Australian Geography Series: Year 4 - The Environment Sustains Life by Teacher Superstore

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Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

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iii. Wikimedia Commons. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no Front-Cover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled “GNU Free Documentation License”.

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Publications

Title: Australian Geography Series Year 4: The Environment Sustains Life

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

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act. For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

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

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

Copies are not sold or lent;

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

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

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Reproduction and Communication by others Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 878 1 2

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Contents

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Teachers' Notes National Curriculum Links

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SECTION 3: Sustainable management of waste and natural resources Natural Resources 52 Managing Our Natural Resources 53 Waste 1 54 Waste 2 55 Waste 3 56 Resources Produced By The Environment 57 A Resource Produced From The Environment 58 Resources Produced From The Environment 59

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34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

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SECTION 1: THE IMPORTANCE OF the environment Indigenous Connection 7 Indigenous Connections 1 8 Indigenous Connections 2 9 Indigenous Connections 3 10 Distribution Of Indigenous Peoples 11 Indigenous Distribution 1 12 Indigenous Distribution 2 13 Indigenous Peoples And Resources 14 Indigenous Ways Of Life And Resources 15 The Importance Of Environments To People 16 What Places Mean To People 17 Protecting Places 1 18 Protecting Places 2 19 Coral Reefs Are Important Places 20 Protecting Coral Reefs 1 21 Protecting Coral Reefs 2 22 Protecting Coral Reefs 3 23 Sand Dunes Are Important 24 Protecting Sand Dunes 1 25 Protecting Sand Dunes 2 26 Sand Dunes Are Habitats 27 Habitats 28 Indigenous Practices Of Protection 29

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

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SECTION 2: THE ENVIRONMENT SUSTAINS LIFE Australia's Tropical Savannahs Climate And Vegetation 1 Climate Of Vegetation 2

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Answers

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

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

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

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

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

National Curriculum Links Geographical Knowledge and Understanding

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

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Section 1: r o e t s Bo r e p ok u S

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The Importance Of The Environment

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Student Information Page

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

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r o e t s Bo r e p ok u IndigenousS Place Names

Indigenous Australians gave names to places which were within the territories in which they lived. These names sometimes described natural features of the landscape, important events in a clan’s history, or notable people. Indigenous place names are telling of their significance, and were often handed down in Dreaming stories, songs and art from generation to generation. When the Europeans arrived in Australia, they often called the new places in which they settled by their indigenous names. But they also changed many of the original names to remind them of places and people in Europe.

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have witnessed the changes in the Australian landscape for over forty thousand years. The Committee of Geographical Names of Australasia has been given the task of helping to preserve original place names in Australia and making sure that the names are spelled and pronounced correctly.

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. te names o Indigenous Meanings c . Mt Cootha (QLD)c place of wild honey e her homes r o t Moruya (NSW) of the black swan super Cardup (WA) Boroondara (VIC) Legana (TAS) Pinnaroo (SA) Booroomba (ACT)

place of the racehorse goanna where the land is thickly shaded fresh water big man wallaby jumping over rock

Activity

Indigenous Connections 1

 Read the information on page 7 to help you to complete the task and the questions below. 1. In the frame below, draw how Indigenous Australians see their Country. Neatly label the different parts that make up their Country.

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2. How did Indigenous Australians remember the many place names in their territory?

_ _______________________________________________________________ _ _______________________________________________________________

. te o _ _______________________________________________________________ c . c e her r _ _______________________________________________________________ o t s sall Australians per 4. “Indigenous place names connectu to our heritage and history.” 3. Why did European settlers change the original names of places?

Think of two reasons why this statement is true. Reason 1: _ ________________________________________________________ _ _______________________________________________________________ Reason 2: _ ________________________________________________________ _ _______________________________________________________________ 8

Section 1: The Importance Of The Environment

Indigenous Connections 2

Activity

 Read the extract from a poem entitled “We Are Going,” by the indigenous poet Oodgerooo Noonuccal (1920-1993). Answer the questions that follow. We belong here, we are of the old ways.

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We are the corroboree and the bora ground,

we are the old sacred ceremonies, the laws of the elders.

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We are the wonder tales of the Dream Time, the tribal legends told. We are the lightning-bolt over Gaphembah Hill quick and terrible and the Thunder after him, that loud fellow. http://www.poetrylibrary.edu.au/poets/noonuccal-oodgeroo/we-are-going-0719054

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We are the past, the hunts and the laughing games, the wandering camp fires.

1. Highlight in the poem words or phrases that you know are connected to the indigenous culture.

© ReadyEdPubl i cat i ons 2. How does the poet tell you that places and Indigenous Australians share •f orr evi ew pur posesonl y• a special relationship? You should quote from the poem to support your answer.

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. tepoet tell you that he has a spiritual connectiono 3. How does the with Australia? c . che ________________________________________________________________ e r o t r s super ________________________________________________________________ ________________________________________________________________

4. How does the poet share with the reader that Indigenous Australians consider things in their natural environment to be like people? Quote to support your response.

________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Section 1: The Importance Of The Environment

Indigenous Connection 3

Activity

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1. Using the information on page 7 and your prior knowledge, draw why Indigenous Australians saw their environment as important.

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

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Research

o c . c e her MELBOURNE: r _ _________________ _ ________________ o t s super

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

SYDNEY:

ADELAIDE: _ _________________ PERTH:

_ ________________

BRISBANE: _ _________________ DARWIN:

_ ________________

For Hobart, research the indigenous name for Mount Wellington. _______________________________________________________ 10

Section 1: The Importance Of The Environment

Student Information Page

Distribution Of Indigenous Peoples

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

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

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

Life Along The Murray

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

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Wikimedia Commons

Indigenous Distribution 1

Activity

 The information on page 11 together with the map below will help you to complete the task and questions on this page. 1. Look at this map of the Willandra Lakes area as it would have been before the lakes dried up. Annotate the map with ideas from the information on page 11 and with your own pictures about how Indigenous Australians would have lived 20,000 years ago.

r o e t s Bo r e p ok u S Lake Mungo

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Darling River

Pacific Ocean Murray River

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Lake Mungo

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2. What importance did the red river gums play in the lives of Indigenous Australians living near the Murray River? Look at the image on page 11 to help you.

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________________________________________________________________ 3. How did the arrival of European settlers change the way of life for Indigenous Australians in the river lands? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 12

Section 1: The Importance Of The Environment

Activity

Indigenous Distribution 2

 Indigenous Australians of the Murray River area lived side by side with Australia’s unique megafauna for many thousands of years. The wetlands were an ideal habitat for these giant marsupials, emus and reptiles until the climate became much drier at the end of the last Ice Age. 1. Research one of the megafauna listed below that lived in the lakes area, and prepare a fact file with a sketch about the life of this extinct animal.

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r o e t s B r e oo Diprotodon optatum Sthenurus Thylacoleo carnifex p u k (giant wombat) (giant kangaroo) (marsupial lion) S

________________________________ ________________________________ ________________________________

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2. From your research, do you think that the megafauna in your fact file would have been a threat to the Indigenous Australians of the river lands? Why/why not?

. te o ________________________________________________________________ c . ch e 3. Lake Mungo National Park is one of the most important archaeological sites in r e o t Australia. Visit the park at: r 4www.visitmungo.com.au/archaeology s s r u e p What have archaeologists discovered about how the people at Lake Mungo ________________________________________________________________

lived?

Student Information Page

Indigenous Peoples And Resources

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How Indigenous Australians View The Seasons When Europeans arrived in Australia, they divided the year into four seasons based on the tradition in their homelands. It was different, however, because summer, autumn, winter and spring occur in Australia at the opposite time to the seasons in the northern hemisphere.

stormy weather

rain

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

Indigenous Australians described the seasons according to what the weather conditions were like and what was happening to the plants and animals in their territories. Seasons were thought of differently by Indigenous Australians living in different areas of the continent. For example, the Bardi people of the Kimberley region of Western Australia divide the year up into six seasons. The Bardi take into account features such as:

northern HEMISPHERE SUMMER: June, July, August

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AUTUMN: September, October, November

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WINTER: December, January, February

the direction of the prevailing wind; how heavy the rain is; the time trees flower; the time fruit ripens; how fat the animals are; how many animals are in the area. These seasons tell the Bardi when and where to move, where to find food and resources, and when to return to Country to take care of it.

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SPRING: March, April, May

southern HEMISPHERE SUMMER: December, January, February AUTUMN: March, April, May WINTER: June, July, August SPRING: September, October, December

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Activity

Indigenous Ways Of Life And Resources

 Read the information on page 14 to help you to answer the questions and complete the task below.

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1. Why did the first European settlers and Indigenous Australians have different ways of describing the seasons in Australia? _ ______________________________________________________________ _ ______________________________________________________________ 2. Why was observing the changes in their environment so important for Indigenous Australians to survive? _ ______________________________________________________________ _ ______________________________________________________________ 3. Look at the weather symbols on page 14. What types of weather are they connected to? Why do you think these symbols were chosen by Indigenous Australians of Central Australia? _ ______________________________________________________________ _ ______________________________________________________________

© ReadyEdPubl i cat i ons 4. Look at the map. It shows the area in which the Bardi, Njulnjul and •f orr evi e w pu r po seso l y• Djaberadjabera people live on the Dampier Peninsula in n Western Australia. Six Seasons

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Annotate the map with pictures of the types of activities that Indigenous Australians might carry out according to the seasons in their year.

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Section 1: The Importance Of The Environment

Student Information Page

Activity

The Importance Of Environments To People such places by sacred sites and art works. Other types of natural places protected by state and territory authorities include: marine parks, aquatic reserves, state conservation areas and regional and community parklands.

r o e t s Bo r e p ok u S Preserving Special Places

a place can connect the past to the present (e.g. an historic house); a place might be important to particular communities (e.g. a place of worship); a place can serve as a meeting point for people (e.g. the clock at the railway station); a place can provide a useful service to the community (e.g. the local market); a place might commemorate an important event or person in the community.

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Australian places can be meaningful and significant to people. Some people might find the local park which is tucked into a corner of a busy suburb significant. For others, the local council’s impressive town hall might be special. If people value places, they will want to keep them for future generations. Places hold memories for people that become part of a nation’s history and culture. There are several reasons why a person becomes attached to a certain place over time:

Members of a community can take steps to preserve a place that is important in their lives. They can draw up a plan to present to their local government explaining why a place is important to them and the rest of the community. Such a plan might include:

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indigenous organisations; how community members intend to educate others about the place; how to raise money to help with the preservation of the place; a list of people and organisations who and which use the place, for example, birdwatchers, bushwalkers, sporting clubs and historical societies.

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

Activity

What Places Mean To People

 Read the information on page 16 to help you to complete the tasks and questions below. 1. Think about your local area. Work with a partner to complete the table below using local place names. Places which connect the past and the present.

r o e t s Bo r e p ok u Places which serve as meeting or S gathering points. Places which provide useful services. Places which serve as memorials to people and/or events.

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Important places for particular communities.

2. Compare the places that you have nominated with those of other classmates. Are there any places that were chosen unanimously? If so, can you suggest a reason?

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3. Many places which we find special are connected to our childhood memories or stories told to us about local places by family members. Below, describe a place that you think is special and say how it should be preserved.

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____________________________________________________________ ____________________________________________________________ 4. Read your description to a classmate then listen to his/her description. Does the description reveal why you are attached to this place? Section 1: The Importance Of The Environment

Protecting Places 1

Activity

 Read the information on page 16 to help you to complete the tasks and questions below. 1. Why do you think local and state authorities preserve areas of natural landscapes?

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r o e t s B r e 2. Some national parks are so important to Australia’s o p ok culture that they are managed by the Commonwealth u S with the traditional Government in cooperation

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owners. Visit the website below to find out more about the following four national parks: Kakadu and Uluru-Kata Tjuta in the Northern Territory, Booderee in New South Wales and Norfolk Island (External Territory).4www.environment.gov.au/parks/parks/index.html Choose one of the national parks and complete the table below with your notes.

Name of national park: ___________________________________

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Landforms:

Spiritual appeal:

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Aesthetic appeal:

o c . che Natural features e r o t r s sup Fauna flora: r eand

Section 1: The Importance Of The Environment

Activity

Protecting Places 2

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

r o e t s Bo r e p ok u 2. Explain brieflyS why we need to protect this environment.

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______________________________________________________________

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3. Make a list of ways to protect this environment, e.g. planting bird-attracting vegetation.

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4. Vegetation not only provides habitats for animals. List other purposes of vegetation.

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_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Section 1: The Importance Of The Environment

Student Information Page

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

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

Protecting Coral Reefs

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

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Coral Reefs Are At Risk

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

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Protecting Coral Reefs 1

 Read the information on page 20 to help you to complete the tasks and questions below. 1. Make a list of five good reasons why we should protect coral reefs.

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Why We Should Protect Coral Reefs

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2. Why are coral reefs so attractive to tourists?

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. te o 3. What threats do coral reefs face nowadays? c . c e her r _____________________________________________________________________ o t s s r u e p _____________________________________________________________________

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4. Would you like to volunteer to save a coral reef? What kind of activities would you choose to help out with?

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Protecting Coral Reefs 2

Activity

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

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1. Why would fishermen find this an easy way of catching food for their families?

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2. How could this fishing method lead to the destruction of coral reefs?

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3. How would you try to convince this fisherman to stop using this method?

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Section 1: The Importance Of The Environment

Protecting Coral Reefs 3

Activity

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

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r o t Bo Xs R N e W S P Y L r e U Rp S R D A G T U o R T u k A U A M E C O R A L J S C

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Coral reef words

• algae

• polyps

• seagrass . te• seahorse • barracuda o c . • clams • seaweed c e hr r • coral • shark e o t s super • crab • shells • anemone

• cuttlefish P

• squid

• dugong

• starfish

• mangrove

• stingray

• octopus

• turtle

• plankton

• whale Section 1: The Importance Of The Environment

Student Information Page

Activity

Sand Dunes Are Important

The Formation Of Sand Dunes

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Sand dunes form at the back of beaches. When dry sand is blown by the wind, it begins to pile up over time against barriers such as vegetation, cliffs

Sand dunes are built by two processes: deposition: the action of waves depositing sand grains onto the beach (swash) and then dragging the sand back when the wave washes out (backwash);

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Sand dunes are an important part of the coastal landscape. Hidden under tonnes of fine sand are treasures such as marine fossils, the remains of ancient indigenous campsites and artefacts, and even parts of shipwrecks. Dunes are also a habitat for plants, animals and birds that are specially adapted to live in this coastal environment. Dunes also make good lookout points for gazing at the coast or fun pastimes like sand-boarding.

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

transportation: strong winds blow the dry sand along the surface and then deposit it against barriers.

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action moves sand along a beach.

The direction that the waves deposit sand along the beach.

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

Waves

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

Protecting Sand Dunes 1

Activity

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 Use the information on page 24 to help you to complete the task and questions. 1. Draw some of the hidden treasures found in sand dunes. Think about what you might find under the sand. Label the things that you have drawn.

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2. Why do waves approach the beach at an angle?

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o c . c e ________________________________________________________________ her r o t s super ________________________________________________________________

3. Why don’t the sand grains that waves wash up on the beach stay in the same place?

4. How does the wind build sand dunes?

________________________________________________________________

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

________________________________________________________________ Section 1: The Importance Of The Environment

Protecting Sand Dunes 2

Activity

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

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Section 1: The Importance Of The Environment

Sand Dunes Are Habitats

Activity

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

foraging

birdwatchers

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perch

disturbing

The Rock Parrot or e t

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in south and west Australia. It is rarely found more than a few hundred metres from the sea. The parrot loves to pick among the (2) ______________washed up on the beach for food, and nestle in

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s r e The plump little rockp parrot lives in u the (1) ______________coastal dunes S

© ReadyEdPubl i cat i ons Unlike other Australian parrots, it does not (3) _____________in trees, but •f orr evi ew pur posesonl y• scurries along the ground. It has been found sheltering from bad weather the vegetation that grows on the dunes.

under rocks. It also lives in small groups and not in large flocks.

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Rock parrots can be seen (4) _____________for food around sand dunes in the early morning and again at dusk. Seeds, fruit and grasses make up their

. te (5) _______________think this parrot is a wonderful subject too capture on c . ch film because it is quite tame and doesn’t fly off in alarm. e r er o t s srockpparrots er In South Australia, the number ofu is decreasing. Housing and main diet.

tourist developments near beaches are (6) ______________the bird’s habitat. In Western Australia, rock parrot populations are not in danger. Visit this website to see what the rock parrot looks like so that you can colour in the parrot: 4www.birdlife.org.au/bird-profile/rock-parrot Section 1: The Importance Of The Environment

Habitats

Activity

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

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

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The warru lives in a remote corner of South Australia. In 2007 scientists believed that only 50 wallabies were left around Pukatja, which is the Anangu people’s homeland (see map right). The Anangu have watched this wallaby with its long tail hopping from rock to rock on red cliffs for thousands of years. They did not want to see this shy wallaby disappear from their lives forever. The community decided that something had to be done to save their warru.

many warru are left in their natural habitat. When a warru is found, it is

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 Make notes about the warru under the headings below.

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Section 1: The Importance Of The Environment

Indigenous Practices Of Protection

Activity

 Fire-stick farming is an indigenous practice used to protect the environment. People have different ways of protecting the environment. Complete the gaps with words or phrases chosen from the text box. Use each word or phrase once only. biodiversity venomous nutrient-rich landform fire-stick farming ecosystem European fuel load supply succulent

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Indigenous Australians have been managing their environment for thousands of generations through the age-old practice of _________________________. This practice, however, does not take place today on the same scale as it used to before _________________ settlement. Smoke rising on the horizon was not necessarily an alarm for indigenous people, but often a comforting sign that their kin in a nearby territory were taking care of the land.

By burning the long grasses and their seeds, indigenous people learnt that it made travelling on their search for food easier. They could also see animal tracks in the soil and be on the lookout for _______________snakes. These low intensity fires were set on a regular basis which meant that dry vegetation was being removed from the environment and thus, reduced the ________________ that could lead to bigger, uncontrollable bushfires. The smoke from fire-stick farming promoted the development of flowers on trees. This fruit was then available at different times of the year as clans moved around their territory. Native plums and apples not only provided people with a steady food ________________, but animals and birds too.

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Fire-stick farming left the soil _________________. Animals quickly returned to the area to forage for ________________ green shoots. The small number of mammals and reptiles killed during burning were not wasted, but gathered for food. Sometimes an area would not be visited again for two or three years to allow the ________________ to regenerate. Indigenous people developed a deep knowledge of how to manage their environment. They only set fires when conditions were right for a particular ________________ and time of year. They took into account the time of day, wind speed and direction, vegetation types, location of water supplies and proximity to sacred sites before lighting fires. As a result, indigenous people created a rich network of __________________ in the habitats that they vowed to care for.

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Section 1: The Importance Of The Environment

Section 2: r o e t s Bo r e p ok u S

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Natural Vegetation And Climate

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Student Information Page

Australia’s Tropical Savannahs

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Characteristics Of Australia’s Tropical Savannahs

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

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

THE DRY SEASON

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

Lightning strikes ignite dry grass and bushfires are frequent.

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

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

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

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

o c . c e he r Threats To The Tropical Savannahs o t r up er The supply of water in savannahs lands is vital fors plant, animal and human life.

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

Activity

Climate And Vegetation 1

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 Use the information on page 31 and the photograph to answer the questions.

1. How is the vegetation in this image typical of Australia’s tropical savannahs?

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2. At which time of the year was this photograph taken? Give a reason for your answer.

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. te o _____________________________________________________________________ c . c e 4. Explain how bushfires occur in the Top End. he r o t r s super _____________________________________________________________________ 3. Why can’t dense eucalyptus forests grow on the savannah’s flat lands?

5. Why would the wet season in Australia’s tropical savannahs be a time of plenty for wildlife?

_____________________________________________________________________

Section 2: Natural Vegetation And Climate

Climate And Vegetation 2

Activity

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

Cause

effect

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Grasses and plants that were introduced to feed grazing cattle are replacing native savannah grasses and shrubs over vast areas.

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Cane toads have invaded the tropical savannahs in Queensland and the Northern Territory. Cane toads eat the food sources of native frogs and amphibians.

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Fertilisers from farms can run off into waterways like billabongs. Fertilisers cause algae to bloom and cover the surface. Some algae is toxic.

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2. Many of the mammals, birds, amphibians and reptiles found in tropical savannahs are unique to this environment. Prepare a Fact File (with a sketch) on one of the Top End’s inhabitants. Make a note of its habitat, diet and habits. You could research the:

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Long-tailed planigale Borroloola dtella Golden bandicoot Green pygmy goose

________________________________________ ________________________________________ ________________________________________

Section 2: Natural Vegetation And Climate

Student Information Page

Managing Our Savannahs It Is Important To Manage The Tropical Savannahs

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Australia’s tropical savannahs are now considered as environmentally important as the Amazon rainforest and Antarctica. The habitats of unique plants and animals need to be protected.

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

The Top End’s savannahs are the traditional homelands of Indigenous Australians.

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animal control are of great concern in the savannahs.

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

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

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Characteristics Of Savannahs

Activity

 Read the information on page 34 to help you to complete the questions and the task below. 1. Why are Australia’s tropical savannahs an important resource? Record your answer under the different headings in the table below.

CULTURAL

ECONOMIC

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NATURAL

© ReadyEdPubl i cat i ons 2. How have the world’s other savannah lands been affected by human activity? •f orr evi ew pur posesonl y• _____________________________________________________________________

_____________________________________________________________________

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3. What are some of the natural “riches” of the tropical savannah lands? Use the information on page 34 and your own knowledge of this environment. _____________________________________________________________________

. te _____________________________________________________________________ o c . 4. Why do you think that Indigenous Australians of the savannah regions should be c e h r consulted about savannah land management? t e o r s s r u e p _____________________________________________________________________

_____________________________________________________________________

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

_____________________________________________________________________

_____________________________________________________________________ Section 2: Natural Vegetation And Climate

Types Of Vegetation

Activity

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

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Vegetation Types of Tasmania

1. Pink = grassy woodland

2. Light Green = open forest 3. Dark Green = closed forest 4. Light Blue = wetlands

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

4 wetlands

d small trees and shrubs spaced apart

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

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2 open forest 3 closed forest

o c ___________________________________________________________ . che e r o t 4. What types of animals and r plants would live in Tasmania’s wetlands? s super 3. What is the major type of vegetation found in Tasmania?

___________________________________________________________

5. How is the vegetation map the same as, or different to, the other maps that you have studied?

SAME:_ ____________________________________________________

DIFFERENT:_ ________________________________________________

Section 2: Natural Vegetation And Climate

Student Information Page

Rivers The Formation Of Rivers

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When water flows quickly over the mountain landscape, it wears away the rocks. This erosion forms features such as v-shaped valleys, waterfalls and river cliffs in the upper course of the river.

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As a river makes its journey from its source in the mountains to its mouth at the sea, it changes the way that the land looks. In fact, rivers are the biggest makers of landforms on the Earth. Rivers begin as small streams that form from the melting snow on mountain peaks. These streams are also fed by rainfall. The streams join up to form a river.

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

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river slows down - meander

lower

sea

flood plain (deposits sediment)

mouth delta

Landforms 1

Activity

 Look at the photographs of river landscapes. Write down at which stage of the river’s journey to the sea each photograph was taken. Briefly describe what other features you can see in each photograph.

River 1

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___________________________

___________________________ ___________________________ ___________________________

Wikimedia Commons

River 2

___________________________ © ReadyEdPu bl i cat i ons ___________________________ •f orr evi ew pur p osesonl y• ___________________________ ___________________________

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o c . ___________________________ che e r o t r ___________________________ s supe r

Wikimedia Commons Author: smmudge at en.wikipedia

River 3

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___________________________ ___________________________ ___________________________ ___________________________

Wikimedia Commons

___________________________ Section 2: Natural Vegetation And Climate

Landforms 2

Activity

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

1. How is a plunge pool formed?_ ______________________________________

________________________________________________________________ 2. Where does the sediment (pebbles) in the plunge pool come from?

________________________________________________________________ 3. The water is eroding the soft rock under the capstone. What do you predict will eventually happen to the waterfall?

4. What would it be like swimming near this waterfall? Give evidence from the diagram to support your answer.

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. te o 5. This is a photograph of the Hopetoun Falls in c . chbelow, Victoria. In the space write a three line e r o haiku poem based one ther waterfall’s beauty. t s super Don’t forget to give your haiku a title. My Haiku

_______________________________________ _______________________________________ _______________________________________ Section 2: Natural Vegetation And Climate

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

Landforms 3

Activity

 The flowing water in rivers transports and deposits materials of all kinds. 1. In the diagram of a river and its bed below, draw how you think the materials (listed in bold) would be transported by the water. gravel

leaves

reeds

feathers

twigs

pebbles logs r o e t s B r e oo p u k Consider the following: Is it heavy or light? Will it float? Will it be carried in the S water in small particles? Will it be moved along the river bed? An example of a sand

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mud

leaf has been done for you. A leaf will float on the water’s surface.

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

Section 2: Natural Vegetation And Climate

Student Information Page

The Environment The Asian continent consists of 48 different countries and covers 30% of the world’s land area. More than 4.3 billion people live in Asia, which is 60% of the world’s population. Read about two Asian nations – Japan and India.

or eBoINDIA JAPANer st

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

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

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

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the population of 1.3 billion work in agriculture producing food. However, millions of people also live in megacities like the capital city New Delhi (23 million) and Mumbai (20 million).

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Mapping Skills 1

Activity

1. Use an atlas and the information on page 41 to help you with this task. On the map of Asia below, shade in lightly the following countries: Japan Russia China North Korea South Korea 2. Complete the key with the names and colours of the countries.

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

_______________ _______________

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Australia

My Research

. teof ancient traditions. The art of bonsai o 4. Japan is a land c . Choose one of thec pictures on e r the map of Japan on h page 41 to e The lucky cat, Maneki Neko o t r s s uper find out more about the culture of Japan. The pictures show

Japanese tea ceremony

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 42

Section 2: Natural Vegetation And Climate

Mapping Skills 2

Activity

 Use your atlas and information on page 41 to answer the questions. 1. On the map of Southeast Asia below, label the following:

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

Pacific Ocean

1000 km

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Australia

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2. Why would rivers be so important to the Indian population?

3. Why are New Delhi and Mumbai called “megacities"?

_ _____________________________________________________________

4. Estimate the distance from India to Australia in kilometres.___________ km. 5. How far would you travel from the north to the south of India?________ km. 6. In which direction would you travel from Australia to India?______________ Section 2: Natural Vegetation And Climate

Animals In Asia

Activity

The Asian region is rich in biodiversity. Like many of the wonderful animals that live on our planet, the Giant Salamander from Japan, and the Asian Elephant from India are endangered.  Complete the fact files below. Some useful websites are:

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4www.arkive.org/japanese-giant-salamander/andrias-japonicus/ 4www.arkive.org/asian-elephant/elephas-maximus/

Habitat

Diet

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Section 2: Natural Vegetation And Climate

Student Information Page

Weather Air pressure is measured in units called millibars (mb).

The speed of the wind is measured in knots.

r o e t s Bo r e p ok u S Cold And Warm Fronts

A high pressure system appears on a weather map as a big blue H.

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

A low pressure system appears on a weather map as a big red L.

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

A Pressure System

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Masses of cool and warm air circulate around the Earth, driven by the wind.

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When a cold front arrives, it cannot mix with the warmer air mass so it forces the warmer air to rise. The water vapour in the warm air begins to form clouds. As the cold front replaces the warm air, temperatures will drop and it may rain heavily in a small area for a short period of time.

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cold and warm fronts.

o c . c e his ar r A low pressure systeme rotating o When a warm front moves into t s supeanr mass of warm, moist air that signals area, it settles over the cooler A high pressure system is a mass of cool air that generally brings fine weather and light winds.

that stormy weather and strong winds are on the way.

A meteorologist measures air pressure with an instrument called a barometer.

air mass and forces it away. The rain that forms with a warm front is usually lighter, but it falls over a larger area. The temperature will slowly rise and the air becomes more humid.

The Weather 1

Activity

 Read the information on page 45 to help you to complete the questions below. 1. Work with a partner. List four occasions when you need to know the weather. ______________________________________________________________

r o e t s Bo r e p ok _____________________________________________________________ u 2. From your own S knowledge, what information does a weather presenter give

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you in the nightly weather report?

_ _____________________________________________________________ _ _____________________________________________________________

3. How do meteorologists know in advance what the weather will be like for the next few days?

 Study the barometer below and answer the following questions.

97 0 960

060 40 1

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

_ ________________________

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1000 1 020 0 8 9

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4. If the barometric pressure for an area is 1040 mb, what will the weather be like?

_ ________________________

Section 2: Natural Vegetation And Climate

The Weather 2

Activity

 Using the information on page 45 will help you to complete the tasks below.

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Cold Air Mass

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1. Look at the diagram. It shows a cold air mass moving towards a warm air mass. Annotate the diagram to explain what happens to the weather when a cold front arrives.

Warm Air

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blizzard

thunder fog

cyclone

lightning

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

o c R E tornado . c e her W N E st Lo Or A A N downpour suSpDer A I P L Z O gale T

Section 2: Natural Vegetation And Climate

The Weather 3

Activity

 This is a map showing the weather patterns in Australia and New Zealand on 12th November 2012 (Source: Bureau of Meteorology). Use the information on the map and the barometer on page 46 to help you to answer the questions.

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H 1026

0 102 1012

H 1025

40 kt

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20 10

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L 1013

1012

30 kt

996

1. Which areas of Australia experienced fair weather on this day? _ ______________________________________________________________

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2. Which areas of Australia had rainy weather on this day?

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. te o c _ ______________________________________________________________ . c e r 4. In which direction wash thee front approaching Tasmania moving? What was the o t r s s uper wind speed in knots? 3. What kind of front was approaching Tasmania and New Zealand?

_ ______________________________________________________________

5. In which states or territories can you see a cold front and a warm front about to meet? What symbol is used on the map to show this?

_ ______________________________________________________________

Section 2: Natural Vegetation And Climate

Activity

The Australian Environment

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

THE BLUE MOUNTAINS Above the ashes* straight and tall, through ferns with moisture dripping, I climb beneath the sandstone wall, my feet on mosses slipping.

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And round about their rugged feet deep ferny dells are hidden, in shadowed depths, whence dust and heat are banished and forbidden.

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Like ramparts round the valley’s edge, the tinted cliffs are standing, with many a broken wall and ledge, and many a rocky landing.

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1. Write down words or phrases from the poem that give you the idea that this environment is wet and cool.

________________________________

2. Did the poet find the mountains a difficult place to explore? Give evidence from the poem to support your answer.

© ReadyEd ________________________________ Publ i cat i ons The stream that, crooning to itself, •f rr evi ew pu r posesonl y• ________________________________ comes down ao tireless rover, flows calmly to the rocky shelf, and there leaps bravely over.

________________________________ ________________________________

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Now pouring down, now lost in spray when mountain breezes sally, the water strikes the rock midway, and leaps into the valley.

3. Visit the Blue Mountains National Park using the online mapping tool:

33º 42’30.08’’S 150º16’33.22’’E . t o Now in the weste the colours change, Could you identify some of the c . the blue with crimson c blending. or landforms that Henry e her features r Behind the far Dividing Range o in his poem? If so, Lawson describes t s supe r the sun is fast descending. which ones? And mellowed day comes o’er the place, and softens ragged edges; the rising moon’s great placid face looks gravely o’er the ledges.

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* European name for eucalyptus trees

________________________________

________________________________ ________________________________

Section 2: Natural Vegetation And Climate

Tahiti

Activity

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

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 Study this painting of Tahiti (Captain Wallis meeting Queen Oberea about 1772) and Sir Joseph Banks’ account of his first impressions of Tahiti on board the Endeavour with Lieutenant James Cook (1769).

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

1. Compare the painting of Tahiti to the account of Sir Joseph Banks. Make a list of the ways in which the two impressions of the island of Tahiti and its people are similar. Use the back of the sheet. 50

Section 2: Natural Vegetation And Climate

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Sustainable Management Of Waste or eBo st Ande Natural Resources r

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Student Information Page

Activity

Natural Resources Future

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Today

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

. te REUSE RECYCLE o c Think about reducing Think about reusing Think about recycling . e your use of resourcesc by: things by: resources by: her r o st sup • using energy saving • washing containers • depositing old er REDUCE

light bulbs; to use again; paper, glass bottles and plastic at the • putting native plants • giving clothes recycling bank; in the garden that you’ve grown out of don’t need watering; to other people; • putting food scraps in the compost bin. • taking short showers. • donating books.

Activity

Managing Our Natural Resources

 Read the information on page 52 to help you to complete the tasks below. 1. Look at the images on page 52. How are the natural resources not being used in a sustainable way?

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r o e t s Bo r e _ _____________________________________________________________ p o u k 2. How are people and wildlife going to be affected in the future if: S (i) we cut down all the big trees in a clump of forest? _ _____________________________________________________________ _ _____________________________________________________________ _ _____________________________________________________________ (ii) we use fresh water without limits?

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

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Section 3: Sustainable Management Of Waste And Natural Resources

Waste 1

Activity

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

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plant and food waste

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waste that can be recycled

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• old exercise books • orange peel • cardboard box • leaves • fruit juice carton

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

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

Section 3: Sustainable Management Of Waste And Natural Resources

Waste 2

Activity

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

Amazing Facts

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

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Source: Australian Bureau of Statistics

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

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Section 3: Sustainable Management Of Waste And Natural Resources

Waste 3

Activity

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

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 Research the effects of waste on the sea turtle and the pelican. Explain how we can prevent these animals being harmed in the boxes below. Below are some useful websites. 4www.ioseaturtles.org/Education/marinepollution.pdf 4www.oceanwatch.org.au/wp.../Marine-Debris_SeaNet_Tasmania.pdf

Sea Turtle

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Section 3: Sustainable Management Of Waste And Natural Resources

Student Information Page

Resources Produced By The Environment

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

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Activity

A Resource Produced From The Environment

 Read the information on page 57 to help you to complete the tasks below. 1. In pairs, complete the table by listing things in your environment that are made of glass. Look around your classroom to find objects to start you off.

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

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3. Why can glass be recycled forever?

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4. Sand for glass making is mined from Australia’s beaches. Can you think of some problems that this may cause for the environment?

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Section 3: Sustainable Management Of Waste And Natural Resources

Activity

Resources Produced From The Environment

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

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Section 3: Sustainable Management Of Waste And Natural Resources

Answers not have had the same freedom of movement and use of the river lands or access to their traditional sacred sites. p.13 2. Diprotodon and Sthenurus, whilst large, were herbivores and would not have posed a great threat to Indigenous Australians. In fact, these marsupials were hunted for food. Thylacoleo carnifex was a fearsome predator that most likely attacked people by stealth. 3. Archaelogists at Lake Mungo have discovered that Indigenous Australians lived in the Lake Mungo area for over 45,000 years until the climate changed; indigenous groups prepared elaborate burial ceremonies for kin as seen in the discovery of Mungo Man and Mungo Lady; various kinds of stone tools and hunting weapons have been found at campsites.

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p.9 1. ”corroboree,” “bora ground,” “Dream time,” “laughing games,” “wandering camp fires,” “Gaphembah Hill.” 2. The poem's opening line is, ”We belong here, we are the old ways.” This alerts the reader to ideas of belonging and ownership. Other phrases that emphasise the deep connection to the land include, “the laws of the elders ... the wonder tales ... We are the past...”. 4. The poet uses a metaphor to liken Indigenous Australians to lightning bolts and thunder (that “loud fellow”), this suggests that they are one with the natural environment.

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p.8 2. The significance of places and their names was handed down through Dreaming stories, songs, art, etc., and through the ritual visits to places in a clan’s territory. 3. Europeans wanted to remember places from their homelands and renamed features. Some indigenous names were misheard and therefore the spellings of the names were changed. 4. (possible answers) Reason 1- Indigenous place names connect all Australians to the ancient customs of the continent’s first inhabitants, who have observed the land’s features for thousands of years. Reason 2 – The use of indigenous place names celebrates the contribution of the First Australians to the development of the nation.

p.15 1. European settlers described the seasons as they were described in their homelands. Indigenous Australians described the seasons according to the weather conditions, plants and animals. 2. The changes in the seasons informed Indigenous Australians when it was time to move to another part of their territory to find food. 3. The symbols are connected to the appearance of rain, which occurs intermittently in Central Australia. The wavy lines show water moving over the land. These symbols would indicate where water was flowing. 4. Suggested annotations: activities such as fishing, hunting, making campsites near rivers or on beaches, picking fruit, making artefacts.

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p.10 3. Sydney - Cadi (Sydney Cove) or Djubuguli (Bennelong Point); Melbourne - Kulin Nation (territory for Wurundjeri, Boonerwrung, Taungurong, Djajawurrung and the Wathaurung Peoples who make up the Kulin Nation); Adelaide – Tandanya; Perth – Mooro or Goomap; Brisbane – Meanjin; Darwin – Nungalinya; Mt Wellington – Unghbanyahletta or Poorawetter.

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p.17 The responses to the questions and tasks will depend on students’ locality and experiences. The focus for answers will be asking students their justifications for nominating places and encouraging discussion and debate.

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p.12 1. Annotations on the map could include: red gums along the Murray River, fishing and hunting activities, sketches of megafauna, wood for fires, artefacts, green forested areas. 2. The red gums provided bark for making canoes, which allowed Indigenous Australians to travel and fish; grubs living in the trees’ roots provided important protein; trees provided wood for campfires and cooking. 3. European settlers cleared woodland for farming and grazing – animals and birds that were part of the indigenous diet would have been left without habitats. Indigenous Australians would 60

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p.18 1. Natural areas are preserved to: protect plant and animal habitats and landforms for people to enjoy now and in the future; conserve special places connected to indigenous history and culture; enable the study of the biodiversity of a place. 2. Sample answer: Booderee in NSW: Location Booderee National Park is located at Jervis Bay on the South Coast of New South Wales between Nowra and Ulladulla. The park is about three hours drive from Sydney or Canberra. Traditional owners

p.25 1. Indigenous artefacts, shells, polished pebbles, parts of a shipwreck, lost objects (coins, etc.). 2. The direction of the waves is driven by the direction of the wind. 3. The backwash action of waves drags the sand grains back then the swash of the next wave moves the grains further along the beach. 4. The wind blows dry sand along the surface and deposits it against barriers. 5. A “Prevailing” means the direction of the wind that is most usual for that place.

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p.21 1. (i) Coral reefs are the most diverse ecosystems on the planet. (ii) Coral reefs are the breeding ground for fish stocks. (iii) Coral reefs provide food for communities. (iv) Coral reefs form part of people’s history and culture. (v) Coral reefs are an untapped source for medicines. 2. Suggested answers: unique environment, warm tropical waters, good diving locations, colourful fish and coral, have aesthetic appeal. 3. Pollution from farms, some forms of fishing, storms, oil spills, climate change.

p.26 1. To build houses, vegetation has to be cleared and dunes levelled. People would walk on vegetation near the house. 2. Machines would damage natural barriers for sand to build up against. Mining destroys natural dune vegetation that helps to keep dunes stable. 3. Storms and waves can erode sand dunes and carry the sand to another place. 4. Buggies/vehicles can crush sand dune vegetation, which can result in dune collapse and loss of habitat for animals. Also involved is the issue of pollution from human activity.

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- Booderee is owned by the Wreck Bay Aboriginal Community. Aesthetic appeal - there are nature walks in the park which lead to rainforest areas and the coast, diving to see sea life, whale watching, and botanical gardens. Spiritual appeal: It holds spiritual appeal for the traditional owners - the Wreck Bay Aboriginal Community. This is where Aboriginal communities settled thousands of years ago and there is evidence of their settlement. Landforms - vast range of habitats found in the area - coastal cliffs and heaths, sandy beaches and rock platforms, mangroves and ocean, swamps, lakes and forests. Fauna and flora - Booderee is home to over 200 species of birds and over thirty species of native mammals including ten species of bats, thirty-seven reptiles, seventeen amphibians and at least 180 species of fish.

p.27 1. sandy 2. seaweed 3. perch 4. foraging 5. birdwatchers 6. disturbing

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p.28 Threats to the warru: facing competition for food from sheep, rabbits and goats; attacked by feral predators like cats, foxes and dogs. Actions to save the warru: building fences to keep out feral predators and grazing animals; tracking animals to monitor numbers and learn more about their habits; captive breeding programmes in zoos.

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p.22 1. The effects of the dynamite are instantaneous. The fish are killed or stunned quickly and can be collected. 2. The force of the dynamite used over time can fragment coral. 3. (possible answer) This method of fishing is not sustainable. If the reef is damaged, fish will not breed and will disappear from the area. This will cause a food shortage for communities.

p. 29 fire-stick farming, European, venomous, fuel load, supply, nutrient-rich, succulent, ecosystem, landform, biodiversity.

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p.32 1. The landscape comprises long grasses and sparse small trees. Students may identify the large termite nest that is typical of the savannah region. 2. The vegetation in the photograph is very dry which indicates that it was taken in the dry season. 3. There are no tall eucalypts because the savannahs do not receive sufficient rainfall. 4. The dry grasses and shrubs are easily ignited by the immense energy of a lightning strike. 5. The flooded areas make good breeding grounds for water birds and mammals that would feed on the fish and amphibians in the water. 61

p.33 CANE TOADS native animals die out because they have reduced food sources. INTRODUCED PLANTS animals, birds and insects that rely on the seeds and fruit from native vegetation could die out or move to other areas. FERTILISERS algae blooms can choke and poison water courses affecting other plants, animal life and the natural cycle of the water course.

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p.40 1. gravel – along river bed; leaves – on surface; reeds – on and under surface; feathers – on surface; twigs – on surface; mud – dissolved particles in water; sand – particles in water; pebbles – along river bed; logs – floating on surface/submerged under water/carried along river bed. 2. (possible answers) UPPER COURSE: bushwalking, birdwatching, fishing, swimming, prospecting for minerals and gems, white-water rafting. MIDDLE COURSE: farming, fishing, swimming, picnics on river beaches, canoeing/kayaking, wildlife observation, camping. LOWER COURSE: fishing and boating, water-skiing, fish/oyster-farming, camping, farming activities, wetlands conservation, birdwatching.

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p.34 1.NATURAL: Australia’s savannahs are the most intact in the world. They are home to unique fauna and flora. CULTURAL: The savannah lands are the traditional homes of various indigenous clans. They contain important sacred and ceremonial sites. ECONOMIC: The savannahs are vital for tourism, mining, cattle grazing and wildlife conservation. 2. Savannahs in Africa, Asia and South America have been greatly altered by the settlement of large populations of people, who have changed the landscape to build towns and produce food. 3. Possible answers: the fauna and flora, indigenous culture, landforms and natural features. 4. Indigenous Australians have lived continuously in this environment for thousands of years and have a deep knowledge of the natural cycles of the savannahs. 5. Cattle grazing by European settlers has resulted in areas of land with vegetation cleared, fences erected, non-native plant and animal species introduced.

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p.39 1. Fast-flowing water erodes the soft rock directly under the waterfall. Eroded materials like pebbles and gravel build up in plunge pool. 2. The pebbles come from eroded rocks further upstream. 3. The capstone will eventually collapse; the waterfall will be moved back. 4. The force of the water would be quite strong – with water swirling and splashing in different directions. The water current is strong enough to carry small pebbles and other material.

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p.38 River 1: Upper course of river - River is a stream with large boulders, rocks and river pebbles; there is evidence of erosion on the river bank. River 2: Lower course of river – River is wider and slow moving. There is evidence of farming activities and human activities (fishing, boating) near river banks. River 3: Middle course of river – River is winding across a flood plain; river cliffs formed by erosion from flooding are evident; possible farming activity (grazing – cropped grass near river).

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p.36 2. 1 – d; 2 – c; 3 – a; 4 – b 3. Open forest (caused by extensive sheep-farming) 4. Grasses, ferns and mosses, fish, amphibians, wading birds 5. SAME: has a title, key, north arrow DIFFERENT: possible answers – no roads or places named, no natural features like rivers or mountains marked.

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TOKYO MT FUJI

p.43 p.47 1. Annotations: Cold air mass forces warmer air to rise. Water vapour condenses to form clouds. Rain falls over an area. 2. Cold front symbol should be placed between approaching cold air mass and the mass of warm air. 3. T

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p.44 GIANT SALAMANDER: Appearance - grows to 1.5 metres, wrinkly, mottled black, grey and cream coloured skin, tiny eyes, weighs up to 25 kilograms; Habitat - cold, fast flowing streams, hides under rocks; Diet – insects, crustaceans, fish and other small salamanders; Threats – cutting down of trees leads to bank erosion and silting up of rivers, hunting. INDIAN ELEPHANT: Appearance – smaller than the African elephant, weighs up to 5 tonnes and measures up to 3 metres tall, greyish-brown in colour; Habitat – grasslands and woodland with scrub vegetation, but also lives in rainforests; Diet - grasses, scrub and bark, will eat banana and rice crops; Threats – habitat loss due to deforestation, illegal poaching for tusks, conflicts with villagers over crop destruction.

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2. Most of the Indian population is involved in agriculture so water from rivers is necessary to produce crops to feed such a large population. 3. These two cities have populations greater than many nations. The population of the city of New Delhi is the same as the entire population of Australia. 4. About 5,000 – 5,500 km 5. About 3,000 km 6. North-west

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p.48 1. Northern Western Australia and the Northern Territory. Tasmania was under the influence of a fast-moving cold front. 2. Perth, Adelaide and Sydney. The cold front approaching inland parts of New South Wales and Queensland indicates unsettled weather. 3. A cold front. 4. From the west at 40 knots. 5. Cold front crossing coast of Western Australia; cold front crossing the Northern Territory, New South Wales and Victoria; the border between cold and warm air masses is shown as a dotted line.

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p.49 1. (possible answers) “moisture dripping,” “mosses,” “whence dust and heat are banished and forbidden,” “mountain breezes sally,” “The stream…” 2. “my feet on mosses slipping,” “with many a broken wall and ledge” 3. Students should identify escarpments and cliffs; thick eucalypt forests with little trace of human activity.

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p.46 1. (possible answers) surfing conditions; flight plans for planes; emergency services for floods or storms; driving in icy conditions. 2. Temperature ranges for the next day, wind direction, warnings about adverse weather conditions, volume of rainfall, weather for other regions, weather patterns over the next few days (high and low air pressure systems). 3. Information is gathered from weather satellites to study the movement of high and low pressure systems. 4. The weather will be fine and dry (with no chance of rain). 5. The weather is changing from a period of rain and the skies are clearing up. 6. A low pressure system that has brought stormy weather.

p50 Similarities: evidence of thick tropical vegetation; palm and coconut trees near village; the Tahitian community huts were cool and inviting; the mountains were not close to the village but located in the interior of the island. p.53 1. All mature trees cut down/no new trees being planted/wasting water 2. (i) destroys the habitats of animals/soil will be washed away causing landslides/no new trees will be able to grow as soil, minerals have been removed. (ii) more severe 63

water restrictions during droughts. p.54 1. GREEN: orange peel, leaves, tuna sandwich. BLUE: fruit juice carton, dry glue pots, CD, broken coffee mug, 2012 calendar, old tea towel, aerosol paint can, can of cola. YELLOW: newspaper, envelopes, cardboard box, old exercise books. Find Out! When people are sorting the rubbish in recycling banks, it takes time to open up shopping bags to see what is inside. It can also be dangerous if they cannot see sharp materials or contaminated material.

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p.58 2. Glass is transparent, is easily washable, can be coloured for ornamental purposes, does not taint the flavour of foods and liquids, can be moulded into different shapes. 3. Broken glass is a major component of the glass making process. Using recycled glass does not affect the quality of the product. 4. Mining could damage vegetation and dunes on beaches or in areas used for recreation.

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