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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. iii. I-stock Photos.

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Publications

Title: Australian Geography Series Year 1: Places Have Distinctive Features

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

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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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: 978 186 397 875 0 2

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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.

Reproduction and Communication by others

Contents Teachers' Notes

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National Curriculum Links

SECTION 1: DESCRIBING PLACES

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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

SECTION 2: USING SPACES

Teachers' Notes Activities Using One Space Around The House Arranging Spaces School Spaces Using Spaces What’s Happening At School Today? Community Spaces Organising Spaces On My Way To School Map Of The Torres Strait Islands

37 38 39 40 41-42

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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

Spoiling Places Changes Changes At Home

43 44 45 46 47 48 49 50 51 52

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• 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

53 54-55

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Section 3: ENVIRONMENTAL FEATURES

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56 57 58 59 60 61 62 63 64 65

Teachers’ Notes 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.

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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.

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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 Geographical Knowledge and Understanding

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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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Describing Places r o e t s Bo r e p ok u S

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Section 1:

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T e ach e rs ' N o t e s

Section 1

Describing Places 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.

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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.

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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.

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Natural and Constructed Features (Page 16)

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Features Of Places 1 (Page 12)

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 © ReadyEdP ubl i cat i ons separate pieces of card write down all the that students can see from their •f orr evi ew pufeatures r po ses o nl y• bedroom windows (e.g. trees, playground

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Use Your Senses (Page 14)

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).

o c (Pages 18 and 19) . che e r o t r s s r u e p Types Of Features (Page 15) 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.

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.

Sorting Features 1 and 2

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.

Extension Activity •

Give students another copy of the

T e ach e rs ' N o t e s

Describing Places

Section 1

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.

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School Features (Page 20) Extension Activity

Labeling Features (Page 25) picnic table

Materials (Page 21)

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

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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.

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

Grouping Features (Page 22)

car park

Pick This Place (Page 23)

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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).

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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.

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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

Extension Activities

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inside or outside, home or school.

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

cupboard

teacher's desk

cupboard

mat desk

desk

T e ach e rs ' N o t e s

Section 1

Describing Places

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.

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.

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.

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Maps And More Maps (Page 27)

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Aboriginal Storytelling (Page 29)

For Managed Features © ReadyEdPCaring ubl i c at i on s (Page 31) Extension Activities • ormaps r ev i ewandpur posesonl y• • Look at f different of Australia Students might mention that gardens need

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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.

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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).

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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.

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

T e ach e rs ' N o t e s

Describing Places

Section 1

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.

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

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Caring For Places 2 (Page 33)

National Parks (Page 34)

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.

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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.

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Answers

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.

Extension Activities

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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

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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.

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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.

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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)

Extension Activity

T e ach e rs ' N o t e s

Describing Places

Section 1 •

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

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Changes At Home (Page 39) Extension Activities

Additional Activities For This Section

Suggested Websites •

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

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

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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).

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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.

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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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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.

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Features Of Places 1

Activity

Places have features that make them unique.

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 Cut out the squares below and arrange them to create two pictures, each showing a different environment.

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 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

Features Of Places 2

Activity

Different places have different features.

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 Use different coloured pencils to group these features. Name the places that they come from. Circle a constructed feature.

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

Section 1: Describing Places

Use Your Senses

Activity

Features of a place can be observed using our senses.

 Pick a local place and fill in the boxes below by writing and/or drawing.

r o e t s Bo r e p… o I can see I can hear … u k S

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Place:

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Section 1: Describing Places

Types Of Features

Activity

Places are made up of different features.

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window

door

clothesline

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 Look at the pictures below. Tick the natural features. Cross the constructed features.

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footpath

fireplace

pot plant

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mailbox

 What is a managed feature?

_____________________________________________________ Section 1: Describing Places

Natural And Constructed Features

Activity

Different places are made up of different features.

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 Draw some places with largely constructed features (skyscrapers, roads, theme parks, old buildings, etc.).

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

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Section 1: Describing Places

Home And School

Activity

Places can be made up of the same and different features.

 Complete the 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.

r o e t s Bo r e p ok u S Home And School

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Home

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School Section 1: Describing Places

Sorting Features 1

Activity

 Cut out the features below. Paste them under the correct headings

ant

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building

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on the next page.

cat

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restaurant Section 1: Describing Places

train

icebergs

Sorting Features 2

Activity

Places are made up of natural and constructed features.

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Natural

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Constructed

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Section 1: Describing Places

School Features

Activity

Places are made up of natural and constructed features.

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 Draw a picture of your school in the space provided, then list the natural and constructed features that you can see in the boxes below.

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Natural Features

Constructed Features

Section 1: Describing Places

Materials

Activity

Features are made of different materials depending on how they are used.

 Complete the table below using features from the school environment.

r o e t s Bo• Soft to run on. r e grass p o u k • Doesn’t hurt as S much if you fall Material this feature is made from

Feature

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oval

Reason this material is used

over.

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Section 1: Describing Places

Grouping Features

Activity

Features can be grouped in different ways.

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 The pictures below are common features of different places. Cut them out and see if you can group them under the headings: managed, natural and constructed.

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Section 1: Describing Places

Pick This Place

Activity

Features of places can be observed and described.

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 Choose a feature in your local community that you think a tourist would like to visit. Create a poster advertising it below.

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Section 1: Describing Places

Symbols And Keys

Activity

Symbols are a simple way of representing features of a place on a map.

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 Create simple map symbols for the three pictures below.

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Key quicksand 24

volcano Section 1: Describing Places

cave

Labeling Features

Activity

Features of places look different when viewed from above

 Use the words below to label the map of the park. oval

pond

car park r o e t s Bo r e p ok u S picnic table

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trees

basketball court

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 On the back of this sheet draw a map of the beach viewed from above. Section 1: Describing Places

Map Of A Classroom

Activity

Maps show features of objects as they look from above.

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 student's desk

 mat

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 Below are four objects drawn from a side view. Can you identify them on the map below? On the map the four objects are shown from above. Once you have identified them: colour the students' desks green, colour the mat blue, colour the teacher's desk red, and colour the cupboards orange.

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Map Of A Classroom

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Section 1: Describing Places

Maps And More Maps

Activity

Some maps show a lot of detail. Some maps don't.

 Write the name of each place under the correct map. Zoo

Town

World

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Australia

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 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.

Smallest

Biggest Section 1: Describing Places

Story Telling

Activity

Indigenous stories explain features of places.

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 Aboriginal Dreaming stories and Torres Strait Islander Tagai stories explain the existence of natural features in a place. Go to: www.dreamtime.net.au/main.htm to listen to some local 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.

Tiddalick The Greedy Frog (adapted by Lisa Craig)

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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.

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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.

© ReadyEdPubl i cat i ons "What can we do?” asked the kookaburra. •said f o r ewombat. vi ew ur p os es o nl y• “I know!” ther sleepy “Let’sp make him laugh and laugh and laugh, then all the water will come out of his mouth.” (CHORUS.)

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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!

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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.

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

Section 1: Describing Places

Aboriginal Storytelling

Activity

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

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 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.

The kangaroo hopped on one leg.

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The lizard turned around and around and around.

The wombat had an idea.

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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

Caring For Managed Features

Activity

Places can be made up of managed features.

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 A garden is a managed feature. Say how it needs to be cared for.

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

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Section 1: Describing Places

Caring For Places 1

Activity

It is important to care for the place where you live.

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

 Place rubbish in the bin.

 Help with chores.

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 Put a tick in the boxes next to the things that you can do to care for your home.

 Switch off the lights.

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 Not tidy your bedroom.

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 Weed the garden.

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

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o c . che 1. __________________________________________________ e r o t r s super 2. __________________________________________________ 3. __________________________________________________ 4. __________________________________________________

Section 1: Describing Places

Caring For Places 2

Activity

It is important to care for your school.

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

 Use computers with care.

 Keep the classroom pets tidy.

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 Put a tick in the boxes next to the things that you can do to care for your school.

 Put away sports equipment.

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 Walk on paths.

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

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

o c . c e her r 1. __________________________________________________ o t s super 2. __________________________________________________ 3. __________________________________________________ 4. __________________________________________________ Section 1: Describing Places

National Parks

Activity

Some places are very special and need to be cared for.

National parks are found all over Australia. They are large areas of land that cannot be built on, or developed by people. National parks protect the natural environment, including native plants

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 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.

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________________

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________________

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

Section 1: Describing Places

Protecting Places

Activity

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 Look at this picture of a park. Think about whether you would like to visit this park.

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 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.

2. _ ______________________________________________________________ 3. _ ______________________________________________________________ 4. _ ______________________________________________________________ 5. _ ______________________________________________________________ Section 1: Describing Places

Local Heritage

Activity

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 Australia’s heritage.

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

 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

Spoiling Places

Activity

People can have negative effects on the environment.

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 The pictures below show people who are doing the wrong thing and spoiling places. Give each picture a number out of 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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Section 1: Describing Places

Changes

Activity

Changes happen around us all the time.

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

Vegetables growing from a seed.

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 Underneath the pictures, write whether the changes are happening to natural, managed or constructed features. Use numbers to rank the pictures from the quickest (1) to the slowest (6).

A room being painted.

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A tree being cut down.

A house being built.

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

A sunset.

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Section 1: Describing Places

Changes At Home

Activity

Changes might have happened at your house.

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 Tick the changes that have happened at your house while you have lived there. Draw and write about another change that has happened at your house in the blank box at the bottom of the page.

Got new furniture.

Had a new fence built.

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Planted trees or bushes.

Painted a room.

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Had a new pool built.

__________________________

Section 1: Describing Places

Using Spaces r o e t s Bo r e p ok u S

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Section 2:

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T e ach e rs ' N o t e s

Using Spaces

Section 2 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.

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

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)

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.

School Spaces (Page 46)

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Students might show how the oval can be used to play sport, for eating lunch and/or for meetings.

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Using Spaces (Page 47)

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Extension Activity •

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

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Organising Spaces (Page 50)

o c . che e r o t r s super

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.

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.

T e ach e rs ' N o t e s

Using Spaces

Section 2 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.

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

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.

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/

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Additional Activities For This Section

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/

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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?

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groups on the map.

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Students could then survey the school community about their preferred use for this space. If possible, put the plan into action.

Using One Space

Activity

People can use the same space in different ways.

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

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 Look at the picture. List four ways that people are using the park.

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 What is your favourite thing to do at the park?

Section 2: Using Spaces

Around The House

Activity

The features of a place determine how the place is used.

What is this room used for?

r o e t s Bo r e __________________________________ p ok u S What is this room used for?

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__________________________________

__________________________________ __________________________________

__________________________________

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__________________________________ What is this room used for?

o c . che e r o t r __________________________________ s super __________________________________

What can this place be used for? __________________________________ __________________________________ 44

Section 2: Using Spaces

Arranging Spaces

Activity

Spaces can have different uses.

 List the activities that you do in your bedroom in the left-hand column. In the right-hand column, write the furniture or objects that you use for each activity.

r o Furniture And Objects Used e t s B r e oo p u k S

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Activities

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

 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?

____________________________________________________

____________________________________________________ Section 2: Using Spaces

School Spaces

Activity

Spaces around the school are used in different ways.

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 In each box below, draw, write or take a photograph to show how the same space at school can be used for different activities.

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The library.

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The oval.

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The canteen. 46

The classroom. Section 2: Using Spaces

Using Spaces

Activity

Spaces are used in different ways by different people.

r o e t s Bo r e p ok zz______________________ u S zz______________________

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 Choose three different places at school. Draw or paste photographs of the places in the boxes below. Next to each picture, list all of the different ways that the place is used.

zz______________________ zz______________________

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zz______________________ zz______________________ zz______________________

o c . che e r o z z ______________________ t r s super zz______________________ zz______________________ zz______________________ Section 2: Using Spaces

What’s Happening At School Today?

Activity

Spaces around the school are used in different ways at different times.

 Go for a walk around the school. In the table below, list the different things that are happening, who is doing them and where they are taking place.

r o e t s Who Bo Where r e p ok u S

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What

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Section 2: Using Spaces

Community Spaces

Activity

Spaces can be used differently depending on the features present.

 The places below can be found in most areas where people live. Colour the squares in the corners of the pictures to show:

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

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

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o c . che e r o t r s super GROCERY SH

Section 2: Using Spaces

Organising Spaces

Activity

Places are used depending on how they are organised.

 Look at the map of the small town below and answer the questions. If you go to Sunny Park where are you likely to eat?

___________

r o ___________ e t s B r e o p ok How many schools? How many parks? u S Tin yR

ive Pink Park r

Tiny Lake Tiny Cafe

Library

Fruit n/Veg

Dine -in Bu

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Where is the closest place to eat after school?

tch e

ery Bak

School

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Park Street

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Diner

Fish n' Chips

o Left Bank c . che e Beach r o r st super Sunny Park

Main Beach

Dog Beach

 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

Locating Activities

Activity

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

 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 on the map which represent activities that will make Sam’s journey more interesting, such as a police station, a church, etc.

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r o e t s Bo r e pto school ok Sam's journey u S

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Sam's house

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Sam's school Section 2: Using Spaces

Map Of The Torres Strait Islands

Activity

Torres Strait Islanders first settled in the Torres Strait Islands. The Torres Strait Islands are part of Queensland Australia. There are five island groups.

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

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 Talbot, Mt Cornwallis, Saibai and Turnagain Islands make up the Top Western region of the Torres Strait Islands. Colour these red on 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.

mt cornwallis island

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yorke island

yam island

prince of wales island

coconut island sue island

possession island

mt adolphus island

cape york mainland australia 52

murray island

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thursday island hammond island

darnley island

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warrior island

mabuiag island

badu island

stephen island

Torres Strait

turnagain island

Section 2: Using Spaces

Section 3:

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Environmental Features r o e t s Bo r e p ok u S

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T e ach e rs ' N o t e s

Environmental Features

Section 3

Weather Words (Page 57) This activity will develop students' vocabulary so that they can describe the daily weather where they live.

Answers

r o e t s Bo r e p ok u S Extension Activities •

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Measuring The Weather (Page 58) Answers

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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.

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.

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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.

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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).

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.

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Seasonal Weather (Page 59) Extension Activity

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

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.

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o c Weather Symbols (Page 60) . che e r o t r s super Australian Weather (Page 63) Look at examples of weather symbols used in newspapers and on the internet to help students create their own symbols.

Weather Forecast (Page 61) Discuss why people predict the weather and why it is useful to know what the weather

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

T e ach e rs ' N o t e s

Environmental Features

Section 3

each place, mentioning rainfall, wind, temperature, amount of sunshine, storms, etc.

Answers

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

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

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• •

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

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.

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Seasonal Calendars (Page 65)

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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 •

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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

The Weather

Activity

The weather is always changing.

 Go outside, then complete this sheet. 1. Is it sunny or cloudy?_ ___________________________________

r o e t s Bo r elike. 3. Circle what the skyp looks ok u S

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2. Is it raining?____________________________________________

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

6. Draw a picture to show what you are wearing.

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5. What is today's temperature?_ ____________________________

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Section 3: Environmental Features

Activity

Weather Words

Weather is a description of temperature, wind speed, wind direction and rainfall.

 Match the words to the definitions and examples. Words

Definitions

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wind speed

A measure of how hot or cold the air is.

11 km/h

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r o e t s B r e The direction the o p wind is coming ok temperature u S from.

Examples

northeasterly

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rainfall

The amount of water that has fallen as rain.

23°Celcius

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wind direction

o c . che e 2mm r o r st super How fast the wind is moving.

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

___________________________________________________ Section 3: Environmental Features

Measuring The Weather

Activity

Temperature, rainfall, wind speed and wind direction are measured using special instruments.

 Label the instruments used to measure the weather. Discuss as a class how each one is used.  Wind speed is measured r o e t s Bo r e p . ok using a_______________ using a_______________ . u S

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 Temperature is measured

using a_______________ .

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 Rainfall is measured

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 Wind direction is measured

using a_______________ .

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Section 3: Environmental Features

Seasonal Weather

Activity

Weather is different depending on the season.

 Complete the calendar to show what the weather is usually like at different times of the year where you live. In each box you could draw symbols, describe the temperature, wind, rainfall and/or what you might see happening in the sky.

Teac he r

March

April

June

July

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r o e t s B r e ooFebruary December January p u k S May

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September

October

Section 3: Environmental Features

November

Weather Symbols

Activity

Weather symbols are simple pictures that are used to show what the weather will be like.

This is an example of a weather symbol used to show sunny weather.

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 Why are weather symbols used instead of words?

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r o e t s Bo r e  Where have you seen weather symbols used? p ok u _____________________________________________________ S _____________________________________________________ _____________________________________________________

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

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windy

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Section 3: Environmental Features

Weather Forecast

Activity

Weather forecasts predict what the weather will be like in the near future.

 Fill out the table below to show the weather forecast for the week where you live.

r o e t s Bo r e p ok u S Symbol

Wind

Rainfall

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Monday

Temperature

Tuesday

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Saturday

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Thursday

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Sunday

Section 3: Environmental Features

Recording The Weather

Activity

Weather forecasts can be quite accurate, but are sometimes incorrect.

 Record the actual weather where you live over the space of a week. Compare your results with the weather forecast from the previous activity. Wind Rainfall r o e t s B r e oo p u k S Symbol

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Monday

Temperature

Tuesday

Wednesday

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Friday

Saturday

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Thursday

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Sunday

Section 3: Environmental Features

Activity

Australian Weather

Warmer places are usually located in the top half of Australia.

 Draw lines to match the pictures and names.

r o e t s B Bo r e p ok u 2. Bungle Bungles S C

3. Uluru

4. Sydney Opera House

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1. Great Australian Bight

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. te o c 1. Great Australian . c e her r Bight o t s super 2. Bungle Bungles 3. Uluru 4. Sydney Opera House 5. 12 Apostles 6. Colour the warmer places red and the cooler places blue.

Section 3: Environmental Features

Describing The Weather

Activity

Different parts of Australia have different climates.

 Describe the weather in the part of Australia where you live. Mention rainfall (light, moderate, heavy), average temperature, amount of sunshine and the strength of the winds (gentle, strong, fierce).

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r o e t s Bo r e p o u k June, July, August:_ ____________________________________ S

September, October, November:__________________________

December, January, February: ___________________________ March, April, May:______________________________________

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 Use red, orange, yellow and blue shading to show the warmer •f o rr e i ew pur posesonl y• and cooler places inv Australia.

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Section 3: Environmental Features

Seasonal Calendars

Activity

The names of seasons describe weather patterns in one year.

 Match the pictures with the seasons. Colour the pictures.

Spring

Winter

r o e t s Bo r e p ok u S Summer

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Autumn

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• How many seasons are there? _______

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• Colour the seasons yellow.

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This calendar is used by some Indigenous Australians.

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• Colour the wet months blue and the dry months red.

Section 3: Environmental Features