Australian Geography Series: Foundation - People Live in Places

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Ready-Ed Title: Australian Geography Series Foundation: People Live In Places

Publications

© 2013 Ready-Ed Publications Printed in Australia Author: Lindsay Marsh Illustrators: Terry Allen, Melinda Brezmen, Alison Mutton

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.

Copyright Notice The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that: 1.

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

2.

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

3.

Copies are not sold or lent;

4.

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act. The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

Published by:

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ISBN: 978 186 397 874 3 2

Contents

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Teachers' Notes National Curriculum Links

4 5

SECTION 1: PLACE

6

Teachers' Notes Activities Built Features And Natural Features 1 Built Features And Natural Features 2 Built Features And Natural Features 3 Features Of Places 1 Features Of Places 2 Features Of Places 3 Features Of Places 4 Places Are Important To People In Our Street Places Provide Basic Needs My Special Place Box Special Places Caring For Places 1 Caring For Places 2 Caring For Places 3 Caring For Places 4 Use Your Senses Local Indigenous Peoples

SECTION 2: SPACE Teachers' Notes Activities A Map Of A House 1 A Map Of A House 2

7-9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29-30 31 32

From Home To School From One House To Another On My Way To School Making My Own Map Locating Places 1 Locating Places 2 Locating Places 3 Features On Maps 1 Features On Maps 2 Features On Maps 3

SECTION 3: ENVIRONMENT Teachers' Notes Activities Weather Words Measuring The Weather Summer Autumn Winter 1 Winter 2 Spring The Four Seasons Clothes And The Weather Activities And The Weather Food And The Weather Sport And The Weather Work And The Weather Weather Board Game Memory Game

33 34 35 36 37 38 39 40 41 42

43 44-45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

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Teachers’ Notes

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Foundation: People Live In Places is part of the Australian Geography Series, which comprises nine books in total. This book has been written specifically for students in their first few years of schooling who are living in Australia and studying Geography. The book is linked to the Australian National Curriculum.

The activities in this book have been designed to help students describe and appreciate the places around them and the areas in which they live. Students are encouraged to recognise the term ‘features of a place’, and are asked to differentiate between natural and built features in familiar places. They are also asked to categorise places that are familiar to them. In addition, the children are given the opportunity to recognise that we share places with others and therefore have a shared responsibility to look after the places that we use and keep them safe places to visit. Exploring how places provide people with basic needs and examining places that are special to Indigenous Australians also feature.

Students will develop an understanding of how places and their features are represented on maps. They are asked to create their own maps and rearrange the features on maps to show how spaces can be used in different ways. They are also asked to draw possible routes on maps, and recognise that features on maps can be shown from above, as well as from the side.

This book is a wonderful resource for those who teach at Foundation level.

The illustrations, together with the accessible layout, means that the activity pages are enjoyable and engaging for young children. This makes the introduction of geographic skills and knowledge manageable.

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National Curriculum Links

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Geographical Knowledge and Understanding

The representation of the location of places and their features on maps and a globe (ACHGK001) • creating story-maps or models to represent the location of the places and features they pass on their way to school • identifying the ways Aboriginal and Torres Strait Islander Peoples represent the location of Country/Place and their features, for example, by inscriptions on stone, stories, sand, bark and cave paintings, song, music and dance • describing how the globe is a representation of the world and locating Australia and other places on a globe The places people live in and belong to, their familiar features and why they are important to people (ACHGK002) • identifying the places they live in and belong to, for example, a neighbourhood, suburb, town or rural locality • describing the features of their own place and places they are familiar with or they are aware of, for example, places they have visited, places family members have come from, imaginary places in stories, or places featured on television • discussing how places provide people with their basic needs, for example, water, food and shelter The Countries/Places that Aboriginal and Torres Strait Islander Peoples belong to in the local area and why they are important to them (ACHGK003) • identifying and using the name of the local Aboriginal/Torres Strait Islander Language Group • identifying how and why the words Country/Place are used by Aboriginal and Torres Strait Islander Peoples for the places to which they belong The reasons why some places are special to people, and how they can be looked after (ACHGK004) • identifying places they consider to be ‘special’, for example, their room, a play area, holiday location or an Aboriginal or Torres Strait Islander place of family significance, and explaining why the place is special to them • describing the features of their special place based on what they see, hear, smell and feel • discussing different ways they could contribute to caring for their ‘special places’

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This is a Ready-Ed Section 1: Publications' bookPlace preview.

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T e ach e rs ' N o t e s

Place

Section 1

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Built Features And Natural Features 1, 2 and 3

Before the students complete the activity sheets, define a natural feature and give examples (e.g. something that has not been built by the human hand and appears “naturally” in nature, such as: vegetation, a river, a mountain, an animal, a cloud, etc.), and define a built feature (e.g. something that has been made by humans, such as: a building, a car and a road). To help the students differentiate between a natural and a built feature, tell them to ask the question, “Has it been made by a human hand?” The first four activity sheets will help children to understand that places have features.

Additional Activities • • • •

Create a word wall of natural and built features.

Create a collage of natural and built features using pictures from magazines and brochures.

Visit the park and collect natural features.

Ask the students to make a list of natural and built features in familiar places such as their homes, their bedrooms, etc.

Answers •

• •

Page 10: Students should colour green: the ant, mountain, cat, dam, tree, grass, bird, bush, ocean and icebergs. Students should colour red: the building, house, car, truck, restaurant and train.

Page 11: Students should colour the rainforest green, and the street scene red.

Page 12: For the first picture students should colour: the trees, the plants, the animals, the bush and the flower. In the second picture students should colour: the house, the stables and outbuildings, the well, the ladder, the plant pots, the stake, the path, the chicken coop, the bin and the tractor.

Features Of Places 1, 2, 3 and 4

Before the students begin the activity sheets ask them to name features of the classroom which they can see. Then ask them to name features of other places that are familiar to them, such as the school grounds, their bedrooms, a doctor’s surgery, etc. Place a number of objects on your desk which are typical features of a classroom. Place an object which is not a feature of a classroom such as a fishing rod or shell on the desk. Ask them to identify the feature which does not belong, and say where it does belong.

Answers • • •

•

Page 13: The beach, a classroom, a supermarket, a bedroom.

Page 14: Suggested answers: a book, a plate, a cash register, a fence.

Page 15: The bucket and spade, cap, ball, bathers, thongs and sun cream belong to the beach and should be coloured yellow.

The snowballs, coat and boots, sleigh, fire and snowman belong to the alps and should be coloured blue.

Page 16: The fruit bowl, the clothes line and the television should all be coloured and labelled.

Places Are Important To People From this activity students should begin to understand that parks are important places for many different people and animals.

Discuss how parks are important places for birds because they provide them with a habitat - a place to shelter, find food and stay safe. Parks are important places for dogs because they provide them with large areas to run around. Parks provide children with spaces to run around, play sport, socialise with other children, enjoy wildlife and stay healthy. Discuss how parks are safe places because they are often not near busy roads and other hazards.

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T e ach e rs ' N o t e s

Place

Section 1

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Additional Activities •

•

As an extension activity you could also discuss how parks are shared places and this means that we might have to: queue, tidy up after ourselves, take turns, not encroach on others' personal space, not disturb others, look after equipment, etc.

You can hold a class discussion and talk about good and bad examples of sharing a place using the picture as a stimulus.

Tell students that when people do a good job of sharing a place, they help to make that place safe.

Answers •

Students might identify the sand, trees, slide, etc. as other features of the park.

In Our Street Answers •

Students should colour: the pedestrian, the cyclist, the motorist, the workman and the motorcyclist. Students should identify that the motorist isn't doing a very good job of sharing the road because he is annoyed that he has to wait at the pedestrian crossing for the lady to cross the road. He is showing his anger by waving his arm in the air. The motorcyclist is patiently waiting for the lady to cross the road and this is an example of good sharing. The workman has placed cones around the area in which he is working to let others who are using the road know that they will have to avoid the coned area. The people who are doing a good job of sharing the road are making this place safe.

Places Provide Basic Needs

water and it generates half the oxygen we breathe. You could also discuss how the ocean provides marine life with their basic needs - water, food and shelter. Discuss ways that we can look after the ocean: we should be careful not to touch animals and precious coral when swimming, diving or snorkeling in the ocean, and not litter beaches which could contaminate our oceans, etc. Students might like to write a sentence at the bottom of the sheet saying why oceans are important to them.

My Special Place Box Before the students complete this activity, hold a class discussion about the places that the students find special (caravan, cubby house, holiday home, the beach, etc.). Write the students’ responses on the whiteboard.

This will help generate ideas.

Special Places This activity will help students understand that not everybody has the same special place. After they have completed the activity they can chat with their friends about why their special places are precious to them.

Additional Activities •

• •

Discuss why Australia is a special place to Indigenous Australians and how they represent this (e.g. inscriptions on stone, stories, paintings, song, dance, etc.).

Create a picture graph of students’ special places – a slide could represent a park, a spade could represent the beach, etc.

Display a list of features that could be found at students’ special places, e.g. a water slide is found at a water park, etc.

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Talk to students about the importance of the ocean. Not only does it provide people with fish to eat and sell (which some communities rely on to live), but it holds 97% of the world's

8

Caring For Places 1, 2, 3, and 4

Before completing the activity sheets ask the children who should be responsible for

T e ach e rs ' N o t e s

Place

Section 1

This is a Ready-Ed Publications' book preview. caring for the classroom (teachers, students, cleaners, etc.), for their garden at home (a gardener, mum, dad, etc.). Continue to name different places so that they begin to understand that places need caring for, and usually it is the responsibility of more than one person to care for a place. Ask them what would happen if nobody looked after the garden (weeds would grow, plants would die, etc.). Ask them to name places that they look after.

Additional Activities • • •

Create a class picture book about how to care for local places, e.g. the park, the beach, car parks, etc.

Create a job list so that each child is responsible for caring for a particular area of the classroom.

Plant a vegetable patch and ask children to care for it.

Answers •

• •

•

Page 22: The boy is collecting and taking out the rubbish, the mother and child are washing the dishes, the boy is switching off the light, the boy is weeding, the girl is watering the flowers and the final picture shows a girl sweeping up.

Page 23: Student, students, caretaker and cleaner.

Page 24: Students might note some of the following: the boy is wiping the board, the girl is cleaning the desk, the girl is handing out paper, the boy is placing rubbish in the bin. For the second activity students should note that: the girl is not cleaning up after her dog, the girl is littering, the girl is not keeping her environment tidy, the boy is damaging flowers, the boy is graffiting, the boy is damaging a tree.

Page 25: Students should colour red: the boy who is swinging on the tree's branch and disturbing the bird's eggs, the boy

who is littering, the girl who is disturbing the bees, the girl who is trampling on the flowers, and the boy who is disturbing the ant's home. Students should colour yellow: the girl watering the flowers and the girl who is weeding.

Use Your Senses 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.

Local Indigenous Peoples Research the name of the local indigenous group who settled in your area. Help students to identify a special indigenous place such as Uluru.

Answers •

The picture tells us that Indigenous Australians accessed fresh water from streams and rivers. They collected water in makeshift coolamons usually made from hard wood such as mallee. The picture also tells us that they used caves for shelter (Indigenous Australians also made shelters from branches and leaves from plants). The picture shows us how they accessed food by spearing fish and digging up vegetables such as yams from underneath the ground using makeshift tools such as digging sticks. (You could also discuss how Indigenous Australians would hunt animals such as kangaroos for meat.) Students could compare the ways in which their basic needs are met.

They access water from taps, food from the local supermarket and their homes are usually made from brick.

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Activity

Built Features And Natural Features 1

This is a Ready-Ed Publications' ď ą Colour the natural features green and the built features red. book preview.

Some features in a place are built and some are natural.

ant

mountain

building

cat

dam

house

tree

car

truck

grass

bird

bush

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restaurant Section 1: Place

train

icebergs

Activity

Built Features And Natural Features 2

This Ready-Ed Publications' ď ą Cutis out a the squares below and arrange them to create two different places. Colour the one which has the most natural book features green.

Colour thepreview. one which has the most built Some features in a place are built and some are natural.

features red.

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ď ą Find pictures of two places. Tell the class if the places contain mostly built or mostly natural features.

Section 1: Place

11

Activity

Built Features And Natural Features 3

This is a Ready-Ed Publications' ď ą Colour all the natural features of this place. Label one of them. book preview.

Some features in a place are built and some are natural.

ď ą Colour all the built features of this place. Label one of them.

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Section 1: Place

Features Of Places 1

Activity

This is a Ready-Ed Publications' ď ą Look at the pictures in each box. Say what place they belong to. book preview.

Different places are made up of different features.

What place do these features belong to?

What place do these features belong to?

What place do these features belong to?

What place do these features belong to?

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13

Features Of Places 2

Activity

This Ready-Ed Publications' ď ą Lookis at thea pictures.

Name one feature which you are likely to find inside each place. book preview.

Different places are made up of different features.

Lib

rar

y

A

A

is a feature of a library.

is a feature of a restaurant.

A

A

is a feature of a shop.

is a feature of a zoo.

ď ą Create your own sentences.

A feature of a ___________________ is a ___________________.

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Two features of a ____________________ are a _________________ and a ________________________.

14

Section 1: Place

Activity

Features Of Places 3

This islinesatoReady-Ed ď ą Draw show where the featuresPublications' belong. Colour the features of the beach yellow. Colour the features of the alps blue. book preview.

Different places are made up of different features.

Place 1

Place 2

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15

Activity

Features Of Places 4

This is a Ready-Ed Publications' ď ą Colour and write the name of the feature in each picture which does not belong. book preview.

Some features do not belong in a certain place.

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ď ą Complete the sentence.

A feature that does not belong in a bathroom is a ________________.

16

Section 1: Place

Activity

Places Are Important To People

This is a Ready-Ed Publications'  Colour the person in the picture who is enjoying the birds red. book  Colour the people playingpreview. sport and exercising yellow.

Parks are important places. They allow us to play, exercise, take our pets for a walk, enjoy nature and meet people.

 Colour the dog brown. On the back of the sheet say why parks are important places for dogs.

 Grass is one of the features of this park. Write down two other features of this park.

Go to www.readyed.net grass

Section 1: Place

17

Activity

In Our Street

This istheapeople Ready-Ed  Colour in the picture who arePublications' sharing this public place. book preview.

Public places are shared places. We need public places to be safe.

 Is everyone doing a good job of sharing the road?

Circle: YES / NO

 Who is doing a good job? ___________________________

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 Who is doing a bad job? _______________________________  Discuss as a class if this place is safe.

18

Section 1: Place

Activity

Places Provide Basic Needs

This is a Ready-Ed Publications' ď ą Draw and write the names of marine life in the water to show how oceans provide people with fish to eat. book preview.

Oceans provide us with food, water and oxygen.

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19

My Special Place Box

Activity

This is a Ready-Ed Publications' book preview.

Everybody has a place that they think is special.

 Decorate the box by following the numbered steps.

1

My

2

3

Special Place 1. Draw how you feel when you are in your special place.

2. Write the name of your special place.

3. Draw your special place.

4. Write one thing that you like to do in your special place.

5. Draw or write the name of a person who has been to your special place.

4

Once you have decorated your box ...

• cut out the box and fold tabs along the dashed lines; • before you glue the sides together put something inside the box that reminds you of your special place, e.g. a shell, some sand, etc.;

5

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• glue the sides together to complete your special place box.

Section 1: Place

Special Places

Activity

This is a Ready-Ed Publications' ď ą Get into a group of four and place ticks in the table below to show where your special place is, and where your three friends’ preview. special placesbook are.

Everybody has a place that they think is special.

Your Name:

Person 1:

Person 2:

Person 3:

The beach

The park

My cubby

My bedroom

My friend's house

My caravan

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Section 1: Place

21

Activity

Caring For Places 1

This ahowReady-Ed Publications' ď ą Writeis or say the people in the pictures are caring for their homes and gardens. ď ą Tick the pictures which showpreview. what you do to care for your home book and garden.

We must care for places that are special to us.

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Section 1: Place

Activity

Caring For Places 2

This is more a Ready-Ed ď ą It takes than one person to look Publications' after a school. Cut out the words at the bottom of the page to show who is caring for the book preview. school. Discuss with a friend how each person is caring for the Different people are responsible for caring for different places.

school.

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students

cleaner Section 1: Place

caretaker 23

Activity

Caring For Places 3

This Ready-Ed Publications' ď ą Lookis at thea picture.

Describe and circle the ways in which the people in the picture are caring for the classroom. book preview.

We must care for places that are special to us.

ď ą Look at the pictures. Discuss as a class or with a friend how the boys and girls are not caring for the places that they are in and spoiling it for others.

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Section 1: Place

Activity

Caring For Places 4

This isat the a picture.

Ready-Ed ď ą Look Colour the peoplePublications' who are not caring for the garden red. Colour the people who are taking care of the garden book preview. yellow. Say what each person is doing.

We must care for places that are special to us.

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25

Use Your Senses

Activity

This Ready-Ed Publications'  Pick ais locala place and fill in the boxes below by writing and/or drawing. book preview.

Place: Features of a place can be observed using our senses.

I can see …

I can hear …

I can feel …

I can smell …

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Section 1: Place

Activity

Local Indigenous Peoples

This is a Ready-Ed Publications'  Write down the name of the Aboriginal or Torres book preview.

Strait Islander Peoples who Aboriginal and Torres Strait Islander Peoples were the first to arrive in Australia.

first settled in your area. ____________________  Draw and label a place with an indigenous name that you have heard of or visited in the box. Discuss why this place has a special meaning for Indigenous Peoples.

Indigenous name: __________________

 Indigenous Peoples feel that they belong to Australia.

They call Australia their 'country', their 'place' and their 'nation' because they have been here for so long. They feel connected to the land because it has helped them to survive. It has given them food, water and shelter. Look at the picture below and say how Indigenous Peoples used the land to create shelter, and source water and food.

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27

This is a Ready-Ed Section 2: Publications' bookSpace preview.

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T e ach e rs ' N o t e s

Space

Section 2

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A Map Of A House 1

Making My Own Map

Compare the map on this page with the map on page 32 which is shown from above.

Students could add features to each room by cutting and pasting from magazines. Ask students to identify who lives in their house.

Discuss how these people are special to them.

Talk about how we often have the closest relationships with people who live in the same place.

Students should begin to understand that features in places can be arranged in a number of ways. Discuss the reason behind certain layouts – e.g. we wouldn’t place a slide too near the swings or water, etc.

Answers

• •

•

Students should paste the bath in the bathroom, the bed in the bedroom, the car in the garage, the oven in the kitchen and the television in the theatre room.

Locating Places 1, 2 and 3 Additional Activities

Answers •

A Map Of A House 2 Most students will recognise that this house is shown from above rather than from the side.

Encourage them to draw a simple map of their house viewed from above using a ruler and pencil. They might mark only a few rooms in their house depending on age and ability.

From One House To Another If you photocopy the map on this sheet, or the children use pencil, you can create several stories so that the students can mark different routes on the map. Alternatively the students can pair up and create their own stories.

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.

China

From Home To School Some students might be able to write down the places and things that Kia passes on his way to school as well as colour them.

Discuss how countries vary in size.

Identify places that are near to or far away from Australia.

Australia

•

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.

On My Way To School Brainstorm some features and places that the students pass on their own journey to school. Create some symbols for them on the whiteboard that the children can copy.

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T e ach e rs ' N o t e s

Space

Section 2

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England 1

Canary Islands

2

3 Cape of 4 Good Hope Rio de Janeiro

5 Sydney

Features On Maps 1, 2 and 3 Some students will have difficulty identifying objects on a map which are shown from an aerial view. Before beginning the activity, ask students to look down on objects and explain how they look. They could try drawing some objects from a bird's eye view, such as the rubbish bin or a pen.

Additional Activities •

•

•

Access Google Earth to view maps anywhere on Earth4http://earth.google. com/ Create a class 3D map – each child can place an object such as a car or house on to the map.

Students can go on a treasure hunt around the school using a map.

Answers •

•

Students should label the top left picture a picnic table, the top right picture a basketball court, the bottom left picture trees and the bottom right picture a lake.

Working right from the top left of the page the items are: a whiteboard, a basket of toys, a plant, a mat, a door, desks.

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30

A Map Of A House 1

Activity

This is a Ready-Ed Publications' ď ą Add detail to this map by cutting out the pictures at the bottom of the page and pasting them into the correct rooms. Draw something preview. that you mightbook find in the attic.

Add more pictures if you wish.

Maps can be drawn from above or from the side.

attic

bedroom

bathroom

theatre room garage kitchen

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31

A Map Of A House 2

Activity

This is a Ready-Ed Publications' ď ą Circle the answer: This house is shown from above / the side. book preview.

Maps can be drawn from above or from the side.

pool

patio area

bedroom 1

kitchen

media room

lounge

bedroom 2

bedroom 4 bathroom 2

entrance

grassed area

bedroom 3

bathroom 1

laundry

rose and flower garden

ď ą Draw a map of your house from above using a pencil and a ruler.

.

Go to www.readyed.net 32

Section 2: Space

From Home To School

Activity

This is a Ready-Ed Publications' ď ą Kia lives on Danger Island. He walks to school. Draw a red line from Kia's home to Kia's school to show the route that you book preview. think he might take.

Maps can show how people travel from one place to another.

ď ą Colour five places and/or things that Kia passes on his journey from home to school.

Danger Island Sandy Beach

Shipwreck Point

Kia's school Rocky Point live volcano

quicksand

old castle Danger Rocks Bony Desert Danger

Bay

dark forest Deadman's Lagoon

Kia's home

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Section 2: Space

33

Activity

From One House To Another

This is a Ready-Ed Publications'  As you read or listen to the story below, use a pen to mark the journey described. book preview.

Maps can show how people travel from one place to another.

Carrie lives in a house shaped like a triangle. One day she decides to walk to Sam’s house. Sam and Carrie then go to Charlie’s house. While there, they have jam sandwiches. At 3pm Carrie, Sam and Charlie run to Mary’s house. They then all walk back to Carrie’s house passing a big tree on the way.

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 Compare your map with a friend's map. Did you get the same route? _________ 34

Section 2: Space

Activity

On My Way To School

This is a Ready-Ed Publications'  Look at the map below. It shows Sam’s journey to school. On his way to school Sam has nothing to look at! Draw some features book preview. on the map that will make Sam’s journey more interesting.

Maps can show what people see, as they walk from one place to another.

Sam's journey to school

Sam's house

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35

Making My Own Map

Activity

This is a Ready-Ed Publications'  Cut out the features at the bottom of the page and stick them in the park to create a map. preview. book Maps show us where things are.

 Look at your friend’s map. Has your friend arranged the features in the same way as you?

Circle:

YES / NO

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Section 2: Space

Activity

Locating Places 1

This is a Ready-Ed Publications'  The Earth is round so globes are round.  Locate Australia on the globe by colouring it yellow. book preview.  Mark where in Australia you live with a big red dot.

You can locate places on globes.

 Locate one more country on the globe.

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37

Locating Places 2

Activity

This is a Ready-Ed Publications' book preview.

We can locate places that are important to us on maps

 The people who own this Chinese restaurant live in Australia. They came from China.

Australia and China are big places. China and Australia are important places to this family.  Label and colour China and Australia on the map. Mark a line to show the possible route that the Chinese family took to get to Australia.

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 Is China near to or far away from Australia? _______________ 38

Section 2: Space

Locating Places 3

Activity

This is a Ready-Ed Publications' This man’s name is Captain Arthur Phillip. He came to live in Australia many bookyearspreview. ago.

We can locate places that are important to us on maps

 Where do you think he came from?

______________________________

TT What tells you this?

______________________________

 Captain Arthur Phillip came to Australia by boat. It took him eight months! Join the dots to show his route.  How many stops did he make? _____  Is England bigger or smaller than Australia? _____________

England 1

Canary Islands

2

Go to www.readyed.net Cape of 4 Good Hope Rio de Janeiro 3

Section 2: Space

5 Sydney

39

Activity

Features On Maps 1

This isa mapa ofReady-Ed Publications' ď ą This is a park. It is shown from above as if a superhero who is flying in the sky is looking down at it. The four features in book this park are: a picnic table, apreview. basketball court, a lake and some Maps show features of places.

trees. Cut out the words below to label the features.

Go to www.readyed.net picnic table basketball court lake trees 40

Section 2: Space

Features On Maps 2

Activity

This is a Ready-Ed Publications' ď ą Below is a map of a classroom shown from a bird's eye view. Cut out the words at the bottom of the page to label the features. book preview.

Maps show features of places.

Go to www.readyed.net desks door mat whiteboard

plant Section 2: Space

basket of toys 41

Features On Maps 3

Activity

This is a Ready-Ed Publications' ď ą Create your own map of an island using the symbols below. Add three of your own symbols. book preview.

Simple symbols are used on maps to represent features.

Key quicksand

shark

volcano

tree

cave

caveman

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Section 2: Space

This is a Ready-Ed Section 3:Publications' book preview.

Environment

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T e ach e rs ' N o t e s

Section 3

Environment

This is a Ready-Ed Publications' book preview.

Weather Words

Autumn

You could brainstorm more weather words on the board.

Ask students when autumn is (the months of March, April and May) and what seasons come before and after autumn. Ask them what the weather is like during the autumn months. Write their responses on the board.

Answers •

The picture top left is stormy, bottom left is freezing, top right is wet and bottom right is hot.

Measuring The Weather

•

Make a collage of autumn leaves.

Answers

Winter 1

Summer

Ask the students when winter is (the months of June, July and August) and ask them what seasons come before and after winter. Ask the students what the weather is like during winter and write their responses on the board. Brainstorm a list of words on the board before asking the students to complete the activity.

•

The first picture is a rain gauge and measures rainfall. The second picture is a barometer and measures air pressure.

The third picture is a thermometer and measures the temperature and the fourth picture is a wind vane and measures wind speed and direction.

Before completing the activity sheet, discuss how the children feel in summer.

Write vocabulary on the board: humid, hot, warm, sticky, muggy, dry, etc. Ask them when summer is (the months of December, January and February) and ask them what seasons come before and after summer. The activity should help the children understand that the Sun is responsible for the heat that defines summer. Further discuss the enormous size of the Sun in contrast to the Earth and the Moon. Tell them that it takes four Moons to cover the diameter of the Earth and 109 Earths to cover the diameter of the Sun.

Answers •

• •

44

Additional Activity

Students should label the first picture the Earth, the second the Moon and the third the Sun. The Sun is bigger than the Moon.

The Moon is smaller than the Earth.

Winter 2 Answers •

The students should colour the: frog, ladybug, snake, butterfly, turtle and wasp. You may like to discuss why these animals hibernate (to stay warm) and where - point out that where each animal hibernates depends on the species. Frogs might hibernate in the bottom of deep water concealed behind logs or debris, under leaf litter, in burrows or mud holes. Snakes might hibernate in holes, hollows, cracked foundations and piles of brush. Ladybugs might hibernate under tree bark, under leaf litter and in hollow plant cells. Butterflies might hide in cocoons. Water turtles can hide deep down in ponds under the mud, whereas land turtles might hibernate under leaves or dig deep burrows.

Wasps hibernate in nests.

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T e ach e rs ' N o t e s

Section 3

Environment

This is a Ready-Ed Publications' book preview.

Spring

Food And The Weather

Ask the students when spring is (the months of September, October and November) and ask them what seasons come before and after spring. Ask the students what the weather is like in spring and write their responses on the board.

Additional Activities • •

Answers •

The Four Seasons Students should use their knowledge from the previous activity sheets to complete this page.

Answers •

The first picture is spring, the second is summer, the third is autumn and the last one is winter.

Clothes And The Weather Before completing the activity sheet, brainstorm as a class clothes that they wear in summer and clothes that they wear in winter – make a list on the whiteboard. If applicable, discuss how the summer school uniform is different than the winter school uniform.

Activities And The Weather Before the students complete the activity sheet talk about where they go in summer and where they go in winter – make a list on the whiteboard.

Answers •

Students should place a sun next to the pool, the tent and the park. All other boxes should feature a cloud.

Make summer and winter food in class.

Create summer and winter menus.

The hot soup, Milo and spaghetti should go into the first box. The other foods should be placed in the second box.

Sport And The Weather Discuss what sports the children do and ask them when they do these sports. Ask them when the school lapathon and other carnivals are held.

Answers •

•

Students should colour yellow: gymnastics, swimming, rowing, sailing, tennis and cricket.

Students should colour blue: ski-ing, hockey, netball, ice hockey, AFL and soccer.

Work And The Weather Ask the students what their parents do for a living and whether their work is completed inside, outside or both.

Answers •

Students should colour blue: the gardener and the fireman. Students should colour red: the butcher, the chef, the teacher and the doctor.

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Weather Words

Activity

This is a Ready-Ed Publications' TT Draw lines to match the pictures with the words. book preview. hot There are many different words that we can use to describe the weather.

wet stormy freezing

. Draw a symbol for each weather word.

sunny

cloudy

Go to www.readyed.net rainy 46

windy Section 3: Environment

Measuring The Weather

Activity

This is a Ready-Ed Publications' ď ą Use the labels at the bottom of the page to name each instrument and show what each instrument measures. book preview.

Special instruments are used to measure the weather.

Go to www.readyed.net wind speed

rain gauge rainfall

wind vane

and direction

thermometer

barometre

temperature

air pressure

Section 3: Environment

47

Summer

Activity

This is a Ready-Ed Publications' weather is warm during bookThe preview. summer. This is because of the Sun. There are four seasons: summer, autumn, winter and spring.

The Sun is a giant ball of super hot gas – it is 60 times hotter than boiling water. If a spacecraft flew close to the Sun it would melt.

Label the pictures The Sun is bigger than the Earth and the Moon.

Answer these questions TT Which is the biggest the Sun or the Moon?

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TT Which is the smallest the Earth or the Moon?

48

Section 3: Environment

Autumn

Activity

This is a Ready-Ed Publications' ď ą In autumn the leaves change colour. Colour the leaves to show how they change from green to red, yellow, orange and brown. book preview.

There are four seasons: summer, autumn, winter and spring.

yellow

red

green

brown

orange

Go to www.readyed.net Section 3: Environment

49

Activity

Winter 1

This is a Ready-Ed Publications' ď ą In each umbrella write a word that reminds you of winter. book preview.

There are four seasons: summer, autumn, winter and spring.

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Section 3: Environment

Activity

Winter 2

This is a Ready-Ed Publications' ď ą In winter some animals hibernate and appear again in spring.

Name the animals, then colour the ones which hibernate. Add book preview. one of your own.

There are four seasons: summer, autumn, winter and spring.

Go to www.readyed.net ď ą Discuss with the class where these animals go to hibernate.

Section 3: Environment

51

Spring

Activity

This is a Ready-Ed Publications' ď ą In spring, animals hatch from their eggs, and plants flower.

Draw an animalbook hatching from its egg, a sun in the sky and preview. flowers on the plant to show that it is spring.

There are four seasons: summer, autumn, winter and spring.

Complete the picture

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Section 3: Environment

The Four Seasons

Activity

This is a Ready-Ed Publications' ď ą Match the pictures with the seasons. Colour the pictures. autumn book preview.winter There are four seasons: summer, autumn, winter and spring.

spring

summer

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53

Activity

Clothes And The Weather

This is a Ready-Ed Publications' ď ą Draw a background for each person to show where they might be and what the weather might be like. book preview.

The weather affects the clothes that we wear.

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Section 3: Environment

Activity

Activities And The Weather

This is a Ready-Ed Publications' ď ą Draw either a sun or a cloud in each box to show the places we go when it is sunny and the places book preview. we go when it is rainy and cold.

The weather affects what we do and the places that we visit.

Go to www.readyed.net Section 3: Environment

55

Activity

Food And The Weather

This is a Ready-Ed Publications' ď ą Cut out the pictures at the bottom of the page and paste them in to the correct boxes. book preview.

The weather affects what we feel like eating.

Some foods warm us up ...

Some foods cool us down ...

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Section 3: Environment

Activity

Sport And The Weather

This is a Ready-Ed Publications'  Colour the summer sports yellow.  Colour the winter sports blue. book preview.

The weather affects the sports that we play.

Go to www.readyed.net Section 3: Environment

57

Work And The Weather

Activity

This is a Ready-Ed Publications'  Say what each person pictured does for a living. Tick either inside or outside to show where each person works. Colour book preview. the people who are affected by the weather blue. Colour the People go to work everyday in different types of weather.

people who are not affected by the weather red.

 inside

 outside

 inside

 outside

 inside

 outside

 inside

 outside

Go to www.readyed.net  inside 58

 outside

 inside Section 3: Environment

 outside

1

2 19 You dropped your thermometer.

Return to Start.

3

20

13

Weather Board Game 14

It is raining but you have your umbrella. Go ahead 4 spaces.

4

It is hot and you have forgotten your sun hat, go back to Start.

You made it!

12

11

5

You are a frog and must hibernate for the winter.

Miss a turn.

6

It i bu s windy t indo you wor, o k r forw s. Move a spac rd 2 es.

10

7

9

The w e a t her i perf s ect f o r a ski S l i d e . forw a spac rd a e.

8

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59

Section 3: Environment

Start

17

16

15

or an You stop f to ice cream elf s cool your ack 5 b down. Goes. spac

erfect It is the p for weather . Go campingspace. a forward

18

This is a Ready-Ed Publications' book preview.

Memory Game In pairs, cut out the cards and turn them face down. Take turns turning each card over to create a pair.

You can create your own cards to add to these.

This is a Ready-Ed Publications' book preview.

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Section 3: Environment