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

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Title:

Ready-Ed

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

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Publications

Australian Geography Series Year 2: People Are Connected To Places

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

Copyright Notice

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

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

2.

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

3.

Copies are not sold or lent;

4.

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

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

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

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: 978 186 397 876 7 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

4

National Curriculum Links

5

Teachers' Notes Activities Names Of Places Place Names Are Important 1 Place Names Are Important 2 The Meanings Of Place Names Addresses 1 Addresses 2 Australian Place Names 1 Australian Place Names 2 Indigenous Place Names Scale 1 Scale 2 Labelling A Globe

6 7-8 9 10 11 12 13 14 15 16 17 18 19 20

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Teachers' Notes Activities I Am Connected To My Home Connecting To My Community Connecting To Places I Visit Connecting To Australia Connecting To Birth Places Connections To Asia Connections To Places Across The World World Connections 1

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SECTION 3: SPACES: NEAR AND FAR Teachers' Notes Activities How Often? Getting To Places Where Have I Been? Places Everywhere Far Away Places Near And Far

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SECTION 2: CONNECTING TO PLACES

34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52

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SECTION 1: PLACE NAMES

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World Connections 2 Connecting And Communicating Connecting To Asia Connecting Through Food Things That We Buy Personal Connections The Torres Strait Islands Indigenous Connections Aboriginal Storytelling - Teachers' Notes Aboriginal Storytelling Indigenous Storytelling 1 Indigenous Storytelling 2 Indigenous Storytelling 3 An Indigenous Connection 1 An Indigenous Connection 2 An Indigenous Connection 3 An Indigenous Connection 4 An Indigenous Connection 5 An Indigenous Connection 6

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Teachers’ Notes

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Year 2: People Are Connected To Places is part of the Australian Geography Series which consists of nine books in total. This book is written for students living in Australia who are studying Geography in Year 2. It is divided into three clear sections which align to the Australian National Curriculum.

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The first section, Place Names, will help students begin to understand that the names of places and features of places have meanings. Students will be given the opportunity to examine the significance of indigenous names and begin to understand that different places are different sizes and can thus be described in terms of scale. Students will also be asked to label major geographical divisions on a globe.

The second section Connecting To Places, explores students’ connections with places both close and distant. Students will learn that connections can be formed not only with places where they have been, but also with places that they have heard of: on TV, in books or through other people. Places frequently visited in the local community, places of birth and places in other countries all feature in this section. The activities in this section also help students to understand the special relationship that Indigenous Australians have with the land, sea and animals of their place.

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The final section in this book entitled Spaces: Near And Far, considers the concept that distance influences the places where we go and how often we visit those places. The activities presented in this section encourage students to see the connection between these two variables and discuss the reasons why people visit distant places less frequently than places which are nearby.

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All of the activity pages in this book are visually appealing to help Year 2 students process the concepts being taught. As students complete the activities they will also be learning and practising a range of geographical skills, including: sorting, classifying, mapping, labelling, matching, graphing and conducting simple surveys to collect data.

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National Curriculum Links Geographical Knowledge and Understanding

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The location of the major geographical divisions of the world in relation to Australia (ACHGK009) • using geographical tools, for example, a globe and world map, or digital application, such as Google Earth, to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheres • describing the location of continents relative to Australia using terms such as north, south, opposite, near, far The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK010) • examining the names of features and places in the local area, and the meaning of these names and why they were chosen • investigating the names and meanings given to local features and places by the local Aboriginal and Torres Strait Islander Peoples • describing the hierarchy of places: from the personal scale of their home, the local scale of their suburb or town, the regional scale of their state, to the national scale of their country The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHGK011) • explaining that some people have special connections to many Countries through, for example, marriage, birth, residence and chosen or forced movement • discussing how some people are connected to one Country, for example, because it is ‘mother’s’ Country or ‘father’s’ Country • describing the connections of the local Aboriginal or Torres Strait Islander Peoples with the land, sea and animals of their place The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK012) • examining the ways people are connected to other places through, for example, relatives, friends, things people buy or obtain, holidays, sport, family origin, beliefs, and places of particular significance • discussing how their place may be connected to events that have happened in other places, for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK013) • investigating the places they and their families visit for shopping recreation, religious or ceremonial activities, or other reasons • suggesting what their pattern of visits to places might have been two generations ago and comparing this to their current pattern • investigating how people’s connections with places are affected by transport and information and telecommunications technologies

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Placet Names r o e s Bo r e p ok u S

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T eachers ' N o tes

Place Names

Section 1 Names Of Places (Page 9) Ask students to be as specific as possible when naming each place, for example Brighton Beach, a mountain in America, etc. Ask students to compare their answers and discuss the differences, for example many students may have been to the beach, but not necessarily to the same beach.

Addresses 1 (Page 13)

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Place Names Are Important 1 (Page 10)

To assist students to complete this activity, ask them to colour Jenny and Ben’s house one colour, all the restaurants another colour, etc. then underline the words in the passage using the matching colour. Discuss the results after they have completed the activity. Did all of the students get the same route? Why/why not? Try the activity again, but this time select and include the specific names of places that Jenny and Ben visited in the narrative. Did all students get the same route this time? This activity should consolidate the idea that specific place names are important.

Extension Activity •

Mark students’ houses on a map of the local area. Ask students to identify who lives closest to them and who lives furthest away.

Addresses 2 (Page 14)

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People, Distinguishing Feature, Another Language, Other Places.

Students should circle number 15 and highlight Tiny Town. Students should colour the number 4 house pink. Students should recognise that all the people in Tiny Town do not live on the same street but they do live in the same town. Routes will vary.

Activities © ReadyEdPExtension u b l i cat i ons • Ask students to write a letter to their parents and mail it to their home address. •f orr evi ew pur p osesonl y• Discuss with students how the postman/

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Discuss with the students whether this activity would be easier if the places marked on their maps had names. Reinforce the concept that naming places makes them easier to find.

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Mark all the students' houses on a map, then draw lines to show the route a postman/woman might take to deliver all the letters.

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The Meanings Of Place Names (Page 12)

Extension Activity

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Place Names Are Important 2 (Page 11)

woman will know where to deliver it (e.g. he will find the street on a map and then look for the number on the mailbox).

Talk about how some places are named after people, some places are named because of a distinguishing feature, some places have names that mean something in another language and some places are named after other places in the world. Create a class display with information under the following four headings:

Australian Place Names 1 (Page 15)

Before the students complete the activity discuss the five famous places. After the students have completed the activity examine the names of the places in more detail. Ask them why these places were given their names - is it because of how they look? Is it because of how the place is used? 1 - D, 2 - E, 3 - A, 4 - C, 5 - B

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T eachers ' N o tes

Place Names

Section 1 2

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Australian Place Names 2 (Page 16)

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Labelling A Globe (Page 20)

Extension Activity •

(continents, countries, cities, landmarks, etc.). Write each different place on a piece of card. Discuss how students know these names and may have a connection to them (e.g. places that they have visited, from the TV, the news, in books, heard parents talking about them, friends or family live there, etc.). Ask students to try to classify the pieces of card under the headings on the worksheet. Discuss how landmarks are smaller in size than cities, cities are smaller in size than countries, etc.

Read the book Are We There Yet? by Alison Lester to familiarise students with other famous places in Australia. Mark the places mentioned in the book on a map.

North Pole

Arctic Circle

© ReadyEdPubl i cat i ons To help students with this activity hold a class discussion first. Pictures will vary depending •f orr evi ew pur posesonl y• on the area in which you live. lndigenous Place Names (Page 17)

Tropic of Cancer Equator

Tropic of Capricorn

Scale 1 (Page 18)

Antarctic Circle

Extension Activity •

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Using the satellite view of Google Maps, find your school. Slowly zoom out, discussing how the school is in a suburb; that suburb is part of a bigger town; that town is a place in your state; your state is part of Australia, etc.

Scale 2 (Page 19)

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As an introduction to this activity, conduct a class brainstorm of all the places that students have heard of around the world

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South Pole

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To introduce this activity read the picture book My Place in Space by Robin Hirst.


Names Of Places

Activity

Places have names and names have meanings.

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 Colour the places that are close to you and that you have visited. Write the names of these places in the spaces provided.

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Section 1: Place Names

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Place Names Are Important 1

Activity

Names of places help us to find where they are.

 Read the passage below and mark Jenny and Ben’s route on the map.

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ive Pink Park r

Tiny Lake Tiny Cafe

Library

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It is the first day of the holidays. Jenny and Ben leave their house and go to the library to borrow some books. Then they meet their friend Lee at the beach. In the afternoon they go to the park to see their other friend Kate. On the way home they have dinner at a restaurant.

© ReadyEdPubl i cat i ons Tiny Road •f orr evi ew pur posesonl y• Fruit n/Veg

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Jenny and Ben's house

Park Street

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Main Beach Dog Beach

 Compare the route that you have drawn with a friend's route. Did you both get the same route? Yes / No. Discuss your answer. 10

Section 1: Place Names


Place Names Are Important 2

Activity

Naming places makes them easier to find.

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 Choose a place on the map below and mark it with an X. Without showing your friend your map, give him/her directions to see if he/ she can place an X on the same place that you have chosen.

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 Would this activity be easier if the places marked on your map had names? Yes / No. Section 1: Place Names

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The Meanings Of Place Names

Activity

Names of places mean things.

The name of my school is: _______________________________

r o e t s Bo r e p ok ____________________________________________________ u S It is called this because:_________________________________

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____________________________________________________

The name of my suburb or town is: _ ______________________

It is called this because:_________________________________

____________________________________________________ ____________________________________________________

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• A place that has an indigenous name in my area is: _ _________

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It is called this because:_________________________________

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____________________________________________________

____________________________________________________ It is called this because:_________________________________ ____________________________________________________ ____________________________________________________ 12

Section 1: Place Names


Addresses 1

Activity

Your address shows which area you live in.

 Write your address below.

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Number

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Suburb / Town

 Colour in the graph to show how many people in your class live in different suburbs.

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Number of Students

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Name of Suburbs Section 1: Place Names

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Addresses 2

Activity

Addresses help us to find where people live.

 Look at the envelope right. Circle the house number and highlight the suburb/town that it needs to be delivered to.

Mr Pink 4 Park Street Tiny Town

r o e t s Bo r e p o u k  Pick a house on the map. Write the address on the back of this page. S  All the people in Tiny Town live on the same street. True / False

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 On the map below, colour pink the house where this letter will be delivered.

 All the people in Tiny Town live in the same town.

True / False

 Draw a line to show the route that Mr Pink might take to get from his house to the Bakery.

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© ReadyTiny E dPubl i cat i ons Lake Pink Park ive • orr evi ew pur posesonl y• r f Tiny Cafe

Library

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School

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Sunny Park

Left Bank Beach Main Beach

Dog Beach 14

Section 1: Place Names


Australian Place Names 1

Activity

Australia has many famous places.

 Draw lines to match the pictures and names. Discuss the meanings of the names. A

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3. Uluru

4. Sydney Opera House

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1. Great Australian Bight

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© ReadyEdPubl i cat ons Ei •f orr evi ew pur posesonl y• 5. 12 Apostles

 Label the map of Australia using the correct number.

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Section 1: Place Names

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Australian Place Names 2

Activity

Australia has many places.

 What are some places in Australia that you or other people in your class have heard of? They might be towns, cities or natural landmarks. Write them below and mark them on the map. Discuss the meanings of these place names with the rest of the class.

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r o e t s Bo r e p o u k 1. __________________________________________________ S 2. __________________________________________________ 3. __________________________________________________ 4. __________________________________________________ 5. __________________________________________________ © ReadyEdPubl i cat i ons

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Section 1: Place Names


Indigenous Place Names

Activity

Indigenous Australians named places in Australia that were special to them.

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 Draw a local feature that has an indigenous name.

I have drawn _ ____________________________________________

© ReadyEdPubl i cat i ons ________________________________________________________ •f orr evi ew pur posesonl y• The meaning of its name is _________________________________

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 Draw a local place that has an indigenous name.

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I have drawn _ ____________________________________________ The meaning of its name is _________________________________ ________________________________________________________ Section 1: Place Names

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Scale 1

Activity

Places can be described in terms of scale.

 Draw something else that is on your street.

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What street is your house on?

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 Draw your house.

What suburb or town is your street in?

___________________________ ___________________________

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 Draw a place in your suburb or town that you like to go to on the back of this sheet.

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 What country is your state a part of? Colour and label it on the world map.

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 What state is your suburb/ town in? Colour and label it on the map of Australia.

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What planet is your country a part of? ___________________________ 18

Section 1: Place Names


Scale 2

Activity

Places can be described in terms of size.

 Brainstorm all the places that you have ever heard of. Write each place in the correct box below. Use numbers to rank the places in terms of size.

Cities r o e t s B r e oo p u k S zz______________________ zz______________________

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Landmarks

zz______________________

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zz______________________

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Continents

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Other zz______________________

zz______________________

zz______________________

zz______________________

Section 1: Place Names

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Labelling A Globe

Activity

 Read the information about our Earth, then complete the task. • Our Earth is a globe that is always rotating on its axis. We call the northern point of this axis, the North Pole and the southern point, the South Pole.

r o e t s Bo r e p ok u • To the north of the Equator is the Tropic of Cancer. To the south is S the Tropic of Capricorn. Between these two lines of latitude are the

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• We can also locate places on the Earth by dividing the globe with imaginary lines. The line that divides the globe in the middle is called the Equator.

regions of the planet where the tropical rainforests, coral reefs and savannahs are located.

• Close to the North Pole we find the line called the Arctic Circle. At the South Pole, the line is the Antarctic Circle.

 Label all of the bolded words in the information box above. Shade the land mass green.

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Section 1: Place Names


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

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Connecting To Places

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T eachers ' N o tes

Connecting To Places

Section 2

I Am Connected To My Home (Page 26) Discuss with students what ‘connection’ means. For example, connections are formed when people visit a place frequently, feel that they belong to a place, feel comfortable in a place, and feel that a place is special.

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

Australia

Ask students to take photographs (with parent assistance) of: their houses, a place where they shop and a place where they go to have fun. Create a class display to showcase students’ photographs.

Connecting To Places I Visit (Page 28) If students haven't visited another state in Australia, they can choose another place in their own state, town, city or suburb.

Connecting To Places Across The World (Page 32)

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Connecting To My Community (Page 27)

Students should identify that Phillip came from the United Kingdom because of the flag that he holds. He made three stops on his journey to Australia. England is smaller than Australia.

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they will vary.

Canary Islands

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If applicable, ask students to discuss with their parents/grandparents why they came to live in Australia, what they like about Australia and what they miss about the country where they came from. Discuss how their parents/grandparents have a connection to the country in which they were born, as well as Australia.

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o c . che e r o t r s Connections To Asia (Page 31) s uper Answers •

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Students should identify that China is far away from Australia. They may be able to identify in which direction the family have travelled to get to Australia.

World Connections 1 and 2 (Pages 33 and 34)

Students should begin to understand that some people have connections to places all around the world, because not all Australians were born in Australia.

Extension Activity •

Print a blank world map for each student. Ask students to colour each heading on the activity sheet a different colour, then colour in the corresponding continents on the world map the same colour.


T eachers ' N o tes

Section 2

Connecting To Places

Connecting And Communicating

data and tools provided. Finished maps can be emailed, shared online or printed. No registration is required.

(Page 35)

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Extension Activities

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Written communication could include: letters, email, text messages, greeting cards, online chat forums, etc. Verbal communication could include: telephone/mobile phone, webcam, Skype, etc. Students should colour the computer, the mobile phone and the picture of two people using Skype for the first question, and colour the picture of a parcel for the second question.

Connecting To Asia (Page 36)

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Investigate the history of communication. Create a timeline to display in the classroom. Organise to communicate with students in another country either via letter writing, email or internet video calls using software such as Skype. If you get the opportunity, set up a pen pal program with a teacher overseas as an authentic way for students to develop a connection with another country. Letters could be written using email, a blog or snail mail. Students can log on to the following website4http://www.flatstanley.com/ about, to connect with children in other parts of the world by sending out paper "Flat Stanleys" through the mail (or digitally with The Flat Stanley app). Each student can then talk about, track, and write about his/her flat character's journey and adventures. Students can log on to the following website4http://www.animaps.com. to create animated maps for free, with markers that move to trace routes, and text and images that pop up on cue. This will help them to locate where in the world the children are with whom they are communicating. Registration is required. Another mapmaking program which they can use is the National Geographic MapMaker Interactive4http:// education.nationalgeographic.com/ education/mapping/interactivemap. Students can log on to create a customised map using the themes,

Discuss as a class how Australia is connected to Asia through trade, aid, migration, food, wars and the environment.

Connecting Through Food (Page 37) Extension Activity •

Ask for parent volunteers to help cook dishes from around the world and hold a ‘World Food Day’. Talk about people's connection to the dishes and to the places from which the dishes originate.

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Things That We Buy (Page 38)

As a Maths integration activity, ask students to create a graph showing where all the objects chosen by the class were made. Discuss why most of the products we use come from a particular place.

Personal Connections (Page 39) Students can share their pictures with their peers.

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T eachers ' N o tes

Connecting To Places

Section 2

Map Of The Torres Strait Islands (Page 40)

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Extension Activity •

Students could locate different cultural groups on the map.

Aboriginal Storytelling

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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.

stories by logging on to: www.dreamtime. auz.net/. Some of these stories might relate to their local area. As an additional activity the students might want to explain one of these Dreaming stories in picture form. The best way for them to do this might be in the form of a storyboard or a sequence of pictures. 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.

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Before the children complete the activity sheet, explain that Aboriginal and Torres Strait Islander Peoples communicate the past through stories passed down from generation to generation. These stories are known as the Dreaming or Dreamtime. The stories are communicated through dance, music, storytelling and art. The Dreaming stories are all about the Earth’s creation. They tell tales of Ancestral Beings or Spirits moving around the Earth in human form creating animals, plants, rocks and other forms of the land that we know today. The spirits are then believed to have transformed into stars, rocks, trees, watering holes and other objects. These are regarded as sacred by Indigenous Australians. The Dreaming helps us to understand the unique relationship that Indigenous Australians have with the land as they believe that it is sacred and should be looked after. Before the students begin the activity sheet you might want to read some Dreaming

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Indigenous Storytelling 1, 2 and 3 (Pages 44, 45 and 46) Answers •

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There was plentiful food for all and things were in their natural state. 2. The sea eagle was a guardian, who looked after the island. 3. The gull allowed the animals to eat more than was necessary, causing a food shortage and depleting the island’s resources. Image analysis: the broken coral could lead to the loss of habitat for little fish so there would not be larger fish for local people and sharks; loss of fish species in the area; food shortages for the island community which could affect local tourism

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T eachers ' N o tes

Section 2

Connecting To Places

An Indigenous Connection 1 (Page 47)

An Indigenous Connection 4 (Page 50)

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Discuss the way that traditional Indigenous Australians either walked, or travelled by makeshift boats pre-colonisation. They did not travel by horse, camel, car, train or plane. Explain that traditional Indigenous Australians made their own shelters using the resources available to them from the land – such as stones, plants, sticks, etc. Discuss the methods used by traditional Indigenous Australians to source food – they used hunting tools that they made themselves to spear fish and kill large animals such as kangaroos and possums, etc.

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Tell the students that older Aborigines, known as Elders, have the longest and closest connection with the land and pass their knowledge down to the younger generations. Tell the students that it is believed that Indigenous Australians walked from Asia to Australia on land bridges which are said to now be underwater. Students should colour the circle on the flag, yellow. The circle represents the sun and yellow ochre. Students should colour the bottom half of the flag, red which represents the red earth and red ochre. They should colour the top half of the flag, black. Black represents the Aboriginal people.

earth which they feel a strong connection to, and yellow symbolises the Australian sun.

An Indigenous Connection 5 (Page 51)

© ReadyEdP ubthel i ca t i ons Discuss way that traditional Indigenous Australians used coolamons made from the bark off trees tos collect water from• streams. Students should begin to understand that • f o r r e v i e w p u r p o s e o n l y traditional Aboriginal people were hunterAn Indigenous Connection 2 (Page 48)

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Explain that traditional Indigenous Australians sourced vegetables underground by digging in the ground using makeshift digging sticks. Discuss the method used by traditional Indigenous Australians to keep warm – they would make fires from available wood and by rubbing two sticks against each other.

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gatherers, which means that they made their own tools to hunt and gather food and therefore survive. Answers to matching activity: They used boomerangs to hunt kangaroos, possums and birds; spears were used to hunt fish; the coolamon was used to collect water; the digging stick was used to gather seeds, vegetables, fruit and witchetty grubs; a fishing net was used to gather crabs, oysters and turtles.

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An Indigenous Connection 3 (Page 49)

Discuss the significance of the boomerang with the children (it is an Aboriginal hunting tool made from resources taken from the land - wood from trees). The Aboriginal people used the boomerang to hunt large animals - which they ate to survive. Explain the significance of the Aboriginal colours (red, black and yellow). Tell the children that black symbolises the people, red symbolises the red

An Indigenous Connection 6 (Page 52) Clans can have as many as 500 members. Each clan has the right to hunt and collect food in a given territory. Invading someone else's territory usually results in conflict. Each clan has their own language. Some clans speak the languages of other clans nearby. Customs and laws are taken seriously.

25


I Am Connected To My Home

Activity

People are connected to their homes.

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 Draw a picture of your house.

© ReadyEdPubl i cat i ons  Write• your address. f o rr evi ew pur posesonl y•

_______________________________________________________

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Think about what makes your house special to you.

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. te o _______________________________________________________ c . che e r o t r syour house from your r up  What can yous find oute about I like my house because____________________________________

parents? Write notes on the back of this sheet. Questions you could ask them are:

• How long have you lived in this house? • What made you choose this house to live in? • What do you think is the best thing about this house? 26

Section 2: Connecting To Places


Connecting To My Community

Activity

People are connected to local places.

 Write or draw in the boxes to show places that you visit in the local community. Write your name in the circle or draw a picture of yourself.

r o e t This is where I go to school. s B r e oo p u k S

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This is where I live.

This is me.

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

o c . che e r This is where I go o This is where my r t s to have fun. super family go shopping.

This is where I go to do after-school activities (swimming, dancing, etc.).

Section 2: Connecting To Places

27


Connecting To Places I Visit

Activity

People are connected to places that they have visited.

 Think about a place in Australia that you have visited. Write down the name of this place.

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 Draw and write to show what you did there.

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______________________________ ______________________________ ______________________________ ______________________________

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

 Draw and write to show what you enjoyed most about this place.

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______________________________ ______________________________ ______________________________

. t e to show what was different about thisc o  Draw and write place . ch compared to where you live. e r er o t s super

______________________________ ______________________________ ______________________________ ______________________________

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Section 2: Connecting To Places


Connecting To Australia

Activity

Australians live in different parts of Australia. Australians feel connected to the place in which they live.

The map shows where in Australia people live. The areas that are coloured black show where lots of people live. The individual dots show where only a few people live.

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Darwin

Brisbane

Perth

© ReadyEd Publ i cat i ons Adelaide Melbourne •f orr evi e ur pos esonl y• 1 dotw = 1000p people Sydney Canberra

Estimated resident population. Source: Australian Demographic Statistics

Hobart

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 Circle where you live on the map. Why is this place special to you? _____________________________________________________

. te o c _____________________________________________________ . che e r  Circle a place where friends or family s members live on the map. o t r s r u e p Tell one thing about this place.

 Circle a place where you have visited on the map. Why is this place special to you?

_____________________________________________________

 Circle a place that you have heard about and would like to visit. What do you know about this place?

_____________________________________________________ Section 2: Connecting To Places

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Connecting To Birth Places

Activity

People are connected to the places where they were born.

I was born in:

_____________________________________

My Mum was born in: _____________________________________

r o e t s Bo r e  Find and colour thep countries that you have written down on the ok u map below. S

_____________________________________

North America

Europe

Asia

Africa

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My Dad was born in:

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My Grandparents were born in:___________________________________

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 Find and colour the countries that you have written down on the map below.

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North America

Europe

Asia

Africa South America

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Australasia

Section 2: Connecting To Places


Connections To Asia

Activity

Many people in Australia have connections to Asia because they were born there.

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 The people who own this Chinese restaurant live in Australia. They came from China. China and Australia are important places to this family. They feel connected to both places.

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

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 Is China near to or far away from Australia? _______________ Section 2: Connecting To Places

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Connections To Places Across The World

Activity

Many Australians have connections to countries around the world because they were born there.

 s Where doe youB think he came from? r o t r e ________________________________ oo p u k T T What tells you this? S

________________________________

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This man’s name is Captain Arthur Phillip. He came to live in Australia many years ago.

 Captain Arthur Phillip came to Australia by boat. It took him eight months! Join the dots to show his route.

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England

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© ReadyEdPubl i cat i ons  Is England bigger or smaller than Australia? _____________ •f orr evi ew pur posesonl y•  How many stops did he make? _____

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2

Cape of 4 Good Hope Rio de Janeiro 3

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Section 2: Connecting To Places

5 Sydney


World Connections 1

Activity

People come to Australia from places all over the world.

 Ask people in your class which continents their parents have come from. Write their names in the correct boxes below. Choose one place to explore further. Asia

Australasia

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Europe/UK

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South America

Africa

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North America

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Section 2: Connecting To Places

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World Connections 2

Activity

People are connected to places all over the world.

 Find someone in your class who fits one of the descriptions below and write his/her name in that box. You can only use each person’s name once. The first person to fill in all of the boxes is the winner!

Teac he r country.

© ReadyEdPubl i cat i ons 5 6 onl •f orr evi ew pur poses y•

Someone who has relatives living in another country.

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7 Someone who follows a sporting team in another country.

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country.

Someone whose parents were born in another country.

Someone who has bought something from another country.

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another country.

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r o e t s B r e o 1 2 3o p u Someone who has Someone k who has Someone who S was born in another friends living in visited another

o c . che e r 8r 9 o t s super Someone who has Someone whose tried food from another country.

Section 2: Connecting To Places

grandparents were born in another country.


Activity

Connecting And Communicating

We stay connected with people in other places using different forms of communication.

 Think of some of the ways that you can communicate with people who live in a different place to you. Write them below.

r Verbal o e t s B r e oo p u k zz______________________ z z ______________________ S

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Written

zz______________________

zz______________________

zz______________________

zz______________________

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 If you wanted to send someone a message quickly, which form/s of communication might you use? Colour your answer/s.

. te o  If you wanted to send someone a birthday card with. ac small gift inside, che would you use? Colour e r which form of communication your answer. o t r s super

Section 2: Connecting To Places

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Connecting To Asia

Activity

Australia has many connections to Asia - its neighbour.

 Think of five ways that Australia is connected to countries in Asia. List and explain them below.

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1. __________________________________________________

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2. __________________________________________________

__________________________________________________

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

3. __________________________________________________

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4. __________________________________________________ __________________________________________________

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5. __________________________________________________

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Section 2: Connecting To Places


Activity

Connecting Through Food

Places in the local community can provide a connection to other places in the world.

 Find out the names of different restaurants in your local community. Choose one of these restaurants and complete the information below.

r o e t s Bo r e p ok u  Colour in the Scountry (or countries) where the food originates from.

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Name of restaurant:

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 Write the names of some of the dishes that this restaurant serves.

. te o zz__________________________________________ c . che e r o t r zz__________________________________________ s super zz__________________________________________ zz________________________

 On the back of the sheet, draw and label some common ingredients used in this restaurant’s meals. Section 2: Connecting To Places

37


Things That We Buy

Activity

The objects that we buy and use everyday have connections to other places in the world.

 Choose six objects from home or school and draw them in the boxes below. Find out where they were made by reading the box, tag or label. Draw a line from each picture to the country where the object was made.

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 Compare your results with other students in your class. Which country do most of the things that we use come from? ___________ 38

Section 2: Connecting To Places


Personal Connections

Activity

There are special places to which we feel connected..

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 Draw a picture of a place that you feel connected to below.

I have drawn _ ____________________________________________

I feel connected to this place because_________________________

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

________________________________________________________

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 Interview a member of your family or a friend. Draw the place that he/she feels connected to below.

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I have drawn _ ____________________________________________ My________________ feels connected to this place because ______ ________________________________________________________ Section 2: Connecting To Places

39


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. The Torres Strait Islanders feel connected to these islands. These islands are special to them.

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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.

© Reapapua dy E dPubl i cat i ons new guinea •f orr evi ew pur posesonl y• saibai island

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 40

murray island

o c . che e r o t r s super mt ernest island

thursday island hammond island

darnley island

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warrior island

mabuiag island

badu island

stephen island

Torres Strait

turnagain island

Section 2: Connecting To Places


Indigenous Connections

Activity

Indigenous stories explain how Indigenous Australians feel connected to a place.

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 Aboriginal Dreaming stories and Torres Strait Islander Tagai stories explain their connection to places. 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.

© ReadyEdPubl i cat i ons •f orr evi ew pur osesonl y• _____________________________ __p ___________________________

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_____________________________

_____________________________

_____________________________

_____________________________

Section 2: Connecting To Places

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Aboriginal Storytelling – Teachers’ Notes  Read this Aboriginal Dreamtime story to your students. It shows how Indigenous Australians had a special connection to animals in their Country/Place.

Tiddalick The Greedy Frog

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(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.

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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 f do?” thev kookaburra. oasked rr e i ew pur posesonl y• “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.)

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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.

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?

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Section 2: Connecting To 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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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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.

The eel tickled Tiddalick with his tail.

Section 2: Connecting To Places

43


Indigenous Storytelling 1

Activity

Indigenous Australians have known for many generations that we must care for the land and the sea. Dreaming Stories often describe what would happen to people and animals if natural resources were not used responsibly.

r o e t s Bo r e p o u k The Sea Eagle and the Gull S Long before people walked the do as I please.” The Earth, there was a beautiful island in the ocean. This island was home to animals big and small. Snakes and lizards, birds and insects lived on the land. The ocean was full of dolphins, sharks, turtles, crocodiles and fish. All the animals were happy to call this island their home.

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 Read the story below entitled The Sea Eagle and the Gull from the Bardi people of Cape Leveque, Western Australia.

gull started eating more than his fair share of food and then he invited his gull friends to do the same. Soon all the animals were eating much more than they needed. Dugongs and crabs, sharks and parrots were eating everything in sight. Weeks passed. Food was not so easy to find. The Each animal had its place. The lizards animals realised that they had made ate the turtle’s eggs and the crocodiles a big mistake and had to leave the ate the lizards. In the ocean, the big island to look for food in other places. fish ate the little fish and the sharks ate the big fish. The animals only When the sea eagle returned, he ate what they needed. This was the found the island almost empty. He natural way. It was the sea eagle’s knew what had happened and went job to make sure that no animal was straight to the gull. He asked, “What’s greedy and ate more than it needed. been going on here?” The gull shook This was the job of all sea eagles, his head and replied in a cheeky voice, handed down from father to son since “Nothing. There’s still plenty of food the beginning. around if you know where to look!” To prove his point, the gull started eating One day the sea eagle needed to scraps of food, pretending they were leave the island. He asked the gull tasty. “Well then, Gull, since you like to look after the island while he was eating the scraps other animals leave, gone. The gull was happy to you will never eat a fresh fish again.” do this. As he watched the This is why you’ll see gulls on the eagle fly away he thought, beach fighting over the tidbits of food “Now I’m the boss, I can which you leave.

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Section 2: Connecting To Places


Indigenous Storytelling 2

Activity

 Make a storyboard of the main events in The Sea Eagle and the Gull. The first scene has been done for you. Use your storyboard to retell this story to a classmate.

1

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Section 2: Connecting To Places

45


Indigenous Storytelling 3

Activity

 After reading The Sea Eagle and the Gull on page 44, answer the questions below. 1. Why was the island a happy place for the creatures to live?

_ ______________________________________________________________

_ ______________________________________________________________

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r o e t s Bo r 2. What was the sea eagle’s job on the island? e p ok u _ ______________________________________________________________ S _ ______________________________________________________________ 3. Why do you think the gull did such a bad job of looking after the island?

_ ______________________________________________________________ _ ______________________________________________________________

Image Analysis

© ReadyEdPubl i cat i ons  Study the image below. What could be some of the consequences for •f o rr ev i ewinp uarea? r posesonl y• the people and sea creatures this

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__________________________ __________________________ __________________________

o c . che __________________________ e r o t r s sup__________________________ er __________________________

__________________________ __________________________ __________________________ __________________________ 46

Section 2: Connecting To Places


An Indigenous Connection 1

Activity

Aborigines were the first people to arrive in Australia. They are the traditional owners of the land. Their land has helped them to survive therefore they have a strong connection to it.

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

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Teac he r

 Colour the person who passes on the connection that Indigenous Australians feel to the land.

 How did Aborigines arrive in Australia? Colour your answer.

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 The Aboriginal flag shows that the Aboriginal people have a very special relationship with Australia because they have lived here for so long. Colour the flag and talk about what each colour means.

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Section 2: Connecting To Places

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An Indigenous Connection 2

Activity

Aborigines were the first people to arrive in Australia. They are the traditional owners of the land. Their land has helped them to survive therefore they have a strong connection to it.

Boomerang

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

Coolamon

Digging Stick

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Teac he r

 Aborigines know where to find water in the outback and hunt animals for food. They cleverly make their own tools to hunt animals and gather vegetables and water. Match the tools with the food by cutting and pasting.

Fishing Net

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

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Section 2: Connecting To Places


An Indigenous Connection 3

Activity

Aborigines were the first people to arrive in Australia. They are the traditional owners of the land. Their land has helped them to survive therefore they have a strong connection to it.

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

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Teac he r

 Colour the boomerang in Aboriginal colours. Discuss why these colours are special to Indigenous Australians.

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Section 2: Connecting To Places

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Activity

An Indigenous Connection 4

Aborigines were the first people to arrive in Australia. They are the traditional owners of the land. Their land has helped them to survive therefore they have a strong connection to it.

 What does this picture tell us about how Aborigines used to travel when they first arrived in Australia?

_

_

___________________________ ___________________________

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_

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

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 What does this picture tell us about what Aboriginal people did for shelter?

___________________________

_

___________________________

_

___________________________

_

___________________________

_

___________________________

_

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

. tepicture tell us about how Aboriginal people  What does this used to o c . catch food? che e r o t r s su er _ ___________________________ p

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Section 2: Connecting To Places


Activity

An Indigenous Connection 5

Aborigines were the first people to arrive in Australia. They are the traditional owners of the land. Their land has helped them to survive therefore they have a strong connection to it.

 What does this picture tell us about how Aboriginal people sourced water? _

_ _

___________________________ ___________________________

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_

r o e t s Bo r e p o u k ___________________________ S ___________________________

 What does this picture tell us about how Aboriginal people sourced vegetables?

___________________________

_

___________________________

_

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. tethis picture tell us about how Aboriginal people o  What does stayed c . warm? che e r o t r s s r u e p _ ___________________________ _

___________________________

_

___________________________

_

___________________________ Section 2: Connecting To Places

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An Indigenous Connection 6

Activity

Indigenous Australians live in groups known as clans. Clans share the same territory, the same language, customs and laws.

 Research an indigenous clan.

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Clan name:

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

Approximate number of people in the clan:

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Territory that they live in and own:

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Customs:

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Language:

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Laws:

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Section 2: Connecting To Places


Section 3: r o e t s Bo r e p ok u S

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Spaces: Near And Far

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T eachers ' N o tes

Spaces: Near And Far

Section 3 How Often? (Page 55) Extension Activity

Once students have completed the activity sheet, ask them to cut out each picture. On a large board group all the pictures (i.e. all the ‘your school’ pictures together, all the ‘local shop’ pictures together, etc.). Observe which colour is most prevalent in each group and discuss possible reasons for this.

r o e t s Bo r e p ok u S •

Getting To Places (Page 56) Extension Activities

On an online map (such as Google Maps), ask students to point out places that they walk to and places that they drive to. Zoom out and ask them to show you the places where they would need to travel on a plane to get to. Discuss other forms of transport that they have used to get to places. Make the connection between distance and means of transport. Investigate the history of transport. Discuss how in the past most people did not travel far from their homes, and how modern forms of transport have made it much easier to travel around the world. Predict what transport will be like in the future. Students could use creative writing to explain how the world would be different if people could snap their fingers and be in another place instantly.

© ReadyEdPubl i cat i ons •f orr evi ew pu r pEverywhere oseso nl y• Places (Page 58)

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Brainstorm places as a class and record responses on the board. If children have been to a certain place, they should write it on their sheets. Discuss the fact that we visit places that are close to us regularly, whereas we rarely visit places that are far away from where we live.

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the class have visited. It should become evident that there are many places nearby that students have visited, but the pins become more spaced out the further you go from the town in which they live. Students can access National Geographic MapMaker Interactive at the following website4http://education. nationalgeographic.com/education/ mapping/interactive-map. They can create maps using the themes, data and tools provided. Finished map can be emailed, shared online or printed. No registration is required. Big Huge Labs Map Maker can be accessed at4http://bighugelabs.com/ map.php. On this website you can tick the countries that the students in your class have visited and this site will colour them in on a world map that can be embedded to a blog or webpage. No registration is necessary.

. Far Away Places (Page 59) te o c Where Have I Been? (Page 57) . che e r o t r s super You may like to send this activity sheet home with students so that they can fill it out with their parents. Discuss the range of reasons why people travel (holidays, business, to visit family, to help others, etc.). Identify countries on the map as a class.

Extension Activities •

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Create your own map in Google Maps (or similar), placing pins to show all the places in the world where the students in

Use Google Maps or the National Geographic MapMaker Interactive: 4http://education. nationalgeographic.com/education/ mapping/interactive-map to calculate distances for this activity if needed.

Near And Far (Page 60) Students should decide who they will ask to complete the survey—teachers, other students, etc. Ask students to predict what the total numbers for each section will be.


How Often?

Activity

There are some places that we visit regularly and other places that we don’t visit very often.

 Colour the box next to each place to show how often you visit it. Use the key below.

Orange = less than once a year. r o e t s B r e Red o = never. p ok u S

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Green = once a week or more. Blue = once or twice a month. Yellow = one to three times a year.

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the beach

a sporting venue

another country

the theatre

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the local the local © ReadyEd P u b l i c a t i o n s park shops •f orr evi ew pur posesonl y• your school

another town or city in Australia

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Section 3: Spaces: Near And Far

a friend's house 55


Getting To Places

Activity

Distance affects how we get to a place.

Draw a place where you cycle to often.

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Draw a place where you walk to often.

© ReadyEdPubl i cat i ons Draw an place Draw ae place where •f orr vi e w pur pose so l ywhere •

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you (or someone you know) has flown to.

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you drive to often.

o c . che e r o t r s super Put a tick next to the place that is closest to your house. Put a cross next to the place that is the furthest from your house.

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Section 3: Spaces: Near And Far


Where Have I Been?

Activity

Distance affects the places where we go.

Northern Territory

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

Queensland

South Australia

New South Wales

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 On the map of Australia, colour all of the states that you have visited and use numbers to mark how many times you have visited each state.

Victoria

Tasmania

 On the world map below, colour all of the places that you have visited red and use numbers to mark how many times you have been to these places. Colour all of the places that your parents have visited in blue and use numbers to show how many times they have been to each place.

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

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 Which place is the furthest from where you live?  Which place is the closest to where you live? Section 3: Spaces: Near And Far

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Places Everywhere

Activity

Distance affects how often we visit a place.

 Write in the rectangles to show the places where you have been in different areas.

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

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Local Community

Town/City

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State

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

Country

World

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 Cut out the rectangles and arrange them in order from the places that are closest to your house to the places that are furthest away.  Now arrange them to show how often you have visited each place. What do you notice? Does the order change much? 58

Section 3: Spaces: Near And Far


Far Away Places

Activity

There are reasons why people don’t often visit places that are far away.

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 Mark each of the places listed below on the map. Colour each box and place on the map the same colour. Draw lines to the places from where you live.

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

Torres Strait Islands

Indonesia

Greenland

United Kingdom

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Canada

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China

o c . _______________________________________________________ che e r o t r s s r upevisit  Why don’t most people in Australia these places very often?  Which of these places is the furthest away from where you live?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________ Section 3: Spaces: Near And Far

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Near And Far

Activity

Distance affects where people travel.

 Conduct a survey at your school by asking students the three questions below. Record your results as a tally.

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another town or city in your state?

Total:

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Tally r o e t s B r e oo No Yes p u k S visited Have you

Total:

Have you visited another state in Australia?

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© ReadyEdPYes ubl i cat i on s No •f orr evi ew pur posesonl y•

o c Yes No . che e r o t r s super Have you visited Total:

Total:

Total:

Total:

another country?

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Section 3: Spaces: Near And Far


Australian Geography Series: Year 2 - People Are Connected To Places