Australian Geography Series Workbook 4: The Environment Sustains Life sample by Ready-Ed Publications

This is a Ready-Ed Publications' book preview. 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. I-stock Photos.

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ISBN: 978 1 86397 976 4 2

Contents

This is a Ready-Ed Publications' book preview. A Note To The Student

SECTION 1: THE IMPORTANCE OF THE ENVIRONMENT 5 Indigenous Connection 6 Indigenous Connections 1 7 Indigenous Connections 2 8 Indigenous Connections 3 9 Distribution Of Indigenous Peoples 10 Indigenous Distribution 1 11 Indigenous Distribution 2 12 Indigenous Peoples And Resources 13 Indigenous Ways Of Life And Resources 14 The Importance Of Environments To People 15 What Places Mean To People 16 Protecting Places 1 17 Protecting Places 2 18 Coral Reefs Are Important Places 19 Protecting Coral Reefs 1 20 Protecting Coral Reefs 2 21 Protecting Coral Reefs 3 22 Sand Dunes Are Important 23 Protecting Sand Dunes 1 24 Protecting Sand Dunes 2 25 Sand Dunes Are Habitats 26 Habitats 27 Indigenous Practices Of Protection 28 SECTION 2: NATURAL VEGETATION AND CLIMATE Australia's Tropical Savannahs Climate And Vegetation 1 Climate Of Vegetation 2 Managing Our Savannahs

29 30 31 32 33

Characteristics Of Savannahs Types Of Vegetation Rivers Landforms 1 Landforms 2 Landforms 3 The Environment Mapping Skills 1 Mapping Skills 2 Animals In Asia Weather The Weather 1 The Weather 2 The Weather 3 The Australian Environment Tahiti

34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49

SECTION 3: SUSTAINABLE MANAGEMENT OF WASTE AND NATURAL RESOURCES 50 Natural Resources 51 Managing Our Natural Resources 52 Waste 1 53 Waste 2 54 Waste 3 55 Resources Produced By The Environment 56 A Resource Produced From The Environment 57 Resources Produced From The Environment 58

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A Note To The Student

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

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. You 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 you 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. You will extend your 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. You will investigate glass and understand that it is made from raw materials produced by the environment.

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Section 1:Publications' This is a Ready-Ed The Importance Of The Environment book preview.

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Student Information Page

Indigenous Connection

This is a Ready-Ed Publications' book preview. Indigenous Australians talk about Country in the same way that they would talk about a person. Country is not just a place to them, but a living thing that makes them happy to be alive. Indigenous Australians believe that Country is made up of many parts. When they look at the Country they see the sky and air, the soil and what lies underneath it, the sea, plants and animals. They see the sparkling water on the Earth’s surface and the waters flowing quietly underground. For them, each part of the Country has its own people, who are connected to a place and know its laws.

Indigenous Place Names Indigenous Australians gave names to places which were within the territories in which they lived. These names sometimes described natural features of the landscape, important events in a clan’s history, or notable people. Indigenous place names are telling of their significance, and were often handed down in Dreaming stories, songs and art from generation to generation. When the Europeans arrived in Australia, they often called the new places in which they settled by their indigenous names. But they also changed many of the original names to remind them of places and people in Europe. Indigenous place names connect Australians to the rich culture of Indigenous Peoples who have witnessed the changes in the Australian landscape for over forty thousand years. The Committee of Geographical Names of Australasia has been given the task of helping to preserve original place names in Australia and making sure that the names are spelled and pronounced correctly.

INDIGENOUS NAMES Mt Cootha (QLD) Moruya (NSW) Cardup (WA) Boroondara (VIC) Legana (TAS) Pinnaroo (SA) Booroomba (ACT)

MEANINGS place of wild honey home of the black swan place of the racehorse goanna where the land is thickly shaded fresh water big man wallaby jumping over rock

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Activity

Indigenous Connections 1

T Read the information on page 6 to help you to complete the task and the questions below.

This is a Ready-Ed Publications' book preview. 1. In the frame below, draw how Indigenous Australians see their Country. Neatly label the different parts that make up their Country.

2. How did Indigenous Australians remember the many place names in their territory? _______________________________________________________________ _______________________________________________________________ 3. Why did European settlers change the original names of places? _______________________________________________________________ _______________________________________________________________ 4. “Indigenous place names connect all Australians to our heritage and history.” Think of two reasons why this statement is true.

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Reason 1: ________________________________________________________ _______________________________________________________________ Reason 2: ________________________________________________________ _______________________________________________________________ Section 1: The Importance Of The Environment

Activity

Indigenous Connections 2

T Read the extract from a poem entitled “We Are Going,” by the indigenous poet Oodgerooo Noonuccal (1920-1993). Answer the questions that follow.

This is a Ready-Ed Publications' book preview. We belong here, we are of the old ways.

We are the corroboree and the bora ground,

we are the old sacred ceremonies, the laws of the elders. We are the wonder tales of the Dream Time, the tribal legends told. We are the past, the hunts and the laughing games, the wandering camp fires. We are the lightning-bolt over Gaphembah Hill quick and terrible and the Thunder after him, that loud fellow. http://www.poetrylibrary.edu.au/poets/noonuccal-oodgeroo/we-are-going-0719054

1. Highlight in the poem words or phrases that you know are connected to the indigenous culture. 2. How does the poet tell you that places and Indigenous Australians share a special relationship? You should quote from the poem to support your answer. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3. How does the poet tell you that he has a spiritual connection with Australia? _______________________________________________________________ _______________________________________________________________ 4. How does the poet share with the reader that Indigenous Australians consider things in their natural environment to be like people? Quote to support your response.

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_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 8

Section 1: The Importance Of The Environment

Activity

Indigenous Connection 3

1. Using the information on page 6 and your prior knowledge, draw why Indigenous Australians saw their environment as important.

This is a Ready-Ed Publications' book preview.

2. With a friend explore one practice used by Indigenous Australians to sustain the environment, such as fire-stick farming. Write down the name of the practice and briefly explain it below. Use another sheet of paper if you need more room. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Research 3. Research the indigenous names for Australia’s state capitals and the Northern Territory. Canberra already has an indigenous name!

SYDNEY:

_________________ MELBOURNE: ________________

ADELAIDE: _________________ PERTH:

________________

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BRISBANE: _________________ DARWIN:

________________

For Hobart, research the indigenous name for Mount Wellington. _______________________________________________________ Section 1: The Importance Of The Environment

Student Information Page

Distribution Of Indigenous Peoples

This is a Ready-Ed Publications' book preview. For forty thousand years before Europeans settled in Australia, Indigenous Australians lived in the lands near the Murray River. The river land provided people with the things that they needed to live: fish, water, birds and mammals for food, wood and reeds for making artefacts and kangaroo skins to keep warm.

This environment, rich in natural resources, has changed over time. Long gone are the megafauna like Diprotodon - the two-tonne giant wombat (see image below). Enormous inland lakes, such as Mungo, used to be located between the Murray and Darling Rivers, but they dried up to become a deserted, sandy landscape. The people who lived near the inland lakes were forced to move closer to the Murray River as the lakes began to dry up about 14,000 years ago. Their food sources gradually disappeared. The people's footprints though, can still be seen today preserved on a dry lake bed in the Willandra Lakes World Heritage area in New South Wales.

Gustav Mutzel (1839-1893) “Making a Bark Canoe at the bank of the Murray.” Wikimedia Commons

Life Along The Murray Indigenous Australians often camped on the sandy beaches of the Murray, where they would gather around a fire to enjoy a feast of mussels, oysters, crayfish and duck. In the channels and creeks near the river, people would build stone dams to trap fish and eels and after they had caught what they needed, the stones were removed so that the water could run once more. Hidden among the roots of the tall river red gums were juicy moth grubs. People also used the red gums to carve “bark canoes”. A few of these trees still exist along the Murray today. Evidence from archaeological sites and stories from the early settlers tell us that the people from these river lands were tall and strong because of their nutritious diet. The arrival of Europeans, who cleared much of the river land for farms and grazing, would change the red gum landscape forever.

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Activity

Indigenous Distribution 1

T The information on page 10 together with the map below will help you to complete the task and questions on this page.

This is a Ready-Ed Publications' book preview. 1. Look at this map of the Willandra Lakes area as it would have been before the lakes dried up. Annotate the map with ideas from the information on page 10 and with your own pictures about how Indigenous Australians would have lived 20,000 years ago.

Darling River

Lake Mungo Pacific Ocean Murray River

Lake Mungo

2. What importance did the red river gums play in the lives of Indigenous Australians living near the Murray River? Look at the image on page 10 to help you. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 3. How did the arrival of European settlers change the way of life for Indigenous Australians in the river lands?

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_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Section 1: The Importance Of The Environment

Activity

Indigenous Distribution 2

T Indigenous Australians of the Murray River area lived side by side with Australia’s unique megafauna for many thousands of years. The wetlands were an ideal habitat for these giant marsupials, emus and reptiles until the climate became much drier at the end of the last Ice Age.

This is a Ready-Ed Publications' book preview. 1. Research one of the megafauna listed below that lived in the lakes area, and prepare a fact file with a sketch about the life of this extinct animal. Diprotodon optatum (giant wombat)

Sthenurus (giant kangaroo)

Thylacoleo carnifex (marsupial lion)

________________________________ ________________________________ ________________________________ ________________________________ ________________________________

2. From your research, do you think that the megafauna in your fact file would have been a threat to the Indigenous Australians of the river lands? Why/why not? _______________________________________________________________ _______________________________________________________________ 3. Lake Mungo National Park is one of the most important archaeological sites in Australia. Visit the park at: www.visitmungo.com.au/archaeology What have archaeologists discovered about how the people at Lake Mungo lived?

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Section 1: The Importance Of The Environment

Student Information Page

Indigenous Peoples And Resources

This is a Ready-Ed Publications' book preview. Over many generations, Indigenous Australians have been observing the cycles of life around them. They have knowledge of when trees flower, when birds migrate and when floods are likely to occur. This understanding of weather patterns in their country has helped them to survive. Their knowledge of the weather has been passed down to younger generations of Indigenous Australians through rock art, songs, Dreaming stories and sacred ceremonies. Indigenous Australians use symbols to represent different kinds of weather. Right are weather symbols drawn by some indigenous cultures across Central Australia.

rainbow

stormy weather

rain

How Indigenous Australians View The Seasons When Europeans arrived in Australia, they divided the year into four seasons based on the tradition in their homelands. It was different, however, because summer, autumn, winter and spring occur in Australia at the opposite time to the seasons in the northern hemisphere. NORTHERN HEMISPHERE SUMMER: June, July, August AUTUMN: September, October, November WINTER: December, January, February SPRING: March, April, May SOUTHERN HEMISPHERE SUMMER: December, January, February AUTUMN: March, April, May

Indigenous Australians described the seasons according to what the weather conditions were like and what was happening to the plants and animals in their territories. Seasons were thought of differently by Indigenous Australians living in different areas of the continent. For example, the Bardi people of the Kimberley region of Western Australia divide the year up into six seasons. The Bardi take into account features such as: the direction of the prevailing wind; how heavy the rain is; the time trees flower; the time fruit ripens; how fat the animals are; how many animals are in the area. These seasons tell the Bardi when and where to move, where to find food and resources, and when to return to Country to take care of it.

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WINTER: June, July, August

SPRING: September, October, December

Activity

Indigenous Ways Of Life And Resources

T Read the information on page 13 to help you to answer the questions and complete the task below.

This is a Ready-Ed Publications' book preview. 1. Why did the first European settlers and Indigenous Australians have different ways of describing the seasons in Australia? ______________________________________________________________ ______________________________________________________________ 2. Why was observing the changes in their environment so important for Indigenous Australians to survive? ______________________________________________________________ ______________________________________________________________ 3. Look at the weather symbols on page 13. What types of weather are they connected to? Why do you think these symbols were chosen by Indigenous Australians of Central Australia? ______________________________________________________________ ______________________________________________________________

Six Seasons 4. Look at the map. It shows the area in which the Bardi, Njulnjul and Djaberadjabera people live on the Dampier Peninsula in Western Australia. Annotate the map with pictures of the types of activities that Indigenous Australians might carry out according to the seasons in their year.

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Section 1: The Importance Of The Environment

Student Information Page

Activity

The Importance Of Environments To People

This is a Ready-Ed Publications' book preview. Australian places can be meaningful and significant to people. Some people might find the local park which is tucked into a corner of a busy suburb significant. For others, the local council’s impressive town hall might be special. If people value places, they will want to keep them for future generations. Places hold memories for people that become part of a nation’s history and culture. There are several reasons why a person becomes attached to a certain place over time: a place can connect the past to the present (e.g. an historic house); a place might be important to particular communities (e.g. a place of worship); a place can serve as a meeting point for people (e.g. the clock at the railway station); a place can provide a useful service to the community (e.g. the local market); a place might commemorate an important event or person in the community.

The Importance Of Natural Places Large areas of natural places are set aside in Australia so that the habitats of animals and plants can be protected. In this way the natural beauty of a place can be enjoyed. Many national parks and reserves have a special meaning for Indigenous Australians whose culture is tied to

such places by sacred sites and art works.

Other types of natural places protected by state and territory authorities include: marine parks, aquatic reserves, state conservation areas and regional and community parklands.

Preserving Special Places Members of a community can take steps to preserve a place that is important in their lives. They can draw up a plan to present to their local government explaining why a place is important to them and the rest of the community. Such a plan might include: research on the history of the place; the need to consult with local indigenous organisations; how community members intend to educate others about the place; how to raise money to help with the preservation of the place; a list of people and organisations who and which use the place, for example, birdwatchers, bushwalkers, sporting clubs and historical societies.

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Activity

What Places Mean To People

T Read the information on page 15 to help you to complete the tasks and questions below. 1. Think about your local area. Work with a partner to complete the table below using local place names.

This is a Ready-Ed Publications' book preview. Places which connect the past and the present.

Important places for particular communities. Places which serve as meeting or gathering points. Places which provide useful services. Places which serve as memorials to people and/or events. 2. Compare the places that you have nominated with those of other classmates. Are there any places that were chosen unanimously? If so, can you suggest a reason? ______________________________________________________________ ______________________________________________________________ 3. Many places which we find special are connected to our childhood memories or stories told to us about local places by family members. Below, describe a place that you think is special and say how it should be preserved. ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

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____________________________________________________________ 4. Read your description to a classmate then listen to his/her description. Does the description reveal why you are attached to this place? 16

Section 1: The Importance Of The Environment

Activity

Protecting Places 1

T Read the information on page 15 to help you to complete the tasks and questions below. 1. Why do you think local and state authorities preserve areas of natural landscapes?

This is a Ready-Ed Publications' book preview. ______________________________________________________________ ______________________________________________________________

2. Some national parks are so important to Australia’s culture that they are managed by the Commonwealth Government in cooperation with the traditional owners. Visit the website below to find out more about the following four national parks: Kakadu and Uluru-Kata Tjuta in the Northern Territory, Booderee in New South Wales and Norfolk Island (External Territory). www.environment.gov.au/parks/parks/index.html Choose one of the national parks and complete the table below with your notes.

Name of national park: ___________________________________ Location: Traditional owners: Aesthetic appeal:

Spiritual appeal:

Natural features Landforms:

Fauna and flora:

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Activity

Protecting Places 2

1. Choose an environment in your local area that provides a habitat for animals. Write a sentence below describing this environment and the animals which live there.

This is a Ready-Ed Publications' book preview. ______________________________________________________________ ______________________________________________________________ 2. Explain briefly why we need to protect this environment. ______________________________________________________________ ______________________________________________________________ 3. Make a list of ways to protect this environment, e.g. planting bird-attracting vegetation. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 4. Vegetation not only provides habitats for animals. List other purposes of vegetation. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________

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_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ 18

Section 1: The Importance Of The Environment

Student Information Page

Coral Reefs Are Important Places

This is a Ready-Ed Publications' book preview. Without a doubt, coral reefs are among the world’s greatest treasures. Coral reefs teem with so much life. In fact, they are the most diverse ecosystems on the planet. Hidden beneath crystal tropical waters are hundreds of thousands of marine species that we know and many more we are yet to discover. Coral reefs need protecting because: • they are the world’s largest living organisms; • they are the breeding grounds and nurseries of the world’s fish stocks; • they provide communities with food and a means of making a living; • they are an important part of people’s culture, history and heritage; • coral reefs are an untapped source of medicines to treat diseases.

Coral Reefs Are At Risk Coral reefs are threatened on many fronts. Pollution is a major risk. Chemicals used on farming land near

reefs can filter into the ocean and damage the coral. Oil tankers and ships running aground can empty millions of litres of oil and cause devastating, longterm effects. Global climate change is making the oceans warmer. This causes the water to become more acidic and the coral takes on a bleached look. Marine life moves away from the area and tourists are not attracted to reefs that have been damaged.

Protecting Coral Reefs Volunteers are working in Australia and in Asian countries to donate their time to activities that will conserve the marine environment of coral reefs. Some of the projects include: making a census of marine life (for example, counting seahorse or sea turtle populations), cleaning up rubbish from reefs and beaches, teaching children about the importance of reefs and running programmes for local fisherman about how to fish in a sustainable way. Where a reef has been destroyed, volunteers may be asked to help to create a new one from sunken ships and concrete blocks.

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Activity

Protecting Coral Reefs 1

T Read the information on page 19 to help you to complete the tasks and questions below. 1. Make a list of five good reasons why we should protect coral reefs.

This is a Ready-Ed Publications' book Whypreview. We Should Protect Coral Reefs

2. Why are coral reefs so attractive to tourists? ____________________________________________________________________ ____________________________________________________________________ 3. What threats do coral reefs face nowadays? ____________________________________________________________________ ____________________________________________________________________ 4. Would you like to volunteer to save a coral reef? What kind of activities would you choose to help out with?

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____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 20

Section 1: The Importance Of The Environment

Activity

Protecting Coral Reefs 2

T Look at the picture below that shows a fishing method using explosives that is used in several nations in Asia and the Pacific.

This is a Ready-Ed Publications' book preview.

1. Why would fishermen find this an easy way of catching food for their families? ____________________________________________________________________ ____________________________________________________________________ 2. How could this fishing method lead to the destruction of coral reefs? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

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3. How would you try to convince this fisherman to stop using this method? ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Section 1: The Importance Of The Environment

Activity

Protecting Coral Reefs 3

T Find the treasures of coral reefs and their surroundings in this word search. Cuttlefish has been marked to start you off.

This is a Ready-Ed Publications' book preview. K

Coral reef words • algae

• polyps

• anemone

• seagrass

• barracuda

• seahorse

• clams

• seaweed

• coral

• shark

• crab

• shells

• cuttlefish 3

• squid

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• dugong

• starfish

• mangrove

• stingray

• octopus

• turtle

• plankton

• whale Section 1: The Importance Of The Environment

Student Information Page

Activity

Sand Dunes Are Important

The Formation Of Sand Dunes This is a Ready-Ed Publications' book preview. Sand dunes are an important part of the coastal landscape. Hidden under tonnes of fine sand are treasures such as marine fossils, the remains of ancient indigenous campsites and artefacts, and even parts of shipwrecks. Dunes are also a habitat for plants, animals and birds that are specially adapted to live in this coastal environment. Dunes also make good lookout points for gazing at the coast or fun pastimes like sand-boarding. Sand dunes form at the back of beaches. When dry sand is blown by the wind, it begins to pile up over time against barriers such as vegetation, cliffs

or fences. Some dunes can be as high as 40 metres. We need to protect sand dunes because they help to provide the white sand on beaches that people enjoy so much.

Building Sand Dunes Sand dunes are built by two processes: deposition: the action of waves depositing sand grains onto the beach (swash) and then dragging the sand back when the wave washes out (backwash); transportation: strong winds blow the dry sand along the surface and then deposit it against barriers. The diagram below shows how wave action moves sand along a beach.

The direction that the waves deposit sand along the beach.

BACKSWASH

AS SW

Wa bea ves ap ch a pro t an ach ang le.

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The direction of waves depends on the prevailing direction of the wind.

Activity

Protecting Sand Dunes 1

T Use the information on page 23 to help you to complete the task and questions. 1. Draw some of the hidden treasures found in sand dunes. Think about what you might find under the sand. Label the things that you have drawn.

This is a Ready-Ed Publications' book preview.

2. Why do waves approach the beach at an angle? _______________________________________________________________ 3. Why don’t the sand grains that waves wash up on the beach stay in the same place? _______________________________________________________________ _______________________________________________________________ 4. How does the wind build sand dunes?

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_______________________________________________________________ _______________________________________________________________ 5. What do you think a “prevailing wind" means? Use a dictionary to help you. _______________________________________________________________ 24

Section 1: The Importance Of The Environment

Activity

Protecting Sand Dunes 2

T Study the illustrations below which show possible threats to sand dunes. Briefly explain in the space underneath each illustration how sand dunes can be damaged or destroyed in certain situations.

This is a Ready-Ed Publications' 1 2 book preview.

___________________________

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___________________________

Section 1: The Importance Of The Environment

Activity

Sand Dunes Are Habitats

T Read about a special sand dune dweller – the rock parrot. Fill in the gaps below using the bolded words listed. Use each word once.

This is a Ready-Ed Publications' book preview. The Rock Parrot seaweed

foraging

birdwatchers

sandy

perch

disturbing

The plump little rock parrot lives in the (1) ______________coastal dunes in south and west Australia. It is rarely found more than a few hundred metres from the sea. The parrot loves to pick among the (2) ______________washed up on the beach for food, and nestle in the vegetation that grows on the dunes. Unlike other Australian parrots, it does not (3) _____________in trees, but scurries along the ground. It has been found sheltering from bad weather under rocks. It also lives in small groups and not in large flocks. Rock parrots can be seen (4) _____________for food around sand dunes in the early morning and again at dusk. Seeds, fruit and grasses make up their main diet. (5) _______________think this parrot is a wonderful subject to capture on film because it is quite tame and doesn’t fly off in alarm. In South Australia, the number of rock parrots is decreasing. Housing and tourist developments near beaches are (6) ______________the bird’s

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habitat. In Western Australia, rock parrot populations are not in danger.

Visit this website to see what the rock parrot looks like so that you can colour in the parrot: www.birdlife.org.au/bird-profile/rock-parrot 26

Section 1: The Importance Of The Environment

Activity

Habitats

T Read about the place of the warru or black-footed rock wallaby. It lives in a desert region of outback South Australia.

ThisBlack-Footed is a Ready-Ed Publications' Rock Wallaby book preview. The warru lives in a remote corner of South Australia. In 2007 scientists believed that only 50 wallabies were left around Pukatja, which is the Anangu people’s homeland (see map right). The Anangu have watched this wallaby with its long tail hopping from rock to rock on red cliffs for thousands of years. They did not want to see this shy wallaby disappear from their lives forever. The community decided that something had to be done to save their warru. Anangu rangers and scientists have been working together to count how many warru are left in their natural habitat. When a warru is found, it is

fitted with a radio tracker. The tracker tells scientists where the warru go in their territory and what they are eating. Warru compete for food with goats, sheep and rabbits. The Anangu people have put up more than 4,000 kilometres of fencing to keep out unwanted animals. Predators like foxes and feral cats are being taken away from warru country. To help build up a bigger warru population, zoos in Adelaide have been breeding the wallabies. They have started to release wallabies back into the Anangu area again. Elders and indigenous rangers have made a promise to look after the country and the warru for future generations.

T Make notes about the warru under the headings below.

Threats to the warru

Actions to save the warru

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Activity

Indigenous Practices Of Protection

T Fire-stick farming is an indigenous practice used to protect the environment. People have different ways of protecting the environment. Complete the gaps with words or phrases chosen from the text box. Use each word or phrase once only.

This is a Ready-Ed Publications' book preview. biodiversity venomous nutrient-rich landform fire-stick farming ecosystem European fuel load supply succulent

Indigenous Australians have been managing their environment for thousands of generations through the age-old practice of _________________________. This practice, however, does not take place today on the same scale as it used to before _________________ settlement. Smoke rising on the horizon was not necessarily an alarm for indigenous people, but often a comforting sign that their kin in a nearby territory were taking care of the land. By burning the long grasses and their seeds, indigenous people learnt that it made travelling on their search for food easier. They could also see animal tracks in the soil and be on the lookout for _______________snakes. These low intensity fires were set on a regular basis which meant that dry vegetation was being removed from the environment and thus, reduced the ________________ that could lead to bigger, uncontrollable bushfires. The smoke from fire-stick farming promoted the development of flowers on trees. This fruit was then available at different times of the year as clans moved around their territory. Native plums and apples not only provided people with a steady food ________________, but animals and birds too. Fire-stick farming left the soil _________________. Animals quickly returned to the area to forage for ________________ green shoots. The small number of mammals and reptiles killed during burning were not wasted, but gathered for food. Sometimes an area would not be visited again for two or three years to allow the ________________ to regenerate. Indigenous people developed a deep knowledge of how to manage their environment. They only set fires when conditions were right for a particular ________________ and time of year. They took into account the time of day, wind speed and direction, vegetation types, location of water supplies and proximity to sacred sites before lighting fires. As a result, indigenous people created a rich network of __________________ in the habitats that they vowed to care for.

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Section 1: The Importance Of The Environment

This is a Ready-Ed Section 2:Publications' book preview. Natural Vegetation And Climate

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Student Information Page

Australia’s Tropical Savannahs

This is a Ready-Ed Publications' book preview. When we think about savannahs, we imagine endless grasslands of Africa populated by large mammals like lions, wildebeest and elephants. Australia’s tropical savannah (see map right), like that of southern Africa is rich in wildlife and vegetation that have adapted to living in the special climatic conditions. People have also adapted to life in the savannah environment with its many natural and mineral resources.

Characteristics Of Australia’s Tropical Savannahs Tropical savannahs stretch from Broome in the west to Rockhampton in the east. The landscape is a sea of grasses with scattered eucalyptus trees and shrubs. Savannahs do not support dense forests because there is a lack of sufficient rain throughout the entire year. The Top End’s climate is divided into two seasons as shown below.

THE WET SEASON

THE DRY SEASON

Rain falls during heavy thunderstorms (monsoons) from December - May.

High temperatures, little or no rainfall and clear blue skies from May - October.

Lakes, rivers and plains turn into flooded wetlands over enormous areas.

Lightning strikes ignite dry grass and bushfires are frequent.

Spear grass can grow up to two metres and animals, in particular birds, flourish.

Most vegetation recovers from the fires and quickly grows back. Wildlife feeds on plant shoots and plant bulbs.

Threats To The Tropical Savannahs The supply of water in savannah lands is vital for plant, animal and human life. Farmers and cattle grazers in this region need to construct dams and weirs to ensure that they have enough water to irrigate crops and drinking water for animals. This can affect the natural flow of water in the cycle and the plants and wildlife that depend on it. Pollution from fertilisers and chemicals from mining operations can make its way into the savannah wetlands. Introduced species like wild pigs, goats and camels can also damage vegetation and watering holes.

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Activity

Climate And Vegetation 1

T Use the information on page 30 and the photograph to answer the questions.

This is a Ready-Ed Publications' book preview.

1. How is the vegetation in this image typical of Australia’s tropical savannahs? ____________________________________________________________________ ____________________________________________________________________ 2. At which time of the year was this photograph taken? Give a reason for your answer. ____________________________________________________________________ ____________________________________________________________________ 3. Why can’t dense eucalyptus forests grow on the savannah’s flat lands? ____________________________________________________________________ 4. Explain how bushfires occur in the Top End. ____________________________________________________________________ 5. Why would the wet season in Australia’s tropical savannahs be a time of plenty for wildlife?

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____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

Section 2: Natural Vegetation And Climate

Activity

Climate And Vegetation 2

1. Complete the cause and effect chart to show how vegetation in savannahs can be damaged.

effect This isCause a Ready-Ed Publications' book preview. Cane toads have invaded the tropical savannahs in Queensland and the Northern Territory. Cane toads eat the food sources of native frogs and amphibians.

Grasses and plants that were introduced to feed grazing cattle are replacing native savannah grasses and shrubs over vast areas. Fertilisers from farms can run off into waterways like billabongs. Fertilisers cause algae to bloom and cover the surface. Some algae is toxic. 2. Many of the mammals, birds, amphibians and reptiles found in tropical savannahs are unique to this environment. Prepare a Fact File (with a sketch) on one of the Top End’s inhabitants. Make a note of its habitat, diet and habits. You could research the:

Long-tailed planigale Borroloola dtella Golden bandicoot Green pygmy goose

________________________________________ ________________________________________ ________________________________________

Go to________________________________________ www.readyed.net ________________________________________

Section 2: Natural Vegetation And Climate

Student Information Page

Managing Our Savannahs

This is a Ready-Ed Publications' book preview. Even though less than 600,000 people live in the northern tropical savannahs (3% of Australia’s total population), this landscape is an important natural, cultural and economic resource for Australia. The savannahs cover about 20% of the continent’s land mass and are the world’s largest remaining grasslands. The savannahs of Africa, Asia and South America have been greatly reduced and damaged by forest clearing, over-grazing by cattle and the increase in people living in this environment. Northern Australia is still an immense wilderness that has been cared for by its indigenous communities for thousands of years.

Sustainable Use Of Savannahs The tropical savannahs are rich in natural resources that contribute more than $14.5 billion to Australia’s economy each year. It is important to strike a balance between the growth of the mining, pastoral and tourism industries and the conservation of the biodiversity of the savannahs. The Australian Federal and State Governments are working with research institutions and local people to make decisions about how to manage savannah lands in a sustainable way. For example, ecologists are looking at applying traditional indigenous methods of fire management to prevent bushfires.

It Is Important To Manage The Tropical Savannahs

Australia’s tropical savannahs are now considered as environmentally important as the Amazon rainforest and Antarctica. The habitats of unique plants and animals need to be protected. The Top End’s savannahs are the traditional homelands of Indigenous Australians. The pastoral industry is a major contributor to the Australian economy. Weed, fire and feral animal control are of great concern in the savannahs.

Some of the world’s largest mineral and ore deposits are located in the northern savannah region. The effects of mining need to be studied carefully.

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Activity

Characteristics Of Savannahs

T Read the information on page 33 to help you to complete the questions and the task below. 1. Why are Australia’s tropical savannahs an important resource? Record your answer under the different headings in the table below.

This is a Ready-Ed Publications' NATURAL book CULTURAL preview.ECONOMIC

2. How have the world’s other savannah lands been affected by human activity? ____________________________________________________________________ ____________________________________________________________________ 3. What are some of the natural “riches” of the tropical savannah lands? Use the information on page 33 and your own knowledge of this environment. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 4. Why do you think that Indigenous Australians of the savannah regions should be consulted about savannah land management? ____________________________________________________________________ ____________________________________________________________________

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5. How has the landscape of Australia’s tropical savannahs been changed since the arrival of the Europeans in the 19th century? ____________________________________________________________________ ____________________________________________________________________ 34

Section 2: Natural Vegetation And Climate

Activity

Types Of Vegetation

1. Use the key to colour in the main types of vegetation found in the state of Tasmania.

This is a Ready-Ed Publications' VEGETATION TYPES OF book preview. TASMANIA

KEY 1. Pink = grassy woodland 2. Light Green = open forest 3. Dark Green = closed forest 4. Light Blue = wetlands

2. Draw a line to connect the type of vegetation with its description.

1 grassy woodland

a tall eucalyptus trees growing closely together

f 2 open forest 3 closed forest

b mostly grasses, ferns, mosses and rushes c trees with grass and herbs growing underneath

wetlands 4 wetlan

d small trees and shrubs spaced apart

3. What is the major type of vegetation found in Tasmania? __________________________________________________________ 4. What types of animals and plants would live in Tasmania’s wetlands? __________________________________________________________

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5. How is the vegetation map the same as, or different to, the other maps that you have studied? SAME: ____________________________________________________ DIFFERENT: ________________________________________________ Section 2: Natural Vegetation And Climate

Student Information Page

Rivers The Formation Rivers This is a OfReady-Ed Publications' book preview. As a river makes its journey from its source in the mountains to its mouth at the sea, it changes the way that the land looks. In fact, rivers are the biggest makers of landforms on the Earth. Rivers begin as small streams that form from the melting snow on mountain peaks. These streams are also fed by rainfall. The streams join up to form a river. When water flows quickly over the mountain landscape, it wears away the rocks. This erosion forms features such as v-shaped valleys, waterfalls and river cliffs in the upper course of the river.

As the river starts to slow down in its middle course, it meanders. This means that it has many bends that can change the course of the river if it floods. The force of the water in a flood can form little halfmoon shaped lakes called oxbow lakes near river bends. The flood water also deposits sediment on the flood plain. These fine particles of rock are very rich in nutrients. On the final part of its journey to the sea in its lower course, a river becomes wider and may split up near its mouth. This is called a delta.

UPPER streams (source of the river)

MIDDLE erosion

river slows down - meander

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LOWER

flood plain (deposits sediment)

mouth

sea

delta

Landforms 1

Activity

T Look at the photographs of river landscapes. Write down at which stage of the river’s journey to the sea each photograph was taken. Briefly describe what other features you can see in each photograph.

This is a Ready-Ed Publications' River 1 book preview. ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Wikimedia Commons

River 2 ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ Wikimedia Commons Author: smmudge at en.wikipedia

River 3 ___________________________ ___________________________ ___________________________

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___________________________ ___________________________ ___________________________ ___________________________

Wikimedia Commons

Section 2: Natural Vegetation And Climate

Activity

Landforms 2

T Waterfalls are some of the most spectacular landforms made by fastflowing rivers. Study the diagram right that shows how waterfalls are formed and answer the questions.

This is a Ready-Ed Publications' book preview. 1. How is a plunge pool formed? ______________________________________ _______________________________________________________________ 2. Where does the sediment (pebbles) in the plunge pool come from? _______________________________________________________________ 3. The water is eroding the soft rock under the capstone. What do you predict will eventually happen to the waterfall? _______________________________________________________________ 4. What would it be like swimming near this waterfall? Give evidence from the diagram to support your answer. _______________________________________________________________ _______________________________________________________________

My Haiku 5. This is a photograph of the Hopetoun Falls in Victoria. In the space below, write a three line haiku poem based on the waterfall’s beauty. Don’t forget to give your haiku a title.

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_______________________________________ _______________________________________ _______________________________________ 38

Section 2: Natural Vegetation And Climate

Photo by David Iliff License: CC–BY–SA 3.0 Wikimedia Commons

Activity

Landforms 3

T The flowing water in rivers transports and deposits materials of all kinds.

This is a Ready-Ed Publications' book preview. 1. In the diagram of a river and its bed below, draw how you think the materials (listed in bold) would be transported by the water. gravel

leaves

mud

sand

reeds

feathers

pebbles

twigs

logs

Consider the following: Is it heavy or light? Will it float? Will it be carried in the water in small particles? Will it be moved along the river bed? An example of a leaf has been done for you. A leaf will float on the water’s surface.

2. Think about how people use a river. In the table below, jot down the activities and pastimes that people can carry out in the three stages of a river’s course.

UPPER COURSE

MIDDLE COURSE

LOWER COURSE

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Student Information Page

The Environment

This is a Ready-Ed Publications' book preview. The Asian continent consists of 48 different countries and covers 30% of the world’s land area. More than 4.3 billion people live in Asia, which is 60% of the world’s population. Read about two Asian nations – Japan and India.

JAPAN

INDIA

Japan is located in East Asia and has over 2,400 islands. The population of Japan is 127,800,000 million. People live on Japan’s four main islands: Hokkaido, Honshu, Shikoku and Kyushu. 80% of the population live on Honshu, where the capital city of Tokyo is found.

India is a large country in the south-east of Asia. It is bathed by the Arabian Sea on its west coast and the Bay of Bengal on the east. India is a land of various climates from the snow-capped Himalayan Mountains in the north to the deserts in the east and the steamy tropical mangroves around the Bay of Bengal – the home of its famous Bengal tiger.

Japan’s neighbours in East Asia are: Russia, China and North and South Korea. The islands are separated from the Asian mainland by the Sea of Japan. The country has a mountainous landscape so people live on the little flat land available. Forty of the world’s most active volcanoes are found in Japan. The island nation experiences over a 1,000 earthquakes every year.

India is also a land of rivers. The rivers are an important resource for the country, where most of the population of 1.3 billion work in agriculture producing food. However, millions of people also live in megacities like the capital city New Delhi (23 million) and Mumbai (20 million).

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Activity

Mapping Skills 1

This is a Ready-Ed Publications' book preview. 1. Use an atlas and the information on page 40 to help you with this task. On the map of Asia below, shade in lightly the following countries: Japan Russia China North Korea South Korea 2. Complete the key with the names and colours of the countries.

3. Mark and label Japan’s capital city of Tokyo and its highest mountain Mt Fuji.

Key _______________ _______________ _______________

Pacific Ocean

_______________ _______________ Australia

My Research 4. Japan is a land of ancient traditions. Choose one of the pictures on the map of Japan on page 40 to find out more about the culture of Japan. The pictures show

The art of bonsai The lucky cat, Maneki Neko Japanese tea ceremony

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______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Section 2: Natural Vegetation And Climate

Activity

Mapping Skills 2

T Use your atlas and information on page 40 to answer the questions.

This is a Ready-Ed Publications' book preview. 1. On the map of Southeast Asia below, label the following:

z The Arabian Sea and The Bay of Bengal; z The Ganges River and The Himalayan Mountain Range; z The Indian cities of New Delhi and Mumbai; z China, Pakistan, Sri Lanka and Indonesia; z Shade in India lightly.

Pacific Ocean

1000 km

Indian Ocean Australia

2. Why would rivers be so important to the Indian population? _____________________________________________________________ _____________________________________________________________ 3. Why are New Delhi and Mumbai called “megacities"? _____________________________________________________________

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4. Estimate the distance from India to Australia in kilometres. __________ km. 5. How far would you travel from the north to the south of India?_______ km. 6. In which direction would you travel from Australia to India? _____________ 42

Section 2: Natural Vegetation And Climate

Activity

Animals In Asia

The Asian region is rich in biodiversity. Like many of the wonderful animals that live on our planet, the Giant Salamander from Japan, and the Asian Elephant from India are endangered.

This is a Ready-Ed Publications' book preview. T Complete the fact files below. Some useful websites are:

www.arkive.org/japanese-giant-salamander/andrias-japonicus/ www.arkive.org/asian-elephant/elephas-maximus/ Appearance

Habitat

Diet

Threats

Appearance Habitat

Diet

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Section 2: Natural Vegetation And Climate

Student Information Page

Weather

This is a Ready-Ed Publications' book preview. L

called millibars (mb). The speed of the wind is measured in knots. A high pressure system appears on a weather map as a big blue H. A low pressure system appears on a weather map as a big red L.

Cold And Warm Fronts Knowing what the weather will be like each day helps to make life more comfortable for everyone. It helps us to know when we need an umbrella, when we need to apply sunscreen and whether our day's activities should be spent inside or outside. To inform people about weather conditions meteorologists study weather patterns. Two of these patterns are: high and low pressure systems; cold and warm fronts.

A Pressure System Masses of cool and warm air circulate around the Earth, driven by the wind. A high pressure system is a mass of cool air that generally brings fine weather and light winds. A low pressure system is a rotating mass of warm, moist air that signals that stormy weather and strong winds are on the way. A meteorologist measures air pressure with an instrument called a barometer. Air pressure is measured in units

Fronts are the boundaries between circulating masses of cold and warm air. A dotted line indicates the border between cold and warm air masses. A WARM AIR MASS moving towards a COLD AIR MASS = A WARM FRONT A COLD AIR MASS moving towards a WARM AIR MASS = A COLD FRONT

The Arrival Of Fronts Affect The Weather When a cold front arrives, it cannot mix with the warmer air mass so it forces the warmer air to rise. The water vapour in the warm air begins to form clouds. As the cold front replaces the warm air, temperatures will drop and it may rain heavily in a small area for a short period of time. When a warm front moves into an area, it settles over the cooler air mass and forces it away. The rain that forms with a warm front is usually lighter, but it falls over a larger area. The temperature will slowly rise and the air becomes more humid.

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Activity

The Weather 1

T Read the information on page 44 to help you to complete the questions below. 1. Work with a partner. List four occasions when you need to know the weather.

This is a Ready-Ed Publications' book preview. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ____________________________________________________________ 2. From your own knowledge, what information does a weather presenter give you in the nightly weather report? _____________________________________________________________ _____________________________________________________________ 3. How do meteorologists know in advance what the weather will be like for the next few days? _____________________________________________________________ _____________________________________________________________ T Study the barometer below and answer the following questions. 4. If the barometric pressure for an area is 1040 mb, what will the weather be like? 020

4 10

960

0 1060

980

________________________

1000 1

5. If the barometric pressure reads 1000 mb, what has the weather been like for the last few days? ________________________ 6. The barometer reads 950 mb. Would the area be experiencing a high or low pressure system?

Go to www.readyed.net mb

________________________

Section 2: Natural Vegetation And Climate

Activity

The Weather 2

T Using the information on page 44 will help you to complete the tasks below.

This is a Ready-Ed Publications' book preview. 1. Look at the diagram. It shows a cold air mass moving towards a warm air mass. Annotate the diagram to explain what happens to the weather when a cold front arrives.

Cold Air Mass

Warm Air

2. This is the weather map symbol for a cold front: symbol on the diagram above.

Draw the

Wild Weather 3. When cold and warm fronts “collide,” some wild weather can result. Find ten words that describe the types of weather conditions that can occur.

hail

cyclone

blizzard

lightning

snowstorm

tornado

thunder

downpour

fog

gale

O W

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Section 2: Natural Vegetation And Climate

Activity

The Weather 3

T This is a map showing the weather patterns in Australia and New Zealand on 12th November 2012 (Source: Bureau of Meteorology). Use the information on the map and the barometer on page 45 to help you to answer the questions.

This is a Ready-Ed Publications' book preview. L 1006

L 1007

H 1026

20 10

H 1026

1012

H 1025

0 102 1012

L 1013

40 kt 10

30 kt

1012 996

H 1021

1. Which areas of Australia experienced fair weather on this day? ______________________________________________________________ 2. Which areas of Australia had rainy weather on this day? ______________________________________________________________ 3. What kind of front was approaching Tasmania and New Zealand? ______________________________________________________________ 4. In which direction was the front approaching Tasmania moving? What was the wind speed in knots? ______________________________________________________________

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5. In which states or territories can you see a cold front and a warm front about to meet? What symbol is used on the map to show this? ______________________________________________________________ ______________________________________________________________ Section 2: Natural Vegetation And Climate

Activity

The Australian Environment

T Read the poem about the Blue Mountains, near Sydney written by Henry Lawson in 1888. Answer the questions.

This is a Ready-Ed Publications' THE BLUE MOUNTAINS book preview. Above the ashes* straight and tall, through ferns with moisture dripping, I climb beneath the sandstone wall, my feet on mosses slipping. Like ramparts round the valley’s edge, the tinted cliffs are standing, with many a broken wall and ledge, and many a rocky landing. And round about their rugged feet deep ferny dells are hidden, in shadowed depths, whence dust and heat are banished and forbidden. The stream that, crooning to itself, comes down a tireless rover, flows calmly to the rocky shelf, and there leaps bravely over. Now pouring down, now lost in spray when mountain breezes sally, the water strikes the rock midway, and leaps into the valley. Now in the west the colours change, the blue with crimson blending. Behind the far Dividing Range the sun is fast descending.

1. Write down words or phrases from the poem that give you the idea that this environment is wet and cool. _______________________________ _______________________________ _______________________________ _______________________________ 2. Did the poet find the mountains a difficult place to explore? Give evidence from the poem to support your answer. _______________________________ _______________________________ _______________________________ _______________________________ 3. Visit the Blue Mountains National Park using the online mapping tool: 33º 42’30.08’’S 150º16’33.22’’E Could you identify some of the features or landforms that Henry Lawson describes in his poem? If so, which ones?

And mellowed day comes o’er the place, and softens ragged edges; the rising moon’s great placid face looks gravely o’er the ledges.

_______________________________

* European name for eucalyptus trees

_______________________________

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_______________________________ _______________________________

Section 2: Natural Vegetation And Climate

Activity

Tahiti

Tahiti is one of the largest islands in French Polynesia. It is located in the middle of the South Pacific Ocean, halfway between Australia and South America.

This is a Ready-Ed Publications' book preview. T Study this painting of Tahiti (Captain Wallis meeting Queen Oberea about 1772) and Sir Joseph Banks’ account of his first impressions of Tahiti on board the Endeavour with Lieutenant James Cook (1769).

Wikimedia Commons

The Island was coverd with trees of many very different greens; the Palms or Cocoa nut trees we could plainly distinguish particularly two that were amazingly taller than their fellows and at a distance bore a great resemblance to a flag. The land seemd all very low tho at a distance several parts of it appeard high yet when we came near them they provd to be clumps of Palms. Under the shade of these were the houses of the natives in places cleard of all underwood so that pleasanter groves can not be imagind, at least so they appeard to us whose eyes had so long been unus'd to any other objects than water and sky.

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~ Sir Joseph Banks

1. Compare the painting of Tahiti to the account of Sir Joseph Banks. Make a list of the ways in which the two impressions of the island of Tahiti and its people are similar. Write your ideas on another sheet of paper. Section 2: Natural Vegetation And Climate

Section 3: Publications' This is a Ready-Ed book preview. Sustainable Management Of Waste And Natural Resources

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Student Information Page

Activity

Natural Resources

Future This is a Today Ready-Ed Publications' book preview.

Today

Future

What It Means To Be Sustainable Our environment gives us the things that we need to lead happy, healthy lives. Fresh water quenches our thirst and is essential for plants and animals to grow. The earth provides fuels and minerals to keep us warm and transport us around the planet. Our oceans feed sea creatures and billions of people. To make sure that we have enough resources for our needs now and in the future, we have to use our resources responsibly. Three good ways to manage our resources for future generations are shown in the table below. REDUCE

REUSE

Think about reducing Think about reusing your use of resources by: things by: • using energy saving • washing containers light bulbs; to use again; • putting native plants • giving clothes in the garden that you’ve grown out of don’t need watering; to other people; • taking short showers. • donating books.

RECYCLE Think about recycling resources by: • depositing old paper, glass bottles and plastic at the recycling bank; • putting food scraps in the compost bin.

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Activity

Managing Our Natural Resources

T Read the information on page 51 to help you to complete the tasks below.

This is a Ready-Ed Publications' book preview. 1. Look at the images on page 51. How are the natural resources not being used in a sustainable way? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ 2. How are people and wildlife going to be affected in the future if: (i) we cut down all the big trees in a clump of forest? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ (ii) we use fresh water without limits? _____________________________________________________________

In Pairs 3. Study the situation depicted in the image below. Make up a short dialogue with your partner based on this situation. What advice would you give about saving water resources? Plan your dialogue on another piece of paper. Present your dialogue to the class.

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Section 3: Sustainable Management Of Waste And Natural Resources

Activity

Waste 1

T Think about the different things that you throw away at school each day. How can we dispose of this waste in a sustainable way? Place the waste listed below into the correct bins. When you have finished, colour the bin lids.

This is a Ready-Ed Publications' bookListpreview. of Rubbish • old exercise books • orange peel • cardboard box • leaves • fruit juice carton

• tuna sandwich • dry glue pots • CD • broken coffee mug • 2012 calendar

• envelopes • old tea towel • aerosol paint can • newspaper • can of cola

Green

Blue

Yellow

plant and food waste

general school waste

waste that can be recycled

Find Out!

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Why shouldn’t we put plastic shopping bags in the recycling bin?

______________________________________________________________ ______________________________________________________________

Section 3: Sustainable Management Of Waste And Natural Resources

Activity

Waste 2

T How much waste do Australian families produce? Read the amazing facts below about household waste.

This is aFacts Ready-Ed Publications' Amazing book preview. Each year: • an average Australian family of four produces enough waste to fill up a three-bedroom house; • on average, every Australian throws in the bin 415 kilograms of food, 500 aluminium cans, 150 kilograms of paper and 200 bottles and jars; • Australians use 6 billion plastic shopping bags. It can take 1,000 years for a plastic bag to break down in the soil; • 800 million disposable nappies are delivered to landfills. A disposable nappy takes centuries to break down completely; • 98% of Australian households said that they sorted waste for recycling. This means that more than 90% of all glass and plastic bottles and paper and cardboard is being recycled or reused to save our environment. Source: Australian Bureau of Statistics

T Work in a small group. Brainstorm ways that you could contribute at home and at school to reduce the amount of waste that goes to landfill. Jot down your ideas on another piece of paper. T Join up with another group and share your ideas. Have a vote on the two best suggestions and note them in the space below. Present your suggestions to the class.

Suggestion 1:

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Section 3: Sustainable Management Of Waste And Natural Resources

Activity

Waste 3

Our waste not only affects the places where we deposit it. Waste that has not been properly disposed of can find its way into the ocean. This waste is very harmful to wildlife.

This is a Ready-Ed Publications' T Research the effbook ects of waste on the sea turtle and the pelican. Explain preview. how we can prevent these animals being harmed in the boxes below. Below are some useful websites. www.ioseaturtles.org/Education/marinepollution.pdf http://www.marineconservation.org.au/pages/plastic-pollution.html

Sea Turtle ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________

Pelican ___________________________________ ___________________________________ ___________________________________ ___________________________________

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___________________________________ Section 3: Sustainable Management Of Waste And Natural Resources

Student Information Page

Resources Produced By The Environment Glass is ais very a useful material. This Ready-Ed Publications' Every day you will look through, touch or hold something that book preview. is made of glass. The Ancient from the gas furnace is cut Egyptians discovered the art of into big gobs that flow like making glass more than 3,000 honey. years ago. They made beautiful 2. It is then put into moulds glass beads for earrings and to make containers such as necklaces for their Pharaohs and bottles and jars and cooled wealthy people. very slowly. If you look at the products on the 3. All the containers are shelves at the supermarket, you inspected for quality. Any glass will find many are packaged in container that is not perfect is glass containers. Glass containers taken away to be recycled in are appealing to shoppers the glass making process. because they: 4. All clear, amber and green let you see the product inside glass containers can be easily; recycled to make more glass. are hygienic; Glass that has had other do not change how the chemicals or metals added to product inside tastes; make it stronger cannot be can be tinted to make the recycled. Glass in mirrors, car product appear attractive; windscreens, light bulbs and oven dishes is crushed and can be washed and used used in landfill. again at home. Scientists are How Glass Is Made SAND (silica) + looking at ways The raw materials for using nonSODA ASH making glass are very + of recyclable glass plentiful in Australia. LIMESTONE + as a filter for Read about the cleaning polluted procedure for making BROKEN GLASS (cullet) waterways and in basic glass below. road construction. FURNACE HEAT (1500° Celsius) 1. The molten glass

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Activity

A Resource Produced From The Environment

T Read the information on page 56 to help you to complete the tasks below.

This is a Ready-Ed Publications' School Home The Park book preview. 1. In pairs, complete the table by listing things in your environment that are made of glass. Look around your classroom to find objects to start you off.

2. What are the properties of glass that make it a useful packaging material? Write the properties inside the glass jar.

3. Why can glass be recycled forever? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 4. Sand for glass making is mined from Australia’s beaches. Can you think of some problems that this may cause for the environment?

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______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Section 3: Sustainable Management Of Waste And Natural Resources

Activity

Resources Produced From The Environment

T Design a poster to make people aware that the environment provides us with resources. Think about: water, food, fibres, timber and metals.

This is a Ready-Ed Publications' book preview.

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Section 3: Sustainable Management Of Waste And Natural Resources

This is a Ready-Ed Publications' book preview.

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This is a Ready-Ed Publications' book preview.

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