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 Australian Curriculum Geography: Factors that shape the
human and environmental characteristics of places (Year 5) Copyright Notice
A number of pages in this book are
Published by R.I.C. Publications®
worksheets. The publisher licenses the
Copyright© R.I.C. Publications® 2014 individual teacher who purchased this
book to photocopy these pages to hand
ISBN 978-1-925812-47-3 out to students in their own classes.
RIC–3707 Except as allowed under the Copyright Act
1968, any other use (including digital and
Titles available in this series: online uses and the creation of overhead
Australian Curriculum Geography: transparencies or posters) or any use by
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copyright under the Copyright Act 1968 (Cth) and is owned Date of Purchase:
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For all Australian Curriculum material except Supplier:
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and subject;
Although all care has been taken in their
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have been used; and
should be regarded as representative only.
• The author’s material aligns with the Australian
Curriculum content descriptions for the relevant year
and subject.
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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 Website: www.ricpublications.com.au

PO Box 332 Greenwood Western Australia 6924 Email: [email protected]
 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 Changing the environment ......................26–29
How to use this book ............................. iv – v Changing a local environment................30–33
Geographical skills overview.......................vi
Geographical skills class record ................... vii Environment affecting people’s
places ........................................... 34–49
Overview of geographical inquiry and skills,
key inquiry questions, general capabilities Environment, places and technology ......34–37
and cross-curriculum priorities ................ viii – ix Environment and homes ..........................38–41
Useful Australian geography resources ...........x Environment and people ..........................42–45
The United States of America........................... xi Environment and workplaces ...................46–49
PMI chart.......................................................... xii
Canada’s provinces and territories ............... xiii Management of places and
Europe (political) ........................................... xiv
spaces ........................................... 50–65
What is zoning? .........................................50–53
Europe (physical) ............................................ xv
Redevelopment decisions ........................54–57
Change, cause and effect chart .................. xvi
Zoning and planning issues .....................58–61
Research planning sheet – Change ............ xvii
A local planning issue ..............................62–65
Interview recording sheet .............................xviii
Similarities and differences chart .................. xix
Bushfires and floods ...................... 66–81
Bushfires in Australia ..................................66–69
North America, Europe
and Australia ................................... 2–17 Floods in Australia .....................................70–73
North America ...............................................2–5 The worst bushfires and floods .................74–77
Canada .........................................................6–9 Combating bushfires and floods.............. 78-81
Where is Europe? .......................................10–13
Quiz questions ............................... 82–91
Europe on the map ...................................14–17

Quiz answers ....................................... 92

Aboriginal, Torres Strait Islander
people and others ........................ 18–33
Answers ......................................... 93–96
Indigenous changes to the
environment...............................................18–21
Changing the Murray River region ...........22–25

Warning: This series may contain the names and images of Aboriginal and Torres Strait Islander people now deceased.

www.ricpublications.com.au R.I.C. Publications® iii Australian Curriculum Geography (Year 5)

ISBN 978-1-925812-47-3
 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.
• Maps, charts and graphic organiser templates related to activities within the book are provided on pages xi–xix.
• A set of seven multiple-choice or true/false 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.

Four-page format
Teachers page
The first page in each four-page unit is a teachers page which provides the following information:

An elaboration describing the The content description with its

focus of the unit in relation to code
the content description
Teaching notes highlight specific
details of the activities that
The title of the unit need to be prepared, revised or
understood before beginning
The key inquiry questions which the unit
will be answered in part or whole
by the activities within the unit
Background information
The geographical skills that can provides information to support
be practised while completing that given in the student pages
the unit
The geographical concepts
that can be highlighted while
completing the unit Resources to supplement
information/activities for
teachers/students

Additional activities to
extend the topic and develop
geographical skills
A list of geographical vocabulary that features in the unit

Australian Curriculum Geography (Year 5) iv R.I.C. Publications® www.ricpublications.com.au

ISBN 978-1-925812-47-3
 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
The geographical text and/or enhance the text and to aid
representation understanding of the subject

The content description with

its code

Student page 2
The activities on this page
develop students’ geographical
skills and understanding of the
topic. It features: The title of the unit
A number of activities to complete The content description with its
code
A concept to research to
develop geographical skills and
understanding of the topic

Student page 3
This page requires students
to develop their geographical
skills to complete the activity. It
features:
An introductory sentence, The title of the page
paragraph or instruction followed
by an activity that requires A statement and idea
the application of one or more to research to develop
geographical skills geographical skills and
The content description with its understanding of the topic
code

www.ricpublications.com.au R.I.C. Publications® v Australian Curriculum Geography (Year 5)

ISBN 978-1-925812-47-3
 Teachers notes
Geographical skills overview Observing, questioning and planning
The development of geographical skills is • Develop geographical questions Formulates questions to assist in
essential for students to become proficient to investigate and plan an inquiry geographical research. Considers
in leading their own geographical inquiries (ACHGS033)
what is already known and what other
and developing an understanding of the information would be useful and plans
world and their place within it. how to research it.
Through geographical investigations, they Collecting, recording, evaluating and representing
discover the different forces, natural and
• Collect and record relevant Validates and uses data and
human driven, that create change in the
geographical data and information, information from a variety of
environment. How the natural environment
using ethical protocols, from primary resources. Extracts key information
is affected by and adapts to such change is
and secondary sources, for example, to make notes and include in own
a constant topic for investigation.
people, maps, plans, photographs, work to show an understanding of a
Geographical inquiry promotes an interest satellite images, statistical sources concept.
in and compares locations on different and reports (ACHGS034)
scales from local to regional, national, • Evaluate sources for their usefulness Researches sources of information,
international and global. and represent data in different forms, compares their value and relevance
Studying geographical issues from different for example, maps, plans, graphs, in order to select the most appropriate
perspectives develops critical thinking tables, sketches and diagrams ones. Represents the data in an
which promotes informed, balanced (ACHGS035) appropriate form.
opinions and environmental, economic and • Represent the location and features Constructs maps using cartographic
social awareness. of places and different types conventions. Visualises, manipulates,
of geographical information by analyses, displays and records spatial
Specific skills
constructing large-scale and small-scale data using technologies such as:
Specific geographical skills for Year 5 maps that conform to cartographic GPS, Google Earth™, Geographic
include: conventions, including border, source, Information Systems and satellite
scale, legend, title and north point, using images
• observing and describing the features
spatial technologies as appropriate
of places, drawing a map, using (ACHGS036)
directional, language, understanding
Interpreting, analysing and concluding
distance, interviewing relatives, using
aerial photographs and satellite images, • Interpret geographical data and other Extracts information from graphs,
constructing simple graphs, interpreting information, using digital and spatial tables, maps and text to identify
maps technologies as appropriate, and distribution and patterns of
identify spatial distributions, patterns environmental features such as
• interpreting spatial distributions and trends, and infer relationships to climate, vegetation, native animals
• comparing places draw conclusions (ACHGS037) and natural resources, and to
compare with other locations.
• making and interpreting graphs
Communicating
• constructing large- and small-scale maps
• Present findings and ideas in a range Uses geographical vocabulary in text,
• using spatial rechnologies, and of communication forms, for example, drawing, maps, tables and graphs,
information and communication written, oral, graphic, tabular, visual and photographs and computers to
technologies. maps; using geographical terminology present information.
and digital technologies as
Key skills
appropriate (ACHGS038)
The key geographical skills on which the Reflecting and responding
Geographical Inquiry and Skills strand is
based are: • Reflect on their learning to propose Considers advantages and
individual and collective action disadvantages of proposals to resolve
• formulating a question and research plan in response to a contemporary problems. Considers how people with
• recording and representing data geographical challenge and describe different agendas would respond to
the expected effects of their proposal their proposals.
• using a variety of spatial technologies on different groups of
• communicating with appropriate people (ACHGS039)
geographical vocabulary.

Australian Curriculum Geography (Year 5) vi R.I.C. Publications® www.ricpublications.com.au

ISBN 978-1-925812-47-3
 Name

www.ricpublications.com.au
ISBN 978-1-925812-47-3
Develop geographical questions Observing,
to investigate and plan an inquiry questioning
(ACHGS033) and planning
Collect and record relevant
geographical data and information,

R.I.C. Publications®
using ethical protocols, from primary
and secondary sources, for example,
people, maps, plans, photographs,
satellite images, statistical sources
and reports (ACHGS034)
Evaluate sources for their usefulness
and represent data in different forms,
for example, maps, plans, graphs, tables,
sketches and diagrams (ACHGS035)
Represent the location and features
of places and different types of

vii
geographical information by constructing
large-scale and small-scale maps that
conform to cartographic conventions,
including border, source, scale, legend,
Collecting, recording, evaluating and representing

title and north point, using spatial

technologies as appropriate (ACHGS036)
Interpret geographical data and other
information, using digital and spatial
Interpreting,
technologies as appropriate, and
analysing and
identify spatial distributions, patterns
concluding
and trends, and infer relationships to
draw conclusions (ACHGS037)
Present findings and ideas in a range
of communication forms, for example,
written, oral, graphic, tabular, visual and
Communicating
maps; using geographical terminology
and digital technologies as
appropriate (ACHGS038)
Reflect on their learning to propose
individual and collective action
Geographical skills class record

in response to a contemporary
Reflecting and
geographical challenge and describe
responding
the expected effects of their proposal
on different groups of people
(ACHGS039)

Australian Curriculum Geography (Year 5)

 Geographical inquiry and skills

Observing, questioning Interpreting, analysing and

Collecting, recording, evaluating and representing Communicating Reflecting and responding
and planning concluding
Interpret geographical Present findings and
Collect and record relevant Evaluate sources Represent the location and features of Reflect on their learning
data and other information, ideas in a range of
geographical data and information, for their usefulness places and different types of geographical to propose individual and
using digital and spatial communication forms,
Develop geographical using ethical protocols, from and represent data information by constructing large-scale collective action in response to
technologies as appropriate, for example, written, oral,
questions to investigate primary and secondary sources, in different forms, for and small-scale maps that conform to a contemporary geographical
and identify spatial graphic, tabular, visual and
and plan an inquiry for example, people, maps, plans, example, maps, plans, cartographic conventions, including border, challenge and describe the

and understanding
distributions, patterns and maps; using geographical

ISBN 978-1-925812-47-3
photographs, satellite images, graphs, tables, sketches source, scale, legend, title and north point, expected effects of their proposal
trends, and infer relationships terminology and digital

Geographical knowledge
statistical sources and reports and diagrams using spatial technologies as appropriate on different groups of people
to draw conclusions technologies as appropriate

Australian Curriculum Geography (Year 5)

North America, Europe and Australia
pp 2–5 ✓ ✓ ✓ ✓ ✓ ✓
pp 6–9 ✓ ✓ ✓ ✓ ✓
pp 10–13 ✓ ✓ ✓ ✓ ✓
pp 14–17 ✓ ✓ ✓ ✓ ✓ ✓ ✓
Aboriginal, Torres Strait Islander people and others
pp 18–21 ✓ ✓ ✓ ✓
pp 22–25 ✓ ✓ ✓ ✓ ✓ ✓ ✓

viii
pp 26–29 ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 30–33 ✓ ✓ ✓ ✓ ✓ ✓
Environment affecting people’s places
pp 34–37 ✓ ✓ ✓ ✓ ✓ ✓
pp 38–41 ✓ ✓ ✓ ✓ ✓ ✓
pp 42–45 ✓ ✓ ✓ ✓ ✓ ✓
pp 46–49 ✓ ✓ ✓ ✓ ✓ ✓
Management of places and spaces
pp 50–53 ✓ ✓ ✓ ✓
pp 54–57 ✓ ✓ ✓ ✓ ✓

R.I.C. Publications®
pp 58–61 ✓ ✓ ✓
pp 62–65 ✓ ✓ ✓ ✓ ✓ ✓
Bushfires and floods
pp 66–69 ✓ ✓ ✓ ✓ ✓
pp 70–73 ✓ ✓ ✓ ✓ ✓ ✓
pp 74–77 ✓ ✓ ✓ ✓ ✓ ✓
pp 78–81

www.ricpublications.com.au
✓ ✓ ✓ ✓ ✓ ✓ ✓
 Key inquiry questions General capabilities Cross-curriculum priorities

www.ricpublications.com.au
ISBN 978-1-925812-47-3
and understanding
Geographical knowledge
How do people and
environments influence one
another?
What would it be like to live in
a neighbouring country?
How do people’s feelings
about places influence their
views about the protection of
places?
Literacy
Numeracy
Information and
communication technology
(ICT) capability
Critical and creative reasoning
Personal and social capability
Ethical understanding
Intercultural understanding
Aboriginal and Torres Strait
Islander histories and cultures
Asia and Australia’s
engagement with Asia
Sustainability

North America, Europe and Australia

R.I.C. Publications®
pp 2–5 ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 6–9 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 10–13 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 14–17 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Aboriginal, Torres Strait Islander people and others
pp 18–21 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 22–25 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

ix
pp 26–29 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 30–33 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Environment affecting people’s places
pp 34–37 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 38–41 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 42–45 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 46–49 ✓ ✓ ✓ ✓ ✓ ✓ ✓
Management of places and spaces
pp 50–53 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 54–57 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 58–61 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 62–65 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Bushfires and floods
pp 66–69 ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 70–73 ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 74–77 ✓ ✓ ✓ ✓ ✓ ✓ ✓
pp 78–81 ✓ ✓ ✓ ✓ ✓ ✓

Australian Curriculum Geography (Year 5)

 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 5 and 6 about the geography of
Australia and the world.
• RIC–6369 – Exploring geography: Europe – Ages 8–12
• RIC–6365 – Exploring geography: North America – Ages 8–12
• 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–318 – Nations in focus – Ages 11+
• RIC–6392 – India – Ages 8–10
• RIC–6383 – China – Ages 9–11
• RIC–353 – Mapping assignments – Ages 11+
• RIC–348 – Developing atlas skills through crosswords – Ages 8–10
• RIC–514 – Weather and climate – Ages 8–10
• RIC–515 – Weather and climate – Ages 11+
• RIC–6711 – Waters, rivers, coasts and oceans – Ages 8–10
• RIC–6712 – Waters, rivers, coasts and oceans – Ages 11+
• 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–323 – Investigating renewable energy – Ages 11+
• RIC-6473 – Plant Earth – Ages 10+
• RIC–6714 to RIC–6718 – Think green – Ages 8 to adult
• RIC–548 – The environment – Ages 6–8
• RIC–549 – The environment – Ages 9–10
• RIC–589 – Exploring cultures through language – Ages 8–10
• RIC–590 –Exploring cultures through language – Ages 11+
• RIC–669 –Australian Aboriginal culture – Ages 9–10
• RIC–670 –Australian Aboriginal culture – Ages 11+
• RIC–347 –Aboriginal studies – Ages 9–10
• RIC–6447 – Sandtraks: Pathways to celebrate indigenous culture – Ages 7–10

Australian Curriculum Geography (Year 5) x R.I.C. Publications® www.ricpublications.com.au

ISBN 978-1-925812-47-3
 125°
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Australian Curriculum Geography (Year 5)

 PMI chart
Name: Date:

Title:

Plus Minus Interesting information

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ISBN 978-1-925812-47-3
 140° W
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120° W

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 North Cape

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Australian Curriculum Geography (Year 5)

 Change, cause and effect chart

Use this change, cause and effect chart to record information.

Change

•
•
•
•

Cause Effect

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 Research planning sheet – Change
What area will you
research?

What has changed?

books primary secondary

photographs primary secondary
Tick the sources you
will use and indicate maps primary secondary
if they are primary or
secondary interviews primary secondary
internet primary secondary
other primary secondary

The changes are: environmental human

What caused the

changes?

What effect did the

changes have?

What was the time

frame in which the
changes occurred?

What conclusions can

you make?

How will you present

your information?

Who will be your

audience?

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 Interview recording sheet
Person interviewed Subject Person’s opinion My opinion

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 Similarities and differences chart
Write what you are comparing, some similarities and differences and a
concluding statement.

and

similarities

differences

Concluding statement

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 North America
The location of the major countries of Europe and North America in relation to Australia and the influence of people
on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Teacher information
Elaboration
The major countries of North America, focusing on the United Teaching notes
States of America, its 50 states and one significant man-made
• This unit prepares students for further investigation and reflection about
construction in New York, its largest city.
how people have influenced the environmental characteristics of places.
Key inquiry question • Students are introduced to basic information about the landforms, climate
• How do people influence the human characteristics of and people of the three major countries of North America. They should find
places and the management of places within them? these countries plus the smaller Central American countries on a world
map or globe and note their position, including their latitude and longitude,
Geographical Inquiry and Skills and compare this with Australia.
• Develop geographical questions to investigate and plan an • The mapping activity on page 3 requires students to locate the countries
inquiry (ACHGS033) on the map and to create a simple colour key. They will need to research
• Collect and record relevant geographical data and the capital cities.
information, using ethical protocols, from primary and • To introduce the activity on the USA’s states on page 4, students may enjoy
secondary sources, for example, people, maps, plans, watching a very young girl reciting all the states on youtube at http://
photographs, satellite images, statistical sources and reports www.youtube.com/watch?v=PJj2XC_CxNY The identification and location
(ACHGS034) of USA’s 50 states is presented as a research activity. Students are not
expected to be able to name them.
• Evaluate sources for their usefulness and represent data
• Students will need a map of the USA (see page xi) to complete Question 2.
in different forms, for example, maps, plans, graphs, tables,
• On page 5 students develop geographical questions, a research plan and
sketches and diagrams (ACHGS035)
write a brief report. They will need the PMI chart (see page xii).
• Represent the location and features of places and different
types of geographical information by constructing large-
scale and small-scale maps that conform to cartographic Background information
conventions, including border, source, scale, legend, title • The environmental characteristics of a place include: landscape, climate,
and north point, using spatial technologies as appropriate production, landforms, soils, vegetation, water resources, mineral resources,
(ACHGS036) built elements, communities and cultures. Many of these are tangible, but
some, such as scenic qualities and culture, can be intangible.
• Interpret geographical data and other information, using
digital and spatial technologies as appropriate, and • The ‘plus’, ‘minus’ and ‘interesting’ chart for the activity on page 5 is a
identify spatial distributions, patterns and trends, and infer graphic organiser students use to record collected, analysed, interpreted
relationships to draw conclusions (ACHGS037) and evaluated information (see page xii).

• Present findings and ideas in a range of communication

forms, for example, written, oral, graphic, tabular, visual Resources
and maps; using geographical terminology and digital • http://www.youtube.com/watch?v=PJj2XC_CxNY (A young child singing the
technologies as appropriate (ACHGS038) names of the US states)
• Exploring Communities New York State’s Physical Environment
Geographical concepts
• www.studyzone.org/testprep/ss5/b/comusanyl.cfm (A school project on
• place • space • environment • interconnection • change
the state of New York gives background information which is clearly set out
with some relevant photographs of the area.)
• ‘The conservancy in New York’ http://www.nature.org/ourinitiatives/regions/
northamerica/unitedstates/newyork/?intc=nature.tnav.where.list #sthash.
vikcpEcP.dpuf (A video outlining the growth and achievements of the
conservancy by its director)

Geographical vocabulary
continent, country, state, capital city, longitude, Additional activities
North Pole, equator, climatic zones, arctic, sub- • Choose two local buildings to research. Create a table, choosing
arctic, tropical, equatorial, temperate, arid, semi- some suitable headings to record information about each one so
arid, glaciers, icefields, valleys, plains, landscape, they can be compared. Suggestions for research and headings
deserts, rainforests, population, densely populated, include: date of construction, location, builder, materials used,
industrial city, indigenous, Inuit, river mouth, previous land use, community use, vegetation, resources needed.
coast, constructions, road tunnels, subway • Research the monthly average minimum and maximum
system,agricultural land, waste, reservoirs, temperatures and rainfall in New York and another USA city. Present
groundwater, surface water, natural gas, resources, this information in a table. What is the biggest differences between
environment the climates of these two cities?

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 North America
Most of the continent of North America is shared by three countries; Canada, in the north, the
United States of America, in the middle, and Mexico, in the south, with seven other smaller
countries.
The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

This vast continent stretches from close to the North Pole almost to the equator. It also extends
more than one-third of the way around the Earth, from about longitudes 30º to 180º West.
The world’s climatic zones, including the arctic and sub-arctic, the equatorial and tropical, the arid
and semi-arid and the temperate are all to be found in some parts of North America. Towering
mountains, deep valleys, countless islands, endless icefields, ancient glaciers, mighty rivers, huge
lakes, sweeping plains, dusty deserts, tall forests and lush rainforests can all be found there.
The population includes the indigenous Indians of the United States, Mexico and other central
American countries, and the Inuit people of Canada, together with those who came from Britain,
Spain, France, other European countries, Africa and many other parts of the world. English, French
and Spanish are widely spoken, as well as many other local and overseas languages.

1.
(a) Use an atlas to identify the countries. Colour them on the map and
use the colour key to identify them.
(b) Add the capital city of each country.

NORTH AMERICAN COUNTRIES

CANADA EL SALVADOR
UNITED STATES GUATEMALA
MEXICO HONDURAS
BELIZE NICARAGUA
COSTA RICA PANAMA

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The United States
Many American children (even very young ones) think it’s fun to try to
learn the names of all their states ... and there are 50 of them!
1.
(a) Research the names and locations of their 50
states and write one name next to each number in the table.

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)
1. 14. 27. 40.
2. 15. 28. 41.
3. 16. 29. 42.
4. 17. 30. 43.
5. 18. 31. 44.
6. 19. 32. 45.
7. 20. 33. 46.
8. 21. 34. 47.
9. 22. 35. 48.
10. 23. 36. 49.
11. 24. 37. 50.
12. 25. 38.
13. 26. 39.

(b) Which two states are not joined to another American state?

2.
Your teacher will give you a map of the United States of America. Show
the location of each state on this map by writing the number you gave it,
in one of the state outlines.
(a) Which state is separated into two parts by a
huge lake?
(b) Find out which state is the largest.
(You might be surprised.)
(c) Which is the smallest state?
(d) Which state do you think would be the least densely populated state?
Why do you think this?

Check your answer. Were you correct?

?
The Great Lakes are shared by the United States and Canada. They are made up of five huge lakes
including the largest freshwater lake in the world. Find out about these lakes and some of the
huge industrial cities developed on their shores. Use Google Maps™ to view cities on the lakes.

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 New York City
The city of New York or ‘The Big Apple’ as it is often called, is in the state of New York at
the mouth of the Hudson River on America’s east coast.
With a population of 8.36 million, it is the largest city in the country and home to the
Statue of Liberty, Central Park, the Empire State Building, Times Square, the Brooklyn
The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Bridge and Ground Zero ... where the Twin Towers once stood.
New York’s ballooning population has forced many changes to the city since it was
first settled in the early seventeenth century. Its cluttered landscape is covered with
constructions, which include buildings for people to live, work and play in, roads,
highways, bridges, parklands and airports. Below the surface is a network of road tunnels and a
huge subway system which transports 4.9 million people each day. Agricultural land and forests
have been lost and landfills have created much needed new land onshore and offshore.
Providing the population of New York City with water and power and managing its waste has
caused massive changes. These include three lakes and 19 reservoirs for storing the ground and
surface water and three pipelines for natural gas. A huge amount of wastewater is treated then
pumped back into the waterways where it is purified naturally or it goes into sewers.

1.
(a) Which construction in New York would you like to know more about?

(b) What are two things you would like to know about it?
•
•
(c) Think about how or where you could find the answers to your questions.
Make a list of resources you could use and start your research.

(d) If a resource you found has images of this construction, circle it in

your list.
(e) Which resource did you think was the most useful?
(f) Prepare a brief written report stating the name of the construction you
chose and where in New York it is located. Write each of your questions
followed by the answer you found. Finish your report with at least two
other interesting facts you discovered about this construction.
? Consider the ways in which the construction you researched has influenced New York. How has
it changed the landscape and the natural environment? What do people think or feel about it?
Is it considered to be useful, beautiful or ugly? How has it affected the way the community lives
and the things they need to have or do? Use the ‘plus’, ‘minus’, ‘interesting’ chart to record your
opinion of each influence.
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 Canada
The location of the major countries of Europe and North America in relation to Australia and the influence of people
on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Teacher information
Elaboration
Investigating Canada’s location, features and how human Teaching notes
intervention has changed the environmental characteristics of
• This unit provides some general background information about Canada,a
one city there and one in Australia to manage oil and gas or
major country in North America. Before starting any of the activities,
water resources.
students should be encouraged to discuss and to compare the information
Key inquiry question given on page 7, such as size, population, location, climate, population
• How do people influence the human characteristics of density, landscape, vegetation, languages, First Nation Peoples, borders,
places and the management of places within them? products and major cities with what they know about Australia.
• A globe and world map will be needed for reference when making the
Geographical Inquiry and Skills comparisons outlined above.
• Collect and record relevant geographical data and
• Record the comparisons made and discussed by the class, on a similarities
information, using ethical protocols, from primary and
and differences chart (see page xix). This chart could be completed, either
secondary sources, for example, people, maps, plans,
as a class or as a small-group activity, as a follow-up to the discussion.
photographs, satellite images, statistical sources and reports
(ACHGS034) • A provinces and territories map of Canada is provided on page xiii for
students to use for the activity on page 7.
• Evaluate sources for their usefulness and represent data
• The environmental impact activity on page 8 concerns the city of Calgary
in different forms, for example, maps, plans, graphs, tables,
in Alberta. The activity involves both research and note-taking. Some ideas
sketches and diagrams (ACHGS035)
are provided as a guide. Students should record any additional information
• Represent the location and features of places and different they consider interesting and relevant, and share this with the class.
types of geographical information by constructing large- • Students are required to consider the environmental management of water
scale and small-scale maps that conform to cartographic resources and the influence of people on the environmental characteristics
conventions, including border, source, scale, legend, title of a place that is more familiar and closer to home in the activity on
and north point, using spatial technologies as appropriate page 9. They may need to research water storage facilities and alternative
(ACHGS036) sources of water such as bores and desalination plants.
• Present findings and ideas in a range of communication
forms, for example, written, oral, graphic, tabular, visual
and maps; using geographical terminology and digital Background information
technologies as appropriate (ACHGS038) • As the world’s second largest country after Russia, Canada is the largest
country in North America. It has an area of 9 984 670 sq km compared to
Geographical concepts 9 831 510 (USA) and Australia (7 741 220)
• place • space • environment • interconnection • change • Canada’s population at 35 million is closer to Australia’s population of 23
million and is very small compared to the United States of America which
has a population of 317 million.
• Canada is divided into the ten provinces of Newfoundland, Prince Edward
Island, Novia Scotia, New Brunswick, Quebec, Manitoba, Saskatchewan,
Alberta, Ontario and British Columbia. There are three territories, the North
West Territories, Yukon which split from the NW Territories in 1898 and
Nunavut, which separated from them in 1999.

Resources
• http://www.yourchildlearns.com/mappuzzle/canada-puzzle.html
• http://www.sheppardsoftware.com/Canadian_Geography.htm
• http://ngm.nationalgeographic.com/2009/03/canadian-oil-sands/kunzig–
text (a National Geographic examination of the good and bad about
Alberta sand mining)

Additional activities
• Additional activities
Research the distinctive Royal Canadian Mounted Police, better
known as ‘The Mounties’, their uniform and equipment, and the work
• Look
they do. Discuss similarities and differences between these Canadian
Geographical vocabulary
location, population density, Arctic Circle, First law enforcement officers and those in Australia.
Nation Peoples, landscape changes, prairies, • Canada and Australia are members of the British Commonwealth.
agriculture, trading partner, coastline, land border, Both countries had the Union Jack on their flags until the Canadian
industries, waterways, plains, agriculture, province, flag was changed. Research why and when this happened. Write a
environmental issues, hemisphere, country, paragraph giving your opinion about changing the Australian flag.
continent, natural source Design a new flag you think could be suitable for Australia.

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 Canada
Canada is the second largest country in the
world, but its population density is very low,
averaging less than four people per square
kilometre. This is because about one-third of
The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

the country is located within the Arctic Circle.

Snow and ice dominate this vast, inhospitable
landscape. There are very few people, hardly
any trees, and crops can’t be grown there.
Further south there are extensive forests and west, the large cities of Calgary and Edmonton,
rolling grass prairies close to the border with on the plains in the state of Alberta, were
the United States. This is where the climate is initially established to support the fur trade
generally warmer for agriculture and where and agriculture. They are now centres for
most of Canada’s 35 million people live. It is government administration and universities and
also the place that is closest to the United for huge oil, gas and manufacturing industries.
States, which is Canada’s most important
About half of the population’s ancestors came
trading partner.
from Britain and France; others came mainly
Canada is bordered by the Pacific, Atlantic and from countries in Europe and Asia. Only about
Arctic oceans. With about one million islands, 4% of the population today are First Nation
mainly to its north, Canada has the world’s Peoples. Most of them live in the Northwest
longest coastline and its border with USA is Territories and in Nanavut. English and French
the world’s longest land border. The immense are the official Canadian languages. French
Hudson Bay to its north was discovered in is mainly spoken in the east of the country,
1610 and the Hudson Bay Trading Company in Quebec and Montreal. However, signs and
soon became known around the world for its labels throughout the country must be written
fur trading business. Fish, timber and oil also in both languages.
became important industries in this area.
Canada’s distinctive flag, adopted in 1965, is
The largest cities in Canada are Toronto, white and red and features a large maple leaf.
Montreal and Ottawa in the east, where the It recognises the many maple trees growing in
Great Lakes and the St Lawrence waterways Canada, where 75% of the world’s maple syrup
provide fresh water and easy transport. In the is produced.

1.
Answer the questions using the map of Canada’s provinces and
territories, your teacher will give you.
(a) All of the north of Canada was called the North West Territories until it
was split into three separate territories. These three territories are now
called:

(b) There are 10 provinces further south, stretching from

in the west to in the east.
(c) The three smallest provinces in the east are
and .
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A changing environment
In Canada, as in countries around the world, humans have changed many places. Sometimes they
only make small changes, but sometimes the changes they make attract people there and that place
grows to become a huge city ... and in time, a totally different environment is created.
1.
Research information about

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)
the city of Calgary. In the
spaces below, make your
own brief notes about this
expanding Canadian city
which is an important centre
for the country’s oil and gas production. Use the headings and ideas in
brackets to help your information search.
(a) Where is Calgary? (hemisphere, continent, country, province)

(b) What’s it like there? (climate, flora, fauna, agriculture)

(c) What natural features are there? (mountains, valleys, plains, rivers,
oceans)

(d) What natural resources do people want that are there or close by?

(e) How do they obtain them? (What do they need to build, make or take
away?)

(f) What environmental issues are local people concerned about?

?
Discuss possible reasons why Calgary is continuing to grow faster than any other Canadian city.

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 Water: liquid gold?
Water in many counties of the world is so precious that has been
described as ‘liquid gold’.
1.
(a) Give two reasons why water is so important.
The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

(b) Do you think ‘liquid gold’ is an appropriate name to

describe water in Australia? Yes No
Explain why you think this.

(c) Why would it be a less appropriate name for water in Canada?

2.
Choose a city near you to research.
(a) The city is . It has a population of .
(b) Show the city on a map. Name the map and add the north point.
(c) What natural sources of drinking water were near this city before it
was developed?

(d) Describe how water is provided for the city’s population today.

(e) What are some of the changes humans have made to the natural
environment to manage the city’s water supply?

? Find out about one environmental problem caused by the way fresh water is being supplied and
managed in a place close to where you live. Write a report, include a personal comment and a
suggestion for what should be done about it.
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 Where is Europe?
The location of the major countries of Europe and North America in relation to Australia and the influence of people
on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Teacher information
Elaborations
Europe, its location in relation to Australia and North America, Teaching notes
and its countries.
• This unit introduces students to Europe, its countries and its position.
Why and how the way in which people established and
• Students should use a globe when completing the relative location
developed two old European towns was influenced by their
Questions 1 and 2 on page 11. This will make it easier for them to
natural resources, strategic positions and defence needs and
understand direction and to answer these two questions. However, they
how these factors affected their environmental characteristics.
may find it easier to work out approximate longitude and latitude in
Key inquiry question Question 3 using an atlas.
• How do people influence the human characteristics of • The mapping activity on page 12 requires students to locate and colour
places and the management of places within them? some of the countries and to record information on a legend.
Geographical Inquiry and Skills • As a follow-up to the mapping activity on page 12, students may enjoy the
• Collect and record relevant geographical data and activity at <www.yourchildlearns.com/mappuzzle/europe-puzzle.html> This
information, using ethical protocols, from primary and is a timed jigsaw puzzle of European countries.
secondary sources, for example, people, maps, plans,
photographs, satellite images, statistical sources and reports
(ACHGS034) Background information
• Evaluate sources for their usefulness and represent data • It should be noted that the actual number of countries in Europe differs
in different forms, for example, maps, plans, graphs, tables, according to different sources. For example, countries such as Wales and
sketches and diagrams (ACHGS035) Scotland are included in some lists and not in others.

• Represent the location and features of places and different • It is important for students to understand that cities are established and
types of geographical information by constructing large- flourish as a result of many factors affecting the people living in or near
scale and small-scale maps that conform to cartographic them. Three major contributing factors are: natural resources to provide
conventions, including border, source, scale, legend, title food, water and shelter for the population, the availability of transport, and
and north point, using spatial technologies as appropriate trade routes and defence considerations.
(ACHGS036)

• Interpret geographical data and other information, using Resources

digital and spatial technologies as appropriate, and • http://kids.nationalgeographic.com/kids/places/find/france/
identify spatial distributions, patterns and trends, and infer
relationships to draw conclusions (ACHGS037) • http://kids.nationalgeographic.com/kids/places/find/italy/ (This National
Geographic site is a good resource for background information on many
• Present findings and ideas in a range of communication countries, including France and Italy.)
forms, for example, written, oral, graphic, tabular, visual
and maps; using geographical terminology and digital • www.yourchildlearns.com/mappuzzle/europe-puzzle.html ( A timed jigsaw
technologies as appropriate (ACHGS038) puzzle)

Geographical concepts • http://www.youtube.com/watch?v=Z8brpoU_HNI (A good introduction to

• place • space • environment • interconnection • change Europe)
• http://www.historyforkids.org/learn/medieval/architecture/medievalhouses.
htm

Additional activities
Geographical vocabulary • Work in a small group to research a castle in Europe. Prepare a
country, continent, population, capital city, natural Power Point™ presentation and explain where it is located, why it was
resources, agriculture, fertile, traditions, warfare, built there and describe some of its defensive features.
borders, prime meridian, latitude, longitude, proximity, • Make a list of some different types of constructions people built in
garrison, fortifications, privateers order to defend themselves.

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 Where is Europe?
The only continent smaller than Europe is Australia, but because Europe has the world’s second
largest population, it is much more densely populated.
This continent has many natural resources, fertile grasslands and vast forests. These resources,
combined with successful agriculture and modern industries, have helped many
The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Europeans to achieve a very good standard of living. Most of them now live in cities. Their
largest cities, like Moscow, London, St Petersburg, Berlin, Madrid, Rome and Paris are
famous for their many old structures.
Europe is divided into almost 50 countries varying in size, climate, resources, languages
and traditions. They have a long history of warfare. As their rulers continually struggled for
power and control,their borders kept changing.
Use a globe to find information about Europe’s location.

1. 2.
(a) Which city in Europe does the (a) Which two continents
prime meridian (longitude 0 º) are in the northern
hemisphere? Australia,
pass through?
Europe or North
(b) Name two European countries America?
that are west of this meridian.
and
and
(c) Is most of Europe east or west of
(b) Is Europe south or north
this meridian? of Australia?
(d) Name two European countries the
meridian 30 º E passes through.
(c) Does the Tropic of
and Cancer pass through
Europe, North America
(e) Travelling east from Europe, is or Australia?
North America or Australia
closer?
(d) Name two European
(f) If you were travelling from Europe countries with land
to North America would it be within the Arctic Circle.
shorter to travel east or
and
west?
.
3.
Choose two larger European countries and use an atlas to work out the
approximate latitudes and longitudes of each to add to the table below.
Country Longitude Latitude
Australia 113º E to 153º E 11º S to 38º S

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Countries of Europe
There are about 45 countries in Europe. Some, like the Vatican and Luxembourg,
are very small, others like Western Russia and Germany are much larger.
1.
Locate and colour the European countries listed below. Record the
colours you use in the legend below the map.

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)
0° E or W

20° E

40° E
White
Sea
SWEDEN
Prime Meridian

FINLAND

NORWAY

ESTONIA

LATVIA
ARK

North
DENM

Sea Baltic RUSSIA

Sea LITHUANIA
LITUANIA
UN

RUSSIA
ITE
DK
ING

BELARUS
S
DO

ND

IRELAND
M

LA

POLAND
ER
TH

GERMANY
NE

BELGIUM

LUXEMBOURG CZECH REPUBLIC UKRAINE

SLOVAKIA KAZAKHSTAN
KAZAKISTAN
MO

AUSTRIA
LD

D HUNGARY
AN
OV

FRANCE ERL LIECHTENSTEIN

ITZ
A

0 500 SW SLOVENIA ROMANIA

TIA
OA
Kilometres CR
BOSNIA AND
HERZEGOVINA SERBIA
MONACO SAN MARINO
BUL Black Sea Caspian
RO GAR
IA
EG Sea
ANDORRA VATICAN CITY T EN GEORGIA
O N KOSOVO
ALBANIA

M MACEDONIA
ITALY TURKEY AZ
ERB
AR

AIJ
PORTUGAL

AN
EN

SPAIN GREECE
IA

TURKEY

nean Sea
iterra
Med
0° E or W

AFRICA MALTA ASIA

20° E

40° E

CYPRUS

France Norway Ukraine

Italy Greece Poland
Germany United Kingdom Hungary
Portugal Austria Denmark

?
Where are the countries of Europe? Practise locating them in a fun way by completing the puzzle.
<www.yourchildlearns.com/mappuzzle/europe-puzzle.html>

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ISBN 978-1-925812-47-3
 Old towns in Europe
1.
Read about two old European towns and
complete the information table.

St-Malo Montepulciano
The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

St-Malo, a city in the north-west of France, was built on Montepulciano is a northern Italian town, built on a
an island at the mouth of the Rance River. This island hill in an agricultural area near Florence and Siena.
was chosen in the 12th century by people wanting to In Roman times, a garrison of soldiers was stationed
protect themselves from Viking raids. As the town grew there to guard the main road.
and became linked to the mainland, protective walls The soil was fertile and there was abundant water,
and castles with cannon were added in the 16th and timber and other materials for building. With these
17th centuries. But the water around it was always its natural resources, it was not surprising that it was
best defence. often under attack. Although protected by its position
Fishing and trade were its main industries, but another on a hill, a fortified castle had been added by 715.
interesting industry developed due to its close proximity But its larger neighbours, Siena and Florence,
to England. It was an ideal base for the privateers continued to attack the town and battled to control
(government-endorsed pirates) who supported it. By 1511 it finally belonged to Florence and had
France’s war effort by attacking English ships in the become a walled city they could defend. Many of its
English Channel. beautiful buildings were constructed during this time
Its walls, castles, quaint old buildings, pink granite cliffs of peace and prosperity. Today, people attracted by its
and houses, and the natural beauty of its position, make walls, medieval buildings, ancient churches, elegant
St-Malo a very popular tourist and holiday destination. palaces, charming squares, the natural beauty of
It now abounds with accommodation choices and the countryside and its world famous wine, make
many different food outlets to cater for tourist needs. Montepulciano a favourite tourist destination.

Name of town
Country
Natural features
Date established
Reason established
Fortifications
Original industries
Present industries

2.
Use the information given on the page and personal research to:
(a) Show both towns on a map. Include their countries’ borders, their
capital cities, any other important towns, and the ocean or river that is
close by. Your map will need a title, a north point and a scale.
(b) Write a paragraph about the natural environment near each town
and how and why people have changed it.
? Find out about a walled town in Germany. When and why was the town established there? What
natural resources affected its establishment? Why was the wall built and what is it like? What
other old constructions are in this town? Has this town been preserved for people to visit and
enjoy? What environmental concerns are there about this town?
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 Europe on the map
The location of the major countries of Europe and North America in relation to Australia and the influence of people
on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

Teacher information
Elaborations
Understand and use mapping conventions to identify specific Teaching notes
information on political and physical maps of Europe.
• Students will need a copy of both the political (page xiv) and the physical
Read and compare a table with German and French (page xv) maps of Europe to complete the mapping activities on page 15.
economic statistics and consider the impact of tourism on the
• These two types of maps are introduced together to enable students to
environmental characteristics of France.
better understand the purposes they serve, the conventions they use, the
Key inquiry question different types of information they provide and to make connections.
• How do people influence the human characteristics of • Students are required to read the information provided on the economies
places and the management of places within them? of France and Germany and factors that affect them in the table on
Geographical Inquiry and Skills page 16.
• Develop geographical questions to investigate and plan an • The Gross Domestic Product (GDP) – per capita is the approximate value
inquiry (ACHGS033) of goods produced per person in the country. It is often considered an
indicator of a country’s standard of living. Students need to understand that
• Collect and record relevant geographical data and
if a county has a higher GDP, its economy is stronger. Some students may
information, using ethical protocols, from primary and
decide to do further research on GDP to improve their knowledge of this
secondary sources, for example, people, maps, plans,
important concept.
photographs, satellite images, statistical sources and reports
(ACHGS034)

• Evaluate sources for their usefulness and represent data Background information
in different forms, for example, maps, plans, graphs, tables, • Although some of the conventions used on maps are common, there are
sketches and diagrams (ACHGS035) many variations. The key or legend on the map gives information about
• Represent the location and features of places and different some, but not all of them. Many involve colour, with low land indicated in
types of geographical information by constructing large- green and higher land in shades of brown and water in blue, but this is not
scale and small-scale maps that conform to cartographic always the case. A country’s border can be shown in a particular colour or
conventions, including border, source, scale, legend, title with a solid or a broken line. The key or legend will normal clarify anything
and north point, using spatial technologies as appropriate that is not easily understood. It is important that students do not generalise
(ACHGS036)
the conventions they learn.

• Interpret geographical data and other information, using • Tourism is one of the world’s fastest growing industries and can have both
digital and spatial technologies as appropriate, and positive and negative effects on a country. There are so many advantages
identify spatial distributions, patterns and trends, and infer for counties with a strong tourist industry that the economies of some
relationships to draw conclusions (ACHGS037) of them are almost totally dependent on it. The infrastructure needed to
service the needs of tourists is huge and can provide employment for
• Present findings and ideas in a range of communication a high proportion of the population. But there are environmental issues
forms, for example, written, oral, graphic, tabular, visual involving tourism too which some countries manage better than others.
and maps; using geographical terminology and digital For example, in some places tourists’ access to popular sites has had to be
technologies as appropriate (ACHGS038) controlled or restricted because of environmental or safety concerns.
• Reflect on their learning to propose individual and collective
action in response to a contemporary geographical
challenge and describe the expected effects of their Resources
proposal on different groups of people (ACHGS039) • http://www.ducksters.com/geography/country.php?country=Germany (a
source for general information about countries of Europe)
Geographical concepts
• http://www.ilike2learn.com/ilike2learn/europe/europe%20mountains.html
• place • space • environment • interconnection • change

Additional activities
• Select a European mountain range and research its features,
location, countries, vegetation, climate, rivers, cities and towns, how
it is used by people, how its environmental characteristics have been
Geographical vocabulary
changed by them and any current environmental concerns.
capital city, political map, physical map, latitude,
longitude, borders, natural barrier, natural resources, • Study political and physical maps in an atlas and make a list of
industrialised, population, urban, GDP – per capita, features that are common to both types of map and those that are
economy, tourism, exotic food, route specific to one type.

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ISBN 978-1-925812-47-3
 Europe on the map
Your teacher will give you two maps of Europe to use with this lesson.
1.
(a) Highlight the names of the countries shown on the political map.
Are they written in capitals or lower case letters?
The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

(b) Write the name of one city marked on the

map with a star.
(c) Why are some cities marked with a star?
(d) How is the position of other cities marked?
(e) Name a capital city situated on the coast.
(f) Name two inland capital cities.
(g) Name a capital city situated on a major river.
(h) The five lines of latitude shown are:
(i) The five lines of longitude shown are:
(j) How are the borders of the
countries marked?
(k) Which two countries extend furthest:
north? and
west? and
(l) Does this map show:
natural features? built environments? both?
2.
(a) Highlight the Ural and Caucasus Mountains on the physical map.
How are they shown on the map?
(b) These mountains form a natural barrier between
Europe and Asia. Which country are they in?
(c) Which mountains separate: France from Spain?
Italy from Switzerland?
(d) How are very high mountains shown on a map?
(e) Name two rivers in Germany.
(f) How are rivers shown on the map?
(g) People have chosen to live and build their cities on the
Mediterranean Sea for thousands of years. Look carefully at the
location of this sea and explain why it has always been so important.

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France and Germany
Germany is one of the largest countries in Europe. It
is a highly industrialised country with many natural
resources.
France is another of Europe’s larger countries. It is

The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)
similar in many ways to Germany, but there are many
significant differences between these two European
neighbours too.
1.
Study the information about France and Germany given in the table
below to compare the two countries.

France Germany
Area 551 500 sq km 357 022 sq km
Coastline 3427 km 2389 km
Arable land 33.45% 33.25%
Agricultural products wheat, cereals, sugar beets, potatoes, wheat, barley, sugar
potatoes, wine grapes, beef, dairy beet, fruit, cabbages, cattle,
products, fish pigs, poultry
Natural resources coal, iron ore, bauxite, zinc, uranium, coal, lignite, natural gas, iron
antimony, arsenic, potash, feldspar, ore, copper, nickel,uranium,
gypsum, timber, fish potash, salt, timber
Population 62 814 233 81 147 265
Average age 40.6 years 45.7 years
Urban population 85% 74%
Population growth 0.47% – 0.19%
Birth rate 12.6 8.37
Death rate 8.96 11.17
Unemployment rate 10.3% 5.5%
GDP – per capita $36 100 $39 700

(a) What are two reasons why Germany’s population is decreasing?

(b) Which country has more young people moving to cities looking for a
job? Explain how you worked this out.

(c) Which country’s economy is doing better?

?
Write a question that someone should be able to answer using the information provided in the
table above. Try to make them think!

Australian Curriculum Geography (Year 5) 16 R.I.C. Publications® www.ricpublications.com.au

ISBN 978-1-925812-47-3
 Tourism
Tourism has become one of Europe’s major industries. France is now the most
visited country in the world, with 79 million visitors each year.
A country becomes popular with tourists for a number of different reasons.
These include its natural beauty, like its mountains, lakes and coastlines; its
The location of the major countries of Europe and North America in relation to Australia and the influence of people on the environmental characteristics of places in at least two countries from both continents (ACHGK026)

interesting structures, like bridges, buildings and amazing engineering

feats; its fascinating history; and its people, their customs,
lifestyle and even their exotic foods, such as frogs legs
and snails.
1.
(a) Write two interesting things you know about France.

(b) What is one thing you would you like to see or do in France?

2.
How would you travel from your home to Paris, France? Do some research.
How long would your journey take? Show your route on a
simple map.

3.
(a) Make a list of the ways in which lots of tourists can cause
environmental problems. Then share and discuss your list with a partner.
(b) What do you both agree is the most serious problem you found?

(c) Research and suggest a possible solution to this problem.

(d) What effect do you think your solution would have on the tourists?

? What is something in your local area that could appeal to tourists? Find out more about this
attraction. What services would be needed to cater for tourists coming to this attraction? Would
tourists be good or bad for your local community? Share your ideas with your class.
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 Indigenous changes to the environment
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics
of Australian places (ACHGK027)

Teacher information
Elaboration
Identifying ways Indigenous Australians changed the Teaching notes
environment by the methods they used to catch and collect
• It should be noted that the changes to the environment mentioned on
food for their continued survival.
page 19 are not a criticism, but rather a presentation of ideas. These
Key inquiry questions should be balanced with information such as that provided in the
• How do people and environments influence one another? teachers background information about how Indigenous Australians used
sustainable knowledge and practices to survive.
• How do people influence the human characteristics of
places and the management of spaces within them? • Read and discuss the information with the students to ensure their
understanding. Any unknown vocabulary should be looked up in a
Geographical Inquiry and Skills dictionary or explained.
• Develop geographical questions to investigate and plan an
inquiry (ACHGS033)
Background information
• Collect and record relevant geographical data and
information, using ethical protocols, from primary and • Although Indigenous people changed the environmental characteristics of
secondary sources, for example, people, maps, plans, a place, they also used many methods to ensure they always had food to
photographs, satellite images, statistical sources and reports eat. These management methods helped to retain much of the native flora
(ACHGS034)
and fauna. Over tens of thousands of years, traditional landowners learnt
about the plants and animals where they lived and used this knowledge
• Interpret geographical data and other information, using to collect and hunt food. By moving from one place when food and water
digital and spatial technologies as appropriate, and became scarce to another where they were plentiful, they allowed the
identify spatial distributions, patterns and trends, and infer resources to build up for their return. By eating plentiful, seasonal food,
relationships to draw conclusions (ACHGS037) they allowed regeneration to occur for the future season. By always leaving
• Present findings and ideas in a range of communication behind some seeds, bush honey or birds’ eggs, the natural cycle of rebirth
forms, for example, written, oral, graphic, tabular, visual and regrowth continued and food sources were able to build up again.
and maps; using geographical terminology and digital They used all parts of plants and animals so no resources were wasted and
technologies as appropriate (ACHGS038) only took what they needed.

Geographical concepts
• place • space • environment • interconnection Resources
• Visit <http://www.myplace.edu.au/teaching_activities/1878_-_before_
• scale • sustainability • change
time/beforetime01bunda/2/fishing_bt.html> to view an Aboriginal boy
catching a fish by building a simple dam.
• View images of stone fishing traps at Brewarrina at <http://www.tripadvisor.
com.au/LocationPhotoDirectLink-g528930-d1626559-i23048350-
Brewarrina_Aboriginal_Fish_Traps_Ngunnhu-Brewarrina_New_South_
Wales.html> These are listed as a NSW heritage site.
• Visit <http://www.aboriginalheritage.org/sites/identification/> for more
background information about special Aboriginal places.
• Walking with the seasons in Kakadu by Diane Lucas
• Visit <http://www.aiatsis.gov.au/asp/map.html> to view a complex map of
Aboriginal tribes by language. Another map compiled by Norman Tindale in
1974 can be accessed 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.

Additional activities
Geographical vocabulary • View the map at <http://www.environment.gov.au/indigenous/ipa/
Indigenous, culture, environment, rivers, waterways, map.html> to view Indigenous protected areas of Australia. Find any
ocean shore, dam, heritage site, farming, vegetation, in your state and determine if they contain middens, rock art, hand
grasses, bush, forests, grasslands, plants, native, stencils or other articles of significant archaeological importance.
land and resource management, crops, breeding, • Students can select related topics for further research. Examples
sustainability, occupation, nomads, artefacts may include fire-resistant plants, edible grubs or stone fishing traps.
Students should use internet sources or historical documents.

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 Indigenous changes to the environment – 1
All people have some impact on the land or environment with which they interact.
It is not known when the first Indigenous people with many uses were encouraged to grow. The
arrived in Australia, but evidence of the culture’s acacia, for example, could be used for food,
existence in Australia dates back between 50 000 soap, medicine, bandages, rope, footwear, glue,
and 65 000 years. No-one knows what Australia weapons, implements, fuel and homes for edible
was like before their arrival, but there is evidence grubs. Ash from fires fertilised new plant growth
that the environment changed because of the and fire was used to drive kangaroos and emus
methods used by Aboriginal and Torres Strait into the open so they could be hunted. Using
Islander people to obtain food. fire, Indigenous Australians created a patchwork
Fishing traps of burnt and regrowth areas to encourage other
animals besides kangaroos and emus to inhabit
Although many have been partially or completely an area. These included wombats, birds, bees
destroyed, stone fishing traps and dams were and reptiles. Native bees, for example, preferred
constructed by Aboriginal people near rivers, to make hives in the desert bloodwood tree.
waterways and ocean shores to enable them to The pattern of burning carefully considered the
catch fish and eels. The existence of these traps natural cycles of plants and animals. This was a
and dams changed the characteristics of the very complex land and resource management
place forever. Today, these remains are protected system. It did, however, produce changes in the
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

as heritage sites. environment.

Agriculture and farming

Indigenous Australians grew crops like yams,
native millet, nuts, fruits and berries. They spread
seeds of some plants to ensure they had food
Fire supplies for the future. They moved caterpillars
Fire-stick farming had a large impact on the and fish to new breeding areas and encouraged
characteristics of the Australian environment. Fire the rearing of animals such as dingoes, emus
was strictly controlled to ensure no food sources and cassowaries. Trees that sheltered these
were wiped out. Indigenous Australians burned grass-eating animals were encouraged. They dug
off old or unwanted vegetation to encourage holes in trees to encourage possums to nest so
grasses which attracted grazing animals such they could be ‘smoked out’ at a later time when
as kangaroos. Fire changed the Australian bush needed for food.
from areas with forests to large open spaces Through these many activities, used in their quest
of grassland. More fire-resistant plants such as for survival, Indigenous Australians changed the
grass trees, eucalyptus trees and acacia plants Australian environment.
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Indigenous changes to the environment – 2
Complete the table about Indigenous Australian land
and resource management.

Fishing traps Fire Agriculture and farming

Give one or
two examples
of what it was
used for or how
it was used.

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)
Explain how
the activity
changed the
environment.

Give your
opinion of the
activity.

?
What research could you undertake to find out what actions Indigenous Australians took that
contributed to sustainability while still satisfying their needs?

Australian Curriculum Geography (Year 5) 20 R.I.C. Publications® www.ricpublications.com.au

ISBN 978-1-925812-47-3
 Indigenous changes to the environment – 3
Indigenous Australians have a close spiritual and cultural
connection to their environment. As well as activities to ensure
their survival, important aspects of their
culture also contributed to changes in
the environment.

1.
Read about some of these.

Middens are occupation sites Grinding grooves are places Rock shelters are rocks that
where people left behind the where tools and weapons overhang an area to shelter
remains of their meals to let were sharpened. The constant nomads. The remains of
others know what food was rubbing of the tools on the wet campfires or artefacts can
available and what food should rocks left grooves. be found here. Sometimes
not be overused. Objects left Quarries are places where paintings or stencils are also
behind included oyster and rocks were dug out for tools, evident. Burials were also
cockle shells and animal and ochre and clay were conducted in or near rock
bones. removed. shelters.
Scarred trees had bark Rock paintings, stencils and Ceremonial grounds (bora
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

removed on one side to make engravings are found over rings) are two circles of
canoes, shelters, shields large areas of rock and land. stones or mounds of earth
or coolamons (utensils for The artwork showed animals, with a connecting pathway
carrying things). A tree was only implements, people or spiritual where ceremonies took place.
injured on one side so it was beings. Important ceremonies or
able to survive. meetings were held at these
places.

2.
Write each of the seven things above in one or both of the two
categories.
(a) survival

(b) cultural

3.
With a partner or in a small group, discuss the changes that have
occurred due to the activities above. Make some notes on each on the
back of the worksheet. You may wish to give your opinion of the activity.

?
What Indigenous Australian groups are found in your area or state? Research to find activities
they have carried out that changed aspects of the environment.

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ISBN 978-1-925812-47-3
 Changing the Murray River region
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics
of Australian places (ACHGK027)

Teacher information
Elaboration
Exploring ways Indigenous Australians, such as those in the Teaching notes
Murray River area, changed the environment to meet their
• An example of a particular Indigenous Australian group and how they
needs for continued survival.
changed the environment has been provided for discussion.
Key inquiry questions • Read and discuss the information, explaining any unknown vocabulary
• How do people and environments influence one another? or unfamiliar concepts. On page 22, students need to understand the
• How do people influence the human characteristics of meaning of the words ‘fauna’ and ‘flora’.
places and the management of spaces within them? • After completing the activity on page 25, as a class, rate the website source
Geographical Inquiry and Skills for usefulness and decide if it is a primary or secondary source.
• Develop geographical questions to investigate and plan an • A change, cause and effect template is provided on page xvi.
inquiry (ACHGS033)
• Collect and record relevant geographical data and
information, using ethical protocols, from primary and
Background information
secondary sources, for example, people, maps, plans, • Megafauna are defined as animals of a species with a body mass of
photographs, satellite images, statistical sources and reports greater than 45 kilograms or equal to or greater than 30% greater body
(ACHGS034) mass than their closest living relatives. Megafauna included kangaroos,
marsupial lion, diprotodon, Tasmanian Tiger, Tasmanian Devil, echidna,
• Evaluate sources for their usefulness and represent data snake, mallee fowl, koala, goanna, wallabies, penguins, and birds similar to
in different forms, for example, maps, plans, graphs, tables, emus or pheasants.
sketches and diagrams (ACHGS035)
• The term ‘fire-stick farming’ was first used by Australian archaeologist Rhys
• Represent the location and features of places and different Jones in 1969.
types of geographical information by constructing large-
scale and small-scale maps that conform to cartographic • Some researchers have suggested that Aboriginal burning practices
conventions, including border, source, scale, legend, title may have contributed to a change in Australia’s climate. Refer to <http://
and north point, using spatial technologies as appropriate theconversation.com/how-aboriginal-burning-changed-australias-
(ACHGS036) climate-4454> for additional reading.

• Interpret geographical data and other information, using

digital and spatial technologies as appropriate, and Resources
identify spatial distributions, patterns and trends, and infer • Visit <http://www.mdba.gov.au/about-basin/basin-people/aboriginal-
relationships to draw conclusions (ACHGS037) culture-heritage/connections-land-and-water> to read teacher background
• • Present findings and ideas in a range of communication information about the Aboriginal groups of the Murray-Darling river system
forms, for example, written, oral, graphic, tabular, visual and their connection to land and water.
and maps; using geographical terminology and digital • Visit <http://www.abc.net.au/science/ozfossil/megafauna/fauna/fauna.
technologies as appropriate (ACHGS038) htm> for further information about megafauna.
• Reflect on their learning to propose individual and collective
action in response to a contemporary geographical
challenge and describe the expected effects of their
proposal on different groups of people (ACHGS039)
Geographical concepts
• place • space • environment • interconnection
• scale • sustainability • change

Additional activities
Geographical vocabulary
temperate coastal, region, southern, valley, river, • View a Google Earth™ map of the Murray River valley region. Look at
floodplain, people, settlement, megafauna, fauna, the areas of darker and lighter vegetation and discuss how the area
flora, climate change, characteristic, fire-stick might have looked before European settlement. Students use various
farming, bushland, plants, animals, forest, vegetation, ‘earthy’ tones to draw their own ‘pre-European’ map of the area to
rainforest, savanna, grasslands, snow, mountains, show how it may have looked.
swamps, billabongs, reeds, weather, creeks, • Find out the distance and direction from the place where students
dam, rock quarries, continents, trade, resources, live to the Murray River valley. Then plot both on a map, adding a
environment compass rose and scale. Add a title and legend if needed.

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 Changing the Murray River region – 1
The majority of Indigenous Australians lived in the temperate coastal
regions. The greatest population was in the southern and eastern regions,
especially around the Murray River valley. There were hundreds of animals
and plants on the Murray floodplain and shelter and water were plentiful.
Evidence shows that the Jarijari people occupied the area 20 000 years
ago. These Aboriginal settlements were more permanent.
Early Aboriginals ate mussels, wallabies, yabbies, lizards, fish and birds.
They also hunted megafauna—the giant wombat (diprotodon), giant birds
(genyornis) and giant kangaroos (sthenurus). Megafauna are believed
to have existed about 20 000 to 25 000 years ago. The cause of their
extinction is not known but it is strongly believed to be related to both
climate change and Aboriginal intervention. The megafauna are no longer
characteristic of the Murray River region. Only their smaller relatives remain
today. Some scientists believe that hunting and fire-stick farming may also
have contributed to their extinction.
Fire-stick farming removed bushland to make hunting easier but it also changed the type of plants
and animals in an area. Forests were cleared so more plants could grow near the ground. The
vegetation of whole areas changed from dry rainforest to dry savanna grasslands. Smaller varieties
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

of grass-eating animals like kangaroos, emus and wombats flourished, as did particular bush foods
such as the bush potato. Along the Murray River, melting snow from the Snowy Mountains flooded
the swamps and billabongs that existed at the time. Two-metre high reeds that grew in the area had
to be burnt down to create trails to allow hunters access to the river.
Vegetation was cut down for a variety of purposes. Reeds
were used to make necklaces and woven into cloaks for
use during cold weather. Boughs were used to make semi-
circular windbreaks or huts which were then covered with
grass and reeds. Rows of wooden stakes pushed into the
mud of creeks and billabongs created dams to catch fish.
Canoes were made from bark stripped from trees, creating
scar trees. Women bound thick branches and reeds together
to make rafts to gather mussels. The constant use of
vegetation had an impact on the environment.
Evidence shows that the Indigenous Australians of the Murray region
mined rock quarries and areas where ochre existed. They used rock
and flint to make tools like axes and the ochre for art and ceremonial
activities. It is believed that trade existed between peoples on
different continents. Canoes were part of this trade. If this was the
case, more resources were taken from the environment than were
necessary to satisfy their own immediate needs.
Like all people, the actions of Indigenous Australians, though
necessary for survival, changed the environment.

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Changing the Murray River region – 2
1.
(a) Which fauna in the Murray River area was adversely
affected by hunting? (Your answer should include a
description of the fauna.)

(b) Which other land and water resources were hunted in the region?

(c) Why do you think these food resources did not become extinct?

2.
Which flora was affected by fire-stick farming? Explain how and why.

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)
3.
Which flora was affected by other uses? What flora was used and what
was it used for?

4.
What other resources were affected and why?

?
Investigate other actions, if any, that could have been taken by Indigenous Australians to preserve
the environment while still managing to survive.

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 Changing the Murray River region – 3
Log on to <http://www.murrayriver.com.au/about-the-murray/murray-river-aboriginals/> to research
how Europeans changed the environment along
the Murray river after settlement. You will find four
main changes. (Don’t forget that human beings are
a characteristic of an environment!)
1.
List the changes that occurred.
(These changes will be the effects in the chart below.)
•
•
•
•

2.
Use the cause and effect chart to record the information about these
changes. (NOTE: Some of the effects may have similar causes.)
Cause Effect
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

?
How do you affect the environment? Is it a good or bad effect? Identify how you could change
your actions to have a positive effect on your local environment.

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 Changing the environment
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics
of Australian places (ACHGK027)

Teacher information
Elaboration
Investigating how farming, plantation forests, mining and urban Teaching notes
development change the environment.
• Read and discuss the information with the students, ensuring that any
Key inquiry questions unfamiliar concepts or vocabulary are clarified.
• How do people and environments influence one another? • Students will need internet access to complete the activities on page 29.
• How do people influence the human characteristics of
places and the management of spaces within them?
Background information
Geographical Inquiry and Skills • According to the Australian Bureau of Statistics, around 100 million
• Develop geographical questions to investigate and plan an hectares of forest and woodland have been cleared for agricultural
inquiry (ACHGS033) purposes since European settlement. About 59% of land in Australia
• Collect and record relevant geographical data and is used for agriculture. Agriculture is the largest consumer of water in
information, using ethical protocols, from primary and Australia.
secondary sources, for example, people, maps, plans, • Rabbits, introduced by Europeans for hunting, are a large problem for
photographs, satellite images, statistical sources and reports farmers.
(ACHGS034)
• Drainage is the process of removing excess water from the soil that is not
• Evaluate sources for their usefulness and represent data needed by plants.
in different forms, for example, maps, plans, graphs, tables,
sketches and diagrams (ACHGS035) • The water table is the level below ground level where water accumulates.

• Represent the location and features of places and different • Despite the fact that between 85% and 89% of people live in urban areas,
types of geographical information by constructing large- Australia has the lowest population density in the world — 2.9 people per
scale and small-scale maps that conform to cartographic square kilometre. This is due to the vast open spaces in Australia.
conventions, including border, source, scale, legend, title • A choropleth map ‘is one in which areas are shaded or patterned in
and north point, using spatial technologies as appropriate proportion to the measurement of the statistical variable being displayed
(ACHGS036) on the map, such as population density or per-capita income’. View a
• Interpret geographical data and other information, using variety of choropleth maps by doing an image search.
digital and spatial technologies as appropriate, and
identify spatial distributions, patterns and trends, and infer
relationships to draw conclusions (ACHGS037) Resources
• Planet Earth: Earth science for sustainability (Upper Primary Theme)
• Present findings and ideas in a range of communication published by R.I.C. Publications
forms, for example, written, oral, graphic, tabular, visual
and maps; using geographical terminology and digital • Water: A cross-curricular theme Ages 9–12 published by R.I.C. Publications
technologies as appropriate (ACHGS038) • A history of Australian farming and agriculture can be found at <http://
Geographical concepts australia.gov.au/about-australia/australian-story/austn-farming-and-
• place • space • environment • interconnection agriculture>

• scale • sustainability • change

Additional activities
Geographical vocabulary • Locate tables, graphs or maps to compare the growth of urban
settlement, economy, habitats, native plants, development or location of plantation forests and various types of
vegetation, species, erosion, irrigation, salinity, farming in your state.
sediment, ecosystem, wildlife, extinct, endangered, • Research to find out if it possible to have environmentally-friendly
environment, pasture, sustainable, primary industry, mining.
domestic, export, biodiversity, minerals, ores,
resources, immigrants, deforestation, pollution, • Visit <http://www.britishempire.co.uk/maproom/australiamaps.htm>
population, urban development, urban sprawl, to view a map showing the population density of Australia in 1918.
infrastructure, telecommunications Compare to a recent map.

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 Changing the environment – 1
Since the first European settlement in Australia, Water, often in the form of irrigation, is a
farming has played an important role in the necessary part of farming. Irrigation systems
economy of the country. Many changes to and constructed dams divert water to farms
the environment have resulted from farming where it is needed. The flow of water in rivers is
practices. altered. Excessive use of irrigation can increase
the salinity (salt content) of soils and wash
pollutants and sediment into rivers, damaging
delicate river ecosystems.
Land and water use for agriculture have changed
the Australian environment. Many species of
To make room for wheat, sheep, beef and dairy wildlife have become extinct or endangered.
cattle farming, settlers cleared large areas of The quality and quantity of water and soil in
forest and bushland along the coast and inland. many areas have deteriorated. Farmers are
Large areas of land were fenced off in order to endeavouring to manage or reduce salinity by
contain animals or crops. As land was cleared, changing to more efficient methods of irrigation:
habitats of native plants and animals were planting lucerne, salt-tolerant pastures and trees;
destroyed. Exotic species replaced native plants digging drains; pumping groundwater to lower
and animals. Land bare of plants became subject water tables; and planting trees and fencing
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

to soil erosion. Fertilisers and pesticides were native vegetation to create habitats for native
carried by wind and water into rivers or habitats plants and animals.
of native plants and animals.
1.
Under the headings, write bullet points showing how each aspect of the
environment has changed due to farming practices in Australia. Explain why.

Land (plants and soil) Water Animals

2.
Research one of the following topics in Australia: wheat, sheep, beef or
dairy farming; the use of fertilisers and pesticides; soil erosion; irrigation;
salinity; damage to river ecosystems; extinct animal species; water tables;
or sustainable farming.

Include a plan showing the questions you want answered; sources of

information; tables, graphs and maps if relevant.
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Changing the environment – 2
1. 2.

Plantation forests are an important Mining is an important

primary industry. Hardwood and primary industry. Many
softwood plantations supply about different minerals,
two-thirds of the timber needed for ores and resources
domestic use and export. Other are mined, including
timber comes from native forests. silver, gold, copper,
The appearance of different types lead, coal, iron ore,
of plants changes the environment. uranium, diamonds,
Plantation forests can have both oil and natural gas.
beneficial and detrimental effects on Mining brings a lot of money into the
the environment. Australian economy.

Plantations on already-cleared Throughout Australia’s history, many

land can lower the water table and immigrants, including Chinese, have
reduce the salinity of soils, reduce come to work in Australia’s mining
soil erosion, provide windbreaks, industry, changing the number and
and absorb carbon to offset carbon composition of the population. They
changed the human characteristic

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)
dioxide emissions in the air.
of Australia’s environment.
Land cleared
for plantation Mining can change the physical
forests removes environment drastically. It can cause
habitats deforestation, erosion and arsenic
for native pollution. Whole mountains in
plants and Queenstown and Tasmania remain
animals. Plantation forests have low bare of vegetation today and have
biodiversity because they are only the appearance of ‘moonscapes’.
able to support a smaller variety of Many mining towns and temporary
plants and animals. They are more sites have been erected in remote
vulnerable to pests, unlike hardy areas close to mines to house workers.
native plants, and encourage the (a) Present a report on one of the
spread of exotic plants and animals. following: lifestyles of ‘fly-in, fly-
(a) On a sheet of paper, create a out’ mine workers, Queenstown,
table to compare the benefits Tasmania’s ‘moonscape’, or
and disadvantages to the uranium mining in Australia.
environment of plantation forests. (b) Select one mineral, ore or other
(b) Visit <http://www.daff.gov. resource; e.g. opals, zinc, bauxite
au/__data/assets/pdf_ or aluminium, or petroleum.
file/0007/37573/plantations_ Record mining sites on a map of
snapshot_english.pdf and read Australia.
the section titled ‘sustainability
that pays’. Discuss.
?
Good drainage is important to farmers. Why? Investigate what farmers are doing to provide good
drainage on the land.

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 Changing the environment – 3
Urban development
At the time of British settlement in Australia in 1788, the population was
estimated to have been around 350 000 to 750 000 Indigenous Australians (ABS
Year Book, 2008). As the European population grew over the years, cities and
towns were developed.
As urban areas expand, more space is needed for homes and industry. Native
plant and animal habitats are destroyed, food chains are broken down, and many
species become extinct. The biodiversity of areas is reduced with urban sprawl.
Infrastructure such as roads, bridges, water, electricity, telecommunications, schools, hospitals, police
and fire services and other facilities have to be provided. With the population concentrated within
urban regions, resources can be overused.
Today, almost 90% of Australia’s 23+ million people live in urban areas (source: ABS podcast 2013),
making Australia one of the world’s most urbanised countries.
1.
List some environmental
changes that occur due
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

to urban development.

2.
Log on to <http://www.
abs.gov.au/ausstats/
[email protected]/Lookup/by%20
Subject/1301.0~2012~Main%20Features~Geographic%20distribution%20
of%20the%20population~49> to view a choropleth map of population
density for 2010. Decide which shaded area you live in then write the
population density for that region below.

3.
Log on to <http://www.ga.gov.au/earth-observation/basics/gallery/
australian-urban-expansion.html> for information about Australian urban
expansion since the 1980s. Tick each step as you complete it.
(a) Click on your state. (e) Write a statement about
urban development.
(b) Click on your city or
the closest one.
(c) Read the information
about the city and the
shading details.
(d) View each map.

?
Explore ways urban planners combat urban sprawl or how they ensure there are ‘green’ spaces
for native plants and animals in urban areas.

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 Changing a local environment
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics
of Australian places (ACHGK027)

Teacher information
Elaborations
Examining how local environment around the Murray-Darling Teaching notes
Basin was changed dramatically by farming due to the need
• One example of a local environment used for a particular farming industry
for intensive irrigation and water use.
has been chosen. Through an examination of farming in the Murray-Darling
Investigating how the local environment has changed over Basin, students will be able to see the extent of change that can occur to
time. an environment. Page 33 allows the teacher and students to research and
report on how their own local environment has changed over time.
Key inquiry questions
• How do people and environments influence one another? • Some of the information on <http://www.mythandthemurray.org/myths-
about-the-murray/> may be discussed by the class as it provides an
• How do people influence the human characteristics of opposing opinion.
places and the management of spaces within them?
Geographical Inquiry and Skills
Background information
• Develop geographical questions to investigate and plan an
inquiry (ACHGS033) • A lock is a system of constructed steps in a river, canal or dam with
enclosed chambers with gates at each end, for raising or lowering vessels
• Collect and record relevant geographical data and from one level to another by admitting or releasing water.
information, using ethical protocols, from primary and
secondary sources, for example, people, maps, plans, • A weir is a small dam in a river or stream.
photographs, satellite images, statistical sources and reports • A barrage is an artificial obstruction such as a dam or irrigation channel,
(ACHGS034) built in a watercourse to increase its depth or to divert its flow.
• Evaluate sources for their usefulness and represent data • On 19 March 2013, Australian Parliament approved a plan to ‘secure the
in different forms, for example, maps, plans, graphs, tables, long-term ecological health of the Murray-Darling River Basin’. The plan
sketches and diagrams (ACHGS035) aims to limit the quantity of water taken, to improve water quality and
• Interpret geographical data and other information, using salinity, to ‘trade’ water efficiently, to set state water resource plans, to
digital and spatial technologies as appropriate, and improve water security for all users, and minimise the social and economic
identify spatial distributions, patterns and trends, and infer impact while achieving environmental outcomes.
relationships to draw conclusions (ACHGS037)
• Present findings and ideas in a range of communication Resources
forms, for example, written, oral, graphic, tabular, visual • Log on to <http://www.nma.gov.au/__data/assets/pdf_file/0005/19337/
and maps; using geographical terminology and digital Murray_Darling_full_colour.pdf> to view an educational project by the
technologies as appropriate (ACHGS038) Australian Museum about water use and management of the Murray-
• Reflect on their learning to propose individual and collective Darling Basin.
action in response to a contemporary geographical • Find additional information about agricultural production in the
challenge and describe the expected effects of their Murray-Darling Basin at <http://abs.gov.au/ausstats/[email protected]/
proposal on different groups of people (ACHGS039) Latestproducts/94F2007584736094CA2574A50014B1B6?
Geographical concepts opendocument>
• place • space • environment • interconnection
• scale • change

Geographical vocabulary
basin, river, region, nation, agriculture, production,
crops, cereal, land, irrigation, lock, weir, dam,
barrage, navigation, water supply, state, constructed, Additional activities
environment, natural, land clearance, salinity, soil • Find historic photographs of the Murray River before and after
erosion, polluted drainage, ecosystem, estuary, construction of the locks, weirs and barrages. Compare them and
region, lake, ocean, wetland, habitat, migratory, state conclusions. Discuss the quality of the sources of information.
species, drought, colony, biodiversity, water flow,
marine, estuarine, run-off, Indigenous people, local, • Use a time line to record the environmental changes in the Murray-
source, human Darling Basin or the local environment over time.

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 Changing a local environment – 1
Farming and water use in the Murray-Darling Basin
The Murray-Darling Basin includes Australia’s three longest rivers—the Murray, the Darling and the
Murrumbidgee. The region has been called Australia’s ‘food bowl’ because over 40% of the nation’s
agricultural production comes from the region. Crops include cereals (wheat, barley, rice); legumes;
fruit and nuts (apples, pears, citrus and stone fruit, grapes, almonds); vegetables; canola; livestock
fodder (pasture for grazing or hay); and cotton. Around 500 000 hectares of land is given to cotton
production. This is about 93% of Australia’s total cotton production. Agricultural products, especially
rice and cotton, require a lot of water through irrigation to grow well. About 80% of all cotton is grown
under irrigation. Rice-growing requires about 12.4 megalitres (1 000 000 litres) per hectare and
cotton 6.7 megalitres. Some estimates suggest that it takes about 20 000 litres of water to produce
one kilogram of cotton, and about 1000 litres of water to grow 1 kilogram of rice.
In order to provide cotton, rice and other agricultural products, vast quantities of water are diverted
from the Murray River system. This system is a series of locks, weirs and barrages built to meet
the needs of irrigation, navigation and water supply. It was built across three states from around
1922 to 1940 (and updated in 1996). Apart from these constructed characteristics changing the
environment, the natural flow of the rivers changed and, in some cases, reversed.

Lock Barrage Sluice Gate

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

WATER

WATER

Weir

WATER
WATER
Wall

Studies have shown that water quality has changed due to land clearance, salinity, soil erosion and
polluted drainage. River ecosystems are affected. This is particularly prevalent in the Coorong estuary
region where the Murray River flows into lakes before entering the Southern Ocean in South Australia.
The Coorong, declared a Wetland of International Importance by the Rasmar Convention in 1985,
contains habitats for migratory, protected birds and threatened species. It is an important refuge for
birds during droughts and supports the world’s largest breeding colony of Australian pelicans. The
river system has resulted in fewer habitat types and fewer species (lower biodiversity). Reduced water
flow means increased salinity in the Coorong area, which has seen marine species replace estuarine
species. After the barrage constructions, the mouth of the river suffered an increased accumulation of
sand, so constant dredging is needed to allow access to the sea.
The agricultural industry is trying to find ways to use the most efficient irrigation and drainage
systems to reduce fertiliser and pesticide ‘run-off’ while maintaining the best quality agricultural
production. There is no doubt, however, that human intervention has changed the Murray-Darling
River Basin dramatically.
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Changing a local environment – 2
1.
Summarise the main aspects of the environment that changed in the
Murray-Darling Basin as a result of human changes to the Murray River
system. Use four or five main bullet points to record the changes.
•
•
•
•
•

2.
Explain the reason for these changes.

The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)
3.
What measures are being taken by the agricultural industry to alleviate
the environmental issues?

4.
Log on to <http://www.mythandthemurray.org/myths-about-the-
murray/> to view photographs of the Murray River in different years. What
information do the photographs give you about environmental changes?

5.
Log on to <http://www.murrayriver.com.au/about-the-murray/locks-weirs-
dams-barrages/> to view a map of the locks, weirs, dams and barrages
on the Murray River. Give your opinion of the construction of these features
along the Murray River. Do you think it was worthwhile or not?

?
Explain what you think the Indigenous people of the region would feel about the environmental
changes that have occurred.

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 Changing a local environment – 3
Conduct research about the extent of change in your local environment over time. Show your
planning below.

What area will you

research?

• photographs
What sources will you
use for your research? • old maps
Tick the relevant ones. • interviews with
Next to each, state if it is older residents
a primary or secondary
source. • internet

• other
What environmental
changes will you be
looking for?
The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places (ACHGK027)

Which human changes

have occurred?

What environmental
changes have occurred?

What were the causes of

the changes (if known)?

What was the time

frame during which the
changes occurred?

What conclusions can

you make about the
changes?

How will you present

your information?

?
List actions you could take to resolve a local community environmental problem.

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 Environment, places and technology
The influence of the environment on the human characteristics of a place (ACHGK028)

Teacher information
Elaboration
Investigating the challenges presented by the environmental Teaching notes
factors of climate, location and terrain, natural vegetation and
• Human characteristics of places is a very wide concept and can include
native fauna and the technologies developed in places to
the human-designed features that are related to humans; for instance
address them.
cities, parks, roads, farms and the technology they use. It also includes the
Key inquiry question food people eat, their religions, cultures, and transport and communication
• How do people and environments influence one another? networks.
• The concept of places for people being shaped by their environment is
Geographical Inquiry and Skills not necessarily an easy one for some students. They may be more familiar
• Develop geographical questions to investigate and plan an with the concept of people shaping and changing the environment, often
inquiry (ACHGS033) damaging or destroying aspects of it in the process.
• Collect and record relevant geographical data and • The text on page 35 is intended to stimulate discussion and it attempts
information, using ethical protocols, from primary and to give some examples of the way that climate and physical location with
secondary sources, for example, people, maps, plans, landscape, terrain, soils, fauna and flora set some parameters and limits
photographs, satellite images, statistical sources and reports within which development occurs. Technology is central to this concept as
(ACHGS034) it is the key to how places change in response to the environment.
• Evaluate sources for their usefulness and represent data • Discussion could be stimulated with questions such as: How would life be
in different forms, for example, maps, plans, graphs, tables, different if you lived at the top of a mountain, or close to the sea, or if the
sketches and diagrams (ACHGS035) land was covered with tall trees, or was a desert, or if there were no roads,
or you could only cook outside?
• Interpret geographical data and other information, using
• The activities on page 36 aim to help students to understand that people’s
digital and spatial technologies as appropriate, and
decision to grow and eat rice or wheat is influenced by their environment,
identify spatial distributions, patterns and trends, and infer
not simply by personal choice. Also, that technology can be quite basic and
relationships to draw conclusions (ACHGS037)
need not be as sophisticated as, for example, a state-of-the-art harvester.
• Present findings and ideas in a range of communication In Question 2, students research rice farming. To identify possible sources
forms, for example, written, oral, graphic, tabular, visual of information, they could ask themselves:
and maps; using geographical terminology and digital – Is there anyone I can ask?
technologies as appropriate (ACHGS038)
– Are there any books available?
Geographical concepts – What key phrases will I type into a search engine?
• place • space • environment • interconnection • change • Page 37 may be better completed with a partner to encourage careful
consideration and debate about the importance of each factor.

Background information
• Places develop and are changed as a result of their environment which
includes their climate, landscape, terrain, and natural vegetation and fauna.
• The human characteristics of a place can include what it looks like, how it
functions and what people are able do there.
• In order to meet the challenges presented by its environment, new
technologies are developed and the human characteristics of a place
change.

Resources
• http://www2.ed.gov/pubs/parents/Geography/place.html (Basic
information about physical and human characteristics of places)
• http://mdk12.org/share/pdf/social_studies/GEOGRAPHY/Geo_Ch_Chart.pdf

Additional activities
• Discuss how life in the place you live would change if the average
temperature was decreased by 20 ºC.
Geographical vocabulary
anti-freeze, fuel, snow tyres, terrain, generate • Compile two lists. The natural features of your environment you can
electricity, windmill, dam, pipeline, bore, natural use to keep cool and comfortable in summer should be listed in one.
vegetation, water sources, pest control, soil type, The technologies that have been developed for this purpose should
isolated areas be listed in the other.

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 Environment, places and technology
Technology is not new, it has been used by
humans since the very first time a hunter made
and used a simple tool to hunt for food.
Today the places people live in are filled with
different types of technology ... and, like the
hunter, we keep developing new types to meet the
challenges of the environments in which we live.
Because we do this, the places we live in keep
changing and the lives of the people living there
change, too.
The climate is a part of the environment which
has a huge influence on how people live and the
technologies they need. Every place is different. In
a warmer climate, technologies are used to keep
Water is vital for life and it determines how
people cool and to make sure their food is kept
places are developed and changes how people
fresh. Their homes and workplaces are specially
live in them. Technology provides people with
designed for this purpose, too. This technology
water for their homes, businesses and farms. In
is constantly changing. Think about some of
some places, water is plentiful; in mountainous
the simple technologies your grandparents
places, it can be used to generate electricity.
used to keep cool and compare them with the
In environments where water is less plentiful,
air conditioners in our homes and cars, and
windmills, dams, pipelines and bores are built and
modern refrigerators and freezers. In other places,
these technologies change a place and the way
technology helps to protect people from the cold
people there live. Many people choose to live near
and to keep them comfortable. Buildings need
the sea or a river because this water is a source of
many special features to ensure they are warm,
food and can be used for transport as well.
safe and comfortable places for people.
The environment determines the types of
Technology is also needed for the equipment we
food people grow and eat. A huge amount of
use in food production and for transport. Cars in
technology is needed to produce food on farms
cold places need to be heated, to use anti-freeze
and in the fishing industry. In hilly terrain where
in their fuel and radiators and to have special
The influence of the environment on the human characteristics of a place (ACHGK028)

it’s warm and water is plentiful, people grow and

snow tyres to grip on icy and snowy roads.
eat rice. Wheat, however is better suited to flat,
The location of a place and the terrain around it warm, dry country. The preparation, storing and
also influence what people build and do there. eating of food is also affected by the environment
Places in wide valleys and on the plains are very and the technology that is used.
different from those on mountains. Roads are
The environment influences what people can do
constructed very differently in these places. The
in a place, how they change it and the things they
long wide freeways which allow vehicles to travel
need to do and have so their lives are better in
great distances at speed, look—and are used very
that place.
differently from—the narrow ones that wind their
way up and down mountains and across bridges
over fast-flowing rivers in deep valleys.

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Farming technologies
The way a place is developed for farming depends on the environment it is in.
1.
(a) Describe the natural environment of the place where you live.

Natural
Name of place Climate Terrain Water sources Soil type
vegetation

(b) What kind of farming happens in this area?

(c) What features of this place make it suitable for this type of farming?

(d) What are some of the challenges for farmers in this environment?

(e) What technology do they use? (transport, communication, pest control)

2.
Investigate the technology used in rice farming and
prepare a report to share with your class. Some of the
questions above may help to guide your research.
(a) Write two things you already know about rice farming.

The influence of the environment on the human characteristics of a place (ACHGK028)

(b) What are two important questions you will need to answer in your report?

(c) How are you going to find the information you need?

(d) Circle the things included in your report and add any others you used.
photos, satellite images, tables, maps, illustrations, diagrams, graphs

?
Research to make a list of similarities and differences between rice farming in two different
countries. Give reasons for the differences.

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 Comfortable environments
A lot of technology has been developed to keep people healthy, happy and comfortable in the
places they live. They can’t be comfortable without food, water and shelter.
1.
(a) How much are food, water, shelter, clothing and the sporting activities
where you live affected by the climate, location and terrain, native
fauna and natural vegetation? Write ‘1’ for ‘a lot’,‘2’ for ‘a little’ and ‘3’
for ‘none’ on the chart.
Environmental Food Food Food Water House Clothing Sporting
factor production choices storage supply design activities

Climate

Location and
terrain
Natural
vegetation

Native fauna

(b) Which of the four environmental factors from the chart has the most
effect on where you live and what happens there?
(c) Describe how this environmental factor affects your life.
The influence of the environment on the human characteristics of a place (ACHGK028)

(d) List some of the technologies developed to make life

more comfortable for you and people living near you.

?
Because some students live in very isolated areas, they can’t attend an ordinary school. Find out
about the ‘schools of the air’ some of them attend and the special technology they use.

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 Environment and homes
The influence of the environment on the human characteristics of a place (ACHGK028)

Teacher information
Elaboration
Investigating ways in which environment influences buildings Teaching notes
with a particular focus on students’ homes; how its unique
• In this unit on buildings, students initially read text about some of the
environment affected the human characteristics of the city of
environmental factors affecting the construction and location of homes.
Venice, Italy.
• On page 40, they consider some of these factors in relation to their own
Key inquiry question homes.
• How do people and environments influence one another?
• On page 41 they are asked to research the city of Venice in Italy. This
Geographical Inquiry and Skills dramatically different and interesting city has evolved in very specific
• Collect and record relevant geographical data and ways, in response to an exceptional environment. By researching its
information, using ethical protocols, from primary and development and its human characteristics, students should gain a deeper
secondary sources, for example, people, maps, plans, understanding of the influence of environment.
photographs, satellite images, statistical sources and reports
• The questions on the worksheet should be used as a guide. It is
(ACHGS034)
important that the focus of the students’ reports is on the influence of
• Evaluate sources for their usefulness and represent data the unique environment on construction and lifestyle and is not a general
in different forms, for example, maps, plans, graphs, tables, investigation into a city.
sketches and diagrams (ACHGS035)
• Represent the location and features of places and different
types of geographical information by constructing large-
Background information
scale and small-scale maps that conform to cartographic • The human characteristics of a place can include what has been
conventions, including border, source, scale, legend, title constructed in that space, how it functions and what people are able do
and north point, using spatial technologies as appropriate in that place. They can include, for example, buildings, bridges, tunnels,
(ACHGS036) railways, dams, ports, farms, religion, culture, political system, economic
activities and population distribution.
• Interpret geographical data and other information, using
digital and spatial technologies as appropriate, and • The purpose of style of and materials used for buildings and other
identify spatial distributions, patterns and trends, and infer constructions are influenced by the environments in which they are
relationships to draw conclusions (ACHGS037) located. The lives of the people living in or using them are therefore also
affected.
• Present findings and ideas in a range of communication
forms, for example, written, oral, graphic, tabular, visual • Venice is a picturesque city, built in response to a unique environment.
and maps; using geographical terminology and digital Its buildings are set on wooden platforms set on wooden pilings on 118
technologies as appropriate (ACHGS038) submerged islands in the Mediterranean. There are 400 footbridges and
170 canals.
• Reflect on their learning to propose individual and collective
action in response to a contemporary geographical • The future of Venice is not assured. Rising water levels are causing it to sink
challenge and describe the expected effects of their at a rate of 1-2 mm each year. Maintenance costs, associated with damp
proposal on different groups of people (ACHGS039) and rot, are constantly increasing.

Geographical concepts • This makes it is an expensive city to live in and its population has declined
from 140 000 to about 60 000. It is now sustained by its tourist industry.
• place • space • environment • interconnection • change

Resources
• http://www.kids-world-travel-guide.com/italy-facts.html (General
background information about Italy)
• http://www.youtube.com/watch?v=khEs8akB354(Ten interesting facts
about Venice)

Additional activities
• The Antarctic is similar to Venice in that its natural environment is
very different. The extreme climate and isolation of Antarctica have
influenced what humans have built there, the materials they have
Geographical vocabulary used and the way they live. Find out about Antarctic buildings and
shelter, weather, climate, protection, position, make some notes about them.
valley, rainforest, barns, durable materials, natural • Because of the environments in which they lived, Aboriginal and
resources, building materials, location, natural Torres Strait Islanders generally only built temporary shelters, and
dangers, community, population didn’t live in homes. Make a list of environmental reasons for this.

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 Environment and homes
What is the place you live in like?
The type of home we have is influenced by many different things. As you read some of the reasons
why houses are built the way they are, think about your home and try to work out why it’s like it is.

1. Weather
Like animal homes, human homes are built for shelter. They
provide protection from the cold, the wet, the heat of the sun
and the wind. A home’s position may have been chosen
to give it the maximum protection from the weather. This
could be in a sheltered valley or on higher land.

2. Climate
The design of houses is very different in very hot or cold
environments. Compare the open homes people build in hot rainforests and on tropical beaches
with homes in Northern Europe. Some farmers there have barns under their homes to keep their
animals warm in winter—and the animals warm their homes too. People can’t just build a house
they like, it must be suited to their environment.

3. Building materials
The material used to build a home often depends on what is available locally. So, in some places
wooden houses are built and in others homes are built of stones or bricks. Sometimes building
materials are chosen to make a home easier to keep warm or cool or because they are more
durable. Today the cost of the materials and the labour needed to build a home can also be a
factor. And, sometimes, materials are chosen because they look good or are fashionable.

4. Location
Homes can be built on the coast where boats can be used for fishing and trade, or close to a
river for similar reasons and for its fresh water, too. Other homes are constructed where roads or
railways meet because they are centres for trade. Sometimes, homes are built in a valley where
the land is flat or because the soil there is rich and suitable for growing food. Other homes are
The influence of the environment on the human characteristics of a place (ACHGK028)

built near natural resources such as coal, gold or timber. In crowded cities where land is limited,
multistorey homes are needed.

5. Safety
Most people looking for a place for a home choose one they think will be safe. In the past, many
people built on hills to protect themselves from attacks or from floods or fires. The danger they
want to avoid may be an animal, like a bear, or a much smaller one, like insects.
Homes, of course, are not the only buildings that are affected by the environment. It influences all
human-made buildings, including bridges, tunnels, roads, railroad tracks, dams, jetties, mines and
communication towers.

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My home and environment
The way a place is built depends on where it is and
what it is like there. Use some of the ideas from page
39 to help you to answer the questions about how the
environment influenced the building and construction of your home.
1.
(a) What does your home provide shelter from?

(b) How does it do this?

2.
(a) Describe the climate where you live.
(b) How has your home been designed to suit this climate?

3.
(a) What materials were used to build your home?

(b) Why were these materials used?

4.
(a) Describe the location of your home.

(b) Why was your home built there?

The influence of the environment on the human characteristics of a place (ACHGK028)

5.
(a) What are some natural dangers near your home?

(b) How does your home protect you from these dangers?

?
Think about a building used by your community. What is it used for? Why was it built in that
position? What materials were used to build it? What special features does it have in and around
it? Tell a partner about it.

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 Venice: a unique city
Venice, in the Adriatic Sea, is a very special, different place. Its most
unusual environment has strongly influenced the lives of the people from
this unique city and what they had to build so they could live there.
1.
Research and prepare a report on the city of Venice.
Use some of the questions to guide your research. They
could be paragraphs in your report.
• Where is Venice and what is its population?
• Why is this city sometimes known as The Floating City, The City of Masks,
The City of Water and The City of Bridges?
• How would you describe its natural environment?
• Why was a city built there?
• How was it built?
• What are its buildings like?
• What are some of its famous constructions?
• How do people travel around this city?
• Who are gondoliers and what do they do?
• What is its major industry?
• What are some of its major problems today?
• What is ‘aqua alta’?
• What do you think should happen to the city and what will its future be?

2.
List any of the resources you used to find information about Venice.
The influence of the environment on the human characteristics of a place (ACHGK028)

3.
List some differences between the environment and the buildings where
you live and those of Venice.

?
Find out about the world famous Venetian glassblowers. Download and share with the class
photographs of some of the very beautiful objects they have produced.

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 Environment and people
The influence of the environment on the human characteristics of a place (ACHGK028)

Teacher information
Elaboration
Investigating how the way people live, including the clothing Teaching notes
they wear, the food they eat and their economic and leisure
• The text on page 43 is intended as background information. It introduces
activities, is influenced by their environment
some of the human characteristics, related to places, that are affected by
Key inquiry question their environments.
• How do people and environments influence each other? • By looking at what happened in the past, when isolation magnified
Geographical Inquiry and Skills the effect of environment, students should be able to gain a better
understanding of some of its effects in the present.
• Develop geographical questions to investigate and plan an
inquiry (ACHGS033) • On page 44, students are required to research the languages, cultural
activities and religions of a European country, an American state and
• Collect and record relevant geographical data and
an Aboriginal group. Before doing this, they will need to discuss some
information, using ethical protocols, from primary and
examples of cultural activities as well as sacred sites and religion.
secondary sources, for example, people, maps, plans,
photographs, satellite images, statistical sources and reports • Before completing the activities on page 45, students may find it helpful to
(ACHGS034) brainstorm a wide collection of the water facilities that could be used for
leisure activities, to include, for example, puddles, dams, creeks, waterholes,
• Evaluate sources for their usefulness and represent data
rivers and the ocean, and activities such as model boat sailing, wading,
in different forms, for example, maps, plans, graphs, tables,
swimming, diving, fishing, sailing and surfing.
sketches and diagrams (ACHGS035)
• The distinction between constructed and natural facilities may not always
• Interpret geographical data and other information, using
be clear as natural features may have been changed in some ways to
digital and spatial technologies as appropriate, and
better suit a particular purpose.
identify spatial distributions, patterns and trends, and infer
relationships to draw conclusions (ACHGS037)
• Present findings and ideas in a range of communication Background information
forms, for example, written, oral, graphic, tabular, visual • The generally discredited theory of environmental determinism was mainly
and maps; using geographical terminology and digital concerned with the influence environment had on people’s physical and
technologies as appropriate (ACHGS038) psychological characteristics. However, there is no such debate concerning
• Reflect on their learning to propose individual and collective the influence of environment on the human characteristics of places.
action in response to a contemporary geographical • This unit of work is more concerned with people and what they do rather
challenge and describe the expected effects of their than their human characteristics. People’s food, clothing, economic and
proposal on different groups of people (ACHGS039) leisure activities, language, politics, culture and religion are included.
Geographical concepts
• place • space • environment • interconnection • change
Resources
• http://geography.about.com/od/culturalgeography/a/envdeterminism.htm
(Background information on the concept of ‘environmental determinism’
which teachers may find interesting.)

Geographical vocabulary
communication technologies, environments, climate,
soils, terrain, food choices, materials, season, Additional activities
weather, economic activities, natural resources,
trading opportunities, communities, language, • Investigate traditional clothing worn in North America and in Europe
political, religious beliefs, population, traditional that was suitable for hot or very cold weather. Collect internet photos
costumes, cultural activities, arable land, native fauna, and discuss similarities and differences with your class.
edible plants, natural barriers, deserts, swamps, • Research the different types of shoes people need to wear for a
natural and constructed facilities, leisure activities particular terrain; for example; hot sand, mud, snow, mountains

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 Environment and people
People are all different, but those who come from the same place often have more in common
than those who come from very different environments. This was more noticeable in the past than
it is today. Now, better transport allows more people to travel further, faster. Modern communication
technologies make it easier to know more about what people in other places are doing and thinking.
New and different ideas are spreading around the world very quickly.
Food
The food we eat depends on many things, including our environment. Climate, available water, type
of soil and terrain are some environmental factors that can affect our food choices. In the past,
people ate a particular food because they could produce it locally and it was not expensive. So
almost everyone from a particular place ate similar food. Today, this is changing. People are learning
more about foods from other places and are trying them. These foods are available because we can
preserve them and transport them quickly to distant places.
Clothing
In the past the type of clothes people wore depended a
great deal on the place where they lived. Clothes were worn
as protection from the weather and were usually made from
locally available materials. The clothes people from one
place wore were very similar. In fact, in Europe you could
usually tell the country people came from by their clothes.
Today, many European still proudly wear these traditional
costumes but usually only for special celebrations.
The clothes we wear every day still depend on our
environment, particularly the season and the weather. But
clothing fashions are now being shared with a much bigger
number of people around the world.
Economic activities
The work people do depends a lot on where they live
and the resources that are there. It also can also depend
The influence of the environment on the human characteristics of a place (ACHGK028)

on the size of the population, trading opportunities,

communication and the availability of transport. In a
smaller isolated community, many people would do similar
work, while in a bigger community there would be a greater
variety of jobs available.
Leisure activities
Climate and facilities such as swimming pools and rivers, lakes and the ocean dictate many of the
leisure activities available to people living in a place. Information technology has made many other
leisure activities available too.
Language, politics and religion
These other important human characteristics of a place are all affected in some way by the
environment. In smaller, more isolated areas, they are shared by many of the people living there;
while in much bigger places, such as Australia, more languages and political and religious beliefs
co-exist.

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Language, culture and religion
In the past, groups of people living in quite small places or countries developed their
own separate languages, cultural activities and religious beliefs. Their isolation from
other people often contributed to these differences.
Reasons for a group’s isolation may have included: natural barriers, such as oceans,
rivers, mountains, lakes; difficult terrain such as deserts, swamps, dense forests;
defence and safety issues; and the limited availability of natural resources, such as
water, arable land, native fauna and edible plants.
1.
Choose a small country in Europe, an American state and a
traditional Aboriginal or Torres Strait Island group. Research
information about the language(/s), culture and religion(/s)
of each group to add to the table below.
Name of Main Religion and Cultural activities Natural barriers and natural
place language(/s) sacred places and festivals resources

2.
The influence of the environment on the human characteristics of a place (ACHGK028)
(a) Which group of people do you think
had the least contact with others?
(b) Explain why were they the most isolated.

(c) Has their isolation increased or decreased?

Why?

?
Discuss some of the cultural activities of the people who live near you. Make a list of those that
have been happening there for years as well as the new ones that people from other places have
introduced.

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 Leisure activities
In Australia’s hot climate people enjoy many different water activities. In
some places there are excellent natural or constructed water facilities, but
in others there are very few.
1.
(a) Are there ‘none’, ‘very few’, ‘some’ or ‘many’ water facilities suitable
for leisure activities in your community?
(b) Which do you think is the most popular?
(c) Explain why you think this.

(d) Is it natural or constructed?

2.
On a computer, prepare then print an information chart with three
columns showing the following information. Use the headings in bold.
• The water facilities in your local area that are used for leisure activities.
• The leisure activities each one is used for.
• How well you think each resource is used.
3.
(a) How could a water activity facility in your community be improved?

(b) Explain your idea to two students and record their opinions about it.

Student 1: (Name and age) Student 2: (Name and age)

Opinion: Opinion:
The influence of the environment on the human characteristics of a place (ACHGK028)

4.
(a) Discuss a plan to make this idea work and write your plan in three steps.
Step 1.
Step 2.
Step 3.
(b) What effect do you think this plan is likely to have?

?
Plan an investigation to find out the favourite water activity of each of the students in your class.
Record this information and present it in a graph.

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 Environment and workplaces
The influence of the environment on the human characteristics of a place (ACHGK028)

Teacher information
Elaboration
Investigating the effect environment, including its pests, have Teaching notes
on mining and farming workplaces.
• The environment affects the work people do and the places they work.
Key inquiry question In this unit students will briefly consider city workplaces and investigate
• How do people and environments influence one another? farming and mining workplaces and how they all are affected by their
environments.
Geographical Inquiry and Skills
• On page 47, students are given some background information about ways
• Collect and record relevant geographical data and
in which the environment influences workplaces, then asked to nominate
information, using ethical protocols, from primary and
a preferred workplace. They need to consider each workplace and its
secondary sources, for example, people, maps, plans,
environment and explain their choice.
photographs, satellite images, statistical sources and reports
(ACHGS034) • Students compare more traditional mining workplaces with today’s fly-in
fly-out workplaces on page 48. They also consider the relative effect the
• Evaluate sources for their usefulness and represent data
environment has on these workplaces and how modern technology and
in different forms, for example, maps, plans, graphs, tables,
considerable financial resources can reduce the effect of the environment
sketches and diagrams (ACHGS035)
on the workplace.
• Represent the location and features of places and different
• On page 49, students consider the effect animal, insect and weed pests
types of geographical information by constructing large-
have on their own workplace and homes, as well as on farms.
scale and small-scale maps that conform to cartographic
conventions including border, source, scale, legend, title
and north point, using spatial technologies as appropriate
(ACHGS036) Background information
• Workplaces are one of many human places affected by the environment.
• Interpret geographical data and other information, using They differ from some other human places in that they are closely
digital and spatial technologies as appropriate, and connected to productivity of some kind.
identify spatial distributions, patterns and trends, and infer
relationships to draw conclusions (ACHGS037) • A farm would be one of the workplaces most affected by its environment.
Farms are required to produce something needed by humans. However,
• Present findings and ideas in a range of communication there are many environmental factors, such as climate, soil, terrain,
forms, for example, written, oral, graphic, tabular, visual transport and market access, that limit what a farm is able to produce.
and maps; using geographical terminology and digital
technologies as appropriate (ACHGS038) • Although affected in some way by other environmental factors, mining’s
main limitation is the availability of the resource the miners want to access.
• Reflect on their learning to propose individual and collective Students should be aware that in the past the human characteristics of
action in response to a contemporary geographical mining sites were very different from today and were not always positive.
challenge and describe the expected effects of their But the scale and financial resources of many modern mine sites are able
proposal on different groups of people (ACHGS039) to minimise the effect of some of the environmental factors.
Geographical concepts • Pests negatively affect many workplaces, particularly those concerned with
• place • space • environment • interconnection • change agriculture. Some insect species have made it difficult or impossible to
produce certain crops in particular locations. Pests can be animals, insects
or plants (weeds). They affect land and water environments.

Resources
• http://www.csiro.au/Outcomes/Food-and-Agriculture/Pest-Management-
Overview.aspx
• http://www.environment.gov.au/biodiversity/invasive/weeds/weeds/why/
impact.html

Geographical vocabulary
Additional activities
workplaces, landscapes, isolated areas, resources, • Discuss some of the facilities needed in a town. Make a list of your
raw materials, natural environment, rural, grasslands, ideas, then rank them according to need and urgency.
fertile valleys, prune and harvest, loading facilities, • What are some of the differences in a city built in a warm place
rostered working days, ports, climate, vegetation, and one in a cold place? Think about places people use, including
insect, animal and weed pests, technology, facilities buildings, parks, recreational facilities and lifestyles, transport etc.

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 Environment and workplaces
There are many different types of places people work, depending on where it is, what it’s like there
and the reasons they are working there.
Some workplaces are in huge cities with tall buildings, many people and lots of traffic. In these noisy,
crowded environments, workplaces include offices, shops and restaurants. People in these places
often provide services for other people or organise things for them. Their workplaces vary and can be
very comfortable and pleasant, or dirty, crowded and unhealthy.
In smaller, more isolated areas in the country, the type of workplace may depend on the landscape
and the resources that are there. Many workplaces produce food, or raw materials such as wool and
cotton. Others may be involved in mining. Some isolated workplaces are located in beautiful natural
environments; others are harsh, unpleasant places for people.

Farming workplaces Mining workplaces

The type of farm people work on depends on Australia has a long history of workplaces
many environmental factors, including the set up near deposits of gold. Many of these
landscape, soil, climate, and access to water environments were harsh and living conditions
and markets. Some workplaces are located were terrible. More recently, other metals,
on dry grasslands and are huge, with much including iron ore, have been mined extensively.
machinery for planting and harvesting. They can Many of these workplaces have been linked
be quite lonely places, with neighbours living by railways to the specially constructed ports
many kilometres away. Others, located on steep and loading facilities for exporting mine
mountain slopes or small fertile valleys, are very products. Many workers live long distances
small and often rely on human labour to plant, from these workplaces. They stay in temporary
prune and harvest. The environment influences accommodation near the mine for their rostered
the type of farming workplaces. working days and fly out to their homes for their
Other important factors affecting these days off. The value of the resources at the mine
workplaces include access to roads or to a influences the workplaces established there.
railway or river or ocean port. There are many The mining companies are able to spend huge
insect and others pests that can affect farming amounts of money to minimise the effects of
workplaces too. the environment and to set up the facilities for
mining and for the comfort of their workers.
The influence of the environment on the human characteristics of a place (ACHGK028)

1.
Would you prefer to work in the city, on a farm or at a mine?
Why?

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Mining workplaces
In the past, miners lived near a mine site. In Many of today’s large mine sites will never
time, many of them were joined there by their develop into towns. They have been built as
families and soon shops, schools, hospitals, places for their very well-paid workers to work,
churches and the other facilities the miners eat and sleep; not as permanent places for
and their families needed were built. families to live. Other businesses are not able
A large number of these mining sites to be set up there because each mine belongs
became quite large towns as more and more to a huge mining company which owns and
people arrived to set up businesses. Many of controls everything.
Australia’s rural cities started like this. Technology, and lots of money from the sale
The environment of a town affected the way in of the valuable resources they mine, means
which it was developed and how the people that these mining companies are able to
there lived. The climate, landscape, access to overcome many difficulties presented by the
water and the local vegetation were important environment. Materials they need can be
factors. They affected transport and the type of brought into the site to construct any facility
roads and bridges that could be constructed. they require. Some larger sites have swimming
Buildings were often made of local materials pools and gyms to keep fly-in fly-out workers
and designed in who stay in
clever ways to keep small air-
them cool during conditioned
long, hot summers rooms called
and warm in winter. ‘dongas’ fit
and healthy.

1.
Compare the ways in which the two different types of isolated mining
workplaces were affected by their environments.
(a) Make a list of similarities.

The influence of the environment on the human characteristics of a place (ACHGK028)

(b) What are some of the differences?

2.
Explain why the workers at many of the big, modern mines are not as
affected by their workplace environment as miners in the past.

?
Many fly-in fly-out workers think their lives are not very easy. Discuss possible reasons for this and
why you would like or not like to do their job.

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 Pests in workplaces
Many insects and some other animals living in an environment can make it
an uncomfortable or even a dangerous place for the humans who live there.
1.
(a) What are some of the insect or animal pests found in your workplace?

(b) Why are they a pest?

(c) Describe how people are dealing with one of them to make your life
better.

2.
Research a pest affecting farmers.
(a) Name and a brief description of the pest:

(b) Is it a natural or an introduced pest?

(c) Which type(/s) of farming are affected by this pest?
(d) How does it affect farming?

(e) How do farmers try to control this pest?

The influence of the environment on the human characteristics of a place (ACHGK028)

(f) Describe any success or the failure they have achieved.

(g) Make some suggestions to help these farmers manage this problem
and make their environment a better place.

How well do you think your

suggestion will work?
?
Some environments have weed pests which affect farming. Research four weeds affecting
Australian farming. On a map, show the areas of Australia affected by each weed.

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 What is zoning?
The influence people have on the human characteristics of places and the management of spaces within them
(ACHGK029)

Teacher information
Elaborations
Investigating how the use of places and spaces is organised Teaching notes
through different zoning categories.
• Page 51 provides a brief explanation as to what zoning means and its
Exploring the ways in which students’ local area is zoned. purpose. Students can discuss the scenarios as a class or in pairs and
compare answers.
Key inquiry questions
• Page 52 includes a table for students to write bullet points on what they
• How do people and environments influence one another?
find out about the four general categories of zoning. In their investigation,
• How do people influence the human characteristics of they should discover that there are subdivisions among groups; e.g.
places and the management of spaces within them? residential zoning can be divided into low-density housing (one- or two-
storey homes spread over a large section of land) or high-density housing
Geographical Inquiry and Skills (high-rise apartment buildings where many more people live in a much
• Collect and record relevant geographical data and smaller area).
information, using ethical protocols, from primary and
• Page 53 requires students to investigate zoning in their local area. They
secondary sources, for example, people, maps, plans,
should be able to find zoning maps on their local council’s website for their
photographs, satellite images, statistical sources and reports
suburb/town etc. A colour key explains the various uses of all the places
(ACHGS034)
in their area; i.e. the characteristics. This will help them give examples in
• Evaluate sources for their usefulness and represent data the table. (Refer to the Resources section below to view an example of a
in different forms, for example, maps, plans, graphs, tables, zoning map [Katherine in the NT].) Students could also use Google Earth™,
sketches and diagrams (ACHGS035) a street directory or make notes on observations while walking or travelling
around their local area. They may discover that their area has overlapping
• Interpret geographical data and other information, using zones such as a commercial section. Space has been included in the table
digital and spatial technologies as appropriate, and for this.
identify spatial distributions, patterns and trends, and infer
relationships to draw conclusions (ACHGS037)
• Present findings and ideas in a range of communication Background information
forms, for example, written, oral, graphic, tabular, visual • In geographical terms, zoning is the process of dividing an area of land
and maps; using geographical terminology and digital such as a city, town or rural area into sections subject to special restrictions
technologies as appropriate (ACHGS038) on any existing or proposed buildings. Zoning may be based on the uses to
which the land can be put, the height allowed of buildings, the density or
Geographical concepts coverage of the building, or a combination.
• place • space • environment • interconnection
• Local government authorities manage how land is used in their municipality
• change • sustainability • scale or shire, with input from their community. Guidelines set down by their state,
territory or the federal government are followed. Decisions on planning and
zoning can sometimes be overruled by these government bodies.
• Zoning is generally categorised into residential (relating to homes),
commercial (relating to businesses/buying/selling), industrial (relating to
industry/manufacturing) and agricultural (relating to farming/cultivation).
These groups are used in various combinations.

Resources
• Where things are from near to far by Tim Halbur. Simply written, this book is
an introduction to urban planning.
• <http://www.uwec.edu/geography/Ivogeler/w270/what_is_zoning.htm>
(Summary of useful information about zoning and how it works.)
• <http://www.lands.nt.gov.au/__data/assets/pdf_file/0011/38648/
katherine1townand-rural2014.pdf> Example of a zoning map with colour
legend.

Additional activities
• Find out more about how local government works and other areas
it is responsible for. Identify a local councillor and the mayor of the
Geographical vocabulary municipality or shire.
zoning, avenue, street, suburb, city, vacant block, • Write a report or recount an experience of a place in the local
residential, commercial, industrial, agricultural, area—presenting either favourable or unfavourable comments and
municipality, shire, characteristics, urban, rural opinions.

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 What is zoning? – 1
Scenario 1:
Gumtree Avenue is a long, winding tree-lined street in an outer suburb in a city. The buildings
in the street are all houses, most of which are inhabited by people with primary school-aged
children. A vacant block is situated in the street. What do you think is most likely to be built
there—a family home or a car smash repair workshop? Give reasons for your answer.

Scenario 2:
Canning Road is a busy four-lane street running through an area containing car dealerships; retail
shops selling furniture, electronic and household goods; and various offices. A vacant area of land
is still available. What do you think is the most likely to be built there—a lunch bar or a daycare
centre? Give reasons for your answer.
The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Did you know that people can’t build what they feel like where they want to? Gumtree Avenue and
Canning Road are located in different types of zones, with Gumtree Avenue being in a residential
zone and Canning Road in a commercial zone. There are rules about what can be built in each zone.
What is zoning? What is its purpose?
Zoning is used in planning what will happen to areas of land. In Australia, each state or territory is
separated into different-sized areas of land managed by a local government authority or council.
These are called municipalities or shires. The council decides how land in its municipality will be
used. It follows laws set out by its state or territory planning authority.
The main purpose of zoning is to separate uses that won’t work well near each other. For instance,
in Scenario 1, did you think a car smash repair workshop would be suitable in the middle of a
residential street? There are zoning laws to prevent that from happening.

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What is zoning? – 2
Four widely used general zoning categories are listed in the table below.
Research and write bullet points for what you discover about each
category. Include:
• a general definition of each
• examples of the types of characteristics of each zone, such as buildings, facilities and activities
carried out.
Residential Commercial

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)
Industrial Agricultural

?
Sometimes, zoning categories overlap; for example, large commercial shopping centres are
located within residential areas. Why is this allowed?

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 Zoning in my locality
Follow the headings in the table below to investigate zoning in your local area.

Name of your
municipality or shire

Name of suburb/
town within it

Main zoning
category

Examples of
buildings, facilities,
activities and other
characteristics in
this category
The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Other zoning
categories

Examples of
buildings, facilities,
activities and other
characteristics of
these categories

? What are some similarities and differences between urban and rural zonings? If you live in an
urban area, compare your local area with a rural one of your choice. If you live in a rural area,
compare yours with an urban one of your choice.
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 Redevelopment decisions
The influence people have on the human characteristics of places and the management of spaces within them
(ACHGK029)

Teacher information
Elaborations
Exploring issues to be considered when redevelopment Teaching notes
projects are being proposed and understanding some of the
• An newspaper article about two proposals for a fictitious, but plausible,
processes that councils must follow.
redevelopment has been included on page 55. Its aim is to give students
Identifying redevelopment decisions and issues in own locality. an insight into the process local councils go through when making
decisions about redevelopment and the advantages and disadvantages
Key inquiry questions for the people living in the community. Read and discuss the article with
• How do people and environments influence one students who can identify the various issues and opinions and write
another? answers to the activities on page 56.
• How do people influence the human characteristics of • Page 57 requires students to investigate possible redevelopment in their
places and the management of spaces within them? locality. This could be completed in pairs or in a small group. Suggestions
have been given on the page for students to develop a practical proposal
Geographical Inquiry and Skills and present a report after investigating this planning issue. Students
• Develop geographical questions to investigate and plan an should incorporate geographical terms in their report; e.g. relative location,
inquiry (ACHGS033) scale, environmental concern, sustainability.
• Collect and record relevant geographical data and
information, using ethical protocols, from primary and
secondary sources, for example, people, maps, plans, Background information
photographs, satellite images, statistical sources and reports • Local government is elected by the community to respond to its aspirations
(ACHGS034) and concerns and to meet its needs within available resources. It must be
electorally accountable to the local community and manage its affairs in
• Interpret geographical data and other information, using an open way.
digital and spatial technologies as appropriate, and
identify spatial distributions, patterns and trends, and infer • We have a responsibility to contribute to the development of a community.
relationships to draw conclusions (ACHGS037) Different sections of a community have different needs and beliefs about
the direction of their community. All community members must recognise
• Present findings and ideas in a range of communication the needs of all parts of the community when providing support or
forms, for example, written, oral, graphic, tabular, visual fostering change. It is important, however, to allow reasonable viewpoints to
and maps; using geographical terminology and digital be heard in order for fair compromises to be reached.
technologies as appropriate (ACHGS038)
• Planning and zoning can be very political issues because developers
• Reflect on their learning to propose individual and collective try to influence planning and zoning for their own benefit. It can also be
action in response to a contemporary geographical influenced by people who oppose the building of a facility such as a
challenge and describe the expected effects of their hospital or prison in their local area, but who would be happy to see the
proposal on different groups of people (ACHGS039) development elsewhere.
Geographical concepts
• place • space • environment • interconnection
Resources
• change • sustainability • scale • Visit <http://www.geogspace.edu.au/core-units/years-5-6/inquiry-and-
skills/years-5-6/y56-is-illus1.html> for examples of scenarios and resource
sheets relating to issues arising from changing the human characteristics
of places. This is supplied by the Geography Teachers Association of
Australia.

Additional activities
Geographical vocabulary • Choose one or more of the proposals investigated by the students on
zoning, redevelopment, developers, ratepayers, shire, page 57 and use as the basis for a class debate.
suburb, housing estate, retirement village, apartment, • Prepare questions for an interview with a local council member
family home, community centre, open space, lake, about the processes council must go through when deciding on a
facilities, neighbouring, kilometres planning issue.

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 Redevelopment decisions – 1

Redevelopment:
Decision time
Reporter: Jonathon Dodd
An announcement on the fate
of the abandoned Riverton
Primary School site is well
overdue.
Ratepayers in the Shire of
Canning, particularly those
who reside in the suburb of
Riverton, have been waiting for
months for the local council’s a centre, but it has expressed
decision on two proposals for those wishing to rent or buy
smaller apartments. some misgivings. The school
its redevelopment. buildings are in disrepair and
Council favours this
The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

The first involves selling the it would be very expensive to

land to developers for a development as it is in line to refurbish and redevelop the
housing estate. One developer, make a substantial amount of site as a community centre.
Rushland Group Limited, has money on the deal. They also claim that there is no
spent months carrying out However, a large section of the room in their present budget
feasibility studies and has community has put forward a for such a proposal.
presented a comprehensive proposal for the school site to It was also pointed out that
proposal for the area’s be modified and made into a Riverton has recently had an
redevelopment. community centre. Facilities open space area surrounding
These plans have been would include a library; indoor the lake redeveloped, with a
available for public scrutiny for courts for sports such as playground, bike tracks and
some time. Their development netball and basketball; room picnic facilities, and a new
includes several residential for exercise classes such as swimming pool. Although a
options—a retirement village, yoga, pilates and zumba; a few kilometres away, there
a housing estate and some creche; and areas for craft is a community centre in
four-storey apartment blocks. lessons in art, painting or the neighbouring suburb of
pottery and pursuits such as Williams, with easily accessible
A spokesperson for the bridge or bingo. This proposal
developer said their proposal public transport.
has gathered positive feedback
has been well received by from many ratepayers. The next edition of the Times
ratepayers. It caters for older will include the final decision,
residents, families keen to Council has taken note of the which would seem to be a
build their own homes and community’s proposal for such foregone conclusion.

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Redevelopment decisions – 2
1.
What planning issue has the reporter written about for the Canning
Times?

2.
In the table, summarise the developer’s proposal and the opinions of
ratepayers and the council.
Developer’s proposal Council’s opinion Ratepayers’ opinions

3.
In this table, summarise the community group’s proposal and the
opinions of the ratepayers and council.

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)
Community group’s proposal Council’s opinion Ratepayers’ opinions

4.
Do you agree with the statement in the final paragraph? Give reasons for
your answer.

?
Planning and zoning can become quite political issues when developers are involved. Discuss
this issue and identify if this has happened in your locality.

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 Redevelopment in my locality
• Think about a redevelopment that could improve or restore something in your local natural,
constructed or managed environment. It could be reducing sand dune erosion if you live near the
coast, adding bike lanes on busy roads and in a park, restoring a historical building or creating a
skate park or bike track.
• Present a report on this planning issue, taking into account who or what it will affect both positively
and negatively and any financial issues. Interview community members for their opinions.
• Make notes in the report framework below before you publish a final copy.
Title

Classification (General or classifying statement about what is being reported)

Description (A detailed and accurate description and facts)

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

Conclusion (A summarising statement to tie in with the title of report)

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 Zoning and planning issues
The influence people have on the human characteristics of places and the management of spaces within them
(ACHGK029)

Teacher information
Elaboration
Investigating peoples’ influence on the human characteristics Teaching notes
of a place and how the way they manage spaces through
• Students should have completed pages 50 to 57 before completing these
local planning and zoning can cause economic, social and
pages to ensure they have an understanding of zoning and planning.
environmental issues.
• Students’ responses to Questions 1 and 2 on page 60 will vary. Their
Key inquiry questions differences in perspective should assist them to understand that points of
• How do people and environments influence one another? view about issues can differ.
• How do people influence the human characteristics of • The scenarios on page 61 may be used for discussion.
places and the management of spaces within them?
Geographical Inquiry and Skills
• Develop geographical questions to investigate and plan an
Background information
inquiry (ACHGS033) • Decisions about places change the human characteristics of places. The
size and composition of places change. New places are created, existing
• Collect and record relevant geographical data and places are reorganised and expanded, while others decline or disappear.
information, using ethical protocols, from primary and
secondary sources, for example, people, maps, plans, • Local government zoning and planning can at times be overruled by
photographs, satellite images, statistical sources and reports state government decisions. There is no single urban planning system in
(ACHGS034) Australia because each state has its own planning laws and procedures.
The Federal government does regulate the development of areas of
• Present findings and ideas in a range of communication national environmental importance such as world heritage sites.
forms, for example, written, oral, graphic, tabular, visual
and maps; using geographical terminology and digital • Planning and zoning can be very political issues because developers
technologies as appropriate (ACHGS038) try to influence planning and zoning for their own benefit. It can also be
influenced by people who oppose the building of a facility such as a
Geographical concepts hospital or prison in their local area, but who would be happy to see the
• place • space • environment • interconnection development elsewhere.
• scale • sustainability • change • Water sensitive urban design is a method of working with communities
to ensure the planning, design and construction of urban landscapes are
more sensitive to the natural water cycle.

Resources
• Visit <http://www.geogspace.edu.au/core-units/years-5-6/inquiry-
and-skills/years-5-6/y56-is-illus1.html> for examples of scenarios and
resource sheets that relate to issues arising from changing the human
characteristics of places. This is supplied by the Geography Teachers
Association of Australia.
• Where things are from near to far by Tim Halbur (a very easy book about
urban planning)
• Mapping towns and cities by Robert Walker

Geographical vocabulary
Additional activities
urbanised, country, world, population, town, social, • Log on to <http://www.landcom.com.au/mini-sites/my_
economic, sustainability, neighbourhood, heritage neighbourhood/index.htm> to plan and create 3D neighbourhood
site, homes,density, location, employment, industry, models.
transport, road network, commercial, native, flora, • Write a list of interview questions for the groups of people or
fauna, habitat, climate change, waste management, individuals mentioned on page 61 to determine their points of view.
human characteristics, issue, zoning Write a summary.

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 Zoning and planning issues – 1
Australia is one of the most urbanised countries in the world.
Over 75% of all Australians live in 17 cities with a population
of over 100 000 people. Rapid urban development means that
good urban planning is crucial. Since the early twentieth century,
town planners have focused on developing healthier, more
attractive and efficient cities. Community members are often
consulted if developments impact on them in some way. Poor
urban development can cause social, economic and sustainability
issues.
The table below highlights some issues that must be considered
when planning.

Social issues Economic issues Sustainability issues

• Are there open spaces and • Are there places for • How is water managed?
parks for recreation? employment? • Are rivers and creeks
• Are there activity, leisure or • Is there light, home or small given green ‘corridors’ for
neighbourhood centres to industry? protection?
attend? • Are there quality public • Is there provision to protect
• Are there cafes and transport or road networks? native flora and fauna
restaurants? • Is there an airport to bring habitats?
• Are there cycleways or in and take out people and • Will new developments be
walking tracks? goods? built in such a way as to
The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

• Are there heritage sites in • Is the housing affordable? prevent contamination of the
the area that need to be land nearby?
• Is there room for expansion if
preserved? more homes are needed? • Do the types of buildings
• Does the character of the allow for increased heat or
• Is there a need for large- rain due to climate change?
neighbourhood need to be scale commercial or
preserved or continued? industrial development? • How will waste be managed
• Are homes too close together • Is there room for or recycled?
or too far apart (density)? development nearby or out • Will buildings cause soil
• Is the safety of the residents of the centre? erosion or landslip?
ensured with good signage? • Is there adequate parking for • Is the urban design water
• Are there areas that need to private vehicles? sensitive?
be redeveloped because they • Is there the capacity to • Are developments
are in poor condition (but provide multi-apartment encouraged to be energy-
they are in good locations)? blocks owned by each tenant efficient?
rather than one landowner? • How are transport emissions
being contained?

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Zoning and planning issues – 2
1.
List some desirable human characteristics that may
be added to (or preserved) in an area when town
planning and zoning is done well.

2.
List some undesirable human characteristics that may result if town
planning and zoning is done poorly.

3.
For each issue, write one problem and one advantage it may create. One
example has been done to assist you.
(a) cafes/restaurants—allow people to socialise (advantage), but may
block footpaths (problem)
(b) cheap/affordable housing

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)
(c) room for large-scale shopping centre

(d) water tanks required in all new builds

(e) blocks of units to be built in single-storey residential area

(f) an area of native vegetation with native animals is cleared to make

room for an airport runway to cater for increased flight traffic

?
How do you think town planning authorities make decisions about zoning and planning while still
managing to take into account all the issues involved?

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 Zoning and planning issues – 3
For each situation, write social, economic or environmental issues that might arise.
Situation Issues arising
Scenario 1
Mark and his family moved into a block
of units occupied by 16 other families.
The block is about a kilometre from the
nearest bus stop. The family has one
car which Dad uses to go to work 15
kilometres away. The block is in a large
residential area but it has no garden.
The shops and entertainment are a fair
distance. There is a small corner shop
that sells newspapers, groceries and
sweets. Mark and his three siblings walk
three blocks to school.
Scenario 2
An empty, ugly petrol station stands
at the junction of two very busy roads.
There is a small shopping centre next
to it and a busy hotel, liquor shop and
a convention centre. Buses run up and
down the street frequently, going to the
The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

nearby railway station. The town planners

wanted to build nine units on the site,
so they posted the plans for community
comment. Some people objected to the
medium-density housing development
but some people supported it.
Scenario 3
Jason and his wife Helena want to start
a small website business on the bottom
floor of the two-storey terrace building
they bought. They plan to use the upper
floor as residential space and work
downstairs. They have applied to the
local town council for permission but the
area is zoned for residential use only.
They also want to renovate the bottom
floor to suit their business, but are
unable to change the facade because of
its heritage listing.

?
Are your views on the issues the same as those of other class members, or different? If so, how?

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 A local planning issue
The influence people have on the human characteristics of places and the management of spaces within them
(ACHGK029)

Teacher information
Elaboration
Investigating how each local area is influenced in its own Teaching notes
distinct way by a change in human characteristics as a result
• An example of a local planning issue is provided to illustrate the complexity
of the way spaces in places are managed.
and number of issues that may arise when humans try to manage spaces
Key inquiry questions and places. This site was chosen because it includes both redevelopment
• How do people and environments influence one another? and preservation issues, and matters relating to the subdivision of a large
area of land into smaller lots for different uses.
• How do people influence the human characteristics of
places and the management of spaces within them? • This set of pages requires the students to identify issues, give their own
opinion and think about the opinions of others. They are also asked to
Geographical Inquiry and Skills identify and think about actions to deal with issues and problems arising
• Develop geographical questions to investigate and plan an from changes to human characteristics of an area.
inquiry (ACHGS033)
• Students will need the opportunity to identify and discuss topics for the
• Collect and record relevant geographical data and interview activity on page 65. Possible topics include: the redevelopment
information, using ethical protocols, from primary and of a site, preservation or destruction of an open space or native habitats,
secondary sources, for example, people, maps, plans, subdivision of a large area of land for small housing blocks, building a road
photographs, satellite images, statistical sources and reports or hospital, erecting a set of traffic lights or a roundabout.
(ACHGS034)

• Evaluate sources for their usefulness and represent data

Background information
in different forms, for example, maps, plans, graphs, tables,
sketches and diagrams (ACHGS035) • Most of the area surrounding Callan Park is zoned residential. The site has
been used by the general public for over a century and is considered an
• Interpret geographical data and other information, using extremely important open space for the local and surrounding areas. The
digital and spatial technologies as appropriate, and community impact on the redevelopment and preservation of this site is
identify spatial distributions, patterns and trends, and infer commendable.
relationships to draw conclusions (ACHGS037)
• Callan Park is the staring point for the popular Bay Run which winds around
• Present findings and ideas in a range of communication Iron Cove and through a number of Sydney suburbs along the foreshore.
forms, for example, written, oral, graphic, tabular, visual The Bay Run is used by joggers, walkers, people who roller skate and
and maps; using geographical terminology and digital cyclists. It is seven kilometres long.
technologies as appropriate (ACHGS038)
• View Callan Park and the suburb of Lilyfield at <http://www.whereis.com/
• Reflect on their learning to propose individual and collective nsw/lilyfield#session=NjI=>
action in response to a contemporary geographical
challenge and describe the expected effects of their • Download the master plan for Callan Park at < http://www.leichhardt.nsw.
proposal on different groups of people (ACHGS039) gov.au/Community-Issues/Callan-Park/Callan-Park-Master-Plan/Callan-Park-
Master-Plan>
Geographical concepts
• place • space • environment • interconnection
Resources
• scale • sustainability • change
• Visit <http://trove.nla.gov.au/ndp/del/
article/18878486?searchTerm=cricket%20february%20
1880&searchLimits=l-title=The+Maitland+Mercury...|titleid%3A8> to read
an detailed description of the hospital from the 1800s.
• Writing frameworks Ages 10–12 by Rosalba Bottega and Yolande Colwell
published by R.I.C Publications. Page 19 gives a framework for writing an
exposition and page 31 gives one for writing a report.

Additional activities
Geographical vocabulary • Write an exposition by a person belonging to the Friends of Callan
site, suburb, government, heritage, cove, point, Park trying to persuade others to see your point of view on ONE issue
Aboriginal occupation, Maori, feature, rain, antique, (historical, environmental, planned subdivision etc.). Use a suitable
public, residents, local, recreation, health, facilities, writing framework for your exposition.
community, authority, issue, redevelopment, • Write a report on an issue that concerns your local area. Explain
preservation, council, shire, manage, trust, open what the issue is and how it has or will occur. Use a suitable writing
space, education, aerial view, shoreline, zoning, framework for your report. Ensure that you use reliable sources in
environment, native habitat, subdivision your investigation.

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 A local planning issue – 1

Callan Park is a 60 hectare* site in the suburb of smaller buildings and, in 2003, thousands
Lilyfield in the shire of Leichhardt in Sydney, New of pieces of irreplaceable, antique medical
South Wales. equipment were looted from the site.
The site was purchased in 1873 by the The park is currently used for multiple purposes.
government of New South Wales and, in 1884, The extensive grounds are open for public access
the first patients moved into the large ‘insane so local residents use the site for walking near
asylum’. It continued for this purpose until 2007 and along the water and for recreation. The main
when the hospital finally closed. building, Kirkbride Block, was maintained and
The site stretches down to the water’s edge became the home of the Sydney College of the
at Iron Cove and has extensive grounds with Arts. Sydney health authorities provide mental
enormous heritage trees and gardens. There and other health services from various buildings.
are at least two original homes and one large One building is used as the NSW Writers’ Centre.
building block (Kirkbride Block), other separate The Head Office of the NSW Ambulance Centre
The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

cottages and administrative buildings. There on busy Balmain Road fronts the site. An oval is
are courtyards and spaces for outdoor activities used by community groups for sport.
under wide verandas. Most of these are of great The site is managed by different authorities and
historical importance. Callan Point on Iron Cove divided into eight precincts. The largest area,
shows evidence of Aboriginal occupation. Historic which covers four precincts, is administered by
rock carvings, probably of Maori origin, show the Sydney Harbour Foreshore Authority; Sydney
evidence of extensive sea traffic to the point Local Health District manages three precincts;
between the 1800s and 1900s. There are also and the NSW Ambulance Service manages the
very old rock carvings, possibly done by former final section.
patients. There are tunnels beneath Kirkbride The fate of Callan Park has been a strong
Block (which can now be toured), a sporting oval community issue for well over 20 years. A group
and cricket ground. An original furnace stack, of people, named the Friends of Callan Park,
from when they generated steam for the hospital represent the local community’s concerns about
laundry, towers above Kirkbride. A Venetian clock the redevelopment and preservation of the site.
tower also indicates the level of water in an A master plan for the site was finally developed
underground reservoir, for daily use and fire- by the Friends of Callan Park in conjunction
fighting purposes. with Leichhardt Council in 2011. Part of the
Over time, with the high cost of maintenance, plan was to establish a trust to manage the site.
many buildings on the site fell into disrepair. The master plan seeks to preserve open spaces
Buildings fell down due to neglect as roofs and the heritage of the site; provide active
disintegrated and rain entered, destroying the and passive recreation; and develop health,
historic interiors. Vandals have defaced many community and education activities on the site.
* One hectare is 10 000 square metres.
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A local planning issue – 2
1.
Log on to <http://treelogic.com.au/facts/assessment-of-
historic-trees-at-callan-park/> Click on the map showing
an aerial view of Callan Park. Tick the characteristics you can see.
• buildings • swimming pool • trees • parking areas
• parkland • pathways and walking tracks • coastal shoreline
• roads • sporting fields • other

2. 5.
What zoning predominates the If a developer was allowed to
area surrounding Callan Park? build homes on the site, what
issues could arise?

3.
After reading about Callan Park
and viewing its surrounding
zoned areas, what is your
opinion of the plan of the Friends
of Callan Park and the council
for its use?

6.
How can a site like Callan Park
be preserved and redevleoped?
It seems a huge task, but the

The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)
community can do a lot. Log
on to <http://www.callanpark.
com/?p=712> to find eight ways
4.
There are large areas of open the Friends of Callan Park used
space within Callan Park. The to look after and preserve their
site leads down to the foreshore. site. (HINT: Use the side bar menu
Homes in the surrounding labelled ‘Take Action. You can
suburbs sell for a large amount help.’)
of money. What opinion would a
housing developer have about
the use of the site and why?

?
What are the main issues about Callan Park that concern the community and council bodies? Are
any of these issues similar to ones in your local area?

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 A local planning issue – 3
1.
(a) Interview four people to find out their opinions about a local
environmental or planning issue.
(b) Next to each issue write ‘Agree’ or ‘Disagree’ in the last column to
show whether you have the same view on the issue or not. You may
also like to state whether you ‘Agree’ or ‘Disagree’ for a different reason
from the one given by the person interviewed.
Name of person
What is the issue? Interviewee’s opinion My opinion
interviewed
The influence people have on the human characteristics of places and the management of spaces within them (ACHGK029)

?
What will your response to these problems be? What actions could you take?

www.ricpublications.com.au R.I.C. Publications® 65 Australian Curriculum Geography (Year 5)

ISBN 978-1-925812-47-3
 Bushfires in Australia
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

Teacher information
Elaboration
Understanding that bushfires are common occurrences in Teaching notes
Australia during summer months, varying in frequency, severity
• Read and discuss the information on pages 67 and 69. A discussion of the
and location and that they impact on the environment, people
information on page 67 should include the shaded areas of the map, and
and communities.
bushfire-prone areas. Teachers may wish to incorporate the information in
Key inquiry questions the map and in paragraph 3 to see the overlap.
• How do people and environments influence one another? • A discussion of page 69 should include the emotional toll caused by losing
• How can the impact of bushfires or floods on people and all one’s possessions and home.
places be reduced?
Geographical Inquiry and Skills Background information
• Collect and record relevant geographical data and • Climate change over the last 30 years appears to be increasing weather
information, using ethical protocols, from primary and conditions which support bushfires. With more severe and frequent
secondary sources, for example, people, maps, plans, heatwaves, there is a greater risk of bushfires. As bushfire seasons become
photographs, satellite images, statistical sources and reports longer, there is more fuel and less time to back-burn to prevent bushfires.
(ACHGS034)
• According to the Australian Bureau of Statistics, the most severe bushfires
• Evaluate sources for their usefulness and represent data ‘usually occur in the south-eastern corner of Australia, south of a line
in different forms, for example, maps, plans, graphs, tables, from Sydney to Adelaide’ where ‘severe fire weather’ (hot, dry weather
sketches and diagrams (ACHGS035) with strong winds) occurs. Other areas include, ‘south-eastern areas
• Represent the location and features of places and different of mainland Australia, Tasmania and south-western corner of Western
types of geographical information by constructing large- Australia’ because these produce large forests with heavy fuel loads for
scale and small-scale maps that conform to cartographic bushfires.
conventions, including border, source, scale, legend, title
and north point, using spatial technologies as appropriate
(ACHGS036) Resources
• Visit <http://www.australiangeographic.com.au/topics/science-
• Interpret geographical data and other information, using environment/2011/11/history-of-bushfires-in-australia> to observe NASA
digital and spatial technologies as appropriate, and video imaging of a time line of bushfires in Australia from July 2002 to July
identify spatial distributions, patterns and trends, and infer 2011.
relationships to draw conclusions (ACHGS037)
• Natural disasters: upper primary themes ages 10+ published by R.I.C.
• Present findings and ideas in a range of communication Publications
forms, for example, written, oral, graphic, tabular, visual
and maps; using geographical terminology and digital • Disasters: readers with teachers guide (packs of 10 about topics including
technologies as appropriate (ACHGS038) storms, earthquakes, fires and others) published by R.I.C. Publications

Geographical concepts • Visit <http://www.bushfireeducation.vic.edu.au/for-educators/learning-

• place • space • environment • interconnection about-bushfires/ump-learn-act1.html> to download a free ‘Fire safe’
teaching resource produced by the Victorian Country Fire Association.
• sustainability • scale • change

Additional activities
• After reading the information at <http://tinyurl.com/psht2nt> for
Geographical vocabulary Q1 on page 69, ask the students to research a specific bushfire
continent, climate, drought, bushfires, summer, forest, and record this information on a map with text about the impact of
grassland, human, seasons, year, weather, northern, bushfires.
climate change, wind, environment, change,
native vegetation, Indigenous Australians, plants, • Conduct a debate ‘People should not live in areas prone to
livestock, native animals, biodiversity, region, land bushfires’. After the debate, take a survey to tally and graph the
management, states, map, community, bushland, number of students who agree or disagree with this statement.
economy, cost, satellite map Discuss the results.

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 Bushfires in Australia – 1
Australia, a continent with a Australian bushfire seasons
hot, dry climate, is prone to
drought and bushfires. Bushfires DARWIN

occur frequently and are often

severe. Firefighters respond to
approximately 54 000 fires each
summer.
A bushfire can be defined as
an uncontrollable burn that
can destroy vast areas of forest, BRISBANE
scrub or grassland. It can be
caused by natural means
PERTH
(lightning strikes or spot fires)
SYDNEY
or human intervention (burning
CANBERRA
off, arson or sparks from power ADELAIDE

lines). About 35% of fires are

Winter and spring Summer MELBOURNE
started accidentally, 13% are
Spring Summer and autumn
deliberately lit and 37% are
Spring and summer
suspicious. HOBART

Bushfire seasons occur at different times of the year across Australia (refer to map). Summer,
however, is the most prevalent time because of the hot, dry weather. The frequency and severity of
bushfires varies greatly across Australia, depending on when extreme fire weather occurs.
The Northern Territory and northern parts of Western Australia and Queensland experience the largest
total area burnt by bushfires. Bushfires close to cities cause the highest loss of life and damage to
the local economy. Some scientists suggest that bushfires are increasing in severity and frequency
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

as a result of climate change.

Bushfires need fuel, oxygen and heat to burn. Hot, dry winds provide oxygen for combustion and blow
flames onto dry leaves, bark or dense undergrowth, which act as fuel. Eucalyptus trees, which contain
large quantities of oil, spread fire quickly and often explode at high temperatures, spreading embers.
Burning embers fly through the air, igniting other areas as spot fires ahead of the main outbreak.
Sometimes fire breaks out in the canopy of trees, and, if they are close together, fire spreads through
the upper levels as a crown fire. These are extremely difficult to extinguish.
Bushfires change the environment. Some changes are beneficial; others are not. Most native
vegetation has adapted to fire due to fire-stick burning by Indigenous Australians. Some plants
need fire to regenerate. Eucalyptus trees quickly regenerate after bushfires. Banksias need fire to
open their seed capsules. Bushfires clear out unwanted vegetation on the floor of forests so there
is less competition from plants. Ash acts as a fertiliser to help plants regenerate quickly. Kangaroos,
emus and other native animals graze on regenerated grasslands. Bushfires, however, destroy native
vegetation, buildings and homes, livestock and native animals, and cause loss of human life. Back-
burning too often to reduce bushfire hazards can affect the biodiversity of plant and animal life in a
region.
Fire and emergency services, and land management groups in all states, are responsible for
preventing and managing bushfires.

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Bushfires in Australia – 2
1.
In your own words, write a definition of a bushfire.

2.
Approximately how many fires occur each summer?
3.
On the map, draw and use patterns to
show the regions that experience the
most severe bushfires each year. (The
information in paragraph 4 will give you
specific details.)
4.
What percentage of bushfires
start accidentally?

5.
Name two natural causes and three human causes of bushfires.
• natural
• human
6.
True or false. Bushfires occur only during summer. True False
7.
The severity of a bushfire can be determined by:

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)
•
•
8.
is suggested by scientists as a possible
reason for the increase in frequency and severity of bushfires.
9.
Name and explain two different types of bushfires.
•
•
10. Copy this table onto a sheet of paper and complete the information
about bushfires.

Beneficial changes Detrimental changes

?
What experience, if any, have you had of a bushfire? What impact did it have on the environment
and local community?

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 Bushfires in Australia –3
The high cost of bushfires
Bushfires have a huge impact on the environment and local community in which
they occur. Large areas of bushland and grasslands are destroyed, large numbers
of livestock are killed or injured, native fauna are destroyed, houses and buildings
are destroyed, and many humans suffer injuries or lose their lives. It is estimated that between 1851
and 2009 bushfires have resulted in over 800 deaths and injuries to almost 10 000 people. Fires
affected over 1 000 000 people and made almost 32 000 homeless. The total estimated cost to the
Australian economy was about $1.6 billion, but it may be have been higher.
The table below gives details about the impact of bushfires during a specific period.
Time frame 1967-1999
Monetary cost $2.5 billion
Deaths 223 people (39% of all deaths)
Injuries 4 185 people (57% of injuries from all major disasters in Australia)

Figures showing the impact of bushfire arson are equally astonishing. Around 500 people were killed
by bushfires in the 20th century with almost 200 people killed since 2000 and between $80 and
100 million worth of damage to property occured. In addition, there is damage to the environment,
water supplies, loss of local businesses; there are insurance costs and other flow-on effects that
affect the community.
The cost of catastrophic bushfires is immeasurable.
1.
Log on to <http://tinyurl.com/psht2nt>
(a) Scroll down to page 39 to view a map that shows where bushfires
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

occurred during the years 1997 to 2008 and the areas burnt.
(b) What conclusion can you reach about the location and frequency of
bushfires in Australia?

2.
Explain why you think so many people choose to live in bushfire-prone
regions of Australia.

?
What do you think happens when people in bushfire-prone areas make a claim on their
insurance? What effects could flow on from this?

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ISBN 978-1-925812-47-3
 Floods in Australia
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

Teacher information
Elaboration
Understanding that floods are common occurrences in Teaching notes
Australia; which vary in frequency, severity and location and
• Read and discuss the information on pages 71 and 73 with the students,
impact on the environment, people and communities.
ensuring they understand the concepts. Emphasis should be placed on
Key inquiry questions the impact of floods on environments and communities. Encourage the
• How do people and environments influence one students to imagine themselves having to leave their home and having it
another? destroyed by floods. (Be wary of causing distress!)

• How can the impact of bushfires or floods on people and

places be reduced? Background information
• Floods are a part of the natural water cycle. Normally, evaporation, run-off
Geographical Inquiry and Skills
or absorption by the ground can deal with the usual levels of water in
• Develop geographical questions to investigate and plan an
rivers. However, when there is excess water it flows over river banks onto
inquiry (ACHGS033)
the surrounding land or floodplain.
• Collect and record relevant geographical data and
• Low pressure systems are regions of rising air often associated with clouds,
information, using ethical protocols, from primary and
rain and strong winds. In the tropics, these systems can become very
secondary sources, for example, people, maps, plans,
intense areas of low pressure.
photographs, satellite images, statistical sources and reports
(ACHGS034) • Floods vary in severity and are classified as minor, moderate or major.
Minor floods cause inconvenience; some roads may be closed; low-level
• Evaluate sources for their usefulness and represent data
bridges submerged; low lying areas near watercourses may be immersed
in different forms, for example, maps, plans, graphs, tables,
in water; stock and equipment may be removed. Moderate floods result in
sketches and diagrams (ACHGS035)
evacuation of some houses; main traffic routes may be covered by water;
• Represent the location and features of places and different stock removed; areas are inundated by water. Major floods occur when
types of geographical information by constructing large- extensive rural or urban areas are inundated by floodwater; properties and
scale and small-scale maps that conform to cartographic towns isolated; major traffic routes closed; people evacuated from flood-
conventions, including border, source, scale, legend, title affected areas.
and north point, using spatial technologies as appropriate
(ACHGS036)
Resources
• Interpret geographical data and other information, using
• Floods by Jackie French and Bruce Whatley ages 5-9
digital and spatial technologies as appropriate, and
identify spatial distributions, patterns and trends, and infer • The Australian book of disasters by Larry Writer ~ natural floods bushfires
relationships to draw conclusions (ACHGS037) history (teacher background and strong readers)
• Present findings and ideas in a range of communication • Visit <http://www.ga.gov.au/hazards/flood.html> to find a wealth of
forms, for example, written, oral, graphic, tabular, visual information about floods in Australia.
and maps; using geographical terminology and digital
technologies as appropriate (ACHGS038)
Geographical concepts
• place • space • environment • interconnection
• sustainability • scale • change

Geographical vocabulary
flood, land, rain, natural watercourses, lakes, rivers, Additional activities
creeks, reservoirs, canals, dams, constructed, rainfall,
river mouth, estuaries, coastal river system, seawater, • On a map of Australia, plot the areas where flooding occurs, using
storm surge, tropical cyclone, high tide, tsunami, the information in paragraphs 4, 5, 6 and 7 on page 71.
earthquake, stream, inland, mountain, northern, • Log on to <http://earthobservatory.nasa.gov/NaturalHazards/view.
south-eastern, winter, spring, low pressure system, php?id=48319> to view two satellite maps of areas in Queensland
central, western, north, west, crops, agriculture, before and after flooding. Click on ‘related images’ to view ‘Flooding
property, rural, urban, southern, drainage, terrain, in north-western Australia’. Discuss your conclusions about the map
drought, sediments, cycle with a partner.

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 Floods in Australia – 1
Floods occur when normally-dry land is covered by a large overflow of water.
Floods are usually caused when excess water from heavy rain cannot be contained by natural
watercourses (lakes, rivers or creeks) or constructed water storages (reservoirs, canals or dams).
The most common cause of flooding is heavy rainfall and the inability of natural watercourses to
contain the excess water. There are other causes, however. Sometimes, natural blockages at river
mouths cause flooding of estuaries and coastal lake systems. Floods can also result when seawater
invades dry land as a result of storm surges caused by tropical cyclones, high tides or tsunamis.
Another rare cause of flooding is dam failure triggered by earthquakes.
Floods can occur in low-lying areas next to streams and rivers. In flat inland regions of Australia,
floods can spread over thousands of square kilometres and last for many weeks. In mountain and
coastal regions, flooding can occur quickly and without warning.
Flooding is a regular occurrence in northern Australia where tropical cyclones are common. South-
eastern Australia experiences flooding during winter and spring as a result of low pressure systems or
the occasional strong tropical system.
Slow-onset floods are the most common type of flood. These occur when inland rivers overflow their
banks in areas such as central and western New South Wales and Queensland, parts of north-west
Victoria and Western Australia. They take a week or more to develop and can last for months. Damage
is caused to crops, agriculture, railway lines, roads and property, and rural communities are isolated.
Rapid-onset floods can pose a great threat to human life and property because they develop quickly
and there is little time to prepare for them. Water flow is quick and dangerous. These floods occur
on rivers flowing to the coast and in the mountain headwaters of large rivers. These rivers are steep
and flow quickly. Flooding only lasts one or two days. This type of flood affects most urban areas, in
particular the eastern and southern regions of Australia and Tasmania.
Flash floods are the result of heavy, short rainfalls due to intense storms. Flash floods occur quickly
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

and pose the greatest threat to human life because people can be swept away by fast-flowing
floodwaters. They damage property and cause major social disruption. They are a problem in urban
areas where drainage systems are unable to cope with the amount of water. They can also occur in
rural areas where the terrain and steepness of streams aids flooding. Flash floods can occur almost
anywhere in Australia at any time and cause the greatest damage.
Floods have some positive impacts. Areas of land that have been subject to severe drought welcome
the relief provided by floods. Floods help to distribute seeds, animals and sediment to new areas as
part of a natural cycle.
State emergency services, the Bureau of Meteorology, water authorities and local councils all
cooperate to assist people before, during and after flooding occurs.

MAIN ST

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Floods in Australia – 2
1.
Write a definition of a flood.

2.
Underline the word that best describes how
often floods occur in Australia.
• rarely • sometimes • regularly • never
3.
What is the main cause of floods in Australia?

4.
Circle the locations where floods occur.
• inland • coastal regions • mountainous regions
• urban regions • rural areas
5.
Describe each type of flood using bullet points.

Slow-onset Rapid-onset Flash floods

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)
6.
Complete the table.

Positive impact of floods Negative impact of floods

?
What experience, if any, have you had of a flood? What impact did it have on the environment
and local community?

Australian Curriculum Geography (Year 5) 72 R.I.C. Publications® www.ricpublications.com.au

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 Floods in Australia – 3
The high cost of floods
Floods are estimated to be the most costly natural disaster in
Australia. Every state of Australia is known to have experienced a
severe flood since 1872.
Each year floods cost the Australian economy between $300–$400
million in damages to buildings and infrastructure such as railway
lines, roads, agricultural land, crops and in business disruptions.
Floods can affect the health of communities. Stress, anxiety and
depression are common after disasters. Infections from dirty floodwater, mosquito-borne viruses,
rising damp and mould in homes, and an increase in skin irritations, asthma, arthritis and chest
infections are prevalent after floods.
Loss of human life and injuries are other high costs.
The table below gives details about the impact of floods during a specific period.
Time frame Monetary cost Deaths Injuries
1852–2011 $4.5 billion around 950 people over 1300 people
Floods have an impact on whole communities and on the national economy. A flood levy can be
imposed in taxes following floods, as it was following the floods in south-east Queensland in 2010–
2011. The price of bananas was greatly inflated because the floods destroyed about 75% of the
Queensland crop.
The impact of floods varies widely from one flood to another depending on their severity and
location. The most costly flood was the Brisbane, Queensland flood of 1974 which totalled $2.9
billion with the loss of 14 lives.
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

1.
Log on to <http://www.bom.gov.au/australia/flood/> to find rainfall and
river levels in Australia. Click on your state to view the type of flooding
conditions that are prevalent at the current time. Write the type of flood
conditions expected for your closest river.

2.
Zoom out to the view of Australia, then find any regions that are expecting
major or moderate flooding (indicated by a red or orange icon). Click on
an icon to zoom in. Hover your mouse over a red or orange location, then
write the:
• placename
• river height
• flood class
• the tendency (whether the river is
steady/falling/rising)
?
How would knowing the levels of rivers or rainfall assist communities to combat floods?

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 The worst bushfires and floods
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

Teacher information
Elaboration
Understanding that many severe bushfires and floods Teaching notes
have occurred in Australia causing significant damage to
• Information about specific bushfires and floods is provided so students can
environments, people and communities.
see the impact these disasters have on Australian communities.
Key inquiry questions • Students should have read page 71 before commencing this unit of work
• How do people and environments influence one another? as this gives information about types of floods.
• How can the impact of bushfires or floods on people and
places be reduced?
Background information
Geographical Inquiry and Skills • The Victorian bushfires of 2009 are believed to have generated energy
• Develop geographical questions to investigate and plan an equal to that of 1500 atomic bombs the size of the one dropped on
inquiry (ACHGS033) Hiroshima.
• Collect and record relevant geographical data and • Floods occur regularly each year. There are approximately 1.7+ major floods
information, using ethical protocols, from primary and each year. The frequency of a flood in an area is described by the average
secondary sources, for example, people, maps, plans, interval between floods. For example, a flood that occurs 5 times in 25
photographs, satellite images, statistical sources and reports years has an interval of 5 years and is called a 5-year flood; a more severe
(ACHGS034) flood (a 100-year flood) rarely happens but it means theoretically there is a
• Evaluate sources for their usefulness and represent data one in one hundred chance of a severe flood happening each year.
in different forms, for example, maps, plans, graphs, tables, • The Great Diving Range along eastern Australia separates the longer,
sketches and diagrams (ACHGS035) slower westerly flowing rivers from the shorter, quicker, easterly flowing
• Represent the location and features of places and different coastal rivers.
types of geographical information by constructing large-
scale and small-scale maps that conform to cartographic
conventions, including border, source, scale, legend, title Resources
and north point, using spatial technologies as appropriate • Bushfire by Elizabeth Mellor (older children and young adult fiction)
(ACHGS036)
• Visit <http://www.healthdirect.gov.au/news/new-book-help-children-
• Interpret geographical data and other information, using affected-natural-disasters> to find out about a free book published by
digital and spatial technologies as appropriate, and BeyondBlue to assist children who have been affected by disasters.
identify spatial distributions, patterns and trends, and infer • Investigate <http://www.ga.gov.au/hazards/flood.html> Click on ‘Flood
relationships to draw conclusions (ACHGS037) capabilities’ then ‘Historical flood mapping’ to zoom in on the flood map of
• Present findings and ideas in a range of communication Australia.
forms, for example, written, oral, graphic, tabular, visual
and maps; using geographical terminology and digital
technologies as appropriate (ACHGS038)
Geographical concepts
• place • space • environment • interconnection
• scale • sustainability • change

Additional activities
• Visit <http://www.ga.gov.au/earth-observation/our-capabilities/case-
studies/emergency-management/2007-hunter-floods.html> to view
Geographical vocabulary
before and after images of the 2007 flood in the Hunter region of
bushfire, south-eastern, south, weather, region, forest, NSW.
undergrowth, fuel, impact, hectares, livestock, homes,
buildings, flood, coastal, rainfall, northern, summer, • Log on to <http://en.wikipedia.org/wiki/Floods_in_Australia> and
Mediterranean, climate, winter, southern, people, select another notable flood and investigate its impact. Write a list
economy, environment, property, crops, infrastructure, of questions to guide your research before you start. (Other severe
roads, businesses, railway lines, water supplies, farm, floods include those in 1952, 1852, 1916, 1934, 1893, 1927, and
mines, forestry plantations 1986.)

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 The worst bushfires and floods – 1
The most severe bushfires in Australia occur in the south-eastern corner, south of a line drawn from
Sydney to Adelaide. These areas experience the severest fire weather that supports bushfires—hot,
dry days and nights with strong winds. Regions that produce dense forests, bush or thick undergrowth
are also vulnerable to bushfires because they provide needed fuel. When this thick bush dries out,
severe bushfires can occur.
The map below shows areas where the severest bushfires occur.

Bushfire areas of Australia

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

The table below gives information about the impact of the five worst bushfires in Australian history.
Fire Date Location Area burned Deaths Damage/cost
Black approx. 5 million • one million sheep
6 February 1851 Victoria 12
Thursday hectares (ha) • thousands of cattle
Black December 1938 1.5 to 2.0
Victoria 71 • between 650 and 1000 homes
Friday to January 1939 million ha
Black • between 1300 and 1700
7 February 1967 Tasmania 264 000 ha 62
Tuesday homes
South • about 2400 homes
Ash 16 February
Australia 418 000 ha 75 • 27 000 livestock
Wednesday 1983
and Victoria • over $400 million
• 2029 homes
Black
Saturday* 173 • 2000 other buildings
7–8 February
* Australia’s Victoria 450 000 ha (500 • 78 townships
2009
worst national injured) • over 7500 people homeless
disaster
• over $2.5 billion
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The worst bushfires and floods – 2
Although floods can occur anywhere,
the severest floods in Australia happen
in coastal regions which experience the
heaviest rainfalls. In northern regions, floods
usually occur during summer. In regions
with a Mediterranean climate, the heaviest
rain falls in winter, so there is more chance
that floods could occur at this time. These
areas include the southern parts of Western
Australia and near Adelaide in South
Australia.
Floods impact on people, the environment
and the economy. Lives are lost; people
suffer anxiety, stress and depression;
homes and property are damaged
or destroyed; crops and livestock are
destroyed; infrastructures such as roads,
businesses, railway lines and water
supplies are affected; and dirty floodwaters cause health problems.
The table below gives information about the impact of Australia’s worst floods.
Date Location Deaths Damage and cost
Northern 22
1929 • 1000 homes • 35 bridges • Briseis Dam destroyed
Tasmania (40 injured)
Hunter • 5200 homes • 40 000 people evacuated
1955 Valley, 24 • thousands of livestock drowned

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)
NSW • bridges, roads, railways and telephone lines damaged
• 14 56 homes destroyed, 6000 damaged • bridge damaged
Brisbane, • estimated $980 million worth of damage
1974 (300
QLD • around 13 000 buildings affected
injured)
• 67 320 tonne Robert Miller oil tanker unmoored
• about one million farm animals
6
NSW, QLD, • estimated cost $50 million
1990 (around 60
SA, VIC • one million square kilometres of land flooded
injured)
• about 2000 homes flooded
• the Pasha Bulker, a coal ship, grounded on Nobbys Beach, Newcastle
Newcastle,
2007 9 • estimated cost of $1.48 billion
NSW
• more than 105 000 homes without power
• $2.38 billion worth of damage • 70 towns affected
• over 200 000 people affected • health problems
2010– • cost the Australian economy at least $10 billion
QLD 38
2011 • coal railway lines and mines closed
• fruit and vegetable supply limited (cost rose)
• roads to forestry plantations damaged

?
Why would people continue to live in coastal regions if they are most prone to flooding?

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 The worst bushfires and floods – 3
1.
(a) Use the information in the tables on pages 75 and 76 to complete the
table.

Bushfire or flood Location Date Details

Most lives lost

in one disaster

Highest
estimated cost

Greatest
number
of homes
damaged

Most unusual
or interesting
impact
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

(b) On the map of Australia,

plot the locations of the
bushfires and floods listed
above.

2.
Select one of the bushfires
or floods (or another of your
own choice) to research.
Write bullet points on a
sheet of paper, include a
map of the location and
include information about
the impact of the disaster on
the environment, people and
economy.

?
What measures would have been put in place after severe bushfires and floods to ensure the
impact was less severe next time?

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 Combating bushfires and floods
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

Teacher information
Elaboration
Investigating what Australians can do to minimise the harmful Teaching notes
effects of bushfires and floods.
• The points mentioned in each section on pages 79 and 80 (prevention,
Key inquiry questions mitigation and preparation) are interrelated, so many overlap. When
• How do people and environments influence one another? reading the texts on these pages and discussing the information, it is
important to keep this in mind.
• How can the impact of bushfires or floods on people and
places be reduced? • Students may work in pairs to complete page 81.

Geographical Inquiry and Skills

• Develop geographical questions to investigate and plan an Background information
inquiry (ACHGS033) • On 10 December 2013, the government launched the Bushfire and Natural
• Collect and record relevant geographical data and Hazards Cooperative Research Centre (CRC) — a multimillion dollar facility
information, using ethical protocols, from primary and which combines all of Australia’s fire and emergency service authorities
secondary sources, for example, people, maps, plans, with the leading experts across many scientific fields to explore the causes,
photographs, satellite images, statistical sources and reports consequences and mitigation of natural disasters in Australia. An important
(ACHGS034)
part of this research focuses on accurate forecast and prediction.

• Evaluate sources for their usefulness and represent data • Each state of Australia has bodies to manage bushfires. They include the
in different forms, for example, maps, plans, graphs, tables, Rural Fire Service Queensland (RFSQ), the New South Wales Rural Fire
sketches and diagrams (ACHGS035) Service (RFS), the Country Fire Service (CFS) of South Australia, the Country
Fire Authority (CFA) of Victoria and the Department of Fire and Emergency
• Represent the location and features of places and different Services (DFES) and the Department of Environment and Conservation
types of geographical information by constructing large- (DEC) of Western Australia. The majority of these organisations are staffed
scale and small-scale maps that conform to cartographic by volunteers.
conventions, including border, source, scale, legend, title
and north point, using spatial technologies as appropriate
(ACHGS036) Resources
• Interpret geographical data and other information, using • Booms, busts and bushfires (Fair dinkum history) published by Scholastics
digital and spatial technologies as appropriate, and and written by Jackie French, ages 5–9 years (graphic novel in chapters)
identify spatial distributions, patterns and trends, and infer • Disasters: a cross-curricular theme for ages 9–12 published by R.I.C.
relationships to draw conclusions (ACHGS037) Publications
• Present findings and ideas in a range of communication • The complete bushfire safety book by Joan Webster
forms, for example, written, oral, graphic, tabular, visual
and maps; using geographical terminology and digital • Visit <http://www.ses.org.au/839004.html?3> for school resource
technologies as appropriate (ACHGS038) packages and a school education program called ‘LiL Larikkins’ with a
series of short videos about flood safety.
• Reflect on their learning to propose individual and collective
action in response to a contemporary geographical
challenge and describe the expected effects of their
proposal on different groups of people (ACHGS039)
Geographical concepts
• place • space • environment • interconnection
• scale • sustainability • change

Additional activities
• Visit <http://www.ses.nsw.gov.au/communitysafety/factsheets/> to
find fact sheets for flood management plans for homes, details about
Geographical vocabulary
emergency kits and other useful details. Similar details may also be
bushfire, services, risk management, weather, found at <http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/
vegetation, natural, environment, property, pages/Emergencies_floods?open> Others are available for all states.
community, infrastructure, states, forecast,
temperature, humidity, wind, public, agency, homes, • In small groups, assess the risk of damage to your local area from
people, coastal, populations, floods, wetlands, roads, bushfire or flood. Then select the best options for actions to reduce
towns, soil, erosion, reservoirs, sediment, dams, rivers, the impact of these disasters. Include an evacuation map in your
levees, canals, channels, streams management plan.

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 Combating bushfires and floods – 1
Combating bushfires
When bushfires occur, emergency services work
hard to manage them and to reduce loss of life
and damage. After bushfires, disaster recovery
procedures are swung into action to assist those
affected. There are, however, many things that can
be done to prevent bushfires starting, reduce the
risks and damage they cause, and preparations to
better manage risk factors.

Prevention
The most common method of bushfire prevention is fuel reduction. By controlled burning or ‘back
burning’ during cooler weather, the amount of fuel in bushfire-prone areas is reduced. Another strategy
is to construct or maintain firebreaks (gaps in vegetation or other material that act as a barrier to slow
or stop a bushfire). Another simple prevention method is to provide adequate separation between
buildings and bushfire fuel areas. New homes built in bushfire-prone areas are now subject to strict
building standards—they must have a defendable space between housing and bush, adequate
water supply and easy access. State bodies can map bushfire hazard areas so that developments in
these areas only proceed if the risk to human life, property and community infrastructure is within an
acceptable range.

Mitigation (reducing the risks)

Warnings allow the community to prepare for bushfires and help reduce the risks. In 2009, a standardised
Fire Danger Rating (FDR) was adopted by all states. The Bureau of Meteorology provides fire weather
forecasts and, by considering aspects of the predicted weather (temperature, humidity, wind speed,
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

dryness of vegetation), fire agencies determine the FDR. Fire Danger Ratings are then featured in all
weather forecasts to alert the public to possible dangers. The ratings range from catastrophic, extreme,
severe, very high and high, to low to moderate.

Hazard reduction close to homes reduces the risk to homes and people. Other methods include
maintaining a safe distance between the house and the bush (more than 50 m); and having and
maintaining an appropriate garden design up to 40 m around homes.
Insurance companies place an additional levy (cost) on at-risk bushfire properties. This can help to
reduce the number of homes in bushfire-prone areas.

Preparation
Homeowners and community members must be aware of, and prepared for, bushfires. They can do
this by following Fire Danger Ratings for their area, adequately preparing their property and identifying
hazards, watching for signs of bushfires, preparing a survival plan whether staying to defend their
home or preparing to leave, maintaining a survival kit, being aware of any potential risks, and providing
and maintaining firebreaks.
The responsibility for bushfire management rests with official agencies, communities and individuals.
It is the only way to reduce the impact bushfires have on people, the community, the environment and
the economy.

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Combating bushfires and floods – 2
Combating floods
The majority of people live in coastal areas where
floods are most prevalent. In fact, populations
in low-lying areas continue to increase. Unlike
bushfires, floods are a natural occurrence over
which humans have little control. There are,
however, actions that can be taken to prevent their
impact and reduce the risks and damage, and
preparations that make survival prospects higher.

Prevention
Regulating urban development in floodplain regions can prevent and reduce loss due to flood. Low-
lying areas such as wetlands act like sponges to soak up excess water. Yet people continue to fill
in wetland areas to find enough space for roads, houses and towns. Building in these areas makes
them a high risk when floods occur. Soil soaks up water. Prevention of soil erosion by planting trees,
terracing slopes and gradients and creating reservoirs to catch sediment and debris can also help
control flooding.

Mitigation (reducing the risks)

Steps can be taken to reduce the risk of floods occurring by building flood-control dams across rivers
upstream of flood-prone areas. Levees, walls and dikes next to rivers can prevent overflowing; canals
can drain off excess water; dredging and digging channels can also assist; streams and rivers can be
diverted so that water flows away from heavily-populated regions. Early detection of imminent floods
is the best defence. This allows people time to prepare or escape to safety. It is the task of the Bureau
of Meteorology to monitor river levels and rainfall and issue flood warnings when necessary. Some

The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)
rivers have electronic data collection systems that transmit river levels to meteorologists. Flash floods,
however, are not easy to detect and so are still a large risk. Some town councils map the 100-year
flood areas in their shires.This allows them, during town planning, to consider building regulations and
zoning for land use to avoid building on flood-prone land.

Preparation
If homeowners and communities are prepared for floods the risks and damage from them can be
minimised in a number of ways. People should be aware of the potential risks of floods in their area.
This allows them to avoid flood-prone areas. They need to know the evacuation plans and routes for
their community. They should prepare a home emergency plan and organise a survival kit which may
include personal items. They need to keep informed of flood progress by monitoring flood warnings.
Above all, people should avoid entering flood waters as their strength and depth can often be
underestimated.
By adopting these practices, individuals, communities and government bodies can help reduce the
impact floods have on people, communities, the environment and the economy.

?
What impact does flooding have on the native flora and fauna of an area?

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 Combating bushfires and floods – 3
1.
Use the diagram to compare the methods of combating bushfires and
floods.
bushfires floods

similarities

differences
The impact of bushfires or floods on environments and communities, and how people can respond (ACHGK030)

2.
Write some conclusions about combating floods and bushfires based on
the information you gathered.

?
Do you live in a bushfire- or flood-prone area? What management plans are in place in your
community to deal with these disasters if they occur?

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 Quiz questions

North America Canada

pages 2–5 pages 6–9

1. 1.
The seven smaller countries of North Canada’s population density is low
America are located in the: because most of the country is:
(a) north (a) grassland
(b) south (b) mountainous
(c) west (c) covered with snow and ice
2. 2.
In which hemisphere is North The largest cities in Canada are
America located? located in the:
(a) northern (a) east
(b) southern (b) north
(c) both (c) west
3. 3.
How many states are there in the The official languages of Canada
United States? are:
(a) 51 (a) English and German
(b) 52 (b) English and French
(c) 50 (c) French and Spanish
4. 4.
Which is the biggest state? The people who lived in Canada
(a) Alaska before Europeans arrived are called:
(b) Texas (a) First Nation Peoples
(c) Hawaii (b) Eskimos
(c) Indians
5.
Which is the biggest city in the
5.
United States? What is on the Canadian Flag?
(a) Washington (a) a Union Jack
(b) Los Angeles (b) a maple leaf
(c) New York (c) some stars
6. 6.
Which of New York’s transport Canada is made up of three
systems in the most famous? territories and provinces.
(a) its freeways (a) 7
(b) its airports (b) 5
(c) its subway (c) 10
7. 7.
Which famous construction is in Alberta is best known for its
New York? (a) gas and oil
(a) the Eiffel Tower (b) fishing
(b) the Empire State Building (c) furs
(c) Buckingham Palace

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 Quiz questions

Where is Europe? Europe on the map

pages 10–13 pages 14–17
1. 1.
Which is the smallest continent? Capital cities are always marked on
(a) Europe a map with a star.
(b) Australia (a) True
(c) North America (b) False
2. 2.
The borders of European countries Lines of latitude are shown on maps
keep changing because of: from north to south.
(a) power struggles (a) True
(b) changing environment (b) False
(c) changing population 3.
Higher mountains are usually shown
3. on maps by darker shading.
The Prime Meridian passes through
(a) Paris (a) True
(b) Rome (b) False
(c) London 4.
The Ural and Caucasus mountains
4. are in Russia.
The Tropic of Cancer passes
through: (a) True
(a) North America (b) False
(b) Australia 5.
A higher GDP - per capita means
(c) Europe
one country’s economy is not as
5.
Russia is in: good as the others.
(a) Asia (a) True
(b) Europe (b) False
(c) Asia and Europe 6.
Tourism usually has a negative
6. effect on a country’s economy.
Montepulciano in Italy was built on:
(a) True
(a) a hill
(b) False
(b) the sea
(c) a river 7.
The number of tourists visiting some
7. attractions has had to be reduced
The main reason St-Malo was built to protect them (the attractions).
on an island was for:
(a) True
(a) fishing
(b) False
(b) defence
(c) trade

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 Quiz questions

Indigenous changes to the Changing the Murray River

environment region
pages 18–21 pages 22–25
1.
1. Most Indigenous Australians lived
A low wall of stones near a river or
in the temperate area of
the coast is likely to be a
Australia.
trap.
(a) coastal (b) desert
(a) fishing (b) vegetable
(c) state (d) rainforest
(c) ceremonial (d) art
2.
2. Which group of animals that were
Stone fishing traps are sites.
hunted are now extinct?
(a) family (b) heritage
(a) flora
(c) artistic (d) burial
(b) megafauna
3.
Unwanted plants were burned off to (c) fish
encourage plants. (d) reptiles
(a) shrubby 3.
farming is the removal of
(b) tall
unwanted vegetation by burning.
(c) desirable
(a) Wheat
(d) quick-growing
(b) Sheep
4.
Grasses were encouraged as feed (c) Fire-stick
for . (d) Subsistence
(a) native bees 4.
Kangaroos, emus and wombats
(b) possums
grazed on .
(c) dingoes
(a) forests
(d) kangaroos
(b) yabbies
5.
Using fire to control resources and (c) trees
land management is called (d) grasslands
farming. 5.
Trees were used for making huts,
(a) fire-stick
dams, rafts and .
(b) subsistence
(a) canoes
(c) commercial
(b) necklaces
(d) manufacturing
(c) cloaks
6. (d) ochre
Plants, like acacias, that had many
were encouraged. 6.
Rocky areas were for tool-
(a) leaves (b) uses
making materials.
(c) flowers (d) seeds
(a) searched (b) mined
7. (c) painted (d) traded
Some animals, like caterpillars and
fish, were moved to new 7.
areas. was dug from the rocks and
soil for ceremonies.
(a) hunting (b) climate
(a) Mussels
(c) breeding (d) watering
(b) Flint
(c) Ochre
(d) Scar trees

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 Quiz questions

Changing the environment Changing a local environment

pages 26–29 pages 30–33
1. 1.
To make room for farms, land was The Murray-Darling Basin is called
. Australia’s ‘food ’.
(a) cleared (b) tilled (a) bowl
(c) fertilised (d) planted (b) store
(c) barn
2.
Which aspect of farming diverts (d) cereal
water from rivers?
(a) erosion 2.
Rice and are some of the
(b) irrigation largest users of irrigation water.
(c) pesticides (a) grapes (b) cotton
(d) water table (c) fruit (d) legumes
3. 3.
Cleared land can suffer soil . Constructed features on the Murray
(a) depletion River include , weirs and
(b) fertiliser dams.
(c) erosion (a) pelicans
(d) content (b) estuaries
(c) locks
4.
Plantation forests can replace (d) fodder
native plant and animal .
4.
(a) timber Adding locks, weirs and dams
(b) emissions changed the of the river.
(c) windbreaks (a) refuge
(d) habitats (b) clearance
(c) reversal
5.
Mining can change the (d) flow
and physical characteristic of the
environment. 5.
Salinity, erosion and polluted
(a) human drainage changed the of
(b) composition the river.
(c) pollution (a) quality (b) quantity
(d) economy (c) colour (d) origin

6. 6.
Mining can cause arsenic . One change was reduced .
(a) sites (a) population
(b) moonscapes (b) biodiversity
(c) pollution (c) run-off
(d) temporary (d) drainage

7. 7.
Urban development requires more Estuarine species were replaced by
. species.
(a) extinct (a) land
(b) habitats (b) wetlands
(c) sprawl (c) marine
(d) infrastructure (d) dredging

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 Quiz questions

Environment, places and Environment and homes

technology pages 38–41
pages 34–37
1.
The main reason for building a
1. home is to provide:
Technology is something that is very
new. (a) comfort
(a) True (b) shelter
(b) False (c) warmth

2. 2.
The climate of a place is not part of The climate affects the way
its environment. buildings are:
(a) True (a) designed
(b) False (b) painted
(c) furnished
3.
The environment can make a
3.
difference to the foods people can In the past, most homes were built
grow. from materials that were:
(a) True (a) strong
(b) False (b) cheap
(c) available
4.
Technology can’t change places for
people. 4.
Homes built in colder places are
(a) True usually:
(b) False (a) bigger
(b) stronger
5.
People develop technology to make (c) smaller
a place easier to live in.
(a) True 5.
Homes and castles in the past were
(b) False built on hills for:
(a) protection
6.
People can grow rice in any (b) the view
environment. (c) cool breezes
(a) True
(b) False 6.
In cold climates, animals are kept
under houses to:
7.
The environment affects the way (a) save space
people live in a place. (b) keep them safe
(a) True (c) share warmth
(b) False
7.
Venice is a special city because of
its unusual:
(a) beauty
(b) environment
(c) old buildings

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 Quiz questions

Environment and people Environment and workplaces

pages 42–45 pages 46–49
1. 1.
In the past, people from one place Workplaces in crowded cities
had more in common because depend the most on the:
they: (a) natural environment
(a) didn’t travel far (b) climate
(b) wanted to be the same (c) availability of transport
(c) were boring
2.
Which workplace would be more
2.
We are able to eat food produced dependent on the weather?
in faraway places because it can (a) farm
be: (b) city
(a) grown locally (c) mine
(b) preserved
(c) good for us 3.
Which type of transport would be
most important in a city?
3.
In the past, you could often tell (a) air
where someone came from by: (b) sea and river
(a) their clothes (c) road and rail
(b) their faces
(c) the way they walked 4.
Which farming workplace needs
more workers?
4.
European languages developed (a) wheat farm
because the countries were: (b) sheep farm
(a) in valleys (c) orchard
(b) isolated
(c) by the sea 5.
Farming workplaces’ main need is
access to:
5.
Which factor most affected people’s (a) airports
choice of leisure activities in the (b) markets
past? (c) rivers
(a) their interests
(b) their environment 6.
The main factor influencing the
(c) the cost location of a mining worksite is
access to:
6.
Which factor influences people’s (a) a railway
leisure activities the most today? (b) roads
(a) interest (c) deposits of a resource
(b) availability
(c) the cost 7.
Fly-in fly-out worksites do not have
accommodation for:
7.
People’s work choices have (a) families
increased because of better: (b) workers
(a) transport (c) site managers
(b) natural resources
(c) buildings

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 Quiz questions

What is zoning? Redevelopment decisions

pages 50–53 pages 54–57

1. 1.
An area with many houses, gardens Ratepayers decide on local
and parks is a/an zone. planning decisions.
(a) agricultural (a) True
(b) industrial (b) False
(c) residential
2.
(d) commercial The local council decides on local
planning decisions.
2. (a) True
A commercial zone is one with
factories where goods are (b) False
produced.
3.
(a) True Ratepayers can put forward
(b) False planning proposals.
(a) True
3.
Which is a common characteristic (b) False
of an agricultural zone?
4.
(a) apartment blocks Developers can put forward
(b) forest planning proposals.
(c) carparks (a) True
(d) shops (b) False

4. 5.
An area where you find places Ratepayers’ proposals are
to buy a variety of goods is a/an considered.
zone. (a) never
(a) agricultural (b) sometimes
(b) industrial (c) always
(c) residential 6.
(d) commercial Developers win the decision
by council.
5. (a) never
Which characteristic is common to
all categories of zoning? (b) sometimes
(a) offices (c) always
(b) factories 7.
(c) transport networks Redevelopment decisions are
always quickly decided upon by
(d) shops
councils.
6.
A library would be to be (a) True
built next to a factory. (b) False
(a) likely
(b) unlikely
7.
The federal government is the main
controlling body of zoning.
(a) True
(b) False

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 Quiz questions

Zoning and planning issues A local planning issue

pages 58–61 pages 62–65
1. 1.
What percentage of people live in Callan Park is a site with
cities of over 100 000 people? uses.
(a) 75% (a) multiple
(b) 17% (b) few
(c) 45% (c) one
(d) 100% (d) no
2. 2.
Cities expand rapidly so good Callan Park is important because of
urban is crucial. its significance.
(a) roads (a) commercial
(b) planning (b) historical
(c) names (c) residential
(d) developments (d) industrial
3. 3.
Places of employment are Callan Park has many issues that
important issues. need to be considered when
(a) social considering changes to human
(b) environmental characteristics.
(c) economic (a) True
(d) beautification (b) False
4. 4
Social characteristics include People have different opinions
and restaurants. about the use of places.
(a) soil (a) True
(b) road networks (b) False
(c) creeks 5.
People see different issues when
(d) cafes they consider how changes will
5.
Soil erosion is a issue. affect a place.
(a) sustainability (a) True
(b) zoning (b) False
6.
(c) social When the characteristics of a place
(d) economic are changed, the issues in one
6. place may be different from those in
Changing human characteristics of another local place.
a place can have advantages.
(a) True
(a) yes
(b) False
(b) no
7.
(c) both There are options for actions
7. community members can take to
Changing human characteristics of reduce the effect of issues within
a place can have disadvantages. their local area.
(a) yes (a) True
(b) no (b) False
(c) both

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 Quiz questions

Bushfires in Australia Floods in Australia

pages 66–69 pages 70–73

1. 1.
A bushfire is an burn in Excess water covering normally dry
forest, scrub or grassland. land is called a .
(a) uncontrollable (a) flood (b) dam
(b) tilled (c) estuary (d) reservoir
(c) fertilised
2.
(d) planted The cause of floods is usually heavy
.
2. (a) snow (b) rainfall
What percentage of bushfires are
caused by natural means? (c) cyclones (d) rivers
(a) 30% (b) 15%
3.
(c) 20% (d) 50% Low-lying land beside often
floods.
3. (a) hills
A natural cause of bushfires is
strikes. (b) coast
(a) spot (c) rivers
(b) arson (d) cities and towns
(c) lightning
4.
(d) heat The most common floods near
inland rivers are floods.
4. (a) flash
A human cause of bushfires is
sparks from . (b) rapid-onset
(a) campfires (b) spot fires (c) coastal
(c) wind (d) power lines (d) slow-onset
5. 5.
The cost of bushfires includes Rapid-onset floods are a threat
of human life. because they develop .
(a) loss (a) quickly
(b) injury (b) slowly
(c) damage (c) often
(d) community (d) in urban areas
6. 6.
One beneficial change of bushfires Short, intense rainfall from sudden
is regeneration. storms creates .
(a) animal (a) havoc
(b) plant (b) flash floods
(c) soil (c) drainage
(d) building (d) river mouths
7. 7.
One detrimental change is the Severe floods cause a lot of
destruction of vegetation. to homes, infrastructure and people.
(a) exotic (a) cost
(b) biodiversity (b) disruption
(c) native (c) damage
(d) livestock (d) natural cycle

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 Quiz questions

The worst bushfires and floods Combating bushfires and

pages 74–77 floods
1.
pages 78–81
The bushfires occur in
southern regions of Australia. 1.
Bushfires can be prevented by
(a) severest reduction.
(b) mildest (a) fuel (b) risk
(c) most colourful (c) barrier (d) human
(d) most recorded
2.
or controlled burning can
2.
Bushfires are supported by weather reduce the amount of fuel.
that is hot and dry with (a) Rain
winds. (b) Back burning
(a) light (b) strong (c) Hot winds
(c) cooling (d) rainy (d) Levees
3. 3.
Bushfires can cause of life Building control the type of
and damage to property and land. homes built in bushfire- and flood-
(a) injury prone areas.
(b) infrastructure (a) barriers
(c) loss (b) separations
(d) damage (c) regulations
4. (d) gardens
The worst bushfire in Australia’s
history is called Saturday. 4.
reduction close to homes
(a) Pancake (b) Easter can reduce the risks of bushfires.
(c) Ash (d) Black (a) Levees (b) Distance
5. (c) Reversal (d) Hazard
The most severe floods occur in
regions. 5.
Which does not reduce flood risk?
(a) coastal (a) soil erosion (b) dams
(b) mountainous (c) levees (d) channels
(c) inland
(d) ocean 6.
Early is an important
defence against floods.
6.
Regions that experience floods in (a) dredging
winter have a climate. (b) detection
(a) polar (c) planning
(b) Mediterranean (d) evacuation
(c) northern
(d) dry 7.
In bushfires and floods, everyone
should have plans and
7.
Floods and bushfires can cause routes.
of dollars worth of damage. (a) kits
(a) many (b) floodplain
(b) thousands (c) house
(c) billions (d) evacuation
(d) hundreds

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 Quiz answers
North America ........................... page 82 5. (a) human 3. (a) True
1. (b) south 6. (c) pollution 4. (a) True
2. (a) northern 7. (d) infrastructure 5. (c) always
3. (c) 50 6. (b) sometimes
Changing a local environment .... page 85
4. (a) Alaska 7. (b) False
1. (a) bowl
5. (c) New York 2. (b) cotton Zoning and planning issues........ page 89
6. (c) its subway 3. (c) locks 1. (a) 75%
7. (b) the Empire State Building 4. (d) flow 2. (b) planning
Canada ..................................... page 82 5. (a) quality 3. (c) economic
1. (c) covered with snow and ice 6. (b) biodiversity 4. (d) cafes
2. (a) east 7. (c) marine 5. (a) sustainability
3. (b) English and French 6. (c) both
Environment, places and
4. (a) First Nation Peoples technology ................................ page 86 7. (c) both
5. (b) a maple leaf 1. (b) False A local planning issue ................ page 89
6. (c) 10 2. (b) False 1. (a) multiple
7. (a) gas and oil 3. (a) True 2. (b) historical
Where is Europe? ...................... page 83 4. (b) False 3. (a) True
1. (b) Australia 5. (a) True 4. (a) True
2. (a) power struggles 6. (b) False 5. (a) True
3. (c) London 7. (a) True 6. (a) True
4. (a) North America Environment and homes............. page 86 7. (a) True
5. (c) Asia and Europe 1. (b) shelter Bushfires in Australia ................. page 90
6. (a) a hill 2. (a) designed 1. (a) uncontrollable
7. (b) defence 3. (c) available 2. (b) 15%
Europe on the map .................... page 83 4. (b) stronger 3. (c) lightning
1. (a) True 5. (a) protection 4. (d) power lines
2. (b) False 6. (c) share warmth 5. (a) loss
3. (a) True 7. (b) environment 6. (b) plant
4. (a) True Environment and people ............ page 87 7. (c) native
5. (b) False 1. (a) didn’t travel far Floods in Australia ..................... page 90
6. (b) False 2. (b) preserved 1. (a) flood
7. (a) True 3. (a) their clothes 2. (b) rainfall
Indigenous changes to the 4. (b) isolated 3. (c) rivers
environment .............................. page 84 5. (b) their environment 4. (d) slow-onset
1. (a) fishing 6. (b) availability 5. (a) quickly
2. (b) heritage 7. (a) transport 6. (b) flash floods
3. (c) desirable Environment and workplaces ...... page 87 7. (c) damage
4. (d) kangaroos 1. (c) availability of transport The worst bushfires and floods ... page 91
5. (a) fire-stick 2. (a) farm 1. (a) severest
6. (b) uses 3. (c) road and rail 2. (b) strong
7. (c) breeding 4. (c) orchard 3. (c) loss
Changing the Murray River 5. (b) markets 4. (d) Black
region ....................................... page 84 6. (c) deposits of a resource 5. (a) coastal
1. (a) coastal 7. (a) families 6. (b) Mediterranean
2. (b) megafauna 7. (c) billions
What is zoning? ......................... page 88
3. (c) Fire-stick
1. (c) residential Combating bushfires and
4. (d) grasslands
2. (b) False floods........................................ page 91
5. (a) canoes
3. (b) forest 1. (a) fuel
6. (b) mined
4. (d) commercial 2. (b) Back burning
7. (c) Ochre
5. (c) transport networks 3. (c) regulations
Changing the environment ......... page 85 6. (b) unlikely 4. (d) Hazard
1. (a) cleared 7. (b) False 5. (a) soil erosion
2. (b) irrigation 6. (b) detection
Redevelopment decisions........... page 88
3. (c) erosion 7. (d) evacuation
1. (b) False
4. (d) habitats
2. (a) True

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Answers
Australian Curriculum Geography (Year 5)

Page 3 Page 7 2. Teacher check

1. (a) Teacher check 1. (a) North West Territories
(b) Canada (Ottawa), the Yukon Page 15
United States (Washington), Nunavut 1. (a) capitals
Mexico (Mexico City), Belize (b) British Columbia (b) Teacher check
(Belmopan), Costa Rica Newfoundland (c) They are capital cities
(San Jose), El Salvador (c) New Brunswick (d) with a dot
(San Salvador), Guatemala, Prince Edward Island (e) Teacher check
(Guatemala City), Honduras Nova Scotia Answers may include:
(Tegucigalpa), Nicaragua Lisbon Athens
(Managua) and Panama Page 8 Dublin Oslo
(Panama City) 1. Teacher check Stockholm Helsinki
Riga Amsterdam
Page 4 Page 9 Tallinn Reykjavik
1. (a) (f) Teacher check
1. (a) It is needed for plants.
Answers may include:
1. Alabama 26. Montana People can’t survive without it.
London, Paris, Vienna,
2. Alaska 27. Nebraska (b) Teacher check
Budapest, Warsaw, Moscow,
(c) Water is not a problem
3. Arizona 28. Nevada Berlin
for Canadians so it’s not
4. Arkansas 29. New Hampshire (g) Answers may include:
considered valuable.
5. California 30. New Jersey London, Paris, Madrid, Kiev
2. Teacher check
6. Colorado 31. New Mexico (h) 40 °N, 50 °N, 60 °N,
7. Connecticut 32. New York Page 11 Arctic circle (66 °N), 70 °N
(i) 20 °W, 0 °, 20 °E, 40 °E,
8. Delaware 33. North Carolina 1. (a) London 60 °E
9. Florida 34. North Dakota (b) Answers may include: (j) with thick irregular lines
10. Georgia 35. Ohio Iceland (k) north: Russia and Norway
11. Hawaii 36. Oklahoma Ireland west: Iceland and Ireland
12. Idaho 37. Oregon
Portugal (l) both
(c) east 2. (a) with shading
13. Illinois 38. Pennsylvania
(d) Answers may include: (b) Russia
14. Indiana 39. Rhode Island Russia Finland
15. Iowa 40. South Carolina (c) Pyrenees Alps
Belarus Ukraine (d) darker shading
16. Kansas 41. South Dakota (e) Australia (e) Answers may include:
17. Kentucky 42. Tennessee (f) west Rhine Elbe Danube
18. Louisiana 43. Texas 2. (a) Europe (f) with irregular lines
19. Maine 44. Utah North America (g) Possible answers:
20. Maryland 45. Vermont
(b) north for trade, defence, transport,
(c) North America fishing
21. Massachusetts 46. Virginia
(d) Answers may include:
22. Michigan 47. Washington
Norway Sweden
23. Minnesota 48. West Virginia Finland Russia
24. Mississippi 49. Wisconsin 3. Teacher check
25. Missouri 50. Wyoming
Page 13
(b) Alaska and Hawaii
1.
2. (a) Michigan
(b) Alaska Name of town St-Malo Montepulciano
(c) Rhode Island Country France Italy
(d) Alaska Natural features pink granite cliffs, island hill, fertile soil, water, timber
Teacher check
Date established 12 century Roman times
Possible answer: It has an
inhospitable climate. Reason established protection from Vikings soldiers to guard road
Fortifications water, walls, castle, cannons hill, castle, walls
Page 5 Original industries fishing, trade agriculture
Teacher check Present industries tourism, holidays wine, tourism

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Answers
Australian Curriculum Geography (Year 5)

Page 16 2. Bushland was cleared to make Page 25

1. (a) Possible answers include: hunting easier. Forests were 1. Disease killed many Indigenous
more older people cleared so that low-growing Australians. Cattle and sheep
lower birth rate plants could grow for grass- destroyed grasses meant for
higher death rate eating animals like kangaroos, kangaroos and emus. Birds and
(b) France emus and wombats. other animals were driven away.
Answers will vary Bush foods were encouraged Indigenous Australians were
(c) Germany to grow well. Reeds were burnt driven from their homelands onto
down to make trails so that missions and reserves.
Page 17 hunters could get to the river. The 2.
area changed from dry rainforest Cause Effect
Teacher check
to dry savanna grasslands.
European settlers came Disease killed many
Page 20 to the area and brought Indigenous Australians.
Answers will be similar to those in the European diseases.
table. Cattle and sheep
European settlers
Fishing traps Fire Agriculture and farming destroyed grasses
brought cattle and sheep
meant for kangaroos
to graze in the area.
• to catch fish • to burn off old or • grow yams, millet, nuts, and emus.
or eels unwanted vegetation fruits, berries
European settlers took
Give one • to encourage grass for • moved caterpillars and fish Birds and other
over the land where
or two grazing animals to new breeding areas animals were driven
the birds and animals
examples of • to encourage ‘wanted’ • encouraged rearing of away.
lived.
what it was plants to grow dingoes, emus, cassowaries
used for or • to fertilise new growth • provided trees for grass- European settlers took Indigenous Australians
over the land where were driven from
how it was (ash) eating animals
Indigenous Australians their homelands onto
used. • to drive kangaroos and • dug holes in trees for missions and reserves.
lived.
emus out into the open possums
for hunting
Page 27
• stone traps • different vegetation • certain plants and animals
Explain how and dams • fire-resistent plants encouraged to thrive
1.
the activity left behind • forests changed to • moved plants and animals Land (plants
changed the grasslands to different areas Water Animals
and soil)
environment. • created new habitats for
animals such as possums • large • fertilisers • habitats
areas of and of native
Give your forest and pesticides animals
Answers will
opinion of Answers will vary Answers will vary bushland blown by destroyed
vary
the activity. cleared — wind into when land
native plant rivers cleared
Page 21 habitats • water • fertilisers
3. Reeds were used for necklaces destroyed diverted and
1. (a) survival—middens, grinding and cloaks. Tree boughs were • large areas from pesticides
stones, quarries, rock shelters, used to make windbreaks and of land rivers into changed
scarred trees huts. Grass and reeds covered fenced off dams for habitats
(b) cultural—rock shelters; huts. Wooden stakes were • fertilisers farming of native
rock paintings, stencils and pushed into the mud of creeks and • flow of animals
engravings; ceremonial and billabongs to make dams to pesticides water
grounds (bora rings) catch fish. Bark from trees was went into in rivers
native plant altered
2. Teacher check used to make dams to catch
habitats
fish. Bark from trees was used • salinity
Page 24 to make canoes. Branches were in soils
1. (a) Megafauna were affected used to make rafts for collecting increased
by hunting. This group mussels. because of
included the giant wombat 4. Areas of the landscape were irrigation
(diprotodon), giant bird mined for rocks and ochre.
(genyornis) and giant Rocks were needed for making 2. Teacher check
kangaroo (sthenurus). tools, weapons and implements.
(b) mussels, wallabies, yabbies, Ochre was used for ceremonial Page 28
lizards, fish and birds activities. Both were traded.
Teacher check
(c) Answers will vary

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Answers
Australian Curriculum Geography (Year 5)

Page 29 Page 45 2.
1. native plant and animal habitats Teacher check Developer’s Council’s Ratepayers’
destroyed; food chains broken proposal opinion opinions
down; plant and animal species Page 47 • a retirement • They would • Some older
extinct; biodiversity reduced; village receive a people,
Teacher check
• houses substantial families
more roads, bridges, electricity,
• four-storey amount of and other
telecommunications, schools, Page 48 apartment money homeseekers
hospitals, police and fire services, 1. Teacher check blocks • It would agreed.
other facilities; resources cater for
2. Answers may include: older
overused Improved technologies such as: residents,
2.–3. Teacher check air transport to enable workers to families
and people
fly home for their days off.
Page 32 wanting to
Building design and construction buy or rent
1. water flow changed or reversed; to improve comfort with air apartments
water quality changed—salinity conditioning.
levels, pollution, soil erosion; Better, safer machinery. 3.
habitats—less types, less species Community Council’s Ratepayers’
(reduced biodiversity); estuarine Page 49 group’s opinion opinions
species replaced by marine Teacher check proposal
species; accumulation of sand at A community • Concerned • Many
river mouth—constant dredging Page 51 centre with: about cost of ratepayers
2. Answers will be similar to those • library repairing and have positive
Answers will vary • indoor refurbishing feedback for
given: construction of locks, weirs, courts the site community
dams and barrages to control (netball, because it proposal.
Page 52
water use led to changes to river basketball) doesn’t have
flow; increased use of irrigation Possible answers: • rooms for the funds to
Residential: exercise do it
for agriculture, especially cotton (yoga, • Believes
and rice, led to soil erosion, relating to housing: single one-
pilates, Riverton
salinity, polluted drainage; land storey or multi-storey homes, high- zumba) already has
clearance rise apartments; streets and rail • creche open space
for transport access; parks and • rooms for development
3. use of efficient irrigation methods activities with
and drainage systems to reduce recreational facilities
(bridge, playground,
fertiliser and pesticide ‘run-off’ Commercial: bingo, craft bike tracks,
into river relating to business; variety of shops lessons) picnic
selling goods in various sized shopping facilities and
4.–5. Answers will vary pool. The
centres, carparks, transport networks,
community
Page 33 offices, banks, leisure centres centre in
Industrial: Williams is
Answers will vary accessible.
relating to industry and manufacturing;
Page 36 buildings, factories and outdoor areas
where a variety of goods are made; 4. Answer may refer to the financial
Teacher check transport networks; carparks advantage to the council of the
Agricultural: redevelopment proposal.
Page 37
relating to farming and cultivation;
Teacher check forest, open pasture, grazing animals, Page 57
crops, farmhouses, barns and sheds; Teacher check
Page 40 transport networks
Teacher check Page 60
Page 53
1. Answers will vary because they
Page 41 Teacher check are based on student opinion.
Teacher check Some examples may include:
Page 56 open spaces; parks; activity,
Page 44 1. The redevelopment of the leisure, neighbourhood centres;
Teacher check Riverton Primary School site. cafe or restaurant; cycleway
or walking track; heritage site;
industry

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Answers
Australian Curriculum Geography (Year 5)

2. Answers will vary because they 8. Climate change 6.

are based on student opinion. 9. spot fires — burning embers fly
Positive impact of Negative impact
Some examples may include: through the air and ignite new
floods of floods
destruction of native flora and fires ahead of the main outbreak
fauna, transport emissions, soil crown fires — fires in the canopy • drought-affected • loss of life
land receives • injury
erosion, landslip, congested of trees that are growing closely
relief • damage to
parking, homes close together together
• distribute seeds, property, crops,
(high density), airports, road 10. animals and agriculture,
networks Beneficial Detrimental sediments to new railway lines,
3. Answers will vary changes changes areas roads
• some plants • destroys native • isolates
Page 61 regenerate vegetation whole rural
Answers will vary • clears out • destroys homes communities
unwanted and buildings
vegetation on the • kills people, Page 73
Page 64
floor of forests so livestock and Teacher check
1. All characteristics should be
there is less plant native animals
ticked; Teacher check ‘other’ competition • injures people Page 77
2. Residential zoning • ash fertilises plants • affects
3. Answers will vary Teacher check
• native animals biodiversity
4. Answers may be similar to: A can graze on of plant and
developer would see this site as regenerated animal life in Page 81
an ideal place to put up and sell grasslands region Answers will vary
homes quickly and make a lot of
money because the location and Page 69
housing market make it an ideal Answers will vary
spot.
5. Answers will vary but may Page 72
include: loss of public access to
1. Answers will vary but should be
facilities; or the destruction of
similar to: too much water where
historic gardens or relics on the
it is not wanted/dry land covered
site.
by a large overflow of water
6. sign the petition; contact a
2. regularly
politician; contact the security
3. heavy rainfall and the inability
firm looking after the site; tell
of watercourses to contain the
others about the value of the
excess water
site; volunteer (to lead visitors
4. All words should be circled.
around the site); join the mailing
5.
list; donate money; join the
community action group Slow-onset Rapid-onset Flash floods
• most common • develop quickly (no time to • caused by heavy, short
Page 65
• inland prepare for them) rainfalls from intense storms
Answers will vary • develop over a week or • great threat to human life • occur quickly
more and property • great threat to human life—
Page 68 • can last for months • quick, dangerous water people swept away
• damage crops, agriculture, flow • damage property
1. Answers will be similar to ‘a
railway lines, roads, • coastal/mountains • major social disruption
bushfire is an uncontrollable
property • steep rivers, flow quickly • urban areas
burn that destroys large areas of • isolates whole rural • lasts one or two days • drains unable to cope
forest, scrub or grassland.’ communities • affects most urban areas • steep rural terrains and
2. 54 000 fires steep streams
3. Teacher check map • anywhere, anytime
4. about 35% • causes greatest damage
5. natural: lightning strikes and spot
fires; human: burning off, arson
and sparks from power lines
6. False
7. total area burnt by bushfires; loss
of life and damage to the local
economy
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