Teacher's Guide for FACES ^® Australia

• Prior Knowledge: On chart paper or the blackboard, record the knowledge that the students offer about Australia. Or, have them complete a KWL Chart.
• Read the "Editor's Message" and compare the information provided with the student-generated list.
• Ask the students to predict what the pictures and cartoon on page 1 might suggest.
• Use a large map of Australia to locate the continent and the Great Barrier Reef shown on pages 2 and 3. Discuss the fact that the reef is living coral.
• Read "At a Glance" and view the map of Australia on pages 4 and 5.

1. Explain the meaning of monolith.
2. Either describe the monolith to the students or ask them to read the passage and share what they have learned.
3. What two names does the monolith have? Why two names?
4. Why is the monolith important to the Ananga people?
5. Name a spirit who lives at Uluru.
6. Who are the keepers of Uluru?

1. Suggest why in the past Australia's people lived mostly in isolation.
2. Explain "The only nation to inhabit an entire continent . . . "
3. Compare the size of Australia and the USA.
4. What is the Outback?
5. Where do most Australians live?
6. Find these places on the map of Australia.
7. Who are the peoples of Australia today?
8. What type of government exists in Australia?
9. Why are relations with Asia an obstacle for Australia?
10. Describe the struggle faced by the Aborigines.

Read the timeline of historical facts. Make comparisons with the USA. For example, relate the gold rush, involvement in world wars, the Depression, and native people's concern for their rights.

1. What is the Outback?
2. Why do people take extra provisions with them when going to the Outback?
3. How much of the land in Australia does the Outback cover?
4. Describe the diversity of the Outback.
5. What is an Australian station?
6. What weather conditions create a problem at a station?
7. Why is life on a station lonely?
8. Why do children of the Outback learn responsibility at an early age?
9. How are Outback children educated?
10. Why do some miners live in dugouts?
11. Describe a dugout.

Creative Writing: Ask the students to pretend to be an Outback child and to keep a diary for one week listing their experiences.

1. Why did Reverend John Flynn found the RFDS?
2. How does a plane provide medical service?
3. Describe how radio medical service works.

1. At age 14, what changed Hugh Evans life?
2. What work did Hugh do at age 19?
3. What is the Oaktree Foundation?
4. How do the young people raise funds for Oaktree?
5. What does Ogaganeni Resource Centre offer?
6. What awards has Hugh received?

1. Describe the different types of kangaroos.
2. Why are hind legs and tails important to kangaroos?
3. What is a marsupial?
4. How big are baby joeys?
5. How long do baby koalas depend on their mother?
6. What is the food source for koalas?
7. Name some other marsupials.
8. What mammals in Australia lay eggs?
9. Which birds do not fly?
10. Describe another type of Australian bird.
11. Name some Australian reptiles.
12. What animals are found in the seas around Australia?
13. Why are foxes and rabbits pests?
14. What has made a problem for the koalas?
15. What is the Australian government doing to help the animal habitats?

"See Think About It" (pg. 39). Use the ideas to learn about the animals of Australia.

1. What is strine?
2. What does the telephone message say?
3. Use the chart on page 25 to help re-read the telephone message.
4. How does legend say that strine originated?
5. Read how strine works on page 25. Try to complete the idea presented in the last paragraph.
6. Have fun matching words on page 26.

Using the chart on page 25 and the description of strine, try making your own Australian conversation.

Don't forget to do the Australian Crossword on page 27.

1. What is the People to People Student Ambassador Program?
2. Where did Kristina visit?
3. List five ways in which Jason thinks Australians are different from Americans.
4. Why was People to People founded?
5. What misunderstanding did Kristina clear up?

1. What does "bush tucker" mean?
2. What and where did Aborigines find their bush foods?
3. Use the list of foods provided on pages 33-35 to create your three meals and drinks for a day.

1. What does the Sydney Opera house look like?
2. What influenced Jorn Utzon's design of the Opera House?
3. What problems were faced during the construction?
4. What happened at the opening of the Opera House?
5. Name some of the interior rooms.
6. What do people think the roofs look like?
7. What improvements have been made to the Opera House?
8. Which groups call the Opera House their home?

Art: Make a drawing of the Sydney Opera House.

1. Who belongs to Sam's school?
2. How do they communicate?
3. What technology is used in the IDL?
4. How does Sam get help with her written assignments?
5. What happens during the four visits to Alice Springs?
6. What does a "home visit" mean?

Either as a whole group, or in small groups, ask the students to compare their school life with that of the children of the Outback. Make two columns headed Similar and Different.

Creative Writing: Ask the students to write a letter to an Outback student describing a typical school day in the USA.

1. What did Tyawan teach his daughters?
2. Where does the Bunyip live?
3. What is his favorite food?
4. What warning does Tyawan give his daughters?
5. What did the girls hear, smell and see?
6. How did they try to protect themselves?
7. What happened?
8. How did Tyawan protect his daughters?
9. Why was Bunyip angry?
10. What did Bunyip decide to do?
11. How did Tyawan protect himself?
12. Why did Tyawan screech?
13. How did the story end?

Creative Writing: Write the next chapter for this story.

Art: Make a drawing of this legend.

Research: Find and share other Australian legends.

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Updated: 8/8/08 01:47 pm
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