geography places

2

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

© 2013 Ready-Ed PublicationsPrinted in AustraliaAuthor: Chenelle DaviesIllustrators: Terry Allen, Melinda Brezmen, Alison Mutton

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Copyright Notice

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

Published by:

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ISBN: 978 186 397 876 7

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Contents

Teachers' Notes 4

National Curriculum Links 5

SECTION 1: PLACE NAMES 6Teachers' Notes 7-8Activities

Names Of Places 9Place Names Are Important 1 10Place Names Are Important 2 11The Meanings Of Place Names 12Addresses 1 13Addresses 2 14Australian Place Names 1 15Australian Place Names 2 16Indigenous Place Names 17Scale 1 18Scale 2 19Labelling A Globe 20

SECTION 2: CONNECTING TO PLACES 21Teachers' Notes 22-25Activities

I Am Connected To My Home 26Connecting To My Community 27Connecting To Places I Visit 28Connecting To Australia 29Connecting To Birth Places 30Connections To Asia 31Connections To Places Across The World 32World Connections 1 33

World Connections 2 34Connecting And Communicating 35Connecting To Asia 36Connecting Through Food 37Things That We Buy 38Personal Connections 39The Torres Strait Islands 40Indigenous Connections 41Aboriginal Storytelling - Teachers' Notes 42Aboriginal Storytelling 43Indigenous Storytelling 1 44Indigenous Storytelling 2 45Indigenous Storytelling 3 46An Indigenous Connection 1 47An Indigenous Connection 2 48An Indigenous Connection 3 49An Indigenous Connection 4 50An Indigenous Connection 5 51An Indigenous Connection 6 52

SECTION 3: SPACES: NEAR AND FAR 53Teachers' Notes 54Activities

How Often? 55Getting To Places 56Where Have I Been? 57Places Everywhere 58Far Away Places 59Near And Far 60

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

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

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

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

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

Teachers’ Notes

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National Curriculum LinksGeographical Knowledge and UnderstandingThe location of the major geographical divisions of the world in relation to Australia (ACHGK009)

using geographical tools, for example, a globe and world map, or digital application, such •as Google Earth, to locate and name the continents, oceans, equator, North and South Poles, tropics and hemispheresdescribing the location of continents relative to Australia using terms such as north, south, •opposite, near, far

The definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales (ACHGK010)

examining the names of features and places in the local area, and the meaning of these •names and why they were choseninvestigating the names and meanings given to local features and places by the local •Aboriginal and Torres Strait Islander Peoplesdescribing the hierarchy of places: from the personal scale of their home, the local scale of •their suburb or town, the regional scale of their state, to the national scale of their country

The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHGK011)

explaining that some people have special connections to many Countries through, for •example, marriage, birth, residence and chosen or forced movementdiscussing how some people are connected to one Country, for example, because it is •‘mother’s’ Country or ‘father’s’ Countrydescribing the connections of the local Aboriginal or Torres Strait Islander Peoples with the •land, sea and animals of their place

The connections of people in Australia to other places in Australia, the countries of the Asia region, and across the world (ACHGK012)

examining the ways people are connected to other places through, for example, relatives, •friends, things people buy or obtain, holidays, sport, family origin, beliefs, and places of particular significancediscussing how their place may be connected to events that have happened in other •places, for example, sporting events such as the Olympic Games or natural disasters like the tsunami in Indonesia

The influence of purpose, distance and accessibility on the frequency with which people visit places (ACHGK013)

investigating the places they and their families visit for shopping recreation, religious or •ceremonial activities, or other reasonssuggesting what their pattern of visits to places might have been two generations ago •and comparing this to their current patterninvestigating how people’s connections with places are affected by transport and •information and telecommunications technologies

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Place Names

Section 1:

7

T E A C H E R S ' N o T E S

Place NamesSection 1

Names of Places (Page 9)

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

Place Names Are Important 1 (Page 10)

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

Place Names Are Important 2 (Page 11)

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

The Meanings of Place Names (Page 12)

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

People, Distinguishing Feature, Another Language, Other Places.

Addresses 1 (Page 13)

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

Addresses 2 (Page 14)

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

Extension Activities

Ask students to write a letter to their •parents and mail it to their home address. Discuss with students how the postman/woman will know where to deliver it (e.g. he will find the street on a map and then look for the number on the mailbox).

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

Australian Place Names 1 (Page 15)

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

8


Place NamesSection 1

3

1

5

4

2

Australian Place Names 2 (Page 16)

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

lndigenous Place Names (Page 17)

To help students with this activity hold a class discussion first. Pictures will vary depending on the area in which you live.

Scale 1 (Page 18)

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

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

Scale 2 (Page 19)

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

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

Labelling A Globe (Page 20)

North Pole

Arctic Circle

Tropic of Cancer

Equator

Tropic of Capricorn

South Pole

Antarctic Circle

9Section 1: Place Names

Activity Names of Places

Places have names and names have meanings.

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

10 Section 1: Place Names

Activity Place Names Are Important 1

Names of places help us to find where they are.

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

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

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

Sunny Park

Pink Park

Tiny Lake

School

Main Beach

Dog Beach

Left Bank Beach

Library

Dine -in

Diner

Tiny Cafe

Fish n' Chips

Fruit n/Veg

Bakery

Butcher

Big Road

Park Street

Tiny River

Tiny RoadJenny and

Ben's house


Activity Place Names Are Important 2

Naming places makes them easier to find.

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

Would this activity be easier if the places marked on your map had names? Yes / No.


The Meanings of Place Names

Names of places mean things.

Activity

The name of my school is: ______________________________

It is called this because: ________________________________

____________________________________________________

____________________________________________________

The name of my suburb or town is: ______________________


____________________________________________________

____________________________________________________

A place that has an indigenous name in my area is: _________

____________________________________________________


____________________________________________________

____________________________________________________

A place that is in another country is: _____________________

____________________________________________________


____________________________________________________

____________________________________________________


Addresses 1

Your address shows which area you live in.

Activity

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

Write your address below.

Number Street Name

Suburb / Town

Name of Suburbs

123456789

10111213

Num

ber o

f Stu

dent

s


Activity Addresses 2Addresses help us to find where people live.

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

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

Pick a house on the map. Write the address on the back of this page.

All the people in Tiny Town live on the same street. True / False

All the people in Tiny Town live in the same town. True / False

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

Mr Pink4 Park StreetTiny Town

Sunny Park

Pink Park

Tiny Lake

School

Main Beach

Dog Beach

Left Bank Beach

Library

Dine -in

Diner

Tiny Cafe

Fish n' Chips

Fruit n/Veg

Bakery

Butcher

Big Road

Park Street

Tiny River

Tiny Road


Australian Place Names 1

Australia has many famous places.

Activity

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

Label the map of Australia numbers.

Great Australian 1. BightBungle Bungles2. Uluru3. Sydney Opera House4. 12 Apostles5.

Great Australian Bight1.

Bungle Bungles2.

Uluru3.

Sydney Opera House4.

12 Apostles5.

A

B

C

D

E


Australian Place Names 2

Australia has many places.

Activity

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

__________________________________________________1.

__________________________________________________2.

__________________________________________________3.

__________________________________________________4.

__________________________________________________5.


Indigenous Place Names

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

Activity

Draw a local feature that has an indigenous name.

Draw a local place that has an indigenous name.

I have drawn ____________________________________________

The meaning of its name is _________________________________

________________________________________________________

I have drawn ____________________________________________

The meaning of its name is _________________________________

________________________________________________________


Scale 1

Places can be described in terms of scale.

Activity

Draw your house.

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

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

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

Draw something else that is on your street.

What street is your house on?

___________________________

What suburb or town is your street in?

___________________________

What planet is your country a part of?

___________________________


Activity Scale 2Places can be described in terms of size.

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

Landmarks

Countries

Other

Cities

Continents

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z

______________________ z


Labelling A GlobeActivity

Read the information about our Earth, then complete the task.

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

Our Earth is a globe that is always rotating on its axis. We call the •northern point of this axis, the North Pole and the southern point, the South Pole.

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

To the north of the Equator is the • Tropic of Cancer. To the south is the Tropic of Capricorn. Between these two lines of latitude are the regions of the planet where the tropical rainforests, coral reefs and savannahs are located.

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

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Connecting To Places

Section 2:

22


Connecting To PlacesSection 2

I Am Connected To My Home (Page 26)

Discuss with students what ‘connection’ means. For example, connections are formed when people visit a place frequently, feel that they belong to a place, feel comfortable in a place, and feel that a place is special.

Connecting To My Community (Page 27)

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

Connecting To Places I Visit (Page 28)

If students haven't visited another state in Australia, they can choose another place in their own state, town, city or suburb.

Connecting To Australia (Page 29)

Ask students to read out their answers as they will vary.

Connecting To Birth Places (Page 30)

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

Connections To Asia (Page 31)

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

Australia

China

Connections To Places Across The World (Page 32)

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

Sydney

England

Canary Islands

Cape of Good Hope

43

2

1

5

Rio de Janeiro

World Connections 1 and 2

(Pages 33 and 34)

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

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

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Connecting And Communicating

(Page 35)

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

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

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

Connecting To Asia (Page 36)

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

Connecting Through Food (Page 37)

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

Things That We Buy (Page 38)

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

Personal Connections (Page 39)

Students can share their pictures with their peers.

24



The Torres Strait Islands

(Page 40)

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

Extension ActivityStudents could locate different cultural •groups on the map.

Indigenous Connections and Aboriginal Storytelling

(Pages 41, 42 and 43)

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

you might want to read some Dreaming stories by logging on to: www.dreamtime.auz.net/. Some of these stories might relate to their local area. Tiddalick The Greedy Frog is an Aboriginal Dreamtime story which could be said to explain droughts and floods. It could also be said to highlight the importance of sharing water resources and emphasise that all animals need water.Read out the story to the students then ask them to complete the activity on page 43.Other Dreamtime stories to share with your students are: The Rainbow Serpent, How The Crow Became Black, Brolga The Dancer, How The Sun Was Made, Where The Frost Comes From and The Black Swans. Students may like to create their own stories about the origin of flora, fauna or natural phenomena.

Indigenous Storytelling 1, 2 and 3

(Pages 44, 45 and 46)

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

An Indigenous Connection 1

(Page 47)

Tell the students that older Aborigines, known as Elders, have the longest and

25


Connecting To PlacesSection 2closest connection with the land and pass their knowledge down to the younger generations. Tell the students that it is believed that Indigenous Australians walked from Asia to Australia on land bridges which are said to now be underwater. Students should colour the circle on the flag, yellow. The circle represents the sun and yellow ochre. Students should colour the bottom half of the flag red which represents the red earth and red ochre. They should colour the top half of the flag black. Black represents the Aboriginal people.

An Indigenous Connection 2

(Page 48)

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

An Indigenous Connection 3 (Page 49)Discuss the significance of the boomerang with the children (it is an Aboriginal hunting tool made from resources taken from the land - wood from trees). The Aboriginal people used the boomerang to hunt large animals - which they ate to survive. Explain the significance of the Aboriginal colours (red, black and yellow). Tell the children that black symbolises the people, red symbolises the red earth which they feel a strong connection to, and yellow symbolises the Australian sun.

An Indigenous Connection 4 (Page 50)

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


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


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

26 Section 2: Connecting To Places

Activity I Am Connected To My Home

People are connected to their homes.

Draw a picture of your house.

Write your address.

_______________________________________________________

_______________________________________________________

Think about what makes your house special to you.

I like my house because ___________________________________

_______________________________________________________

What can you find out about your house from your parents? Write notes on the back of this sheet. Questions you could ask them are:

How long have you lived in this house?•

What made you choose this house to live in?•

What do you think is the best thing about this house?•

27Section 2: Connecting To Places

Activity Connecting To My Community

People are connected to local places.

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

This is where I live. This is where I go to school.

This is me.

This is where my family go shopping.

This is where I go to have fun.

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


Activity Connecting To Places I Visit

People are connected to places that they have visited.

Draw and write to show what you did there.

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

Draw and write to show what was different about this place compared to where you live.

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

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________


Connecting To Australia

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

Activity

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

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

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

____________________________________________________

Circle a place where friends or family members live on the map. Tell one thing about this place.

____________________________________________________

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

____________________________________________________

Perth

Darwin

Brisbane

Melbourne

Adelaide

SydneyCanberra

Hobart

1 dot = 1000 peopleEstimated resident population.Source: Australian Demographic Statistics


Connecting To Birth Places

People are connected to the places where they were born.

Activity

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

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

Europe Asia

Africa

NorthAmerica

SouthAmerica

Australasia

Europe Asia

Africa

NorthAmerica

SouthAmerica

Australasia

I was born in: _____________________________________

My Mum was born in: _____________________________________

My Dad was born in: _____________________________________

My Grandparents were born in: __________________________________


Connections To Asia

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

Activity

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

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

Is China near to or far away from Australia? _______________


How many stops did he make? _____

Is England bigger or smaller than Australia? _____________

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

Where do you think he came from?

_______________________________

What tells you this?

_______________________________

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

Connections To Places Across The World

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

Activity

Sydney

Rio de Janeiro

England

Canary Islands

Cape of Good Hope

43

2

1

5


World Connections 1 People come to Australia from places all over the world.

Activity

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

Europe/UK Asia Australasia

North America South America Africa


World Connections 2

People are connected to places all over the world.

Activity

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

Someone who was born in another country.

Someone who has friends living in another country.

Someone who has visited another country.

Someone who has relatives living in another country.

Someone whose parents were born in another country.

Someone who has bought something from another country.

Someone who follows a sporting team in another country.

Someone who has tried food from another country.

Someone whose grandparents were born in another country.

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Connecting And Communicating

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

Activity

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

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

If you wanted to send someone a birthday card with a small gift inside, which form of communication would you use? Colour your answer.

Written Verbal

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Connecting To Asia

Australia has many connections to Asia - its neighbour.

Activity

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

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2. _________________________________________________

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3. _________________________________________________

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4. _________________________________________________

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5. _________________________________________________

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Connecting Through Food

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

Activity

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

On the back of the sheet, draw and label some common ingredients used in this restaurant’s meals.

Colour in the country (or countries) where the food originates from.

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

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Name of restaurant:


Things That We BuyThe objects that we buy and use everyday have connections to other places in the

world.

Activity

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

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

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Personal Connections

There are special places to which we feel connected..

Activity

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

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

I have drawn ____________________________________________

I feel connected to this place because_________________________

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I have drawn ____________________________________________

My________________ feels connected to this place because _____

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The Torres Strait Islands

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

Islanders feel connected to these islands. These islands are special to them.

Activity

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

Stephen, Darnley and Murray are the Eastern Islands. Colour these green.

Badu, Mabuiag, Banks and Mt Ernest Islands make up the Near Western region. Colour these yellow.

Yorke, Coconut, Sue, Yam, Warrior and Aureed Islands make up the Central Division. Colour these purple.

Prince of Wales, Thursday, Hammond, and Possession, Mt Adolphus Islands form the Inner region. Colour these places orange.

TORRES STRAITturnAgAin islAnd dArnlEy islAnd

stEphEn islAnd

murrAy islAnd

coconut islAnd

yAm islAnd

wArrior islAnd

possEssion islAnd

suE islAndmt ErnEst islAnd

thursdAy islAnd

mt Adolphus islAnd

hAmmond islAnd

princE oF wAlEs islAnd

yorkE islAnd

mAbuiAg islAnd

bAdu islAnd

mt cornwAllis islAnd sAibAi islAnd

PAPuA NEw GuINEA

CAPE yORk

mAinlAnd AustrAliA


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

Activity

Aboriginal Dreaming stories and Torres Strait Islander Tagai stories explain their connection to places. Go to: www.dreamtime.net.au/main.htm to listen to some local Dreaming stories. Explain one of the local Dreaming stories in the form of a storyboard below.

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

Aboriginal Storytelling – Teachers’ Notes

Tiddalick The Greedy Frog

A long time ago before people lived on Earth, there was a big frog called Tiddalick. Tiddalick lived in the hot Australian desert and he thought he was the boss of all the animals.

CHoRUS: Tiddalick was nasty, Tiddalick was mean, Tiddalick was a green, mean drinking machine!

One day Tiddalick was very thirsty. He went to the only pond of water in the desert garden and he started to drink all the water. He drank and drank and drank. He grew bigger and bigger and bigger. (BLOW UP A GREEN BALLOON PAINTED WITH EYES TO ADD TO THE DRAMA.) He didn’t leave one drop of water in the pond. (CHORUS.)

The other animals in the desert came to the pond to drink. There was no water! They were so thirsty. Then they saw big, fat Tiddalick. "Tiddalick drank all the water!” said the kangaroo.

"What can we do?” asked the kookaburra.

“I know!” said the sleepy wombat. “Let’s make him laugh and laugh and laugh, then all the water will come out of his mouth.” (CHORUS.)

The kangaroo hopped on one leg. Then she hopped on the other. She hopped up and down, up and down, up and down. But Tiddalick didn’t laugh.

“My turn,” said the emu. The emu danced the can-can and wobbled his big bottom at the frog. Tiddalick didn’t laugh, Tiddalick didn’t even smile!

The frill-necked lizard was very confident. “Watch me, you big bad frog,” she cried. The lizard turned around and around and around like a ballerina on the desert sand until she was very dizzy, but Tiddalick didn’t laugh.

The eel that lived in the pond wriggled over to Tiddalick and started to tickle his leg with his tail…then he tickled him on the tummy…then under Tiddalick’s arms. Now the eel was around Tiddalick’s neck and suddenly Tiddalick started to laugh. He laughed and laughed and laughed. Tiddalick laughed so much that all the water came out of his mouth and there was water again for the animals of the desert.

The kangaroo, the kookaburra, the emu, the eel, the wombat and the lizard laughed too and they danced under the desert sun. All the animals were happy again.

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

(adapted by Lisa Craig)


After the teacher has read Tiddalick The Greedy Frog, arrange the pictures so that they reflect the order of events in the Dreaming story. Cut out each picture and paste it onto a separate sheet. Colour the pictures.

Activity Aboriginal Storytelling

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

The lizard turned around and around and around.The wombat had an idea.

Tiddalick laughed so much that all the water came out of his mouth. The kangaroo hopped on one leg.

The eel tickled Tiddalick with his tail.


Indigenous Storytelling 1Activity

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

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

Long before people walked the Earth, there was a beautiful island in the ocean. This island was home to animals big and small. Snakes and lizards, birds and insects lived on the land. The ocean was full of dolphins, sharks, turtles, crocodiles and fish. All the animals were happy to call this island their home.

Each animal had its place. The lizards ate the turtle’s eggs and the crocodiles ate the lizards. In the ocean, the big fish ate the little fish and the sharks ate the big fish. The animals only ate what they needed. This was the natural way. It was the sea eagle’s job to make sure that no animal was greedy and ate more than it needed. This was the job of all sea eagles, handed down from father to son since the beginning.

One day the sea eagle needed to leave the island. He asked the gull to look after the island while he was

gone. The gull was happy to do this. As he watched the eagle fly away he thought, “Now I’m the boss, I can

do as I please.” The gull started eating more than his fair share of food and then he invited his gull friends to do the same. Soon all the animals were eating much more than they needed. Dugongs and crabs, sharks and parrots were eating everything in sight. Weeks passed. Food was not so easy to find. The animals realised that they had made a big mistake and had to leave the island to look for food in other places.

When the sea eagle returned, he found the island almost empty. He knew what had happened and went straight to the gull. He asked, “What’s been going on here?” The gull shook his head and replied in a cheeky voice, “Nothing. There’s still plenty of food around if you know where to look!” To prove his point, the gull started eating scraps of food, pretending they were tasty. “Well then, Gull, since you like eating the scraps other animals leave, you will never eat a fresh fish again.” This is why you’ll see gulls on the beach fighting over the tidbits of food which you leave.

The Sea Eagle and the Gull



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



After reading The Sea Eagle and the Gull on page 44, answer the questions below.

Study the image below. What could be some of the consequences for the people and sea creatures in this area?

Why was the island a happy place for the creatures to live?1.

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What was the sea eagle’s job on the island?2.

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Why do you think the gull did such a bad job of looking after the island?3.

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Image Analysis

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

How did Aborigines arrive in Australia? Colour your answer.

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

Activity An Indigenous Connection 1Aborigines were the first people to arrive in Australia.

They are the traditional owners of the land. Their land has helped them to survive therefore they have a strong connection to it.


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

Activity An Indigenous Connection 2

Boomerang Spear Coolamon Digging Stick Fishing Net

Aborigines were the first people to arrive in Australia. They are the traditional owners of the land. Their land has

helped them to survive therefore they have a strong connection to it.



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




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

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What does this picture tell us about how Aboriginal people used to catch food?

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

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Activity An Indigenous Connection 4Aborigines were the first people to arrive in Australia.

They are the traditional owners of the land. Their land has helped them to survive therefore they have a strong connection to it.




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

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What does this picture tell us about how Aboriginal people stayed warm?

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

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

Research an indigenous clan.

Clan name:

Approximate number of people in the clan:

Territory that they live in and own:

Language:

Customs:

Laws:

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Spaces: Near And Far

Section 3:

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Spaces: Near And FarSection 3

How often? (Page 55)

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

Getting To Places (Page 56)

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

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

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

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

Places Everywhere (Page 58)Brainstorm places as a class and record responses on the board. If children have been to a certain place, they should write it on their sheets. Discuss the fact that we visit places that are close to us regularly, whereas we rarely visit places that are far away from where we live.

Far Away Places (Page 59)Use Google Maps or the National Geographic MapMaker Interactive: 4http://education.nationalgeographic.com/education/mapping/interactive-map to calculate distances for this activity if needed.

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

55Section 3: Spaces: Near And Far

How often?

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

Activity

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

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

Orange = less than once a year.Red = never.

your school

the beach

another country

the local shops

a sporting venue

thetheatre

a friend's house

the local park

another town or city in Australia

56 Section 3: Spaces: Near And Far

Getting To Places

Distance affects how we get to a place.

Activity

Put a tick next to the place that is closest to your house.

Put a cross next to the place that is the furthest from your house.

Draw a place where you walk to often.

Draw a place where you drive to often.

Draw a place where you cycle to often.

Draw a place where you (or someone you know) has flown to.


Where Have I Been?

Distance affects the places where we go.

Activity

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

Which place is the furthest from where you live?

Which place is the closest to where you live?

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

western Australia

NorthernTerritory

SouthAustralia

Victoria

Tasmania

New South wales

Queensland


Places Everywhere

Distance affects how often we visit a place.

Activity

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

Cut out the rectangles and arrange them in order from the places that are closest to your house to the places that are furthest away.

Now arrange them to show how often you have visited each place. What do you notice? Does the order change much?

Local Community

Town/City

State

Country

World


Far Away Places

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

Activity

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

Which of these places is the furthest away from where you live?

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Why don’t most people in Australia visit these places very often?

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China

Indonesia

Canada

Greenland

Torres Strait Islands

United Kingdom


Near And Far

Distance affects where people travel.

Activity

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

Have you visited another town or city in your state?

Total: Total:

Have you visited another state in Australia?

Total: Total:

Have you visited another country?

Total: Total:

Yes

Yes

Yes

No

No

No

Tally

geography places

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