Cross Curriculum: Years 3-4 by Ready-Ed Publications

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Ready-Ed Publications

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Contents

Teachers' Notes National Curriculum Links

4 5

* Maths - Activities 1-4 * English - Activities 1-4 * Science - Activities 1-4 * History - Activities 1-4 * Geography - Activities 1-4

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures 7-10 11-14 15-18 19-22 23-26

Section 2: Asia And Australia's Engagement With Asia

* Maths - Activities 1-4 * English - Activities 1-4 * Science - Activities 1-4 * History - Activities 1-4 * Geography - Activities 1-3

28-31 32-35 36-39 40-43 44-46

Section 3: Sustainability

* Maths - Activities 1-4 * English - Activities 1-4 * Science - Activities 1-4 * History - Activities 1-4 * Geography - Activities 1-2

48-51 52-55 56-59 60-63 64-65

Answers

66-68

Teachers’ Notes Cross-Curriculum: Years 3-4 is the second book in a series of three which addresses the Australian National Curriculum's cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and cultures, Asia and Australia’s engagement with Asia, and sustainability. This book has been specifically written for students in Years 3 and 4, who are living in Australia and are expected to explore the specified priorities across Maths, English, Science, History and Geography.

In the first section of this book, students will develop their knowledge and understandings of indigenous practices through Maths, English, Science, History and Geography activities. Students are encouraged to engage with indigenous concepts of symmetry and natural cycles, through the creation of mathematical patterns in art, the recognition of climate patterns in Australia, and through the exploration of how the movement of people is determined by the availability of natural resources. In the English content tasks, students are invited to complete their own story about indigenous trackers.

The second section, Asia And Australia’s Engagement With Asia, focuses on the diversity of peoples, cultures and environments in the Asia region. An overriding learning objective of many of the tasks in this section is for students to reflect on the similarities of cultural practices in Asia with those in their own community. Students will observe the commonality between Australia and Asia in regard to celebrations for religious, historical and commemorative purposes; some of which have been brought to Australia by Asian migrant groups. Students will also be challenged to make their own Mongolian boardgame and play by its rules, as well as speculate on the life of the earliest known primate found in China.

The final section of the book, Sustainability, looks at ways in which students can contribute to more sustainable practices in the local and wider Australian community. Case studies such as banning plastic shopping bags, the cotton industry’s use of genetically modified plants, the age-old practice of fire-stick farming and risks to the Great Barrier Reef offer students opportunities to investigate how the choices and actions of people have played a pivotal role in protecting environments for the future. Cross-Curriculum: Years 3-4 aims to enrich and complement content in core learning areas. The ample graphic data, illustrations and maps will give students the support to participate in conversations about different points of view in our multi-perspective, changing world.

National Curriculum Links Sustainability OI.1 The biosphere is a dynamic system providing conditions that sustain life on Earth. OI.2 All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. OI.3 Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. OI.4 World views that recognise the dependence of living things on healthy ecosystems, and value diversity and social justice are essential for achieving sustainability. OI.5 World views are formed by experiences at personal, local, national and global levels, and are linked to individual and community actions for sustainability. OI.6 The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future. OI.7 Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. OI.8 Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts. OI.9 Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.

ORGANISING IDEAS Aboriginal And Torres Strait Islander Histories And Cultures OI.1 Australia has two distinct Indigenous groups, Aboriginal Peoples and Torres Strait Islander Peoples. OI.2 Aboriginal and Torres Strait Islander communities maintain a special connection to and responsibility for Country/Place throughout all of Australia. OI.3 Aboriginal and Torres Strait Islander Peoples have unique belief systems and are spiritually connected to the land, sea, sky and waterways. OI.4 Aboriginal and Torres Strait Islander societies have many Language Groups. OI.5 Aboriginal and Torres Strait Islander Peoplesâ&#x20AC;&#x2122; ways of life are uniquely expressed through ways of being, knowing, thinking and doing. OI.6 Aboriginal and Torres Strait Islander Peoples have lived in Australia for tens of thousands of years and experiences can be viewed through historical, social and political lenses. OI.7 The broader Aboriginal and Torres Strait Islander societies encompass a diversity of nations across Australia. OI.8 Aboriginal and Torres Strait Islander Peoples have sophisticated family and kinship structures. OI.9 Australia acknowledges the significant contributions of Aboriginal and Torres Strait Islander people locally and globally.

Asia And Australia's Engagement With Asia OI.1 The peoples and countries of Asia are diverse in ethnic background, traditions, cultures, belief systems and religions. OI.2 Interrelationships between humans and the diverse environments in Asia shape the region and have global implications. OI.3 The peoples and countries of Asia have contributed and continue to contribute to world history and human endeavour. OI.4 The arts and literature of Asia influence aesthetic and creative pursuits within Australia, the region and globally. OI.5 Collaboration and engagement with the peoples of Asia support effective regional and global citizenship. OI.6 Australia is part of the Asia region and our histories from ancient times to the present are linked. OI.7 Australians play a significant role in social, cultural, political and economic developments in the Asia region. OI.8 Australians of Asian heritage have influenced Australiaâ&#x20AC;&#x2122;s history and continue to influence its dynamic culture and society.

CONTENT DESCRIPTORS Maths Year 3: ACMMG061, ACMMG063, ACMMG066, ACMSP069 Year 4: ACMMG091, ACMNA078, ACMNA080 English Year 3: ACELT1594, ACELT1596, ACELT1680 Year 4: ACELT1602, ACELY1679, ACELT1694 Science Year 3: ACSHE050, ACSHE051 Year 4: ACSHE061, ACSHE062, ACSSU073, ACSSU074, ACSSU075 History Year 3: ACHHK060, ACHHK064, ACHHS066, ACHHS067, ACHHS068 Year 4: ACHHK077, ACHHK080, ACHHS082, ACHHS083 Geography Year 3: ACHGK015, ACHGK016 Year 4: ACHGKS022, ACHGKS023

Section 1:

Aboriginal And Torres Strait Islander Histories And Cultures

* Organising idea: OI.5 * Content descriptors: ACMMG066 (Year 3) ACMMG091 (Year 4)

Maths ? 1 Activity

((Year

 Indigenous art which is known to be up to 50,000 years old has been found on the walls of caves and rocks all over Australia. When we study this art work, we can see that indigenous artists often applied the concept of symmetry in the process of creation.

1. Complete the left side of this image so that the image is symmetrical. It depicts an indigenous ancestral spirit.

2. Complete the right side of this image of a frog so that it is symmetrical. Include some indigenous “x-ray” elements. Colour the image using indigenous colours.

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising idea: OI.5 * Content descriptors: ACMMG066 (Year 3) ACMMG091 (Year 4)

Maths 2 ? Activity

((Year

1. Create a design on the shell using three different indigenous colours. Make sure that the design on the left side of the shell is the same as the design on the right side. Use the symmetry line to help you.

2. Use indigenous colours to decorate the boomerang symmetrically.

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising idea: O1.5 * Content descriptor: ACMNAO78 (Year 4)

Maths ? 3 Activity

((Year

 Australian Aborigines and Torres Strait Islanders are entitled to eat turtle eggs as part of their traditional diet. Three female green turtles have each laid 120 eggs in nests in a section of a beach on the Great Barrier Reef.

1. An indigenous person opens a green turtle nest to collect some eggs. She takes 1/3 of the eggs. She then goes to the second nest and takes 1/4 of the eggs. Finally, she collects 1/5 from the third nest.

How many turtle eggs in total does she take home? 2. It is the custom for an Elder to divide the eggs among the band according to need. She gave one family 36 eggs and another family 32 eggs.

How many eggs did the third family receive? 3. Each family group received turtle eggs that were yolkless. This means that the eggs were infertile. The first family received 3 yolkless eggs, the second family received 4, and the third family received 5. Express the number of yolkless eggs that each family received as a fraction. Family 2:

Family 1:

Family 3:

4. When baby turtles hatch and dig their way out of the nest, they have to make a mad dash to the ocean to avoid being eaten by seabirds and crabs. About 50% of hatchlings do not survive the journey to the ocean. If there were 9 green turtle nests in total on a beach with an average of 95 fertile eggs in each nest, estimate how many baby turtles might have reached the ocean. hatchlings reached the ocean.

I estimate that

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising idea: O1.5 * Content descriptor: ACMNA080 (Year 4)

Maths 4 ? Activity

 Being able to estimate numbers can come in handy in our daily lives. Traditional indigenous Australians used estimation to survive. They would estimate how much fresh water could be found in a waterhole, soak or well.

1. Take a quick look at the night sky that shows Julpan - the canoe constellation of the Yolngu Peoples of Arnhem Land. It is also known by many as Orion the hunter. Without counting, estimate how many stars there are. I estimate that there are ____________ stars.

2. Imagine that you are recording results for a boomerang throwing competition. In the results table below, estimate the distance that each competitor has thrown his or her boomerang.

80 m

70 m







Competitor 1

Competitor 2



60 m

Competitor 3

50 m

Competitor 4

Draw your boomerang throw on the field and ask a classmate to estimate the distance that it has travelled. 3. You’ve picked up the 3 items illustrated below in a shop, and you’re almost at the front of the queue at the checkout. You have a $20 note. Estimate whether you will have enough money to pay for all 3 item? _______________

$8.95 $1.95 10

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

$9.95

* Organising ideas: OI.2, OI.9 * Content descriptor: ACELT1594 (Year 3)

English 1 ? Information

 Read this extract from a story about a little white boy named Noel who gets lost in the bush.

“That’s good, Viv. Just called in to tell you that the sergeant’s on his way to the Box Ridge indigenous settlement to ask Robertson to give us a hand with the search. Robertson's the best Bundjalung tracker this side and the other side of the border. Found those Gilmore kids from Midginbil last summer. Remember?” * * * “Going to track for them police? I can come too, Dad,” said Yarbirri, Robertson's son. Robertson quietly ignored his son’s outstretched arm and motioned him to stay. The child watched as the departing group of four Bundjalung men disappeared into the morning mist. Waiting another ten minutes, Yarbirri took off. His eyes were locked on the ridge that separated him from the little lost white boy. Yarbirri stooped to examine the vines and lantana for signs. To escape the overhead sun and the flies, he followed the rock doves to a shady pool. As he was splashing water on his face, he spied a set of small muddy footprints.

“No, Noel, you can’t go back for another paddle in the creek. You weren’t supposed to be there in the first place.” “Go on, Aunty Viv, I’m boiling!” begged the six-year-old, who’d been tugging to free himself from her firm grip all the way to the back door. “Your Dad’ll give you the rounds of the kitchen if he finds out you were down there on your own. Hurry up, in you go. I’ve got to get you looking presentable for tea.” With a swing of her arm, Noel was inside. “But you won’t tell him, will you?” Noel said seriously. “Bath, Noel Gallagher, now!” Aunty Viv smiled after her nephew as he disappeared from the kitchen; his palm beating the wall like a fading war drum. “Don’t be dilly dallying about either, Noelie. Your brothers need the bathroom too.” But Noel hadn’t heard his aunt’s order. He was racing over the cornfield towards Mangrove Creek in the last light on this muggy February afternoon. * * * The police constable from Grafton tossed his hat on the kitchen table and placed his hand gently on the woman’s white shoulder. “He’ll turn up in the daylight, Viv. He’s probably bedded down for the night and has gone out like a light. Where’s John and the boys?” Viv straightened up. “John’s gone to Maclean to the picture theatre. He’s asking for volunteers for a search. The boys have gone over to Reilly’s on their ponies to see if Noel made it there.”

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.2, OI.9 * Content descriptors: ACELT1594 (Year 3) ACELT1679 (Year 4)

English ? 2 Activity

 After reading the story on page 11, complete the questions below. 1. What do you think happened in the story before the main events described in this extract? Look for clues in the text to help you. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

2. Summarise the missing main events from the story.

Aunty Viv goes to the creek to find Noel and bring him back to the farm house. She wants him cleaned up before his Mum and Dad arrive home.

________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________

The Bundjalung trackers leave the Box Ridge settlement at dawn. Yarbirri disobeys his father and sets off on his own to find Noel. 3. Compare your chain of events with a partner. 12

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.2, OI.9 * Content descriptors: ACELT1594 (Year 3) ACELT1679 (Year 4)

English 3 ? Activity

 Read the story on page 11 to help you to complete the questions below.

1. Find evidence in the story to support the statements. An example has been done for you. i. The weather that day was ideal for a paddle in the creek.

“Go on, Aunty Viv, I’m boiling!”

“...on this muggy February afternoon.”

ii. Noel would get into trouble if his father found out he’d gone to the creek. _ _____________________________________________________________ _ _____________________________________________________________ iii. Noel was afraid that Aunty Viv would tell his father about the creek.

_ _____________________________________________________________ _ _____________________________________________________________

iv. Bundjalung men are skilled at tracking people.

_ _____________________________________________________________

_ _____________________________________________________________ v. Yarbirri had learned bush skills from the Bundjalung Elders. _ _____________________________________________________________

_ _____________________________________________________________ 2. Is this story set in modern times? Give two reasons to support your answer. _ ____________________________________________________________ _ ____________________________________________________________ 3. How are Yarbirri and Noel similar characters? Write your ideas in the space below. _ __________________________________ _ __________________________________ _ __________________________________ _ __________________________________ _ __________________________________ _ __________________________________

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.2, OI.9 * Content descriptors: ACELT1594 (Year 3) ACELT1679 (Year 4)

English ? 4 Activity

 After reading the story on page 11, complete the task below.  How do you think the story of Noel and Yarbirri ends? Write your own ending to the story in the space below. Before you start, think about the following:

 Do I want to create a satisfactory or unsatisfactory ending?  Will the problem be solved?  Will my ending present a message to the readers of the story?  What title could I give this story which connects to its ending? ___________________________________________________________

___________________________________________________________

_________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 14

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.2, OI.3, OI.5, OI.6 * Content descriptors: ACSHE051 (Year 3) ACSHE061 (Year 4)

Science 1 ? Information

 Read the information below.

Australian Aborigines and Torres Strait Islanders know the importance of managing a clean flowing water supply. They have a saying, “healthy water, healthy body, healthy culture.” To conserve water, Aborigines:

The connection that Australian Aborigines and Torres Strait Islanders have with their Country/Place has been formed over thousands of years. Stories have been passed down from one generation to another which describe the changes in Australia’s rainfall and temperature over time. This knowledge is important for their survival. The changes in rainfall and temperature affect how indigenous people can use their land, hunt, collect food and celebrate their culture.

This knowledge about water resources has also been built up by observing the behaviours of animals and birds. Following zebra finches and the tracks of dingoes and wallabies, lead people to water in rock holes and springs. Trails of ants point to underground water. Indigenous Australians have also developed technology to obtain water stored in desert oaks and in the roots of the red mallee.

Indigenous Knowledge Of The Environment

zz cover waterholes with rocks or branches to slow the rate of evaporation; zz keep animals away from fresh water sources to prevent them from fouling the water; zz filter dirty or salty river water before using it; zz drain dew from the leaves of plants; zz dig tunnels to find underground water.

In many indigenous communities, the Dreaming story entitled The Rainbow Serpent is connected to life’s most precious resource: water. Locating and managing water is a common theme in indigenous stories and rock art.

Locating And Managing Water Indigenous people's traditional knowledge of reliable water supplies has been passed on through “maps.” These maps, often use spirals, to show the location, type of water (pool, soak or well), and the estimated quantity of water that can be found in a place. Older members of the community educate children by visiting water locations on their journeys around their territories. Stories, songs and art help children to memorise these places.

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.2, OI.3, OI.5, OI.9 * Content descriptors: ACSHE051 (Year 3) ACSHE061 (Year 4)

Science ? 2 Activity

 After reading the information on page 15, complete the tasks and questions below.

1. Work with a partner to complete this task. Think about the different ways that you use water in your daily life. What would happen if there was no water available in your house for a few days? Make a list of the changes that you would have to make to your daily routine.

Changes

2. Why is it important in indigenous communities to teach children about the location of water supplies? __________________________________________________________________

__________________________________________________________________ 3. How do Indigenous Australians use their observations of nature to help them to locate water?

__________________________________________________________________ __________________________________________________________________ 4. In the space below, illustrate two of the methods that Indigenous Australians use to conserve the water that they find. Write a caption under each image to describe the process used.

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.2, OI.3, OI.5 * Content descriptors: ACSHE051 (Year 3) ACSHE061 (Year 4)

Science 3 ? Information Activity

 Read the information below.

Indigenous Knowledge Of The Environment The relationship between Indigenous Australians and their Country is based on learning about and caring for the natural resources in their environment, such as: fresh water, oceans, vegetation, wildlife and landforms. Indigenous Australians develop calendars based on their observations of the changes in their environment during a cycle in a year. Below is the seasonal calendar of the Kija and Jaru country of the East Kimberley region of Western Australia.

Observation:

Plant Food: Animal Food: WARNKANY Observation: Plant Food: Animal Food: PARNTEN

Plant Food: Animal Food: LINTHARRK

Observation:

December To Mid-March Heavy rain season with fast-flowing rivers. Floods – hard to move around. Grass and plant seeds sprout. Black and green plums, white currants, small bush potato. Frogs, goannas, variety of snakes. Mid-March To Mid-May Slightly cooler than Yuwinji. Thunderstorms end, rivers slow down. Season of green grass. River fig, water-lily, conkerberries, boab tree fruit. Crayfish, bush turkey, freshwater crocodiles and their eggs. Mid-May To End Of July Cold nights and warm days. Water is drying up from rivers, billabongs. Bush onions, yams, palm tree cabbage, bush banana, boab tree nuts. Black bream, emu eggs, goannas, freshwater crayfish, turtles. August And September Cool weather ending and land heats up. Water is drying up, leaves fall from trees. More difficult to find bush foods. Water-lily seeds and roots, yams, onions. Witchetty grubs, emus with chicks, goannas, small hill kangaroo. October And November Land is so hot that it is hard to walk on. Very little water in waterholes. Small, patchy storms begin. Leaves fall off boab trees – rain is coming. Green and black plums, white currants, bush potato and tomato, conkerberries. Bush turkey, big catfish, honey, echidnas.

YUWINJI

Observation: Plant Food: Animal Food: WERRKALEN Observation: Plant Food: Animal Food:

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.2, OI.3, OI.5, OI.6 * Content descriptors: ACSHE051 (Year 3) ACSHE061 (Year 4)

Science ? 4 Activity

 Read the information on page 17 to help you to complete the questions and tasks below.

1. At what time of the Kija and Jaru year would: i. the roads be cut off by floods? ________________________________________________________________ ii. people spend more time each day looking for food? ________________________________________________________________ iii. people spend more time nearer the coast? ________________________________________________________________ 2. Look at the different foods eaten in Kija and Jaru country. Complete the table below by arranging the foods under the headings. HUNTED OR FISHED

COLLECTED

3. Indigenous Australians choose bush foods for their nutritional value and use in traditional medicines. For example, the conkerberry bush (Carissa lanceolata) not only provides juicy berries, but when burnt, the chemicals emitted in the smoke, repel mosquitoes Research a bush food (boab fruit, bush banana, wild onion) and its properties. Draw a sketch of the bush food in the space below and label it with its common and scientific name. MY BUSH FOOD

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.4, OI.5, OI.6, OI.8 * Content descriptors: ACHHK060, ACHHS066 (Year 3) ACHHK077, ACHHS082, ACHHS083 (Year 4)

History 1 ? Information

 Read the information below.

harbour BURRAMATTAGAL Port Jackson WATEGORA MULGOA Botany Bay

N ep

ean

Riv

Blue Mountains

TOONGAGAL

DARUG

The Darug clans in the Sydney area in 1788

Before European settlement in 1788, the land belonged to the Darug Peoples. For more than 20,000 years the Darug had been taking care of their land. They were responsible for keeping good relationships with their kin and respecting the plants and animals on which they depended. The word “darug” means yam. Yams were an important food source in Darug country, which stretched from the middle of the harbour to the Nepean River (see map above).

DARUG BIDJIGAL

River Flat Clan. How a clan lived depended on its location. Clans closer to Port Jackson exploited the fish and shellfish from the harbour’s waters. They took shelter from the wind and rain under overhanging rock ledges and decorated the walls with their art. Inland clans built fish traps along creeks and hunted kangaroos, possums and emus. Shelters, called gunyahs, were made from branches and sheets of bark. Food was plentiful in Darug country if you knew where to look so clans could camp in one place for several months. It was the law that people could only take what was necessary to live from the land.

Community Life

Darug Technology

In many places around the Port Jackson area, archaeological sites have revealed the tools, weapons and artefacts that the Darug used. Archaeologists do not have written records of Darug history so the evidence found at indigenous sites is studied to learn more about the way that the Darug lived before 1788.

The Darug Peoples lived in clans of about fifty people and shared a common language. The name of a clan was connected to a feature of their land. For example, the Mulgoa were the Black Swan Clan who lived near the Nepean River. The Toongagal lived in a wooded area and the Bidjigal were known as the

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.5, OI.6, OI.8, OI.2 * Content descriptors: ACHHK060, ACHHS066 (Year 3) ACHHK077, ACHHS082, ACHHS083 (Year 4)

History ? 2 Activity

 Read the information on page 19 to help you to answer the questions below.

1. Do you think that all Darug Peoples in the Sydney area lived the same way? Give reasons to support your answer. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. Why was there a law that limited how many animals could be hunted or plants collected by a clan in their territory? __________________________________________________________________

__________________________________________________________________ __________________________________________________________________

__________________________________________________________________

3. The fauna and flora in the Port Jackson area before 1788 was varied and rich. Colour in the animals and plants that you think would have been found in Darug country 200 years ago. Use your own knowledge, the information on page 19 and digital or print resources to help you. Can you add two more animals or plants from Darug country? Draw and label them in the space left in the middle of the image.

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.3, OI.5, OI.6 * Content descriptors: ACHHK060, ACHHS066 (Year 3) ACHHK077, ACHHS082, ACHHS083 (Year 4)

History 3 ? Activity

 In many sites around Darug country, there is evidence of the history and culture of Sydney’s original inhabitants.

RRComplete the table with information about what the evidence tells Australians about the Darug People’s way of life. Here are some useful websites to help you: 4www.aboriginalheritage.org/sites/identification/ 4www.atnf.csiro.au/people/rnorris/SydneyRockArt/index.html Evidence

What It Tells You About How Darug Clans Lived

Darug Place Names

Welcome to Bondi Beach

Middens

Rock Engravings

Scarred Trees

Artefacts

RRFind out about Aboriginal sites in your local area. Prepare a short talk for the class about what you have learnt about the history of local Indigenous Australians and their connections to the place where you live.

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.3, OI.5, OI.6 * Content descriptors: ACHHK060, ACHHS066 (Year 3) ACHHK077, ACHHS082, ACHHS083 (Year 4)

History ? 4 Activity

 Many Darug words for fauna and flora are still known and used today. Look at the names of plants and animals used in inland Darug country in the table below.

DARUG

FAUNA

DARUG

FLORA

burraga

bandicoot

wattungule

wattle

wirraga

goanna

budjor

tea-tree

wombat

kwigan

native cherry

RRResearch the indigenous names of fauna and flora in your local area and record them below. An online interactive map of indigenous languages can be accessed to help you. Go to: 4www.abc.net.au/indigenous/map

My Research

When yams were dug from the earth, Darug women were careful to leave the root so that more yams could grow to be harvested later. Why were yams such an important food source for the Darug? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 22

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising idea: OI.5 * Content descriptors: ACHGK015 (Year 3) ACHGKS023 (Year 4)

Geography ? 1 Activity Information

 Read the information below. them in ashes or grind them up into a nutritious paste. The Snowy Mountains also provided Indigenous Australians with other important resources in the natural cycle of life such as: zz special stone (basalt and diorite) for making tomahawks and knives;

zz swamps, creeks and streams that were exploited for fish and mussels, aquatic birds and their eggs, grass seeds, yams and berries.

The Ngarigo People Of The Snowy Mountains

zz wallabies, wombats, emus and possums that were attracted to the forests and were hunted by men and boys;

Summer was a busy time for the Ngarigo of the Snowy Mountains region of south-eastern New South Wales. It was a time for neighbouring tribes to meet in Ngarigo land to trade, arrange marriages, hold sacred ceremonies and feast upon a unique food – a juicy moth (see image below). In the cool meadows of the highlands, just under the snowline, the Ngarigo would harvest the Bogong moth. Bogong moths migrate in their millions each year from northern Queensland to Tasmania during the summer to escape the tropical heat. The moths are found abundantly in the mountains in rock crevices and on tree trunks. The Ngarigo would smoke the moths out of their hiding places with lit torches and then roast

Moving Around Ngarigo Land Long before Europeans brought sheep and cattle to Ngarigo land in the 1830s, the people moved around their territory according to the changes in temperature in the Snowy Mountains during the year. The Ngarigo would set up camps in different places to take advantage of the food resources and shelter available. Archaeologists have found several Ngarigo campsites near mountain tops where it snows, along rivers in deep mountain valleys, around creeks on the grassy plains and near thickly forested areas on the slopes of mountains in the Great Dividing Range.

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.5, OI.6 * Content descriptors: ACHGK015 (Year 3) ACHGKS023 (Year 4)

Geography 2 ? Activity

 Read the information on page 23 together with the following nutritional information about the Bogong moth to answer the first question. Did you know that 100 grams of Bogong moth has 38.8 grams of fat and 1,805 kilojoules of energy? Compare this to a 100 gram hamburger which has 12.7 grams of fat and 999 kilojoules of energy. No wonder Bogong moths are a heavyweight food!

1. Why were Bogong moths such an important food source for the Ngarigo? Give three reasons. i. ______________________________________________________________ ii. ______________________________________________________________ iii. ______________________________________________________________

2. Annotate this picture of the terrain of the Snowy Mountains with ideas about the Ngarigo’s activities in different campsites throughout their territory.

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.5, OI.6 * Content descriptors: ACHGK015 (Year 3) ACHGKS023 (Year 4)

Geography ? 3 Activity

 Study the graph which depicts climate data for the town of Cooma in New South Wales, then answer the questions below. Cooma in New South Wales is part of the traditional Ngarigo land. Average Maximum And Minimum Temperatures In Cooma In New South Wales

Temperature °C

30 25 20 15 10 5 0

-10

-5

1. Which is the hottest month on average in the Cooma district? __________________________________________________________________

2. What temperature can it drop to in winter in Cooma? __________________________________________________________________

3. What is the difference in degrees between the average maximum and the average minimum temperatures in June? __________________________________________________________________ 4. Why do you think that Bogong moths arrive in the Cooma area during the months of October and November? Use the graph to help you with your answer. __________________________________________________________________ __________________________________________________________________ 5. What kinds of objects and artefacts do you think archaeologists have found at Ngarigo campsites in the Snowy Mountains? Draw three objects or artefacts in the boxes below and label them.

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

* Organising ideas: OI.5, OI.6 * Content descriptors: ACHGK015 (Year 3) ACHGKS023 (Year 4)

Geography 4 ? Activity

 The information on page 23 will help you to complete the tasks on this page.

1. Ngarigo had many clan totems connected to their Country in the Snowy Mountains. Research one of the totems listed below and complete the Fact File. Draw a sketch of the totem and colour it in. Mopoke Owl

Tuan Possum

Lyrebird

Squirrel Glider

Fact File

Scientific name:_ _________________________________ Other names:_ ___________________________________ Habitat:_________________________________________ Diet: _ __________________________________________

_______________________________________________

Fascinating fact: __________________________________ _______________________________________________

2. Discuss this painting by Joseph Lycett (about 1820) with a partner.

What evidence can you find in this painting that these Indigenous Australians might have lived in a similar way to the Ngarigo? Write four points.

zz _______________________________ _________________________________ zz _______________________________ _________________________________ zz _______________________________ _________________________________ zz _______________________________ _________________________________ Aborigine climbing a tree with two Aborigines sitting beside a fire, others spearing birds by Joseph Lycett Source: National Library of Australia

Section 1: Aboriginal And Torres Strait Islander Histories And Cultures

Section 2:

Asia And Australiaâ&#x20AC;&#x2122;s Engagement With Asia

* Organising idea: OI.6 * Content descriptor: ACMMG091 (Year 4)

Maths 1 Activity

((Year

 Pookalam is a special symmetrical design made with flowers. The design is used in the Onam festival in Kerala, India. Onam celebrates the homecoming of the spirit of King Mahabali. Look at the example of a template for a pookalam right.  In the space below, design and colour in your own pookalam. Remember it’s made with flowers so don't use too many different colours! If you would like some ideas for your own pookalam design, you can learn more by visiting these websites:

4www.onamfestival.org/pookalam.html 4http://en.wikipedia.org/wiki/Onam

Section 2: Asia And Australia's Engagement With Asia

* Organising ideas: OI.2, OI.3 * Content descriptor: ACMMG061 (Year 3)

Maths 2 Activity

 Some of the highest mountains in the world can be found on the Asian continent. Look at the drawing below which compares the height in metres of five mountains from Asia and Oceania. Tirich Mir 7708m

Mt Everest 8850m

Mt Cook 3754m

Mt Fuji 3776m Mt Kosciuszko 2230m

Pakistan

Nepal/China

Japan

New Zealand

Australia

1. Write down the names of the mountains in descending order of height. __________________________________________________________________

__________________________________________________________________ 2. How much higher is Mt Everest than Tirich Mir?_ ________________________

3. If you add the heights of Mt Fuji and Mt Cook together, would the total be less or greater than the height of Tirich Mir?________________________________ 4. An experienced mountain climber reached the summit of Mt Everest in just 20 hours. How many metres an hour did the person climb?__________________ 5. Mt Everest is about four times higher than Mt Kosciuszko. Circle: true / false 6. Research the heights of these famous buildings in Asia: Taipei 101 (Taiwan) The Pinnacle (China) Petronas Twin Towers (Malaysia) Draw a pictograph to compare the height in metres of these buildings.

Section 2: Asia And Australia's Engagement With Asia

* Organising idea: OI.5 * Content descriptors: ACMMG066 (Year 3) ACMMG091 (Year 4)

Maths 3 Information

((Year

 Read the information below.

After a busy year herding yak and protecting their horses from wolves, Mongolians love to relax by playing games like: dominoes, rock, paper, scissors and the popular game of jirig. You are going to learn how to play this ancient game and make its board. How to play jirig:

4. How do you win? Make sure you’re not the one with two counters left on the board or is blocked with nowhere to move. 5. Be a gracious winner and a good loser.

Figure 1

1. Jirig can be played by two players or in teams. Each player is given 11 counters. Counters should be different colours or made from different materials such as: plastic disks, coins, beans or buttons, so that you can differentiate between each player (see Figure 1). A player needs to get all counters in rows of three on the grid to win. Look at Figure 2 - it shows that both players have three of their counters in a row on the grid.

remove one of the other player’s counters from the board. This counter is left out for the rest of the game. You cannot choose a counter that is part of a three in a row.

Jirig – A Maths Board Game From Mongolia

2. Players take turns placing one counter at a time on one of the 24 black dots marked on the board. Each player has to block his/her opponent from placing his or her counters in a row. When all the counters have been placed, players take turns moving each counter to the next empty dot. You cannot jump over counters.

Figure 2

3. When a player makes a row of three, he or she wins the right to 30

Section 2: Asia And Australia's Engagement With Asia

* Organising ideas: OI.1, OI.4 * Content descriptors: ACMMG063 (Year 3) ACMMG091 (Year 4)

Maths ? 4 Activity

((Year

 Read the instructions below to make your own jirig board.

 You might like to draw a jirig board yourself and decorate it. A good size for a board is 20 centimetres x 20 centimetres (plus a 2 centimetre border). You will need to draw two smaller squares (15 centimetres x 15 centimetres and 10 centimetres x 10 centimetres) inside the 20 centimetres by 20 centimetres board. Draw lines to connect the squares as shown in the template above. With coloured textas, mark big dots on the 24 points where the lines intersect. Decorate your template then cut it out. Gluing the template to cardboard will give your jirig board a longer life. Create some counters, then you are ready to play.

Section 2: Asia And Australia's Engagement With Asia

The Turtle Raft (a folktale from Thailand)

Long ago a gentle old farmer and his wife lived in the province of Nakhon Si Thammarat. Their days were filled with tending to the crops of the field and fishing from a stream. One day after an unsuccessful afternoon’s fishing for their supper, the husband and wife walked home with sadness in their hearts. It would only be a bowl of rice for dinner. As the two neared home, they found a crusty old turtle that was blind. The farmer took pity on the turtle and carried it to a nearby pond. He slipped it gently into the cool water and watched the turtle disappear under the lily pads.

The neighbours’ laughter did not last long. A dreadful storm hit the village. Water swirled over the land, sweeping away the helpless villagers in the current. But the old farmer, his wife, the dogs, the parrots and the turtle were carried to safety on the raft. As the raft drifted slowly along a river, a venomous snake tried to seek refuge on it. The old man instinctively lifted his axe to kill it, but the turtle asked the man to spare the snake’s life and let it coil up on the raft.

The farmer had a plan to improve their chances of catching fish, so the next day he and his wife took up positions on opposite sides of the stream. What happened next made the old farmer furious. Whenever he cast his net into the stream, all he would catch was the old, blind turtle that he’d rescued the previous day. Even his wife on the opposite bank caught the turtle in her fishing net. No matter how many times the couple let the turtle free, it would end up tangled in their nets again. In desperation the old man shouted, “Let’s take it home and make turtle soup.” The wife laughed at her husband’s suggestion and replied, “Silly old man. This old turtle’s meat would be as tough as a crocodile’s hide. You haven’t got teeth to chew, remember?”

his way out of the mosquito net, put on his thongs and found an axe. Soon he was chopping bamboo poles in the dark and roping them together to make a simple raft. His wife begged him to stop. The chopping noise had attracted neighbours, who made fun of the old man for listening to the ramblings of a blind turtle.

* Organising ideas: OI.1, OI.4 * Content descriptors: ACELT1596 (Year 3) ACELT1602 (Year 4)

English 1 Information

It wasn’t long before other animals tried to claw their way onto the raft. A monitor lizard, a gibbon, a tiger, a pangolin and a big, hairy spider faced the farmer’s axe and each time the turtle persuaded the old man to let the animals stay. As the first rays of dawn broke through the storm clouds, a lonely voice could be heard calling for help from the dark waters. The old turtle warned the old man over and over again not to save the young man and to continue on their way. The husband and wife ignored the turtle and pulled the young man from the water. They cared for him for several days until he regained his strength.

After much discussion, the farmer and his wife decided to keep the old turtle as a pet. Years went by. The husband and wife with their old dogs and parrots lived in peace with the turtle. One still night, the turtle hauled its crusty, cracked shell onto the farmer’s bed and in a deep voice said, “Get up! Get up now old man! Go and build a raft. There’s a big flood coming.” The old man tried to ignore the turtle, but the animal continued to repeat its command. The farmer fought

The rain eventually ended and the flood waters left the land. One by one the grateful animals said goodbye to the old man and woman and disappeared into the forest. The old couple returned to their village and rebuilt their hut. Their lives fell back into a peaceful rhythm. They tended to their crops and walked to the stream to fish each

Section 2: Asia And Australia's Engagement With Asia

afternoon. The forest animals visited the couple from time to time bringing gifts of wild fruits and exotic flowers to thank the humans for their kindness. One day the tiger was prowling nearby and saw a splendid feast set out in a field on a richly-embroidered tablecloth. Waiters, who were serving food onto golden platters, saw the tiger and ran for their lives. The tiger carefully picked up the four corners of the tablecloth with its teeth and carried the feast to the old couple’s hut. When they returned from fishing they spotted the tiger’s prints in the soil and knew it was a gift from their feline friend.

Not long after the tiger’s visit, the young man who had been saved from the flood paid the farmer a social call. He proudly told the farmer that he was a member of the King’s court and as he ate rice from a golden platter, he had only one thing on his mind. He wanted to know where the old turtle was that did not want to save him from the murky flood waters. As soon as the young man discovered the turtle’s whereabouts, he raced off to the pond to seek revenge. Despite its blindness, the old turtle that had been basking in the sun dodged the stones being hurled at him by the young man. It slipped back into the pond. The courtier ran back to the farmer’s hut in a rage. He demanded to know how a poor peasant could afford to serve rice on a plate of gold. The farmer explained that the platters were a gift from the tiger. “How ridiculous! You can tell your lies to the King and suffer your fate,” the young man bellowed. Before the old turtle could make its way to the hut to warn the old couple about the bad intentions of the young man, soldiers had bound their hands and whisked them away to the palace to face judgement.

The old turtle mustered the forest animals and told them of the old people’s predicament. The animals came up with an ingenious plan to save them. The venomous snake slithered into the King’s only daughter’s chamber and bit her on the arm. The child fell into a deep sleep and no effort from the court’s physician could wake her. Confusion spread through the kingdom. As frantic soldiers set off to distant lands to find a cure, the gibbon sneaked into the prison where the old couple sat clutching each other. The gibbon placed a satchel of ground leaves into the old woman’s hands and instructed the farmer to rub the leaves on the child’s snakebite. The old man asked for an audience with the King, who was willing to try anything to save his beloved child. The farmer gently rubbed the potion on the little girl’s arm and watched as the magical leaves took effect. Slowly the child opened her eyes and smiled at everyone around the bed.

* Organising ideas: OI.1, OI.4 * Content descriptors: ACELT1596 (Year 3) ACELT1602 (Year 4)

English 2 Information

The King was so grateful to the old farmer and his wife that he gave them their freedom immediately. Palace guards escorted the couple home with the many treasures that the King had bestowed upon them. They lived out the rest of their lives happily and comfortably with their old turtle, old dogs, parrots and their forest friends.

Moral of the folktale: Ungrateful people can be more dangerous than the most ferocious animal.

Section 2: Asia And Australia's Engagement With Asia

* Organising ideas: OI.1, OI.4 * Content descriptor: ACELT1594 (Year 3)

English 3 Activity

 Your teacher is going to read to you a traditional story from Thailand called The Turtle Raft. Traditional stories, like Aesop’s Fables and Dreaming Stories, often have animals as main characters, whose actions teach important lessons to children and adults about how they should treat one another. This lesson is called a moral.  Make a storyboard of your favourite events in The Turtle Raft. An event has been done as an example for you. Use your storyboard to retell the folktale.

An old farmer took pity on a blind turtle and put it in to a nearby pond.

Section 2: Asia And Australia's Engagement With Asia

* Organising ideas: OI.1, OI.4 * Content descriptor: ACELT1594 (Year 3)

English 4 ? Activity

 After listening to or reading the folktale entitled The Turtle Raft, answer the questions below.

1. Discuss this question with a partner, then write down your ideas. What lessons could we learn from The Turtle Raft? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

2. Which adjectives would you use to describe these characters from the story? Write the adjectives under the characters' images. Choose from the list in the text box below or think of your own adjectives to add. Adjectives can be used more than once for different characters. Use a dictionary to look up words that you do not know.

_____________________

loyal blind wise

hard-working

young selfless

evil

jealous

selfish

kind

bitter

suspicious

quick-tempered

old

gentle

watchful helpful

Section 2: Asia And Australia's Engagement With Asia

dutiful crafty 35

* Organising ideas: OI.2, OI.3 * Content descriptor: ACSSU075 (Year 4)

Science 1 Information

 Read this report about an exciting fossil find in Central China.

Tiny Monkey Lived 55 Million Years Ago

What We Know About Archicebus Achilles

Chinese Scientist Professor Xijin Ni uncovered the skeleton of a monkey the size of a mouse ten years ago in the Hubei Province in Central China. The fossil is believed to be about 55 million years old, making it the oldest primate ever found. With a team of international scientists and computer technology, the secrets of this tiny primate are being revealed.

After studying Archicebus achilles, scientists have come to the following conclusions about the life of the little primate:

The fossil’s skeleton was found in sedimentary rock that was once part of an ancient lake bed near the Yangtze River. 55 million years ago this region of China was covered in lush rainforest. It is a remarkable find because the monkey’s skeleton is almost complete, which is a rare thing for fossils this old. Usually only small pieces of skull or leg or arm remain. Professor Xijin Ni has named his important discovery Archicebus achilles. The “arche” means “first” and “kebos” means “long-tailed monkey” in Greek. The fossil’s unusual ankle bones led to “achilles” being added to the name of the species. Achilles was the mythical Greek warrior.

zz Archicebus achilles was like a tarsier; its trunk was about 7 centimetres long and it weighed about 30 grams; zz it lived in treetops, ate insects and was active during the day; zz it had feet for leaping and grasping in trees, but it had toenails like a small monkey instead of claws like lemurs; zz Archicebus achilles had a smaller head than other tarsiers and smaller eyes that faced forward –more like squirrel monkeys.

Technology Helps Bring Archicebus Achilles To Life For scientists to study the primate’s skeleton, which was flattened in rock, they used a powerful digital scanner. The scanned image gave scientists a three-dimensional view of the skeleton that made it virtually “stand up.” This was the first time that this technology had been used to study a fossil. Scientists could see in minute detail the fossil bones of the tiny creature. It is believed that Archicebus achilles is an important link in the primate family tree, which includes humans. Its discovery suggests that primates first appeared in Asia, not Africa.

Section 2: Asia And Australia's Engagement With Asia

* Organising ideas: OI.2, OI.3 * Content descriptors: ACSHE051 (Year 3) ACSHE061 (Year 4)

Science 2 Activity

 The information on page 36 will help you to complete the questions below.

1. What was the tiny primate’s habitat like 55 million years ago? __________________________________________________________________ 2. How has the Hubei Province’s environment changed over time? __________________________________________________________________ __________________________________________________________________ 3. Why is it rare to find a complete fossil skeleton that is millions of years old? __________________________________________________________________ __________________________________________________________________

4. How has computer technology helped scientists to learn more about Archicebus achilles? __________________________________________________________________

__________________________________________________________________

5. Why has the discovery of Archicebus achilles caused excitement in the scientific world? __________________________________________________________________ __________________________________________________________________

6. Archicebus achilles is a member of the primate family. Can you find in this word-search the common names of nine more primates living today? U

chimpanzee

gibbon

gorilla

lemur

orangutan

tarsier

baboon

loris monkey

Section 2: Asia And Australia's Engagement With Asia

* Organising ideas: OI.1, OI.2, OI.3, * Content descriptors: ACSHE051 (Year 3) ACSHE061 (Year 4)

Science 3 Activity

 The information on page 36 will help you to complete these questions.

1. Look at the artist’s impression of Archicebus achilles below. Compare it with the sketches of a tarsier from South-East Asia and a common squirrel monkey from South America.

Squirrel monkey

Tarsier

Archicebus achilles

What characteristics does Archicebus achilles share with … a) the Philippine tarsier (Carlito syrichta)?

________________________________________________________________

b) the American squirrel monkey (Saimiri sciureus)?

________________________________________________________________

2. Scientists have a theory about the way Archicebus achilles lived in the Eocene period 55 million years ago based on the fossil evidence. What evidence do you think scientists have to support the theory that …

a) Archicebus achilles was an insectivore?

________________________________________________________________

b) Archicebus achilles lived high in the treetops of the rainforest?

________________________________________________________________

Section 2: Asia And Australia's Engagement With Asia

* Organising ideas: OI.2, OI.3 * Content descriptors: ACSHE051 (Year 3) ACSHE061 (Year 4)

Science 4 ? Activity

 Many important fossil discoveries have been found in China. These fossils have changed the way that scientists think about the appearance and lives of dinosaurs and non-avian birds that lived more than 140 million years ago.

Research one of the following fossil finds from China. Sinosauropteryx

Shunosaurus

Tsintosaurus

Caudipteryx zoui

Prepare a small poster about your chosen fossil. On the poster you could include: • the meaning of the fossil’s name; • where the fossil was found; • a coloured sketch of the fossil; • how the animal lived. A great website for images is:

4http://australianmuseum.net.au/Chinese-dinosaurs

Section 2: Asia And Australia's Engagement With Asia

* Organising idea: OI.1 * Content descriptor: ACHHK064 (Year 3)

History 1 Information

 Read the information below.

Loi Krathong, Thailand

Naadam Festival, Mongolia On July 11th to the13th each year in the Mongolian capital of Ulaanbaatar, competitions for men are held in the National Sports Stadium. The three sports contested are wrestling, archery and horse racing. Women are now allowed to participate in archery and horse races. It is the country’s most popular festival and it is a tradition that dates back many centuries. The festival commemorates two things: Mongolia’s declaration as a free country in 1921 and the coming together of the nine Mongol tribes to honour their founding father, Genghis Khan.

On the first full moon day in November, Thai people make little boats or krathongs from banana leaves or coconut fibre. They place an incense candle and flowers inside the krathong and during the night they take it to a river or lake. The krathongs are floated on the water as an offering to the water goddess Pra Mae Khongkha. Thai people ask forgiveness to the goddess for drinking water and for wasting or polluting this precious resource. Fireworks usually accompany this ceremony.

January on the island of Panay, there is a three-day festival in honour of Santo Niño (Infant Jesus). People parade with their faces painted black and wear very elaborate, colourful costumes. They dance to the beat of drums and perform atis dances that were popular before the arrival of the Spanish.

Different people throughout the Asian region celebrate special times in the year. Some celebrations are linked to important historical events, whilst others invite the community to come together for religious practices. Let’s find out about some celebrations and commemorations observed in Asian countries.

Ati-Atihan, The Philippines The Philippines was colonised by the Spanish for almost 370 years. The native people were very influenced by the Catholic religion that the Spaniards brought with them, but they still kept some of their old traditions. In the third week of

Section 2: Asia And Australia's Engagement With Asia

* Organising idea: OI.1 * Content descriptors: ACHHK060, ACHHS066 (Year 3) ACHHK077, ACHHS082, ACHHS083 (Year 4)

History 2 Activity

 Use the information on page 40 to help you to complete the questions and tasks below.

1. Which celebration on page 40: i. involves competitions? ________________________________________________________________ ii. honours the importance of natural resources? ________________________________________________________________ iii. combines new and old traditions? ________________________________________________________________ iv. takes place on a particular day only? v. is linked to a political event?

________________________________________________________________

________________________________________________________________ vi. includes processions of people?

________________________________________________________________

2. Krathongs are made from natural materials found in the Thai environment. Imagine that this ceremony was celebrated in your local area. What would you use to construct your krathong? In the space right draw your krathong. Annotate your drawing to show how you would build your boat and what natural materials you would use.

3. Which celebration or commemoration on page 40 would you like to attend? Give a reason to support your answer. __________________________________________________________________ __________________________________________________________________

Section 2: Asia And Australia's Engagement With Asia

* Organising idea: OI.1 * Content descriptors: ACHHK060, ACHHS066 (Year 3) ACHHK077, ACHHS082, ACHHS083 (Year 4)

History 3 Activity

 Use the information on page 40 to help you to complete the questions below. 1. The region of Asia is home to over 4 billion people in 51 countries. Some of the countries of Asia are marked on the map below. Shade lightly on the map the

countries where the Naadam Festival, Loi Krathong Ceremony and the AtiAtihan Festival take place.

Mongolia

Japan

China

Thailand

Arabian Sea

India

Nepal

Indian Ocean

East China Sea

Pacific Ocean The Philippines

Vietnam

Indonesia Australia

2. Research a celebration or commemoration from a different Asian country. Record your findings in your workbooks. Label and shade the researched country on the map of Asia above. Here are some suggestions for your research: zz The Duanwu Festival of China (also called the Dragon Boat Festival) zz The Japanese New Year zz The Hindu Festival of Diwali that is celebrated in India, Sri Lanka, Nepal and Malaysia. zz Tumpek Wayang holiday that is celebrated in Bali, Indonesia. 42

Section 2: Asia And Australia's Engagement With Asia

* Organising ideas: OI.1, OI.8 * Content descriptors: ACHHK060, ACHHS066 (Year 3) ACHHK077, ACHHS082, ACHHS083 (Year 4)

History 4 ? Activity

 The Chinese New Year is one of the biggest celebrations in the ChineseAustralian community. It is not a public holiday, but everyone likes to join in on the fun and celebrate the age-old traditions that migrants from China brought to Australia over 150 years ago.

1. What usually happens in your local area to celebrate the Chinese New Year? What do people usually do at midnight on Chinese New Year’s Eve? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

2. Can you find out what the following symbols linked to the Chinese New Year celebrations mean? Write your answers under the symbols and colour them in with appropriate colours.

Oranges and Tangerines

Narcissus Flower

Hóngbao or Angbao Envelope

Coloured Lanterns

Section 2: Asia And Australia's Engagement With Asia

* Organising idea: OI.2 * Content descriptors: ACHGK016 (Year 3) ACHGKS022 (Year 4)

Geography 1 Information

 Read the information below.

Around the Asia-Pacific region there are wilderness areas with unique landscapes, animals and plants. These sites have a special importance for local people, their nations and tourists the world over. The Tropical Rainforest Heritage of Sumatra (Indonesia’s largest island) has been put on UNESCO’s World Heritage List for its outstanding natural value. However, the actions of people and industry pose a real threat to this rainforest environment.

But that’s not all … hidden in Sumatra’s rainforests are some of the rarest mammals and birds on the planet. When sea levels dropped after the last Ice Age ended about 15,000 years ago, wildlife was isolated on Sumatra because it was cut off from other Indonesian islands. Mammals and birds evolved in isolation and adapted to life in very specific habitats. Some of these extraordinary mammals and birds are:

Sumatra’s Tropical Rainforest Heritage

the tropical rainforests that house the most amazing biodiversity, including the biggest and smelliest flower in the world - Rafflesia arnoldii!

The Tropical Rainforest Heritage Of Sumatra

INDONESIA

Indian Ocean

= The Tropical Rainforest Heritage, Sumatra

The Tropical Rainforest Heritage in Sumatra is made up of three national parks. The heritage covers an area of 2.5 million hectares, which is roughly a third of the area of Tasmania. The parks are located close to the equator and an active volcanic mountain range runs like a backbone through the heritage site. Due to volcanic activity, there are beautiful crater lakes, gushing rivers and hot springs in the parks. But it’s

the Sumatran orangutan; Smooth-coated otter; Malayan sun-bear; the Sumatran tiger; the Sumatran rhino; Rueck's blue flycatcher; the Sumatran elephant; Hoogerwerf's rat; Asian tapir.

Sumatra

• • • • • • • • •

Threats To The Tropical Rainforest Heritage Contact between people and the sites’ wildlife can have disastrous results. As the forestry, mining and palm-oil industries continue to grow in Sumatra, the rainforests are being burned and cleared. Wildlife is being driven out of protected areas into the hands of poachers and the illegal wildlife trade. Huge forest fires are also responsible for destroying large tracts of rainforests.

Section 2: Asia And Australia's Engagement With Asia

* Organising idea: OI.2 * Content descriptors: ACHGK016 (Year 3) ACHGKS022 (Year 4)

Geography 2 Activity

 Use the information on page 44 to help you to complete the questions below.

1. Can you give five good reasons why The Tropical Rainforest Heritage of Sumatra is included on UNESCO’s World Heritage List?

Why The Tropical Heritage Site Is On The World Heritage List zz ____________________________________________________________ zz ____________________________________________________________ zz ____________________________________________________________ zz ____________________________________________________________

zz ____________________________________________________________

2. How did the island of Sumatra become isolated from other Indonesian islands?

__________________________________________________________________ __________________________________________________________________

__________________________________________________________________ 3. What threats do fauna and flora face on Sumatra? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 4. What connection can you see between the expansion of industry on Sumatra near the Tropical Rainforest Heritage site and the increase in forest fires? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Section 2: Asia And Australia's Engagement With Asia

* Organising idea: OI.2 * Content descriptors: ACHGK015 (Year 3) ACHGKS023 (Year 4)

Geography 3 Activity

 Use your research skills to help you to complete the questions below.

1. The Sumatran rhino is a subspecies of the Asian rhino. This means that the Sumatran rhino is similar, but also different from the Asian rhino. Compare the Sumatran rhino to its Asian relative. Complete the table under the headings provided. A fabulous website for research is: 4http://worldwildlife.org/species/sumatran-rhino ASIAN RHINO

Height:

Weight:

Horns:

Appearance:

Estimated numbers in the wild:

SUMATRAN RHINO

2. What do you think the future holds for the Sumatran rhino’s survival? __________________________________________________________________

__________________________________________________________________ __________________________________________________________________ 3. Rafflesia arnoldii’s common name is the “corpse flower.” It’s your job to find out why! Annotate the diagram right with four facts about this extraordinary plant. Check out this website for information and a guide for colouring the smelly flower: 4www. kew.org/plants-fungi/ Rafflesia-arnoldii.htm 46

Section 2: Asia And Australia's Engagement With Asia

Section 3:

Sustainability

* Organising idea: OI.7 * Content descriptors: ACMSP069 (Year 3) ACMNA078 (Year 4)

Maths 1 Activity

((Year

 We have rainstorms, floods and massive melting icebergs so shouldn’t there be enough water for everyone to use? You would be surprised at how little of the water on the planet is actually drinkable (potable). Look at the statistics below and you’ll understand why water is such a precious resource.

How Water Is Distributed On The Earth 96.6%

Frozen water and snow

2.5%

Water too deep to recover

0.4%

Water vapour and water in soil

0.2%

Water too polluted for human use

0.2%

Potable water

0.1%

Total of the planet’s water

Salt water (oceans and seas)

100.0%

1. Let’s see how the distribution of the Earth’s water looks on this 10 centimetre x 10 centimetre grid. Take six different coloured pencils to represent the six different categories of water. Shade in the squares on the grid according to their value. Each square is 1 centimetre x 1 centimetre. How are you going to represent 0.4% or 4/10%?

2. We shouldn’t waste water because …_________________________________ __________________________________________________________________ 48

Section 3: Sustainability

* Organising idea: OI.7 * Content descriptor: ACMSP069 (Year 3)

Maths 2 Activity

 A community decided to have a clean-up at the local nature reserve. After a busy day, volunteers removed the following rubbish:

plastic cutlery items

10 bottle caps

foil lolly wrappers

plastic shopping bags

drink containers

aluminium drink cans

cereal boxes

car tyres

old paint cans

1. Shade in green the rubbish collected that can be recycled. 2. Shade in red the rubbish collected that cannot be recycled. 3. Create a bar graph to show the materials that the volunteers were able to send to the recycling centre in the space below. Don’t forget to give your graph a title and to label the x- and y-axis. 18 16 14 12 10 8 6 4 2 0

Section 3: Sustainability

* Organising idea: OI.7 * Content descriptor: ACMSP069 (Year 3)

Maths 3 Activity

 Electricity is an important energy resource that families can’t live without. Think about how many appliances in your home are run by electricity. Make a quick list of electrical appliances in your house. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________  Study this graph showing the Smart family’s consumption of electricity by month in 2013 and for the first quarter of 2014 (January, February, March and April). The unit of consumption for electricity is a kilowatt hour (kWh).

ie ev J

kWh 1400 1200 1000 800 600 400 200 0

Smart Family Electricity Use January 2013 - April 2014

O N

1. In which months did the Smarts consume the most electricity? __________________________________________________________________ 2. In which months did they consume the least electricity? __________________________________________________________________ 3. Can you think of a reason why the Smarts’ electricity consumption was higher at certain times of the year? __________________________________________________________________ __________________________________________________________________ 4. How much more electricity did the family use in February 2014 than in February 2013? __________________________________________________________________ 50

Section 3: Sustainability

* Organising idea: OI.7 * Content descriptor: ACMSP069 (Year 3)

Maths 4 Activity

 These questions are based on the electricity consumption graph on page 50.

POWER UP Electricity tariffs: Peak hours (8.00am – 10.00pm) Off-peak hours (11.00pm – 7.00am)

60 cents per kWh 50 cents per kWh

Don't miss out - 10% discount on bill if paid before due date!

The price of electricity is more expensive during peak hours when businesses and industries are at work. Look at the tariffs (prices) for electricity for peak and off-peak use above.

1. If the Smart family only used electricity during peak hours, how much was their electricity bill for: a) April 2013?_____________________________________________________

b) April 2014?_____________________________________________________ 2. If the Smarts had chosen the off-peak tariff, how much would their electricity bill have been for:

a) January 2013?_ _________________________________________________ b) January 2014?_ _________________________________________________ 3. In April 2014, Mrs Smart paid the electricity bill two days before the due date. How much of a discount did she receive on the total amount of the bill? __________________________________________________________________ 4. Much of our electricity is generated using non-renewable energies like coal and oil. Suggest five ways that the Smarts could reduce their electricity use and contribute towards reducing carbon emissions. zz ________________________________________________________________ zz ________________________________________________________________ zz ________________________________________________________________ zz ________________________________________________________________ zz ________________________________________________________________

Section 3: Sustainability

* Organising ideas: OI.4, OI.5, OI.7, OI.8, OI.9 *Content descriptor: ACELT1680 (Year 3)

English 1 Information

 Read this article about how a community can build a sustainable future. the locals got into the habit of not leaving home without their reusable bags. Tourists eventually got the hang of the plastic bag free zone too and admired the community’s efforts to protect its environment. Some tourists were so impressed with the ban that they returned home determined to make plastic shopping bags a thing of the past.

Ben Kearney’s dream has caught on all over Australia from small outback towns in the Northern Territory to the entire state of South Australia. Coles Bay has also been united in its mission with places as far away as Bangladesh, Denmark and Mexico, whose communities have also outlawed the deadly plastic bags. It might seem like a drop in the ocean but Coles Bay has already stopped more than two million plastic bags invading paradise. How about it? Are you ready to give up the bag?

Way back in 2003, Coles Bay in Tasmania made a bold move. The sleepy tourist town, about 200 kilometres north of Hobart, decided to turn back the clock. One local businessman, Ben Kearney, was tired of seeing the shocking effects that plastic bags were having on wildlife. Whales, fur seals, turtles and seabirds were getting tangled up in plastic and dying or they were eating transparent floating bits of bags that was leading to infections and slow starvation. This was the beautiful wildlife that locals loved and tourists were paying to see. Ben Kearney decided that there was only one thing to do – he convinced Coles Bay to BAN THE BAG.

Grandparents in the 1950s didn’t go to the shops empty-handed. It was common to take a shopping basket that lasted year after year. If Granddad forgot the basket, a sturdy cardboard box did nicely. We’ve become very lazy these days and expect to receive a plastic bag to carry a few items all the way to the supermarket car park. Think about it - plastic bags thrown away 50 years ago haven’t even started to break down and degrade. That’ll take another 1000 years or so!

When the plastic bag ban was introduced in Coles Bay, it took a while for people to catch on to the idea. However, the community was given support from shop owners, who had paper and calico bags on hand. Soon 52

Section 3: Sustainability

* Organising ideas: OI.4, OI.5, OI.7, OI.8, OI.9 *Content descriptor: ACELY1680 (Year 3)

English 2 Activity

 Use the information on page 52 to help you to complete the questions below.

1. Draw a line to connect each paragraph with its main idea. Paragraph 1

Shoppers managed without plastic bags in the past.

Paragraph 2

Coles Bay's success is a model for other communities.

Paragraph 3

The reason for banning plastic bags.

Paragraph 4

Getting used to living in a more sustainable way.

2. How does the writer try to persuade the reader that plastic bags are harmful to the environment? Find four examples of persuasive language. For example, “shocking effects” (paragraph 1).

Example 1:________________________________________________________ Example 2:________________________________________________________

Example 3:________________________________________________________

Example 4: _ _______________________________________________________

3. The writer uses several informal expressions in the article. With the help of a dictionary, can you explain what the following informal expressions mean? a) “to turn back the clock” (paragraph 1) ________________________________________________________________ b) “to catch on to the idea” (paragraph 3) ________________________________________________________________ c) “a drop in the ocean” (paragraph 4) ________________________________________________________________ 4. Do you think Coles Bay has made “a bold move” to ban plastic shopping bags? Explain your answer. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Section 3: Sustainability

* Organising ideas: OI.4, OI.5, OI.7, OI.8, OI.9 *Content descriptors: ACELT1680 (Year 3) ACELT1694 (Year 4)

English 3 Activity

 Read these letters emailed to the editor of a newspaper about a proposal to "Ban the Bag" in a community. Dear Editor, It is about time this town banned those unsightly plastic shopping bags. Everywhere you look there are bags clogging gutters and flapping in trees. While walking my dog in the park yesterday I saw some magpies pecking at scraps of plastic bags near the BBQ area. I wholly support the ban and would like to see it introduced immediately. Fed Up With Plastic Bags (email supplied)

Dear Editor, I would like to give my view on the proposed ban of the use of non-degradable plastic bags in retail shops. As a supermarket operator, I feel that this ban will drive away customers, who depend on free bags and could lead to unemployment in our community. I love a clean town just as much as the next person, but jobs come first. Say No To The Ban On Bags (email supplied)

To:

1. What do you think about banning plastic shopping bags? Compose an email to the editor of a newspaper. You can reply to one of the letter writers above or you could write about your views on this issue.

Subject:

Section 3: Sustainability

* Organising ideas: OI.4, OI.5, OI.7, OI.8, OI.9 *Content descriptors: ACELT1680 (Year 3) ACELT1694 (Year 4)

English 4 Activity

 How persuasive are you? Create a poster to persuade people to make your community a non-degradable plastic bag free zone.

Make your poster appeal to the public by using images, bold headings, bullet points, capital letters and easy-to-read interesting text.

Section 3: Sustainability

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACSHE051, ACSHE050 (Year 3) ACSHE062, ACSSU073, ACSSU074 (Year 4)

Science 1 Information

 Read the information below.

Cotton Growing And The Environment

Most of Australia’s cotton farmers use genetically modified (GM) plant varieties. This means that a plant’s genes are altered so that it develops a certain characteristic. For example, a plant might be genetically modified to ripen more quickly or have a better flavour. In the case of cotton, plants have been genetically modified to be more resistant to insects. As a result, farmers have been able to reduce their use of pesticides by 80%. This is beneficial for the environment in several ways:

Cotton growing in New South Wales and Queensland has developed into an important industry that contributes 1.8 billion dollars to the Australian economy every year. We use cotton in our pyjamas, towels, camping tents and bank notes. In fact Australians are the biggest consumers per head of cotton products in the world. This ideal natural fibre goes well with the outdoor life and soaring temperatures. Farmers are always on the lookout to increase cotton crop yields, but at the same time they are aware that they have to produce cotton in a sustainable way. Managing water resources efficiently and controlling pests are two environmental problems that farmers have to face.

biotechnology field have been working on developing cotton plant varieties that use less water or are more tolerant to drought.

How Science Helps Cotton Production

The cotton plant is quite tolerant of dry spells of weather but it is still a thirsty one. Over 90% of the cotton grown has to be watered by irrigation. Cotton crops use 12% of Australia’s available irrigation water. In the past, wheat growers benefited from scientific research into making wheat plants more drought tolerant and more resistant to diseases. At present, researchers in the 56

Section 3: Sustainability

zz wildlife in the fields and insects that benefit farmers are not harmed; zz water from run-offs on farms does not contain high levels of pesticides that have risks for farm workers, neighbours, soil and waterways. Cotton farmers are also working with biologists to look after local wildlife that feeds naturally on the insects that damage crops. Instead of felling trees, removing fallen logs and clearing native vegetation, farmers are creating habitats and homes for birds like fairy wrens, cockatiels and eagles. Ladybird beetles, hunting spiders and insect-eating bats are also welcome on cotton farms.

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACSHE051, ACSHE050 (Year 3) ACSHE062, ACSSU073, ACSSU074 (Year 4)

Science 2 Activity

 Use the information on page 56 to help you to complete the questions below.

1. How good are you at spotting cotton in the everyday things that you see and use? Complete the missing letters of these six objects that are made of cotton. J ___ ___ ___ S U ___ ___ ___ ___ W ___ ___ R S ___ ___ G ___ ___ T B ___ ___ ___ K ___ T P ___ ___ A ___ ___ S S ___ ___ ___ T ___

2. Why is cotton such a popular choice for clothing in Australia? Give three reasons. Reason 1: _ ________________________________________________________ Reason 2:_ ________________________________________________________

Reason 3:_ ________________________________________________________

3. Look at the pie chart bottom right. It shows irrigation water use in Australia. Use it to answer the following: i. Which industry uses a similar volume of irrigated water as cotton? ______________________________________________________________

ii. Which industry uses the most irrigated water? ______________________________________________________________ iii. Can you give two reasons why the industry that uses the most irrigated water might need so much. ______________________________________________________________ ______________________________________________________________ iv. Do you agree or disagree with the statement that, “cotton is a thirsty crop”? Use the pie chart to help you to answer the question. __________________________________

Irrigation Water Use Sugar Fruit 8% 5% Vegetables 4%

__________________________________

Rice 11%

__________________________________

Grapes 4%

__________________________________ __________________________________

Section 3: Sustainability

12%

Livestock and Grains 56%

Cotton

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACSHE051 (Year 3) ACSHE061 (Year 4)

Science 3 Activity

 Use the information on page 56 together with your own ideas to help you to complete the tasks below.

1. Genetically modified plants have brought many advantages to farmers and consumers alike. Complete the action and result flow chart below. Action

result

Researchers are in the process of developing a genetically modified cotton variety that does not need as much water to grow.

_______________________________ _______________________________ _______________________________

Action

result

Most cotton farmers are planting a cotton variety that is resistant to pests which eat and damage cotton crops.

_______________________________ _______________________________

Action

result

_______________________________

Farmers grow genetically modified varieties of cotton that increase their crop yield and improve the quality of the cotton fibre.

_______________________________

2. Cotton is one of many crops that has been genetically modified. Find out about another crop that has genetically modified plants. How has this plant been modified? What benefits does this genetically modified plant bring to the farmer, the consumer and the environment? Genetically modified crop: Modifications:

Benefits:

Section 3: Sustainability

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACSHE051 (Year 3) ACSHE061 (Year 4)

Science 4 Activity

 Insects, spiders and birds can be a cotton farmer’s best friend in the fight against controlling pests in the fields. Research the pest-controllers below.

1. Make notes in the boxes about the specified insect, spider or bird. Colour in the images accurately. Common name: Black-shouldered Kite Scientific name: Elanus axillaris Habitat:_ __________________________________ __________________________________________ Behaviour:_________________________________ __________________________________________

Diet: ______________________________________

__________________________________________

Common name: Red-back Spider Scientific name: Habitat:_ __________________________________ __________________________________________

Behaviour:_________________________________ __________________________________________ Diet: ______________________________________ __________________________________________ Common name: Striped Ladybird Beetle Scientific name: Habitat:_ __________________________________ __________________________________________ Behaviour:_________________________________ __________________________________________ Diet: ______________________________________ __________________________________________

Section 3: Sustainability

* Organising ideas: OI.2, OI.3, OI.4, OI.7, OI.8, OI.9 * Content descriptors: ACHHS067, ACHHS068 (Year 3) ACHHK080 (Year 4)

History 1 Information

 Read the information below.

Before colonisation in 1829, the land to the south-east of the Swan River in Perth was the traditional home of the Noongar Peoples. The Karri forests, wetlands and coastal dunes gave the Noongar the water, food and traditional medicines on which they depended. It was the land of their Dreaming. When Europeans arrived to establish a colony, the Noongar’s use of the land was changed forever. How European Settlers Changed The Landscape

zz fences were erected to show ownership of the land. Effects Of Settlement On The Noongar The colonists did not understand the Indigenous People’s need to move around their territory during the cycle of their six seasons. To use natural resources sustainably, the Noongar walked along traditional tracks to different campsites established in their territory. They took advantage of the food that was abundant at that place and took care of the land through the practice of fire-stick farming. Settlers could not see the timeless connection of fire, new plant growth and kangaroos to hunt for the Indigenous Australians so they tried to stamp the practice out. The Noongar faced fences around their hunting grounds and cattle polluting their water sources. European settlers quickly built roads over the ancient tracks that now led to homesteads, instead of bora rings.

Setting up a colony near the Swan River was always risky for the first settlers. Disturbing news from Western Australia reached New South Wales and London in 1830. It was reported that migrants in the new colony were starving because the soil was unsuitable for growing crops. Many abandoned the Swan River, but a few settlers were determined to stay and make a new life for their families. They set to work changing the landscape to provide them with the types of food and shelter that they had known in Europe. Settlers changed the Swan River environment in various ways:

zz settlers introduced European species of plants and animals to the landscape to remind them of their homelands;

The Swan River Environment

zz the settlers brought cattle, sheep, goats and horses, whose hard hooves damaged ponds, waterways and native vegetation; zz native vegetation was cleared to make way for pastures for grazing and fields for growing crops;

Section 3: Sustainability

* Organising ideas: OI.2, OI.3, OI.4, OI.7, OI.8, OI.9 * Content descriptors: ACHHS067, ACHHS068 (Year 3) ACHHK080 (Year 4)

History 2 Activity

 Read the information on page 60 and use the map of south-eastern Western Australia below to complete the questions.

1. Noongar families travelled long distances to be with their kin. Estimate how far people from Perth walked to visit another family in Esperance.

Indian Ocean

_____________________________________ 2. In which types of natural environments did the Noongar live in their vast territory?

WA SA

_____________________________________ _____________________________________

Perth

_____________________________________

Noongar Land

_____________________________________

Esperance 0

400

3. Name two foods that Noongar Peoples could find in coastal dunes.

__________________________________________________________________ 4. How would the clearing of native vegetation have affected the Noongar?

__________________________________________________________________ __________________________________________________________________ 5. Noongar Peoples did not face the same difficulties as the first settlers in obtaining food. Why was this so? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 6. Give three reasons why Europeans erecting fences around properties was a problem for the Noongar. REASON 1:_ ______________________________________________________ REASON 2:_ ______________________________________________________ REASON 3:_ ______________________________________________________

Section 3: Sustainability

* Organising ideas: OI.2, OI.3, OI.4, OI.7, OI.8, OI.9 * Content descriptors: ACHHK060, ACHHS066 (Year 3) ACHHK077, ACHHS082, ACHHS083 (Year 4)

History 3 Activity

_____________________________

_____________________________ _____________________________

_____________________________

 Fire-stick farming was an important process for the survival of Indigenous Peoples in many parts of the Australian continent. Below the illustrations, make notes explaining what happens in the process of fire-stick farming and how this practice gave the Noongar a sustainable food supply.

_____________________________

Section 3: Sustainability

* Organising ideas: OI.7, OI.8, OI.9 * Content descriptors: ACHHK060, ACHHS066 (Year 3) ACHHK077, ACHHS082, ACHHS083 (Year 4)

History 4 Activity

 The progress of the settlers at Swan River was frequently reported in the news in the Australian colonies. Read this excerpt about problems in the new colony from The Sydney Monitor, July 1830.

Swan River

Fifty were under medical care, and five of Mr. Peel’s people had died. If this has occurred with the clear skies over their heads, what will transpire if the coming winter be tempestuous? Cattle and sheep have been imported at Swan River in such quantities of the like of the first settlement at Sydney. Bullocks now would be of no worth, save for their hides, horns and tallow. But at Swan River they have died in considerable numbers, and those that are alive fall sadly away in flesh and will never raise their young. If winter proves rainy, the sheep will all perish, but possibly some cattle may survive. The settlers are despairing. No one has tried to cultivate – no, not even a garden. The reason is obvious. The land will produce nothing. On this river there are some patches of tolerable land, but nothing to make a Colony of!

Our predictions of the disasters awaiting the unfortunate families tricked by the lies of certain persons of character to the King’s government are, we deeply regret, fast becoming true. We deeply regret, deeply regret to have to relate this tragic detail. It is lamentable. Three hundred decent families, some of great respectability, are at this moment residing at Perth, Fremantle and Clarence who, when the first winter issue blasts from the mighty womb – the Southwestern Pacific - will be blown and washed out of their bush huts (for of timber there is none); only crooked fire wood and that is scarce; nay, there is no soil for mortar, no turf to build huts within a reasonable distance, only raw sand. Already sickness, owing to living on salt provisions without vegetables and drinking bad water is making strides.

1. Highlight in the report the problems that the settlers faced in their new environment. 2. Develop the points that you have just highlighted into a paragraph to answer this question: Why couldn’t the Swan River environment sustain the first 300 families? __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Section 3: Sustainability

* Organising ideas: OI.5, OI.6 * Content descriptors: ACHGK015 (Year 3) ACHGKS023 (Year 4)

Geography 1 Information

 Read the information below.

Five Important Facts about the Great Barrier Reef

to lay eggs on the Reef’s beaches. Humpback whales also come to the Reef to give birth to their calves.

FACT 1

FACT 4

The Reef is so large that it can be seen from space. The Great Barrier reef stretches almost 2,300 kilometres from the Torres Strait islands to Fraser Island along the coast of Queensland. It is the largest coral reef ecosystem on the planet. It is included on the World Heritage list to be protected.

The Great Barrier Reef and its natural resources and attractions support Queensland’s industries. About 1.6 million people visit the Reef each year. Tourism contributes more than 5 billion dollars to Australia’s economy annually and provides 63,000 jobs.

Fishing for commercial or recreational purposes is also an important industry. It generates over $360 million for Queensland’s economy. Many coastal communities depend on fishing.

FACT 5

FACT 2

There are more than 70 indigenous clans whose Sea Country is a part of the Reef and its islands. Stories of the Tagai and the Dreaming, rock art and sacred ceremonies have connected Indigenous Peoples to the Reef for countless generations.

FACT 3 The Reef is home to thousands of vital marine species. You can find over 350 different types of hard coral in the Reef’s shallow and deep waters. In fact, 23% of the Earth’s marine species live on the Reef and in its mangrove estuaries. Six out of seven of the world’s sea turtle species come 64

Section 3: Sustainability

In 2013, 4,550 ships carrying import and export goods, stopped at the 12 ports located on the Reef. The ports are essential for the coal, iron ore, sugar, timber, oil and chemical industries. Shipping that enters the Reef’s waters, including protected Marine Park areas, has been increasing each year. Australia belongs to a global economy that needs natural resources in order to develop.

* Organising idea: OI.5 * Content descriptors: ACHGK015 (Year 3) ACHGKS023 (Year 4)

Geography 2 Activity

_____________________________

_____________________________ _____________________________

_____________________________

 Use the information on page 64 and the illustrations below to help you with this task. Work in a small group. How do the activities in the illustrations (1-4) pose a risk to the sustainable use of the Great Barrier Reef and its environment? What actions would you recommend to avoid these risks? Write your ideas on the back of the sheet. Share your ideas with other groups.

_____________________________

Section 3: Sustainability

Answers p.9

p.21

1. She collected 94 eggs (40+30+24) 2. 36+32+?=94 The third family received 26 eggs. 3. Family 1: 3/36 (1/12), Family 2: 4/32 (1/8), Family 3: 5/26 4. 95x9=475 hatchlings; estimate half of 475 (237 - teacher to decide acceptable range).

1. Darug Place Names: Indigenous place names tell Australians that before European settlement, the Darug clans lived for many generations in that place and have connections to it. Middens: The food Indigenous Australians collected over periods of time from oceans and freshwater built up at middens. The different layers of shells tell us how a site was inhabited. Middens show if a site was used all year or only in certain seasons for ceremonial purposes. Often tools were left behind that reveal the type of technology a clan used. Rock Engravings: Engravings teach us about the history of an indigenous group and their relationship to their Country/ Place and how it has changed over time. Engravings can show which animals lived in an area at a particular time, even ones that are now extinct. Scarred Trees: Scarred trees are a record of important events in a clan’s history. This may have involved the manufacture of an artefact, such as a canoe, the erection of a shelter, or food collection. If many trees are scarred in an area, it tells us about the number of people living in an area. Artefacts: Artefacts found at a site tell us about the kind of food that Indigenous Australians hunted and collected. They also record through the designs on them, information about the environment and its resources. Artefacts often depicted a person’s or clan’s special totems.

1. Encourage children to estimate stars in half the image and multiply by 2. There are 36 stars. 2. 1=69m; 2=67m; 3=85m; 4=67m. 3. No, you need another 85c to buy all the items. p.12 1. Noel had gone to the creek near the farm for a dip. He knows that he is not supposed to go to the creek on his own. 2. Noel disobeys his Aunt Viv and returns to the creek; Noel’s father returns home to find his son missing. Father and brothers set out to ask for help in the search for Noel; Police constable visits Aunt Viv to inform her that indigenous trackers will be asked to search for Noel. p.13

p.22

Yams are among the world's healthiest foods. They are full of vitamin A, which is essential for good eyesight and healthy teeth. Yams would have made a good supplement to the Darug diet when other food sources were low in supply.

1.(ii) “Your Dad’ll give you the rounds of the kitchen if he finds out….” (iii) “But you won’t tell him, will you?” Noel said seriously. (iv) “Robertson’s the best Bundjalung tracker….Found those Gilmore kids from Midginbil last summer.” (v) “Yarbirri stooped to examine the vines and lantana for signs …he followed the rock doves to a shady pool.” 2. The story is based on real events that occurred in 1932. Evidence that the story is not set in modern times: brothers rode ponies to neighbour’s property (did not phone); father went to “picture theatre” to ask for volunteers; police bringing in indigenous trackers (no aerial searches). 3. Possible answers: both boys were young; strongwilled; both boys disobeyed their fathers’ instructions; wanted to prove that they were “grown up” enough to do things on their own.

p.10

1. Possible responses: might have to buy bottled water or have water delivered; couldn’t wash clothes, take baths, wash dishes, water the garden, flush the toilet. 2. It is important that the locations of reliable, potable water sources are made known over generations to safeguard the health and survival of indigenous clans. 3. By observing animal tracks and the flight of birds. Indigenous Australians are able to follow wildlife to watering holes. p.18

1. (i) Yuwinji (December to mid-March (ii) Parnten (August and September) (iii) People would move closer to the coast to avoid floods during Yuwinji. The heat during Werrkalen might also drive people to coastal areas for water and bush foods. 2. Collected: plums, currants, bush potatoes, figs, water-lily seeds and roots, boab tree fruit, conkerberries, onions, yams, bush banana, palm tree cabbage, tomato, witchetty grubs, emu eggs, crocodile eggs, honey. Fished Or Hunted: frogs, goannas, snakes, crayfish, bush turkey, freshwater crocodiles, turtles, emus, small kangaroos, black bream, catfish, echidnas. p.20 1. The different Darug clans lived according to the natural resources in their environment. For example, coastal clans relied more on fishing and collecting shellfish whereas clans in more heavily wooded areas would have hunted kangaroos. 2. This law ensured that clans could manage their food resources in a sustainable way ensuring reliable food throughout the year. 3. Fauna and flora in Darug country: goanna, kangaroo, dingo, cockatoo, eagle, flying fox, wattle. Students could add: emu, possum, duck, swan, shark, stingray, eel, fish, snake, bottlebrush.

1. Moths were an easily harvested food; moths were very nutritious and provided energy; sharing moths brought indigenous groups together in Ngarigo Country. 2. Annotations: High country activities included Bogong moth gathering and finding suitable stone for making tools. Wooded areas on the lower slopes were good hunting grounds for wallabies, wombats, emus and possums. At camps near creeks, Indigenous Peoples collected shellfish and bird eggs.

p.16

p.24

p.25

1. January 2. About -4/-5ºC 3. 16º 4. The temperatures are still mild at this time (17º-22º). This climate attracts the moths migrating to escape the northern heat. 5. Possible drawings: tomahawk, spear heads, boomerangs, message sticks. p.26 1. Student’s choice of totem. Mopoke owl: Ninox novaehollandiae; nocturnal raptor that lives in wooded areas known for its distinct call that sounds like mo-poke. Tuan possum: Trichosurus vulpecular; large nocturnal possum that lives in eucalypts and mainly eats nectar, flowers and insects. Lyrebird: Menura novaehollandiae; ground-dwelling bird that feeds off insects and beetles. Mimics the calls of other birds and human-made sounds. Squirrel glider: Petaurus norfolcensis; has a membrane attached to its toe and back foot that allows it to glide, diet consists of fruit, tree sap and insects. 2. Possible answers: men hunting possums, birds in trees, people camped near wooded areas near mountains, men using axes, tomahawks for climbing or scarring tree, people camped in one place to find food before moving to a different part of their Country. p.29 1. Mt Everest, Tirich Mir, Mt Fuji, Mt Cook, Mt Kosciuszko 2. 1142 metres 3. 3776+3754=7530 metres (height is less than Tirich Mir) 4. 8850÷20=442.5 metres per hour (you could ask students if this average would be actually possible to maintain

for all stages of the mountain ascent) 5. True 6. Heights: Taipei 101: 509 metres; The Pinnacle: 360 metres; Petronas Twin Towers: 542 metres (both towers).

N Mongolia

p.35 1. Possible responses: People should be thankful to others who help them; All life is important whether it be human or animal; Good deeds will not go unrewarded. 2. Student answers will vary according to their interpretations of the charactersâ&#x20AC;&#x2122; motives. Suggested answers: Turtle: loyal, old, gentle, blind, suspicious, watchful, wise, selfless, kind, helpful. Young man: jealous, bitter, evil, selfish, suspicious, quick-tempered, crafty. Old farmer: loyal, hard-working, old, dutiful, wise, selfless, kind, helpful. p.37 1. It was covered by lush rainforest. 2. The area once had a large lake, which has dried up due to climate change. The climate now is much drier. 3. Usually only tiny fragments of skeleton are found; not entire fossil skeletons that are well-preserved. 4. The three-dimensional image generated has allowed scientists to visualise how the primate looked standing up, which has given clues to how it looked and moved. 5. The age of the primate fossil has challenged the idea that primates originated in Africa and that Archicebus achilles is a new member to be added to the primate family tree. 6. N

p.38

Pacific Ocean Thailand

The Philippines Vietnam

Indian Ocean

Indonesia Australia

p.43 1. Possible responses: dragon or lion parades with fireworks and floats; dragon boat races, lantern festival. 2. Narcissus flower (yellow and white): to celebrate good fortune and prosperity. Oranges and tangerines (orange): displayed in piles in windows to show good luck and wealth. HĂłngbao or Angbao envelope (red): contains money and given to children and single adults to bring good luck. Lanterns (various colours, but predominantly red): appear on the fifteenth day of the celebrations and are symbols of good luck. p.45 1. Suggested answers: spectacular volcanic landscapes, rainforests, lakes and rivers, unique species of animals and plants, threatened by logging and wildlife poaching. 2. The rise in ocean levels after the last Ice Age isolated Sumatra. 3. Logging and forest clearing for palm plantations, wildlife poaching and trafficking; habitat fragmentation. 4. Burning of trees after clearing for plantations could lead to uncontrollable fires; dried biomass after clearing could be ignited by lightning. p.46

S O

India Arabian Sea

East China Sea

Japan

China Nepal

SUMATRAN RHINO

ASIAN RHINO

Height: 3-3.5ft (0.9-1.1m) Weight: 1,320-2090lbs (600950kg) Horns: has two horns Appearance: covered with long hair; reddish brown in colour; has thick folds of skin

Height: 5.75-6.5ft (1.7-1.9m) Weight: 4,000-6,000lbs (1,8002700kg) Horns: one large horn Appearance: grey-brown hide with skin folds

Estimated numbers in the wild: 275

Estimated numbers in the wild: 3,000

2. The trend indicates that unless measures are taken to prevent poaching and habitat loss, the Sumatran rhino will become extinct in the wild. 3. Annotations could include: plant does not have roots, leaves or stem; flower smells of rotting flesh; the plant is hard to find in forests and very rare; found in rainforests in Borneu and Sumatra; flower appears then dies within a few days.

p.41

p.48

1(a) The modern tarsier is one of the more primitive primates (prosimians); like Archicebus achilles it is small (15cm, 130g) and an insectivore. Both primates have larger eyes in comparison to monkeys. 1(b) Archicebus achilles has a smaller head like the squirrel monkey and forward-facing eyes. Its longer hind legs were well-suited to jumping from branches to find food. Both primates share a long tail to aid balance in tree-tops that is not prehensile. 2(a) Students could speculate that as the tiny primate was not nocturnal it would find insects to hunt more readily in the day time; its fossil teeth (canines) indicated that it hunted prey (insects). 2(b) Its size would make it easy prey; living off the ground in the dense foliage of the rainforest would have given the primate more protection; insects would be abundant in the canopy. 1. i) Nadaam Festival ii) Loi Krathong iii) Ati-Atihan iv) Nadaam Festival v) Nadaam Festival vi) Students may suggest that all the events would incorporate processions. p.42

p.49 State recycling centres accept some materials that are generally not recycled if they are prepared properly beforehand. E.g, small steel or aluminium bottle caps collected and placed in a same material container to be melted together. According to the technology available in your State or Territory, recyclable waste may be different to the following guide answers. This website has been used as an indication: http://www.sita.com. au/community-education/site-tours-education/recycling-tips/ bottle-tops/ 1. Green: aluminium cans, tyres, bottle caps, drink containers (juice boxes), cereal boxes. 2. Red: plastic cutlery (PS -6), plastic shopping bags (LDPE -4), old paint cans, cereal boxes (can be recycled only if clean), foil lolly wrappers (land fill waste). p.50 Refrigerators, stoves, hot water heaters, toaster, hair dryers, food processors, fans, etc. 1. January, July, August (see peaks in consumption). 2. April and November 3. Consumption is linked to seasonal demands for heating (July–winter) and cooling the house (January-summer). 4. 200 (kWh) p.51

p.53

p.61 1. Estimation 600-700 kilometres 2. Coastal sand dunes, wetlands and Karri forests 3. Bird eggs, young birds 4. Clearing native vegetation would have destroyed the habitats of the birds and animals that the Noongar hunted; native fruits, nuts and other plants eaten and used in traditional medicines would have disappeared, waterholes would have been contaminated by cattle. 5. The Noongar moved around their territory according to the availability of food. As they were not obliged to live in one place, the Noongar could use fire-stick farming to regenerate vegetation and then return in another season. Settlers had defined land areas and did not have such a diverse diet as Indigenous Peoples. 6. I) Fenced properties occupied important ceremonial sites. 2) Fencing disrupted animal habitats and the traditional tracks that led to seasonal camping sites. 3) The Noongar did not understand the concepts of “ownership” and “trespassing.” p.62 Top left clockwise: a) Indigenous Peoples set fire to the dry brush in selected areas of their territory. 2) After the fire had died out, people gathered available food such as small mammals, reptiles, fallen fruit and nuts. Animals fleeing from fire were hunted. 3) The burnt-out area begins to regenerate. Shoots and new leaves appear on the vegetation. People would collect available new growth for food. 4) The regrowth attracts kangaroos to forest areas for men to hunt.

1(a) $480 1(b) $480 2(a) $600 2(b) $650 3. 10% discount=$48; bill reduced to $432 4. Possible answers: switch to gas or solar heating; keep curtains and blinds closed to keep out heat; keep doors and windows closed when air-conditioner is running; turn off computers, put TVs on stand-by; use lids on pots to speed up cooking; turn off lights when they leave the room, hang clothes out to dry, etc.

hovering over grassland looking for mice that make up 90% of its diet. Red-back Spider: Latrodectus hasselti; lives in places where a shelter can be constructed (among rocks, wood piles, sheds); insectivore. Striped Ladybird Beetle: Micraspis frenata; enjoy tall grasses and leaves of plants, will drop to the ground if frightened or fly away; adults feed on grass seeds and pollen, larvae feed on aphids.

2. We shouldn’t waste water because 7 billion people can only use 0.1% of the water that is available on the planet.

p.63

p.57

1. Paragraph 1 = The reason for banning plastic bags; Paragraph 2 = Shoppers managed without plastic bags in the past; Paragraph 3 = Getting used to living in a more sustainable way; Paragraph 4 = Coles Bay’s success is a model for other communities. 2. Suggested examples: “slow starvation,” “plastic bags thrown away 50 years ago haven’t even started to break down and degrade,” “plastic bags invading paradise,” “deadly plastic bags.” 3. a) To make things the same as they were in the past. b) To understand the reason for banning plastic bags and to take action. c) A tiny fraction of the whole. 4. Student’s own response. Evidence from the text suggests that there was some resistance to accepting the ban at first. 1. jeans; underwear; singlet, blanket, pyjamas, sheets. 2. i) cotton is a natural fibre that is long-wearing ii) cotton is a light and cool fabric for hot weather iii) it is versatile and has many uses beyond clothing iv) it dries quickly 3. i) Rice ii) Livestock and Grains iii) Crops can be tolerant of dry weather, but livestock need regular water to survive; grain crops need to be grown to supplement the feed of livestock. iv) Student’s opinion. There is strong evidence to suggest that “cotton is a thirsty crop” because the crop’s use of irrigated water is second to Livestock and Grains. p.58 1. Result: this will save water resources with less dependence on irrigation; Result: reduction in use of pesticides on cotton crops means less potentially harmful runoff from farms; Result: improving the quality of the fibre will improve products; increased crop yields will increase income for the economy through exports. 2. Student’s own research. p.59 Black-shouldered Kite: favours grasslands with crops; seen

Problems faced by early settlers: winter weather (influenced by conditions in the Southern Ocean) destroyed flimsy houses; scarcity of appropriate building materials for houses close to settlement; sickness in the colony due to unsafe drinking water and malnutrition; there was not sufficient grazing food for the large number of cattle imported into the colony; cattle not used to the climatic conditions (journalist’s opinion); not enough suitable land available for farming. p.65 Focus points: 1) Touching rock art or any other type of indigenous exterior art could lead to its degradation; visitors should observe respect for traditional sites 2) Undersize fish could be tagged and thrown back to reach breeding age; people fishing should follow guidelines on what is the regulated size for catching species, particularly endangered ones 3) Net fishing, catches other species of marine life (nontargeted), nets can be adapted to allow sharks and turtles to escape; fishing nets drown small whales and dugongs 4) Increased shipping in Reef zone could lead to toxic waste/ oil spills that are a serious hazard for the health of the coral ecosystem; dumping of waste from ships.