RIC-0667 Aboriginal Cult 5-6

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Using the Environment Nature Walk (page 83) Natural or Built? (page 84) My Environment (page 85) The Natural Environment Teachers Notes • Explain to students how and why the natural environment is important to everyone. • Discuss the environment around the school. Brainstorm and list on the board some things that may be found in the school grounds. • Discuss the worksheet with the students and tell them what is required. • Take students for a nature walk around the school grounds, focusing on the natural things in the environment. • Back in the classroom, complete the worksheet and discuss the nature walk. • Discuss the characteristics of a natural environment. (For example, the land has been ‘untouched’.) • Ask the students to give examples of built environments, such as parks and gardens etc. • Ask ‘How do we know if something is built or natural?’ Accept and discuss all answers. • Distribute magazines to students. • Students select pictures of natural environments to cut and glue onto the worksheet. • Students select pictures of built environments to cut and glue onto the worksheet. • Ask ‘What is a natural environment?’ Accept and discuss all answers. • Make a list on the board of some things that may be found in a natural environment. (Include also some things that are not found, such as houses, cars etc.) • Choose various students to come up and tick one thing that is from a natural environment. • Question students on why cars and houses are not a part of a natural environment. • Complete the worksheet. ©R.I.C. Publications Low Resolution Images Display Copy Answers 2. (a) no (b) yes (c) yes Make an Environment (page 86) • Select various students to talk about the differences between natural and built environments. • Encourage students to talk about why it is important for us to look after the environment. • Discuss ways in which people can look after their environment; for example, by not littering beaches or the countryside, replanting trees etc. • Discuss the consequences of not looking after the environment. • Students collect various materials from the natural environment. These could include sand, pebbles, twigs, fallen leaves and bark. Students could work in small groups, and create their models in a box or plastic container filled with sand. Materials such as cardboard tubes, Blu-tack and plasticine may also be needed—though make sure students are aware these are not natural. Students record the process of making their environment on the worksheet. 82 Australian Aboriginal Culture R.I.C. Publications www.ricgroup.com.au ISBN 978-1-86311-807-1
Using the Environment Nature Walk Look for these things in your environment. Colour the things you were able to find. a flower a leaf a rock a twig ©R.I.C. Publications Low Resolution Images Display Copy an ant bark I enjoyed www.ricgroup.com.au R.I.C. Publications 83Australian Aboriginal Culture 83 ISBN 978-1-86311-807-1
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AGES 5 - 6 ©R.I.C. Publications Lo
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Australian Aboriginal Culture Forew
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Australian Aboriginal Culture Each
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In the Past In the Past focuses on
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In the Past Australia’s First Peo
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In the Past Letter Puzzle Who were
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In the Past Traditional Aboriginal
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In the Past Looking for Food Everyo
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In the Past Needs - 2 We wear diffe
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In the Past Aboriginal Flag Austral
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Aboriginal Life Today Teachers Note
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In the Past Ernie Dingo Choose the
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In the Past Barbara Dalgetty Find
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Cultural Identity Cultural Identity
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Cultural Identity Traditional Abori
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Aboriginal Families Teachers Notes
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Cultural Identity Aboriginal Famili
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Cultural Identity Big Families Abor
Page 37 and 38: Indicator: Other Families Teachers
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Page 41 and 42: Cultural Identity About My Family
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Page 47 and 48: Cultural Identity Stories Ketut’s
Page 49 and 50: Cultural Identity My Name is Ari A
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Page 53 and 54: Communication Food Words Aboriginal
Page 55 and 56: Aboriginal Languages - Introduction
Page 57 and 58: Communication Aboriginal Word Games
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Page 61 and 62: Communication Letters Make Words In
Page 63 and 64: Communication Two Languages Many Ab
Page 65 and 66: Communication Different Words, Same
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Page 69 and 70: Communication How Many? How many
Page 71 and 72: Communication Dot-to-Dot Didgeridoo
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Page 83 and 84: Using the Environment Important Thi
Page 85 and 86: Indicator: The Natural Environment
Page 87: Using the Environment Make a Rubbis
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Page 93 and 94: Rules and Responsibilities Rules an
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Page 97 and 98: Rules and Responsibilities Teachers
Page 99 and 100: Rules and Responsibilities Sharing
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RIC-0667 Aboriginal Cult 5-6

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