Australian Geography Series: Year One - Places Have Distinctive Features by Ready-Ed Publications

This is a Ready-Ed Publications' book preview. Ready-Ed Title: Australian Geography Series Year 1: Places Have Distinctive Features

Publications

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

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

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

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

Published by:

Go to www.readyed.net Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 875 0 2

Contents

This is a Ready-Ed Publications' book preview. Teachers' Notes

National Curriculum Links

SECTION 1: DESCRIBING PLACES Teachers' Notes Activities Features Of Places 1 Features Of Places 2 Use Your Senses Types Of Features Natural And Constructed Features Home And School Sorting Features 1 Sorting Features 2 School Features Materials Grouping Features Pick This Place Symbols And Keys Labeling Features Map of A Classroom Maps And More Maps Story Telling Aboriginal Storytelling - Teachers' Notes Aboriginal Storytelling Caring For Managed Features Caring For Places 1 Caring For Places 2 National Parks Protecting Places Local Heritage

6 7-11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Spoiling Places Changes Changes At Home

SECTION 2: USING SPACES Teachers' Notes Activities Using One Space Around The House Arranging Spaces School Spaces Using Spaces Whatâ&#x20AC;&#x2122;s Happening At School Today? Community Spaces Organising Spaces On My Way To School Map Of The Torres Strait Islands

Section 3: ENVIRONMENTAL FEATURES Teachers' Notes Activities The Weather Weather Words Measuring The Weather Seasonal Weather Weather Symbols Weather Forecast Recording The Weather Australian Weather Describing The Weather Seasonal Calendars

37 38 39

40 41-42 43 44 45 46 47 48 49 50 51 52 53 54-55 56 57 58 59 60 61 62 63 64 65

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Teachersâ&#x20AC;&#x2122; Notes

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

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

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

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

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

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National Curriculum Links

This is a Ready-Ed Publications' book preview. Geographical Knowledge and Understanding

The natural, managed and constructed features of places, their location, how they change and how they can be cared for (ACHGK005) • using observations to identify and describe the natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks, gardens, plantation forests) and constructed features (for example, roads, buildings) of the local place, and locating them on a map • recounting Aboriginal Dreaming stories and/or Legends of the Torres Strait that identify the natural features of a place • using observations and/or photographs to identify changes in natural, managed and constructed features in their place, for example, recent erosion, revegetated areas, planted crops or new buildings • describing local features people look after, for example, bushland, wetland, park or a heritage building, and finding out why and how these features need to be cared for, and who provides this care The weather and seasons of places and the ways in which different cultural groups, including Aboriginal and Torres Strait Islander Peoples, describe them (ACHGK006) • describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of • comparing the Aboriginal or Torres Strait Islander People’s seasonal calendar for the local area with one students are familiar with, such as the four seasons calendar derived from Europe The ways the activities located in a place create its distinctive features (ACHGK007) • identifying the activities located in their place, for example, retailing, medical, educational, police, religious, recreational, farming, manufacturing or office activities, locating them on a pictorial map, and suggesting why they are located where they are, locating the activities in their place on a pictorial map The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes (ACHGK008) • describing how they would like to rearrange the space within the classroom for reading time or for a drama activity

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This is a Ready-Ed Section 1: Publications' book preview. Describing Places

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T e ach e rs ' N o t e s

Section 1

Describing Places

This is a Ready-Ed Publications' book preview. Features Of Places 1 (Page 12)

Extension Activities

To introduce the activity, show students photographs of a variety of natural environments, e.g. a beach, forest and desert. Ask them what they can see. They should identify all natural objects. Show students a photograph of a place with constructed features, e.g. roads, buildings, etc. Ask them what they can see and if there are any natural features in the photographs. The two places are a forest and a town. They should understand that the forest has the most natural features and the town has the most constructed features.

•

Features Of Places 2 (Page 13) Show students three pictures of features from a specific place, e.g. a pig, a tractor and a field of wheat. Ask them to identify the place that the features belong to. Discuss other features that may be found in this place. The desk, whiteboard and chair belong to a school. The sandcastle, shell and umbrella belong to a beach. The shopping trolley, cash register and milk belong to a shop. Students might circle: the desk, the shopping trolley, the milk carton, the whiteboard, the cash register, the umbrella or the chair.

Use Your Senses (Page 14) Divide students into small groups. Give each group a local place (e.g. the beach, park or farm). Ask each group to record what they would see, hear, feel and smell at that place.

Types Of Features (Page 15) Students should tick: the flowers, the lawn and the pot plant. All other features should be crossed. Examples of a managed feature are: a farm, park and garden.

•

Ask students to list other natural and constructed features found at a house on the back of the sheet. Next to each picture on the activity sheet and next to their list on the back of the page, ask students to write which room each feature is commonly found in.

Natural and Constructed Features (Page 16) Begin with a class discussion which asks students to name and describe places that they have visited, or have heard of, or have seen on TV, etc.

Home And School (Page 17) Before completing the activity sheet on separate pieces of card write down all the features that students can see from their bedroom windows (e.g. trees, playground equipment, driveway, mailbox, fence, grass). Lay two hula hoops on the ground so that they overlap in the middle - creating a Venn diagram. Give each student a piece of card and have them put it in the correct section of the hoops (i.e depending on whether it is a feature that can be seen at home, at school or in both places).

Sorting Features 1 and 2 (Pages 18 and 19) This activity will work best if Sorting Features 2 is enlarged to A3. Natural features: ant, mountain, cat, dam, tree, grass, bird, bush, ocean, icebergs. Constructed features: building, house, car, truck, restaurant, train.

Go to www.readyed.net Extension Activity •

Give students another copy of the

T e ach e rs ' N o t e s

Section 1

Describing Places

This is a Ready-Ed Publications' book preview. pictures on Sorting Features 1 and ask them to sort the pictures into more specific groups, for example under categories such as: transport, animals, buildings, vegetation, landforms, etc.

students that the same places and objects might have slightly different symbols on different maps.

Extension Activity •

School Features (Page 20) Extension Activity •

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

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

Labeling Features (Page 25) picnic table

Materials (Page 21)

basketball court

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

oval

pond trees

Grouping Features (Page 22) Students could also group the features under the following headings: big or small, inside or outside, home or school.

Pick This Place (Page 23) Discuss the features of advertisements with students before completing this activity. For example, advertisements should include: a title, pictures, information about the place (e.g. best time to visit) and words that describe the place. If possible, collect some examples of advertisements for students to view and analyse before completing this activity (preferably advertising a tourist attraction).

Symbols And Keys (Page 24) Discuss with students why maps use symbols instead of realistic depictions of places and objects. View a range of maps and discuss the symbols that are present. Highlight to

car park

Extension Activities •

•

Find a park in the local area on Google Earth. Discuss the features that the students can see when looking down on the park from above. Ask students to build towers out of blocks. View them from the side and from above.

Map Of A Classroom (Page 26) Map Of A Classroom

cupboard

teacher's desk

cupboard

mat

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desk

T e ach e rs ' N o t e s

Section 1

Describing Places

This is a Ready-Ed Publications' book preview. Extension Activity •

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

Maps And More Maps (Page 27) Top left: Zoo Top right: World Bottom left: Australia Bottom right: Town The most detailed map would be the map of the zoo as it is the smallest in scale. The least detailed map would be the map of the world as it is the largest. Order from smallest to biggest: zoo, town, Australia, world.

Extension Activities •

•

Look at different maps of Australia and discuss the differences (e.g. a political map, a satellite map, a map of Aboriginal language groups, a historic map). Show students a colour picture of the Earth from Space. Ask them: What colours can you see? What are the blue bits? What are the green bits? Why can’t you see your house in the picture? Compare a flat map of the world with a round map of the world (globe).

Story Telling (Page 28) Tell students that Dreaming stories are an important part of indigenous culture in Australia and they are a way of explaining natural features on the Earth. Dreaming stories are a way of passing on, from one generation to the next, beliefs about the Earth. They were traditionally listened to, rather than read.

Aboriginal Storytelling (Page 29)

Tiddalick The Greedy Frog is an Aboriginal Dreamtime story which could be said to explain droughts and floods. It could also be said to highlight the importance of sharing water resources and emphasise that all animals need water. Read out the story to the students then ask them to complete the activity. Other Dreamtime stories to share with your students are: The Rainbow Serpent, How The Crow Became Black, Brolga The Dancer, How The Sun Was Made, Where The Frost Comes From and The Black Swans. Students may like to create their own stories about the origin of flora, fauna or natural phenomena.

Caring For Managed Features (Page 31) Students might mention that gardens need to be watered, hedges need to be trimmed, grass needs to be mowed, leaves and debris need to be swept, etc. At a farm, students might mention that stables, sheds and chicken coops need sweeping and cleaning regularly. The area where animals roam needs watering and maintaining. Fences on the buildings need to be secure, and roofs need to be checked for leaks. Hay, etc. will need replenishing regularly. Other suggestions may also be acceptable.

Caring For Places 1 (Page 32) Discuss with students what would happen if the tasks shown in the first five pictures were not done at their house. For example, if rubbish was not placed in the bin it would be left lying around the house, which would be unhygienic, messy and would create a bad smell. Students might suggest that to

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T e ach e rs ' N o t e s

Section 1

Describing Places

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

Caring For Places 2 (Page 33) Discuss with students what the consequences would be if people didn’t care for the school. Create posters encouraging other students in the school to keep the environment clean and respect school property. Students might suggest that to care for a park they should: not drop litter, share equipment, obey signs, walk on the paths, etc.

National Parks (Page 34) Discuss the importance of each of the rules in this activity. For example, the rule forbidding campfires prevents trees and bushes from accidently catching on fire and spreading around the national park.

Extension Activities •

•

Have students investigate the plants and animals found in a national park in your state or territory. Locate some additional information about national parks by going to the two following websites: National parks interactive from the National Museum of Australia 4http://www.nma.gov.au/educationkids/classroom_learning/multimedia/ interactives/national-parks National parks teachers’ guide from the New South Wales government 4http://www.environment.nsw. gov.au/resources/education/ NationalParkTeachersGuide.pdf

Answers •

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

Protecting Places (Page 35) Answers could include: mow the grass, mend the park’s sign, take away the abandoned car, clean up the rubbish, repair the swing set.

Local Heritage (Page 36) Suggested answers for image 1: the statue’s plaque needs repairing and the graffiti cleaned, also overgrowth cleared. Image 2: plants left to grow in habitat without being dug out, no litter should be left in a nature reserve.

Spoiling Places (Page 37) Enlarge and cut out the pictures on this sheet to display on the board. As a class, order the actions shown in each picture from bad to worse, discussing decisions based on the consequences of each action. If students disagree with the final order, they can sequence the pictures differently on their individual activity sheet.

Changes (Page 38) Vegetables growing from a seed: natural (5) A room being painted: constructed(2) A tree being cut down: managed (1) A house being built: constructed (6) Leaves on a tree changing colour and falling off in Autumn: natural (5) A sunset: natural (2)

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Extension Activity

T e ach e rs ' N o t e s

Section 1

Describing Places

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

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

Changes At Home (Page 39) Extension Activities •

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

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

Suggested Websites •

Map Symbols Game 4http://www.bbc.co.uk/schools/ barnabybear/games/map.shtml

•

Tune In To Your Schoolyard 4http://www.learningplace.com.au/sc/ online/sci_7/everything_is_connected/ page1.html

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

Inquiry Ideas For This Section

Survey the school community to determine a feature that people would like to see built in the local community. Conduct research to discover the most popular feature of the school during lunchtime (e.g. the library, the oval, the undercover area, the basketball courts). This could take the form of a class survey in which students share their favourite lunchtime spots, or it could be a bigger project with a whole school focus. Investigate the following question, then take any necessary action: What is an area we can address to take better care of the school? (e.g. rubbish – collect everyday, educate other classes, etc.).

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Activity

Features Of Places 1

This is a Ready-Ed Publications' ď ą Cut out the squares below and arrange them to create two pictures, each showing a different environment. book preview. Places have features that make them unique.

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ď ą The two places are a _____________________ and a _____________________. Discuss which place has mostly natural features and which place has mostly constructed features. 12

Section 1: Describing Places

Activity

Features Of Places 2

This is a Ready-Ed Publications' ď ą Use different coloured pencils to group these features. Name the places that they come from. Circle a constructed feature. book preview. Different places have different features.

ď ą Draw three natural features that you might see in a park.

Go to www.readyed.net Section 1: Describing Places

Use Your Senses

Activity

This Ready-Ed Publications'  Pick ais locala place and fill in the boxes below by writing and/or drawing. book preview. Place: Features of a place can be observed using our senses.

I can see …

I can hear …

I can feel …

I can smell …

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Section 1: Describing Places

Activity

Types Of Features

This is a Ready-Ed Publications' ď ą Look at the pictures below. Tick the natural features. Cross the constructed features. book preview. Places are made up of different features.

window

door

clothesline

pool

flowers

lawn

footpath

pot plant

steps

fireplace

shed

mailbox

Go to www.readyed.net ď ą What is a managed feature?

_____________________________________________________ Section 1: Describing Places

Activity

Natural And Constructed Features

This is a Ready-Ed Publications' ď ą Draw some places with largely constructed features (skyscrapers, roads, theme parks, old buildings, etc.). book preview. Different places are made up of different features.

ď ą Draw some places with largely natural features (hills, rivers, native vegetation, desert, snow, etc.).

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Section 1: Describing Places

Activity

Home And School

This is atheReady-Ed Publications' ď ą Complete Venn diagram to show how features at home and at school can be the same and different. Draw or write one or two features in each section. preview. book Places can be made up of the same and different features.

Home

Home And School

Go to www.readyed.net School Section 1: Describing Places

Activity

Sorting Features 1

This isnextapage.Ready-Ed Publications' on the book preview. ď ą Cut out the features below. Paste them under the correct headings

ant

mountain

building

cat

dam

house

tree

car

truck

grass

bird

bush

Go to www.readyed.net ocean 18

restaurant Section 1: Describing Places

train

icebergs

Activity

Sorting Features 2

This is a Ready-Ed Publications' Natural book preview. Places are made up of natural and constructed features.

Constructed

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School Features

Activity

This is a Ready-Ed Publications' ď ą Draw a picture of your school in the space provided, then list the natural and constructed features that you can see in the book preview. boxes below. Places are made up of natural and constructed features.

Natural Features

Constructed Features

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Section 1: Describing Places

Materials

Activity

This is a Ready-Ed Publications'  Complete the table below using features from the school environment. book preview. Features are made of different materials depending on how they are used.

Feature

oval

Material this feature is made from

Reason this material is used

grass

• Soft to run on. • Doesn’t hurt as much if you fall over.

desk

basketball court

Go to www.readyed.net Section 1: Describing Places

Activity

Grouping Features

This is a Ready-Ed Publications' ď ą The pictures below are common features of different places. Cut them out and see if you can group them under the book preview. headings: managed, natural and constructed. Features can be grouped in different ways.

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Section 1: Describing Places

Activity

Pick This Place

This is a Ready-Ed Publications' ď ą Choose a feature in your local community that you think a tourist would like to visit. Create a poster advertising it below. book preview. Features of places can be observed and described.

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Symbols And Keys

Activity

This is a Ready-Ed Publications' ď ą Create simple map symbols for the three pictures below. book preview. Symbols are a simple way of representing features of a place on a map.

ď ą Design your own island on this map using your three map symbols and the map symbols from the key below.

Key

Go to www.readyed.net quicksand

volcano

Section 1: Describing Places

cave

Activity

Labeling Features

This is a Ready-Ed Publications' ď ą Use the words below to label the map of the park. book preview. oval basketball court pond Features of places look different when viewed from above

trees

picnic table

car park

Go to www.readyed.net ď ą On the back of this sheet draw a map of the beach viewed from above.

Section 1: Describing Places

Map Of A Classroom

Activity

This isare four a objects Ready-Ed  Below drawn from a side Publications' view. Can you identify them on the map below? On the map the four objects are shown book preview. from above. Once you have identified them: colour the students' Maps show features of objects as they look from above.

desks green, colour the mat blue, colour the teacher's desk red, and colour the cupboards orange.

 student's desk

 mat

 teacher’s desk

 cupboard

Map Of A Classroom

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Section 1: Describing Places

Activity

Maps And More Maps

This is a Ready-Ed Publications'  Write the name of each place under the correct map. Australia Town World bookZoo preview. Some maps show a lot of detail. Some maps don't.

 Colour red the map that shows the most detail. Colour blue the map that is the least detailed.  Order the places shown on the maps from smallest to biggest.

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Smallest

Biggest Section 1: Describing Places

Activity

Story Telling

This is a Ready-Ed Publications' ď ą Aboriginal Dreaming stories and Torres Strait Islander Tagai stories explain the existence of natural features in a place. Go book preview. to: www.dreamtime.net.au/main.htm to listen to some local Indigenous stories explain features of places.

Dreaming stories. Explain one of the local Dreaming stories in the form of a storyboard below.

_____________________________

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_____________________________

Section 1: Describing Places

Aboriginal Storytelling – Teachers’ Notes  Read this Aboriginal Dreamtime story to your students.

This is a Ready-Ed Publications' Tiddalick The Greedy Frog book preview. (adapted by Lisa Craig)

A long time ago before people lived on Earth, there was a big frog called Tiddalick. Tiddalick lived in the hot Australian desert and he thought he was the boss of all the animals. CHORUS: Tiddalick was nasty, Tiddalick was mean, Tiddalick was a green, mean drinking machine! One day Tiddalick was very thirsty. He went to the only pond of water in the desert garden and he started to drink all the water. He drank and drank and drank. He grew bigger and bigger and bigger. (BLOW UP A GREEN BALLOON PAINTED WITH EYES TO ADD TO THE DRAMA.) He didn’t leave one drop of water in the pond. (CHORUS.) The other animals in the desert came to the pond to drink. There was no water! They were so thirsty. Then they saw big, fat Tiddalick. "Tiddalick drank all the water!” said the kangaroo. "What can we do?” asked the kookaburra. “I know!” said the sleepy wombat. “Let’s make him laugh and laugh and laugh, then all the water will come out of his mouth.” (CHORUS.) The kangaroo hopped on one leg. Then she hopped on the other. She hopped up and down, up and down, up and down. But Tiddalick didn’t laugh. “My turn,” said the emu. The emu danced the can-can and wobbled his big bottom at the frog. Tiddalick didn’t laugh, Tiddalick didn’t even smile! The frill-necked lizard was very confident. “Watch me, you big bad frog,” she cried. The lizard turned around and around and around like a ballerina on the desert sand until she was very dizzy, but Tiddalick didn’t laugh. The eel that lived in the pond wriggled over to Tiddalick and started to tickle his leg with his tail…then he tickled him on the tummy…then under Tiddalick’s arms. Now the eel was around Tiddalick’s neck and suddenly Tiddalick started to laugh. He laughed and laughed and laughed. Tiddalick laughed so much that all the water came out of his mouth and there was water again for the animals of the desert. The kangaroo, the kookaburra, the emu, the eel, the wombat and the lizard laughed too and they danced under the desert sun. All the animals were happy again.

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

Section 1: Describing Places

Activity

Aboriginal Storytelling

This is a Ready-Ed Publications' book preview. ď ą After the teacher has read Tiddalick The Greedy Frog, arrange the pictures so that they reflect the order of events in the Dreaming story. Cut out each picture and paste it onto a separate sheet. Colour the pictures.

Tiddalick laughed so much that all the water came out of his mouth.

The kangaroo hopped on one leg.

The wombat had an idea.

The lizard turned around and around and around.

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The emu danced the can-can and wobbled his big bottom. 30

The eel tickled Tiddalick with his tail.

Section 1: Describing Places

Activity

Caring For Managed Features

This is a Ready-Ed Publications' ď ą A garden is a managed feature. Say how it needs to be cared for. book preview. Places can be made up of managed features.

ď ą A farm is a managed feature. Say how it needs to be cared for.

Go to www.readyed.net Section 1: Describing Places

Caring For Places 1

Activity

This is a Ready-Ed Publications'  Put a tick in the boxes next to the things that you can do to care for your home. book preview. It is important to care for the place where you live.

 Place rubbish in the bin.

 Weed the garden.

 Help with chores.

 Water the plants.

 Switch off the lights.

 Not tidy your bedroom.

 List four things that you could do to care for a bushland.

1. __________________________________________________ 2. __________________________________________________ 3. __________________________________________________

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Section 1: Describing Places

Activity

Caring For Places 2

This is a Ready-Ed Publications'  Put a tick in the boxes next to the things that you can do to care for your school. book preview. It is important to care for your school.

 Use computers with care.

 Walk on paths.

 Keep the classroom pets tidy.

 Drop litter.

 Put away sports equipment.

 Let a teacher know if you see someone doing the wrong thing.

 List four things that you could do to care for a park.

1. __________________________________________________ 2. __________________________________________________

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3. __________________________________________________ 4. __________________________________________________ Section 1: Describing Places

National Parks

Activity

This is a Ready-Ed Publications' National parks are found all over Australia. They are large areas of land that cannot be built on, or developed by people. National book preview. parks protect the natural environment, including native plants Some places are very special and need to be cared for.

ď ą Below are some signs that you might see in a national park. Write the meaning underneath each sign to show how people can care for these special places.

________________

Go to www.readyed.net

________________

ď ą On the back of this page, list some things that you can do in a national park. 34

Section 1: Describing Places

Activity

Protecting Places

This is a Ready-Ed Publications' book preview. ď ą Look at this picture of a park. Think about whether you would like to visit this park.

ď ą How could you make improvements to this park? Make a list of five jobs that need to be done to make this park a more enjoyable place to visit. 1. _ ______________________________________________________________ 2. _ ______________________________________________________________ 3. _ ______________________________________________________________

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4. _ ______________________________________________________________ 5. _ ______________________________________________________________ Section 1: Describing Places

Activity

Local Heritage

This is a Ready-Ed Publications' book preview. Our heritage is all the things that make us uniquely Australian. We need to look after places from the past and the present so future Australians and other people around the world can enjoy and share in Australiaâ&#x20AC;&#x2122;s heritage.

ď ą Look at the two heritage sites below. How should we be looking after these places? Draw your ideas of how these places should look in the boxes next to the pictures.

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Section 1: Describing Places

Activity

Spoiling Places

This is a Ready-Ed Publications' ď ą The pictures below show people who are doing the wrong book thing and spoiling places. preview. Give each picture a number out of People can have negative effects on the environment.

ten to show how bad the action is, ten being the worst. To help you do this, think of the consequences of each action.

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Changes

Activity

This is a Ready-Ed Publications' ď ą Underneath the pictures, write whether the changes are happening to natural, managed or constructed features. Use numbers to rank book preview. the pictures from the quickest (1) to the slowest (6). Changes happen around us all the time.

Vegetables growing from a seed.

A room being painted.

A tree being cut down.

A house being built.

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Leaves on a tree changing colour and falling off in Autumn. 38

Section 1: Describing Places

A sunset.

Changes At Home

Activity

This is a Ready-Ed Publications' ď ą Tick the changes that have happened at your house while you have lived there. Draw and write about another change that has book happened at your house inpreview. the blank box at the bottom of the page. Changes might have happened at your house.

Got new furniture.

Had a new fence built.

Planted trees or bushes.

Painted a room.

Go to www.readyed.net Had a new pool built.

__________________________

Section 1: Describing Places

This is a Ready-Ed Section 2: Publications' book preview. Using Spaces

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T e ach e rs ' N o t e s

Section 2

Using Spaces

This is a Ready-Ed Publications' book preview. Using One Space (Page 43)

What’s Happening At School Today?

Extension Activity

(Page 48) Extension Activity

•

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

Around The House (Page 44) Ask students to share their favourite room in the house and explain why it is their favourite. What do they do in this room that they enjoy? Do other members of their family use the room differently?

•

Community Spaces (Page 49) Green: house, apartment block. Blue: bakery, ice cream shop, grocery shop. Orange: park, zoo, skate park, beach.

Extension Activities •

Arranging Spaces (Page 45) Extension Activity •

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

School Spaces (Page 46) Students might show how the oval can be used to play sport, for eating lunch and/or for meetings.

Using Spaces (Page 47) Encourage students to select spaces that have multiple uses for this activity. Some examples include: the library, the oval, the undercover area or the classroom. For best results, ask a range of school staff and students in other classes how they use these areas.

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

•

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

Organising Spaces (Page 50) At Fish n' Chips. At the Bakery or Diner. Schools = 1 Parks = 2 Responses will vary. Some students might suggest that placing parks close to water might not be the best idea as water poses a hazard to young children. They might say that a park would be best placed close to the school and/or the houses close to the school.

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T e ach e rs ' N o t e s

Section 2

Using Spaces

This is a Ready-Ed Publications' book preview. Locating Activities (Page 51)

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

Map Of The Torres Strait Islands (Page 52) Tell students that the islands that lie between Cape York and Papua New Guinea are legally part of Queensland, and that Islanders still inhabit the islands but many Islanders now live in different areas of Australia. Thursday Island is the commercial capital of the Torres Strait Islands. Islanders formed groups when they first settled and each group had its own culture.

Extension Activity â&#x20AC;˘

Students could locate different cultural groups on the map.

Additional Activities For This Section

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

View the interactive website listed below with students to learn more about the different types of buildings in a community and their uses: http://www.bbc.co.uk/scotland/ education/wwww/buildings/ Inquiry Idea For This Section Find an empty space at school and ask students to suggest what it could be used for. This could involve collecting data about how it is currently used. Things to consider: How many people walk through this space each day? Do any native animals visit the space? Students could then survey the school community about their preferred use for this space. If possible, put the plan into action.

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Activity

Using One Space

This is a Ready-Ed Publications' ď ą Look at the picture. List four ways that people are using the park. book preview. People can use the same space in different ways.

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ď ą What is your favourite thing to do at the park?

Section 2: Using Spaces

Activity

Around The House

This is a Ready-Ed Publications' What is this room used for? book preview. __________________________________ The features of a place determine how the place is used.

__________________________________ What is this room used for? __________________________________ __________________________________ What is this room used for? __________________________________ __________________________________ What is this room used for? __________________________________ __________________________________ What can this place be used for? __________________________________ Go to www.readyed.net __________________________________ 44

Section 2: Using Spaces

Arranging Spaces

Activity

This is a Ready-Ed Publications'  List the activities that you do in your bedroom in the left-hand column. In the right-hand column, write the furniture or objects preview. that you use book for each activity. Spaces can have different uses.

Activities

Furniture And Objects Used

 What other activities would you like to be able to do in your room? Be creative!

____________________________________________________

 What would you need to add to your room or change, to make these activities possible?

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____________________________________________________

____________________________________________________ Section 2: Using Spaces

School Spaces

Activity

This is a Ready-Ed Publications' ď ą In each box below, draw, write or take a photograph to show how the same space at school can be used for different book preview. activities. Spaces around the school are used in different ways.

The oval.

The library.

Go to www.readyed.net The canteen. 46

The classroom. Section 2: Using Spaces

Activity

Using Spaces

This is a Ready-Ed Publications' ď ą Choose three different places at school. Draw or paste photographsbook of the placespreview. in the boxes below. Next to each picture, list all of the different ways that the place is used. Spaces are used in different ways by different people.

zz______________________ zz______________________ zz______________________ zz______________________

zz______________________ zz______________________

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zz______________________ zz______________________

Section 2: Using Spaces

Activity

Whatâ&#x20AC;&#x2122;s Happening At School Today?

This is a Ready-Ed Publications' ď ą Go for a walk around the school. In the table below, list the different thingsbook that are happening, who is doing them and preview. where they are taking place. Spaces around the school are used in different ways at different times.

What

Who

Where

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Section 2: Using Spaces

Activity

Community Spaces

This is a Ready-Ed Publications' ď ą The places below can be found in most areas where people live. Colour the squares in the corners of the pictures to show: book preview. Green = places where people live. Spaces can be used differently depending on the features present.

Blue = places where people buy things. Orange = places where people go to have fun.

GROCERY SH

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Organising Spaces

Activity

This is a Ready-Ed Publications' ď ą Look at the map of the small town below and answer the questions. book preview. If you go to Sunny Park where are you likely to eat? ___________ Places are used depending on how they are organised.

Where is the closest place to eat after school? How many schools?

Tin yR

___________

How many parks?

Tiny Lake

ive Pink Park r

Tiny Cafe

Library

Fruit n/Veg

Dine -in

Tiny Road

tch e

ery Bak

oad ig R

School

Diner

Park Street

Fish n' Chips

Sunny Park

Left Bank Beach Main Beach

Dog Beach

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ď ą Do you think that it is a good idea to have both parks so close to the water? Where else might you place a park? Discuss this as a class. 50

Section 2: Using Spaces

Activity

Locating Activities

This is a Ready-Ed Publications'  Look at the map below. It shows Sam’s journey to school. On his way to school Sam has nothing to look at! Draw some features book preview. on the map which represent activities that will make Sam’s Maps can show what people see, as they walk from one place to another.

journey more interesting, such as a police station, a church, etc.

Sam's journey to school

Sam's house

Go to www.readyed.net Sam's school Section 2: Using Spaces

Map Of The Torres Strait Islands

Activity

This is a Ready-Ed Publications'  Talbot, Mt Cornwallis, Saibai and Turnagain Islands make up the book preview. Top Western region of the Torres Strait Islands. Colour these red on Torres Strait Islanders first settled in the Torres Strait Islands. The Torres Strait Islands are part of Queensland Australia. There are five island groups.

the map below.  Stephen, Darnley and Murray are the Eastern Islands. Colour these green.  Badu, Mabuiag, Banks and Mt Ernest Islands make up the Near Western region. Colour these yellow.  Yorke, Coconut, Sue, Yam, Warrior and Aureed Islands make up the Central Division. Colour these purple.  Prince of Wales, Thursday, Hammond, and Possession, Mt Adolphus Islands form the Inner region. Colour these places orange. papua new guinea

saibai island

mt cornwallis island

stephen island

Torres Strait

turnagain island

warrior island mabuiag island

darnley island

yorke island murray island

yam island

badu island mt ernest island

coconut island sue island

thursday island hammond island prince of wales island

possession island

mt adolphus island

Go to www.readyed.net cape york

mainland australia 52

Section 2: Using Spaces

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

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T e ach e rs ' N o t e s

Section 3

Environmental Features

This is a Ready-Ed Publications' book preview. Weather Words (Page 57)

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

Answers

•

Temperature: A measure of how hot or cold the air is - 23° celcius. Wind speed: How fast the wind is moving - 11km/h. Wind direction: The direction the wind is coming from - north-easterly. Rainfall: The amount of water that has fallen as rain - 2mm.

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

Extension Activities •

•

Measuring The Weather (Page 58) Answers

•

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

Extension Activity

•

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

Seasonal Weather (Page 59) Extension Activity

•

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

Weather Symbols (Page 60) Look at examples of weather symbols used in newspapers and on the internet to help students create their own symbols.

Weather Forecast (Page 61)

Graph the daily temperatures and rainfall and discuss the results. Are there any patterns that emerge? Investigate how weather forecasts are made. This may involve inviting a guest speaker, such as the local TV weather person, to speak with the students.

Recording The Weather (Page 62) If possible, use the same source that you used in the previous activity to complete this chart (i.e. the same newspaper, TV news or internet site). Compare how accurate the forecast was when compared with what the weather was actually like.

Extension Activities •

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

Australian Weather (Page 63) Before the students complete the activity discuss the five famous places and examine the names of the places in more detail. Discuss what the weather is like in

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Discuss why people predict the weather and why it is useful to know what the weather

T e ach e rs ' N o t e s

Environmental Features

Section 3

This is a Ready-Ed Publications' book preview. each place, mentioning rainfall, wind, temperature, amount of sunshine, storms, etc.

Answers • •

calendar relevant to your area. The following site may be useful: 4http://www.bom.gov.au/iwk/index. shtmL

1D, 2E, 3A, 4C, 5B. Students should colour red the places located in the top half of Australia and colour blue the places located in the bottom half of Australia.

2 3 1

4 5

Describing The Weather (Page 64) Make students aware that Australia has different climates because it is such a big place. Students should understand that Australia is warmer the further north you travel and cooler in southern areas.

Seasonal Calendars (Page 65) Revise with students the months in Autumn, Winter, Spring and Summer. They could create a little rhyme to help them remember these months and seasons.

Extension Activity •

•

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

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Activity

The Weather

This is a Ready-Ed Publications' ď ą Go outside, then complete this sheet. book preview. 1. Is it sunny or cloudy? _ ___________________________________ The weather is always changing.

2. Is it raining?____________________________________________ 3. Circle what the sky looks like.

4. Colour the tree that shows how windy it is outside today.

5. What is today's temperature?_ ____________________________ 6. Draw a picture to show what you are wearing.

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Section 3: Environmental Features

Activity

Weather Words

This is a Ready-Ed Publications'  Match the words to the definitions and examples. bookDefinitions preview. Examples Words Weather is a description of temperature, wind speed, wind direction and rainfall.

temperature

The direction the wind is coming from.

11 km/h

wind speed

A measure of how hot or cold the air is.

northeasterly

wind direction

The amount of water that has fallen as rain.

23°Celcius

rainfall

How fast the wind is moving.

2mm

 What do you think the maximum temperature will be today where you live?

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___________________________________________________ Section 3: Environmental Features

Activity

Measuring The Weather

This is a Ready-Ed Publications'  Label the instruments used to measure the weather. Discuss as a class how each one is used. book preview. Temperature, rainfall, wind speed and wind direction are measured using special instruments.

 Temperature is measured using a_______________ .

 Wind direction is measured using a_______________ .

 Wind speed is measured using a_______________ .

 Rainfall is measured using a_______________ .

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Section 3: Environmental Features

Seasonal Weather

Activity

This is a Ready-Ed Publications' ď ą Complete the calendar to show what the weather is usually like at different times of the year where you live. In each box you book preview. could draw symbols, describe the temperature, wind, rainfall Weather is different depending on the season.

and/or what you might see happening in the sky.

December

January

February

March

April

May

June

July

August

September

October

November

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Activity

Weather Symbols

This is a Ready-Ed Publications' This is an example of a weather symbol used book to show sunnypreview. weather. Weather symbols are simple pictures that are used to show what the weather will be like.

 Where have you seen weather symbols used?

_____________________________________________________

 Why are weather symbols used instead of words?

_____________________________________________________

 Make up your own weather symbols for the types of weather listed below. cloudy

lightning

raining

windy

stormy

snowing

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Section 3: Environmental Features

Weather Forecast

Activity

This is a Ready-Ed Publications' ď ą Fill out the table below to show the weather forecast for the week where you live. book preview. Weather forecasts predict what the weather will be like in the near future.

Symbol

Temperature

Wind

Rainfall

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

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Sunday

Section 3: Environmental Features

Recording The Weather

Activity

This istheaactual Ready-Ed Publications' ď ą Record weather where you live over the space of a week. Compare your results with the weather forecast from the previous activity. book preview. Weather forecasts can be quite accurate, but are sometimes incorrect.

Symbol

Temperature

Wind

Rainfall

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

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Sunday

Section 3: Environmental Features

Activity

Australian Weather

This is a Ready-Ed Publications' ď ą Draw lines to match the pictures and names. book preview.A Warmer places are usually located in the top half of Australia.

1. Great Australian Bight

2. Bungle Bungles

C 3. Uluru 4. Sydney Opera House

D E

5. 12 Apostles

ď ą Label the map of Australia using the correct number. 1. Great Australian Bight 2. Bungle Bungles 3. Uluru 4. Sydney Opera House 5. 12 Apostles 6. Colour the warmer places red and the cooler places blue.

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Describing The Weather

Activity

This is a Ready-Ed Publications' ď ą Describe the weather in the part of Australia where you live. Mention rainfall (light, moderate, heavy), average temperature, book amount of sunshine and thepreview. strength of the winds (gentle, Different parts of Australia have different climates.

strong, fierce).

June, July, August:_ ____________________________________ September, October, November:__________________________ December, January, February: ___________________________ March, April, May:______________________________________ ď ą Use red, orange, yellow and blue shading to show the warmer and cooler places in Australia.

Go to www.readyed.net 64

Section 3: Environmental Features

Seasonal Calendars

Activity

This istheapictures Ready-Ed Publications'  Match with the seasons. Colour the pictures. Autumn Winter book preview. The names of seasons describe weather patterns in one year.

Spring

Summer

The Bininj calendar

This calendar is used by some Indigenous Australians.

Bininj Calendar

• How many seasons are there? _______ • Colour the seasons yellow. • Colour the wet months blue and the dry months red.

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