Questions for discussionTyphoon Help

1. What country in South East Asia was recently devastated by a typhoon? Locate using Google Maps.

2. What is the capital of the Philippines?3. How old is Pablo, the reporter for this story?4. Describe how the typhoon has affected people living in the Philippines.5. In the story, what aid organisation is helping people that have been affected by the typhoon?

a. UNICEFb. The Red Crossc. World Vision

6. What do the people need most?a. Clothes and shoesb. Food and waterc. Electricity and plumbing

7. What food is being shipped in trucks to Tacloban?8. What question did Pablo ask at the special Red Cross meeting?9. Why is it hard for planes to come in to the Philippines at the moment?10. Think of three questions you would like to ask Pablo about the typhoon or living in the

Philippines.

Write a message of support to Pablo. Visit the Typhoon Help story and leave your comment. http://www.abc.net.au/btn/story/s3890100.htm

One Punch1. Explain to another student what the One Punch story is about?2. How can one punch to the head be deadly?3. What type of doctor does Nathan visit in the One Punch story?

a. Paediatricianb. Neurosurgeonc. Dental surgeon

4. What organ does a neurosurgeon specialise in?5. How does spinal fluid work to protect the brain?6. Illustrate a section of the brain, including the skull, brain and spinal fluid.7. What percentage of traumatic brain injuries are from assaults?

a. 1%b. 10%c. 85%

8. What might cause someone to die if they are punched in the head? 9. Do you think the Government should change the laws to make people more accountable if they

punch and kill someone?10. What do you understand more clearly since watching the BtN story?

What do you think? Write a message about the story and post it in the comments section on the BtN One Punch story page. http://www.abc.net.au/btn/story/s3890096.htm

Toy Story1. Watch the first part of the BtN Toy Story story, which shows Santa giving out toys. Predict what

you think the rest of the story is going to be about.2. Compare the black and white toy commercial in the story to commercials you might see today.3. What are girls toys more likely to revolve around? Think of activities.

©ABC 2013

Episode 3319th November 2013

4. What are boys toys more likely to revolve around? Think of activities.5. How might these activities shape kids’ attitudes about what women and men should be doing?6. What point is Riley trying to make?7. Recently a group of Aussie parents started a ______________ asking for shops to make more

toys unisex.8. What is a gender stereotype? Discuss as a class and find a definition. 9. Do you think it matters that toys are separated into girls and boys toys? Explain your answer. 10. Design a unisex toy.

Should all toys be advertised to boys and girls equally? Have your say in the BtN online poll. To vote head to the BtN website http://abc.net.au/btn/polls.htm

Check out BtN’s Toy Story teacher resource. Students will be encouraged to identify and challenge gender stereotypes. http://www.abc.net.au/btn/resources/teacher/episode/20131119-toystory.pdf

Zambia School1. What country in Africa did the students visit? Locate using Google Maps.2. What was the aim of their trip?3. Where in Zambia did the kids stay?4. Describe the village they visited. 5. Compare and contrast school life in Zambia and Australia.6. Which 2 environmental issues did the kids talk about?

a. Water and land conservationb. Global warming and rising sea levelsc. Solar energy and wind power

7. What did the Australian kids teach the kids they met in Zambia?8. If you visited another country what would you want to teach other kids?9. What wildlife did the kids see when they went to Zambia? Illustrate.10. Compare and contrast the geography of Zambia and Australia. Think about the environment and

wildlife.

Check out BtN’s Zambia School teacher resource. Students will develop a deeper understanding of Zambia, and compare and contrast geographical features, environment and wildlife with that of Australia. http://www.abc.net.au/btn/resources/teacher/episode/20131119-zambiaschool.pdf

Test your knowledge in the Zambia School quiz. Go to the BtN website and follow the links.

Fun Science1. Predict what you think this story is going to be about. 2. Think of three adjectives to describe science? 3. Why is science important?4. Look around your classroom or school yard and list some examples of science.5. Describe and illustrate some of the science experiments in the Fun Science story.6. Who runs the science show in the BtN story?

a. CSIROb. Questaconc. NASA

7. How do you think more students can be encouraged to learn more about science at school? Explain your answer.

8. What do you like about science?9. What would you like to learn about in your science class?10. Visit the Questacon website and do one of their experiments, like creating a ‘rocket’ using an

empty tea bag and a flame... http://www.questacon.edu.au/discover/for-students

What do you love about science? Write a message about the story and post it in the comments section on the BtN Fun Science story page. http://www.abc.net.au/btn/story/s3890132.htm

©ABC 2013

Activity

Toy StoryKey LearningStudents will be encouraged to identify and challenge gender stereotypes.

The Australian CurriculumEnglish / Literacy / Interpreting, analysing, evaluating

Analyse and explain the ways text structures and language shape meaning and vary according to audience and purpose. Year 7. (ACELY1721

Analyse how text structures and features work together to meet the purpose of a text. Year 6. (ACELY1711)

Identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text. Year 5.  (ACELY1701)

English / Literacy / Interpreting, analysing, evaluating

Use comprehension strategies to interpret, analyse and synthesise ideas and information, critiquing ideas and issues from a variety of textual sources. Year 7. (ACELY1723)

Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts. Year 6. (ACELY1713)

Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources. Year 5. (ACELY1703)

Compare the text structures and features of multimodal texts, explaining how they combine to influence audiences. Year 7. (ACELY1724)

Discussion Questions1. Watch the first part of the BtN Toy Story story, which shows Santa giving out toys. Predict what

you think the rest of the story is going to be about.

2. Compare the black and white toy commercial in the story to commercials you might see today.

3. What are girls toys more likely to revolve around? Think of activities.

4. What are boys toys more likely to revolve around? Think of activities.

5. How might these activities shape kids’ attitudes about what women and men should be doing?

6. What point is Riley trying to make?

7. Recently a group of Aussie parents started a ______________ asking for shops to make more

toys unisex.

8. What is a gender stereotype? Discuss as a class and find a definition.

9. Do you think it matters that toys are separated into girls and boys toys? Explain your answer.

10. Design a unisex toy.

©ABC 2013

Episode 3319th November 2013

Activities

Class discussion

Watch Riley’s YouTube video on toy marketing. In this video Riley questions why companies market boys’ and girls’ toys differently. As a class comment on Riley’s statements. http://www.youtube.com/watch?v=-CU040Hqbas

Define the words gender and stereotype. Give some examples of gender stereotypes. Ask students where they might get messages about

gender stereotypes other than in toy shops. Consider movies, magazines, TV shows, advertisements, online, family, friends etc.

How can stereotypes about girls and boys make people feel?

Ask students to make a list of toys that are stereotypically marketed to boys and girls. What messages do these toys give to kids about how they are supposed to play/act? As a class discuss why these messages are stereotypes.

Students will collect a range of brochures from several different toy stores or outlets and then choose several toys to focus their research.

Complete the Venn diagram below. Use the overlapping parts of the diagram to show what toys are played with by both boys and girls.

©ABC 2013

What is a stereotype?A stereotype is an idea or message about a group of people that’s not always true. Stereotypes can lead us to believe that all girls and boys should look and act certain ways. We can learn these stereotypes from the people in our lives. We also learn about these stereotypes from toys, TV shows, and lots of other places in the world around us.

BoysGirls

Discussion questions What kinds of questions does Riley ask about the toys around her? Riley says that companies try to “trick the girls into buying pink stuff.” What do you think she

means by this? What point is Riley trying to make?

Discussion questions Describe the characteristics of these toys, for example the colour of the packaging, the pictures

and words on the packaging, the style, the theme of the toy, what sort of activity they encourage. What sorts of toys are aimed at girls? What sorts of toys are aimed at boys? What toys are aimed at both boys and girls? What do you notice about the boys’ toys and how they play with them? What do you notice about the girls’ toys and how they play with them?

Do these toys present stereotypical views of boys and girls? If so, how? Record the gender stereotypes you observe.

How do these toys give messages about how a girl or boy “should” act? Explain.

How can gender stereotypes influence kids’ behaviour and the choices they make? How do these toys affect the way a girl or boy thinks about themself? Do you think it matters that toys are stereotyped? Do you think that the toys kids play with will affect what they will do as an adult? Explain your

answer.

Students design a toy that could be appropriate for a girl and a boy. Make an advertisement to promote it. Students will discuss their ideas before they begin.

8 Related Research Links

ABC News – Concerned parent group Play Unlimited launches online campaign to end gender-specific toy marketinghttp://www.abc.net.au/news/2013-11-07/parent-group-play-unlimited-gender-toys/5076252

YouTube – Riley on Marketinghttp://www.youtube.com/watch?v=-CU040Hqbas

Commonsense Media – Selling Stereotypeshttp://www.commonsensemedia.org/sites/default/files/3-5-unit3-sellingstereotypes.pdf

©ABC 2013

Activity

Zambia SchoolKey LearningStudents will develop a deeper understanding of Zambia, and compare and contrast geographical features, environment and wildlife with that of Australia.

The Australian CurriculumGeography / Geographical Knowledge and Understanding

The location of the major countries of Africa and South America in relation to Australia, and their main characteristics, including the types of vegetation and native animals in at least two countries from both continents (ACHGK020)

Geography / Geographical Inquiry and Skills / Collecting, recording, evaluating and representing

Collect and record relevant geographical data and information, for example, by observing, by interviewing, conducting surveys and measuring, or from sources such as maps, photographs, satellite images, the media and the internet (ACHGS027)

Discussion Questions1. What country in Africa did the students visit? Locate using Google Maps.

2. What was the aim of their trip?

3. Where in Zambia did the kids stay?

4. Describe the village they visited.

5. Compare and contrast school life in Zambia and Australia.

6. Which 2 environmental issues did the kids talk about?

a. Water and land conservation

b. Global warming and rising sea levels

c. Solar energy and wind power

7. What did the Australian kids teach the kids they met in Zambia?

8. If you visited another country what would you want to teach other kids?

9. What wildlife did the kids see when they went to Zambia? Illustrate.

10. Compare and contrast the geography of Zambia and Australia. Think about the environment and

wildlife.

©ABC 2013

Episode 3319th November 2013

Activities

Research

Students will be researching information comparing aspects of Australia and Zambia to complete the table below. There are web links at the end of this activity sheet to support students with their research. Students can add to the following list:

Ask students to summarise in a paragraph some of the similarities and differences between Zambia and Australia. Encourage students to share their summaries.

The following activity is a research-based project for students to work on individually or in groups. The project encourages students to use research and inquiry based learning to discover more about Zambia’s environment and the conservation of their environment. This project emphasises quality research, collaboration (if working in groups) and effective presentation.

©ABC 2013

Population

Area

Capital

Official language

Religion

History

Government

Currency

Zambia Australia

Environment profile What are the physical features? For example rivers, mountains etc. Why is this type of environment important? Where is it located? Locate on Google Maps. Create your own map highlighting geographical

features and information. What ecoregion does it belong to? Describe the climate.

Animals and plants Describe the ecosystem. What animals and plants are unique to this area? Are there any rare or threatened species? List any introduced species to the area. In what ways can these species harm the environment? How do the plants and animals interact?

In groups students will plan a cultural expedition to Zambia. Students will need to identify what their team’s expedition will involve. Teams should be looking for a blend of adventure and culture (include 4-5 highlights). Research what the expedition highlights will be and as well a list of things to know about Zambia (see examples below).

Expedition highlights Visit The Victoria Falls Cultural exchange – visit the local markets or learn

about traditional dance and music Learn how to cook a traditional Zambian meal Go trekking in Zambia’s South Luangwa Valley Visit a school – spend time with other students your age. What can you teach them about Australia?

Find out more about Zambia’s... People Culture Customs Flag Weather – when is the best time to visit Zambia? Language – learn some useful words.

Students will then plan their itinerary and budget. Research the cost of airfares from Australia to Zambia for the team. Students will need to consider any other costs when planning for the expedition. Design and make your own passports.

8 Related Research Links

Chipembele – Wildlife Education Trust: teaching Zambian children the value of wildlifehttp://www.chipembele.org/

National Geographic – Zambia Factshttp://travel.nationalgeographic.com/travel/countries/zambia-facts/

National Geographic – Zambia Wildlifehttp://ngm.nationalgeographic.com/2007/05/zambia-wildlife/eckstrom-text

BBC News Africa – Zambia Profilehttp://www.bbc.co.uk/news/world-africa-14112449

WWF – Zambiahttp://wwf.panda.org/who_we_are/wwf_offices/wwf_zambia_nature_conservation/wwf_zambia_what_we_do/

©ABC 2013

Department of Sustainability, Environment,Water, Population and Communities

19.11.13

BtN: Episode 33 Transcript 19/11/13

On this week's show, 11 year old Pablo tells us about the typhoon that killed lots of people in the Philippines.

We'll also be looking at whether it's right that some toys are seen as for girls and others for boys.

And we go on a journey to Zambia to learn about a special friendship between two schools.

Hi how's it going? I'm Nathan.

Typhoon HelpReporter: Natasha Thiele

INTRO: Let's start off with that big story about the typhoon that hit the Philippines last week. Thousands of people were killed by it and lots of homes were destroyed. Now everyone in the country is working together to try to help families who've been badly affected. Much of the aid effort is being co-ordinated from the capital Manilla where 11 year old Pablo lives. He filmed this report for BtN.

PABLO: The past week in the Philippines has been devastating for my country. Thousands of people have died and many are still missing. Everyone is doing their part to help.

The big typhoon hit a coastal city called Tacloban. The strong winds destroyed homes, buildings and schools. People had to hide on rooves. Some were lucky and survived the storm, but others weren't so lucky and lots of people died.

Now the storm has gone, everyone is working to help people who've been affected. Charities are helping out too. A lot of things are being flown in like fresh water, food and shelter.

(CRISIS MEETING: RED CROSS, MANILA)

PABLO: Excuse me, what can kids possibly do to help?

RICHARD GORDON, PHILIPPINE RED CROSS: Kids can do everything. They can ask their parents to give money or their Ninongs and their Ninangs (godfather or godmother). They can wrap goods like the big kids here. You can

©ABC 2013

pray, you can break your piggy bank because if you give and it hurts, that's really giving.

Today I'm in a relief centre where Red Cross volunteers have packed goods to send to Tacloban. Over here we have rice which will be shipped in trucks to Tacloban. Rice is very important because it's something we eat a lot and it fills you up. They're also sending food like instant noodles, which are easy to cook.

And over here we have clothes that will be shipped to Tacloban for those victims who have lost their clothes or are in need of new ones from being affected by the typhoon. That's because lots of people lost everything in the typhoon. All some people had left were the clothes they were wearing.

PABLO: Is it okay if you show me how to pack one of the bags?

VOLUNTEER 1: Yeah sure. We put the rice first here.

PABLO: So if there's rice, the first thing you put in the plastic is the rice?

VOLUNTEER 1: Yes, then sardines or the canned goods.

PABLO: Then you go on to the plastic goods?

VOLUNTEER 1: Yes, these are the noodles.

PABLO: Where is this truck going?

VOLUNTEER 2: Right now this truck will going to the pier, there is a standby ship that will be sailing going to Leyte.

PABLO: What do the people need right now the most?

VOLUNTEER 2: Probably the people need most is food and water.

People are staying in evacuation centres or trying to go to other towns and cities. They are our friends and family and they have lost everything. It's going to take a long time to get back to normal. But that will be made easier with the help of people in my country and in countries like yours.

PRESENTER: Thanks Pablo for that amazing report. And thanks to so many of you who wrote messages of support on the BtN website. We'll leave it open again this week if you or your class want to take part. OK, let's get a wrap up of some of the other big news stories in the Wire.

The WireA couple of weeks ago, we told you about claims that Australia is spying on Indonesia whilst calling them friends. Well now it's been revealed Australia

©ABC 2013

isn't just spying on the country generally it's tried to tap into the mobile phone of its President Susilo Bambang Yudhoyono.

The President's wife and other top officials were also targeted while the type of phone they preferred was listed too. Not surprisingly the news has made Indonesia even more unhappy than before.

Back in Canberra Kevin Rudd has zipped for the final time announcing he's bowing out of politics for good.

RUDD: It really is time for me to zip.

The former Prime Minister got a bit emotional as he said goodbye. He said his family had put up with a lot in the past few years as he became Prime Minister, lost the job then won it back again and then lost it.

And Gotham City is safe thanks to the efforts of BatKid. Five year old Miles Scott spent a whole day solving crimes alongside the famous caped crusader earning the keys to the city and the thanks of the mayor. Actually, Gotham is San Francisco a US city which came together to help grant the wish of Miles, who's recovering from Leukaemia. The stunt went viral and even the President got in on the fun.

OBAMA: Way to go Miles, way to save Gotham.

One PunchReporter: Nathan Bazley

INTRO: The case of a teenage boy who was killed by a single punch has stirred up a lot of debate in the news recently. His parents want the law changed to recognise that one punch can kill and give those responsible bigger sentences. So how can a single punch be so dangerous? Let's take a look.

NATHAN BAZLEY, REPORTER: These 27 bones and 35 muscles can do amazing things.

But they can do something else too. They can travel at up to 40km per hour. They can hit with 400 kilograms of force. And they can kill in seconds. That's what happened to 18 year old Thomas Kelly. He was walking with his girlfriend and talking on his phone, when another young man ran up and punched him once. He fell down, hit the ground and died.

KATHY KELLY, THOMAS' MUM: He never regained consciousness at any time. The damage was completely irreversible.

This young guy, Kieran Loveridge, was the one who threw that punch. Recently, he was sentenced to 4 years in jail for the crime, something that made Thomas' family very angry.

©ABC 2013

KATHY KELLY: Four years, it's a joke, a joke, an absolute joke and we are horrified.

He didn't get more because of a few factors. But the main one is that the law doesn't class what he did as murder, because it was only one punch. And a person can't reasonably expect someone to die after one punch, can they?

NATHAN: To find out, I've come to meet with a neurosurgeon that can tell us exactly what one punch can do.

NATHAN: Hello. My name is Nathan.

ARTHUR, NEUROSURGERY REGISTRAR: Hello Nathan, Arthur, nice to meet you.

NATHAN: So Arthur I'd like to ask, what happens when someone gets punched?

ARTHUR: If you think of the skull as a hard cage and inside it you've got your brain and spinal fluid around that that acts as a cushion. It's floating there and being protected. When you get hit hard, the brain rattles around in that skull. And as it hits the side of the skull, you get concussion.

NATHAN: Is that likely to cause someone to die, being punched like that?

ARTHUR: Not usually that, but during the impact of the punch, if you become unconscious, you can fall over, and as you fall down, your head can hit the concrete, or whatever hard surface you're near and that's actually usually the more serious injury.

NATHAN: Is it likely someone could die from an injury like that?

ARTHUR: It's not common but it can happen. And that's why these sorts of injuries are very serious.

So if one punch can really kill, why do people throw them around so much? Well the big problem is, everything around us tells us that punches aren't that serious at all. Think back to every cartoon you've seen. Punches fly left, right and centre, yet no one ever dies because of one. Then you see this kind of thing in sport. In front of millions, punches are thrown. So is it any wonder some people don't think twice before punching someone in real life?

ARTHUR: You're not thinking correctly, and you don't think of the consequences of these types of actions, but we've seen it in the media a few times of the years, where these sort of accidents are sad and unfortunate but they do happen. So you need to keep that in mind.

Thomas' parents say people should be aware by now that one punch can be deadly and want the law changed to reflect that.

©ABC 2013

KATHY KELLY: How many of our children have to die before somebody does something to change these laws, to make people accountable for what they do.

And now, the premier of NSW has agreed to do just that. Of course, there is one way to avoid these laws altogether. And that is to use your hands for anything else, but throwing a punch.

PRESENTER: Let us know what you think about that issue. Leave your comments on the BtN website. We'd love to see them. Okay we're going to have a story about boys and girls toys next but first a quiz.

Quiz 1The question is: What does the word Lego mean in Danish?

Building blocks

Clever builder

Play well

Answer: Play well

Toy StoryReporter: Sarah Larsen

INTRO: Lately there's been a lot of talk about toys and not just because Christmas is coming up. A group of parents want toy shops to stop dividing their products into stuff for boys and stuff for girls. They think the toys we're encouraged to play with as kids often reflect old-fashioned ideas about the roles of men and women. Sarah explains.

SANTA: Hohoho Merry Christmas. I'm Santa. What would you like for Christmas little boy? How about a nice dinosaur?

BOY: I really like cooking so an oven is what I really want.

SANTA: An oven? Santa doesn’t think so. How about a nice truck?

SANTA: What about you little girl?

GIRL: I'd like a chemistry set

SANTA: A chemistry set? How about some nice make-up. Look, it’s got glitter.

GIRL: Thanks.

©ABC 2013

REPORTER, SARAH LARSEN: All kids are different and any half decent Santa knows that not all boys or all girls will want the same thing for Christmas.

But some are worried that the people selling toys are acting like this guy

SANTA: And what would you like for Christmas little girl?

GIRL: I want a bike.

SANTA: A pink bike.

GIRL: Actually, my favourite colour is yellow

SANTA: Yes. One pink bike. Pink.

If you walk into a shop it's pretty easy to see which toys are meant for boys and which ones are for girls (just a hint, they're the pink ones). And if you turn on the TV you'll see something similar. There are a whole heap of toys that are sold as being for boys and others that are pretty obviously meant for girls. But does it have to be that way?

OLD AD: Boys love Remco toys and so do girls.

There have always been toys that all kids love to play with - girls and boys - and in the old days many ads included both.

REPORTER: But quite a long time ago some companies realised that you could sell more toys if you made separate ones for girls and boys.

The trouble is, some people reckon, that toy makers are selling their products with old fashioned stereotypes. They say girls toys are more likely to revolve around fashion, beauty, shopping or housekeeping. While boys are encouraged to build, fix things, fight or save the world. And while its only play, some experts reckon that it can help to shape kids attitudes about what women and men should be doing.

YOUTUBE CLIP: The companies who make these trick the kids into buying the pink stuff instead of stuff that boys want to buy right?

This four year olds rant about toy stores went viral a while ago.

RILEY: Some girls like superheros some boys like superheros some boys like princesses some girls like princesses.

A lot of people agreed with what little Riley had to say.

Around the world there's been a push to make more toys unisex; ditch the old pink and blue and include boys and girls in advertising. Overseas some toy big toy stores got rid of their separate girls and boys section and recently a group of Aussie parents started a campaign asking for local shops to do the same.

©ABC 2013

They say toys should be more like the real world where men and women have all sorts of different interests and can do any job that they like. But not everyone thinks the way we play changes the way we think.

There are some natural differences between boys and girls and some reckon that's why they play with different things. They say toy companies are only giving kids what they want and people shouldn't take child's play so seriously. So what do you think?

Online PollOK, I bet you all have a view on that one.

We're asking.

Should all toys be advertised to boys and girls equally?

Head to the website to vote.

Last week we asked if Australia should spy on other countries.

61% said No we should leave the 007 routine to the movies.

Zambia SchoolReporter: Matthew Holbrook

INTRO: Some Aussie school kids have just got back from a trip to Zambia in Africa. They've buddied up with a school over there which means they got the chance to teach some lessons. And at the same time they learned a lot about life in another country. Here's Matt with their story.

There's a lot of excitement as these fifteen kids step off the plane, and prepare to call this place home for the next three weeks. They're from Pulteney Grammar, a school in South Australia.

They're here in the country of Zambia to experience a different culture, learn more about protecting the environment, and share stories with the locals.

After settling in, they'll be working closely with the Chipembele Wildlife Education Trust. First stop, meeting the local kids and spending a day at their school.

TRISTRAM: So what we did on this day was we went to school with the local Chipembele kids and we also went home to one of their villages with them to have lunch and meet their families and so on. The school day was quite interesting, we had lessons very similar to those in Australia. We learned similar things at a similar level as well.

©ABC 2013

ALEXANDRA AND SOPHIE: It was really fun going to their villages and seeing how they lived, and eating some Nshima. It really filled us up. It was yummy, though. I didn't like it that much, they gave us so much it was massive, though.

The Pulteney students got a chance to talk about water and land conservation in Australia, and even taught a primary school class. To do that, they had to prepare special lessons.

MEGAN: My favourite day so far has been going to the primary school and working with the kids. That was really fun because they were so happy and excited and just like our kids in Australia. It was really cool because it was like two different cultures and they would have been brought up completely differently to us and they're still really similar in a way, which is like us and the Chipembele kids.

TESSA AND CHLOE: In the morning we went to the little primary school, and we did like a lesson with the little kids just teaching them about Australia.

ALEXANDRA AND SOPHIE: Yesterday we went to Chipembele and did some classes with the kids there and learnt about the rivers and lakes of Africa. We taught them how to play football. They were so much better than us it was really embarrassing.

They weren't afraid to get their hands dirty, either. They joined in activities to help the community.

ALANNAH AND JULIA: We went to Chipembele and Mfau school and helped out with the hands on work that Chipembele needed doing. Weeding, moving bricks out of the way and putting topsoil on and stuff like that.

But there was definitely time to unwind, and enjoy the surroundings. Including, checking out some amazing wildlife.

GEORGIA: We saw two leopards and one was actually walking on the road as we were driving along and it was so cute and beautiful. We also saw zebras, giraffes, et cetera, et cetera.

They've definitely had a lot of fun. And next year, ten of the Zambian students will come and stay here in Australia.

JACKIE: It was incredible to see and hear all the stories from everyone else, and we had so much fun talking, singing, dancing. When we got back we all got on so well. Today was one of my favourite days of my life, it was unbelievable.

Quiz 2

©ABC 2013

What an amazing experience for those kids. Let's have a quiz on Zambia while we're at it. The question is: What is the official language of Zambia?

French

English

Portuguese

Answer: English

More than 70 languages are spoken in Zambia.

The ScoreOK, let's move onto sport next and take a look at the best of the week's action.

To the Rugby League World Cup first and Australia has booked its place in the semis with a 62 to nothing demolishing of the US. The Kangaroos scored 12 tries that's about 6 more than we even have time to show you. But it wasn't all celebrations for the roos. Billy Slater picked up a nasty knee injury that could have him out till the Grand Final.

In the A League, the Newcastle Jets have come from behind to beat Brisbane Roar, 2 - 1. While in the W League Canberra United got over Western Sydney 2 - nil.

And finally take one big hill 4 wheels and very little else and you've got the age old sport of billy cart racing. This event started in the 1940s. But after running off the road for the last 25 years it's now back in all its retro glory teaching kids how to drive in a straight line and how to recycle.

KID: We got an old table from down the road, then we cut it up and made it.

Of course some adults had come in and take the whole thing too seriously.

GRAB: It cost 6000.

The door never even stood a chance.

Fun ScienceReporter: Sarah Larsen

INTRO: Some of the most important jobs in Australia are done by scientists but there are worries that not enough kids are choosing to study science. Tahmina found out about a program that's trying to change that by showing kids that science can be fun.

©ABC 2013

You've probably heard people say that science is all around us. Well, it's true. That's science, that's science, that's science. There's science in there too. The trouble is, not enough kids are interested in the science in here.

A couple of decades ago nearly all kids would choose to study science in their later years of high school but now only around half do. Many Aussies think that's a problem. So here at Manly West Primary students are getting a different sort of science lesson. The school gymnasium has been transformed into a scientific buffet, filled with activities to fire up your imagination.

GIRLS: There are three mirrors that reflect each other so it’s six mirrors, so you could just walk straight in there. It's a like a 3d shape in all directions.

This might look more like PE but there's actually a lot of science that goes into sport. Some basic biology, like measuring heart rates, can tell you how fit you are, or aren't, in my case.

REPORTER: Doesn't look as easy as I thought it would

REPORTER: How are you guys going? Are you going to pass out? Is the three minutes up yet?

The activities are part of a do-it-yourself science show provided by Questacon, Australia's science and technology centre in Canberra. Since 1988 it's been showing kids the fun side of science. But not everyone can get out to the ACT, so the parents of these guys pitched in to have some Questacon activities sent out to them.

REPORTER: So how can we escape without taking these handcuffs off our hands?

KIDS: Put one here another under you can loop the handcuff under the hands.

REPORTER: Woo hoo we did it. High five.

While these might just look like games, they're actually encouraging these guys to think like scientists; exploring the world around them, asking questions and looking for ways to solve problems.

KIDS: Well I think it's easier to do when it’s on your hands because on the air the balls like heavier than the stick and you have like a dent in your hand

REPORTER: So do you guys like science?

KIDS: Yeah.

REPORTER: Why?

KID: I like science because it’s fun and you get to invent things a lot. It's like a mystery that you get to find out. And you also get to try out stuff.

©ABC 2013

KID: There's a lot of things that scientists do they invent medicines

KID: Scientists destroy bad bacteria.

KID: Science is that camera. Science is all of Questacon.

Some high school students who came along to help out.

HIGH SCHOOL STUDENT: I'm just really passionate for science, I like all this stuff. I just want to get the year 4s into this type of science. This is a great way to teach kids to love science it's fun and interactive.

It looks like there are plenty of kids who share his enthusiasm.

KID: I think science is good because it teaches you a lot of things like if you want to get a job one day but it's also really fun.

KID: I love learning new stuff about science it’s just amazing.

REPORTER: Has Questacon made you love science more?

KIDS: Yes.

These may just be the scientists of the future and a passion that starts today could end up changing the world for everyone.

CloserThat’s us done for this week. If you have some thoughts on our show that you would like to share with us just use the Behind the News hashtag or go to the stories page on our website. Thanks for watching, see you next time.

©ABC 2013