blm aussymbol
TRANSCRIPT
Text by Sharon McCormack Teaching framework designed by Charlotte Forwood and Sharon McCormack
Activities and BLMs
Titles in the series
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
AUTHOR Robert Gott
Money National Emblems
Stamps State and Territory Emblems
Australia’s Symbols
Pearson Australia
(a division of Pearson Australia Group Pty Ltd)
20 Thackray Road, Port Melbourne, Victoria 3207
PO Box 460, Port Melbourne, Victoria 3207
www.pearson.com.au
Copyright © Pearson Australia 2010
(a division of Pearson Australia Group Pty Ltd)
First published 2010 by Pearson Australia
Pearson Australia Group ABN 40 004 245 943
Reproduction and communication for educational purposes
The Australian Copyright Act 1968 (the Act) allows a maximum of one chapter or 10% of the pages of this work, whichever
is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided
that that educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency
Limited (CAL) under the Act.
Reproduction and communication for other purposes
Except as permitted under the Act (for example any fair dealing for the purposes of study, research, criticism or review), no
part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means without prior
written permission. All enquiries should be made to the publisher at the address above.
Copying of the blackline master pages
The purchasing educational institution and its staff are permitted to make copies of the pages marked as blackline master
pages, beyond their rights under the Act, provided that: 1. the number of copies does not exceed the number reasonably
required by the educational institution to satisfy their teaching purposes; 2. copies are not sold or lent; 3. every copy made
clearly shows the footnotes (e.g. ‘Copyright © Pearson Australia’).
For those pages not marked as blackline masters, the normal copying limits in the Act, as described above, apply.
Conditions of Licence
By downloading these Activities and BLMs for Australia’s Symbols, you have received a licence to:
• usethisproducton,andcopyitonto,multiplecomputersoraschoolnetwork
• transmitandprintthePDFfilesinquantitiessufficientforclassroomuse,withinyourowneducationalinstitution.
You may not:
• selltheseActivitiesandBLMsforAustralia’s Symbols to another person or entity
• makeanycopyofthisproductotherthantheonesoutlinedinthisagreement
• modify,adaptortranslatetheseActivitiesandBLMsforAustralia’s Symbols or create derivative works based partly or
wholly on these Activities and BLMs for Australia’s Symbols for commercial benefit
• rent,sub-licenceortransferalloranypartofyourrightsunderthislicenceagreement.
Pearson Australia reserves all rights. Any unauthorised copying of the content will result in immediate termination
of this licence.
Enquiries regarding any further usage should be directed to the Publisher at the address above.
Titles in the series
MoneyNational EmblemsStampsState and Territory Emblems
AUTHOR Robert Gott
Money
INTRODUCTION
Money looks at the symbols featured on Australia’s coins and banknotes, including people, animals
and buildings. The text explores the history and development of Australia’s currency. It also provides
information about the production of money in Australia.
NATIONAL CURRICULUM LINKS
This text links with the National Curriculum at Years 3 and 4 in History. The text also links with English,
Geography and Civics and Citizenship.
UNDERSTANDINGS
• Australian currency has developed alongside Australia’s broader history.
• Australian coins have an obverse and a reverse side with different symbols of Australia on them.
• The people chosen to appear on Australian banknotes have all made important contributions to
Australian life.
VOCABULARY
banknotes, circulation, coins, colony, commemorate, counterfeit, decimal currency, denomination,
designed, designer, embossed, Federation, head of state, mint, minted, money, polymer, stamped,
symbols, value
•TextbySharonMcCormack
•TeachingframeworkdesignedbyCharlotteForwoodandSharonMcCormack
Money
3 • AUSTRALIA’S SYMBOLS • Money
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
Australia’s Symbols Activities and BLMs
4 • AUSTRALIA’S SYMBOLS • Money
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
Money
Focusing
DISCUSSION QUESTIONS
Have students complete these questions orally to focus on the text.
LITERAL:
• Who is Australia’s head of state? (Queen Elizabeth II)
• What are the two sides of a coin called? (Obverse and reverse; head and tail)
• What material is used to make Australian banknotes? (Polymer)
• How many coins can be packaged in a day at the Royal Australian Mint? (Up to 2 million coins)
• What is one of the responsibilities of the Reserve Bank of Australia? (Printing all Australian
banknotes)
INFERENTIAL:
• How do banknotes tell us about a person’s life?
• Which came first to Australia – coins or banknotes?
• Why were pounds, shillings and pence replaced as Australia’s official currency?
• Why are Australian animals found on Australian coins?
• How might a person be decided upon to appear on an Australian banknote?
EVALUATIVE:
• What are the unique features of Australian currency?
• How is Australian currency different from the currencies of other countries?
• How have the people featured on Australian banknotes contributed to Australian life?
Money
5 • AUSTRALIA’S SYMBOLS • Money
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
Engaging
LEARNING EXPERIENCE 1 s Australian currency has developed alongside Australia’s broader history.
Resources n Money n BLM 1 n Enlarged (A3) copy of BLM 1 n Internet access
Language and
literacy skills
focus
n Speaking and listening n Comprehending
n Locating information from text n Small group discussion
n Recording notes
Thinking skills
focus
n Making judgements n Interpreting
n Analysing n Reflecting
Activity 1 Discusswithstudentswhatsymbolsmeanandaskthemtonamesomeof
the symbols that they see at school or in the local community. Read page
4 of the text to find out about the different types of symbols. Revisit the
suggested symbols and have students determine what type of symbols they
are: shape, drawing or colour.
2 Have students read pages 5–7 and 16–17 of Money, and then provide
them with BLM 1. Students can work with a partner to locate relevant
information to answer these guiding questions: What was the first coin and
banknote? What was the first coin and banknote in Australia? What was
the first Australian coin and banknote? Students record their responses to
the questions on BLM 1.
3 Have students form into groups of four to discuss the question: What is the
history of Australia’s money? Encourage students to refer to their notes on
BLM1whensharingtheirideaswiththegroup.Discusswithstudentsthe
facts that they have discovered about the history of Australia’s money.
Going further Have students conduct their own virtual tour of the Museum of Australian
Currency Notes to find out more about the coins and notes that have been
used in Australia. To find the site, visit Library Place at Pearson
Places and select the Australia’s Symbols series from the
Weblinks List. Open the weblink for the ‘Museum of Australian
Currency Notes Virtual Tour’ website.
Assessment Assess students’ abilities to locate key information within the text. Assess their
abilities to participate in small group discussions.
Web Destination
6 • AUSTRALIA’S SYMBOLS • Money
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
MoneyLEARNING EXPERIENCE 2 s Australian coins have an obverse and a reverse side with different symbols of Australia on them.
Resources n Pages 8–15 of Money n BLM 2
Language and
literacy skills
focus
n Reading n Researching n Note taking
n Presenting information n Discussing
Thinking skills
focus
n Comprehending n Interpreting
n Reasoning n Synthesising
Activity 1 Read aloud pages 8–9 of Money to find out the process by which coins are
made in Australia. Have students identify the key stages in the process and
clarify their understanding of new terms that may have been introduced in
the text.
2 Explain to students that they will investigate the designs of Australian coins.
Displayforstudentsthecoindenominationsonatableasshown:
Amount Obverse Reverse
5 cents
10 cents
And so on.
Have students try to recall the designs seen on the obverse and reverse sides
of Australian coins. Organise students into groups and nominate a coin that
each group will research. Inform them that they will need to present their
findings to the class.
3 Provide each group with a copy of the text and display the website link
of the Royal Australian Mint. Give students a copy of BLM 2 and have
them use the five W questions on the matrix to guide their research about
the coin. Students can choose their own way in which to present the
information to the class, e.g. PowerPoint presentation or slideshow, speech
or poster. Review initial recollections of Australian coin designs, and create
a revised table for class display.
Going further Have students create a coin that commemorates a special event in Australian
history. Students can create a poster that includes their design drawing, a short
descriptive paragraph of the special event and information about the designer.
Assessment Assess students’ abilities to use key questions to guide research. Assess their
abilities to create a presentation to share information with an audience.
7 • AUSTRALIA’S SYMBOLS • Money
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
MoneyLEARNING EXPERIENCE 3 s The people chosen to appear on Australian banknotes have all made important contributions to Australian life.
Resources n Pages 16–29 of Money n BLM 3
Language and
literacy skills
focus
n Reading n Writing
n Researching n Recording notes
n Publishing
Thinking skills
focus
n Interpreting nDesigning
n Thinking creatively n Analysing
Activity 1 Read the introduction for each banknote to students to introduce the
eminent people who appear on them. Provide students with BLM 3 and
have them record each person’s name and lifespan on the BLM. Have
students indicate if they know a lot/a little/nothing about the person and
their life achievements.
2 Explain to students that they will need to read the information about
each of the banknotes. On BLM 3, students record the famous person’s
achievements and the symbols on the banknotes that represent these
achievements.
3 Students select and conduct further research into the life of one of
the eminent Australian people on Australian banknotes. They gather
information about the person’s life and achievements, and write a
biography. Students publish and present their biographies to the class.
Going further Have students select another Australian who has made an important
contribution to Australian society. Students design a banknote for the person.
In their design, students draw a portrait and display the person’s achievements
through symbols within the design of the banknote.
Assessment Assess students’ abilities to write a biography about the life of an eminent
Australian. Assess their abilities to identify how different Australians have
contributed to Australian society.
Reflecting
• How are Australian symbols represented in Australia’s currency?
• What have you learned about Australia and its people by finding out about its currency?
• What do you believe to be significant symbols of Australia? Why?
• Who are the eminent people featured on the nation’s coins and banknotes?
• How have these eminent people symbolised Australia’s way of life?
8 • AUSTRALIA’S SYMBOLS • Money • BLM 1
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
BLM 1Name
MoneyBLM 1
Australia’s currencyRead Money to find the information to answer the questions.
Record your notes in the table.
Coin Banknote
What was the first coin and banknote?
What was the first coin and banknote in Australia?
What was the first Australian coin and banknote?
9 • AUSTRALIA’S SYMBOLS • Money • BLM 2
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
NameBLM 2
MoneyName
Five Ws about a coinLocate information about the Australian coin to answer the five Ws.
Why?
What?
Where?
When?
Who?
BLM 2
Name
MoneyBLM 3
10 • AUSTRALIA’S SYMBOLS • Money • BLM 3
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
Prominent AustraliansUse the chart to record your findings about
the prominent Australians on our banknotes.
Front Back
$5
$10
$20
$50
$100
Titles in the series
MoneyNational EmblemsStampsState and Territory Emblems
AUTHOR Robert Gott
National Emblems
INTRODUCTION
National Emblems looks at Australia’s most important national symbols, including the national flag
and other important Australian flags, the Australian coat of arms and a range of other national icons.
The text explores the origins and history of these national symbols and examines their importance to
Australians.
NATIONAL CURRICULUM LINKS
This text links with the National Curriculum at Years 3 and 4 in History. The text also links with English,
Geography and Civics and Citizenship.
UNDERSTANDINGS
• The Australian national flag is a symbol of unity.
• The Australian coat of arms is the official symbol of Australia.
• Some of Australia’s emblems are images that are found in songs and poems.
VOCABULARY
anthem, coat of arms, colonies, emblems, ensign, federate, Federation, floral, gemstones, icons,
national, official, opals, patriotic, poems, songs, symbols, unofficial
•TextbySharonMcCormack
•TeachingframeworkdesignedbyCharlotteForwoodandSharonMcCormack
11 • AUSTRALIA’S SYMBOLS • National Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
Australia’s Symbols Activities and BLMs
National Emblems
12 • AUSTRALIA’S SYMBOLS • National Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
National EmblemsFocusing
DISCUSSION QUESTIONS
Have students complete these questions orally to focus on the text.
LITERAL:
• What are the main features of the Australian flag? (The Union Jack, the Federation star and the
Southern Cross constellation)
• DoallAustralianshavetherighttoflytheAustralianflag?(Yes,AustralianscanflytheAustralian
flag at any time.)
• Who designed the Aboriginal flag? (Harold Thomas, an Aboriginal artist and elder)
• What are the national floral, gemstone and unofficial animal and bird emblems? (Wattle, opal,
red kangaroo and emu)
• What is the name of Australia’s national anthem? (‘Advance Australia Fair’)
INFERENTIAL:
• Why is it important that the Australian flag is flown on the seven important flag days in the
Australian calendar?
• What does the Aboriginal flag symbolise to Aboriginal people around Australia?
• What is the significance of the Eureka flag?
• Why was it important for Australia to have its own coat of arms?
• What icons are significant to the Australian nation?
EVALUATIVE:
• Why is the Australian national flag a symbol of unity?
• How does a coat of arms symbolise a country?
• How do symbols, emblems and icons contribute to the Australian nation’s identity?
13 • AUSTRALIA’S SYMBOLS • National Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
National EmblemsEngaging
LEARNING EXPERIENCE 1 s The Australian national flag is a symbol of unity.
Resources n Pages 4–15 of National Emblems n BLM 4 n Internet access
Language and literacy skills focus
n Speaking and listening n Locating key information
n Discussingkeyinformation n Designandrepresentation
Thinking skills focus
n Reasoning n Interpreting
n Thinking creatively n Evaluating
Activity 1 Pose the following question to students: How is the Australian national flag
a symbol of unity? Have students discuss this question in small groups and
then share their group’s response with the class. Record and display the main
ideas from the groups. Then, in their groups, have students read pages 6–9
of National Emblems and rediscuss the question posed above. Challenge
students in their thinking about the question and ask them if their ideas and
opinions have changed since reading the information. Have students share
their understandings of the meaning and symbols of the Australian flag.
2 Have students continue reading the information about other Australian flags
on pages 10–15 of the text. Use the following prompt questions for students
to discuss the information in small groups:
•Whatistheimportanceoftheseflags?
•WhatdotheseflagsmeantoAustralians?
•Whatdothesymbolsrepresentontheflags?
3 Provide students with BLM 4 and explain that they will need to design their
own Australian flag. Students use the BLM to record what the flag looks like
and what its colours and symbols represent. Students can publish their designs
on poster paper and then present their flags to the class.
Going further
Students select a country of their choice and investigate the origin and history of
the country’s flag. Students find out about the design and colours of the flag and
what they symbolise to the country’s people.
Assessment Assess students’ abilities to identify the importance of symbols in flag designs.
Assess their abilities to conduct their own research on a country’s flag.
National Emblems
14 • AUSTRALIA’S SYMBOLS • National Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
LEARNING EXPERIENCE 2 s The Australian coat of arms is the official symbol of Australia.
Resources n Pages 16–21 of National Emblems n BLM 5
n Interactive whiteboard or data projector
n Website: Australian Government coat of arms page. Find the
site by visiting Library Place at Pearson Places and selecting the
Australia’s Symbols series from the Weblinks List. Open the
weblink for the ‘Australian coat of arms’ website.
Language and literacy skills focus
n Posing questions n Comprehending
n Discussing n Gathering information
Thinking skills focus
n Understanding n Elaborating
n Analysing n Thinking creatively
Activity 1 Use the above website to display the Australian coat of arms on an
interactive whiteboard or data projector. Introduce the coat of arms to
students and explain that it is the official symbol of Australia and is used by
the Australian Government on official documents. Ask students to view the
design carefully and consider the symbols that are represented on the coat
of arms. On the interactive board, label the coat of arms with students’
suggestions about the symbols.
2 Have students pose questions on aspects of the design that they are
unfamiliar with and record these on the board. Instruct students to read
pages 16–21 of National Emblems to find information that may answer
their questions.
3 DiscusswithstudentswhattheyhavefoundoutabouteachofAustralia’s
emblems: wattle, kangaroo, emu and gemstone. Review the questions that
were posed by the students, and ask them if they found information that
answered them. If students have found answers within the text, have them
show where they can be found by referencing the information.
Going further Provide students with BLM 5 and inform them that they will need to create a
coat of arms for their school. Students draw their design on the BLM.
Assessment Assess students’ abilities in locating information to answer posed questions.
Assess their abilities to select symbols that represent the school community.
Web Destination
15 • AUSTRALIA’S SYMBOLS • National Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
National EmblemsLEARNING EXPERIENCE 3 s Some of Australia’s emblems are images that are found in songs and poems.
Resources n Pages 22–29 of National Emblems n BLM 6
n Lyrics and verses for the following: ‘Advance Australia Fair’, ‘Waltzing
Matilda’ and ‘My Country’ n Interactive whiteboard
n ‘Ocean to Outback’ Google Earth tour
Language and literacy skills focus
n Predicting n Comprehending
n Listening n Interpreting
n Creative movement
Thinking skills focus
n Thinking critically n Understanding
n Creativity n Reflecting
Activity 1 Introducethefollowingnamestostudents:PeterDoddsMcCormick,A.B.
‘Banjo’PatersonandDorotheaMackellar.Havestudentsconsiderhow
these names could be connected to national emblems. Ask students to
predict the possible connections and then read pages 22–25 of National
Emblems to find out about these people.
2 Provide students with BLM 6 and explain that you are going to read the
words of some famous Australian songs and poems to them. Inform
students that as you read, they will need to record key words or phrases.
Read aloud to students the words of the following songs and poems as
seen in the text: ‘Advance Australia Fair’, ‘Waltzing Matilda’ and ‘My
Country’. After reading the lyrics, have students draw a sketch of what they
see when listening to the song or poem. Have students compare the key
words, phrases and sketches from each national song and poem.
3 Organise students into groups and have the groups select either ‘Advance
Australia Fair’, ‘Waltzing Matilda’ or ‘My Country’. Ensure that there is an
even spread of representation for each song and poem across the groups.
Inform students that in their groups they will need to visually represent
through silent movement the lyrics or verses of the song or poem. Explain
that they will present their movement to the class, so they will require a
narrator and props. Provide students with an opportunity to organise and
prepare their movement and then present to the class.
Going further Read pages 26–29 of the text and discuss the different national icons with
students. Then, explore famous paintings of the Australian bush in the ‘Ocean
to Outback’ Google Earth tour. To find the tour, visit Library Place
at Pearson Places and select the Australia’s Symbols series from
the Weblinks List. Open the weblink for the ‘Ocean to Outback’
Google Earth tour website. Explore the paintings as the Google Earth tour
shows the location of the paintings on the map.
Assessment Assess students’ abilities to identify key words or phrases from a song or
poem that are used to represent Australia. Assess their abilities to produce and
present a silent movement to a famous Australian song or poem.
National Emblems
16 • AUSTRALIA’S SYMBOLS • National Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
Reflecting
• What have you learned about the special emblems and icons that are important to Australia
as a nation?
• How do symbols, emblems and icons create a sense of pride and belonging in Australia?
• How have songwriters, poets, authors and painters used and represented emblems and icons
within their work?
• What Australian symbols, emblems or icons are significant to you? Why?
• What are some other national icons that you would consider as significant in symbolising
Australia?
Web Destination
NameBLM 4
17 • AUSTRALIA’S SYMBOLS • National Emblems • BLM 4
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
National Emblems
Your own Australian flagCreate your own flag for Australia.
Draw your design
in the box.
Symbols on your flags:
Colours
Pictures
Name
National Emblems
18 • AUSTRALIA’S SYMBOLS • National Emblems • BLM 5
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
BLM 5
School coat of armsCreate your own design for your school’s coat of arms.
Name
National EmblemsBLM 2
19 • AUSTRALIA’S SYMBOLS • National Emblems • BLM 6
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
BLM 6
Nat
ion
al s
ong
s an
d p
oem
sR
ecor
d k
ey w
ord
s or
ph
rase
s fr
om f
amou
s A
ust
ralia
n s
ong
s an
d p
oem
s.
Th
en d
raw
a s
ketc
h o
f w
hat
you
see
wh
en li
sten
ing
to
the
son
g o
r p
oem
.
Wor
ds
or p
hra
ses
Sket
ch
‘Ad
van
ce
Au
stra
lia
Fai
r’
‘Wal
tzin
g
Mat
ilda’
‘My
Cou
ntr
y’
Titles in the series
MoneyNational EmblemsStampsState and Territory Emblems
AUTHOR Robert Gott
Stamps
INTRODUCTION
Stamps looks at the history of stamps in Australia and throughout the world. The text details the
production of stamps in Australia and the iconic people, animals and plants that have featured in
Australian stamp designs. It also provides information about specific series of Australian stamps and
their distinctive features.
NATIONAL CURRICULUM LINKS
This text links with the National Curriculum at Years 3 and 4 in History. The text also links with English,
Geography and Civics and Citizenship.
UNDERSTANDINGS
• From the earliest days, Australian stamps featured images with special meaning for a colony and
later for Australians generally.
• Australian stamps may feature the reigning monarch, an Australian flower or animal, or famous
Australians. They may also commemorate a special event.
• Australia Post issues colourful stamps with different themes to encourage young people to collect
stamps – a hobby called philately.
VOCABULARY
administer, annual, Australia Post, colony, commemorate, commemorative, embossed, Federation,
first day cover, head of state, hobby, monarch, philatelist, philately, post office, postage, postal service,
postmaster,Postmaster-General
•TextbySharonMcCormack
•TeachingframeworkdesignedbyCharlotteForwoodandSharonMcCormack
Stamps
20 • AUSTRALIA’S SYMBOLS • Stamps
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
Australia’s Symbols Activities and BLMs
21 • AUSTRALIA’S SYMBOLS • Stamps
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
StampsFocusing
DISCUSSION QUESTIONS
Have students complete these questions orally to focus on the text.
LITERAL:
• What might you see on an Australian stamp? (Reigning monarch, Australian flower or animal,
famous Australian, special event)
• WhoisthePostmaster-General?(Thepersoninchargeofthecountry’spostalservice)
• When did the first prepaid stamp go on sale? (1 May 1840)
• How many years has Australia Post provided postal service in Australia? (Over 200 years)
• What is a first day cover? (An envelope with a stamp postmarked with the day of issue)
INFERENTIAL:
• What is the process of stamp designing?
• Why do you think the choice of a kangaroo for the first national stamp was not popular with
everyone?
• What are the differences between annual, definitive and commemorative stamps?
• How are Australians selected to appear in a stamp design in the Australian Legends stamp issue?
• Where are Australia’s territories?
EVALUATIVE:
• Why do you think the kangaroo was selected for the design of our first national stamp?
• How do stamps reflect the symbols and emblems of Australia?
• Why might stamp collecting be interesting?
22 • AUSTRALIA’S SYMBOLS • Stamps
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
StampsEngaging
LEARNING EXPERIENCE 1 s From the earliest days, Australian stamps featured images with special meaning for a colony and later for Australians generally.
Resources n Pages 5–17 of Stamps n BLM 7
Language and
literacy skills
focus
n Speaking and listening n Predicting
n Locating information from text n Recording notes
nDiscussing
Thinking skills
focus
n Making judgements n Interpreting
n Analysing n Evaluating
Activity 1 Pose the questions: What is a stamp? What is an Australian stamp?
Explain to students that they need to read pages 5–17 of Stamps to locate
information to answer these questions. Have students work with a partner,
and before reading the text encourage them to discuss the questions.
Provide students with BLM 7 on which to record their predictions in the
‘Initial thoughts’ column.
2 Students read together the different sections from the text and locate
key information that will answer the questions. Encourage students to
record their notes and also record the page number where they found the
information. When completed, have students discuss their findings and
write a summary paragraph for each question. Have students share their
summaries with the class and compare their findings.
3 Conduct a class discussion of the importance of stamp designs. Use the
5 Why’s strategy for students to consider their reasons for why stamp
designs are important. Have students share their ideas and opinions with
the class, ensuring that all students have the opportunity to participate and
contribute to the discussion.
Going further Have students create a historical timeline of the development of stamps in
Australia. Students will need to record important dates and provide captions
with brief information for the timeline. They can provide pictures to support the
information on the timeline. Students present their timelines to the class.
Assessment Assess students’ abilities to locate information to answer key questions. Assess
their abilities to create a timeline of Australian stamp history.
23 • AUSTRALIA’S SYMBOLS • Stamps
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
StampsLEARNING EXPERIENCE 2 s Australian stamps may feature the reigning monarch, an Australian flower or animal, or famous Australians. They may also commemorate a special event.
Resources n Pages 16–25 of Stamps n BLM 8
Language and
literacy skills
focus
n Comprehending nDiscussing
n Gathering n Writing a bio
Thinking skills
focus
n Understanding n Elaborating
n Analysing n Evaluating
Activity 1 DiscusswithstudentswhattheyhaveseenonAustralianstampsand
brainstorm a list of things that are depicted on the stamps. Read aloud
pages 16–17 of Stamps to students and discuss new and unusual stamps
thathavebeenproducedbyAustraliaPost.Discussthedifferentreasons
why these types of stamps have been produced. Have students read pages
18–25 of the text and discuss the things they find out about stamp issues in
Australia.
2 Pose the question to students: If you were to nominate an Australian for the
Australian Legends stamp issue, who would it be and why? Have students
discuss this question in small groups and suggest that when nominating
a person they will need to provide reasons why this person should feature
in the series. Make a list of Australians whom students believe have
contributed significantly to Australian life.
3 Inform students that they will need to research the life of their nominated
Australian to write a biography about them. Provide students with
BLM 8 and inform them that they will need to design their stamp and
record a short bio of the person, highlighting their achievements. Have
students share their stamp designs and bios with the class.
Going further Have students select five or six ordinary Australians to feature in their own
electronic stamp designs for this series. Explain to students that they will
need to have digital photos of their ordinary Australians. Have them use
these to create the design of their stamps in a word processing or drawing
software program.
Assessment Assess students’ abilities to write a bio of a famous Australian. Assess their
abilities to use software programs to create stamp designs.
24 • AUSTRALIA’S SYMBOLS • Stamps
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
StampsLEARNING EXPERIENCE 3 s Australia Post issues colourful stamps with different themes to encourage young people to collect stamps – a hobby called philately.
Resources n Pages 28–29 of Stamps n BLM 9
Language and literacy skills focus
n Comprehending n Researching
n Recording notes n Writing
Thinking skills focus
n Interpreting n Thinking creatively
n Thinking critically n Evaluating
Activity 1 Introduce the terms philately and philatelist and have students predict what
the terms could mean. Use the glossary from the text Stamps to find out
the meaning of philatelist. Ask students to consider how a philatelist would
go about collecting stamps. Have students read pages 28–29 of the text to
find out what philatelists collect and how they start their collections.
2 On an interactive whiteboard, show students the Australia Post website,
and as a class explore the different sections on the site. To find the site, visit
Library Place at Pearson Places and select the Australia’s Symbols
series from the Weblinks List. Open the weblink for the ‘Australia Post –
Stamps & Collectables’ website. Have students view the video clip of the
Australian Legends on the 2010 Legends page, and listen to their responses
aboutbeingselectedfortheseriesissue.Demonstratetostudentshow
stamps can be looked at with the online magnifying glass.
3 Explain to students that they will work with a partner as philatelists. Inform
them that they will need to imagine they have $100 to collect and purchase
a selection of Australian stamps. Students visit the Australia Post online
shop by visiting Library Place at Pearson Places and selecting
the Australia’s Symbols series from the Weblinks List. They
then open the weblink for the ‘Australia Post Shop’ website.
Students record the name of the series issues that they purchase and keep
track of the money they spend in collecting their stamps. Have students
share what they would have in their stamp collection.
Web Destination
25 • AUSTRALIA’S SYMBOLS • Stamps
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
Stamps
Reflecting
• How have stamps developed over time?
• Why don’t states and territories issue their own stamps?
• What are the different things that you can learn from stamps?
• How do the images on stamps symbolise Australia’s way of life?
• If you were to design an issue of stamps, what would you include in your design?
Going further Provide students with BLM 9 and explain that they will design a series issue of
stamps. They will need to select a theme and then design six stamps for the
series issue. Have students present their designs to the class.
Assessment Assess students’ abilities to use websites to complete a task. Assess their
abilities to design a stamp series issue based on a theme.
StampsName
26 • AUSTRALIA’S SYMBOLS • Stamps • BLM 7
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
BLM 7
StampsDiscuss the questions and record your initial thoughts. Read the information
from Stamps and record actual information you find that answers the question.
Initial thoughts Actual
What is a stamp?
What is an Australian stamp?
StampsName
27 • AUSTRALIA’S SYMBOLS • Stamps • BLM 8
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
BLM 8
Australian LegendsSelect an Australian whom you believe is an Australian Legend
and deserves to appear on a stamp.
Write a biography that highlights his or her achievements.
Design your Australian Legends stamp.
Name
Stamps
28 • AUSTRALIA’S SYMBOLS • Stamps • BLM 9
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
BLM 9
Your own series of stampsDesign your own series of stamps.
29 • AUSTRALIA’S SYMBOLS • State and Territory Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
Titles in the series
MoneyNational EmblemsStampsState and Territory Emblems
AUTHOR Robert Gott
State and Territory Emblems
INTRODUCTION
State and Territory Emblems explores the emblems chosen to represent Australian states and
territories. The text features state and territory flags, coats of arms, floral, gemstone and animal
emblems. It also provides information about the buildings or natural attractions that have come to
represent each state and territory.
NATIONAL CURRICULUM LINKS
This text links with the National Curriculum at Years 3 and 4 in History. The text also links with English,
Geography and Civics and Citizenship.
UNDERSTANDINGS
• Each state and territory has its own flag and coat of arms, which feature symbols that have
meaning for that state or territory.
• Over time, the states and territories have developed faunal, floral and gemstone emblems.
• In each state and territory, there are landmarks that have become unofficial emblems representing
the state’s or territory’s uniqueness.
VOCABULARY
bicentenary, centenary, coat of arms, colony, emblems, faunal, Federation, flag, floral, monarch, motif,
patron saint, represent, representing, states, symbolise, symbolising, territories, World Heritage site
•TextbySharonMcCormack
•TeachingframeworkdesignedbyCharlotteForwoodandSharonMcCormack
Australia’s Symbols Activities and BLMs
State and Territory Emblems
30 • AUSTRALIA’S SYMBOLS • State and Territory Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
State and Territory Emblems
Focusing
DISCUSSION QUESTIONS
Have students complete these questions orally to focus on the text.
LITERAL:
• What are the states and territories of Australia? (Australian Capital Territory, New South Wales,
Northern Territory, Queensland, South Australia, Tasmania, Victoria, Western Australia)
• What was Australia before Federation in 1901? (A group of separate colonies)
• What is a coat of arms? (A set of symbols that represent a person, family or larger organisation)
• Namesomestateorterritoryanimalemblems.(Gang-gangcockatoo,kookaburra,redkangaroo,
koala,hairy-nosedwombat,Tasmaniandevil,Leadbeater’spossum,blackswan)
• What is a motto? (A short sentence or phrase that encapsulates a belief or ideal guiding an
individual, family or institution)
INFERENTIAL:
• Who grants the right for a state or territory to have a coat of arms?
• How do the coats of arms and flags differ between the states and territories?
• Why do you think particular emblems have been chosen to represent the states and territories?
• What is the significance of some of the unofficial emblems for the states and territories?
• How do the coats of arms represent the relationship of the states and territories with Great Britain?
EVALUATIVE:
• Why are emblems important to the states and territories?
• Why do you think the author selected the particular landmarks as unofficial emblems for the states
and territories?
• Doyouthinkstateandterritoryemblemsareasimportantasnationalemblems?Whyorwhynot?
31 • AUSTRALIA’S SYMBOLS • State and Territory Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
State and Territory EmblemsEngaging
LEARNING EXPERIENCE 1 s Each state and territory has its own flag and coat of arms, which feature symbols that have meaning for that state or territory.
Resources n State and Territory Emblems n BLM 10 n Internet access
Language and literacy skills focus
n Speaking and listening n Comprehending
n Locating information from text n Creating interactive diagram
n Presenting
Thinking skills focus
n Designingn Interpreting
n Analysing n Reflecting
Activity 1 Read aloud the introduction on pages 4–5 of State and Territory Emblems. Viewing the image of the Australian flag on page 4, ask students to
considerhowthesymbolsontheflagarerepresented.Discussstudents’
understandings of symbols and how these are represented through flags
and coats of arms. Have students consider what might be on the coat of
arms and flag of the different states and territories of Australia.
2 Provide students with BLM 10 and inform them that they will be leading
their own investigation to find out about the different symbols that are
used on the coats of arms and flags from the different states and territories.
Evenly allocate states and territories across the class, and have students
focus on one state or territory. Explain to students that they will need to
find eight different symbols that have meaning for the state or territory.
On BLM 10, students draw the symbols and record their meaning. Have
students report on their findings.
3 Ask students to consider what symbols they would use if the class were
to develop its own coat of arms and flag. Ask students to develop and
design at least two symbols, and draw them. Have students form groups
and explain to them that they will use their symbols to create both a coat
of arms and flag for the class. Provide poster paper to the groups and have
them display their designs. Each group presents their poster to the class and
explains the symbols on the coat of arms and flag.
Going further Students create an electronic interactive diagram of the coats of arms or flags
for the states and territories. They find images of the coats of arms or flags and
paste them into a PowerPoint document. Each image can be hyperlinked with
information text that appear when different parts of the image are clicked upon.
Assessment Assess students’ abilities to use symbols to create a class coat of arms and flag.
Assess their abilities to create an interactive diagram that includes image and
hyperlinked text.
32 • AUSTRALIA’S SYMBOLS • State and Territory Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
State and Territory EmblemsLearning experience 2 s Over time, the states and territories have developed faunal, floral and gemstone emblems.
Resources n State and Territory Emblems n BLM 11
Language and literacy skills focus
n Debatingn Comprehending
n Discussingn Gathering
n Researching
Thinking skills focus
n Understanding n Designing
n Thinking creatively n Evaluating
Activity 1 Displaythefollowingtermsforstudentstoview:fauna, flora and gemstones. Ask students to think about what these are and if they can give examples of
them.Discussthemeaningofeachtermandinformstudentsthateachstate
and territory has selected faunal, floral and gemstone emblems.
2 Provide students with BLM 11 and explain to them that they will need to
investigate each of the states and territories to find out what faunal, floral
and gemstone emblems they have. Provide students with copies of the
text State and Territory Emblems and have them work with partners. They
willneedtorecordtheirfindingsonthetable.Discusswithstudentstheir
findings and have them consider whether they were familiar, unfamiliar or
surprised with the floral, faunal or gemstone emblems.
3 Have students consider souvenirs that could be designed from these
emblems. Brainstorm the different souvenirs that could be developed. With
a partner, students select a state or territory and design a souvenir that will
feature the state’s faunal, floral or gemstone emblem. Students draw their
designs and present them to the class.
Going further Students select an animal, plant or gemstone from a state or territory and conduct further research. Have students record their findings in note form and use these notes to organise ideas so they can write their own report.
Assessment Assess students’ abilities in designing a souvenir for a state and territory
emblem. Assess their abilities to research and write a report.
LEARNING EXPERIENCE 3 s In each state and territory, there are landmarks that have become unofficial emblems representing the state’s or territory’s uniqueness.
Resources n State and Territory Emblems n BLM 12
Language and literacy skills focus
n Scanning n Locating information from text
n Researching n Using Internet website
n Multimedia presentation
33 • AUSTRALIA’S SYMBOLS • State and Territory Emblems
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
State and Territory EmblemsThinking skills focus
n Interpreting n Analysing
n Thinking creatively n Evaluating
Activity 1 Ask students to consider significant landmarks of the different states and
territories of Australia that they have either heard of or seen through
visiting. Inform students that they will need to find the ‘unofficial emblems’
for the states and territories. Ask students to predict which landmarks they
believe would represent the states and territories. Students will need to
scan the text State and Territory Emblems to locate these landmarks and
then read the information. As a class, discuss the following question: How
have these buildings or natural attractions come to represent the state or
territory?
2 Have students work in small groups and explain that they will need to find
these sites on Google Maps. Using an interactive whiteboard, display the
GoogleMapswebsite.Demonstratehowthewebsitecanbeusedtofind
significant landmarks. Have students use the website to locate the unofficial
emblems of each state and territory.
3 Explain to students that in their group they will need to create their own
slideshow presentation of their own state and territory emblems. Students
can select images and use maps to create a slideshow featuring their own
selected significant landmark sites. Each group presents their slideshow to
the class.
Going further Students research Australia’s World Heritage listed sites on the UNESCO World
Heritage website. To find the site, visit Library Place at Pearson Places and
select the Australia’s Symbols series from the Weblinks List. Open the weblink
for the ‘UNESCO World Heritage List’ website. Provide students with BLM 12
and explain that they will need to mark on the map where these sites are in
Australia.
Assessment Assess students’ abilities to scan and locate key information. Assess their
abilities to use maps to locate Australia’s World Heritage listed sites.
Reflecting
• How well do your state’s or territory’s emblems represent the state or territory you live in?
• What have you learned about the states and territories in Australia?
• Why do you think emblems are important for states and territories?
• What other unofficial emblems can you think of for your state or territory?
• If you were to choose emblems for your state or territory, would they be the same or different
from the emblems in use now? Why or why not?
Name
State and Territory Emblems
34 • AUSTRALIA’S SYMBOLS • State and Territory Emblems • BLM 10
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
BLM 10
State or territory symbolsFind eight symbols from a state’s or territory’s coat of arms or flag.
Draw the symbols and write the meaning of each.
Name
State and Territory Emblems
35 • AUSTRALIA’S SYMBOLS • State and Territory Emblems • BLM 11
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
BLM 11
Flora, fauna and gemstonesFind out the floral, faunal and gemstone emblems for each state and territory.
Record them in the table below.
Fauna Flora Gemstone
Australian Capital Territory
New South Wales
Northern Territory
Queensland
South Australia
Tasmania
Victoria
Western Australia
Name
State and Territory Emblems
36 • AUSTRALIA’S SYMBOLS • State and Territory Emblems • BLM 12
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 2702 7
BLM 12
Australia’s World Heritage sitesOn the map of Australia, pinpoint and label where Australia’s World Heritage
listed sites can be found.
Perth Adelaide
Melbourne
Hobart
CanberraSydney
Brisbane
Darwin
WA
NT
SA
Qld
NSW
Vic
Tas
ACT