Australian Curriculum Geography - Year 5

RIC-6685 5.7/1253

Australian Curriculum Geography: Factors that shape the human and environmental characteristics of places (Year 5) Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2014 ISBN 978-1-922116-85-7 RIC–6685 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.

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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.

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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

Changing the environment ......................26–29

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

Changing a local environment................30–33

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

Environment affecting people’s places ........................................... 34–49

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

Environment, places and technology ......34–37 Environment and homes ..........................38–41

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

Environment and people ..........................42–45

The United States of America........................... xi

Environment and workplaces ...................46–49

PMI chart.......................................................... xii

Management of places and spaces ........................................... 50–65

Canada’s provinces and territories ............... xiii

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Europe (political) ........................................... xiv

What is zoning? .........................................50–53

Europe (physical) ............................................ xv

Redevelopment decisions ........................54–57

Change, cause and effect chart .................. xvi

Zoning and planning issues .....................58–61

Research planning sheet – Change ............ xvii

A local planning issue ..............................62–65

Interview recording sheet .............................xviii Similarities and differences chart .................. xix

Bushfires and floods ...................... 66–81

North America, Europe and Australia ................................... 2–17

Bushfires in Australia ..................................66–69

North America ...............................................2–5

The worst bushfires and floods .................74–77

Canada .........................................................6–9

Combating bushfires and floods.............. 78-81

Floods in Australia .....................................70–73

Where is Europe? .......................................10–13

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

Europe on the map ...................................14–17

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

Aboriginal, Torres Strait Islander people and others ........................ 18–33

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

Indigenous changes to the environment...............................................18–21 Changing the Murray River region ...........22–25

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 5)

Teachers notes How to use this book Each book is divided into sections based on the number of content descriptions in the Geographical Knowledge and Understanding strand of the curriculum. Each content description has been given a general title, which is used on the contents page and also in the shaded tabs on the outside edge of pages throughout the book. The tabs provide easy access to pages within each content description.

The main sections are divided into a number of four-page units, each dealing with a specific aspect of the content description. The four-page units comprise a teachers page and three student pages.

Features • A geographical skills overview with a brief explanation of their meaning. (page vi) • A geographical skills class record. (page vii) • An overview of geographical inquiry and skills, key inquiry questions, general capabilities and cross-curriculum priorities are provided on pages viii–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, charts and graphic organiser templates related to activities within the book are provided on pages xi–xix.

• A set of seven multiple-choice or true/false 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.

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Four-page format Teachers page

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

The content description with its code Teaching notes highlight specific details of the activities that need to be prepared, revised or understood before beginning the unit

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

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

The geographical skills that can be practised while completing the unit The geographical concepts that can be 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 that features in the unit Australian Curriculum Geography (Year 5)

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

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

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

Student page 2 The activities on this page develop students’ geographical skills and understanding of the topic. It features:

The title of the unit

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The content description with its code

A number of activities to complete

A concept to research to develop geographical skills and understanding of the topic

Student page 3 This page requires students to develop their geographical skills to complete the activity. It features: The title of the page

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

A statement and idea to research to develop geographical skills and understanding of the topic

The content description with its code

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Australian Curriculum Geography (Year 5)

Teachers notes Geographical skills overview The development of geographical skills is essential for students to become proficient in leading their own geographical inquiries and developing an understanding of the world and their place within it.

Through geographical investigations, they discover the different forces, natural and human driven, that create change in the environment. How the natural environment is affected by and adapts to such change is a constant topic for investigation.

Geographical inquiry promotes an interest in and compares locations on different scales from local to regional, national, international and global.

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

Specific skills

Observing, questioning and planning • Develop geographical questions to investigate and plan an inquiry (ACHGS033)

Formulates questions to assist in geographical research. Considers what is already known and what other information would be useful and plans how to research it.

Collecting, recording, evaluating and representing • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

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.

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams

Researches sources of information, compares their value and relevance in order to select the most appropriate ones. Represents the data in an appropriate form.

(ACHGS035)

• Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate

Constructs maps using cartographic conventions. Visualises, manipulates, analyses, displays and records spatial data using technologies such as: GPS, Google Earth™, Geographic Information Systems and satellite images

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Specific geographical skills for Year 5 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 • interpreting spatial distributions • comparing places

(ACHGS036)

Interpreting, analysing and concluding • Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

• making and interpreting graphs • constructing large- and small-scale maps • using spatial rechnologies, and information and communication technologies.

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 5)

Extracts information from graphs, tables, maps and text to identify distribution and patterns of environmental features such as climate, vegetation, native animals and natural resources, and to compare with other locations.

Communicating • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

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 and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

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Considers advantages and disadvantages of proposals to resolve problems. Considers how people with different agendas would respond to their proposals.

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Observing, questioning and planning Collecting, recording, evaluating and representing

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(ACHGS039)

Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) Represent the location and features of places and different types of geographical information by constructing large-scale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036) Interpret geographical data and other information, using digital and spatial Interpreting, technologies as appropriate, and analysing and identify spatial distributions, patterns concluding and trends, and infer relationships to draw conclusions (ACHGS037) Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and Communicating maps; using geographical terminology and digital technologies as appropriate (ACHGS038) Reflect on their learning to propose individual and collective action in response to a contemporary Reflecting and geographical challenge and describe responding the expected effects of their proposal on different groups of people

Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

(ACHGS033)

Develop geographical questions to investigate and plan an inquiry

Geographical skills class record

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Key inquiry questions Critical and creative reasoning

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Australian Curriculum Geography (Year 5)

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 5 and 6 about the geography of Australia and the world.

• RIC–6369 – Exploring geography: Europe – Ages 8–12 • RIC–6365 – Exploring geography: North America – Ages 8–12 • 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–318 – Nations in focus – Ages 11+ • RIC–6392 – India – Ages 8–10 • RIC–6383 – China – Ages 9–11 • RIC–353 – Mapping assignments – Ages 11+

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• RIC–348 – Developing atlas skills through crosswords – Ages 8–10 • RIC–514 – Weather and climate – Ages 8–10 • RIC–515 – Weather and climate – Ages 11+

• RIC–6711 – Waters, rivers, coasts and oceans – Ages 8–10 • RIC–6712 – Waters, rivers, coasts and oceans – Ages 11+ • 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–323 – Investigating renewable energy – Ages 11+ • RIC-6473 – Plant Earth – Ages 10+ • RIC–6714 to RIC–6718 – Think green – Ages 8 to adult • RIC–548 – The environment – Ages 6–8 • RIC–549 – The environment – Ages 9–10 • RIC–589 – Exploring cultures through language – Ages 8–10 • RIC–590 –Exploring cultures through language – Ages 11+ • RIC–669 –Australian Aboriginal culture – Ages 9–10 • RIC–670 –Australian Aboriginal culture – Ages 11+ • RIC–347 –Aboriginal studies – Ages 9–10 • RIC–6447 – Sandtraks: Pathways to celebrate indigenous culture – Ages 7–10 Australian Curriculum Geography (Year 5)

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Australian Curriculum Geography (Year 5)

20° W

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Change, cause and effect chart Use this change, cause and effect chart to record information.

Change • • • • Cause

Effect

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Research planning sheet – Change What area will you research?

What has changed?

Tick the sources you will use and indicate if they are primary or secondary

books

primary

secondary

photographs

primary

secondary

maps

primary

secondary

interviews

primary

secondary

internet

primary

secondary

other

primary

secondary

The changes are:

environmental

human

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What was the time frame in which the changes occurred?

What conclusions can you make?

How will you present your information?

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Australian Curriculum Geography (Year 5)

Interview recording sheet Person interviewed

Subject

Person’s opinion

My opinion

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Similarities and differences chart Write what you are comparing, some similarities and differences and a concluding statement. and

similarities

differences

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Concluding statement

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Australian Curriculum Geography (Year 5)

North America The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Teacher information

Elaboration The major countries of North America, focusing on the United States of America, its 50 states and one significant man-made construction in New York, its largest city.

Key inquiry question • How do people influence the human characteristics of places and the management of places within them?

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)

Teaching notes • This unit prepares students for further investigation and reflection about how people have influenced the environmental characteristics of places.

• Students are introduced to basic information about the landforms, climate and people of the three major countries of North America. They should find these countries plus the smaller Central American countries on a world map or globe and note their position, including their latitude and longitude, and compare this with Australia.

• The mapping activity on page 3 requires students to locate the countries on the map and to create a simple colour key. They will need to research the capital cities.

• To introduce the activity on the USA’s states on page 4, students may enjoy watching a very young girl reciting all the states on youtube at http:// www.youtube.com/watch?v=PJj2XC_CxNY The identification and location of USA’s 50 states is presented as a research activity. Students are not expected to be able to name them.

• Students will need a map of the USA (see page xi) to complete Question 2.

• On page 5 students develop geographical questions, a research plan and write a brief report. They will need the PMI chart (see page xii).

Background information • The environmental characteristics of a place include: landscape, climate, production, landforms, soils, vegetation, water resources, mineral resources, built elements, communities and cultures. Many of these are tangible, but some, such as scenic qualities and culture, can be intangible.

• The ‘plus’, ‘minus’ and ‘interesting’ chart for the activity on page 5 is a graphic organiser students use to record collected, analysed, interpreted and evaluated information (see page xii).

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• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

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

Resources • http://www.youtube.com/watch?v=PJj2XC_CxNY (A young child singing the names of the US states) • Exploring Communities New York State’s Physical Environment • www.studyzone.org/testprep/ss5/b/comusanyl.cfm (A school project on the state of New York gives background information which is clearly set out with some relevant photographs of the area.)

• ‘The conservancy in New York’ http://www.nature.org/ourinitiatives/regions/ northamerica/unitedstates/newyork/?intc=nature.tnav.where.list #sthash. vikcpEcP.dpuf (A video outlining the growth and achievements of the conservancy by its director)

Geographical vocabulary continent, country, state, capital city, longitude, North Pole, equator, climatic zones, arctic, subarctic, tropical, equatorial, temperate, arid, semiarid, glaciers, icefields, valleys, plains, landscape, deserts, rainforests, population, densely populated, industrial city, indigenous, Inuit, river mouth, coast, constructions, road tunnels, subway system,agricultural land, waste, reservoirs, groundwater, surface water, natural gas, resources, environment Australian Curriculum Geography (Year 5)

Additional activities • Choose two local buildings to research. Create a table, choosing some suitable headings to record information about each one so they can be compared. Suggestions for research and headings include: date of construction, location, builder, materials used, previous land use, community use, vegetation, resources needed.

• Research the monthly average minimum and maximum temperatures and rainfall in New York and another USA city. Present this information in a table. What is the biggest differences between the climates of these two cities?

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North America

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Most of the continent of North America is shared by three countries; Canada, in the north, the United States of America, in the middle, and Mexico, in the south, with seven other smaller countries.

This vast continent stretches from close to the North Pole almost to the equator. It also extends more than one-third of the way around the Earth, from about longitudes 30º to 180º West.

The world’s climatic zones, including the arctic and sub-arctic, the equatorial and tropical, the arid and semi-arid and the temperate are all to be found in some parts of North America. Towering mountains, deep valleys, countless islands, endless icefields, ancient glaciers, mighty rivers, huge lakes, sweeping plains, dusty deserts, tall forests and lush rainforests can all be found there.

The population includes the indigenous Indians of the United States, Mexico and other central American countries, and the Inuit people of Canada, together with those who came from Britain, Spain, France, other European countries, Africa and many other parts of the world. English, French and Spanish are widely spoken, as well as many other local and overseas languages.

1.

(a) Use an atlas to identify the countries. Colour them on the map and use the colour key to identify them. (b) Add the capital city of each country.

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NORTH AMERICAN COUNTRIES CANADA

EL SALVADOR

UNITED STATES

GUATEMALA

MEXICO

HONDURAS

BELIZE

NICARAGUA

COSTA RICA

PANAMA

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Australian Curriculum Geography (Year 5)

The United States 1.

(a) Research the names and locations of their 50 states and write one name next to each number in the table.

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(b) Which two states are not joined to another American state?

2.

Your teacher will give you a map of the United States of America. Show the location of each state on this map by writing the number you gave it, in one of the state outlines. (a) Which state is separated into two parts by a huge lake? (b) Find out which state is the largest.

(You might be surprised.) (c) Which is the smallest state? (d) Which state do you think would be the least densely populated state?

Why do you think this?

Check your answer. Were you correct?

?

The Great Lakes are shared by the United States and Canada. They are made up of five huge lakes including the largest freshwater lake in the world. Find out about these lakes and some of the huge industrial cities developed on their shores. Use Google Maps™ to view cities on the lakes.

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The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Many American children (even very young ones) think it’s fun to try to learn the names of all their states ... and there are 50 of them!

New York City

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

The city of New York or ‘The Big Apple’ as it is often called, is in the state of New York at the mouth of the Hudson River on America’s east coast.

With a population of 8.36 million, it is the largest city in the country and home to the Statue of Liberty, Central Park, the Empire State Building, Times Square, the Brooklyn Bridge and Ground Zero ... where the Twin Towers once stood.

New York’s ballooning population has forced many changes to the city since it was first settled in the early seventeenth century. Its cluttered landscape is covered with constructions, which include buildings for people to live, work and play in, roads, highways, bridges, parklands and airports. Below the surface is a network of road tunnels and a huge subway system which transports 4.9 million people each day. Agricultural land and forests have been lost and landfills have created much needed new land onshore and offshore.

Providing the population of New York City with water and power and managing its waste has caused massive changes. These include three lakes and 19 reservoirs for storing the ground and surface water and three pipelines for natural gas. A huge amount of wastewater is treated then pumped back into the waterways where it is purified naturally or it goes into sewers.

1.

(a) Which construction in New York would you like to know more about?

(b) What are two things you would like to know about it?

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

(c) Think about how or where you could find the answers to your questions.

Make a list of resources you could use and start your research.

(d) If a resource you found has images of this construction, circle it in your list. (e) Which resource did you think was the most useful? (f)

Prepare a brief written report stating the name of the construction you chose and where in New York it is located. Write each of your questions followed by the answer you found. Finish your report with at least two other interesting facts you discovered about this construction.

? Consider the ways in which the construction you researched has influenced New York. How has it changed the landscape and the natural environment? What do people think or feel about it?

Is it considered to be useful, beautiful or ugly? How has it affected the way the community lives and the things they need to have or do? Use the ‘plus’, ‘minus’, ‘interesting’ chart to record your opinion of each influence. www.ricpublications.com.au

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Australian Curriculum Geography (Year 5)

Canada The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Teacher information

Elaboration Investigating Canada’s location, features and how human intervention has changed the environmental characteristics of one city there and one in Australia to manage oil and gas or water resources.

Teaching notes

• How do people influence the human characteristics of places and the management of places within them?

• This unit provides some general background information about Canada,a major country in North America. Before starting any of the activities, students should be encouraged to discuss and to compare the information given on page 7, such as size, population, location, climate, population density, landscape, vegetation, languages, First Nation Peoples, borders, products and major cities with what they know about Australia.

Geographical Inquiry and Skills

• A globe and world map will be needed for reference when making the comparisons outlined above.

Key inquiry question

• Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)

• Record the comparisons made and discussed by the class, on a similarities and differences chart (see page xix). This chart could be completed, either as a class or as a small-group activity, as a follow-up to the discussion.

• A provinces and territories map of Canada is provided on page xiii for students to use for the activity on page 7.

• The environmental impact activity on page 8 concerns the city of Calgary in Alberta. The activity involves both research and note-taking. Some ideas are provided as a guide. Students should record any additional information they consider interesting and relevant, and share this with the class.

• Students are required to consider the environmental management of water resources and the influence of people on the environmental characteristics of a place that is more familiar and closer to home in the activity on page 9. They may need to research water storage facilities and alternative sources of water such as bores and desalination plants.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

Geographical concepts

• place • space • environment • interconnection • change

Background information

• As the world’s second largest country after Russia, Canada is the largest country in North America. It has an area of 9 984 670 sq km compared to 9 831 510 (USA) and Australia (7 741 220) • Canada’s population at 35 million is closer to Australia’s population of 23 million and is very small compared to the United States of America which has a population of 317 million.

• Canada is divided into the ten provinces of Newfoundland, Prince Edward Island, Novia Scotia, New Brunswick, Quebec, Manitoba, Saskatchewan, Alberta, Ontario and British Columbia. There are three territories, the North West Territories, Yukon which split from the NW Territories in 1898 and Nunavut, which separated from them in 1999.

Resources • http://www.yourchildlearns.com/mappuzzle/canada-puzzle.html • http://www.sheppardsoftware.com/Canadian_Geography.htm • http://ngm.nationalgeographic.com/2009/03/canadian-oil-sands/kunzig– text (a National Geographic examination of the good and bad about Alberta sand mining)

Additional activities • Additional Research the distinctive Royal Canadian Mounted Police, better activities Geographical vocabulary location, population density, Arctic Circle, First Nation Peoples, landscape changes, prairies, agriculture, trading partner, coastline, land border, industries, waterways, plains, agriculture, province, environmental issues, hemisphere, country, continent, natural source Australian Curriculum Geography (Year 5)

known as ‘The Mounties’, their uniform and equipment, and the work • Look they do. Discuss similarities and differences between these Canadian law enforcement officers and those in Australia.

• Canada and Australia are members of the British Commonwealth.

Both countries had the Union Jack on their flags until the Canadian flag was changed. Research why and when this happened. Write a paragraph giving your opinion about changing the Australian flag.

Design a new flag you think could be suitable for Australia.

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The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Canada Canada is the second largest country in the world, but its population density is very low, averaging less than four people per square kilometre. This is because about one-third of the country is located within the Arctic Circle.

Snow and ice dominate this vast, inhospitable landscape. There are very few people, hardly any trees, and crops can’t be grown there.

Further south there are extensive forests and rolling grass prairies close to the border with the United States. This is where the climate is generally warmer for agriculture and where most of Canada’s 35 million people live. It is also the place that is closest to the United States, which is Canada’s most important trading partner.

west, the large cities of Calgary and Edmonton, on the plains in the state of Alberta, were initially established to support the fur trade and agriculture. They are now centres for government administration and universities and for huge oil, gas and manufacturing industries.

About half of the population’s ancestors came from Britain and France; others came mainly from countries in Europe and Asia. Only about 4% of the population today are First Nation Peoples. Most of them live in the Northwest Territories and in Nanavut. English and French are the official Canadian languages. French is mainly spoken in the east of the country, in Quebec and Montreal. However, signs and labels throughout the country must be written in both languages.

Canada is bordered by the Pacific, Atlantic and Arctic oceans. With about one million islands, mainly to its north, Canada has the world’s longest coastline and its border with USA is the world’s longest land border. The immense Hudson Bay to its north was discovered in 1610 and the Hudson Bay Trading Company soon became known around the world for its fur trading business. Fish, timber and oil also became important industries in this area.

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Canada’s distinctive flag, adopted in 1965, is white and red and features a large maple leaf.

It recognises the many maple trees growing in Canada, where 75% of the world’s maple syrup is produced.

The largest cities in Canada are Toronto, Montreal and Ottawa in the east, where the Great Lakes and the St Lawrence waterways provide fresh water and easy transport. In the 1.

Answer the questions using the map of Canada’s provinces and territories, your teacher will give you. (a) All of the north of Canada was called the North West Territories until it was split into three separate territories. These three territories are now called:

(b) There are 10 provinces further south, stretching from in the west to

in the east.

(c) The three smallest provinces in the east are and www.ricpublications.com.au

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Australian Curriculum Geography (Year 5)

A changing environment

1.

Research information about the city of Calgary. In the spaces below, make your own brief notes about this expanding Canadian city which is an important centre for the country’s oil and gas production. Use the headings and ideas in brackets to help your information search. (a) Where is Calgary? (hemisphere, continent, country, province)

(b) What’s it like there? (climate, flora, fauna, agriculture)

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(c) What natural features are there? (mountains, valleys, plains, rivers, oceans)

(d) What natural resources do people want that are there or close by?

(e) How do they obtain them? (What do they need to build, make or take away?)

(f)

?

What environmental issues are local people concerned about?

Discuss possible reasons why Calgary is continuing to grow faster than any other Canadian city.

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The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

In Canada, as in countries around the world, humans have changed many places. Sometimes they only make small changes, but sometimes the changes they make attract people there and that place grows to become a huge city ... and in time, a totally different environment is created.

Water: liquid gold?

Water in many counties of the world is so precious that has been described as ‘liquid gold’.

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

1.

(a) Give two reasons why water is so important.

(b) Do you think ‘liquid gold’ is an appropriate name to describe water in Australia?

Explain why you think this.

Yes

No

(c) Why would it be a less appropriate name for water in Canada?

2.

Choose a city near you to research.

. Itb has aa population of © R. I .

C.Pu l i c t i ons Show the city on a map. Name the map and add the north point.

•f orr evi ew pur posesonl y• What natural sources of drinking water were near this city before it

(a) The city is (b) (c)

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was developed?

(d) Describe how water is provided for the city’s population today.

(e) What are some of the changes humans have made to the natural environment to manage the city’s water supply?

? Find out about one environmental problem caused by the way fresh water is being supplied and managed in a place close to where you live. Write a report, include a personal comment and a suggestion for what should be done about it. www.ricpublications.com.au

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Australian Curriculum Geography (Year 5)

Where is Europe?

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Teacher information

Elaborations Europe, its location in relation to Australia and North America, and its countries.

Why and how the way in which people established and developed two old European towns was influenced by their natural resources, strategic positions and defence needs and how these factors affected their environmental characteristics.

Teaching notes • This unit introduces students to Europe, its countries and its position.

Key inquiry question

• Students should use a globe when completing the relative location Questions 1 and 2 on page 11. This will make it easier for them to understand direction and to answer these two questions. However, they may find it easier to work out approximate longitude and latitude in Question 3 using an atlas.

• How do people influence the human characteristics of places and the management of places within them?

• The mapping activity on page 12 requires students to locate and colour some of the countries and to record information on a legend.

Geographical Inquiry and Skills

• As a follow-up to the mapping activity on page 12, students may enjoy the activity at <www.yourchildlearns.com/mappuzzle/europe-puzzle.html> This is a timed jigsaw puzzle of European countries.

• Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports

Background information

(ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035)

• It should be noted that the actual number of countries in Europe differs according to different sources. For example, countries such as Wales and Scotland are included in some lists and not in others.

• Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate

• It is important for students to understand that cities are established and flourish as a result of many factors affecting the people living in or near them. Three major contributing factors are: natural resources to provide food, water and shelter for the population, the availability of transport, and trade routes and defence considerations.

(ACHGS036)

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• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

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

Resources

• http://kids.nationalgeographic.com/kids/places/find/france/

• http://kids.nationalgeographic.com/kids/places/find/italy/ (This National Geographic site is a good resource for background information on many countries, including France and Italy.)

• www.yourchildlearns.com/mappuzzle/europe-puzzle.html ( A timed jigsaw puzzle) • http://www.youtube.com/watch?v=Z8brpoU_HNI (A good introduction to Europe) • http://www.historyforkids.org/learn/medieval/architecture/medievalhouses. htm

Additional activities Geographical vocabulary country, continent, population, capital city, natural resources, agriculture, fertile, traditions, warfare, borders, prime meridian, latitude, longitude, proximity, garrison, fortifications, privateers Australian Curriculum Geography (Year 5)

• Work in a small group to research a castle in Europe. Prepare a Power Point™ presentation and explain where it is located, why it was built there and describe some of its defensive features.

• Make a list of some different types of constructions people built in order to defend themselves.

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Where is Europe?

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

The only continent smaller than Europe is Australia, but because Europe has the world’s second largest population, it is much more densely populated.

This continent has many natural resources, fertile grasslands and vast forests. These resources, combined with successful agriculture and modern industries, have helped many Europeans to achieve a very good standard of living. Most of them now live in cities. Their largest cities, like Moscow, London, St Petersburg, Berlin, Madrid, Rome and Paris are famous for their many old structures.

Europe is divided into almost 50 countries varying in size, climate, resources, languages and traditions. They have a long history of warfare. As their rulers continually struggled for power and control,their borders kept changing.

Use a globe to find information about Europe’s location.

1.

(a) Which city in Europe does the prime meridian (longitude 0 º)

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pass through? (b) Name two European countries that are west of this meridian.

(a) Which two continents are in the northern hemisphere? Australia, Europe or North America? and

and

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C.Publ i cat i on (b) Iss Europe south or north of Australia? this meridian?

•f orr evi ew pur posesonl y• Name two European countries the

(c) Is most of Europe east or west of

(d)

meridian 30 º E passes through. and (e) Travelling east from Europe, is North America or Australia

(c) Does the Tropic of Cancer pass through Europe, North America or Australia?

closer? (f)

If you were travelling from Europe to North America would it be shorter to travel east or

(d) Name two European countries with land within the Arctic Circle. and

west?

.

3.

Choose two larger European countries and use an atlas to work out the approximate latitudes and longitudes of each to add to the table below.

Country Australia

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Longitude 113º E to 153º E

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Latitude 11º S to 38º S

Australian Curriculum Geography (Year 5)

Countries of Europe

20° E

40° E

Locate and colour the European countries listed below. Record the colours you use in the legend below the map.

0° E or W

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White Sea

Prime Meridian

SWEDEN

FINLAND

NORWAY

ESTONIA

LATVIA

ARK

North Sea

DENM

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20° E

AFRICA

CYPRUS

40° E

nean Sea iterra Med 0° E or W

PORTUGAL

ANDORRA

?

HUNGARY D AN ERL LIECHTENSTEIN ROMANIA SLOVENIA TIA OA CR BOSNIA AND HERZEGOVINA SERBIA SAN MARINO BUL GAR RO IA EG VATICAN CITY EN T N KOSOVO O M MACEDONIA ITALY TURKEY

A OV

FRANCE

500

LD

0

KAZAKHSTAN KAZAKISTAN

MO

AUSTRIA

ASIA

France

Norway

Ukraine

Italy

Greece

Poland

Germany

United Kingdom

Hungary

Portugal

Austria

Denmark

Where are the countries of Europe? Practise locating them in a fun way by completing the puzzle. <www.yourchildlearns.com/mappuzzle/europe-puzzle.html>

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The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

There are about 45 countries in Europe. Some, like the Vatican and Luxembourg, are very small, others like Western Russia and Germany are much larger.

Old towns in Europe

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

1.

Read about two old European towns and complete the information table.

St-Malo St-Malo, a city in the north-west of France, was built on an island at the mouth of the Rance River. This island was chosen in the 12th century by people wanting to protect themselves from Viking raids. As the town grew and became linked to the mainland, protective walls and castles with cannon were added in the 16th and 17th centuries. But the water around it was always its best defence.

Fishing and trade were its main industries, but another interesting industry developed due to its close proximity to England. It was an ideal base for the privateers (government-endorsed pirates) who supported France’s war effort by attacking English ships in the English Channel.

Its walls, castles, quaint old buildings, pink granite cliffs and houses, and the natural beauty of its position, make St-Malo a very popular tourist and holiday destination.

It now abounds with accommodation choices and many different food outlets to cater for tourist needs.

Montepulciano Montepulciano is a northern Italian town, built on a hill in an agricultural area near Florence and Siena.

In Roman times, a garrison of soldiers was stationed there to guard the main road.

The soil was fertile and there was abundant water, timber and other materials for building. With these natural resources, it was not surprising that it was often under attack. Although protected by its position on a hill, a fortified castle had been added by 715.

But its larger neighbours, Siena and Florence, continued to attack the town and battled to control it. By 1511 it finally belonged to Florence and had become a walled city they could defend. Many of its beautiful buildings were constructed during this time of peace and prosperity. Today, people attracted by its walls, medieval buildings, ancient churches, elegant palaces, charming squares, the natural beauty of the countryside and its world famous wine, make Montepulciano a favourite tourist destination.

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Natural features Date established Reason established Fortifications Original industries Present industries 2.

Use the information given on the page and personal research to: (a) Show both towns on a map. Include their countries’ borders, their capital cities, any other important towns, and the ocean or river that is close by. Your map will need a title, a north point and a scale. (b) Write a paragraph about the natural environment near each town and how and why people have changed it.

? Find out about a walled town in Germany. When and why was the town established there? What natural resources affected its establishment? Why was the wall built and what is it like? What other old constructions are in this town? Has this town been preserved for people to visit and enjoy? What environmental concerns are there about this town? www.ricpublications.com.au

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Australian Curriculum Geography (Year 5)

Europe on the map The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Teacher information

Elaborations Understand and use mapping conventions to identify specific information on political and physical maps of Europe.

Read and compare a table with German and French economic statistics and consider the impact of tourism on the environmental characteristics of France.

Key inquiry question • How do people influence the human characteristics of places and the management of places within them?

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports

Teaching notes • Students will need a copy of both the political (page xiv) and the physical (page xv) maps of Europe to complete the mapping activities on page 15.

• These two types of maps are introduced together to enable students to better understand the purposes they serve, the conventions they use, the different types of information they provide and to make connections.

• Students are required to read the information provided on the economies of France and Germany and factors that affect them in the table on page 16.

• The Gross Domestic Product (GDP) – per capita is the approximate value of goods produced per person in the country. It is often considered an indicator of a country’s standard of living. Students need to understand that if a county has a higher GDP, its economy is stronger. Some students may decide to do further research on GDP to improve their knowledge of this important concept.

(ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)

Background information • Although some of the conventions used on maps are common, there are many variations. The key or legend on the map gives information about some, but not all of them. Many involve colour, with low land indicated in green and higher land in shades of brown and water in blue, but this is not always the case. A country’s border can be shown in a particular colour or with a solid or a broken line. The key or legend will normal clarify anything that is not easily understood. It is important that students do not generalise the conventions they learn.

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• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

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

• Tourism is one of the world’s fastest growing industries and can have both positive and negative effects on a country. There are so many advantages for counties with a strong tourist industry that the economies of some of them are almost totally dependent on it. The infrastructure needed to service the needs of tourists is huge and can provide employment for a high proportion of the population. But there are environmental issues involving tourism too which some countries manage better than others.

For example, in some places tourists’ access to popular sites has had to be controlled or restricted because of environmental or safety concerns.

Resources • http://www.ducksters.com/geography/country.php?country=Germany (a source for general information about countries of Europe) • http://www.ilike2learn.com/ilike2learn/europe/europe%20mountains.html

Additional activities Geographical vocabulary capital city, political map, physical map, latitude, longitude, borders, natural barrier, natural resources, industrialised, population, urban, GDP – per capita, economy, tourism, exotic food, route Australian Curriculum Geography (Year 5)

• Select a European mountain range and research its features, location, countries, vegetation, climate, rivers, cities and towns, how it is used by people, how its environmental characteristics have been changed by them and any current environmental concerns.

• Study political and physical maps in an atlas and make a list of features that are common to both types of map and those that are specific to one type.

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Europe on the map Your teacher will give you two maps of Europe to use with this lesson.

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

1.

(a) Highlight the names of the countries shown on the political map.

Are they written in capitals or lower case letters? (b) Write the name of one city marked on the map with a star. (c) Why are some cities marked with a star? (d) How is the position of other cities marked? (e) Name a capital city situated on the coast. (f)

Name two inland capital cities.

(g) Name a capital city situated on a major river. (h) The five lines of latitude shown are: (i)

The five lines of longitude shown are:

(j)

How are the borders of the countries marked?

(k)

Which two countries extend furthest:

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C.Publ i ca t i ons and west?

•f orr evi ew pur poand sesonl y• north?

(l)

Does this map show: natural features?

2.

built environments?

both?

(a) Highlight the Ural and Caucasus Mountains on the physical map.

How are they shown on the map? (b) These mountains form a natural barrier between Europe and Asia. Which country are they in? (c) Which mountains separate: France from Spain?

Italy from Switzerland? (d) How are very high mountains shown on a map? (e) Name two rivers in Germany. (f)

How are rivers shown on the map?

(g) People have chosen to live and build their cities on the Mediterranean Sea for thousands of years. Look carefully at the location of this sea and explain why it has always been so important.

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Australian Curriculum Geography (Year 5)

France and Germany

France is another of Europe’s larger countries. It is similar in many ways to Germany, but there are many significant differences between these two European neighbours too.

1.

Study the information about France and Germany given in the table below to compare the two countries.

France Area 551 500 sq km Coastline 3427 km Arable land 33.45% Agricultural products wheat, cereals, sugar beets, potatoes, wine grapes, beef, dairy products, fish Natural resources coal, iron ore, bauxite, zinc, uranium, antimony, arsenic, potash, feldspar, gypsum, timber, fish Population 62 814 233 Average age 40.6 years Urban population 85% Population growth 0.47% Birth rate 12.6 Death rate 8.96 Unemployment rate 10.3% GDP – per capita $36 100

Germany 357 022 sq km 2389 km 33.25% potatoes, wheat, barley, sugar beet, fruit, cabbages, cattle, pigs, poultry coal, lignite, natural gas, iron ore, copper, nickel,uranium, potash, salt, timber 81 147 265 45.7 years 74% – 0.19% 8.37 11.17 5.5% $39 700

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(a) What are two reasons why Germany’s population is decreasing?

(b) Which country has more young people moving to cities looking for a job?

Explain how you worked this out.

(c) Which country’s economy is doing better?

?

Write a question that someone should be able to answer using the information provided in the table above. Try to make them think!

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The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Germany is one of the largest countries in Europe. It is a highly industrialised country with many natural resources.

Tourism

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Tourism has become one of Europe’s major industries. France is now the most visited country in the world, with 79 million visitors each year.

A country becomes popular with tourists for a number of different reasons.

These include its natural beauty, like its mountains, lakes and coastlines; its interesting structures, like bridges, buildings and amazing engineering feats; its fascinating history; and its people, their customs, lifestyle and even their exotic foods, such as frogs legs and snails.

1.

(a) Write two interesting things you know about France.

(b) What is one thing you would you like to see or do in France?

2.

How would you travel from your home to Paris, France? Do some research.

How long would your journey take? simple map.

Show your route on a

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(a) Make a list of the ways in which lots of tourists can cause environmental problems. Then share and discuss your list with a partner. (b) What do you both agree is the most serious problem you found?

(c) Research and suggest a possible solution to this problem.

(d) What effect do you think your solution would have on the tourists?

? What is something in your local area that could appeal to tourists? Find out more about this attraction. What services would be needed to cater for tourists coming to this attraction? Would tourists be good or bad for your local community? Share your ideas with your class. www.ricpublications.com.au

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Australian Curriculum Geography (Year 5)

Indigenous changes to the environment The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Teacher information

Elaboration Identifying ways Indigenous Australians changed the environment by the methods they used to catch and collect food for their continued survival.

Key inquiry questions • How do people and environments influence one another?

• How do people influence the human characteristics of places and the management of spaces within them?

Geographical Inquiry and Skills

Teaching notes • It should be noted that the changes to the environment mentioned on page 19 are not a criticism, but rather a presentation of ideas. These should be balanced with information such as that provided in the teachers background information about how Indigenous Australians used sustainable knowledge and practices to survive.

• Read and discuss the information with the students to ensure their understanding. Any unknown vocabulary should be looked up in a dictionary or explained.

• Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

Background information • Although Indigenous people changed the environmental characteristics of a place, they also used many methods to ensure they always had food to eat. These management methods helped to retain much of the native flora and fauna. Over tens of thousands of years, traditional landowners learnt about the plants and animals where they lived and used this knowledge to collect and hunt food. By moving from one place when food and water became scarce to another where they were plentiful, they allowed the resources to build up for their return. By eating plentiful, seasonal food, they allowed regeneration to occur for the future season. By always leaving behind some seeds, bush honey or birds’ eggs, the natural cycle of rebirth and regrowth continued and food sources were able to build up again.

They used all parts of plants and animals so no resources were wasted and only took what they needed.

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Geographical concepts • place • space • scale

Resources

• environment • interconnection

• sustainability • change

• Visit <http://www.myplace.edu.au/teaching_activities/1878_-_before_ time/beforetime01bunda/2/fishing_bt.html> to view an Aboriginal boy catching a fish by building a simple dam.

• View images of stone fishing traps at Brewarrina at <http://www.tripadvisor. com.au/LocationPhotoDirectLink-g528930-d1626559-i23048350Brewarrina_Aboriginal_Fish_Traps_Ngunnhu-Brewarrina_New_South_ Wales.html> These are listed as a NSW heritage site.

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

• Walking with the seasons in Kakadu by Diane Lucas • Visit <http://www.aiatsis.gov.au/asp/map.html> to view a complex map of Aboriginal tribes by language. Another map compiled by Norman Tindale in 1974 can be accessed at <http://archives.samuseum.sa.gov.au/tribalmap/ html/map_L3_C4_F5.html> and <nla.gov.au/nla.map-gmod91> Both versions allow viewers to zoom in on selected areas. The latter version shows the original map.

Additional activities Geographical vocabulary Indigenous, culture, environment, rivers, waterways, ocean shore, dam, heritage site, farming, vegetation, grasses, bush, forests, grasslands, plants, native, land and resource management, crops, breeding, sustainability, occupation, nomads, artefacts

Australian Curriculum Geography (Year 5)

• View the map at <http://www.environment.gov.au/indigenous/ipa/ map.html> to view Indigenous protected areas of Australia. Find any in your state and determine if they contain middens, rock art, hand stencils or other articles of significant archaeological importance.

• Students can select related topics for further research. Examples may include fire-resistant plants, edible grubs or stone fishing traps.

Students should use internet sources or historical documents.

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Indigenous changes to the environment – 1 All people have some impact on the land or environment with which they interact.

It is not known when the first Indigenous people arrived in Australia, but evidence of the culture’s existence in Australia dates back between 50 000 and 65 000 years. No-one knows what Australia was like before their arrival, but there is evidence that the environment changed because of the methods used by Aboriginal and Torres Strait Islander people to obtain food.

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Fishing traps Although many have been partially or completely destroyed, stone fishing traps and dams were constructed by Aboriginal people near rivers, waterways and ocean shores to enable them to catch fish and eels. The existence of these traps and dams changed the characteristics of the place forever. Today, these remains are protected as heritage sites.

with many uses were encouraged to grow. The acacia, for example, could be used for food, soap, medicine, bandages, rope, footwear, glue, weapons, implements, fuel and homes for edible grubs. Ash from fires fertilised new plant growth and fire was used to drive kangaroos and emus into the open so they could be hunted. Using fire, Indigenous Australians created a patchwork of burnt and regrowth areas to encourage other animals besides kangaroos and emus to inhabit an area. These included wombats, birds, bees and reptiles. Native bees, for example, preferred to make hives in the desert bloodwood tree.

The pattern of burning carefully considered the natural cycles of plants and animals. This was a very complex land and resource management system. It did, however, produce changes in the environment.

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Agriculture and farming Indigenous Australians grew crops like yams, native millet, nuts, fruits and berries. They spread seeds of some plants to ensure they had food supplies for the future. They moved caterpillars and fish to new breeding areas and encouraged the rearing of animals such as dingoes, emus and cassowaries. Trees that sheltered these grass-eating animals were encouraged. They dug holes in trees to encourage possums to nest so they could be ‘smoked out’ at a later time when needed for food.

Fire

Fire-stick farming had a large impact on the characteristics of the Australian environment. Fire was strictly controlled to ensure no food sources were wiped out. Indigenous Australians burned off old or unwanted vegetation to encourage grasses which attracted grazing animals such as kangaroos. Fire changed the Australian bush from areas with forests to large open spaces Through these many activities, used in their quest of grassland. More fire-resistant plants such as for survival, Indigenous Australians changed the grass trees, eucalyptus trees and acacia plants Australian environment. www.ricpublications.com.au

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Australian Curriculum Geography (Year 5)

Indigenous changes to the environment – 2 Complete the table about Indigenous Australian land and resource management.

Fishing traps

Fire

Agriculture and farming

Explain how the activity changed the environment.

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Give your opinion of the activity.

?

What research could you undertake to find out what actions Indigenous Australians took that contributed to sustainability while still satisfying their needs?

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The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Give one or two examples of what it was used for or how it was used.

Indigenous changes to the environment – 3 Indigenous Australians have a close spiritual and cultural connection to their environment. As well as activities to ensure their survival, important aspects of their culture also contributed to changes in the environment.

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

1.

Read about some of these.

Middens are occupation sites where people left behind the remains of their meals to let others know what food was available and what food should not be overused. Objects left behind included oyster and cockle shells and animal bones.

Grinding grooves are places where tools and weapons were sharpened. The constant rubbing of the tools on the wet rocks left grooves.

Quarries are places where rocks were dug out for tools, and ochre and clay were removed.

Rock shelters are rocks that overhang an area to shelter nomads. The remains of campfires or artefacts can be found here. Sometimes paintings or stencils are also evident. Burials were also conducted in or near rock shelters.

Scarred trees had bark removed on one side to make canoes, shelters, shields or coolamons (utensils for carrying things). A tree was only injured on one side so it was able to survive.

Rock paintings, stencils and engravings are found over large areas of rock and land.

The artwork showed animals, implements, people or spiritual beings.

Ceremonial grounds (bora rings) are two circles of stones or mounds of earth with a connecting pathway where ceremonies took place.

Important ceremonies or meetings were held at these places.

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2.

3.

?

Write each of the seven things above in one or both of the two categories. (a)

survival

(b)

cultural

With a partner or in a small group, discuss the changes that have occurred due to the activities above. Make some notes on each on the back of the worksheet. You may wish to give your opinion of the activity.

What Indigenous Australian groups are found in your area or state? Research to find activities they have carried out that changed aspects of the environment.

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Australian Curriculum Geography (Year 5)

Changing the Murray River region The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Teacher information

Elaboration Exploring ways Indigenous Australians, such as those in the Murray River area, changed the environment to meet their needs for continued survival.

Key inquiry questions • How do people and environments influence one another?

• How do people influence the human characteristics of places and the management of spaces within them?

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)

Teaching notes • An example of a particular Indigenous Australian group and how they changed the environment has been provided for discussion.

• Read and discuss the information, explaining any unknown vocabulary or unfamiliar concepts. On page 22, students need to understand the meaning of the words ‘fauna’ and ‘flora’.

• After completing the activity on page 25, as a class, rate the website source for usefulness and decide if it is a primary or secondary source.

• A change, cause and effect template is provided on page xvi.

Background information • Megafauna are defined as animals of a species with a body mass of greater than 45 kilograms or equal to or greater than 30% greater body mass than their closest living relatives. Megafauna included kangaroos, marsupial lion, diprotodon, Tasmanian Tiger, Tasmanian Devil, echidna, snake, mallee fowl, koala, goanna, wallabies, penguins, and birds similar to emus or pheasants.

• The term ‘fire-stick farming’ was first used by Australian archaeologist Rhys Jones in 1969.

• Some researchers have suggested that Aboriginal burning practices may have contributed to a change in Australia’s climate. Refer to <http:// theconversation.com/how-aboriginal-burning-changed-australiasclimate-4454> for additional reading.

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• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

• • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

Resources

• Visit <http://www.mdba.gov.au/about-basin/basin-people/aboriginalculture-heritage/connections-land-and-water> to read teacher background information about the Aboriginal groups of the Murray-Darling river system and their connection to land and water.

• Visit <http://www.abc.net.au/science/ozfossil/megafauna/fauna/fauna. htm> for further information about megafauna.

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

Geographical concepts • place • space

• environment • interconnection

• scale • sustainability • change

Geographical vocabulary temperate coastal, region, southern, valley, river, floodplain, people, settlement, megafauna, fauna, flora, climate change, characteristic, fire-stick farming, bushland, plants, animals, forest, vegetation, rainforest, savanna, grasslands, snow, mountains, swamps, billabongs, reeds, weather, creeks, dam, rock quarries, continents, trade, resources, environment Australian Curriculum Geography (Year 5)

Additional activities • View a Google Earth™ map of the Murray River valley region. Look at the areas of darker and lighter vegetation and discuss how the area might have looked before European settlement. Students use various ‘earthy’ tones to draw their own ‘pre-European’ map of the area to show how it may have looked.

• Find out the distance and direction from the place where students live to the Murray River valley. Then plot both on a map, adding a compass rose and scale. Add a title and legend if needed.

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Changing the Murray River region – 1 The majority of Indigenous Australians lived in the temperate coastal regions. The greatest population was in the southern and eastern regions, especially around the Murray River valley. There were hundreds of animals and plants on the Murray floodplain and shelter and water were plentiful.

Evidence shows that the Jarijari people occupied the area 20 000 years ago. These Aboriginal settlements were more permanent.

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Early Aboriginals ate mussels, wallabies, yabbies, lizards, fish and birds.

They also hunted megafauna—the giant wombat (diprotodon), giant birds (genyornis) and giant kangaroos (sthenurus). Megafauna are believed to have existed about 20 000 to 25 000 years ago. The cause of their extinction is not known but it is strongly believed to be related to both climate change and Aboriginal intervention. The megafauna are no longer characteristic of the Murray River region. Only their smaller relatives remain today. Some scientists believe that hunting and fire-stick farming may also have contributed to their extinction.

Fire-stick farming removed bushland to make hunting easier but it also changed the type of plants and animals in an area. Forests were cleared so more plants could grow near the ground. The vegetation of whole areas changed from dry rainforest to dry savanna grasslands. Smaller varieties of grass-eating animals like kangaroos, emus and wombats flourished, as did particular bush foods such as the bush potato. Along the Murray River, melting snow from the Snowy Mountains flooded the swamps and billabongs that existed at the time. Two-metre high reeds that grew in the area had to be burnt down to create trails to allow hunters access to the river.

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use during cold weather. Boughs were used to make semicircular windbreaks or huts which were then covered with grass and reeds. Rows of wooden stakes pushed into the mud of creeks and billabongs created dams to catch fish.

Canoes were made from bark stripped from trees, creating scar trees. Women bound thick branches and reeds together to make rafts to gather mussels. The constant use of vegetation had an impact on the environment.

Evidence shows that the Indigenous Australians of the Murray region mined rock quarries and areas where ochre existed. They used rock and flint to make tools like axes and the ochre for art and ceremonial activities. It is believed that trade existed between peoples on different continents. Canoes were part of this trade. If this was the case, more resources were taken from the environment than were necessary to satisfy their own immediate needs.

Like all people, the actions of Indigenous Australians, though necessary for survival, changed the environment.

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Australian Curriculum Geography (Year 5)

Changing the Murray River region – 2 1.

(a) Which fauna in the Murray River area was adversely affected by hunting? (Your answer should include a description of the fauna.)

(b) Which other land and water resources were hunted in the region?

(c) Why do you think these food resources did not become extinct?

Which flora was affected by fire-stick farming? Explain how and why.

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Which flora was affected by other uses? What flora was used and what was it used for?

4.

What other resources were affected and why?

?

Investigate other actions, if any, that could have been taken by Indigenous Australians to preserve the environment while still managing to survive.

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The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

2.

Changing the Murray River region – 3 Log on to <http://www.murrayriver.com.au/about-the-murray/murray-river-aboriginals/> to research how Europeans changed the environment along the Murray river after settlement. You will find four main changes. (Don’t forget that human beings are a characteristic of an environment!)

1.

List the changes that occurred.

(These changes will be the effects in the chart below.)

• • • •

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

2.

Use the cause and effect chart to record the information about these changes. (NOTE: Some of the effects may have similar causes.)

Cause Effect

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How do you affect the environment? Is it a good or bad effect? Identify how you could change your actions to have a positive effect on your local environment.

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Australian Curriculum Geography (Year 5)

Changing the environment The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Teacher information

Elaboration Investigating how farming, plantation forests, mining and urban development change the environment.

Teaching notes

Key inquiry questions

• Read and discuss the information with the students, ensuring that any unfamiliar concepts or vocabulary are clarified.

• How do people and environments influence one another?

• Students will need internet access to complete the activities on page 29.

• How do people influence the human characteristics of places and the management of spaces within them?

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)

• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

Geographical concepts • scale

• Rabbits, introduced by Europeans for hunting, are a large problem for farmers.

• Drainage is the process of removing excess water from the soil that is not needed by plants.

• The water table is the level below ground level where water accumulates.

• Despite the fact that between 85% and 89% of people live in urban areas, Australia has the lowest population density in the world — 2.9 people per square kilometre. This is due to the vast open spaces in Australia.

• A choropleth map ‘is one in which areas are shaded or patterned in proportion to the measurement of the statistical variable being displayed on the map, such as population density or per-capita income’. View a variety of choropleth maps by doing an image search.

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• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

• place • space

Background information • According to the Australian Bureau of Statistics, around 100 million hectares of forest and woodland have been cleared for agricultural purposes since European settlement. About 59% of land in Australia is used for agriculture. Agriculture is the largest consumer of water in Australia.

• environment • interconnection

Resources

• Planet Earth: Earth science for sustainability (Upper Primary Theme) published by R.I.C. Publications • Water: A cross-curricular theme Ages 9–12 published by R.I.C. Publications • A history of Australian farming and agriculture can be found at <http:// australia.gov.au/about-australia/australian-story/austn-farming-andagriculture>

• sustainability • change

Additional activities Geographical vocabulary settlement, economy, habitats, native plants, vegetation, species, erosion, irrigation, salinity, sediment, ecosystem, wildlife, extinct, endangered, environment, pasture, sustainable, primary industry, domestic, export, biodiversity, minerals, ores, resources, immigrants, deforestation, pollution, population, urban development, urban sprawl, infrastructure, telecommunications Australian Curriculum Geography (Year 5)

• Locate tables, graphs or maps to compare the growth of urban development or location of plantation forests and various types of farming in your state.

• Research to find out if it possible to have environmentally-friendly mining.

• Visit <http://www.britishempire.co.uk/maproom/australiamaps.htm> to view a map showing the population density of Australia in 1918.

Compare to a recent map.

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Changing the environment – 1

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Since the first European settlement in Australia, farming has played an important role in the economy of the country. Many changes to the environment have resulted from farming practices.

Water, often in the form of irrigation, is a necessary part of farming. Irrigation systems and constructed dams divert water to farms where it is needed. The flow of water in rivers is altered. Excessive use of irrigation can increase the salinity (salt content) of soils and wash pollutants and sediment into rivers, damaging delicate river ecosystems.

Land and water use for agriculture have changed the Australian environment. Many species of wildlife have become extinct or endangered.

To make room for wheat, sheep, beef and dairy The quality and quantity of water and soil in cattle farming, settlers cleared large areas of forest and bushland along the coast and inland. many areas have deteriorated. Farmers are endeavouring to manage or reduce salinity by Large areas of land were fenced off in order to changing to more efficient methods of irrigation: contain animals or crops. As land was cleared, planting lucerne, salt-tolerant pastures and trees; habitats of native plants and animals were digging drains; pumping groundwater to lower destroyed. Exotic species replaced native plants and animals. Land bare of plants became subject water tables; and planting trees and fencing native vegetation to create habitats for native to soil erosion. Fertilisers and pesticides were plants and animals. carried by wind and water into rivers or habitats of native plants and animals.

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C.Publ i cat i ons •f orr evi ew puWater r posesonl yAnimals • Land (plants and soil)

1.

Under the headings, write bullet points showing how each aspect of the environment has changed due to farming practices in Australia. Explain why.

2.

Research one of the following topics in Australia: wheat, sheep, beef or dairy farming; the use of fertilisers and pesticides; soil erosion; irrigation; salinity; damage to river ecosystems; extinct animal species; water tables; or sustainable farming.

Include a plan showing the questions you want answered; sources of information; tables, graphs and maps if relevant.

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Australian Curriculum Geography (Year 5)

Changing the environment – 2 1.

2.

The appearance of different types of plants changes the environment.

Plantation forests can have both beneficial and detrimental effects on the environment.

Throughout Australia’s history, many immigrants, including Chinese, have come to work in Australia’s mining industry, changing the number and composition of the population. They changed the human characteristic of Australia’s environment.

Plantations on already-cleared land can lower the water table and reduce the salinity of soils, reduce soil erosion, provide windbreaks, and absorb carbon to offset carbon dioxide emissions in the air.

Land cleared for plantation forests removes habitats for native plants and animals. Plantation forests have low biodiversity because they are only able to support a smaller variety of plants and animals. They are more vulnerable to pests, unlike hardy native plants, and encourage the spread of exotic plants and animals.

Mining can change the physical environment drastically. It can cause deforestation, erosion and arsenic pollution. Whole mountains in Queenstown and Tasmania remain bare of vegetation today and have the appearance of ‘moonscapes’.

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Many mining towns and temporary sites have been erected in remote areas close to mines to house workers. (a) Present a report on one of the following: lifestyles of ‘fly-in, flyout’ mine workers, Queenstown, Tasmania’s ‘moonscape’, or uranium mining in Australia.

(a) On a sheet of paper, create a table to compare the benefits and disadvantages to the environment of plantation forests.

(b) Select one mineral, ore or other resource; e.g. opals, zinc, bauxite or aluminium, or petroleum.

Record mining sites on a map of Australia.

(b) Visit <http://www.daff.gov. au/__data/assets/pdf_ file/0007/37573/plantations_ snapshot_english.pdf and read the section titled ‘sustainability that pays’. Discuss.

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Good drainage is important to farmers. Why? Investigate what farmers are doing to provide good drainage on the land.

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The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Mining is an important primary industry. Many different minerals, ores and resources are mined, including silver, gold, copper, lead, coal, iron ore, uranium, diamonds, oil and natural gas.

Mining brings a lot of money into the Australian economy.

Plantation forests are an important primary industry. Hardwood and softwood plantations supply about two-thirds of the timber needed for domestic use and export. Other timber comes from native forests.

Changing the environment – 3 Urban development At the time of British settlement in Australia in 1788, the population was estimated to have been around 350 000 to 750 000 Indigenous Australians (ABS Year Book, 2008). As the European population grew over the years, cities and towns were developed.

As urban areas expand, more space is needed for homes and industry. Native plant and animal habitats are destroyed, food chains are broken down, and many species become extinct. The biodiversity of areas is reduced with urban sprawl.

Infrastructure such as roads, bridges, water, electricity, telecommunications, schools, hospitals, police and fire services and other facilities have to be provided. With the population concentrated within urban regions, resources can be overused.

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Today, almost 90% of Australia’s 23+ million people live in urban areas (source: ABS podcast 2013), making Australia one of the world’s most urbanised countries.

1.

List some environmental changes that occur due to urban development.

2.

Log on to <http://www. abs.gov.au/ausstats/ abs@.nsf/Lookup/by%20 Subject/1301.0~2012~Main%20Features~Geographic%20distribution%20 of%20the%20population~49> to view a choropleth map of population density for 2010. Decide which shaded area you live in then write the population density for that region below.

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3.

Log on to <http://www.ga.gov.au/earth-observation/basics/gallery/ australian-urban-expansion.html> for information about Australian urban expansion since the 1980s. Tick each step as you complete it. (a) Click on your state. (b) Click on your city or the closest one.

(e) Write a statement about urban development.

(c) Read the information about the city and the shading details. (d) View each map.

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Explore ways urban planners combat urban sprawl or how they ensure there are ‘green’ spaces for native plants and animals in urban areas.

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Australian Curriculum Geography (Year 5)

Changing a local environment The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Teacher information

Elaborations Examining how local environment around the Murray-Darling Basin was changed dramatically by farming due to the need for intensive irrigation and water use.

Investigating how the local environment has changed over time.

Key inquiry questions • How do people and environments influence one another?

• How do people influence the human characteristics of places and the management of spaces within them?

Teaching notes • One example of a local environment used for a particular farming industry has been chosen. Through an examination of farming in the Murray-Darling Basin, students will be able to see the extent of change that can occur to an environment. Page 33 allows the teacher and students to research and report on how their own local environment has changed over time.

• Some of the information on <http://www.mythandthemurray.org/mythsabout-the-murray/> may be discussed by the class as it provides an opposing opinion.

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

Background information • A lock is a system of constructed steps in a river, canal or dam with enclosed chambers with gates at each end, for raising or lowering vessels from one level to another by admitting or releasing water.

• A weir is a small dam in a river or stream.

• A barrage is an artificial obstruction such as a dam or irrigation channel, built in a watercourse to increase its depth or to divert its flow.

• On 19 March 2013, Australian Parliament approved a plan to ‘secure the long-term ecological health of the Murray-Darling River Basin’. The plan aims to limit the quantity of water taken, to improve water quality and salinity, to ‘trade’ water efficiently, to set state water resource plans, to improve water security for all users, and minimise the social and economic impact while achieving environmental outcomes.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

Geographical concepts • place

• space

• scale

• change

• environment

Resources

• Log on to <http://www.nma.gov.au/__data/assets/pdf_file/0005/19337/ Murray_Darling_full_colour.pdf> to view an educational project by the Australian Museum about water use and management of the MurrayDarling Basin.

• Find additional information about agricultural production in the Murray-Darling Basin at <http://abs.gov.au/ausstats/abs@.nsf/ Latestproducts/94F2007584736094CA2574A50014B1B6? opendocument>

• interconnection

Geographical vocabulary basin, river, region, nation, agriculture, production, crops, cereal, land, irrigation, lock, weir, dam, barrage, navigation, water supply, state, constructed, environment, natural, land clearance, salinity, soil erosion, polluted drainage, ecosystem, estuary, region, lake, ocean, wetland, habitat, migratory, species, drought, colony, biodiversity, water flow, marine, estuarine, run-off, Indigenous people, local, source, human Australian Curriculum Geography (Year 5)

Additional activities • Find historic photographs of the Murray River before and after construction of the locks, weirs and barrages. Compare them and state conclusions. Discuss the quality of the sources of information.

• Use a time line to record the environmental changes in the MurrayDarling Basin or the local environment over time.

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Changing a local environment – 1 Farming and water use in the Murray-Darling Basin The Murray-Darling Basin includes Australia’s three longest rivers—the Murray, the Darling and the Murrumbidgee. The region has been called Australia’s ‘food bowl’ because over 40% of the nation’s agricultural production comes from the region. Crops include cereals (wheat, barley, rice); legumes; fruit and nuts (apples, pears, citrus and stone fruit, grapes, almonds); vegetables; canola; livestock fodder (pasture for grazing or hay); and cotton. Around 500 000 hectares of land is given to cotton production. This is about 93% of Australia’s total cotton production. Agricultural products, especially rice and cotton, require a lot of water through irrigation to grow well. About 80% of all cotton is grown under irrigation. Rice-growing requires about 12.4 megalitres (1 000 000 litres) per hectare and cotton 6.7 megalitres. Some estimates suggest that it takes about 20 000 litres of water to produce one kilogram of cotton, and about 1000 litres of water to grow 1 kilogram of rice.

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

In order to provide cotton, rice and other agricultural products, vast quantities of water are diverted from the Murray River system. This system is a series of locks, weirs and barrages built to meet the needs of irrigation, navigation and water supply. It was built across three states from around 1922 to 1940 (and updated in 1996). Apart from these constructed characteristics changing the environment, the natural flow of the rivers changed and, in some cases, reversed.

Barrage

Lock

Sluice Gate

WATER

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Weir

WATER Wall

WATER

Studies have shown that water quality has changed due to land clearance, salinity, soil erosion and polluted drainage. River ecosystems are affected. This is particularly prevalent in the Coorong estuary region where the Murray River flows into lakes before entering the Southern Ocean in South Australia.

The Coorong, declared a Wetland of International Importance by the Rasmar Convention in 1985, contains habitats for migratory, protected birds and threatened species. It is an important refuge for birds during droughts and supports the world’s largest breeding colony of Australian pelicans. The river system has resulted in fewer habitat types and fewer species (lower biodiversity). Reduced water flow means increased salinity in the Coorong area, which has seen marine species replace estuarine species. After the barrage constructions, the mouth of the river suffered an increased accumulation of sand, so constant dredging is needed to allow access to the sea.

The agricultural industry is trying to find ways to use the most efficient irrigation and drainage systems to reduce fertiliser and pesticide ‘run-off’ while maintaining the best quality agricultural production. There is no doubt, however, that human intervention has changed the Murray-Darling River Basin dramatically. www.ricpublications.com.au

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Australian Curriculum Geography (Year 5)

Changing a local environment – 2 1.

Summarise the main aspects of the environment that changed in the Murray-Darling Basin as a result of human changes to the Murray River system. Use four or five main bullet points to record the changes.

• • • •

2.

Explain the reason for these changes.

3.

What measures are being taken by the agricultural industry to alleviate the environmental issues?

4.

Log on to <http://www.mythandthemurray.org/myths-about-themurray/> to view photographs of the Murray River in different years. What information do the photographs give you about environmental changes?

5.

Log on to <http://www.murrayriver.com.au/about-the-murray/locks-weirsdams-barrages/> to view a map of the locks, weirs, dams and barrages on the Murray River. Give your opinion of the construction of these features along the Murray River. Do you think it was worthwhile or not?

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Explain what you think the Indigenous people of the region would feel about the environmental changes that have occurred.

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The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

•

Changing a local environment – 3 Conduct research about the extent of change in your local environment over time. Show your planning below.

What area will you research?

• photographs What sources will you use for your research?

Tick the relevant ones.

Next to each, state if it is a primary or secondary source.

• old maps • interviews with older residents • internet

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

• other What environmental changes will you be looking for?

Which human changes have occurred?

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C.Publ i cat i ons •f orr evi ew pur posesonl y• What environmental changes have occurred?

What were the causes of the changes (if known)?

What was the time frame during which the changes occurred?

What conclusions can you make about the changes?

How will you present your information?

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List actions you could take to resolve a local community environmental problem.

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Australian Curriculum Geography (Year 5)

Environment, places and technology The influence of the environment on the human characteristics of a place (ACHGK028)

Teacher information

Elaboration Investigating the challenges presented by the environmental factors of climate, location and terrain, natural vegetation and native fauna and the technologies developed in places to address them.

Key inquiry question • How do people and environments influence one another?

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

Teaching notes • Human characteristics of places is a very wide concept and can include the human-designed features that are related to humans; for instance cities, parks, roads, farms and the technology they use. It also includes the food people eat, their religions, cultures, and transport and communication networks.

• The concept of places for people being shaped by their environment is not necessarily an easy one for some students. They may be more familiar with the concept of people shaping and changing the environment, often damaging or destroying aspects of it in the process.

• The text on page 35 is intended to stimulate discussion and it attempts to give some examples of the way that climate and physical location with landscape, terrain, soils, fauna and flora set some parameters and limits within which development occurs. Technology is central to this concept as it is the key to how places change in response to the environment.

• Discussion could be stimulated with questions such as: How would life be different if you lived at the top of a mountain, or close to the sea, or if the land was covered with tall trees, or was a desert, or if there were no roads, or you could only cook outside?

• The activities on page 36 aim to help students to understand that people’s decision to grow and eat rice or wheat is influenced by their environment, not simply by personal choice. Also, that technology can be quite basic and need not be as sophisticated as, for example, a state-of-the-art harvester.

In Question 2, students research rice farming. To identify possible sources of information, they could ask themselves:

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

Geographical concepts

• place • space • environment • interconnection • change

– Is there anyone I can ask?

– Are there any books available?

– What key phrases will I type into a search engine?

• Page 37 may be better completed with a partner to encourage careful consideration and debate about the importance of each factor.

Background information • Places develop and are changed as a result of their environment which includes their climate, landscape, terrain, and natural vegetation and fauna.

• The human characteristics of a place can include what it looks like, how it functions and what people are able do there.

• In order to meet the challenges presented by its environment, new technologies are developed and the human characteristics of a place change.

Resources • http://www2.ed.gov/pubs/parents/Geography/place.html (Basic information about physical and human characteristics of places) • http://mdk12.org/share/pdf/social_studies/GEOGRAPHY/Geo_Ch_Chart.pdf

Additional activities Geographical vocabulary anti-freeze, fuel, snow tyres, terrain, generate electricity, windmill, dam, pipeline, bore, natural vegetation, water sources, pest control, soil type, isolated areas Australian Curriculum Geography (Year 5)

• Discuss how life in the place you live would change if the average temperature was decreased by 20 ºC. • Compile two lists. The natural features of your environment you can use to keep cool and comfortable in summer should be listed in one.

The technologies that have been developed for this purpose should be listed in the other.

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Environment, places and technology Technology is not new, it has been used by humans since the very first time a hunter made and used a simple tool to hunt for food.

Today the places people live in are filled with different types of technology ... and, like the hunter, we keep developing new types to meet the challenges of the environments in which we live.

Because we do this, the places we live in keep changing and the lives of the people living there change, too.

The climate is a part of the environment which has a huge influence on how people live and the technologies they need. Every place is different. In a warmer climate, technologies are used to keep people cool and to make sure their food is kept fresh. Their homes and workplaces are specially designed for this purpose, too. This technology is constantly changing. Think about some of the simple technologies your grandparents used to keep cool and compare them with the air conditioners in our homes and cars, and modern refrigerators and freezers. In other places, technology helps to protect people from the cold and to keep them comfortable. Buildings need many special features to ensure they are warm, safe and comfortable places for people.

Water is vital for life and it determines how places are developed and changes how people live in them. Technology provides people with water for their homes, businesses and farms. In some places, water is plentiful; in mountainous places, it can be used to generate electricity.

In environments where water is less plentiful, windmills, dams, pipelines and bores are built and these technologies change a place and the way people there live. Many people choose to live near the sea or a river because this water is a source of food and can be used for transport as well.

The influence of the environment on the human characteristics of a place (ACHGK028)

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The environment determines the types of food people grow and eat. A huge amount of technology is needed to produce food on farms and in the fishing industry. In hilly terrain where it’s warm and water is plentiful, people grow and eat rice. Wheat, however is better suited to flat, The location of a place and the terrain around it warm, dry country. The preparation, storing and also influence what people build and do there. eating of food is also affected by the environment Places in wide valleys and on the plains are very and the technology that is used. different from those on mountains. Roads are The environment influences what people can do constructed very differently in these places. The in a place, how they change it and the things they long wide freeways which allow vehicles to travel need to do and have so their lives are better in great distances at speed, look—and are used very that place. differently from—the narrow ones that wind their way up and down mountains and across bridges over fast-flowing rivers in deep valleys.

Technology is also needed for the equipment we use in food production and for transport. Cars in cold places need to be heated, to use anti-freeze in their fuel and radiators and to have special snow tyres to grip on icy and snowy roads.

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Australian Curriculum Geography (Year 5)

Farming technologies The way a place is developed for farming depends on the environment it is in.

1.

(a) Describe the natural environment of the place where you live.

Name of place

Climate

Natural vegetation

Terrain

Water sources

Soil type

(b) What kind of farming happens in this area? (c) What features of this place make it suitable for this type of farming?

(d) What are some of the challenges for farmers in this environment?

(e) What technology do they use? (transport, communication, pest control)

2.

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C.Publ i cat i ons Investigate the technology used in rice farming and f or evi ew pclass. ur p ose nl y• prepare a• report to r share with your Some ofs theo questions above may help to guide your research.

(b) What are two important questions you will need to answer in your report?

(c) How are you going to find the information you need?

(d) Circle the things included in your report and add any others you used. photos, satellite images, tables, maps, illustrations, diagrams, graphs

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Research to make a list of similarities and differences between rice farming in two different countries. Give reasons for the differences.

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The influence of the environment on the human characteristics of a place (ACHGK028)

(a) Write two things you already know about rice farming.

Comfortable environments A lot of technology has been developed to keep people healthy, happy and comfortable in the places they live. They can’t be comfortable without food, water and shelter.

1.

(a) How much are food, water, shelter, clothing and the sporting activities where you live affected by the climate, location and terrain, native fauna and natural vegetation? Write ‘1’ for ‘a lot’,‘2’ for ‘a little’ and ‘3’ for ‘none’ on the chart.

Environmental Food factor production

Food choices

Food storage

Water supply

House design

Clothing

Sporting activities

Climate Location and terrain Natural vegetation Native fauna

(b) Which of the four environmental factors from the chart has the most effect on where you live and what happens there?

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The influence of the environment on the human characteristics of a place (ACHGK028)

(c) Describe how this environmental factor affects your life.

(d) List some of the technologies developed to make life more comfortable for you and people living near you.

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Because some students live in very isolated areas, they can’t attend an ordinary school. Find out about the ‘schools of the air’ some of them attend and the special technology they use.

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Australian Curriculum Geography (Year 5)

Environment and homes The influence of the environment on the human characteristics of a place (ACHGK028)

Teacher information

Elaboration Investigating ways in which environment influences buildings with a particular focus on students’ homes; how its unique environment affected the human characteristics of the city of Venice, Italy.

Key inquiry question • How do people and environments influence one another?

Geographical Inquiry and Skills • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)

• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

Teaching notes • In this unit on buildings, students initially read text about some of the environmental factors affecting the construction and location of homes.

• On page 40, they consider some of these factors in relation to their own homes.

• On page 41 they are asked to research the city of Venice in Italy. This dramatically different and interesting city has evolved in very specific ways, in response to an exceptional environment. By researching its development and its human characteristics, students should gain a deeper understanding of the influence of environment.

• The questions on the worksheet should be used as a guide. It is important that the focus of the students’ reports is on the influence of the unique environment on construction and lifestyle and is not a general investigation into a city.

Background information • The human characteristics of a place can include what has been constructed in that space, how it functions and what people are able do in that place. They can include, for example, buildings, bridges, tunnels, railways, dams, ports, farms, religion, culture, political system, economic activities and population distribution.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

• The purpose of style of and materials used for buildings and other constructions are influenced by the environments in which they are located. The lives of the people living in or using them are therefore also affected.

• Venice is a picturesque city, built in response to a unique environment.

Its buildings are set on wooden platforms set on wooden pilings on 118 submerged islands in the Mediterranean. There are 400 footbridges and 170 canals.

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

• The future of Venice is not assured. Rising water levels are causing it to sink at a rate of 1-2 mm each year. Maintenance costs, associated with damp and rot, are constantly increasing.

Geographical concepts

• This makes it is an expensive city to live in and its population has declined from 140 000 to about 60 000. It is now sustained by its tourist industry.

• place • space • environment • interconnection • change

Resources • http://www.kids-world-travel-guide.com/italy-facts.html (General background information about Italy) • http://www.youtube.com/watch?v=khEs8akB354(Ten interesting facts about Venice)

Additional activities

Geographical vocabulary shelter, weather, climate, protection, position, valley, rainforest, barns, durable materials, natural resources, building materials, location, natural dangers, community, population Australian Curriculum Geography (Year 5)

• The Antarctic is similar to Venice in that its natural environment is very different. The extreme climate and isolation of Antarctica have influenced what humans have built there, the materials they have used and the way they live. Find out about Antarctic buildings and make some notes about them.

• Because of the environments in which they lived, Aboriginal and Torres Strait Islanders generally only built temporary shelters, and didn’t live in homes. Make a list of environmental reasons for this.

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Environment and homes What is the place you live in like?

The type of home we have is influenced by many different things. As you read some of the reasons why houses are built the way they are, think about your home and try to work out why it’s like it is.

1. Weather Like animal homes, human homes are built for shelter. They provide protection from the cold, the wet, the heat of the sun and the wind. A home’s position may have been chosen to give it the maximum protection from the weather. This could be in a sheltered valley or on higher land.

2. Climate The design of houses is very different in very hot or cold environments. Compare the open homes people build in hot rainforests and on tropical beaches with homes in Northern Europe. Some farmers there have barns under their homes to keep their animals warm in winter—and the animals warm their homes too. People can’t just build a house they like, it must be suited to their environment.

3. Building materials The material used to build a home often depends on what is available locally. So, in some places wooden houses are built and in others homes are built of stones or bricks. Sometimes building materials are chosen to make a home easier to keep warm or cool or because they are more durable. Today the cost of the materials and the labour needed to build a home can also be a factor. And, sometimes, materials are chosen because they look good or are fashionable.

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4. Location Homes can be built on the coast where boats can be used for fishing and trade, or close to a river for similar reasons and for its fresh water, too. Other homes are constructed where roads or railways meet because they are centres for trade. Sometimes, homes are built in a valley where the land is flat or because the soil there is rich and suitable for growing food. Other homes are built near natural resources such as coal, gold or timber. In crowded cities where land is limited, multistorey homes are needed.

5. Safety Most people looking for a place for a home choose one they think will be safe. In the past, many people built on hills to protect themselves from attacks or from floods or fires. The danger they want to avoid may be an animal, like a bear, or a much smaller one, like insects.

Homes, of course, are not the only buildings that are affected by the environment. It influences all human-made buildings, including bridges, tunnels, roads, railroad tracks, dams, jetties, mines and communication towers.

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My home and environment The way a place is built depends on where it is and what it is like there. Use some of the ideas from page 39 to help you to answer the questions about how the environment influenced the building and construction of your home.

1.

(a) What does your home provide shelter from?

(b) How does it do this?

2.

(a) Describe the climate where you live. (b) How has your home been designed to suit this climate?

(a) What materials were used to build your home?

(b)

4.

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(a) Describe the location of your home.

(b) Why was your home built there?

5.

(a) What are some natural dangers near your home?

(b) How does your home protect you from these dangers?

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Think about a building used by your community. What is it used for? Why was it built in that position? What materials were used to build it? What special features does it have in and around it? Tell a partner about it.

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3.

Venice: a unique city Venice, in the Adriatic Sea, is a very special, different place. Its most unusual environment has strongly influenced the lives of the people from this unique city and what they had to build so they could live there.

1.

Research and prepare a report on the city of Venice.

Use some of the questions to guide your research. They could be paragraphs in your report.

• Where is Venice and what is its population?

• Why is this city sometimes known as The Floating City, The City of Masks, The City of Water and The City of Bridges?

• How would you describe its natural environment?

• Why was a city built there?

• How was it built?

• What are its buildings like?

• What are some of its famous constructions?

• How do people travel around this city?

• Who are gondoliers and what do they do?

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• What is its major industry?

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• What is ‘aqua alta’?

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• What do you think should happen to the city and what will its future be?

2.

List any of the resources you used to find information about Venice.

3.

List some differences between the environment and the buildings where you live and those of Venice.

?

Find out about the world famous Venetian glassblowers. Download and share with the class photographs of some of the very beautiful objects they have produced.

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Environment and people The influence of the environment on the human characteristics of a place (ACHGK028)

Teacher information

Elaboration Investigating how the way people live, including the clothing they wear, the food they eat and their economic and leisure activities, is influenced by their environment

Key inquiry question • How do people and environments influence each other?

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

Teaching notes • The text on page 43 is intended as background information. It introduces some of the human characteristics, related to places, that are affected by their environments.

• By looking at what happened in the past, when isolation magnified the effect of environment, students should be able to gain a better understanding of some of its effects in the present.

• On page 44, students are required to research the languages, cultural activities and religions of a European country, an American state and an Aboriginal group. Before doing this, they will need to discuss some examples of cultural activities as well as sacred sites and religion.

• Before completing the activities on page 45, students may find it helpful to brainstorm a wide collection of the water facilities that could be used for leisure activities, to include, for example, puddles, dams, creeks, waterholes, rivers and the ocean, and activities such as model boat sailing, wading, swimming, diving, fishing, sailing and surfing.

• The distinction between constructed and natural facilities may not always be clear as natural features may have been changed in some ways to better suit a particular purpose.

Background information

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• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

• The generally discredited theory of environmental determinism was mainly concerned with the influence environment had on people’s physical and psychological characteristics. However, there is no such debate concerning the influence of environment on the human characteristics of places.

• This unit of work is more concerned with people and what they do rather than their human characteristics. People’s food, clothing, economic and leisure activities, language, politics, culture and religion are included.

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

Resources • http://geography.about.com/od/culturalgeography/a/envdeterminism.htm (Background information on the concept of ‘environmental determinism’ which teachers may find interesting.)

Geographical vocabulary communication technologies, environments, climate, soils, terrain, food choices, materials, season, weather, economic activities, natural resources, trading opportunities, communities, language, political, religious beliefs, population, traditional costumes, cultural activities, arable land, native fauna, edible plants, natural barriers, deserts, swamps, natural and constructed facilities, leisure activities Australian Curriculum Geography (Year 5)

Additional activities • Investigate traditional clothing worn in North America and in Europe that was suitable for hot or very cold weather. Collect internet photos and discuss similarities and differences with your class.

• Research the different types of shoes people need to wear for a particular terrain; for example; hot sand, mud, snow, mountains 42

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Environment and people People are all different, but those who come from the same place often have more in common than those who come from very different environments. This was more noticeable in the past than it is today. Now, better transport allows more people to travel further, faster. Modern communication technologies make it easier to know more about what people in other places are doing and thinking.

New and different ideas are spreading around the world very quickly.

Food The food we eat depends on many things, including our environment. Climate, available water, type of soil and terrain are some environmental factors that can affect our food choices. In the past, people ate a particular food because they could produce it locally and it was not expensive. So almost everyone from a particular place ate similar food. Today, this is changing. People are learning more about foods from other places and are trying them. These foods are available because we can preserve them and transport them quickly to distant places.

Clothing In the past the type of clothes people wore depended a great deal on the place where they lived. Clothes were worn as protection from the weather and were usually made from locally available materials. The clothes people from one place wore were very similar. In fact, in Europe you could usually tell the country people came from by their clothes.

Today, many European still proudly wear these traditional costumes but usually only for special celebrations.

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The clothes we wear every day still depend on our environment, particularly the season and the weather. But clothing fashions are now being shared with a much bigger number of people around the world.

The influence of the environment on the human characteristics of a place (ACHGK028)

Economic activities The work people do depends a lot on where they live and the resources that are there. It also can also depend on the size of the population, trading opportunities, communication and the availability of transport. In a smaller isolated community, many people would do similar work, while in a bigger community there would be a greater variety of jobs available.

Leisure activities Climate and facilities such as swimming pools and rivers, lakes and the ocean dictate many of the leisure activities available to people living in a place. Information technology has made many other leisure activities available too.

Language, politics and religion These other important human characteristics of a place are all affected in some way by the environment. In smaller, more isolated areas, they are shared by many of the people living there; while in much bigger places, such as Australia, more languages and political and religious beliefs co-exist. www.ricpublications.com.au

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Language, culture and religion In the past, groups of people living in quite small places or countries developed their own separate languages, cultural activities and religious beliefs. Their isolation from other people often contributed to these differences.

Reasons for a group’s isolation may have included: natural barriers, such as oceans, rivers, mountains, lakes; difficult terrain such as deserts, swamps, dense forests; defence and safety issues; and the limited availability of natural resources, such as water, arable land, native fauna and edible plants.

1.

Choose a small country in Europe, an American state and a traditional Aboriginal or Torres Strait Island group. Research information about the language(/s), culture and religion(/s) of each group to add to the table below.

Name of place

Main Religion and Cultural activities language(/s) sacred places and festivals

Natural barriers and natural resources

2.

(a) Which group of people do you think had the least contact with others? (b) Explain why were they the most isolated.

(c) Has their isolation increased or decreased?

Why?

?

Discuss some of the cultural activities of the people who live near you. Make a list of those that have been happening there for years as well as the new ones that people from other places have introduced.

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Leisure activities In Australia’s hot climate people enjoy many different water activities. In some places there are excellent natural or constructed water facilities, but in others there are very few.

1.

(a) Are there ‘none’, ‘very few’, ‘some’ or ‘many’ water facilities suitable for leisure activities in your community? (b) Which do you think is the most popular? (c) Explain why you think this.

(d) Is it natural or constructed?

2.

On a computer, prepare then print an information chart with three columns showing the following information. Use the headings in bold.

• The water facilities in your local area that are used for leisure activities.

• The leisure activities each one is used for.

• How well you think each resource is used.

3.

(a) How could a water activity facility in your community be improved?

The influence of the environment on the human characteristics of a place (ACHGK028)

(b)

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Explain idea to two and record their opinions Student 1: (Name and age)

Student 2: (Name and age)

Opinion:

Opinion:

(a) Discuss a plan to make this idea work and write your plan in three steps.

Step 1.

Step 2.

Step 3. (b) What effect do you think this plan is likely to have?

?

Plan an investigation to find out the favourite water activity of each of the students in your class.

Record this information and present it in a graph.

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Australian Curriculum Geography (Year 5)

Environment and workplaces The influence of the environment on the human characteristics of a place (ACHGK028)

Teacher information

Elaboration Investigating the effect environment, including its pests, have on mining and farming workplaces.

Key inquiry question • How do people and environments influence one another?

Geographical Inquiry and Skills • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions including border, source, scale, legend, title and north point, using spatial technologies as appropriate

Teaching notes • The environment affects the work people do and the places they work.

In this unit students will briefly consider city workplaces and investigate farming and mining workplaces and how they all are affected by their environments.

• On page 47, students are given some background information about ways in which the environment influences workplaces, then asked to nominate a preferred workplace. They need to consider each workplace and its environment and explain their choice.

• Students compare more traditional mining workplaces with today’s fly-in fly-out workplaces on page 48. They also consider the relative effect the environment has on these workplaces and how modern technology and considerable financial resources can reduce the effect of the environment on the workplace.

• On page 49, students consider the effect animal, insect and weed pests have on their own workplace and homes, as well as on farms.

Background information

(ACHGS036)

• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

• Workplaces are one of many human places affected by the environment.

They differ from some other human places in that they are closely connected to productivity of some kind.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

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

• A farm would be one of the workplaces most affected by its environment.

Farms are required to produce something needed by humans. However, there are many environmental factors, such as climate, soil, terrain, transport and market access, that limit what a farm is able to produce.

• Although affected in some way by other environmental factors, mining’s main limitation is the availability of the resource the miners want to access.

Students should be aware that in the past the human characteristics of mining sites were very different from today and were not always positive.

But the scale and financial resources of many modern mine sites are able to minimise the effect of some of the environmental factors.

• Pests negatively affect many workplaces, particularly those concerned with agriculture. Some insect species have made it difficult or impossible to produce certain crops in particular locations. Pests can be animals, insects or plants (weeds). They affect land and water environments.

Resources • http://www.csiro.au/Outcomes/Food-and-Agriculture/Pest-ManagementOverview.aspx • http://www.environment.gov.au/biodiversity/invasive/weeds/weeds/why/ impact.html

Geographical vocabulary workplaces, landscapes, isolated areas, resources, raw materials, natural environment, rural, grasslands, fertile valleys, prune and harvest, loading facilities, rostered working days, ports, climate, vegetation, insect, animal and weed pests, technology, facilities Australian Curriculum Geography (Year 5)

Additional activities • Discuss some of the facilities needed in a town. Make a list of your ideas, then rank them according to need and urgency.

• What are some of the differences in a city built in a warm place and one in a cold place? Think about places people use, including buildings, parks, recreational facilities and lifestyles, transport etc.

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Environment and workplaces There are many different types of places people work, depending on where it is, what it’s like there and the reasons they are working there.

Some workplaces are in huge cities with tall buildings, many people and lots of traffic. In these noisy, crowded environments, workplaces include offices, shops and restaurants. People in these places often provide services for other people or organise things for them. Their workplaces vary and can be very comfortable and pleasant, or dirty, crowded and unhealthy.

In smaller, more isolated areas in the country, the type of workplace may depend on the landscape and the resources that are there. Many workplaces produce food, or raw materials such as wool and cotton. Others may be involved in mining. Some isolated workplaces are located in beautiful natural environments; others are harsh, unpleasant places for people.

Farming workplaces

Mining workplaces

The type of farm people work on depends on many environmental factors, including the landscape, soil, climate, and access to water and markets. Some workplaces are located on dry grasslands and are huge, with much machinery for planting and harvesting. They can be quite lonely places, with neighbours living many kilometres away. Others, located on steep mountain slopes or small fertile valleys, are very small and often rely on human labour to plant, prune and harvest. The environment influences the type of farming workplaces.

Australia has a long history of workplaces set up near deposits of gold. Many of these environments were harsh and living conditions were terrible. More recently, other metals, including iron ore, have been mined extensively.

Many of these workplaces have been linked by railways to the specially constructed ports and loading facilities for exporting mine products. Many workers live long distances from these workplaces. They stay in temporary accommodation near the mine for their rostered working days and fly out to their homes for their days off. The value of the resources at the mine influences the workplaces established there.

The mining companies are able to spend huge amounts of money to minimise the effects of the environment and to set up the facilities for mining and for the comfort of their workers.

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Other important factors affecting these workplaces include access to roads or to a railway or river or ocean port. There are many insect and others pests that can affect farming workplaces too.

1.

Would you prefer to work in the city, on a farm or at a mine?

Why?

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Mining workplaces In the past, miners lived near a mine site. In time, many of them were joined there by their families and soon shops, schools, hospitals, churches and the other facilities the miners and their families needed were built.

Many of today’s large mine sites will never develop into towns. They have been built as places for their very well-paid workers to work, eat and sleep; not as permanent places for families to live. Other businesses are not able to be set up there because each mine belongs to a huge mining company which owns and controls everything.

A large number of these mining sites became quite large towns as more and more people arrived to set up businesses. Many of Australia’s rural cities started like this.

Technology, and lots of money from the sale of the valuable resources they mine, means that these mining companies are able to overcome many difficulties presented by the environment. Materials they need can be brought into the site to construct any facility they require. Some larger sites have swimming pools and gyms to keep fly-in fly-out workers who stay in small airconditioned rooms called ‘dongas’ fit and healthy.

The environment of a town affected the way in which it was developed and how the people there lived. The climate, landscape, access to water and the local vegetation were important factors. They affected transport and the type of roads and bridges that could be constructed.

Buildings were often made of local materials and designed in clever ways to keep them cool during long, hot summers and warm in winter.

1.

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Compare the ways in which the two different types of isolated mining workplaces were affected by their environments.

(b) What are some of the differences?

2.

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Explain why the workers at many of the big, modern mines are not as affected by their workplace environment as miners in the past.

Many fly-in fly-out workers think their lives are not very easy. Discuss possible reasons for this and why you would like or not like to do their job.

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(a) Make a list of similarities.

Pests in workplaces Many insects and some other animals living in an environment can make it an uncomfortable or even a dangerous place for the humans who live there.

1.

(a) What are some of the insect or animal pests found in your workplace?

(b) Why are they a pest?

(c) Describe how people are dealing with one of them to make your life better.

2.

Research a pest affecting farmers. (a) Name and a brief description of the pest:

(b) Is it a natural or an introduced pest?

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(c) Which type(/s) of farming are affected by this pest? (d)

The influence of the environment on the human characteristics of a place (ACHGK028)

(e) How do farmers try to control this pest?

(f)

Describe any success or the failure they have achieved.

(g) Make some suggestions to help these farmers manage this problem and make their environment a better place.

How well do you think your suggestion will work?

?

Some environments have weed pests which affect farming. Research four weeds affecting Australian farming. On a map, show the areas of Australia affected by each weed.

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What is zoning?

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Teacher information

Elaborations Investigating how the use of places and spaces is organised through different zoning categories.

Exploring the ways in which students’ local area is zoned.

Key inquiry questions • How do people and environments influence one another?

• How do people influence the human characteristics of places and the management of spaces within them?

Geographical Inquiry and Skills • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038) • space

• Page 52 includes a table for students to write bullet points on what they find out about the four general categories of zoning. In their investigation, they should discover that there are subdivisions among groups; e.g. residential zoning can be divided into low-density housing (one- or twostorey homes spread over a large section of land) or high-density housing (high-rise apartment buildings where many more people live in a much smaller area).

• Page 53 requires students to investigate zoning in their local area. They should be able to find zoning maps on their local council’s website for their suburb/town etc. A colour key explains the various uses of all the places in their area; i.e. the characteristics. This will help them give examples in the table. (Refer to the Resources section below to view an example of a zoning map [Katherine in the NT].) Students could also use Google Earth™, a street directory or make notes on observations while walking or travelling around their local area. They may discover that their area has overlapping zones such as a commercial section. Space has been included in the table for this.

Background information

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Geographical concepts • place

Teaching notes • Page 51 provides a brief explanation as to what zoning means and its purpose. Students can discuss the scenarios as a class or in pairs and compare answers.

• environment • interconnection

• change • sustainability • scale

• In geographical terms, zoning is the process of dividing an area of land such as a city, town or rural area into sections subject to special restrictions on any existing or proposed buildings. Zoning may be based on the uses to which the land can be put, the height allowed of buildings, the density or coverage of the building, or a combination.

• Local government authorities manage how land is used in their municipality or shire, with input from their community. Guidelines set down by their state, territory or the federal government are followed. Decisions on planning and zoning can sometimes be overruled by these government bodies.

• Zoning is generally categorised into residential (relating to homes), commercial (relating to businesses/buying/selling), industrial (relating to industry/manufacturing) and agricultural (relating to farming/cultivation).

These groups are used in various combinations.

Resources • Where things are from near to far by Tim Halbur. Simply written, this book is an introduction to urban planning.

• <http://www.uwec.edu/geography/Ivogeler/w270/what_is_zoning.htm> (Summary of useful information about zoning and how it works.)

• <http://www.lands.nt.gov.au/__data/assets/pdf_file/0011/38648/ katherine1townand-rural2014.pdf> Example of a zoning map with colour legend.

Additional activities Geographical vocabulary

• Find out more about how local government works and other areas it is responsible for. Identify a local councillor and the mayor of the municipality or shire.

zoning, avenue, street, suburb, city, vacant block, residential, commercial, industrial, agricultural, municipality, shire, characteristics, urban, rural

• Write a report or recount an experience of a place in the local area—presenting either favourable or unfavourable comments and opinions.

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What is zoning? – 1 Scenario 1: Gumtree Avenue is a long, winding tree-lined street in an outer suburb in a city. The buildings in the street are all houses, most of which are inhabited by people with primary school-aged children. A vacant block is situated in the street. What do you think is most likely to be built there—a family home or a car smash repair workshop? Give reasons for your answer.

Scenario 2:

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Canning Road is a busy four-lane street running through an area containing car dealerships; retail shops selling furniture, electronic and household goods; and various offices. A vacant area of land is still available. What do you think is the most likely to be built there—a lunch bar or a daycare centre? Give reasons for your answer.

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Did you know that people can’t build what they feel like where they want to? Gumtree Avenue and Canning Road are located in different types of zones, with Gumtree Avenue being in a residential zone and Canning Road in a commercial zone. There are rules about what can be built in each zone.

What is zoning? What is its purpose?

Zoning is used in planning what will happen to areas of land. In Australia, each state or territory is separated into different-sized areas of land managed by a local government authority or council.

These are called municipalities or shires. The council decides how land in its municipality will be used. It follows laws set out by its state or territory planning authority.

The main purpose of zoning is to separate uses that won’t work well near each other. For instance, in Scenario 1, did you think a car smash repair workshop would be suitable in the middle of a residential street? There are zoning laws to prevent that from happening.

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What is zoning? – 2 Four widely used general zoning categories are listed in the table below.

Research and write bullet points for what you discover about each category. Include: • a general definition of each

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Agricultural

Sometimes, zoning categories overlap; for example, large commercial shopping centres are located within residential areas. Why is this allowed?

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The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

• examples of the types of characteristics of each zone, such as buildings, facilities and activities carried out.

Residential Commercial

Zoning in my locality Follow the headings in the table below to investigate zoning in your local area.

Name of your municipality or shire Name of suburb/ town within it Main zoning category

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Examples of buildings, facilities, activities and other characteristics in this category

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Other zoning categories

Examples of buildings, facilities, activities and other characteristics of these categories

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Australian Curriculum Geography (Year 5)

Redevelopment decisions The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Teacher information

Elaborations Exploring issues to be considered when redevelopment projects are being proposed and understanding some of the processes that councils must follow.

Identifying redevelopment decisions and issues in own locality.

Key inquiry questions • How do people and environments influence one another?

• How do people influence the human characteristics of places and the management of spaces within them?

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

Teaching notes • An newspaper article about two proposals for a fictitious, but plausible, redevelopment has been included on page 55. Its aim is to give students an insight into the process local councils go through when making decisions about redevelopment and the advantages and disadvantages for the people living in the community. Read and discuss the article with students who can identify the various issues and opinions and write answers to the activities on page 56.

• Page 57 requires students to investigate possible redevelopment in their locality. This could be completed in pairs or in a small group. Suggestions have been given on the page for students to develop a practical proposal and present a report after investigating this planning issue. Students should incorporate geographical terms in their report; e.g. relative location, scale, environmental concern, sustainability.

Background information • Local government is elected by the community to respond to its aspirations and concerns and to meet its needs within available resources. It must be electorally accountable to the local community and manage its affairs in an open way.

• We have a responsibility to contribute to the development of a community.

Different sections of a community have different needs and beliefs about the direction of their community. All community members must recognise the needs of all parts of the community when providing support or fostering change. It is important, however, to allow reasonable viewpoints to be heard in order for fair compromises to be reached.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

• Planning and zoning can be very political issues because developers try to influence planning and zoning for their own benefit. It can also be influenced by people who oppose the building of a facility such as a hospital or prison in their local area, but who would be happy to see the development elsewhere.

Geographical concepts • place

• space

• environment • interconnection

• change • sustainability • scale

Resources • Visit <http://www.geogspace.edu.au/core-units/years-5-6/inquiry-andskills/years-5-6/y56-is-illus1.html> for examples of scenarios and resource sheets relating to issues arising from changing the human characteristics of places. This is supplied by the Geography Teachers Association of Australia.

Additional activities Geographical vocabulary zoning, redevelopment, developers, ratepayers, shire, suburb, housing estate, retirement village, apartment, family home, community centre, open space, lake, facilities, neighbouring, kilometres Australian Curriculum Geography (Year 5)

• Choose one or more of the proposals investigated by the students on page 57 and use as the basis for a class debate.

• Prepare questions for an interview with a local council member about the processes council must go through when deciding on a planning issue.

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Redevelopment decisions – 1

Redevelopment: Decision time Reporter: Jonathon Dodd

An announcement on the fate of the abandoned Riverton Primary School site is well overdue.

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Ratepayers in the Shire of Canning, particularly those who reside in the suburb of Riverton, have been waiting for months for the local council’s decision on two proposals for its redevelopment.

those wishing to rent or buy smaller apartments.

a centre, but it has expressed some misgivings. The school buildings are in disrepair and it would be very expensive to refurbish and redevelop the site as a community centre.

They also claim that there is no room in their present budget for such a proposal.

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C.Pu bl i cat i ons Council favours this The first involves selling the development asr itp is o in line toso •f orforr e i e w p u s e nl y• land to developers av make a substantial amount of housing estate. One developer, Rushland Group Limited, has spent months carrying out feasibility studies and has presented a comprehensive proposal for the area’s redevelopment.

These plans have been available for public scrutiny for some time. Their development includes several residential options—a retirement village, a housing estate and some four-storey apartment blocks.

A spokesperson for the developer said their proposal has been well received by ratepayers. It caters for older residents, families keen to build their own homes and www.ricpublications.com.au

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money on the deal.

However, a large section of the community has put forward a proposal for the school site to be modified and made into a community centre. Facilities would include a library; indoor courts for sports such as netball and basketball; room for exercise classes such as yoga, pilates and zumba; a creche; and areas for craft lessons in art, painting or pottery and pursuits such as bridge or bingo. This proposal has gathered positive feedback from many ratepayers.

Council has taken note of the community’s proposal for such

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It was also pointed out that Riverton has recently had an open space area surrounding the lake redeveloped, with a playground, bike tracks and picnic facilities, and a new swimming pool. Although a few kilometres away, there is a community centre in the neighbouring suburb of Williams, with easily accessible public transport.

The next edition of the Times will include the final decision, which would seem to be a foregone conclusion.

Australian Curriculum Geography (Year 5)

Redevelopment decisions – 2 1.

What planning issue has the reporter written about for the Canning Times?

2.

In the table, summarise the developer’s proposal and the opinions of ratepayers and the council.

Council’s opinion

Ratepayers’ opinions

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C.Publ i cat i ons f or r evi ew pu r poseso nl y• Community• group’s proposal Council’s opinion Ratepayers’ opinions

3.

In this table, summarise the community group’s proposal and the opinions of the ratepayers and council.

4.

Do you agree with the statement in the final paragraph? Give reasons for your answer.

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Planning and zoning can become quite political issues when developers are involved. Discuss this issue and identify if this has happened in your locality.

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The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Developer’s proposal

Redevelopment in my locality • Think about a redevelopment that could improve or restore something in your local natural, constructed or managed environment. It could be reducing sand dune erosion if you live near the coast, adding bike lanes on busy roads and in a park, restoring a historical building or creating a skate park or bike track.

• Present a report on this planning issue, taking into account who or what it will affect both positively and negatively and any financial issues. Interview community members for their opinions.

• Make notes in the report framework below before you publish a final copy.

Title Classification (General or classifying statement about what is being reported)

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Description (A detailed and accurate description and facts)

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Conclusion (A summarising statement to tie in with the title of report)

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Zoning and planning issues The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Teacher information

Elaboration Investigating peoples’ influence on the human characteristics of a place and how the way they manage spaces through local planning and zoning can cause economic, social and environmental issues.

Key inquiry questions • How do people and environments influence one another?

• How do people influence the human characteristics of places and the management of spaces within them?

Teaching notes • Students should have completed pages 50 to 57 before completing these pages to ensure they have an understanding of zoning and planning.

• Students’ responses to Questions 1 and 2 on page 60 will vary. Their differences in perspective should assist them to understand that points of view about issues can differ.

• The scenarios on page 61 may be used for discussion.

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

Geographical concepts • place • space

Background information • Decisions about places change the human characteristics of places. The size and composition of places change. New places are created, existing places are reorganised and expanded, while others decline or disappear.

• Local government zoning and planning can at times be overruled by state government decisions. There is no single urban planning system in Australia because each state has its own planning laws and procedures.

The Federal government does regulate the development of areas of national environmental importance such as world heritage sites.

• Planning and zoning can be very political issues because developers try to influence planning and zoning for their own benefit. It can also be influenced by people who oppose the building of a facility such as a hospital or prison in their local area, but who would be happy to see the development elsewhere.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• • environment • interconnection

• scale • sustainability • change

• Water sensitive urban design is a method of working with communities to ensure the planning, design and construction of urban landscapes are more sensitive to the natural water cycle.

Resources • Visit <http://www.geogspace.edu.au/core-units/years-5-6/inquiryand-skills/years-5-6/y56-is-illus1.html> for examples of scenarios and resource sheets that relate to issues arising from changing the human characteristics of places. This is supplied by the Geography Teachers Association of Australia.

• Where things are from near to far by Tim Halbur (a very easy book about urban planning) • Mapping towns and cities by Robert Walker

Geographical vocabulary urbanised, country, world, population, town, social, economic, sustainability, neighbourhood, heritage site, homes,density, location, employment, industry, transport, road network, commercial, native, flora, fauna, habitat, climate change, waste management, human characteristics, issue, zoning Australian Curriculum Geography (Year 5)

Additional activities • Log on to <http://www.landcom.com.au/mini-sites/my_ neighbourhood/index.htm> to plan and create 3D neighbourhood models.

• Write a list of interview questions for the groups of people or individuals mentioned on page 61 to determine their points of view.

Write a summary.

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Zoning and planning issues – 1 Australia is one of the most urbanised countries in the world.

Over 75% of all Australians live in 17 cities with a population of over 100 000 people. Rapid urban development means that good urban planning is crucial. Since the early twentieth century, town planners have focused on developing healthier, more attractive and efficient cities. Community members are often consulted if developments impact on them in some way. Poor urban development can cause social, economic and sustainability issues.

The table below highlights some issues that must be considered when planning.

Social issues • Are there open spaces and parks for recreation?

• Are there places for employment?

• Are there activity, leisure or neighbourhood centres to attend?

• Is there light, home or small industry?

• Are there cafes and restaurants?

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Economic issues

• Are there quality public transport or road networks?

• Is there an airport to bring in and take out people and goods?

Sustainability issues • How is water managed?

• Are rivers and creeks given green ‘corridors’ for protection?

• Is there provision to protect native flora and fauna habitats?

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C.Publ i cat i o s built in such a way as to prevent contamination of the •f o rr vi pur poseso n l y • •e Is w the housing affordable?

• Are there heritage sites ine land nearby?

• Are there cycleways or walking tracks?

the area that need to be preserved?

•

• • •

• Is there room for expansion if • Do the types of buildings more homes are needed? allow for increased heat or Does the character of the • Is there a need for largerain due to climate change? neighbourhood need to be scale commercial or • How will waste be managed preserved or continued? industrial development? or recycled?

Are homes too close together • Is there room for • Will buildings cause soil or too far apart (density)? development nearby or out erosion or landslip? of the centre?

Is the safety of the residents ensured with good signage? • Is there adequate parking for • Is the urban design water sensitive? private vehicles?

Are there areas that need to • Are developments be redeveloped because they • Is there the capacity to encouraged to be energyare in poor condition (but provide multi-apartment efficient? they are in good locations)? blocks owned by each tenant rather than one landowner?

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• How are transport emissions being contained?

Australian Curriculum Geography (Year 5)

Zoning and planning issues – 2 1.

List some desirable human characteristics that may be added to (or preserved) in an area when town planning and zoning is done well.

2.

List some undesirable human characteristics that may result if town planning and zoning is done poorly.

3.

For each issue, write one problem and one advantage it may create. One example has been done to assist you.

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(b) cheap/affordable housing

(c) room for large-scale shopping centre

(d) water tanks required in all new builds

(e) blocks of units to be built in single-storey residential area

(f)

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an area of native vegetation with native animals is cleared to make room for an airport runway to cater for increased flight traffic

How do you think town planning authorities make decisions about zoning and planning while still managing to take into account all the issues involved?

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(a) cafes/restaurants—allow people to socialise (advantage), but may block footpaths (problem)

Zoning and planning issues – 3 For each situation, write social, economic or environmental issues that might arise.

Situation

Issues arising

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Scenario 1 Mark and his family moved into a block of units occupied by 16 other families.

The block is about a kilometre from the nearest bus stop. The family has one car which Dad uses to go to work 15 kilometres away. The block is in a large residential area but it has no garden.

The shops and entertainment are a fair distance. There is a small corner shop that sells newspapers, groceries and sweets. Mark and his three siblings walk three blocks to school.

Scenario 2 An empty, ugly petrol station stands at the junction of two very busy roads.

There is a small shopping centre next to it and a busy hotel, liquor shop and a convention centre. Buses run up and down the street frequently, going to the nearby railway station. The town planners wanted to build nine units on the site, so they posted the plans for community comment. Some people objected to the medium-density housing development but some people supported it.

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Scenario 3 Jason and his wife Helena want to start a small website business on the bottom floor of the two-storey terrace building they bought. They plan to use the upper floor as residential space and work downstairs. They have applied to the local town council for permission but the area is zoned for residential use only.

They also want to renovate the bottom floor to suit their business, but are unable to change the facade because of its heritage listing.

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Are your views on the issues the same as those of other class members, or different? If so, how?

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A local planning issue The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Teacher information

Elaboration Investigating how each local area is influenced in its own distinct way by a change in human characteristics as a result of the way spaces in places are managed.

Key inquiry questions • How do people and environments influence one another?

• How do people influence the human characteristics of places and the management of spaces within them?

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports

Teaching notes • An example of a local planning issue is provided to illustrate the complexity and number of issues that may arise when humans try to manage spaces and places. This site was chosen because it includes both redevelopment and preservation issues, and matters relating to the subdivision of a large area of land into smaller lots for different uses.

• This set of pages requires the students to identify issues, give their own opinion and think about the opinions of others. They are also asked to identify and think about actions to deal with issues and problems arising from changes to human characteristics of an area.

• Students will need the opportunity to identify and discuss topics for the interview activity on page 65. Possible topics include: the redevelopment of a site, preservation or destruction of an open space or native habitats, subdivision of a large area of land for small housing blocks, building a road or hospital, erecting a set of traffic lights or a roundabout.

(ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

Background information • Most of the area surrounding Callan Park is zoned residential. The site has been used by the general public for over a century and is considered an extremely important open space for the local and surrounding areas. The community impact on the redevelopment and preservation of this site is commendable.

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• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

Geographical concepts • place • space

• Callan Park is the staring point for the popular Bay Run which winds around Iron Cove and through a number of Sydney suburbs along the foreshore.

The Bay Run is used by joggers, walkers, people who roller skate and cyclists. It is seven kilometres long.

• View Callan Park and the suburb of Lilyfield at <http://www.whereis.com/ nsw/lilyfield#session=NjI=> • Download the master plan for Callan Park at < http://www.leichhardt.nsw. gov.au/Community-Issues/Callan-Park/Callan-Park-Master-Plan/Callan-ParkMaster-Plan>

• environment • interconnection

• scale • sustainability • change

Resources • Visit <http://trove.nla.gov.au/ndp/del/ article/18878486?searchTerm=cricket%20february%20 1880&searchLimits=l-title=The+Maitland+Mercury...|titleid%3A8> to read an detailed description of the hospital from the 1800s.

• Writing frameworks Ages 10–12 by Rosalba Bottega and Yolande Colwell published by R.I.C Publications. Page 19 gives a framework for writing an exposition and page 31 gives one for writing a report.

Additional activities Geographical vocabulary site, suburb, government, heritage, cove, point, Aboriginal occupation, Maori, feature, rain, antique, public, residents, local, recreation, health, facilities, community, authority, issue, redevelopment, preservation, council, shire, manage, trust, open space, education, aerial view, shoreline, zoning, environment, native habitat, subdivision Australian Curriculum Geography (Year 5)

• Write an exposition by a person belonging to the Friends of Callan Park trying to persuade others to see your point of view on ONE issue (historical, environmental, planned subdivision etc.). Use a suitable writing framework for your exposition.

• Write a report on an issue that concerns your local area. Explain what the issue is and how it has or will occur. Use a suitable writing framework for your report. Ensure that you use reliable sources in your investigation.

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The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

A local planning issue – 1

Callan Park is a 60 hectare* site in the suburb of Lilyfield in the shire of Leichhardt in Sydney, New South Wales.

smaller buildings and, in 2003, thousands of pieces of irreplaceable, antique medical equipment were looted from the site.

The site was purchased in 1873 by the government of New South Wales and, in 1884, the first patients moved into the large ‘insane asylum’. It continued for this purpose until 2007 when the hospital finally closed.

The park is currently used for multiple purposes.

The extensive grounds are open for public access so local residents use the site for walking near and along the water and for recreation. The main building, Kirkbride Block, was maintained and became the home of the Sydney College of the Arts. Sydney health authorities provide mental and other health services from various buildings.

One building is used as the NSW Writers’ Centre.

The Head Office of the NSW Ambulance Centre on busy Balmain Road fronts the site. An oval is used by community groups for sport.

The site stretches down to the water’s edge at Iron Cove and has extensive grounds with enormous heritage trees and gardens. There are at least two original homes and one large building block (Kirkbride Block), other separate cottages and administrative buildings. There are courtyards and spaces for outdoor activities under wide verandas. Most of these are of great historical importance. Callan Point on Iron Cove shows evidence of Aboriginal occupation. Historic rock carvings, probably of Maori origin, show evidence of extensive sea traffic to the point between the 1800s and 1900s. There are also very old rock carvings, possibly done by former patients. There are tunnels beneath Kirkbride Block (which can now be toured), a sporting oval and cricket ground. An original furnace stack, from when they generated steam for the hospital laundry, towers above Kirkbride. A Venetian clock tower also indicates the level of water in an underground reservoir, for daily use and firefighting purposes.

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Over time, with the high cost of maintenance, many buildings on the site fell into disrepair.

Buildings fell down due to neglect as roofs disintegrated and rain entered, destroying the historic interiors. Vandals have defaced many

The site is managed by different authorities and divided into eight precincts. The largest area, which covers four precincts, is administered by the Sydney Harbour Foreshore Authority; Sydney Local Health District manages three precincts; and the NSW Ambulance Service manages the final section.

The fate of Callan Park has been a strong community issue for well over 20 years. A group of people, named the Friends of Callan Park, represent the local community’s concerns about the redevelopment and preservation of the site.

A master plan for the site was finally developed by the Friends of Callan Park in conjunction with Leichhardt Council in 2011. Part of the plan was to establish a trust to manage the site.

The master plan seeks to preserve open spaces and the heritage of the site; provide active and passive recreation; and develop health, community and education activities on the site.

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A local planning issue – 2 Log on to <http://treelogic.com.au/facts/assessment-ofhistoric-trees-at-callan-park/> Click on the map showing an aerial view of Callan Park. Tick the characteristics you can see.

• buildings

• swimming pool

• parkland

• pathways and walking tracks

• roads

• sporting fields

2.

What zoning predominates the area surrounding Callan Park?

3.

After reading about Callan Park and viewing its surrounding zoned areas, what is your opinion of the plan of the Friends of Callan Park and the council for its use?

• trees

• parking areas • coastal shoreline

• other 5.

If a developer was allowed to build homes on the site, what issues could arise?

6.

How can a site like Callan Park be preserved and redevleoped?

It seems a huge task, but the community can do a lot. Log on to <http://www.callanpark. com/?p=712> to find eight ways the Friends of Callan Park used to look after and preserve their site. (HINT: Use the side bar menu labelled ‘Take Action. You can help.’)

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There are large areas of open space within Callan Park. The site leads down to the foreshore.

Homes in the surrounding suburbs sell for a large amount of money. What opinion would a housing developer have about the use of the site and why?

What are the main issues about Callan Park that concern the community and council bodies? Are any of these issues similar to ones in your local area?

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1.

A local planning issue – 3 1.

(a) Interview four people to find out their opinions about a local environmental or planning issue. (b) Next to each issue write ‘Agree’ or ‘Disagree’ in the last column to show whether you have the same view on the issue or not. You may also like to state whether you ‘Agree’ or ‘Disagree’ for a different reason from the one given by the person interviewed.

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Name of person interviewed

What is the issue?

Interviewee’s opinion

My opinion

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What will your response to these problems be? What actions could you take?

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Bushfires in Australia The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

Teacher information

Elaboration Understanding that bushfires are common occurrences in Australia during summer months, varying in frequency, severity and location and that they impact on the environment, people and communities.

Key inquiry questions • How do people and environments influence one another?

• How can the impact of bushfires or floods on people and places be reduced?

Teaching notes • Read and discuss the information on pages 67 and 69. A discussion of the information on page 67 should include the shaded areas of the map, and bushfire-prone areas. Teachers may wish to incorporate the information in the map and in paragraph 3 to see the overlap.

• A discussion of page 69 should include the emotional toll caused by losing all one’s possessions and home.

Geographical Inquiry and Skills • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)

• According to the Australian Bureau of Statistics, the most severe bushfires ‘usually occur in the south-eastern corner of Australia, south of a line from Sydney to Adelaide’ where ‘severe fire weather’ (hot, dry weather with strong winds) occurs. Other areas include, ‘south-eastern areas of mainland Australia, Tasmania and south-western corner of Western Australia’ because these produce large forests with heavy fuel loads for bushfires.

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• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

Geographical concepts • place

Background information • Climate change over the last 30 years appears to be increasing weather conditions which support bushfires. With more severe and frequent heatwaves, there is a greater risk of bushfires. As bushfire seasons become longer, there is more fuel and less time to back-burn to prevent bushfires.

• space • environment • interconnection

• sustainability • scale

Resources

• Visit <http://www.australiangeographic.com.au/topics/scienceenvironment/2011/11/history-of-bushfires-in-australia> to observe NASA video imaging of a time line of bushfires in Australia from July 2002 to July 2011.

• Natural disasters: upper primary themes ages 10+ published by R.I.C. Publications

• Disasters: readers with teachers guide (packs of 10 about topics including storms, earthquakes, fires and others) published by R.I.C. Publications • Visit <http://www.bushfireeducation.vic.edu.au/for-educators/learningabout-bushfires/ump-learn-act1.html> to download a free ‘Fire safe’ teaching resource produced by the Victorian Country Fire Association.

• change

Additional activities Geographical vocabulary continent, climate, drought, bushfires, summer, forest, grassland, human, seasons, year, weather, northern, climate change, wind, environment, change, native vegetation, Indigenous Australians, plants, livestock, native animals, biodiversity, region, land management, states, map, community, bushland, economy, cost, satellite map Australian Curriculum Geography (Year 5)

• After reading the information at <http://home.iprimus.com.au/ foo7/fireall.html> for Q1 on page 69, ask the students to research a specific bushfire and record this information on a map with text about the impact of bushfires.

• Conduct a debate ‘People should not live in areas prone to bushfires’. After the debate, take a survey to tally and graph the number of students who agree or disagree with this statement.

Discuss the results.

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Bushfires in Australia – 1 Australian bushfire seasons

Australia, a continent with a hot, dry climate, is prone to drought and bushfires. Bushfires occur frequently and are often severe. Firefighters respond to approximately 54 000 fires each summer.

A bushfire can be defined as an uncontrollable burn that can destroy vast areas of forest, scrub or grassland. It can be caused by natural means (lightning strikes or spot fires) or human intervention (burning off, arson or sparks from power lines). About 35% of fires are started accidentally, 13% are deliberately lit and 37% are suspicious.

DARWIN

BRISBANE

PERTH SYDNEY CANBERRA

ADELAIDE

Winter and spring

Summer

Spring

Summer and autumn

Spring and summer

MELBOURNE

HOBART

Bushfire seasons occur at different times of the year across Australia (refer to map). Summer, however, is the most prevalent time because of the hot, dry weather. The frequency and severity of bushfires varies greatly across Australia, depending on when extreme fire weather occurs.

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

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C.Publ i cat i ons The Northern Territory and northern parts of Western Australia and Queensland experience the largest total area burnt byf bushfi res.

Bushfi res cities cause highest loss ofy life • and damage to • or r e vi eclose w top ur pothe se so nl the local economy. Some scientists suggest that bushfires are increasing in severity and frequency as a result of climate change.

Bushfires need fuel, oxygen and heat to burn. Hot, dry winds provide oxygen for combustion and blow flames onto dry leaves, bark or dense undergrowth, which act as fuel. Eucalyptus trees, which contain large quantities of oil, spread fire quickly and often explode at high temperatures, spreading embers.

Burning embers fly through the air, igniting other areas as spot fires ahead of the main outbreak.

Sometimes fire breaks out in the canopy of trees, and, if they are close together, fire spreads through the upper levels as a crown fire. These are extremely difficult to extinguish.

Bushfires change the environment. Some changes are beneficial; others are not. Most native vegetation has adapted to fire due to fire-stick burning by Indigenous Australians. Some plants need fire to regenerate. Eucalyptus trees quickly regenerate after bushfires. Banksias need fire to open their seed capsules. Bushfires clear out unwanted vegetation on the floor of forests so there is less competition from plants. Ash acts as a fertiliser to help plants regenerate quickly. Kangaroos, emus and other native animals graze on regenerated grasslands. Bushfires, however, destroy native vegetation, buildings and homes, livestock and native animals, and cause loss of human life. Backburning too often to reduce bushfire hazards can affect the biodiversity of plant and animal life in a region.

Fire and emergency services, and land management groups in all states, are responsible for preventing and managing bushfires.

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Australian Curriculum Geography (Year 5)

Bushfires in Australia – 2 1.

In your own words, write a definition of a bushfire.

2.

Approximately how many fires occur each summer?

3.

On the map, draw and use patterns to show the regions that experience the most severe bushfires each year. (The information in paragraph 4 will give you specific details.)

4.

What percentage of bushfires start accidentally?

5.

Name two natural causes and three human causes of bushfires.

• natural • human

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C.Publ i cat i ons True False •off o r e vcan i ew pur pos esonl y• The severity ar bushfi re be determined by: True or false. Bushfires occur only during summer.

• • 8.

is suggested by scientists as a possible reason for the increase in frequency and severity of bushfires.

9.

Name and explain two different types of bushfires.

• •

10.

Copy this table onto a sheet of paper and complete the information about bushfires.

Beneficial changes

?

Detrimental changes

What experience, if any, have you had of a bushfire? What impact did it have on the environment and local community?

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The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

6.

Bushfires in Australia –3 The high cost of bushfires Bushfires have a huge impact on the environment and local community in which they occur. Large areas of bushland and grasslands are destroyed, large numbers of livestock are killed or injured, native fauna are destroyed, houses and buildings are destroyed, and many humans suffer injuries or lose their lives. It is estimated that between 1851 and 2009 bushfires have resulted in over 800 deaths and injuries to almost 10 000 people. Fires affected over 1 000 000 people and made almost 32 000 homeless. The total estimated cost to the Australian economy was about $1.6 billion, but it may be have been higher.

In addition, there is damage to the environment, water supplies, loss of local businesses; there are insurance costs and other flow-on effects that affect the community.

The cost of catastrophic bushfires is immeasurable.

1.

Log on to <http://home.iprimus.com.au/foo7/fireall.html> (a) View the composite satellite map that shows where bushfires occurred during the years 1997 to 2008 and the areas burnt. (b) What conclusion can you reach about the location and frequency of bushfires in Australia?

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

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(c) Click on your state (NT is not included) and read about the impact of bushfires.

2.

?

Explain why you think so many people choose to live in bushfire-prone regions of Australia.

What do you think happens when people in bushfire-prone areas make a claim on their insurance? What effects could flow on from this?

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Australian Curriculum Geography (Year 5)

Floods in Australia The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

Teacher information

Elaboration Understanding that floods are common occurrences in Australia; which vary in frequency, severity and location and impact on the environment, people and communities.

Key inquiry questions • How do people and environments influence one another?

Teaching notes • Read and discuss the information on pages 71 and 73 with the students, ensuring they understand the concepts. Emphasis should be placed on the impact of floods on environments and communities. Encourage the students to imagine themselves having to leave their home and having it destroyed by floods. (Be wary of causing distress!)

• How can the impact of bushfires or floods on people and places be reduced?

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)

Background information • Floods are a part of the natural water cycle. Normally, evaporation, run-off or absorption by the ground can deal with the usual levels of water in rivers. However, when there is excess water it flows over river banks onto the surrounding land or floodplain.

• Low pressure systems are regions of rising air often associated with clouds, rain and strong winds. In the tropics, these systems can become very intense areas of low pressure.

• Floods vary in severity and are classified as minor, moderate or major.

Minor floods cause inconvenience; some roads may be closed; low-level bridges submerged; low lying areas near watercourses may be immersed in water; stock and equipment may be removed. Moderate floods result in evacuation of some houses; main traffic routes may be covered by water; stock removed; areas are inundated by water. Major floods occur when extensive rural or urban areas are inundated by floodwater; properties and towns isolated; major traffic routes closed; people evacuated from floodaffected areas.

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• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

Resources

• Floods by Jackie French and Bruce Whatley ages 5-9

• The Australian book of disasters by Larry Writer ~ natural floods bushfires history (teacher background and strong readers) • Visit <http://www.ga.gov.au/hazards/flood.html> to find a wealth of information about floods in Australia.

Geographical concepts • place

• space • environment • interconnection

• sustainability • scale

• change

Geographical vocabulary flood, land, rain, natural watercourses, lakes, rivers, creeks, reservoirs, canals, dams, constructed, rainfall, river mouth, estuaries, coastal river system, seawater, storm surge, tropical cyclone, high tide, tsunami, earthquake, stream, inland, mountain, northern, south-eastern, winter, spring, low pressure system, central, western, north, west, crops, agriculture, property, rural, urban, southern, drainage, terrain, drought, sediments, cycle Australian Curriculum Geography (Year 5)

Additional activities • On a map of Australia, plot the areas where flooding occurs, using the information in paragraphs 4, 5, 6 and 7 on page 71.

• Log on to <http://earthobservatory.nasa.gov/NaturalHazards/view. php?id=48319> to view two satellite maps of areas in Queensland before and after flooding. Click on ‘related images’ to view ‘Flooding in north-western Australia’. Discuss your conclusions about the map with a partner.

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Floods in Australia – 1 Floods occur when normally-dry land is covered by a large overflow of water.

Floods are usually caused when excess water from heavy rain cannot be contained by natural watercourses (lakes, rivers or creeks) or constructed water storages (reservoirs, canals or dams).

The most common cause of flooding is heavy rainfall and the inability of natural watercourses to contain the excess water. There are other causes, however. Sometimes, natural blockages at river mouths cause flooding of estuaries and coastal lake systems. Floods can also result when seawater invades dry land as a result of storm surges caused by tropical cyclones, high tides or tsunamis.

Another rare cause of flooding is dam failure triggered by earthquakes.

Floods can occur in low-lying areas next to streams and rivers. In flat inland regions of Australia, floods can spread over thousands of square kilometres and last for many weeks. In mountain and coastal regions, flooding can occur quickly and without warning.

Flooding is a regular occurrence in northern Australia where tropical cyclones are common. Southeastern Australia experiences flooding during winter and spring as a result of low pressure systems or the occasional strong tropical system.

Slow-onset floods are the most common type of flood. These occur when inland rivers overflow their banks in areas such as central and western New South Wales and Queensland, parts of north-west Victoria and Western Australia. They take a week or more to develop and can last for months. Damage is caused to crops, agriculture, railway lines, roads and property, and rural communities are isolated.

Rapid-onset floods can pose a great threat to human life and property because they develop quickly and there is little time to prepare for them. Water flow is quick and dangerous. These floods occur on rivers flowing to the coast and in the mountain headwaters of large rivers. These rivers are steep and flow quickly. Flooding only lasts one or two days. This type of flood affects most urban areas, in particular the eastern and southern regions of Australia and Tasmania.

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

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Flash floods are the result of heavy, short rainfalls due to intense storms. Flash floods occur quickly and pose the greatest threat to human life because people can be swept away by fast-flowing floodwaters. They damage property and cause major social disruption. They are a problem in urban areas where drainage systems are unable to cope with the amount of water. They can also occur in rural areas where the terrain and steepness of streams aids flooding. Flash floods can occur almost anywhere in Australia at any time and cause the greatest damage.

Floods have some positive impacts. Areas of land that have been subject to severe drought welcome the relief provided by floods. Floods help to distribute seeds, animals and sediment to new areas as part of a natural cycle.

State emergency services, the Bureau of Meteorology, water authorities and local councils all cooperate to assist people before, during and after flooding occurs.

MAIN ST

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Floods in Australia – 2 1.

Write a definition of a flood.

2.

Underline the word that best describes how often floods occur in Australia.

• rarely

• sometimes

• regularly

• never

3.

What is the main cause of floods in Australia?

4.

Circle the locations where floods occur.

5.

• inland

• coastal regions

• urban regions

• rural areas

• mountainous regions

Describe each type of flood using bullet points.

Slow-onset

Rapid-onset

Flash floods

6.

Complete the table.

Positive impact of floods

?

Negative impact of floods

What experience, if any, have you had of a flood? What impact did it have on the environment and local community?

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The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

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Floods in Australia – 3 The high cost of floods Floods are estimated to be the most costly natural disaster in Australia. Every state of Australia is known to have experienced a severe flood since 1872.

Each year floods cost the Australian economy between $300–$400 million in damages to buildings and infrastructure such as railway lines, roads, agricultural land, crops and in business disruptions.

Floods can affect the health of communities. Stress, anxiety and depression are common after disasters. Infections from dirty floodwater, mosquito-borne viruses, rising damp and mould in homes, and an increase in skin irritations, asthma, arthritis and chest infections are prevalent after floods.

Loss of human life and injuries are other high costs.

The table below gives details about the impact of floods during a specific period.

Time frame

Monetary cost

Deaths

Injuries

1852–2011

$4.5 billion

around 950 people

over 1300 people

Floods have an impact on whole communities and on the national economy. A flood levy can be imposed in taxes following floods, as it was following the floods in south-east Queensland in 2010– 2011. The price of bananas was greatly inflated because the floods destroyed about 75% of the Queensland crop.

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The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

The impact of floods varies widely from one flood to another depending on their severity and location. The most costly flood was the Brisbane, Queensland flood of 1974 which totalled $2.9 billion with the loss of 14 lives.

1.

Log on to <http://www.bom.gov.au/australia/flood/> to find rainfall and river levels in Australia. Click on your state to view the type of flooding conditions that are prevalent at the current time. Write the type of flood conditions expected for your closest river.

2.

Zoom out to the view of Australia, then find any regions that are expecting major or moderate flooding (indicated by a red or orange icon). Click on an icon to zoom in. Hover your mouse over a red or orange location, then write the: • placename • river height • flood class • the tendency (whether the river is steady/falling/rising)

?

How would knowing the levels of rivers or rainfall assist communities to combat floods?

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The worst bushfires and floods The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

Teacher information

Elaboration Understanding that many severe bushfires and floods have occurred in Australia causing significant damage to environments, people and communities.

Key inquiry questions • How do people and environments influence one another?

Teaching notes • Information about specific bushfires and floods is provided so students can see the impact these disasters have on Australian communities.

• Students should have read page 71 before commencing this unit of work as this gives information about types of floods.

• How can the impact of bushfires or floods on people and places be reduced?

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)

Background information • The Victorian bushfires of 2009 are believed to have generated energy equal to that of 1500 atomic bombs the size of the one dropped on Hiroshima.

• Floods occur regularly each year. There are approximately 1.7+ major floods each year. The frequency of a flood in an area is described by the average interval between floods. For example, a flood that occurs 5 times in 25 years has an interval of 5 years and is called a 5-year flood; a more severe flood (a 100-year flood) rarely happens but it means theoretically there is a one in one hundred chance of a severe flood happening each year.

• The Great Diving Range along eastern Australia separates the longer, slower westerly flowing rivers from the shorter, quicker, easterly flowing coastal rivers.

Resources

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• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037) • Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

• Bushfire by Elizabeth Mellor (older children and young adult fiction) • Visit <http://www.healthdirect.gov.au/news/new-book-help-childrenaffected-natural-disasters> to find out about a free book published by BeyondBlue to assist children who have been affected by disasters.

• Investigate <http://www.ga.gov.au/hazards/flood.html> Click on ‘Flood capabilities’ then ‘Historical flood mapping’ to zoom in on the flood map of Australia.

Geographical concepts • place • space • scale

• environment • interconnection

• sustainability • change

Additional activities Geographical vocabulary bushfire, south-eastern, south, weather, region, forest, undergrowth, fuel, impact, hectares, livestock, homes, buildings, flood, coastal, rainfall, northern, summer, Mediterranean, climate, winter, southern, people, economy, environment, property, crops, infrastructure, roads, businesses, railway lines, water supplies, farm, mines, forestry plantations Australian Curriculum Geography (Year 5)

• Visit <http://www.ga.gov.au/earth-observation/our-capabilities/casestudies/emergency-management/2007-hunter-floods.html> to view before and after images of the 2007 flood in the Hunter region of NSW. • Log on to <http://en.wikipedia.org/wiki/Floods_in_Australia> and select another notable flood and investigate its impact. Write a list of questions to guide your research before you start. (Other severe floods include those in 1952, 1852, 1916, 1934, 1893, 1927, and 1986.)

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The worst bushfires and floods – 1 The most severe bushfires in Australia occur in the south-eastern corner, south of a line drawn from Sydney to Adelaide. These areas experience the severest fire weather that supports bushfires—hot, dry days and nights with strong winds. Regions that produce dense forests, bush or thick undergrowth are also vulnerable to bushfires because they provide needed fuel. When this thick bush dries out, severe bushfires can occur.

The map below shows areas where the severest bushfires occur.

Bushfire areas of Australia

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

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The table below gives information about the impact of the five worst bushfires in Australian history.

Fire

Date

Location

Area burned

Deaths

Black Thursday

6 February 1851

Victoria

approx. 5 million hectares (ha)

12

December 1938 to January 1939

Victoria

1.5 to 2.0 million ha

71

7 February 1967

Tasmania

264 000 ha

16 February 1983

South Australia and Victoria

418 000 ha

7–8 February 2009

Victoria

450 000 ha

Black Friday Black Tuesday Ash Wednesday Black Saturday* * Australia’s worst national disaster

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Damage/cost • one million sheep • thousands of cattle • between 650 and 1000 homes

• between 1300 and 1700 homes • about 2400 homes 75 • 27 000 livestock • over $400 million • 2029 homes 173 • 2000 other buildings (500 • 78 townships injured) • over 7500 people homeless • over $2.5 billion 62

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The worst bushfires and floods – 2 Although floods can occur anywhere, the severest floods in Australia happen in coastal regions which experience the heaviest rainfalls. In northern regions, floods usually occur during summer. In regions with a Mediterranean climate, the heaviest rain falls in winter, so there is more chance that floods could occur at this time. These areas include the southern parts of Western Australia and near Adelaide in South Australia.

Floods impact on people, the environment and the economy. Lives are lost; people suffer anxiety, stress and depression; homes and property are damaged or destroyed; crops and livestock are destroyed; infrastructures such as roads, businesses, railway lines and water supplies are affected; and dirty floodwaters cause health problems.

The table below gives information about the impact of Australia’s worst floods.

Date

Location

1929

Northern Tasmania

1974

1990

2007

2010– 2011

?

Damage and cost

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24

• thousands of livestock drowned • bridges, roads, railways and telephone lines damaged

• • • • • 6 • NSW, QLD, (around 60 SA, VIC • injured) • Brisbane, QLD

Newcastle, NSW

QLD

14 (300 injured)

56 homes destroyed, 6000 damaged • bridge damaged estimated $980 million worth of damage around 13 000 buildings affected 67 320 tonne Robert Miller oil tanker unmoored about one million farm animals estimated cost $50 million one million square kilometres of land flooded about 2000 homes flooded

9

• the Pasha Bulker, a coal ship, grounded on Nobbys Beach, Newcastle • estimated cost of $1.48 billion • more than 105 000 homes without power

38

• • • • • •

$2.38 billion worth of damage • 70 towns affected over 200 000 people affected • health problems cost the Australian economy at least $10 billion coal railway lines and mines closed fruit and vegetable supply limited (cost rose) roads to forestry plantations damaged

Why would people continue to live in coastal regions if they are most prone to flooding?

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The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

1955

Deaths 22 • 1000 homes (40 injured)

The worst bushfires and floods – 3 1.

(a) Use the information in the tables on pages 75 and 76 to complete the table.

Bushfire or flood

Location

Date

Details

Most lives lost in one disaster

Highest estimated cost

Greatest number of homes damaged

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The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

Most unusual or interesting impact

(b) On the map of Australia, plot the locations of the bushfires and floods listed above.

2.

?

Select one of the bushfires or floods (or another of your own choice) to research.

Write bullet points on a sheet of paper, include a map of the location and include information about the impact of the disaster on the environment, people and economy.

What measures would have been put in place after severe bushfires and floods to ensure the impact was less severe next time?

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Combating bushfires and floods The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

Teacher information

Elaboration Investigating what Australians can do to minimise the harmful effects of bushfires and floods.

Key inquiry questions • How do people and environments influence one another?

• How can the impact of bushfires or floods on people and places be reduced?

Teaching notes • The points mentioned in each section on pages 79 and 80 (prevention, mitigation and preparation) are interrelated, so many overlap. When reading the texts on these pages and discussing the information, it is important to keep this in mind.

• Students may work in pairs to complete page 81.

Geographical Inquiry and Skills • Develop geographical questions to investigate and plan an inquiry (ACHGS033) • Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports (ACHGS034)

• Evaluate sources for their usefulness and represent data in different forms, for example, maps, plans, graphs, tables, sketches and diagrams (ACHGS035) • Represent the location and features of places and different types of geographical information by constructing largescale and small-scale maps that conform to cartographic conventions, including border, source, scale, legend, title and north point, using spatial technologies as appropriate (ACHGS036)

Background information • On 10 December 2013, the government launched the Bushfire and Natural Hazards Cooperative Research Centre (CRC) — a multimillion dollar facility which combines all of Australia’s fire and emergency service authorities with the leading experts across many scientific fields to explore the causes, consequences and mitigation of natural disasters in Australia. An important part of this research focuses on accurate forecast and prediction.

• Each state of Australia has bodies to manage bushfires. They include the Rural Fire Service Queensland (RFSQ), the New South Wales Rural Fire Service (RFS), the Country Fire Service (CFS) of South Australia, the Country Fire Authority (CFA) of Victoria and the Department of Fire and Emergency Services (DFES) and the Department of Environment and Conservation (DEC) of Western Australia. The majority of these organisations are staffed by volunteers.

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

• Interpret geographical data and other information, using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions (ACHGS037)

• Booms, busts and bushfires (Fair dinkum history) published by Scholastics and written by Jackie French, ages 5–9 years (graphic novel in chapters)

• Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate (ACHGS038)

• The complete bushfire safety book by Joan Webster

• Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people (ACHGS039)

• Disasters: a cross-curricular theme for ages 9–12 published by R.I.C. Publications

• Visit <http://www.ses.org.au/839004.html?3> for school resource packages and a school education program called ‘LiL Larikkins’ with a series of short videos about flood safety.

Geographical concepts • place • space • scale

• environment • interconnection

• sustainability • change

Additional activities Geographical vocabulary bushfire, services, risk management, weather, vegetation, natural, environment, property, community, infrastructure, states, forecast, temperature, humidity, wind, public, agency, homes, people, coastal, populations, floods, wetlands, roads, towns, soil, erosion, reservoirs, sediment, dams, rivers, levees, canals, channels, streams Australian Curriculum Geography (Year 5)

• Visit <http://www.ses.nsw.gov.au/communitysafety/factsheets/> to find fact sheets for flood management plans for homes, details about emergency kits and other useful details. Similar details may also be found at <http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/ pages/Emergencies_floods?open> Others are available for all states.

• In small groups, assess the risk of damage to your local area from bushfire or flood. Then select the best options for actions to reduce the impact of these disasters. Include an evacuation map in your management plan.

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Combating bushfires and floods – 1 Combating bushfires When bushfires occur, emergency services work hard to manage them and to reduce loss of life and damage. After bushfires, disaster recovery procedures are swung into action to assist those affected. There are, however, many things that can be done to prevent bushfires starting, reduce the risks and damage they cause, and preparations to better manage risk factors.

Prevention The most common method of bushfire prevention is fuel reduction. By controlled burning or ‘back burning’ during cooler weather, the amount of fuel in bushfire-prone areas is reduced. Another strategy is to construct or maintain firebreaks (gaps in vegetation or other material that act as a barrier to slow or stop a bushfire). Another simple prevention method is to provide adequate separation between buildings and bushfire fuel areas. New homes built in bushfire-prone areas are now subject to strict building standards—they must have a defendable space between housing and bush, adequate water supply and easy access. State bodies can map bushfire hazard areas so that developments in these areas only proceed if the risk to human life, property and community infrastructure is within an acceptable range.

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The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

Mitigation (reducing the risks)

Warnings allow the community to prepare for bushfires and help reduce the risks. In 2009, a standardised Fire Danger Rating (FDR) was adopted by all states. The Bureau of Meteorology provides fire weather forecasts and, by considering aspects of the predicted weather (temperature, humidity, wind speed, dryness of vegetation), fire agencies determine the FDR. Fire Danger Ratings are then featured in all weather forecasts to alert the public to possible dangers. The ratings range from catastrophic, extreme, severe, very high and high, to low to moderate.

Hazard reduction close to homes reduces the risk to homes and people. Other methods include maintaining a safe distance between the house and the bush (more than 50 m); and having and maintaining an appropriate garden design up to 40 m around homes.

Insurance companies place an additional levy (cost) on at-risk bushfire properties. This can help to reduce the number of homes in bushfire-prone areas.

Preparation Homeowners and community members must be aware of, and prepared for, bushfires. They can do this by following Fire Danger Ratings for their area, adequately preparing their property and identifying hazards, watching for signs of bushfires, preparing a survival plan whether staying to defend their home or preparing to leave, maintaining a survival kit, being aware of any potential risks, and providing and maintaining firebreaks.

The responsibility for bushfire management rests with official agencies, communities and individuals.

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Combating bushfires and floods – 2 Combating floods The majority of people live in coastal areas where floods are most prevalent. In fact, populations in low-lying areas continue to increase. Unlike bushfires, floods are a natural occurrence over which humans have little control. There are, however, actions that can be taken to prevent their impact and reduce the risks and damage, and preparations that make survival prospects higher.

Prevention Regulating urban development in floodplain regions can prevent and reduce loss due to flood. Lowlying areas such as wetlands act like sponges to soak up excess water. Yet people continue to fill in wetland areas to find enough space for roads, houses and towns. Building in these areas makes them a high risk when floods occur. Soil soaks up water. Prevention of soil erosion by planting trees, terracing slopes and gradients and creating reservoirs to catch sediment and debris can also help control flooding.

Mitigation (reducing the risks) Steps can be taken to reduce the risk of floods occurring by building flood-control dams across rivers upstream of flood-prone areas. Levees, walls and dikes next to rivers can prevent overflowing; canals can drain off excess water; dredging and digging channels can also assist; streams and rivers can be diverted so that water flows away from heavily-populated regions. Early detection of imminent floods is the best defence. This allows people time to prepare or escape to safety. It is the task of the Bureau of Meteorology to monitor river levels and rainfall and issue flood warnings when necessary. Some rivers have electronic data collection systems that transmit river levels to meteorologists. Flash floods, however, are not easy to detect and so are still a large risk. Some town councils map the 100-year flood areas in their shires.This allows them, during town planning, to consider building regulations and zoning for land use to avoid building on flood-prone land.

Preparation If homeowners and communities are prepared for floods the risks and damage from them can be minimised in a number of ways. People should be aware of the potential risks of floods in their area.

This allows them to avoid flood-prone areas. They need to know the evacuation plans and routes for their community. They should prepare a home emergency plan and organise a survival kit which may include personal items. They need to keep informed of flood progress by monitoring flood warnings.

Above all, people should avoid entering flood waters as their strength and depth can often be underestimated.

By adopting these practices, individuals, communities and government bodies can help reduce the impact floods have on people, communities, the environment and the economy.

?

What impact does flooding have on the native flora and fauna of an area?

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The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

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Combating bushfires and floods – 3 1.

Use the diagram to compare the methods of combating bushfires and floods. bushfires

floods

similarities

differences

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

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2.

?

Write some conclusions about combating floods and bushfires based on the information you gathered.

Do you live in a bushfire- or flood-prone area? What management plans are in place in your community to deal with these disasters if they occur?

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Quiz questions North America

Canada

pages 2–5

pages 6–9

1.

The seven smaller countries of North America are located in the: (a) north (b) south (c) west

1.

Canada’s population density is low because most of the country is: (a) grassland (b) mountainous (c) covered with snow and ice

2.

In which hemisphere is North America located? (a) northern (b) southern (c) both

2.

The largest cities in Canada are located in the: (a) east (b) north (c) west

3.

How many states are there in the United States? (a) 51 (b) 52 (c) 50

3.

The official languages of Canada are: (a) English and German (b) English and French (c) French and Spanish

4.

Which is the biggest state? (a) Alaska (b) Texas (c) Hawaii

5.

Which is the biggest city in the United States? (a) Washington (b) Los Angeles (c) New York

The people who lived in Canada © R. I .

C.Publ i cat i onsarrived are called: before Europeans (a) First Nation Peoples •f orr evi ew pur p os esonl y• (b) Eskimos 4.

(c) Indians

5.

What is on the Canadian Flag? (a) a Union Jack (b) a maple leaf (c) some stars

6.

Which of New York’s transport systems in the most famous? (a) its freeways (b) its airports (c) its subway

6.

Canada is made up of three territories and provinces. (a) 7 (b) 5 (c) 10

7.

Which famous construction is in New York? (a) the Eiffel Tower (b) the Empire State Building (c) Buckingham Palace

7.

Alberta is best known for its (a) gas and oil (b) fishing (c) furs

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Quiz questions Where is Europe?

Europe on the map

pages 10–13

pages 14–17

1.

Which is the smallest continent? (a) Europe (b) Australia (c) North America

2.

The borders of European countries keep changing because of: (a) power struggles (b) changing environment (c) changing population

3.

4.

5.

6.

7.

The Prime Meridian passes through (a) Paris (b) Rome (c) London The Tropic of Cancer passes through: (a) North America (b) Australia (c) Europe

1.

Capital cities are always marked on a map with a star. (a) True (b) False

2.

Lines of latitude are shown on maps from north to south. (a) True (b) False

3.

Higher mountains are usually shown on maps by darker shading. (a) True (b) False

4.

The Ural and Caucasus mountains are in Russia. (a) True (b) False

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C.Publ i ca t i ons A higher GDP - per capita means one •f orr evi ew pur pos ecountry’s soneconomy l y•is not as good as the others.

5.

Russia is in: (a) Asia (b) Europe (c) Asia and Europe

6.

Montepulciano in Italy was built on: (a) a hill (b) the sea (c) a river

Tourism usually has a negative effect on a country’s economy. (a) True (b) False

7.

The number of tourists visiting some attractions has had to be reduced to protect them (the attractions). (a) True (b) False

(a) True (b) False

The main reason St-Malo was built on an island was for: (a) fishing (b) defence (c) trade

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Quiz questions Indigenous changes to the environment

Changing the Murray River region

pages 18–21

pages 22–25

1.

A low wall of stones near a river or the coast is likely to be a trap. (a) fishing (b) vegetable (c) ceremonial (d) art

2.

Stone fishing traps are sites. (a) family (b) heritage (c) artistic (d) burial

3.

Unwanted plants were burned off to plants. encourage (a) shrubby (b) tall (c) desirable (d) quick-growing

4.

5.

6.

7.

1.

Most Indigenous Australians lived area of in the temperate Australia. (a) coastal (b) desert (c) state (d) rainforest

2.

Which group of animals that were hunted are now extinct? (a) flora (b) megafauna (c) fish (d) reptiles

3.

farming is the removal of unwanted vegetation by burning. (a) Wheat (b) Sheep (c) Fire-stick (d) Subsistence

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C.Publ i cat i ons Kangaroos, and •f orr evi ew pur p osesemus on l ywombats • grazed on .

Grasses were encouraged as feed for . (a) native bees (b) possums (c) dingoes (d) kangaroos

4.

(a) (b) (c) (d)

Using fire to control resources and land management is called farming. (a) fire-stick (b) subsistence (c) commercial (d) manufacturing Plants, like acacias, that had many were encouraged. (a) leaves (b) uses (c) flowers (d) seeds Some animals, like caterpillars and fish, were moved to new areas. (a) hunting (b) climate (c) breeding (d) watering

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forests yabbies trees grasslands

5.

Trees were used for making huts, dams, rafts and . (a) canoes (b) necklaces (c) cloaks (d) ochre

6.

Rocky areas were for toolmaking materials. (a) searched (b) mined (c) painted (d) traded

7.

was dug from the rocks and soil for ceremonies. (a) Mussels (b) Flint (c) Ochre (d) Scar trees R.I.C. Publications®

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Quiz questions Changing the environment

Changing a local environment

pages 26–29

pages 30–33

1.

To make room for farms, land was . (a) cleared (b) tilled (c) fertilised (d) planted

2.

Which aspect of farming diverts water from rivers? (a) erosion (b) irrigation (c) pesticides (d) water table

3.

Cleared land can suffer soil (a) depletion (b) fertiliser (c) erosion (d) content

4.

Plantation forests can replace native plant and animal (a) timber (b) emissions (c) windbreaks (d) habitats

5.

.

1.

The Murray-Darling Basin is called Australia’s ‘food ’. (a) bowl (b) store (c) barn (d) cereal

2.

Rice and are some of the largest users of irrigation water. (a) grapes (b) cotton (c) fruit (d) legumes

3.

Constructed features on the Murray River include , weirs and dams. (a) pelicans (b) estuaries (c) locks (d) fodder

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C. ubl i cat i ons .P Adding locks, weirs and dams changed the of the river.

•f orr evi ew pur pos eso nl y• 4.

(a) (b) (c) (d)

Mining can change the and physical characteristic of the environment. (a) human (b) composition (c) pollution (d) economy

6.

Mining can cause arsenic (a) sites (b) moonscapes (c) pollution (d) temporary

7.

Urban development requires more . (a) extinct (b) habitats (c) sprawl (d) infrastructure

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refuge clearance reversal flow

5.

Salinity, erosion and polluted drainage changed the of the river. (a) quality (b) quantity (c) colour (d) origin

6.

One change was reduced (a) population (b) biodiversity (c) run-off (d) drainage

7.

Estuarine species were replaced by species. (a) land (b) wetlands (c) marine (d) dredging

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Australian Curriculum Geography (Year 5)

Quiz questions Environment, places and technology

Environment and homes pages 38–41

pages 34–37 1.

Technology is something that is very new. (a) True (b) False

2.

The climate of a place is not part of its environment. (a) True (b) False

3.

The environment can make a difference to the foods people can grow. (a) True (b) False

4.

5.

Technology can’t change places for people. (a) True (b) False

7.

The main reason for building a home is to provide: (a) comfort (b) shelter (c) warmth

2.

The climate affects the way buildings are: (a) designed (b) painted (c) furnished

3.

In the past, most homes were built from materials that were: (a) strong (b) cheap (c) available

Homes built in colder places are © R. I .

C.Publ i cat i ons usually: (a) bigger •f orr evi ew pur p os esonl y• (b) stronger People develop technology to make 4.

(c) smaller

a place easier to live in. (a) True (b) False 6.

1.

People can grow rice in any environment. (a) True (b) False

5.

Homes and castles in the past were built on hills for: (a) protection (b) the view (c) cool breezes

6.

In cold climates, animals are kept under houses to: (a) save space (b) keep them safe (c) share warmth

7.

Venice is a special city because of its unusual: (a) beauty (b) environment (c) old buildings

The environment affects the way people live in a place. (a) True (b) False

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Quiz questions

1.

2.

3.

4.

Environment and people

Environment and workplaces

pages 42–45

pages 46–49

In the past, people from one place had more in common because they: (a) didn’t travel far (b) wanted to be the same (c) were boring We are able to eat food produced in faraway places because it can be: (a) grown locally (b) preserved (c) good for us In the past, you could often tell where someone came from by: (a) their clothes (b) their faces (c) the way they walked

1.

Workplaces in crowded cities depend the most on the: (a) natural environment (b) climate (c) availability of transport

2.

Which workplace would be more dependent on the weather? (a) farm (b) city (c) mine

3.

Which type of transport would be most important in a city? (a) air (b) sea and river (c) road and rail

Which farming workplace needs © R. I .

C.Publ i ca t i o ns more workers?

European languages developed (a) wheat farm because the countries were: (b) •f orr evi ew pur pos esheep sofarm nl y• (a) in valleys 4.

(c) orchard

(b) isolated (c) by the sea 5.

6.

7.

Which factor most affected people’s choice of leisure activities in the past? (a) their interests (b) their environment (c) the cost Which factor influences people’s leisure activities the most today? (a) interest (b) availability (c) the cost People’s work choices have increased because of better: (a) transport (b) natural resources (c) buildings

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5.

Farming workplaces’ main need is access to: (a) airports (b) markets (c) rivers

6.

The main factor influencing the location of a mining worksite is access to: (a) a railway (b) roads (c) deposits of a resource

7.

Fly-in fly-out worksites do not have accommodation for: (a) families (b) workers (c) site managers

Australian Curriculum Geography (Year 5)

Quiz questions

1.

2.

3.

4.

Redevelopment decisions

pages 50–53

pages 54–57

An area with many houses, gardens and parks is a/an zone. (a) agricultural (b) industrial (c) residential (d) commercial A commercial zone is one with factories where goods are produced. (a) True (b) False Which is a common characteristic of an agricultural zone? (a) apartment blocks (b) forest (c) carparks (d) shops

1.

Ratepayers decide on local planning decisions. (a) True (b) False

2.

The local council decides on local planning decisions. (a) True (b) False

3.

Ratepayers can put forward planning proposals. (a) True (b) False

4.

Developers can put forward planning proposals. (a) True (b) False

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C.Publ i cat i ons Ratepayers’ proposals are An area where you find places considered. to buy a variety of r goods isv a/an • f o r e i e w p u r p osesonl y• (a) never zone.

5.

(a) (b) (c) (d) 5.

What is zoning?

(b) sometimes (c) always

agricultural industrial residential commercial

Which characteristic is common to all categories of zoning? (a) offices (b) factories (c) transport networks (d) shops

6.

A library would be built next to a factory. (a) likely (b) unlikely

7.

The federal government is the main controlling body of zoning. (a) True (b) False

Australian Curriculum Geography (Year 5)

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6.

Developers by council. (a) never (b) sometimes (c) always

7.

Redevelopment decisions are always quickly decided upon by councils. (a) True (b) False

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Quiz questions Zoning and planning issues

A local planning issue

pages 58–61

pages 62–65

1.

What percentage of people live in cities of over 100 000 people? (a) 75% (b) 17% (c) 45% (d) 100%

1.

Callan Park is a site with uses. (a) multiple (b) few (c) one (d) no

2.

Cities expand rapidly so good is crucial. urban (a) roads (b) planning (c) names (d) developments

2.

Callan Park is important because of significance. its (a) commercial (b) historical (c) residential (d) industrial

3.

Places of employment are issues. important (a) social (b) environmental (c) economic (d) beautification

3.

Callan Park has many issues that need to be considered when considering changes to human characteristics. (a) True (b) False

4.

Social characteristics include and restaurants. (a) soil (b) road networks (c) creeks (d) cafes

5.

6.

7.

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C.Publ i ca t i ons People have different opinions about the use of places.

•f orr evi ew pur pos eTrue sonl y• (a)

Soil erosion is a (a) sustainability (b) zoning (c) social (d) economic

4

(b) False

Changing human characteristics of a place can have disadvantages. (a) yes (b) no (c) both

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People see different issues when they consider how changes will affect a place. (a) True (b) False

6.

When the characteristics of a place are changed, the issues in one place may be different from those in another local place. (a) True (b) False

7.

There are options for actions community members can take to reduce the effect of issues within their local area. (a) True (b) False

issue.

Changing human characteristics of a place can have advantages. (a) yes (b) no (c) both

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Quiz questions

1.

2.

3.

Bushfires in Australia

Floods in Australia

pages 66–69

pages 70–73

A bushfire is an burn in forest, scrub or grassland. (a) uncontrollable (b) tilled (c) fertilised (d) planted What percentage of bushfires are caused by natural means? (a) 30% (b) 15% (c) 20% (d) 50% A natural cause of bushfires is strikes. (a) spot (b) arson (c) lightning (d) heat

1.

Excess water covering normally dry land is called a . (a) flood (b) dam (c) estuary (d) reservoir

2.

The cause of floods is usually heavy . (a) snow (b) rainfall (c) cyclones (d) rivers

3.

Low-lying land beside floods. (a) hills (b) coast (c) rivers (d) cities and towns

4.

The most common floods near inland rivers are floods. (a) flash (b) rapid-onset (c) coastal (d) slow-onset

often

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4.

A human cause of bushfires is sparks from . (a) campfires (b) spot fires (c) wind (d) power lines

5.

The cost of bushfires includes of human life. (a) loss (b) injury (c) damage (d) community

5.

Rapid-onset floods are a threat because they develop . (a) quickly (b) slowly (c) often (d) in urban areas

6.

One beneficial change of bushfires regeneration. is (a) animal (b) plant (c) soil (d) building

6.

Short, intense rainfall from sudden . storms creates (a) havoc (b) flash floods (c) drainage (d) river mouths

7.

One detrimental change is the destruction of vegetation. (a) exotic (b) biodiversity (c) native (d) livestock

7.

Severe floods cause a lot of to homes, infrastructure and people. (a) cost (b) disruption (c) damage (d) natural cycle

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Quiz questions The worst bushfires and floods

Combating bushfires and floods

pages 74–77 1.

2.

Bushfires are supported by weather that is hot and dry with winds. (a) light (b) strong (c) cooling (d) rainy

3.

Bushfires can cause of life and damage to property and land. (a) injury (b) infrastructure (c) loss (d) damage

4.

pages 78–81

The bushfires occur in southern regions of Australia. (a) severest (b) mildest (c) most colourful (d) most recorded

1.

Bushfires can be prevented by reduction. (a) fuel (b) risk (c) barrier (d) human

2.

or controlled burning can reduce the amount of fuel. (a) Rain (b) Back burning (c) Hot winds (d) Levees

3.

Building control the type of homes built in bushfire- and floodprone areas. (a) barriers (b) separations (c) regulations (d) gardens

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C.Publ i cat i ons The worst bushfire in Australia’s history• is called f orr evSaturday. i ew pur posesreduction onl yclose •to homes 4.

(a) Pancake (c) Ash

5.

6.

7.

(b) Easter (d) Black

can reduce the risks of bushfires. (a) Levees (b) Distance (c) Reversal (d) Hazard

The most severe floods occur in regions. (a) coastal (b) mountainous (c) inland (d) ocean Regions that experience floods in winter have a climate. (a) polar (b) Mediterranean (c) northern (d) dry Floods and bushfires can cause of dollars worth of damage. (a) many (b) thousands (c) billions (d) hundreds

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5.

Which does not reduce flood risk? (a) soil erosion (b) dams (c) levees (d) channels

6.

Early is an important defence against floods. (a) dredging (b) detection (c) planning (d) evacuation

7.

In bushfires and floods, everyone should have plans and routes. (a) kits (b) floodplain (c) house (d) evacuation

Australian Curriculum Geography (Year 5)

Quiz answers North America ........................... page 82 1. (b) south 2. (a) northern 3. (c) 50 4. (a) Alaska 5. (c) New York 6. (c) its subway 7. (b) the Empire State Building Canada ..................................... page 82 1. (c) covered with snow and ice 2. (a) east 3. (b) English and French 4. (a) First Nation Peoples 5. (b) a maple leaf 6. (c) 10 7. (a) gas and oil Where is Europe? ...................... page 83 1. (b) Australia 2. (a) power struggles 3. (c) London 4. (a) North America 5. (c) Asia and Europe 6. (a) a hill 7. (b) defence Europe on the map .................... page 83 1. (a) True 2. (b) False 3. (a) True 4. (a) True 5. (b) False 6. (b) False 7. (a) True

5. (a) human 6. (c) pollution 7. (d) infrastructure Changing a local environment .... page 85 1. (a) bowl 2. (b) cotton 3. (c) locks 4. (d) flow 5. (a) quality 6. (b) biodiversity 7. (c) marine Environment, places and technology ................................ page 86 1. (b) False 2. (b) False 3. (a) True 4. (b) False 5. (a) True 6. (b) False 7. (a) True Environment and homes............. page 86 1. (b) shelter 2. (a) designed 3. (c) available 4. (b) stronger 5. (a) protection 6. (c) share warmth 7. (b) environment

3.

4.

5.

6.

7.

(a) (a) (c) (b) (b)

True True always sometimes False

Zoning and planning issues........ page 89 1. (a) 75% 2. (b) planning 3. (c) economic 4. (d) cafes 5. (a) sustainability 6. (c) both 7. (c) both A local planning issue ................ page 89 1. (a) multiple 2. (b) historical 3. (a) True 4. (a) True 5. (a) True 6. (a) True 7. (a) True Bushfires in Australia ................. page 90 1. (a) uncontrollable 2. (b) 15% 3. (c) lightning 4. (d) power lines 5. (a) loss 6. (b) plant 7. (c) native

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Indigenous changes to the environment .............................. page 84 1. (a) fishing 2. (b) heritage 3. (c) desirable 4. (d) kangaroos 5. (a) fire-stick 6. (b) uses 7. (c) breeding Changing the Murray River region ....................................... page 84 1. (a) coastal 2. (b) megafauna 3. (c) Fire-stick 4. (d) grasslands 5. (a) canoes 6. (b) mined 7. (c) Ochre Changing the environment ......... page 85 1. (a) cleared 2. (b) irrigation 3. (c) erosion 4. (d) habitats

Australian Curriculum Geography (Year 5)

Environment and people ............ page 87 1. (a) didn’t travel far 2. (b) preserved 3. (a) their clothes 4. (b) isolated 5. (b) their environment 6. (b) availability 7. (a) transport Environment and workplaces ...... page 87 1. (c) availability of transport 2. (a) farm 3. (c) road and rail 4. (c) orchard 5. (b) markets 6. (c) deposits of a resource 7. (a) families

What is zoning? ......................... page 88 1. (c) residential 2. (b) False 3. (b) forest 4. (d) commercial 5. (c) transport networks 6. (b) unlikely 7. (b) False Redevelopment decisions........... page 88 1. (b) False 2. (a) True 92

Floods in Australia ..................... page 90 1. (a) flood 2. (b) rainfall 3. (c) rivers 4. (d) slow-onset 5. (a) quickly 6. (b) flash floods 7. (c) damage The worst bushfires and floods ... page 91 1. (a) severest 2. (b) strong 3. (c) loss 4. (d) Black 5. (a) coastal 6. (b) Mediterranean 7. (c) billions Combating bushfires and floods........................................ page 91 1. (a) fuel 2. (b) Back burning 3. (c) regulations 4. (d) Hazard 5. (a) soil erosion 6. (b) detection 7. (d) evacuation

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Answers

Australian Curriculum Geography (Year 5) Page 3 1. (a) Teacher check (b) Canada (Ottawa), the United States (Washington), Mexico (Mexico City), Belize (Belmopan), Costa Rica (San Jose), El Salvador (San Salvador), Guatemala, (Guatemala City), Honduras (Tegucigalpa), Nicaragua (Managua) and Panama (Panama City)

Page 7 1. (a) North West Territories Yukon Nunavut (b) British Columbia Newfoundland (c) New Brunswick Prince Edward Island Nova Scotia

Page 4 1. (a)

Page 9 1. (a) It is needed for plants.

People can’t survive without it. (b) Teacher check (c) Water is not a problem for Canadians so it’s not considered valuable.

2. Teacher check

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Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri

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Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming

Page 8 1. Teacher check

Page 11 1. (a) London (b) Answers may include: Iceland Ireland Portugal (c) east (d) Answers may include: Russia Finland Belarus Ukraine (e) Australia (f) west 2. (a) Europe North America (b) north (c) North America (d) Answers may include: Norway Sweden Finland Russia 3. Teacher check

2. Teacher check Page 15 1. (a) capitals (b) Teacher check (c) They are capital cities (d) with a dot (e) Teacher check Answers may include: Lisbon Athens Dublin Oslo Stockholm Helsinki Riga Amsterdam Tallinn Reykjavik (f) Teacher check Answers may include: London, Paris, Vienna, Budapest, Warsaw, Moscow, Berlin (g) Answers may include: London, Paris, Madrid, Kiev (h) 40 °N, 50 °N, 60 °N, Arctic circle (66 °N), 70 °N (i) 20 °W, 0 °, 20 °E, 40 °E, 60 °E (j) with thick irregular lines (k) north: Russia and Norway west: Iceland and Ireland (l) both 2. (a) with shading (b) Russia (c) Pyrenees Alps (d) darker shading (e) Answers may include: Rhine Elbe Danube (f) with irregular lines (g) Possible answers: for trade, defence, transport, fishing

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(b) Alaska and Hawaii 2. (a) Michigan (b) Alaska (c) Rhode Island (d) Alaska Teacher check Possible answer: It has an inhospitable climate.

Page 5 Teacher check

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Page 13 1.

Name of town

St-Malo

Montepulciano

Country

France

Italy

Natural features

pink granite cliffs, island

hill, fertile soil, water, timber

Date established

12 century

Roman times

Reason established

protection from Vikings

soldiers to guard road

Fortifications

water, walls, castle, cannons

hill, castle, walls

Original industries

fishing, trade

agriculture

Present industries

tourism, holidays

wine, tourism

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Australian Curriculum Geography (Year 5)

Answers

Australian Curriculum Geography (Year 5) 2. Bushland was cleared to make hunting easier. Forests were cleared so that low-growing plants could grow for grasseating animals like kangaroos, emus and wombats.

Bush foods were encouraged to grow well. Reeds were burnt down to make trails so that hunters could get to the river. The area changed from dry rainforest to dry savanna grasslands.

Page 16 1. (a) Possible answers include: more older people lower birth rate higher death rate (b) France Answers will vary (c) Germany Page 17 Teacher check

European settlers came to the area and brought European diseases.

Page 20 Answers will be similar to those in the table.

Fishing traps

Give one or two examples of what it was used for or how it was used.

Explain how the activity changed the environment.

Give your opinion of the activity.

Page 25 1. Disease killed many Indigenous Australians. Cattle and sheep destroyed grasses meant for kangaroos and emus. Birds and other animals were driven away.

Indigenous Australians were driven from their homelands onto missions and reserves.

2.

Cause Effect

Fire

Agriculture and farming

• to catch fish • to burn off old or or eels unwanted vegetation • to encourage grass for grazing animals • to encourage ‘wanted’ plants to grow • to fertilise new growth (ash) • to drive kangaroos and emus out into the open for hunting

• grow yams, millet, nuts, fruits, berries • moved caterpillars and fish to new breeding areas • encouraged rearing of dingoes, emus, cassowaries • provided trees for grasseating animals • dug holes in trees for possums

Disease killed many Indigenous Australians.

European settlers brought cattle and sheep to graze in the area.

Cattle and sheep destroyed grasses meant for kangaroos and emus.

European settlers took over the land where the birds and animals lived.

Birds and other animals were driven away.

European settlers took over the land where Indigenous Australians lived.

Indigenous Australians were driven from their homelands onto missions and reserves.

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• stone traps and dams left behind

• different vegetation • fire-resistent plants • forests changed to grasslands

Answers will vary

Answers will vary

Page 21 1. (a) survival—middens, grinding stones, quarries, rock shelters, scarred trees (b) cultural—rock shelters; rock paintings, stencils and engravings; ceremonial grounds (bora rings) 2. Teacher check Page 24 1. (a) Megafauna were affected by hunting. This group included the giant wombat (diprotodon), giant bird (genyornis) and giant kangaroo (sthenurus). (b) mussels, wallabies, yabbies, lizards, fish and birds (c) Answers will vary Australian Curriculum Geography (Year 5)

• certain plants and animals encouraged to thrive • moved plants and animals to different areas • created new habitats for animals such as possums Answers will vary

3. Reeds were used for necklaces and cloaks. Tree boughs were used to make windbreaks and huts. Grass and reeds covered huts. Wooden stakes were pushed into the mud of creeks and billabongs to make dams to catch fish. Bark from trees was used to make dams to catch fish. Bark from trees was used to make canoes. Branches were used to make rafts for collecting mussels.

4. Areas of the landscape were mined for rocks and ochre.

Rocks were needed for making tools, weapons and implements.

Ochre was used for ceremonial activities. Both were traded.

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Page 27 1.

Land (plants and soil)

• large areas of forest and bushland cleared — native plant habitats destroyed • large areas of land fenced off • fertilisers and pesticides went into native plant habitats • salinity in soils increased because of irrigation

Water

Animals

• fertilisers and pesticides blown by wind into rivers • water diverted from rivers into dams for farming • flow of water in rivers altered

• habitats of native animals destroyed when land cleared • fertilisers and pesticides changed habitats of native animals

2. Teacher check Page 28 Teacher check

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Answers

Australian Curriculum Geography (Year 5) Page 29 1. native plant and animal habitats destroyed; food chains broken down; plant and animal species extinct; biodiversity reduced; more roads, bridges, electricity, telecommunications, schools, hospitals, police and fire services, other facilities; resources overused 2.–3. Teacher check Page 32 1. water flow changed or reversed; water quality changed—salinity levels, pollution, soil erosion; habitats—less types, less species (reduced biodiversity); estuarine species replaced by marine species; accumulation of sand at river mouth—constant dredging 2. Answers will be similar to those given: construction of locks, weirs, dams and barrages to control water use led to changes to river flow; increased use of irrigation for agriculture, especially cotton and rice, led to soil erosion, salinity, polluted drainage; land clearance 3. use of efficient irrigation methods and drainage systems to reduce fertiliser and pesticide ‘run-off’ into river 4.–5. Answers will vary

2.

Page 45 Teacher check

Developer’s proposal

Page 47 Teacher check Page 48 1. Teacher check 2. Answers may include: Improved technologies such as: air transport to enable workers to fly home for their days off.

Building design and construction to improve comfort with air conditioning.

Better, safer machinery.

• a retirement • They would village receive a • houses substantial • four-storey amount of apartment money blocks • It would cater for older residents, families and people wanting to buy or rent apartments

Page 51 Answers will vary Page 52 Possible answers: Residential: relating to housing: single onestorey or multi-storey homes, highrise apartments; streets and rail for transport access; parks and recreational facilities Commercial: relating to business; variety of shops selling goods in various sized shopping centres, carparks, transport networks, offices, banks, leisure centres Industrial: relating to industry and manufacturing; buildings, factories and outdoor areas where a variety of goods are made; transport networks; carparks Agricultural: relating to farming and cultivation; forest, open pasture, grazing animals, crops, farmhouses, barns and sheds; transport networks

Ratepayers’ opinions • Some older people, families and other homeseekers agreed.

3.

Community group’s proposal

Page 49 Teacher check

Council’s opinion

A community centre with: • library • indoor courts (netball, basketball) • rooms for exercise (yoga, pilates, zumba) • creche • rooms for activities (bridge, bingo, craft lessons)

Council’s opinion

Ratepayers’ opinions

• Concerned about cost of repairing and refurbishing the site because it doesn’t have the funds to do it • Believes Riverton already has open space development with playground, bike tracks, picnic facilities and pool. The community centre in Williams is accessible.

• Many ratepayers have positive feedback for community proposal.

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Page 33 Answers will vary Page 36 Teacher check Page 37 Teacher check Page 40 Teacher check

Page 53 Teacher check

Page 41 Teacher check

Page 56 1. The redevelopment of the Riverton Primary School site.

Page 44 Teacher check

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4. Answer may refer to the financial advantage to the council of the redevelopment proposal.

Page 57 Teacher check Page 60 1. Answers will vary because they are based on student opinion.

Some examples may include: open spaces; parks; activity, leisure, neighbourhood centres; cafe or restaurant; cycleway or walking track; heritage site; industry

Australian Curriculum Geography (Year 5)

Answers

Australian Curriculum Geography (Year 5) 2. Answers will vary because they are based on student opinion.

Some examples may include: destruction of native flora and fauna, transport emissions, soil erosion, landslip, congested parking, homes close together (high density), airports, road networks 3. Answers will vary Page 61 Answers will vary Page 64 1. All characteristics should be ticked; Teacher check ‘other’ 2. Residential zoning 3. Answers will vary 4. Answers may be similar to: A developer would see this site as an ideal place to put up and sell homes quickly and make a lot of money because the location and housing market make it an ideal spot.

5. Answers will vary but may include: loss of public access to facilities; or the destruction of historic gardens or relics on the site.

6. sign the petition; contact a politician; contact the security firm looking after the site; tell others about the value of the site; volunteer (to lead visitors around the site); join the mailing list; donate money; join the community action group

8. Climate change 9. spot fires — burning embers fly through the air and ignite new fires ahead of the main outbreak crown fires — fires in the canopy of trees that are growing closely together 10.

Beneficial changes

Detrimental changes

• some plants regenerate • clears out unwanted vegetation on the floor of forests so there is less plant competition • ash fertilises plants • native animals can graze on regenerated grasslands

• destroys native vegetation • destroys homes and buildings • kills people, livestock and native animals • injures people • affects biodiversity of plant and animal life in region

6.

Positive impact of floods

Negative impact of floods

• drought-affected • loss of life land receives • injury relief • damage to • distribute seeds, property, crops, animals and agriculture, sediments to new railway lines, areas roads • isolates whole rural communities

Page 73 Teacher check Page 77 Teacher check Page 81 Answers will vary

Page 69 Answers will vary

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Page 65 Answers will vary Page 68 1. Answers will be similar to ‘a bushfire is an uncontrollable burn that destroys large areas of forest, scrub or grassland.’

2. 54 000 fires 3. Teacher check map 4. about 35% 5. natural: lightning strikes and spot fires; human: burning off, arson and sparks from power lines 6. False 7. total area burnt by bushfires; loss of life and damage to the local economy Australian Curriculum Geography (Year 5)

Page 72 1. Answers will vary but should be similar to: too much water where it is not wanted/dry land covered by a large overflow of water 2. regularly 3. heavy rainfall and the inability of watercourses to contain the excess water 4. All words should be circled.

5.

Slow-onset

Rapid-onset

Flash floods

• most common • inland • develop over a week or more • can last for months • damage crops, agriculture, railway lines, roads, property • isolates whole rural communities

• develop quickly (no time to prepare for them) • great threat to human life and property • quick, dangerous water flow • coastal/mountains • steep rivers, flow quickly • lasts one or two days • affects most urban areas

• caused by heavy, short rainfalls from intense storms • occur quickly • great threat to human life— people swept away • damage property • major social disruption • urban areas • drains unable to cope • steep rural terrains and steep streams • anywhere, anytime • causes greatest damage

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