Australian Curriculum Geography - Year 3

n a i l A u s t r a Cu r r i c u l u m

Geography

Feelings and ideas about places Different climates of the world

Aboriginal and Torres Strait Islander Countries/Places

eG Th

PAPUA NEW GUINEA

Cairns

t rea

Townsville

TIMOR-LESTE

Mackay

Ba

rrie

Rockhampton

rR

ee

f

Bundaberg

BRISBANE

Similar and different places

NEW ZEALAND

INDONESIA

Australian states and territories and major features Australia’s neighbours

RIC-6683 5.5/1251

Australian Curriculum Geography: Places are both similar and different (Year 3) Published by R.I.C. Publications® Copyright© R.I.C. Publications® 2014 ISBN 978-1-922116-83-3 RIC–6683 Titles available in this series: Australian Curriculum Geography: People live in places (Foundation) Australian Curriculum Geography: Places have distinctive features (Year 1) Australian Curriculum Geography: People are connected to many places (Year 2) Australian Curriculum Geography: Places are both similar and different (Year 3) Australian Curriculum Geography: The Earth’s environment sustains all life (Year 4) Australian Curriculum Geography: Factors that shape the human and environmental characteristics of places (Year 5) Australian Curriculum Geography: A diverse and connected world (Year 6) All material identified by is material subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority 2014.

For all Australian Curriculum material except elaborations: This is an extract from the Australian Curriculum.

Elaborations: This may be a modified extract from the Australian Curriculum and may include the work of other authors.

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular, ACARA does not endorse or verify that: • The content descriptions are solely for a particular year and subject; • All the content descriptions for that year and subject have been used; and • The author’s material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au/ This material is reproduced with the permission of ACARA.

Copyright Notice A number of pages in this book are worksheets. The publisher licenses the individual teacher who purchased this book to photocopy these pages to hand out to students in their own classes.

Except as allowed under the Copyright Act 1968, any other use (including digital and online uses and the creation of overhead transparencies or posters) or any use by or for other people (including by or for other teachers, students or institutions) is prohibited. If you want a licence to do anything outside the scope of the BLM licence above, please contact the Publisher.

This information is provided to clarify the limits of this licence and its interaction with the Copyright Act. For your added protection in the case of copyright inspection, please complete the form below. Retain this form, the complete original document and the invoice or receipt as proof of purchase.

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Although all care has been taken in their production, maps used in this series should be regarded as representative only.

Internet websites In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

View all pages online PO Box 332 Greenwood Western Australia 6924

Website: www.ricpublications.com.au Email: mail@ricgroup.com.au

Foreword Australian Curriculum Geography – Foundation to Year 6 is a series of seven books designed to complement the teaching of geography in the national curriculum. Each topic is introduced by a text or representation to support the Geographical Knowledge and Understanding strand. This is followed by activities to investigate the key inquiry questions, using the geographical and inquiry skills expected of the Year group. Together, these provide the framework for investigating the geography of Australia, its neighbours and the rest of the word on a local, regional, national and international scale.

Contents Teachers notes ...........................................iv – vi

Australia’s neighbours ................... 26–45

How to use this book ............................. iv – v Geographical skills overview.......................vi

New Zealand .............................................26–29

Geographical skills class record ................... vii

Papua New Guinea ..................................34–37

Overview of geographical inquiry and skills, key inquiry questions, general capabilities and cross-curriculum priorities ................ viii – ix

Timor-Leste .................................................38–41

Pacific Islands ............................................30–33

Indonesia ..................................................42–45

Useful Australian geography resources ...........x

Different climates of the world ...... 46–53

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Generic features of a place template ............ xi

World climate zones ..................................46–49

Country template ............................................ xii

Climate types of Australia .........................50–53

Location comparison chart........................... xiii

Location Venn diagram comparison ............ xiv

places .......................................... 54–65

Protected places template ............................. xv

Feelings about places ..............................54–57

Australian states and territories and major features ................................. 2–17

Wetlands and sacred sites .......................58–61 National parks and world heritage sites ..62–65

States and territories ......................................2–5 Regional centres ...........................................6–9

Similar and different places.......... 66–81

Major natural features ..............................10–13

Settlements in places ................................66–69

More natural features................................14–17

People in places........................................70–73 Work in places ...........................................74–77

Aboriginal and Torres Strait Islander Countries/Places .......................... 18–25

Comparing daily lives in places ...............78–81

Aboriginal language groups ....................18–21

Quiz questions ............................... 82–91

Aboriginal nation and territory groups ....22–25

Quiz answers ....................................... 92 Answers ......................................... 93–96

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Teachers notes How to use this book Each book is divided into sections based on the number of content descriptions in the Geographical Knowledge and Understanding strand of the curriculum. Each content description has been given a general title, which is used on the contents page and also in the shaded tabs on the outside edge of pages throughout the book. The tabs provide easy access to pages within each content description.

The main sections are divided into a number of four-page units, each dealing with a specific aspect of the content description. The four-page units comprise a teachers page and three student pages.

Features • A geographical skills overview with a brief explanation of their meaning. (page vi) • A geographical skills class record. (page vii) • An overview of geographical inquiry and skills, key inquiry questions, general capabilities and cross-curriculum priorities are provided on pages viii–ix. It shows at a glance how the topics in each book, including the ‘Additional activities’ provided on the teachers pages, cover the requirements of the national curriculum for the Year group.

• A list of useful R.I.C. Publications® resources for teacher support for each section of the book is provided on page x.

• Graphic organiser templates appropriate for some activities are provided on pages xi–xv.

• A set of four or five multiple-choice quiz questions plus answers for each topic is provided on pages 82–92.

• Answers or possible answers have been given for the student pages of each section. As certain activities require research, discussion and opinions, some answers are open-ended and are marked as ‘Teacher check’. Answers are located at the back of the book on pages 93–96.

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The first page in each four-page unit is a teachers page which provides the following information: An elaboration describing the focus of the unit in relation to the content description The title of the unit The key inquiry questions which will be answered in part or whole by the activities within the unit

The content description with its code Teaching notes highlight specific details of the activities that need to be prepared, revised or understood before beginning the unit Background information provides teachers with relevant facts that put the text and activities in context with what was occurring in Australia and the rest of the world at the same time

The geographical skills that can be practised while completing the unit The geographical concepts that can be highlighted while completing the unit

Suggested resources to enhance understanding of the content of the unit Additional activities offer suggestions about how the topic may be extended to develop the historical knowledge and understanding of the unit A list of geographical vocabulary that features in the unit

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Teachers notes How to use this book Student page 1 This page introduces the topic with a geographical literacy text and/or representation. It features: The title of the unit

Relevant artwork is used to enhance the text and to aid understanding of the subject

The geographical text and/or representation The content description with its code

Student page 2 This page usually requires students to complete questions and activities and record their own answers. It features:

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The title of the unit The content description with its code

A number of questions or activities that students can complete

A question to extend or use additional geographical skills

Student page 3 This page requires students to develop their geographical skills to complete the activity. It features: An introductory sentence, paragraph or instruction followed by an activity that requires the application of one or more geographical skills

The title of the page A question to extend or use additional geographical skills

The content description with its code

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Teachers notes Geographical skills overview The development of geographical skills is essential for students to become proficient in leading their own geographical inquiries and developing an understanding of the world and their place within it.

Through geographical investigations, they discover the different forces, natural and human driven, that create change in the environment.

How the natural environment is affected by and adapts to such change is a constant topic for investigation.

Geographical inquiry promotes an interest in and compares locations on different scales from local to regional, national, international and global.

Observing, questioning and planning • Develop geographical questions to investigate (ACHGS019)

Makes up and ask questions about places including features such as climate, landforms, people, location and similarities and differences.

Collecting, recording, evaluating and representing • Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet

Uses aerial photographs, maps, diagrams, tables, interviews and satellite images to identify and record information about features and locations of places.

(ACHGS020)

Studying geographical issues from different perspectives develops critical thinking which promotes informed, balanced opinions and environmental, economic and social awareness.

Specific skills

• Represent data by constructing tables and graphs (ACHGS021)

Uses tables, diagrams and graphs to locate, label and record information about features of places including the weather and people.

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Specific geographical skills for Year 3 include:

• observing and describing the features of places, drawing a map, using directional language, understanding distance, interviewing relatives • using aerial photographs and satellite images • constructing simple graphs • interpreting maps.

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance

Uses and creates plans or maps with keys and/or symbols, a scale and compass points to show the features of places.

(ACHGS022)

Interpreting, analysing and concluding

Key skills The key geographical skills on which the Geographical Inquiry and Skills strand is based are:

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

Communicating

• formulating a question and research plan • recording and representing data • using a variety of spatial technologies • communicating with appropriate geographical vocabulary.

Writes sentences or uses tables and graphs to express ideas about similarities and differences and features of places.

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

Uses writing, geographical vocabulary, drawing, maps, tables and graphs, photographs and computers to describe places including their location, direction, features, similarities and differences.

Reflecting and responding • Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

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Discuss similarities and differences of places and actions to look after the places, or develop awareness of places.

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Observing, questioning and planning

Interpreting, analysing and concluding

Communicating

Reflecting and responding

Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024) Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Collecting, recording, evaluating and representing

Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

Represent data by constructing tables and graphs (ACHGS021)

Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)

Develop geographical questions to investigate (ACHGS019)

Geographical skills class record

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Australian Curriculum Geography (Year 3)

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Geographical knowledge and understanding

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Interpret geographical data to identify distributions and patterns and draw conclusions

Aboriginal and Torres Strait Islander Countries/Places

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Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance

Interpreting, analysing and concluding

Australian states and territories and major features

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Represent data by constructing tables and graphs

Collecting, recording, evaluating and representing

Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet

pp 6–9

pp 2–5

(ACHGS019)

Develop geographical questions to investigate

Observing, questioning and planning

Geographical inquiry and skills

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Communicating

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Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Reflecting and responding

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How and why are places similar and different?

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What would it be like to live in a neighbouring country?

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How do people’s feelings about places influence their views about the protection of places?

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Literacy

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Ethical understanding

Personal and social capability

Critical and creative reasoning

Information and communication technology (ICT) capability

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Different climates of the world

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Australia’s neighbours

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Australian states and territories and major features

Intercultural understanding

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Cross-curriculum priorities

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Asia and Australia’s engagement with Asia

General capabilities

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Sustainability

Key inquiry questions

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Australian Curriculum Geography (Year 3)

Useful Australian geography resources There are a number of R.I.C. Publications’ titles which may be used to extend knowledge and develop a deeper understanding for teachers and/or students in Years 3 and/or 4 about the geography of Australia and the world.

• RIC–6367 – Exploring geography: Australia and Oceania – Ages 8–12 • RIC–6368 – Exploring geography: Asia – Ages 8–12 • RIC–6371 – Exploring geography: Antarctica – Ages 8–12 • RIC–6370 – Exploring geography: Africa – Ages 8–12 • RIC–6366 – Exploring geography: South America – Ages 8–12 • RIC–6421 – Antarctica – Ages 10+ • RIC–6474 – Arctic and Antarctic – Ages 10+ • RIC–6392 – India – Ages 8–10 • RIC–6383 – China – Ages 9–11 • RIC–0592 – Mapping and atlas skills – Ages 8–10 • RIC–0348 – Developing atlas skills through crosswords – Ages 8–10 • RIC–0514 – Weather and climate – Ages 8–10

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• RIC–6711 – Waters, rivers, coasts and oceans – Ages 8–10

• RIC–6467 – Wet and dry environments: Wetlands and dry deserts – Ages 10+ • RIC–6422 – Rainforests: Tropical and temperate ecosystems – Ages 10+ • RIC–6423 – Environmental issues: Facing the challenges – Ages 10+ • RIC–6470 – Climate change: The ultimate challenge? – Ages 10+ • RIC–0323 – Investigating renewable energy – Ages 11+ • RIC–6473 – Plant Earth – Ages 10+ • RIC–6714 to RIC–6718 – Think green – Ages 8 to adult • RIC–0548 – The environment – Ages 6–8 • RIC–0549 – The environment – Ages 9–10 • RIC–0589 – Exploring cultures through language – Ages 8–10 • RIC–0668 – Australian Aboriginal culture – Ages 7–8 • RIC–0669 – Australian Aboriginal culture – Ages 9–10 • RIC–0346 – Aboriginal studies – Ages 7–8 • RIC–0347 – Aboriginal studies – Ages 9–10

• RIC–6447 – Sandtraks: Pathways to celebrate indigenous culture – Ages 7–10

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Generic features of a place template Name of feature Location (suburb, city, state)

Description

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Its importance

Steps taken to protect it

Drawing of feature

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Country template

Location

Surrounding bodies of water

How is the country made up?

Capital Largest city

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People

Flora and fauna

Interesting landforms

Products and industries

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Location comparison chart

Location 1

Location 2

How are they similar?

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Differences

Differences

Location 1

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Location 2

Location Venn diagram comparison

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Protected places template Protected place type:

Protected place type:

Name

Name

Location

Location

Reason for importance

Reason for importance

Who is protecting it?

Who is protecting it?

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How is it being protected?

How do others in your class feel about this place?

How do others in your class feel about this place?

How could you let others know about the importance of this place?

How could you let others know about the importance of this place?

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States and territories The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Teacher information

Elaboration Australia has six states and two territories which can be represented on a map. Each state and territory has a capital city.

Key inquiry question • How and why are places similar and different?

Geographical Inquiry and Skills • Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

Geographical concepts • place • scale

Teaching notes • After the students have read and reviewed the information on page 3, discuss to ensure understanding, then allow them to complete page 4 independently.

• A compass rose and scale have been included in some maps on these pages to expose the students to these aspects. Highlight the compass rose during discussion and ask questions about the location of states from each other in relation to the compass rose. (Students may create their own compass rose using images found at <http://www.enchantedlearning.com/ geography/printouts/compassrose.shtml>)

Background information • A continent is a main land mass of the world. There are seven—Europe, Asia, Africa, North America, South America, Australia and Antarctica.

• Mainland Australia is also the largest island in the world, covering a land area of about 7 682 300 sq km.

• In order of size, the states and territories are: Western Australia, Queensland, Northern Territory, South Australia, New South Wales, Victoria, Tasmania and Australian Capital Territory.

• There are a number of small territories of Australia, many of which are external. Information about these can be found at <http://www.regional. gov.au/territories/>

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• A compass rose is a symbol on a map that shows the directions—North, East, South and West.

Resources • Visit <https://www.cia.gov/library/publications/the-world-factbook/geos/ as.html> which has detailed background information about Australia for teachers.

• My first atlas of Australia <http://shop.australiangeographic.com.au/MyFirst-Atlas-of-Australia-P1413.aspx> • There’s a map in my lap: All about maps by Tish Rabe (from The cat in the hat library)

Additional activities Geographical vocabulary continent, country, state, territory, capital city, place, features, compass rose, direction, ocean, sea, border, boundaries, island

Australian Curriculum Geography (Year 3)

• Look at different representations of Australia such as a globe, wall map or Google Earth™ to locate the states, territories and capital cities.

• In pairs or small groups, construct a pictorial map of Australia with its states, territories and capital cities identified and pictorial information such as the map at <mgschweers.files.wordpress.com/2013/11/ austmapposterdone.jpg> 2

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States and territories – 1 Australia is the smallest continent in the world and the world’s sixth largest country.

Australia is divided into six states and two territories. The states are New South Wales (NSW), Victoria (Vic.), Queensland (Qld), South Australia (SA), Western Australia (WA) and Tasmania (Tas.). The territories are Northern Territory (NT) and Australian Capital Territory (ACT).

Darwin

Northern Territory Queensland

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Western Australia

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Perth Adelaide

N NW

E SW

Sydney

Canberra

Victoria

NE

W

Australian Capital Territory

Brisbane

Melbourne

SE

S

Tasmania

Hobart

Each of the six states and two territories has a capital city. They are: Sydney (NSW), Melbourne (Vic.), Brisbane (Qld), Adelaide (SA), Perth (WA), Hobart (Tas.), Darwin (NT) and Canberra (ACT).

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States and territories – 2 1.

Complete the sentences. states and

(a) Australia is divided into

territories. Each state and territory has a city. .

(b) The capital of Australia is

On the map of Australia below, label all the states, territories and capital cities.

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NE

W

E SW

SE

S

3.

?

Complete the information about your place.

My state or territory is

.

The capital city of my state is

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Which state or territory is the biggest and which is the smallest? Which states or territory border yours?

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The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

2.

States and territories – 1

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

1.

In the box below, place a map of your own state. You may draw, trace or print off and glue a digital image, but you must include the state or territory boundaries and the capital city of your state. You may draw a compass rose if you wish.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• As an island, Australia is surrounded by many seas and oceans.

ARAFURA SEA TIMOR SEA

Darwin

GULF OF CARPENTARIA

2.

CORAL SEA

Queensland

Western Australia South Australia

Brisbane

New South Wales

Perth

Sydney PACIFIC OCEAN

Adelaide

INDIAN OCEAN

NW

NE

SW

SE

W

E

S

Canberra

Victoria

N

?

Write the names of them.

Northern Territory

INDIAN OCEAN

BASS STRAIT

Australian Capital Territory

Melbourne

Tasmania

TASMAN SEA

Hobart

Which state do you think has the most people who live there? Is it the largest state in size?

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Australian Curriculum Geography (Year 3)

Regional centres The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Teacher information

Elaboration Australia has regional centres in each state. These can be represented on maps.

Key inquiry question • How and why are places similar and different?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) • Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

Teaching notes • The map on page 7 aims to show the students that most people live in the cities and along the coastal regions of Australia. This map should not involve in-depth discussion unless the interests of the students dictate it. It also introduces more keys/legends on maps.

• Discussion of the state maps provided may elicit information about visits to relatives or holidays in different places. Encourage students to talk about features of places to see similarities and differences, and their feelings about these places and their own place.

• Teachers should access maps of their own states to discuss regional centres if they are not provided on this set of pages.

Background information • This set of pages introduces the concepts of population and infrastructure.

• ‘A region is an area in which the various parts have something in common that distinguishes them from neighbouring regions. Regions can be divisions of a nation, for example, the Wheat belt of Western Australia, or larger than a nation, for example, Southeast Asia or a climatic zone.

The latter are called ‘world regions’ in the curriculum.’ (Glossary ACARA Geography) • An urban settlement is one that has over 1 000 and less than 40 000 people.

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Geographical concepts

• place • interconnection

• scale

Resources

• Australia (Rookie Read-About Geography) Library by Allan Fowler • Looking at maps and globes by Rebecca Olien • Follow that map — a first book of mapping skills by Scot Ritchie

Additional activities Geographical vocabulary capital city, state, territory, town, farm, remote communities, regional centre, transport, key/legend, north, south, compass rose

Australian Curriculum Geography (Year 3)

• Use Google Earth™ or Google Maps™ to view capital cities or regional centres in your own state.

• Complete the activity at <http://finallyinfirst.blogspot.com. au/2011/02/me-on-map.html> relating to the book Me on the map by Joan Sweeney. This activity will add to the students’ understanding of scale as they make gradually-increasing circles which go from home to street, suburb, city, state, country/continent and planet.

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Regional centres – 1 About one third of all Australians do not live in the capital cities of each state or territory. They live in other large cities or towns, on farms or in remote communities.

These big cities or towns have large numbers of people living in, and around, them. These cities and towns are called regional centres.

Regional centres have shops for food, clothing, furniture and so on. They have places for banking, post offices, hospitals, doctors surgeries, dentists and ambulances. They provide transport, schools, parks, movie theatres and other services for people in the region. They have factories and industries where people can work.

1.

Look at the map that shows where people in Australia live. The darker areas show where most people live. The lighter areas show where fewer people live.

N NW

NE

W

E

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The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

SW

0

1000 Kilometres

SE

S

People per sq km 100 or more 10 to 100 1 to 10 0.1 to 1 less than 0.1

2.

Label the states, territories and capital cities.

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Australian Curriculum Geography (Year 3)

Regional centres – 2 Each state map on pages 8 and 9 shows large towns and cities in different regions. List six regional centres for each state from each map.

Add two more if you know them.

1.

Western Australia

Kununurra

Broome

Port Hedland Exmouth

Western Australia

Geraldton Kalgoorlie Perth Eucla Bunbury Esperance

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Victoria Mildura

NSW Swan Hill Wodonga

Horsham Euchuca Bendigo

Victoria Ballarat Warnambool

?

Melbourne

Bairnsdale

Geelong

Why do you think these places are regional centres?

Australian Curriculum Geography (Year 3)

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The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Albany

Regional centres – 3 Qld Lismore

Coffs Harbour

Armidale

New South Wales

Tamworth

Port Macquarie

Broken Hill Dubbo Orange

Newcastle Gosford Sydney Wollongong

Goulburn Wagga Wagga

Vic.

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

3.

4.

New South Wales

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Darwin

Northern Territory

Jabiru

Katherine

Newcasle Waters

Tennant Creek

Northern Territory Qld

WA Alice Springs

Uluru

SA

?

What would you ask a person who lives in one of these regional centres to find out why they live there?

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Australian Curriculum Geography (Year 3)

Major natural features The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Teacher information

Elaboration Australia has many natural features including deserts, rainforests, rivers and lakes, mountain ranges and mountains.

Key inquiry question • How and why are places similar and different?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)

Teaching notes • Major natural features of Australia have only been done briefly. Teachers should be led by the students’ interest to determine how in-depth to treat this section of Australian geography.

• Students are introduced briefly to types of rainforest. They will encounter types of natural vegetation in Year 4. It is difficult to find single maps showing all types of rainforest in Australia. Most show tropical rainforests or all types of vegetation.

• Students will need access to an atlas or internet sources to find the location of rivers or lakes in their state. A visit to <http://www.mapsofworld. com/australia/thematic-maps/rivers-map.html> may assist students.

• Students may work in pairs or small groups to complete page 13.

• Represent data by constructing tables and graphs (ACHGS021)

Background information

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

• Deserts are found around 30º North or South of the Equator and are the result of the air moving over the interior which is too dry to produce rain.

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• A mountain range is a geographic area containing a series of hills or mountains which may be similar in form, direction and origin.

• Rainforest are usually areas of thick forest, found in tropical areas with high rainfall and a wide variety of plant and animal life.

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Geographical concepts

• place • space • interconnection

Resources

• scale

• More information about rainforests can be found at <http://www.arf.net.au/ content.php?pageid=1265241063> • Visit <http://www.steveparish.com.au/blog/?p=1033#> for some maps of vegetation and forest maps by Steve Parish.

• Visit <http://www.environment.nsw.gov.au/edresources/ TeachersKitRainforests.htm> which has a teachers’ kit, free worksheets including one for making a rainforest, fact sheets, maps and general information about NSW rainforests.

Geographical vocabulary country, natural, features, desert, continent, world, rain, sandy, stony, rainforest, tropical, subtropical, dry, warm temperate, cool temperate, outline map, river, lake, constructed, salt lake, state, territory, range, mountain, landform, atlas, human

Australian Curriculum Geography (Year 3)

Additional activities • As a class, make up an inquiry question for each natural feature (desert, rainforest, river, lake or mountains and ranges) to research and extend knowledge about these features.

• Using the scale on the map on page 12, have the students estimate the distance from the west coast to the east coast of Australia.

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Major natural features – 1 Australia is a country with many beautiful natural features. Some are very different to each other. That is what makes Australia a very interesting place to live!

Some natural features of Australia include its deserts, rivers and lakes, rainforests and mountain ranges.

Deserts Deserts cover a large area of Australia. This is because Australia is the driest continent in the world. In fact, more than one quarter of Australia gets so little rain, that it may be considered desert.

The deserts in the table are in order from largest to smallest. Write the state(s) where they are found.

Desert State(s) Great Victoria Great Sandy Tanami

Tanami Desert Great Sandy Desert Gibson Desert

Little Sandy Desert

Simpson

Sturt Stony Desert Simpson Desert

Gibson

Little Sandy © R. I .

C.Publ i cat i ons Strzelecki •f orr evi ew pur pSturt ose sonl y• Stony Great Victoria Desert

Strzelecki Desert

Pedirka Desert

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Tirari Desert

Tirari Pedirka Rainforests Rainforests are found across Australia. People can visit them but they are also protected and used for research. Rainforests are a source of food, medicines, plants and timber. Many around the world are being destroyed for timber, to plant crops or graze cattle.

There are five different types of rainforest in Australia—tropical, subtropical, dry, warm temperate and cool temperate. Queensland has all five types.

The most well-known rainforests are the Daintree in Queensland, Kakadu in Northern Territory and Cradle Mountain-Lake St Clair National Park in Tasmania.

1.

Draw, copy, trace or print off an internet copy of a blank map of Australia.

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2.

On the map mark the location of the Daintree Rainforest in Queensland, Kakadu Rainforest in the Northern Territory and Cradle MountainLake St Clair National Park in Tasmania.

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Australian Curriculum Geography (Year 3)

Major natural features – 2 Rivers

Lakes

The outline map shows all the rivers in Australia. The ten longest rivers are (in order from longest to shortest): Murray (NSW/SA), Murrumbidgee (NSW/ACT), Darling (NSW), Lachlan (NSW), Cooper (Qld/SA), Flinders (Qld) and Diamantina River (Qld/ SA). The longest rivers in other states are Goulburn (Vic.), Victoria (NT), Gascoyne (WA) and South Esk (Tasmania).

There are not many natural lakes in Australia. Many large bodies of water are constructed lakes. They include Lake Burley Grifffin (ACT), Lake Dalrymple (Qld) and Lake Gordon (Tas.). Natural lakes include Lake Garnpung (NSW), and Lake Corangamite (Vic.). There are also natural salt lakes such as Lake Amadeus (NT), Lake Eyre (SA) and Lake Mackay (WA).

1.

2.

On the map, draw and/or label the longest river in your state.

On the map, draw the location of a lake in your state.

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1000 km

?

Why would people need to construct a lake or dam? How could salt lakes be used?

Australian Curriculum Geography (Year 3)

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The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Rivers of Australia

Major natural features – 3 Ranges and mountains 1.

Use the website <http://www.ga.gov. au/education/geoscience-basics/ landforms/highest-mountains.html> to complete this page.

Snowy Mountain range

(a) In which two mountain regions are the highest mountains found?

•

•

(b) What large range are they a part of? (c) Complete the table for the ten highest mountains in Australia.

Height in metres

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Name of mountain

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C.Publ i cat i ons •f orr evi ew pur posesonl y• (d) What is the highest mountain in your state or territory?

2.

Use an atlas or internet sources to find the state(s) where each mountain range is found. Write the state(s) or territory abbreviation in the brackets. (a) Macdonnell Ranges ( (c) Grampian Ranges (e) Australian Alps

?

(

)

(b) Musgrave Ranges

(

)

)

(d) Flinders Ranges

(

)

(

)

(f) (

)

Blue Mountains

What other important natural and human features represent Australia? Where can they be found?

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Australian Curriculum Geography (Year 3)

More natural features The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Teacher information

Elaboration Australia has many important and unique natural features in different states and territories including rock formations and reefs.

Key inquiry questions • How and why are places similar and different?

• How do people’s feelings about places influence their views about the protection of places?

Geographical Inquiry and Skills

Teaching notes • Students need to be aware of well-known natural landmarks in various states. Teachers may select others as well that are more relevant to the students. Encourage the students to share stories of visits to these or other natural features.

• Question 7 on page 16 may be completed as a single activity.

• It is important to integrate people (human features) into discussions about features of places.

• Develop geographical questions to investigate (ACHGS019)

Background information

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs (ACHGS021)

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

• There are numerous natural features that could be discussed—Shark Bay (WA), The Pinnacles (WA), Wave Rock (WA), The Bungle Bungle Ranges (WA), Fraser Island (Qld), MacKenzie Falls (Vic.), Horizontal Falls (WA), The Olgas (Kata Tjuta) in NT, Kakadu (NT), Blue Mountains (NSW), Cradle Mountain (Tas.), Heart Reef (Qld), Daintree Rainforest (Qld), Flinders Ranges (SA), the Barossa Valley (SA) and Katherine Gorge (NT). Teachers should select those relevant to their state.

• The World Heritage List is a list of almost 1 000 properties which form part of the cultural and natural heritage of different countries around the world.

They are considered to have ‘outstanding universal value’ to all people.

• The Twelve Apostles were previously called The Apostles (which was lengthened to The Twelve Apostles) and there were only ever nine formations.

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• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Geographical concepts • place • space • interconnection • sustainability • scale

Resources

• More information about the Great Barrier Reef can be found at <http:// www.gbrmpa.gov.au/about-the-reef/facts-about-the-great-barrier-reef> More information about threats to the Great Barrier Reef can be found at <http://www.greatbarrierreef.com.au/information/great-barrier-reefthreats/> • Where are you going, Emma? by Jeanne Titherington

Additional activities Geographical vocabulary tourist, overseas, place, natural features, states, territories, coral reef, marine creatures, world, island, mountain, stone, rock, south, coast, ocean, rain, cliff, sea, landmark, formation, protect, map, location, distance, direction, south, north, west, east, constructed, managed Australian Curriculum Geography (Year 3)

• Group the class into pairs. Ask the students to interview each other about their feelings about special places and the natural and human features there.

• Ask the students to draw, trace or copy a blank map of their state and plot important or interesting natural features on it. They should include a compass rose or similar to show direction and a scale (if available). They may also include any constructed or managed features.

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More natural features – 1 Australia is visited by many tourists from overseas each year. They come to see the many interesting natural features in different states and territories.

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

1.

Read about some of Australia’s unique natural features.

The Great Barrier Reef is the world’s largest coral reef. It stretches for over 2000 kilometres off the coast of Queensland. It is so large it can be seen from outer space.

Uluru (also known as Ayers Rock) is a large sandstone island mountain in the Northern Territory.

Hundreds of different types of coral and thousands of marine creatures are found there.

Many tourists visit Uluru each year and try to climb to the top using a chain fence.

It is being destroyed by pollution, shipping accidents, tourists and the crown-of-thorns starfish.

Uluru is another World Heritage Site.

It is sacred to the Aboriginal people of the area.

It is 348 metres high and 9.4 km around.

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It is classified as one of the seven natural wonders of the world. It is listed on the World Heritage List.

The Three Sisters is a rock formation in the Blue Mountains of New South Wales.

The Twelve Apostles is a group of tall limestone rocks off the south coast of Victoria.

The rocks were formed when the ocean and rain wore away the cliffs to make caves that then became stacks of rock.

The rocks are 922, 918 and 906 metres tall and are found at Echo Point.

Aboriginal legend says the rocks represent three sisters who were turned to stone.

Of the nine original stacks only eight remain. One has fallen into the sea.

The Three Sisters are a popular tourist attraction. www.ricpublications.com.au

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They are a popular landmark for tourists.

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Australian Curriculum Geography (Year 3)

More natural features – 2 Complete the answers using the information on page 15.

In which state/territory is each found? (Use abbreviations.) (a) the Great Barrier Reef

(b)

Uluru

(c) the Three Sisters

(d)

the Twelve Apostles

2.

Which three natural features are rock formations?

3.

Which natural feature is not on land?

4.

Why are the Great Barrier Reef and Uluru heritage listed sites?

5.

Why is it important to protect these natural features?

6.

Are any of these natural features similar to ones in your local area?

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No

If so, how? If not, how are they different?

7.

(a) On a map of Australia or each state, locate the four natural features. (b) Find the nearest feature and work out how to get there from your location.

?

(c) Guess or work out the distance from your location to the feature. (d) Work out the direction (south, north, west, east) from your location to the natural feature. (e) Use Google Earth™ to view each feature.

People are an important feature of a place. What are the people like in your place?

Australian Curriculum Geography (Year 3)

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The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

1.

More natural features – 3 Complete the table about a natural feature in your local area.

Devils Marbles

Name of feature Location (suburb, city, state)

Description

The representation of Australia as states and territories, and Australia’s major natural and human features (ACHGK014)

Its importance

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Steps taken to protect it

Drawing of feature

?

Are the people that live in your area from the same or different countries? Were they born in Australia? Are there lots of families or elderly people? What kind of work do they do?

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Australian Curriculum Geography (Year 3)

Aboriginal language groups The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

Teacher information

Elaboration There are many Aboriginal and Torres Strait Islander language groups in Australia. Different languages are spoken in different places by different groups of Aboriginal people.

Key inquiry question • How and why are places similar and different?

Teaching notes • Students will need access to internet sites to complete this set of pages.

• Investigating the site on page 19 will expose students to a long list of different Aboriginal languages spoken across Australia.

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs (ACHGS021)

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

Background information • The number of Aboriginal languages is difficult to discover. Some dialects are forms of other languages. Some languages have less than 100 speakers. As a result, accurate maps of Aboriginal languages are very difficult to find. The map from the website on pages 20 and 21 is one of few available and is promoted by The Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS).

• The major attempt to map Aboriginal boundaries at the time of European settlement was done by Norman B Tindale in 1974. The map can be viewed at <http://archives.samuseum.sa.gov.au/tribalmap/html/map_L3_C4_ F5.html> and <nla.gov.au/nla.map-gmod91> Both versions allow viewers to zoom in on selected areas. The latter version shows the original map.

• The Aboriginal languages that are most commonly used today are Pitjantjatjara, Warlpiri and Arrente.

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

Resources

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• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

• A is for aunty by Elaine Russell (An Aboriginal alphabet) • Walking with the seasons in Kakadu • Pigs and honey by Jeanie Adams • Tom Tom by Rosemary Sullivan

Geographical concepts • place • interconnection

• Visit <http://www.aiatsis.gov.au/asp/map.html> to purchase hard copies of this unique Aboriginal Australia map.

• scale

• change

• Visit <http://www.ourlanguages.net.au/languages/language-maps.html> to view maps of Aboriginal language group divisions in various states.

• Page 12–15 of <http://www.curriculumsupport.education.nsw.gov.au/ primary/hsie/assets/pdf/caring/caringplace1.pdf> also has background information about Aboriginal languages and a map of languages in New South Wales.

Geographical vocabulary Aboriginal, language, dialect, nations, place, country, settlement, Indigenous, map, state, territory, boundaries

Australian Curriculum Geography (Year 3)

Additional activities • Visit <http://www.creativespirits.info/aboriginalculture/language/> and scroll down to Language Stories - Mijil Mil Mia to listen to an Aboriginal elder’s language.

• Visit <http://en.wikipedia.org/wiki/List_of_Australian_Aboriginal_ languages> for an extensive list of languages or <http://austlang. aiatsis.gov.au/main.php> to search for specific languages in an area.

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Aboriginal language groups – 1 It is believed that before white settlement in Australia, there were around 250 Aboriginal languages spoken. Many of these languages had different forms (dialects). The number of dialects may have been around 500. Groups of people (Aboriginal nations) in different places spoke their own language or dialect.

Aboriginal people were discouraged, or even punished, for speaking their indigenous language. Aboriginal languages were not written down. They were used orally through storytelling, teaching by elders and everyday use. Because the languages were not spoken and passed down from grandparents to parents and children, many languages disappeared.

It is not known exactly how many languages are spoken today, but it is thought to be around 100 or less. About 50 languages are spoken by only a small number of people.

1.

Write a number to complete the answers. (a) number of Aboriginal languages before white settlement

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(b) number of Aboriginal dialects before white settlement The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

(c) number of Aboriginal languages spoken today 2.

Log on to <http://www.racismnoway.com.au/about-racism/ population/index-Diversit-2.html#Heading267> to find and write: (a) the number of people who speak an Indigenous (Aboriginal) language. (b) the state/territory that has the most people who speak an Indigenous language. (c) the names of six different Aboriginal languages with over 2000 speakers.

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Australian Curriculum Geography (Year 3)

Aboriginal language groups – 2 1.

Log on to <http://www.abc.net.au/indigenous/ map/> to the map of Aboriginal Australia.

Tick each activity after you complete it. (a) Move your mouse over the whole map to see all the Aboriginal language groups in Australia. (b) Click on Full High Res Map. (c) Use your mouse to enlarge each state or territory to find and write down the names of at least four Aboriginal languages for each state or territory in the table below.

New South Wales

Northern Territory

South Australia

Tasmania

Victoria

Western Australia

2.

?

Write sentences to tell what you found out about Aboriginal language maps.

What languages are spoken in your school or local area? Do groups of people who speak the same language live close to each other?

Australian Curriculum Geography (Year 3)

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The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

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Aboriginal language groups – 3 1.

YOLNGU

WARLPIRI

Log on to <http://www.abc.net.au/indigenous/ map/> to the map of Aboriginal Australia.

LURITJA PITJANTJATJARA

NOONGAR

WIRADJURI

Tick each activity after you complete it. (a) Click on Full High Res Map and print a copy. (b) Using internet sources or a copy of the map of Australia showing states and territories from page 3, draw in the boundaries that show the states or territories on top of the languages groups map.

2.

Use the Venn diagram to write the similarities and differences between the two maps. One example has been done for you.

?

Similarities

Aboriginal languages map Differences

• many boundaries

• one boundary Differences

Traditional map

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

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What Aboriginal languages are spoken in your state or territory, or local area? Can you draw a state or territory map showing these? Can you interview Aboriginal elders to help you with information?

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Australian Curriculum Geography (Year 3)

Aboriginal nation and territory groups The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

Teacher information

Elaboration There are many Aboriginal and Torres Strait Islander countries and places in Australia. They contain the country and places of many different groups including language groups.

Teaching notes

• How and why are places similar and different?

• Read and discuss the information on page 23. It is sufficient for the students to realise that many groupings meant there were many nations and, consequently, many different territories or countries in Aboriginal Australia.

Geographical Inquiry and Skills

• Students will need internet access to complete the activity on page 25.

Key inquiry question

• Develop geographical questions to investigate (ACHGS019)

Background information

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) • Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• Additional information about Aboriginal groupings can be found at <http:// www.nlc.org.au/articles/info/understanding-kinship/> and <http://www. aboriginalculture.com.au/socialorganisation.shtml> • There were believed to have been about 400 or 500 individual nations at the time of white settlement. These language groups considered themselves to be separate nations.

• Aboriginal nations had a close connection to the land where they were born. They believed the spirits lived there. This meant that no nation attacked another to extend its own territory.

• The largest groups (as mentioned in question 2 on page 25) are based on Sovereign Original Language groups.

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Geographical concepts

• place • environment • interconnection • scale • change

Resources

• Visit <http://maps.unomaha.edu/peterson/funda/MapLinks/Australia/ Australia.htm> which contains a map of Aboriginal nations that existed in 1836 (and other useful maps). The Aboriginal nations map can also be viewed at <http://www.atlas.sa.gov.au/images/1settle3Aust_1836.jpg> • When I was little like you Mary by Mary Malbunka • Papunya School book of country and history by Nadia Wheatley • Going for oysters by Jeanie Adams

Additional activities Geographical vocabulary Aboriginal, place, nation, moiety, ‘skin’, clan, totem, horde, band, extended family, territory, country, environment, desert, coastal, land, map, people

• Investigate the territories or countries of Aboriginal nations of your state. Roughly draw these on a state map showing the boundaries of the Aboriginal territories or countries. Then highlight the state boundaries to show the difference between the two.

• Form small groups or pairs of students. Using knowledge of language and territory groups, ask them to make up questions to ask particular nations or language groups about their territory or language.

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Aboriginal nation and territory groups – 1 The organisation of Aboriginal groups is very complicated. Groups may be organised by nations, moieties, skins, clans, totems, hordes or bands, or extended families.

Many of these groups have their own territories or countries.

An Aboriginal nation is a group of people who are related because they: • belong to the same extended family (kinship) • use the same language or • live in the same part of the country.

These were then divided into two groups called moieties.

Each moiety connected people to certain animals, plants or other natural features of their environment.

Extended families could include a man and his wife, grandparents, aunts, uncles, children and in-laws.

Extended families were grouped into clans of between 40 or 50 people. Clans had their own territory, totem and name.

The groups in a nation differed from one nation to another. Nations were most often the same as language groups who shared the same language, customs and laws; but not always.

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

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Nations were also divided into totem groups. A totem was a plant, animal or other object from the environment believed to be the ancestor of that person. So, an Aboriginal person could belong to a nation, moiety and totem.

Aboriginal nations had their own territories or countries. They rarely went to war with each other or took over each other’s territory. Territories often overlapped or could be ‘owned’ by two nations. Nations were sometimes allowed to hunt in other territories during harsh times, such as drought.

Nations could also be divided into four or eight sections called ‘skins’.

These are groups of people related to each other in a particular way.

For example, a woman may be Aboriginal nation territories varied in of one particular ‘skin’, but her size. Territories in dry, desert regions children will belong to another ‘skin’. were often larger because food and water was harder to find than Nations usually had about 500 in wetter, coastal lands. people in them. They were divided into smaller groups of between 10 and 20 who hunted or gathered food together. These smaller groups were called bands or hordes. www.ricpublications.com.au

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There are still hundreds of Aboriginal nations in Australia, so there are hundreds of different territories or Aboriginal countries.

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Aboriginal nation and territory groups – 2 1.

Complete the sentences using words from page 23. (a) The largest Aboriginal groups were also .

called n

(b) Nations were groups of people who belonged to the same , who spoke the same l

extended f

or who lived in the same part of the c

. .

(c) A nation was divided into two groups called m is a plant, animal or other object from the (d) A t environment believed to be the ancestor of a person.

.

(e) One of four or eight sections of a nation is called a s (f)

are smaller groups of people who hunted and H gathered food together.

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(g) Groups of between 40 or 50 people of extended families were

2.

groups were not always the same as nation names.

Complete each sentence using a number word. people in them.

(a) Nations usually had about

(b) Bands or hordes usually consisted of between and

people.

(c) Clans usually had between people.

nations could overlap.

(d) The territories of (e) A territory could be ‘owned’ by (f)

There were

and

nations.

s of nations, so there were s of territories or countries. (one word used twice)

?

Do you think the people or groups in one territory only spoke one language? How many countries of people or groups would there be in one territory?

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The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

(h) L

Aboriginal nation and territory groups – 3 1.

Log on to <http://www.mappery.com/map-of/ Australia-Aboriginal-Tribes-Map> to view a map of the territories of Australian Aboriginal people.

Tick each activity after you complete it. (a) With the map at full size, use your mouse to enlarge a section of the map near where you live. (b) Write the names of six Aboriginal groups.

(c) Select one group then log on to <http://www.ausanthrop.net/ resources/ausanthrop_db/> (You may find a close match with a different spelling.)

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(d) Click on the name to get more information about the group.

The many Countries/Places of Aboriginal and Torres Strait Islander Peoples throughout Australia (ACHGK015)

2.

The largest and oldest group of Aboriginal people today are the Anangu Pitjantjatjara, the Arrernte people and the Anangu Luritja. (a) Use the site in 1.(c) to find where the groups are located. (b) Use the site at the beginning of Question 1 to find the location of their territory.

3.

Groups are mostly named for the language they speak. The Aboriginal languages and dialects with the largest number of speakers today are the Pitjantjatjara, Warlpiri and Arrernte cluster.

Use both websites above to find out more about Warlpiri.

4.

With a partner, discuss what you found out about Aboriginal and Torres Strait Islander groups and their territories in Australia. If you had to write a few sentences about Aboriginal groups, what would you write?

? What is the difference between the Aboriginal groups map at <http://www.curriculumsupport. education.nsw.gov.au/shared/abmaps/nations.htm> and the website in Question 1? Which do you like better? Why? www.ricpublications.com.au

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Australian Curriculum Geography (Year 3)

New Zealand The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

Teacher information

Elaboration New Zealand is a neighbouring country of Australia. It is similar and different to Australia in many ways.

Key inquiry questions • How and why are places similar and different?

• What would it be like to live in a neighbouring country?

Geographical Inquiry and Skills • Develop geographical questions to investigate

Teaching notes • Read and discuss the information on page 27 with students, explaining any unfamiliar vocabulary such as ‘inhabitants’, ‘remote’ and ‘abundant’.

Discussion should include opportunities for students to ask geographical questions about New Zealand or specific places in New Zealand.

• Students may work in pairs or small groups to complete the compare and contrast chart on page 29. Allow time for researching one of the cities or towns in New Zealand before students complete the chart.

(ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs (ACHGS021)

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• scale

• change

• Many of New Zealand’s birds, frogs and lizards, as well as one fish and bat, have become extinct since settlement. Others are endangered or reduced. However, New Zealand has set in place some strong conservation measures.

• The climate of New Zealand is mild and temperate. The climate of different regions can vary greatly. The west coast of the South Island can be very wet, while the central areas can be relatively dry. It is common to have snow in the South Island.

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Geographical concepts • place • space

Background information • The current Maori name for New Zealand is Aotearoa (land of the long white cloud). Dutch cartographers named the land Nova Zeelandia after the Dutch Province of Zeeland. James Cook anglicised the name to New Zealand.

• environment • interconnection

Resources

• Visit <https://www.cia.gov/library/publications/the-world-factbook/geos/ nz.html> which has a comprehensive teacher background information about New Zealand for teachers at the CIA factbook pages.

• Visit <http://kids.nationalgeographic.com.au/kids/places/find/newzealand/> for child-friendly information including images about New Zealand.

• Visit <http://www.youtube.com/watch?v=ZKwzD_yaBhY> to view and listen to a story called Wellington goes to New Zealand. The main character is an emperor penguin.

Geographical vocabulary neighbour, south-east, south west, Pacific Ocean, Australia, New Zealand, world, island, tropical, Oceania, country, north, south, inhabitants, Polynesian Maori, British, population, European, Asian, Pacific Island, language, birds, animals, plants, fungi, kiwi, national, symbol, marine, mountains, Southern Alps, earthquakes, volcanic eruptions, landforms, glaciers, lake, crater, volcano, products, tourism, location, bodies of water, capital, city, people, flora, fauna, industries Australian Curriculum Geography (Year 3)

Additional activities • Through discussion, compare Australia and its neighbours in general terms as well as in terms of specific cities and the students’ location.

• Visit <https://maps.google.co.nz/> to see a map of New Zealand.

Zoom in to see landforms.

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New Zealand – 1 New Zealand is one of Australia’s neighbours. It lies to the south-east of Australia in the south-west Pacific Ocean. Between Australia and New Zealand is the Tasman Sea. It is in an area of the world around the islands of tropical Pacific Ocean called Oceania. It is 1600 kilometres away from Australia.

The country of New Zealand is made up of two islands—the North Island (Te Ika-a-Maui) and the South Island (Te Waipounamu). There are also many smaller islands. The two main islands are separated by Cook Strait. The capital city, Wellington, is on the North Island. Auckland, the largest city, is also there.

The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

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New Zealand was one of the last places in the world to be settled by white people. The first inhabitants were the Polynesian Maoris who came in about 800 AD. Eventually, the country was settled by the British. Of the population of 4 365 113 people, most are European, followed by Maori, Asians and Pacific Island people. Most people speak English, but New Zealand sign language and Maori are other languages.

Because it is so remote, New Zealand is home to many unique birds, animals, plants and fungi. The most well-known bird is the kiwi, which does not fly. It is the national symbol. Marine creatures are abundant around New Zealand.

New Zealand has many mountains including the Southern Alps, caused by the many earthquakes and volcanic eruptions. New Zealand has many unique landforms including glaciers; Lake Taupo, the largest lake, sits in the crater of a volcano.

New Zealand produces wool, dairy products, meat, fruit, wood and paper products, fish and wine. These products are sold to Australia, United States, Japan, China and the United Kingdom. Tourism is also very important.

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New Zealand – 2 Write information about New Zealand in the table.

PACIFIC OCEAN N NW

Three Kings Islands

NE

W

E SW

SE

S

Whangarei

Location

NORTH ISLAND TASMAN SEA

Auckland Hamilton

Tauranga

Napier Palmeston North Wellington

Surrounding bodies of water

Nelson Cook Strait SOUTH ISLAND Christchurch

How is the country made up?

Dunedin

Invercargill

PACIFIC OCEAN

Stewart Island Bounty Islands

Snares Islands

Capital

Antipodes Island Group Auckland Islands

Largest city

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People

Campbell Island

Flora and fauna

Interesting landforms

Products and industries

?

What is the climate like in New Zealand? How could you find out?

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New Zealand – 3 1.

Choose one of the cities on the map of New Zealand on page 28.

2.

Research to find out about the place.

3.

Complete the chart to compare the place in New Zealand with the place where you live.

City in New Zealand

Your location

How are they similar?

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How are they different?

?

What direction is the city you researched in New Zealand from your location? Can you work out how far away it is?

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Australian Curriculum Geography (Year 3)

Pacific Islands The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

Teacher information

Elaboration Australia is an island in the Pacific Ocean. There are many island nations in the Pacific Ocean that are Australia’s neighbours. They have similarities and differences.

Key inquiry questions • How and why are places similar and different?

• What would it be like to live in a neighbouring country?

Geographical Inquiry and Skills • Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) • Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

Teaching notes • Note: Specific island nations including New Zealand, Papua New Guinea, Timor-Leste and Indonesia are covered in pages 26–29 and 34-45.

• Some vocabulary may need explaining to the students including coral atoll, monsoon, tsunami, typhoon, tropical and others. Definitions for most can be found at <http://www.itseducation.asia/geography/t.htm> or <http:// education.nationalgeographic.com.au/education/glossary/kids/?ar_a=1> • The notes about each Pacific Island nation on pages 32 and 33 give a brief overview of the main nations that students may be familiar with.

Teachers should select or look at one or more in detail if the students are interested. The notes may be used by small groups to further research each country before comparing. Alternatively, a class discussion will identify any similarities or differences between Australia or the local place and the Pacific Island nations.

Background information • The Cook Islands are named after Captain Cook who sighted them in 1770.

• Cassava (manioc) is a root vegetable that looks like a sweet potato. It is a good source of carbohydrates. Copra is the dried meat (kernel) of the coconut used to extract coconut oil.

• In 1789, Christian Fletcher and other sailors took control of HMS Bounty after harsh treatment by the captain William Bligh. They settled on Pitcairn Island then relocated to Norfolk Island when it became too small for the growing population..

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Geographical concepts

• place • space • environment • interconnection • scale

Resources

• Visit <http://www.geographicguide.com/oceania-map.htm> to see another map of the region.

• Visit <http://www.ducksters.com/geography/oceania.php> to see geographical information including maps of most nations mentioned.

• Explore Australia and Oceania (Explore the Continents) by Bobbie Kalman

Geographical vocabulary Pacific Ocean, north, east, world, islands, map, south, north-west, south-east, coral atoll, volcano, soil, capital, population, people, languages, climate, tropical, humid, windy, dry, season, products, industries, inhabited, mountains, marine, temperature, tourism, island chain, territory, dialect, products, plains, cliffs, descendants, subtropical, mild, uninhabited, coastal, interior, storms, cyclones, tsunamis, processing, limestone, coral, earthquakes, indigenous, monsoon, typhoon, tremor Australian Curriculum Geography (Year 3)

Additional activities • Visit <http://www.mappery.com/searchmap. php?locLat=&locLong=&kw=Pacific+Islands&location=Australia> to see Australia and its Pacific Island neighbours. Then click on ‘satellite’ for another view of the region. Zoom in to see closer versions of each island. Use the satellite photographs to find any smaller islands in the region.

• On an unlabelled map of the Pacific Island region (which includes Australia and New Zealand) ask the students to find and label the Pacific Island nations. They should use an atlas or digital resources for reference.

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Pacific Islands – 1 The Pacific Ocean, to the north and east of Australia, is the largest of the five oceans of the world.

There are many islands besides Australia and New Zealand in the Pacific Ocean. Some of Australia’s Pacific Island neighbours are the Cook Islands, Fiji, New Caledonia, Norfolk Island, Samoa, the Solomon Islands, Tonga and Vanuatu.

Pacific Ocean

Papua New Guinea Indonesia

Solomon Islands Samoa Coral Sea

Australia

Vanuatu Fiji Islands New Caledonia

Tonga Cook Islands

Norfolk Island

N NW

NE

SW

SE

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W

1.

Locate each Pacific Island neighbour on the map above.

2.

Answer the following questions. Which island nation is:

E

S

(a) closest to Australia? (b) furthest from Australia? (c) the furthest north? (d) furthest south? (e) north of Tonga? (f)

south of New Caledonia?

(g) north-west of Tonga and south-east of Vanuatu? (h) north-west of Vanuatu? www.ricpublications.com.au

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Pacific Islands – 2 Cook Islands • Group of 15 islands—seven lowlying coral atolls with few people in the north and eight, high volcanic islands with rich soil where most people live • Capital: Avarua • Population: 10 447 (July 2013 estimate) • People: Cook Islander, Maori, partMaori • Languages: English, Cook Islands Maori, Pukapukan, RakahangaManihik • Climate: tropical, windy, dry and humid seasons • Products and industries: copra, citrus fruit), black pearls, fruit processing, clothing, handicrafts

Fiji • Group of 332 islands—about 110 are inhabited; mostly volcanic mountains • Capital: Suva on the island of Viti Levu • Population: 896 758 (July 2013 estimate) • People: Fijian, Indian, Rotuman, European, other Pacific Islanders, Chinese • Languages: English, Fijian, Hindustani • Climate: tropical marine; almost the same temperature all year round • Products and industries: sugar, tourism, timber, fish, gold, silver, copra and coconuts, cassava (manioc), rice, sweet potatoes, bananas; cattle, pigs, horses, goats

?

• • •

•

•

•

cliffs except where capital is located Capital: Kingston Population: 2196 (July 2013 estimate) People: descendants of the Bounty mutineers, Australian, New Zealander, Polynesian Languages: English, Norfolk (a mixture of old English and old Tahitian) Climate: subtropical; mild, almost the same temperature all year round Products and industries: tourism, beef, poultry, eggs, Norfolk Island pine seed, Kentia palm seed, cereals, vegetables, fruit

What other Pacific Island neighbours of Australia can you find on a map or globe?

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The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

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C.Pu bl i cat i ons Norfolk Island •f orr evi ew pu r pisland; oserolling son l y• • One plains; steep

New Caledonia • Main island New Caledonia (one of the largest in Pacific Ocean), island chain Iles Loyaute; many small islands and atolls with few people; French territory • Capital: Noumea • Population: 264 022 (July 2013 estimate) • People: Melanesian, European, Wallisian and Futunian, Tahitian, Indonesian, Vietnamese, NiVanuatu and others • Languages: French, MelanesianPolynesian dialects • Climate: tropical, windy, hot, humid • Products and industries: nickel, tourism, vegetables, beef, deer, other livestock products, fish

Pacific Islands – 3 Samoa • Two main islands (Savaii, Upolu); some smaller islands (some uninhabited); narrow coastal plain; volcanic, rocky mountains in interior • Capital: Apia • Population: 195 476 (July 2013 estimate) • People: Samoan, Euronesians (people of European and Polynesian blood), Europeans • Languages: Polynesian Samoan, English • Climate: tropical; wet and dry seasons; can get severe storms, cyclones and tsunamis • Products and industries: copra, coconuts, bananas, taro, yams, coffee, cocoa, tourism, food processing, building materials, auto parts

Solomon Islands • Group of islands; rugged mountains, some low coral atolls • Capital: Honiara • Population: 597 248 (July 2013 estimate) • People: Melanesian, Polynesian, Micronesian • Languages: Melanesian pidgin, English, 120 indigenous languages • Climate: tropical monsoon; temperature and weather almost always the same; typhoons; frequent earthquakes, tremors, and volcanic activity; tsunamis • Products and industries: fish, mining, cocoa, coconuts, palm kernels, rice, potatoes, vegetables, fruit, cattle, pigs; timber

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C.PubVanuatu l i cat i ons Tonga • Y-shaped chain of four f o rr evi ew pur p os eso nl y• • Group of• 169 islands main islands and 80 • • • • • •

•

?

(36 inhabited); limestone and coral or volcanic base with limestone Known as ‘The Friendly Islands’ Capital: Nuku’alofa Population: 106 322 (July 2013 estimate) People: Polynesian, European Languages: Tongan, English Climate: tropical, cooling winds; warm and cool season; cyclones; earthquakes and volcanic activity Products and industries: fish, squash, vanilla beans, yams, coconuts, copra, tourism, bananas, cocoa, coffee, ginger, black pepper

• • • • •

•

smaller islands (about 65 inhabited); volcanic mountains; narrow coastal plains; active volcanoes Capital: Port-Vila (on Efate) Population: 261 565 (July 2013 estimate) People: Ni-Vanuatu, others Languages: local languages, pidgin, English, French, others Climate: tropical, cooling winds; moderate rainfall; cyclones, typhoons; volcanic eruptions, earthquakes, tsunamis Products and industries: fish, tourism, wood processing, copra, coconuts, cocoa, coffee, taro, yams, fruits, vegetables, beef

How similar or different are the Pacific Island nations to the place where you live? Would you like to live on one? If so, which one and why?

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Australian Curriculum Geography (Year 3)

Papua New Guinea The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

Teacher information

Elaboration Australia is an island in the Pacific Ocean. There are many island nations in the Pacific Ocean such as Papua New Guinea that are Australia’s neighbours. They have similarities and differences.

Key inquiry questions • How and why are places similar and different?

• What would it be like to live in a neighbouring country?

Teaching notes • Page 35 gives the students general information and its location in relation to Australia; pages 36 and 37 give information about other geographical aspects of Papua New Guinea including the people, climate, products and industries, and environmental issues.

• Explain the meaning of any unfamiliar words such as ‘indigenous’ and read the texts with the students if necessary.

• How do people’s feelings about places influence their views about the protection of places?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS019)

Background information • Some maps divide the Pacific Ocean north or south of the Equator and name the different halves accordingly. Teachers can share this distinction with students if they wish.

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)

• The island of New Guinea includes Papua and West Papua, which are governed by Indonesia, and Papua New Guinea, which is an independent country.

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

• A land bridge once connected Australia and Papua New Guinea.

Consequently, some of the animals, especially kangaroos and possums, are closely related genetically.

• In 2011, Papua New Guinea had one of the fastest growing economies in the world due to the mining of gold, silver and copper.

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• Transportation and communication are large problems in Papua New Guinea because of the terrain. Most people travel by aircraft or on foot.

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Geographical concepts • place

• space • environment

• sustainability • scale

Resources

• Papua New Guinea (Enchantment of the world) by Mary Virginia Fox (with teacher assistance) • The Turtle and the island: A folk tale from Papua New Guinea by Frane Lessac and Barbara Ker Wilson • When the cassowary pooped: A tale of New Guinea by Tamara Montgomery, Jodi Parry Belknap and Joseph D Dodd

• interconnection

• change

Geographical vocabulary location, map, north, island, western, eastern, country, govern, body of water, strait, ocean, capital city, town, mountain range, tropical, rainforest, earthquake, tsunami, highlands, sea, population, people, culture, language, indigenous, rural, tribesman, equator, snowfall, world, climate, temperature, monsoon, mudslide, natural, industries, mining, pollution

Australian Curriculum Geography (Year 3)

Additional activities • Log on to Google Maps™ for a close up look at Papua New Guinea and its surrounding areas. Zoom in to see natural and human features. Then click on ‘satellite’ to see a more realistic view of the region. (See if you can find the cargo ships in the harbour at Lae!) Look at the scale at the bottom left hand side of the image as you do to see how it changes.

• In pairs or small groups, compile a list of questions to ask a child who lives in the highlands of Papua New Guinea about their daily lives.

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Papua New Guinea – 1 China

The map shows the location of Papua New Guinea and Australia.

Complete the cloze text about Papua New Guinea using the words at the bottom of the page or information from the map.

Philippines

Thailand

Hawaii Vietnam

Indonesia Papua New Guinea Pacific Ocean

Torres Strait

Indian Ocean

Australia N NW

NE

SW

SE

W

E

New Zealand

S

1.

Papua New Guinea lies to the

of Australia. The island

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C.Publ i cat i ons Indonesia, but the part is an independent country • f o r r e v i e w p u r p osesonl y• that was once governed by Australia. of New Guinea is made up of two parts. The western part belongs to 2.

3.

The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

It is separated from Australia by a body of water called 4.

and lies in the

Ocean.

The capital city, Port Moresby, and Lae, another large town, are located on 5.

the main island. There are other large

including New

Ireland, New Britain, Manus and Bougainville.

6.

A mountain range called the New Guinea

runs all the 7.

way down the centre of the main island. Many tropical cover Papua New Guinea.

8.

Papua New Guinea experiences many

rainforests islands www.ricpublications.com.au

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eastern earthquakes

Highlands north 35

and tsunamis.

Pacific Torres Strait Australian Curriculum Geography (Year 3)

Papua New Guinea – 2 Map Colour green the main islands— the eastern part of New Guinea, New Ireland, New Britain, Manus and Bougainville.

Equator

New Ireland

Manus Island

Indonesia

Bismarck Sea

South Pacific Ocean

Madang

Mount Wilhelm

New Guinea

Bougainville Lae

New Britain

Gulf of Papua

Solomon Sea

Torres Strait

N NW

NE

SW

SE

W

2.

Great Barrier Reef

List three smaller seas around Papua New Guinea.

S

Coral Sea

Australia

0 0

3.

Write the name of the highest mountain.

4.

Label the capital city, Port Moresby.

The people

E

100 200 100

300 200

km 300 miles

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The population of Papua New Guinea is almost six and a half million.

There are hundreds of different groups of people and cultures. Many different languages are spoken including Tok Pisin (pidgin), English, Hiri Motu and over eight hundred indigenous languages. Most people live in the rural areas and are very poor. They grow and hunt for their own food.

1.

Use internet sources to find and copy an image of a Papua New Guinea tribesman in the box.

2.

Use <http://www.ducksters.com/ geography/country.php?country=Papua# New#Guinea> to find out and write the national symbol of Papua New Guinea.

?

Papua New Guinea is close to the equator (the hottest part of the world), but it still has snowfalls. Why do you think this is?

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The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

1.

North Pacific Ocean

Papua New Guinea – 3 Climate Papua New Guinea has a tropical climate with constantly warm to hot temperatures and lots of rain. It experiences monsoons, earthquakes, mudslides and tsunamis.

1.

Use a dictionary to look up the meanings of the words in bold. Then re-read the paragraph.

Products and industries Papua New Guinea has lots of gold, copper, silver, oil and natural gas.

Getting these out is difficult because of the rugged mountains and problems with land ownership. Other industries include timber, fishing, coffee, cocoa, copra, palm kernels, tea, sugar, rubber, sweet potatoes, fruit, vegetables, vanilla, poultry, pork and shellfish. However, eight out of ten people are only just surviving by growing and catching their own food.

Mining causes lots of pollution, but both mining and timber are causing the rainforests to disappear.

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Papua New Guinea is the least explored country in the world. There may be many plants, animals and birds yet to be discovered.

The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

1.

(a) Name two big problems that Papua New Guinea has because of its two most important industries: mining and timber logging.

2.

Label New Guinea and Australia on the map.

• • (b) Write four products that most people would eat.

?

In what ways is Papua New Guinea similar and different to Australia and the place where you live? Write the information in a table or graph.

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Australian Curriculum Geography (Year 3)

Timor-Leste The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

Teacher information

Elaboration Australia is an island in the Pacific Ocean. There are many island nations in the Pacific Ocean such as Timor-Leste that are Australia’s neighbours. They have similarities and differences.

Teaching notes

• How and why are places similar and different?

• Discuss any unfamiliar vocabulary with the students. For example, ‘deforestation’, ‘poverty’, ‘slash and burn’, ‘manioc’ (a root vegetable that looks like a sweet potato and is a good source of carbohydrates) and so on. Students may like to use dictionaries to find out the meaning of unknown words.

• What would it be like to live in a neighbouring country?

• Page 41 may be completed as a class activity.

Key inquiry questions

• How do people’s feelings about places influence their views about the protection of places?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs (ACHGS021)

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

Background information • Slash and burn agriculture is the practice of cutting down and burning trees and plants to make room for fields for farming. It causes the destruction of vast quantities of rainforest. It is most often practised by subsistence farmers.

• Austronesian people cover Southeast Asia and Oceania. It includes aboriginal Taiwanese; people from Malaysia, the Philippines, Indonesia, Brunei, Madagascar, Micronesia and Polynesia; Polynesians from New Zealand and Hawaii and the non-Papuan people of Melanesia. They are also found in Singapore, regions of Thailand and Vietnam, Cambodia, and Hainan, China.

• The culture of Timor-Leste is influenced by Portugal, The Roman Catholic church and Indonesia. The culture is based on Austronesian legends, including how an old crocodile changed into the island of Timor to repay a boy who helped it when it was sick. (The island of Timor is shaped like a crocodile.) The boy’s descendants inhabit the island.

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• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024) • Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Resources

• Visit <http://www.theboyandthecrocodile.com.au/> to obtain a copy of the Timorese legend The boy and the crocodile and help support an orphanage in Timor-Leste (East Timor). A written version of the legend can be found at <http://www.etan.org/timor/croc.htm> • Timor-Leste (East Timor) by Dan Suzio (full-colour photography book) • Maps and globes (Reading Rainbow history) by Jack Knowlton

Geographical concepts • place

• space • environment

• sustainability • scale

• interconnection

• change

Geographical vocabulary map, location, north-west, ocean, sea, island, mountain, capital city, population, country, poverty, tropical, climate, floods, landslides, earthquakes, tsunamis, tropical cyclones, currency, products, industries, agriculture, deforestation, soil erosion, slash and burn, natural, man-made, disasters, compass rose Australian Curriculum Geography (Year 3)

Additional activities • Use Google Maps™ to view a close up version of Timor-Leste and its features.

• Discuss the use of slash and burn agriculture and its results, and think of ways to help the people of Timor-Leste feed themselves and still save the rainforests and prevent soil erosion.

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Timor-Leste – 1 1.

The map below gives information about the location of Timor-Leste.

Papua New Guinea

Indonesia Dili

TimorLeste

Timor Sea

Torres Strait Port Moresby

Darwin

Australia

2.

Read the information in the table below which lists the most important things about Timor-Leste.

Location and makeup:

• North-west of Australia, in the Indian Ocean • Separated from Australia by the Timor Sea • Includes the Eastern half of the island of Timor, the islands Atauro and Jaco, and the region of Oecusse • Mountainous Capital: Dili Population: 1 172 390 people People: • Austronesian (Malayo-Polynesian), Papuan, Chinese • More than one-third of the country live in poverty • About half of the population cannot read and write Languages: Tetum, Portuguese, Indonesian, English Climate: • Tropical; hot, humid; distinct rainy and dry seasons

The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

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Currency: Products and industries:

• Floods and landslides; earthquakes; tsunamis; tropical cyclones United States dollar • Oil, sandalwood, marble, gold, natural gas, manganese

• Coffee, rice, corn, cassava (manioc), sweet potatoes, soybeans, cabbage, mangoes, bananas, vanilla, printing, soap manufacturing, handicrafts, woven cloth Other facts: • Once ruled by the Portugal and Indonesia and is sometimes called East Timor • Slash and burn agriculture causes deforestation and soil erosion • ‘Timor’ comes from the Malay word for ‘east’ www.ricpublications.com.au

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Australian Curriculum Geography (Year 3)

Timor-Leste – 2 Use the information from the map and table on page 39 to answer the questions.

1.

Which direction is Timor-Leste from Australia?

2.

What bodies of water surround Timor-Leste?

3.

What is the climate like?

4.

What are the people like?

5.

What natural and man-made disasters does Timor-Leste face?

6.

Which agricultural products would you buy and use?

7.

On the map, label: (a) Timor-Leste (b) Indonesia (c) the capital, Dili (d) the Timor Sea

8.

Draw an arrow towards Australia.

9.

Draw and label a compass rose.

? Most people in Timor-Leste are very poor and unable to go to school. What questions could you ask a Timorese child about the way they live? Do you think this way of life would suit you?

Why or why not?

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The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

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Timor-Leste – 3

?

Similarities

Your place Differences

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Differences

The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

Timor-Leste

Use the Venn diagram below to list the similarities and differences between your place and life in Timor-Leste.

Use the headings and information on page 39 to help you.

Why is it important for the Timor-Leste government to stop cutting down rainforests? How will people survive if they don’t have room to farm?

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Australian Curriculum Geography (Year 3)

Indonesia The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

Teacher information

Elaboration Australia is an island in the Pacific Ocean. There are many island nations in the Pacific Ocean such as Indonesia that are Australia’s neighbours. They have similarities and differences

Key inquiry questions • How and why are places similar and different?

• What would it be like to live in a neighbouring country?

Teaching notes • The information provided and the table on page 44 makes students aware of categories for describing natural and human characteristics (features) of places.

• Read and discuss the information with the students to ensure understanding and explain any unfamiliar vocabulary.

• How do people’s feelings about places influence their views about the protection of places?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs (ACHGS021)

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

Background information • Indonesia was a source of spices to many countries which the Dutch East India Company dominated. The Dutch controlled Indonesia until Japanese occupation during the second world war. Indonesia became an independent country in 1949.

• Indonesia is the world’s second highest level of biodiversity. Flora and fauna cover those from Asia and the Papua-Australia landmass. The species include tigers, rhinoceroses, orangutans, elephants, leopards, coral reef fish and birds. Many have reduced numbers due to Indonesia’s high population and rapid industrialisation. Illegal deforestation, wildfires, air pollution, traffic, sanitation issues and destruction of habitats are a few problems Indonesia has to deal with.

• The currency of Indonesia is the rupiah. One Australian dollar is worth about 10656.54 Indonesian rupiah.

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• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Geographical concepts • place

• space • environment

• sustainability • scale

Resources

• Visit <http://indonesianlegends.wikispaces.com/> to read many legends from Indonesia.

• Indonesia (festivals of the world) by Elizabeth berg

• Dropping in on Indonesia by Christina J Moose and Patricia M Moritz • interconnection

• Indonesia (Faces and places) by Patrick Ryan

• change

Geographical vocabulary kilometres, north-west, north, archipelago, islands, territories, ocean, seas, population, world, native, language, dialects, agriculture, tourism, products, textiles, tropical, climate, hot, humid, highlands, volcano, earthquake, tsunami, disaster, flora, fauna Australian Curriculum Geography (Year 3)

Additional activities • Use three different methods to locate Indonesia—a globe, Google Maps™ and an atlas. Then look at the other countries that share borders with Indonesia.

• The class may investigate the idea of adopting a baby Sumatran orangutan (which are endangered) to develop social responsibility.

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Indonesia – 1 Like New Zealand, Papua New Guinea and TimorLeste, Indonesia is one of Australia’s neighbours. But it is a neighbour that is over three thousand, four hundred kilometres away. It lies to the north-west and north.

China

India

Philippines Thailand Hawaii Vietnam New Guinea Papua New Guinea Indonesia Torres Strait Pacific Ocean

Indian Ocean

Australia

N Indonesia is an archipelago (a W E group of islands in New Zealand S a body of water) made up of about 17 508 islands.

Indonesia covers an area of over 1 900 000 square kilometres, which includes all the islands and water territories.

NW

NE

SW

SE

The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

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Some parts of Indonesia are in the Pacific Ocean and some are in the Indian Ocean. There are a number of different seas around the island group. The capital, Jakarta, is situated on one of the larger islands, Java.

The other large islands are Sumatra, Borneo (which it shares with the countries Brunei and Malaysia), New Guinea (which is shared with Papua New Guinea) and Sulawesi.

The population is estimated to be around 251 160 124, which is the fifth highest in the world. More than half live on the island of Java. There are hundreds of different indigenous groups but the largest is Javanese. The most commonly spoken language is Bahasa Indonesia, but English, Dutch and hundreds of local dialects are also spoken. Many Indonesians are very poor.

Agriculture and tourism are important industries. Rubber, palm oil, poultry, beef, forest products, shrimp, cocoa, coffee, medicinal herbs, essential oils, fish and spices are produced. Other products include oil, gas, tin, copper, gold, electrical appliances and textiles.

Indonesia experiences a tropical climate. It is mostly hot and humid, but less so in the highlands.

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Australian Curriculum Geography (Year 3)

Indonesia – 2

2.

Write notes about Indonesia in the table.

Location

Size

Climate

People

Products and industries

Make-up

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Look at the map of Indonesia. There are many small seas around the country. On a separate sheet of paper, write some other interesting facts you discovered.

THAILAND

Manila

BURMA CAMBODIA VIETNAM

10° North

Phuket Banda Aceh

PHILIPPINES

Sulu Sea Phillipine Sea

South China Sea

Straits of Malacca

Kota Kinabalu

MALAYSIA Medan

Pacific Ocean

BRUNEI Celebes Sea

Kuala Lumpur MALAYSIA

BORNEO

Singapore

EQUATOR 0°

Sea

KALIMANTAN

NEW GUINEA

SUTAVESI SUMATRA

Jakarta

IND

ON

10° South

Bandung

ESI A

Java Sea JAVA

WEST PAPUA

Flores Sea

Bali

PAPUA

Dili

LOMBOK

TIMOR-LESTE

Aratura Sea

Lombok Strait

Darwin Gulf of Carpentaria

Indian Ocean

?

CHRISTMAS ISLAND (AUSTRALIA)

AUSTRALIA

N

Indonesia is in a location where many volcanoes erupt and earthquakes occur. What do you know about the eruption of Krakatoa and the 2004 tsunami disasters in Indonesia?

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The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

1.

Indonesia – 3 1.

Choose one of the cities on the map of Indonesia on page 44.

2.

Research to find out about the place.

3.

Complete the chart to compare the place in Indonesia with the place where you live.

City in Indonesia

Your location

How are they similar?

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C.Publ i cat i ons •f orr evi ew pur posesonl y• The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)

How are they different?

?

How could Indonesia look after the many different flora and fauna that are found there? How are the flora and fauna in your local area looked after?

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Australian Curriculum Geography (Year 3)

World climate zones The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

Teacher information

Elaboration Regions of the world can be classified by the types of climate they experience.

Key inquiry questions • How and why are places similar and different?

• What would it be like to live in a neighbouring country?

Geographical Inquiry and Skills

Teaching notes • An in-depth study of all the categories and sub-categories of Koppen’s classifications is not necessary unless students are really interested. A general idea of the main climate zones is sufficient.

• Read the information and discuss the maps with the students to aid understanding.

• Develop geographical questions to investigate

Background information

(ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)

• Russian-German climatologist Wlamir Koppen created the world climate classification in 1884, but it has ben updated a number of times—once in conjunction with German climatologist, Rudolph Geiger. The system has five groups and sub-groups, numbering about 29. The complexity of the classification has been simplified for the students, but if interested they could research the full map.

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

• There are many different maps of world climate zones. They differ depending on the purpose for which they were created. Some categories on climate zone maps may be labelled differently.

• Climate is usually considered over a period of about 30 years.

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

Resources

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• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Geographical concepts

• place • environment • interconnection • scale • change

• Visit <http://www.kbears.com/climates.html> for an interactive world climate map. This version uses the classifications ‘tropical’, ‘dry’, ‘mild’, ‘continental’, ‘polar’ and ‘mountain’.

• Visit <http://www.weatherwizkids.com/weather-climate.htm> for student background information on climate and other related topics.

• Visit <http://video.nationalgeographic.com.au/video/climate-weather-sci/> to view a short view a short video that explains the difference between weather and climate. Many references refer to the USA. • Visit <http://sites.google.com/site/climatetypes/5-causes-of-climate> to view a short slide show that explains the five main causes of climate.

Geographical vocabulary weather, atmosphere, wind, temperature, cloudiness, precipitation, humidity, location, climate, averages, forecast, world, zone, region, native vegetation, tropical, dry, warm temperate, cool temperate, polar, highlands, rainfall, winter, tropics, continents, summer, south, west, mountains, equator Australian Curriculum Geography (Year 3)

Additional activities • Students may select a country in a particular climate zone to research to find out about the way climate affects the way people live in that region.

• Using the internet, pick a courntry and search for their weather. Look at maps and forecasts.

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World climate zones – 1 Weather and climate Weather is the day-to-day state of the atmosphere including wind, temperature, cloudiness, moisture (precipitation), pressure and humidity.

Weather is about the changes for a particular location at a particular time. Climate is all the weather conditions of the atmosphere in a location over a long period of time. It shows patterns (or averages) of weather and helps forecasters predict the weather.

Climate zones of the world

The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

The weather is different all over the world. Places with the same patterns of weather are placed into climate zones or regions, mainly by temperature and precipitation (rain, snow, sleet, hail).

Polar zone Arctic Circle 66°33’N

Temperate zone Tropic of Cancer 23°26’N

Tropical zone Equator (0°)

Equator (0°)

Tropical zone Tropic of Capricorn 33°26’S

Temperate zone

Antarctic Circle 66°33’S

Polar zone

A man called Koppen classified and mapped the world climate zones. He based the zones on the type of native vegetation that grew in a region. He thought this was a good way to show the type of climate.

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C.Publ i cat i ons •f or r ev e wworld pu r p oses owarm nl ytemperate, • The main climate zones ofi the are tropical, dry,

cool temperate and polar. Sometimes another zone—highlands—is also added. Each of the zones (or groups) is divided into smaller groups based on temperature and precipitation.

The table below describes the location and climate of each zone.

Tropical

Dry

Warm temperate

Cool temperate

• found in the tropical regions of the world • Hot and wet all year • Average temperatures up to 32 ºC • Annual rainfall up to 2000 mm • no real winter season

• Found around • Found in many • Found south the tropics, on areas of the of the Arctic the west side of world across continents northern • Mild winters Europe and • Hot and dry and hot Canada summers • Daytime (temperatures • Cold winters, temperatures range from mild summers; can reach 50 ºC 2 ºC to 26 ºC) temperatures • Winds blow from –40 ºC in from land to sea • Light rainfall winter to 21 ºC (about which keeps the in summer 1000 mm) air dry • Low rainfall • Nights very cold (less than with no clouds to 500 mm) keep heat in

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Polar • Found near polar regions of world and on very high mountains • Very cold (–40 ºC to 10 ºC) and dry (less than 250 mm of rainfall) • no real summer season

Australian Curriculum Geography (Year 3)

World climate zones – 2

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?

Can you identify one country in each different climate zone? Which two countries have very different climates?

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The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

The map shows the main climate zones of the world.

World climate zones – 3 Answer the questions using the information on pages 47 and 48.

1.

What is the difference between climate and weather?

2.

Give four examples of precipitation.

3.

Complete the sentences. (a) Koppen’s climate zones are based on the type of found in a region. ,

(b) The main climate zones of the world are ,

,

The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

and

4.

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.

(a) mild winters; hot summers; temperatures range from 2 ºC to 26 ºC; rainfall about 1000 mm

(b) very cold; temperatures –40 ºC to 10 ºC; dry—rainfall less than 250 mm; no real summer season (c) cold winters; mild summers; temperatures range from –40 ºC in winter to 21 ºC in summer; low rainfall of less than 500 mm (d) hot and dry; daytime temperatures can reach 50 °C; very cold nights; dry winds (e) hot and wet all year; average temperatures up to 32 ºC; annual rainfall up to 2000 mm; no real winter season ?

What might happen to the plants and animals in a location if the climate changed gradually over time to a completely different climate?

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Australian Curriculum Geography (Year 3)

Climate types of Australia The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

Teacher information

Elaboration Australia has many different climate types in different regions.

Key inquiry questions • How and why are places similar and different?

• What would it be like to live in a neighbouring country?

Geographical Inquiry and Skills • Develop geographical questions to investigate

Teaching notes • The map provided is not meant to be exact. Its purpose is to give the students a general idea of some of the climate types in Australia. Brief explanations during discussions are sufficient. Other maps use different category names. Teachers should select the climate zones found at <http:// www.bom.gov.au/iwk/climate_zones/map_1.shtml> if this better suits a study of habitats or biomes.

(ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs (ACHGS021)

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

Background information • The tropical zone of the world is divided into subsections. These subsections are defined by different zones of native vegetation and the number of dry (arid) and wet (humid) months. They are: humid/tropical rainforests (12 to 91/2 humid months), semi-humid/wet savanna (91/2 to 7 humid months), semi-humid/dry savanna (7 to 41/2 humid months), semiarid/thorn savanna (41/2 to 2 humid months) and arid/desert (2 to 0 humid months).

• Climate zones are not totally distinct from each other. Boundaries are not exact and some types of climate are found in larger climate categories. For example, the mediterranean region is a part of the temperate climate zone; hot semi-arid regions can be found in the tropics and sub-tropics; and cold semi-arid climate regions can be found in temperate zones.

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

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• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Geographical concepts • place • environment • interconnection • scale • change

Resources

• Visit <http://www.bom.gov.au/iwk/climate_zones/map_1.shtml> for a simple map of Australia issued by the Bureau of Meteorology which uses the classifications: equatorial, tropical, subtropical, desert, grassland and temperate.

• Visit <http://www.bom.gov.au/lam/climate/levelthree/ausclim/koeppen2. htm> for a more complex Koppen map of climate types in Australia.

• Visit <https://sites.google.com/site/climatetypes/5-causes-of-climate> to view a short slide show that explains the five main causes of climate.

Additional activities Geographical vocabulary climate, latitude, equator, terrain, altitude, bodies of water, currents, equatorial, tropical, desert, mediterranean, semi-arid, temperate, sub-tropical

Australian Curriculum Geography (Year 3)

• Using the internet, pick a region of Australia and search for the climate zone. See how it differs from your region.

• Select a country or capital city in two different world climate zones.

Research what life is like living in the climate. (The ‘Spotlight on my country’ series has books on different countries. There are many books available on desert, tropical and savanna regions.) References for Pacific Island countries are provided on pages 26, 30, 34, 38 and 42.

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Climate types of Australia – 1 The climate of a place is affected by many things. Its latitude (position north or south of the equator on the earth’s surface), terrain (mountains, hills and so on), altitude (height above sea level) and the bodies of water (such as oceans and seas) that are nearby and their currents.

Australia is a large continent with many different climate zones. Those given below are based on temperature, rainfall and the native vegetation in a region.

NOTE: Cities on the map are not only capital cities of states.

Darwin

N

Weipa Cairns

NW

NE

SW

SE

W

E

S

NT

Tropic of Capricorn

Rockhampton

Alice Springs

QLD Qld

WA

Brisbane

The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

SA

©Kalgoorlie R. I .

C.Publ i caBroken t i oHillns Perth Sydney •f orr evi ew pur poseson l y• Canberra NSW

Adelaide

Vic. VIC

Melbourne Kilometres 0

500

1000

Tas.

Hobart

Key: Equatorial

Mediterranean

Temperate

Hot and wet all year round; humid; rainforests

Hot and warm; dry summer; mild, wet winter; evergreens like fruit trees and pines, shrubs, grasses

Mild to cold winters; mild to hot summers; light to low rainfall; forests, grasses

Semi-arid

Very warm to hot, humid summers; mild to cool winters; summer rain; dry winter; evergreen trees, bushes, shrubs

Tropical Hot and wet; humid; wet (summer) and dry (winter) season; rainforests, palms Desert Hot and dry (arid); summer and winter; bushes, grasses, cactuses www.ricpublications.com.au

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Hot and dry; mild to warm or cold winters; summer and winter seasons; more rain in winter; few trees, grasses, shrubs, thorny or waxy plants 51

Sub-tropical

Australian Curriculum Geography (Year 3)

Climate types of Australia – 2 Use the map on page 51 to complete the following.

1.

Write one or more cities in each climate region. (a) mediterranean (b) tropical (c) desert (d) temperate (e) equatorial (f)

sub-tropical

(g) semi-arid 2.

In your own words explain how the location affects the climate of the following regions.

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(b) equatorial

(c) semi-arid

(d) tropical

? Which climate zone of Australia do you live in? Is the weather like the one stated for that zone? Are there any things that might affect the weather such as latitude, terrain, altitude, bodies of water or ocean currents?

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The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

(a) desert

Climate types of Australia – 3 1.

Complete the table to compare the different climate zones in Australia.

Climate region

Climate description

Native vegetation

Equatorial Tropical Desert Mediterranean Semi-arid Temperate

The main climate types of the world and the similarities and differences between the climates of different places (ACHGK017)

Sub-tropical 2.

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C.Publ i cat i ons Use the key to identify and colour each climate region of Australia.

•f orr evi ew pur posesonl y• Key: Darwin

N

Weipa

• equatorial—green

Cairns

NW

NE

SW

SE

W

E

S

• tropical—blue NT

• mediterranean—purple

Tropic of Capricorn

• desert—red

Alice Springs

Rockhampton Qld

WA

• temperate—orange

Broken Hill

• sub-tropical—brown • semi-arid—orange

Brisbane

SA

Kalgoorlie

NSW

Perth

Sydney Adelaide

Vic.

Canberra

Melbourne Kilometres 0

500

1000

Tas.

Hobart

?

Which other climate zones of Australia would you like to experience? Why? What would it be like living there? What things could you do or not do because of the climate?

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Australian Curriculum Geography (Year 3)

Feelings about places The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

Teacher information

Elaboration People have feelings for, and ideas about, places. These may be different for each person.

Key inquiry question • How do people’s feelings about places influence their views about the protection of places?

Geographical Inquiry and Skills • Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)

Teaching notes • Students will need access to a copy of the words for the national anthem ‘Advance Australia fair’. Lyrics are available from <http://www.itsanhonour. gov.au/symbols/docs/anthem_words.pdf> The two most commonly sung verses are sufficient. Discuss how having strong feelings about places means people will want to protect places. Discuss ways this can be done.

• A copy of the words for ‘A sunburnt country’ can be found at <http://www. poemhunter.com/poem/my-country/> Teachers may display the words on the whiteboard. (NOTE: Some words may need explaining. The activities on page 55 refer to the six-verse version of the poem.) Discuss the words, verses and their meanings. Consider also the reason why a person would be attached to place that has drought, floods, fire and where cattle die.

• Represent data by constructing tables and graphs (ACHGS021)

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024) • Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Geographical concepts • place

• environment

• interconnection

Background information • Places are the settings for everyday activities and memorable experiences.

They have features that appeal to people. They are part of a person’s heritage. They can trigger strong emotional responses. People can become attached to places and want them preserved or protected. Places may have intrinsic and material value to people.

• A ‘coppice’ is an area of woodland where the trees or shrubs are cut back to ground level regularly to encourage growth and provide firewood or timber.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Resources

• Visit <http://mathstory.com/poems/librarypoems/specialplace.aspx#.

Uq6pZI38TGM> to read another poem about a special place.

• Visit <http://www.youtube.com/watch?v=vn-BWQL8E-s> to listen to the story A quiet place by Douglas Wood.

• My place by Nadia Wheatley • Visit <http://australiabysong.com.au/>, which is a site that has a list of Australian songs linked to specific places by state with links to YouTube™ or iTunes™ to listen to the song.

Additional activities • Download the pdf available from <http://www.curriculumsupport. education.nsw.gov.au/primary/hsie/assets/pdf/caring/caringplace1.pdf> and print off or view on the whiteboard the poems by Aboriginal people on page 7. Discuss the feelings and ideas presented in the poems.

Geographical vocabulary

• Interview relatives about their special places. Ask why they are special and how they feel about them. Record their responses and find out if the places are still there, if they have changed and how.

places, natural features, climatic features, disasters, town, city, state, landscape

• Encourage the students to write their own poetry about their own place.

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Feelings about places – 1

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

Poets often write poems about places that are special to them for some reason. The words help them express their feelings or ideas about a place.

1.

Log on to <http://www.youtube.com/ watch?v=o5bNhQrKay0> to listen to a poet named Dorothea Mackeller recite her poem about Australia.

2.

Which natural features does the poet mention in her poem?

3.

What are her feelings about Australia? Which words tell you?

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4.

Which features of another country does she not love? (verse one)

5.

Which climatic features and disasters does she not like? Do these alter her feelings for Australia? Explain.

6.

Log on to <http://australianteacher.files.wordpress.com/2011/10/ best-loved-aussie-poems-ballads-songs.pdf> to view 21 best-loved Aussie poems, ballads and songs. List any you are familiar with below. Read any you do not know.

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Australian Curriculum Geography (Year 3)

Feelings about places – 2

1.

Read through your copy of the lyrics for Advance Australia Fair.

2.

Write words or phrases that describe natural features of Australia.

3.

Write words that describe feelings about Australia.

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4.

List any songs you know that are about your city, state or Australia.

5.

Log on to <http://australiabysong.com.au/> for a list of songs for each state of Australia. Click on your state then find any songs that relate to your town or city. Listen to one or two that interest you then write the place and feelings described in the songs.

Place

Feelings

(a) (b) ?

What are your feelings about the place where you live? Does everyone in your class feel the same about your place? Why or why not?

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The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

Bands and songwriters often write lyrics for songs about places that are special to them for some reason. The words help them express their feelings or ideas about a place.

Feelings about places – 3 Painters often paint pictures about places that are special to them for some reason. The images help them express their feelings or ideas about a place.

Complete the table below for the following artists.

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

Artist

Type of artwork and feelings displayed through artwork

Reference

John Glover

http://www.johnglover.com.au/ john-glover

Tom Roberts

http://www.artistsfootsteps.com/ html/Artists_roberts.htm

Sidney Nolan

http://www.artgallery.nsw.gov. au/collection/works/?artist_ id=nolan-sidney

Russell Drysdale

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John Olsen

http://www.artgallery.nsw.gov. au/collection/works/133.1999/

Brett Whiteley

http://www.artgallery.nsw.gov. au/collection/works/?artist_ id=whiteley-brett

Michael Johnson

http://www.artistmichaeljohnson. com/

http://www.abc.net.au/arts/ drysdale/exhibit/painting.htm

Albert http://nga.gov.au/Namatjira/ Namatjira Gallery.htm

? If you were asked to create an artwork to show your feelings about a special place, how would you do it? What style of art would you use? What colours would you use? How would these express your feelings? Why? www.ricpublications.com.au

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Australian Curriculum Geography (Year 3)

Wetlands and sacred sites The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

Teacher information

Elaboration People have feelings for, and ideas about, places. These may be different for each person. Places such as wetlands and sacred sites are places which are important to people and need to be protected.

Key inquiry question • How do people’s feelings about places influence their views about the protection of places?

Teaching notes • Read and discuss the information with the students, explaining any unfamiliar vocabulary.

• The activity on page 61 should, if possible, relate to local, or the nearest, wetlands area or sacred site. It may also be done in groups or pairs.

Background information

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs (ACHGS021)

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• There are many different types of wetland areas and these are classified in different ways by expert organisations such as Wetland Care Australia and the Australian Government Department for the Environment. Wetlands occur in alpine, arid, coastal, marine, estuary, inland and river areas.

Wetlands exist on private farming properties.

• The Ramsar Convention (the convention on wetlands) was signed in Ramsar, Iran, in 1971. This international treaty commits its member countries to maintaining important international wetlands. Plans are formulated so that wetlands areas can be used wisely and sustainably. In 2013, Ramsar sites numbered about 2168.

• Aboriginal sites of significance can be found all over Australia, even in large cities such as Sydney. Middens demonstrated the Aboriginal use of sustainable coastal resources. More information about these sacred sites are more can be found at < http://www.creativespirits.info/ aboriginalculture/land/guide-to-aboriginal-sites-and-places>

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• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Geographical concepts • place

• environment

• interconnection

• change

Resources

• Wetlands: soggy habitat (Amazing science: ecosystems) by Laura Purdie Salas • Visit <http://www.wetlandcare.com.au/index.php/info-and-links/wcapublications/> to find out background information about wetlands, why they are useful and how they are being cared for.

• Visit <http://www.environment.gov.au/resource/discovering-wetlandsaustralia> for resources and background information about wetlands.

• Visit <http://www.aboriginalheritage.org/sites/identification/> for more background information about special Aboriginal places.

Geographical vocabulary wetlands, water, rains, frogs, fish, reptiles, crustaceans, insects, native plants, reeds, grasses, environment, floods, wildlife, crops, river, sediment, mineral, organic, farmers, grazing, livestock, Indigenous Australians, government, conservation, protect, midden, food, rock, natural site, landforms, creeks, rock formations, rock platforms, water holes, mountains, place Australian Curriculum Geography (Year 3)

Additional activities • Use Google Maps™ to view the nearest wetlands area and sacred site. Find the approximate distance to it and record it on a local or state map.

• As a class, make a survey to find out what actions students do to protect places they have feelings about. Tally and graph the most common ones, then write conclusions.

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Wetlands and sacred sites – 1 Wetlands

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

Wetlands are places where water covers the ground most of the time. The water isn’t deep and it doesn’t move much. After rains, wetlands expand. Then lots of birds come to nest there and have their babies.

Many frogs, fish, reptiles, crustaceans such as crabs and shrimp, and insects make their homes in wetlands. Many special native plants such as reeds and grasses are found only in wetland environments.

Wetlands have other functions. They collect excess water when floods or heavy rains occur. Wildlife can find water at wetlands when it is dry elsewhere. Farmers use water from wetlands for their animals and crops during dry spells. Wetlands clean river water by trapping sediment (mineral or organic matter) and separating nutrients. Wetlands have rich soil for farmers to use for grazing livestock. People use wetlands for camping, bird and animal watching, paddling canoes, fishing, hunting and walking. Wetlands are valued by Indigenous Australians for their beauty and spiritual importance.

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Government and conservation groups try to preserve and protect wetlands.

1.

Write six reasons why wetlands are important and should be protected.

2.

Write some things governments and conservation groups of individuals can do to protect wetland environments.

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Australian Curriculum Geography (Year 3)

Wetlands and sacred sites – 2 Sacred sites There are many places that are important to Indigenous Australian people.

Rock shelters are places where rocks overhang a space.

Aboriginal people camped there, made fires, ate there and painted on the rocks. Sometimes people who had died there were buried there. They were often close to water.

Grinding grooves were places © R. I .

C.Pu bl i cat i ons where Aboriginal people sharpened their tools and •f orr evi ew pu r p o s e s o n l y • weapons. They rubbed them over

Natural sites were special landforms like creeks, rock formations, rock platforms or water holes. The Three Sisters rock formations in the Blue Mountains is a special place because it is the place of a Dreamtime story.

wet rocks until they were sharp.

This left grooves on the rocks.

Grinding grooves are always near water.

Explain why Aboriginal sacred sites are important and should be protected.

?

What Aboriginal sacred sites are in your local area? How are they being protected?

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The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

Middens are places where Aboriginal people lived. They often contained the remains of meals such as cockle shells. This informed others what food was available and had been used.

This advised others not to overuse this food source. Tools and animal bones may have also been left behind.

Wetlands and sacred sites – 3 Use the internet, Google Maps™ or local government sources to research and complete the information about one wetlands area and one sacred Aboriginal site.

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

Wetland area

Sacred site

Name

Name

Location

Location

Reason for importance

Reason for importance

Who is protecting it?

Who is protecting it?

How is it being protected?

How is it being protected?

How do others in your class feel about this place?

How do others in your class feel about this place?

How could you let others know about the importance of this place?

How could you let others know about the importance of this place?

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?

What other reasons would make places important to people? What places are important to you? Why are they important?

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Australian Curriculum Geography (Year 3)

National parks and world heritage sites The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

Teacher information

Elaboration People have feelings for, and ideas about, places. These may be different for each person. Places such as national parks and world heritage sites are places that are important to people and need to be protected.

Key inquiry question • How do people’s feelings about places influence their views about the protection of places?

Teaching notes • Brief notes on one example of a national park and a world heritage site are provided as examples of significant places that people have strong feelings and ideas about. Teachers may choose their own examples.

• A list of Australian World Heritage sites can be found at <http://www. environment.gov.au/node/19779> Some of these are national parks. There is also a link to national heritage sites such as Sydney Opera House.

Geographical Inquiry and Skills • Develop geographical questions to investigate

Background information

(ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020)

• Kakadu National Park is managed by the Australian Government Director of National Parks in conjunction with a Board of Management for the traditional owners. Parks Australia is a part of the Australian Government Department of Sustainability, Environment, Water, Population and Communities. It is a World Heritage Site.

• The Sydney Opera House became a World Heritage Site on 28 June 2007.

• Represent data by constructing tables and graphs (ACHGS021)

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

Resources • My home in Kakadu by Jane Christophersen (picture book for lower primary) • Walking with the seasons in Kakadu by Diane Lucas (for slightly older students but with good illustrations)

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• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Geographical concepts • place

• environment

• interconnection

• change

• Visit <http://www.environment.gov.au/topics/national-parks/kakadunational-park> for more information about Kakadu.

• Find heritage buildings and sites relevant to your state on the National Heritage list at < http://www.environment.gov.au/topics/heritage/heritageplaces/national-heritage-list> State government heritage registers are also a source of information.

• Buildings (Then and now) by Vicki Yates

Geographical vocabulary national, park, Northern Territory, place, heritage, Aboriginal, culture, natural, kilometres, features, plains, cliffs, hills, rivers, woodlands, forests, waterfalls, billabongs, beaches, mangroves, mudflats, habitat, species, mammals, birds, reptiles, frogs, fish, plants, insects, country, people, rock paintings, government, traditional owners, buildings, sites, history, identity, people, community, local, state, federal, homes, rural homestead, civic, roads, bridges, cinemas, work place, landscape, trees, archaeological, generation, harbour, point, warrior, Sydney, New South Wales, protect Australian Curriculum Geography (Year 3)

Additional activities • Visit <http://www.environment.gov.au/topics/national-parks/kakadunational-park/management-and-conservation/conserving-kakadu> or <http://www.parksaustralia.gov.au/kakadu/people/conservation. html> to find out specific ways that Kakadu is being protected.

• Visit <http://whc.unesco.org/en/interactive-map/>, which has an interactive world map of heritage sites. Click on a location to find world heritage sites in the Pacific neighbouring countries.

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National parks and world heritage sites – 1 National parks

North

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

National parks such as Kakadu in Northern Territory are important places to the people of Australia. It is so important that it is on the National Heritage List. It is one of four places in the world which are important for both Aboriginal cultural and natural value.

N NW

NE

SW

SE

W

E

S

Darwin

Kakadu National Park

Arnhem Land

Katherine

Kakadu covers almost 20 000 square kilometres and includes a variety of natural features including plains, cliffs, hills, rivers, South woodlands, forests, waterfalls, billabongs, beaches, mangroves and mudflats. It is the habitat of many species of mammals, birds, reptiles, frogs, fish, plants and insects.

Kakadu

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C.Publ i cat i ons Kakadu has been the country of the Bininj/Mungguy people for thousands •park f or r evi e w pur os eson l y • styles. of years. The contains thousands ofp rock paintings of various It is managed by the Australian Government and a group representing the traditional owners, the Bininj/Mungguy people. Daily management is carried out by Parks Australia, a part of another Australian Government department.

1.

Write two reasons why Kakadu National Park is important and should be protected.

2.

Write the names of three different groups that help protect Kakadu.

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Australian Curriculum Geography (Year 3)

National parks and world heritage sites – 2 World Heritage sites Heritage buildings and sites help people in a place understand its history, identity and people.

Many heritage buildings provide a place for community activities.

Heritage buildings and sites may include homes, rural homesteads, civic buildings, roads, bridges, cinemas, work places, landscapes, trees or archaeological sites.

Heritage buildings are ones that have not changed over time. They are looked after to retain them for future generations.

Sydney Opera House is a national and world heritage site. It was opened in 1973 after fourteen years of construction. It is the venue for different kinds of performances including ballet and musical concerts. It has a unique design and construction. The building sits on Sydney Harbour at Bennelong Point, which is named after a prominent Aboriginal warrior of early settlement in Sydney.

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Sydney Opera House is owned by the Government of New South Wales and operated and maintained by the Sydney Opera House Trust.

1.

Why is Sydney Opera House important and why should it be protected?

2.

Which group protects Sydney Opera House?

?

What world heritage sites are in your local area, city or state? Why are they important? Why are they protected?

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The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

They can be privately owned or under the care of local communities, or state or federal governments.

National parks and world heritage sites – 3 Use the internet, Google Maps™ or local government sources to research and complete the information about one national park and one heritage site.

The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places (ACHGK018)

National park

World heritage site

Name

Name

Location

Location

Reason for importance

Reason for importance

Who is protecting it?

Who is protecting it?

How is it being protected?

How is it being protected?

How do others in your class feel about this place?

How do others in your class feel about this place?

How could you let others know about the importance of this place?

How could you let others know about the importance of this place?

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?

How could you help to protect a national park or world heritage site in your local area, city or state?

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Australian Curriculum Geography (Year 3)

Settlements in places The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

Teacher information

Elaboration Places vary in the types of settlements. They may be large or small, rural or urban. They are one characteristic (feature) of a place. Some places may have similar and different settlements.

Teaching notes • Read the text and discuss, explaining the meaning of any unfamiliar words.

Key inquiry question

Background information

• How and why are places similar and different?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs (ACHGS021)

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) • Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

• The diagram on page 68 is a settlement hierarchy, which is a way of arranging settlements into an order based upon population or some other criteria. The larger the population in a settlement, the larger the geographic area, the higher in the hierarchy and the greater the availability of services.

In a hierarchy, the number of the settlements decreases the higher it is in the hierarchy, so there are less cities and more isolated dwellings. Also, the population increases the higher up the hierarchy a settlement is placed and the more services there are available.

• Town and city classifications by population number vary from country to country.

• Smaller settlements provide residents with ‘low-order’ services (post office, doctor, newsagent) while larger towns and cities provide ‘higher-order’ services such as restaurants, department stores and hospitals. These can only be supported by large numbers of people.

Resources • Visit <http://www.slideshare.net/peyne/human-settlements>, which explains many similar aspects expressed on this set of pages. Images of types of settlements are provided. It also gives additional information about settlements which the students may be interested in.

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• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

• Visit < http://www.3dgeography.co.uk/#!geography-models/cfux> to view some fun 3-D settlement models of cities which the students may like to construct.

• place

• space

• environment

• This site, <http://webbergeography.blogspot.co.uk/2013/01/settlement>, gives an example of a settlement hierarchy the students can make from a pyramid.

• interconnection

• scale

• change

• Me on the map by Joan Sweeney

Geographical concepts

Geographical vocabulary settlement, dwellings, city, services, housing, government, industrial, commercial, regional centres, towns, transport, population, rural, location, outstation, traditional, farm, hierarchy, urban, site, natural, resources, weather, function, port, market town, resort Australian Curriculum Geography (Year 3)

Additional activities • Using the information available at <http://www.parents-choice.org/ article.cfm?art_id=254> use the resources to make a town or city.

• Visit <http://www.landcom.com.au/mini-sites/my_neighbourhood/ index.htm> to construct the infrastructure, residences, shops and services in a city suburb..

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Settlements in places – 1 A settlement is a place where people live. They vary in size from single dwellings such as a farmhouse to huge cities. They can be permanent like a city or temporary like a camp site. There are many types of human settlements.

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

Cities are large settlements of between 100 000 and millions of people.

They have many services for the people—banks, post offices, shopping centres, entertainment facilities, parks, restaurants, train and bus stations, hospitals, hotels, airports and many other services. They have residential (housing), administrative (government), industrial (factories) and commercial (shops) facilities and many services for city dwellers.

Regional centres are big towns with large numbers of people living in and around them. They have services like banking, post offices, hospitals, doctors surgeries, dentists and ambulances, transport, schools, parks, movie theatres and others for people in the region. They have factories and industries where people can work.

Towns are medium-sized settlements. Between 1000 and 20 000 people or more can populate a town. They have more services available for the population that may include a large shopping centre, banks, restaurants, schools and factories.

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Villages are small settlements with between 100 and 1000 people, usually in rural locations.

There may be a few shops like a post office and corner shop, and a few services, like a school, or doctor’s surgery, newsagent and a bus service.

Outstations are small rural settlements of Indigenous Australians usually in remote areas. They are usually made up of one or two closely related extended families of less than 36 people and a small group of houses, but there are no shops or services. Outstations are usually on traditional lands to which the people have a spiritual connection. www.ricpublications.com.au

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Isolated dwellings are single or perhaps two buildings on their own. They may be a farmhouse or large farm belonging to one family. They are a large distance from other dwellings or settlements and there are no shops or services nearby.

Australian Curriculum Geography (Year 3)

Settlements in places – 2 1.

Complete the diagram below by writing the name of a different type of settlement in each of the remaining five sections in the correct order. One has been done for you.

Less of these

More people

Few people

isolated dwellings

Few services 2.

More of these

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C.Publ i cat i ons Which type of settlement has: •f orr evi ew pur posesonl y•

(a) the largest population?

(b) the smallest population? (c) the largest number of available services? (d) the least available services?

3.

Complete these statements about settlements using the same word. (a) The size of a settlement determines how many are available.

and what sort of

(b) Smaller settlements usually only have basic while larger ones have a much wider variety of 4.

?

.

With a partner, discuss why there are more isolated dwellings than cities.

What sort of settlement do you live in? Is it rural or urban? What services are provided?

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The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

Many services

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

Settlements in places – 3 Locations

Functions

Settlements begin in a particular site for a reason.

When sites for settlements are first chosen, they are usually because of the natural resources that are available nearby. A fresh water supply, rich soil, flat land, defence for the settlement, building materials (trees, reeds, clay, stone), transport links such as rivers and access to the sea, fuel such as trees for heating and cooking, weather (that is not too hot or too cold), access to trade, and resources such as gold are all important reasons for the location of settlements. Other things that may influence where a settlement goes are whether the location is likely to be flooded, the direction the settlement faces so that it gets sunshine when it’s needed and whether it is sheltered from strong winds or rain.

Settlements have a function or reason for being settled. At first, many settlements may have been established as ports (a harbour with docks for ships to collect and deliver cargo), market towns (where farmers held markets to sell their produce), holiday resorts (with many attractions and activities for tourists) or industrial centres (with many factories and businesses).

Although some settlements may have a main function when first settled, most now have many functions. Armidale in New South Wales was established as a farming and gold mining community but now has many educational facilities; it is the administrative centre of the Northern Tablelands region, it has national forests which tourists visit, and is called the ‘cathedral city’ for the cathedrals in the city.

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1.

Why was your settlement first established at its site?

2.

Has anything changed since it was first settled? If so, what? Has the function of the settlement changed? If so, how?

?

What types of settlements are in your region? What tools can you use to view images of settlements? How could you map these?

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Australian Curriculum Geography (Year 3)

People in places The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

Teacher information

Elaboration A variety of types of people inhabit one place. The people in one place are different and similar to people in another place.

A census is used by the government to find out about people in a place.

Teaching notes • Read and explain the information on page 71. Discuss to ensure understanding.

• The students may need assistance completing the activity on page 72 as the wording is quite adult. After explaining what the categories mean, encourage the students to use their own words to express themselves.

Key inquiry question • How and why are places similar and different?

Geographical Inquiry and Skills • Develop geographical questions to investigate (ACHGS019)

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs (ACHGS021)

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022)

• Students may use information obtained from a class member from a buddy school or information from <http://www.geogspace.edu.au/verve/_ resources/2.1.6.3_1_role_card_statements.pdf> to complete page 73. If students in the class came from other suburbs to attend the school, two different class members may be interviewed.

Background information • The first censuses were held in 1901, 1911, 1921, 1933, 1947 and 1954, and the first five-year census was introduced in 1961. The census covers all people who spend census night within Australia and its external and internal territories other than Norfolk Island. It does not include foreign diplomats and their families. Norfolk Island completes its own census on the same day as the rest of Australia.

• The Commonwealth Bureau of Census and Statistics was established in 1906. It was renamed the Australian Bureau of Statistics in 1975.

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• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Geographical concepts • place

• interconnection

• scale

• change

Resources

• Visit <http://www.abs.gov.au/websitedbs/censushome.nsf/home/data> to view population data for Australia, states and capital cities and percentage increases.

• The link <http://www.abs.gov.au/ausstats/abs@.nsf/Latestproducts /2901.0Main#Features252011?opendocument&tabname =Summary&prodno=2901.0&issue=2011&num=&view=> gives categories for data by codes so teachers can easily choose a particular category to investigate.

• The CIA Factbook is another good source of information about Australia in general. Visit <https://www.cia.gov/library/publications/the-world-factbook/ geos/as.html>

Additional activities Geographical vocabulary place, government, census, people, population, male, female, age, occupation, language, birthplace, Aboriginal, family, transport, housing, community, employment, income, work, characteristics, dwelling Australian Curriculum Geography (Year 3)

• Ask the students to map the location of both people interviewed on page 73 and attach the map to their completed interview sheet for display for others to view.

• After the class ‘census’, collate the results and use a bar graph to record some of the information. Write conclusions based on the information provided.

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People in places – 1 One place is not like another. Each place has different types of people who live and work there.

Every five years, the Australian Government takes a census of the Australian population. A census is a way of counting how many people there are in each part of Australia, what they do and how they live.

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

A census is taken on one particular night of the year. A census was last taken on 9 August 2011 using paper and electronic ‘eCensus’ forms. Everyone living in Australia must answer the questions in the census.

The census gives the government many details about people apart from the total population numbers. It tells how many people are male or female, their religion, age, occupation, language spoken, place of birth, whether they are Aboriginal or not, the type of family they are part of or the type of housing they live in.

The results of the census are placed on the Australian Bureau of Statistics website when it is put together and added up. It can then be used by anyone. The government uses the information to plan for population growth etc. by constructing transport links, housing developments, community projects etc.

1.

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C.Publ i cat i ons •f orr evi ew pur posesonl y• Explain what a census is in your own words.

2.

How is the information used by the government?

3.

How could a person who wants to open a cafe use the information?

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Australian Curriculum Geography (Year 3)

People in places – 2 Log on to <http://www.abs.gov.au/ausstats/ abs@.nsf/Latestproducts/2901.0Main%20 Features252011?opendocument&tabname= Summary&prodno=2901.0&issue=2011&num=& view=> to find the information to complete the following.

1.

Look at the category called ‘Selected Person Characteristics’.

List 5 things that people had to answer about themselves.

•

•

•

•

2.

3.

4.

5.

?

Look at the category called ‘Employment, Income and Unpaid Work’. List 4 things that people had to answer about themselves.

•

•

•

•

•

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•

•

Look at the category called ‘Selected Family Characteristics’.

List 4 things that people had to answer about their family.

Look at the category about housing called ‘Selected Dwelling and Household Characteristics’. List 6 things that people had to answer about their family.

•

•

•

•

•

•

Write the name of six other categories in the census.

If you had to make up a census for your class, what type of questions would you put in? What would you use the information for?

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The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

•

People in places – 3 1.

Complete the table to compare people in your area with people who live in another part of Australia. Person 1 is one of your class members. You may need to research to complete some information for person 2; a person living in another part of Australia.

Person 1 Person 2 Name

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

Location Age Sex (male or female) Place of birth

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Place of birth of parents Place of birth of grandparents

Language(s) spoken at home Religion Number of people in family Number of adults in family Number of children in family 2.

?

Discuss the results with a partner when you have finished.

What are the similarities and differences between the people in the two places?

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Australian Curriculum Geography (Year 3)

Work in places The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

Teacher information

Elaboration People in places may carry out similar or different work to people in other places of Australia or places in other countries.

Key inquiry questions • How and why are places similar and different?

• What would it be like to live in a neighbouring country?

Geographical Inquiry and Skills • Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs

Teaching notes • It will assist students to complete this set of pages if they have also completed pages 66 to 73.

• Students should be able to develop an idea of the type of work in their place after the class member interviews. This will help them answer question 3. (b) on page 77.

• It is important for students to realise that work is closely related to places and that information about people is an important part of geography knowledge.

• Students need to be encouraged to use geographical vocabulary like ‘occupations’, ‘industries’, ‘manufacturing’ and ‘produce’ rather than the simpler terms ‘work’ or ‘jobs’.

(ACHGS021)

• Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023) • Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024) • Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

• Demographics (or demographic characteristics as stated in the content description) is ‘the statistics of a population, or section of a population’.

• Students should be familiar with jobs people do if they have enjoyed a unit about community helpers previously. This set of pages extends their thinking to connect people’s occupations with places.

• The Macquarie Dictionary defines the noun work as ‘exertion directed to produce or accomplish something; labour; toil’, ‘employment; a job, especially that by which one earns a living’ or ‘the result of exertion, labour, or activity; a deed or performance’. Place is ‘the portion of space occupied by anything’, ‘a region’ or ‘an area, especially one regarded as an entity and identifiable by name, used for habitation, as a city, town, or village’.

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Geographical concepts • place

Background information

• interconnection

• scale

• change

Resources • This US site provides numerous activities relating to occupations: <http:// kids.usa.gov/jobs/> • Visit <http://www.youtube.com/watch?v=Nfvle2Wd4IE> to view different characters giving details about their occupations.

• Jobs people do (Start-up geography) by Anna Lee

Geographical vocabulary work, services, location, occupations, place, tourist, farming, town, rural, mountain(s), region, coastal, rainforest, regional centre, port, historical, settlement, produce, mining, agriculture, Aboriginal, station, cattle, reef, tourism, industries, products Australian Curriculum Geography (Year 3)

Additional activities • Have the students use the information about industries and produce in other countries, provided on pages 26–45, to compare occupations in more countries to those in their own place.

• Contact a ‘buddy class’ in another country to find out what work the parents, grandparents, aunts and uncles do and why.

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Work in places – 1 1.

Complete the cloze text using the words below. waiters drive need milk time needed

shop location some

work snowboard stores 1.

People need to

farming guides

cold people

to make money to pay for 2.

. When people work,

the things they want and

3.

they also provide services that give other

the

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

things they need. The type of work people do is often influenced by 4.

the 5.

of the workplace. Some occupations are

in most places. People need bank officers, postal 6.

workers, newsagents,

assistants and barbers in

7.

most places all the

. Some places, however, are

8.

more suited to

occupations than other places.

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C.Publ i cat i ons in restaurants, A tourist town will need guides, •f orr evi ew pur posesonl y• 9.

10.

cooks in takeaway food

and people in souvenir

shops. A farming town or rural location will need farmers, people 11.

who sell

equipment, people in grain stores, 12.

truck drivers to pick up and deliver 13.

farrier to shoe horses. A town in a 14.

region may need ski and 15.

or grain, or a

mountainous

instructors, people to

snow ploughs, 16.

mountain

,

fishing instructors or ski clothing hire shop assistants.

2.

Read through the completed cloze.

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Australian Curriculum Geography (Year 3)

Work in places – 2 Write the names of some types of work (occupations) that are needed in each location.

Port Douglas, Qld, a coastal town near the Great Barrier Reef and Daintree Rainforest

Queanbeyan, a regional centre in NSW, which is close to Canberra and the Snowy Mountains

Strahan, Tas., a small town, port and fishing place near timber and historical Sarah Island penal settlement

Cleve, SA, a small agricultural town that produces grain and wool

Laverton, WA, a mining town with many Aboriginal people

Alice Springs, NT, a large town with historical buildings, a space research station, mining and cattle stations

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2.

Write some occupations that are the same in more than two places.

3.

Write some occupations that are different to other places.

?

What occupation would you like to do? Where will you be able to do it?

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The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

1.

Work in places – 3

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

1.

2.

Interview six class members about work their parents, grandparents, aunties and uncles do and the places they do it. You need to get as many responses as you can.

Job

Job

Job

Place

Place

Place

Job

Job

Job

Place

Place

Place

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C.Publ i cat i ons • similar •f orr evi ew pur posesonl y• What similar and different types of work can you see?

• different 3.

The following information about Timor-Leste gives you details about the types of industries where people can find work.

Agriculture and tourism are important industries. Rubber, palm oil, poultry, beef, forest products, shrimp, cocoa, coffee, medicinal herbs, essential oils, fish and spices are produced. Other products include oil, gas, tin, copper, gold, electrical appliances and textiles. (a) What jobs can people have in Timor-Leste?

(b) How are these occupations similar or different to ones in your place?

?

What would happen to people if the main industry that employed people in a place stopped?

What might happen to the place? How could it change?

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Australian Curriculum Geography (Year 3)

Comparing daily lives in places The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

Teacher information

Elaboration The daily lives of people in different countries may be similar or different.

Key inquiry questions • How and why are places similar and different?

• What would it be like to live in a neighbouring country?

Geographical Inquiry and Skills

Teaching notes • Students should use internet sources or nonfiction books about cultures of other countries to complete their research for the activity on page 81.

Students may find common names for children of countries at <http:// www.studentsoftheworld.info/> However, <https://www.cia.gov/library/ publications/the-world-factbook/> has reliable country information for very advanced readers.

• Develop geographical questions to investigate (ACHGS019)

Background information

• Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS020) • Represent data by constructing tables and graphs (ACHGS021)

• Represent the location of places and their features by constructing large-scale maps that conform to cartographic conventions including scale, legend, title and north point, and describe their location using simple grid references, compass direction and distance (ACHGS022) • Interpret geographical data to identify distributions and patterns and draw conclusions (ACHGS023)

• The information on page 79 is designed to add extra resources to the role play cards found at <http://www.geogspace.edu.au/verve/_ resources/2.1.6.3_1_role_card_statements.pdf> which are mentioned in the Resources section below. Teachers may choose to use them in the same way as the role play cards from the Australian Geography Teachers Association website or use them as points of discussion and comparison for small group, partner of whole-class activities. Information covering Papua New Guinea, Indonesia and New Zealand are included by role play cards at the website above.

Resources • Visit <http://www.geogspace.edu.au/verve/_resources/2.1.6.3_1_role_ card_statements.pdf>, a site complied by the Australian Geography Teachers Association. This link provides a set of sixteen role play cards relating to daily life in different countries. There are also suggestions for using the cards, extension activities and links to other curriculum areas.

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• Present findings in a range of communication forms, for example, written, oral, digital, graphic, tabular, and visual, and use geographical terminology (ACHGS024)

• Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal (ACHGS025)

Geographical concepts • place

• interconnection

• Wake up, world!: A day in the life of children around the world by Beatrice Hollyer • Around the world (series) by Kate Petty (Playtime, Home, Bicycles, At school, Our animals) • W is for world by Kathryn Cave

• scale

• change

• UNICEF produces many books about children in different countries including Children just like me, A life like mine and A school like mine. They vary in difficulty level. A list of these and many others can be accessed at <http://www.australed.iinet.net.au/international_ch_books.html>

Additional activities Geographical vocabulary city, market, town, island, waterfalls, tourists, nickel, mine, country

• Use an atlas or globe to find the cities and countries mentioned on page 79, then plot them on a blank map of Australia and Oceania.

Students may be interested in viewing the locations using Google Maps™.

• Survey, tally and graph the countries that students would most like to live or visit.

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Comparing daily lives in places – 1

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

Read the information below, which gives details about life in neighbouring countries.

My name is Amivi. I live on TimorLeste outside the city of Bacau. My father grows sweet potatoes and corn. We keep some for ourselves but he sells the rest when we walk to the markets in the city. I help my parents grow them so I don’t go to school very much. We speak Tetum and Portuguese and we go to catholic church on Sundays. I like to look after the goat and chickens.

My name is Dinesh. I live on the island of Fiji in the capital, Suva.

My father works in a bank. I live in a two-storey building with other families. Sometimes we go out of the city to the reserve to swim under the waterfalls.

We eat meals of meat or fish and vegetables cooked in coconut milk. I love looking after my dog, playing in the park and going to the © R. I .

C.Publ i cat i ons cinema. I speak Fijian and English.

•f orr evi ew pur posesonl y•

My name is Joshua. I live on Norfolk Island. I know lots of the people here because it is a small place. I go to Norfolk Island Primary School and I’m in Grade 3.

My Mum is a teacher. I speak English most of the time and know some Norfolk words. Dad shows the tourists around the island. We have a big house with a very green lawn and a big pine tree in the garden.

My name is Mandhora.

I live on the island of New Caledonia.

My father works in the nickel mine.

I like to go swimming and snorkelling after school. I speak French. My favourite thing is reading, but I like using the computers at school, too. I like eating fish and vegetables, but my favourite foods are lobsters and coconuts. www.ricpublications.com.au

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Australian Curriculum Geography (Year 3)

Comparing daily lives in places – 2 Use the table below to compare the countries in each pair. Choose any two countries that have not been compared to complete the last one.

Timor-Leste

Fiji

Norfolk Island

New Caledonia

Similarities

Similarities

Differences

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Country Similarities

Country

Differences

?

What would it be like to live in one of the countries on page 79? If you could put together the best characteristics of each country, what would they be and what would the country be like?

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The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

Differences

Comparing daily lives in places – 3 Research to complete your own information about the daily lives of children in other countries. Select locations in New Zealand, Indonesia, Papua New Guinea, Cook Islands, Solomon Islands, Samoa, Tonga or another country to which a class member has a connection. Use as many true facts as you can, but you can make up some information such as names for the children.

My name is

.

I live

.

I eat

.

I

.

The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there (ACHGK019)

(Things I do)

illustration

(Other information)

My name is I live I eat I

.

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•f orr evi ew pur posesonl y • .

illustration

(Things I do)

(Other information)

My name is

.

I live

.

I eat

.

I

.

(Things I do)

illustration

(Other information)

?

What similarities and differences can you see between the countries you researched and your own country? Would you like to live in any of these places?

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Australian Curriculum Geography (Year 3)

States and territories pages 2–5

Choose the correct answers.

1.

2.

3.

4.

5.

There are (a) five

states of Australia. (b) six (c) four

(d) two

There are (a) seven

territories of Australia. (b) four (c) two

(d) six

The capital of Australia is: (a) Sydney (b) ACT

(c) Melbourne

(d) Canberra

Australia is the smallest in the world. (a) ocean (b) continent (c) city

(d) country

Australia is the (a) third

(d) sixth

largest country in the world. (b) tenth (c) second

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C.Publ i cat i ons •f orr evi ew pur pos esonl y • Regional centres pages 6–9

Choose the correct answers.

1.

Regional centres are the same as capital cities. (a) True (b) False

2.

Most Australians live in the capital cities of each state. (a) True (b) False

3.

Regional centres provide goods, services and entertainment for the people living in the area around them. (a) True (b) False

4.

There is only one regional centre in each state. (a) True (b) False

5.

Canberra is a regional centre in the Australian Capital Territory. (a) True (b) False

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Major natural features pages 10–13 Choose the correct answers.

1.

2.

3.

4.

5.

The highest mountain in Australia is Mount . (a) Grampian (b) Rams Head (c) Kosciuszko

(d) Northcote

The Daintree in Queensland is a (a) desert (b) rainforest

. (c) river

(d) mountain

Sturt Stony is a (a) desert

(c) river

(d) mountain

. (c) Victoria

(d) Murray

. (b) rainforest

The longest river in Australia is the (a) Flinders (b) Darling

Which lake is a constructed lake? Lake (a) Burley Griffin (b) Eyre (c) Garnpung

(d) Amadeus

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C.Publ i cat i ons •f orr evi ew pur po sesnatural onl y• More features pages 14–17 Choose the correct answers.

1.

The Great Barrier Reef is in: (a) Qld (b) NSW

(c) WA

(d) Vic.

2.

Uluru, the Three Sisters and the Twelve Apostles are (a) managed (b) natural (c) constructed

3.

In which state or territory are the Twelve Apostles located? (a) NSW (b) NT (c) Vic. (d) Qld

4.

The Great Barrier Reef and Uluru are both (a) natural (b) Aboriginal (c) human

5.

The Three Sisters and Uluru are important sites. (a) Aboriginal (b) heritage (c) constructed (d) coastal

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features. (d) heritage

listed sites. (d) heritage

Australian Curriculum Geography (Year 3)

Aboriginal language groups pages 18–21

Choose the correct answers.

1.

How many Aboriginal languages were there before white settlement? (a) 250 (b) 500 (c) 10 (d) none

2.

How many Aboriginal dialects were there before white settlement? (a) 250 (b) 500 (c) 10 (d) none

3.

About how many Aboriginal languages are spoken today? (a) 250 (b) 500 (c) 100 or less (d) none

4.

Aboriginal language group boundaries are the same as state and territory boundaries. (a) True (b) False

5.

Aboriginal languages will die out if they do not continue to be spoken. (a) True (b) False

© R. I .

C.Publ i cat i ons •f oAboriginal rr evi ewnation pur pand ose sonl ygroups • territory pages 22–25

Choose the correct answers.

1.

2.

3.

4.

5.

Aboriginal and Torres Strait Islanders form many different kinds of groups.

(a) True

(b) False

There are a few main Aboriginal and Torres Strait Islander language groups.

(a) True

(b) False

Aboriginal and Torres Strait Islander groups were mostly named for the language they spoke.

(a) True

(b) False

There were many different Aboriginal nation and territory groups across Australia.

(a) True

(b) False

Aboriginal nation groups respected each other’s territories.

(a) True

(b) False

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New Zealand pages 26–29 Choose the correct answers.

1.

Which direction from Australia is New Zealand? (a) south-east (b) north (c) west

(d) south-west

2.

New Zealand is a country mostly made up of two (a) mountains (b) islands (c) glaciers

. (d) states

3.

The indigenous people of New Zealand are called . (a) Europeans (b) British (c) Maoris (d) Polynesians

4.

Because New Zealand is so remote, most of the birds, plants and animals are . (a) famous (b) small (c) extinct (d) unique

5.

New Zealand experiences mountains. (a) earthquakes (b) snow

often, which have created many (c) glaciers

(d) lakes

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C.Publ i cat i ons •f orr evi ew pur poseso nl y• Pacifi c Islands pages 30–33

Choose the correct answers.

1.

One of Australia’s Pacific Island neighbours is: (a) Tonga (b) England (c) Africa

(d) Tasmania

2.

Which county is NOT a Pacific Island neighbour? (a) Vanuatu (b) Japan (c) Samoa (d) Cook Islands

3.

Which product is commonly sold in Pacific Island nations? (a) wool (b) cars (c) steel (d) coconuts

4.

is another common way for Pacific Island nations to make money. (a) mining (b) education (c) tourism (d) manufacturing

5.

Pacific Island nations are in an area that often experiences (a) earthquakes (b) snow (c) hail (d) drought

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.

Australian Curriculum Geography (Year 3)

Papua New Guinea pages 34–37

Choose the correct answers.

1.

Papua New Guinea lies to the (a) north (b) south

of Australia. (c) east

(d) west

2.

The capital of Papua New Guinea is . (a) Canberra (b) Port Moresby (c) New Ireland (d) Wellington

3.

Most people of Papua New Guinea are very (a) rich (b) tall (c) poor

. (d) blonde

4.

The most important industries in PNG are and timber logging. (a) dairy products (b) manufacturing (c) wool (d) mining

5.

Industry causes problems for PNG. They are loss of rainforests and ... (a) pollution (b) earthquakes (c) mud slides (d) tornados

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C.Publ i cat i ons •f orr evi ew pur posesoTimor-Leste nl y• pages 38–41 Choose the correct answers.

1.

2.

What direction is Timor-Leste from Australia? (a) north-west (b) south-east (c) north-east

(d) south

Which sea separates Timor-Leste from Australia? (a) Pacific (b) Timor (c) Arafura

(d) Tasman

3.

Most people in Timor-Leste try to live by farming so they are very … (a) rich (b) old (c) poor (d) tired

4.

Timor-Leste experiences natural disasters like floods, earthquakes and … (a) deforestation (b) overpopulation (c) mining (d) cyclones

5.

Timor-Leste experiences man-made disasters like deforestation and … (a) erosion (b) earthquakes (c) mud slides (d) tornados

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Indonesia pages 42–45 Choose the correct answers.

1.

Indonesia lies to the north and (a) north-west (b) south-east

of Australia. (c) north-east

(d) south

2.

Indonesia is an archipelago made up of thousands of . (a) mountains (b) islands (c) lakes (d) volcanoes

3.

The of Indonesia consists of hundreds of different indigenous groups. (a) currency (b) landforms (c) population (d) climate

4.

Two important industries of Indonesia are agriculture and . (a) mining (b) processing (c) printing (d) tourism

5.

Indonesia is located in an area that experiences many earthquakes and eruptions. (a) volcanic (b) tsunamis (c) flooding (d) landslides

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C.Publ i cat i ons •f orr evi ew pur pos eson l y• zones World climate pages 46–49

Choose the correct answers.

1.

Climate is over a short period of time.

2.

Rain, snow, hail and sleet are all forms of . (a) temperature (b) precipitation (c) climate zones

(a) True

(b) False (d) heat

4.

Which climate zone has low rainfall and very cold temperatures all the time? (a) cool temperate (b) tropical (c) polar (d) dry

5.

Which climate zone is hot and wet with no real winter season? (a) polar (b) warm temperate (c) dry (d) tropical

6.

Which climate zone has mild winters, hot summers, and moderate temperature and rainfall? (a) warm temperate (b) cool temperate (c) tropical (d) dry

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Climate types of Australia pages 50–53

Choose the correct answers.

1.

There are many different climate types in Australia. (a) True (b) False

2.

Which climate zone is closest to the equator and is hot and wet all year? (a) tropical (b) equatorial (c) desert (d) semi-arid

3.

Which climate zone is in the centre of Australia and is hot and dry all year? (a) mediterranean (b) sub-tropical (c) desert (d) temperate

4.

Which climate zone has native vegetation like rainforests and palms? (a) desert (b) semi-arid (c) equatorial (d) tropical

5.

Which climate zone has mild winters and summers, forests and grasses? (a) temperate (b) semi-arid (c) desert (d) sub-tropical

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C.Publ i cat i ons •f orr evi ew pur posesabout onl yplaces • Feelings pages 54–57 Choose the correct answers.

1.

Places are important to people for different reasons.

(a) True

(b) False

2.

Important places should be protected.

(a) True

(b) False

3.

Governments and conservation groups often protect important places.

(a) True

(b) False

Wetlands are important for many reasons and are protected.

(a) True

(b) False

Sacred sites are important to Aboriginal Australians so many are protected.

(a) True

(b) False

4.

5.

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Wetlands and sacred sites pages 58–61 Choose the correct answers.

1.

People have feelings about places.

(a) True

(b) False

2.

Feelings about places can be affected by natural features found in a place.

(a) True

(b) False

Feelings about places are influenced by the activities we do or have done there, or things that have happened there.

(a) True

(b) False

People can have good and bad feelings about places.

(a) True

(b) False

People with strong feelings about places want to protect them.

(a) True

(b) False

3.

4.

5.

© R. I .

C.Publ i cat i ons •f orr evi ew pur posesparks onl y • world National and heritage sites pages 62–65 Choose the correct answers.

1.

Kakadu is a national park that is a World Site. (a) Heritage (b) forest (c) Aboriginal (d) Wilderness

2.

Kakadu is a unique site that has thousands of (a) bark (b) rock (c) oil

3.

One group that protects Kakadu is the traditional (a) government (b) Parks Australia (c) Aboriginal

4.

Sydney Opera House is a World and Heritage Site. (a) old (b) unique (c) natural (d) National

5.

Sydney Opera House is protected because it is an important national and site. (a) cultural (b) natural (c) old (d) trust

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paintings. (d) midden owners. (d) species

Australian Curriculum Geography (Year 3)

Settlements in places pages 66–69

Choose the correct answers.

1.

Which settlement has the smallest population and number of services? (a) isolated dwellings (b) outstation (c) village (d) town

2.

Which settlement has the largest population and number of services? (a) town (b) city (c) village (d) regional centre

3.

Which word means ‘providing something the public needs, such as transport’? (a) region (b) weather (c) service (d) settlement

4.

Which word means ‘a particular site for people to live’? (a) industry (b) shops (c) business (d) settlement

5.

Which word means ‘the reason a settlement was established’? (a) function (b) site (c) community (d) cargo

© R. I .

C.Publ i cat i ons •f orr evi ew pur pos esonin l yplaces • People pages 70–73 Choose the correct answers.

1.

Which word means ‘a way of counting how many people there are in each part of Australia, what they do and how they live’? (a) census (b) interview (c) graph (d) populate

2.

Which thing is not counted in a census? (a) age (b) favourite toy (c) religion

(d) family details

3.

Which thing is counted in a census? (a) height (b) hair colour (c) birthplace (d) talents

4.

Which thing is not counted in a census? (a) children (b) adults (c) favourite foods

5.

Census information can help (a) governments (b) pets

Australian Curriculum Geography (Year 3)

(d) grandparents

plan for population growth. (c) parents (d) children 90

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Work in places pages 74–77 Choose the correct answers.

1.

People work to make to pay for the things they need and want. (a) money (b) grain (c) produce (d) locations

2.

When people work, they provide goods or need. (a) places (b) services (c) jobs

3.

5.

(d) climate

often determine what occupations are available for people to do. (a) banks

4.

that other people

(b) weather

(c) places

(d) rural

Work in some places is the same as work in other places.

(a) True

(b) False

Work in some places is different to work in other places.

(a) True

(b) False

© R. I .

C.Publ i cat i ons •f orr evi ew pur pos esolives nl yin •places Comparing daily pages 78–81

Choose the correct answers.

1.

2.

3.

4.

5.

Some things about the lives of people in different countries can be the same as the lives of those in other countries.

(a) True

(b) False

Some things about the lives of people in different countries can be different to the lives of those in other countries.

(a) True

(b) False

Children in Fiji and New Caledonia both eat coconuts.

(a) True

(b) False

Children in Timor-Leste and Norfolk Island both go to school every day.

(a) True

(b) False

Children in Fiji and Timor-Leste both lead fun, happy lives.

(a) True

(b) False

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Australian Curriculum Geography (Year 3)

Quiz answers States and territories....... page 82 1. (b) 2. (c) 3. (d) 4. (b) 5. (d)

1. (a) 2. (b) 3. (d) 4. (c) 5. (a)

six two Canberra continent sixth

Regional centres ............. page 82 1. (b) 2. (a) 3. (a) 4. (b) 5. (b)

Kosciuszko rainforest desert Murray Lake Burley Griffin

More natural features ...... page 83 1. (a) 2. (b) 3. (c) 4. (d) 5. (a)

Qld natural Vic. heritage Aboriginal

250 500 100 or less False True

Aboriginal nation and territory groups ........................... page 84 1. (a) 2. (b) 3. (a) 4. (a) 5. (a)

True False True True True

New Zealand .................. page 85 1. (a) 2. (b) 3. (c) 4. (d) 5. (a)

north Port Moresby poor mining pollution

Timor-Leste .................... page 86 1. (a) 2. (b) 3. (c) 4. (d) 5. (a)

north-west Timor poor cyclones erosion

Indonesia ....................... page 87 1. (a) 2. (b) 3. (c) 4. (d) 5. (a)

north-west islands population tourism volcanic

Wetlands and sacred sites ............................... page 89 1. (a) 2. (a) 3. (a) 4. (a) 5. (a)

True True True True True

National parks and world heritage sites ............................... page 89 1. (a) 2. (b) 3. (c) 4. (d) 5. (a)

Heritage rock Aboriginal National cultural

Settlements in places...... page 90 1. (a) 2. (b) 3. (c) 4. (d) 5. (a)

isolated dwellings city service settlement function

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Aboriginal language groups ........................... page 84 1. (a) 2. (b) 3. (c) 4. (b) 5. (a)

Tonga Japan coconuts tourism earthquakes

Papua New Guinea ......... page 86 1. (a) 2. (b) 3. (c) 4. (d) 5. (a)

False True True False False

Major natural features ..... page 83 1. (c) 2. (b) 3. (a) 4. (d) 5. (a)

Pacific Islands ................ page 85

south-east islands Maoris unique earthquakes

Australian Curriculum Geography (Year 3)

World climate zones ....... page 87 1. (b) 2. (b) 3. (c) 4. (d) 5. (a)

False precipitation polar tropical warm temperate

Climate types of Australia......................... page 88 1. (a) 2. (b) 3. (c) 4. (d) 5. (a)

True equatorial desert tropical temperate

Feelings about places ..... page 88 1. (a) 2. (a) 3. (a) 4. (a) 5. (a)

People in places ............. page 90 1. (a) 2. (b) 3. (c) 4. (c) 5. (a)

census favourite toy birthplace favourite foods governments

Work in places................ page 91 1. (a) 2. (b) 3. (c) 4. (a) 5. (a)

money services places True True

Comparing daily lives in places ............................ page 91 1. (a) 2. (a) 3. (a) 4. (b) 5. (b)

True True True False False

True True True True True

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Answers

Australian Curriculum Geography (Year 3) (c)

Page 4 1. (a) six, two, capital (b) Canberra 2. Teacher check 3. Answers will vary

Name of mountain

Page 5 1. Teacher check 2. Indian Ocean, Timor Sea, Arafura Sea, Gulf of Carpentaria, Coral Sea, Pacific Ocean, Bass Strait, Tasman Sea Page 8 1. Answers will vary but should include some of the following: Kalgoorlie, Albany, Broome, Geraldton, Kununurra, Esperance, Bunbury, Exmouth, Port Hedland, Eucla; Teacher check students’ additional answers 2. Answers will vary but should include some of the following: Mildura, Swan Hill, Bendigo, Ballarat, Horsham, Warnambool, Bairnsdale, Wodonga, Geelong, Euchuca; Teacher check students’ additional answers

Mount Kosciuszko Mount Townsend Mount Twynam Rams Head Unnamed peak on Etheridge Ridge Rams Head North Alice Rawson Peak Unnamed peak south-west of Abbott Peak Abbott peak and Carruthers Peak Mount Northcote

Height in metres 2228 2209 2195 2190 2180 2177 2160 2159 2145 2131

(d) Answers will vary 2. (a) Macdonnell Ranges (NT) (b) Musgrave Ranges (SA/NT/WA) (c) Grampian Ranges (Vic.) (d) Flinders Ranges (SA) (e) Australian Alps (Vic./NSW/ACT) (f) Blue Mountains (NSW) Page 16 1. (a) Qld (b) NT (c) NSW (d) Vic. 2. Uluru, the Three Sisters, the Twelve Apostles 3. the Great Barrier Reef 4. Answers should include that they are important natural and cultural features of the world.

5. Answers should be similar to: they need to be protected because they are important now, and for future generations to enjoy them.

6. Answers will vary 7. Teacher check

Page 20 Teacher check Page 21 Teacher check Page 24 1. (a) nations (b) family, language, country (c) moieties (d) totem (e) skin (f) Hordes (g) clans (h) Language 2. (a) 500 (b) ten, twenty (c) forty, fifty (d) two (e) two (f) hundreds, hundreds Page 25 Teacher check

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Page 9 3. Answers will vary but should include some of the following: Broken Hill, Wagga Wagga, Dubbo, Orange, Goulburn, Wollongong, Gosford, Newcastle, Port Macquarie, Armidale, Coffs Harbour, Tamworth, Lismore; Teacher check students’ additional answers 4. Answers will vary but should include some of the following: Katherine, Newcastle Waters, Tennant Creek, Alice Springs, Uluru, Jabiru; Teacher check students’ additional answers Page 11 1.–2. Teacher check Page 12 1.–2. Teacher check Page 13 1. (a) Snowy Mountains, Victorian Alps (b) Great Dividing Range www.ricpublications.com.au

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Page 17 Teacher check Page 19 1. (a) 250 (b) 500 (c) 100 or less 2. (a) 61 000 (b) Northern Territory (c) Answers should include six of the following: Murrinh Patha, Yolngu Matha, Djambarrpuyng, Yumplatok (Strait Creole), Warlpiri, Torres Pitjantjatjara, Kriol, Tiwi 93

Page 28 Answers will be similar to that below • South-east of Australia • Oceania • 1600 km from Australia Surrounding • Tasman Sea bodies of • Pacific Ocean water • Cook Strait How is the • Two large islands—North country and South made up?

• Smaller islands Capital Wellington Largest city Auckland • Polynesian Maoris • British, European, Asian, Pacific Island people People • Speak English, Maori, New Zealand sign language • Population: 4 365 113 • Unique birds, animals, plants, fungi Flora and • Kiwi (bird that cannot fly) • Many original fauna are fauna extinct • Marine creatures • Mountains, Southern Alps Interesting • Glaciers landforms • Lakes, Lake Taupo in crater of volcano • Wool, dairy products, Products meat, fruit, wood and and paper products industries • Tourism Location

Australian Curriculum Geography (Year 3)

Answers

Australian Curriculum Geography (Year 3) Page 29 Teacher check Page 31 1. Teacher check 2. (a) Papua New Guinea (b) Cook Islands (c) Papua New Guinea (d) New Zealand (e) Samoa (f) Norfolk Island (g) Fiji Islands (h) Solomon Islands Page 35 1. north 3. Torres Strait 5. islands 7. rainforests

2.

4.

6.

8.

eastern Pacific Highlands earthquakes

Page 36 Map 1. Teacher check 2. Coral Sea, Bismarck Sea, Solomon Sea 3. Mount Wilhelm 4. Teacher check The people 1. Teacher check 2. bird of paradise

Page 40 1. north-west 2. Indian Ocean, Timor Sea 3. tropical, hot, humid; rainy and dry seasons 4. Austronesian (Malayo-Polynesian), Papuan, Chinese; very poor; half cannot read or write 5. floods, landslides, earthquakes, tsunamis, tropical cyclones 6. Answers will vary 7.–9. Teacher check Page 41 Teacher check Page 44 1. Answers will be similar to those in the table.

Location • Three thousand, four hundred kilometres away • north-west and north • Indian and Pacific Oceans People

Size • 1 900 000 square kilometres of island and water territories

Climate • tropical, mostly hot and humid

3. (a) native vegetation (b) tropical, dry, warm temperate, cool temperate, polar 4. (a) warm temperate (b) polar (c) cool temperate (d) dry (e) tropical Page 52 1. (a) Perth, Adelaide (b) Darwin, Cairns (c) Alice Springs (d) Melbourne, Canberra, Sydney (e) Weipa (f) Brisbane, Rockhampton (g) Kalgoorlie, Broken Hill 2. Answers will vary but may indicate large distance from the sea/coast which helps provide rainfall and cool breezes, close to desert regions and far from the coast, location north or south, or similar reasons.

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Page 37 Climate 1. tropical: relating to the tropics (regions with high temperatures throughout the year and a pronounced wet and dry season) monsoon: a major wind system that reverses direction, creating a difference between dry and rainy seasons; a rainy season associated with a monsoon tsunami: a large destructive sea wave or series of waves caused by an underwater earthquake, landslide or volcanic eruption Products and industries 1. (a) pollution, destruction and loss of rainforests (b) Answers will include four of the following: fish, coconuts, copra, palm kernels, sugar, sweet potatoes, fruit, vegetables, vanilla, pork, poultry, shellfish 2. Teacher check

Australian Curriculum Geography (Year 3)

Products and Make-up industries • 251 160 124 • rubber, palm • 17 508 islands people (fifth oil, poultry, • main beef, forest highest in products, islands world) • hundreds shrimp, cocoa, are Java, of different coffee, herbs, Sumatra, essential oils, Borneo, indigenous New groups fish, spices, Guinea • speak Bahasa oil, gas, tin, and Indonesian, copper, gold, Sulawesi English, electrical Dutch, local appliances, textiles dialects

2. Teacher check Page 45 Teacher check Page 49 1. Answers will be similar to: weather is the day-to-day (short term) conditions of the atmosphere for a particular location at a particular time; climate shows the pattern of weather over a long period of time.

2. rain, snow, sleet, hail 94

Page 53 1.

Climate region Equatorial Tropical

Climate description hot, wet, humid hot, wet summer, humid, dry winter

Native vegetation rainforests rainforest, palms

bushes, grasses, cactuses evergreens hot, warm, dry (fruit trees, Mediterranean summer; mild, pines), wet winter shrubs, grasses hot, dry; mild few trees, to warm or grasses, Semi-arid cold winters; shrubs, more rain in thorny or winter waxy plants mild to cold winters; mild to forests, Temperate hot summers; grasses light to low rainfall very warn to hot, humid evergreen summers; mild trees, Sub-tropical to cool winters; bushes, summer rain; shrubs dry winters Desert

hot, dry

2. Teacher check R.I.C. Publications®

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Answers

Australian Curriculum Geography (Year 3) Page 55 1. Teacher check 2. field, coppice, lanes; woods and gardens; skies/sky; streams (all the previous words do not relate to Australia); plains, mountain ranges, drought, rain, horizon, sea, land, forest, mountains, brushes, lianas, orchids, tree-tops, ferns, soil, cattle, clouds, rain, opals 3. She loves Australia and prefers it to a place with fields, coppice, lanes, woods and gardens.; love; beauty; jewel-sea; sapphiremisted; gold hush; warm, dark soil; core of my heart; my country; bless; Rainbow Gold; many splendours; homing thoughts will fly 4. field, coppice; green, shaded lanes; ordered woods and gardens; grey-blue skies 5. drought, fire, famine 6. Answers will vary

Page 61 Answers will vary

3. Answers will vary

Page 63 1. Answers may be similar to: It is an important Aboriginal place. There are thousands of rock paintings of various styles there; It has a lot of different natural features—plains, cliffs, hills, rivers, woodlands, forests, waterfalls, billabongs, beaches, mangroves, mudflats; It is the habitat of many species of mammals, birds, reptiles, frogs, fish, plants and insects.

2. Australian Government, a group representing the traditional owners—the Bininj/Mungguy people, Parks Australia Page 64 1. Answers will be similar to: The Sydney Opera House is a national and world heritage site. It is an important cultural site. It has a unique design and construction. It is the venue for many different performances.

2. The Sydney Opera House Trust

Page 72 1. Answers will vary but may include: age, country of birth, birthplace of parents, language spoken at home, sex, number of children, year of arrival in Australia 2. Answers will vary but may include: employment type, hours worked, total income, occupation, method of travel to work, place of work, unpaid child care, voluntary work.

3. Answers will vary but may include: children in family, people in family, weekly family income, number of people in family, grandparent families.

4. Answers will vary but may include: number of bedrooms, dwelling location, dwelling type, total household income, internet connection, rental or private dwelling, dwelling structure, number of motor vehicles.

5. Answers will vary but may include six of the following: education and qualifications; culture and language; Aboriginal and Torres Strait Islander people; disability, need for assistance and care; children and childcare; usual address and internal migration; and household income and housing costs.

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Page 56 1. Teacher check 2. golden soil; girt by sea; land abounds in nature’s gifts of beauty rich and rare; radiant Southern Cross; boundless plains 3. rejoice, beauty rich and rare, joyful (strains), hearts and hands, renowned, courage, fair 4. Answers will vary 5. Teacher check Page 57 Answers will vary Page 59 1. Answers will be six of the following: habitats for birds, frogs, fish, reptiles, crustaceans and insects; native plant habitat; collect excess water after floods or heavy rains; provide water for wildlife during dry spells; clean river water; provide rich soil for farmers; place for leisure activities; Indigenous Australians value them.

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Page 65 Answers will vary Page 68 1. In order from top to bottom in the pyramid, the answers are: city/ cities, regional centre(s), town(s), villages(s), outstation(s), isolated dwellings (answer supplied) 2. (a) city (b) isolated dwellings (c) city (d) isolated dwellings 3. services 4. Teacher check Page 69 Answers will vary Page 71 1. Answers will vary 2. The government uses the information to plan for population growth by building train lines, houses, community projects and so on.

95

Page 73 Answers will vary Page 75 1. (1) work (2) need (3) people (4) location (5) needed (6) shop (7) time (8) some (9) waiters (10) stores (11) farming (12) milk (13) cold (14) snowboard (15) drive (16) guides 2. Teacher check Page 76 Answers will vary Page 77 Answers will vary

Australian Curriculum Geography (Year 3)

Answers

Australian Curriculum Geography (Year 3) Page 80 Answers may be similar to: Timor-Leste Fiji Similarities Both live on an island; Eat vegetables; Both like looking after animals; Speak two languages Differences One lives outside the city/other lives in city; Father’s occupations different; One goes to cinema/other doesn’t; One has time to play/other works; Speak different languages Norfolk Island New Caledonia Similarities Live on an island; Both go to school; Differences One knows two different languages; Occupations of parents differ; Different languages spoken

Teacher check student-selected countries Page 81 Answers will vary

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