20825_Global_Geography_Year_3_Climate_zones

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YEAR 3
HUMANITIES AND SOCIAL SCIENCES
GLOBAL GEOGRAPHY
Climate zones
The main climate types of the world
and the similarities and differences
between the climates of different
places (ACHASSK068)
Australian Primary Publisher
of the Year 2015 and 2016

Australian Curriculum Global geography (Year 3)
Published by R.I.C. Publications ® 2018
Copyright © R.I.C. Publications ® 2018
RIC–20825
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an extract from the Australian Curriculum.
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Foreword
Australian Curriculum Global geography is a four-book series that provides lesson plans and support
resources to deliver a comprehensive and contemporary Geography program that caters for the 21st
century learner. Throughout the lessons, students will develop the capabilities required for active
participation in our changing world, while using their inquiry skills to learn the content of the Geography
curriculum.
Each book is divided into four sections, relating to each content description of the Geography Knowledge
and Understanding strand within the Humanities and Social Sciences (HASS) curriculum. Each lesson
follows an inquiry process guided by the HASS Inquiry and Skills strand, and incorporates ICT to
investigate, create and communicate their understanding.
Assessment is provided at the end of each section and is passport-themed. It may be used as a formative
or summative assessment tool. Digital presentations may also be uploaded to a class website or emailed to
the teacher for assessment purposes.
>>>
Contents
Teacher notes
iv–v
Curriculum scope and sequence
vi–vii
Assessment
viii
Australia's landscape 1–14
Australia’s states and territories 2–3
Australian Aboriginals' Country/Place 4–5
Torres Strait Islanders' Country/Place 6–7
Australia’s physical features 8–9
Australia’s built features 10–11
Australia’s World Heritage features 12–13
Assessment 14
Australia’s neighbouring countries 15–22
New Zealand 16–17
Indonesia 18–19
Papua New Guinea (PNG) 20–21
Assessment 22
Climate zones 23–36
Major climate zones of the world 24–25
Tropical climate zone 26–27
Subtropical climate zones 28–29
Temperate climate zones 30–31
Polar climate zones 32–33
Australia’s climate zones 34–35
Assessment 36
Australia’s demographics 37–48
People in Australia 38–39
Cultural and language diversity in Australia 40–41
Types of settlement in Australia 42–43
Living in Australia 44–45
Perceptions of Australia 46–47
Assessment 48
Answers 49–52
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>iii

AUSTRALIA’S LANDSCAPE
CONSOLATE GENERAL OF INDIA
SAN FRRANCISCO CAL.
AUSTRALIA’S LANDSCAPE
Teacher notes
Format
Each book contains:
XXa scope and sequence chart of HASS curriculum links
XXfour sections with lesson units consisting of a teacher page and student activity pages
XXa passport-themed assessment at the end of each section
Australia’s states and territories
Lesson objectives
X Identifying and locating Australia’s states and territories, capital cities and ten major towns using geographical tools
X Understanding how state and territory borders, capital cities and major towns are represented on a map
Lesson plan
Resources
Introduction
X Display the image of Border roadhouse at . Students imagine they are driving along this road
from the capital city of Perth to the capital city Adelaide. Which
state are you leaving/entering? What is the capital city of Western
Australia/South Australia?
X Zoom out and switch satellite mode off to show the locations of
Border roadhouse, Perth and Adelaide on the map. Discuss how
states and territories, capital cities and major cities/towns are
shown on the map. Which major towns might you pass on your
journey from Perth to Adelaide?
Development
X Students use Google Maps to name and locate the states and
territories, capital cities and ten major towns in Australia, and label
them on the map on page 3.
X Think-pair-share What do the lines between each state on the map
represent? Why do you think these lines are not all straight? How
is the location of a capital city shown on a map? How many capital
cities are in each state or territory?
X In pairs, students use a presentation app (ShowMe) to write ten
quiz questions (each on a separate page) relating to the name,
location or size of Australia’s states and territories and their capital
cities, such as Which state or territory is the smallest? Which state
is surrounded by coastline? Which capital city is not located along
the coast? Students will need to ensure they know the answer to
each question.
X Students swap their quiz with another pair and answer the
questions using the same app. Students return the quiz and discuss
the correct answer to any incorrect answers.
Conclusion
X Individually, students complete the online quiz at . When the results show, students should exit out
of the results box and screenshot the map with their results at the
top, then email it to the teacher.
X Image of Border roadhouse
X iPad ® /tablet with QR scanner and
presentation app (ShowMe)
X Google Maps
X Page 3
X Online quiz
Travelling further
See how the state and
territory boundaries
have changed over time
at .
Students create a time line to
record the number of states
and their names at each date
provided in the video.
Each teacher page contains:
XXspecific lesson objectives
XXlesson plan with Inquiry skills identified
XXlist of resources required
XXa ‘travelling further’ activity, for use as an
extension activity, alternative lesson or a
homework task
XXcurriculum links for HASS content
descriptions
Curriculum links
HASS Knowledge and Understanding
The representation of Australia as states and territories and as Countries/Places of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia, both natural and human (ACHASSK066)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Poses questions about the • Locates and collects
states and territories and information from Google
their capital cities to create Maps
a digital quiz
• Records, sorts and
represents data on a map
• Interprets data and
• Draws conclusions based on • Communicates
information about how researched information to understanding using a
state and territory borders create quiz questions
student-created digital quiz
and capital cities are
and an online quiz
represented on a map
• Finds the meanings of state
and territory acronyms
Australia’s states and territories
1. (a) Use Google Maps to find the names and locations of Australia’s states
and territories and their capital cities, and label them on the map below.
2 Year 3 >>>>5
2. Write the name of the state or territory next to each acronym/abbreviation.
NSW ∑ld
NT Tas.
SA Vic.
WA
ISBN 978-1-925698-41-1 >>>> www.ricpublications.com.au >>>>>>>>>>>> AC GLOBAL GEOGRAPHY >>>Year 3 >>>>3
information about each group using a format of your choice.
14 Year 3 >>>>7
ivYYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Teacher notes
General capabilities in Humanities and Social Sciences
Capabilities are developed intrinsically throughout the lessons when students apply their Geography knowledge
and skills confidently and successfully as active and informed citizens.
Literacy
Numeracy
Information and
Communication
Technology
Critical and creative
thinking
Personal and social
capability
Ethical
understanding
Intercultural
understanding
Students build knowledge using texts from primary and secondary sources. Students use text
structures to compose texts and use specific vocabulary. Students recognise how language
and images can be used to create meaning. Discussions are used to share points of view and
communicate conclusions.
Students count, measure and analyse data and information during inquiries. Students construct
and interpret statistics, tables, graphs, maps and diagrams. Students observe patterns and
trends across data and draw conclusions about relationships between variables.
Digital technologies are used to locate, process, organise, analyse, evaluate and communicate,
information. Students apply social and ethical protocols when dealing with online sites and social
media.
Students think deeply, through inquiry-based learning, when developing questions, assessing
reliability of sources, interpreting data and proposing solutions.
Students learn more about people, places, processes and phenomena. Through collaboration,
students develop personal and interpersonal skills in order to communicate, negotiate and
resolve conflicts within a team. They develop leadership, resilience, goal-setting and advocacy
skills, which are essential in order to contribute to society.
Students uncover diverse values and principles from around the world and investigate how these
influence human activity. Students also learn about ethical issues when investigating people and
places, in particular Indigenous populations.
Students learn about the diversity of the world. They explore other cultures, how cultural
identities are formed, the importance of interacting with other cultures and what it means for
economic and political relationships.
Concepts for developing geographical thinking
The concepts of geographical thinking are embedded throughout the lessons. A scope and sequence chart is
provided on the cover page of each section indicating which concepts are included in each lesson.
Place
Space
Environment
Interconnection
Sustainability
Scale
Change
Involves environmental features and human characteristics. It involves where things are located and
how places are perceived by and connected to people. Places can be local or global.
Involves the ways places are organised and managed by people to achieve a purpose. The
location of a place influences environmental and human characteristics which form spatial
distributions such as population density, road networks and trade routes.
Involves the significance of the abiotic (non-living) and biotic (living) environment to human
life. People use environments in different ways and can change the environment, therefore an
understanding of cause and effect is required so sustainability can be addressed.
Involves the interdependence of environmental and human processes. Places and people are
interconnected with other people and places. Interconnections influence the characteristics of
a place.
Involves the capacity of the environment to sustain life in the future. It involves economic, social
and health functions. Knowledge of environmental systems and how human actions affect them
is required to understand sustainability.
Involves examining geographical phenomena at different spatial levels, from local to global, and
understanding that relationships can cross scales.
Involves investigating how geographical phenomena have developed over time, including
environmental, economic, social and technological changes. Understanding change can assist
with predicting what will happen in the future and can help achieve sustainability.
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>>>>v

Curriculum scope and sequence
INQUIRY AND SKILLS
Questioning
Pose questions to investigate people,
events, places and issues (ACHASSI052)
CLIMATE ZONES
Researching
✓
✓
✓
✓
Locate and collect information and
data from different sources, including
observations (ACHASSI053)
✓
✓
✓
✓
✓
✓
Record, sort and represent data
and the location of places and their
characteristics in different formats,
including simple graphs, tables and
maps, using discipline-appropriate
conventions (ACHASSI054)
Analysing
✓
✓
✓
✓
✓
✓
Interpret data and information displayed
in different formats, to identify and
describe distributions and simple
patterns (ACHASSI057)
Examine information to identify different
points of view and distinguish facts from
opinions (ACHASSI056)
Sequence information about people’s
lives and events (ACHASSI055)
Evaluating and reflecting
✓
✓
✓
✓
✓
✓
Reflect on learning to propose actions in
response to an issue or challenge and
consider possible effects of proposed
actions (ACHASSI060)
Interact with others with respect to share
points of view (ACHASSI059)
Draw simple conclusions based on
analysis of information and data
(ACHASSI058)
Communicating
✓
✓
✓
✓
✓
✓
✓
✓
✓
Present ideas, findings and conclusions in
texts and modes that incorporate digital
and non-digital representations and
discipline-specific terms (ACHASSI061)
KNOWLEDGE AND UNDERSTANDING
Geography
✓
✓
✓
✓
✓
✓
The similarities and differences between
places in terms of their type of
settlement, demographic characteristics
and the lives of the people who live
there, and people’s perceptions of these
places (ACHASSK069)
The main climate types of the world
and the similarities and differences
between the climates of different places
(ACHASSK068)
The location of Australia’s neighbouring
countries and the diverse characteristics
of their places (ACHASSK067)
The representation of Australia as states
and territories and as Countries/Places
of Aboriginal and Torres Strait Islander
Peoples; and major places in Australia,
both natural and human (ACHASSK066)
HASS
Pages
24–25
26–27
28–29
30–31
32–33
34–35
✓
✓
✓
✓
✓
✓
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>vii

Assessment
XXA passport-themed assessment is provided at the end of each section, which may be used
as a formative or summative assessment tool.
XXThese pages and the passport cover page below may be compiled to form a passport of
their learning.
XXDigital presentations may also be uploaded to a class website or emailed to the teacher
for assessment purposes.
Revision passport
FOLD HERE
Passport
viii

Climate
zones
Concepts for developing geographical thinking
Main lesson
Travelling further activity
LESSON
Place
Space
Environment
Interconnection
Sustainability
Scale
Change
Major climate zones of the world
Tropical climate zone
Subtropical climate zones
Temperate climate zones
Polar climate zones
Australia’s climate zones
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 23

Major climate zones of the world
Lesson objectives
XXIdentifying the difference between weather and climate, and how weather contributes to climate
XXIdentifying and locating four major climate zones of the world (Tropical, Subtropical, Temperate and Polar zones) and
describing the characteristics of each
Lesson plan
Introduction
XXDisplay current weather information for countries around the
world at . Discuss the information
presented including the date and time, the weather symbols and
the temperature.
Development
XXAs a class, watch the video at to
identify the difference between weather and climate. Students use
a note-taking app (Notes) to record a definition of each word.
XXStudents scan the QR codes or use the URLs on page 25 to learn
about the world’s major climate zones. Students map the location
of the four major zones and provide a key explaining the map
markings (colouration or symbols) used. They then watch a video
about the classification of climate zones and record key information
about each climate zone’s characteristics on page 25.
XXStudents use the same note-taking app used previously to write
five quiz questions about the location or characteristics of the
four major climate zones and record the answer to each question.
Note: Students should base their quiz questions on the information
presented in the video.
XXStudents use a presentation app (Microsoft PowerPoint) to explain
the four major climate zones of the world. Students will need to
include a definition of climate, a photograph of their completed
map and an explanation of the characteristics of each major
zone. Students then add their quiz questions and answers to the
presentation.
Conclusion
XXIn pairs, students examine their completed copies of page 25 to
discuss patterns in the location or characteristics of the four major
climate zones, and compare the climate zones of countries they
are familiar with. Prompt students discussion by asking What
patterns can you see between the climate zones in the northern
and southern hemispheres? Which countries have a similar climate
to Australia?
Resources
XXWorld temperatures—Weather around
the world
XXVideo—Weather and climate
XXiPad ® /tablet with QR scanner, a notetaking
app (Notes) and a presentation
app (Microsoft PowerPoint)
XXPage 25
Travelling further
As a class, use the climate time
machine at to explore the
world’s changing climate.
Students research climate
change to create an infographic
about the effects of climate
change and then create a video
proposing actions to reduce
climate change.
Curriculum links
HASS Knowledge and Understanding
The main climate types of the world and the similarities and differences between the climates of different places
(ACHASSK068)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Poses questions relating
to the location and
characteristics of the world’s
four major climate zones to
create a quiz
• Locates and collects
information websites, maps
and videos
• Records, sorts and
represents data on a map
and using a note-taking app
• Interprets information
on a map to identify the
countries located in each
climate zone
• Identifies pattens between
climate zones in the
northern and southern
hemispheres
• Draws conclusions about
the weather and climate
in Australia and other
countries to find similarities
and differences
• Communicates
understanding using a
presentation app
24YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Major climate zones of the world
1. Scan the ∑R code or go to and click
on the map of the four major climate zones. Record the location of
each climate zone on the map, then add a compass and a key.
North Pole 90° N
Arctic Circle 66.5° N
Tropic of Cancer 23.5° N
Equator 0°
Tropic of Capricorn 23.5° S
Antarctic Circle 66.5° S
South Pole 90° S
2. Scan the ∑R code or go to to learn
about the Koppen classification of climate zones. Record key
information about each major climate zone.
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 25

Tropical climate zone
Lesson objectives
XXIdentifying the location of countries that experience a tropical climate and comparing their proximity to the equator
XXExamining the climatic conditions experienced in Jakarta, Indonesia, and Rio de Janeiro, Brazil, and comparing these to
the rainforested areas in each country to draw conclusions about the relationship between climate and vegetation
Lesson plan
Introduction
XXGo to and click on the map of the
world to display the four major climate zones. Discuss the location
of the tropical climate zone in relation to the equator. In pairs,
students use Google Earth and a note-taking app (Notes) to list
as many countries in the tropical climate zone as possible in five
minutes.
Development
XXStudents scan the QR code or use the URL on page 27 to research
weather and climate data for Jakarta, Indonesia, and Rio de
Janeiro, Brazil. Students then use Google Earth to locate the
Sumatran Rainforest and the Amazon Rainforest, and compare their
location to Jakarta and Rio de Janeiro to draw conclusions about
the relationship between climate and vegetation.
XXIn pairs, students use Google Earth to find other countries that
contain rainforests and compare their location to the tropical
climate zone. Think-pair-share What colour shows the location of
rainforests around the world? What is the relationship between
tropical climates and rainforests?
XXIndividually, students plan and create a digital travel brochure
advertising a sale on rainforest adventures to the Amazon
Rainforest and the Sumatran Rainforest. Students explain the
climate zone that rainforests are located in and provide specific
geographical information about each rainforest. Students then
email it to another student.
XXAfter viewing the travel brochure emailed to them, students write
three questions they have about the weather and seasons in Brazil
and Indonesia and email them back to the first student. The first
student researches the answers to these questions and responds
via email.
Conclusion
XXConduct a brief survey Would you visit a tropical rainforest?
Students move to one side of the classroom for yes and the other
side for no, then discuss their reasons why they would/would not
visit a tropical rainforest.
Resources
XXWorld map—four major climate zones
XXiPad ® /tablet with QR scanner, a notetaking
app (Notes) and a selection
of presentation apps for students
to choose from (ShowMe/Seesaw/
Microsoft Word)
XXGoogle Earth
XXPage 27
Travelling further
Students watch a video about
coral bleaching at then
research and compare the
location of coral reefs to major
climate zones.
Students create a digital news
report explaining the effects
of climate change on coral
reefs and why the protection
of coral reefs is a current
global issue.
Curriculum links
HASS Knowledge and Understanding
The main climate types of the world and the similarities and differences between the climates of different places
(ACHASSK068)
HASS Inquiry and Skills
Questioning Researching Analysing
• Poses questions about the
weather and seasons in
Indonesia and Brazil
• Locates and collects
information from Google
Earth, websites and
videos
• Records, sorts and
represents data in a table
and using a note-taking app
• Interprets maps and graphs
to identify patterns in
the location, climate and
vegetation of countries in
the tropical climate zone
Evaluating and
reflecting
• Draws simple conclusions
about the weather, climate
and vegetation of countries
in the tropical climate zone
• Interacts with others
respectfully to share points
of view about visiting
tropical rainforests
Communicating
• Communicates
understanding by creating
a digital brochure using a
presentation app of their
choice
26YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Tropical climate zone
1. Scan the ∑R code or go to to
research climate data for Jakarta, Indonesia, and then use the
same website to locate climate data for Rio de Janeiro, Brazil.
(a) Record key information about the climate of each city.
Jakarta, Indonesia
Rio de Janeiro, Brazil
Temperature
Hottest months
Rainfall
Wettest months
Humidity
(b) Do you think it snows in Jakarta or Rio de Janeiro? Explain your reasoning.
2. Use Google Earth to locate the Amazon Rainforest and the
Sumatran Rainforest and compare their locations to the cities
researched in ∑uestion 1. Then scan the ∑R code or go to
to learn about tropical rainforests.
(a) In which climate zone will you find tropical rainforests?
(b) Why do tropical rainforests grow in Indonesia and Brazil? Explain.
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 27

Subtropical climate zones
Lesson objectives
XXIdentifying the location of countries that experience a subtropical climate and their proximity to majors lines of latitude
XXExamining climate data from five cities in the subtropical climate zones to identify similarities and differences between
countries with arid and Mediterranean climates
Lesson plan
Introduction
XXGo to and click on the map of the
world to display the four major climate zones. Discuss the location of
the subtropical climate zones in relation to the major lines of latitude.
In pairs, students use Google Earth and a note-taking app (Notes) to
list as many countries that lie in the subtropical zones as possible in
five minutes.
Development
XXDivide the class into groups of five, and allocate one city to each
student—Phoenix (USA), Madrid (Spain), Rome (Italy), Riyadh
(Saudi Arabia) and Tripoli (Libya). Individually, students research
characteristics of arid and Mediterranean climates and record key
information using the T-chart on page 29. They then scan the QR
code or use the URL to research climate data for their allocated city.
Students draw conclusions from their research to predict if their
allocated city has an arid or Mediterranean climate.
XXAs a class, establish an inside-outside circle where students briefly share the climate data for their
allocated city and discuss which climate type they think the city
has. Students explain their reasoning and discuss any differences in
opinion.
XXIn pairs, students use a puppet show app (Sock puppets) to create a
scene with two characters—one that lives in an arid climate and one
that lives in a Mediterranean climate. Each student pretends they
are one of the characters and together they role-play a conversation
about the weather and climate in their city, and why they like living
in that climate. Students should provide climate data during the
conversation.
Conclusion
XXIn pairs, students use Google Earth to locate the five cities listed on
page 29 and compare their locations to the major lines of latitude.
Students examine the location of cities they believe have an arid
climate and discuss the colouration on the map in each country,
then repeat for cities they believe have a Mediterranean climate.
Students discuss the question Does vegetation grow in both arid and
Mediterranean climates? and explain their reasoning.
Resources
XXWorld map—four major climate zones
XXiPad ® /tablet with QR scanner, a
note-taking app (Notes) and a
puppet show app (Sock puppets)
XXPage 29
XXGoogle Earth
XXInside-Outside circle explanation
As a class, watch the
video Living in the desert
at .
Travelling further
Would you continue to live in
the desert if your family had
lived there for generations?
Research climate data in the
Sahara desert and discuss.
Students write a letter to
their family explaining their
decision based on climate
data for the Sahara desert.
Curriculum links
HASS Knowledge and Understanding
The main climate types of the world and the similarities and differences between the climates of different places
(ACHASSK068)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Locates and collects
information from Google
Earth and websites
• Records, sorts and
represents data using a
note-taking app, a T-chart
and a table
• Interprets cartographic
information to locate cities in
subtropical climates and
• Compares the colour-coding
on a map to identify patterns
between the vegetation in arid
and Mediterranean climates
• Draws simple conclusions
about the weather, climate and
vegetation in places located within
the subtropical climate zone
• Interacts with others with respect
to share points of view about the
climate type of different cities
• Communicates
understanding using an
inside/outside circle and a
puppet show app
28YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Subtropical climate zones
1. The subtropical climate zones contain places with Arid and Mediterranean
climates. Research the general characteristics of each type of climate and
record key information about the tempterature, seasons and precipitation in
the T-chart.
Arid climate
Mediterranean climate
2. Scan the ∑R code or go to . Use the
search bar to research climate data for your allocated city, then
select data for 'All year'.
Allocated city:
Temperature data
Hottest months/Coldest months
Rainfall data
Wettest months/Driest months
Average wind speed
Windiest month
Seasons
Predicted climate zone
Arid climate
Mediterranean climate
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 29

Temperate climate zones
Lesson objectives
XXIdentifying the location of countries that experience a temperate climate and their proximity to majors lines of latitude
XXExamining climate data from five cities in the temperate climate zones to identify similarities and differences between
countries with maritime and continental climates
Lesson plan
Introduction
XXGo to and click on the map of the
world to display the four major climate zones. Discuss the location
of the temperate climate zones in relation to the major lines of
latitude. In pairs, students use Google Earth and a note-taking
app (Notes) to list ten capital cities that lie in the temperate climate
zones. Note: Ensure cities from different continents are included.
Development
XXStudents select five capital cities from their list and record the
city (and the country it is located in) using the table on page 31.
Students then scan the QR code or use the URL to research climate
data for each city and record it in the table. Students then research
the characteristics of the temperate climate zones using the QR
code or URL on page 31 and record similarities and differences
between maritime and continental climates using the Venn
diagram.
XXStudents choose one of the capital cities from their table on
page 31 and use a brainstorming app (Popplet) to write five inquiry
questions about the weather and seasons in that city. Students
research their questions and record key information using the same
app.
XXView the image at to show an
example of a weather and seasons calendar. Individually, students
use a presentation app of their choice to create a digital weather
and seasons calendar for their researched city. Students include
images of the weather and seasons, and complete the calendar
with the current date, weather and season.
Conclusion
XXIn pairs, students share their time and weather charts. Together
they use Google Earth to locate each city and compare their
locations to the major lines of latitude. Students examine the
distance of the country to surrounding oceans and seas to discuss
how a countries' proximity to water affects the weather and
climate.
Resources
XXWorld map—four major climate zones
XXGoogle Earth
XXiPad ® /tablet with QR scanner, a notetaking
app (Notes), a brainstorming
app (Popplet) and a selection of
presentation apps
XXPage 31
XXImage—Today’s calendar
Travelling further
As a class, watch the video
Seasons and the sun at
.
Students write ten quiz
questions about the weather
and seasons of countries in
the northern and southern
hemispheres, and research the
answers. Students use an app
(Kahoot!) to create a quiz (with
answers) and share their quiz
with other students.
Curriculum links
HASS Knowledge and Understanding
The main climate types of the world and the similarities and differences between the climates of different places
(ACHASSK068)
HASS Inquiry and Skills
Questioning Researching Analysing
• Poses questions about
the weather and seasons
in a city that lies in the
temperate climate zone
• Locates and collects
information from Google
Earth and websites
• Records, sorts and
represents data using a
table, a Venn diagram and a
brainstorming app
• Interprets maps and graphs
to locate cities in the
temperate zone and to
identify patterns between
climates
Evaluating and
reflecting
• Draws simple conclusions to
make comparisons between
maritime and continental
climates
Communicating
• Communicates
understanding using a
presentation app of their
choice
30YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Temperate climate zones
1. (a) Choose five capital cities from the list you created earlier. In the first
column of the table, write five cities and the countries they are located in.
(b) Scan the ∑R code or go to and
type each city into the search bar to locate climate data. Record
key information about the climate in each city using the table,
including the hottest/coldest months and the wettest/driest months.
Temperature Rainfall Humidity
2. Scan the ∑R code or go to to research
the characteristics of the temperate climate zone. Click on the links
for maritime and continental climates to read more information.
Record similarities and differences between maritime and continental
climates using the Venn diagram.
Maritime
Continental
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 31

Polar climate zones
Lesson objectives
XXIdentifying the location of countries that experience a polar climate and their proximity to majors lines of latitude
XXExamining climate data from four countries in the polar climate zones to identify similarities and differences between
countries in polar ice cap and tundra regions, and briefly comparing this to a population density map
Lesson plan
Introduction
XXGo to and click on the map of the
world to display the four major climate zones. Discuss the location
of the polar climate zone in relation to the major lines of latitude.
In pairs, students use Google Earth and a note-taking app (Notes)
to list as many countries in the polar climate zone as possible in
five minutes.
Development
XXIn groups of four, allocate one of the following countries to each
student—Russia, Canada, Greenland and Finland. Individually,
students use Google Earth to locate their allocated country and
record it’s location on page 33. Students then use the QR code or
URL on page 33 to locate and record general climate information
for their country, and specific climate data for three cities in their
country.
XXAs a class, watch the video Polar climate zone: Ice caps and tundra
at . Students use a T-chart to record
information about each climate region.
XXIn their groups, students share their research and draw conclusions
about the weather and climate in the polar climate zone. Students
then use Google Earth to locate the four countries and discuss the
colouration of each to determine what the white represents, and
which countries they think are covered by polar ice caps.
XXIn their groups, students use a video camera app or presentation
app of their choice to explain the weather and climate in the polar
region. Students take turns to describe the weather and climate
in the country they researched and provide their opinion about
whether they could live in countries located in the polar climate
zone.
Conclusion
XXDisplay the World population density map from 2001 at . Explain that the map shows the population
compared to the area of land. In pairs, students discuss how
climate may contribute to the low population density of countries
in the polar zone.
Resources
XXWorld map—four major climate zones
XXGoogle Earth
XXiPad ® /tablet with QR scanner, a notetaking
app (Notes) and a video camera
or selection of presentation apps
XXPage 33
XXVideo—Polar climate zone: Ice caps and
tundra
XXWorld map—population density 2001
Travelling further
Students watch a video about
climate research in Antarctica
at .
Students decide if they are
for or against the researchers
drilling into the ice sheets to
assist with data collection,
then create a digital or
written persuasive news
article using their opinion
about the research.
Curriculum links
HASS Knowledge and Understanding
The main climate types of the world and the similarities and differences between the climates of different places
(ACHASSK068)
HASS Inquiry and Skills
Questioning Researching Analysing
• Locates and collects
information from Google
Earth, websites and
videos
• Records, sorts and
represents data using a
Y-chart and a format of their
choice
• Interprets maps and
graphs to describe patterns
between countries in the
polar climate zone, major
lines of latitude, vegetation
and population density
Evaluating and
reflecting
• Draws simple conclusions
from climate data to identify
characteristics of the polar
climate zone
• Interacts with others
respectfully to share
points of view about living
in countries with polar
climates
Communicating
• Communicates
understanding using a video
or presentation app of their
choice
32YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Polar climate zones
1. Scan the ∑R code or go to
to locate climate data and information for your allocated country.
Record key information about the country’s climate using a format
of your choice.
2. Select three cities from different regions in your allocated country and write
them in the Y-chart. Locate and record climate data and information for each
city.
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 33

Australia’s climate zones
Lesson objectives
XXExamining climate data from cities/towns in Australia and comparing these to Australia’s climate zone map
XXIdentifying some factors that influence local climate, such as proximity to major lines of latitude and waterways,
elevation or altitude, and natural and built features
Lesson plan
Introduction
XXAs a class, watch the video at to
revise weather and climate and introduce local climate. Discuss the
questions What is the difference between major climate zones and
local climate? What factors may influence local climate? (proximity
to major lines of latitude and waterways, elevation/altitude, and
natural/built features)
Development
XXDivide the class into eight groups and allocate a different state
or territory of Australia to each group. As a group, students use
Google Earth to locate and explore their allocated state/territory,
it’s capital city and three major towns. Students then decide who
will research the capital city and who will research each major
town. Individually, students use page 35 to research climate data
for their city/town and record it using the tables.
XXUsing a brainstorming app (Popplet) students write and research
five questions about the elevation and natural and built features in
their city/town and record the answers using the same app.
XXAs a group, students discuss the climate data, location, elevation
and features for each city/town to draw conclusions about the
weather, seasons and climate in that state or territory. Students
then use a presentation app (SeeSaw) to explain the weather and
climate in their allocated state or territory, and factors that may
influence this. Students must add climate data tables (page 33) and
an explanation of the weather, seasons and climate in each city.
Students upload their presentation and view others.
Conclusion
XXAs a class, explore annual temperature and rainfall maps for
Australia at and compare these to
Australia’s climate zone map at .
Think-pair-share What factors may influence the climate in your
researched city/town and in your allocated state/territory?
Resources
XXVideo—What are climate zones?
XXGoogle Earth
XXPage 35
XXiPad ® /tablet with QR scanner, a
brainstorming app (Popplet) and a
presentation app (SeeSaw)
XXAnnual temperature and rainfall maps
of Australia
XXAustralia’s climate zone map
Travelling further
Students research weather
and climate data for their
local area and create graphs
showing average monthly
temperature and rainfall data.
Students create a model
of their local area and use
climate facts and opinions
to create a stop-motion
animation of the weather
and seasons in their local
area, and how this influences
people’s daily lives.
Curriculum links
HASS Knowledge and Understanding
The main climate types of the world and the similarities and differences between the climates of different places
(ACHASSK068)
HASS Inquiry and Skills
Questioning Researching Analysing
Evaluating and
reflecting
Communicating
• Poses questions about the
elevation and features of a
given city
• Locates and collects
information from Google
Earth, climate maps,
websites and videos
• Records, sorts and
represents data using tables
and a brainstorming app
• Interprets cartographic
information on maps to
locate and explore places in
Australia
• Compares climate and
physical maps to identify
patterns between climate
data and factors that
influence climate
• Draws simple conclusions
about the weather and
climate in a given state/
territory, and factors that
may influence this climate
• Communicates
understanding using a
presentation app
34YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

Australia’s climate zones
Scan the ∑R code or go to and
search for your city/town in the weather station field, then select the
nearest station in your state/territory and click ‘Get data’.
State/Territory name:
City/Town name:
Maximum
Annual climate averages
Temperature (ºC)
Minimum
City
Town
Rainfall (mm)
Daily sunshine
(hours)
Monthly climate averages
Maximum
temperature
(ºC)
Minimum
temperature
(ºC)
Rainfall
(mm)
Daily
sunshine
(hours)
Number of
clear days
Number of
cloudy days
January
February
March
April
May
June
July
August
September
October
November
December
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 35

Assessment
IMMIGRATION INDIA
NYC
30 JUN 2020
DEPARTURE
CSI AIRPORT MUMBAI
A1 - 347
A
347
3
47A
08 SEP 2020
ARRIVAL
AUG 22
United Kingdom
CONSOLATE GENERAL OF INDIA
SAN FRRANCISCO CAL.
AUG
27
Vietnam
ITALIA MILANO
AEROPORTO DI MILANO MALPENSA
* 09.10.18 *
10 JUL 2020
ARRIVAL
XYZA08912
ARRIVAL
CLIMATE ZONES
What is the difference between weather and climate,
and how does weather contribute to climate? Include
RSXT 0700
examples of weather and climate types in your answer.
CLIMATE ZONES
How does location influence the climate of a place?
Think about the major lines of latitude, oceans and
other water bodies, and natural and built features, and
give examples.
HONG KONG
17 DEC 2013
ADMITTED
DEPARTED
0700
Class
Until
SFR
FEB 29 2020
05
2719
DEPARTMENT OF HOMELAND SECURITY • US CUSTOMS AND BORDER PROTECTION
NATIONALE
JBE4 2174
CHARLES DE GAULLE
POLICE
JAN 24 2016
826
JBE4 2174
22 SEP 2019
A
FRANCE
IMMIGRATION
BRAZIL
826
823943719200493672098476510432917654918239437
32917652823943719200493672098476510432917652
MALAYSIA
ARRIVED
IMMIGRATION
Y4
Y94
KL
INTERNATIONAL
SYDNEY AIRPORT
03 AUG 2015
KELUAR
Y4
7
36YYear 3A AC GLOBAL GEOGRAPHYw www.ricpublications.com.auI

NOTE: Answers correct at time of printing
>>>
Answers
Page 25
1.–2. Teacher check
Page 27
1. Teacher check
2. (a) Equatorial or tropical climate zone
(b) Tropical rainforests grow in Indonesia and
Brazil as they are located near the equator.
These places receive large amounts of sunlight
and rainfall, and have high humidity.
Page 29
1. Teacher check – General climate characteristics
include:
Arid climate
Temperature and
seasons
• some deserts are
hot all year round
with no noticeable
seasons
• some deserts have
hot summers and
frigid winters (well
below freezing)
• hot deserts have
hot days and cold
nights
Precipitation
• lack of moisture
• soil and air is dry
• very low yearly
precipitation
• rare torrential
downpours
Mediterranean climate
Temperature and
seasons
• mild, wet winters
and warm to hot,
dry summers
• always a number of
clear, sunny days in
winter
Precipitation
• dry summers
• potential summer
droughts
• rainy winters
Page 31
1. Teacher check
2.
Page 33
1.–2. Teacher check
Page 35
Maritime
influenced by oceans
and maritime airflow
steady temperatures
all year round
Teacher check
cool summers,
mild winters
considerable rainfall
(not extreme)
generally humid
snowfall in
some places
temperate
climates
no extreme
temperatures
seasonal changes
are not extreme
no extreme
rainfall or
snowfall
warm summers,
cold winters
influenced by
continental
land masses
Continental
large temperature
differences between
summer and winter
relatively dry with
limited precipitation
no ocean
moderation
2. Teacher check
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>>>> www.ricpublications.com.au>>>>>>>>>>>>> AC GLOBAL GEOGRAPHY>>>>Year 3>>> 49