20823_Global_Geography_Year_3_Australias_landscape

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YEAR 3
HUMANITIES AND SOCIAL SCIENCES
GLOBAL GEOGRAPHY
Australia’s landscape
The representation of Australia as states and
territories and as Countries/Places of Aboriginal
and Torres Strait Islander Peoples; and major
places in Australia, both natural and human
(ACHASSK066)
Australian Primary Publisher
of the Year 2015 and 2016

Australian Curriculum Global geography (Year 3)
Published by R.I.C. Publications ® 2018
Copyright © R.I.C. Publications ® 2018
RIC–20823
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under the Copyright Act 1968 (Cth) and is owned by the Australian
Curriculum, Assessment and Reporting Authority 2018.
For all Australian Curriculum material except elaborations: This is
an extract from the Australian Curriculum.
Elaborations: This may be a modified extract from the Australian
Curriculum and may include the work of other authors.
Disclaimer: ACARA neither endorses nor verifies the accuracy of the
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In particular, ACARA does not endorse or verify that:
• The content descriptions are solely for a particular year and
subject;
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• The author’s material aligns with the Australian Curriculum content
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You can find the unaltered and most up to date version of this
material at http://www.australiancurriculum.edu.au/
This material is reproduced with the permission of ACARA.
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Foreword
Australian Curriculum Global geography is a four-book series that provides lesson plans and support
resources to deliver a comprehensive and contemporary Geography program that caters for the 21st
century learner. Throughout the lessons, students will develop the capabilities required for active
participation in our changing world, while using their inquiry skills to learn the content of the Geography
curriculum.
Each book is divided into four sections, relating to each content description of the Geography Knowledge
and Understanding strand within the Humanities and Social Sciences (HASS) curriculum. Each lesson
follows an inquiry process guided by the HASS Inquiry and Skills strand, and incorporates ICT to
investigate, create and communicate their understanding.
Assessment is provided at the end of each section and is passport-themed. It may be used as a formative
or summative assessment tool. Digital presentations may also be uploaded to a class website or emailed to
the teacher for assessment purposes.
>>>
Contents
Teacher notes
iv–v
Curriculum scope and sequence
vi–vii
Assessment
viii
Australia's landscape 1–14
Australia’s states and territories 2–3
Australian Aboriginals' Country/Place 4–5
Torres Strait Islanders' Country/Place 6–7
Australia’s physical features 8–9
Australia’s built features 10–11
Australia’s World Heritage features 12–13
Assessment 14
Australia’s neighbouring countries 15–22
New Zealand 16–17
Indonesia 18–19
Papua New Guinea (PNG) 20–21
Assessment 22
Climate zones 23–36
Major climate zones of the world 24–25
Tropical climate zone 26–27
Subtropical climate zones 28–29
Temperate climate zones 30–31
Polar climate zones 32–33
Australia’s climate zones 34–35
Assessment 36
Australia’s demographics 37–48
People in Australia 38–39
Cultural and language diversity in Australia 40–41
Types of settlement in Australia 42–43
Living in Australia 44–45
Perceptions of Australia 46–47
Assessment 48
Answers 49–52
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>iii

AUSTRALIA’S LANDSCAPE
CONSOLATE GENERAL OF INDIA
SAN FRRANCISCO CAL.
AUSTRALIA’S LANDSCAPE
Teacher notes
Format
Each book contains:
XXa scope and sequence chart of HASS curriculum links
XXfour sections with lesson units consisting of a teacher page and student activity pages
XXa passport-themed assessment at the end of each section
Australia’s states and territories
Lesson objectives
X Identifying and locating Australia’s states and territories, capital cities and ten major towns using geographical tools
X Understanding how state and territory borders, capital cities and major towns are represented on a map
Lesson plan
Resources
Introduction
X Display the image of Border roadhouse at . Students imagine they are driving along this road
from the capital city of Perth to the capital city Adelaide. Which
state are you leaving/entering? What is the capital city of Western
Australia/South Australia?
X Zoom out and switch satellite mode off to show the locations of
Border roadhouse, Perth and Adelaide on the map. Discuss how
states and territories, capital cities and major cities/towns are
shown on the map. Which major towns might you pass on your
journey from Perth to Adelaide?
Development
X Students use Google Maps to name and locate the states and
territories, capital cities and ten major towns in Australia, and label
them on the map on page 3.
X Think-pair-share What do the lines between each state on the map
represent? Why do you think these lines are not all straight? How
is the location of a capital city shown on a map? How many capital
cities are in each state or territory?
X In pairs, students use a presentation app (ShowMe) to write ten
quiz questions (each on a separate page) relating to the name,
location or size of Australia’s states and territories and their capital
cities, such as Which state or territory is the smallest? Which state
is surrounded by coastline? Which capital city is not located along
the coast? Students will need to ensure they know the answer to
each question.
X Students swap their quiz with another pair and answer the
questions using the same app. Students return the quiz and discuss
the correct answer to any incorrect answers.
Conclusion
X Individually, students complete the online quiz at . When the results show, students should exit out
of the results box and screenshot the map with their results at the
top, then email it to the teacher.
X Image of Border roadhouse
X iPad ® /tablet with QR scanner and
presentation app (ShowMe)
X Google Maps
X Page 3
X Online quiz
Travelling further
See how the state and
territory boundaries
have changed over time
at .
Students create a time line to
record the number of states
and their names at each date
provided in the video.
Each teacher page contains:
XXspecific lesson objectives
XXlesson plan with Inquiry skills identified
XXlist of resources required
XXa ‘travelling further’ activity, for use as an
extension activity, alternative lesson or a
homework task
XXcurriculum links for HASS content
descriptions
Curriculum links
HASS Knowledge and Understanding
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia, both natural and human (ACHASSK066)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Poses questions about the • Locates and collects
states and territories and information from Google
their capital cities to create Maps
a digital quiz
• Records, sorts and
represents data on a map
• Interprets data and
• Draws conclusions based on • Communicates
information about how researched information to understanding using a
state and territory borders create quiz questions
student-created digital quiz
and capital cities are
and an online quiz
represented on a map
• Finds the meanings of state
and territory acronyms
Australia’s states and territories
1. (a) Use Google Maps to find the names and locations of Australia’s states
and territories and their capital cities, and label them on the map below.
2 Year 3 >>>>5
2. Write the name of the state or territory next to each acronym/abbreviation.
NSW ∑ld
NT Tas.
SA Vic.
WA
ISBN 978-1-925698-41-1 >>>> www.ricpublications.com.au >>>>>>>>>>>> AC GLOBAL GEOGRAPHY >>>Year 3 >>>>3
information about each group using a format of your choice.
14 Year 3 >>>>7
ivYYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Teacher notes
General capabilities in Humanities and Social Sciences
Capabilities are developed intrinsically throughout the lessons when students apply their Geography knowledge
and skills confidently and successfully as active and informed citizens.
Literacy
Numeracy
Information and
Communication
Technology
Critical and creative
thinking
Personal and social
capability
Ethical
understanding
Intercultural
understanding
Students build knowledge using texts from primary and secondary sources. Students use text
structures to compose texts and use specific vocabulary. Students recognise how language
and images can be used to create meaning. Discussions are used to share points of view and
communicate conclusions.
Students count, measure and analyse data and information during inquiries. Students construct
and interpret statistics, tables, graphs, maps and diagrams. Students observe patterns and
trends across data and draw conclusions about relationships between variables.
Digital technologies are used to locate, process, organise, analyse, evaluate and communicate,
information. Students apply social and ethical protocols when dealing with online sites and social
media.
Students think deeply, through inquiry-based learning, when developing questions, assessing
reliability of sources, interpreting data and proposing solutions.
Students learn more about people, places, processes and phenomena. Through collaboration,
students develop personal and interpersonal skills in order to communicate, negotiate and
resolve conflicts within a team. They develop leadership, resilience, goal-setting and advocacy
skills, which are essential in order to contribute to society.
Students uncover diverse values and principles from around the world and investigate how these
influence human activity. Students also learn about ethical issues when investigating people and
places, in particular Indigenous populations.
Students learn about the diversity of the world. They explore other cultures, how cultural
identities are formed, the importance of interacting with other cultures and what it means for
economic and political relationships.
Concepts for developing geographical thinking
The concepts of geographical thinking are embedded throughout the lessons. A scope and sequence chart is
provided on the cover page of each section indicating which concepts are included in each lesson.
Place
Space
Environment
Interconnection
Sustainability
Scale
Change
Involves environmental features and human characteristics. It involves where things are located and
how places are perceived by and connected to people. Places can be local or global.
Involves the ways places are organised and managed by people to achieve a purpose. The
location of a place influences environmental and human characteristics which form spatial
distributions such as population density, road networks and trade routes.
Involves the significance of the abiotic (non-living) and biotic (living) environment to human
life. People use environments in different ways and can change the environment, therefore an
understanding of cause and effect is required so sustainability can be addressed.
Involves the interdependence of environmental and human processes. Places and people are
interconnected with other people and places. Interconnections influence the characteristics of
a place.
Involves the capacity of the environment to sustain life in the future. It involves economic, social
and health functions. Knowledge of environmental systems and how human actions affect them
is required to understand sustainability.
Involves examining geographical phenomena at different spatial levels, from local to global, and
understanding that relationships can cross scales.
Involves investigating how geographical phenomena have developed over time, including
environmental, economic, social and technological changes. Understanding change can assist
with predicting what will happen in the future and can help achieve sustainability.
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>>>>v

Curriculum scope and sequence
INQUIRY AND SKILLS
Questioning
Pose questions to investigate people,
events, places and issues (ACHASSI052)
AUSTRALIA’S LANDSCAPE
Researching
✓
✓
✓
✓
Locate and collect information and
data from different sources, including
observations (ACHASSI053)
✓
✓
✓
✓
✓
✓
Record, sort and represent data
and the location of places and their
characteristics in different formats,
including simple graphs, tables and
maps, using discipline-appropriate
conventions (ACHASSI054)
Analysing
✓
✓
✓
✓
✓
✓
Interpret data and information displayed
in different formats, to identify and
describe distributions and simple
patterns (ACHASSI057)
Examine information to identify different
points of view and distinguish facts from
opinions (ACHASSI056)
Sequence information about people’s
lives and events (ACHASSI055)
Communicating
Evaluating and reflecting
✓
✓
✓
✓
✓
✓
✓
Present ideas, findings and conclusions in
texts and modes that incorporate digital
and non-digital representations and
discipline-specific terms (ACHASSI061)
Reflect on learning to propose actions in
response to an issue or challenge and
consider possible effects of proposed
actions (ACHASSI060)
Interact with others with respect to share
points of view (ACHASSI059)
Draw simple conclusions based on
analysis of information and data
(ACHASSI058)
KNOWLEDGE AND UNDERSTANDING
Geography
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
✓
The similarities and differences between
places in terms of their type of
settlement, demographic characteristics
and the lives of the people who live
there, and people’s perceptions of these
places (ACHASSK069)
The main climate types of the world
and the similarities and differences
between the climates of different places
(ACHASSK068)
The location of Australia’s neighbouring
countries and the diverse characteristics
of their places (ACHASSK067)
The representation of Australia as states
and territories and as Countries/Places
of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia,
both natural and human (ACHASSK066)
HASS
Pages
2–3
4–5
6–7
8–9
10–11
12–13
✓
✓
✓
✓
✓
✓
viYYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Assessment
XXA passport-themed assessment is provided at the end of each section, which may be used
as a formative or summative assessment tool.
XXThese pages and the passport cover page below may be compiled to form a passport of
their learning.
XXDigital presentations may also be uploaded to a class website or emailed to the teacher
for assessment purposes.
Revision passport
FOLD HERE
Passport
viii

Australia’s
landscape
Concepts for developing geographical thinking
Main lesson
Travelling further activity
LESSON
Place
Space
Environment
Interconnection
Sustainability
Scale
Change
Australia’s states and territories
Australian Aboriginals' Country/Place
Torres Strait Islanders' Country/Place
Australia’s physical features
Australia’s built features
Australia’s World Heritage features
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>>>>1

Australia’s states and territories
Lesson objectives
XXIdentifying and locating Australia’s states and territories, capital cities and ten major towns using geographical tools
XXUnderstanding how state and territory borders, capital cities and major towns are represented on a map
Lesson plan
Introduction
XXDisplay the image of Border roadhouse at . Students imagine they are driving along this road
from the capital city of Perth to the capital city Adelaide. Which
state are you leaving/entering? What is the capital city of Western
Australia/South Australia?
XXZoom out and switch satellite mode off to show the locations of
Border roadhouse, Perth and Adelaide on the map. Discuss how
states and territories, capital cities and major cities/towns are
shown on the map. Which major towns might you pass on your
journey from Perth to Adelaide?
Resources
XXImage of Border roadhouse
XXiPad ® /tablet with QR scanner and
presentation app (ShowMe)
XXGoogle Maps
XXPage 3
XXOnline quiz
Development
XXStudents use Google Maps to name and locate the states and
territories, capital cities and ten major towns in Australia, and label
them on the map on page 3.
XXThink-pair-share What do the lines between each state on the map
represent? Why do you think these lines are not all straight? How
is the location of a capital city shown on a map? How many capital
cities are in each state or territory?
XXIn pairs, students use a presentation app (ShowMe) to write ten
quiz questions (each on a separate page) relating to the name,
location or size of Australia’s states and territories and their capital
cities, such as Which state or territory is the smallest? Which state
is surrounded by coastline? Which capital city is not located along
the coast? Students will need to ensure they know the answer to
each question.
XXStudents swap their quiz with another pair and answer the
questions using the same app. Students return the quiz and discuss
the correct answer to any incorrect answers.
Conclusion
XXIndividually, students complete the online quiz at . When the results show, students should exit out
of the results box and screenshot the map with their results at the
top, then email it to the teacher.
See how the state and
territory boundaries
have changed over time
at .
Travelling further
Students create a time line to
record the number of states
and their names at each date
provided in the video.
Curriculum links
HASS Knowledge and Understanding
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia, both natural and human (ACHASSK066)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Poses questions about the
states and territories and
their capital cities to create
a digital quiz
• Locates and collects
information from Google
Maps
• Records, sorts and
represents data on a map
• Interprets data and
information about how
state and territory borders
and capital cities are
represented on a map
• Finds the meanings of state
and territory acronyms
• Draws conclusions based on
researched information to
create quiz questions
• Communicates
understanding using a
student-created digital quiz
and an online quiz
2

Australia’s states and territories
1. (a) Use Google Maps to find the names and locations of Australia’s states
and territories and their capital cities, and label them on the map below.
(b) Choose ten major towns and label them on the map below. Make sure you
include at least one major town in each state and territory.
2. Write the name of the state or territory next to each acronym/abbreviation.
NSW
NT
SA
∑ld
Tas.
Vic.
WA
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>>>>3

Australian Aboriginals' Country/Place
Lesson objectives
XXIdentifying Australian Aboriginals' Country/Place boundaries using a languages map and comparing these to state
boundaries
XXUnderstanding the importance of Country/Place to Aboriginal people
Lesson plan
Introduction
XXDisplay an image search of ‘Maps of Australia’. Think-pair-share
Why do some of these maps look different? Reinforce that Australia
can be represented in many different ways and that boundaries are
used to show specific regions.
Development
XXDisplay the map of Australia at . Hover the mouse over the map to see the
boundaries of land governed by different Aboriginal language
groups in Australia. Locate your local area and identify the
Aboriginal language groups in the region. Think-pair-share
How are these boundaries different to the state and territory
boundaries? How do you think Aboriginal people identify the
boundaries of their Country/Place?
XXStudents scan the QR codes or use the URLs on page 5 to learn
about Aboriginal people's connection to the land and how their
land has changed over time by watching videos about the Kaurna
People of South Australia. Students use this information to answer
the questions about Country/Place on page 5. Alternatively,
students can answer the questions using an app and email their
answers to the teacher.
XXAs a class, watch the video What are song lines? at . Students draw conclusions from the
information in the video and their prior research to discuss the
following questions: Why do Aboriginal people move around the
land? Why are song lines important to Aboriginal people?
Conclusion
XXWrite the following questions on the whiteboard: How did
Aboriginal people describe and remember their Country/Place
boundaries? Why is Country/Place important to Aboriginal people?
In pairs, students use a voice recording app (Sock puppets) to ask
and answer each question, then share their presentation via email
to the teacher or to other students.
Resources
XXGoogle image search—maps of
Australia
XXMap of Australia showing indigenous
language groups
XXPage 5
XXiPad®/tablet with QR scanner and a
voice recording app (Sock puppets)
XXVideo—What are songlines?
XXOptional: a presentation app to record
answers to page 5
Travelling further
Students write five questions
to research about an
Aboriginal language group in
their local area.
Students research the
answers to their questions
and record their findings
using an app of their choice.
Curriculum links
HASS Knowledge and Understanding
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia, both natural and human (ACHASSK066)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Locates and collects
information from online
maps, videos and images
• Records, sorts and
represents data on a map
• Interprets maps to
compare state and territory
boundaries with Australian
Aboriginal Country/Place
boundaries
• Examines how Australian
Aboriginals use song lines
to map the land
• Draws conclusions based on
researched information to
understand land boundaries
and how these were
identified and remembered
• Communicates
understanding by answering
questions using an voice
recording app
4

Australian Aboriginals' Country/Place
1. Go to or scan the ∑R code to watch
an Aboriginal Elder of the Kaurna people explaining her
Country/Place.
(a) In which state of Australia
are the Kaurna people located?
(b) Which capital city is located within
the Kaurna people's Country/Place?
(c) How did the Elder describe the
boundaries of the Kaurna people's land?
Ngadjuri
Nukunu
(d) Label the directions on the compass rose.
(e) Draw and label the features used to
describe Kaurna Country boundaries
in their correct positions on the map.
2. Go to
or scan the ∑R code to learn more
about the Kaurna people and their
connection to Country/Place.
Narangga
Ramindjeri
(a) Why is Country/Place important to Aboriginal people?
Kaurna
Ngarrindjeri
Peramangk
(b) How has the land of the Kaurna people changed over time?
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>>>>5

Torres Strait Islanders' Country/Place
Lesson objectives
XXIdentifying and locating Australia’s states and territories, capital cities and ten major towns using geographical tools
XXUnderstanding how state and territory borders, capital cities and major towns are represented on a map
Lesson plan
Introduction
XXUsing Google Earth, view the Torres Strait Islands at . Explain that the Torres Strait Islands are
part of Australia, but not part of the mainland. Which of Australia’s
states or territories do you think these islands are located near? In
which direction are these islands from mainland Australia? Zoom
out to reveal the location of the Torres Strait Islands in relation to
mainland Australia.
Development
XXDisplay the Torres Strait Islands flag at . Using a brainstorming app (Popplet), students write
five inquiry questions to research about the significance of the
colours and symbols used on the Torres Strait Islands flag, such as
Why has the five-pointed star been used on the flag? What does
the symbol in the centre represent?
XXStudents scan the QR codes or use the URLs on page 7 to research
the geographical divisions of the Torres Strait Islands and the
importance of County/Place to Torres Strait Islanders.
XXStudents conduct their own research to identify the meanings of
the colours and symbols on the Torres Strait Islands flag and record
their notes using the brainstorming app used previously.
XXStudents use a presentation app (Seesaw) to insert an image of the
Torres Strait Islands flag and explain the significance of the colours
and symbols using text or audio recordings. Students also explain
how the flag represents the identity of Torres Strait Islander
people.
Conclusion
XXAs a class, create a digital T-chart to compare the representation
and significance of Aboriginal and Torres Strait Islander Peoples
Country/Place. How are Aboriginal Country/Place boundaries
different to Torres Strait Islander Country/Place boundaries?
What similarities do both cultures have about their connection to
Country/Place?
Resources
XXGoogle Earth—Torres Strait Islands
XXTorres Strait Islands flag
XXPage 7
XXiPad ® /tablet with QR scanner and a
presentation app (Seesaw)
XXDigital T-chart
Watch the video Visit the
Torres Strait! at .
Travelling further
Students write interview
questions to find out who
would like to visit the Torres
Strait Islands and why, and
then interview five people
using a voice recording app.
Curriculum links
HASS Knowledge and Understanding
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia, both natural and human (ACHASSK066)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Poses questions to research
the significance of the
colours and symbols on the
Torres Strait Islands flag
• Locates and collects
information from Google
Earth, videos and other
websites
• Records, sorts and
represents data using apps
and graphic organisers
• Interprets a flag to see how
it represent the identity of
the place’s inhabitants
• Listens to a Torres Strait
Islander explain why
Country/Place is important
to him
• Draws conclusions to
identify the similarities
and differences between
Aboriginal and Torres Strait
Islander peoples Country/
Place
• Communicates
understanding using a
presentation app and a
T-chart
6

Torres Strait Islanders' Country/Place
1. Scan the ∑R code or go to to
research the groups of islands in the Torres Strait. Record key
information about each group using a format of your choice.
2. Scan the ∑R code or go to
to watch a video.
(a) What is John Paul Janke’s heritage?
(b) Why is Country/Place important to John Paul Janke?
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>>>>7

Australia’s physical features
Lesson objectives
XXIdentifying and describing the types of physical features of Australia, including rivers, lakes, deserts, rainforests,
mountain ranges, national parks, beaches and coral reefs
XXIdentifying the names of the largest/longest physical features in Australia and locating these on a map
Lesson plan
Introduction
XXDisplay the interactive physical map at . Locate Australia and zoom in. What
types of features is this map showing? Explain that this is a
physical map. It shows the names and locations of natural features
in Australia. Think-pair-share Why is the map coloured? What do
you think the colours represent? Could images be used to show the
location of natural features instead of colour?
Development
XXDemonstrate how to add image labels to the interactive physical
map of Australia, using the ‘Draw a marker ’ tool on the left
panel. Peruse the images and discuss alternatives that could be
used.
XXUsing page 9, students conduct internet research to find the
largest/longest examples of each of Australia’s major physical
features. Students label these examples on the map and add a
compass rose and a key explaining the images or colour-coding
used to show each feature.
XXUsing a brainstorming app (Popplet), students write one question
about each of the physical features listed on page 9 and use the
answer to create a ‘Did you know?’ fact for each.
XXUsing a presentation app (Seesaw), students communicate their
understanding of the types of physical features found in Australia
and provide examples of each. Students add a photograph of their
labelled map, a ‘Did you know?’ fact and images for each physical
feature to their presentation.
Conclusion
XXIn pairs, students compare their labelled maps (page 9) and discuss
the similarities and differences between the representation of
features. Think-pair-share What difficulties may arise if images
are used to show physical features that cover large areas such as
deserts, national parks and rivers?
Resources
XXInteractive physical map of Australia
XXPage 9
XXiPad ® /tablet with brainstorming
app (Popplet) and presentation app
(Seesaw)
Travelling further
Students write five inquiry
questions about the Twelve
Apostles, Lake Eyre or Mount
Kosciuszko and research the
answers to their questions.
Students use their research
to create a digital travel
brochure using an app of their
choice to encourage tourists
to visit these natural features
in Australia.
Curriculum links
HASS Knowledge and Understanding
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia, both natural and human (ACHASSK066)
HASS Inquiry and Skills
Questioning Researching Analysing
• Poses questions of selfinterest
to create ‘Did
you know?’ facts about
Australia’s physical features
• Locates and collects
information from Google
Maps and other websites
• Records, sorts and
represents data on a map
and using apps
• Interprets information on
maps to identify why colourcoding
is used to show
physical features
• Identifies the limitations
of using images to show
the location of widespread
physical features
Evaluating and
reflecting
• Draws conclusions based on
researched information to
create ‘Did you know?’ facts
• Interacts with others
respectfully when discussing
the use of colour/images
on maps
Communicating
• Communicates
understanding using a
presentation app
8

Australia’s physical features
1. Research and record the name of Australia’s largest or longest example of
each major physical feature, and the state or territory it is located in.
Physical feature Australia’s largest/longest example State/Territory
National parks Kakadu National Park Northern Territory
Rainforests
Rivers
Deserts
Mountain ranges
Coral reefs
Beaches
2. Locate and label each of Australia’s largest or longest physical features on
the map using colour or images. Add a compass rose, then create a key to
explain the colour-coding and images used on your map. Remember to use
the same colour/image for each feature.
KEY:
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>>>>9

Australia’s built features
Lesson objectives
XXDescribing the types of built features in Australia, including buildings, roads, bridges, railroad tracks and monuments
XXIdentifying the interconnection between the built and physical features of Australia to understand why we build
features in specific places
Lesson plan
Introduction
XXGo to and search
for Australia, zoom in to your local area or an area that has been
recently developed and change the speed in the bottom left corner
to slow. What changes have occurred to the land? Who made these
changes? Why has this place been chosen for development?
Development
XXIn pairs, give students a pre-cut research card from page 11,
allocating a built feature of Australia to each pair. Note: The
Darwin-Adelaide railway, Eyre Highway and Parliament House
website links contain some complex information that is best suited
to higher-ability level students.
XXIn pairs, students use a note-taking app (Notes) to list ten
geographical questions about the location and importance of their
allocated built feature, such as What is the feature? Where is it
located? Why is it located where it is? When and why was the
feature built?
XXIn pairs, students research their allocated built feature, using
Google Earth, the QR codes and URLs on the research card
provided, and by conducting their own research. Students use
the Notes app to record key information related to each of their
questions.
XXStudents use a presentation app (ShowMe) to explain the name
and type of built feature, it’s location in Australia, it’s importance
and any other information they think is relevant. Students upload
their presentations to a class blog or website and view other
presentations.
Conclusion
XXAs a class, conduct a short debate to determine students' points of
view about whether humans should build features to assist us in
our daily lives, or whether we should leave the natural landscape
untouched. Discuss fact and opinion statements presented during
the debate.
Resources
XXGoogle Earth timelapse
XXPage 11 (Pre-cut research cards)
XXiPad®/tablet with QR scanner, notetaking
app (Notes) and presentation
app (ShowMe)
Travelling further
Research the local area to
determine other types of built
features such as hospitals,
swimming pools, statues,
playgrounds and schools.
Students conduct a survey to
determine how many people
think each of these built
features are needs, and how
many think they are wants.
Curriculum links
HASS Knowledge and Understanding
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia, both natural and human (ACHASSK066)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Poses geographical
questions about the
location and importance of
a built feature in Australia
• Locates and collects
information from Google
Earth and other websites
• Records, sorts and
represents data using apps
• Examines information
presented during the debate
to determine fact and
opinion statements
• Draws simple conclusions
to identify how the land has
changed over time
• Interacts with others
respectfully to share points
of view during the debate
• Communicates
understanding using a
presentation app
10YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Australia’s built features
Sydney Harbour Bridge
Eyre Highway
Darwin–Adelaide railway
Melbourne Cricket Ground
Parliament House
Australian War Memorial
Sydney Airport
Fremantle Port
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 11

Australia’s World Heritage features
Lesson objectives
XXIdentifying Australia’s features that are inscribed on the World Heritage List for their natural and/or cultural significance
XXIdentifying why Uluru-Kata Tjuta National Park has been inscribed on the World Heritage List and comparing people’s
points of view about the management and protection of Uluru
Lesson plan
Introduction
XXWatch the video Why many world heritage sites are at risk at
. What does it mean to be a World
Heritage site? Why are many World Heritages sites at risk?
XXAs a class, view the list of Australian World Heritage sites at
and discuss their
locations on the map.
Development
XXDisplay the image of Uluru at .
What is the name of this rock? Is it a natural or built feature? In
which state or territory is it located?
XXUsing page 13, students research Uluru-Kata Tuta National Park
to find out why it was inscribed on the World Heritage List and to
determine it’s natural and cultural significance.
XXAs a class, watch and discuss the video Should we climb Uluru? at
. Why do the Anangu People ask
that you do not climb Uluru or take photographs of their sacred
sites?
XXIn groups of six, students discuss the question. Do you think
tourists should be allowed to climb Uluru and take photographs of
the rock formation? Students respectfully compare the points of
view presented and list reasons for and against climbing Uluru in a
T-chart.
Conclusion
XXIn pairs, students use a puppet show app (Sock puppets) to hold
a short debate; giving for and against arguments to answer the
question Should tourists be allowed to climb and photograph
Uluru?
Resources
XXVideo—Why many world heritage
sites are at risk
XXList of Australia’s World Heritage sites
XXImage—Uluru
XXPage 13
XXVideo—Should we climb Uluru?
XXiPad ® /tablet with QR scanner and
puppet show app (Sock puppets)
Travelling further
Students choose a natural
World Heritage site in
Australia from the list at
and research its significance.
Students design a campaign
to help protect the natural site
using an app of their choice
and upload it to a class blog
or website.
Curriculum links
HASS Knowledge and Understanding
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia, both natural and human (ACHASSK066)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Locates and collects
information from a map,
videos and a website
• Records, sorts and
represents data using a
T-chart
• Examines points of view
about the management and
protection of Uluru
• Interacts with others
respectfully to determine
their points of view about
the management and
protection of Uluru
• Considers the effects of
people climbing Uluru
• Communicates
understanding using a voice
recording app
12YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Australia’s World Heritage features
1. Scan the ∑R code or go to to
learn about Uluru-Kata Tjuta National Park.
(a) When and why was it listed as a natural World Heritage site?
(b) When and why was it listed as a cultural World Heritage site?
2. Use the same website to find more information about Uluru-Kata Tjuta
National Park’s natural and cultural significance and record your notes in the
T-chart below.
Natural significance
Cultural significance
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 13

Assessment
Types Reason for protection
NYC
IMMIGRATION INDIA
30 JUN 2020
DEPARTURE
CSI AIRPORT MUMBAI
A1 - 347
A
347
3
47A
08 SEP 2020
ARRIVAL
AUG 22
United Kingdom
CONSOLATE GENERAL OF INDIA
SAN FRRANCISCO CAL.
AUG
27
Vietnam
ITALIA MILANO
AEROPORTO DI MILANO MALPENSA
* 09.10.18 *
10 JUL 2020
ARRIVAL
XYZA08912
ARRIVAL
AUSTRALIA’S LANDSCAPE
Describe the similarities and differences between the
two representations of Australia shown by the maps.
RSXT 0700
HONG KONG
17 DEC 2013
ADMITTED
DEPARTED
0700
Map 1 Map 2
AUSTRALIA’S LANDSCAPE
List the types of natural and built features of Australia
and why some of these features are protected.
Natural
features
Built
features
Class
Until
SFR
FEB 29 2020
05
2719
DEPARTMENT OF HOMELAND SECURITY • US CUSTOMS AND BORDER PROTECTION
NATIONALE
JBE4 2174
CHARLES DE GAULLE
POLICE
JAN 24 2016
826
JBE4 2174
22 SEP 2019
A
FRANCE
BRAZIL
IMMIGRATION
826
823943719200493672098476510432917654918239437
32917652823943719200493672098476510432917652
MALAYSIA
ARRIVED
IMMIGRATION
Y4
Y94
KL
INTERNATIONAL
SYDNEY AIRPORT
03 AUG 2015
KELUAR
Y4
7
14YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

NOTE: Answers correct at time of printing
>>>
Answers
Page 3
1. (a)
Perth
Western
Australia
Darwin
(b) Teacher check
Northern
Territory
AUSTRALIA
South
Australia
Adelaide
2. NSW New South Wales
NT Northern Territory
SA South Australia
WA Western Australia
Qld Queensland
Tas. Tasmania
Vic. Victoria
Page 5
1. (a) South Australia
(b) Adelaide
Queensland
New South
Wales
Victoria
Melbourne
Tasmania
Hobart
Sydney
Canberra
Brisbane
Australian
Capital Territory
(c) Bounded by the sea to the west, Cape Jervis in
the south along the coast, Mount Lofty Ranges
along the hills to the east, and Crystal Brook in
the north
(d)
North
(b) Teacher check—
Answers may include: the connection to family,
the bond between people who live in the same
place, and the cultural history of the place
Page 9
Physical
feature
Australia’s largest or
longest example
State/Territory
Rainforests Daintree Rainforest ∑ueensland
Rivers Murray River New South Wales,
South Australia
Deserts Great Victoria Desert Western Australia,
South Australia
Mountain
ranges
The Great Dividing Range
New South Wales,
∑ueensland, Victoria
Coral reefs The Great Barrier Reef ∑ueensland
Beaches Ninety Mile Beach Victoria
2. Teacher check
Page 13
1. (a) 1987, spectacular geological formations, rare
plants and animals and exceptional natural
beauty
(b) 1994, cultural landscape showcasing the
traditional belief systems of Australia’s
Indigenous Peoples
2. Teacher check
West
East
South
(e) Teacher check
1. (a) Teacher check—Answers may include family
significance such as the birthplace of family
members and the history of Indigenous people
(b) Teacher check—Answers may include: less
natural features and more built features, the
width of the river, the types of houses, and the
names of places
Page 7
1. Teacher check
2. (a) Aboriginal (Cape York Peninsula) and Torres
Strait Islander (Murray Island) heritage
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 49