Part of the Geographic Education and Technology Program's collection of lesson plans.

Australia

Joanne Eible

Table of Contents:

Grade: K-1

LEARNING OUTCOMES

Location and Climate
The learner will: Basic Needs
The learner will: Roles and Responsibilities
The learner will: Language Arts
The learner will: Science and Math
The learner will: Arts
The learner will: Festivals
The learner will:

TEACHER REFERENCES

STUDENT REFERENCES

TEACHER BACKGROUND

a packet of Australia's background can be obtained by contacting:
Embassy of Australia
1601 Massachusetts Ave. , N.W.
Washington, D.C. 20036-2273
202) 797-3000

To request information about Australia write:
Australian Tourist Commission
Distribution Center
P.O. Box 7909
Mt. Prospect, IL 60056

ACTIVITIES

Location and Climate

1. Alexander Heads for Australia
2. The Land Down Under
3. Playdough Map
4. Possum's Travel

Basic Needs

5. The Farmer Makes his Breakfast
6. A Bushmen's Corked Hat

Roles and Responsibilities

7. The Flying Doctor
8. Having Fun in Sunny Australia
9. Learning in Australia
10. An Australian Neighborhood

Language Arts

11. You, Right?
12. Australian Alphabet Books

Science

13. Which Australian Animal?
14. Jump Like a Kangaroo
15. The Kangaroo's Pouch
16. Learning About Sheep
17. Baa Baa Black Sheep
18. Koalas

Art and Music

19. The Kookaburra Song
20. Making a Boomerang
21. Aborigines' X-Ray Paintings
22. Celebrating the Moomba Festival

ACTIVITY 1 Alexander Heads for Australia

Overview

Children become acquainted with Australia and its location through the book Alexander and the Terrible, Horrible, No Good, Very Bad Day.

Teacher Background

Australia is the world's largest island. The waters surrounding it include: Indian Ocean, Tasman Sea, Coral Sea, Timor Sea, Arafura Sea and the Pacific Ocean

Materials

Procedure

(Large group activity)
  1. Set the stage by drawing a sad face and writing, "A no good, very bad day" on the chalkboard. Ask: Have you ever had a bad day? What happened to make your day a no good, very bad day? List responses on board.
  2. Read the book Alexander and the Terrible, Horrible, No Good, Very Bad Day.
  3. Pretend with the children that Alexander decides to go to Australia. Proceed with the idea that Alexander doesn't know where Australia is located; he only knows that it's a country and it's the largest island in the world. Discuss the term "island".
  4. Have each child tell something that Alexander should pack in his suitcase for his trip. (Option: use paper suitcase as a prop.) List children's names and responses on board.
  5. Now that Alexander's packed, he needs to find Australia. Pass out Australian dot-to-dot maps and crayons.
  6. Children follow the dots to form the outline of Australia and then they color the surrounding areas blue to represent the water around Australia and to reinforce the concept of an island.
  7. Help the children remember Australia's shape by showing them how the shape looks like the head of a dog (the west is his snout; north is the top of his head and ears, southeast is his neck).
  8. Using their dot-to-dot outline maps of Australia as a visual guide, have the children come up to the globe or world map and try to locate Australia.
  9. Then point out the U.S. and the path one could take to reach Australia if they lived in the U.S. like we do and like Alexander does.

Extensions

ACTIVITY 2 The Land Down Under

Overview

This lesson reviews the concepts of under and over, or above. It then explains why Australia is referred to as "the land down under."

Materials

Procedure

(Large group activity)
  1. Children will sit in a circle on the floor.
  2. To reinforce the concepts of over/above and under, roll the world ball to a child in the circle. The child stands up with the ball. The child then listens and demonstrates the teacher's directions. For example: Put the ball under a chair. Continue, giving each child a turn.
  3. Next, review the shape of Australia. Children can refer to their dot-to-dot maps completed in an earlier lesson or to the outline map the teacher cut out before the lesson. Reinforce Australia's shape by having the children trace around Australia with their fingers.
  4. Using the outline map of Australia as a guide, let children come up to the map or globe and try to locate Australia.
  5. Introduce the statement that "Australia is called the land down under". You may want to ask: Why do you think it's called the land down under? Listen to ideas. Ideas can be recorded on the chalkboard or on chart paper.
  6. Explain that the term originated from the fact that Australia is under the equator. Explain the term "equator" Make a visual representation of the equator by having one or two children point to the middle of the world ball (where the equator may or may not already be marked). Then, have them take a piece of string and put it around the middle of the ball. Tape it in place.
  7. Using this string line on the ball to represent the equator, have children point above the equator and under the equator.
  8. Choose two children. Show them the United States and Australia on the ball.
  9. Use the map or globe to review that Australia is under the equator and that's why it's called the land down under.

Extensions

ACTIVITY 3 Playdough Map

Overview

This is a beginning mapmaking activity. The goal of this lesson is not to be exact in the placement of different landforms on the map, but to build an awareness that a country has different landforms and they are located in different areas. The lesson involves making playdough and using it to form Australia's physical features. This is a two-day activity.

Day 1 involves making a paper map and Day 2 involves making a playdough map. The playdough recipe that is needed in this lesson is: 

	3 cups flour
	1 cup water
	l/2 cup salt
	1 tablespoon cooking oil
	food coloring
You will need four times this recipe for the lesson, one set for each of four groups. The ingredients are measured and put into bowls. Add food color, then mix and knead with your hands.

A map and some pictures need to be prepared before the lesson. Details are in the procedure section of this lesson.

Teacher Background

Australia is the smallest continent in the world. It is also the largest island. It is largely a flat continent. One-third of Australia is desert. The desert land mainly covers the center of the continent and stretches out toward the western areas. Most Australians refer to the desert region as the "outback". The outback is land "out in the back" of the mountains and the cities.

Australia's mountains run along the eastern edge of the continent and extend southward toward the island of Tasmania. These mountains are referred to as the Great Dividing Range. They divide the rivers that flow east from the rivers that flow west. The Blue Mountains, Snowy Mountains and the Australian Alps are in the southeast and are a part of the Great Dividing Range. These areas do rise high enough to get seasonal snowfall.

The grassland and bush (countryside) areas run along the coasts with a large area existing between the mountains and the desert.

Materials

Procedure

(large and small group activities)

Prior to activity:

  1. Draw a large outline map of Australia on a piece of mural paper large enough to serve as a floor or table map. Alternative: Buy an inexpensive solid color vinyl tablecloth. Draw the map on it with permanent marker.
  2. Color the four outdoor scenes (grassland, desert, forest and mountain).
DAY 1: Making a Paper Map
  1. Show a filmstrip, movie or video of Australia's land. (optional)
  2. Put the large outline map of Australia on the floor somewhere in the room where there's enough space for the children to sit down around it later.
  3. Divide the class into four groups: the north, south, east and west groups. Keep a list of who's in each group; children will work in the same groups for Day 2 activity. Have each group sit by their area on the floor map; i.e. ,north sits along the northern border of the map.
  4. Pick one person in each group to be the leader of the group.
  5. Give each leader one of the drawings of the outdoor scenes that the teacher had prepared before the lesson. Give the north leader the forest scene, the east leader the mountain scene, the west leader the desert scene, and the south leader the grasslands scene.
  6. The leader will hold up the picture for their group to see. The groups will be given a few minutes to look at their pictures and think about what they see in the scene.
  7. The teacher then begins with the north group and asks them what kinds of things they saw in their picture. List responses on board or chart paper.
  8. Explain that there are forests and trees in Australia. The teacher will use the physical features map as a guide to give children an idea where lots of trees and forests are in Australia. For example, there are lots of eucalyptus trees and forests along the northern and eastern coasts.
  9. Have the leader of the northern group use a green marker to draw some tree shapes on the large floor map to show where they could be found in Australia.
  10. Repeat the same procedure with each group, calling on the south (grassland) group last. As each group adds their symbols to the map, have them use a specific color: mountains, brown; desert, yellow; grassland, green. Remember, exact placement isn't the goal of the lesson. An awareness of Australia's land features is!
  11. Save the floor map for the Day 2 activity.
DAY 2: Making a Playdough Map

Note: The teacher can prepare the playdough beforehand or make it with the class as this lesson describes.

  1. On a table, put the 4 bowls, measuring cups, flour, salt, oil, water and paper towels. The paper towels will be needed to help clean up and wipe hands.
  2. Divide the class into the same north, south, east and west groups as in Day 1 activity.
  3. Each group will make a bowl of playdough. Members of each group will take turns coming to the table to measure or mix. (For example, the first member of each group comes up and measures one cup of flour and puts it in their bowl. The second person measures another cup of flour, etc.)

    Each groups' playdough will be a different color. The colors correspond to the colors drawn on Day 1's map.

    East Group: mix all food colors making a dark color
    South Group: light green
    North Group: dark green
    West Group: yellow

  4. After the dough is made, each member of the group will get some playdough. They will use the playdough to make their landform for the map. North makes trees; south makes something to represent grass; west group makes small circles to represent grains of sand; and east group makes mountains.
  5. As items are made, members of the group put them on the correct areas of the floor map that was made on Day 1.

ACTIVITY 4 Possum's Travels

Overview

This mapping activity correlates with a read-aloud story entitled Possum Magic. Pictures are included that enable children to participate in the story. Recipes for three of the foods mentioned in the story are also included, if the teacher would like to cook with the class.

Materials

Procedure

(large group activity)
  1. Prior to the activity, prepare the Australian city map, food and possum drawings by:
  2. Put the Australian city map on the chalkboard so the children can see and reach it.
  3. Read the book Possum Magic. As the foods are mentioned in the story, place them on the board next to the correct cities on the Australian map.
  4. Tell the children that you're going to read the story and that this time, they're going to help you.
  5. Pass out the seven possum drawings to seven children in the group. As the story is read, children take turns adding the correct possum next to the correct city.
  6. Review directional words by discussing the travels of Hush- how she traveled up the east coast, then to the north, etc.

Extension

Australian Recipes

Pavlova

4 egg whites
1 cup sugar
3 drops vanilla extract
1/4 tsp cream of tartar
pinch of salt
Passion fruit pulp, fruit salad, or strawberries
1 cup heavy cream

1. Preheat oven to 200 degrees
2. Beat egg whites with salt and cream of tartar until frothy.
3. Gradually beat in sugar a little at a time.
 4. Continue beating until stiff and sugar is dissolved.  Beat in vanilla.
5. Cover a cookie sheet with brown paper.  Draw a 9" circle and spread meringue
evenly within the lines.  Make a slight hollow, in the center for filling.
6. Bake 1 hour.
7. Turn off heat and let dry at least 2 hours.
8. When ready to serve, whip cream until thick, fold in fruit and fill center of
pavlova.

Lamingtons

For cake:
4 eggs
3/4 cup sugar
1/2 tsp  vanilla
3/4 cup sifted cake flour
1/4 tsp salt
1 tsp baking powder

1. Preheat oven to 375 degrees.
2. Prepare 9 by 12 inch or 10 1/2 by 15 inch baking pan. Spray the pan with
nonstick spray or grease it lightly with butter or margarine.  Cut wax paper to
fit inside the pan so that the bottom and sides are covered.
3. Separate the egg yolks and whites into two bowls. Be careful not to get any
yolk in the whites, or they will not beat properly.
4. To the egg yolks add 1/4 cup of the sugar and the vanilla. Blend, then set
aside.
5. Beat the egg whites with the electric mixer. Gradually add the remaining
sugar (1/2 cup). Beat until stiff peaks form.
6. Fold the egg yolk mixture into the whites. Add the flour, salt, and baking
powder.  Mix until the batter is smooth.
7. Pour the batter into the prepared pan and bake about 12 minutes, or until the
center springs back when tested.
8. Allow the cake to cool for a few minutes, then turn it out onto the wire rack.
Allow it to cool for a few minutes more, then remove the wax paper carefully.
(loosen all the edges first, then peel off the paper in strips)
9. With a sharp knife, cut the cake into squares (12 or 16 squares depending on
the size of the pan).  Allow them to cool completely.

For icing:

2 cups powdered sugar
1 1/2 tblsp butter, melted
3 tblsp cocoa
boiling water
7-ounce bag (about 2 cups) coconut

To make the icing:

1. Mix the powdered sugar, melted butter, cocoa and enough boiling water (about
4 tblsp) to make a runny icing.
2. Using a fork, pick up a square of cake and spoon the icing over it to cover all
sides. Allow the icing to drip for a few minutes, then place the cake in a bowl of
coconut. Coat the cake with coconut, then place it on a plate to dry.
3. Repeat the process until all the squares are covered. Lamingtons can be
refrigerated or frozen.

Anzac Biscuits

1 cup rolled oats
1 cup white flour (sifted)
1 cup sugar
3/4 cup shredded coconut
4 oz. butter or margarine
2 tblsp light-colored pancake syrup, molasses, or treacle
1/2 tsp baking soda
1 tblsp boiling water

1. Preheat oven to 350 degrees.
2. Combine oats, sifted flour, sugar, and coconut.
3. Combine butter/margarine with syrup in sauce pan; stir over low heat until
melted and thoroughly blended.
4. Mix baking soda with boiling water and add to butter and syrup mixture.
5. Stir liquid mixture into dry ingredients until batter is formed.
6. Place teaspoons of batter onto a greased cookie sheet about 3 inches apart to
allow for spreading.
7. Bake in 350 degree oven for 20 minutes.
8. Place biscuits on rack to cool.

ACTIVITY 5 The Farmer Makes His Breakfast

Overview

This activity involves singing, acting out a song, making a song booklet and cooking. Its goal is to familiarize children with the meaning of the Australian word "station" (or farm) and to have them try an Australian recipe.

Teacher Background

In Australia, farming is very important. Australia is the world's leading producer and exporter of wool. It also exports more beef than any other country. Sheep and cattle farms are called stations. Since Australia is so dry these stations have to be very large so the animals can find enough grass to eat. The largest stations are in the north and the center of Australia. The center of Australia is referred to as the outback- the land that is out in back of the mountains and cities. This land is mostly desert.

Since more rain falls near the mountains, the land in this area is better for farming and grazing. Many products are grown in Australia. Wheat is an important crop and there are many big wheat farms. Australians also grow sugarcane, fruits such as apples, mangos, grapes, pineapples, bananas and pears, and citrus fruits.

Farmhouses are built of wood with a porch (veranda) all around. Newer farm houses are made of brick.

Farmers who live on stations often have their own airplanes because the stations are so large and are quite far from the city and other stations. Airplanes are also helpful because the roads in the outback are mostly unpaved and thus travel by car is difficult.

Materials

Procedure

(large group and individual activity)
  1. Describe a farm and have children guess what you are describing.
  2. Talk about Australian farms and the meaning of the word station.
  3. Read about Ian, an Australian boy who lives on a station, in Children Everywhere. pp.56-59.(optional)
  4. Explain that we're going to learn a new song that sounds just like "The Farmer in the Dell," but it's called "The Farmer Has a Station."
  5. Go over the words on the large chart. Sing the song.
  6. Sing the song again and have children act it out.
  7. Explain that one thing people in Australia might eat for breakfast is Australian pancakes, called "pikelets".
  8. Make pikelets (see included recipe)
  9. While teacher cooks pancakes, children go to their seats and begin coloring and drawing in their song book. When they finish coloring they can cut on the lines, arrange the pages and staple their books together.
  10. Children may want to save books and use them whenever the class sings the song. 
Pikelets (Australian pancakes)
makes 16 pancakes

3/4 cup flour
1 tsp sugar
1/2 tsp baking powder
1/2 tsp baking soda
1/4 tsp salt
1 egg, beaten
1/2 cup milk
2 1/4 tsp shortening
Syrup (optional)
Jam and Whipped cream (suggested toppings; optional)

1. In a large mixing bowl mix flour, sugar, baking powder, baking soda and salt.
2. In small mixing bowl mix the egg with the milk.
3. Slowly stir the egg and milk mixture into the flour mixture, making a thick
batter.
4. Using medium heat, melt the shortening in the frying pan.
5. For each pancake drop a tablespoon of batter onto the fry pan.
6. Allow the underside to brown and the top to become bubbly and almost dry.
Then turn and lightly brown on the other side.
7. Serve with jam and whipped cream. (Syrup can be used instead)

ACTIVITY 6 An Aborigine's Corked Hat

Overview

This is a hat that was worn years ago by men who lived and worked in the bush (countryside). The children will make the hat and say a rhyme about it. It's good for developing motor skills as it requires tying several corks around the front brim of a paper hat. Some teacher preparation is required beforehand.

Teacher Background

This hat was invented by the Australian aborigines. Life out in the bush was hard many years ago. With no suntan lotion to protect them from the sun and no bug spray to keep the flies away, the bushman created this special hat. The brim protected him from the sun and the dangling corks kept the flies out of his eyes.

Materials

Procedure

(individual and cooperative learning)
  1. Prior to the activity:
    1. Prepare paper plate hats. Teacher can cut out plates according to the directions sheet. If you want children to do the cutting, prepare plates by folding them in half and drawing the cutting lines.
    2. Punch four holes about l - l l/2" apart on front brim of hat, or let children punch their own holes.
    3. Cut out 1"-x-1" pieces of cork, so that each child has 4 pieces.
    4. Cut 8" pieces of yarn or string, 4 pieces for each child.
    5. Prepare pieces of cork: knot one end of a piece of yarn. Push the knotted end through the middle of the cork with a nail or sharpened pencil. Once yarn is through, you may need to knot it again. Repeat this procedure on each piece of cork.
  2. Show an example or picture of the corked hat. Explain who used it and why.
  3. Pass out previously cut paper plates. If children are cutting, pass out plates and scissors and have them cut along the pre-drawn lines.
  4. Have children fold remaining inner piece of the hat forward to form the top of the hat.
  5. Children will decorate the hat using either crayons, markers or paint. Note: If you choose to paint hats, do steps 1-7 before painting.
  6. If holes are not already punched, have children punch four holes along the front brim. Tell them that the holes should be about 3 fingers apart.
  7. Pass out four stringed corks to each child.
  8. Have children help each other tie the corks to the hat.
  9. If a hat does not fit, cut about a 3" section out of the back rim, punch a hole at each end and connect the ends with a piece of elastic cord.
  10. As children wear their hats sing the song, "Corked Hat" from the Wee Color, Wee Sing Australia tape or say the following poem: 
    Do you like my hat?
I know it looks funny,
but it helps to shade me
when it's sunny.

Do you like my hat?
These silly corks that hang down low
Wiggle and shake and tell
Those buzzing flies to go.

ACTIVITY 7 The Flying Doctor

Overview

In this activity the children will make a paper airplane using a pattern that involves cutting, coloring and gluing.

Teacher Background

Few people live in the vast interior of Australia. When they become ill, there is no doctor nearby. These Australians (about 1,000 people) rely on the Royal Flying Doctor Service. This service was started in 1928 by Reverend Dr. John Flynn. It enables doctors to fly from centralized bases and keep in touch with their patients via two-way radios.

When people need medical treatment or advice they use their two-way radios to contact the "Flying Doctor". If it is not too serious, the doctor can prescribe medicine over the radio. Each house has a basic supply of medicines. If the illness is more serious an ambulance, plane or helicopter is sent to pick up and bring the patient to the hospital. Once in awhile, the doctor will fly out to the patient.

Materials

Procedure

(large group activity)
  1. Read a book about doctors such as My Doctor.
  2. Explain that people in Australia need doctors just like we do. Point out that the cities have doctors' offices and hospitals just like the ones you go too.
  3. Introduce and explain Australia's Flying Doctor.
  4. Pass out crayons and copies of the "Flying Doctor" paper airplane pattern.
  5. Point out parts of this plane: body of plane, door, cockpit and wings.
  6. Have children color the planes. They can even draw in the pilot.
  7. Cut out plane's body and two wings.
  8. Guide children in cutting the door so it will open. Fold door open.
  9. Put glue on the side of the plane that has the door. Note: glue goes on the inside and DOES NOT go on the door.
  10. Fold the airplane in half so both sides will be glued together with the door opening and closing on one side of the plane.
  11. Children should draw a doctor standing inside the door.
  12. Fold the tab on each wing (the rectangular end of each wing).
  13. Put glue on each tab and attach one wing to each side of the plane. Hold for a few minutes.
  14. String can be attached to dried planes and they can be hung around the room. (optional)

Extensions

ACTIVITY 8 Having Fun in Sunny Australia

Overview

This activity allows children to work cooperatively and produce a class book. The book will be a way for children to show activities in which people can participate during warm, sunny weather.

Teacher Background

Most of Australia is hot and dry. Because of its size, it does have different climates. Northern Australia has a tropical climate; it is always hot and often has lots of rain. Southern Australia has a temperate climate; it is neither too hot nor too cold. Most of the rain falls along the coast leaving the center of the country very dry.

Australia is the flattest of the continents. It does have mountains that run along the east coast. The highest peaks of these mountains are part of the Australian Alps in southeastern Australia. In the winter, snow falls on these mountains.

Since Australia is in the southern hemisphere, its seasons are opposite to ours in the United States. Summer is from December to February; autumn from March to May; winter from June to August; and spring is from September to November.

Australians enjoy sports and since they have good weather, they spend a lot of time outdoors. They enjoy going to the beach, having picnics and barbecues, boating, fishing, riding bikes, jumping rope, and playing games like tennis, T-ball, soccer, basketball, cricket and "Aussie Rules" football.

Materials

Procedure

(large and small group activity)
  1. Prior to the activity, the teacher should prepare the clothes patterns beforehand. Several clothing patterns should be cut out of posterboard. This will enable children to trace the clothing patterns on construction paper later.
  2. Ask children what they like to do when it's warm outside. List responses on the board.
  3. Talk about the weather in Australia and what people like to do. Show pictures from the book A Family in Australia to show what Australians like to do or read pp. 20-21 in Our Country Australia (optional).
  4. Point out that Australians like to go to the beach. Introduce beach activities by reading a book such as Beach Days.
  5. Ask children to name some beach activities. Add responses to list already on the board.
  6. Explain that the class is going to make a class book called "Come and Have Fun in Sunny Australia"
  7. Show the people patterns. Explain to the children how they will choose a summer activity from the best list on the board, dress their person for that activity and make something that person would need to have to do that activity (i.e., a surfboard, a kite, a pail.)
  8. Reread the summer/beach activities that are listed on the board.
  9. Let children choose which activity they would like to do in the summer. List children's names next to the activity they choose. (Try to put no more than four names next to each activity.)
  10. Since each activity chosen will represent a page in the class book, have the children choosing the same activity sitting and working together.
  11. Pass out a person shape to each child.
  12. Children will decide on appropriate clothing for their person. They will choose and trace clothing patterns onto construction paper.
  13. The clothes will be cut out and glued on the person.
  14. Faces and hair will be added and then each child in the group will glue their person onto their book page.
  15. Encourage children in each group to discuss what they need to add to finish this picture. They will work together to color the rest of the picture.
  16. Have each group tell about their picture. Write what they say on their page.
  17. Attach pages together to form a book.

Extension

ACTIVITY 9 Learning in Australia

Overview

This activity helps children to see similarities and differences between their school and Australian schools. This is a two-day activity.

Teacher Background

Most Australian children begin school before the compulsory age of 6. Many attend preschool programs within the public school system. Schooling is compulsory until age 15 or 16, depending on where you live. The school year begins in late January or early February. They begin their 6-week summer vacation in December.

There are both public and private schools. Many private schools are run by churches and are generally only for boys or only for girls.

There are elementary and secondary schools. Children go to an elementary school for 6 years and then they attend a secondary school.

Some of the goals of Australian education are literacy, math, writing skills, computer skills, the environment and respecting and understanding Aboriginal heritage.

Neighborhood schools do not exist for people living in remote areas because their closest neighbor may be 60 miles away. Children in these areas receive their schooling through one of the 12 "schools of the air"

Schoolwork and lessons arrive by mail or may be taught over the air via two-way radios. "Schools of the air" give children two hours of radio contact with a teacher every day.

Materials

Procedure

(group and individual activity)

DAY 1

  1. Read a book about what happens during a school day such as It's Fun to Go to School. Discuss the similarities between U.S. and Australian schools.
  2. Read about Australian schools on pp. 12-13 of the book Our Country, Australia. (optional)
  3. Discuss the need for "Schools of the Air" in Australia and how they work. If you have a walkie-talkie, give children a chance to talk back and forth to the teacher to show how the two-way radios work.
  4. Have children make pretend two-way radios. They should:
    1. Paint their small boxes.
    2. Add a pipe cleaner at the top for an antenna.
    3. Cut a circle out of foil and glue it onto the front side of the box to represent the speaker.
    4. Cover the toilet paper roll with foil. This will be the microphone. Punch a hole in the roll and tie a piece of string or yarn (about 12" long) to the roll. Tie or tape the other end of the string to the box.
    5. Save the completed two-way radios for tomorrow's activity.
DAY 2

* Prepare beforehand: Get an envelope for each child. Put a folded math paper (you could use the included count and color sheep paper), in each envelope. Keep in a stack until needed in the lesson.

  1. Do a math lesson with the class. After the lesson explain that children in Australia would go to school and do work just as they do.
  2. Remind children of "Schools of the Air" Explain that they're going to pretend that they live far away and can't go to a school.
  3. Pass out the two-way radios they made yesterday, crayons and the envelopes.
  4. The teacher should go to the back of the class so that the children have their backs to him/her, and pretend that the teacher is not there.
  5. The teacher calls a child's name and tells the child to do something, such as count to 10. The child pretends to talk into his two-way radio microphone to answer the teacher. Continue, giving others a chance.
  6. The teacher then explains the lesson that was sent in the mail (worksheet in their envelope).
  7. Children do the paper, put it back in their envelope and put the envelope in the mailbox or mailbag.
  8. The teacher will check papers later and then return them to the children in their envelopes.

Extensions

ACTIVITY 10 An Australian Neighborhood

Overview

This activity involves having children take on the roles of builders (bricklayers and carpenters) and gardeners by making a mural of Australian homes. It involves cutting, gluing and possibly painting.

Teacher Background

Most Australians live in cities along the coast. Seventy percent of all Australians live in cities of more than 100,000 people. Sydney is the largest city. Thirteen percent of the Australian people live in rural areas. There are scattered settlements in the area known as the outback.

A common Australian home is on the edge of the city, made of brick with a tiled roof, and a yard. Older homes are generally made of wood. Since most homes have a yard, Australian cities cover a large area. It has only been recently that apartments have become popular.

Seventy-five percent of the people in Australia own their own homes. Homes are often one-story, large and contain many of the modern day conveniences such as dishwashers, televisions (called 'tellies') and VCRs (called 'vids'). Many houses have swimming pools and some have air conditioning.

Since much of the country is hot, many homes have verandas. Verandas are roofed porches that provide shade. Northern Australians often escape the evening heat by sleeping outside on their verandas. Other houses have been designed in an effort to ease the heat. These unusual houses include:

Materials

Procedure

(small group activity)
  1. Read the book Building a House, which tells about constructing a house.
  2. Introduce Australian homes by reading pp. 18-19 in Our Country, Australia. (optional)
  3. Show pictures of the most common Australian homes. Explain that most people live in wood or brick houses in the city. Point out that most of these homes have yards, gardens and often swimming pools.
  4. Show the mural paper and explain that the paper is a piece of Australian land and that some new houses need to be built on this land.
  5. Explain that builders (carpenters and bricklayers) and gardeners are needed. Divide the children into groups so about half are the builders and the other half are gardeners.
  6. The builders will decide on a wooden or brick house, and then draw the house shape on a piece of manila paper.
  7. If they're building a brick house, they will cut small red rectangles to represent bricks and glue them onto their house shape, leaving windows and door openings. They will choose another color paper and cut more rectangles to represent the tile roof.
  8. If they're building a wooden house, they will cut long strips of brown paper to represent the pieces of wood and glue them onto their house shape, leaving window and door openings. They will choose another color of paper and cut rectangles to represent the tile roof.
  9. The gardeners will work together in small groups making trees, flowers and bushes. They may draw, color and cut them out or make them out of pieces of construction paper. (If you're using white or brown mural paper, have a few of the gardeners paint it green to represent the grass.)
  10. When houses are completed, let children decide where roads should be and draw them in with a marker.
  11. Have builders glue on their houses, remembering to leave space for their yards.
  12. Lastly, have gardeners glue on their trees, flowers and bushes.
  13. On top of a piece of chart paper, the teacher will write: Our Jobs and Responsibilities. Children will look at the houses in the mural, pretend they live there and tell what their responsibilities or jobs around the house would be. The teacher records the child's name and response.
  14. Hang chart next to neighborhood mural.

Extensions

ACTIVITY 11 You, right?

Overview

"You, right?" is an Australian expression that means "May I help you?" Children will review community helpers and their responsibilities in this activity.

Teacher Background

Although farming and mining are very important industries in Australia, these industries do not provide very many jobs. Most Australians work in the service industries where their jobs involve providing services for others. Retail and wholesale trade employs the most people, followed by community services and the construction industry.

About a quarter of the people work in the manufacturing industry. Food processing is the largest manufacturing industry. Other industries include the manufacturing of paper, ships, electronics, household appliances and iron and steel products.

Australia also employs people in the Australian Defense Force, referred to as the ADF. The ADF consists of the Royal Australian Navy, the Army and the Royal Australian Air Force.

In recent years, more and more women have joined the work force. Women comprise about 40 percent of Australia's work force.

Materials

Procedure

(small and large group activity)
  1. Begin by dividing the class into groups of four. The groups should sit around the room, on the rug or at tables.
  2. Pass out some community help pictures to each group.
  3. Explain that the people in Australia have jobs just like their own moms and dads have jobs. (You may also want to refer to the Australian neighborhood mural that the class may already have made in an earlier lesson. Discuss how the people in these houses go to work and have jobs to do just like the people in your neighborhood or city.)
  4. Each group of children should work together to identify their community helper pictures and talk about what their jobs involve.
  5. After giving the groups time to talk among themselves, ask all groups to come together on the rug and hold onto their pictures.
  6. Take turns calling up each group. Have the children identify the name/title of their community helper.
  7. With the children still standing in front of the class, the teacher then collects the pictures.
  8. The teacher proceeds holding up a community helper picture for all to see and saying "G'day, mate! I'm a (title of picture), you right?" (Translated means "Hello, friend! May I help you?")
  9. One of the children from the small group answers by telling what this community helper does to help others. Continue the activity.
  10. When all the community helpers have been discussed, put the pictures in a pile and have the children take turns picking a picture and either acting it out or telling a riddle about it so the other children can guess who was in the picture. (They may use props if any are available.)

Extension

ACTIVITY 12 An Australian Alphabet Book

Overview

The children will work on their alphabet books during the remainder of the Australian unit. Children will choose 2 or 3 letters a day. Words that begin with that letter and that pertain to Australia will be introduced. Then the children will make or color pictures of those words next to their matching letters. (Some pictures are included; others can be drawn or painted. The Australian words are listed in the Teacher Background section of this lesson.

Teacher Background

The following are words that pertain to Australia. If more than one word is listed, either teacher or child can choose the one they want for their books. An * means a picture is included. 
Aa - Australia *

Bb - brick house
 - beach
 - boomerang *

Cc - cattle *

Dd - dingo *

Ee - emu *

Ff - farms

Gg - G'day

Hh - hat (could draw a corked hat or explain that hats are worn to shade people
from sun)

Ii - island

Jj - joey *

Kk - koala
 - kangaroo
 - kookaburra *

Ll - lamb *
 - lad (Australian word for boy)
 - lass (Australian word for girl)

Mm - marsupials	* (can use kangaroo, koala, possum and wombat pictures)

Nn - Nana (Australian word for grandmother)

Oo - outback
 - ocean

Pp - possum *
 - pouch

Qq - quick as a kangaroo *

Rr - "ring you" (Australian term meaning to call you on the phone)
 - raincoat

Ss - sheep *
 - stations (Australian word for farm)
 - sandshoes (Australian word for sneakers)

Tt - "telly" (Australian word for television)

Uu - under (Australia is "under" the equator)
 - umbrella

Vv - veranda(a roofed porch)

Ww - wool
 - wheat
 - wombat *

Xx - x-ray art (an Aboriginal art form:  directions are in the X-ray art lesson)

Yy - yard (most Australian homes have yards)

Zz - zoo (there are zoos in Australia)

Materials

Procedure

(group and individual activity)
* These steps will be followed each day:
  1. The teacher may either put all alphabet letters into the letter bag or box, or may only put the three letters that are to be covered that day into the bag or box.
  2. Three children are chosen. They will take turns reaching into the bag or box without looking. The child will feel the letter and try to identify it before they take it out.
  3. The letter is taken out and identified. The child can locate the same letter on the Australian alphabet large chart.
  4. The teacher will go over the letters chosen and the words on the Australian alphabet chart that begin with those letters.
  5. The children will then work on those three pages of their book. Each page needs to contain a letter of the alphabet, the Australian word and a picture to go with the word.

    * The teacher may want to set up three tables or center areas so children can work on their letter pages in small groups throughout the day.

  6. When all letters of the alphabet have been chosen and illustrated, children will make a cover for the book and attach the pages inside the cover. Pages will probably need to be attached by punching two or three holes along the edge of each page, lining up the pages and holes and then using yarn or string to loosely tie the pages together.

Extension

ACTIVITY 13 Which Australian Animal?

Overview

This activity should be done only after the children have learned about animals that live in Australia. They will need this background information in order to create the riddles that are a part of this big book activity. The activity requires children to work in groups of three or four.

Teacher Background

Here are some possible choices for animals to include in the book: kangaroo, koala, emu, wallaby, kookaburra, cow, sheep, wombat, possum, dingo, and chicken.

Materials

Procedure

(small group activity)
  1. Read the book Whose Furry Tail?
  2. Explain to the children that they're going to make a story like this one, with riddles or clues about animals that live in Australia.
  3. Ask children the names of some animals that they have learned about during the Australian unit. List responses on board.
  4. Next ask the children to tell you what they know about each animal. List responses next to the animal's name.
  5. Let children choose an animal that is listed on the board. Try to limit the number of children choosing an animal (three or four per animal).
  6. Have children sit with their group at a table.
  7. Give each child a piece of 4 l/2"-x-6" drawing paper, crayons or markers, pencils and animal patterns, if you have them.
  8. Each child in each group will draw and color his animal. As the children are drawing the teacher will go to each group and guide the group members in developing a riddle about their animal. Begin each riddle with: Which animal...

    The teacher writes the riddle on a piece of lined paper or a sentence strip.

  9. Each riddle will be glued onto a separate piece of large construction paper.
  10. When the children's drawings are completed, they will be glued onto a large piece of construction paper (all kangaroos go on one paper, all koalas on another, etc.).
  11. Make a cover for the book. On the cover write the title: Which Australian animal?
  12. Arrange the pages of the book so that you have a riddle page followed by the picture page that answers that riddle.

Extensions

ACTIVITY 14 Jump like a Kangaroo

Overview

This activity presents kangaroo facts and compares the length of a kangaroo's jump to the length of a child's jump. Some teacher preparation is needed prior to beginning the lesson.

Teacher Background

Kangaroos are mammals and marsupials. A marsupial is an animal with a pouch. Except for the American possum, all marsupials live in Australia and the nearby islands. Kangaroos can be found in the wild in New Guinea, New Zealand, Tasmania and Australia.

The most well-known kangaroos are the red kangaroos and the grey kangaroos. The greys are usually the ones that you see in zoos or animal parks.

Kangaroos never run. They hop. They are the largest hopping animals in the world. A red kangaroo can jump 30 feet in one jump, and greys can jump as far as 44 feet. They use their strong tails to spring off. As they jump, only their powerful hindlegs touch the ground. They keep their tails curved slightly upward to balance themselves.

Their defense against danger is their quick speed. They can jump at speeds up to 43 miles per hour. However, the male kangaroos are heavier and can't jump as fast. Therefore, they become fierce fighters. When fighting with other male kangaroos, they jab with their forearms and try to knock each other off balance. As a last resort, they kick with their hindlegs. They only use their sharp hindleg claws when they mean business.

Kangaroos live together in a group called a mob. The leader of the mob is called the "Old Man." Members of the mob look out for danger. They warn others by stamping their feet on the ground when danger (such as a dingo) is near.

A baby kangaroo is called a joey. A joey lives on its mother's milk when it's in the pouch. As it gets older, it can lean out of the pouch and nibble plants. When it is eight months old, it leaves the pouch for good and hops alongside its mother.

Kangaroos have no fixed home. They move around looking for food. They travel at night when it's cool and rest during the hot day. They eat grass and plants. They get water from the plants they eat. Therefore, they can go 2 to 3 months without a drink of water.

Materials

Procedure

(large group activity)
  1. Prior to activity:
    1. Draw a large kangaroo on a piece of posterboard and glue a small paper bag "pouch" onto the kangaroo.
    2. Cut out the "Yes or No" kangaroo sentences.
    3. Find an area outside and make a line 30 feet long with tape or chalk.
  2. Read a factual book about kangaroos such as The Life Cycle of the Kangaroo, or Animal World, the Kangaroo.
  3. Hang up the drawing of the kangaroo with the paper bag pouch.
  4. Have children take turns picking one of the yes or no sentence strips. The teacher reads the sentence. The child decides if yes, it's true about kangaroos or no, it's not true about kangaroos. If it's true, the child puts the sentence strip in the kangaroo's paper bag pouch. If it's not true, the sentence strip can be put elsewhere.
  5. The teacher gets a paper and pencil and then takes the class outside to the area where the 30 foot line has been marked off.
  6. Show children the line and explain that the line is how far a kangaroo can jump in one jump.
  7. Children will take turns standing next to the beginning of the line. Then they will jump down the line to see how many jumps they would have to make before they reach 30 feet. The teacher records how many jumps each child needed to make.
  8. Measure the length of each child's single jump and record lengths. (optional)

Extensions

ACTIVITY 15 The Kangaroo's Pouch

Overview

This activity involves a fictional story about a mother kangaroo, her joey and the various items the joey brings into its mother's pouch. It also involves a math size comparison activity and the making of a paper kangaroo. The teacher will need to prepare the pattern pieces before the lesson.

Materials

Procedure

(large group and individual activity)
  1. Prior to activity:
    1. A brown construction paper figure of a Joey cut out for each child and
    2. About 10 copies of each kangaroo pattern pieces, cut out of posterboard, ready for the children to trace.
  2. Read the book Joey, written by Jack Kent.
  3. Discuss which items in the story could fit in a kangaroo's pouch.
  4. Children will look around the room for items that could or could not fit in a kangaroo's pouch.
  5. Children will make brown construction paper kangaroos. (See directions in the Appendix).

Extensions

ACTIVITY 16 Learning about Sheep

Overview

This activity introduces children to sheep and their characteristics, life and products. The children will make "stand-up sheep." Some teacher preparation prior to the lesson is needed.

Teacher Background

Australia raises more sheep than any other country. Consequently Australia is the leading producer of wool. Sheep and cattle farms in Australia are called stations. Sheep like to eat grass. If there's not enough grass, they will eat vegetables.

Sheepdogs and farmers look after the sheep while they are out in the fields grazing. They keep the sheep flock together, guide them back to the farm and keep predators such as foxes and coyotes away.

Sheep are sheared in the summer. (Australian summer months are Dec. - Feb.) It takes about 4 minutes to shear one sheep. Shearers try to get the wool off in one piece. This piece of wool is called a fleece.

Sheep provide us with other products. They also give us meat and milk. The milk is used to make cheese and butter. Sheep fat is used to make candles and soap.

Materials

Teacher Preparation

  1. Label the 3 grocery bags- HEAD on one bag, BODY on another and TAIL on the last bag.
  2. Cut out the animal head, body and tail shapes found in the Appendix. Then place the heads in the HEAD bag, bodies in the BODY bag, and tails in the TAIL bag.
  3. Cut out the stand-up sheep body pattern and use it to make a posterboard sheep body for each child.

Procedure

(large groups and individual activity)
  1. Read the book Sheep on the Farm or show a filmstrip about sheep.
  2. Children will recall sheep characteristics and facts by participating in the a HEAD, BODY, and TAIL activity. To do the activity:
    1. The teacher brings out the 3 grocery bags entitled HEAD, BODY, and TAIL
    2. The teacher divides the chalkboard into 2 sections- one section is entitled "Yes, I'm a sheep" and the other "No, I'm not a sheep".
    3. Beginning with the "Head" bag, children take turns picking head shapes out of the bag. As a shape is pulled out the teacher asks, "Could this be a sheep's head?" After the children answer, read the fact on the head to verify if the children answered correctly. (If they said yes then the fact on the head must be true about sheep. If they said no then the fact would not be true about a sheep.)
    4. Tape each head shape under the correct 'yes' or 'no' heading on the chalkboard.
    5. Continue with the body and then the tail parts. Each time a part is placed on the chalkboard match it with its other body parts so in the end you have formed 4 animals.
    6. When the activity is finished, have the children guess the names of the "no" animals. (If done correctly there will be a sheep shape on the 'yes' side and there will be kangaroo, kookaburra and emu shapes on the "no" side.)
  3. Children will then make a 'stand-up sheep' (direction sheet included).

Extensions

ACTIVITY 17 Baa Baa Black Sheep

Overview

This activity uses the nursery rhyme 'Baa, Baa Black Sheep' to develop language, memory, counting, and estimating skills. This activity uses the sheep that the children made in the previous activity.

Materials

Procedure

(large group activity)
  1. Each child will get his/her stand-up sheep and bring it to an area on the rug or floor. Children will sit in a circle formation.
  2. Tell the children that the sheep need to go out into the field to eat grass. Proceed around the circle giving each child the opportunity to place his/her sheep in the 'field' (center of the circle). The children will count as each sheep is placed one by one in the field.
  3. Teacher introduces the rhyme 'Baa Baa Black Sheep'. Children repeat the rhyme. 
    Baa Baa Black Sheep
Have you any wool?
Yes sir, yes sir 3 bags full.
One for my master,
and one for the dame,
one for the little boy who lives down the lane.
Baa Baa Black Sheep
Have you any wool?
Yes sir, yes sir 3 bags full.
  4. Pick 3 children to represent the master, the dame and the little boy that are mentioned in the rhyme. Have them stand or sit together so others in the group can see them.
  5. Give each of the 3 children a baggie of cotton balls.
  6. Ask: "Which baggie do you think has the most cotton balls?" According to the children's responses, arrange the master, the Dame, and the little boy in descending order from the baggie with the greatest amount to the baggie with the least amount.
  7. Next, have the children guess the number in each baggie. Record responses on chalkboard.
  8. As a group, count the contents of each baggie and compare guesses to actual number.
  9. Pick 3 other children to be the master, dame and little boy. Give them each an empty sandwich ziploc baggie.
  10. Explain that it's time to shear the sheep so the master, dame and little boy can get their wool. Ask: How many of these sheep, (refer to "stand-up sheep" in middle of circle), will we have to shear to fill the master's bag? Write down their guesses.
  11. Give each child his/her sheep and a pair of scissors. Each child will 'shear' their sheep by cutting the cotton off their sheep with the scissors. Tell the children to keep their "sheep's fleece" in piles in front of them. (Collect scissors as they are done.)
  12. Begin filling the "master's" baggie by counting as each child puts their fleece in it. Stop when it is full. Record the number of sheep needed to fill the bag.
  13. If there are enough people left with 'fleece' (cotton) have the children guess how many sheep would be needed to fill the dame's bag. Count as the 'fleece' is put in. If there's a different number of sheep needed to fill the dame's bag vs. the master's bag ask the children to state reasons why that happened.

Extensions

ACTIVITY 18 Koalas

Overview

This activity discusses a koala's characteristics and life. A koala paper bag puppet will be made at the end of the lesson.

Teacher Background

Wild koalas can only be found in Australia. They live near the great Dividing Range. A koala's home is a eucalyptus tree. They spend their lives in the trees and the only time they walk on the ground is when they are searching for a new tree.

Koalas have strong forelimbs, sharp claws and a good sense of balance. These qualities make them excellent climbers. At times koalas will leap from branch to branch.

Koalas are nocturnal animals; they are more active at night. However koalas spend most of their lives sleeping. To sleep, a koala wedges itself into the fork of a eucalyptus tree and wraps its arm or leg around the branch.

Koalas wake up from time to time to eat. They can eat over two pounds of eucalyptus leaves, buds and stems a day. They rarely drink as they get moisture from the leaves they eat. The word koala is an aboriginal word meaning "drinks no water."

Most female koalas breed once every two years. After becoming pregnant the female leaves the male and waits to give birth and raise her baby alone. When the baby is born, it is about the size of a lima bean; it is blind and hairless. It crawls into the mother's pouch and attaches itself to one of the mother's two teats. It stays here drinking its mother's milk for the next 7 to 8 months. After that time it comes out and clings to the mother's back for the next 6 months. During this time it learns to eat leaves.

Koalas do not have many enemies. They are peaceful animals and when in danger they prefer to climb high in their trees. However once on the ground they are more vulnerable. Their greatest enemies on the ground are dingoes and humans. People unwittingly kill koalas as they drive through areas where koalas live. It is very difficult for a driver to see a koala on the ground, crossing a road at night. Therefore koalas are often hit by cars. Now there are signs posted warning drivers to be careful in the areas where koalas live.

Materials

Procedure

(whole group and individual activity)
  1. Read a factual book about koalas such as Little Koala.
  2. On the chalkboard write: I know it's a koala because... Ask students to finish the sentence. List responses.
  3. Children will make a koala paperbag puppet. Each child will need:
  4. Children will color the koala (they're generally gray with a white stomach), and then cut it out.
  5. The head piece will be glued onto the flap of the paper bag. The body will be glued onto the long part of the bag.
  6. Next, they will glue the pouch on. Lastly, they will add the arms, legs, nose, and eyes.

Extensions

ACTIVITY 19 The Kookaburra Song

Overview

This activity introduces the kookaburra and some of its characteristics through art and music. The children will make kookaburra headbands and sing the song "Kookaburra".

Teacher Background

A kookaburra is a bird that lives in Australia and New Guinea. It is a member of the kingfisher group of birds. Kookaburras have large heads and are 17 inches long. They have brown, black and white feathers. They have long bills and like to eat caterpillars, fish, frogs, insects, small mammals, snakes, worms and even small birds. Kookaburras live in forests and rest in tree holes. They lay 2-3 white eggs. The call of a kookaburra sounds like a loud laugh.

Materials

Teacher Preparation

Locate a picture of a kookaburra. Here are 2 options:

Procedure

(whole group and individual activity)
  1. Show a picture of a kookaburra and explain some of its characteristics such as its colors, where it lives, the sound it makes and what it eats.
  2. Sing the kookaburra song. The words to the "Kookaburra Song" are as follows: 
    Kookaburra sits in the old gum tree,
Merry, merry king of the bush is he,
Laugh kookaburra, laugh kookaburra,
Free your life must be.
  3. Children will make a kookaburra headband. They will:
    1. Color the kookaburra pattern picture.
    2. Cut out the kookaburra.
    3. Staple it onto a headband strip made by the teacher.
  4. Children will wear headbands and sing the song again. The teacher may want half the class to sing the song and the other half to laugh like a kookaburra when the song says "Laugh Kookaburra".

Extension

ACTIVITY 20 Making a Boomerang

Overview

This activity involves the children in making a boomerang out of posterboard.

Teacher Background

Aborigines were the first people to live in Australia. They were in Australia before anyone else came. They moved when water or food became scarce. They gathered fruits and nuts and hunted kangaroos, and emus and other birds. They also used spears to catch fish. They survived on the land without changing it too much.

When the first European settlers came to Australia in 1788, the Aboriginal way of life changed dramatically. They were driven from their land and many died from European diseases. The number of Aborigines dwindled. None of the Aborigines in Tasmania survived. Aborigines knew how to live and find food in Australia where most other people would starve. They were skillful hunters and toolmakers. They made spears, clubs, nets, and traps, as a variety of throwing sticks. They invented the boomerang, a returning throwing stick. The boomerang is used for hunting small animals, such as birds. Children also use the boomerang as a toy.

Aboriginal beliefs about their country and how it was created are referred to as "Dreamtime". They believe that the world was created during Dreamtime and that the Dreamtime Spirits made the countryside, plants, animals, and people. Aboriginal people still believe they can get in touch with the Dreamtime Spirits. Places where they believe Dreamtime spirits returned to the earth, or where events happened during Dreamtime, are called Dreaming places. Aboriginal hold ceremonies and sing and dance at these special Dreaming places.

Today there are about 160,000 Aborigines living in Australia; about 50,000 of those are full-blooded Aborigines, the rest are of mixed ancestry.

Many Aborigines live in the cities now. However in the Northern and Central parts of Australia there are Aborigines who have retained many of their traditional ways. These Aborigines still prefer to live outside even though the government has provided permanent houses for them.

Materials

Teacher Preparation

Cut a boomerang shape out of posterboard for each child in the class. Use the included pattern.

Procedure

(large group activity)
  1. Discuss the boomerang, who invented it, and what it was used for. (See Background Information in this lesson).
  2. Show a real boomerang to the class. Go outside to try it. (optional)
  3. Pass out boomerang shapes to each child.
  4. Explain that the Aborigines used what they called the colors of nature- red, white, black and brown. Also point out that the designs on the boomerang were very special and the Aborigines thought special designs gave them strength. Boomerangs decorated with wavy lines or herringbone patterns were believed to always fly straight to the animal they were hunting. Aborigines also did many paintings using just dots.
  5. Pass out paints to the class. (The teacher may want to give the children scrap paper to practice dots and wavy lines).
  6. Children will paint a design on their boomerang. When it dries they can go outside and throw it.

ACTIVITY 21 Aboriginal X-Ray Paintings

Overview

In this activity children will learn about the art of the Aborigines and will complete an x-ray painting.

Teacher Background

Aboriginal paintings are very distinctive and original. The paintings are of Australian animals such as kangaroos, snakes and lizards. They also use geometric shapes in their paintings. Aborigines use the colors of nature- red for the color of clay, white for fire ashes, black for charcoal and brown for earth. The most familiar form of Aboriginal painting is bark painting. Bark paintings can tell stories and have become very popular forms of art for tourists as well as Australians. Other Aboriginal art includes rock paintings, painted objects and engravings done on tools and weapons.

Another well-known Aboriginal art form is called "x-ray" art. These paintings are of animals, birds, fish and reptiles. They show the bodies of these creatures as well as their skeletons and internal organs.

Materials

Procedure

(individual activity)
  1. Discuss "x-ray" pictures.
  2. Teacher will demonstrate the following steps:
    1. Turn the styrofoam tray upside down.
    2. Use a marker to draw an animal outline. Inside the animal draw his bones/skeleton. Show how the marker can be wiped off with a paper towel if a mistake is made.
    3. When the drawing is done, trace around it with your pencil. Press down so that the lines are indented and pressed into the tray.
    4. Cover the picture part of the tray with a thin layer of paint.
    5. Place a piece of white paper on top of this painted area. You have just printed the picture.
    6. Lift the paper away from the tray to see your "x-ray" picture. (There should be white lines on the painting where you pressed down on the tray with your pencil).
  3. Give each child a marker, a pencil, a styrofoam vegetable tray and a paper towel. Have children make their pictures and follow the steps stated above to complete their "x-ray" paintings.
  4. Either pass out the paints or have a paint area set up where children can go to paint their trays when they are ready.

Extension

Many Aboriginal paintings are done using only dots. Have children make a simple pencil drawing on a piece of paper. Then have the children outline the picture with dots of paint. Using Q-tips instead of paint brushes will produce nice size dots. (Hint: only put a thin layer of paint in the child's tray or container).

ACTIVITY 22 Celebrating the Moomba Festival

Overview

This is an excellent culminating activity. The children will have a party (Moomba Festival) to end the Australian unit.

Teacher Background

The Moomba Festival is held each year in Melbourne, Australia. It lasts for eleven days. The festival ends with a parade on Labor Day, which is the second Monday in March.

The festival got its name from the language of the Aborigines. The word moomba means get together and have fun. The festival includes many different events. There are boat races and water shows on the Yarra River. Children's teams participate in such sports as cricket, soccer, rugby and football. Children's plays are also performed in an outdoor theater.

The festival ends with a big parade. There are floats, bagpipe bands, lots of clowns and there's even a Moomba King and Queen to lead the parade. Children often take part in the parade.

Materials

Procedure

(large group activity)
  1. Discuss the Moomba Festival. Compare it to fairs, festivals or parades in your area.
  2. Work with children to plan a Moomba Festival.
  3. The children may want to make:
  4. Make crowns for a Moomba King and Queen. Let each child take turns being king or queen.
  5. Prepare food for the festival such as lamington or pavlova or Anzac biscuits (see Activity 4 for recipes). Other foods that Australians enjoy and that could be served are fresh fruit pies with ice cream. Other fun and simple recipes can be found in a book called Wombat Stew Cookbook written by Marcia Vaughan.
  6. Read children Australian poems and teach them Australian words and phrases.
  7. On "Moomba Festival Day" have children participate in outdoor games (Australian games included). Then have the children dress up as clowns and let them put on the parade for the other classes in the school.

Extensions

Australian Games


Australian children participate in many of the same games and sports as
American children.  They play T-ball, soccer, cricket, Australian football, tennis
and rugby. They jump rope, ride bikes and scooters and play handball.


1. "Pig in the Middle". This is played the same as the American game, "Monkey in
the Middle".

2. "Fizzy". One player stands in the middle of a group of children who are in a
circle around him.  The child in the middle closes his eyes and throws a ball up
in the air. The child who catches it takes the place of the child who was in the
center. "Fizzy" is the word for the ball as it is thrown in the air.

3. "Elastics". To play this game you need 3 to 6 yards of elastic.  The elastic
needs to be at least 2 inches wide. Two children will act as the posts.  The
purpose is for the players to jump and move, in and out of the elastic band as it
is held tightly by the players on each end who act as posts.  As the game
continues the figures formed by the elastic can change. For example, from
oblong to triangular. The height at which the elastic is held can vary also.
Children can jump over the elastic or they can jump in and out.

4. Jump Rope Chant
See you later alligator,
In a while crocodile,
Not tonight vegemite,
Oo roo, kangaroo

5. Jump Rope Chant
Koala bear, koala Bear, touch the ground,
Koala bear, koala bear, turn around,
Koala bear, koala bear, climb up the stairs,
Koala bear, koala bear, say your prayers,
Koala bear, koala bear, switch off the light,
Koala bear, koala bear, say good night.


Poems


Travel Plans

If I could go anywhere,
here's what I'd do.
I'd pop in the pouch
of a kind kangaroo.
I'd travel around for
as long as I pleased,
And learn to say
'Thank you' in
Kangarooese.

by Bobbi Katzfrom a book entitled: Carle, Eric, Animal Animal.  New York:
Philomel Books

Paula Koala

Paula Koala, the Queen of the Breeze,
Paula Koala, all knuckles and knees,
Climbs on her tummy
Like Daddy and Mummy
And sticks to the gummy gum trees.

by Patrick Lewis


The Toad and The Kangaroo

Said the Toad to the Kangaroo,
"I can hop and so can you, So if we marry we'll have a child
Who can jump a mountain  or hop a mile
And we can call it a Toadaroo,"
Said the hopeful Toad to the Kangaroo.

Said the Kangaroo. "My dear,
What a perfectly lovely idea.
I would most gladly marry you.
But as for having a Toadaroo,
I'd rather we call it a Kangaroad,"
Said the Kangaroo to the frowning Toad.

So they argued but couldn't agree
On Rangatoo or Kangaree
And finally the Toad said, "I don't give a dang
If it's Rootakoad or Toadakang--
I really don't feel like marrying you!"
"Fine with me," said the Kangaroo.

And the Toad had no more to say,
And the Kangaroo just hopped away.
And they never married or had a child
That could jump a mountain or hop a mile.
What a loss--what a shame--
Just 'cause they couldn't agree on a name.

Silverstein, Shel, A Light in the Attic.  Harper and Row Publishers, 1981.



Australian Words



Australian Words --- U.S. Words

Aeroplane --- airplane
Aussie(pronounced Ozzie) --- Australian
Barbie --- Barbeque
Biscuits --- Cookies
Bloke --- Guy
Bush --- Countryside; any land outside of the city
Cobber --- Friend
Cowabunga --- a surfing term, meaning great wave
Hot Chips --- French Fries
Ice Block --- Popsicle
Lad --- Boy
Lass --- Girl
Lolly --- Candy
Mate --- Friend
Milkbar --- a corner shop where you might go to buy things you need day to day,
like milk and bread
Mum --- Mom
Nana, Grandmum --- Grandmother
Petrol --- Gasoline
Ring You --- Call you
Sandshoes --- Sneakers
Scone --- Biscuit
Station --- Sheep or cattle farm
Stockman --- Cowboy
Ta --- Good-bye, Thank you
Tea --- Dinner
Tucker --- Food
Telly --- Television


Australian Expressions

Bonzer Bloke............A very nice fellow
Nick Off................Get lost
Give it a burl, cobber..Try it friend
You right?..............May I help you?
Part of the Geographic Education and Technology Program's collection of lesson plans.