Australian Curriculum Geography - Year 4 by Teacher Superstore

RIC-6684 5.7/1252

Australian Curriculum Geography: The Earth’s environment sustains all life (Year 4) Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2014 ISBN 978-1-922116-84-0 RIC–6684 Titles available in this series: Australian Curriculum Geography: People live in places (Foundation) Australian Curriculum Geography: Places have distinctive features (Year 1) Australian Curriculum Geography: People are connected to many places (Year 2) Australian Curriculum Geography: Places are both similar and different (Year 3) Australian Curriculum Geography: The Earth’s environment sustains all life (Year 4) Australian Curriculum Geography: Factors that shape the human and environmental characteristics of places (Year 5) Australian Curriculum Geography: A diverse and connected world (Year 6) All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2014. For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum. Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors. Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject. You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

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

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

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

View all pages online PO Box 332 Greenwood Western Australia 6924

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

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

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

Protecting environments ............... 34–45

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

Zoos for conservation................................34–37

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

Wildlife corridors ........................................38–41

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

Looking after our beaches ......................42–45

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

Traditional management of land ........................................... 46–57

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

Changes since colonisation ....................46–49

World map: major parallels and meridians .... xi

Living off the land ......................................50–53

Outline map of Australia ................................. xii

Sustainable living ......................................54–57

Outline map of Africa .................................... xiii

Sustainable use of natural © R. I . C.Pub l i cat i ons resources ...................................... 58–69 •f orr evi ew pur posesonl y•

Outline map of South America ..................... xiv

Squared paper for graphs and maps ........... xv

Natural resources ......................................58–61

Physical features of Australian states and territories.................................................. xvi

Using natural resources ............................62–65

Climate of Australian state and territory capital cities .................................................. xvii

Natural resources: how can I help? .........66–69

Remote town comparison chart ..................xviii

Sustainable waste management ................................ 70–81

Major desert type comparison chart ........... xix

Waste: a human problem .........................70–73 Managing domestic waste ......................74–77

Australia, Africa and South America................................. 2–21

Managing industrial waste .......................78–81

Dividing the globe .........................................2–5

Quiz questions ............................... 82–91

Differences in climate ....................................6–9 The African continent................................10–13

Quiz answers ....................................... 92

The South American continent ................14–17 Native animals...........................................18–21

Answers ......................................... 93–96

Natural vegetation ........................ 22–33 World biomes .............................................22–25 The importance of vegetation..................26–29 The importance of plants for humans .....30–33

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

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Australian Curriculum Geography (Year 4)

Teachers notes How to use this book Each book is divided into sections based on the number of content descriptions in the Geographical Knowledge and Understanding strand of the curriculum. Each content description has been given a general title which is used on the contents page and 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. The main sections are divided into a number of four-page units, each dealing with a specific aspect of the content description. The four-page units comprise a teachers page and three student pages. Access to a coloured atlas including political divisions and physical features is essential. Features • A geographical skills overview with a brief explanation of their meaning. (page vi) • A geographical skills class record. (page vii) • An overview of geographical inquiry and skills, key inquiry questions, general capabilities and cross-curriculum priorities are provided on pages viii–ix. It shows at a glance how the topics in each book, including the ‘Additional activities’ provided on the teachers pages, cover the requirements of the national curriculum for the Year group. • A list of useful R.I.C. Publications® resources for teacher support for each section of the book is provided on page x. • Maps and graphic organisers related to activities within the book are provided on pages xi–xix. • A set of five multiple-choice quiz questions plus answers for each topic is provided on pages 82–92. • 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 93–96.

Four-page format Teachers page

The first page in each four-page unit is a teachers page which provides the following information: An elaboration describing the focus of the unit in relation to the content description

The content description with its code The title of the unit

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

The key inquiry questions investigated in the unit The geographical skills practised while completing the unit

Background information provides information to support that given in the student pages

The geographical concepts highlighted while completing the unit

Resources to supplement information/activities for teachers/students Additional activities to extend the topic and develop geographical skills A list of geographical vocabulary featured in the unit

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

The title of the unit The content description with its code

A number of questions or activities that students can complete

A question to extend or use additional geographical skills

Student page 3 This page requires students to develop their geographical skills to complete the activity. It features: An introductory sentence, paragraph or instruction followed by an activity that requires the application of one or more geographical skills

The title of the page

A question to extend or use additional geographical skills

The content description with its code

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Australian Curriculum Geography (Year 4)

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.

Observing, questioning and planning • Develop geographical questions to investigate (ACHGS026)

Formulates questions to assist in geographical research. Considers what is already known and what other information would be useful to develop understanding of concept.

Collecting, recording, evaluating and representing • Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet

Validates and uses data and information from a variety of resources. Extracts key information to make notes and include in own work to show an understanding of a concept.

(ACHGS027)

Studying geographical issues from different perspectives develops critical thinking which promotes informed, balanced opinions and environmental, economic and social awareness.

Specific skills

• Represent data by constructing tables and graphs (ACHGS028)

Extracts relevant information from resources to construct a table of data that can be represented graphically.

Specific geographical skills for Year 4 include:

• observing and describing the features of places, drawing a map, using directional, language, understanding distance, interviewing relatives • using aerial photographs and satellite images • constructing simple graphs • interpreting maps.

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

Australian Curriculum Geography (Year 4)

Constructs maps on squared paper using cartographic conventions. Describes location of features using grid references, distance and directional language.

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS029)

Interpreting, analysing and concluding • Interpret geographical data to identify Extracts information from distributions and patterns and draw graphs, tables, maps and text conclusions (ACHGS030) to identify distribution and patterns of climate, vegetation, native animals and natural resources, and to compare with other locations. Communicating • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Uses geographical vocabulary in text, drawing, maps, tables and graphs, photographs and computers to present information.

Reflecting and responding • Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

Considers advantages and disadvantages of proposals to resolve problems of sustainability. Considers how people with different agenda would respond to propsal.

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Observing, questioning and planning

Interpreting, analysing and concluding

Communicating

Reflecting and responding

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031) Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

Collecting, recording, evaluating and representing

Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030)

Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS029)

Represent data by constructing tables and graphs (ACHGS028)

(ACHGS027)

Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet

Develop geographical questions to investigate (ACHGS026)

Geographical skills class record

Australian Curriculum Geography (Year 4)

Geographical knowledge and understanding

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✓

✓ ✓

✓

pp 70–73

pp 78–81

✓

pp 66–69

✓

pp 62–65

pp 74–77

✓

pp 58–61

✓

Traditional management of land

✓

Protecting environments

Natural vegetation

✓

Sustainable waste management

✓

Interpreting, analysing and concluding

(ACHGS030)

✓

Interpret geographical data to identify distributions and patterns and draw conclusions

Sustainable use of natural resources

✓

pp 54–57

✓

pp 46–49

pp 50–53

✓

pp 42–45

✓

pp 34–37

✓

pp 30–33

pp 38–41

✓

pp 26–29

✓

pp 18–21 ✓

✓

pp 14–17

✓

pp 10–13

pp 22–25

✓

✓ ✓

Australia, Africa and South America ✓

✓

Represent the location of places and their Represent data features by constructing large-scale maps that by constructing conform to cartographic conventions including tables and scale, legend, title and north point, and describe graphs their location using simple grid references, (ACHGS028) compass direction and distance (ACHGS029)

✓

(ACHGS027)

Collecting, recording, evaluating and representing

pp 6–9

pp 2–5

(ACHGS026)

Develop geographical questions to investigate

Observing, questioning and planning

Geographical inquiry and skills

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✓

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Communicating

✓

Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

Reflecting and responding

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✓ ✓

✓

pp 78–81

✓

pp 70–73

pp 74–77

✓

pp 58–61

✓

pp 54–57

✓

pp 66–69

✓

pp 50–53

✓ ✓

pp 62–65

✓

pp 46–49

✓

pp 30–33

✓

pp 26–29

✓

pp 22–25

✓

pp 18–21

✓

pp 14–17

pp 42–45

✓

pp 10–13

pp 38–41

✓

pp 6–9

pp 34–37

✓

Key inquiry questions

pp 2–5

Geographical knowledge and understanding How does the environment support the lives of people and other living things?

How do different views about the environment influence approaches to sustainability?

How can people use places and environments more sustainably?

Literacy

✓

Sustainable waste management

Sustainable use of natural resources

✓

Traditional management of land

Protecting environments

Natural vegetation

ICT Capability

Critical and creative thinking

Personal and social capability

General capabilities

Australia, Africa and South America

Numeracy

✓

Ethical understanding

✓

Intercultural understanding

✓

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

Useful Australian geography resources There are a number of R.I.C. Publications’ titles which may be used to extend knowledge and develop a deeper understanding for teachers and/or students in Years 3 and/or 4 about the geography of Australia and the world. • RIC–6367 – Exploring geography: Australia and Oceania – Ages 8–12 • RIC–6368 – Exploring geography: Asia – Ages 8–12 • RIC–6371 – Exploring geography: Antarctica – Ages 8–12 • RIC–6370 – Exploring geography: Africa – Ages 8–12 • RIC–6366 – Exploring geography: South America – Ages 8–12 • RIC–6421 – Antarctica – Ages 10+ • RIC–6474 – Arctic and Antarctic – Ages 10+ • RIC–6392 – India – Ages 8–10 • RIC–6383 – China – Ages 9–11 • RIC–0592 – Mapping and atlas skills – Ages 8–10 • RIC–0348 – Developing atlas skills through crosswords – Ages 8–10 • RIC–0514 – Weather and climate – Ages 8–10

• RIC–6711 – Waters, rivers, coasts and oceans – Ages 8–10

• RIC–6467 – Wet and dry environments: Wetlands and dry deserts – Ages 10+ • RIC–6422 – Rainforests: Tropical and temperate ecosystems – Ages 10+ • RIC–6423 – Environmental issues: Facing the challenges – Ages 10+ • RIC–6470 – Climate change: The ultimate challenge? – Ages 10+ • RIC–0323 – Investigating renewable energy – Ages 11+ • RIC–6473 – Plant Earth – Ages 10+ • RIC–6714 to RIC–6718 – Think green – Ages 8 to adult • RIC–0548 – The environment – Ages 6–8 • RIC–0549 – The environment – Ages 9–10 • RIC–0589 – Exploring cultures through language – Ages 8–10 • RIC–0668 – Australian Aboriginal culture – Ages 7–8 • RIC–0669 – Australian Aboriginal culture – Ages 9–10 • RIC–0346 – Aboriginal studies – Ages 7–8 • RIC–0347 – Aboriginal studies – Ages 9–10

• RIC–6447 – Sandtraks: Pathways to celebrate indigenous culture – Ages 7–10

Australian Curriculum Geography (Year 4)

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Prime meridian www.ricpublications.com.au

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1500E 1500W

Antarctic Circle

Tropic of Capricorn

Equator

Tropic of Cancer

Arctic Circle

1200W

900W

600W

300W

300E

600E

900E

1200E

3000 km

International Date Line 0

1800E

600S

450S

300S

100S

100N

300N

450N

600N

World map: major parallels and meridians

Australian Curriculum Geography (Year 4)

Outline map of Australia

Australian Curriculum Geography (Year 4)

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Outline map of Africa

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Australian Curriculum Geography (Year 4)

Outline map of South America

Australian Curriculum Geography (Year 4)

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Squared paper for graphs and maps

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Australian Curriculum Geography (Year 4)

Physical features of Australian states and territories Australian Capital Territory

New South Wales

Northern Territory

Queensland

South Australia

Tasmania

Victoria

Western Australia

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Climate of Australian state and territory capital cities Adelaide

Brisbane

Canberra

Darwin

Hobart

Melbourne

Perth

Sydney

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Australian Curriculum Geography (Year 4)

Alice Springs

Australian Curriculum Geography (Year 4)

Kalgoorlie

Town

Similarities

xviii

Mount Isa

Remote town comparison chart

Differences

Remote town comparison chart

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Subtropical

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Cold winter

Desert

Similarities

xix

Cool coastal

Major desert type comparison chart

Differences

Major desert type comparison chart

Australian Curriculum Geography (Year 4)

Dividing the globe The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020)

Teacher information

Elaboration Determining the areas of the African and South American continents that lie within the same parallels as Australia, south of the equator; and the areas of the African continent that lie within the corresponding parallels in the Northern Hemisphere.

• Access to globes, world maps and physical maps of Australia, Africa and South America are essential for this unit.

Key inquiry question • How does the environment support the lives of people and other things?

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Geographical concepts • place

Teaching notes • This unit prepares students for comparing areas of Africa and South America with Australia.

• Students need time to examine and discuss the location and labelling of lines of latitude and longitude on a globe before they attempt the questions on Dividing the globe – 1. • For Dividing the globe – 2, each student will need a copy of the world map from page xi. • By shading the areas between 10º and 45º, north and south, students will clearly see the parts of the world that are the same distances from the equator and the pole as Australia, whether in the northern or southern hemisphere. • For The shape of the land, students will need access to a physical world map with altitude legends, and the table ‘Physical features of Australian states and territories’ from page xvi.

Background information • The lines of latitude, measured in degrees, are numbered from 0º at the equator to 90º at each pole. The equator divides the globe into the southern and northern hemispheres.

• The equator is an important line of latitude as it marks the place where the sun is directly overhead in the March and September equinoxes and where the length of day and night is equal. • Lines of longitude meet at the poles and are furthest apart from each other at the equator. All meridians cut the globe exactly in half. • Lines of latitude are numbered east and west from the prime meridian to the International Date Line. Places to the east of the prime meridian are ahead in time while places to the west, are behind. • The location of the prime meridian could have been anywhere. Greenwich (England) was accepted as the prime meridian as some nations had already been using it for some time. • A great circle is the largest circle that can be drawn around a sphere. It cuts the sphere in half. All meridians and the equator are great circles of the globe. Great circles have been used in navigation for hundreds of years. The shortest distance between two places on the globe is a segment of a great circle.

Resources • Geographical information about Earth, the lines of latitude and longitude, solstices and equinoxes <http://www.kidsgeo.com/geography-forkids/0013-finding-points-on-a-globe.php>

Additional activities Geographical vocabulary lines of latitude (parallels), lines of longitude (meridians), prime meridian, International Date Line, Tropic of Cancer, Tropic of Capricorn, Arctic Circle, Antarctic Circle, North Pole, northern hemisphere, southern hemisphere, equinox, solstice, equator, altitude, relief map, political map Australian Curriculum Geography (Year 4)

• Take a trip from Australia to a country in Africa or South America. Describe the itinerary. How long is the journey? Compare and contrast the place of departure with the destination; e.g. hemisphere, time difference, climate, weather, season, altitude. Present your information in a table. • Compare the physical features of Australia and the parts of Africa and South America between 10º and 45º N and S. 2

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The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020)

Dividing the globe – 1 For hundreds of years, imaginary lines around the globe have been used to help navigators locate their exact position anywhere in the world. Lines of latitude, also known as parallels, are the horizontal lines that go north and south from the equator to the poles. Lines of longitude, also known as meridians, are the vertical lines that go between the two poles. The prime meridian runs through Greenwich in England. On exactly the opposite side of the world, in the Pacific Ocean, is the meridian known as the International Date Line. Examine the lines of latitude and longitude on a globe. 1.

Write the numbers given to each line. (a) equator

(b) prime meridian

Write the names and numbers of the two lines of latitude that lie on each side of the equator. Hemisphere

Name

Number

Northern

Southern 3.

The prime meridian and the International Date Line meet at two places on the globe. Where are they?

How would the globe be divided if it was cut through: (a) any line of longitude?

(b) any line of latitude?

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Your teacher will give you a map of the world. 1.

Look at how the lines of latitude are labelled.

Map of the world

Arctic Circle

600N

450N

(a) All lines above the equator are labelled with the letter

300N

Tropic of Cancer

100N 00

Equator

100S Tropic of Capricorn

labelled with the letter 2.

1500W

1200W

900W

600W

300W

300E

600E

900E

1200E

3000 km

1500E

1800E

(a) Draw a line all along the parallel that is just north of Australia. .

(a) Draw a line all along the parallel just to the south of Tasmania. .

(b) This line is labelled

Using one colour, shade Australia and all the land of Africa and South America that lies between these two lines.

(a) Draw lines along the two parallels in the northern hemisphere that match the two you have drawn in the south.

(b) These lines are labelled

and

Using the same colour, shade all the land of Africa that lies between these two lines.

Describe similarities and differences of the land you have shaded.

600S

runs through Australia.

(b) This line is labelled 4.

Antarctic Circle

450S

(a) Australia is located in the northern/southern hemisphere. (b) The Tropic of

Prime meridian

(b) All lines below the equator are

International date line

300S

Everywhere in one hemisphere has a place in the other hemisphere that is exactly opposite to it, like the North Pole and South Pole. Look at a globe and a world map to locate the ‘antipodes’ of your home city or state.

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Dividing the globe – 2

The shape of the land Look at physical maps of Australia, Africa and South America in an atlas. 1.

Shades of which colour show the altitude of land?

Physical maps include a legend to show the range of altitude for each shade. (a) Colour the legend with the six shades and the altitude range for each one. Shade Altitude range (m)

(b) Find the three highest peaks in Australia, Africa and South America. Write the name and altitude of each and the altitude range they all fall between. Name

Altitude (m)

Range (m)

Australia

South America 3.

Describe the shape of each continent. Australia

Africa South America

Each state and territory of Australia has different physical features. Research the main features for each. Record the information in a table.

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Differences in climate The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020)

Teacher information

Elaboration Determining the factors that affect climate, comparing rainfall and temperature, the main characteristics of climate in the state and territory capital cities of Australia and relating the distribution of Australia’s population to climate.

Key inquiry question • How does the environment support the lives of people and other living things?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026)

to identify and draw

Teaching notes • Climate is dependent on a number of factors. While proximity to the equator is the most significant, there are others which result in the uneven distribution of climate zones across the globe. • El Nino is a band of unusually warm water that develops in the Pacific Ocean, west of South America. Its occurrence creates far-reaching climate change. • On page 7, students will need to refer to a world map of climate zones to consider the uneven distribution of climate zones across the globe. • On maps and in articles, the names given to different climate zones vary depending on how detailed the map or article is. This may cause confusion for the students. The climate map on page 9 describes four main climate zones. • Designing an illustrated poster will help students to focus on the factors that affect climate and help them to explain why climate zones are not evenly distributed across the globe. • Encourage students to ask questions relating to the data on page 8; e.g. Why do Sydney and Brisbane have a much higher rainfall than Melbourne? Look at a physical map of the country and consider the effect of the Great Dividing Range. • Climate is often described in terms of temperature and rainfall.The main cities of Australia experience different climates even though they may be relatively close to one another. Studying the factors that affect climate will help students to understand why this is so. • On page 9, students study the climate and population distribution maps of Australia. They will conclude that the areas of greatest population density are regions with a climate better suited to human habitation.

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Geographical concepts • place • scale

• environment

• Encourage students to ask geographical questions to consider additional reasons for the location of cities; e.g. physical features, transport and communication links, and natural resources. • Encourage students to ask geographical questions to consider why the population of some cities is less than one million; e.g. isolation, climate and natural resources.

Background information • The Koppen-Geiger climate classification is the most widely-accepted classification system, linking natural vegetation with climate. • This classification system recognises six main types of climate: Equatorial, Tropical, Subtropical, Desert, Mediterranean and Temperate.

Resources • World climate zones <http://www.blueplanetbiomes.org/climate.htm> • Characteristics of climate types <https://sites.google.com/site/climatetypes/home> • Australian Government Bureau of Meteorology <http://www.bom.gov.au/jsp/ncc/climate_ averages/climate-classifications/index.jsp> • World climate zones with maps to show location of individual climate zones <http:// en.wikibooks.org/wiki/High_School_Earth_Science/World_Climates>

Geographical vocabulary climate, altitude, prevailing winds, ocean currents, equator, poles, coastal areas, inland areas, atmosphere, rainfall, precipitation, temperature, population, density, distribution

Australian Curriculum Geography (Year 4)

Additional activities • Is climate the only reason why most Australians live near the coast? Discuss this question and devise others to suggest other reasons for the population distribution. (physical features, natural resources, transport and communication links) • Complete a chart to compare the different climate zones found in each state and territory of Australia. Indicate how much of each state or territory is covered by each climate zone. 6

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Differences in climate – 1 Different places around the world experience different climates. There are many reasons why these differences occur. 1.

In the table, draw a symbol to represent each factor. Factors that affect climate

Distance from the sea

Ocean currents

Shape of the land (altitude)

El Nino

Direction of winds

Distance from the equator

Write a letter in the circle to match each statement to a factor affecting climate.

(a) Places close (b) At the poles, to the coast heat from the are cooler and sun is spread wetter than across a places inland. greater area so the heat is less intense than at the equator.

(c) As moist air (d) Winds that from the sea blow over is forced over land bring mountains, drier weather. it cools and Those that condenses as blow across rain. water often bring rain.

(h) More of the (g) The surface (e) The constant, (f) Places at sun’s heat of the Pacific altitude are regular energy colder than Ocean is movement unexpectedly reaches the those at sea patterns of ground at warmed. The level. The the oceans the equator atmosphere extra energy can affect air and moisture because the is thinner and temperature; atmosphere pumped less able to warming there is less into the absorb and places distant atmosphere dense than at from the keep the heat the poles. from the sun. changes wind equator and patterns. cooling places closer to it. 3.

Design a poster illustrating the factors that affect climate.

(a) Write a question to investigate the uneven distribution of climate zones across the globe. (b) Write your response on the back of the page.

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Rainfall and the temperature of the air are the main characteristics of climate. 1.

The table shows the average annual rainfall (mm) in each state and territory capital of Australia. Average annual rainfall (mm) Sydney

1200

Adelaide

500

Melbourne

600

Brisbane

1150

Hobart

550

Perth

750

Darwin

1800

Canberra

600

(a) On squared paper, draw a bar chart to show this information.

(b) The driest city is

The table shows the average monthly temperature (ºC) of each state and territory capital. M. AP Mb Ji Jt An S O N © FR. I C. u l ca i o s 26 25 25 22 19 17 16 18 20 22 24 •f o rr evi ew pur posesonl y• J

Sydney

D 25

Melbourne

Hobart

Adelaide

Brisbane

Perth

Darwin

Canberra

(a) My state or territory capital city is

(b) On graph paper, draw a line graph to show the change in temperature over the year for your capital city. (c) Which cities have the greatest and smallest differences in temperature? smallest:

greatest: ?

The state and territory capital cities of Australia are in different climate zones. Describe the climate of each city in terms of rainfall and temperature.

Australian Curriculum Geography (Year 4)

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Differences in climate – 2

Australia’s climate zones Look at the maps of Australia. 1.

(a) What information does each map tell you about Australia? (b) Write an appropriate title for each map. DARWIN

DARWIN

Broome

Broome Mount Isa Mount Isa Alice Springs

Alice Springs

BRISBANE

BRISBANE Kalgoorlie

PERTH

ADELAIDE MELBOURNE

CLIMATE tropical mediterranean

desert temperate

ADELAIDE

SYDNEY CANBERRA

POPULATION DENSITY high medium

HOBART

Information

SYDNEY CANBERRA

MELBOURNE

low very low

HOBART

Information

Title

On squared paper, draw a population graph of the state and territory capital cities of Australia. To show a trend, begin with the smallest population and work up or the largest population and work down.

City

Population (millions)

City

Population (millions)

Sydney

4.75

Melbourne

4.25

Brisbane

2.25

Perth

Adelaide

1.25

Canberra

0.5

Hobart

0.25

Darwin

0.125

There are isolated pockets of higher populations in Mount Isa, Queensland; Alice Springs, Northern Territory; and Kalgoorlie, Western Australia. Research these towns and complete a comparison chart.

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Australian Curriculum Geography (Year 4)

The African continent The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020)

Teacher information

Elaboration Determining the location and altitude of countries within the African continent that lie within the same parallels as Australia, and north and south of the equator, and comparing the physical features of northern and southern Africa, and their climate zones with Australia.

Key inquiry question • How does the environment support the lives of people and other living things?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026) • Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027) • Represent data by constructing tables and graphs

Teaching notes • The activities on page 11 give students the opportunity to familiarise themselves with some countries on the whole African continent, and to create a key that shows the location of each of their chosen countries. • The activities on page 12 give students opportunities to read and find information from a globe or map. Referring to a political map, they will familiarise themselves with the countries of southern Africa and the largest, by area, of northern Africa. Referring to a physical map, they will compare and record the main physical features of northern and southern Africa. • Parts of northern and southern Africa lie within the same latitudes as Australia but the expanse and shape of the land gives rise to quite different climate regions. • In the activities on page 13, students will compare the climate regions of Australia with those of northern and southern Africa.

(ACHGS028)

This valley extends for over 5000 km on the east of the continent from the Red Sea to Mozambique.

Geographical concepts • place • scale

Background information • The Great Rift Valley was created about 35 million years ago when the African and Arabian tectonic plates separated.

• interconnection

• The vast land mass of Africa is home to many different climates. The highest temperatures are found in the desert regions and the coolest in mountain areas and high plateaus. • More than 50% of the continent has insufficient rainfall while the rest has more than it can utilise. Precipitation varies widely with barely 50 mm being recorded in arid desert areas and ten times as much in the tropical rainforests of central Africa. Of all the arid land in the world, Africa has about one third.

Resources • Geographical information about many African nations <http://www.ourafrica.org/> • Geographical information about many African nations with interactive links <http://africa.mrdonn.org/geography.html> • Interactive map game for locating some African nations <http://www. kidsgeo.com/geography-games/africa-map-game.php>

Additional activities Geographical vocabulary continent, country, political map, physical map, physical features, climate zones, tropical, Mediterranean, desert, temperate

• Using maps as a source of information, find two countries from northern or southern Africa, one which is similar in physical features and climate as your state or territory in Australia, and one which is different. Explain how they are similar and different. Present your information using maps, tables and geographical terminology. • On an outline map of Africa, add the major physical features. Devise a key to represent each feature and give the map a title.

Australian Curriculum Geography (Year 4)

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The African continent – 1 There are more than 50 countries on the African continent. How many do you know? 1.

Look at a political map of Africa to see the location of some African nations you may know. (a) Write the names of eight countries against the numbers 1–8. (b) Shade the eight squares in different colours. (c) Write the number of each country you have listed in the correct place on the map. (d) Shade the eight countries with the same colour you used to colour the square in the legend.

AFRICA 30ºN

30ºN

Tropic of Cancer

20ºN

10ºN

20ºN

10ºN

0º

Legend 1.

10ºS

3. 4. 20ºS

20ºS

Tropic of Capricorn

6. 30ºS

30ºS

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Australian Curriculum Geography (Year 4)

Use a political map of Africa in an atlas to complete the table. African countries that lie completely or mostly, between latitudes 10ºS and 45ºS

Look at a physical map of Africa in an atlas. Complete the table to compare the physical features of the southern and northern lands between latitudes 10º and 45º.

Deserts

Mountains (altitude)

Rivers

The ten largest countries, by area, that lie completely or mostly, between latitudes 10ºN and 45ºN

Africa has many important rivers and other water features. Locate six of them on a physical map and list them. Challenge a partner to find them on the map.

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The African continent – 2

Comparing climate zones Northern and southern Africa lie within the same latitudes as Australia, but does this mean they have exactly the same climates? 1.

Compare the maps of climate zones of Africa and of Australia. For each land mass, describe the location of each climate zone. Climate zone

Northern Africa

Southern Africa

Australia

Tropical Desert Mediterranean Temperate 2.

Area of Australia

Climate

Matching African nation

(a) Match each area of Australia with its climate. tropical, desert, Mediterranean, temperate (b) Match the three African nations with the area of Australia that has a similar climate. Libya, Mozambique, northern Algeria 3.

Which climate zone of Australia does not have a matching one in Africa? Explain why this is so.

Central Africa has a climate zone that has not been mentioned. What is this zone and why does it not occur in the rest of Africa or in Australia?

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Australian Curriculum Geography (Year 4)

The South American continent The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020)

Teacher information

Elaboration Determining the location of each country within South America and its position in relation to the equator, recording physical features of countries within the same latitudes as Australia, and comparing the biomes of these countries with those of Australia.

Key inquiry question • How does the environment support the lives of people and other living things?

Teaching notes • The activity on page 15 gives students the opportunity to learn the location of the South American nations and how to create a legend that names the different areas on the map. • The climate of each country is related to its proximity to the equator. The continent of South America stretches from north of the equator to very close to the South Pole, so it encompasses a range of climates. The activities on page 16 highlight the location of each country in relation to the equator and the physical features of those that lie within the same latitudes as Australia. • The world map on page 17 shows the similarities and differences between the biomes of Australia and those of other places lying within the same lines of latitude. Students compare the biomes of Australia and South America between 10ºS and 45ºS. In researching facts about the different biomes, students will learn about the characteristics of each.

(ACHGS028)

Background information • Biomes are naturally occurring regions of plants and animals that exist, with many different ecosystems, within a major habitat; e.g. desert, tropical rainforest. • Biomes are defined by their climate, temperature and precipitation; soil type, from permafrost to fertile; and the plants and animals that have adapted to live there. Some plants and animals can thrive in more than one biome but others are unique to a biome. Animals such as pandas and koalas, that feed exclusively on one plant, can only live where that plant thrives.

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Geographical concepts • place • scale

• interconnection

Resources

• Facts about each of the world’s biomes: <http://www.softschools.com/science/biomes/> <http://www.blueplanetbiomes.org/world_biomes.htm> <http://www.factmonster.com/ipka/A0769052.html> <http://eschooltoday.com/ecosystems/what-is-a-biome.html> <http://www.enchantedlearning.com/biomes/> • Facts about some South American animals <http://www.enchantedlearning. com/coloring/southamer.shtml>

Geographical vocabulary continent, country, dependency, political map, legend, equator, physical map, physical features, river, mountain, altitude, desert, biome, region, climate, soil, plants, animals, tropical rainforest, savanna, chaparral, temperate deciduous forest, taiga, tundra, polar ice, grassland Australian Curriculum Geography (Year 4)

Additional activities • Research to complete a table describing the climate, soil type, plants and animals that exist in each of the biomes in Australia and South America between 10ºS and 45ºS. • Devise a chart to represent the different biomes found in Australia and the seven countries of South America that lie within latitudes 10ºS and 45ºS. 14

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The South American continent – 1 There are 12 independent countries and two dependencies in South America. How many do you know? 1.

Look at a political map of South America to see the location of each country and create a legend for the map. (a) Write the correct number in the box against each country in the list. (b) Shade the boxes in different colours. (c) Shade each country on the map in the same colour used to colour the box.

South America 10ºN

10ºN 4 3 2

EQUATOR

0º

10ºS

LEGEND 20ºS

30ºS

45ºS

20ºS

Argentina Bolivia Brazil Chile Colombia Ecuador Falkland Islands French Guiana Guyana Paraguay Peru Suriname Uruguay Venezuela

TROPIC OF CAPRICORN

11 30ºS

45ºS

Write a title for the map.

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Australian Curriculum Geography (Year 4)

(a) Use a political map of South America to complete the table. Each country can only appear in one column. (b) Circle the countries the equator passes through. South American countries that lie completely, or mostly, north of the equator

Look at a physical map of South America. Complete the table to record the physical features of South America between latitudes 10º and 45º.

Deserts

Mountains (altitude)

Rivers

South American countries that lie completely, or mostly, south of the equator

South America has one of the world’s most important physical features. What is it, where is it and why is it so important to everyone in the world?

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The South American continent – 2

Comparing biomes Biomes are different regions of the world that are defined by their climate and the type of soil they have. These factors determine the plants and animals that can thrive there. 1.

Look at the world biomes map on the Blue Planet Biomes website. (a) Write the biomes that exist in both Australia and South America between 10ºS and 45ºS. (b) Research and then write an interesting fact about each biome. Biome

Description

The biomes that exist in South America but not in Australia are: and

There are different types of forest biomes but there are also different types of desert biomes. What are they and how are they different?

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Australian Curriculum Geography (Year 4)

Native animals The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020)

Teacher information

Elaboration Determining animals unique to the continents of Australia, South America and Africa; comparing the natural vegetation found in desert, mountain, plateau and lowland regions; and comparing the physical features, climate, natural vegetation and native animals of one country in Africa and one in South America.

Key inquiry question • How does the environment support the lives of people and other living things?

Teaching notes • On page 19, students match the pictures and names using existing knowledge and research to determine the correct continent for each animal. • On page 20, students categorise the animals from page 19 by the continents on which they live. Having designed a symbol to represent each animal, they draw symbols on a map of physical features to show the distribution of each animal across the continent. By comparing the maps, students can determine the natural vegetation occurring in desert, mountain, plateau and lowland regions. • For the activity on page 20 and the additional activities suggested on this page, students focus on one continent and the six animals that have been suggested. Students will need access to a physical map of their closest continents. • For the activity on page 21, students will need access to physical, climate and natural vegetation maps for their chosen continents.

• Represent data by constructing tables and graphs (ACHGS028)

Background information

• Pangea was the supercontinent that existed on Earth many millions of years ago. A close look at Earth’s continents reveal that they once fitted together like pieces of a jigsaw. Similar life forms that once existed on Pangea have evolved, over time, into unique species that exist only on one continent.

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030)

Other native animals of Australia include the kangaroo, quolls, bandicoots, possums, bettongs, platypus and the Tasmanian devil.

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Other native animals of Africa include the elephant, giraffe, lion and white rhinoceros.

Geographical concepts

Other native animals of South America include the piranha, alpaca, maned wolf and magnificent frigatebird.

• place • space • interconnection

Resources • Native animals of Africa <http://www.africanfauna.com/> • Native animals of South America <http://www.theonlinezoo.com/pages/ themes_south_american_animals.html> • Native animals of Australia <http://www.environment.nsw.gov.au/animals/ NativeAnimalFactSheetsbyTitle.htm> • Koala distribution <https://www.savethekoala.com/about-koalas/ distribution>

Geographical vocabulary native flora and fauna, natural vegetation, habitat, country, continent, location, symbol, represent, legend, distribution, physical map, physical features, desert, mountain, plateau, lowland, climate zones

Australian Curriculum Geography (Year 4)

Additional activities • Research to find Australian animals that are native to specific regions of the country. Represent this information on an outline map of the country. • Research a number of South American animals. Devise symbols to represent each one. Create a graph to show those that can be found in each country of South America. 18

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Native animals – 1 Australia, Africa and South America each have many native animals that are unique to their shores. They are found in areas where the natural vegetation provides food and shelter for their needs. 1.

Shade the outline of each continent in a different colour. Use the correct colour to match each animal’s name to its picture. AFRICA

AUSTRALIA

SOUTH AMERICA

Andean condor

Wombat Spotted quoll Hyena

Wallaby Giant anteater Gazelle Capybara

Koala

Echidna

Hippopotamus

Jaguar

Warthog Anaconda

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Australian Curriculum Geography (Year 4)

The animals featured on page 19 are native to Australia, Africa or South America. 1.

Complete the table to show which continent is home to each animal. Australia

Africa

South America

(a) Choose one continent to study and find out the main locations where each animal can be found. .

My chosen continent is

(b) Design a symbol to represent each animal and create a legend for a map.

Look at a physical map of your chosen continent. In the table, record the animals that can be found in each location. Desert Mountain Plateau Lowland

Many native animals on all three continents are endangered. In a group, discuss possible reasons for this then do some research to find out the facts.

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Native animals – 2

Country files Prepare a report on the physical features, climate, natural vegetation and native animals of one country in Africa and one in South America. Record the facts about your countries in the charts below. Use maps, pictures and tables to illustrate your final report. Africa

South America

Country

Location

Major physical features

Climate zones

Natural vegetation zones

Native animals

Some native animals are unlikely to become endangered. In a group, discuss possible reasons why some animals are more successful at adapting to changes to their environment.

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Australian Curriculum Geography (Year 4)

World biomes The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Teacher information

Elaboration Understanding the spread of natural vegetation and its relationship to climate. Investigating an animal species and its natural environment. Investigating the biomes of Australia.

Teaching notes • Compare a map of world biomes and a map of the physical world. Discuss the location of each biome in relation to the equator.

Key inquiry question

• Pick out the main points of the text on page 23 and compare the features of each biome.

• How does the environment support the lives of people and other living things?

• Compare the map of world biomes with the pie chart on page 24.

Geographical Inquiry and Skills

• Discuss native animals from different biomes and how extensive their range is. Some occur in the biomes of only one continent whereas others may be common in the same biomes across the globe.

• Develop geographical questions to investigate (ACHGS026)

• Consider the effect of human activity on the habitat of a chosen animal.

• Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027) • Represent data by constructing tables and graphs (ACHGS028) • Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030)

• Compare political, climate and biome maps of Australia. Discuss the similarities between states and territories. • Students write descriptions for a ‘Which state or territory am I?’ game. They can ask individual friends to identify their secretly chosen state or all descriptions can be gathered together and read to the whole class for identification.

Background information • The aquatic biomes are home to many species of plants and animals of all shapes and sizes. Life on Earth began in the water billions of years ago. Without water, no life form could survive and the planet would be barren. • The freshwater biome includes ponds, lakes, rivers, streams and wetlands. The marine biome includes oceans, coral reefs and estuaries.

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Geographical concepts

• enviornment • interconnection • sustainability

• Forests occupy about one third of the land area of Earth. Deforestation and pollution (acid rain) have caused major problems for this biome. • A desert is a place that has less than 500 cm of rain in a year. The soils of some deserts are high in nutrients, as seen by the abundance of plant life that flourishes after rainfall. • Grasslands are biomes noted for dominant grasses rather than large shrubs and trees. Millions of years ago, when natural climate change created a climate more favourable to grasslands, they became more widespread. The two main types of grassland are tropical (savanna) and temperate (pampas and veld). • Tundra is the coldest, most hostile of all the biomes. Its name means ‘treeless plain’. But this bleak environment teems with life during the short growing season, when midges thicken the sky and migratory birds stop by for a feeding frenzy.

Resources World biomes • <http://www.blueplanetbiomes. org/world_biomes.htm> • <http://www.factmonster.com/ ipka/A0769052.html> • <http://www.mbgnet.net/sets/> • <http://www.ucmp.berkeley. edu/glossary/gloss5/biome/>

Geographical vocabulary biome, climate, vegetation, tundra, forest, grassland, mountain, desert, savanna, pampas, veld, temperate, tropical, coniferous, deciduous, arctic, alpine Australian Curriculum Geography (Year 4)

Animals of world biomes • <http://www.blueplanetbiomes.org/animals.htm> • <http://www.thewildclassroom.com/biomes/ speciesprofile/> Australian biomes • <http://www.musc.edu/cando/ausdwnun/biom. html>

Additional activities • Refer to a world biome map and a world political map to compare the biomes that exist in Australia, one South American country and one African country. Present your findings in a Venn diagram to show the similarities and differences between the three countries. • In groups, investigate a biome’s natural vegetation. Choose one plant each to describe. Use images from the internet to illustrate your description. 22

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World biomes – 1 Biomes are places in the world with similar climates that support similar plants and animals. Climate controls the natural vegetation that can survive in a biome and the vegetation controls the animals that can live there. Harsh climates with very low temperatures and/or low rainfall have low biodiversity. Biodiversity means the number of different species of plants and animals. Places with high rainfall and high temperatures are teeming with life.

Map of world biomes

The Arctic tundra encircles the Arctic Ocean. It is the coldest of the world’s biomes. Trees cannot grow here because the subsoil is permanently frozen. Plants include mosses and lichens. Alpine tundra can be found on high mountains.

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The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

L VEGETATION NATURAL VEGETATION ® ® R.I.C. R.I.C. Publications Publications

South of the Arctic tundra are coniferous forests. A belt of coniferous forest, known as the taiga, crosses the globe just south of the Arctic tundra. Plants include a variety of fir trees. Their flexible branches point downwards so that heavy snow can slide off without breaking them.

Deciduous forests exist in mild temperate climate zones. There are many species of trees that lose their leaves in autumn. This creates a mulch which enriches the soil, providing nutrients to support a greater number of plant species.

precipitation. Plant species such as cacti have adapted to survive in the dry conditions.

In grasslands, different species of grass grow in wide open spaces. In South America and Africa, hot, tropical grasslands are called savanna; temperate grasslands are called pampas in South America and veld in Africa.

Tropical rainforests, close to the equator, are wet and hot all year round. They are home to millions of plant and animal species. In temperate rainforests, the temperature is always warm. The winters are long and wet. Summers are short and have less rain.

Mountains have a number of biomes that change with altitude. At the base of a mountain, its biome reflects that of its surroundings. With every 100 metres increase in altitude, the biome changes as the temperature falls and the strength of the winds increase.

Savanna is found in hot dry places. Vegetation is mostly grasses and small, scattered trees. Humans create savannas when grasslands and forests are cleared for planting crops.

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World biomes – 2 Earth is known as ‘The Blue Planet’ because 70% of it is covered with water and only 30% is covered with land. Five major biomes exist across the globe; four terrestrial biomes and one aquatic. The pie chart shows how much of the planet each biome covers.

Each major biome can be sub-divided. Research to discover the main types of each biome and record them in the table. Aquatic

FOREST DESERT

Forest

D LAN

GRA

TUNDRA

Desert

AQUATIC

Tundra Grassland 2.

Choose a wild animal native to any world biome to research. Complete the table.

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Country/countries Climate Biome/s Biome vegetation Food

Habitat Effect of human activity on habitat

Plants and animals have adapted to the conditions of different biomes. Research to find out about some of these adaptations.

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Australian biomes 1.

Choose an Australian biome to investigate. (a) Colour the location of your chosen biome on the map.

(b) Record the information you discover in the chart.

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Location

Vegetation

Secretly choose one state or territory and, on a sheet of paper, write a paragraph to describe its natural environment. Ask a friend to read your description and name the state or territory.

Australia has many unique animals but they are not found all over the country. Research to produce a map of distribution of Australian native fauna.

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The importance of vegetation The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Teacher information

Elaboration Understanding that plants are at the heart of life on Earth. Investigating the importance of plants to native Australian animals. Explaining the effect of common natural disasters on natural ecosystems.

Key inquiry question • How does the environment support the lives of people and other living things?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026)

Teaching notes • Discuss the role of plants in the survival of life on Earth. Revise food chains and food webs. Although the sun is the source of energy for all life on Earth, as primary producers, plants provide the food for all, directly or indirectly. • Revise the subject of each paragraph on page 27, focusing on the cause and effect of each. • Discuss the problem of loss of habitat leading, directly or indirectly, to endangered species status. • On page 29, students look at three common natural disasters that occur in Australia. Although bushfires may be started deliberately, they are also a natural phenomenon that can occur with lightning strikes.

Background information • Natural vegetation means all the native plants that grow in different climate regions. For millions of years they have thrived without human interference. • If natural vegetation depended on climate and nothing else, maps of climate and vegetation would be identical. But, just as climate is not only determined by distance from the equator, natural vegetation is not only determined by climate. • Other factors determining which plants can grow and survive in a particular region include:

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Geographical concepts

• environment • interconnection • sustainability

– soil type – the nutrients it can give to the plants – the ability of the soil to soak up and hold water

– the gradient of the land – rainwater will run down a steeper slope before it has a chance to soak into the soil

• Across the globe, in similar climate zones with similar soil, you will find similar vegetation. But, you will also find natural vegetation that is unique to one continent. • Millions of years ago, the supercontinent, Gondwana, began to split up. On the separated land masses, vegetation adapted to the different climatic conditions and evolved in different ways. This is why some species of plants are unique to some areas. • Biochemically, plants play a vital role in the life of the planet. They regulate the water cycle, distributing and cleansing water supplies. They take up water from the soil, and make it available to the atmosphere as it exits the tiny holes (stomata) on the underside of leaves in transpiration. As carbon sinks, they store carbon, thus reducing the amount of carbon dioxide from burning fossil fuels in the atmosphere.

Resources Drought in Australia Endangered Australian animals • <http://www.kidcyber.com.au/topics/austendangered. • <http://home.iprimus.com. au/foo7/droughthistory. htm> html> • <http://www.allaboutwildlife.com/australian-wildlife/ • <http://home.iprimus.com. australias-most-endangered-animal-species/6199> au/foo7/ausdrought.html> • Major bushfires in Australia <http://home.iprimus.com. au/foo7/firesum.html>

Geographical vocabulary natural vegetation, climate, biome, habitat, native wildlife, bushfire, drought, flood

Additional activities • Research the conditions that feed bushfires and make them burn more fiercely. What do people do to minimise the risks? • Complete a chart to show the importance of natural vegetation to some of Australia’s native wildlife.

Australian Curriculum Geography (Year 4)

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The importance of vegetation – 1 Energy from the sun, water and carbon dioxide are essential to all life on Earth. The reason they are so important is because plants need them to make food. Photosynthesis takes place in the leaves of the plant. During photosynthesis, plants release oxygen which animals, including humans, need to breathe. Without the sun, water, carbon dioxide and vegetation, animals could not exist. All natural vegetation is at the heart of a food web. Many species of plants exist in different climates all over the world, providing food for herbivores which, in turn, provide food for carnivores.

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The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

L VEGETATION NATURAL VEGETATION ® ® R.I.C. R.I.C. Publications Publications

Vegetation ensures the soil remains rich and fertile. The quality of soil in a biome is dependent on its biodiversity. The more natural wildlife a biome has, the richer its soil. Although plants take nutrients from the soil, they also enrich it. Bacteria and insects break down dead vegetation (and animals), releasing nutritious food into the soil. Earth-dwelling creatures such as worms and burrowing insects create tunnels in the soil. The tunnels make it easier for air and water to soak into the soil and for plant roots to spread. Plants also collect rainfall which then soaks into the soil. Plant roots do many things. They soak up nutrients and water from the soil and anchor the plant firmly in the ground. As they spread, the roots trap nutrient-rich soil and stop it from being blown away by strong winds or washed away by heavy rains. Vegetation provides habitats and shelter for animals. Many animals live in plants, from tiny insects on the underside of leaves to large mammals spending all their time in trees. Even animals that don’t live in vegetation use it to shelter from the weather. It can provide shade from the blistering hot sun and protection from strong winds and rain.

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The importance of vegetation – 2 Natural vegetation provides food and shelter for Australia’s native wildlife but sadly, many species are endangered. 1.

Investigate why some native Australian animals are endangered. Write questions to help with your inquiry then research to find the answers. Questions

Answers

Use the information you have found to present an illustrated report to the class. Some native Australian animals are already extinct. Which animals are these and what were the human activities that led to their extinction?

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The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

When things go wrong There are three naturally occurring events that affect the ecosystems of Australia’s natural environments. These are bushfires, drought and floods. Although bushfires and floods create great damage, they do have some positive effects on the environment. 1.

Research to explain: (a) how some native plants have adapted so they can survive bushfires.

(b) the effect of drought on agriculture.

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Different parts of Australia have suffered from bushfires, droughts and floods. Research to compare how your state or territory and another have been affected by each disaster. Record information in tables and graphs.

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The importance of plants for humans The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Teacher information

Elaboration Identifying how humans have used natural vegetation and how they have adapted it to suit their needs. Investigating the many plants that provide us with fibre used to make a range of products. Investigating the value of trees to humans.

Teaching notes

Key inquiry question

• Discuss the gradual move (in many civilisations) from hunter-gatherer to farmer to trader to empire. Community development progressed as humans learnt more about their natural environment and what it had to offer. As they moved from satisfying their day-to-day needs as hunter-gatherers to providing for the future as farmers, humans travelled not to find food but to trade it. As they did, they discovered the resources that other places provided and technology to advance their culture.

• How does the environment support the lives of people and other living things?

• Look at medicinal plant websites. Discuss different medical conditions and the plants that are used to treat them.

Geographical Inquiry and Skills

• Explain that different parts of different plants produce fibres that can be spun or woven to produce a range of cloth, rope or covering that have been useful to humans for millennia.

• Develop geographical questions to investigate (ACHGS026)

• In the school locality, there will be plants that have some uses employed by humans.

• Represent data by constructing tables and graphs (ACHGS028)

• Although many thousands of plant species have already been identified and classified, scientists believe that the same number again are still to be discovered.

• Interpret geographical data to identify distributions and patterns and draw conclusions

• Directly or indirectly, everything humans eat comes from plants because they are the primary producers of food. But plants provide more than just sustenance.

(ACHGS030)

• Students will discover that trees provide some of the ingredients for thousands of everyday products they are familiar with.

Background information

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

• Forest canopies filter pollutants from the air. Trees and other plants store carbon, thus slowing down human-induced climate change. • Soils poisoned with chemicals from the discarded waste of human activities can be cleansed by plants whose roots soak up and store the toxic elements.

Geographical concepts

Resources

• environment • interconnection • sustainability

• bamboo <http://www.pitara.com/discover/earth/online.asp?story=45> • • • • • • • • • • •

Geographical vocabulary natural resources, environment, natural communication, trade

sustainable, vegetation,

Australian Curriculum Geography (Year 4)

coir <encyclopedia.kids.net.au/page/co/Coir> cotton <www.nanok-kids-clothing.com/facts-about-cotton.html> flax <www.touregypt.net/egypt-info/kids-family-flax-flax.htm> hemp <http://www.harbay.net/history.html> jute <http://www.wisegeek.com/what-is-jute.htm> and <http://www.jute-bd. com/?page_id=32> kapok <http://www.enchantedlearning.com/subjects/plants/types/kapok/> kenaf <http://www.visionpaper.com/kenaf2.html> sisal <http://www.fao.org/economic/futurefibres/fibres/sisal/en/> products from trees <http://www.idahoforests.org/wood_you.htm> medicinal plants <http://www.factmonster.com/dk/science/encyclopedia/medicinalplants.html> Hippocrates <http://www.plant-medicine.com/community/learning/greeks/hippocrates. htm>

Additional activities • Investigate the history and manufacturing processes of the plants used to produce fibres. • Investigate the medicinal plants used by the Aboriginal people of Australia and the people native to one South American country and one African country. Present your findings in a Venn diagram to show the similarities and differences between the three countries. 30

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The importance of plants for humans – 1 Thousands of years before the first ancient empires began, hunters and gatherers used natural resources in a sustainable way. They used only what they needed: water, nuts, seeds, berries and animal meat for food, animal skins for clothing, and animal skins and trees to build shelters. As technology and knowledge of their environment developed, humans made greater use of natural vegetation. They learned about the life cycles of cereals (grain), fruits and vegetables. They also learned how to domesticate animals that could provide them with eggs, milk, meat, wool and skins. And so, farming began. Over time and in different places, people realised that plants had much more to offer. Some provided fibre that could be woven into cloth. Others were found to have medicinal qualities. And of course, wood was burned as a fuel for heating, lighting and cooking.

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The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

L VEGETATION NATURAL VEGETATION ® ® R.I.C. R.I.C. Publications Publications

Communication between communities increased as people traded in herbs, spices, oils, perfumes, dyes and other plant products. of natural vegetation, particularly for medicines. Some of the most important medicines used in the treatment of serious diseases, such as cancer, come from plants.

Plants are also important to humans for what they do. They provide protection from strong winds, shade from the sun and privacy for gardens. 1.

Research to match the medical condition with the plant that has been used to treat it. (a) Alzheimer’s disease

•

fever tree

(b) breast cancer

•

foxglove

•

English yew tree

(d) heart disease

•

daffodil

Research to find the painkillers that are made from each plant. (a) opium poppy (b) willow tree

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The importance of plants for humans – 2 Fibres from natural vegetation are grouped according to which part of the plant the fibres come from. 1.

Research to complete the table. (a) Which part of the plant does each material come from? (b) What are some uses of each material? bamboo

coir

cotton

Harvested from …

flax

hemp

Material

jute

kapok

kenaf

sisal

Uses

seeds

leaves

skin of stem

stalks

Investigate your local area. What plants have been planted, or are growing naturally, that can be used by humans? Plant

Use for humans

The natural vegetation in many populated areas of Australia has been destroyed for the construction of buildings and roads. Research the native vegetation of your local area. Are there any places where natural vegetation still exists?

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The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Timber! You know that trees produce fruits that we can eat, but the ingredients of many other things we use also come from trees. 1.

Research to complete the table.

The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)

Things that come from trees

from wood

from bark

from sap

Take a walk in your local area. What evidence can you see of products that are made from trees?

The outer parts of a tree are easy to name and recognise, but what about the inside? Draw and label a cross-section of a tree trunk.

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Zoos for conservation The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Teacher information

Elaboration Understanding how zoos have changed since their introduction, focusing on conservation and the protection and restoration of wildlife habitats, and working to increase the numbers of endangered animal species.

Key inquiry question • How do different views about the environment influence approaches to sustainability?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026)

• Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031) • Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

Teaching notes • The text on page 35 gives students some basic information about how zoos and their attitude to animals has changed. Allow students to search on the internet for more information and images to supplement the text. • Discuss the work of famous conservationists such as David Attenborough, Jacques Cousteau, Gerald Durrell and Steve Irwin. Extract some facts and figures to inform others how their conservation work has helped endangered species. • The care of animals in the zoo and in the wild is of great importance to zookeepers. Trained in animal care, their knowledge of animals from all over the world is extensive. They would be able to answer any question the students asked. Encourage students to ask different types of questions for each animal rather than the same one for each. • On page 37, students use simple grid reference and compass direction to locate items on the map and describe a journey.

Background information • Most zoos have three main aims: – to be a sanctuary for endangered animals, especially those that are extinct in the wild. It is possible that a zoo is the only place where a species close to extinction can survive. Animals can become extinct for many reasons; e.g. natural forces, human activities, hunting, loss of habitat. Endangered animals are those at risk of becoming extinct. They fall into three categories based on the gravity of the risk: vulnerable, endangered and critically endangered.

Geographical concepts

• space • environment • sustainability • change

– to educate people about animals from all parts of the world.

– to conduct research into many species and help them to survive changes in habitat.

• Modern zoos build enclosures that suit the animals’ needs, including nocturnal houses that are kept dark during the day, imitating night-time conditions so they can be seen moving about, and bright at night so the animals will sleep.

Resources • Australia Zoo < www.australiazoo.com.au> • Breeding programs at Taronga Zoo <http://taronga.org.au/animals-conservation/zoobased-conservation/zoo-based-conservation> • Victoria Zoo <www.zoo.org.au/fighting-extinction> • Gerald Durrell <http://www.durrell.org/Conservation> • David Attenborough <http://www.worldlandtrust.org/about/patrons/davidattenborough> • Jacques Cousteau <http://www.cousteau.org/who/> • Short history of zoological gardens <http://www.kidcyber.com.au/topics/zoos.htm> • Zoos in Australia <http://australia.gov.au/about-australia/australian-story/zoos-inaustralia> • Zoos and conservation <http://www.ducksters.com/animals/zoos.php>

Additional activities Geographical vocabulary environment, native habitat, natural environment, human activities, conservation, endangered species, breeding programs

Australian Curriculum Geography (Year 4)

• Choose an endangered animal that has been targeted by zoos for help. Develop geographical questions to investigate what human activities have endangered the animal and how the zoo program works. Write an exposition that reflects your feelings about the effect of human activity on animal welfare. What must we do to improve the situation? • Look at the websites of the some of the best zoos in the world <http://www. ratestogo.com/blog/best-zoos/> Choose one to research. Compare the information for your zoo with that of others in your class. Discuss the similarities and differences between the zoos. 34

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Zoos for conservation – 1 About 200 years ago, public zoos were first introduced in some of the world’s major cities. They allowed scientists to study wild animals from foreign countries. The animals were housed behind bars in concrete cages.

DO NO THE A T FEED NIMAL S

At that time, most people had never even seen pictures of wild animals, so they visited the zoos just to see these amazing, exotic creatures. No-one thought about how distressed the animals might be, living in captivity in such an empty environment.

RING

- TA I L

LEMU Today, people realise the importance of environment. R Although the animals are still in captivity, zoos do their best to make enclosures similar to the native habitat of each animal.

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Open-range zoos give animals more freedom. They are allowed to roam around much larger areas and run, climb and jump, just as they would do in the wild.

human activities in the natural environment and decrease in numbers of many animal species. Zoos across the world began to focus on conservation. Zoos aim to protect and restore wildlife habitats, and to increase the numbers of endangered species through special breeding programs. Zookeepers look after the animals in their care. They know what type of habitat each animal prefers and the food it needs. They understand the animals’ patterns of behaviour and recognise when they are sick. Although they can handle some animals, zookeepers know that wild animals can be unpredictable. They will never put themselves or others in danger. If an animal is to be released into the wild, it must learn to be independent. Any bond between an animal and a zookeeper must be broken before the animal can be released. The best result for any zoo is when they release an animal into the wild and, using tracking devices, discover that it has been able to look after itself.

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Zoos for conservation – 2 Today’s zookeepers know about the natural environment of every animal in their care. They try to match each animal’s enclosure with its natural habitat. 1.

Circle two animals from each group. Write a question you would ask a zookeeper about each animal’s natural environment. Research to find the answers to your questions. zebra

giraffe

Questions

lion

tiger

cheetah

Answers

baboon

tamarin

Questions

otter

flamingo

penguin

Answers

Many wild animals are poached by hunters. Find out how the populations of the African elephant and the rhinoceros have been affected by poachers.

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The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

(a) elephant

A day at the zoo Study the map of the zoo and answer the questions below. B

N 7

Red panda

TOILETS

Kangaroo

Wombat

Rhinoceros

Dingo

Sun bear

Koala

DISPLAY AREA

Tiger

LAKE

Giraffe

4 Crocodile

Gorilla

PLAY GROUND

3 Otter

Elephant

TOILETS

ZOO CAFE

TOILETS

Meerkat

PICNIC AREA

Penguin Baboon

Zebra

ZOO SHOP G

1 EXIT

ENTRANCE

(a) From the entrance, in which direction is the cafe? (b) The rhino and red panda are

of the display area. of the sun bear.

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

elephant

giraffe

tiger

sun bear

rhinoceros

red panda

dingo

gorilla

baboon

penguin

crocodile

otter

koala

kangaroo

wombat

meerkat

zebra

(a) Draw a route around the zoo paths to visit all the animals without retracing your steps. (b) Use directional language to describe your route.

Zoos across the globe are involved in conservation programs. Find out what your local zoo is doing and how you can help.

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Wildlife corridors The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Teacher information

Elaboration Understanding the need for wildlife corridors to support biodiversity in areas where natural vegetation is isolated by land development. Suggesting ways to create wildlife corridors within communities to link isolated land with larger areas of natural vegetation. Investigating ways to attract native wildlife into a suburban garden.

Key inquiry question • How does the environment support the lives of people and other living things?

Geographical Inquiry and Skills • Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027) • Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS029)

Teaching notes • To help students understand the concept of wildlife corridors, download some images from the internet for them to view. Explain that, unlikely as it may seem, animals in the wild do use these human-constructed links between isolated pockets of land and the main natural vegetation. • If species are trapped in isolated areas, there is the risk of inbreeding, which affects the biodiversity of the area. Native plants can weaken and be overrun by tough invasive weeds that propagate easily. Native animals are easy prey for introduced animal species that hunt in areas developed by humans. If an area of undeveloped land looks like waste ground, it can become a magnet for litter. • The map on page 40 shows small wildlife corridors in isolated areas and the bush beyond the developed land. • Bridges and underpasses could be used as wildlife corridors but would need to be vegetated if they were to be used by native wildlife. • Planting native species and developing natural habitats in gardens can encourage native wildlife to populate an area.

Background information • Wildlife corridors provide a safe route for native animals to travel through land used for human activities, including agriculture. Predatory birds and insects living in these natural habitats feed on pests. This reduces the pest problem naturally without recourse to chemical poisons which create their own environmental problems.

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031) • Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

Geographical concepts • space • environment • sustainability • change

• Ideally, wildlife corridors should be at least 10 metres wide and fenced off from grazing land. A mixture of native plants and locally occurring species should be planted as many animal species have adapted to feeding and breeding on specific plants. • Wildlife corridors allow animals to respond to environmental pressures such as population and food availability; and to travel further to find a breeding partner, thus increasing the genetic diversity of the population. • It has been recommended that 20% of land used for farming and gardens should be given to wildlife habitat. The area should be planted densely to create a thicket which will provide a safe haven for wildlife. Berry- and nectar-producing plants will attract a variety of birds and insects.

Resources Wildlife corridors • <http://www.pittwater.nsw.gov.au/environment/bushland/wildlife_corridors> • <http://www.environment.nsw.gov.au/resources/nature/ landholderNotes15WildlifeCorridors.pdf> • <http://www.greenway.org.au/biodiversity/g-wildlife-corridor> • Lesson plans – biodiversity <http://www.environment.nsw.gov.au/resources/education/ BiodiversityTeachersGuide.pdf>

Geographical vocabulary native vegetation, human activity, wildlife corridors, biodiversity, natural habitat, developed land, predators, seed dispersal, invasive weeds, introduced species, urban and suburban areas

Australian Curriculum Geography (Year 4)

Additional activities • Look for areas of isolated land in the local environment that could be linked by wildlife corridors. On squared paper, draw a map of the area with the corridors included. Use grid references and directional language to describe the location of the corridors. • Write a proposal for the construction of wildlife corridors in your area. How well do you think your proposal will be received by the community? 38

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Wildlife corridors – 1 What are wildlife corridors? When an area of native vegetation is cleared for a human activity such as housing, it creates problems for the native animals and plants. Pockets of native vegetation within the development become isolated from the rest of the bush. Wildlife corridors are strips of land, planted with natural vegetation, that connect the isolated patches to the main bushland.

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Why are wildlife corridors important?

Wildlife corridors can help to maintain the biodiversity of an area even though part of the natural environment has been destroyed by human activity. Animals are able to move freely between isolated patches of vegetation and the main bushland without leaving their natural habitat. Developed land without wildlife corridors Without wildlife corridors, animals cannot travel safely across developed land. Their trails have been destroyed and without vegetation cover, they are at greater risk from predators, domestic pets and foxes, and being killed by traffic. Seeds of native plants are dispersed on animals’ coats and in their droppings. If animals are not crossing the developed land, the seeds are not being spread. The seeds of invasive weeds, dispersed on the wind, take root in the isolated pockets of land. They grow quickly, competing with the native plants for nutrients and water. Invasive animals like cats, dogs, foxes and rats, attracted by human food waste, may also begin to colonise the land. The natural biodiversity of the land falls.

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Wildlife corridors – 2 Wildlife corridors can be created in urban and suburban areas. Private gardens, local parks and bushlands can all be connected. Draw a mud map to show the features of a small suburban community that includes isolated pockets of native vegetation. Show wildlife corridors that link the areas with each other and the main bushland surrounding the community. Include a title, a scale and a north point on your map. A

1 A

Using grid references, compass direction and real distance, describe a possible journey an animal might take along wildlife corridors in this community.

Five countries in southern Africa have joined together to create one huge conservation area for elephants, connected by wildlife corridors. Which countries are they and what is the project called?

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The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Creating a habitat garden When new suburbs are created, natural vegetation is cleared so houses and public places can be built. This leads to a fall in the population of native wildlife. Some planners include wildlife corridors in their plans for new suburbs. But homeowners can also encourage native animals back to the environment. Research features needed to create a habit garden that provides food, water and shelter for each species.

Fish

Butterflies

Bats

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Frogs

Lizards

Birds

Domestic pets can be a great problem for natural wildlife. Find out how cats and dogs damage wildlife numbers in suburban areas.

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Looking after our beaches The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Teacher information

Elaboration Recognising how humans thoughtlessly destroy the natural environments they enjoy. Interpreting survey results presented as a chart. Presenting survey results from a table as a chart. Researching information on the importance of sand dunes, the environmental impact of human actions on them and how they are being protected.

Key inquiry questions • How do different views about the environment influence approaches to sustainability? • How can people use places and environments more sustainably?

Geographical Inquiry and Skills • Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027) • Represent data by constructing tables and graphs (ACHGS028) • Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030)

Teaching notes • The environment is important to people for many things, including leisure, yet human activities can spoil these environments, making them less appealing. These actions include dropping litter, graffiti and walking on vegetation rather than the paths provided. Also, large numbers visiting a natural environment can affect the stability of the ecosystem. • Students may not realise that stormwater drains straight into open water without being treated. This is why it is so important that rainfall run-off is not contaminated with chemicals and garden refuse on its way to the drains. Trace the journey of rainwater from clouds to open water. • Analyse the chart on page 44. Discuss how the newspaper article may have made people feel. While many may be dismayed, some may not believe it; others may not care and more still, may be inclined to make the situation worse. Looking at the results of the second survey, which opinion prevailed? • Discuss factors that may make a comparison between the surveys invalid; e.g. time spent collecting and area covered.

Background information • The stormwater system is designed to collect only rainwater. Sewerage is another system of pipes that collects waste from bathrooms, kitchens and laundries. Sewage must go through a sewage treatment plant before it passes into open water. Some sewage treatment plants work so well that the water coming out of them is actually cleaner than our drinking water.

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

• Common items of litter that end up in stormwater drains are plastic bottles and packets, paper, drink cans, glass bottles, fast-food polystyrene containers and cigarette butts. Degradable litter causes water pollution. Non-degradable litter can injure and cause the death of wildlife. • Sand dunes provide a habitat for plant and animal species that can tolerate the high salt content of the wind and sea spray. The dunes store excess sand which can be used to restore eroded beaches.

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

• Sand dunes are land’s first defence against the forces of the sea and coastal winds. Under constant attack from these elements, sand dunes are always naturally shifting; growing as the wind blows more sand on to them and shrinking as their sand is redistributed across the beach.

Geographical concepts

• Protected dunes are fenced off from the public, but the natural processes are still allowed to continue as the fence posts are spread apart and sand can arrive and leave as required.

• place • sustainability

• space • change

• environment

Resources • Kids against marine litter <http://www. unep.org/regionalseas/marinelitter/kids/ default.asp> • Lesson plans marine clean-up <http://www.cleanup.org.au/PDF/au/ marinemenace.pdf>

Geographical vocabulary human activity, natural environment, native wildlife, beach litter, stormwater drains, pollution, survey, sand dunes

• Beach and ocean litter <ttps://www. ehp.qld.gov.au/coastal/management/ beach_and_ocean_litter.html> • Explaining stormwater <https://www. sydneywater.com.au/SW/teachersstudents/facts-about-water/primarystudents/where-does-water-go-/ stormwater/index.htm>

Additional activities • Choose a local beach, parkland or area where people spend leisure time and conduct a litter survey. Write a proposal for improving the litter status at the beach. Include graphic representation of the results of the survey. How well do you think your proposal will be received by the community? • Conduct a class debate on the closure of a local woodland that is enjoyed by walkers, joggers and cyclists. One party wants to protect the woodland environment from human activity, the other party wants to enjoy the woodland environment.

Australian Curriculum Geography (Year 4)

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Looking after our beaches – 1 The effect of human activity on the natural environment has caused great problems for native wildlife, but it can also cause problems for people. We enjoy natural environments for so many different reasons but unless we protect them from the effects of our actions, we won’t be able to enjoy them for much longer. Most of Australia’s population live within one hour’s drive of the coast. We are known as a nation of beach lovers and yet, we do not look after our beaches. Beach litter – are you guilty? Beach litter surveys around Australia show that while some beach litter comes from boats and ships, more than half of it comes from the land. After a day at the beach, do you always take all your rubbish home or put it in the bins provided, even bottle tops and ring pulls? Size doesn’t matter; it’s still litter!

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

If you saw an empty plastic bag flying down the beach, would you chase it and put it in the bin or would you think, ‘It’s not my litter so it’s not my problem’?

© R. I . C.Publ i cat i ons Beach litter from our streets •f orr evi ew pur posesonl y• When it rains, some rainwater soaks into the ground and some flows down the street. Stormwater drains collect the rainwater that flows down the street. Grates positioned on the edge of roads cover the holes that lead to the drains. Small pieces of litter are easily washed into the drains. Before the water is flushed out into the ocean, it passes through more grates, but these only stop large items of rubbish. The collection of small litter flows on, polluting the ocean and, with the tides, races back onto our beaches. So, the next time you think about dropping litter on the street, even a small lolly wrapper, remind yourself that it could end up on your favourite beach. Rubbish is dropped in the street

Rubbish is carried by the wind

Rubbish lands on the road

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Rubbish is picked up and put in a bin

Rubbish falls into the stormwater drains

Rubbish is picked up by a street sweeper

Rubbish is carried through to the ocean

Rubbish pollutes our beaches and harms ocean creatures

Australian Curriculum Geography (Year 4)

Looking after our beaches – 2 To find out just how much litter was being dropped at Sunny Beach, the local council conducted a litter survey over four weekends. The council presented the results in an article in the local newspaper. Study the graph and answer the questions. Weekends – Saturday and Sunday combined

Survey 1: Buckets of litter dropped at Sunny Beach metal glass

paper plastic

3 2 1 1

(a) The greatest amount of litter was dropped in weekend

(b) Over the four weekends, most of the litter was

(a) On squared paper, present the results in a chart. (b) The results of the second survey were better / worse than the first. Circle.

Weekends – Saturday and Sunday combined

Type of litter

Metal

Glass

Paper

Plastic

Write a report about the litter problem at Sunny Beach and how it was affected by the newspaper article. Include information given on page 43. Beach litter can kill marine animals. Research to discover examples of how our beach litter can kill. Find pictures to create a poster to encourage people to stop dropping litter.

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The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

Buckets of litter collected

The importance of sand dunes Most of the beaches along Australia’s coastline have sand dunes. They are made when the wind blows dry sand up the beach. You may not notice these little sand hills when you visit the beach but without them, our beaches could disappear! 1.

Research to discover more about sand dunes.

The importance of environments to animals and people, and different views on how they can be protected (ACHGK022)

(a) What do sand dunes do for the environment?

Sand dunes, which can occur in other places too, are classified by their shape. Find out the natural factors that affect the shape of sand dunes.

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Australian Curriculum Geography (Year 4)

Changes since colonisation The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Teacher information

Elaboration Before white settlement, Indigenous Australians lived in coastal and riverine areas of Australia. After settlement most were forced to move to other regions.

Key inquiry questions • How does the environment support the lives of people and other living things? • How do different views about the environment influence approaches to sustainability?

Teaching notes • Read and discuss the text on page 47 with the students. Explain any unfamiliar vocabulary to the students. • Students will need access to the internet to complete page 49.

Background information • Maps depicting the population distribution of Indigenous Australians during early white settlement do not exist. Most relate to the distribution of Indigenous Australian languages, which are closely aligned with tribal groups. • Norman Tindale investigated the location of languages and tribal boundaries of Indigenous Australians. Read more about his work and map at <http:// www.samuseum.sa.gov.au/gallery/aacg/speakingland/story08/08_main. htm> • The Murray River is Australia’s main inland water system and its longest river. It starts in the Australian Alps and forms the border between New South Wales and Victoria. It is part of the Murray-Darling River system that flows through Victoria, NSW, South Australia and southern Queensland. The river is of cultural importance to Indigenous Australians. • Temperate coastal regions are regions on the coast that experience mild to cold winters, mild to hot summers, light to low rainfall and have forests and grasses.

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

Geographical concepts

• place • space • environment • scale • sustainability • change

• interconnection

Resources

• Visit <http://www.atlas.sa.gov.au/resources/atlas-of-south-australia-1986/ the-course-of-settlement/australia-1836> to view a map of Aboriginal tribe distribution in 1836. An explanation of other maps are also provided. • Visit <http://austlang.aiatsis.gov.au/php/public/schmidt_map.php> to view one of the earliest maps of Aboriginal and Torres Strait Islander languages by Wilhelm Schmidt in 1919. • Visit <http://www.murrayriver.com.au/about-the-murray/murray-riveraboriginals/> to find an in-depth study of the Aboriginal people who lived along the Murray River.

Additional activities Geographical vocabulary

• Use Google Maps™ to locate and view the Murray River valley.

Indigenous Australians, languages, dialects, temperate coastal regions, population, southern, eastern, valley, river, riverine plain, highlands, interior, culture, settlements, non-remote, cities, regional areas, remote, region

• Discuss paragraph 3 on page 47 which refers to cows, horses and sheep destroying grasses that kangaroos and emus feed on. Discuss what measures are taken in your community to retain native vegetation to keep native creatures in the area. What measures do the students take to look after birds, animals and plants in parks and gardens near them or their own backyard?

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Changes since colonisation – 1

The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

It is believed that Aboriginal and Torres Strait Islanders have lived in Australia for about 65 000 years. Before the arrival of the British on the First Fleet in 1788, there were thought to be between 400 and 700 groups of Indigenous Australians living in Australia, speaking around 250 languages and around 500 dialects. Population estimates before 1788 varied from around 300 000 to 750 000 up to over one million. The majority of Indigenous MAP OF THE COURSE OF THE MURRAY RIVER QUEENSLAND Brisbane Australians lived in the temperate SOUTH coastal regions where food and AUSTRALIA water was plentiful. The greatest NEW SOUTH WALES population was in the southern and eastern regions, especially Adelaide Murray River around the Murray River valley. The Sydney Murray River valley was a riverine Canberra plain near the river that flooded ACT PACIFIC VICTORIA when water spilled over the river OCEAN Melbourne banks. It was an area rich in plants INDIAN OCEAN and wildlife. Coastal areas had good sources of water and food like fish, turtles and shellfish. Grass, bushes and trees provided feed for kangaroos, emus and possums, which they hunted. Fruits and berries were readily available. Other groups lived throughout Australia from the highlands of Tasmania to the dry interior. Their survival techniques suited the environment in which they lived.

The British brought diseases such as smallpox and began to seize the most fertile lands and water resources for farming and grazing. There was conflict over land. Sheep, cattle and horses destroyed grasses which kangaroos, emus and other soft-footed marsupials fed on. Fenced areas prevented access to water resources. With food and water sources hard to find, Indigenous people had to move to other areas to survive. Coastal populations decreased as they were integrated into British culture or forced from their land. Many Indigenous Australians lived in poverty on Regional areas 43% the fringes of settlements or on land that was unsuitable for settlement. Some worked as stock Major hands or labourers. In areas of Australia such Remote and cities as the Great Sandy Desert where there was less very remote 32% settlement, Indigenous Australian life remained areas much the same. 25% By 1900, the population of Indigenous Australians was around 93 000 and by the 1920s this number had fallen to around 60 000. www.ricpublications.com.au

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Today, most Aboriginal people live in regional areas and major cities. Australian Curriculum Geography (Year 4)

About how many Indigenous Australians lived in Australia before colonisation?

Where did most Indigenous Australians live before colonisation?

Where was the greatest population located?

Why did they choose to live in these regions?

Why did the British settlers want the most fertile land and water resources?

What had happened to the Indigenous Australian population by the 1920s?

What percentage of Indigenous Australians live in: (a) major cities?

10.

Where do the majority of Indigenous Australians live today?

(b) regional areas?

What fraction of Indigenous Australians live in remote or very remote areas? Indigenous Australians are free to live anywhere in the country. Why would they choose to remain close to their tribal regions?

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The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Changes since colonisation – 2

Early distributions of Aboriginal groups Log on to <http://treatyrepublic. net/content/discussions-history-andhistoriography-australias-new-england> to view the map of Aboriginal languages in the Riverine region. The language groups show the different Aboriginal tribes or groups in the area. Use the map to answer the following.

The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

(a) Where are the most Aboriginal groups located? Circle the correct ones. • in the centre • south • west • north ™ (b) Log on to Google Maps to view a map of the Murray River valley area. When you compare the two maps, what reason can you see for so many Aboriginal groups to be located in this area?

Which Aboriginal group occupies the largest area?

Write the names of six Aboriginal groups that occupy the southern region of the map.

Write the names of six Aboriginal groups that occupy the western region near the coast.

Write the names of six Aboriginal groups that occupy the northern region of the map.

Log on to <http://www.abc.net.au/indigenous/map/> to view the Riverine area closely and your own region to find your own Aboriginal groups.

Aboriginal groups are closely attached to their land. How does their knowledge of the land help them survive?

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Australian Curriculum Geography (Year 4)

Living off the land The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Teacher information

Elaboration Aboriginal and Torres Strait Islander tribes such as the Arrernte (Aranda) and Ngarigo Peoples adapt their way of life to suit the resources like food and water that are available to them.

Key inquiry questions • How does the environment support the lives of people and other living things? • How do different views about the environment influence approaches to sustainability?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026)

Teaching notes • Discuss the information in the text after reading. As a class decide which food and water resources would have not been available to Aboriginal and Torres Strait Islander people in other areas. (The Bogong moths may be mentioned in this discussion.)

Background information • There is evidence that the Aboriginals occupied the tablelands and highlands of south eastern Australia as far back as 21 000 years ago. The evidence includes Birrigai Rock Shelter and stone artefacts. • Detailed specifics of the area inhabited by the Arrente people can be found at <http://archives.samuseum.sa.gov.au/tindaletribes/aranda.htm> A general description has been provided. A detailed map can be found at <http://aboriginalart.com.au/culture/arrernte.html> • The Aranda tribe refers to Central Aranda (from the town of Alice Springs), Eastern Aranda (lands east of Alice Springs) and Western Aranda (lands west of Alice Springs out to Mutitjulu [a community at the eastern end of Uluru] and King’s Canyon).

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030)

Resources

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

• Visit <http://archives.samuseum.sa.gov.au/tindaletribes/index.html> to find information about tribes from Norman Tindale’s catalogue of Aboriginal tribes of Australia by language groups.

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

• Visit <http://www.slq.qld.gov.au/> which gives valuable links and ideas for accessing the traditional owners of areas of land.

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

• The most valuable map of Aboriginal and Torres Strait Islander tribes can be found at <http://www.abc.net.au/indigenous/map/>

• interconnection

Additional activities Geographical vocabulary place/country, people, tableland, location, territory, features, resources, sustainability, north, river, town, west, mountain, lake, creek, stream, months, native, materials, natural cycles, seasons, range, canyon, central, gorge, water holes, conservation, population, languages, climate Australian Curriculum Geography (Year 4)

• Use Google Maps™ to find the country/place of each tribe, then map each territory on a state map (or neighbouring states if the territory crosses one or more European state boundaries), adding a legend, scale, a compass rose and a title. Students may check their map by zooming in on Norman Tindale’s Aboriginal tribes map at <http:// archives.samuseum.sa.gov.au/tribalmap/index.html> • Discuss resources and way of life as it relates to the students themselves. 50

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Living off the land – 1 The resources available in different areas of the country influenced the way Aboriginal people lived. 1.

Read about a group of Aboriginal people.

The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Name of Aboriginal or Torres Strait Ngarigo people Islander group

BOONA A NGARIGO WOMAN

Location/Territory

Monaro tableland north to Queanbeyan, NSW; from the Bombala River near Delegate to the town of Nimmitabel and west to the Australian Alps; most of Snowy Mountains area (Total area of 15 600 sq. kms)

Geographical features (physical)

Snowy Mountains, Mt. Kosciusczko

Water sources available

Snowy River, lakes; melting snow-formed creeks and streams

Food sources available

Small, brown Bogong moth (large groups gathered to feast on them and strengthen social links) in warmer months; fish; native animals for game; plant foods; insects

Other resources available

Stone from river rocks near the Snowy River for tomahawks and knives; other raw materials for implements and utensils; animal skins for clothing; plants for healing; rock shelters; trees for camp fires, canoes, bark, twine; sacred water holes for special ceremonies

Actions promoting sustainability

Used natural cycles of plants and animals and the seasons to move to other areas for food and better weather

Interesting facts

Traded; held ceremonies, for marriages, social events and to settle differences with other groups on mountains; used stars, sun, clouds and moon to guide movements

Answer the questions using the information in the table. (a) What natural resources were available to the Ngarigo people?

(b) How did the resources affect the way they lived?

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Living off the land – 2 1.

Read about a group of Aboriginal people.

Location/Territory

Alice Springs, East MacDonnell Ranges, east to Wallace Rock Hole, west to Watarrka (King’s Canyon) and as far as Uluru in Central Australia in the Northern Territory (Total area of 122 200 sq. kms)

Geographical features (physical)

Mountain ranges, gorges

Water sources available

Water holes

Food sources available

Vegetables, witchetty grubs, roots, herbs, fruits, nuts, eggs, honey, honey ants, snakes, goanna; emu, kangaroo

Other resources available

Tree saplings covered with leaves etc.; ochre, bark and rocks for painting, wood for carving, shields, woomeras, coolamons (large dishes), digging sticks; stone for axes, knives, boomerangs, woomera heads

©Arrente R. I . C.P bl i cat i on swhere various people setu aside conservation areas species are protected; food collected by seasons •f orr evi ew pur posesonl y•

Actions promoting sustainability Interesting facts

Arrente has one the largest populations of spoken Aboriginal languages in Australia; nomadic lifestyle and warm climate meant no strong dwellings were needed; traded ochres and tools with other groups

Answer the questions using the information in the table. (a) What natural resources were available to the Arrernte people?

(b) How did the resources affect the way they lived?

Aboriginal and Torres Strait Islander groups roamed within certain regions. What would happen if one of the groups was forced to move to another region to live?

Australian Curriculum Geography (Year 4)

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The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Name of Aboriginal Arrernte people (Also called the Aranda, or Torres Strait Arunta or Arrarnta) Islander group

Indigenous groups – A local study 1.

Research to complete the table about your local Aboriginal or Torres Strait Islander people showing how their way of life was influenced by the resources available to them in their Country/Place.

Name of Aboriginal or Torres Strait Islander group

The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Location/Territory Geographical features (physical) Water sources available Food sources available

Other resources available

Actions promoting sustainability Interesting facts 2.

Explain how available resources affect a way of life.

The traditional way of life is important to Aboriginal and Torres Strait Islander people. What could be done in your local area to ensure their way of life is protected?

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Sustainable living The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Teacher information

Elaboration Aboriginal and Torres Strait Islander used their knowledge of the environment to engage in many sustainable practices.

Teaching notes

Key inquiry questions

• Read and discuss the information in the text on page 55. In particular, ensure that the students understand the meaning of ‘sustainability’.

• How does the environment support the lives of people and other living things?

• A dictionary of internet access will be needed to find out the meaning of ‘sustainability’ for Question 1 on page 56.

• How do different views about the environment influence approaches to sustainability?

• Traditional foods mentioned on pages 55 to 57 are specific to particular Aboriginal groups.

• How can people use places and environments more sustainably?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026)

Background information • Sustainability is defined as ‘the capacity for development that can be sustained into the future without destroying the environment in the process’. • Firestick burning was also used to drive animals out into the open so they could be easily killed for food. • Mutton bird harvesting, while disagreeable to many white Australians, is an important aspect of the culture of the Aboriginal people of Tasmania, in particular the islands of the Furneaux Group between Victoria and Tasmania. • Following the seasons to access particular foods meant that food was available all year round.

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS030)

Resources

• Visit <http://www.abc.net.au/local/stories/2008/07/08/2298024.htm> to read and see an Aboriginal teenager’s mutton bird harvesting story. • Napangardi’s bush tucker walk by Lyndall Stravrou and Jenny Taylor

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

• Visit <http://www.crackerjackeducation.com.au/resources/aboriginalsustainability-e-book-2/> to read a simple ebook about Aboriginal sustainability practices and <http://www.crackerjackeducation.com.au/ resources/bush-food-delight/> to read a simple ebook about bush foods.

• interconnection

• Walking with the seasons in Kakadu by Diane Lucas

Additional activities Geographical vocabulary cultural, environment, country/place, sustainability, people, vegetation, native, seasons, government, conserve, protect, occupation site, archaeological, harvest, industry

Australian Curriculum Geography (Year 4)

• View the native vegetation map at <http://www.anbg.gov.au/aust-veg/ veg-map.html> to find out what bush plants are in your state. Discuss how this affects the way Aboriginal and white Australians live. A visit to <http://www.steveparish.com.au/blog/?p=1033> will also give maps about native vegetation. • Compile a list of interview questions to ask a local Aboriginal elder about the way they use and look after the environment as traditional custodians of the land. 54

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The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Sustainable living – 1 Aboriginal and Torres Strait Islander people have a close spiritual and cultural connection to their environment or Country/Place. Traditionally, their environment gave them food, water, clothing, building materials, tools and weapons—all the things they needed to survive. They believe they were created by the spirits from the land, so they feel a strong duty to look after their environment or ‘care for country’. Aboriginal and Torres Strait Islander people have used some sustainability practices for tens of thousands of years. Using their knowledge of the environment, they were able to satisfy their own needs and look after the environment for future generations. How did they do this? • They made sure plants and animals were not collected, fished or hunted more than necessary. They only took enough for their immediate needs. Seeds were left behind. Some birds eggs were left behind to hatch and ensure the survival of the species. This ensured The Acacia has many uses—seeds for food; pods for that there was enough food for the next food and soap; foliage for medicine; bark for bandages, ropes and footwear; gum for eating, glue and medicines; season or other people. wood for weapons, implements and ﬁres; and roots and trunks are the homes of edible grubs. • They used every part of a plant or animal for food, clothing, weapons, utensils or weapons. Nothing was wasted. • They only stayed in an area for a certain length of time to avoid overusing resources. When they moved away, the plants and animals had time to build up again before they returned. • Some foods were taboo (not allowed to be eaten by some people). This left food for others and it was not overused. • They used ‘firestick’ farming to burn off old or unwanted vegetation and encourage new growth or grasses which attracted insects and animals such as kangaroos. Fire encouraged more fire-resistant plants such as grass trees, eucalyptus trees and acacia plants to grow. These plants had many uses. Ash from burning fertilised the new plant growth. • They dug holes in trees to encourage possums to nest. Then they could be ‘smoked out’ at a later time when needed for food. • They used their knowledge to collect plants or hunt animals by the seasons, allowing time between for regrowth and rebirth. Following the natural cycle of living things allowed them to sustain their own lives and maintain the environment. Over thousands of years, this sustainable knowledge and these practices were passed down from one generation to the next. Today, government groups and other land managers seek the help and knowledge of Indigenous Australians to conserve and renew large areas of the environment.

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Australian Curriculum Geography (Year 4)

In your own words, explain what ‘sustainability’ means. (Use a dictionary to help if necessary.)

Why is it important for Aboriginal and Torres Strait Islander people to care for their Country/Place?

Under each heading, write things Indigenous Australians do to practise sustainability while satisfying their immediate needs. provide for the future

protect the environment

For each practice below, write one thing Indigenous Australians do to promote sustainability. (a) compost (b) reduce waste (c) reuse resources (d) conserve (e) recycle

Sustainability is important for the future of our planet. What things do you do that encourage sustainability at home, school or in the local community?

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The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Sustainable living – 2

The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023)

Traditional methods for modern life Middens are Aboriginal occupation sites. They showed ancient sustainable practices. After using the site, Aboriginals sometimes left behind the remains of meals. Oyster and cockle shells and animal bones left behind told others what food could be found in the area and what food should not be overused. Middens also contained tools and artefacts as a rich source of archeological information.

Gathering bush foods is an important part of Aboriginal life. The seasons tell what foods are available so they could be eaten when they were plentiful. There are many ways to make sure plants survive for the following season. A wide variety of foods were eaten so that one was not overused. This included wild fruit, nuts, berries, edible leaves and plant roots. Some honey was left for the bees to build on. Leaving seeds behind allowed foods to regenerate.

Mutton birds are Australia’s most common seabird. Harvesting mutton birds has been an important social and cultural practice of the Tasmanian Aboriginals for generations. Whole families gather together to catch the birds, share stories and learn about their heritage. When the mutton bird chicks are heavy enough they are captured for oil and food. The food is a delicacy and an important small industry for the Aboriginals on islands between Victoria and Tasmania. Mutton bird populations are increasing and the industry helps retain their habitats.

Discuss these © R. I . C.P ubl i caquestions t i onswith a partner and write down some ideas on a sheet of paper. •f orr evi ew pu r posesonl y• The hunter-gatherer way of life of

Indigenous Australians was very healthy. How could they continue this? 2.

What sustainable practices of Indigenous Australians could you use in your local area or at home?

Bush tucker is becoming very popular with other Australians. Why do you think this is?

Which of the practices on this page do you agree with or disagree with? Why?

Why would local Aboriginal knowledge about the environment be useful?

Many other Australians want to learn about traditional sustainable practices. Prepare questions to ask Aboriginal or Torres Strait Islander people in your local area about sustainable practices.

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Natural resources The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

Teacher information

Elaboration Identifying the different resources that exist in the natural environment and their role in the production of familiar objects. Sorting organic and inorganic natural resources, and natural and synthetic resources. Identifying natural resources from which synthetic materials are made.

Key inquiry question • How does the environment support the lives of people and other living things?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026)

• Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027) • Represent data by constructing tables and graphs (ACHGS028) • Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS029)

Teaching notes • This unit introduces students to the concept of natural resources and the fact that although synthetic materials are made, everything that exists on the planet, including the ‘ingredients’ for synthetic materials, originates from the natural resources it provides. • Of all the natural resource types, students may find minerals the most difficult to understand. Individual minerals are pure components of a single colour that have been mixed with other minerals to form rocks. A rock may contain many different minerals, in varying proportions. Its colour depends on its constituent minerals. The website <http:// www.msnucleus.org/membership/html/k-6/rc/rocks/1/rcr1_1a.html> may help to clarify the difference between minerals and rocks. • On page 60, ensure students consider all components of each item; e.g. screws, washers, plastic casing, thread, elastic, electric cables, sealants. Although a marble benchtop uses predominantly mineral, water, energy and human resources; soil, plant and animal resources are also required, as marble needs to be sealed with an oil-based resin. • On page 61, students will need to ask questions and research to discover the natural resources from which synthetic resources are made. • Encourage students to prepare a diagram that includes all the information they wish to share in their presentation.

Background information • Everything that exists in our world comes directly or indirectly from natural resources. In addition to being either organic or inorganic, natural resources are also either renewable or non-renewable.

• Interpret geographical data distributions and patterns conclusions (ACHGS030)

to identify and draw

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Geographical concepts • environment • interconnection • sustainability

• Soil is a mixture of decaying organic matter, living plant roots, soil microbes and small creatures, and inorganic matter composed of fine rock particles. The organic component of soil is about 5% and the inorganic component, 45%. The remaining 50% is air and water in approximately equal parts. • Soil is layered with the topsoil containing mostly organic matter. Subsoil contains more rock particles and much less organic matter. Bedrock is the solid rock which is broken down by water, ice and wind. • Crude oil is a mixture of different hydrocarbons that need to be separated. When the oil has been refined, the purified hydrocarbons can be used as they are or as ingredients to make synthetic products.

Resources • Geology around the world including minerals <http://www.onegeology.org/extra/kids/ geology_around_the_world.html> • An explanation of rocks and minerals < http://www.msnucleus.org/membership/html/k-6/ rc/rocks/1/rcr1_1a.html> • Minerals in Australia<http://www.australianminesatlas.gov.au/education/index.html> • Things that come from trees <http://www.idahoforests.org/wood_you.htm> • More things that come from trees <www.envirothon.org/pdf/CG/forest_products.pdf>

Geographical vocabulary natural resources, organic, inorganic, manufactured, synthetic, minerals

Australian Curriculum Geography (Year 4)

Additional activities • Make a tree-shaped montage of things that come from trees. • On squared paper, draw a scale map of one room in your house. Place ‘bird’s eye view’ items of furniture on the map. Create a legend for furniture made from natural, synthetic and a mixture of both types of material. Colour your furniture on the map according to the legend. Using simple coordinates and directional language, describe the location of each item of furniture and its material type. 58

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Natural resources – 1 A resource can be anything that is used for a purpose. A natural resource is something that is available in nature, not made by humans. Planet Earth provides many different types of natural resources.

The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

Soil resources Soil provides nutrients and a stable anchor for growing crops and trees that provide fruit for food. It helps to filter and store water. Clay soil is used for making bricks and pottery. In some countries, soil is mixed with water and animal hair, and spread on the outside of buildings made of branches to provide protection from the weather. Mineral resources Minerals such as zinc and iron, which are important for our health, are found in the ground. They are absorbed by the plants and animals we eat. They are also mined in vast quantities and used in many industries. Some minerals, like copper and gold, are inorganic—they were not made from plants or animals. Fossil fuels like oil and coal are organic as they were formed from plant and animal material, millions of years ago.

Plant resources Cereals, fruit and vegetables are used for food. Cotton, flax and hemp produce fibres that can be woven into cloth for making clothes, towels and bed linen. Wood from trees is used for making furniture, in construction; as a fuel for lighting, cooking and heating; and for making paper. Plant roots anchor topsoil in place so it is not swept away by wind or water. Plants in wetland areas filter water as it flows through them. Different parts of many plants are used to make medicines. Animal resources Animals provide food. We eat their meat and their eggs. We drink their milk and use it to make dairy foods such as cheese and yogurt. Their wool is spun to make cloth and knitting yarn. Shoes, coats, trousers, handbags and furniture coverings can be made from their skin. Animal dung is added as fertiliser to enrich soil so plants can grow better. In many places, animals are still used for transport and to pull farm equipment.

Water resources Water is essential for drinking and for irrigating crops. Rivers, lakes and oceans are transport highways. We eat fish and other creatures from salty and fresh water. Water is a vital part of many manufacturing processes.

Energy resources Renewable energy can be harnessed from the sun, the wind, the Earth’s core, ocean tides and falling water.

Microbial resources Bacteria, yeasts and moulds are used in the food industry for making yogurt, bread and cheese. Bacteria and viruses are used to make the vaccines that protect against the diseases they cause. Microbes decompose organic matter which can then enrich soil.

Human resources Although machines have taken over many manual jobs, there are many more jobs that only humans can do. www.ricpublications.com.au

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Natural resources – 2 To make an object, many different natural resources may be used. To make a wooden stool, wood from a tree is the first resource you may think of, but there are many more; for example, the sunlight and water that are needed for the tree to grow, dead animals and plants that are decomposed by microbes to enrich the soil the tree grows in etc. 1.

Discuss the type of resources that would be needed to make each labelled item in the picture. Use the internet for additional information.

Glass window

Marble kitchen top

Electric kettle Wooden dining table

Leather lounge

Woollen rug

Tick the boxes to show the natural resources needed to produce each item.

woollen rug glass window leather lounge marble kitchen top electric kettle wooden dining table 3.

Why do you think natural resources should be carefully managed?

Machines do many jobs that were once done by people. Interview your parents and grandparents to write a list of jobs that use less human resources now than they did in the past.

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The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

From nature to me Everything that exists in our world comes from natural resources. Some, like crops or precious metals, are the ‘ingredients’ that can be used to make things. Others, like bacteria that decompose organic matter, or animals used for transport, are ‘labourers’ that do work so other resources can be used. Humans have discovered ways to manufacture synthetic materials but the ingredients used to make them all are still natural resources. 1.

Choose any object you have in your home. (a) Record each of its different parts in the correct column of the table. Use the internet for additional information. Object: Component parts Natural

The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

Organic

Inorganic

Synthetic

Made from ...

What did ‘labourer’ do?

On the back of this page, prepare a diagram to use in an oral presentation explaining how many different natural resources are used to make your object. Plastics are synthetic materials used by people all over the world. Talk to your parents and grandparents and write a list of things they use at home that do not have plastic in them. How many can you find?

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Using natural resources The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

Teacher information

Elaboration Identifying the effects of unsustainable practices on natural resources including marine life, forests, soil and wetlands. Comparing sustainable and unsustainable fishing practices and their effect on the population of marine life. Discussing alternative, sustainable practices for use of resources.

Key inquiry question • How do different views about the environment influence approaches to sustainability?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026)

• Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027) • Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS029)

Teaching notes • Natural resources are either renewable or non-renewable. Renewable resources that undergo a regular biological cycle can continue indefinitely unless an outside force acts to change the balance. Many unsustainable practices do alter this natural balance, changing resources from renewable to almost non-renewable in a relatively short space of time; e.g. the depletion of fossil fuels and of fish stock from the world’s oceans. • Unsustainable practices affect not only the resources that are being sought but also those that have a direct link with them, be it for habitat, food, reproduction or stability.The knockon effect of such practices is felt far and wide; e.g. the loss of the Amazon rainforest, the lungs of Earth, is contributing to global warming just as the loss of wetlands, the kidneys of Earth, is having a detrimental effect on the health of our waterways. • With an explosion in global population, there is a need for greater use of natural resources. Traditional, sustainable practices may not be the practical solution to provide food, clothing and shelter for everyone, but is there an alternative to current practices? • Discuss the opposing concepts of ‘taking only what is needed’ and ‘taking as much as you can because no-one else matters’. To help students understand the concept of sustainability, give them the analogy of one supermarket shop for the whole year. Would they use everything up as soon as possible, or would they only use what they need to ensure they have enough for the last day of the year as they did for the first.

Background information

Geographical concepts

• The management of marine life requires the cooperation of all nations to regulate fishing in their coastal waters. But most of the Earth’s water is classed as ‘high seas’, belonging to no nation, so it is difficult to regulate the fishing that occurs there. • Different groups have different opinions on fishing regulations. Fishermen, scientists, conservationists and consumers want fish stocks to remain healthy, but many groups are driven by financial gain which rarely benefits the natural environment. • Some regulations enforce fishing seasons; a short period of time each year when certain species can be fished. At other times, it is illegal to do so. Another strategy is to set a minimum size below which, fish or other species, must be returned to the water. • Ecological restoration is a process in which humans actively engage in restoring environments such as wetlands and woodlands to their natural state. Some governments do realise the importance of financing projects that will help humankind reverse the trend that has seen natural resources destroyed.

• environment • interconnection • sustainability

Resources • Examples of the need for sustainable practices in the use of natural resources <www. pinterest.com/mteneva/sustainability-for-kids> • Strategies in place by governments and companies to realise sustainable use of natural resources <http://www.olliesworld.com/island/aus/index.htm> • The value of implementing a school kitchen garden to promote sustainable use of resources <http://www.kitchengardens.det.nsw.edu.au/index.htm>

Additional activities Geographical vocabulary natural resources, renewable and non-renewable resources, natural life cycles, sustainable and unsustainable practices, deforestation, reclamation of land, wind and water erosion, pollution, population, environment Australian Curriculum Geography (Year 4)

• Research an area in your state or territory where natural resources are being mined, hunted, farmed or replaced for an alternative use. On squared paper, represent the location and the areas where the resources are being used. Create a legend for the different types of resources. Use simple grid references and directional language to describe where each site is. • From your research of an unsustainable use of natural resources from page 65, create an illustrated wall display to show the problems of unsustainable practices and the benefits of sustainable practices. 62

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Using natural resources – 1 Earth’s natural resources are either renewable or non-renewable. Renewable resources are replaced at the same rate as they are used so future generations can also use them. Plants and animals are renewable resources as they have natural life cycles which will continue for ever. Non-renewable resources are those that can be completely used up. Once they are gone, they will take millions of years to replace. Fossil fuels and some minerals are non-renewable resources that have been used up so quickly, they may not even be available for your grandchildren! For many years, humans have used renewable natural resources without thinking about the future. Today, we realise this has been a huge mistake. Some believe we should be more careful with natural resources so they are available for the future. Others still use what they want for today without thinking about tomorrow. Many renewable natural resources have been used unsustainably. This means that if these practices continue, the resources will not be available in the future.

The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

Write the correct unsustainable practice in each heading space in the table. • Unsustainable fishing • Unsustainable farming •

(a)

Growing crops uses up the nutrients in the soil. If these are not replaced, the health of the soil is affected and crops grow badly. Always growing the same crops in the same soil also leads to crop failure. This makes the soil prone to erosion. www.ricpublications.com.au

Wetlands are water filters. They clean water that flows into streams, rivers and lakes. When wetlands are drained and the land used for farming or building, our waterways become more polluted.

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Fish stocks in the world’s oceans are at great risk. Because so many fish are being caught each year, the ones that are left cannot reproduce quickly enough to replace them. Many unwanted fish and marine species are also killed when they are trapped in nets or discarded because they are too small. 63

The roots of trees hold the soil in place and prevent soil erosion. When huge areas of forest are destroyed for grazing, the soil is at risk of wind and water erosion. Trees consume massive amounts of carbon dioxide and produce oxygen for us to breathe. When forests are destroyed, carbon dioxide levels rise and oxygen levels fall. Australian Curriculum Geography (Year 4)

Using natural resources – 2 For thousands of years, sustainable practices were used by people who took natural resources only as they needed them. As the population of communities, towns and cities grew, more resources were required for food, clothing, housing, transport and sources of energy. Eventually, traditional practices were replaced by less sustainable ones that began to have an effect on the environment. Overfishing is the result of years of unsustainable fishing practices. 1.

Research each fishing practice. (a) Make notes to describe each practice. (b) Write whether it is sustainable or unsustainable. (c) How does each method affect the population of marine species?

Practice

Sustainable or unsustainable

Description

Effect on population of marine species

Hook-andline

Long-lining

Purse seining

Spearing

Drift nets are known as the most destructive fishing practice of all. Research to discover what these are, how they work and why they are so destructive.

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The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

Cast net

The present or the future? Should we continue to use natural resources without thinking about the future? What does the future matter if we are no longer living? What do you think?

In a group, choose and circle one resource to research. fossil fuels 1.

forests

sea life

wetlands

soil

(a) Research the unsustainable use of this resource and the problems it has caused. (b) Record ways you think this resource could be used sustainably.

The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

Problems of unsustainable use

Suggestions for sustainable use

Choose one of your suggestions for sustainable use and write notes to explain why you think this would be the best practice to adopt.

Many organisations promote the sustainable use of natural resources. Research to discover some of these organisations and which resources they are working to save.

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Australian Curriculum Geography (Year 4)

Natural resources: how can I help? The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

Teacher information

Elaboration Recognising the role of the individual is effecting change.Determining the current commitment to sustainability. Encourage others to commit to sustainability.

Key inquiry questions • How do different views about the environment influence approaches to sustainability? • How can people use places and environments more sustainably?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026)

• Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027) • Represent data by constructing tables and graphs (ACHGS028) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular and visual, and use geographical terminology (ACHGS031)

Teaching notes • The aim of page 67 is to encourage students to think about where the goods and services they use come from, how they are produced and the effect their manufacture has on the natural environment and its resources. Thinking alone will not precipitate change but it will encourage the consumer to make choices that, ultimately, are better for the environment. • The questions students formulate on page 68 should reflect their current knowledge of sustainability; e.g. energy questions may relate to the use of energy-efficient light globes, setting the air conditioning thermostat to 24 ºC, installing solar panels, shopping with cloth rather than plastic (or even biodegradable plastic bags), and wrapping household waste in newspaper rather than plastic bags. • Students will enjoy the humour of the animal videos on the Sustainability Hub website, but they will also fully appreciate the issue that is being addressed.

Background information • The voice of the individual is a strong weapon for change when individuals join together as one group. The efforts of the international organisation Greenpeace have resulted in many victories on behalf of the environment, as can be seen on their website. • Planet Ark Environmental Foundation is an Australian organisation committed to sustainability. They strive to educate consumers and to assist them in changing domestic habits for the good of the environment.

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS032)

• In 2010, a study commissioned by the World Wildlife Fund to determine the most unsustainable countries ranked Australia eight out of ten. The study was based on the amount of natural resources that were required for each individual to maintain his or her lifestyle.

Resources

Geographical concepts

• The animals save the planet <http://sustainabilityhub.com/sustainability/kidsvideos/>

• environment • sustainability

• Greenpeace victories <http://www.greenpeace.org/international/en/about/victories/>

• interconnection • change

• Planet Ark <http://planetark.org/about/> • Government website for sustainable living <http://www.livinggreener.gov.au/> • The position of Australia in the rank of unsustainable countries <http://www.abc.net.au/ news/2010-10-14/australia-ranked-among-most-unsustainable-countries/2298314> • Australian government’s plan for a cleaner environment <http://www.environment.gov. au/resource/plan-cleaner-environment> • Information about alternative plastic bags <http://www.noplasticbags.org.au/alternatives/ bio.aspx>

Additional activities Geographical vocabulary preservation, natural resources, renewable and non-renewable resources, energy, sustainable and unsustainable practices, survey, solutions, deforestation, pollution, environment, recycling, waste Australian Curriculum Geography (Year 4)

• On one side of a table, list all the uses you have at home for plastic bags. On the other side, suggest environmentally-friendly alternatives to plastic bags that you could begin using immediately. How do you think your local community would respond to taking up your suggestions? • Learn about the government’s plan for a cleaner environment: clean air, clean land, clean water, national heritage. Present an illustrated report to show how you can help. 66

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Natural resources: how can I help? – 1 To preserve natural resources for the future, everyone must think about sustainability. But what does ‘sustainable’ mean? If you don’t know, find out! 1.

Complete the sentence. .

Sustainable means 2.

Are these sentences true or false? (a) Only governments and businesses have to think about sustainability.

True

False

(b) There is nothing I can do to protect natural resources for the future

True

False

This example shows that the efforts of the individual are important.

The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

A primary school urgently needed to raise $1000 for some library books. The principal did not know how the school could raise such a large amount in a short time. A Year 4 student made a suggestion: ‘If all the staff and every child from Kindy to Year 6 donated $2 each, the money could be raised overnight.’ One person cannot find sustainable solutions to the problems humans have created over the past few hundred years. But, if each person does something towards the goal, it can be reached. So, how can you help to solve Earth’s natural resources problems? Use your brain! Think about where the products and services you use come from.

Energy Where does the energy I use come from? Is it renewable? Can I reduce the amount I use? Can I change from non-renewable to renewable? Resources For everything I own and use, from food and drink to computers and furniture, what natural resources are used to make them? Are the resources renewable or non-renewable? Can I switch to renewable resources? Do I need to have so much ‘stuff’? Recycling When products are no longer used for their original purpose, can they be re-used for another purpose? Is any of my rubbish someone else’s treasure? Do I put paper, cardboard, bottles, cans, plastic containers and aluminium foil trays in the recycling bin? Waste What waste is produced when the products I use are made? Is any waste recycled or re-used? Does the waste include air pollution? What effect does the manufacture of my products have on other people and natural environments? Asking these questions will help you to think about the natural environment and its resources; and this will help you to make better choices that will lead to sustainable solutions. www.ricpublications.com.au

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Natural resources: how can I help? – 2 It can be quite easy to change to sustainable living but quite often, people just don’t realise how unsustainable their domestic habits are. 1.

(a) Discuss the many ways that families can change to sustainable living. (b) Prepare a set of survey questions for you and your classmates to answer and find out just how sustainable your families are. For each category, write at least two questions. Energy

Transport

Present the results of your survey in a graph or a chart and write a conclusion to show what the survey revealed.

Sustainable choices lead to sustainable solutions. Have a race with a friend to be the first to write ten practical, sustainable choices that would be easy to fit into your daily lives.

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The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

Water

Saving the planet Look at ‘The animals save the planet’ videos on the Sustainability Hub website. Use them as inspiration to create your own cartoon to encourage people to live more sustainably.

The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024)

Sketch your cartoon in six frames. You may use words, but let the pictures do most of the talking.

Use a computer program to create a video of your cartoon. Many food products are connected with deforestation of the Amazon. Research to discover some of these foods and suggest alternatives.

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Australian Curriculum Geography (Year 4)

Waste: a human problem The sustainable management of waste from production and consumption (ACHGK025)

Teacher information

Elaboration Recognising that problem waste is a human concept. Researching the recycling of organic and inorganic waste. Illustrating the effects of acid rain and water pollution on the natural environment.

Key inquiry questions • How do different views about the environment influence approaches to sustainability? • How can people use places and environments more sustainably?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026)

Teaching notes • It is important for students to understand that waste as an environmental problem is a human concept. There is only a finite amount of space on the planet. Environmentalists are currently greatly concerned about the disposal of the solid waste generated by the global population. • On page 72, students research the recycling of organic and inorganic materials, recording some interesting facts about each method. • On page 73, students generate and answer their own research questions about acid rain and show their understanding by producing a diagram to show how it occurs and how it affects the environment. • Students analyse the statistics in the table and present them graphically.

Background information

• Acid rain does not simply fall in the region where the pollution was created. Winds carry the air and clouds across the globe and areas of low industrialisation can be severely affected; e.g. Sweden and Switzerland.

• Represent data by constructing tables and graphs (ACHGS028)

• High salinity in freshwater, algal bloom, reclaimed wetlands and diverting rivers have all contributed to Australia’s current fresh water availability problem.

• Australia’s greenhouse gas emissions come from burning fossil fuels and from vehicle exhaust fumes. • Irrigation of farm crops accounts for about 75% of all national water usage.

• Direct dumping of industrial waste into waterways has been common practice for many years. • Coral bleaching has occurred in the Great Barrier Reef as a direct result of pollution.

Resources

• http://www.beginwiththebin.org/resources/for-education

• Interpret geographical data distributions and patterns conclusions (ACHGS030)

to identify and draw

• http://www.emag.suez-environnement.com/en/report/different-types-waste • http://www.environment.nsw.gov.au/downtoearth/allaboutwaste.htm#what Recycled plastic products

Water pollution

• <http://www.plasticrecyclers.com.au/ product-list.htm>

• <http://eschooltoday.com/pollution/ water-pollution/what-is-water-pollution. html>

• <http://www.replas.com.au/products> Recycling metals • <http://www.cleanup.org.au/PDF/au/ scrap-metal-recycling-factsheet.pdf>

• <http://coolaustralia.org/waterpollution-primary/> Air pollution

Geographical concepts

• <http://www.cleanup.org.au/ kidskit2007/activity_15.htm>

• <http://www.clean-air-kids.org.uk/ airquality.html>

• environment

Recycling glass

• <http://www.kidcyber.com.au/topics/ acidrain.htm>

• sustainability

• <http://www.cleanup.org.au/au/ LiveGreener/glass-at-home.html>

Geographical vocabulary waste management, industrial age, organic and inorganic waste, degradable and biodegradable waste, pollution, fossil fuels, acid rain

Australian Curriculum Geography (Year 4)

Additional activities • Parts of Europe are badly affected by acid rain. On an outline map of Europe, create a legend to show the extent of acid rain damage in different areas. Colour the map appropriately. Name the countries most affected. • Present a proposal to the local council for using recycled plastic furniture in all its parks and public places. How well do you think your proposal would be received by the community? 70

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Waste: a human problem – 1 Waste has always been a part of life on Earth but waste problems have only existed since humans evolved. When humans first evolved, their waste was organic. It decomposed over time, returning nutrients to the soil and causing no environmental problems. As millennia went by, humans developed simple technologies as they learned more about Earth’s resources. They began to make things such as axes, cooking utensils and farm equipment. That such artefacts have survived today proves that some waste does not degrade. As villages, towns, cities and empires developed, waste increased and people had different ways to dispose of it. The Maya of Central America had special areas where, each month, they would hold a ‘waste burning’ ritual. In ancient Greece, rubbish was carted away to a site at least one mile (1.6 km) from the town. People did not really understand the problems of waste until medieval times. The plague and other fatal diseases spread easily because many people lived in filthy, crowded conditions. There was no organised way of removing waste or human excrement. It just piled up in the streets, attracting vermin and polluting drinking water.

The sustainable management of waste from production and consumption (ACHGK025)

Over the past 300 years, waste has changed. Before the industrial age, most waste was organic and, therefore, biodegradable. But since then, the problems of inorganic waste and pollution have become a major environmental concern. Inorganic waste The ingredients used to make synthetic materials come from natural resources. But the process of making synthetic materials is irreversible. They cannot be changed back into their natural, biodegradable ingredients. Many of the things we have in our homes are made from synthetic materials. When they are no longer useful, what happens to them? Air, soil and water pollution Every factory that makes a product creates pollution. It may be gases that are released into the atmosphere, causing air pollution; liquid waste, known as effluent, which can pollute the soil and waterways; or solid waste, which needs to be disposed of somewhere. As human knowledge of the world and its resources has increased, and new technologies have been invented, our waste problems have multiplied. Where will it all go? www.ricpublications.com.au

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Waste: a human problem – 2 The population of our planet is over seven billion. That is a lot of people, all producing waste. Although there are some empty places left on Earth, where the environment is too hostile for humans to live, we are running out of room to store all the solid waste we produce. What is the solution? PAPER

GENERA L WASTE

WE RECYCLE YOUR WASTE

Worm farms

Metal

Glass

Your household rubbish is taken to a local council landfill site. Locate your local site on a street map. Trace the most direct route from your house to the site. Describe the route to a partner, using directional language.

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The sustainable management of waste from production and consumption (ACHGK025)

Composting

Recycled products

Non-biodegradable, inorganic waste

Biodegradable, organic waste

Research and write some facts about each method of recycling solid waste.

PLASTI

Air pollution and acid rain Burning fossil fuels and other manufacturing processes release gases into the atmosphere, causing air pollution which leads to acid rain. 1.

(a) Write the research questions you would ask to find out about acid rain and how it affects natural and constructed environments. Questions

Answers

(b) Design a poster to show how acid rain is made and how it affects the environment.

The sustainable management of waste from production and consumption (ACHGK025)

The data in the table shows the amount of industrial gases emitted by the United States and the countries of Europe and Asia over 30 years. 2010

United States

25 units

20 units

15 units

Europe

60 units

40 units

25 units

20 units

Asia

15 units

35 units

55 units

80 units

(a) Present this information as a line graph on squared paper. (b) Explain what this information tells you about the gas emissions from each part of the world over the 30 years.

Everyone contributes to acid rain. Design a poster highlighting ways we can all help to reduce the problem.

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Managing domestic waste The sustainable management of waste from production and consumption (ACHGK025)

Teacher information

Elaboration Identifying the choices available to the individual for domestic waste disposal. Gathering information from a consumer to determine how domestic waste is managed. Collating information from a number of consumers to create a test sample for analysis. Evaluating the results of a test sample to determine how well the sample families have managed their domestic waste.

Teaching notes • The object of this unit is to highlight the individual’s contribution to reducing the amount of waste that goes to landfill. • To help consumers focus on sustainable living, there is a waste management hierarchy that we are asked to consider—from the most desirable: reducing the amount of waste generated (the less we produce, the less we need to dispose of), to the least desirable: disposing of waste as landfill.

• How can people use places and environments more sustainably?

• From an early age, students need to be aware of the choices they have for discarding their rubbish and unwanted items. Investigating the practices at home will reinforce these choices. In the table on page 76, students do not need to record every single item disposed over the course of the week, just examples of each practice if used.

Geographical Inquiry and Skills

• The activity on page 77 is related to the information collected on page 76.

• Students can be grouped so they are questioning smaller sample groups, between six and eight students.

Key inquiry question

• Represent data by constructing tables and graphs (ACHGS028) • Interpret geographical data distributions and patterns conclusions (ACHGS030)

to identify and draw

• It is possible to quantify the results to determine how successful each sample group has been. • Multiply the number of management practices (5) by the number in the sample (n) to give the maximum score that could be achieved. Add the total number of families (f) in the right-hand column. Express this number as a percentage of the total. x 100. • Without identifying individual families, students may see how the effort and lack of effort of some can affect overall performance. Relate this to the global practice of waste management. All individuals, communities and nations need to address the problem.

Background information

The waste management hierarchy is at the core of many environmental protection acts in Australia and abroad. Its purpose is to help consumers determine the best ways to dispose of different types of waste. Recycling and composting have been its most successful aspects. Initiatives to reduce the use of plastic bags have been ongoing for many years yet have been largely unsuccessful as they are still widely available.

Geographical concepts • place • space • environment • sustainability

Resources • Fact sheet on waste disposal <http://www.zerowaste.sa.gov.au/at-home/fact-sheets> • Waste management in the metropolitan area <http://www.wastenet.net.au/> • Cool facts and tips on waste management <http://www.eschooltoday.com/wasterecycling/waste-management-tips-for-kids.html> • SITA Education Program/#/1/>

<http://www.sita.com.au/media/flipping_books/SITA_Education_

• SITA facilities map <http://www.sita.com.au/facilities> • Landfill and recycle sites database <http://www.ga.gov.au/about-us/news-media/news2011/landfill-and-recycle-sites-identified.html#>

Geographical vocabulary waste management, domestic waste, landfill sites, reduce, reuse, recycle, compost, generated waste, waste disposal

Australian Curriculum Geography (Year 4)

Additional activities • Write a presentation, with diagrams, to show how a compost bin or a worm farm can be used to recycle organic domestic waste. • Write a proposal to the government suggesting that the composting of household organic material be made compulsory. How do you think this would be received by the public. Write a list of advantages and disadvantages of such a proposal?

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Managing domestic waste – 1 Over seven billion people live on Earth and each week they produce a lot of domestic waste. In countries with organised waste management, rubbish from general waste bins is taken to landfill sites, burned or buried in the ground. To reduce air pollution from burning and to stop the planet from becoming one huge rubbish tip, we need to reduce the amount of waste taken to landfill sites. How can this be done? Before you throw anything in the general waste bin, ask yourself some questions. Can I use this for another purpose? Yes ✓ A glass jar could be used as a vase. Gift wrapping paper could be used to make Excellent! decorative borders for displaying photographs. No

Would someone else find it useful? Old toys, clothes, books, ornaments and many other things can be given to second-hand shops.

Yes ✓ Marvellous!

Many materials such as plastic, glass, aluminium and cardboard can be recycled. Items made from these materials should be put in the recycling bin.

Yes ✓ The sustainable management of waste from production and consumption (ACHGK025)

Wonderful!

At the recycling centre, they will be sorted and used to make products which will have the label, ‘Made from recycled materials’. No

Yes ✓ Fantastic! No

Can it be put in a compost bin? Compost bins are a terrific way to produce nutritious food for garden soil. Microbes breakdown organic matter so the nutrients from them can be released and given back to the soil.

If you sort your rubbish in this way, you will find that there’s not much left to go in the general waste bin! Well done! www.ricpublications.com.au

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Australian Curriculum Geography (Year 4)

Managing domestic waste – 2 Use the table to record how your family disposed of the waste it generated in one week.

Used for another purpose

Given to second-hand shop

Put in recycling bin

Added to compost bin

Put in general waste bin

The average amount of waste generated by each person in Australia is about 600 kg per year. Research to find out this amount for your state or territory. Is it above or below the national average?

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The sustainable management of waste from production and consumption (ACHGK025)

Domestic waste survey Discover how well the families of your class manage their domestic waste. 1.

(a) Interview other students in your class to find out how many used each method of waste disposal. Sample size (number of students questioned) Complete the table. Management process

Number of families

Tally of families

Used for another purpose Given to second-hand shop Put in recycling bin Added to compost bin Put in general waste bin

(b) Represent the information you have collected in a graph on squared paper. Remember to give your graph a title.

(c) How have families in your sample group managed their domestic waste? Rate them by circling an overall score on the scale. poor 0 • 1 • 2 • 3 • 4 • 5 • 6 • 7 • 8 • 9 • 10 excellent

The sustainable management of waste from production and consumption (ACHGK025)

Some families may have done very well but others may have done badly. Explain how the efforts of each family affect the rating of the whole sample.

Microbes in landfill sites breakdown organic matter and produce gases including methane, which is collected and burned or used as an energy source. Find out why it is necessary to collect the methane from landfill sites.

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Australian Curriculum Geography (Year 4)

Managing industrial waste The sustainable management of waste from production and consumption (ACHGK025)

Teacher information

Elaboration Identifying the historical reasons for many of today’s pollution problems. Identifying the scientific principles of the wetlands system of water treatment and its environmental advantages and disadvantages. Comparing the two constructed wetland systems: surface and subsurface.

Teaching notes • The object of this unit is to highlight the individual’s awareness of wastewater treatments, in particular, those of constructed wetlands. • The text on page 79 provides a simplified explanation of how wetlands cleanse water passing through them.

Key inquiry questions

• From discussion of the text on page 79 and their own knowledge of wetlands, students can determine advantages and disadvantages of the constructed wetland system.

• How do different views about the environment influence approaches to sustainability?

• Considering the impact of a system on a community, students devise theoretical, geographical questions to ask prior to a system being built.

• How can people use places and environments more sustainably?

• Considering the impact on the environment, students anticipate the (positive) response to a wetland construction.

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS026)

• On page 81, students reflect on what they have learned by drawing a flow diagram of each system, explaining how they work and highlighting similarities and differences between the two.

Background information • Wetlands, natural and constructed, are important for the protection of water quality. Plants and physical, chemical and biological processes remove pollutants from the water. • Constructed wetlands are often used as a secondary treatment for effluent that has already been stripped of its solid materials.

• Interpret geographical data distributions and patterns conclusions (ACHGS030)

to identify and draw

Geographical concepts • place • space • environment • sustainability

• The value of constructed wetlands as a wildlife habitat may be compromised if the plants accumulate high concentrations of metals.

Resources

How constructed wetlands work: • <https://engineering.purdue.edu/~frankenb/NU-prowd/cwetfact.htm> • <http://www.cefns.nau.edu/Projects/WDP/resources/treatmentsyst/Wetland.htm> • Resources related to waste, recycling and avoidance <http://www.environment.nsw.gov. au/sustainableschools/teach/wasteteach.htm> • Subsurface flow constructed wetland <http://akvopedia.org/wiki/Horizontal_Subsurface_ Flow_Constructed_Wetland> • Free-water surface constructed wetland < http://akvopedia.org/wiki/Free-Water_Surface_ Constructed_Wetland> • Guidelines for constructing wetlands <http://www.melbournewater.com.au/Planningand-building/Forms-guidelines-and-standard-drawings/Documents/Constructedwetlands-guidelines-2010.pdf> • Wetland management handbook, Queensland <http://wetlandinfo.ehp.qld.gov.au/ resources/static/pdf/resources/reports/fms/fms_025_handbook_web.pdf>

Geographical vocabulary waste management, industrial waste, pollution, pollutants, wastewater, constructed and natural wetlands, community,

Australian Curriculum Geography (Year 4)

Additional activities • Research to complete a flow diagram to show how the filter system of a fish tank or fish pond works. • Write a proposal to the government that all new industrial sites and housing developments should include a constructed wetland. How do you think the developers, workers and residents would respond to this? Record your ideas in a Venn diagram. 78

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Managing industrial waste – 1 Pollution of the environment has existed since humans began to roam the planet, but it has only become a major problem in the last 300 years. The industrial revolution brought many wonderful inventions to our world but it also brought massive pollution. Sadly, in its early days, no-one thought about the effect it would have on people and the environment. In the last 75 years, people have thought more about protecting the environment. Laws have been introduced to make sure wastewater from industry is treated before it is released into the environment. There are very many ways that wastewater can be treated, depending on the pollutants in it. One method that relies on natural processes is constructed wetlands. Natural wetlands are nature’s filters, cleansing water before it runs into streams, rivers, lakes and estuaries. Constructed wetlands are designed to work in the same way. There are two main types of constructed wetland. One looks like a natural wetland with water above ground. The other keeps the water below ground, flowing through a deep bed of gravel.

Wastewater must flow slowly through constructed wetlands. Bacteria in the wetland must have time to break down the organic matter and release the nutrients for the plants and the bacteria to feed on.

The sustainable management of waste from production and consumption (ACHGK025)

For constructed wetlands to work efficiently, solid material must be removed first, so the wastewater contains only suspended solids. These are the tiny particles you can’t always see that make water look murky. Building, running and maintaining constructed wetlands is energy efficient and environmentally friendly but is not always the best solution for industrial waste management. The size of a constructed wetland depends on the volume of wastewater produced. Industries that would need a large wetland may not have the space to construct one. Although expensive skilled labour is not needed to maintain the wetland, it must be looked after to ensure the system continues to flow freely. A build-up of sediment and plant roots can affect its efficiency. www.ricpublications.com.au

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TREATED WASTE

Australian Curriculum Geography (Year 4)

Managing industrial waste – 2 Constructed wetlands are an environmentally friendly way of treating effluent but, like all systems, they have disadvantages as well as advantages. 1.

In a group, discuss the text on page 79 and create a list of advantages and disadvantages of constructed wetlands. Include some of your own ideas. Constructed wetlands Advantages

Disadvantages

(a) Write three questions you might have about constructing a wetland in your local community. •

• (b) What positive effects might a constructed wetland have for a community?

Many mining companies operate in Australia. Research to discover the main effluent problem that constructed wetlands could solve for mining companies.

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The sustainable management of waste from production and consumption (ACHGK025)

•

Surface flow and subsurface flow There are two types of constructed wetland. One looks like a natural wetland with water above ground, the other keeps the water below ground, flowing through a deep bed of gravel. 1.

(a) Use the information in the chart to draw flow diagrams explaining how each system works. (b) Make a list of similarities and differences, comparing the two systems. Constructed wetlands Surface

Subsurface

• The inlet pipes lie just above the water level. • The outlet pipes lie above the sediment level. • The wetland cell, lined with an impermeable (nothing can get through) membrane is level. • Wastewater flows slowly into the wetland. • Suspended solids settle to the bottom of the water layer, creating a layer of sediment. • Bacteria on the stems and roots of plants, on the gravel and in the soil, break down the organic matter in the sediment. This releases nutrients into the water. • Plants and bacteria feed on the nutrients. • Pathogens (bacteria that cause disease) are removed from the water by: – natural decay (dying) – being consumed by other bacteria – settling in the sediment – being killed by UV radiation from the sun.

• The inlet pipes lie just above the water level. • The wetland cell, lined with an impermeable membrane slopes gently towards the outlet pipes. • Wastewater flows slowly into the wetland. • Plant stems and roots, and the gravel are coated with bacteria that break down the organic matter in the wastewater as it trickles through the gravel bed. This releases nutrients into the water. • Plants and bacteria feed on the nutrients. • Pathogens (bacteria that cause disease) are removed from the water by: – natural decay (dying) – being consumed by other bacteria – settling in the sediment

The sustainable management of waste from production and consumption (ACHGK025)

INLET PIPE

WATER SEDIMENT

OUTLET PIPE

GRAVEL

SOIL

OUTLET PIPE

Constructed wetlands are planted with special water-loving plants. Find and display the names and images of some of these plants.

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Australian Curriculum Geography (Year 4)

Dividing the globe pages 2–5

Choose the correct answers. 1.

The globe is divided in half at the: (a) Tropic of Cancer (b) Tropic of Capricorn

Which is west of the prime meridian? (a) Australia (b) South America

The International Date Line is in the: (a) Atlantic Ocean (b) Indian Ocean

The length of which land mass is divided in half by the equator? (a) Africa (b) Australia (c) South America

The height of land above sea level is called: (a) altitude (b) attitude

Choose the correct answers. 1.

On a mountain, the thinnest atmosphere would be found: (a) at the base (b) halfway up (c) at the summit

El Nino is a feature of the: (a) Atlantic Ocean (b) Indian Ocean

Earth’s atmosphere is most dense at the: (a) equator (b) poles

The main characteristics of climate are rainfall and: (a) altitude (b) depth (c) temperature

The weather brought by winds that blow over land is: (a) dry (b) wet (c) windy

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The African continent pages 10–13 Choose the correct answers. 1.

The number of countries in Africa are: (a) 50 (b) more than 50

The area with no tropical climate zone is: (a) Australia (b) southern Africa

The only area that includes a temperate climate is: (a) Australia (b) northern Africa (c) southern Africa

Mozambique has a similar climate to: (a) north Queensland (b) central Australia

South-west Western Australia has a similar climate to: (a) Mozambique (b) Libya (c) northern Algeria

The largest country, by area, in South America is: (a) Argentina (b) Brazil (c) Colombia

How many South American countries does the equator pass through? (a) two (b) three (c) four

The highest mountains in South America are in the: (a) east (b) north (c) west

Which South American river does not lie within the same latitudes as Australia? (a) The Amazon (b) The Colorado (c) The Uruguay

Which biome does not occur in Australia? (a) desert (b) chaparral (c) temperate grassland

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Australian Curriculum Geography (Year 4)

Native animals pages 18–21

Choose the correct answers. 1.

Which animal is not native to Africa? (a) jaguar (b) warthog

Which animal does not live in trees? (a) koala (b) anaconda

A region of high, flat land is called a: (a) desert (b) mountain

A picture that represents a feature on a map is called a: (a) legend (b) key (c) symbol

A map that shows natural features of a place is called a: (a) physical map (b) political map (c) natural vegetation map

Choose the correct answers. 1.

Natural vegetation is controlled by: (a) climate (b) weather

The taiga is a belt of forest. (a) coniferous (b) deciduous (c) temperate

Temperate grasslands are called pampas in: (a) Australia (b) South America (c) Africa

Marine and freshwater are the two types of (a) tundra (b) desert (c) aquatic

The biome that covers the smallest area on Earth is: (a) tundra (b) forest (c) desert

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biome.

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The importance of vegetation pages 26–29 Choose the correct answers. 1.

Which living things are at the heart of all food webs? (a) carnivores (b) herbivores (c) plants

A biome with great biodiversity has: (a) rich soil (b) poor soil (c) eroded soil

When dead plants and animals decompose, released into the soil. (a) bacteria (b) nutrients (c) germs

Plants take in nutrients and water from the soil through their: (a) leaves (b) roots (c) stem

Plant roots prevent erosion by: (a) soaking up nutrients from the soil (b) anchoring the plant in place (c) creating a network of roots that traps the soil

are

Which material, harvested from the seed of the plant, is used to stuff soft toys? (a) flax (b) jute (c) kapok

Which material from the outer shell of the coconut is used to make floor mats? (a) coir (b) kenaf (c) sisal

Which product is made from hemp and sisal? (a) stuffed toy filling (b) rope

Medicine derived from the daffodil has been used to treat: (a) Alzheimer’s disease (b) breast cancer (c) malaria

Sowing and harvesting crops and rearing animals for meat and wool is: (a) viticulture (b) horticulture (c) agriculture

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Zoos for conservation pages 34–37 Choose the correct answers. 1.

For about how many years have zoos been in existence? (a) 50 (b) 100 (c) 200

Today, animal enclosures are (a) the same as (b) better than

Today, zoos exist for: (a) conservation (b) human entertainment

they were when first introduced. (c) worse than (c) making money

Wild animals need protection because: (a) they have so many natural predators (b) they have become domesticated (c) their habitats have been destroyed

It is important that animals being released back into the wild are: (a) dependent on humans (b) totally independent (c) domesticated

Wildlife corridors allow native animals to roam: (a) everywhere (b) within the developed land (c) in isolated areas

Without wildlife corridors biodiversity of native plants: (a) increases (b) decreases (c) stays the same

Seeds of native plants are spread mostly by: (a) the wind (b) the rain (c) native animals

Introduced animals are native animals. (a) a threat to (b) a benefit to (c) friends of

Areas of isolated natural vegetation are at risk of: (a) being developed (b) becoming wastelands (c) being eroded

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Looking after our beaches pages 42–45 Choose the correct answers. 1.

Thoughtless human activity is enjoy. (a) improving (b) developing

the environments people (c) destroying

Solving this problem relies on people the natural environment. (a) avoiding (b) respecting (c) isolating

Most litter found on beaches comes from: (a) the streets (b) visitors to the beach

When visiting fragile environments, you should walk: (a) on a footpath (b) all over them (c) far away from them

Thoughtless human activity can also animals. (a) frighten (b) kill (c) support

Choose the correct answers. 1.

There may have been over one Indigenous Australians living in Australia before colonisation. (a) million (b) thousand (c) hundred

Most Indigenous Australians lived in the of Australia. (a) desert (b) temperate (c) tropical

coastal regions

The greatest population was in the southern and (a) northern (b) western (c) eastern

regions.

A heavily populated region was around the (a) Hunter (b) Murray River (c) Desert

White settlers seized Aboriginal territory for (a) farming (b) tourism (c) mining

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valley. and grazing.

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Living off the land pages 50–53 Choose the correct answers. 1.

Which of the following is NOT a valuable resource for Aboriginal way of life? (a) money (b) plants (c) animals

Which of the following IS a necessary resource for Aboriginal way of life? (a) television (b) water (c) shoes

Aboriginal people kept all their resources for themselves. (a) True (b) False

Aboriginal way of life is closely linked to the available resources. (a) True (b) False

Indigenous Australians did some things to promote sustainability in the region where they lived. (a) True (b) False

Indigenous Australians have a close connection to the land. (a) cultural (b) food (c) water

Plants and animals were not used more than (a) tools (b) necessary (c) fire

When collecting bush foods, regenerate. (a) fish (b) grasses

were left behind to (c) seeds

Moving to new areas for food allowed plants left behind to (a) flower (b) regrow (c) fertilise the land

No part of a plant or animal was (a) wasted (b) used

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. (c) touched

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Natural resources pages 58–61 Choose the correct answers. 1.

Resources made from plants and animals are called: (a) inorganic (b) organic (c) synthetic

The process in which water is an ‘ingredient’ not a ‘labourer’ is: (a) making paper (b) producing electricity (c) transporting goods

The animal resource that improves soil condition is: (a) skin (b) milk (c) dung

Resources that are not found in nature are called: (a) inorganic (b) natural (c) synthetic

Which statement is true? (a) Rocks are minerals. (b) Minerals are found in rocks. (c) Rocks are found in minerals.

Choose the correct answers. 1.

Plants and animals are renewable natural resources because they: (a) are alive (b) reproduce (c) grow

Non-renewable resources could be replaced in of years: (a) hundreds (b) thousands (c) millions

Unsustainable practices have been a problem for of years: (a) tens (b) hundreds (c) thousands

Which pair of fishing practices are sustainable? (a) cast net and spearing (b) long-lining and spearing (c) hook-and-line and purse seining

Wetlands are known as the (a) brain (b) lungs

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of the planet. (c) kidneys 89

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Natural resources: how can I help? pages 66–69

Choose the correct answers. 1.

Sustainability is the responsibility of: (a) businesses (b) everyone

An example of using energy sustainably is to turn off appliances: (a) at the wall (b) with the remote (c) last thing at night

An example of using fuel unsustainably is to: (a) use public transport (b) share lifts (c) use the car for short trips

When shopping, it is best to use: (a) plastic bags (b) cloth bags (c) biodegradable plastic bags

Grey water comes from: (a) grey clouds (b) domestic appliances, except the toilet (c) domestic appliances, including the toilet

Choose the correct answers. 1.

Inorganic waste is: (a) biodegradable (b) non-biodegradable (c) natural

Liquid waste is known as: (a) water (b) acid rain

Earth’s population is about: (a) 7 billion (b) 7 million

Composting and worm farms are ways to recycle waste. (a) organic (b) inorganic (c) non-biodegradable

Acid rain occurs when gas pollution: (a) gets so heavy, it falls as rain (c) mixes with rain

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(b) condenses

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Managing domestic waste pages 74–77 Choose the correct answers. 1.

Domestic waste is generated in: (a) factories (b) homes

Which word means ‘crushed to take up less space’? (a) landfill (b) buried (c) compacted

Materials suitable for composting are: (a) organic (b) plastic (c) metal

On average, each Australian generates about of waste each year. (a) 600 g (b) 600 kg (c) 600 tonnes

The gas produced by organic matter in landfill sites is: (a) methane (b) propane (c) octane

Industrial pollution became a major problem (a) ten thousand (b) about 300

years ago. (c) 75

In wetlands, organic matter is broken down by: (a) humans (b) plants

In subsurface flow constructed wetlands, suspended solids in wastewater: (a) are trapped by gravel (b) sink as sediment (c) eaten by plants

In surface flow constructed wetlands, suspended solids in wastewater: (a) are trapped by gravel (b) sink as sediment (c) eaten by plants

The size of a constructed wetland depends on the: (a) volume of waste water (b) size of the factory (c) number of plants

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Quiz answers Dividing the globe .......... page 82 1. (c) 2. (b) 3. (c) 4. (a) 5. (a)

equator South America Pacific Ocean Africa altitude

The importance of plants for humans .......................... page 85 1. (c) 2. (a) 3. (b) 4. (a) 5. (c)

kapok coir rope Alzheimer’s disease agriculture

Differences in climate ..... page 82 1. (c) 2. (c) 3. (b) 4. (c) 5. (a)

at the summit Pacific Ocean poles temperature dry

The African continent ...... page 83 1. (b) 2. (c) 3. (a) 4. (a) 5. (c)

more than 50 northern Africa Australia north Queensland northern Algeria

The South American continent ........................ page 83 1. (b) 2. (b) 3. (c) 4. (a) 5. (c)

jaguar anaconda plateau symbol physical map

World biomes ................. page 84 1. (a) 2. (a) 3. (b) 4. (c) 5. (a)

climate coniferous South America aquatic tundra

The importance of vegetation ...................... page 85 1. (c) 2. (a) 3. (b) 4. (b) 5. (c)

1. (c) 2. (b) 3. (a) 4. (c)

200 better than conservation their habitats have been destroyed 5. (b) totally independent Wildlife corridors ........... page 86 1. (a) 2. (b) 3. (c) 4. (a) 5. (b)

everywhere decreases native animals a threat to becoming wastelands

Natural resources ........... page 89 1. (b) 2. (a) 3. (c) 4. (c) 5. (b)

organic making paper dung synthetic Minerals are found in rocks

Using natural resources .. page 89 1. (b) 2. (c) 3. (b) 4. (a) 5. (c)

reproduce millions hundreds cast net and spearing kidneys

Natural resources: how can I help? ............................. page 90 1. (b) 2. (a) 3. (c) 4. (b) 5. (b)

everyone at the wall use the car for short trips cloth bags domestic appliances, except the toilet

Brazil three west The Amazon temperate grassland

Native animals ............... page 84 1. (a) 2. (b) 3. (c) 4. (c) 5. (a)

Zoos for conservation ..... page 86

4. (b) regrow 5. (a) wasted

plants rich soil nutrients roots creating a network of roots that traps the soil

Australian Curriculum Geography (Year 4)

Looking after our beaches ......................... page 87 1. (c) 2. (b) 3. (a) 4. (a) 5. (b)

destroying respecting the streets on a footpath kill

Changes since colonisation ................... page 87 1. (a) 2. (b) 3. (c) 4. (b) 5. (a)

million temperate eastern Murray River farming

Living off the land ........... page 88 1. (a) 2. (b) 3. (b) 4. (a) 5. (a)

money water False True True

Waste: a human problem ......................... page 90 1. (b) non-biodegradable 2. (c) effluent 3. (a) 7 billion 4. (a) organic 5. (c) mixes with rain Managing domestic waste ............................. page 91 1. (b) 2. (c) 3. (a) 4. (b) 5. (a)

homes compacted organic 600 kg methane

Managing industrial waste ............................. page 91

Sustainable living ........... page 88 1. (a) cultural 2. (b) necessary 3. (c) seeds

1. (b) 2. (c) 3. (a) 4. (b) 5. (a)

about 300 bacteria are trapped by gravel sink as sediment volume of wastewater

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Answers

Australian Curriculum Geography (Year 4) Page 3 1. (a) 0º (b) 0º (c) 180º 2. (a) Tropic of Cancer 23º(26’16”)N, Arctic Circle 66º(33’39”)N (b) Tropic of Capricorn 23º(26’16”)S, Antarctic Circle 66º(33’39”)S 3. North Pole, South Pole 4. (a) It would be divided exactly in half. (b) It would be divided into two unequal parts. (c) It would be divided exactly in half instead of two unequal pieces. Page 4 1. (a) N (b) S 2. (a) southern (b) Capricorn 3. (a) Teacher check (b) 10ºS 4. (a) Teacher check (b) 45ºS 5. Teacher check 6. (a) Teacher check (b) 10ºN and 45ºN 7. Teacher check 8. All the shaded parts in the southern hemisphere lie between parallels 10ºS and 45ºS. In the northern hemisphere, they lie between 10ºN and 45ºN. The land in the north is the same distance from the equator and the North Pole as the land in the south is from the equator and the South Pole.

South America: Aconcagua – 6961 m, Ojos del Salado – 6893 m, Monte Pissis – 6793 m; over 4000 m 3. Australia: Areas of flat land, especially close to river systems. A lot of land to 1000 m. Isolated, large patches to 2000 m. Very small amount to 4000 m. Africa: Almost no land below 200 m. In the north, mostly to 1000 m with large areas to 2000 m and smaller areas to 4000 m. In the south, mostly to 4000 m with large areas to 2000 m, especially close to river systems. Small areas above 4000 m in the east. South America: Long stretch above 4000 m to the west. East side between 500 m and 2000 m with areas to 4000 m. Land between sea level and 5000 m close to river systems.

RHS: Map shows the relative population distribution of the country. The cities of Sydney, Melbourne, Brisbane, Adelaide, Canberra and Perth have high populations. The areas around the main cities have mediumsized populations. Moving towards the interior, there are bands of lowly populated areas. Most of the country has a very low population. (b) LHS: Climates of Australia RHS: Population distribution of Australia (c) The areas of greatest density are those where the climate is more comfortable for human habitation. 2. Teacher check Page 11 Teacher check Page 12 1. 10ºS–45ºS: South Africa, Lesotho, Swaziland, Mozambique, Zimbabwe, Botswana, Namibia, Angola, Zambia, Malawi, Madagascar 10ºN–45ºN: Morocco (and Western Sahara), Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger, Chad, Sudan, Burkina Faso 2. Rivers: Compared with the size of the land mass, there are more rivers in the southern lands than in the northern lands. Mountains (altitude): Generally, the land in the south is higher but the north has the highest mountain ranges, the Ethiopian Highlands and the Atlas Mountains. Deserts: The south has the Kalahari Desert and the Namib Desert, which are relatively small compared to the vast Sahara Desert that covers most of the land of Northern Africa.

Page 5 1. brown 2. (a) Shade Altitude 0 – 200 m range (m)

200 – 500 m

500 – 1000 m

Shade Altitude range (m)

2000 – 4000 m

Above 4000 m

1000 – 2000 m

(b) Australia: Mount Kosciuszko – 2228 m, Mount Townsend – 2209 m, Mount Twynam – 2195 m; 2000 – 4000 m Africa: Kibo (Kilimanjaro) – 5895 m, Mount Kenya – 5199 m, Mawenzi (Kilimanjaro) – 5148 m; over 4000 m www.ricpublications.com.au

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Page 7 1. Teacher check 2. (a) A (b) F (d) E (e) B (g) D (h) F 3. Teacher check 4. Teacher check

Page 8 1. (a) Teacher check (b) Adelaide (c) Darwin 2. (a) Teacher check (b) Teacher check (c) greatest: Perth, smallest: Darwin Page 9 1. (a) LHS: Map shows the different climates of Australia and the state and territory capital cities. The south-west, south and east of the country has a mostly temperate climate with some areas cooler. Most of central Australia has hot, dry summers and cold winters. Further north, the winters are warmer. The northernmost part of the country is hot and humid.

Australian Curriculum Geography (Year 4)

Answers

Australian Curriculum Geography (Year 4) Page 13 1. Northern Africa

Climate zone

Southern Africa

Australia

Tropical

no areas

wide band in north of region

north of both Queensland and NT

Desert

vast area across width of region from west coast

on west coast

vast area in centre of country and to west coast

Mediterranean strip along small area northern on southern coast of tip Mediterranean Sea

on south-east facing coasts of WA and SA

Temperate

Tasmania and southern Victoria

no areas

2. Area of Australia

Climate

Matching African nation

far north Queensland

tropical

Mozambique

south-west Western Australia

Mediterranean

northern Algeria

Central Australia

desert

Libya

Tasmania

temperate

Mountains (altitude): a high mountain range, the Andes, stretches along the west coast. There is a much lower mountain range on the north-east coast between 10ºS and 20ºS. Some of the central land is at altitude. Deserts: Between the Andes and the Pacific Ocean is a narrow stretch of Desert, the Atacama. Page 17 1. (a) rainforest, savanna, desert, chaparral, desert scrub, deciduous forest (b) Teacher check 2. grasslands, alpine Page 19 Teacher check Page 20 1. Australia: wallaby, wombat, spotted quoll, koala, dingo, echidna Africa: hyena, hippopotamus, cheetah, warthog, bonobo, gazelle South America: capybara, Andean condor, anaconda, jaguar, giant anteater, scarlet macaw 2. Teacher check 3. Teacher check

Page 29 1. (a) woody seed pods provide protection from fire; heat from fire required to split seed pods and release seeds; heat from fire required to germinate seeds; fire-resistant bark protects buds inside tree trunk. After fire, buds sprout and green shoots begin to grow; swollen parts on roots contain buds which sprout after a fire. (b) livestock die; vegetation dies so no food for any remaining livestock; soil at risk from erosion; increase risk of bushfires and dust storms; rivers dry up so no water for irrigation or animals. (c) floodwater soaks into the soil, replenishing ground water supplies; deposits fertile soil on river flats. This benefits vegetation growth and fish and bird breeding; flushes out salt and other chemicals from soil and rivers; helps to clear away rubbish.

3. Tasmania, because it is a small island and it is located much further south than the southernmost tip of the African continent and its corresponding northern latitudes are further north than northern Africa.

Page 15 1. Argentina – 11, Bolivia – 10, Brazil – 8, Chile – 9, Colombia – 5, Ecuador – 6, Falkland Islands – 14, French Guiana – 1, Guyana – 3, Paraguay – 12, Peru – 7, Suriname – 2, Uruguay – 13, Venezuela – 4 2. Countries of South America Page 16 1. (a) north of the equator: Colombia, Venezuela, Guyana, Suriname, French Guiana south of the equator: Ecuador, Brazil, Peru, Bolivia, Chile, Argentina, Paraguay, Uruguay, Falkland Islands (b) The equator passes through Ecuador, Colombia and Brazil. 2. Rivers: There are many in the east and central land, especially between 10ºS and 35ºS Australian Curriculum Geography (Year 4)

Page 21 Teacher check Page 24 1. Aquatic: marine, freshwater; Forest: tropical rainforest, temperate rainforest, deciduous, coniferous; Desert: hot and dry, semiarid, coastal and cold; Tundra: Arctic, alpine; Grassland: hot tropical (savanna), temperate (pampas, veld) 2. Teacher check Page 25 Teacher check Page 28 Teacher check

Page 31 1. (a) Alzheimers – daffodil (b) breast cancer – English yew tree (c) malaria – fever tree (d) heart disease – foxglove 2. (a) opium poppy – morphine (b) willow tree – aspirin Page 32 1. seeds: cotton – e.g. cloth, yarn, fishing net, coffee filters; kapok – e.g. filling for stuffed toys and pillows leaves: sisal – e.g. rope, carpets, paper skin of stem: flax – e.g. linen cloth; jute – e.g. hessian cloth fruit: coir – e.g. floor mats, brushes stalks: bamboo – e.g. construction, flooring, fencing; hemp – e.g. sails cloth, rope; kenaf – paper, animal bedding 2. Teacher check

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Australian Curriculum Geography (Year 4) Page 33 1. Answers may include: from wood: furniture, construction materials, boats from bark: spices, cork, cloth, rope, wood chips, paper, medicines from cellulose: melamine tableware, toilet seats, tool handles, cellophane, nail polish from sap: maple syrup, rosin for bows of stringed musical instruments 2. Teacher check Page 36 Teacher check Page 37 1. (a) west (b) north-east (c) south-west (d) kangaroo 2. elephant: I3, giraffe: I4, tiger: H5, sun bear: J6, rhinoceros: G6, red panda: H7, dingo: E6, gorilla: E3, baboon: E2, penguin: C2, otter: C3, crocodile: B3, koala: C5, kangaroo: B6, wombat: D6, zebra: H4, meerkat: H3 3. Teacher check

Page 44 1. (a) 2 (b) plastic 2. (a) Teacher check (b) better (c) half 3. Teacher check Page 45 1. Teacher check. Answers should include: (a) protect the coastline from wave damage during storms; barrier against salt water, allowing salt sensitive plants to thrive close to the coast; are the bank of sand used to replenish and maintain the stability of a beach under threat of erosion; home to a variety of small animal species. (b) undermine stability of dunes: trampling of dune plants that hold the sand in place by humans, animals (horses and dogs) and off-road vehicles; competition of introduced species of plants; dunes affected by human activity are more at risk from natural disturbances. (c) planting on each zone of the dunes: salt tolerant species close to shore; e.g. spinifex, pig face, goatsfoot and guinea flower; behind this zone, taller, coastal sheoaks; further inland, woodlands, mangroves, salty marshes and wetlands. Fencing dunes off from the public, leaving gaps between posts; providing footpaths for public use.

6. There was conflict/fighting; sheep, cattle and horses destroyed feed for kangaroos and emus; they lost access to water resources; they moved to other areas; population decreased; many lived in poverty. 7. Population had fallen to around 60 000 people. 8. non-remote areas and cities 9. (a) 32% (b) 43% 10. 1⁄4 Page 49 1. (a) south, west (b) The river flows through the area; it is close to the coast; there is a lot of vegetation; water and vegetation means good food sources and survival. 2. Wiradjuri 3–5. Answers will vary (Students should choose those which are easy to read.) 6. Teacher check

Page 40 Teacher check Page 41 Teacher check. Answers may include: Birds: water bath, out of danger of stalking cats; colourful plants; densely planted foliage; trees Lizards: water, rocks, hollow pipes, piles of leaf matter, ground cover plants, fruits (strawberries), flowers, railway sleepers Frogs: pond with a variety of plants and rocks in and around water Butterflies: variety of colourful, nectar-producing plants Fish: pond with a variety of plants and rocks Bats: hollow tree trunks, loose tree bark, night-blooming flowers, built bat house

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Page 48 1. 300 000 – 750 000 up to over one million 2. temperate coastal regions where food and water was plentiful 3. southern and eastern regions, especially around the Murray River valley 4. The regions were rich in plants and wildlife; there were good sources of water and food; grasses, bushes and trees were available for kangaroos, emus and possums; fruits and berries were available. 5. for farming and grazing 95

Page 51 1. Teacher check 2. (a) snow, lakes, river, creeks, streams; moths, fish, native animals for hunting, plants, insects; stone; animal skins; trees; water holes (b) Answers will vary but should be similar to: The type of food and water resources available determine what they eat, where to find food and water, the type of water, what to use for shelter and clothing or making tools and weapons; the types of food available each season will determine where they roam to get other food. Page 52 1. Teacher check 2. (a) water holes; vegetables, witchetty grubs, roots, herbs, fruit, nuts, eggs, honey, honey ants, snakes, goanna, emu, kangaroo; trees, ochre, stone (b) Answers will vary. Refer to answer for page 51, Q 2 (b).

Australian Curriculum Geography (Year 4)

Answers

Australian Curriculum Geography (Year 4) Page 53 Teacher check Page 56 1. Answers will vary but should indicate that sustainability means providing for immediate needs while protecting the environment and making sure resources are still available for the future. 2. They have a close spiritual and cultural connection to the environment. It supplies all their needs and they believe they were created by the spirits from the land. 3. Answers may be similar to those below. provide for the future • did not overuse resources—left behind seeds and eggs so resources could build up • allowed time for plants and animals to regrow or reproduce when they moved to another area • ash fertilised the new plant growth • used seasonal knowledge to allow for rebirth and regrowth

protect the environment • removed unwanted old vegetation • encouraged fire-resistant plants to grow • provided habitats for possums • only used what they needed

Page 63 1. (a) unsustainable farming (b) reclamation of wetlands (c) unsustainable fishing (d) deforestation

2. (a) Asia

80 70 60

Page 64 1. cast net: circular net thrown into water by one person, sustainable, only small number of fish caught with each cast hook-and-line: traditional method using a baited hook at the end of a line of wire, sustainable, only one fish caught at a time long-lining: long main line with many branch lines, all with baited hooks; unsustainable; many fish of all sizes and species caught in one go, lots of bycatch purse seining: large net dropped on schools of spawning fish; unsustainable; many fish of all sizes and species caught in one go, lots of bycatch spearing: a long spear used to catch individual fish, sustainable, only one fish caught at a time

Page 76 Teacher check

Page 65 Teacher check

Page 77 Teacher check

Page 67 1. Sustainable means keeping something (going) forever. 2. (a) False (b) False

Page 80 1. Advantages: energy efficient, environmentally friendly, cheap labour to maintain system, aesthetically pleasing Disadvantages: wastewater requires pre-treating, space requirements, build-up of sediment and plant roots affect efficiency, possible mosquito problem 2. Teacher check

50 40 30

Europe USA

20 10 1980

1990

2000

2010

(b) In 1980, Europe’s emissions were four times greater than those of Asia and more that twice as much as the US. In ten years, emissions from the US dropped slightly but emissions from Europe dropped significantely. In Asia, they more than doubled. In the next 20 years, US emissions remained constant while those from Europe continued to decrease but remain above the US. Emissions from Asia continued to rise steeply.

4. (a) compost—ash fertilised new plant growth (b) reduce waste—used all parts of plants and animals (c) reuse resources—used trees for possum habitats; used all parts of animals for clothes, tools, weapons, utensils (d) conserve—left seeds and eggs (e) recycle—used all parts of plants and animals

Page 68 Teacher check

Page 57 Teacher check

Page 69 Teacher check

Page 60 1. Teacher check 2. All boxes ticked 3. Teacher check

Page 72 Teacher check

Page 81 Teacher check

Page 73 1. Teacher check

Page 61 Teacher check

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