Australian Curriculum Geography - Year 2

RIC-6682 4.7/1250

Australian Curriculum Geography: People are connected to many places (Year 2) Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2014 ISBN 978-1-922116-82-6 RIC–6682 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)

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.

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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.

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

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.

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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.

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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

Names of places ....................................... 30–33

How to use this book .............................. iv – v

Features and places of Aboriginal and Torres Strait Islanders ......................... 34–37

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Geographical skills overview ....................... vi

Types of settlements .................................. 38–41

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

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

Connections to Country/Place ........ 42–53 Indigenous Australians’ connections ....... 42–45

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

Different connections ................................ 46–49

Generic features of a place template ............. x

Dreaming and Creation stories ................ 50–53

Connections to places ..................................... x

Australian connections ..................... 54–65

Comparing places chart ................................. xi

Connections to places in Australia .......... 54–57

Divisions of the world .......................... 2–17

Connections to other places in the world ................................................ 58–61

Maps and globes .......................................... 2–5

It’s in the news! .......................................... 62–65

Continents and oceans ................................ 6–9 More about globes and maps ................. 10–13

Visiting places ..................................... 66–81

Australia on a map ................................... 14–17

Visiting places in a community ................ 66–69 Visiting places in a shopping centre ....... 70–73

Features and places .......................... 18–41

How has visiting places changed? .......... 74–77

Natural, managed or constructed? ......... 18–21 Treasure Island map .................................. 22–25

How have connections changed? .......... 78–81

Features of a school .................................. 26–29

Answers ................................................. 82–84

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 2)

Teachers notes How to use this book Each book is divided into sections based on the number of Geographical Knowledge and Understanding content descriptions for the year group. 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 each page throughout the book. The tabs provide easy access to pages within each content description.

Topics within each section follow a similar four-page format, comprising a teachers page followed by three student pages. The student pages are all related to one aspect of a geographical concept.

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 page viii. It shows at a glance how the topics in each book, including the ‘Additional activities’ provided on the teachers pages, cover the requirements of the national curriculum for the Year group. (page viii) • A list of useful R.I.C. Publications resources for teacher support for each section of the book is provided on page ix.

• Graphic organiser templates appropriate for some activities are provided on pages x–xi.

• Answers or possible answers have been given for the student pages of each section. As certain activities require research, discussion and opinions, some answers are open-ended and are marked as ‘Teacher check’. Answers are located at the back of the book on pages 82–84.

Four-page format Teachers page

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The first page in each four-page unit is a teachers page which provides the following information:

The title of the unit

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

The key inquiry questions which will be answered in part or whole by the activities within the unit

Background information provides teachers with other relevant facts that relate to the text and activities

The geographical skills that can be practised while completing the unit The geographical concepts that can be highlighted while completing the unit

Suggested resources to enhance understanding of the content of the unit

Additional activities offer suggestions of how the topic may be extended to develop the historical knowledge and understanding of the unit Teaching notes highlight specific details of the activities that

Australian Curriculum Geography (Year 2)

need to be prepared, revised or understood before beginning the unit; and suggestions, ideas and discussion points for conducting the unit

A list of geographical vocabulary that features in the unit iv

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Teachers notes How to use this book Student page 1 This page introduces the topic with a geographical literacy text and/or representation. It features: Relevant artwork is used to enhance the text and to aid understanding of the subject

The title of the unit The geographical text and/or representation The content description with its code

Student page 2

The title of the unit

This page is usually used in conjunction with Student page 1.

It features:

The content description with its code

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A resource such as a specific map to be used with Student page 1 or questions or activities students can complete.

Student page 3

The title of the page

This page requires students to develop their geographical skills to complete the activity. It features: Extra information and/or an activity may be included to extend or use additional geographical skills

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

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Australian Curriculum Geography (Year 2)

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.

Observing, questioning and planning • Pose geographical questions about familiar and unfamiliar places (ACHGS013)

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 (ACHGS014)

Uses various methods to gather information and explore ideas about places, and their own and other people’s connections to them.

• Represent data by constructing tables and graphs (ACHGS021)

With assistance, makes up tables, plans and maps to represent data gathered about their own and other people’s connections to places.

Specific skills

Interpreting, analysing and concluding

Specific geographical skills for Year 2 include: • observing and describing the features of places • drawing a map • using directional language, understanding distance • interviewing relatives

Key skills

Makes up and asks questions about the connections they have to other places.

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

Participates in discussions and writes sentences to express ideas about the changing patterns in people’s connections to places and other geographical information collected.

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

Communicating

• 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

Communicates feelings and findings about connections to places through stories, discussion, simple written reports, art, dance, song and technological devices like computers, using directional and locational terms.

(ACHGS017)

Reflecting and responding • Reflect on their learning and suggest responses to their findings (ACHGS018)

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Discusses with teachers, other students and family members what they have learned about connections with places and their significance.

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Communicating

Reflect on their learning and suggest responses to their findings (ACHGS018)

Interpreting, analysing and concluding 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 (ACHGS017)

Collecting, recording, evaluating and representing Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

Observing, questioning and planning 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 (ACHGS014)

Pose geographical questions about familiar and unfamiliar places (ACHGS013)

Geographical skills class record Reflecting and responding

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Australian Curriculum Geography (Year 2)

pp 54–57 pp 58–61 pp 62–65

pp 66–69 pp 70–73 pp 74–77 pp 78–81

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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 (ACHGS014)

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Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

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GENERAL CAPABILITIES CROSSCURRICULUM PRIORITIES

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Features and places

Reflect on their learning and suggest responses to their findings (ACHGS018)

✓

Divisions of the world

Interpreting, analysing and concluding Communicating

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 (ACHGS017)

Reflecting and responding

Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

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Visiting places

pp 42–45 pp 46–49 pp 50–53

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Australian connections

pp 18–21 pp 22–25 pp 26–29 pp 30–33 pp 34–37 pp 38–41

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Connections to County/Place

pp 2–5 pp 6–9 pp 10–13 pp 14–17

Observing, questioning and planning

✓ ✓ ✓ ✓

Collecting, recording, evaluating and representing

Pose geographical questions about familiar and unfamiliar places (ACHGS013)

KEY INQUIRY QUESTIONS

GEOGRAPHICAL INQUIRY AND SKILLS

Geographical knowledge and understanding

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What is place?

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How are people connected to their place and other places?

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What factors affect my connections to places?

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Literacy

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Numeracy

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ICT Capability

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Critical and creative thinking

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Ethical understanding 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

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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, Year 1 and/or Year 2 about the geography of Australia and the world.

RIC–6364

Exploring geography: Beginning geography – Ages 6–8

RIC–6367

Exploring geography: Australia and Oceania – Ages 8–12

RIC–0591

Mapping and atlas skills – Ages 5–8

RIC–0513

Weather and climate – Ages 5–8

RIC–6710

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

RIC–0548

The environment – Ages 6–8

RIC–6466

Lower themes: Places – Ages 5–7

RIC–6467

Lower themes: Changes – Ages 5–7

RIC–6566

Early years themes: Places – Ages 3–5,

RIC–7074

Early years themes: Posters – Ages 3–5

RIC–6466

Lower primary themes: Australia – Ages 5–7

RIC–0588

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

RIC–0667

Australian Aboriginal culture – Ages 5–6, Ages 7–8

RIC–0345

Aboriginal studies – Ages 5–8

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Connections to places Name of place Location Features

Why are people connected to this place?

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Other things I found out about visits to this place

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Comparing places chart Place 1

Place 2 How are they similar?

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Maps and globes The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

Teacher information

Elaboration Understanding the connections between a globe and a map.

Key inquiry question • What is a place?

Geographical inquiry and skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

Geographical concepts • place

• space

Teaching notes • A globe and a world map are necessary for this unit. The globe should have a pedestal stand so it can be at the correct tilt for students to identify the axis and see how the globe (Earth) rotates.

• Other useful resources are street maps, atlases suitable for lower primary school students, simple maps found on images in a search engine and IT applications like Google Earth™. (For those new to Google Earth™, tutorials are available to assist in navigating the application and using the tools.)

• Show students a variety of maps including the one on page 3. Explain how they can show different things from a bird’s-eye point of view. Show them an atlas—a book of maps.

• When discussing and reading the information on page 3 about a globe, ensure students spin the globe from left to right (west to east) on its axis (imaginary line from North Pole to South Pole). Discuss how the Earth is a planet spinning in space around the sun and the sun ‘rises’ in the east and ‘sets’ in the west.

• Ask students how they can tell which areas are land and which are oceans on a globe and map. Identify the places marked on the globe on page 3 and find them on an actual globe and map • Explain how a world map enables us to see the whole of the Earth at once without having to spin a globe around. Teachers can either cut out the template on page 4 and show how it is a globe made flat or give it to capable students to try. (It is quite tricky to put together—cut out and attach small pieces of tape to form a globe shape.) Point out how the land has been stretched to make a flat map by showing a world map and comparing it with the template. Ask students what effect that has on the map. (The land is stretched disproportionately especially towards the poles. Antarctica, for example, looks as if it is a long rectangular area of land on a flat map.)

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• Page 5 reinforces what students should have learnt with the discussions and practical activities on pages 4 and 5.

Background information A flat map of the world is made by dividing the surface of the spherical Earth into segments. However, between each piece are gaps. Map makers stretch out the pieces of land so they touch. No matter how they do this, it still changes the shape and size of the land and distorts it, especially around the poles.

Resources • A range of globes (including inflatable) can be purchased at: <http://www.globeshop.com.au/shop/> • This site provides an interactive globe students can manipulate. <http://codecanyon.net/item/interactive-3d-globe/1172366> • Maps and globes by Jack Knowlto.

A brief history of map-making using simple language and illustrations.

Geographical vocabulary Earth, globe, map, axis, features, location, land, ocean, place, space, clouds, flat, sphere, diagram, atlas, suburb, town, street, building

Australian Curriculum Geography (Year 2)

Additional activities • Students find the location of where they live on a globe and a world map. Stick a toothpick into Blu-TackTM at the spot. A Post-itTM note could be labelled and wrapped around the toothpick. Do the same with other places students have connections with.

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Maps and globes – 1 A map is a picture of an area of the ground. It shows where certain things are as if you were looking down over them. Different maps show different things. Some show streets and buildings in a town or city. Others show the shape of features on the land like hills, rivers or mountains. Some show where cities, towns and countries can be found.

Lake

Stre et

What does this map show?

King

Mo rga n Fr eew ay

Market Road

Alfred Road

High Street

Park Avenue

Imagine you were an astronaut in a spaceship above the Earth.You would look down on Earth and see it looks like a ball.You would also see the shape of the oceans and land. There would be clouds covering part of Earth, too.

The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

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A globe is a model of the Earth as it looks like from space. The part of the globe below shows the part of Earth where Australia can be found.

Name the places marked A, B and C.

A

A B C

C

B

As you turn a globe around you can see other parts of the world. The only way you can see the whole world at once is by looking at a map.

The diagram on page 4 shows what a globe looks like when it is has been made flat. Cut it out and see if you can put it together! ?

Find out the names of some of the other areas of land on the globe above.

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Compare this diagram with a map of the world. Why does Antarctica look different on a map and a globe?

The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

?

Maps and globes – 2

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Maps and globes – 3 Find out the answers to these questions about maps and globes.

Circle the best description of the Earth’s shape.

flat

a sphere

a square

like a map

Draw a line to show the axis on the globe.

On the globe, colour the land brown and the ocean blue.

Tick the way the Earth spins.

(a) left to right (west to east)

(b) bottom to top (south to north) What is a book of maps called?

Make up your own names for some of the streets and the lake on this map. Draw some buildings. Give the map a name (suburb or town).

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The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

Name:

?

On the back of this sheet, draw a map of the streets, buildings and other features near your school or home.

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Australian Curriculum Geography (Year 2)

Continents and oceans The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

Teacher information

Elaboration Locate and name the continents and oceans on Earth.

Key inquiry question • What is a place?

Geographical Inquiry and Skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

Teaching notes • A globe and a large world map could be used in conjunction with pages 7 to 9 for students to identify and locate the continents and oceans, rank them in size, answer the questions on page 7 and label the map correctly on page 8.

• Use an atlas or zoom in using Google Earth™ to show students which continents are joined together and where this occurs. (Some world maps give the impression that Africa is touching Europe at Gibraltar [which is incorrect] as well as Asia at the Suez Canal.)

• On page 9, students are required to formulate a geographical question and find the answer. Questions could involve listing the main countries of each continent, main geographical features, types of climate, examples of animals or plants found there or the cultures of the people living there. Students will need access to suitable atlases or other reference material or use an internet search engine to find facts.

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 (ACHGS017)

• Conventionally, geographers divide Earth into seven continents. Europe and Asia, also referred to as ‘Eurasia’, is actually one landmass. It is divided by an imaginary line from the northern Ural Mountains southwards to the Caspian and Black Seas. This geographical barrier, plus the marked difference in cultures between Europe and Asia, makes a natural division in this enormous landmass.

• Reflect on their learning and suggest responses to their findings (ACHGS018)

• The continent of Australia has only one country. It is the smallest continent and is also known as the ‘island continent’.

Geographical concepts

• Geographers generally consider islands connected to a continent as part of that continent. For example, Japan is part of Asia and Greenland part of North America.

However, islands such as New Zealand and Madagascar are not connected physically to a continent and are microcontinents.

• place • space

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Additional activities • Study the shapes of parts of coastlines and identify the countries/continents they are connected with; e.g. the Great Australian Bight, the Gulf of Mexico, the narrow isthmus of Panama, the Antarctic Peninsula.

• Use Google Earth™ to ‘travel’ from where they live to another destination, noting geographical features they are ‘flying’ over and the names of the countries/continents.

• About 70 percent of Earth is covered by oceans. Some geographers disagree on the existence of a separate Southern Ocean, with some considering it to be a merging of the Atlantic, Pacific and Indian Oceans. However, the waters in the Southern Ocean differ in current flow and composition compared with the three aforementioned oceans.

Resources • The seven continents by Wil Mara.

Although taken from a North American viewpoint, this book provides facts about each continent suitable for this age group.

Useful websites include: • <http://www.sheppardsoftware.com/World_GL.html> Click on continents and learn name and read information • <http://www.youtube.com/watch?v=jgmZYslTBLk> YouTube™ video, narrated, can be paused to view all the water or land that makes up the continents and oceans.

• <http://www.ezschool.com/Games/SocialStudies/Continents.html> Game where students can identify a highlighted continent.

Geographical vocabulary Earth, globe, map, features, location, landmass, continent, ocean, island, place, space, diagram, atlas, coastline, isthmus, bight, gulf, peninsula, names of continents and oceans,

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• < http://www.makemegenius.com/cool_facts.php?mId=53> Facts about each continent suitable for this age group • <http://www.kids-world-travel-guide.com/ocean-facts-for-kids.html> Facts about each ocean suitable for this age group. Google Earth™ is also provided.

• < http://education.nationalgeographic.com/education/media/geogames/?ar_a=1> Build planet Earth by dragging continents and oceans to the correct places.

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Continents and oceans – 1 Earth is made up of large areas of land and water.

Large areas of land are called continents. Large areas of salt water between continents are called oceans.

Earth is divided into seven main continents. These are: North America South America Europe Asia Africa Australia Antarctica Label the continents on page 8 in black. Use a differentcoloured pencil to colour each continent.

Name the two continents that don’t touch another continent.

Which two continents are joined by a large area of land?

and Which continents are joined by a narrow piece of land?

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(a)

There are five oceans on Earth. These are: Pacific Ocean Arctic Ocean

Atlantic Ocean Southern Ocean

Indian Ocean

Label the oceans on page 8. Colour the oceans light blue.

Write the numbers 1 to 5 next to each ocean—1 being the largest ocean and 5 being the smallest.

Atlantic Ocean

Arctic Ocean ?

Indian Ocean

Pacific Ocean

Southern Ocean

Talk about which oceans you would most likely find icebergs floating in.

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The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

Continents and oceans – 2

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Continents and oceans – 3 List the continents in size order from the largest (1st) to the smallest (7th).

Write a question you would like to find out about each continent. Write the answer next to each continent.

Name/Questions

My answers

1st

2nd

3rd

The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

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6th

7th

?

Which continent is also known as the island continent?

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Australian Curriculum Geography (Year 2)

More about globes and maps The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

Teacher information

Elaboration Locate and name the equator, North and South Pole, Northern and Southern Hemisphere, the Tropic of Cancer and the Tropic of Capricorn.

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

Geographical inquiry and skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

Teaching notes • A globe, a large world map and Google Earth™ could be used in conjunction with pages 11 to 13 for students to identify and label the geographical divisions being focused on.

• Use a globe tilted on its axis to explain how Earth rotates at an angle and not straight up and down. Show where the poles are on a globe and ask students to identify (approximately) where they are on a world map.

• On page 13, students should use the map on page 12, the globe, the internet or other reference material and class discussion to answer the questions.

Background information • Imaginary lines of latitude and longitude have been used for centuries to assist navigators to locate their exact position anywhere on Earth.

• Lines of latitude, also called ‘parallels’, are the horizontal lines that go north and south from the equator to the poles. Besides the three latitudinal lines covered in this unit, the two other main lines are the Arctic Circle and the Antarctic Circle.

• Lines of longitude, also called ‘meridians’, are the vertical lines that go east and west from the prime meridian to the International Date Line. These lines are not covered at this Year level.

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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 (ACHGS017) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • place • space • interconnection

• The equator is the longest line of latitude as Earth is widest along this line. It is located at 0 º latitude. The Tropic of Cancer and Tropic of Capricorn are located at 23.5 º latitude. This correlates to the axial tilt of Earth.

• The tropics are the two lines where the sun is directly overhead at noon on the two solstices, near June and December 21. The tropics does not experience seasons like places in the higher latitudes as the sun is always high in the sky.

Resources • Use Google Earth™ to zoom in on the North and South Poles, and other geographical divisions covered in this unit.

• <http://www.youtube.com/watch?v=cqKZYAmcReQ> Video explaining how the seasons occur.

• < http://education.nationalgeographic.com/education/media/geogames/?ar_a=1> Build planet Earth by dragging the North and South Poles, continents and oceans to their correct places.

Geographical vocabulary Earth, globe, map, features, names of continents and oceans, hemisphere, equator, Northern Hemisphere, Southern Hemisphere, Tropic of Cancer, Tropic of Capricorn, tropics, North Pole, South Pole, Antarctic, Arctic, rotate, axis, tilt, landmasses

Australian Curriculum Geography (Year 2)

Additional activities • With teacher direction, investigate why the tropics do not have seasons like other places in the world closer to the poles. Identify that the seasons are opposite in the Northern and Southern Hemispheres.

• Identify and locate on a map places in Australia they know of that are in the tropics, or south of the Tropic of Capricorn. Do the same with other places in the world they know of.

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More about globes and maps – 1 If you look on many globes or maps, you will see lines drawn around the globe or on the map.

Three of these lines are explained below.

The equator The line around the middle of a globe or across the middle of a world map is called the equator. It is an imaginary line circling Earth. The equator divides Earth into two parts. The Northern Hemisphere is above or north of the equator and the Southern Hemisphere is below or south of the equator.

Label the equator on the map on page 12.

The Tropic of Cancer The line around across the world map on page 12 that is above or north of the equator is called the Tropic of Cancer. Like the equator, it is an imaginary line circling Earth.

Label the Tropic of Cancer on the world map.

The Tropic of Capricorn The line across the world map on page 12 that is below or south of the equator is called the Tropic of Capricorn. Like the equator, it is an imaginary line circling Earth.

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The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

Label the Tropic of Capricorn on the world map.

Read about these other places found on a globe or map.

North Pole and South Pole Earth spins (rotates) around an imaginary line running through it. This line is called its axis. As you can see on a globe, the axis isn’t straight up and down; is tilted. At the northern end of its axis is the North Pole. At the southern end of its axis is the South Pole.

Label the North Pole and the South Pole on the world map.

The tropics The area in between the Tropic of Cancer and the Tropic of Capricorn is called the tropics.

Colour the tropics yellow on the world map. ?

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Australian Curriculum Geography (Year 2)

Australian Curriculum Geography (Year 2)

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Indian Ocean

ANTARCTICA

ASIA

The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

AFRICA

EUROPE

More about globes and maps – 2

Southern Ocean

AUSTRALIA

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Pacific Ocean

Arctic Ocean

NORTH AMERICA

SOUTH AMERICA

Atlantic Ocean

More about globes and maps – 3 Answer these questions about places on a globe or map of the world.

Circle the hemisphere in which you would find more landmasses. (a) Northern Hemisphere

(b) Southern Hemisphere

Which two continents are entirely in the Southern Hemisphere?

and Circle the correct words.

(a) The area around the North Pole is called the:

Arctic Antarctic

(b) The area around the South Pole is called the:

Arctic Antarctic The three continents that have the equator passing through them are

The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

,

and

.

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True or false? (a) The Tropic of Cancer passes through Europe.

True

False

(b) The Tropic of Capricorn passes through South America.

True

False

(c) No part of the Arctic Ocean or Southern Ocean is in the tropics.

True

False

Draw a red dot on the map on page 12 where you live.

(a) Do you live in the tropics?

(b) In which hemisphere do you live?

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Australian Curriculum Geography (Year 2)

Australia on a map The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

Teacher information

Elaborations Using a compass rose to identify directions on a map and in the surrounding environment.

Using geographical language to describe the location of continents in relation to Australia.

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

Geographical inquiry and skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) • 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 (ACHGS017)

Teaching notes • A compass and a weather vane could be used with page 15. This page includes activities to familiarise students with identifying the directions of north, south, east and west or for revising them. They will need to use these concepts to complete pages 16 and 17. To complete Question 3 on page 15, students will need to know the direction of north as a reference point.

• A large world map could be used in conjunction with pages 16 and 17 for students to describe the location of the continents in relation to Australia. A globe can also be used.

• Students can use a ruler or a length of wool to gauge if one continent is further from Australia than another. They could make a guess first by just viewing the map. The ruler tool on Google Earth™ can be used with the students to measure the distances between Australia and the other continents.

Background information • There are four main directions: north, south, east and west. North is the direction towards the North Pole from anywhere on Earth. The opposite applies to south. East is the direction to the right when facing north and west is the opposite to this.

• There are four more directions that are halfway between the four main directions: northwest, northeast, southwest and southeast. Some students may be ready to use these with a compass rose that has these directions marked as well.

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Geographical concepts

• place • space • interconnection

• Note that when using a globe to identify the location of continents in relation to Australia, Africa can be located by moving west, which is closer, or east. The quickest/ slowest way to ‘fly’ there from Australia can be discussed.

Resources

• Both these books include several directional activities.

Beginning geography by R.I.C. Publications® Mapping and atlas skills by R.I.C. Publications® • This website provides instructions for making a simple compass rose: <http://kidsactivitiesblog.com/7048/compass-rose>

Additional activities • Use a compass and compass rose to name the direction of places and objects at different locations in the school grounds. Use other geographical language (refer to the vocabulary in the first column on this page) to describe locations.

• Play games to build students’ awareness of the four main directions.

Geographical vocabulary Earth, globe, map, symbol, oceans and continents of the world, compass rose, direction, north, south, east, west, near, far, closer, further, opposite, distance

Australian Curriculum Geography (Year 2)

– After noting where north is in or outside the classroom, groups of four students have to organise themselves into a ‘compass rose’, with each student facing the correct way. The first group to do this is the winner. Extend to eight students with northwest etc. included.

– Students stand facing the teacher, who is ‘north’. He or she calls out a direction. If a student moves the wrong way or hesitates too long that student must sit down.

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Which direction?

A compass rose is a symbol on a map that shows directions.

Write what each letter on the compass rose stands for.

N stands for

S stands for

E stands for

W stands for

The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

Use the compass rose to help answer the questions below.

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(a) What building is W of the house?

(b) Name two things N of the slide.

(c) The

(d) What is S of the kennel?

are E of the kennel.

and

Name something in each direction. Your teacher will tell you where north is.

(a) Something N of where you sit.

(b) Something S of where you sit.

(c) Something E of where you sit.

(d) Something W of where you sit. ?

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Australian Curriculum Geography (Year 2)

Australian Curriculum Geography (Year 2)

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AFRICA

Indian Ocean

ANTARCTICA

ASIA

The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

Tropic of Capricorn

Equator

Tropic of Cancer

EUROPE

Australia on a map – 1

AUSTRALIA

N

Southern Ocean

S

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Arctic Ocean

NORTH AMERICA

SOUTH AMERICA

Atlantic Ocean

Australia on a map – 2 Answer these questions about Australia on a map of the world.

The bottom of which continent is closest to Australia?

(a) Which continent is south of Australia?

(b) Is this continent further away than Europe?

Use words like north, south, east, west, near, far, close, across and opposite to describe where these continents are from Australia. You can also use the names of the oceans and other continents too. (b) North America

(a) Africa

The location of the major geographical divisions of the world in relation to Australia (ACHGK009)

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One continent that is further away from Australia than Africa is

.

Write your own question about the continents and Australia.

Give it to another person in your class to answer.

Question:

Answer:

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Australian Curriculum Geography (Year 2)

Natural, managed or constructed?

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Teacher information

Elaboration Identifying the difference between natural, managed and constructed features

Key inquiry question • What is a place?

Geographical Inquiry and Skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Draw conclusions based on the interpretation of geological information sorted into categories (ACHGS016)

Geographical concepts • place

• space

• environment

Teaching notes • Natural, managed and constructed environments are first introduced in the Year 1 geography curriculum. This unit provides revision for those students who have previously investigated this topic or an introduction for those who haven’t.

• Source a variety of images of natural, managed and constructed environments for students to identify the different features. First show those with features belonging to only one environment; e.g. natural (coral reef), managed (botanical garden), constructed (urban area). Then show images with mixed features for students to identify. Use Google Earth™ to view panoramic street views of specific places to identify natural, managed and constructed features.

• The image on page 19 could be discussed as a class and the activities on page 20 completed again as a class or independently after discussion.

• Students may have varied answers for Question 2 and will need to explain their reasoning. Refer to suggested answers at the back of the book.

• Page 21 provides students with the opportunity to investigate a place of their choice and identify the natural, managed and constructed features. A digital photograph could be taken and scanned and placed on a page or whiteboard using an appropriate computer program. Alternatively, students can attach a photograph or draw a picture showing the features of their chosen place.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Background information

• The Australian Curriculum: Geography categorises environments (the term used to describe our surroundings) into natural, managed and constructed.

– Natural environments include living and non-living natural features that have not been created by humans. Examples are sunlight, water (rain, oceans, rivers etc.), air, vegetation, animals and landforms (mountains, bays, cliffs, valleys, reefs, islands etc.)

It should be noted that no environment is totally natural; human activities have altered all environments to some degree.

Additional activities • Sort features in their school grounds into natural, managed or constructed.

• Find colourful images of natural features in magazines or the internet.

Cut out, glue and label to make an informative poster to learn the names of natural features, especially harder ones like ‘strait’, ‘isthmus’, ‘gully’, ‘canyon’ or ‘delta’. Do the same with managed and constructed features.

– Managed environments are those that contain natural elements that humans have altered. Some examples are farmlands (grazing land for reared animals and pastures where crops are grown), orchards, plantation forests, planted lawns and gardens in parks and homes, and natural harbours where sediment has been dredged to make the harbour deeper.

– Constructed environments (also referred to as ‘built’ environments) are those where all the features of the environment have been created by humans. They include roads; railway lines; bridges; and buildings such as houses, offices, schools, airports, bus and railway stations, and shopping centres. Constructed environments are identified with features in settlements, industries and agriculture.

Resources • A short video showing natural, managed or constructed environments. Students will identify managed features within the two sections labelled ‘natural’ and ‘built’.

• <http://www.teachertube.com/viewVideo.php?video_id=121115>

Geographical vocabulary natural, managed, constructed, environment, geographical features (Also refer to the examples of natural, managed and constructed geographical features given in the background information.)

Australian Curriculum Geography (Year 2)

• Geography from A to Z by Jack Knowlton A picture glossary with a simple explanation of 63 of Earth’s natural features.

• Beginning geography Ages 6–8 by R.I.C. Publications A blackline master with activities involving simple mapping skills, and identifying landforms, oceans and continents.

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Natural, managed or constructed? – 1 Natural features in the environment are those not made by humans.

Examples are rivers, oceans, native plants, cliffs and sand dunes.

Managed features are those that are natural but are managed by humans. Examples are forests that have been planted by humans (plantations); lawns in gardens and parks; and crops on farms.

Constructed features have been built by humans. Examples are houses and other buildings, roads and bridges.

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Look at the picture below of a place near a beach. What natural, managed and constructed features of this environment can you see? Write your answers on page 20.

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?

The Great Barrier Reef off the coast of Queensland is a natural feature. It is the largest reef in the world. Astronauts can see it from the moon! www.ricpublications.com.au

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Australian Curriculum Geography (Year 2)

Natural, managed or constructed? – 2 Complete the activities.

List the environmental features you can see in the beach picture on page 19 in the correct boxes.

Managed

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Sometimes it’s hard to know if a feature is natural or managed.

Describe a feature in this place that could be natural or managed. Explain why you think this.

?

The Australian National Botanic Gardens in Canberra is a managed feature.

It has the world’s largest display of living Australian native plants.

Australian Curriculum Geography (Year 2)

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The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Natural

Natural, managed or constructed? – 3 Attach a photograph or draw a picture of a place you have visited that has natural, managed and constructed features.

Give it a title and list features of this place in the correct boxes.

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Title

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Managed

Constructed

?

The Sydney Harbour Bridge is a constructed feature.

It is the world’s largest, but not longest, steel arch bridge. It’s nickname is the ‘Coathanger’.

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Australian Curriculum Geography (Year 2)

Treasure Island map The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Teaching information

Elaborations Identifying and creating symbols that can be used to represent features on a map Incorporating symbols to represent features on a self-created treasure map and writing instructions for locating the treasure

Key inquiry question • What is a place?

Geographical inquiry and skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) • 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 (ACHGS017) • space

• Students should be familiar with reading and rearranging bird’s-eye view maps from activities completed in the Year 1 Australian geography curriculum.

• Revise/Introduce the concept of using symbols on a map to represent features. Note how they look like the actual feature in some way. Use the Pirate Island map on page 23 to identify what the symbols on the map represent and write an appropriate answer for each in the table. Explain that in geography, this table is called a ‘key’ which helps us to understand what the symbols on a map mean. Reading the directions in Question 2 will also give clues to the features the symbols represent.

• Students can then follow the instructions, with guidance if necessary, to draw a path to the pirate treasure location.

• Pages 24 and 25 provide the opportunity for students to plan and develop their own treasure map. A blank island outline has been provided in an old-fashioned scroll-type map. Use the internet and other sources to view suggested images for appropriate symbols and create a key. Students can choose some of those used on page 23.

Other suggestions could include a bridge, creek or river, road or track, cemetery, valley, boulders or beach.

• Note: Ten spaces have been provided for the key, but students do not need to use that many (some students may need more!)

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Geographical concepts • place

Teaching notes

• environment

• A map is a simplified drawing of a place seen from directly above. Many maps use symbols instead of words or a combination of both. The symbols relate in some way to the specific feature; e.g. tall triangles with snow lines on to represent very high mountains, squiggly vertical lines to represent a waterfall.

• Symbols on a map are often placed in a ‘key’ or ‘legend’ that explains their meaning, especially when the symbols are not obvious. The symbols are coloured appropriately to match the features represented; e.g. water is coloured blue.

Resources • These sites provide interactive activities to develop mapping skills.

• <http://education.nationalgeographic.com.au/education/multimedia/interactive/mapstools-adventure-island/kd/?ar_a=3> • <http://www.bbc.co.uk/scotland/education/sysm/landscapes/highlands_islands/ mapskills/index_intro.shtml> • Mapping and atlas skills Ages 5–7 by R.I.C. Publications A blackline master focusing on specific mapping skills in the lower primary classroom.

• Beginning geography Ages 6–8 by R.I.C. Publications A blackline master, of which 36 pages involve mapping skills activities.

Additional activities Geographical vocabulary map, symbol, features, key, island, directions, north, south, east, west, compass rose, next to, past, under, travel

Australian Curriculum Geography (Year 2)

• Devise names for places on the given or their own treasure map; e.g. Dead Fish Lake, Mighty Mountains, Risky Reef or Creepy Cave.

• Create other outline maps incorporating symbols using themes such as a zoo, adventure park, picnic area or playground. Write directions to follow a specific path or reach a destination.

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Treasure Island map – 1 A map symbol is a drawing that stands for something real.

Look at the map of Pirate Island. Can you work out what each symbol means? Fill in the table. Two have been done for you. (a) lighthouse (b)

(f) waterfall

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

(e)

(c)

(d)

(g)

(h)

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Follow the directions and draw a path to the pirates’ treasure.

• Sail south around the rocky reef and land next to the lighthouse.

• Walk east through the gloomy forest until you reach the lake.

• Go past the sparkling waterfall and travel north to the mountains.

• Go west past a creepy cave until you reach a long log.

• Dig under the log until you find the hidden treasure.

?

The pirate’s ship has a picture on its flag. What does this symbol mean?

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Australian Curriculum Geography (Year 2)

My treasure map – 1 Make your own treasure island map! Use the outline on page 25.

Draw symbols for different features on your map and their names to make a KEY. Symbol

Feature

Symbol

After you have drawn and coloured your map, write instructions for finding a hidden treasure. Begin each instruction on a new line with a bullet point.

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Give your treasure map to a friend to follow your instructions and find the treasure!

Australian Curriculum Geography (Year 2)

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The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Feature

My treasure map – 2

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Island’s name:

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Australian Curriculum Geography (Year 2)

Features of a school The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Teacher information

Elaborations Identifying features and places on a map of a school through symbols and labels and noting their purpose Planning, drafting and publishing a map of the features and places of their school

Key inquiry question • What is a place?

Geographical inquiry and skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014)

Teaching notes • Students should be familiar with reading bird’s-eye view maps from activities completed in the Year 1 Australian geography curriculum and pages 22 to 25 if they were completed before this unit.

• Revise/Introduce the concept of using symbols on a map to represent features. Note that on the map on page 27, the purpose of the place is a clue for identifying some of the symbols; labels are also used.

• Discuss the symbols and labels on the map and the suggestions given by students as to what each place is in the school. Students can complete page 28 as a class, in pairs or individually.

• Students could think of other questions to investigate about the map; e.g. ‘How many classrooms are there?’, ‘What’s a symbol that could be used for the medical room?’, Why are the courts next to the oval?’

• Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

• To complete a map of their school grounds, a table containing places that might be found in a school has been provided on page 29. This could be scanned or projected on a whiteboard to discuss and make notes about each place. The number of places can be tallied and notes about position made. Not all places will be part of their school and others may need to be added.

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

• Google Earth™ could be used to zoom in on their school and help in planning and creating the map. Students can take a walk around the school grounds to view features as well.

• 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 (ACHGS017)

• Remind students to use a pencil to lightly sketch a draft of their map. This enables them to erase parts easily and redraw.

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C.Publ i cat i ons Background information •f orr evi ew pur posesonl y•

• Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • place

• space

• environment

• interconnection • sustainability

Additional activities • Take photos of places within the school grounds and scan or photocopy them. Provide an outline map of the school for students to put the photographs in the correct places and explain their reasoning for doing so.

• Students can sketch places within their school grounds. Refer to bullet point 4 in the ‘Resources’ section for a useful website.

• A map is a simplified drawing of a place seen from directly above. Many maps use symbols instead of words or a combination of both. The symbols relate in some way to the specific feature; e.g. tall triangles with snow lines on to represent very high mountains, squiggly vertical lines to represent a waterfall.

• Symbols on a map are often placed in a ‘key’ or ‘legend’ that explains their meaning, especially when the symbols are not obvious. The symbols are coloured appropriately to match the features represented; e.g. water is coloured blue.

Resources • These sites provide interactive activities to develop mapping skills. <http://education.nationalgeographic.com.au/education/multimedia/interactive/mapstools-adventure-island/kd/?ar_a=3> <http://www.bbc.co.uk/scotland/education/sysm/landscapes/highlands_islands/ mapskills/index_intro.shtml> • Mapping and atlas skills Ages 5–7 by R.I.C. Publications A blackline master focusing on specific mapping skills in the lower primary classroom.

• Beginning geography Ages 6–8 by R.I.C. Publications A blackline master, of which 36 pages involve mapping skills activities.

• This site provides useful information for the teacher about field and photo sketching.0 <http://www.geogspace.edu.au/verve/_resources/2.1.2.3_1_field_sketching.pdf>

Geographical vocabulary map, symbol, key, features, compass rose, north, south, east, west, direction, sketch

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room 5

room 6

room 2

room 1

27

OCEAN ROAD

staffroom

principal’s office

medical room

drop-off zone

room 4

undercover area

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room 3

shed

Beachlands Primary School map

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Features of a school – 1

Look at the map of Beachlands Primary School.

Complete the activities on page 28 about the map.

Australian Curriculum Geography (Year 2)

Features of a school – 2 Complete the activities about the map on page 27.

Draw the symbol that matches each place or feature.

(a) canteen/tuckshop

(b) library

(c) toilets

(d) car park

(e) trees/bushes

(f) path

(a) school oval

(b) ocean

(c) adventure playground (d) netball and basketball courts Why do you think the school is named Beachlands Primary?

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C.Publ i cat i ons Read the and draw path on theo map.

•directions f orr ev i ew pthe ur pos es nl y• • Start at the drop-off zone.

• Travel east towards the staffroom.

• Go north past the adventure playground to the undercover area.

• Turn west and walk to the classroom nearest to the shed.

Which room number is it?

Draw a cross on a place where you could eat lunch.

Think of a symbol for a rubbish bin. Draw two of these symbols in two different places where they would be useful.

Draw a rectangle where a vegetable garden could be planted.

Draw a symbol for it in the rectangle. ?

Find out why your school was given its name.

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The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Label these places on the map.

My school map • Plan a map of your school grounds.

The table below will help you.

• Make notes about the places in your school under each heading.

• Sketch a symbol for some of them.

Name of school

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Classrooms

Principal’s and other offices

Staffroom

Medical room

Undercover area

Library

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Assembly area

Ovals

Outside courts

Toilet blocks

Sheds

Canteen/Tuckshop

Car parks

Vegetable patch

Other places

• Draft a pencil sketch map of your school on paper.

• Draw a good copy and make a key for any symbols. www.ricpublications.com.au

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Australian Curriculum Geography (Year 2)

Names of places The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Teacher information

Elaborations Understanding the reasons why the names of places in Australia are chosen Understanding that places in Australia can have a traditional Aboriginal or Torres Strait Islander name and a name given since European settlement

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

Geographical inquiry and skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

Teaching notes • Although Perth will be unfamiliar to many students, pages 31 and 32 provide an insight into some of the reasons placenames are chosen. The conversation between Sophie and her grandmother also provides an example of how older relatives can be a useful source to gain information.

• Read and discuss the information about placenames that can be gleaned from the conversation. Use the questions on page 32 and others students may ask.

• Students should come to the realisation that placenames are chosen for a variety of reasons and many of them also have a traditional Australian Aboriginal (or Torres Strait Islander) name; e.g. Mount Eliza/Mooro Katta (refer to page 31) or an Indigenous connection; e.g. Murrumbidgee River in NSW and ACT (‘murrumbidgee’ means ‘big water’ in the local Wiradjuri Aboriginal language). Placenames can also be named after geographical features; e.g. the suburb of Double Bay in Sydney lies around a bay which is separated by a miniature point, forming two ‘bays’.

• Page 33 provides a table for students to complete their own inquiry into local placenames, why they were chosen and their meaning. Students will need access to a variety of sources to find the origins of placenames such as the internet, local or school library, visits to sites to read plaques or information, interviews with relatives or older people and so on.

Background information

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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 (ACHGS017) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • place

• space

• environment • interconnection

Additional activities • Google Earth™ could be used to zoom in on Kings Park and view the layout and features. This could also be done with places within the students’ community.

• The names of many cities, towns, suburbs, streets, buildings and geographical features in Australia are often connected with a significant person or event in the community or wider community. The significant people are often connected with British royalty and history as Australia was first colonised by Britain (first Europeans). Many placenames also have an Indigenous connection.

• Perth was founded in August 1829 by Lieutenant Governor James Stirling. He had explored the Swan River and surrounding area in 1827, looking for a suitable settlement site. Perth was not a penal colony; the settlers were civilian settlers from Britain and a detachment of troops.

• With an area of 400 hectares, Kings Park is one of the world’s largest inner city parks (larger than New York’s Central Park). Features include grassed parklands, natural bushland, botanical gardens, walk trails, children’s discovery play areas and playgrounds, the War Memorial plus panoramic views of the city and Swan River. In September each year, the park hosts Australia’s largest wildflower show and exhibition.

Resources • These sites provide extra background information about Kings Park. <http://www.mingor.net/localities/perth-kings-park.html> <http://www.bgpa.wa.gov.au/kings-park> <http://www.ccentre.wa.gov.au/175thAnniversary/HeritageIcons/Pages/MarchKingsPark.aspx>

• Write a simple report about a significant person a local place was named after.

Geographical vocabulary capital city, placenames, explore, local, community, park, river, ranges, scarp, hill, distance

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Names of places – 1 Perth is the capital city of Western Australia. There is a beautiful park called Kings Park that looks over the city centre. Sophie and her Gran are sitting on the grass near the wishing well at the park. Sophie asks her Gran questions about it.

Sophie: I love coming to Kings Park, Gran. It’s lovely. Why is it called Kings Park? Is it named after a king?

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Gran:

Yes, the park is named after a king. It used to be called Perth Park. About 100 years ago King Edward VII became King Great Britain and the name was changed in his honour.

Sophie: At school we learnt that this enormous steep hill Kings Park is on is called Mount Eliza. Who was Eliza?

Gran:

Eliza was the wife of a New South Wales governor, Ralph Darling. He was the person who sent James Stirling to explore the area around here about 200 years ago. James Stirling founded Perth.

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C.Publ i cat i ons Yes, but there are other reasons. The local Aboriginal people, •f orr ev i ew p ur pos es‘Mooro onl yKatta’.

• That the Nyoongar people, call Mount Eliza

Sophie: So lots of places are named to honour people, Gran?

Gran:

means ‘a friendly meeting place’.

Sophie: Do the Nyoongar people have Aboriginal names for other places near here, Gran?

Gran:

We call the river we can see all around us the Swan River because of the black swans that live there. The Nyoongar people call the river ‘Derbari Yerrigan’. That means ‘place of the freshwater turtle’. The turtles were important in their medicine.

Sophie: How did Perth get its name? Was it to honour someone?

Gran:

It wasn’t named after a person It was named after a place called Perth in Scotland. The ranges in the distance are named after a person though.

Sophie: They’re the Darling Ranges aren’t they … hmm … they must be named after that governor you told me about!

Gran:

Clever girl! Well, shall we go and make a wish at the well now?

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Names of places – 2 Answer the questions about Gran and Sophie’s chat. (a) Kings Park used to be called

.

(b) Why was its name changed?

The hill Kings Park is on is named after:

(a) an animal (b) a person

(c) a place

(a) What do the local Aboriginal people call the hill?

(b) What does this mean?

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(a) How did the river below Kings Park get its name?

(b) What is its Aboriginal name and what does this mean?

Fill in the missing words.

person place

(a) Perth is named after a

(b) The Darling Ranges are named after a ?

. .

The geographical word to describe Mount Eliza is ‘scarp’.

Find out what this means.

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The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Circle the correct word.

Placenames near me

• Find out about some placenames in your community.

• Write the name of each place in the box.

• Spaces have been left for you to add two choices of your own.

Place

How it got its name

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Your town or city

Your school

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Australian Curriculum Geography (Year 2)

Features and places of Aboriginal and Torres Strait Islanders The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Teacher information

Elaborations Finding out about some of the places that are significant to Aboriginal and Torres Strait Islander (ATSI) people Investigating the meaning behind Aboriginal placenames in Australia Investigating places and placenames significant to ATSI in students’ own community

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

Geographical inquiry and skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014)

Teaching notes • The activities in this unit provide students with a variety of places and placenames that are significant to ATSI people, some of which may be located in their community.

The emphasis is on investigating from a geographical point of view. This unit could be done in conjunction with a Year 2 ACARA history content description (ACHHK045) which investigates ATSI places and placenames from a historical point of view. Refer to ‘Resources’ for an R.I.C. Publications blackline master that includes this history unit.

• Ensure students know where Torres Strait Islander people live, even though this region will not be local to the vast majority of students.

• To complete page 35, students will generally be able to work out which feature matches which illustration by reading the description. Coloured images could be viewed on the internet. To complete page 36, the internet can also be used.

• Consultation with a visiting ATSI person or contacting a local ATSI centre would assist students in completing the investigation on page 37.

Background information • There are many places of importance to ATSI people for social, spiritual, historical and commemorative reasons. Many of these are connected with natural geographical features, while others are constructed by them using natural materials. Places include:

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• Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

• 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 (ACHGS017) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • place • space • environment • interconnection

– rock shelters – grinding grooves – middens – scarred trees – fish traps – bora grounds – natural sacred sites – burial sites and cemeteries

– quarries – open camp sites

• ATSI people’s culture is bound to the land (and ocean, sky and waterways) through Creation stories. Land is considered the source of a person’s being and identity and thus the reason why specific places are significant to them.

Resources • Australian Curriculum History – The past in the present (Year 2 Ages 7–8) R.I.C. Publications. (Refer to pages 38 to 41.)

Useful websites: • <http://www.aboriginalheritage.org/sites/identification/> Contains photographs and information about Aboriginal places/sites in the Sydney region (which can apply to other regions) and a short video at the end.

• <http://www.youtube.com/watch?v=JLWqM2KnzAk> A short video about Aboriginal placenames.

• <http://en.wikipedia.org/wiki/List_of_Australian_place_names_of_Aboriginal_origin> A wide selection of placenames with Aboriginal origins which are sorted into categories.

Geographical vocabulary capital city, placenames, site, local, community, rock shelter, overhang, midden, bora ground, mound of earth, pathway, scarred tree, campsite, coast, waterway, mountain range, cliff, southeast, south-west, estuary, breeding ground

Australian Curriculum Geography (Year 2)

Additional activities • Take photographs of the places students discovered in their community and make a display along with the information learnt about each place.

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Important places for Aboriginal and Torres Strait Islanders Traditional places or ‘sites’ are very important to Aboriginal and Torres Strait Islander (ATSI) people. This is because the land has always provided them with food, water and shelter. The land is also connected with ATSI Creation stories.

Read about four of these places below.

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Look carefully at the features in each picture and draw a line to match each place to its picture.

A rock shelter is a cave or overhang of rock. Many Aboriginal people camped in these places. Paintings, carvings, stencils and engravings about their way of life were made on the rock surface.

A midden is part of an old camp site where ATSI people left the remains of their meals. It is made up of piles of empty shells from shellfish and animal bones. Middens are found along the coast and waterways.

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A bora ground is an Aboriginal ceremonial place. It usually has two circles made from stones or small mounds of earth. A pathway connects the two circles. Over time, the circles flatten and plants grow over them.

A scarred tree is one that has had some of its bark and wood taken off to make things like boomerangs, shields or canoes. The tree does not die but a scar is left.

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Aboriginal and Torres Strait Islander placenames Aboriginal and Torres Strait Islander (ATSI) people have names for places all over Australia.

The place could be named for what it looks like, what happened there in Creation stories or the animals or plants that live there.

Placename

Meaning

Geelong

Geelong is a large city south-west of Melbourne in Victoria.

It is named after the Aboriginal word ‘jillong’ meaning ‘land’ or ‘cliffs’.

Canberra

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Kalgoorlie

Kalgoorlie is a large city about 400 kilometres east of Perth in Western Australia. It is named after the Aboriginal word ‘kalkurla’ meaning ‘place of the prickly pears’. This is bushtucker food.

Bondi Beach This river is not far from Adelaide in South Australia.

Onkaparinga Its name is based on an Aboriginal word meaning ‘the River women’s river’. Its estuary (the place where it meets the sea) is an important breeding ground for many fish. ?

Uluru, in central Australia, is the Aboriginal name for the largest single rock in the world. Find out what name Europeans used to call the rock.

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The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

The table below gives the meaning for some Aboriginal placenames in Australia. Two have been left for you to find out the meaning.

Local Aboriginal or Torres Strait Islander places and placenames Fill in the table below about some local Aboriginal or Torres Strait Islander places or names in your community.

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Place/Placename

What I found out

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Australian Curriculum Geography (Year 2)

Types of settlements The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Teacher information

Elaborations Identifying different features in a variety of settlement types (city, suburb, town, rural area) Describing the hierarchy of places from the personal level of their home to the national level of their country

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

• What factors affect my connections to places?

Geographical inquiry and skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

Teaching notes • Photographs or pictures of various types of settlements will be useful to show and discuss with students during this unit.

• Pages 39 and 40 provide students with examples of three types of settlement: a rural area, a city centre and a suburb. Read what each child says about their settlement and discuss the features and other information with the students. Students can use the discussion points to complete page 40.

• Ask students which of the three would be the largest in size and the smallest. Explain their reasoning. Also ask students how the people are connected to others in each settlement; e.g. the rural area by road to travel to the nearest town for school or supplies.

• Students complete the table about their settlement on page 41. Filling out their complete ‘address’ from street name and number to country, will help them understand how places can be defined at a variety of scales.

Background information • The concept of scale begins at a personal level; e.g. students’ homes, then spreads out to the local, regional, national and global. Different types of settlements can be organised by scale; isolated dwelling, small rural town, regional centre, suburb, city, state, country, continent, world.

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• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

• 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 (ACHGS017)

• Contains simple coloured maps and drawings to differentiate among cities, inner and outer suburbs and rural areas. Some of the text will need explaining to students at this level. <http://www.landcom.com.au/mini-sites/my_neighbourhood/explorer/site.htm> < http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g3_u1/ >

• Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • place • space • interconnection • scale

• environment

Additional activities Geographical vocabulary rural area, features, distance, town, city, suburb, state, territory, country, settlement, community, neighbourhood, roads, streets, connections

Australian Curriculum Geography (Year 2)

• Google EarthTM could be used to zoom in on specific rural areas, towns, suburbs or cities in Australia.

• Sort a variety of pictures and photographs of different settlements and discuss what settlement each could belong to. Sometimes a picture could belong in more than one; e.g. a suburb could have a busy road and traffic lights, as could a city centre.

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Types of settlements – 1 (a) Read about each of the places in Australia where these children live.

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

(b) Write the correct name above each picture on page 40.

Hello! My name is Olivia. I live in a house on a dairy farm in a rural area.

We have paddocks for the cows and calves to graze in. The bulls are kept in separate paddocks. There’s a small creek flowing through the farm. There are trees which give shade for the cattle. In the distance, we can see our neighbour’s farmhouse. We live about 30 minutes’ drive from the nearest town. My brother and I catch a special school bus to the town each weekday.

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Hi! I’m Dion. I live in an apartment with my mum and dad near a city centre. From our window we can see lots of cars, buses and vans driving past. There are always people in the street going in and out of the shops, offices and cafes. We can walk to most places we need to go to. I catch a bus to school though as it’s a few streets away in the next suburb.

Hi there! I’m Alice. My family lives in a suburb about 30 minutes from the city centre. Our street doesn’t have much traffic going along it. There are lots of other houses in our neighbourhood. There’s a park at the end of the street with a playground and a bike track. My sister and I walk to school as it’s only two streets away. A small shopping centre is four blocks away. We usually drive to get there. www.ricpublications.com.au

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Types of settlements – 2 Match the drawings with the name of each child from page 39.

Write the type of settlement each person lives in.

Drawing 1:

lives in a

.

Drawing 2:

lives in a

.

Drawing 3:

lives in a

.

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The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

List some of the features next to each settlement.

Types of settlements – 3 Complete the activities about the type of settlement you live in.

Your name: Street and number: Suburb/Town/City: State/Territory:

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK0010)

Country: Draw a picture of some of the features in your settlement.

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Describe some of these features.

?

Order these places from largest to smallest in size: country, suburb, state, small town, city.

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Indigenous Australians’ connections The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHGK0011)

Teacher information

Elaboration Identifying the connections local Aboriginal or Torres Strait Islander people have with the natural environment in their Country/Place

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

Geographical Inquiry and Skills

Teaching notes • The activities in this unit provide students with information they can discuss with the teacher so they can identify the important connection Australia’s Indigenous people have to their particular Country/Place. This unit has a strong ‘connection’ with a Year 2 ), pages 34 to 45. The units could be ACARA history content description (ACHHK045 done in conjunction, by treating the geographical and historical points of view. Refer to ‘Resources’ for an R.I.C. blackline master that includes these history units.

• Pose geographical questions about familiar and unfamiliar places (ACHGS013)

• Provide a large map so students can see where Torres Strait Islanders live and understand what mainland Australia means.

• 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 (ACHGS014)

• Read and discuss the text on page 43 with students, explaining the meaning of unfamiliar words or phrases. Students may offer their own suggestions as to the meanings.

• Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

• Particular emphasis should be made about the way in which Aboriginal and Torres Strait Islanders maintain their special connections to Country/Place while using modern methods or tools to practise traditional customs.

• Discuss the hunter-gatherer lifestyle of traditional Aboriginal and Torres Strait Islanders (sections of the latter had permanent housing) and how the people made temporary shelters and took care not to overuse food and water supplies. They would move to another area when supplies diminished to a certain point. This was another way the people maintained their connections to country/place.

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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 (ACHGS017) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • place • space • environment • interconnection • change

• To find out about what local Aboriginal or Torres Strait Islanders’ connections to their Country/Place, an interview plan has been provided on page 45. A visit by a local elder would need to be arranged or students may be able to visit an appropriate museum or centre.

Background information

• Australia’s two Indigenous groups, Aboriginal and Torres Strait Islander people, make up 2.4% of Australia’s population. Communities among the two groups consist of people who speak different languages and have varying cultural traditions, practices, beliefs, tools and stories. These change according to where the territory was located as the environment differed. Consequently, relationships to the central concept of Country/ Place differ to varying degrees among language groups, but still forms an intrinsic part of each community and their connections to their particular Country/Place.

Resources • Australian Curriculum History – The past in the present (Year 2 Ages 7–8) R.I.C. Publications. (Refer to pages 34 to 45.)

• The Aboriginal people of Australia – by Anne Bartlett. (This book looks at specific Aboriginal cultures, contains many photographs.)

• Pigs and honey – by Jeanie Adams (Looks at a day in the life of an aboriginal community in far-north Queensland.)

• SANDTRAKS Salt water and sand tracks – is a DVD and accompanying blackline master about the way of life of the Yolngu people in North East Arnhem land live and their connection to country.

Geographical vocabulary connections, Indigenous, traditional, Country, Place, language group, environment, land, sea, waterways, sky, coast, island

Australian Curriculum Geography (Year 2)

Additional activities • View images online or in resource books of Aboriginal or Torres Strait Islander paintings of the things in their environment they are connected to.

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Indigenous Australians’ connections – 1 Australia has two groups of Indigenous peoples. They are the Aboriginal and Torres Strait Islander people.

The way in which Aboriginal and Torres Strait Islander Peoples maintain special connections to Country/Place (ACHGK0011)

Traditional Aboriginal and Torres Strait Islanders have a strong connection to the natural world around them. The land, sea, waterways, sky, animals and plants are very important to them.

Everything traditional Aboriginal and Torres Strait Islanders need comes from the environment. These are things like food from plants and animals; materials like animal skin for clothing; bark and wood for shelters and fires; and medicines from plants.

Many Aboriginal and Torres Strait Islanders follow traditional ways of hunting and gathering things from their environment. They often use modern tools to help them, like a steel knife instead of a traditional one made of sharpened stone.

They live in houses made from brick or iron sheets instead of bark shelters. They only wear traditional clothing for special ceremonies and wear modern clothes for other times.

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C.Publ i cat i ons Aboriginal• people use the word ‘Country’ toe describe the• place f orr ev i ew p ur pos sonl y

where their particular language group lives. Aboriginal language groups are found all over mainland Australia. They have a special connection to the land, waterways like rivers and parts of the coast in their country. These are the places they hunt and gather what they need. Aboriginal people have Dreaming stories to tell about how the land people and animals came to be in their country.

Torres Strait Islanders use the word ‘Place’ to describe the islands in Torres Strait where they live. Some Islanders are connected mainly to the land and coast. Others are more connected to the sea. They hunt turtles and dugongs in the deep ocean. They travel from island to island and trade goods. Torres Strait Islanders have Creation stories to explain how things in their place came to be.

PAPUA NEW GUINEA

TORRES STRAIT

QUEENSLAND

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Indigenous Australians’ connections – 2 Complete the activities.

List six things from Paragraph 2 that Aboriginal and Torres Strait Islander people have a strong connection to with nature.

Many Aboriginal and Torres Strait Islanders use modern ways to help them with traditional ways. Give an example of this.

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Colour GREEN for Aboriginal people.

Colour BLUE for Torres Strait Islanders.

Colour YELLOW for both Indigenous people.

?

are Indigenous Australians

live in Torres Strait

live on mainland Australia

have a connection to nature

use the word ‘Country’ to describe where they live

use the word ‘Place’ to describe where they live

have Dreaming stories

have Creation stories

travel from island to island

What does the word ‘Indigenous’ mean?

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The way in which Aboriginal and Torres Strait Islander Peoples maintain special connections to Country/Place (ACHGK0011)

Use the key to colour the words in the chart. Add one of your own in the long box at the bottom.

Planning an interview Plan an interview with a person from a local Aboriginal or Torres Strait Islander group. Write questions you would like to ask about their connections with the land, waterways, sea, plants and animals in their area.

Write more questions below. Make notes about the answers. Use these to present an oral, handwritten or word processed report.

Questions

Answers

What is your name?

The way in which Aboriginal and Torres Strait Islander Peoples maintain special connections to Country/Place (ACHGK0011)

Which language group do you come from?

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Australian Curriculum Geography (Year 2)

Different connections The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHGK0011)

Teacher information

Elaboration Identifying the connections Aboriginal or Torres Strait Islander people have with one or more Country/Place and the reasons for these connections

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

• What factors affect my connections to other places?

Geographical Inquiry and Skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

Teaching notes • The activities in this unit provide students with information they can discuss with the teacher so they can identify the special connections Australia’s Indigenous people may have to multiple Countries/Places.

• The example provided on page 47 is of a fictional child and his family. However, the facts about the locations and language groups are real.

• Explain that Yamaji Country is the name given to a large area of Western Australia.

There are many Aboriginal language groups in this area, and Wadjirri and Amangu are two of them.

• Read and discuss the text on page 47 with students about Tyrell’s family connections.

The activities on page 48 will also assist students in understanding that Aboriginal or Torres Strait Islander people can have multiple connections to Country/Place. Tyrell’s connections are mainly through where he was born, his father’s Country and the Country his mother moved from after marriage. It also gives an example of how the connections are maintained through visiting his relatives, how his grandparents teach him about his culture and the possibility of moving to live with relatives for education purposes in the future.

• A comparison chart has been provided on page 49. This will further reinforce the understanding of connections, especially through family/relatives with other places.

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• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • environment • place • interconnection • scale

• space • change

Background information

• Aboriginal and Torres Strait Islanders may have special connections to multiple Countries/Places through birth, marriage, residence and chosen or forced movement.

Forced movement may be due to lack of work or education possibilities or it can refer to the forced movement of separating Indigenous children from their families (the ‘Stolen Generation’). This practice did not end until 1969.

• ‘Yamaji’ (or ‘Yamatji’) is the collective name given for the Aboriginal people, country and region of the Murchison and Gascoyne area of midwest Western Australia.

Resources • This website has more information about the Yamaji region. <http://www.solidkids.net.au/indexd.php/yamaji/> • Papunya school book of Country and Place – by Nadia Wheatley (Looks at the history of a Western Desert community from an Aboriginal perspective.)

Geographical vocabulary connections, Country, Place, language group, town, city, environment, coast, beach, river, kilometres, far

Australian Curriculum Geography (Year 2)

Additional activities • Ask Indigenous students and their relatives (in your class or other classes) the Countries/Places they are connected to and the reasons why.

• Use Google EarthTM to zoom in on Geraldton and Mullewa.

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Different connections – 1 My name is Tyrell. I live in the small town of Mullewa in Western Australia. We live in Yamaji Country. Our language group around Mullewa is the Wadjarri. That is my father’s Country. We are also connected to my mother’s Country. She is from the Amangu people in Geraldton, about 100 kilometres from here.

The way in which Aboriginal and Torres Strait Islander Peoples maintain special connections to Country/Place (ACHGK0011)

Geraldton is a city on the coast. It has thousands more people than Mullewa. My mother has sisters and brothers who live in Geraldton.

Sometimes we go to visit my aunties and uncles. It takes over an hour to travel there. My aunties and uncles have kids who are my cousins.

We like to go to the beach and swim or surf in the waves. Geraldton has lots of beaches. Mullewa only has a swimming pool. There is a river not far away that we visit sometimes.

My brothers and I go to Mullewa District High School. It goes from kindergarten to Year 10. If we want to do Years 11 and 12, we will have to go and live in Geraldton with my mother’s family.

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C.Publ i cat i ons My dad’s parents live with us. My grandfather tells us stories about •f o rr evi ew pupeople r pos eson l y • was the Dreaming and how Aboriginal believe the world

created. He is teaching us how to hunt for animals in the bush and how to catch fish. My grandmother shows us how to collect bush tucker. We also watch her paint Aboriginal designs on canvas.

Northern Territory Queensland Western Australia

South Australia New South Wales

Victoria

Australian Capital Territory Tasmania

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Different connections – 2 Complete the activities. (a) On the map on page 47, label the dot you think is Mullewa.

(b) Label the dot you think is Geraldton.

Circle the correct words.

(a) Tyrell’s father’s Country is the:

Wadjarri

Amangu

(b) Tyrell’s mother’s Country is the:

Wadjarri

Amangu

Why do you think Tyrell’s mother moved from Geraldton to Mullewa?

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Wadjarri

Amangu

(a) Put a red circle around the paragraph that describes Tyrell’s mother’s Country the most.

(b) Draw a blue circle around the paragraph that explains what Tyrell’s grandparents teach him about his Aboriginal culture. ?

Tyrell is connected to more than one Country. Name the ones he is connected to and why he is connected to them.

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The way in which Aboriginal and Torres Strait Islander Peoples maintain special connections to Country/Place (ACHGK0011)

Look at the picture below. Circle the language group of the place it is connected to.

Tyrell and you Complete the chart about Tyrell and you.

Tyrell

Me

(a) Your full name (We don’t know Tyrell’s.)

(b) Where he lives/you live

(c) Where he goes/you go to school

The way in which Aboriginal and Torres Strait Islander Peoples maintain special connections to Country/Place (ACHGK0011)

Tyrell in his school uniform

(d) You in your school uniform

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(e) People who live with him/you

(f) People who teach him/you about life

(g) Places he is/you are connected to with relatives

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Dreaming and Creation stories The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHGK0011)

Teacher information

Elaboration Identifying how Dreaming and Creation stories help Aboriginal and Torres Strait Islanders maintain connections with Country/Place

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

Geographical Inquiry and Skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

Teaching notes • The Dreaming story on page 51 gives a version of how the five islands and Mount Kiera off the coast of Wollongong, NSW, came to be. These, of course, are geographical features. Many traditional stories explain how Indigenous people believe the features of the land, sea, plants, animals and people were created. They are passed on from generation to generation, in this way maintaining their connections to particular Country/Place.

• Use Google Earth™ and a large map of Australia and assist students to locate where the islands and mountain are situated. Reading and discussing the text and illustrations on pages 51 and 52 will help students to label and/or describe the geographical features treated in the story in the activities on page 52.

• The Dreaming or Creation story students make a plan for on page 53 would best be one that explains how a physical (geographical) feature came to be, rather than one connected with animals (science) etc.

• There may be a local feature that has a Dreaming or Creation story connected to it.

• This unit could be done in conjunction with an ACARA History unit (ACHHK045) Year 2. See ‘Resources’ for an R.I.C. publication.

for

• After students plan and write a draft of their story, it could be published using a word processing program, as a PowerPoint® presentation or written by hand with accompanying drawings or photographs.

Background information

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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 (ACHGS017) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • place • space • interconnection

• environment

• In Aboriginal culture, the term ‘Dreaming’ is generally used to describe Creation time, along with their spiritual beliefs. Specific terms—e.g. Dreamtime rather than Dreaming—vary among language groups. Neither of these terms is used in Torres Strait Islander culture, but they do have Creation stories. These are centred mainly on the Tagai, or warrior, and focus on the stars, as Islanders are seafaring people.

• Four of the five islands off the Woollongong coast are actually islets rather than islands.

The islands’ names are Flinders Islet (locally called Toothbrush Island due to its shape), Bass Islet (also known as Pig Island for reasons that are unclear—a pig was believed to have been stranded on the islet for a long period), Rocky Islet, Big Island (also known as Rabbit Island for obvious reasons) and Martin Island. The first two are named after Matthew Flinders and George Bass, English explorers who explored the area in 1796.

Martin was the name of the young assistant who accompanied them. Flinders and Bass Islets are further north than the other three, which are grouped together. Big Island has an isthmus in the middle, making it appear to be two islands.

Resources • Australian Curriculum History: The past in the present – Year 2, pages 34 to 37 by R.I.C. Publications. (Includes two Dreaming stories about the creation of the geographical formation of the Three Sisters in the Blue Mountains near Katoomba, NSW.) • The land of the Dreaming by Alex Barlow (Explains what Dreaming and connection to land mean to Aboriginal people. Suitable for this level with simple text and many photographs.)

Additional activities Geographical vocabulary connections, Country, Place, island, islet, mountain range, shore, coast, map

Australian Curriculum Geography (Year 2)

• Use Google Earth™ to zoom in on the five islands off the Wollongong coast and Mount Kiera.

• Retell the story about the five islands and Mount Kiera in the form of a play or a dance.

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The story of the five islands – 1

This Dreaming story is about how the five islands off the coast of Wollongong in New South Wales came to be. It also tells how Mount Kiera, a mountain looking over Wollongong, came to be.

The way in which Aboriginal and Torres Strait Islander Peoples maintain special connections to Country/Place (ACHGK0011)

The three islands in the picture are little Rocky Islet, Big Island (which has a very thin part in the middle) and Martin Islet. Flinders Islet and Bass Islet are further away. Four of the islands are too small to really be islands so are called islets.

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Long ago, Oola-bool-woo, the West Wind, had six daughters. Their names were Mimosa, Wilga, Lilli Pilli, Wattle, Clematis and Geera.

They all lived on a mountaintop. Their cousins lived near the sea. One day, their cousins came to visit them. Mimosa, however, was not very friendly to her cousins. Oola-boola-woo became very annoyed with her bad manners. He grabbed a large piece of the mountain she was sitting on and blew it out to sea.

Mimosa could not get back to shore as she couldn’t swim. After a few days, she turned into a mermaid and swam around her island.

Wilga, Lilli Pilli, Wattle and Clematis didn’t learn by what happened to Mimosa. One by one, each became lazy, careless and badmannered. One by one, Oola-boola-woo blew each of them out to sea on pieces of rock. Now there were five islands and five little mermaids.

Poor little Geera was the only child left now. She became very lonely, especially when Oola-boola-woo was away blowing up dust storms and bushfires. She spent all day hugging her legs and looking at the islands. Eventually she turned to stone and became part of the mountain range called Mount Kiera. From Wollongong, Mount Kiera looks as if it has a flat top, like Geera hunched over. www.ricpublications.com.au

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The story of the five islands – 2 Complete the activities.

Northern Territory

This Dreaming story takes place near

Queensland Western Australia

South Australia

in New South Wales. Draw a dot on the map of Australia where this place can be found.

New South Wales Australian Capital Territory

Victoria

Tasmania

Look at the picture of the islands on page 51. Read the information about them to help you label them correctly. (a) In the Dreaming story, Geera turned into the mountain below. What is its name?

(b) Describe its shape.

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In the Dreaming story, which five sisters became the five islands?

Put a circle around these features in the Dreaming story. Discuss the meaning of them with your class. Find photographs of them on the internet. mountain

?

range

island

islet

shore

coast

Find out what the places Wollongong and Mount Kiera mean in the local Aboriginal language.

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The way in which Aboriginal and Torres Strait Islander Peoples maintain special connections to Country/Place (ACHGK0011)

Story plan Retell an Aboriginal Dreaming story or Torres Strait Islander Creation story. Make notes under the headings below. Then write, check and publish your retelling.

Title: Orientation: Who or what is the story about? When/Where did it happen?

The way in which Aboriginal and Torres Strait Islander Peoples maintain special connections to Country/Place (ACHGK0011)

Events: Make notes about events that happen in the correct order.

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Conclusion: What happened at the end?

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Connections to places in Australia The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

Teacher information

Elaboration Identifying the connections they and others have to places in Australia and the reasons why.

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

• What factors affect my connections to places?

Geographical Inquiry and Skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

Teaching notes • Page 55 includes annotations on a map of Australia by a fictional child, Ayla Bridges.

She has identified and labelled places she has connections with in Australia. A symbol for each place has been made and a key provided. Arrows connect the explanation about the place to its position on the map.

• Discuss these connections with students. Ask questions such as:

– – – – – – –

Why is Ayla connected to Bendigo?

Which places has she flown to in an aeroplane?

Which places has she driven to?

Where has she been on holidays?

Which place is furthest from her home?

Why does her family go to Tasmania?

Which places do her relatives live in?

• Students may also pose their own questions to ask others.

• Page 56 includes a map of Australia for students to add annotations about places they are connected to. Symbols can be added to the KEY, similar to page 55. Students need to ask parents or relatives questions before completing this activity.

• Page 57 includes a table for students to complete relating to connections in Australia.

This could be done as a whole class or in groups. They need to find out four places people connected with from page 56 (preferably popular ones like the place in which they live), tally the number of people who have connections (tally marks will need introducing or revising) and then make notes about reasons for these connections.

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C.Publ i cat i ons Background information •f orr evi ew pur posesonl y•

• 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 (ACHGS017) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • environment • interconnection

• place • scale

• space • change

• There are various ways people are connected to places within Australia. These include place of birth; where relatives live; places visited while on holiday; where friends have moved to; places visited for sporting, educational or recreational means; family transferring to another place through work, and so on.

• Students may not have actually visited some places in Australia they feel connected to but may have seen events on television involving places in Australia they feel connected to; e.g. bush fires in Victoria burning homes and schools, an advertisement for a holiday destination.

Resources • Use Google MapsTM to investigate more about the places they are connected to in Australia.

Additional activities Geographical vocabulary connections, places, travel, suburb, compass rose, north, south, east, west

Australian Curriculum Geography (Year 2)

• Sort drawings or photographs of places students are connected to and attach to a wall or chart. Label with the place. Attach self-adhesive notes with annotations to the pictures.

• Think of the place they most like to visit on holiday. Describe how they get there and what the place is like and what they do there.

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Adelaide

Gold Coast

Launceston

Bendigo

Melbourne

KEY

✪ ✥ ❖ ✖ ❀

Western Australia

Tasmania

Australian Capital Territory

Name:

An auntie and uncle and two cousins live here. We drove here and stayed with them in the last school holidays. It took about nine hours. We stopped three times for a break.

New South Wales

Queensland

Victoria

South Australia

Northern Territory

Ayla’s connections to places in Australia

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

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Australian Curriculum Geography (Year 2)

We barrack for Hawthorn. They play footy here sometimes. We fly here to watch them.

I’ve lived in the suburb of Hawthorn since I was three.

I was born here. We visit my grandparents who still live here. It takes about three hours to drive here.

Our family flew here for a holiday. We had fun at the theme parks.

Ayla Bridges

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Western Australia New South Wales

Australian Capital Territory

Tasmania

Name:

Queensland

Victoria

South Australia

Northern Territory

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

KEY

My connections to places in Australia

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Where are we connected?

• In the chart, list three places people in your class have connections with in Australia.

• Tally the number of people who have connections with each place.

• Make notes about why they have these connections.

Place

Number of people

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

Why are they connected?

Place

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Number of people

Why are they connected?

Place

Number of people

Why are they connected?

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Connections to other places in the world The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

Teacher information

Elaboration Identifying the connections they have to places other than Australia and the reasons why.

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

• What factors affect my connections to places?

Geographical Inquiry and Skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

Teaching notes • Page 59 includes annotations on a map of the world by a fictional child, Matthew Liu. He has identified and labelled places he has connections with other than Australia.

A symbol for each place has been made and a key provided. Arrows connect the explanation about the place to its position on the map.

• Discuss these connections with students. Ask questions such as: – – – – – –

Why is Matthew connected to Sydney?

In which country was Matthew’s father born?

Where is his mother from?

What is his connection to London?

Why did Matthew visit Fiji? How do you think he got there?

Was Matthew’s mum born in the South or North Island of New Zealand?

• Students may also pose their own questions to ask others.

• Page 60 includes a map of the world for students to add annotations about places they are connected to. Symbols can be added to the KEY, similar to page 59. Students may need to ask parents or relatives questions before completing this activity. Note: Some students may not have any family connections outside Australia or have not holidayed overseas.

• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

• Page 61 includes a table for students to complete relating to the favourite place they are connected to, either in Australia or another part of the world. Answering the questions in the table about this place will help students to further reflect on the main reasons people are connected to places; i.e. place of birth, places where family and friends live, and holiday destinations.

• 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 (ACHGS017)

• There are various ways people are connected to places other than Australia. These include place of birth, where parents were born, where relatives live and places visited while on holiday.

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C.Publ i cat i ons Background •f orr evi ew puinformation r posesonl y•

• Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • place • space • interconnection • scale

• Students may not have actually visited some places in the world they feel connected to but, as in the fictional case on page 59, they have a connection to through relatives living there with whom they keep in touch.

• environment

Resources • Use Google Maps TM to investigate more about the places they are connected to other than Australia.

Additional activities Geographical vocabulary connections, places, travel, compass rose, north, south, east, west, islands, continents

Australian Curriculum Geography (Year 2)

• Write an acrostic poem about the place chosen on page 61 and share with others.

• Sort drawings or photographs of places students are connected to other than Australia and attach to a wall or chart. Label with the place. Attach self-adhesive notes with annotations to the pictures.

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We also drove to lots of places around both islands of New Zealand.

My mum was born here.

We went here on holiday to see my grandparents.

I live here.

We went here on holiday with friends.

My Dad was born here.

We went here to see my relatives and some of Dad’s friends.

AFRICA

Matthew Liu

Mum’s sister lives here.

I haven’t been there but we Skype™ her and my cousins a lot.

Name:

EUROPE

Indian Ocean

ANTARCTICA

ASIA

Southern Ocean

AUSTRALIA

NEW ZEALAND

Pacific Ocean

Arctic Ocean

Wellington Fiji Sydney Singapore London

KEY

Matthew’s connections to other places in the world

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

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Australian Curriculum Geography (Year 2)

NORTH AMERICA

SOUTH AMERICA

Atlantic Ocean

Australian Curriculum Geography (Year 2)

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AFRICA

EUROPE

Indian Ocean

ANTARCTICA

ASIA

Southern Ocean

AUSTRALIA

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

KEY

NEW ZEALAND

Pacific Ocean

Arctic Ocean

My connection to other places in the world

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C.Publ i cat i ons •f orr evi ew pur posesonl y• NORTH AMERICA

Name:

SOUTH AMERICA

Atlantic Ocean

My favourite place Think about a place in Australia or another part of the world you most like to visit. Complete the chart about this place.

Your name Name of place

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

Describe how to get there.

Why do you like this place?

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Draw a picture about this place.

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It’s in the news!

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

Teacher information

Elaboration Identifying connections they have to places other than Australia through reading or viewing news events.

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

• What factors affect my connections to places?

Teaching notes • Page 63 includes annotations on a map of the world by a fictional child, Annika Hendricks. She has identified and labelled places she has connections with other than Australia through events she saw in the news on the TV, and the settings in a favourite movie and book series. Arrows connect the explanation about each event to its position on the map. (The news items are based on actual events.)

• Discuss these connections with students. Ask questions such as: – Why did Annika choose Gallipoli?

Geographical Inquiry and Skills

– What did she notice about New York?

• Pose geographical questions about familiar and unfamiliar places (ACHGS013)

– In which continent did the movie RIO 2 take place? (Note: For those students not familiar with the RIO 2 movie, It is an animated movie about a family of birds— Mum, Jewel; Dad, Blu; and their three kids who live in Rio de Janeiro. They fly to the Amazon to experience ‘real’ bird life in the wild, not domesticated life in the city.)

• 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015) • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

– Where was the setting for the Harry Potter books?

– Describe the event about an animal she saw in the news.

– Which event took place closest to/furthest away from where you live?

• Students may also pose their own questions to ask others..

• Page 64 includes a table for students to complete relating to news items that appeal to them in places other than Australia. This part of the unit might need a week or more to gather suitable news items to include. When gathering is complete, students can use the map on page 65 or a map in the classroom to attach their news items. They may need help in locating the correct places on the map. Share the information with the class. Discuss why students chose a specific event. How did it make them feel?

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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 (ACHGS017) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • place • space • interconnection

• environment • scale

Background information

• While students may not have visited the places where the news events occurred, the vision on television or the internet, or photographs in newspapers and magazines, makes a connection to that place stronger than simply hearing about the event.

Resources • Use Google MapsTM to investigate more about the places they chose in the news events.

Additional activities • Sort the news items chosen into categories. Examples: – Nature (extremes of weather such as excessive heat or cold; cyclones/ typhoons/hurricanes; natural disasters like bushfires, flooding, tsunamis or earthquakes) – Sport (events such as the Olympic or Commonwealth Games, Grand Slam tennis events such as Wimbledon, World Cup football) – Animals (positive or negative things that involve animals)

Geographical vocabulary connections, places, compass rose, map, north, south, east, west, continents

Australian Curriculum Geography (Year 2)

– Humans/People (news about what a person has achieved, negative things like a crime, political events) • List some settings in students’ favourite books or movies and locate them on a world map.

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We learnt at school that Gallipoli is the place where Anzac Day began.

Australian and New Zealand Army Corps soldiers fought here in World War I. They were very brave.

Mum is reading me a Harry Potter book. I’ve seen some of the movies.

They’re really good!

They take place in England.

AFRICA

It’s in the news – 1

EUROPE

63 ANTARCTICA

Southern Ocean

AUSTRALIA

NEW ZEALAND

Pacific Ocean

Name:

NORTH AMERICA

SOUTH AMERICA

Atlantic Ocean

I really liked watching the movie RIO 2. Jewel, Blu and their three kids go to the Amazon Jungle to see how real birds live.

I saw on the news that kids didn’t have to go to school in New York because it snowed so much.

Buses and cars couldn’t drive on the roads. A man was skiing on the icy roads to get to work!

Annika Hendricks

I saw on the news a polar bear at the Singapore Zoo had a birthday. His keepers made him a frozen birthday cake. In the icy cake were his favourite foods. They were herring, salmon, strawberries, apples and watermelon!

Indian Ocean

ASIA

Arctic Ocean

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

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Australian Curriculum Geography (Year 2)

It’s in the news! – 2 What have you seen in the news from another part of the world? Over the next week or two, describe four interesting things you found out in the news about other places in the world.

Cut out each piece of information and attach it to a map of the world. Draw a line from your news to where it happened.

Date

What I found out

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Australian Curriculum Geography (Year 2)

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The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

Where it happened

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AFRICA

EUROPE

Indian Ocean

It’s in the news! – 3

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ASIA

65 Southern Ocean

AUSTRALIA

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK0012)

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Australian Curriculum Geography (Year 2)

Pacific Ocean

Arctic Ocean

NORTH AMERICA

SOUTH AMERICA

Atlantic Ocean

Visiting places in a community The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Teacher information

Elaboration Identifying places visited in a community, why they are visited and the reasons for the frequency of visits Collecting, recording and analysing data about personal visits to places in their community

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

• What factors affect my connections to places?

Geographical Inquiry and Skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

Teaching notes • Page 67 includes a fictional map of Owen’s community. Owen talks about some of the features in his community and places he and other family members visit.

• Ask students what they think the ‘H’ (house) indicates on the map of Owen’s community and the markings in the carpark. Identify the places in his community. Do students have these places in their community? They may not live as close to services, and features like parks as Owen does. Ask how they travel to these places.

• Students can complete page 68 as a class, in pairs or individually.

• To complete the activity on page 69, students need to collect data, record it in the graph and then analyse the information. This will enable them to identify the factors that affect the frequency of visits to places in the community; i.e. purpose, distance and accessibility. Places they visit could include some of those on the map on page 67, or others like a multi-level shopping centre, a church/synagogue/mosque for a religious service, a sports ground, school, vet, after school/day care and so on.

• Students need to pose a question they make up themselves about their visits. This may need guidance. Suggestions:’ Which place did I visit the least? Why?’, ‘I wanted to go to (insert place) but I couldn’t. Why?’, ‘Which places cost money to visit?’, ‘Which place is my favourite? Why?’ • Students can contribute their individual data to collate a table showing class data about the frequency of places visited in the community.

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• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

• 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 (ACHGS017) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • environment • interconnection

• place • scale

• space

• Distance is an important factor affecting frequency of visits to places in the community.

Depending on how far a place is situated from home, walking, going by car or catching public transport are the main choices. These can take varying degrees of time, which also influences frequency or length of visits.

• Purpose drives the visit in the first place. Some places like school are frequented every weekday as it’s compulsory, whether it’s situated nearby or a considerable distance away. Accessibility should be considered. People may put off visiting a doctor if it’s difficult to travel there or if the doctor has limited appointments available. Opening times for places and the cost (if any) of entering are other considerations.

Resources • This site provides an interactive activity to identify features in urban, suburban and rural communities. <http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g3_u1/> • Type ‘community maps for kids’ in a search engine to view examples of simple community maps.

Additional activities • Complete this activity at a different time of the year. Were the results similar or quite different? Why?

Geographical vocabulary local, suburb, community, city, lake, services, road, street, place, drive, graph

Australian Curriculum Geography (Year 2)

• Use Google EarthTM to help create a bird’s-eye view map of places in their local community.

• Take photos of places in their community. Identify the natural, managed and constructed features in the photographs. This activity could also be done by visiting the places.

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Visiting places in a community – 1 Lakeside Road Car Wash

H

Medical Centre

Petrol Station

H

Physiotherapist

H

Doctor

Short Street PIZZA

Car park

H

Pet Shop

Gift Shop

Supermarket

Boutique

Car park

H

Chemist

Archie Way

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Toilets

Deli

H

H

Playground

Hill Place

H

Dentist

Bank

Thomas Road

H

Lake

Health Club

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Hello! My name is Owen. I live in this community. It’s in a suburb called Lakeside in a big city. My house is the one with the smiling face.

We live close to lots of services and visit many of them quite a bit. Unless it’s raining, we take the dog for a walk around the lake every day. Sometimes my sister and I play on the equipment in the playground.

Mum and Dad go to the Health Club twice a week. Mum works part-time as a receptionist at the medical centre. It’s close by so she walks to work. In fact, all the services are close by and we can walk to all of them. We just have to be careful crossing our street as they are very busy. Isabel and I don’t walk to school as it’s a few streets away. Dad drops us off on his way to work and Mum picks us up.

My favourite shop to visit is right across the road from my house. Can you work out what it is? www.ricpublications.com.au

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Australian Curriculum Geography (Year 2)

Visiting places in a community – 2 Complete the activities about Owen’s community map on page 67.

What street does Owen live in?

Which shop is his favourite to visit?

How does Owen travel to most places in his community? Why?

Draw two paths to show two ways Owen can take to the lake.

What does Owen do every day unless it’s raining?

(a) withdraw some money.

(b) wash the car.

(c) buy some cough medicine.

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Circle the place that is closest to Owen’s house.

petrol station

supermarket

dentist

Which place do Owen’s parents visit together?

Draw a path to show how Owen’s mum could walk to work and back.

Name the place or places that:

(a) are free to visit.

(b) sell food people can eat .

?

Why do you think Owen’s suburb is called Lakeside?

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The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Name the places Owen’s dad would visit if he wanted to:

Places I visit in my community What places do you visit in your community?

• Make a list of up to eight places you visit in your community over one week.

• Colour a square in the graph each time you visit.

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Places I visited

Number of times

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Answer the question about your visits. Make up one of your own.

Which place did you visit the most? Why?

Question: Answer:

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Visiting places in a shopping centre The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Teacher information

Elaborations Identifying features and places visited in a large shopping centre, why they are visited and the reasons for the frequency of visits Collecting, recording and analysing data about personal visits to shops in their local shopping centre

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

• What factors affect my connections to places?

Geographical inquiry and skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

Teaching notes • Page 71 includes a fictional map of a large shopping centre. For teaching purposes, explain that ‘students’ at a local school who use Woodvale Shopping Centre kept a tally of the shops or places they or another family member went to while visiting the shopping centre on one occasion. These individual number counts were all collated and a total for each shop/place appears in a circle within each place.

• Students should view the map, discuss its features and the types of shops and the number of people who visited each shop.

• Students can complete page 72 as a class, in pairs or individually. Some discussion about the questions would be needed if completing individually or in pairs.

• To complete the activity on page 73 students need to collect data, record it in the table and then analyse the information. This will enable them identify the factors that can affect the frequency of visits to specific shops in their local community. Note: Students could make tally marks in the ‘Number of visits’ column, then write the total when complete. This part of the activity will need to be done at home.

• Students need to pose a question they make up themselves about their family’s visits. This may need guidance.

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• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

• 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 (ACHGS017) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • environment • interconnection

• place • scale

• space

• Students can contribute their individual results to collate a table showing class data about the frequency of shops visited in their local community.

Background information • Purpose is the main factor for the frequency of visiting specific shops. Food is a major requirement in visiting a shopping centre so a supermarket with a wide range of goods will generally be the most popular. Food halls, specialist bakeries, butchers and greengrocers will be used nearly every time someone visits a shopping centre. Department stores which have a wide range of goods are another popular shop. Shops with quite specific purposes like a cobbler (fixing shoes, cutting keys etc.) are not needed by a customer as frequently.

• It should be noted that people who visit specific shops may not actually purchase an item or pay for a service; e.g. children might look at the toys in a toy shop but won’t necessarily buy or have a toy purchased for them.

Additional activities Geographical vocabulary local, community, graph, tally

Australian Curriculum Geography (Year 2)

• Complete this activity at a different time of the year. Were the results similar or quite different? Why? • Create a map of their local shopping centre showing the walkways, shops and car parks.

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Post Office

Bank

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Toilets

Sports Store

11

Toy Store

14

1

Entrance

Newsagent

15

11

10

Entrance

Entrance

7

6

5

6

1

16

Pizza & Burgers

6

Hair & Beauty Salon

Cobbler

Bakery

Vegetarian Food

Boutique

Men’s Clothing

Computer Store

Music Store

Asian Food

9

Car park

15

Car park

Gift Shop

8

Food Hall

Kebabs

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Jeweller

1

Florist

10

Shoe Store

6

3

Pasta

11

10

Butcher

Pharmacy

Kitchenware

3

Ice-cream & Milkshakes

Fruit & Vegetables

Roast Meals

Woodvale Shopping Centre – 1

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Entrance

Entrance

24

Toilets

22

Entrance

2

Supermarket Department Store

Australian Curriculum Geography (Year 2)

Woodvale Shopping Centre – 2 Answer the questions about the shopping centre on page 71. (a) Which shop was visited the most?

(b) Why do you think it was visited the most?

(a) Which shop was visited the second most?

(b) Why do you think so?

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C.Publ i cat i ons Look at the number of visits to shops selling food. Write what you •f o rr evi ew pur posesonl y• think about this.

(a) Which shops were visited fewer than five times?

(b) Write what you think about this.

?

Make a list of other shops or features that could be in a large shopping centre.

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The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Visits to our shopping centre Which shops does your family visit at your local shopping centre over a week?

• List the names of these shops in the table.

• Write the number of times each was visited by you or others in your family.

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Name of shop

Number of visits

Name of shop

Number of visits

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Answer the question about the visits. Make up one of your own.

Which shop was visited the most? Why?

Question: Answer:

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How has visiting places changed?

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Teacher information

Elaboration Investigating how the places and patterns of visits have changed over two generations Planning, recording and analysing an interview

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

• What factors affect my connections to places?

Geographical Inquiry and Skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Represent data and the location of places and their features by constructing tables, plans and labelled maps (ACHGS015)

Teaching notes • An interview between Noah and his grandfather has been provided on pages 75 and 76. The characters are fictional but the interview is based on fact. It will give students some insight into how the places that are visited, travel arrangements and patterns of visits have changed over two generations. Note: There are a few drive-in movie theatres (movies are projected onto a huge outdoor screen, viewers sit in their car and listen through speakers) still operating in various places in Australia.

• Read and discuss the interview with students. Compare the answers between Noah and his grandfather and find the similarities, differences and how aspects of visits have changed.

• To complete the activity on page 77 students need to interview a grandparent or older person two generations apart to find out changes in the places visited and the patterns of visits. They can use similar questions to those on pages 75 and 76 and/or make up others (with guidance).

• The interview can be an aural one, or it could be recorded or videoed. Students can make notes about the answers given and share what they find with the class.

Background information • Compared with two generations ago, children generally have more choices in the places they can visit. Particularly in the larger cities, there are indoor and outdoor play and sport facilities, small local shopping centres as well as multi-level complexes, convenient takeaway stores, movie theatre complexes and so on.

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• Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

• 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 (ACHGS017) • Reflect on their learning and suggest responses to their findings (ACHGS018)

Geographical concepts • environment • interconnection

• place • scale

• space • change

• Today, many families go away on holiday destinations within Australia and overseas during school holiday breaks. Two generations ago, the majority of families would often stay at home.

• Two generations ago, major shopping centres in many places existed in the city/town centres rather than suburbs. Shopping hours on weekends in the stores were 9.00 – midday on Saturday and closed on Sunday. This is another factor affecting the pattern of visits compared with today.

Resources • Australians at play by Jane Pearson Compares activities of Australians today with those in the past.

Additional activities Geographical vocabulary suburb, city, street, places, river, beach

Australian Curriculum Geography (Year 2)

• Bring personal and family photographs of their grandparents or older relatives/ friends doing things from the past to display. Compare with present-day photographs of themselves.

• Create a recount of a poem such as an acrostic or shape poem about a favourite place they like to visit.

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How has visiting places changed? – 1

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Noah lives in a suburb in a large city. He is in Year 2. The students in his class are interviewing a grandparent or older person to find out if visiting places has changed over time.

Noah: Thanks for letting me ask you questions about when you were my age, Pop. Pop: I’m looking forward to it, Noah. What would you like to know?

Noah: Where did you live when you were seven?

Pop: In another suburb in this city.

Noah: We live a few streets from my school. Mum drops Caitlin and me off in the car on her way to work. How did you get to school, Pop? Pop: I walked to school with my brother. It was a few streets away too. We didn’t have a car until I was about 10.

Noah: Where did you go shopping for food, clothes and other things for the house? We sometimes drive to the huge shopping centre in the next suburb after school or on a Saturday or Sunday.

Pop: Our milk and bread was delivered each day. The fruit and vegie man came up our street in a truck about once a week.

Mum or Dad and the kids walked to the shops not far from our house to go to the butcher and buy tinned foods and things. We had to catch the bus into the city on a Saturday morning sometimes to buy things like good clothes, shoes and other goods. Most shops were closed Saturday afternoon and all day Sunday then.

Noah: Did you go to the movies back then, Pop? Pop: Yes, but mostly in the school holidays. Movie theatres were only in the city centre then. When we got a car we used to go to the drive-in movies on weekends sometimes. There was one a few kilometres from us.

Noah: Last school holidays you and Gran flew to Bali with Mum, Dad, Caitlin and our cousins. Next school holidays we’re going with another family on a camping trip to a river. The drive will take about three hours. Where did you go for holidays as a kid?

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Pop: We didn’t really go to places and stay somewhere during the holidays. No-one I knew went by plane for a holiday to a place like Bali. Sometimes we caught the bus to the beach.

We’d go to the movies in the city. We played mostly outdoors with other kids who lived nearby. Sometimes we’d stay with our cousins or our grandparents for a couple of nights.

Noah: Did you get takeaway food for dinner when you were my age? Mum or Dad take us to a drive-through on Friday or Saturday.

Pop: There were no takeaway places like that then. There were fish and chip shops though. We walked to one a couple of streets away sometimes. But not every week.

Noah: What about visiting outdoor fun parks and indoor fun centres? I love going to those places.

Pop: Yes they are a lot of fun. I’ve watched you and Caitlin playing there when I’ve taken you both. We didn’t have those kinds of places then but we still had fun. There were outdoor playgrounds with swings, slides and monkey bars. But they were made of wood and steel not plastic. We played games in the street and our yards like hidey and chasey. We rode our bicycles, tricycles or scooters in the street too. There weren’t many cars then.

We made cubbies in trees or in the house. There were no indoor swimming pools. We went by bus to the beach or the river to swim. When we got a car, Mum or Dad drove us.

Noah: Did you visit skateboard parks and ride on bike paths or tracks? Or go ice skating or roller-blading?

Pop: None of those things were around then. There was a ten-pin bowling alley in the city though. That’s another thing we’d do in the holidays.

Noah: Thanks for answering all those questions, Pop. I’ve got lot to talk about at school tomorrow!

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The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

How has visiting places changed? – 2

My interview Interview one of your grandparents or an older person about some of the places he or she visited when your age. Also ask how they travelled there and how often.

Write four questions to ask him or her in the table below. Make notes about the answers.

Name of person:

Date:

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Questions

Answers

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How have connections changed?

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

Teacher information

Elaborations Investigating how communication technologies affect people’s connections Sorting communications technologies in a time line

Key inquiry questions • What is a place?

• How are people connected to their place and other places?

• What factors affect my connections to places?

Geographical inquiry and skills • Pose geographical questions about familiar and unfamiliar places (ACHGS013) • 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 (ACHGS014) • Draw conclusions based on the interpretation of geographical information sorted into categories (ACHGS016)

Teaching notes • An eight-page booklet has been provided on page 79 which includes a summary of the ways people can communicate, thereby making connections with others and other places. Students should fill in the blank spaces with appropriate words.

• Instructions for making the booklet: Sheet can be enlarged to A3 (optional). Cut along all dotted lines. Fold across middle so pictures and text show. Open. Repeat across the middle line. Open. Fold both ends so pictures and text don’t show. Open. Grasp 2 and 3 in one hand and 6 and 7 in the other. Pull up and out to make an eight-page booklet.

• Discuss each of the examples with the students. Ask them which ones they have used or have seen parents and others use. Identify problems of accessibility; e.g. face-to-face you have to travel by walking, car or some other means if person is at a distance; newspaper must be delivered or bought from a shop; if using a computer, the other person must have one too and sufficient internet connection. Decide on which examples are not used as much as in the past; e.g. writing letters by hand on paper,as opposed to email; reading an actual newspaper instead of reading news online.

• On pages 80 and 81, students read the information about some telecommunication methods or devices. They colour, cut out each piece and glue it on the correct place on the timeline.

• Use the information to discuss some points with the students so they can make conclusions about how and why connections to places have changed over time and the affects of telecommunications technology. Suggestions (asked in more simple language as necessary):

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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 (ACHGS017)

– All the ways of communicating with technology have happened quite recently.

(Show this on the time line.) Why do you think that has happened?

– On television, we can see news about things from all over the world. How did we find out things before TV? Does TV make us feel more connected?

• Reflect on their learning and suggest responses to their findings (ACHGS018)

– Since the telephone was invented, people have written fewer letters and don’t visit as often. Do you think this is a good or bad thing?

Geographical concepts

– It is thought that email is the most popular use of the internet. Why do you think this is? Do people visit or talk face to face with email? Is this a good or bad thing?

• environment • place • space • interconnection • scale • change

Background information • The word ‘telecommunication’ is the transmission of signals over long distances. With advances in telecommunications and the options open to us, the world has become more accessible, we are more connected. This has influenced the way we communicate with others; e.g. we call on a mobile or Skype™ instead of visiting or writing a letter, or email instead of making a call.

Resources • Communication – Then and now by Vicki Yates Simple text accompanied with clear illustrations/photographs.

• <http://www.youtube.com/watch?v=1UiZz7Vljho> Short video for young children briefly summarising how communication has changed.

Additional activities Geographical vocabulary connection, close by, further away

Australian Curriculum Geography (Year 2)

• Collect information about the ways in which members of their family communicate with others. Combine class data in a table or graph. Discuss the results.

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5

6

a letter, card or postcard.

Information can be communicated by watching

,

.

Some people communicate by

7

and smart phones for emails, video calls and instant messages.

Many people use devices like

Another way to speak to people is by using a mobile

or

listening to the

,

or reading a

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

.

landline telephone.

4

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is the way people share ideas, information, opinions and feelings.

COMMUNICATION

We can communicate with people face-to-

People take turns to speak and listen.

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Australian Curriculum Geography (Year 2)

Communication time line – 1 • Read about the invention of different ways of communicating.

• Cut them out and place them on the time line.

Television

1876

Telephone

The television was invented in 1926 by John Logie Baird. Early television was broadcast in black and white. The controls had to be changed by hand.

Today, television is broadcast in colour. We use remote controls.

Many people have huge TV screens and PAY TV.

The telephone was invented in 1876 by Alexander Graham Bell.

Telephones needed an operator to work then. The operator took a cord and plugged it into a switchboard to connect the callers.

Calls could only be made locally.

Now people have their own phone numbers.

Calls can be made to people all over the world.

2400 BC approx.

1973

Postal system

Mobile phone

Organised ways of delivering mail began about 4500 years ago!

First, people walked from place to place and passed the mail on to another messenger to continue.

Next, they rode horses. Then a horse and coach was used. Today, all kinds of letters and packages travel by plane all over the world.

Deliverers use a motorbike or van to bring mail to our homes.

The first call from a mobile phone was made in 1973. Early mobiles were very expensive and heavy, and you could only make voice calls. Later, smaller ones were made where you could send text messages as well.

Today we have smartphones where you can send emails, take and send photos, use the internet and play games.

1960s

1971

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The internet

Email is a way of sending mail over the internet. The first email was made between two computers next to each other!

Now you can send emails all over the world and to more than one person at once. Some people call the postal service ‘snail mail’ because it’s so much slower than using the internet.

The internet is a network that connects computers all over the world. It began to be developed about 50 years ago. Today, people in more than 60 countries can be connected through the internet.

It can be used in places like homes, schools, offices and even ‘internet cafes’. It is also available on computers like smartphones.

Australian Curriculum Geography (Year 2)

Email

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The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

1926

Communication time line – 2 2500 to 2400 BC

2000 BC

1500 BC

1000 BC

500 BC

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The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK0013)

500

1000

1500 1876 1926 1960s 1971 1973

2000

2500

?

Make a list of the way you and others in your family communicate with other people close by and further away.

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Australian Curriculum Geography (Year 2)

Answers

Australian Curriculum Geography (Year 2) (b) True (c) True 7. Teacher check

Maps and globes Page 3 1. It shows the names of streets, a freeway, buildings, houses and a lake in part of a town or suburb.

2. A: Australia B: New Zealand C: Antarctica

Australia on a map Page 15

Teacher check

1. North, South, East, West 2. (a) shed (b) bicycle, house (c) dog, bicycle (d) bench 3. Teacher check

Page 5

Page 17

1. a sphere 2. The axis line should be drawn from one pole to the other, slightly tilted.

3. Teacher check 4. (a) left to right (west to east) 5. an atlas 6. Teacher check

1. Asia 2. (a) Antarctica (b) No 3. Teacher check 4. Europe, North America or South America 5. Teacher check

Page 4

Natural, managed or constructed?

Continents and oceans

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Pages 19–20 1.

1. Teacher check 2. Australia, Antarctica 3. Europe and Asia 4. (a) Africa and Asia (b) North America and South America 5. Teacher check 6. 1. Pacific Ocean 2. Atlantic Ocean 3. Indian Ocean 4. Southern Ocean 5. Arctic Ocean

Natural

ocean, sand dunes, cliff faces. water, beach

Managed

lawns, bushland, planted palm

Constructed

barbecue, bins, chairs, paths, fences, paving, jetty, houses

2. Teacher check Page 21 Teacher check

Treasure Island map

Page 9 1. Asia, Africa, North America, South America, Antarctica, Europe, Australia 2. Teacher check

Page 23 1. (a) lighthouse (c) forest (e) mountains (g) log 2. Teacher check

More about globes and maps Page 11

cave lake waterfall reef

Pages 24–25

1 .–5. Teacher check

Teacher check

Page 13

Features of a school

1. (a) Northern Hemisphere 2. Australia and Antarctica 3. (a) Arctic (b) Antarctica 4. South America, Africa and Asia 5. Antarctica and Europe 6. (a) False Australian Curriculum Geography (Year 2)

(b) (d) (f) (h)

Pages 27–28

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1. (a)

(b)

(c)

(d)

(e)

(f)

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Answers

Australian Curriculum Geography (Year 2) Page 37

2.

Teacher check school oval

adventure playground

Types of settlements

netball and basketball courts

Page 39–40

3. Answers should indicate that the school is across the road from an ocean/beach.

4. Room 3 5 .–7. Teacher check

Drawing 1: Dion lives in a city. Features should include things like tall buildings; shops, offices and cafés; traffic lights; noise Drawing 2: Olivia lives in a rural area. Features should include things like farmhouse, other houses not close by, farm animals like cows and bulls, paddocks, trees, no traffic noise, fencing Drawing 3: Alice lives in a suburb. Features should include things like houses next to each other, no tall buildings, lawns, garages, gardens, park, streets, quiet neighborhood

Page 29

Page 41

Teacher check

Teacher check

ocean

Indigenous Australians’ connections

Names of places Pages 31–32

Pages 43–44

1. (a) Perth Park (b) To honour King Edward VII when he became the British king about 200 years ago.

2. (b) a person 3. (a) Mooro Katta (b) It means a friendly meeting place.

4. (a) It is called the Swan River because of all the black swans that live there. (b) Derari Yerrigan, which means place of the freshwater turtle.

5. (a) place (b) person

1. land, sea, waterways, sky, animals and plants 2. Teacher check 3. Aboriginal (green): live in mainland Australia, use the word ‘Country’ to describe where they live, have Dreaming stories

Torres Strait Islanders (blue): live in Torres Strait, use the word ‘Place’ to describe where they live, have Creation stories, travel from island to island

both (yellow): are Indigenous Australians, have a connection to nature

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Page 33

Different connections

Teacher check

Pages 47–48

Features and places of Aboriginal and Torres Strait Islanders

1. Mullewa is the inland dot, Geraldton is the dot on the coast.

2. (a) Wadjarri (b) Amangu 3. Answers should indicate that Tyrell’s mother moved when she married his father. Mullewa is Tyrell’s father’s Country.

4. Amangu: Students should come to the conclusion that a place with a lighthouse and beach would have to be on the coast; i.e. Geraldton/Amangu people.

5. (a) 2nd paragraph (b) 4th paragraph

Page 35 1.–2. rock shelter: 2nd picture from top midden: bottom picture bora ground: top picture scarred tree: 3rd picture from top Page 36

Page 49

Answers should be similar to these.

Canberra is the capital city of Australia in the Australian Capital Territory. Its name comes from the Aboriginal word ‘kamberra’ meaning ‘meeting place’.

Bondi Beach is a popular beach in the suburb of Bondi, in Sydney, New South Wales. It is named after an Aboriginal word meaning ‘noise of water breaking over rocks’. www.ricpublications.com.au

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1. Answers for Tyrell (Students’ answers will need Teacher check) (a) Not given in text (b) Mullewa( Yamaji Country) (c) Mullewa District High School 83

Australian Curriculum Geography (Year 2)

Answers

Australian Curriculum Geography (Year 2)

9. Teacher check 1 0. (a) park and lake (shops are free to enter but you spend money if you buy things) (b) pizza, supermarket, petrol station self-serve

(d) Illustration provided (e) Grandparents, parents, brothers (f) Teachers at school for education, grandparents for Aboriginal culture (g) father’s Country (Wadjirri), mother’s Country (Amungu)

Page 69 Teacher check

Dreaming and Creation Stories Pages 51–52

Visiting places in a shopping centre

1. Woolongong. Teacher check dot placement on map 2. Islet to left is Rocky Islet, Big Island in centre, Martin Islet to right 3. (a) Mount Kiera (b) Answers should indicate it has a flat top.

4. Mimosa, Wilga, Lilli Pilli, Wattle and Clematis 5. mountain range: a series of mountain ridges island: an area of land surrounded by water islet: a very small island shore: the land along the edge of the sea coast: the part of the land adjoining the sea Page 53

Pages 71–72 1. (a) supermarket (b) Answers should indicate that food is a necessity and a supermarket has lots of different foods available to buy.

2. (a) department store (b) Answers should indicate that department stores have lots of different things available like clothes and things for the house, so many people would visit.

3. Answers should indicate that food is a necessity and people like to buy foods from speciality bakeries and butchers or go to food halls and coffee shops and have it already made for you.

4. (a) cobbler, kitchenware store, jeweller, florist, toilets (b) Answers should indicate that people don’t need these goods or services as often as others.

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Teacher check

Pages 55–57

Page 73

Teacher check

Teacher check

Connections to other places in the world

How has visiting places changed?

Pages 59–61

Page 75–77

Teacher check

Teacher check

It’s in the news!

How have connections changed?

Pages 62–65

Page 79

Teacher check

Missing words in order: face, telephone, television, radio, newspaper, sending/writing, computers

Visiting places in a community

Page 80–81

Pages 67–68

Teacher check

1. Alexander Drive 2. The pet shop is his favourite.

3. He walks as he lives nearby to most places.

4. Teacher check 5. He helps take the dog for a walk around the lake.

6. (a) bank (b) car wash (c) chemist 7. supermarket 8. Health Club Australian Curriculum Geography (Year 2)

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