blm aussymbol

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

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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


Australia’s Symbols Activities and BLMs



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



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



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.



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


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?



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



Prominent AustraliansUse the chart to record your findings about

the prominent Australians on our banknotes.

Front Back

$5

$10

$20

$50

$100



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.




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



11 • AUSTRALIA’S SYMBOLS • National Emblems



National Emblems



National EmblemsFocusing



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?



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



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.


n Posing questions n Comprehending

n Discussing n Gathering information


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



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


n Predicting n Comprehending

n Listening n Interpreting

n Creative movement


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



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


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



BLM 5

School coat of armsCreate your own design for your school’s coat of arms.

Name

National EmblemsBLM 2



BLM 6

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hat

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Au

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‘Wal

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‘My

Cou

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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.




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



Stamps

20 • AUSTRALIA’S SYMBOLS • Stamps





StampsFocusing



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?



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.



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.


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.



StampsLEARNING EXPERIENCE 3 s Australia Post issues colourful stamps with different themes to encourage young people to collect stamps – a hobby called philately.



n Comprehending n Researching

n Recording notes n Writing


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



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


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



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



BLM 9

Your own series of stampsDesign your own series of stamps.

29 • AUSTRALIA’S SYMBOLS • State 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.




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








Focusing



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?



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


n Speaking and listening n Comprehending

n Locating information from text n Creating interactive diagram

n Presenting


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.



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


n Debatingn Comprehending

n Discussingn Gathering

n Researching


n Understanding n Designing


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


n Scanning n Locating information from text

n Researching n Using Internet website

n Multimedia presentation



State and Territory EmblemsThinking skills focus

n Interpreting n Analysing


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


34 • AUSTRALIA’S SYMBOLS • State and Territory Emblems • BLM 10


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




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




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

blm aussymbol

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