalas have a flat face and big ears and sit in the fork of a gum tree. Starfish live in rock pools and are flat and stretched. Whale has a hole in the back of his neck called a blowhole that he uses to breathe. The five islands sit off the coast of mainland Australia.

Each year whales go up and down the coast, looking for koalas and starfish.

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Australian Curriculum Geography (Year 1)

The creatures and the five islands – 2 1.

Draw the five things that are found off the coast of the mainland.

Draw and label the features of: koala

starfish

whale

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3.

Circle the words that tell about natural features.

island

coast

mainland

three

canoe

water

rock pool

tree

beach

koala

starfish

whale

shore

food

lice

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This story tells about the five islands off the coast of New South Wales near Port Kembla. Can you find them on Google Maps™?

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

2.

The creatures and the five islands – 3

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

The map shows where the story took place.

Port Kembla

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1.

On the map, mark the place where:

(a) the gum tree that koala climbed can be found.

(b) the rock pool where starfish hid can be found.

2.

Draw arrows to show where the whales swim today, looking for koalas and starfish.

3.

Colour the land brown or green and the sea or oceans blue.

?

What Aboriginal Dreamtime story do you know that tells how natural features are formed?

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Australian Curriculum Geography (Year 1)

Changes The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Teacher information

Elaboration Changes to natural, constructed or managed features of a place can be observed in photographs.

Key inquiry questions • What are the different features of places?

• How can we care for places?

• How can spaces within a place be rearranged to suit different purposes?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories

Teaching notes • The students should have completed pages 2-17 or have some understanding of natural, constructed or managed features before completing this set of pages.

• A discussion of the two photographs should include which buildings were important and so had to be kept and cared for, why changes occurred and what activities took place in the city before and after changes.

• The activity on page 28 may be completed as a whole-class discussion and recording activity.

Background information • Change involves both space and time. Places and features of places can change for many different reasons. They may change because features are not cared for over time and deteriorate. People’s needs may change so, over time, they require different spaces for different uses within a place. Environments may change for physical reasons or disasters or for development. Some features, such as historical buildings and sites, are cared for and remain unchanged.

(ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Resources

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• Reflect on their learning and suggest responses to their findings (ACHGS012)

• Our Earth by Anne Rockwell

• Follow that map – a first book of mapping skills by Scot Ritchie • As the crow flies by Gail Hartman

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

Additional activities Geographical vocabulary

• Ask the students the questions ‘Did things change in the city because people did not look after it?’ Did things change for other reasons?’

change, place, natural, features, constructed, managed, city, space, sustainability (look after), local

• Ask the students to work in pairs or small groups to find internet images, including photographs, of places that have changed in their city. Print off some and discuss the changes.

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Changes – 1 Look at the two photographs.

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

PHOTOGRAPH 1

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Wikipedia Commons/Public domain

PHOTOGRAPH 2

Wikipedia Commons/Public domain

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Australian Curriculum Geography (Year 1)

Changes – 2 1.

Complete the table to compare the photographs.

PHOTOGRAPH 1

PHOTOGRAPH 2

What natural features can you see?

What © R. I .

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2.

Write sentences to tell what has changed about the city.

3.

Write sentences to say why it has changed.

?

Are changes good or bad? Why?

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

What constructed features can you see?

Changes – 3 1.

Ask your parents or grandparents these questions.

2.

Write two questions of your own to ask about the place.

What place has changed since you were a child?

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

What features have changed?

How do you © feelR about .

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What changes have you seen in your school or local area?

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Australian Curriculum Geography (Year 1)

Looking after special buildings The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Teacher information

Elaboration Features in a place such as heritage buildings are important.

They can be described and cared for.

Key inquiry questions • What are the different features of places?

• How can we care for places?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008)

Teaching notes • Display the image (or suitable internet images) and read the information to the students. Discuss it and encourage students who have visited the building to talk about their impressions. Explain the term ‘Conservation Council’.

• All the images on page 33 represent important national heritagelisted sites. They are Fremantle Prison, WA; Old Parliament House and Curtilage, ACT; Hyde Park Barracks, NSW; QANTAS Hangar, Longreach, Qld; Sidney Myer Music Bowl, Vic. and Port Arthur Historic Site, Tas.

Background information

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

• Heritage buildings and sites help people in a place to understand its history, identity and people. Many heritage buildings are a focal point for community activities. They may be privately owned or be under the care of local communities, or state or federal governments.

Heritage buildings and sites may include homes, rural homesteads, civic buildings, roads, bridges, cinemas, workplaces, landscapes, trees or archaeological sites. Heritage buildings are those which have not changed over time. They have been looked after by groups or individuals in order to retain them for future generations.

• Reflect on their learning and suggest responses to their findings (ACHGS012)

• Bennelong Point is named after a prominent Aboriginal warrior during the time of the early European settlement of Sydney.

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

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Geographical concepts

• place • space • environment • sustainability • change

Resources

• Find heritage buildings and sites relevant to your state on the National Heritage list at < http://www.environment.gov.au/topics/heritage/ heritage-places/national-heritage-list> State government heritage registers are also a source of information.

• Buildings (Then and now) by Vicki Yates

Additional activities

Geographical vocabulary Places, features, past, conservation council, space, natural, constructed, managed, sustainability (look after), important, heritage, historical

Australian Curriculum Geography (Year 1)

• Use Google Earth™ or Google Maps™ to view an image of the Sydney Opera House and locate your local heritage buildings.

• Ask the students to find out from parents or grandparents which important buildings they know about and how they may have changed from the time they were children.

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Looking after special buildings – 1 Many places have old buildings.

They are important features. They are important because they tell about the people and what happened in that place in the past.

These buildings are looked after so people in the future can still see them.

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Look at the picture of this important old building.

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The Sydney Opera House was built a long time ago. It sits on Sydney Harbour at a place called Bennelong Point.

It is important because of the way it looks and the way it was made. Many concerts have been performed there. People from all over the world come to see it.

It is looked after by a group of people called a Conservation Council.

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Australian Curriculum Geography (Year 1)

Looking after special buildings – 2 1.

Write and draw to describe the Sydney Opera House.

2.

Why is this building important?

3.

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4.

Why is it important to care for old buildings like the Sydney Opera House?

5.

Circle the correct word or words.

The Sydney Opera House is a

natural constructed

feature.

managed ?

Do you have any important old buildings in your local area?

What are they called?

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Looking after special buildings – 3 1.

Colour the pictures of buildings that you think are important and should be cared for.

Old Parliament House, ACT Fremantle Prison, WA

QANTAS Hangar, Longreach, Qld

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Sidney Myer Music Bowl, Vic.

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Hyde Park Barracks, NSW

As a class, find out and write the names of two important old buildings in your local area. Write the name of the people who look after them too if you can.

Name of building

Who looks after it?

?

How can you help look after the important old buildings in your local area? www.ricpublications.com.au

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Australian Curriculum Geography (Year 1)

Looking after special parks The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Teacher information

Elaboration Features in places such as national parks are important. They can be described and cared for.

Key inquiry questions What are the different features of places?

How can we care for places?

Teaching notes • One example of a park has been provided with which the students may be familiar. The features, names of groups of people who help to look after it and reasons for looking after it are provided.

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places

Background information

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008)

• Kakadu National Park in the Northern Territory is a place on Australia’s National Heritage list. It is one of four sites on the World Heritage list for both cultural and natural value. It covers almost 20 000 square kilometres and includes plains, cliffs, hills, rivers, woodlands, forests, waterfalls, billabongs, beaches, mangroves, mudflats and numerous species of mammals, birds, reptiles, frogs, fish, plants and insects.

• Represent data and the location of places and their features by constructing tables, plans and labelled maps

• Kakadu has been the country of the Bininj/Mungguy people for millennia. It contains thousands of rock paintings of various styles.

(ACHGS007)

(ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

• It is managed by the Australian Government Director of National Parks in conjunction with a Board of Management which primarily represents the traditional owners. Daily management is carried out

by Parks Australia, a part of the Australian Government Department of Sustainability, Environment, Water, Population and Communities.

Resources

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• Reflect on their learning and suggest responses to their findings (ACHGS012)

Geographical concepts

• place • space • environment • sustainability • change

• My home in Kakadu by Jane Christophersen (picture book for lower primary) • Walking with the seasons in Kakadu by Diane Lucas (for slightly older students but with good illustrations) • Visit <http://www.environment.gov.au/topics/national-parks/kakadunational-park> for more information about Kakadu.

Geographical vocabulary

Additional activities

national park, map, plains, cliffs, hills, rivers, forests, waterfalls, billabongs, beaches, species, mammals, birds, reptiles, frogs, fish, plants, insects, government, sustainability (look after), change, place, space, environment, natural, features, ranger, local

Australian Curriculum Geography (Year 1)

• Ask the students to draw a map of their local park, including all the features and naming people who look after it.

• View images of parks in the local area on Google Earth™ or Google Maps™ and decide which ones are close enough to visit.

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Looking after special parks - 1 1.

Look at the map that shows Kakadu National Park.

North

Darwin

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Kakadu National Park

Arnhem Land

Katherine

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South 2.

Read about Kakadu.

Kakadu is a large national park. It has plains, cliffs, hills, rivers, forests, waterfalls, billabongs and beaches. It has many species of mammals, birds, reptiles, frogs, fish, plants and insects.

It is looked after by the government and groups of Aboriginal people.

Kakadu is an important place for all Australian people. We need to look after it so people in the future can see it.

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Australian Curriculum Geography (Year 1)

Looking after special parks – 2

2.

Tick the natural features you will see at Kakadu.

cliff

plain

hills

river

waterfall

billabong

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Who looks after Kakadu?

3.

Why do they look after Kakadu?

4.

Write one question to ask Ranger Samantha.

?

Why is there more than one group of people looking after Kakadu?

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

1.

Looking after special parks – 3 1.

Read the rules for looking after plants and animals in Kakadu National park.

RULES 1. Don’t shine bright torches on sleeping birds.

2. Sit quietly to watch animals.

3. Use binoculars to get a close look at animals.

4. Look out for snakes and lizards on roads.

5. Do not feed the animals.

6. Put out campfires before you leave.

7 Make sure there are no weeds on your

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

vehicle or trailer.

2.

NATIONAL PARK

Why are these rules important?

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3.

Write another way of looking after plants and animals in Kakadu National Park.

4.

There are many Aboriginal rock paintings in Kakadu. How can they be looked after?

?

What parks in your local area need to be looked after?

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Australian Curriculum Geography (Year 1)

Looking after wetlands The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Elaboration

Teacher information

Features in areas such as a wetland are important places. They are important for different reasons. They can be described and cared for.

Key inquiry questions What are the different features of places?

How can we care for places?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Teaching notes • A wetland area has been provided as an example of a natural and managed place to allow students to practise geographical inquiry and skills.

• Discuss any unfamiliar vocabulary with the students to enhance understanding.

• When using the pictures to create a diorama, students may need to make simple stands or tabs for the birds, plants and animals. They will also need to decide what to put them in—a tray, empty shoebox or triangular diorama stand (visit < http://jimmiewriter.hubpages.com/ hub/Pyramid-Diorama> for instructions).

Background information • There are many different types of wetland areas. These are classified in different ways by expert organisations such as Wetland Care Australia and the Australian Government Department for the Environment.

Wetlands occur in alpine, arid, coastal, marine, estuary, inland and river areas. There are some wetlands on private farming properties.

• The Ramsar Convention (The convention on wetlands) was signed in Ramsar, Iran, in 1971. This international treaty commits its member countries to maintaining important international wetlands of international importance. Plans are formulated so that wetlands areas can be used wisely and sustainably. In 2013, Ramsar sites numbered about 2168.

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• Reflect on their learning and suggest responses to their findings (ACHGS012)

Geographical concepts

• place • space • environment • sustainability • change

Resources

• Wetlands: Soggy habitat (Amazing Science: Ecosystems) by Laura Purdie Salas • Visit <http://www.wetlandcare.com.au/index.php/info-and-links/wcapublications/ to find out background information about wetlands, why they are useful and how they are being cared for.

• Visit <http://www.environment.gov.au/resource/discovering-wetlandsaustralia> for resources and background information about wetlands.

Geographical vocabulary

Additional activities

wetlands, plants, natural vegetation, birds, nests, breed, crustaceans, reptiles, insects, environment, flood, farmer, clean, water, soil, Indigenous Australians, marsh, swamp, government, conservation, look after, visitor, diorama

Australian Curriculum Geography (Year 1)

• Ask the students to use a computer program such as Kid Pix™ to draw a picture of a wetland, including some natural features.

• Have the students use the images on page 41 to inspire a different representation of a wetland area.

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Looking after wetlands – 1 Listen as your teacher reads the text.

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

A wetland is a place where water covers the ground. The water is not deep and it does not move much. There are lots water plants like reeds and grasses. When it rains, wetland places get bigger. Then lots of birds arrive to live there.

Wetlands are places where birds make their nests and have babies.

Many frogs, fish, reptiles, crustaceans (like crabs and shrimp) and insects make their homes in wetlands. Many © R. I .

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Wetlands are important places. Wetlands collect extra water when it floods. Wildlife finds water at wetlands when it is dry everywhere else. Farmers get water for their animals and crops when it is dry. Wetlands clean river water by catching soil and sucking up bad things like bacteria and pollution. Wetlands are important to Indigenous Australians. Wetlands have lots of rich soil for farmers to use to grow feed for animals. They are good places to camp, watch birds and animals, paddle canoes, fish and walk.

The government and conservation groups look after wetlands. www.ricpublications.com.au

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Australian Curriculum Geography (Year 1)

Looking after wetlands – 2

1.

Tick the natural features you will see in a wetlands area.

water frogs 2.

birds fish

plants

houses

roads

reptiles

insects

crabs

When do wetlands change? How do they change?

3.

Write three (3) reasons why wetlands are important.

• •

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• 4.

Who looks after wetland environments?

5.

How would you describe the features of a wetland environment? Write one or two sentences.

?

What question would you ask a guide at a wetlands area visitor centre?

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The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

Looking after wetlands – 3 Jakson made a diorama to tell about his local wetlands area.

1.

2.

The natural, managed and constructed features of places, their locations, how they change and how they can be cared for (ACHGK005)

3.

Visit <http://www.wetlands.org.au/page4627/Home. aspx> to see and hear an advertisement about the Hunter Wetlands in New South Wales.

Use Google Maps™ to find out where the Hunter Wetlands is found.

Use the pictures below to make your own diorama of the Hunter Wetlands.

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?

Is there another way you could make a representation of the wetlands environment?

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Australian Curriculum Geography (Year 1)

Daily weather The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

Teacher information Elaboration The weather of a place may be described over a short term such as a day and over a long term such as a season.

Descriptions of the daily and seasonal weather may include the amount of rainfall; the temperature; whether it is sunny or windy, cloudy or rainy. The daily and seasonal weather of two or more places can be compared. The weather is a feature of a place.

Key inquiry question What are the different features of places?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

Teaching notes • Examples of the fictitious weather of two different places have been provided. Teachers should provide opportunities for students to practise record-keeping of the authentic weather of actual places, especially their own.

• The students may need assistance answering Question 2 because they need to know that Japan is in the Northern Hemisphere and so will experience autumn while it is spring in Australia.

• Encourage the students to use vocabulary such as ‘pleasant’, ‘unpleasant’, ‘dreary’ or similar words to describe the weather.

• Teachers may use their own weather chart to complete page 45. An online chart may also be completed daily using the whiteboard or a large class cardboard chart.

Background information • Weather is the state of the atmosphere at a particular place and time in relation to heat, cloudiness, dryness, sunshine, wind, rain and so on.

A season is defined as each of the four divisions of the year (spring, summer, autumn, and winter) marked by particular weather patterns and daylight hours, as a result of the earth’s changing position with regard to the sun.

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• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

• Oh say can you say what’s the weather today? All About Weather (Cat in the Hat’s Learning Library) by Tish Rabe

• Reflect on their learning and suggest responses to their findings (ACHGS012)

• How the ladies stopped the wind by Bruce McMillan (a folktale from Iceland)

Geographical concepts

• Down comes the rain (Let’s read-and-find-out Science 2) by Franklin M Branley.

• place • change

Resources

Additional activities

Geographical vocabulary daily, weather, week, temperature, rainfall, rainy, sunny, cloudy, September, Monday, Tuesday, Wednesday, Thursday, Friday, spring, chart, most, lowest, highest, change, place

Australian Curriculum Geography (Year 1)

• Ask the students to describe the changes in weather that take place over the weekly time frame. They may also be questioned how these changes affect the activities that people do.

• As a class, watch the weather radar at <http://www.bom.gov.au/ australia/radar/> regularly.

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Daily weather – 1 Mrs Brown’s Year 1 class in Australia kept a daily weather chart for one week in spring. It looked like this.

The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

Our weather chart Date

Day

2 September

Weather

Temperature

Rainfall

Monday

21° C

30 mm

3 September

Tuesday

23° C

0 mm

4 September

Wednesday

24° C

0 mm

5 September

Thursday

24° C

20 mm

6 September

Friday

20° C

40 mm

Temperature

Rainfall

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Our weather chart Date

Day

2 September

Monday

21° C

12 mm

3 September

Tuesday

20° C

50 mm

4 September

Wednesday

18° C

120 mm

5 September

Thursday

20° C

40 mm

6 September

Friday

21° C

10 mm

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Australian Curriculum Geography (Year 1)

Daily weather – 2 1.

What season of Australia was the weather chart kept?

2.

What season would it be in Japan?

3.

Circle the word that tells what the weather is MOSTLY like in Australia.

• sunny

4.

• cloudy

Circle the word that tells what the weather is MOSTLY like in Japan.

• cloudy

5.

• rainy

• rainy

• sunny

Circle the place with:

(a) the most rain.

Australia Japan

(b) the lower temperatures.

Australia Japan

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Write one question you could ask to find out more about the weather in each place.

• Australia

• Japan

7.

Which place would you like to live in because of the weather? Why?

?

What is the weather like in your place?

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The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

Daily weather – 3 Use the table to record the weather in your place for one month. You will need two charts.

Our weather chart .

The season is

The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

Date

Day

Weather (picture)

Temperature

Rainfall

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How would you describe the weather in your place?

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Australian Curriculum Geography (Year 1)

Seasonal weather The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

Teacher information

Elaboration The seasons are a feature of a place. Seasons may be described using the months; weather, including the amount of rainfall; the temperature; whether it is sunny or windy, cloudy or rainy. The seasonal weather of two or more places can be compared. Seasons give long-term descriptions of a place.

Key inquiry questions What are the different features of places?

How can we care for places?

Geographical Inquiry and Skills • Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

Teaching notes • Read the text on page 47 with the students and explain any unfamiliar vocabulary to them. Discuss the content, especially how weather changes over time and throughout the seasons.

• Enlarge page 48 to give the students sufficient space to complete their information.

• Page 49 may be completed on cardboard as part of a daily weather chart activity.

Background information • A season is defined as one of the four divisions of the year (spring, summer, autumn and winter) marked by particular weather patterns and daylight hours as a result of the earth’s changing position with regard to the sun.

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

• Sunshine makes the seasons by Franklin M Branley

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C.Publ i cat i ons •f orr evi ew pur posesonl y• • All through the year by Jane Godwin and Anna Walker

Geographical concepts • place

Resources • Visit <http://www.confessionsofahomeschooler.com/blog/2010/04/ calendar-time-2.html> to find many useful calendar activities and to download a season chart with arrows.

• sustainability

• change

Additional activities • When unusual weather features such as cyclones or thunderstorms occur throughout a season, track them using an online weather radar map such as the one at <http://www.bom. gov.au/australia/radar/>

Geographical vocabulary seasons, spring, summer, autumn, winter, plants, animals, weather, months, droughts, cooler, rain, colder, snow, warmer, hot, wet, dry, north, change, place, January, February, March, April, May, June, July, August, September, October, November, December, features, temperature, rainfall

Australian Curriculum Geography (Year 1)

• As a class, discuss how the weather affects natural, constructed and managed features of places especially during weather disasters such as floods, cyclones or hailstorms. What precautions are taken to look after these features during unusual weather conditions?

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Seasonal weather –1 Read the text with your teacher.

Most parts of Australia have four seasons—spring, summer, autumn and winter. Seasons can be described by the weather and the plants and animals.

The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

Spring happens over the months of September, October and November.

The weather is warmer but can change. There is often rain. Many trees have blossoms. Flowers grow.

Baby animals are born.

Summer happens over the months of December, January and February.

It is hot. People go to the beach and wear light clothes. Some places have droughts. There may be bushfires.

Animals grow bigger.

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Autumn happens over the months of March, April and May. The weather is cooler. There may be rain. Some trees lose their leaves. Farm crops and fruit can be picked.

Winter happens over the months of June, July and August. The weather is colder. There is more rain. Some places may have snow. Some trees have no leaves. Birds may fly to warmer places. Some animals are not seen very much. Some people may ski or go to the football.

The hot parts of Australia in the north have two seasons—a wet and a dry season. The wet season lasts from November to March.

The dry season lasts from April to October. www.ricpublications.com.au

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Australian Curriculum Geography (Year 1)

Seasonal weather – 2 Complete the seasons chart using the text on page 47. Write the months. Write or draw and label information about the weather, plants and animals. plants and animals

m

s th

o

we a

r

we at

e th

r he

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C.Pu bl i cat i ons Spring Summer Autumn •f orr evWinter i ew pu r posesonl y•

r he

m h

w e a

s

m o ?

on t

hs t n

er h t

we a t

plants and animals

plants and animals

What is your favourite season of the year? Why? What features do you like best?

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The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

hs nt

m on

plants and animals

Seasonal weather – 3 Complete the information about today by writing and drawing.

• The season is

.

• The month is

.

• The day of the week is

.

(Monday Tuesday

Wednesday

Thursday Friday)

• The date is

.

The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

• The weather is

.

• Draw a picture about the season and weather of today.

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What is the temperature today? How much rain fell?

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Australian Curriculum Geography (Year 1)

Temperature and rainfall The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

Teacher information

Elaboration Rainfall and temperature, as part of weather and seasons, are features of a place. They may be used to describe a place.

Teaching notes

Key inquiry question What are the different features of places?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Examples of a temperature and rainfall graph are provided. Teachers should keep an authentic record of the temperature and rainfall of their own place. Weather bureau sites provide accurate rainfall measurements.

• Discuss the graphs with the students and ensure they understand the information provided. Millimetres and degrees Celsius will be unfamiliar units of measurement for many students.

• Numbers are sufficient to answer Question 3 on page 52. Students are not expected to know the standard units used.

• Enlarge or use a suitable class temperature graph to complete the activity on page 53.

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Background information • Temperature is defined as the warmth or coldness of an object or substance with reference to some standard value. In relation to weather, the object or substance is the atmosphere.

• Rainfall is the fall of precipitation in the form of rain in a specified place over a specified time.

Geographical concepts • place

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• change

Resources

• Visit <http://archive.fossweb.com/modulesK-2/AirandWeather/ activities/whatstheweather.html> to play an interactive game that shows the temperature on a thermometer, students must choose the correct clothing for teddy to wear outside.

• Clouds (Let’s-read-and-find out Science 1) by Anne Rockwell • Flash, crash, rumble and roll by Franklin M Branley

Additional activities • Make a simple rain gauge to measure the rainfall in your place by following the instructions at <http://splash.abc.net.au/ media/-/m/30213/making-a-rain-gauge> Record the results and discuss the changes and reasons for them. The short video also gives reasons why farmers follow rainfall information.

Geographical vocabulary temperature, rainfall, degrees, Celsius, millimetres, graph, unit of measurement, highest, lowest, weather, place, warm, hot, cold, cool, wet, dry

Australian Curriculum Geography (Year 1)

• Ask pairs of students to use grid paper to make up fictitious temperature or rainfall graphs for fictitious places (assist where needed). Then have them compare their graphs with another pair. Alternatively, make up one for students to compare with those on page 51.

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Temperature and rainfall – 1 Read the graphs with your teacher.

Graph 1 40

Temperature in degrees Celsius (ºC)

32 °C

30 29 °C 25

30 °C 28 °C

27 °C 25 °C

24 °C

31 °C 27 °C

23 °C

20 15 10

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Tues.

Wed. Thurs.

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Wed. Thurs.

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40 30 20 10 0 -10 -20

Graph 2 Rainfall in millimetres (mm)

The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

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10 8 6 4 2 0

10 mm 8 mm

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Fri.

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Mon. Day

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Wed. Thurs.

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Australian Curriculum Geography (Year 1)

Temperature and rainfall – 2 Which graph tells about:

(a) the temperature?

(b) the rainfall?

2.

What unit of measurement is used for:

(a) temperature?

(b) rainfall?

3.

What was the:

(a) highest temperature?

(b) lowest temperature?

(c) highest rainfall?

(d) lowest rainfall?

4.

40 30 20 10 0 -10

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What words would describe the weather of this place?

•f orr evi ew pur posesonl y• Circle them.

warm hot cold cool wet dry 5.

?

What else could you find out about the weather in this place? Write one or two questions to ask a person who lives there.

Would people like living in a place like this? Why or why not?

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The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

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Temperature and rainfall – 3

The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

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Record the temperature of your place for two weeks.

Monday

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40

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20

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10

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Tuesday

Wednesday

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40

30

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30

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Monday 2.

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0

0

Tuesday

Wednesday

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Thursday

20 10 0

Friday

Compare the temperature at your place to the place on page 51? Is it hotter? Is it cooler? Is it about the same?

Write words to describe it.

Why would people need to know the temperature or rainfall of a place?

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Australian Curriculum Geography (Year 1)

Aboriginal and Torres Strait Islander seasons The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

Teacher information

Elaboration Aboriginal and Torres Strait Islander people have seasonal calendars that are different from the four European seasons.

The seasons help Aboriginal and Torres Strait Islander people find out about food and water and help them survive..

Key inquiry questions What are the different features of places?

How can we care for places?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Teaching notes • Read the information and explain the diagram and its content. Ensure the students are aware that knowledge of the seasons for Indigenous Australians meant being able to find food and water — things necessary for survival.

• Students will need to know that spring, summer, autumn and winter are the European/white people’s seasons. They will also need to be able to describe them to complete page 57.

• Enlarge page 57 for ease of completion if necessary or complete the table as a class activity.

Background information • Aboriginal and Torres Strait Islander seasons vary in number from three to seven. People in different areas identify different types and numbers of seasons. The seasons are identified by the way the weather and climate affects the availability of food and water for survival. Knowing the seasons and the weather helped Aboriginal people decide whether to stay in an area for a time or move to another more favourable one. In-depth knowledge of the seasons reaffirms the close country/place connection of Aboriginal and Torres Strait Islander people.

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• Reflect on their learning and suggest responses to their findings (ACHGS012)

• The burning of the bush helped to regenerate it by clearing out dense undergrowth, encouraging new plants for eating by people and animals. It could be considered one of the first known sustainable practices.

Geographical concepts • place

• environment • sustainability • change

Resources • Walking with the seasons in Kakadu by Diane Lucas • Listen and watch as the story Big rain coming by Katrina Germein is read at <http://www.youtube.com/watch?v=gcqUaD4YIrg>

Additional activities

Geographical vocabulary Aboriginal, Torres Strait Islander, season, spring, summer, autumn, winter, weather, survive, Kakadu, wet, dry, place, natural features, natural vegetation, environment, change, look after (sustainability)

Australian Curriculum Geography (Year 1)

• Discuss the idea of ‘burning the bush’. Is this a good thing or a bad thing? Could burning help the bush? This will provide a link to ideas about looking after the environment and sustainability.

• Visit <http://www.bom.gov.au/iwk/> to view a map of Australia with different Aboriginal groups identified.

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Aboriginal and Torres Strait Islander seasons – 1 Read the information with your teacher.

Aboriginal and Torres Strait Islander people did not have the four seasons—spring, summer, autumn and winter. They may have had two, three, four, five, six or seven.

The number of seasons they had depended on where they lived and what the weather was like.

Knowing about the seasons helped them find food and water and helped them survive.

Look at the diagram of the seasons of the Bininj/Mungguy people of Kakadu with your teacher.

RENG • win d s t o • stre ams rms runni ng • • c YE • you fruit oo G ng • clea animals w • d • w l • m GE a r r skie s o oolly y wi terl orn n f b bu ds ilies ing a us tt t • • m • w nd n h fo ree flow fish ists itc ew r cl • bu erin he g ea rn g April tty row nin in gr th g g M ub s

2.

• col

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Octob er

WE

No ve

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Janua ry

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Fe br

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NU M

ot h • W ds gs E o o g DJ • fl e e U n ai oos G r g y av s • ded e e • h ppl stran s a s m or red mal t s • i n er d nd umi • a u ry th • h ua

er temb Sep

DRY

s er ed ow re sh di b ing s • un htn rm am lig sto rr • er ba gs nd s • eg hu nt le • t la di id w p oco um ne cr • •h s• s r be ot ird lum m • h terb n p a ee • w • gr

ER

Au

ay

BANG G

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July

e Jun

RUN ese GUR dry • ge-necked t• ng gs • ho s • lo e eg g l ake turt gettin gar • u • sn es • s l s turt codile mid • y u o • cr and h d hone il ter hot bag w

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The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

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Aboriginal and Torres Strait Islander seasons – 2 Write numbers.

(a) How many European seasons are there?

(b) How many seasons do Aboriginal

2.

Australians have?

Colour Yes or No.

(a) All Aboriginal people had the same number of seasons.

Yes

No

(b) Knowing about the seasons helped Aboriginal people find food and water.

Yes

No

(c) All Aboriginal people lived in the same place.

Yes

No

(d) The weather the seasons was ©inRall .

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No

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(e) The Aboriginal people wanted to know about the seasons so they would know what games to play and clothes to wear.

Yes

No

Why was it important to know about the food and water in each season?

What questions would you ask a Bininj/Mungguy person about the seasons?

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The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

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Aboriginal and Torres Strait Islander seasons – 3

Write or draw to complete the table. Use your own knowledge and the information in the diagram on page 55.

European seasons

Kakadu seasons

The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006)

How many seasons are there?

What are the seasons called?

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C.Publ i cat i ons •f orr evi ew pur posesonl y• What is each season like?

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What do the Aboriginal or Torres Strait Islander people in your local area call the seasons?

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Australian Curriculum Geography (Year 1)

Activities in a community The ways the activities located in a place create its distinctive features (ACHGK007)

Teacher information

Elaboration The features distinguish one place from another. The features in a place such as a community include the activities people do there.

Key inquiry questions What are the different features of places?

How can we care for places?

Geographical Inquiry and Skills • Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Teaching notes • Review the grid map on page 59 carefully with the students and practise finding places first by demonstration and then by having the students find places on the community map. Discuss why features are located where they are on the grid map and if these are the best places for them.

• Discussion should take place before the students commence the activity on page 61. It may also be completed as a pair, small-group or class activity.

Background information • Simple grid maps combine mathematical concepts of locomotion and transformation. They can also show simple representations of plan views and aerial views. Numbers and letters can be considered a simple precursor to latitude and longitude for later years. The letters at the bottom come first in coordinates using numbers and letters in a grid.

• It is important for this content descriptor to focus attention on the activities that take place in an environment. Natural, managed and constructed features should also be reinforced using this activity

• Reflect on their learning and suggest responses to their findings (ACHGS012)

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Geographical concepts

• On the town by Judith Caseley

• place

• My town (A lift-the-flap book) by Rebecca Treays

• environment • sustainability • space

• Looking at maps and globes by Carmen Bredeson

Additional activities • Provide a car mat with roads, buildings and so on, and ask the students to work in pairs to use blocks to build 3D community buildings to place on a space. Examples can be viewed at <http://www.geogspace.edu.au/verve/_resources/2.1.3.2_1_ place_like_mine_images.pdf>

Geographical vocabulary grid map, north, south, community, place, map, sustainability (look after), environment, activities, features, local, natural, constructed, managed

Australian Curriculum Geography (Year 1)

• Ask the students to interview their parents or grandparents to find what activities they do in their local community. Students may list these and discuss them with others at a later date to make comparisons about different places.

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Activities in a community – 1 We can do things in places. The things we can do in a place make each place different.

Look at the map of the community.

North 8 House

7 School

School oval

Library

House

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The ways the activities located in a place create its distinctive features (ACHGK007)

Bakery POST

Park CINEMA

3 Factory

Post office BOOKS

Burger bar

Games store

Ambulance station

Movie theatre

2 Hospital Office

Bookshop POLICE

1 Church

Police station

House

House

House

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Australian Curriculum Geography (Year 1)

Activities in a community – 2 Write what is found at each place on the map.

(a) D3 and D4

(b) E4

(c) H4, H5 and H6

(d) F4

2.

Write letters and numbers to show where you would go to:

(a) borrow a book to read.

(b) play on the swings.

(c) play a game of soccer.

(d) buy a cake to eat.

3.

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•tof o rr e vi e w pur posesonl y• (f) learn read and write hard words.

What could you do at:

(a) an office?

(b) a factory?

(c) a bookshop?

(d) a supermarket?

4.

Which place is the furthest distance from the police station at A7 and B7?

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What things do people do at a hospital, a police station, an ambulance station or a church?

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The ways the activities located in a place create its distinctive features (ACHGK007)

1.

Activities in a community – 3 Draw a map of your own community.

Label the places and say what things you do in different places.

The ways the activities located in a place create its distinctive features (ACHGK007)

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How can people in a community care for the places and spaces where they do things?

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Australian Curriculum Geography (Year 1)

Activities at an amusement park The ways the activities located in a place create its distinctive features (ACHGK007)

Teacher information

Elaboration The features distinguish one place from another. The features in a place such as an amusement park include the activities people do there.

Key inquiry questions What are the different features of places?

How can we care for places?

How can spaces within a place be rearranged to suit different purposes?

Geographical Inquiry and Skills

Teaching notes • An example of an amusement park map has been provided. Ideally, teachers should use Google Maps™ or Google Earth™ images of the closest amusement park to them to use with this set of pages.

• During discussions about the map, revise geographical concepts and terminology such as natural, constructed and managed features.

• Pages 64 and 65 may be completed as whole-class activities.

• Pose questions about familiar and unfamiliar places

Background information

(ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps

• There are amusement parks of various sizes around the world. Some amusement parks have buildings, rides and attractions centred around a specific theme. These are called theme parks.

• The first theme park was Santa Claus Land, in Santa Claus, Indiana in the USA, which opened in 1946.

(ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

Resources • Curious George visits an amusement park by Margaret and H A Rey • The Berenstain Bears ride the thunderbolt (Step-into-reading, Step 1)

by Stan and Jan Berenstain

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• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

• Maps (Learn to read social studies) by Joellyn Cicciarelli

• Reflect on their learning and suggest responses to their findings (ACHGS012)

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

Additional activities • Collect and display maps of places the students have visited.

These may include the zoo, amusement and theme parks, aquariums, libraries, cities, national parks, camping and caravan sites and so on. Discuss the content, keys (if provided) and the activities that take place.

Geographical vocabulary map, place, amusement park, features, spaces, change, environment

Australian Curriculum Geography (Year 1)

• As a class, think of questions to ask the person who designed the amusement park. They may include questions such as ‘Why did you put the racing track there?’ or ‘Do the neighbours worry about the noise coming from the amusement park? If so, what have you done to fix this problem?’

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Activities at an amusement park – 1 We can do things in places. The things we can do in a place make each place different.

Look at the map of the amusement park.

Tickets

The ways the activities located in a place create its distinctive features (ACHGK007)

Tickets

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Australian Curriculum Geography (Year 1)

Activities at an amusement park – 2 1.

Complete the table.

What spaces can you see at the amusement park?

What can you do at the amusement park?

2.

Draw lines from the names of the spaces to the things you can do in the spaces.

3.

Write Yes or No.

Would you like to visit this amusement park?

4.

Write why or why not?

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Can you see anything on the map that shows how people look after the amusement park? If yes, what is it? If not, what should be there?

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The ways the activities located in a place create its distinctive features (ACHGK007)

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Activities at an amusement park – 3 1.

Write some things you would like to do at an amusement park.

2.

Draw your own amusement park map with spaces to do the things you wrote about. Tick each activity above as you draw a space for it.

The ways the activities located in a place create its distinctive features (ACHGK007)

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How could you change the spaces on the map on page 63 to make them better for people to do things?

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Australian Curriculum Geography (Year 1)

Activities at a caravan park The ways the activities located in a place create its distinctive features (ACHGK007)

Teacher information

Elaboration The features distinguish one place from another. The features in a place such as a caravan and camping park include the activities people do there.

Key inquiry questions What are the different features of places?

How can we care for places?

How can spaces within a place be rearranged to suit different purposes?

Teaching notes • Discuss the map on page 67; the details, what the keys are and what they mean. Include discussion about activities that can be done in different spaces of the caravan and camping park. Ask questions about which facilities are close or far away from each other. Ensure the students take note of the directional signs ‘North’ and ‘South’ on the map.

Geographical Inquiry and Skills

Background information

• Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories

• Caravan and camping parks and sites are popular places for Australian families to visit. They are usually located near beaches and other tourist attractions. They offer cheaper accommodation for holiday makers than hotels and motels.

• Maps are representations of information about a place. The information may include roads, houses, businesses, tourist attractions or the weather. Symbols are used to represent this information easily.

Keys are used to explain the symbols and what they represent. Keys may also be called a legend. Keys show a small picture of each symbol used as well as words, or a written description that explains the meaning of the symbols.

(ACHGS010)

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• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011) • Reflect on their learning and suggest responses to their findings (ACHGS012)

Resources

• Amelia Bedelia goes camping (I can read Book 2) by Peggy Parish • The Berenstein bears go to camp by Stan and Jan Berenstein • A camping spree with Mr Magee by Chris Van Dusen

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

Additional activities • Discuss what may have been in the place before it was made into a caravan and camping park. Is this a good change or a bad change? Why or why not?

Geographical vocabulary place, map, spaces, keys, north, south, activities, caravan and camping park, features, natural, constructed, managed, look after, change

Australian Curriculum Geography (Year 1)

• Use Google Maps™ or Google Earth™ to view an image of a local caravan and camping area. Discuss the natural, managed and constructed features and why it the facility may have been placed in that location.

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Activities at a caravan park – 1 We can do things in places. The things we can do in a place make each place different.

Look at the map of the caravan and camping park.

office

The ways the activities located in a place create its distinctive features (ACHGK007)

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Activities at a caravan park – 2 1.

Colour the spaces on the map for:

(a) cabins green.

(b) caravans red.

(c) camping brown.

(d) toilets and showers blue.

2.

Finish the sentences.

(a) You can swim at the

.

(b) You can walk under the trees at the

.

(c) You can have a sausage sandwich at the

.

3.

Draw a picture that shows where to:

(a) put up a tent.

4.

(b) take a shower.

Write two activities you would like to do at the park and the place you will do them.

•

•

?

Imagine you have just arrived at the caravan and camping park. What questions would you ask the manager to help you find your way around?

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The ways the activities located in a place create its distinctive features (ACHGK007)

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Activities at a caravan park – 3 1.

Cut out the pictures at the bottom of the page.

The ways the activities located in a place create its distinctive features (ACHGK007)

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2.

Draw a map of your own caravan and camping park.

3.

Glue the pictures in the spaces where you want them.

?

Did you provide things to help visitors look after the caravan and camping park?

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Rearranging a classroom The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

Elaboration

Teacher information

Spaces within places such as a classroom can be rearranged to suit different activities and purposes.

Key inquiry questions What are the different features of places?

How can we care for places?

How can spaces within a place be rearranged to suit different purposes?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps

Teaching notes • The diagram on page 71 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. The students may also view a map of their school to locate their own classroom.

• Discuss the features in Mrs Brown’s classroom and their distance, position, or location in relation to each other.

• The questions on page 72 may be completed as an oral activity assisted by a scanned copy of the map on the whiteboard.

Background information • Students should feel ownership of their classroom. They may have special seating, places for belongings or artworks to decorate the room. Ownership should encourage caring for the places and spaces.

(ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Resources • Me on the map by Joan Sweeney • School map to locate the classroom (downloaded from own school website) if available

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• Visit <http://www.teachingideas.co.uk/geography/map.htm> for an activity involving creating signposts about the classroom to reinforce direction and position.

• Reflect on their learning and suggest responses to their findings (ACHGS012)

Additional activities

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

• 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. They should consider the different activities and purposes for the spaces.

Geographical vocabulary

• Ask the students to find out from their parents or grandparents what their school classrooms were like. They should ask them what things they did in these spaces and compare the activities to the ones they do. If possible, collect photographs to share with others.

next to, close to, away from, on the other side, beside, map, place, representation, space, sustainability (look after), features, arrange, rearrange, activities, shapes

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Rearranging a classroom – 1 Mrs Brown drew a map of her classroom. It showed how the spaces were arranged. The spaces were arranged so different activities and things could be done there. It looked like this.

North door teachers desk and chair

tables and chairs

tables and chairs

dressups

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computers

whiteboard

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reading corner

els eas

puzzles and games

bathroom and sinks

craft table

mat

tables and chairs

tables and chairs

science table

blocks and construction

cupboards writing and drawing table South www.ricpublications.com.au

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Rearranging a classroom – 2 Use the map on page 71 to answer the questions.

1.

Why is there a big round mat in front of the whiteboard?

2.

Why is there a big space for blocks and construction?

3.

Why are the easels close to the bathroom and sinks?

Look at the reading corner. (a) What are the oval shapes in the reading corner?

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(c) Why is there a space between the shapes in the reading corner?

5.

Why are the computers near the wall and the writing corner?

6.

Mrs Brown has 24 children in her class. Are there enough tables and chairs for them all? Colour Yes

?

No

What questions could you ask Mrs Brown about how she arranged her class?

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The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

4.

The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

Rearranging a classroom – 3 1.

Use the shapes to arrange your own classroom on a large sheet of paper.

2.

Draw and label any others you need.

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How do you look after the spaces in your own classroom?

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Rearranging the backyard The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

Teacher information

Elaboration Spaces within places such as a backyard can be rearranged to suit different activities and purposes.

Key inquiry questions What are the different features of places?

How can we care for places?

How can spaces within a place be rearranged to suit different purposes?

Geographical Inquiry and Skills • Pose questions about familiar and unfamiliar places (ACHGS007)

• Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps

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 Xiu have her own garden in her space? Would Xiu use the large vegetable garden? Ask the students what question they could ask Xiu’s grandmother about his garden?

• Discussion should also include how close or near features and spaces are to each other and reasons for this.

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

(ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

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

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• Reflect on their learning and suggest responses to their findings (ACHGS012)

• My garden by Kevin Henkes

• Yukky worms by Vivien French

• The imaginary garden by Andrew Larsen and Irene Luxbacher • The global garden by Kate Petty

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

Additional activities • Provide the students with simple coloured geometric shapes to design their own garden plans/maps or blocks to make a representation of their own garden. Visit <http://jenhaugenrd. wordpress.com/2013/04/07/kids-garden-ideas/> to view a child’s design made with Lego™ blocks and people.

Geographical vocabulary change, features, landscape, place, space, sustainability (look after), garden, backyard, environment, bird’s-eye view, representation, plan

Australian Curriculum Geography (Year 1)

• Use Google Maps™ or Google Earth™ to view the local area where the students live. Zoom in to view selected students’ backyards.

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Rearranging the backyard – 1 Xiu likes visiting her grandmother. Her grandmother’s backyard has lots of spaces and places to do different things. She has fun there.

NORTH

sandpit

stepping stones

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lawn

vegetable garden

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back fence

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Rearranging the backyard – 2

vegetable garden

Write the names of six different spaces in Xiu’s grandmother’s backyard and what happens there.

1.

What happens there

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2.

Would you like this backyard as your own?

Yes

No

Write why or why not.

?

What spaces do you have in your backyard that are the same as Xiu’s grandmother’s backyard? Are yours used the same way?

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The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

Space

Rearranging the backyard – 3 1.

Write and draw to make up a plan for your own special backyard. One example has been done for you.

What do you want to do?

What space or place will you need for it?

Draw what it will look like on your plan.

The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

• put on plays and • a wooden stage concerts

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2.

Colour and cut out your drawings then glue them onto a separate sheet of paper.

Label all the spaces.

How will you look after the places and spaces in your backyard? Do you need places to store things? Do you need garden tools?

3.

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Rearranging a bedroom The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

Teacher information

Elaboration Spaces within places such as a bedroom can be rearranged to suit different activities and purposes.

Key inquiry questions What are the different features of places?

How can we care for places?

How can spaces within a place be rearranged to suit different purposes?

Geographical Inquiry and Skills • Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as photographs, plans, satellite images, story books and films (ACHGS008) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS009)

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS010)

• Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far (ACHGS011)

Teaching notes • The sample bedroom map/plan should be enlarged for viewing or scanned and used on an interactive whiteboard. Page 80 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.

• Before the students complete the activity on page 81, 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’. Discussion may also include the relative sizes of objects to each other (introducing the concept of scale).

Background information • Bedrooms are personal places. Spaces are often arranged to suit the needs, activities and personalities of the owners and the household (for example, siblings may share a bedroom). Students should be encouraged to talk about personal objects and features that make their place ‘theirs’.

• A bird’s-eye view is a view of an object from above, as though observed by a bird. This view is often used in blueprints, floor plans and maps.

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• Reflect on their learning and suggest responses to their findings (ACHGS012)

Geographical concepts

• place • space • environment • sustainability (look after) • change

Resources

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

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

Additional activities • Inside a shoebox or lid of a large cardboard box, ask the students to make a representation of their own bedroom using materials from home or the classroom.

Geographical vocabulary change, environment, features, place, space, sustainability (look after), near, close, away from, next to, rearrange, arrange

Australian Curriculum Geography (Year 1)

• Provide plenty of opportunities for the students to play with a class doll house. Visit <http:// munchkinsandmayhem.blogspot.com.au/2013_05_01_ archive.html> to find a template for the students to make their own doll house. (See Monday, 13 May 2013 entry.)

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Rearranging a bedroom – 1

The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

Look at the plan below. It shows what Yasmin’s bedroom looks like. It shows the features and spaces in the room.

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Rearranging a bedroom – 2 1.

Write the name of the space in Yasmin’s bedroom where she could:

(a) draw a picture.

(b) take a nap.

(c) put her book when she had finished reading at night.

(d) hang up her clothes and place her shoes.

(e) look at Google Maps™ or Google Earth™.

2.

(f) keep her dolls.

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Why is there a space:

(b) around the bed?

3.

Is there another space Yasmin could have in her bedroom?

Draw and label one.

?

How do you look after your bedroom? Do you have a space for a bin?

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The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

Rearranging a bedroom – 3 Make a plan of your own bedroom.

The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008)

1.

Draw extra things in the blank squares.

2.

Cut out the pieces.

Glue them.

4.

Label all the spaces and write what you use them for.

3.

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If you could have spaces for anything at all in your bedroom, what would you have? Would you need lots of space or only a little?

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Answers

Australian Curriculum Geography (Yr 1) Page 4 1. (a) hill (b) mountain (c) river (d) vegetation 2. Answers will vary 3. (a) North (b) South 4. (a) sea (b) cave Page 5 Teacher check

Page 25 Teacher check

Page 8 1. (a) garage, house, fence, path (b) cars, block of flats, road 2.–3. Answers will vary Page 9 Teacher check Page 12 1. Answers will vary 2. Teacher check 3. Answers will vary 4. (a) sheep farmer (b) forest ranger (c) local council (d) dairy farmer 5. Answers will vary Page 13 Teacher check

Page 24 1. The students should have drawn representations of five islands 2. Teacher check 3. Island, coast, mainland, water, rock pool, tree, beach, koala, starfish, whale, shore, lice

Page 28 Teacher check Page 29 Teacher check Page 32 1. Teacher check 2. It is important because it was built a long time ago and because of the way it looks and was made.

3. A Conservation Council 4. Old buildings tell about the people and what happened in that place in the past.

5. Constructed and managed

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Page 16 Answers may include: 1. Natural features; trees, river, hills, bush, lake, rocks; Constructed features: school, houses, roads, parking areas, playground equipment; Managed features: park, playground, pond 2–3. Teacher check Page 17 1. Teacher check.

2. (a) river (b) house (c) park (NOTE: Answers given are the closest features.)

Page 20 1. Peibri was being attacked by sharks.

2. (a) rocks (b) land/a part of the island (c) a sandy beach 3. (a) island (b) reef (c) hills (d) beach 4. (a) rocks (b) sharks (c) stingrays 5. Teacher check Page 21 1. (a) hills (b) beach (c) rocks (d) sea/ocean 2. Teacher check 3. (a) beach (b) hills 4. South

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Page 33 1. All pictures should be coloured 2. Answers will vary

Page 36 1. The cliffs, plains, hills, river, waterfall, billabong, beach and forest should be ticked.

2. the government and groups of Aboriginal people 3. They look after it because it is an important place for all Australians/It has many different natural features including landforms, plants and animals.

4. Answers will vary Page 37 Teacher check Page 40 1. Water, birds, plants, frogs, fish, reptiles, insects, crabs 2. When it rains, wetlands get bigger.

3. Answers will vary 4. The government and conservation groups 5. Teacher check Page 41 Teacher check

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Answers

Australian Curriculum Geography (Yr 1) Page 44 1. Spring 2. Autumn 3. rainy 4. cloudy 5. (a) Japan (b) Japan (c) Australia 6.–7. Answers will vary

Page 68 1. Teacher check 2. (a) pool (b) bush walk (c) barbecue 3. Teacher check 4. Teacher check Page 69 Teacher check

Page 45 Teacher check

Page 72 1. Answers may be similar to: so everyone can sit down together in front of the whiteboard.

2. Answers may be similar to: so there is plenty of room to construct models.

3. Answers may be similar to: the easels are close to sinks for washing brushes.

4. (a) beanbags, cushions or similar (b) to sit on while reading to relax and be comfortable (c) so children can get to the books easily 5. Answers may include: because it is a quiet place to work; no-one is moving around the area.

6. Yes

Page 48 Teacher check Page 49 Teacher check Page 52 1. (a) graph 1 (b) graph 2 2. (a) degrees Celsius (b) millimetres 3. (a) 30 °C (b) 23 °C (c) 10 mm (d) 8 mm 4. Warm, dry 5. Answers will vary Page 53 Answers will vary

Page 73 Teacher check

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Page 56 1. (a) 4 (b) 2, 3, 4, 5, 6 or 7 2. (a) No (b) Yes (c) No (d) No (e) No 3. They needed to know so they could live/survive.

Page 80 1. (a) desk and chair (b) bed (c) side table/book shelf (d) wardrobe (e) desk and table (f) toy box 2. (a) Answers may be similar to: allows room for the door to open without hitting anything/room to walk into the room (b) room to move around to different spaces in the bedroom 3. Teacher check

Page 57 Teacher check Page 60 1. (a) movie theatre (b) burger bar (c) park (d) games store 2. (a) F7 (b) H4, H5 and H6 (c) A7 and B7 (d) B4 (e) B3 (f) C7 and D7 3. Answers will vary 4. School oval

Page 81 Teacher check

Page 61 Teacher check Page 64 1.–2. Teacher check 3.–4. Answers will vary Page 65 Teacher check

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