Key Learning

Students will learn about the history, cultural heritage and environmental value of Australia’s stock routes. Students will develop a deeper understanding about wildlife corridors and their role in flora and fauna diversity. 

The Australian Curriculum
Science / Science Understanding / Biological sciences

Living things, including plants and animals, depend on each other and the environment to survive. Year 4. (ACSSU073)

Living things have structural features and adaptations that help them to survive in their environment (ACSSU043)

Science / Science Understanding / Biological sciences

The growth and survival of living things are affected by the physical conditions of their environment. Year 6. (ACSSU094)

There are differences within and between groups of organisms; classification helps organise this diversity. Year 7. (ACSSU111)

Stock Routes

1. In your own words describe what a stock route is.
2. It is legal to herd livestock across the Sydney Harbour Bridge. True or false?
3. What is a drover?
4. How were stock routes designed to help drovers and their livestock survive the journey?
5. Illustrate the journey of a drover and their livestock travelling via stock routes.
6. Nowadays how can you tell that you are driving on a stock route?
7. How long does Bill Little expect his journey will take from Qld to NSW via stock routes?
1. 6 days
2. 6 months
3. 6 years
8. List the animals that Bill is taking on his journey.
9. Why has Bill decided to transport his cattle via stock routes instead of using a truck?
10. What are some of the benefits of transporting livestock via stock routes?

Watch the BTN clip below. Answer the questions on the right.

View Full Transcript Here

Project


Choose four types of drinks and 4 types of packaged foods.

Record the:
Serving size
Sugar (grams)
Energy (kilojoules)

You need to take a photo of each product and measure out how many teaspoons of sugar is in each product. I will have a measuring station, zip lock bags and sugar at school.

Remember that there is 4.2 grams of sugar in each teaspoon. Therefore, you can use your calculator to work out how many teaspoons of sugar are in each product by dividing the amount of grams of sugar and dividing it by 4.2.

Watch this BTN clip

Slimming Soft Drinks


Answer these questions.

Focus Questions
1. Discuss the Slimming soft drinks story with another student.
2. Why is the mayor of New York City concerned about obesity?
3. In your own words, describe what he plans to do.
4. What has happened to the size of soft drinks over the years?
5. The super-size ban would also affect diet soft drinks. True or false?
6. Apart from soft drinks, what other drinks would be affected?
7. Why are some people opposed to the ban?
8. Some drinks that can contain large amounts of sugar are not included in the 
plan. What are they?
9. Do you think super size soft drinks should be banned? Explain your answer.
10. What else could be done to address the obesity problem?

Click here for the full transcript of the video clip. Remember you can use the speech tool on Pages to listen as you read. 


Click here for a copy of the questions.

Week 4 Activity

BTN

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World Challenge

Open the Question sheet below.

Click on the picture to go to the link.

Watch the link, make notes.  Answer the questions.


Save the doc using your name and 'drop it to me.'

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20130219-worldchallenge.doc
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