Australian Geography Series Teachers' Manual sample

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Title: Australian Geography Series Teacher's Manual for Student Workbooks 1-7

© 2016 Ready-Ed Publications Printed in Australia Edited by Ready-Ed Publications

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7. iii. National Library of Australia. iv. Cover image: statue of an ANZAC soldier; part of the Cenotaph in Martin Place, Sydney (NSW, Australia). © istockphotos.

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ISBN: 978 1 86397 2

Contents Book 1 – Places Have Distinctive Features

4

Teachers' Notes National Curriculum Links

5 5

This is a Ready-Ed Publications' book preview.

Section 1: Describing Places Section 2: Using Spaces Section 3: Environmental Features

6 9 11

Book 2 – People Are Connected To Places

17

Teachers' Notes Australian Curriculum Links

18 19

Section 1: Place Names Section 2: Connnecting To Places Section 3: Places Near And Far

20 22 28

Book 3 – Places Are Similar And Different

30

Teachers' Notes National Curriculum Links

31 31

Section 1: Local Indigenous Groups Section 2: Local Changes and Continuities Section 3: Development and Character of the Local Community Section 4: Special Days, symbols and emblems

32 37 43 46

Book 4 – First Contacts

53

Teachers' Notes National Curriculum Links Answers

54 54 55

Book 5 – The Australian Colonies

57

Teachers' Notes National Curriculum Links Answers

58 58 59

Book 6 – Australia as a Nation

61

Teachers' Notes National Curriculum Links Answers

62 62 63

Go to www.readyed.net Book 7 – The Ancient World

65

Teachers' Notes National Curriculum Links Answers

66 66 67

3

Australian Geography Series

This is a Ready-Ed Year 1: PlacesPublications' Have book preview.

Distinctive Features

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Workbook 1: Places Have Distinctive Features

Teachers’ Notes

This is a Ready-Ed Publications' book preview.

Year 1: Places Have Distinctive Features is part of the Australian Geography Series which consists of nine books in total. This book has been written for students living in Australia who are studying Geography in Year 1. It is divided into three clear sections which connect to the National Curriculum.

The first section, entitled Describing Places, includes activities that allow students to identify and describe natural, managed and constructed features of places, locate them on maps, say how they should be cared for, and recognise how they can change. The activities in this section also provides students with the opportunity to examine Dreaming stories which identify the natural features of a place.

The second section of this book, Using Spaces, gives students the opportunity to investigate the different ways in which spaces are used in their home, school and community. It explores the idea that environmental characteristics and time of day affect how a space is used, and creates an awareness that rearranging spaces can suit different purposes and needs.

Environmental Features, the third and final section of the book, helps the children to describe, measure and record the weather, as well as compare the weather in their area to the weather in other places in Australia. The study of an indigenous seasonal calendar is also included.

All of the activity pages in this book are visually appealing to help Year 1 students process the concepts being taught. As students complete the activities they will also be learning and practising a range of geographical skills, such as: sorting and classifying, mapping, labeling, matching, graphing and collecting data.

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Workbook 1: Places Have Distinctive Features

National Curriculum Links

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Geographical Knowledge and Understanding

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

using observations to identify and describe the natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks, gardens, plantation forests) and constructed features (for example, roads, buildings) of the local place, and locating them on a map

•

recounting Aboriginal Dreaming stories and/or Legends of the Torres Strait that identify the natural features of a place

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using observations and/or photographs to identify changes in natural, managed and constructed features in their place, for example, recent erosion, revegetated areas, planted crops or new buildings

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describing local features people look after, for example, bushland, wetland, park or a heritage building, and finding out why and how these features need to be cared for, and who provides this care

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

describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of

•

comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four seasons calendar derived from Europe

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

identifying the activities located in their place, for example, retailing, medical, educational, police, religious, recreational, farming, manufacturing or office activities, locating them on a pictorial map, and suggesting why they are located where they are, locating the activities in their place on a pictorial map

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

describing how they would like to rearrange the space within the classroom for reading time or for a drama activity

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Workbook 1: Places Have Distinctive Features

Section 1

Describing Places

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Features Of Places 1 (Page 6)

Extension Activities

To introduce the activity, show students photographs of a variety of natural environments, e.g. a beach, forest and desert.

Ask them what they can see. They should identify all natural objects. Show students a photograph of a place with constructed features, e.g. roads, buildings, etc. Ask them what they can see and if there are any natural features in the photographs.

•

Ask students to list other natural and constructed features found in a house on the back of the sheet.

•

Next to their list on the back of the page, ask students to write which room each feature is commonly found in.

The two places are a forest and a town. They should understand that the forest has the most natural features and the town has the most constructed features.

Natural and Constructed Features (Page 10) Begin with a class discussion which asks students to name and describe places that they have visited, or have heard of, or have seen on TV, etc.

Features Of Places 2 (Page 7) Show students three pictures of features from a specific place, e.g. a pig, a tractor and a field of wheat. Ask them to identify the place that the features belong to. Discuss other features that may be found in this place.

The desk, whiteboard and chair belong to a school. The sandcastle, shell and umbrella belong to a beach. The shopping trolley, cash register and milk belong to a shop. Students might circle: the desk, the shopping trolley, the milk carton, the whiteboard, the cash register, the umbrella or the chair.

Use Your Senses (Page 8) Divide students into small groups. Give each group a local place (e.g. the beach, park or farm). Ask each group to record what they would see, hear, feel and smell at that place.

Types Of Features (Page 9) Students should tick: the flowers, the lawn and the pot plant. All other features should be crossed. Examples of a managed feature are: a farm, park and garden.

Home And School (Page 11) Before completing the activity sheet, on separate pieces of card write down all the features that students can see from their bedroom windows (e.g. trees, playground equipment, driveway, mailbox, fence, grass).

Lay two hula hoops on the ground so that they overlap in the middle - creating a Venn diagram. Give each student a piece of card and have them put it in the correct section of the hoops (i.e depending on whether it is a feature that can be seen at home, at school or in both places).

Sorting Features 1 and 2 (Pages 12 and 13) This activity will work best if Sorting Features 2 is photocopied and enlarged to A3.

Natural features: ant, mountain, cat, dam, tree, grass, bird, bush, ocean, icebergs.

Constructed features: building, house, car, truck, restaurant, train.

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Give students another copy of the pictures on Sorting Features 1 and ask them to sort

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Workbook 1: Places Have Distinctive Features

Section 1

Describing Places

This is a Ready-Ed Publications' book preview.

•

the pictures into more specific groups, for example under categories such as: transport, animals, buildings, vegetation, landforms, etc.

School Features (Page 14)

might have slightly different symbols on different maps.

Extension Activity •

Extension Activity •

On a map of the school, colour in natural features and constructed features.

Have students add symbols to a blank map of your school to represent certain features, such as: the playground, water fountains, toilets, the library, the art room, etc.

Labeling Features (Page 19) picnic table

Materials (Page 15)

basketball court

If students are having trouble suggesting reasons, give them examples of unsuitable materials that the features could be made from (e.g. a basketball court made of foam) and have them say why these materials wouldn’t be suitable.

oval

pond

trees

Grouping Features (Page 16) Students could also group the features under the following headings: big or small, inside or outside, home or school.

Pick This Place (Page 17) Discuss the features of advertisements with students before completing this activity. For example, advertisements should include: a title, pictures, information about the place (e.g. best time to visit) and words that describe the place. If possible, collect some examples of advertisements for students to view and analyse before completing this activity (preferably advertising a tourist attraction).

Symbols And Keys (Page 18)

car park

Extension Activities •

Find a park in the local area on Google Earth. Discuss the features that the students can see when looking down on the park from above.

•

Ask students to build towers out of blocks. View them from the side and from above.

Map Of A Classroom (Page 20) Map Of A Classroom

cupboard

teacher's desk

cupboard

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Discuss with students why maps use symbols instead of realistic depictions of places and objects. View a range of maps and discuss the symbols that are present. Highlight to students that the same places and objects

8

mat

desk

desk

desk

Workbook 1: Places Have Distinctive Features

Section 1

Describing Places

This is a Ready-Ed Publications' book preview.

Extension Activity

Aboriginal Storytelling (Page 23-24)

•

Tiddalick The Greedy Frog is an Aboriginal Dreamtime story which could be said to explain droughts and floods. It could also be said to highlight the importance of sharing water resources and emphasise that all animals need water.

Give students a range of cut-out shapes that represent the furniture in your classroom when viewed from above. Give students an outline of the classroom and ask them to arrange the shapes to make a map showing where the furniture in the room is placed.

Maps And More Maps (Page 21) Top left: Zoo Top right: World Bottom left: Australia Bottom right: Town The most detailed map would be the map of the zoo as it is the smallest in scale. The least detailed map would be the map of the world as it is the largest.

Order from smallest to biggest: zoo, town, Australia, world.

Extension Activities •

•

•

Look at different maps of Australia and discuss the differences (e.g. a political map, a satellite map, a map of Aboriginal language groups, a historic map).

Show students a colour picture of the Earth from Space. Ask them: What colours can you see? What are the blue bits? What are the green bits? Why can’t you see your house in the picture?

Compare a flat map of the world with a round map of the world (globe).

Storytelling (Page 22) Tell students that Dreaming stories are an important part of indigenous culture in Australia and they are a way of explaining natural features on the Earth. Dreaming stories are a way of passing on, from one generation to the next, beliefs about the Earth. They were traditionally listened to, rather than read.

Read out the story on Page 12 of the Teachers' Manual to the students then ask them to complete the activity.

Other Dreamtime stories to share with your students are: The Rainbow Serpent, How The Crow Became Black, Brolga The Dancer, How The Sun Was Made, Where The Frost Comes From and The Black Swans.

Students may like to create their own stories about the origin of flora, fauna or natural phenomena.

Caring For Managed Features (Page 25) Students might mention that gardens need to be watered, hedges need to be trimmed, grass needs to be mowed, leaves and debris need to be swept, etc. At a farm, students might mention that stables, sheds and chicken coops need sweeping and cleaning regularly. The area where animals roam needs watering and maintaining. Fences on the buildings need to be secure, and roofs need to be checked for leaks. Hay, etc. will need replenishing regularly. Other suggestions may also be acceptable.

Caring For Places 1 (Page 26) Discuss with students what would happen if the tasks shown in the first five pictures were not done at their house. For example, if rubbish was not placed in the bin it would be left lying around the house, which would be unhygienic, messy and would create a bad smell. Students might suggest that to

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9

Workbook 1: Places Have Distinctive Features

Section 1

Describing Places

This is a Ready-Ed Publications' book preview. care for a bushland they should not drop litter, respect native animals, walk on the paths, take care not to tread on vegetation, and join a volunteer group which helps to conserve native plants.

Answers

Caring For Places 2 (Page 27)

Protecting Places (Page 29)

Discuss with students what the consequences would be if people didn’t care for the school. Create posters encouraging other students in the school to keep the environment clean and respect school property. Students might suggest that to care for a park they should: not drop litter, share equipment, obey signs, walk on the paths, etc.

Answers could include: mow the grass, mend the park’s sign, take away the abandoned car, clean up the rubbish, repair the swing set.

National Parks (Page 28) Discuss the importance of each of the rules in this activity. For example, the rule forbidding campfires prevents trees and bushes from accidently catching on fire and spreading around the national park.

Extension Activities •

•

•

•

Have students investigate the plants and animals found in a national park in your state or territory.

Locate some additional information about national parks by going to the two following websites: National parks interactive from the National Museum of Australia http://www.nma.gov.au/educationkids/classroom_learning/multimedia/ interactives/national-parks National parks teachers’ guide from the New South Wales government http://www.environment.nsw. gov.au/resources/education/ NationalParkTeachersGuide.pdf

•

Signs: no campfires, no camping, no pets, no push bikes, don't feed the animals, place all rubbish in the bins provided.

Local Heritage (Page 30) Suggested answers for image 1: the statue’s plaque needs repairing and the graffiti cleaned, also overgrowth cleared. Image 2: plants left to grow in habitat without being dug out, no litter should be left in a nature reserve.

Spoiling Places (Page 31) Enlarge and cut out the pictures on this sheet to display on the board. As a class, order the actions shown in each picture from bad to worse, discussing decisions based on the consequences of each action.

If students disagree with the final order, they can sequence the pictures differently on their individual activity sheet.

Changes (Page 32) Vegetables growing from a seed: natural (5) A room being painted: constructed(2) A tree being cut down: managed (1) A house being built: constructed (6) Leaves on a tree changing colour and falling off in Autumn: natural (5) A sunset: natural (2)

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Workbook 1: Places Have Distinctive Features

Section 1

Describing Places

This is a Ready-Ed Publications' book preview.

•

Read Window by Jeannie Baker with the class. Discuss the changes in the community as seen from the window.

Changes At Home (Page 33) Extension Activities •

As a class, discuss the most common changes that have been made at the students’ homes. Have students think of a change that they would like to see happen at their house. This could be a realistic change (e.g. turning a study room into a games room, building a cubby house) or imaginative (e.g. building a ferris wheel in their backyard).

Additional Activities For This Section Take students for a walk around the local area.

Write down or take photographs of all the different features that you pass (park, river, train station, post office, church, etc.). Sort these features into groups when back in the classroom. For example, features could be grouped by use (residential, leisure, retail); according to whether they are natural or built; or whether they are new or old.

Investigate the following question, then take any necessary action: What is an area we can address to take better care of the school? (e.g. rubbish – collect everyday, educate other classes, etc.).

Collect data to discover how many native animals use the school grounds. Investigate ways to increase the amount of visits by native animals to the school.

Suggested Websites •

Map Symbols Game http://www.bbc.co.uk/schools/ barnabybear/games/map.shtml

•

Tune In To Your Schoolyard http://www.learningplace.com.au/sc/ online/sci_7/everything_is_connected/ page1.html

Inquiry Ideas For This Section Survey the school community to determine a feature that people would like to see built in the local community. Conduct research to discover the most popular feature of the school during lunchtime (e.g. the library, the oval, the undercover area, the basketball courts). This could take the form of a class survey in which students share their favourite lunchtime spots, or it could be a bigger project with a whole school focus.

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Workbook 1: Places Have Distinctive Features

Section 1

Aboriginal Storytelling

Read this Dreamtime story to your students.

This isAboriginal a Ready-Ed Publications' Tiddalick Greedy Frog bookThe preview. (adapted by Lisa Craig)

A long time ago before people lived on Earth, there was a big frog called Tiddalick. Tiddalick lived in the hot Australian desert and he thought he was the boss of all the animals.

CHORUS: Tiddalick was nasty, Tiddalick was mean, Tiddalick was a green, mean drinking machine!

One day Tiddalick was very thirsty. He went to the only pond of water in the desert garden and he started to drink all the water. He drank and drank and drank. He grew bigger and bigger and bigger. (BLOW UP A GREEN BALLOON PAINTED WITH EYES TO ADD TO THE DRAMA.) He didn’t leave one drop of water in the pond. (CHORUS.) The other animals in the desert came to the pond to drink. There was no water! They were so thirsty. Then they saw big, fat Tiddalick.

"Tiddalick drank all the water!” said the kangaroo.

"What can we do?” asked the kookaburra.

“I know!” said the sleepy wombat. “Let’s make him laugh and laugh and laugh, then all the water will come out of his mouth.” (CHORUS.) The kangaroo hopped on one leg. Then she hopped on the other. She hopped up and down, up and down, up and down. But Tiddalick didn’t laugh.

“My turn,” said the emu. The emu danced the can-can and wobbled his big bottom at the frog. Tiddalick didn’t laugh, Tiddalick didn’t even smile!

The frill-necked lizard was very confident. “Watch me, you big bad frog,” she cried. The lizard turned around and around and around like a ballerina on the desert sand until she was very dizzy, but Tiddalick didn’t laugh.

The eel that lived in the pond wriggled over to Tiddalick and started to tickle his leg with his tail… then he tickled him on the tummy… then under Tiddalick’s arms.

Now the eel was around Tiddalick’s neck and suddenly Tiddalick started to laugh.

He laughed and laughed and laughed. Tiddalick laughed so much that all the water came out of his mouth and there was water again for the animals of the desert.

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The kangaroo, the kookaburra, the emu, the eel, the wombat and the lizard laughed too and they danced under the desert sun. All the animals were happy again.

It’s true… (CHORUS). But Tiddalick learned something very important. Did you?

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Workbook 1: Places Have Distinctive Features

Section 2

Using Spaces

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Using One Space (Page 35)

What’s Happening At School Today?

Extension Activity

(Page 40)

•

Extension Activity

Place students into pairs. Invite them to think of an activity that people do at the beach and have them act it out to the class without using words. The other students then have to guess what activity is being mimed.

Around The House (Page 36) Ask students to share their favourite room in the house and explain why it is their favourite. What do they do in this room that they enjoy? Do other members of their family use the room differently?

•

Community Spaces (Page 41) Green: house, apartment block.

Blue: bakery, ice cream shop, grocery shop.

Orange: park, zoo, skate park, beach.

Extension Activities •

Create a ‘Community Collage’ in the classroom by grouping pictures of places in the local area according to their use, (e.g. places where people live, places where people buy things, etc.). Pictures could be found online, be brought in by students or be taken during a class excursion.

•

On a map of the local community, mark (or colour code) the places where people live, the places where people buy things, the places where people go to have fun, etc.

Arranging Spaces (Page 37) Extension Activity •

Create a graph showing how popular each activity is (e.g. sleeping, reading, playing, studying).

School Spaces (Page 38) Students might show how the oval can be used to play sport, for eating lunch and/or for meetings.

Using Spaces (Page 39) Encourage students to select spaces that have multiple uses for this activity. Some examples include: the library, the oval, the undercover area or the classroom. For best results, ask a range of school staff and students in other classes how they use these areas.

Complete the activity sheet at different times of the day and compare how each place is used differently depending on the time of day.

Organising Spaces (Page 42) At Fish n' Chips.

At the Bakery or Diner.

Schools = 1 Parks = 2 Responses will vary. Some students might suggest that placing parks close to water might not be the best idea as water poses a hazard to young children. They might say that a park would be best placed close to the school and/or the houses close to the school.

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Workbook 1: Places Have Distinctive Features

Section 2

Using Spaces

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Locating Activities (Page 43)

Brainstorm activities on the board and discuss how these could be represented on a map, such as: retailing, medical, educational, police, religious, recreational, etc.

Map Of The Torres Strait Islands (Page 44) Tell students that the islands that lie between Cape York and Papua New Guinea are legally part of Queensland, and that Islanders still inhabit the islands but many Islanders now live in different areas of Australia. Thursday Island is the commercial capital of the Torres Strait Islands. Islanders formed groups when they first settled and each group had its own culture.

Extension Activity •

Students could locate different cultural groups on the map.

Additional Activities For This Section

Ask students to use one of the online games below to build their own city. This encourages students to think about the different places that a city needs and the different ways that a space can be used. http://www.kibagames.com/Game/Build_ your_City http://kids.tate.org.uk/games/myimaginary-city/ http://www.bbc.co.uk/scotland/ education/wwww/buildings/standard/ game1/

View the interactive website listed below with students to learn more about the different types of buildings in a community and their uses: http://www.bbc.co.uk/scotland/ education/wwww/buildings/ Inquiry Idea For This Section Find an empty space at school and ask students to suggest what it could be used for.

This could involve collecting data about how it is currently used. Things to consider: How many people walk through this space each day?

Do any native animals visit the space?

Students could then survey the school community about their preferred use for this space. If possible, put the plan into action.

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Workbook 1: Places Have Distinctive Features

Section 3

Environmental Features

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Weather Words (Page 47)

Weather Forecast (Page 51)

This activity will develop students' vocabulary so that they can describe the daily weather where they live.

Discuss why people predict the weather and why it is useful to know what the weather will most likely be, in the near future. To complete the activity you might like to have some students copy the weather forecast from newspapers, from the TV news and from internet sites (such as the Bureau of Meteorology or WeatherZone).

Answers •

Temperature: A measure of how hot or cold the air is - 23° celcius. Wind speed: How fast the wind is moving - 11km/h.

Wind direction: The direction the wind is coming from - north-easterly. Rainfall: The amount of water that has fallen as rain - 2mm.

Measuring The Weather (Page 48)

Extension Activities •

Graph the daily temperatures and rainfall and discuss the results. Are there any patterns that emerge?

•

Investigate how weather forecasts are made. This may involve inviting a guest speaker, such as the local TV weather person, to speak with the students.

Answers •

Temperature is measured using a thermometer. Wind speed is measured using an barometer. Wind direction is measured using a weather vane. Rainfall is measured using a rain gauge.

Extension Activity •

Using the weather instruments (bought or made in class) measure the actual weather on a daily or weekly basis.

Seasonal Weather (Page 49)

Recording The Weather (Page 52) If possible, use the same source that you used in the previous activity to complete this chart (i.e. the same newspaper, TV news or internet site). Compare how accurate the forecast was when compared with what the weather was actually like.

Extension Activities •

Extension Activity •

Investigate what the weather is like at each of these times of year in different parts of Australia.

Weather Symbols (Page 50) Look at examples of weather symbols used in newspapers and on the internet to help students create their own symbols.

Have students record the weather using a thermometer to measure temperature, a simple home-made rain gauge to measure rainfall, a simple wind vane to determine wind direction, and the Beaufort Wind Scale to measure wind speed. http://www.bom.gov.au/lam/Students_ Teachers/Worksheet16.shtml. Students can then compare their results with more official measurements.

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Workbook 1: Places Have Distinctive Features

Environmental Features

Section 3

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Australian Weather (Page 53)

Extension Activity

Before the students complete the activity discuss the five famous places and examine the names of the places in more detail. Discuss what the weather is like in each place, mentioning rainfall, wind, temperature, amount of sunshine, storms, etc.

•

Repeat the activity on the Bininj calendar using other indigenous calendars used in different areas in Australia. Look at the Gagadju (Kakadu), the D'harawal (Sydney), Arremte (central Australia) and the Woiwurrung (Upper Yarra Valley).

•

Learn about the Aboriginal seasonal calendar relevant to your area. The following site may be useful: http://www.bom.gov.au/iwk/index. shtmL

Answers •

1D, 2E, 3A, 4C, 5B.

•

Students should colour red the places located in the top half of Australia and colour blue the places located in the bottom half of Australia.

2 3 1

4 5

Describing The Weather (Page 54) Make students aware that Australia has different climates because it is such a big place. Students should understand that Australia is warmer the further north you travel and cooler in southern areas.

Seasonal Calendars (Page 55) Revise with students the months in autumn, winter, spring and summer. They could create a little rhyme to help them remember these months and seasons.

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16

Australian Geography Series

This Year is a Ready-Ed Publications' 2: People Are book preview.

Connected To Places

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Workbook 2: People Are Connected To Places

Teachers’ Notes

This is a Ready-Ed Publications' book preview.

Year 2: People Are Connected To Places is part of the Australian Geography Series which consists of nine books in total. This book is written for students living in Australia who are studying Geography in Year 2. It is divided into three clear sections which align to the Australian National Curriculum.

The first section, Place Names, will help students begin to understand that the names of places and features of places have meanings. Students will be given the opportunity to examine the significance of indigenous names and begin to understand that different places are different sizes and can thus be described in terms of scale. Students will also be asked to label major geographical divisions on a globe.

The second section Connecting To Places, explores students’ connections with places both close and distant. Students will learn that connections can be formed not only with places where they have been, but also with places that they have heard of: on TV, in books or through other people. Places frequently visited in the local community, places of birth and places in other countries all feature in this section. The activities in this section also help students to understand the special relationship that Indigenous Australians have with the land, sea and animals of their place.

The final section in this book entitled Spaces: Near And Far, considers the concept that distance influences the places where we go and how often we visit those places. The activities presented in this section encourage students to see the connection between these two variables and discuss the reasons why people visit distant places less frequently than places which are nearby.

All of the activity pages in this book are visually appealing to help Year 2 students process the concepts being taught. As students complete the activities they will also be learning and practising a range of geographical skills, including: sorting, classifying, mapping, labelling, matching, graphing and conducting simple surveys to collect data.

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Workbook 2: People Are Connected To Places

National Curriculum Links

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Geographical Knowledge and Understanding

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

using geographical tools, for example, a globe and world map, or digital application, such as Google Earth, to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheres

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describing the location of continents relative to Australia using terms such as north, south, opposite, near, far

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK010) •

examining the names of features and places in the local area, and the meaning of these names and why they were chosen

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investigating the names and meanings given to local features and places by the local Aboriginal and Torres Strait Islander Peoples

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describing the hierarchy of places: from the personal scale of their home, the local scale of their suburb or town, the regional scale of their state, to the national scale of their country

The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHGK011) •

explaining that some people have special connections to many Countries through, for example, marriage, birth, residence and chosen or forced movement

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discussing how some people are connected to one Country, for example, because it is ‘mother’s’ Country or ‘father’s’ Country

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describing the connections of the local Aboriginal or Torres Strait Islander Peoples with the land, sea and animals of their place

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK012) •

examining the ways people are connected to other places through, for example, relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, and places of particular significance

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discussing how their place may be connected to events that have happened in other places, for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK013) • • •

investigating the places they and their families visit for shopping recreation, religious or ceremonial activities, or other reasons

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suggesting what their pattern of visits to places might have been two generations ago and comparing this to their current pattern investigating how people’s connections with places are affected by transport and information and telecommunications technologies

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Workbook 2: People Are Connected To Places

Section 1

Place Names

This is a Ready-Ed Publications' book preview.

Create a class display with information under the following four headings: People, Distinguishing Feature, Another Language, Other Places.

Names Of Places (Page 6)

Ask students to be as specific as possible when naming each place, for example Brighton Beach, a mountain in America, etc.

Ask students to compare their answers and discuss the differences, for example many students may have been to the beach, but not necessarily to the same beach.

Addresses 1 (Page 10) Extension Activity •

Place Names Are Important 1 (Page 7) To assist students to complete this activity, ask them to colour Jenny and Ben’s house one colour, all the restaurants another colour, etc. then underline the words in the passage using the matching colour. Discuss the results after they have completed the activity. Did all of the students get the same route? Why/why not?

Try the activity again, but this time select and include the specific names of places that Jenny and Ben visited in the narrative. Did all students get the same route this time?

This activity should consolidate the idea that specific place names are important.

Addresses 2 (Page 11) Students should circle number 15 and highlight Tiny Town. Students should colour the number 4 house pink. Students should recognise that all the people in Tiny Town do not live on the same street but they do live in the same town. Routes will vary.

Extension Activities •

Ask students to write a letter to their parents and mail it to their home address.

Discuss with students how the postman/ woman will know where to deliver it (e.g. he will find the street on a map and then look for the number on the mailbox).

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Mark all the students' houses on a map, then draw lines to show the route a postman/woman might take to deliver all the letters.

Place Names Are Important 2 (Page 8) Discuss with the students whether this activity would be easier if the places marked on their maps had names. Reinforce the concept that naming places makes them easier to find.

Mark students’ houses on a map of the local area. Ask students to identify who lives closest to them and who lives furthest away.

The Meanings Of Place Names (Page 9)

Extension Activity •

Talk about how some places are named after people, some places are named because of a distinguishing feature, some places have names that mean something in another language and some places are named after other places in the world.

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20

Workbook 2: People Are Connected To Places

Place Names

Section 1

This is a Ready-Ed Publications' book preview.

Australian Place Names 1 (Page 12)

Extension Activity

Before the students complete the activity discuss the five famous places. After the students have completed the activity examine the names of the places in more detail. Ask them why these places were given their names - is it because of how they look?

Is it because of how the place is used?

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Using the satellite view of Google Maps, find your school. Slowly zoom out, discussing how the school is in a suburb; that suburb is part of a bigger town; that town is a place in your state; your state is part of Australia, etc.

Scale 2 (Page 16)

1 - D, 2 - E, 3 - A, 4 - C, 5 - B

2 3 1

4 5

Australian Place Names 2 (Page 13) Extension Activity •

Read the book Are We There Yet? by Alison Lester to familiarise students with other famous places in Australia. Mark the places mentioned in the book on a map.

As an introduction to this activity, conduct a class brainstorm of all the places that students have heard of around the world (continents, countries, cities, landmarks, etc.).

Write each different place on a piece of card.

Discuss how students know these names and may have a connection to them (e.g. places that they have visited, from the TV, the news, in books, heard parents talking about them, friends or family live there, etc.). Ask students to try to classify the pieces of card under the headings on the worksheet. Discuss how landmarks are smaller in size than cities, cities are smaller in size than countries, etc.

Labelling A Globe (Page 17) North Pole Arctic Circle

lndigenous Place Names (Page 14) To help students with this activity hold a class discussion first. Pictures will vary depending on the area in which you live.

Tropic of Cancer Equator

Scale 1 (Page 15)

Tropic of Capricorn

To introduce this activity read the picture book My Place in Space by Robin Hirst.

Antarctic Circle South Pole

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Workbook 2: People Are Connected To Places

Section 2

Connecting To Places

This is a Ready-Ed Publications' book preview.

I Am Connected To My Home (Page 19) Discuss with students what ‘connection’ means. For example, connections are formed when people visit a place frequently, feel that they belong to a place, feel comfortable in a place, and feel that a place is special.

China

Australia

Connecting To My Community (Page 20) Ask students to take photographs (with parent assistance) of: their houses, a place where they shop and a place where they go to have fun. Create a class display to showcase students’ photographs.

Connecting To Places I Visit (Page 21) If students haven't visited another state in Australia, they can choose another place in their own state, town, city or suburb.

Connections To Places Across The World (Page 25) Students should identify that Phillip came from the United Kingdom because of the flag that he holds. He made three stops on his journey to Australia. England is smaller than Australia.

Connecting To Australia (Page 22)

England

1

Ask students to read out their answers as they will vary.

Canary Islands

2

Connecting To Birth Places (Page 23) If applicable, ask students to discuss with their parents/grandparents why they came to live in Australia, what they like about Australia and what they miss about the country where they came from. Discuss how their parents/grandparents have a connection to the country in which they were born, as well as Australia.

Connections To Asia (Page 24) Answers •

22

Cape of 4 Good Hope Rio de Janeiro 3

5 Sydney

World Connections 1 and 2 (Pages 26 and 27) Students should begin to understand that some people have connections to places all around the world, because not all Australians were born in Australia.

Extension Activity

Students should identify that China is far away from Australia. They may be able to identify in which direction the family have travelled to get to Australia.

Go to www.readyed.net •

Print a blank world map for each student.

Ask students to colour each heading on the activity sheet a different colour, then colour in the corresponding continents on the world map the same colour.

Workbook 2: People Are Connected To Places

Section 2

Connecting To Places

This is a Ready-Ed Publications' book preview. data and tools provided. Finished maps can be emailed, shared online or printed. No registration is required.

Connecting And Communicating (Page 28) Extension Activities

Answers

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Investigate the history of communication. Create a timeline to display in the classroom.

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Organise to communicate with students in another country either via letter writing, email or internet video calls using software such as Skype.

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If you get the opportunity, set up a pen pal program with a teacher overseas as an authentic way for students to develop a connection with another country. Letters could be written using email, a blog or snail mail.

Connecting To Asia (Page 29)

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Students can log on to the following website http://www.flatstanley.com/ about, to connect with children in other parts of the world by sending out paper "Flat Stanleys" through the mail (or digitally with The Flat Stanley app).

Each student can then talk about, track, and write about his/her flat character's journey and adventures.

Students can log on to the following website http://www.animaps.com. to create animated maps for free, with markers that move to trace routes, and text and images that pop up on cue.

This will help them to locate where in the world the children are with whom they are communicating. Registration is required.

Another mapmaking program which they can use is the National Geographic MapMaker Interactive http:// education.nationalgeographic.com/ education/mapping/interactivemap. Students can log on, to create a customised map using the themes,

Written communication could include: letters, email, text messages, greeting cards, online chat forums, etc. Verbal communication could include: telephone/mobile phone, webcam, Skype, etc.

Students should colour the computer, the mobile phone and the picture of two people using Skype for the first question, and colour the picture of a parcel for the second question.

Discuss as a class how Australia is connected to Asia through trade, aid, migration, food, wars and the environment.

Connecting Through Food (Page 30) Extension Activity •

Ask for parent volunteers to help cook dishes from around the world and hold a ‘World Food Day’. Talk about people's connection to the dishes and to the places from which the dishes originate.

Things That We Buy (Page 31) As a Maths integration activity, ask students to create a graph showing where all the objects chosen by the class were made. Discuss why most of the products we use come from a particular place.

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Personal Connections (Page 32) Students can share their pictures with their peers.

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Workbook 2: People Are Connected To Places

Section 2

Connecting To Places

This is a Ready-Ed Publications' book preview.

The Torres Strait Islands (Page 33)

Tell students that the islands that lie between Cape York and Papua New Guinea are legally part of Queensland, and that Islanders still inhabit the islands but many Islanders now live in different areas of Australia. Thursday Island is the commercial capital of the Torres Strait Islands. Islanders formed groups when they first settled and each group had its own culture.

Extension Activity •

Students could locate different cultural groups on the map.

Indigenous Connections and Aboriginal Storytelling (Pages 34, 35 and 36) Before the children complete the activity sheets, explain that Aboriginal and Torres Strait Islander Peoples communicate the past through stories passed down from generation to generation. These stories are known as the Dreaming or Dreamtime.

The stories are communicated through dance, music, storytelling and art.

The Dreaming stories are all about the Earth’s creation. They tell tales of Ancestral Beings or Spirits moving around the Earth in human form creating animals, plants, rocks and other forms of the land that we know today. The spirits are then believed to have transformed into stars, rocks, trees, watering holes and other objects. These are regarded as sacred by Indigenous Australians.

The Dreaming helps us to understand the unique relationship that Indigenous Australians have with the land as they believe that it is sacred and should be looked after.

Before the students begin the activity sheet you might want to read some Dreaming stories by logging on to: www.dreamtime. auz.net/. Some of these stories might relate to their local area.

Tiddalick The Greedy Frog is an Aboriginal Dreamtime story which could be said to explain droughts and floods. It could also be said to highlight the importance of sharing water resources and emphasise that all animals need water.

Read out the story on Page 26 of this resource to the students then ask them to complete the activity on page 36.

Other Dreamtime stories to share with your students are: The Rainbow Serpent, How The Crow Became Black, Brolga The Dancer, How The Sun Was Made, Where The Frost Comes From and The Black Swans.

Students may like to create their own stories about the origin of flora, fauna or natural phenomena.

Indigenous Storytelling 1, 2 and 3 (Pages 37, 38 and 39) Read out the story on Page 27 of this resource to the students then ask them to complete the activities on Pages 38 & 39.

Answers •

There was plentiful food for all and things were in their natural state. 2. The sea eagle was a guardian, who looked after the island. 3. The gull allowed the animals to eat more than was necessary, causing a food shortage and depleting the island’s resources. Image analysis: the broken coral could lead to the loss of habitat for little fish so there would not be larger fish for local people and sharks; loss of fish species in the area; food shortages for the island community which could affect local tourism.

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Workbook 2: People Are Connected To Places

Section 2

Connecting To Places

This is a Ready-Ed Publications' book preview.

An Indigenous Connection 1 (Page 40)

Tell the students that older Aborigines, known as Elders, have the longest and closest connection with the land and pass their knowledge down to the younger generations.

Tell the students that it is believed that Indigenous Australians walked from Asia to Australia on land bridges which are said to now be underwater.

Students should colour the circle on the flag, yellow. The circle represents the sun and yellow ochre. Students should colour the bottom half of the flag red which represents the red earth and red ochre. They should colour the top half of the flag black. Black represents the Aboriginal people.

symbolises the people, red symbolises the red earth which they feel a strong connection to, and yellow symbolises the Australian sun.

An Indigenous Connection 4 (Page 43)

Discuss the way that traditional Indigenous Australians either walked, or travelled by makeshift boats pre-colonisation. They did not travel by horse, camel, car, train or plane.

Explain that traditional Indigenous Australians made their own shelters using the resources available to them from the land – such as stones, plants, sticks, etc.

Discuss the methods used by traditional Indigenous Australians to source food – they used hunting tools that they made themselves to spear fish and kill large animals such as kangaroos and possums, etc.

An Indigenous Connection 2

An Indigenous Connection 5 (Page 44)

(Page 41)

Discuss the way that traditional Indigenous Australians used coolamons made from the bark off trees to collect water from streams.

Explain that traditional Indigenous Australians sourced vegetables underground by digging in the ground using makeshift digging sticks.

Discuss the method used by traditional Indigenous Australians to keep warm – they would make fires from available wood and by rubbing two sticks against each other.

Students should begin to understand that traditional Aboriginal people were huntergatherers, which means that they made their own tools to hunt and gather food and therefore survive.

Answers to matching activity: They used boomerangs to hunt kangaroos, possums and birds; spears were used to hunt fish; the coolamon was used to collect water; the digging stick was used to gather seeds, vegetables, fruit and witchetty grubs; a fishing net was used to gather crabs, oysters and turtles.

An Indigenous Connection 3 (Page 42) Discuss the significance of the boomerang with the children (it is an Aboriginal hunting tool made from resources taken from the land - wood from trees). The Aboriginal people used the boomerang to hunt large animals - which they ate to survive. Explain the significance of the Aboriginal colours (red, black and yellow). Tell the children that black

An Indigenous Connection 6 (Page 46) Clans can have as many as 500 members.

Each clan has the right to hunt and collect food in a given territory. Invading someone else's territory usually results in conflict. Each clan has their own language. Some clans speak the languages of other clans nearby.

Customs and laws are taken seriously.

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Workbook 2: People Are Connected To Places

Section 2

Aboriginal Storytelling 1

Readis this Aboriginal Dreamtime story to Publications' your students. It This a Ready-Ed shows how Indigenous Australians had a special connection to animals in their Country/Place. book preview.

Tiddalick The Greedy Frog

(adapted by Lisa Craig) A long time ago before people lived on Earth, there was a big frog called Tiddalick. Tiddalick lived in the hot Australian desert and he thought he was the boss of all the animals.

CHORUS: Tiddalick was nasty, Tiddalick was mean, Tiddalick was a green, mean drinking machine!

One day Tiddalick was very thirsty. He went to the only pond of water in the desert garden and he started to drink all the water. He drank and drank and drank. He grew bigger and bigger and bigger. (BLOW UP A GREEN BALLOON PAINTED WITH EYES TO ADD TO THE DRAMA.) He didn’t leave one drop of water in the pond. (CHORUS.) The other animals in the desert came to the pond to drink. There was no water! They were so thirsty. Then they saw big, fat Tiddalick.

"Tiddalick drank all the water!” said the kangaroo.

"What can we do?” asked the kookaburra.

“I know!” said the sleepy wombat. “Let’s make him laugh and laugh and laugh, then all the water will come out of his mouth.” (CHORUS.) The kangaroo hopped on one leg. Then she hopped on the other. She hopped up and down, up and down, up and down. But Tiddalick didn’t laugh.

“My turn,” said the emu. The emu danced the can-can and wobbled his big bottom at the frog. Tiddalick didn’t laugh, Tiddalick didn’t even smile!

The frill-necked lizard was very confident. “Watch me, you big bad frog,” she cried. The lizard turned around and around and around like a ballerina on the desert sand until she was very dizzy, but Tiddalick didn’t laugh.

The eel that lived in the pond wriggled over to Tiddalick and started to tickle his leg with his tail… then he tickled him on the tummy… then under Tiddalick’s arms.

Now the eel was around Tiddalick’s neck and suddenly Tiddalick started to laugh.

He laughed and laughed and laughed. Tiddalick laughed so much that all the water came out of his mouth and there was water again for the animals of the desert.

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The kangaroo, the kookaburra, the emu, the eel, the wombat and the lizard laughed too and they danced under the desert sun. All the animals were happy again.

It’s true… (CHORUS). But Tiddalick learned something very important. Did you?

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Workbook 2: People Are Connected To Places

Section 2

Indigenous Storytelling 1

This is a Ready-Ed Publications' book preview.

Indigenous Australians have known for many generations that we must care for the land and the sea. Dreaming Stories often describe what would happen to people and animals if natural resources were not used responsibly.

Help your students read the story below entitled The Sea Eagle and the Gull from the Bardi people of Cape Leveque, Western Australia.

The Sea Eagle and the Gull Long before people walked the Earth, there was a beautiful island in the ocean. This island was home to animals big and small. Snakes and lizards, birds and insects lived on the land. The ocean was full of dolphins, sharks, turtles, crocodiles and fish. All the animals were happy to call this island their home.

do as I please.” The gull started eating more than his fair share of food and then he invited his gull friends to do the same. Soon all the animals were eating much more than they needed. Dugongs and crabs, sharks and parrots were eating everything in sight. Weeks passed.

Food was not so easy to find. The Each animal had its place. The lizards animals realised that they had made ate the turtle’s eggs and the crocodiles a big mistake and had to leave the ate the lizards. In the ocean, the big island to look for food in other places. fish ate the little fish and the sharks ate the big fish. The animals only When the sea eagle returned, he ate what they needed. This was the found the island almost empty. He natural way. It was the sea eagle’s knew what had happened and went job to make sure that no animal was straight to the gull. He asked, “What’s greedy and ate more than it needed. been going on here?” The gull shook This was the job of all sea eagles, his head and replied in a cheeky voice, handed down from father to son since “Nothing. There’s still plenty of food the beginning. around if you know where to look!” To prove his point, the gull started eating One day the sea eagle needed to scraps of food, pretending they were leave the island. He asked the gull tasty. “Well then, Gull, since you like to look after the island while he was eating the scraps other animals leave, gone. The gull was happy to you will never eat a fresh fish again.” do this. As he watched the This is why you’ll see gulls on the eagle fly away he thought, beach fighting over the tidbits of food “Now I’m the boss, I can which you leave.

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27

Workbook 2: People Are Connected To Places

Section 3

Spaces: Near And Far

This is a Ready-Ed Publications' book preview.

How Often? (Page 47) Extension Activity •

Once students have completed the activity sheet, ask them to cut out each picture. On a large board group all the pictures (i.e. all the ‘your school’ pictures together, all the ‘local shop’ pictures together, etc.). Observe which colour is most prevalent in each group and discuss possible reasons for this.

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Getting To Places (Page 48) Extension Activities

places in the world where the students in the class have visited. It should become evident that there are many places nearby that students have visited, but the pins become more spaced out the further you go from the town in which they live.

Students can access National Geographic MapMaker Interactive at the following website http://education. nationalgeographic.com/education/ mapping/interactive-map. They can create maps using the themes, data and tools provided. Finished map can be emailed, shared online or printed. No registration is required.

Big Huge Labs Map Maker can be accessed at http://bighugelabs.com/ map.php. On this website you can tick the countries that the students in your class have visited and this site will colour them in on a world map that can be embedded to a blog or webpage. No registration is necessary.

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On an online map (such as Google Maps), ask students to point out places that they walk to and places that they drive to.

Zoom out and ask them to show you the places where they would need to travel on a plane to get to. Discuss other forms of transport that they have used to get to places. Make the connection between distance and means of transport.

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Investigate the history of transport.

Discuss how in the past most people did not travel far from their homes, and how modern forms of transport have made it much easier to travel around the world.

Predict what transport will be like in the future. Students could use creative writing to explain how the world would be different if people could snap their fingers and be in another place instantly.

Places Everywhere (Page 50)

Where Have I Been? (Page 49) You may like to send this activity sheet home with students so that they can fill it out with their parents. Discuss the range of reasons why people travel (holidays, business, to visit family, to help others, etc.). Identify countries on the map as a class.

Brainstorm places as a class and record responses on the board. If children have been to a certain place, they should write it on their sheets. Discuss the fact that we visit places that are close to us regularly, whereas we rarely visit places that are far away from where we live.

Far Away Places (Page 51) Use Google Maps or the National Geographic MapMaker Interactive: http://education. nationalgeographic.com/education/ mapping/interactive-map to calculate distances for this activity if needed.

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Extension Activities •

28

Create your own map in Google Maps (or similar), placing pins to show all the

Near And Far (Page 52)

Students should decide who they will ask to complete the survey—teachers, other students, etc. Ask students to predict what the total numbers for each section will be.

Australian Geography Series

This is a Ready-Ed Publications' Year 3: Places Are book preview.

Similar And Different

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Workbook 3: Places Are Similar And Different

Teachers’ Notes

This is a Ready-Ed Publications' book preview.

Year 3: Places Are Similar And Different is part of the Australian Geography Series which comprises nine books in total. This book has been written specifically for students in Year 3, who are living in Australia and studying Geography. The activity book has been divided into three sections: Different Types Of Places, Understanding Maps and Protecting Our Environment. Each section is closely linked to the Australian National Curriculum.

In Section 1, Different Types Of Places, students are encouraged to think about what it would be like to live in a different type of place to the place in which they currently reside. Among other activities, students will be asked to consider the human and natural characteristics of different types of places, compare and contrast rice growing in Australia and Indonesia, tea growing in Sri Lanka and Australia and investigate similarities and differences between Australia and Papua New Guinea.

In Section 2, Understanding Maps, activities and tasks are designed to build mapping skills in a variety of map types including: weather, political, natural resources and floor plans. Students will be asked to locate places on a local, national and global scale using compass directions, grid references and scale. Special attention is given to locating places and features within Australia and locating countries on a map considered to be Australia's neighbours.

In Section 3, Protecting Our Environment, students will think about the importance of caring for and protecting special places within Australia. They will consider the consequences of not caring for a place and devise strategies to improve places for all.

Year 3: Places Are Similar And Different is a student-friendly resource for 8 - 9 year olds studying Geography. The book’s illustrations and graphic data give students ample support to think about the big issues in Geography that will affect how people live today and in the future.

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Workbook 3: Places Are Similar And Different

National Curriculum Links Geographical Knowledge and Understanding

This is a Ready-Ed Publications' book preview.

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014) • using geographical tools, for example, a globe, wall map or digital application such as Google Earth, to locate and name the states, territories, major cities and regional centres in their own state • identifying and describing the major natural features of Australia, for example, rivers, deserts, rainforests, the Great Dividing Range and the Great Barrier Reef

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015) • using language maps to show how Australia was (and still is) divided into many Aboriginal Countries and Torres Strait Islander Places • discussing how the territory of Aboriginal and Torres Strait Islander Peoples contains the Country and Places of many individuals and Language Groups • describing how the boundaries between Aboriginal Countries are quite different to the surveyed boundaries between Australian states and territories to gain an appreciation about the different ways Australia can be represented The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016) • using a globe to locate New Zealand, the Pacific Island nations, Papua New Guinea, TimorLeste and Indonesia, labelling them on a map, and identifying the direction of each country from Australia • describing the similarities and differences between their local place and places in neighbouring countries in their natural and human characteristics The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017) • discussing how weather contributes to a climate type identifying the hot, temperate and polar zones of the world and the difference between climate and weather • identifying and locating examples of the main climatic types in Australia and the world, for example, equatorial, tropical arid, semiarid, temperate, and Mediterranean • investigating and comparing what it would be like to live in a place with a different climate to their own place The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018) • reading and viewing poems, songs, paintings and stories about people’s feelings about and attachment to places to explore the factors that influence people’s attachment to place • discussing why it is important to protect places that have special significance for people, for example, a wetland, a sacred site, a national park or a World Heritage site The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019) • exploring different types of settlement, and classifying them into hierarchical categories, for example, isolated dwellings, outstations, villages, towns, regional centres and large cities • investigating the diversity of people who live in their place, using census data on age, birthplace, ancestry, language, religious affiliation, family composition or household composition, comparing them with the people in another place in Australia, and discussing their results • discussing the similarities and differences in the types of work people do in their own place with a different type of place in Australia and a place in another country • examining the similarities and differences between their daily lives and those of young people in a place outside Australia and discussing what it would be like to live in these places

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31

Workbook 3: Places Are Similar And Different

Section 1

Karen Folktale Text (adapted by Lisa Craig)

This is a Ready-Ed Publications' book preview.

Please read and discuss this story with your students. For use With Page 26 "Rice" in student workbook

A time long ago, the money god declared to the rice god, “Even if all the rice in the world ran out, I could go on living.” The rice god shook his head sadly and replied, “My dear friend, I’m afraid that this is not so. If you don't have me, you cannot expect to live.” However, the money god, who was very stubborn, insisted that he was right. The rice god was disappointed with the money god.

That night he left his house and journeyed to a cave in the mountains. This was no ordinary cave because this cave had a mouth that was opening and closing all the time!

The next day the children and grandchildren of the money god were sitting in the kitchen crying. The money god tried to give his children and grandchildren gold coins to stop the deafening noise. No matter how many coins he put in the children’s hands, they would not stop crying. Out of the corner of his eye the money god saw a grain of rice stuck to the bottom of a pot. He gave it to his children and grandchildren to eat and to his surprise, the crying stopped at once.

Finally, it dawned on the money god that the only thing which could make his children and grandchildren stop crying was a tummy full of rice. He ordered his servants to find out where the rice god had disappeared to. The servants learnt that the rice god had hidden in a cave that was very difficult to enter. Anyone who dared to go into the cave had to be very fast and alert. The money god called the Indian pipit bird and asked it to fetch the rice god from the cave and bring him back.

The pipit waited for the cave mouth to open wide. Then it flew into the cave and snatched up the rice god in its beak and flew out with him. When the bird was almost free of the cave’s entrance, the mouth of the cave pinched the bird's throat just a little, and made its wattle move down onto the back of its neck.

That is where it is to this day. When the rice god returned, the children and grandchildren had rice in their bowls again. The life of the money god and his children and grandchildren went back to its normal, peaceful state.

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Elicit from the class the different ways that rice can be served in our diet and children’s favourite dishes.

Discuss with the class what the moral of this story could be. What does it tell us about the importance of rice in the lives of the Karen people?

32

Workbook 3: Places Are Similar And Different

Section 3

Caring For Our Land 1

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Indigenous Australians have known for many generations that we must care for the land and the sea. Dreaming Stories often describe what would happen to people and animals if natural resources were not used responsibly.

Read the story below to your class. Entitled The Sea Eagle and the Gull it is from the Bardi people of Cape Leveque, Western Australia. For use with Pages 56 and 57 - Caring For Our Land in the student workbook.

The Sea Eagle and the Gull Long before people walked the Earth, there was a beautiful island in the ocean. This island was home to animals big and small. Snakes and lizards, birds and insects lived on the land. The ocean was full of dolphins, sharks, turtles, crocodiles and fish. All the animals were happy to call this island their home.

do as I please.” The gull started eating more than his fair share of food and then he invited his gull friends to do the same. Soon all the animals were eating much more than they needed. Dugongs and crabs, sharks and parrots were eating everything in sight. Weeks passed.

Food was not so easy to find. The Each animal had its place. The lizards animals realised that they had made ate the turtle’s eggs and the crocodiles a big mistake and had to leave the ate the lizards. In the ocean, the big island to look for food in other places. fish ate the little fish and the sharks ate the big fish. The animals only When the sea eagle returned, he ate what they needed. This was the found the island almost empty. He natural way. It was the sea eagle’s knew what had happened and went job to make sure that no animal was straight to the gull. He asked, “What’s greedy and ate more than it needed. been going on here?” The gull shook This was the job of all sea eagles, his head and replied in a cheeky voice, handed down from father to son since “Nothing. There’s still plenty of food the beginning. around if you know where to look!” To prove his point, the gull started eating One day the sea eagle needed to scraps of food, pretending they were leave the island. He asked the gull tasty. “Well then, Gull, since you like to look after the island while he was eating the scraps other animals leave, gone. The gull was happy to you will never eat a fresh fish again.” do this. As he watched the This is why you’ll see gulls on the eagle fly away he thought, beach fighting over the tidbits of food “Now I’m the boss, I can which you leave.

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Workbook 3: Places Are Similar And Different

Answers Page 7 - Naming Places Check to see if students have justified their choice of place name.

river bank, buildings block out the background view. 3. Fresh water supply for people, crops and livestock. 4. Recreational activities: boating, fishing, cycling/walking along the riverfront. 5. Indigenous Australians would have used the river as a water source and hunted animals nearby. Fish and crustaceans would have been trapped.

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Page 8 - Place Names 1 1. They are indigenous place names (they rhyme and alliteration has been used for poetic effect).

Page 9 - Place Names 2 The Olgas/Kata-Tjuta (Nothern Territory) and The Three Sisters/Meehni, Wimlah and Gunnedoo, Katoomba, New South Wales. You could discuss people's feelings about, and attachment to, these places.

Page 11 - Australian Places 1 1. Possible answer for Burnie: natural bushland with wildlife and bay nearby for water sports. Daly Waters: desert environment with cool swimming hole. Students could think about how these two places could be classified.

Page 12 - Australian Places 2 1. Place name: Tin Can Bay. Meaning: dugong.

Location: 220 kilometres north of Brisbane.

Population: permanent residents 1,918. Major attractions: boating, water sports, bushwalking.

Page 13 - Australian Places 3 1.

Coral Sea Gre arr ier

NT

at B

Cairns

f Ree

SA

QLD Rockhampton Fraser Island Tin Can Bay Brisbane NSW

2. The students should colour the frog a spotted grey and brown colour.

4. Possible answer: The frog’s spotted grey/brown skin blends in with the decaying leaf litter of the wetlands. Predators would find the frog hard to spot.

Page 15 - Urban Australia 1 1. Students’ answers could include: tall modern buildings, universities, sporting complexes, an airport, a variety of restaurants. 2. Brisbane In The Past: hills visible in the background, buildings set back from the river (possible flooding measure), few major buildings that are fenced (remnant of convict settlement). Modern Brisbane: tall buildings close together next to the riverfront, boats moored on the river, vegetation along the

Page 16 - Urban Australia 2 Responses will depend on students’ experiences.

Page 17 - Urban Australia 3 Airport: airline staff, baggage handlers, shop assistants, airport security people, aircraft maintenance people, etc. Shopping centre: sales assistants, security guards, electricians, customer support people, restaurant managers, etc.

Page 18 - Urban Australia 4 Perth Quiz: 1. False (Perth 1,832,114; Adelaide 1,262,940). 2. True. 3. False (Mooro or Goomap).

4. False (about 15 kilometres). 5. False (it lies just outside the boundary). 6. True. 7. True. 8. False (the Fremantle Doctor). 9. False (Willem de Vlamingh).

10. True. 11. True. 12. False (Wellington Street). 13.

True. 14 True.

Page 20 - Rural Australia 1 1. These places are a long distance from major urban centres. 2. Visiting a baby health care centre, going to a library, visiting an art gallery or museum, using a waste recycling bank.

4. Alice Springs: about 650 kilometres; Adelaide: about 850 kilometres. Find out! Coober Pedy is the opal capital of the world. It is also famous for its underground homes and hotels and because it was the setting for the Mad Max films.

Page 21 - Rural Australia 2 1. About 15 million. 2. About 6.5 million (inner and outer). 3. Less than one million.

Page 22 - Rural Australia 3 Possible advantages: no travelling time to school, getting up later, studying with the latest technology at the student's own pace, small class sizes. Possible disadvantages: not having classmates to play with during breaks, small classes would mean that teachers could keep a very close eye on students, working with the same classmates every day, not going on class excursions. Trips would be arranged so that children and families could have personal contact with teachers and other children learning in the same way.

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Page 24 - Work In Rural Areas 1 1. i – d, ii – e, iii – a, iv – b, v – c

Workbook 3: Places Are Similar And Different Page 24 - Work In Rural Areas 1 2.

centres.

Page 29 - Natural And Human Characteristics Building schools and training teachers - helps educate local people about looking after their natural heritage - tourists can experience the Kokoda Track and the villages in their natural state. Building health centres/improving water and toilet facilities - improves the quality of life for local people by reducing the risk of disease - help can be given to tourists who become sick or have an accident on the Kokoda Track. Building river crossings - reduce accidents for locals and make it easier for them to move around their environment - make it safer for tourists to trek the Kokoda Track.

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NSW

SA

Darling R.

Lachlan R.

Hay

Sydney

Leeton

Murrumbidgee R. Deniliquin

VIC

ACT

Murray R.

Melbourne

Pacific Ocean

3. The Murrumbidgee Irrigation Area receives plentiful water from the two rivers, which is necessary for rice growing. 4. Rice is principally shipped from Melbourne because the mill at Deniliquin is closer by road/rail to Melbourne.

Page 25 - Work In Rural Areas 2 Image 1: natural wetland field with shrubs and trees growing nearby/women bent over harvesting rice/ most likely the women’s families in India. Image 2: large fields of rice-trees in background/farmer with harvester/rice is grown on a large scale to sell/ export.

Students will probably say that they would prefer not to harvest rice in Indonesia because it is more physical, and takes much longer.

Page 26 - Rice 1. The money god tells the rice god that he doesn't need him. The rice god goes to live in a cave. 2.

The money god's children and grand-children are hungry. He tries to give them money so that they will be quiet. 3. A pipit bird is sent to bring the rice god back. The mouth of the cave almost closes on them, changing how the pipit looks. 4. The rice god brings peace again to the kingdom and the children are happy once more.

Karen Folktale Text for 'Rice' Page 26 Read the story on Page 32 of this resource to the class.

Rice dishes will depend on children's preferences; rice is a versatile food that can be served for breakfast, in savoury dishes and desserts. The moral of the story for the Karen people is similar to the English addage, "Money can't buy happiness."

Page 28 - Similarities And Differences 1. That there is a shortage and that water supplies are possibly not that clean.

2. That it is not as good as it is in Australia. That there is a shortage of schools in small communities as well as a shortage of qualified teachers.

3. That there are not enough trained health workers and there is a lack of medical equipment in health

Page 31 - Australia And Indonesia 1. Three facts: Australia’s savannah lands are much larger than East Nusa Tenggara Province’s savannahs; East Nusa Tenggara’s savannahs are not mined; there are many more people living in the East Nusa Tenggara savannahs.

Page 33 - Tea-Growing In Sri Lanka 1. The name is linked to the shape of the island that resembles a pearl or water drop in the middle of the Indian Ocean. “Pearl” also has connotations of being precious. 2. Hot and humid; has a wet and dry season like Northern Australia. 3. Tea is grown in the interior of the island in the cooler highlands near Kandy.

4. (a) It is tradition for girls to follow female relatives into the tea-growing industry. (b) Girls can also be asked to do domestic work in plantation owners' houses. (c) The wages for women are quite low/ more men than women would have higher paid jobs in Sri Lanka. The work is fairly light as the women plant and tend to tea bushes on mountain slopes, and pick tea leaves by hand. 5. 12 year old girls in Australia would not be engaged in full-time work. They would be in full-time school. A 12 year old girl in Sri Lanka working on the tea plantations is likely to lead a more independent life with greater financial responsibilities. 6. Sri Lanka is the 4th largest tea producer in the world/one million workers are employed in the tea industry.

Page 34 - Tea-Growing In Queensland 1. Differences: the harvesting of tea is automated, not done by tea-pickers; plantations do not employ a large labour force; tea produced in the Atherton Tableland is for Australian consumption and not for export.

2. The statistics for world tea producers indicate that Australia is not among the major producers. The market is dominated by Asian producers (China and India) that have bigger labour forces (and a more favourable climate over a larger area). The graph does not support that tea-growing in Australia is (and will be) an expanding industry, which is actually the case.

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Workbook 3: Places Are Similar And Different Page 36 - Australia And Religion 1 1. Indigenous religions; Christianity; Judaism; Buddhism; Islam; Hinduism and Sikhism (interchangeable). 2. Buddhism – temple; Christianity – cathedral, church, chapel; Islam – mosque; Hinduism – temple or mandir; Sikhism – gurdwara; Judaism – synagogue. 3. Indigenous Australians had sacred sites to visit for ceremonies within their Country. They were not buildings, but features of the natural landscape connected to the clan.

Page 45 - Reading Maps 1. Weather, locations of towns, distance. 2. Today's Weather For Seal Island. 3. In warm clothes.

4. Southport. 5. Around 30 kms. 6. Check answers. 7.

Check answers.

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Page 46 - Labelling Maps

North Pole

Arctic Circle

Tropic of Cancer

Page 37 - Australia And Religion 2 1. About 12,750,000 people. 2. Due to the impact of the culture of the early settlers and later migrants from Europe, who were mostly of the Christian faith.

3. Japanese and Chinese miners who arrived during the gold rushes of the 1850s and 60s. 4. About 500,000 people.

Page 38 - Religion In Asia 1. Common among religious celebrations of a baby’s birth would be the official naming ceremony in front of the religion’s congregation and prayers offered for the baby’s health. Differences might include the 10-day time interval stipulated between the birth and the naming ceremony and the drawing up of a child’s horoscope. Students' answers will depend on their experiences.

2. A,3; B,4; C,1; D,2.

Page 40 - Australia's Climate 1. Australia has a variety of climate zones (tropical, temperate and arid) because it is so vast.

2. In the temperate climate zone and to a lesser degree, the warm and humid zone.

3. The sun, rainfall and wind.

Page 43 - Types Of Maps 1. political. 2. transport map. 3. tourist. 4. floor plan.

Page 44 - Finding Places 1.

Tropic of Capricorn

Antarctic Circle South Pole

Page 48 - Visual Maps bee A7; snail A5; small lily pad D2; frog D6 Page 49 - Seating Plan 1. 20 seats. 2. C1 centre or C2 right (accept other options with justifications). 3. No, four seats in a row are not available. Close together would be A1 and A2 left, A1 and A2 centre. 4. Seats together in left and centre A rows (this clashes with seating Kim’s grandparents. Ask children to suggest a solution). 5. $62.00 ($60 if the principal does not pay).

Page 50 - Continents

East

EURASIA

NORTH AMERICA AFRICA

North-East

West

M

B

SOUTH AMERICA

North North-West

Equator

G AUSTRALIA

K

ANTARCTICA

North America South America Africa

bear, bison, cougar, moose, rattlesnake, beaver, eagle anaconda, jaguar, sloth, piranha, macaw, monkey elephant, giraffe, crocodile, wildebeest, lion, cheetah penguin, sea leopard, seal kangaroo, emu, koala, taipan, cockatoo, bilby, quokka tiger, elephant, orang-utan, panda, crocodile, rhinoceros

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South-West

South-East

South

2. a. north. b. north-east. c. north-west. d. southwest. e. south-west. f. west.

Antarctica Australia Eurasia

36

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Workbook 3: Places Are Similar And Different Page 51 - Map Of Australia 1 1. Tasmania, Victoria, New South Wales, Queensland. 2. Coastal areas in the tropics. 3. Due to weathering and erosion leaving minerals and ores closer to the surface. 4. Silver (Victoria) and gold (Western Australia).

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Page 52 - Map Of Australia 2 1. Indonesia, East Timor, New Zealand, Fiji, the Solomon Islands, Papua New Guinea. 2. a. True. b. False (East Timor). c. True. d. False (2,050 kilometres). 3. Queensland 4. Western Australia 5.

East Timor

Page 57 - Caring For Our Land 3 1. There was plentiful food for all and things were in their natural state. 2. The sea eagle was a guardian, who looked after the island. 3. The gull allowed the animals to eat more than was necessary, causing a food shortage and depleting the island’s resources. Image analysis: the broken coral could lead to the loss of habitat for little fish so there would not be larger fish for local people and sharks; loss of fish species in the area; food shortages for the island community which could affect local tourism Page 58 - Protecting Places Answers could include: mow the grass, mend the park’s sign, take away the abandoned car, clean up the rubbish, repair the swing set.

Page 59 - National Parks/Local Heritage Suggested answers for image 1: the statue’s plaque needs repairing and the graffiti cleaned, also overgrowth cleared. Image 2: plants left to grow in habitat without being dug out, no litter should be left in a nature reserve.

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Australian Geography Series

This is a Ready-Ed Publications' Year 4: The Environment book preview.

Sustains Life

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Workbook 4: The Environment Sustains Life

Teachers’ Notes

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Year 4: The Environment Sustains Life is part of the Australian Geography Series which comprises nine books in total. This book has been written specifically for students in Year 4, who are living in Australia and studying Geography. The activity book is divided into three sections: The Importance Of The Environment; Natural Vegetation And Climate; and Sustainable Management Of Waste And Natural Resources. Each section is closely linked to the Australian National Curriculum.

The first section, The Importance Of The Environment, examines the relationship that Indigenous Australians have formed with the environment over time and the circumstances under which these relationships were formed. Students will also explore the distribution of Indigenous Australians before colonisation and how their ways of living were adapted to the resources of their Country and Place. Also included are activities which encourage students to recognise that places, for a variety of reasons, are significant to people and animals and should be preserved for future generations to enjoy.

The second section, Natural Vegetation And Climate, focuses on savannahs as a type of natural vegetation in Australia and South America and explores how climate affects this vegetation. The natural processes that shape the Earth’s surface, in particular landforms also feature in this section together with and exploration of how the daily weather is determined by air pressure systems and fronts. Students will extend their understanding of place by developing mapping skills.

The third section, Sustainable Management Of Waste And Natural Resources, investigates the management of waste through the exploration of reducing, reusing, recycling and replacing. Students will investigate glass and understand that it is made from raw materials produced by the environment.

Year 4: The Environment Sustains Life is a teacher-friendly resource for 9 to10 year olds studying Geography. The topics developed for each section are well-supported by illustrations, graphic and photographic resources, which will help stimulate students’ thinking about the way we live locally, nationally and globally. The strong research component built into tasks will invite students to dig deeper into geographical questions from their own and other people’s points of view.

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Workbook 4: The Environment Sustains Life

National Curriculum Links

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Geographical Knowledge and Understanding

The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of natural vegetation and native animals in at least two countries from both continents (ACHGK020) • using geographical tools, for example, a globe, a wall map or digital application such as Google Earth, to identify the major countries of Africa and South America and their relative locations • using a globe to investigate the Great Circle routes of aeroplane travel between Australia and the major countries of Africa and South America • researching the main types of natural vegetation and native animals in a climate zone in Australia and comparing them with those found in a similar climate in Africa or South America The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021) • identifying the main types of natural vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation • exploring how vegetation produces the oxygen all land animals (including people) breathe; protects land from erosion by water or wind; retains rainfall; provides habitat for animals; shelters crops and livestock; provides shade for people; cools urban places; produces medicines, wood and fibre; and can make places appear more attractive The importance of environments to animals and people, and different views on how they can be protected (ACHGK022) • explaining how people’s connections with their environment can also be aesthetic, emotional and spiritual • recognising that there are different perspectives on what constitutes environmental sustainability and considering the role of people in protecting the environments that provide habitats for animals and discussing ways of doing this • exploring strategies to protect particular environments that provide the habitats for animals, for example, planting bird-attracting vegetation The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences their past and present views about the use of resources (ACHGK023) • recognising that the distribution of Aboriginal and Torres Strait Islander Peoples before colonisation was concentrated in the coastal and riverine areas of Australia • investigating how Aboriginal and Torres Strait Islander Peoples’ ways of living were adapted to the resources of their Country/Place, for example, the alpine country of the Ngarigo People; the rainforests, beaches and dunes of the KuKu Yalanji People; the desert country of the Arrernte People; the savannah country of the Jawoyn People; the riverine plains of the Wiradjuri People; and the local Country/Place • investigating how knowledge and practices shared among Aboriginal and Torres Strait Islander Peoples are linked to sustainable use of resources and environments (rotational use and harvesting of resources, mutton bird harvesting in Tasmania, and the collection of bush food from semiarid rangelands) The natural resources provided by the environment, and different views on how they could be used sustainably (ACHGK024) • identifying some of the resources produced by the environment and where they come from, for example, water, food, and raw materials, fibres, timber and metals that make the things they use The sustainable management of waste from production and consumption (ACHGK025) • describing how natural processes can break down and recycle some wastes safely, for example, through composting or purifying water as it moves through the environment • exploring different ways of managing wastes sustainably, and how these may include the principles of reduce, reuse, recycle and replace

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Workbook 4: The Environment Sustains Life

Answers Page 7 - Indigineous Connections 1 2. The significance of places and their names was handed down through Dreaming stories, songs, art, etc., and through the ritual visits to places in a clan’s territory. 3. Europeans wanted to remember places from their homelands and renamed features.

Some indigenous names were misheard and therefore the spellings of the names were changed.

4. (possible answers) Reason 1- Indigenous place names connect all Australians to the ancient customs of the continent’s first inhabitants, who have observed the land’s features for thousands of years. Reason 2 – The use of indigenous place names celebrates the contribution of the First Australians to the development of the nation.

Page 12 - Indigenous Distribution 2 2. Diprotodon and Sthenurus, whilst large, were herbivores and would not have posed a great threat to Indigenous Australians. In fact, these marsupials were hunted for food. Thylacoleo carnifex was a fearsome predator that most likely attacked people by stealth. 3. Archaelogists at Lake Mungo have discovered that Indigenous Australians lived in the Lake Mungo area for over 45,000 years until the climate changed; indigenous groups prepared elaborate burial ceremonies for kin as seen in the discovery of Mungo Man and Mungo Lady; various kinds of stone tools and hunting weapons have been found at campsites.

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Page 8 - Indigenous Connections 2 1. ”corroboree,” “bora ground,” “Dream Time,” “laughing games,” “wandering camp fires,” “Gaphembah Hill.” 2. The poem's opening line is, ”We belong here, we are of the old ways.” This alerts the reader to ideas of belonging and ownership.

Other phrases that emphasise the deep connection to the land include, “the laws of the elders ... the wonder tales ... We are the past...”. 3. He describes his people as if they are features of the land, "We are..the wandering camp fires." 4. The poet uses a metaphor to liken Indigenous Australians to lightning bolts and thunder (that “loud fellow”), this suggests that they are one with the natural environment.

Page 9 - Indigenous Connections 3 3. Sydney - Cadi (Sydney Cove) or Djubuguli (Bennelong Point); Melbourne - Kulin Nation (territory for Wurundjeri, Boonerwrung, Taungurong, Djajawurrung and the Wathaurung Peoples who make up the Kulin Nation); Adelaide – Tandanya; Perth – Mooro or Goomap; Brisbane – Meanjin; Darwin – Nungalinya; Mt Wellington – Unghbanyahletta or Poorawetter.

Page 11 - Indigenous Distribution 1 1. Annotations on the map could include: red gums along the Murray River, fishing and hunting activities, sketches of megafauna, wood for fires, artefacts, green forested areas. 2. The red gums provided bark for making canoes, which allowed Indigenous Australians to travel and fish; grubs living in the trees’ roots provided important protein; trees provided wood for campfires and cooking. 3. European settlers cleared woodland for farming and grazing – animals and birds that were part of the indigenous diet would have been left without habitats. Indigenous Australians would not have had the same freedom of movement and use of the river lands or access to their traditional sacred sites.

Page 14 - Indigenous Ways Of Life And Resources 1. European settlers described the seasons as they were described in their homelands. Indigenous Australians described the seasons according to the weather conditions, plants and animals. 2.

The changes in the seasons informed Indigenous Australians when it was time to move to another part of their territory to find food. 3. The symbols are connected to the appearance of rain, which occurs intermittently in Central Australia. The wavy lines show water moving over the land. These symbols would indicate where water was flowing.

4. Suggested annotations: activities such as fishing, hunting, making campsites near rivers or on beaches, picking fruit, making artefacts.

Page 16 - What Places Mean To People The responses to the questions and tasks will depend on students’ locality and experiences.

The focus for answers will be asking students their justifications for nominating places and encouraging discussion and debate.

Page 17 - Protecting Places 1 1. Natural areas are preserved to: protect plant and animal habitats and landforms for people to enjoy now and in the future; conserve special places connected to indigenous history and culture; enable the study of the biodiversity of a place.

2. Sample answer: Booderee in NSW: Location Booderee National Park is located at Jervis Bay on the South Coast of New South Wales between Nowra and Ulladulla. The park is about three hours drive from Sydney or Canberra. Traditional owners - Booderee is owned by the Wreck Bay Aboriginal Community. Aesthetic appeal - there are nature walks in the park which lead to rainforest areas and the coast, diving to see sea life, whale watching, and botanical gardens. Spiritual appeal: It holds spiritual appeal for the traditional owners - the Wreck Bay Aboriginal Community. This is where Aboriginal communities settled thousands of years

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Workbook 4: The Environment Sustains Life ago and there is evidence of their settlement.

Landforms - vast range of habitats found in the area - coastal cliffs and heaths, sandy beaches and rock platforms, mangroves and ocean, swamps, lakes and forests. Fauna and flora - Booderee is home to over 200 species of birds and over thirty species of native mammals including ten species of bats, thirty-seven reptiles, seventeen amphibians and at least 180 species of fish.

Page 25 - Protecting Sand Dunes 2 1. To build houses, vegetation has to be cleared and dunes levelled. People would walk on vegetation near the house. 2. Machines would damage natural barriers for sand to build up against. Mining destroys natural dune vegetation that helps to keep dunes stable. 3. Storms and waves can erode sand dunes and carry the sand to another place. 4. Buggies/vehicles can crush sand dune vegetation, which can result in dune collapse and loss of habitat for animals. Also involved is the issue of pollution from human activity.

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Page 20 - Protecting Coral Reefs 1 1. (i) Coral reefs are the most diverse ecosystems on the planet. (ii) Coral reefs are the breeding ground for fish stocks. (iii) Coral reefs provide food for communities. (iv) Coral reefs form part of people’s history and culture. (v) Coral reefs are an untapped source for medicines. 2. Suggested answers: unique environment, warm tropical waters, good diving locations, colourful fish and coral, have aesthetic appeal. 3. Pollution from farms, some forms of fishing, storms, oil spills, climate change.

Page 21 - Protecting Coral Reefs 2 1. The effects of the dynamite are instantaneous.

The fish are killed or stunned quickly and can be collected. 2. The force of the dynamite used over time can fragment coral. 3. (possible answer) This method of fishing is not sustainable. If the reef is damaged, fish will not breed and will disappear from the area. This will cause a food shortage for communities.

Page 22 - Protecting Coral Reefs 3 K

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Page 24 - Protecting Sand Dunes 1 1. Indigenous artefacts, shells, polished pebbles, parts of a shipwreck, lost objects (coins, etc.). 2. The direction of the waves is driven by the direction of the wind. 3. The backwash action of waves drags the sand grains back then the swash of the next wave moves the grains further along the beach.

4. The wind blows dry sand along the surface and deposits it against barriers. 5. A “prevailing wind” refers to the direction of the wind that is most usual for that place.

Page 26 - Sand Dunes Are Habitats 1. sandy 2. seaweed 3. perch 4. foraging 5. birdwatchers 6. disturbing Page 27 - Habitats Threats to the warru: facing competition for food from sheep, rabbits and goats; attacked by feral predators like cats, foxes and dogs. Actions to save the warru: building fences to keep out feral predators and grazing animals; tracking animals to monitor numbers and learn more about their habits; captive breeding programmes in zoos.

Page 28 - Indigenous Practices Of Protection fire-stick farming, European, venomous, fuel load, supply, nutrient-rich, succulent, ecosystem, landform, biodiversity.

Page 31 - Climate And Vegetation 1 1. The landscape comprises long grasses and sparse small trees. Students may identify the large termite nest that is typical of the savannah region. 2. The vegetation in the photograph is very dry which indicates that it was taken in the dry season. 3. There are no tall eucalypts because the savannahs do not receive sufficient rainfall. 4.

The dry grasses and shrubs are easily ignited by the immense energy of a lightning strike. 5. The flooded areas make good breeding grounds for water birds and mammals that would feed on the fish and amphibians in the water.

Page 32 - Climate And Vegetation 2 CANE TOADS native animals die out because they have reduced food sources. INTRODUCED PLANTS animals, birds and insects that rely on the seeds and fruit from native vegetation could die out or move to other areas. FERTILISERS algae blooms can choke and poison water courses affecting other plants, animal life and the natural cycle of the water course.

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Page 34 - Characteristics Of Savannahs 1.NATURAL: Australia’s savannahs are the most intact in the world. They are home to unique fauna and flora. CULTURAL: The savannah lands are the traditional homes of various indigenous clans. They contain important sacred and ceremonial sites.

Workbook 4: The Environment Sustains Life ECONOMIC: The savannahs are vital for tourism, mining, cattle grazing and wildlife conservation.

2. Savannahs in Africa, Asia and South America have been greatly altered by the settlement of large populations of people, who have changed the landscape to build towns and produce food. 3.

Possible answers: the fauna and flora, indigenous culture, landforms and natural features. 4.

Indigenous Australians have lived continuously in this environment for thousands of years and have a deep knowledge of the natural cycles of the savannahs. 5. Cattle grazing by European settlers has resulted in areas of land with vegetation cleared, fences erected, non-native plant and animal species introduced.

and boating, water-skiing, fish/oyster-farming, camping, farming activities, wetlands conservation, birdwatching.

Page 41 - Mapping Skills 1

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Page 35 - Types Of Vegetation 2. 1 – d; 2 – c; 3 – a; 4 – b 3. Open forest (caused by extensive sheep-farming) 4. Grasses, ferns and mosses, fish, amphibians, wading birds 5. SAME: has a title, key, north arrow DIFFERENT: possible answers – no roads or places named, no natural features like rivers or mountains marked.

Page 37 - Landforms 1 River 1: Upper course of river - River is a stream with large boulders, rocks and river pebbles; there is evidence of erosion on the river bank. River 2: Lower course of river – River is wider and slow moving. There is evidence of farming activities and human activities (fishing, boating) near river banks.

River 3: Middle course of river – River is winding across a flood plain; river cliffs formed by erosion from flooding are evident; possible farming activity (grazing – cropped grass near river).

Page 38 - Landforms 2 1. Fast-flowing water erodes the soft rock directly under the waterfall. Eroded materials like pebbles and gravel build up in plunge pool. 2. The pebbles come from eroded rocks further upstream. 3. The capstone will eventually collapse; the waterfall will be moved back. 4. The force of the water would be quite strong – with water swirling and splashing in different directions. The water current is strong enough to carry small pebbles and other material.

Page 39 - Landforms 3 1. gravel – along river bed; leaves – on surface; reeds – on and under surface; feathers – on surface; twigs – on surface; mud – dissolved particles in water; sand – particles in water; pebbles – along river bed; logs – floating on surface/submerged under water/carried along river bed.

2. (possible answers) UPPER COURSE: bushwalking, birdwatching, fishing, swimming, prospecting for minerals and gems, white-water rafting. MIDDLE COURSE: farming, fishing, swimming, picnics on river beaches, canoeing/kayaking, wildlife observation, camping. LOWER COURSE: fishing

RUSSIA

NORTH KOREA

CHINA

SOUTH KOREA

JAPAN TOKYO MT FUJI

INDIA

AUSTRALIA

Page 42 - Mapping Skills 2

2. Most of the Indian population is involved in agriculture so water from rivers is necessary to produce crops to feed such a large population.

3. These two cities have populations greater than many nations. The population of the city of New Delhi is the same as the entire population of Australia. 4. About 5,000 – 5,500 km 5. About 3,000 km 6. North-west Page 43 - Animals in Asia GIANT SALAMANDER: Appearance - grows to 1.5 metres, wrinkly, mottled black, grey and cream coloured skin, tiny eyes, weighs up to 25 kilograms; Habitat - cold, fast flowing streams, hides under rocks; Diet – insects, crustaceans, fish and other small salamanders; Threats – cutting down of trees leads to bank erosion and silting up of rivers, hunting. INDIAN ELEPHANT: Appearance – smaller than the African elephant, weighs up to 5 tonnes and measures up to 3 metres tall, greyish-brown in colour; Habitat – grasslands and woodland with scrub vegetation, but also lives in rainforests;

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Workbook 4: The Environment Sustains Life Diet - grasses, scrub and bark, will eat banana and rice crops; Threats – habitat loss due to deforestation, illegal poaching for tusks, conflicts with villagers over crop destruction.

Page 48 - The Australian Environment 1. (possible answers) “moisture dripping,” “mosses,” “whence dust and heat are banished and forbidden,” “mountain breezes sally,” “The stream…”

2. “my feet on mosses slipping,” “with many a broken wall and ledge” 3. Students should identify escarpments and cliffs; thick eucalypt forests with little trace of human activity.

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Page 45 - The Weather 1 1. (possible answers) surfing conditions; flight plans for planes; emergency services for floods or storms; driving in icy conditions. 2. Temperature ranges for the next day, wind direction, warnings about adverse weather conditions, volume of rainfall, weather for other regions, weather patterns over the next few days (high and low air pressure systems). 3. Information is gathered from weather satellites to study the movement of high and low pressure systems. 4. The weather will be fine and dry (with no chance of rain). 5. The weather is changing from a period of rain and the skies are clearing up. 6. A low pressure system that has brought stormy weather.

Page 46 - The Weather 2 1. Annotations: Cold air mass forces warmer air to rise. Water vapour condenses to form clouds. Rain falls over an area. 2. Cold front symbol should be placed between approaching cold air mass and the mass of warm air. 3.

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Page 47 - The Weather 3 1. Northern Western Australia and the Northern Territory. Tasmania was under the influence of a fast-moving cold front. 2. Perth, Adelaide and Sydney. The cold front approaching inland parts of New South Wales and Queensland indicates unsettled weather. 3. A cold front. 4. From the west at 40 knots. 5. Cold front crossing coast of Western Australia; cold front crossing the Northern Territory, New South Wales and Victoria; the border between cold and warm air masses is shown as a dotted line.

Page 49 - Tahiti Similarities: evidence of thick tropical vegetation; palm and coconut trees near village; the Tahitian community huts were cool and inviting; the mountains were not close to the village but located in the interior of the island.

Page 52 - Managing Our Natural Resources 1. All mature trees cut down/no new trees being planted/wasting water. 2. (i) destroys the habitats of animals/soil will be washed away causing landslides/no new trees will be able to grow as soil, minerals have been removed. (ii) more severe water restrictions during droughts.

Page 53 - Waste 1 1. GREEN: orange peel, leaves, tuna sandwich.

BLUE: fruit juice carton, dry glue pots, CD, broken coffee mug, 2012 calendar, old tea towel, aerosol paint can, can of cola. YELLOW: newspaper, envelopes, cardboard box, old exercise books.

Find Out! When people are sorting the rubbish in recycling banks, it takes time to open up shopping bags to see what is inside. It can also be dangerous if they cannot see sharp materials or contaminated material.

Page 57 - A Resource Produced From The Environment 2. Glass is transparent, is easily washable, can be coloured for ornamental purposes, does not taint the flavour of foods and liquids, can be moulded into different shapes. 3. Broken glass is a major component of the glass making process. Using recycled glass does not affect the quality of the product. 4. Mining could damage vegetation and dunes on beaches or in areas used for recreation.

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Australian Geography Series

This is a Ready-Ed Publications' Year 5: Characteristics book preview.

Of Places

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Workbook 5: Characteristics Of Places

Teachers' Notes

This is a Ready-Ed Publications' book preview.

Year 5: Characteristics Of Places is part of the Australian Geography Series, which comprises nine books in total. This book has been written specifically for students in Year 5 who are living in Australia and studying Geography.

The activity book is arranged into two sections: Influences: Human And Environmental and Climate, Savannahs And Bushfires. Both sections are closely linked to the Australian National Curriculum.

The first section, Influences: Human And Environmental, explores how landforms affect the development of settlements, and how people affect the environmental characteristics of a place through changes such as urban planning. Students are given the opportunity to investigate local planning issues and in this way begin to recognise that people influence the human characteristics of places and the management of spaces within them.

The second section, Climate, Savannahs And Bushfires, introduces students to concepts related to climate such as: temperature and rainfall patterns, elevation and vegetation. Students are asked to make a link between climate and where people live. The climate zone and sustainable land use of Australia’s hot and humid savannahs is compared and contrasted with those in East Indonesia. Students will be asked to explain the threats to the savannah lands and research possible responses to these threats. This section also explores indigenous land and resource management and evaluates the changes that have occurred to the land after colonisation. The effects of bushfires on communities and environments also features.

Year 5: Characteristics Of Places is a teacher-friendly resource for 10-11 year olds studying Geography. The influence of climate on human activities will be explored from multiple perspectives through tasks designed to develop thinking skills. Information is supported by ample illustrations, photograph studies and map data.

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Workbook 5: Characteristics Of Places

National Curriculum Links

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Geographical Knowledge and Understanding

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) •

using geographical tools, for example, a globe, wall map or digital application such as Google Earth, to identify the relative location of the major countries of Europe and North America and their environmental characteristics

•

researching the changes made by people to a particular environment in a country in Europe or North America

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

identifying how Aboriginal and Torres Strait Islander communities altered the environment through their methods of land and resource management

•

exploring the extent of change in the local environment over time, for example, through vegetation clearance, fencing, urban development, drainage, irrigation, farming, forest plantations or mining

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

comparing how people have responded to climatic conditions in similar and different places and explaining why most Australians live close to the coast compared to inland Australia

•

investigating the influence of landforms, for example, river valleys such as the Murray-Darling, Yellow (Huang He), Yangtze, Amazon, Mekong or Ganges, on the development of settlements that are involved in food and fibre production

•

examining the effects of landforms, for example, valleys, hills, natural harbours and rivers, on the location and characteristics of their place and other places they know

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

examining how the use of the space within their local place is organised through zoning

•

investigating a current local planning issue, for example, redevelopment of a site, preservation of open space or subdivision of farming land, exploring why people have different views on the issue, and developing a class response to it

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030) •

mapping and explaining the location, frequency and severity of bushfires or flooding in Australia

•

explaining the impacts of fire on Australian vegetation and the significance of fire damage on communities

•

researching how the application of principles of prevention, mitigation and preparedness minimises the harmful effects of bushfires or flooding

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Workbook 5: Characteristics Of Places

Answers Page 7 - Landforms And Settlements 1 1. Port towns were developed to transport people and goods by ships. Port towns provided easy access to transport and goods.

2. People moved away in search of farming and grazing land.

3. Settlers in inland farming communities sent their produce to be sold by merchants in Sydney Town.

Shops, businesses and houses sprang up in Sydney attracting people to work and live nearby.

News of the prosperity and opportunities in the colony of New South Wales spread to Europe.

Migrants arrived to settle in Sydney Town and develop the colony.

Convicts were a cheap labour source to construct roads, bridges and public buildings in the colony and to work on farms. Free settlers could expand their farms and businesses more quickly with cheap labour. When convicts were pardoned, they rarely returned to Britain, but stayed on to build a future in the colonies.

4. Resistance by Indigenous Australians may have stemmed the flow of migrants to the colonies and the extent of initial land occupation by squatters.

Capital Territory located within their borders would bring the states more attention and prestige.

2. Suggested answers: Albury – too close to Melbourne. Armidale – too far away from both Sydney and Melbourne. Tumut – too cold, difficult road access through the mountains in winter.

RESEARCH: Walter Burley Griffin wanted Canberra to be one of the most unique capital cities in the world. He was determined to plan a city that would meet the demands for future growth and provide a pleasant, healthy environment for its residents.

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Page 11 - Development 1. Possible reasons: Close to Parliament House to address the Government; close to the Prime Minister’s Lodge for meetings and social receptions; close to other embassies for communication.

Embassies are centrally located in the administrative sector of Canberra.

2.

Page 8 - Landforms And Settlements 2 CITY Sydney Melbourne

POPULATION 4.606.000 4,170,000

Brisbane

2,148,000

Perth Adelaide Hobart Darwin Gold Coast/ Tweed Heads Newcastle

1,833,000 1,263,000 216,000 130,000 577,000

PORT/RIVER Port Jackson Port Phillip Bay/ Yarra River Moreton Bay/ Brisbane River Swan River Torrens River Derwent River Darwin Harbour Tweed River

540,000

Hunter River

2. Rivers were essential for: supplying fresh water, crops and livestock and transporting goods from the inland to sea ports.

3. Rivers in urban centres are used less as a water supply and more for leisure activities like: fishing, boating and water sports. Cleaner rivers have also greatly contributed to the return of native fauna and flora to river areas.

RESEARCH: Belgium, France, Netherlands, Poland, Germany, Saudi Arabia, South Korea, Nigeria, Singapore, Turkey, Egypt, Indonesia, Mexico, Spain, Ireland and Myanmar.

Page 12 - Landforms Influence Development 1. The Googong Reservoir, Bendora and Corin Dam. 2. The western boundary is the Brindabella Range, which would be quite hilly. There are several mountains in this area.

3. Water would run off from rainfall and snow to the valleys below to the catchment areas where dams are located.

4. Lake George does not supply water as it is quite shallow and used for watering livestock. Students should note that piping water from Lake George would be difficult due to the distance from central Canberra and Queanbeyan.

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Page 10 - Landforms And Development 1. Both states were keen to have the nation’s capital located within their state. Having the Australian 48

Workbook 5: Characteristics Of Places Page 13 - People Influence The Environment 1. The Ngunnawal people would have lived near the many creeks and rivers to collect, trap and hunt food. Their sacred sites and ceremony grounds would be marked around their territory.

2. A small percentage (less than 8%) of the land was used for sheep grazing in 2011. The majority of the land after European settlement would have been used for sheep grazing.

3. In 2011 the land was mainly used for nature conservation. This was to preserve the natural landscape that existed for Indigenous Australians and to provide green areas to protect native fauna and flora. The “bush” quality of the city is also maintained.

people move to work in other regions with job opportunities; small farms are being taken over by larger companies.

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Page 14 - Development Affects The Environment Earless Dragon research: tracking and monitoring to study the species; trying to get support from farmers to help preserve the lizard’s habitat.

Corroboree Frog research: recovery breeding programme carried out by scientists.

Page 16 - Urban Development 1 1. These places are located on the main road and rail line between Canberra and Sydney. 2. The Sydney-Canberra Corridor transports people and goods between Sydney and Canberra; the towns in the Sydney-Canberra Corridor offer variety in lifestyle; people can commute to workplaces located in Sydney and Canberra and other urban centres in the Corridor.

Page 17 - Urban Development 2 Picture 1: Students should note the fence that actually separated New South Wales from Queensland. Other observations: rural environment, country road (with no traffic) on which to take a leisurely stroll, few buildings (old colonial pub in background). Picture 2: Modern infrastructures like main road, roundabout, highrise buildings, etc.

Page 18 - Interpreting Data Student’s own research that should also draw upon sources on page 15. Students should evaluate the advantages (rural lifestyle, cheaper rents, etc.) and disadvantages (travel costs, time in traffic, etc.).

Page 21 - People Influence Environments 1 1. Australia’s settlement pattern has fanned outward along coastal regions from the first settlements on rivers and ports in each state.

2. 11%.

3. Manufacturing and retailing have created jobs and offer services that attract people to settle in an urban centre.

4. People settled near transport systems so that they could commute to work in cities. 5. All these satellite cities are located on the outskirts of Sydney on rivers. All these cities were originally farming centres supplying food for the colony.

Page 22 - People Influence Environments 2 1. About 37-40%.

2. About 15%, about 20%, about 47%.

3. The trend suggests that more people will settle in larger urban regions and move from remote areas.

4. Possible answers: Advantages: greater employment opportunities, more leisure/ recreational facilities; greater choice of schools/ universities. Disadvantages: noise and traffic pollution, lack of open spaces, crime rate.

Page 23 - People Influence Environments 3 3. Fifty years ago, people were dependent on trains and trams to commute to work. They lived near transport systems so they could walk to and from stations easily. With the wider use of cars, people could afford to move into outer suburbs and buy larger blocks of land on which to build. Improved roads made it possible for people to drive into cities to work and park.

Page 25 - People Influence Places 1 2. This was a planning practice inherited from Europe.

3. Large shopping centres with franchised stores offered a similar range of products and services as the city centre.

4. A shopping centre needs to have easy road/ rail access and sufficient land area to provide convenient parking. The shops in the centre should target the profile of the population living in surrounding areas. 5. List could include: department store, sports store, bookshop, dress shop, shoe shop, hairdressers, delicatessen, food take-away, bread shop, etc.

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Page 19 - Inland Australia Mind map: Young people prefer to live in urban areas; air travel allows people to commute to work; industries and businesses close down; older people move to be closer to health and recreation facilities;

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Workbook 5: Characteristics Of Places MY RESEARCH: Haberdashery: material for sewing and knitting; chandlery: originally a place to buy candles and wax, the meaning today has been widened to include equipment for boats; hosiery: types of leg wear (socks and stockings); drapery: textiles for home furnishings, bridal wear; apothecary: goods that you would buy at a chemist (medicines, health and beauty products, etc.). Many of these products are now purchased under one roof in large department stores.

fashioned form of transport linked to Australia’s past - leisurely way of travelling to take in the river’s scenery.

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Page 28 - Places And Tourism

1.

Gre at B arr ier Re ef

Uluru

Sydney Opera House Great Ocean Road Tasmania

3. Tourism generates billions of dollars for the economy and creates employment directly and indirectly.

4. Australian cities offer a wide variety of cultural and recreational attractions. Their size enables them to provide a range of accommodation and retail shops.

Page 29 - Tourism And The Environment 1. Ecotourism offers people the chance to experience the natural beauty of a place that has not been significantly changed by a built environment.

2. An increasing number of tourists are looking for this type of tourism and this generates income for the economy. Ecotourism is also a way of helping to conserve the natural places in Australia.

3. Natural remote places away from urban centres with unique landforms, flora and fauna.

Page 30 - Tourism 1. AIR TRAVEL: fast and convenient for travelling large distances between tourist destinations. 2.

TRAIN: slower, but the opportunity to take in the scenery and meet other people on the journey.

3. FOUR-WHEEL DRIVE: can get off the 'beaten track' and travel to remote and otherwise inaccessible places.

4. PADDLE-STEAMER: can experience a more old-

Page 34 - A Local Planning Issue 3 1 & 2. Student’s answer should justify choice of location (close to transport, school, etc.).

3. Using string to calculate distances that are not in a direct line.

5. Directions should be in list form with time markers (first, next, after that, etc.) and include approximate distances.

Page 35 - A Local Planning Issue 4 This activity requires students to think about the process of planning approval. The order could be: Talk to a local council planner to see if you can build in the zone; Get advice from a professional to draw up plans; Discuss your building plans with the neighbours; Check to see that building complies with council rules; Lodge a building application that includes your permit and plans; Wait for council approval before starting to build.

Page 38 - Australia's Climate 1 1. Australia has a variety of climate zones (tropical, temperate and arid) because it is so vast.

2. In the temperate climate zone and to a lesser degree, the warm and humid zone.

3. Students should use the map on the information page to identify the climate zones for their state/ territory. Title could read: Climate Zones in .....

Page 39 - Australia's Climate 2 1. The state capital cities and coastal areas on the eastern coast, plus Adelaide, Perth, Hobart, Darwin and Canberra. Coastal areas have a more pleasant climate. They are therefore not as subject to bushfires and droughts.

2. Inland areas which have harsher climates. Such climates affect vegetation and increase the chances of natural hazards.

3. Indigenous Australians and those involved in mining. Indigenous Australians can cope with the harsh Australian climates in inland areas. Miners endure harsher climates for employment reasons.

Page 40 - Australia's Climate 3 1. Capital City 1.

2. Capital City 2.

3. There are only two apparent seasons, one with high and the other with negligible rainfall. The average temperature remains steady throughout the year.

4. 35mm.

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Workbook 5: Characteristics Of Places 5. Capital City 1 is actually Adelaide, but if students respond with a city in the temperate zone that would be considered correct. Capital City 2 is Darwin.

are open. Stunning rock art to view.

Yegge Relatively cool. Wetlands and water courses are carpeted with water lilies. Scrubland is burned to prevent fires in the Country and spur new growth.

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Page 41 - Australia's Climate 4 Townsville, Queensland: strong winds, cyclone conditions found in hot and humid climate zones.

Students may note damage done to fencing, trees and the potential threat to people and homes during cyclones.

Ferny Creek, Victoria: icy road conditions and fog, which can make driving dangerous. Ferny Creek is in the cool temperate zone of Victoria.

Page 43 - Climate And Vegetation 1 1. The landscape comprises long grasses and sparse small trees. Students may identify the large termite nest that is typical of the savannah region.

2. The vegetation in the photograph is very dry which indicates that it was taken in the dry season.

3. There are no tall eucalypts because the savannahs do not receive sufficient rainfall.

4. The dry grasses and shrubs are easily ignited by the immense energy of a lightning strike. 5. The flooded areas make good breeding grounds for water birds and mammals that would feed on the fish and amphibians in the water.

Page 44 - Climate And Vegetation 2 CANE TOADS native animals die out because they have reduced food sources. INTRODUCED PLANTS animals, birds and insects that rely on the seeds and fruit from native vegetation could die out or move to other areas. FERTILISERS algae blooms can choke and poison water courses, affecting other plants, animal life and the natural cycle of the water course.

Page 45 - Indigenous Climate Zones Gudjewg Very wet. Magpie geese nest in the sedgelands.

Flooding may cause goannas, snakes and rats to seek refuge in the trees.

Floodplains are full, waterfalls are flowing, native vegetation is vibrant, and dramatic storms and sunsets are common at this time of year.

Banggerreng Clouds have dispersed and clear skies prevail.

Expanses of floodwater recede and streams start to run. Most plants are fruiting and animals are caring for their young.

Particularly dramatic at this time of year as a multitude of bird species congregate in the wetlands.

Wurrgeng Most creeks stop flowing and the floodplains quickly dry out. Birds of prey patrol the fire lines as insects try to escape the flames. Magpie geese are fat and heavy after weeks of abundant food.

Dazzling blue skies hang overhead, and waterfalls slow to a gentle trickle into the peaceful pools below. The shrinking billabongs are crowded with waterbirds, Gurrung Sea turtles lay their eggs on the sandy beaches of Field Island and West Alligator Head, and goannas rob their nests sometimes. White-breasted wood swallows arrive as thunderclouds build.

Waterbirds gather in huge flocks in the remaining waterholes and the bright yellow flowers of the kapok bush can be seen everywhere at this time of year.

Gunumeleng Thunderstorms build in the afternoons. Barramundi move from the waterholes downstream to the estuaries to breed.

Rainforest walk and pontoon access to billabongs.

Visit indigenous rock shelters and see rock art. See large stretches of wildflowers and paddle in rock pools.

Page 47 - Characteristics Of Savannahs 1.

NATURAL Australia’s savannahs are the most intact in the world. They are home to unique fauna and flora.

CULTURAL The savannah lands are the traditional homes of various indigenous clans. They contain important sacred and ceremonial sites.

ECONOMIC The savannahs are vital for tourism, mining, cattle grazing and wildlife conservation.

2. Savannahs in Africa, Asia and South America have been greatly altered by the settlement of large populations of people, who have changed

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Can still see waterfalls from the air. Walking tracks

51

Workbook 5: Characteristics Of Places the landscape to build towns and produce food.

3. Possible answers: the fauna and flora, indigenous culture, landforms and natural features.

4. Indigenous Australians have lived continuously in this environment for thousands of years and have a deep knowledge of the natural cycles of the savannahs.

5. Cattle grazing by European settlers has resulted in areas of land with vegetation cleared, fences erected, non-native plant and animal species introduced.

RESPONSES: Professionally culled in wetlands.

Buffaloes have been managed for meat consumption for humans, pet food and for their hides for clothing and shoes. Indigenous Australians have permission to herd buffaloes for their own use.

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Page 48 - Development Of Savannahs Possible arguments: FOR: Benefits the Australian economy by increasing exports and creating employment. Guarantees will be given to prevent pollution and habitat destruction. The savannah lands are vast and only a minute area will be mined.

Profits from mining will help to develop savannah lands for tourism and wildlife conservation.

AGAINST: The destruction of the natural habitat, mining on the traditional homelands of Indigenous Australians, potential pollution of water courses.

Page 49 - Indigenous Influence 1. Some homelands were occupied by European settlers and Indigenous Australians were forced to live elsewhere.

2. The Native Rights Bill recognised formally in law, Indigenous Australians' claim to their homelands.

3. Pastoralism creates employment; allows indigenous communities to return to their lands; and helps indigenous elders to pass on land management skills to young people.

Page 50 - Wildlife And Savannahs Cane Toad EFFECTS: rapid spread of cane toad populations are decimating food sources of native animals.

The toxic secretions on skin can poison any animal that tries to eat the toad. Cane toads do not have natural predators and reproduce easily in the Australian environment. RESPONSES: Trying to destroy eggs of cane toads in water courses; meshing of ponds to prevent cane toad invasion; funding to study measures for cane toad control.

Water Buffalo EFFECTS: There are about 150,000 feral water buffaloes in the Northern Territory. Buffaloes consume up to 30 kilograms of vegetation daily.

Buffaloes cause damage to grasslands due to their hard hooves, soil erosion and trampling of wetland vegetation. They can also spread diseases like brucellosis.

Page 52 - A Comparison Of Savannahs 1 1. Closer to Darwin.

2. Farmers have burnt large areas of the forest to produce grasslands for agriculture and grazing.

3. Farming that produces sufficient food for community consumption with small surplus to sell locally.

4. Natural disasters can wipe out food crops destined to support a community for a year and cause famine.

5. Kupang’s dry season would be in July, August and September. Darwin’s is in Australia’s summer – December, January and February.

6. Darwin and Kupang have wet and dry seasons and both experience warm temperatures all year round. However, Kupang’s average temperature does not change significantly throughout the year and its monsoon is heavier than Darwin’s.

Page 53 - A Comparison Of Savannahs 2

1. Three facts: Australia’s savannah lands are much larger than East Nusa Tenggara Province’s savannahs; East Nusa Tenggara’s savannahs are not mined; there are many more people living in the East Nusa Tenggara savannahs.

Page 54 - The Environment The dense vegetation near the village would pose a threat in a fire. The roofs are made of dried grass.

Note that the area around the huts is cleared and dry.

Page 55 - Wildlife KOMODO’S ATTRACTIONS: The island is a marine paradise with bountiful fauna such as: more than 1,000 species of fish, some 260 species of reef-building coral, and 70 species of sponges.

Dugongs, sharks, manta rays, at least 14 species of whales, dolphins, and sea turtles also make Komodo National Park their home. The crystal waters are ideal for diving and boating. The Komodo Dragons are the main attraction, along with their prey - the Timor Deer. Many of the birds that can be observed, like the sulphur-crested cockatoo, are also found in Australia.

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Workbook 5: Characteristics Of Places Page 57 - Prevention Possible answers: cut overhanging branches near house, clean gutters, clear bushes, move hanging baskets growing near windows, move barbecue away from vegetation, fix broken roof tiles so that embers cannot enter the house, close windows and lock pets inside.

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Page 58 - Being Prepared YELLOW AMBER

BLUE GREEN OR LIGHT BLUE

PINK RED

1. Fire danger ratings may vary from state to state.

Light blue (low-moderate – monitor the situation).

Blue (high – monitor situation, fires are being controlled).

Yellow (very high – only stay at home if your house and family are well-protected).

Amber (severe – leaving early is the best measure for survival).

Pink (extreme – leaving early is the best measure, fires are moving at a rapid rate). Red (catastrophic – leaving early is the best measure, even the most well-prepared houses will not withstand the heat of the bushfires). My Research: protective clothing: long-sleeved shirts, jeans, hat, gloves, boots, long socks, mask or handkerchief.

Page 59 - On Bushfire Alert 1 The purpose of this task is for students to discuss and justify the order of their timelines. Some actions can be interchanged. The first action after sighting smoke in a nearby parkland would be to alert adults, then contact 000. Before the fire brigade arrives, family members and pets should be inside with doors and windows locked and wet towels sealing gaps.

Page 60 - On Bushfire Alert 2 Ignition: matches (accidentally lit).

Response by firefighters: burning firebreaks. Effects: uncontrolled fire, charred landscape, exhausted firefighters.

Page 61 - Fire-Stick Farming fire-stick farming, European, venomous, fuel load, supply, nutrient-rich, succulent, ecosystem, landform, biodiversity.

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Australian Geography Series

This is a6: Ready-Ed Publications' Year A Diverse And book preview.

Connected World

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Workbook 6: A Diverse And Connected World

Teachers’ Notes

This is a Ready-Ed Publications' book preview.

Year 6: A Diverse And Connected World is part of the Australian Geography Series which comprises nine books in total. This book has been written specifically for students in Year 6, who are living in Australia and studying Geography. The activity book is arranged into three sections: Connecting Places, A Global Study and Environmental Hazards. Each section is closely linked to the Australian National Curriculum.

The first section, Connecting Places, is designed to raise students’ awareness that places are linked to one another. It explores Australia's connection to the Asia region through trade, tourism, aid and historic ties. Students are also asked in this section to use geographical tools to locate different parts of Asia on the map.

The second section, A Global Study, examines different regions in the world and their populations. Students will be asked to explore concepts such as: why citizens in some countries have higher living standards than others and how the natural resources in a place generate industries and employment. Students will reflect on the causes of poverty in the world and research programmes in Australia and other parts of the world that aim to bridge the gap between developed and developing countries. This section also considers the similarities and differences in religions between Australia and selected countries of the Asia region.

The third section, Environmental Hazards, focuses on natural disasters that affect people and places and our responses to these hazards. Tasks will require students to assess the risks of various environmental hazards and evaluate action plans for survival. A major component of this section is a case study on the Black Saturday bushfires in Victoria. This environmental disaster will be considered from multiple perspectives by students, who will then synthesise their research findings to suggest prevention and management strategies.

Year 6: A Diverse And Connected World is a teacher-friendly resource for 11-12 year olds studying Geography. An inquiry-based approach is applied in the activities and research tasks. Students are challenged to weigh up the visual and graphic data presented, to form their own understandings about how people and places are connected to one another and the world.

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Workbook 6: A Diverse And Connected World

National Curriculum Links

This is a Ready-Ed Publications' book preview.

Geographical Knowledge and Understanding

The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region (ACHGK031) • using geographical tools, for example, a globe wall map or digital application such as Google Earth to identify the geographical division of Asia into North-East, South-East, South Asia and West Asia (the Middle East) • exploring the diversity of environments, in the Asia region, or in part of the region, or in a country in either North-East, South-East or South Asia • investigating the differences in the population size, density, life expectancy and per capita income between countries across the world • describing the location of places in countries of the Asia region in absolute terms using latitude and longitude Differences in the economic, demographic and social characteristics between countries across the world (ACHGK032) • researching the population size and density of a selection of countries around the world • investigating the relationship between per capita income, health (as measured by life expectancy) and energy consumption in a selection of countries around the world, including at least one country from the Asia region The world’s cultural diversity, including that of its indigenous peoples (ACHGK033) • identifying examples of indigenous peoples who live in different regions in the world and appreciating their differences, for example, the Maori of Aotearoa New Zealand, the First Nations of North America and the Orang Asli of Malaysia and Indonesia • investigating the similarities and differences in official languages and religions between Australia and selected countries of the Asia region and other parts of the world • researching the proportions of the Australian population and of the population from their local area who were born in each world cultural region, using data from the Australian Bureau of Statistics Significant events that connect people and places throughout the world (ACHGK034) • investigating a significant event, for example, a severe earthquake or the Olympic Games, and examining its local, regional and global effects on people and places • discussing the types of responses made by Australia to significant natural events throughout the world and the reasons for these responses The various connections Australia has with other countries and how these connections change people and places (ACHGK035) • researching connections between Australia and countries in the Asia region, for example, in terms of trade, migration, tourism, aid, education, defence or cultural influences; and explaining the effects of at least one of these connections on their own place and another place in Australia • exploring the provision of Australian government or non-government aid to a country in the Asia region or elsewhere in the world and analysing its effects on places in that country The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places (ACHGK036) • identifying factors that influence people’s awareness and opinions of places, for example, the media, significant known events, proximity to places and personal relationships with places • explaining various generalisations and stereotypes about people and places and researching their accuracy

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Workbook 6: A Diverse And Connected World

Answers Page 7 - Places Are Linked 1 1. Places can be connected to one another because of natural resources or through trade 2. People and industries are attracted to places with resources as they generate employment and wealth. 3.

1830s-discovery of coal deposits. 1857-rail link from Maitland to Newcastle built. 1915-steelworks built in Newcastle. Present-coal exported from Newcastle Harbour. 4. 10% of the world’s coal trade passes through Newcastle. Global trade develops Australia's relationships with overseas countries because we have to communicate with countries that we export goods to.

easier for them to move around their environment make it safer for tourists to trek the Kokoda Track.

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Page 8 - Places Are Linked 2 Flow diagram: coal is mined and loaded onto transport coal is transported to coal-burning power stations to generate electricity coal supplies electricity to homes/industry or is loaded onto snake trains coal is loaded onto ships for export to countries around the world.

Page 9 - Places Are Linked 3 1. Japan. 2. 43 million tonnes. 3. China. 4. South Korea. 5. Australia’s mineral and ore resources are sold to other countries to develop their economies.

The export income which Australia makes from exporting resources contributes to developing Australia’s economy. Australia is linked to these countries thus, through trade.

Page 11 - A Shared History 1. To commemorate the heroic deeds of the Australian forces in Papua New Guinea in World War II. 2. Australia is linked to Papua New Guinea through a shared history and international aid.

3. It is mountainous and rugged with a rainforest environment. 4. For: generates tourist income for Papua New Guineans; more development of tourist facilities; improvement in the living standards for villagers.

Against: tourists can damage the fragile ecosystem of the Kokoda Track; tourism can disturb the lives of villagers and alter their way of life.

Page 12 - International Aid Building schools and training teachers helps educate local people about looking after their natural heritage tourists can experience the Kokoda Track and the villages in their natural state. Building health centres/improving water and toilet facilities improve the quality of life for local people by reducing the risk of disease help can be given to tourists who become sick or have an accident on the Kokoda Track. Building river crossings reduce accidents for locals and make it

Page 15 - Tourism: The Movement Of People 1 1. People leave to find employment and to access better health and educational services. 2. By creating more employment in the town/shire and by improving services to the community. 3. Tourism brings investment and income to a community. It can also generate more jobs. 4. Opal-fossicking, the QANTAS museum, the Dinosaur Museum, a natural desert environment. 5. Possible answers: they can learn about Australia’s dinosaurs, and discover how the climate and environment has changed over time.

Page 16 - Tourism: The Movement Of People 2 1. False, True, False (by about 150 residents), True.

2. The data confirms this assertion. The steady decline has been stemmed and a steady increase is indicated in the population prediction. 3. Tourists are only temporary visitors.

Page 17 - Mapping Skills 1. Indonesia, East Timor, New Zealand, Fiji, the Solomon Islands, Papua New Guinea. 2. a. True. b. False (East Timor). c. True. d. False (2,050 kilometres). 3. Queensland 4. Western Australia 5.

East Timor Page 21 - The World's Population 1. a. 1 to 1.1 billion. b. 3.7 billion. c. 7.2 billion. 2.

(The population in 2012 is about 6.1 billion) About 3.3 billion. About 4.3 billion. 3. Better health care and antibiotics to fight diseases have enabled people to live longer and have reduced deaths caused by disease.

Page 22 - Population Distribution 1 1. The majority of Australians live in coastal areas near large cities. 3. Possible answers could include: Mt Isa (QLD), Kalgoorlie (WA), and Weipa (QLD).

4. The capital cities are situated on the coasts on ports/harbours and rivers.

Page 23 - Population Distribution 2 1. Being employed enables people to buy or rent homes and settle in fixed areas. 2. These are examples of places with harsh environments, where climate affects the types of activities that can or cannot be carried out by a population. 3. Forests: timber processing factories (wood chipping, pulp), forest ranger, conservation, education officer, truck driver, forestry manager, timber sales.

Oceans: lifeguards, fishing, marine biology, emergency services, tourism, resource exploration, marine archaeology.

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Workbook 6: A Diverse And Connected World Minerals: mining, engineers, transport drivers, construction workers, catering services, explosives detonator.

Rivers/Lakes: water treatment, dam building, farmers, wildlife conservation, flood management, fishing, tourism.

Caribbean Sea

Montego Bay Savanna-la-Mar

Ocho Rios

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Page 24 - Global Experiences 1. A desert is a dry, barren place where soil cannot grow crops. Desertification due to over-farming causes areas to become dry and barren. 2. Topsoil, which is full of nutrients, is blown away when trees are chopped down. Farmers cannot plant crops or raise animals to survive so they have to move away.

3. Students will notice vast areas of brown desert on the satellite image, stretching almost to Beijing.

Page 25 - Asia (Answers will vary according to information source.)

Page 27 - Wealth And Health Distribution 1 1. Possible answers: little access to health care, no education (which limits future prospects), going to work to support family, not having toys or games, etc., not having holidays, not living in a comfortable house, etc. 3. Political stability in a country allows citizens to work and build communities in safety. Instability occurs in some areas of the Middle East and in South-East Asia.

Page 28 - Wealth And Health Distribution 2 1. The more developed countries are in the Northern Hemisphere, with the exception of Australia and New Zealand. 2. Developed: Australia, US, UK, Norway. Developing: Brazil, Russia, India, China. Less Developed: Pakistan, Bangladesh, Ethiopia. 3. Improvements in areas such as health care, education and housing.

Page 29 - Wealth And Health Distribution 3 1. Clean water is essential to people’s health and prevents the spread of disease. 2. Water is needed for cooking and washing. Children would spend much of their day carrying heavy containers of water, instead of going to school.

Page 32 - Different Levels Of Wealth 1 1. Some citizens of a country may not be given the same civil or human rights or educational opportunities to lift themselves out of poverty.

This is often the case in places that have been colonised. 2. There are communities in Jamaica that have very high standards of living, whilst other communities live in slums and do not have enough to eat. These communities are only a short distance from one another as seen on the map.

3.

JAMAICA

Kingston

4. Near the coast in tourist areas on the northern end of the island. 5. Education will provide children from poorer families with more opportunities to secure higher paid employment.

Page 33 - Different Levels Of Wealth 2 Possible facts: The unemployment rate in Jamaica is almost double that of Costa Rica. Costa Rica is about five times larger in land area than Jamaica.

The number of people living in poverty is about the same in both countries.

There are more people in Costa Rica who can read and write.

Page 36 - Australia And Religion 1 1. Indigenous religions; Christianity; Judaism; Buddhism; Islam; Hinduism and Sikhism (interchangeable). 2. Buddhism – temple; Christianity – cathedral, church, chapel; Islam – mosque; Hinduism – temple or mandir; Sikhism – gurdwara; Judaism – synagogue. 3. Indigenous Australians had sacred sites to visit for ceremonies within their Country. They were not buildings, but features of the natural landscape connected to the clan.

Page 37 - Australia And Religion 2 1. About 12,750,000 people. 2. Due to the impact of the culture of the early settlers and later migrants from Europe, who were mostly of the Christian faith. 3. Japanese and Chinese miners who arrived during the gold rushes of the 1850s and 60s. 4.

About 500,000 people.

Page 41 - Effects Of Natural Hazards 1 1. Suggested answers: Lightning: great discharges of heat energy, fires can start, people can be electrocuted. Floods: overflowing river banks, flash-flooding, property damaged, transport disrupted, crops damaged, loss of life. Bushfires: fast-moving unpredictable fires, smoke inhalation, heat exhaustion, loss of life, property damage, contamination of water supply. Thunderstorms: dangerous flying debris, lightning strikes, flashflooding, property damage, disruption to air and road traffic, injuries to people or loss of life. 2. Using weather data from satellites and Doppler radar. 3.

Emergency Services can alert the population in affected areas in advance and help people prepare

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Workbook 6: A Diverse And Connected World for potential hazards, including evacuation.

Page 42 - Effects Of Natural Hazards 2 1. Heat wave effects on the environment: higher risk of bushfires due to high temperatures and dry biomass, damage to agricultural crops, dehydration in wildlife, affects levels of water in catchment areas. Heatwave effects on people: can cause muscle cramps, heat exhaustion, dehydration, respiratory problems, falls due to dehydration (elderly people most at risk), risk of food contamination.

periods of high temperatures and/or lightning strikes (HEAT). The dry vegetation can easily burn (FUEL).

My Research: The dry season in the Northern Territory provides dry vegetation that can be easily ignited by lightning strikes that discharge enormous heat energy (up to 30,000 º C) at one time.

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Page 43 - Effects Of Natural Hazards 3 Cyclones bring heavy rains and devastating winds food sources for wildlife are destroyed wildlife could face starvation. Feeding stations are set up in areas away from houses animals do not come into urban areas looking for food doesn't cause problems for residents, avoid being knocked by cars. Southern Cassowaries and Mahogany Gliders are carefully monitored scientists can study the effects of the cyclone on animals help to build up dwindling numbers.

Page 44 - Effects Of Natural Hazards 4 A tornado, bushfire, a tsunami and volcano.

Page 45 - Effects Of Natural Hazards 5 1. Examples: pummelled by hailstones, torrential rain, chaos, broken windows, damage to roofs, drenched classrooms. 2. People: hazards from lightning, traffic accidents, flash-flooding, disruption to work, school and travel plans, stress and fear. Places: damage to property, cuts to electricity supply, closure of transport.

Page 46 - Effects Of Natural Hazards 6 (Possible answers) Picture A - What are the cattle being fed? Why is there no grass? Picture B: Why can’t people swim in this place? Where is the water? 2. (Possible answers) Hazards to people: loss of livelihood on farms, damage to agricultural land, shortages in supermarkets of agricultural products.

Hazards to animals: loss of pasture on which to graze, malnutrition, death. Hazards to environment: loss of vegetation, soil erosion, extinction of endangered species.

Page 48 - Bushfires 1 1.

Page 49 - Bushfires 2 3. Bushfire outbreaks are usually linked to deliberately lit fires, carelessness with farm machinery, barbecues or downed power lines.

Page 50 - Bushfires 3 Commonality of the three bushfires: heatwave, high temperatures; loss of lives, loss of homes, properties; multiple fires burning at same time.

Page 52 - On Bushfire Alert 1 Possible answers: cut overhanging branches near house, clean gutters, clear bushes, move hanging baskets growing near windows, move barbecue away from vegetation, fix broken roof tiles so that embers cannot enter the house, close windows and lock pets inside.

Page 53 - On Bushfire Alert 2 YELLOW AMBER BLUE GREEN OR LIGHT BLUE

PINK RED

1. Fire danger ratings may vary from state to state. Light blue (low-moderate – monitor the situation). Blue (high – monitor situation, fires are being controlled). Yellow (very high – only stay at home if your house and family are well-protected).

Amber (severe – leaving early is the best measure for survival). Pink (extreme – leaving early is the best measure, fires are moving at a rapid rate). Red (catastrophic – leaving early is the best measure, even the most well-prepared houses will not withstand the heat of the bushfires). My Research: protective clothing: long-sleeved shirt, jeans, hat, gloves, boots, long socks, mask or handkerchief.

Page 54 - On Bushfire Alert 3 The purpose of this task is for students to discuss and justify the order of their timelines. Some actions can be interchanged. The first action after sighting smoke in a nearby parkland would be to alert adults, then contact 000. Before the fire brigade arrives, family members and pets should be inside with doors and windows locked and wet towels sealing gaps.

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OXYGEN

FUEL

2. Fires can begin in the open (OXYGEN) after

59

Workbook 6: A Diverse And Connected World Page 55 - On Bushfire Alert 4 Fire ignition: matches (accidentally lit). Response by firefighters: burning firebreaks. Effects: uncontrolled fire, charred landscape, exhausted firefighters.

need to be drawn up and acted on, emergency services alerts need to be heeded, carry out controlled burns on properties to reduce fuel loads, follow building standards on making homes more bushfire safe. Management: planned burns to reduce fuel load in national parks and private land, improved communication between emergency services and citizens in bushfire situations, education programmes on bushfire prevention and safety.

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Page 57 - Black Saturday - Case Study 1 Natural Causes Of Bushfires: open-eucalypt forests, period of drought with high temperatures, dry biomass, strong winds. Human Causes Of Bushfires: arson, lightning strikes, faulty power lines, sparks from farm machinery, back-burning on private land.

Page 60 - Bushfire Cloze fire-stick farming, European, venomous, fuel load, supply, nutrient-rich, succulent, ecosystem, landform, biodiversity.

Page 58 - Black Saturday - Case Study 2 People: loss of life, homes and businesses destroyed, loss of personal belongings, disruption to community life, work and school, trauma.

Property/Equipment/Agriculture: buildings destroyed/damaged, farm sheds, dairies, wool sheds and equipment destroyed/damaged, farmland scorched and crops and livestock feed destroyed, livestock loss, fencing destroyed, trees for timber burnt. National Parks And Reserves: destruction of large areas of Victoria’s old growth tall eucalypts', cultural and historical places damaged or destroyed.

Wildlife: loss of habitat and food sources, injuries and fatal burns, contamination of water supplies by ash, further threats to endangered species such as Leadbeater’s Possum and Brush-tailed Phascogale.

Resources: electricity supplies cut off, run-off from ash found its way into drinking water reservoirs and contaminated the water.

Page 59 - Black Saturday - Case Study 3 Recovery: community re-building projects, counselling for families, financial aid from government authorities, educational scholarships for students affected by bushfires, help in rebuilding in less fire-prone areas, relocating affected wildlife to new habitats, re-vegetation projects in affected areas in townships and national parks, removing feral animals from areas to allow native fauna to increase numbers. Bushfire Hazard Prevention: areas around houses and buildings should be cleared of vegetation, fire survival plans

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Australian Geography Series

This is aYear Ready-Ed Publications' 7 - Unit 1: book preview.

Resources In The World

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Workbook 7 - Unit 1: Resources In The World

Teachers’ Notes

This is a Ready-Ed Publications' book preview.

Year 7 - Unit 1: Resources In The World and Year 7 - Unit 2: Place And Liveability have been written by the same author for Year 7 students studying Geography in Australia. This book contains four sections which are clearly linked to Unit 1 of the Year 7 Australian National Curriculum.

The first section of this book investigates environmental resources: renewable resources, non-renewable resources and continuous resources. It explains how they are used and how we classify them.

The second section of the book is an in-depth study of water as an essential and renewable resource. It encourages the students to think about how we access water and how we can save this precious resource. It creates an awareness of the unequal distribution of water around the world and describes how different countries manage the water that they have. Indigenous water management and knowledge is also considered and the concept of virtual water is introduced.

The third section of the book is entitled Environmental Hazards. It concentrates on floods that have occurred in Australia and Thailand and compares how each country has managed flooding disasters in their own area. It examines different types of floods and why they occur.

The final section of the book explores the non-renewable resources: coal, oil and gas. It looks at how each non-renewable resource is created, used and managed in Australia and overseas. It introduces the terms 'natural capital' and 'financial capital'.

The activity sheets in this book have been designed to help students appreciate environmental resources and begin to understand the importance that they play in all of our lives. Students are given the opportunity to develop their Geography skills, knowledge and understanding, through: observing, questioning, planning, collecting, evaluating, processing, analysing, interpreting and concluding.

Year 7 - Unit 1 and Year 7 - Unit 2 are both part of the Australian Geography Series which compromises nine books in total.

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Workbook 7 - Unit 1: Resources In The World

National Curriculum Links Geographical Knowledge and Understanding

This is a Ready-Ed Publications' book preview.

The classification of environmental resources and the forms that water takes as a resource (ACHGK037) •

classifying resources into renewable, nonrenewable and continuous resources, and investigating examples of each type

•

describing how water is an available resource when it is groundwater, soil moisture (green water), and surface water in dams, rivers and lakes (blue water), and a potential resource when it exists as salt water, ice or water vapour

The ways that flows of water connect places as it moves through the environment and the way this affects places (ACHGK038) •

explaining how the movement of water through the environment connects places

•

investigating the environmental, economic and social effects of water as it connects places

The quantity and variability of Australia’s water resources compared with those in other continents (ACHGK039) •

investigating the main causes of rainfall and applying their knowledge to explain the seasonal rainfall patterns in their own place and in a place with either significantly higher or lower rainfall

•

interpreting the spatial distribution of rainfall in Australia and comparing it with the distribution of that of other countries

•

comparing the quantity and variability of rainfall, runoff and evaporation in Australia with that in other continents

The nature of water scarcity and ways of overcoming it, including studies drawn from Australia and West Asia and/or North Africa (ACHGK040) •

investigating the causes of water scarcity, for example, an absolute shortage of water (physical), inadequate development of water resources (economic), or the ways water is used sustainably

•

discussing the advantages and disadvantages of strategies to overcome water scarcity, for example, recycling (‘grey water’), stormwater harvesting and reuse, desalination, interregional transfer of water, transfer and trade in virtual water, and reducing water consumption

•

examining why water is a difficult resource to manage, for example, because of its shared and competing uses and variability of supply over time and space

The economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region (ACHGK041) •

examining and comparing places in Australia and countries of the Asia region that have economies and communities based on irrigation, for example, rice production in Leeton in NSW and the Mekong Delta in Vietnam or Java in Indonesia

•

exploring the multilayered meanings (material, cultural and spiritual wellbeing) associated with rivers, waterholes, seas, lakes, soaks and springs for Aboriginal and Torres Strait Islander Peoples

•

examining bays, rivers, waterfalls or lakes in Australia and in countries of the Asia region that have been listed as either World Heritage sites or national parks for their aesthetic and cultural value

•

investigating the spiritual significance of water in an Asian culture

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The causes, impacts and responses to an atmospheric or hydrological hazard (ACHGK042) •

explaining the physical causes and the temporal and spatial patterns of an atmospheric or hydrological hazard through a study of either droughts, storms, tropical cyclones or floods

•

explaining the economic, environmental and social impacts of a selected atmospheric or hydrological hazards on people and places, and describing community responses to the hazard

63

Workbook 7 - Unit 1: Resources In The World

Answers Page 6 - Renewable And Non-Renewable Resources 1 A) 1. R 2. NR 3. R 4. R 5. R 6. NR 7. R 8. NR 9. NR 10. R B) 1. farmland 2. plants 3. petroleum 4. river C) Continuous resources are usually large portions of geologic formations in which resources are trapped and cannot be accessed in the usual way. They cover a large area of land.

replace it by making more.

6. Steel is non-renewable because it can only be mined from what is available in the ground.

1. uranium 2. oil 3. natural gas 4. coal

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Page 7 - Renewable And Non-Renewable Resources 2 A) Suggested answers: 1. renewable 2. energy 3. non-renewable 4. natural 5. resources 6. continuous 7. oil 8. metal 9. Earth Others as teacher sees suitable.

C) 1. Continuous resources are different to non-renewable resources because they are trapped in rock formations.

2. Unlimited resources such as air, sunlight and trees are important because they create renewable sources of energy for people to use.

3. People need to be careful about their use of non-renewable resources because they can run out.

4. Scientists are exploring the resources from outer space because they may discover a resource that they can use on Earth to create energy.

Page 8 - Social And Economic Uses Of Resources A) 1. jeans 2. soft drink can 3. table 4. leather shoes 5. spoon 6. crayons B) 1. Wood is renewable because it can be replaced by new trees being planted.

2. Leather is renewable because it can be replaced by new animals being bred.

3. Cotton is renewable because it can be replaced by new crops being planted.

4. Aluminium is non-renewable because it can only be mined from what is available in the ground.

5. Wax is renewable because bees can

C)

Page 9 - Spatial Distribution Of Resources 1 C) Students should shade blue: the bathrooms, the laundry, the kitchen, the pool, grassed area, and the rose and flower garden. All other rooms should be shaded red.

D) Students should tick 2, 4, 6 and 9.

Page 12 - Water: Forms And Accessibility A) solid, gas, liquid.

B) Fresh water is for drinking.

Salt water is found in oceans and cannot be consumed.

C) 1. Fact 2. Fiction 3. Fact 4. Fiction 5. Fact Page 14 - Using And Accessing Water A) saline (oceans) 97% fresh water 3%

80 60 % 40 20 0

surface water

groundwater

ice caps and glaciers

Types Of Water B)

Possible answers: 1. 25% 2. 9% 3. 7% 4. 6% 5.

4% 6. 1% 7. 39% 8. 2%

Page 15 - Rainfall And The Water Cycle condensation

evaporation

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precipitation

collection

Workbook 7 - Unit 1: Resources In The World Page 16 - Surface And Groundwater 1 A) Below is an example of a diagram which students might draw.

rainfall or soil moisture.

Suggested at home activity: If you have a school vegetable garden or a vegetable garden at home, check the soil moisture by placing a trowel deep into the soil to see if the soil is dry or wet.

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Page 18 - Availability Of Fresh Water

new groundwater

soil, gravel, sand and rock

stored groundwater and saturisation zone

B)

The diagram shows how rain is collected in rivers, lakes or oceans. This is known as surface water. When surface water soaks into the ground, it becomes groundwater.

surface water

groundwater

C)

Surface water is water which is held in rivers, dams and oceans, etc. Groundwater is water which has soaked into the ground.

Page 17 - Surface And Groundwater 2 A) Water Licensing: The issuing of licences for people to use water.

Resource Planning: Protecting and managing water for the community and for business and industry.

Groundwater and Surface Water Allocation: Plan how water will be allocated in the community.

River Care / River Restoration: A team which ensures rivers are cared for and restoration works are carried out.

Waterways Planning and Recreation Management: Proactive policy development and management to ensure waterways are clean.

Information Collection, Management and Analysis: A system set up to collect data on the use of water.

C) Bananas would not grow to their full size or have their usual flavour if the soil moisture content was not high enough due to low

Manufacturing 4% Mining 4% Electricity And Gas 6%

Water Supply 8% Households 8%

Agriculture 70%

Page 19 - Distribution Of Fresh Water A) 1. In the mining industry.

2. For food production.

3. For tourism or recreation.

4. In households.

5. In agriculture (food production).

6. In a rural household.

B) Possible answers: farmers, government department representatives, local community members, police officers, volunteer fire brigades, etc.

Page 20 - Limited Stocks Of Water 1 A) After Reading: 1. True 2. False 3. True 4. False 5. True Page 21 - Limited Stocks Of Water 2 A) The majority of fresh water in the world is frozen in icebergs, 22% is located in groundwater and 1% is found in lakes, rivers and streams. 97% of the Earth's water is salt water found in oceans.

B) 1. USA 2. Canada 3. Brazil 4. Colombia 5. The Democratic Republic of Congo 6. Russia 7. India 8. China 9. Indonesia C) 1. glaciers 2. groundwater 3. Earth 4. surface water 5. oceans

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Page 22 - Direct, Indirect And Competing Water Usage A) Direct (suggestions): showering, using the tap, drinking, washing hands, washing clothes, washing dishes.

Indirect (suggestions): eating food produced 65

Workbook 7 - Unit 1: Resources In The World with water, swimming in a pool, using a public oval, using electricity.

Page 24 - Indigenous Water Management 1 A) It is important that the Aboriginal people and Torres Strait Islanders of Australia are consulted as they are the traditional owners of the land and they have their own knowledge about the use and location of water in Australia. (Students will have their own responses.)

Page 39 - Thailand's Flood Management 2 A) Australia: Government Response: Provided financial assistance, organised volunteers, organised rescue squads, declared it a state of emergency.

Locals' Response: Volunteered to help clean up.

Aid Received: Disaster Recovery Payment from the government.

Number Of Deaths: 35 people died.

Thailand: Government Response: Slow, disorganised, refused aid.

Locals' Response: People were poorly resourced and had very little means of helping.

Aid Received: Needed to apply for a grant from The Relief Fund Advisory Committee - a process which takes months.

Number Of Deaths: 315 deaths.

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Page 28 - Water Management Strategies 1 1. 15% 2. Sydney, Illawarra and the Blue Mountains.

1. Water running over rocks.

2. It is a tourist picnic area.

Page 29 - Water Management Strategies 2 1. Suspended solids, bacteria, algae, viruses, fungi, minerals such as iron, manganese and sulphur, and other chemical pollutants such as fertilisers.

2.

World Health Organisation.

Page 30 - Water Management Strategies 3 A) Possible problems: the number of people living there, not efficient in delivering water to its people where needed, lack of funds, lack of mechanisms, industrial and domestic waste.

Possible solutions: improve planning, improve infrastructure, bring in international consultants, manage waste more efficiently.

Page 40 - Thailand's Flood Management 3 B) Discuss students answers as a class to determine the reasons why they ranked certain items where they did.

Page 44 - Coal Creates Electricity 2 B) Telephone, T.V., heater, ceiling light, laptop, mobile phone.

C) Answers will vary.

Ways To Reduce Energy What Is It? Use

Source Of Information

Page 31 - Trading In Virtual Water A) 1. 340 litres 2. 2570 litres 3. 240 litres

efficient refrigeration

Keep fridge on low setting, buy top rating fridge.

Harvey Norman internet review.

Page 33 - Floods 1 A) 1. True 2. True 3. False 4. False 5. True

efficient warming

Alinta Gas website.

Close curtains, fill in gaps, buy energy efficient heating.

Page 35 - Floods 3 B) Lockyer Valley 2011 - slow-onset flood.

Rockhampton 2011 - slow-onset flood.

Brisbane 2011 - slow-onset flood.

Sydney 2012 - flash flood.

replace incandescent bulbs with CFL’s

Buy low electricity use light bulbs.

purchase green electronics

Buy products with a 6 star Good Guys review. energy rating.

efficient cooling

Buy energy efficient air conditioners, cool naturally using windows where possible.

Global warming website.

efficient drying

Use the washing line rather than a dryer, or used top rating dryer.

Personal knowledge.

efficient washing

Wash on an efficient cycle, buy top rating washing machine.

Personal knowledge.

Page 36 - Floods 4 1.

In Australia the flood would be managed in a controlled manner. In Asia there is less government involvement in flood management.

2. The Australian Government would coordinate with different agencies to resolve the crisis as soon as possible.

3.

The threat would be greater in a developing country as they do not have services in place to act quickly enough to stop the spread of disease.

Synergy website.

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Workbook 7 - Unit 1: Resources In The World Page 46 - Oil 2 A) 1. Fact 2. Fiction 3. Fact 4. Fiction 5. Fact 6.

Fact B)

places more demand on the need of gas in households, agriculture and industry.

Page 51 - Australian Oil Production and Consumption A) 1. It has decreased because the amount of oil left to mine is being managed in order to sustain it.

2. The population continues to grow using more oil.

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3) Bulwar Island

2) Kwinana

6) Lytton

5) Clyde 1) Kurnell 7) Pt Stanvac 4) Altona

C)

1980: 14.5 million, 380,000 barrels per day, 594,000 barrels per day, New Zealand, Indonesia 2012 : 22.7 million, 360,000 barrels per day, 960,000 barrels per day, New Zealand, Indonesia 2040: 35 million, 320,000 barrels per day, 150,000 barrels per day, New Zealand, Indonesia

Page 48 - Australia's Coal, Oil And Gas Industries Answers will vary.

Coal Qu 1

Oil

Gas

Formed over millions Formed over millions The main ingredient of years from heat of years from plants is methane. and pressure forming and animals. over plants.

Qu 2

For electricity.

To fuel cars, trucks, plastics.

For cooking.

Qu 3

To operate machinery, heat or cool buildings.

For harvesting crops, transportation of goods.

For irrigation, crop drying, food processing, heating.

Qu 4

Australia is the leading exporter of coal in the world.

It is a major Australian industry, it is exported out of Australia.

Australia is the second largest exporter of gas, it is a major industry.

Maintenance policies are managed by the Australian Government.

Detailed Environmental Code of Practice covers industry operations.

The Department of Energy, Resources and Tourism plays a vital role in managing gas supplies.

Qu 5

Page 50 - Non-Renewable Resources 2 A) The natural gas is drilled from beneath the land or ocean, it then passes through a separation tank which divides the gas into water and oil, it then passes through a gas processing plant and into a compressor station, at this stage the gas is ready for storage in a LNG storage tank. It is then distributed as necessary to households, cities and industries.

B) As the population of the world grows, it

Page 52 - Global Oil Consumption 1 A) 1. gasoline 2. diesel fuel 3. other products 4. jet fuel 5. heavy fuel oil 6. propane 7. asphalt and road oil 8. petrochemical feedstocks B) Between 1900 and 2010 the graph shows that world oil production has progressively increased. This might be due to the rising population and therefore an increase in the demand for oil. The graph predicts that between 2010 and 2080 there will be a decrease in world oil production possibly due to the invention of new technologies which will rely less on oil.

Page 53 - Global Oil Consumption 2 A) Name Of Region/ Continent United States Canada and Mexico Europe Middle East Africa Eurasia Asia and Oceania Central and South America

1.

2.

3.

Population (Estimate) 528 million 150 million 738 million 250 million 994 million 4.6 billion 4.2 billion 400 million

Yes, the number of people in a region reflects the use of oil there.

Most likely to increase as there has been a constant increase in the graph data.

People will switch to solar, wind thermal and nuclear power.

Page 55 - Natural And Financial Capital 1 A) 1. human capital 2. human capital 3. financial capital 4. natural capital 5. human capital 6. natural capital 7. financial capital 8. financial capital 9. natural capital

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Australian Geography Series

This is a7Ready-Ed Year - Unit 2:Publications' Places book preview.

And Liveability

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Workbook 7 - Unit 2: Places And Liveability

Teachers’ Notes

This is a Ready-Ed Publications' book preview.

Year 7 - Unit 1: Resources In The World and Year 7 - Unit 2: Place And Liveability have been specifically written for Year 7 students studying Geography in Australia. The books have been written by the same author and are both part of the Australian Geography Series which comprises nine books in total.

Year 7 - Unit 2 is divided into six sections which clearly link to the Australian National Curriculum.

The first section investigates the factors which have influenced the location of Indigenous Australians over the years. It traces their movements and the reasons behind these movements.

The second section entitled Liveability, explores the reasons why people live where they do in Australia, and compares Australian life in urban, rural and remote places. Around The World is the title of the third section of the book and it makes a comparison between Australia and other countries.

Centrality is the name of the fourth section of the book as it explores urbanisation. The fifth section examines more factors which contribute to people's decisions to live in certain places, and the final section considers future living.

As students complete the activities in this book, they will learn to describe the significance, interconnection and characteristics of places, and identify the relationships between these. They will use concepts relating to location, distribution and pattern, to describe their observations and findings.

Each activity sheet is designed to engage the students and help them to develop an appreciation of why people live where they do.

Students will be encouraged to develop geography skills by: observing, questioning, planning, collecting, evaluating, processing, analysing, interpreting and drawing conclusions.

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Workbook 7 - Unit 2: Places And Liveability

National Curriculum Links

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Geographical Knowledge and Understanding

The factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043) • investigating their and others’ interpretations of the concept of liveability and choices about where to live, for example, connections to cultural groups, adolescent ‘bright lights’ attraction, retiree tree-change and families with children locating near schools, and other facilities • discussing the concept of liveability and the ways it is measured and comparing objective measures such as transportation infrastructure, with subjective measures such as people’s perceptions • comparing student access to and use of places and spaces in their local area and evaluating how this affects perceptions of liveability • discussing that many Aboriginal and Torres Strait Islander Peoples choose to live on their Country/Place or might prefer to if they had the choice The influence of accessibility to services and facilities on the liveability of places (ACHGK044) • comparing accessibility to and availability of a range of services and facilities between different types of settlements (urban, rural and remote) in Australia and other countries, for example, access to clean water, sanitation, education and health services • examining the role transport plays in people’s ability to access services and participate in activities in the local area • comparing transportation and accessibility in Australian cities with cities in countries of the Asia region or Europe The influence of environmental quality on the liveability of places (ACHGK045) • researching the effects of air pollution on the liveability of cities • explaining the importance of water quality to the liveability of places • investigating the concept of environmental quality and surveying the environmental quality of their local area and its effect on liveability The influence of social connectedness, community identity and perceptions of crime and safety on the liveability of places (ACHGK046) • discussing the different types of places where people can feel included or excluded, safe or threatened, and evaluating how this affects perceptions about liveability of places • investigating the extent to which people in their place are socially connected or socially isolated and its effect on liveability The strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047) • researching methods implemented in Australia and Europe to improve the liveability of a place, and evaluating their applicability to their own locality • developing a specific proposal to improve an aspect of the liveability of their place, taking into account the needs of diverse groups in the community, including young people • discussing the impact of housing density on the liveability of places, examining whether liveability and environmental sustainability can be enhanced at the same time

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Workbook 7 - Unit 2: Places And Liveability

Answers Page 6 - Distribution Of Indigenous Australians 1 A. The land, its resources and spiritual connections determined where Indigenous Australians lived pre-colonisation. After colonisation, European settlers played a part in determining where Indigenous Australians lived. Many Indigenous Australians were driven away from the places that they were connected to by new settlers' farming practices and attitudes towards them.

Page 19 - Choosing To LIve In Australia 2 A. 1.People looking for a quiet, healthy life in the countryside.

2.To country areas.

3.Migrant camps were where people who had to leave their homes during the war lived.

4. The poster depicts two men looking carefree and happy on a farm. One man is on a horse and the other is riding a tractor with his arms in the air. The inclusion of the lambs, the trees, clear skies and a picture perfect house all suggest to the viewers that they could lead this contented, worry-free life and autonomous lifestyle if they moved to Australia.

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Page 9 - Distribution Of Indigenous Australians 4 A. 1. 500 members.

2. If one clan invaded another clan's territory there would be a conflict.

B. Bands formed clans formed tribes.

C. 1. families 2. servants 3. ninety 4. orphans Page 11 - Distribution Of Indigenous Australians 6 1.WA 2.Tasmania 3.No 4.9.3% Page 14 - The Australian Population 2 A. 1901- Federation 1914 – 1918 World War I 1930s - The Great Depression 1939-1945 - World War II 1946-1971 - Post war immigration and the Baby Boom 1970s - The availability of the contraceptive pill 1980s - Low fertility rates and immigration B.1. People feel confident that they can support a family.

2. To ensure Australia would be able to form a defence force.

3. It allowed women to control when they wanted to have children if at all.

4. Continue to have families and encourage immigration.

Page 15 - The Australian Population 3 A.1.a, 2.e, 3.g, 4.h, 5.b, 6.f, 7.i, 8.j, 9.c, 10.d Page 16 - Where Australians Live 1 A.1.Unevenly spread.

2.New South Wales or in coastal areas along the south east and south west of Australia.

3.Northern Territory or inland Australia.

4. The least populated areas lack resources and have harsher climates.

Page 23 - Remoteness 2 Urban Population – houses, swimming pools, city skyscrapers, highways, roads, cafés, apartments, skate parks, hotels, airports, petrol stations, traffic lights.

Rural Population– storage sheds, swimming pools, dams, houses, stables, hotels, petrol stations, cafés.

Remote Population – storage sheds, houses, stables.

Page 35 - The Creation Of Cities 1

S

R

O

M

E

H

O

M

E

E

M

P

I

R

E

S

U

P

P

L

I

E

L

L

R

U

L

E

D

S

A

F

E

E

S

Page 40 - The Growth Of Local Towns C. An 'oasis town' is a town which is supporting towns around it whose businesses are closing due to population decline.

Page 43 - Technology Can Determine Where We Live 2 C. Accountant, Book Keeper, Author, Journalist, Online Business, Dietician

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