Year 4 Overview
Curriculum overview
The theme for Year 4 is The earth's environment sustains all life.
The focus is on the concept of environment, the interactions within it and developing an appreciation of the need
for sustainability. The need to understand and protect environments for the use of animals, plants and people is
emphasised. The curriculum looks at the use and abuse of resources and the consequent issue of wastes.
Children of this age often have a particular interest in the environment as a place for animals, and a feeling that
the world could be a better place. Both of these are used as starting points in the illustrations of practice given.
These illustrations also develop a variety of communication skills.
About the illustrations
Illustration 1: Habitats for animals – an inquiry uses children's interest in animals to develop this into an
understanding of habitats and their diversity throughout the world. The drawing of maps, diagrams and sketches
are important skills developed through this focus. Students are asked to communicate the information by these
visual means as well as in words. This can be developed further into their feelings about extinction and
conservation.
Illustration 2: The GeoSix and the swamp monster story develops student's knowledge and understanding of
resources and wastes. It does this by involving children in a story about other children who have adventures. The
story focuses on the issue of wastes. It contains information but is enhanced by suggestions of ways that the
teacher can involve the class in predicting, discussing and commenting on events.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-4/f4-exemplars-y4-illus1.html
Habitats for animals – an inquiry
Curriculum overview
The Australian Curriculum: Geography content descriptions addressed in the illustration are:

The types of natural vegetation and the significance of vegetation to the environment and to people
(ACHGK021)

The importance of environments to animals and people, and different views on how they can be
protected (ACHGK022)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Learning goals
The illustration-specific learning goals are:

understanding of the idea of habitat

understanding of the interconnections between animals and their food in a habitat

developing an appreciation of our responsibility to protect environments that provide habitats for
animals

recognising the role of vegetation in providing habitats for animals.
Geographical understanding and context
The concept of habitat as a specific kind of environment is an important idea in geography. Linked with this are
the two concepts of sustainability and interconnection. Within each habitat there are both simple and complex
interconnections between animals, plants, climate and soils. Although habitats are always in a process of some
kind of change they tend towards a state of equilibrium or natural sustainability until there is outside influence,
usually from humans.
These geographical concepts of environment and habitat, interconnection and sustainability are all developed in
this illustration.
Teaching approaches
1. Favourite wild animals discussion
An introduction suitable for children of this age is a discussion of their favourite wild animals. This will probably
lead to a mention of lions, tigers, chimpanzee, gorillas, giraffe, elephants, kangaroos and other animals.
Questions could be posed about the places where each of these animals live. Countries, continents, regions and
particular habitats might all be mentioned.
2. Habitat research
The discussion could develop into the idea of the habitat for each animal. The following habitats could be
described and perhaps illustrated with photographs:
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-4/f4-exemplars-y4-illus1.html

desert

rainforest (jungle)

savanna grassland

tundra, icesheets and snow

mountains

wetlands.
Ask the children to find out which animals inhabit each of these habitats so that a list of groupings is developed
(see the 'Resources' section below for some suitable references).
3. Vegetation research
The next step of the inquiry is to discover information about the vegetation which grows in each habitat and the
food that particular animals eat. This task could be split up so that each child finds out the food for an animal that
interests them.
The links between animals and their food sources could be shown through the children's drawings. Each child
might do a labelled drawing of an animal, the vegetation of its habitat, and the food that it eats. In this way the
different habitats will have been described at each child's level of concrete or abstract understanding.
4. Habitat pattern analysis
The next step to link this information to world geography is for each of the habitats to be located on a world map.
The map could be a large outline map on which the drawings of animals in their habitats are pasted. Alternatively,
it could be a smaller outline map of the world where each student adds information.
Next, look at each habitat and explore the reasons why that habitat is found in that location.
5. Communication of research information
After doing these activities each child will have maps, sketches, diagrams and factual information. This could be
presented in a display, a booklet or as part of an oral presentation. The central point of learning that needs to be
obvious in this is an understanding of the interconnections between animals and their habitats, and that habitats
need to remain sustainable for the animals' existence not to be threatened.
6. Extension activities
Children often respond emotionally to the idea of animals in danger of extinction, and this could prompt further
inquiry about which animals fall into this category. The next logical question is 'Why are they in danger?' From
there, the issue of the habitat being in danger because of human influence could be investigated.
The concept of sustainability could be examined in more depth by relating animals, vegetation and climate to
each other. This is a more abstract concept.
What you need
World map.
Some photographs of the listed habitats.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-4/f4-exemplars-y4-illus1.html
Time frame: Could be spread over a few weeks if students get involved and interested in following further lines of
inquiry.
Curriculum connections
This illustration links with the content descriptions of the following Phase 1 Australian Curriculum.
English

Plan, rehearse and deliver presentations incorporating learned content and taking into account the
particular purposes and audiences (ACELY1689)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge,
integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Incorporate new vocabulary from a range of sources into students' own texts including vocabulary
encountered in research (ACELA1498)
Mathematics

Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)
Science

Living things have life cycles (ACSSU072)

Living things, including plants and animals, depend on each other and the environment to survive
(ACSSU073)

Earth's surface changes over time as a result of natural processes and human activity (ACSSU075)
History

Locate relevant information from sources provided (ACHHS084)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Resources
Books:
Johnson, J. (2012). Animal Planet: Atlas of Animals. Sydney: Weldon Owen. An excellently produced and
comprehensive atlas of animals and habitats. It has sections on the habitats of each continent which are displayed
in colourful double page spreads.
Websites:
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). Australian Curriculum: Geography.
Retrieved May 2013, from: www.australiancurriculum.edu.au/Geography/Rationale.
National Geographic Education. GIS in action. Students are able to us GIS to save animals. Retrieved August 2012,
from: http://education.nationalgeographic.com/education/multimedia/interactive/maps-tools-gisaction/?ar_a=4.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-4/f4-exemplars-y4-illus1.html
Australian Museum. Nature, culture, discover focuses on Australian habitats. Retrieved August 2012, from:
http://australianmuseum.net.au/Wild-Kids-Habitats/.
National Geographic. Kids dare to explore! Search for your favourite animal or any habitat. Retrieved August
2012, from: http://kids.nationalgeographic.com/kids/animals/creaturefeature/.
All other required resources are listed in the 'What you need' section above.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-4/f4-exemplars-y4-illus1.html
The GeoSix and the swamp monster story
Curriculum overview
The Australian Curriculum: Geography content descriptions addressed in the illustration are:

The natural resources provided by the environment, and different views on how they could be used
sustainably (ACHGK024)

The sustainable management of waste from production and consumption (ACHGK025)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Learning goals
The illustration-specific learning goals include:

understanding the links between wastes and habitat

understanding the disposal of wastes and its consequences

understanding the concept of sustainability

developing skills of presentation of information.
Geographical understanding and context
The concepts of renewable and non-renewable resources, and of sustainability and waste management, are
important in geography and environmental education. Geography looks further into the global distribution of
resources and the influence this has on regions, nations and people.
The links between the production and consumption of goods, and the consequent waste products are also
important for students to understand. Students of this age are often passionate about the need for all of us to do
better in reducing, reusing, recycling and replacing resources. This activity builds on this attitude and encourages
students to be personally involved in such activities.
Teaching approaches
The story provided here can be used as a resource in the exploration of information and attitudes about
resources and wastes.
1. Introduction
An introductory activity could begin either with identifying different resources and their uses, or at the other end
of the process by focusing on wastes and where they come from.
2. Exploring the Geosix story
The GeoSix and the swamp monster story (PDF, 305 KB) can be read either to a group or by individuals or small
groups. There are suggested activities:

At the end of Chapter 1: At this point you could ask the class to suggest causes other than a swamp
monster for the slime and the smell.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-4/f4-exemplars-y4-illus1.html

At the end of Chapter 2: At this point you could discuss with the class who they could tell, and who would
have the responsibility for taking care of a place such as this. They might also discuss whether there are
any places in their local area where wastes and pollution are a problem.

At the end of Chapter 3: At this point you could discuss the concept of the habitat of animals being easily
damaged, and the fact that frogs, in particular, are very sensitive to changes in their environment, but
that all animals are affected by changes such as pollution.

At the end of Chapter 4: At this point you might discuss with the class the actions that local councils and
governments take to help residents to dispose of their wastes correctly.

After the story: As a concluding activity, students could be asked to write their own story about wastes,
rubbish, pollution, and slime.
3. Extension activities
Students may like to write some further adventures of the GeoSix. Suggestions might include:

The GeoSix track down a polluter.

The GeoSix and the water guzzler.
Students could develop some of the ideas about resources and wastes into practical suggestions for their
classroom and school.
What you need
Copies of The GeoSix and the swamp monster story (PDF, 305 KB).
Time frame: The story could be used in a block of time followed by further activities related to them, or spread
over a series of shorter times.
Curriculum connections
This illustration links with the content descriptions of the following Phase 1 Australian Curriculum.
English

Interpret ideas and information in spoken texts and listen for key points in order to carry out tasks and
use information to share and extend ideas and information (ACELY1687)

Use comprehension strategies to build literal and inferred meaning to expand content knowledge,
integrating and linking ideas and analysing and evaluating texts (ACELY1692)

Create literary texts that explore students' own experiences and imagining (ACELT1607)

Create literary texts by developing storylines, characters and settings (ACELT1794)
Mathematics

Identify everyday events where one cannot happen if the other happens (ACMSP093)
Science

Living things, including plants and animals, depend on each other and the environment to survive
(ACSSU073)
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-4/f4-exemplars-y4-illus1.html

Earth's surface changes over time as a result of natural processes and human activity (ACSSU075)

Science knowledge helps people to understand the effect of their actions (ACSHE062)

Suggest ways to plan and conduct investigations to find answers to questions (ACSIS065)
History

Identify different points of view (ACHHS085)

Develop texts, particularly narratives (ACHHS086)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Resources
The GeoSix and the swamp monster (PDF, 306 KB).
Books:
Dr Seuss. (1971). The Lorax. NY: Random House. A favourite story for children which illustrates vividly ideas about
resource use and abuse.
Roca, N. (2007). The three Rs: Reuse, reduce, recycle. New York: Barron's. A picture book for young children with a
simple and effective explanation of the principles of the three Rs.
Websites:
Australian Curriculum Assessment and Reporting Authority (ACARA). (2013). Australian Curriculum: Geography.
Retrieved May 2013, from: www.australiancurriculum.edu.au/Geography/Rationale.
neoK12. Lessons and games on natural resources. This site is American and has a wealth of photographs,
information, quizzes and links. Retrieved August 2012, from: http://www.neok12.com/Natural-Resources.htm.
KESAB Environmental Solutions. Teaching resources on wastes. Comprehensive fact sheets and lesson plans.
Retrieved August 2012, from: http://www.kesab.asn.au/programs-schools/.
Skwirk. An outline of Australia's natural resources. Retrieved August 2012, from: http://www.skwirk.com.au/pc_s-16_u-307_t-752_c-2823/natural-resources/nsw/natural-resources/australia-s-physical-environment/physicalcharacteristics-of-australia.
http://www.geogspace.edu.au/core-units/f-4/exemplars/year-4/f4-exemplars-y4-illus1.html