University of New England

Unit code: EDSS379

Unit name: Primary School Society and Environment Teaching
Trimester 2, 2023

Assignment 2: Curriculum Planning Task

Student name: Deborah White

Student number: 220257982

Due Date: 4 September 2023

Unit Coordinator: Dr Cat Volpe Johnston

 Part A – Selection of Content, Skills, Tools, and Outcomes
1. Content for the inquiry sequence:

Stage 2: The Earth’s Environment - Di erent environments

Students: investigate the natural characteristics of Australia and a country in Asia, for example: (ACHGK020) comparison of climate, natural

vegetation and native animals (NESA, 2020)

2. Two outcomes to be addressed in the inquiry sequence:

Geography Syllabus K-10 (NESA 2020)

Outcome (knowledge and understanding):

GE2-1 examines features and characteristics of places and environments (NESA, 2020)

Outcome (skill):

GE2-4 acquires and communicates geographical information using geographical tools for inquiry (NESA, 2020)

3.

Inquiry skills to be developed:

Acquiring geographical information Processing geographical information Communicating geographical
information
collect and record relevant geographical data and represent data by constructing present ndings in a range of
information, for example, by observing, by interviewing, tables, graphs and maps communication forms
conducting surveys, or using maps, visual representations, (ACHGS021, ACHGS028) (ACHGS024, ACHGS031)
the media or the internet (ACHGS020, ACHGS027)
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 4. Geographical Tool(s)

Geographical Tool(s) to be used: (NESA, 2020)

Stage Maps Fieldwork Graphs and Statistics Spatial Technologies Visual Representations
M F GS ST VR

2 • Large-scale maps, world • observing, measuring, • tally charts • virtual maps • photographs
map, globe, sketch maps collecting and recording • pictographs • satellite images • illustrations
• Maps to identify location, data, conducting surveys
or interviews • data tables • global positioning • diagrams
direction, distance, map
systems (GPS)
references, spatial • eldwork instruments • column graphs • story books
distributions, and patterns such as measuring • simple statistics • multimedia
devices, maps,
photographs • web tools

5. Concepts

Place Space Environment Interconnection Scale Sustainability Change

the signi cance of the signi cance of the signi cance of no object of geographical the way that the capacity of the explaining
places and what they location and spatial the environment in study can be viewed in geographical environment to continue to geographical
are like distribution, and human life, and isolation phenomena and support our lives and the phenomena by
ways people important problems can be lives of other living investigating how
organize and interrelationships examined at creatures into the future they have developed
manage the spaces between humans and di erent spatial over time
that we live in the environment levels

Stage Students demonstrate an understanding of:

2 • natural and human • settlement • how climate and • interconnections • types of • ways in which people,
features and patterns within environment between people, places settlement across including Aboriginal and
characteristics of Australia, in uence and environments a range of scales Torres Strait Islander
di erent places and neighbouring settlement patterns Peoples, use and
their similarities and countries and • in uence of people’s • the in uence of protect natural
di erences other countries • interconnections values on the climate across a resources
between people management and range of scales
• how people’s and environments protection of places and • di ering views about
perceptions about environments and the environmental
places in uence • di ering ways custodial sustainability
their responses and people can use responsibilities of
actions to protect environments Aboriginal and Torres • sustainable
them sustainably Strait Islander Peoples management of waste

6) Specialisation: English
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Part B ACTIVE Inquiry model
1. Inquiry Question:

How are the various climatic areas in Australia the same or di erent to other places in the world with similar climates?

2. Answer being sought:

Features Similarities Differences

North Queensland coast Florida
Climatic Zones humid subtropical, savanna
Average temperatures hot in summer, cool to warm in
winter.
Average annual rainfall Around 1300mm
wet summers, drier winters
Fauna High animal biodiversity bandicoots, wallabies, possums, flamingos, armadillos, black bears,
kangaroos, quolls, gliders, panther, otter, raccoon, deer,
crocodiles, pelicans, sea turtles, cockatoos, dingoes skunk, coyote, wolf, beaver,
snakes, magpies, shearwaters manatees
Flora High plant biodiversity eucalypts, banksias, acacias, orange, pine, gumbo-limbo & oak
many flowering plants, melaleucas, wattle trees
palm trees, hibiscus
Habitats Salt marsh, wetlands, mangroves, Mulga, heathlands Sandhill
forests, grasslands, rainforests,
swamps, coral reefs
Population density 0.5 to 50 / square km 136 / square km
Other interesting information Nickname - “The Sunshine State”
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 3.

Theoretical purpose(s) of Teaching and learning activities

each level
Activate Teacher asks class if anybody has been to another part of Australia where the weather and plants and animals
Teacher uses an information seemed di erent to where we live. Show pictures of tropical north Queensland, the Snowy Mountains, and
source and questioning to Northern Territory desert, asking if the areas look hot, cold, wet, dry, lots of plants or few, lots of people living
activate prior knowledge and get there or few.
students interested in question
focus. Show the Key Climate Groups map (BOM, 2014). Explain that Australia is large, so it has di erent climates in
Inquiry question explicitly di erent areas. Ask the following questions:-
introduced.
Information Source:
1. What part of Australia is the hottest, and what part is coldest?

2. Where is it most dry?

3. What factors cause the climate to be so di erent in di erent places?

4. Which areas have most people living in them, and which have the fewest? Why?

Show the “Climate Analogues of Australia” map (triton1982, 2023).

(BOM, 2014)
Tell students that someone has put together this very interesting map that shows what other parts of the world
have similar climates to various parts of Australia, and we’re going to investigate how those places are similar
and di erent to the areas of Australia that they’ve been compared to here.

Introduce inquiry question: How are the various climatic areas in Australia the same or di erent to other
places in the world with similar climates?

(Triton1982, 2023)
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 Check it out Students will be divided into seven groups, to investigate the characteristics of various parts of Australia, and
Students access rich, reliable, their climatic “analogues” in other parts of the world, as follows:-
and relevant information sources
to gather evidence to answer the Australian Region Overseas Region
inquiry question
Central Australian desert Sahara Desert
Students make a factual record
of information collected in an Central Tasmania Ireland
easy retrieval format
Southern NSW / Northern Vic Central Italy
Southern WA Southern California, USA
Southern Qld Coast Southern Brazil
Blank graphic organiser Top End India
Central NSW South Africa
Information Source:
Each group will be given a blank graphic organiser similar to that depicted in Part B (2) above with the names
of the two regions (Australia and overseas) they will be investigating; a blank world map on which they will
mark these regions; and a list of helpful web links to start their investigation. Teacher will demonstrate how to
use Google Maps to locate the overseas region they have been assigned to study.

Teacher will display the completed table shown in Part B (2), with simple statistics about the North Queensland
Coast and Florida, to show what sort of information students should look for. Teacher will also display two
relevant websites and point out different useful information that can be found on each. Teacher will point
out how the table makes it clear that there are many similarities in all categories, but also significant
(Brill, 2020) differences in animal and plant life, and population density.

Groups will use laptops to research the Climatic Zones, average temperature and rainfall, flora, fauna and
habitats found in their two designated regions. This will be recorded in their graphic organiser. As part of the
research, photos to illustrate examples of the information recorded should be downloaded.

For the purpose of estimating population density, the Population Density in Australia map (Brill, 2020) will be
displayed for students to refer to.

Students will be encouraged to look up the de nition of any unfamiliar words they come across in their
research.
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 Teacher guides
Teacher uses an activity to allow
students to organise evidence
collected in previous level.
Teacher uses questioning to
encourage analysis of organised
evidence to develop an answer
to the inquiry question.
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Using the information gathered in the “Check it out” phase, each group will create a PowerPoint presentation
and accompanying notes to share with the class. At least one slide to be prepared for each feature, using
simple statistics and photographs to communicate information about the two regions, with a focus on
identifying similarities and di erences.
As students work, teacher will circulate and ask questions to encourage analysis of each group’s ndings. For
example:-
1. Have you discovered any types of animals or birds that live in both areas?
2. What sort of habitats have you identi ed? Are they found in both regions?
3. Which area has higher population density? Why do you think that is?
4. Does this region have a wet climate or a dry one? Is their annual rainfall high or low compared to other
places?
5. Look at your table - where do you see similarities, and where are there di erences?
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 Information learned Assessment task: Each group will present their ndings to the class using their PowerPoint slides and
Teacher guides discussion that accompanying commentary to communicate what they have learned. Before commencing work, the teacher
allows students to justify the will display several exemplars of slides showing di erent information that students may have found. Each
answer to the inquiry question.
student will be required to speak about at least one slide.
Teacher provides an opportunity
for all students to explain and
communicate their answer to the
inquiry question.

Exemplar of a slide showing some similarities and di erences between the fauna of Florida and the Queensland
coast.

At the end of each presentation, the teacher will ask the presenting group, “Do you think either of these places
would be somewhere you would like to live? Why / why not?”. These questions will prompt students to
consider the concept of how climate and environment in uence settlement patterns.
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 Venture further
Provide a new information
source to assist students to see
the purpose and relevance of
what has been learned.
Information Source:
(World in Maps, 2023)
Following group presentations, the teacher will display a map depicting the population density of various
places in the world, explaining what the colour coding means. Students will be instructed to look at the
regions that their group researched, and compare the population density to other regions they’ve just heard
about, or that they know something about. The teacher will then ask the following questions-
1. What are some of the most densely populated areas?
2. Why do you think so many people live in those areas?
3. What are some of the least populated areas?
4. Why do you think so few people live in those areas?
5. Look at the world map where you’ve marked the areas you investigated, and then see where they are on
this world map to see how densely populated they are. Think about the information you found, and what
might be some of the reasons for the population density.
6. Australia is one of the least populated countries in the world - what geographical and climatic features do
you think could explain that?
Displaying the “Climate Analogues of Australia” map (triton1982, 2023) again, students will be asked to choose
one of the regions they have researched or heard about that they think they would like to live in, and write a
paragraph (~100 words) explaining why.
 Evaluate Teacher will lead a class discussion using the following questions:-
Teacher uses questions to
instigate discussion to prompt 1. What have you learnt about di erent climates around Australia?
students to review what new
learning has occurred and how it 2. What have you learnt about climates in di erent parts of the world?
will a ect future thinking and
behaviours. 3. What connections could you see between the climate of a place, and the plant and animal life found there?

4. What di erence might climate make to how many people end up living in a place?

5. What else would you like to know about climates in di erent places?
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 4. Information sources used to teach this inquiry sequence:

Activate:

Bureau of Meteorology (BOM). (2014). Map 1. The key climate groups [Map]. Australian Government bureau of Meteorology. http://

www.bom.gov.au/iwk/climate_zones/map_1.shtml

triton1982. (2023). Climate Analogues of Australia [Map]. Brilliant Maps: Making Sense Of The World, One Map At A Time. Retrieved 22 August

2023, from https://brilliantmaps.com/climate-australia/

Check it Out:

Be Crocwise in Croc Country. (n.d.). Queensland Government. Retrieved 22 August 2023, from https://www.qld.gov.au/environment/plants-

animals/animals/living-with/crocodiles/becrocwise

Brill, N. (2020). Population Density in Australia [Map]. Retrieved 23 August 2023, from https://cdn.mapmania.org/original/

population_density_map_of_australia_104367.jpg

campbell29. (2022). Common Habitats in Florida. NaturalistaCO. Retrieved 22 August 2023, from https://colombia.inaturalist.org/posts/68170-

common-habitats-in- orida

Climate of Florida. (n.d.). Wikipedia: The Free Encyclopedia. Retrieved 22 August 2023, from https://en.wikipedia.org/wiki/

Climate_of_Florida#:~:text=The%20climate%20of%20the%20north,heavy%20but%20brief%20summer%20rainfall.
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 Current Results Publishing. (2023). Annual Precipitation Averages for Cities in Australia. Current Results: Weather and Science Facts. Retrieved

22 August 2023, from https://www.currentresults.com/Weather/Australia/Cities/precipitation-annual-average.php

Department of Environment and Science, Queensland. (2013). Native animals of Central Queensland Coast (CQC) bioregion. Queensland

Government Wetland Info. Retrieved 22 August 2023, from https://wetlandinfo.des.qld.gov.au/wetlands/facts-maps/wildlife/?

AreaID=bioregion-central-queensland-coast-cqc&Kingdom=animals&SpeciesFilter=Native

Hommert, D. (n.d.). American Flamingo. EBird. Retrieved 23 August 2023, from https://ebird.org/species/gre a2

Ki el-Alcheh, J. (n.d.). Florida. National Geographic Kids. Retrieved 22 August 2023, from https://kids.nationalgeographic.com/geography/

states/article/ orida

National Oceanic and Atmospheric Administration (NOAA). (2022). FLORIDA. National Centers for Environmental Information: State Climate

Summaries 2022. Retrieved 22 August 2023, from https://statesummaries.ncics.org/chapter/ /

#:~:text=Statewide%20annual%20average%20(1895–2020,months%20of%20June%20through%20September.

Rockhampton monthly weather averages. (2023). Weather2visit. Retrieved 22 August 2023, from https://www.weather2visit.com/australia-

paci c/australia/rockhampton.htm#google_vignette

Queensland Government. (n.d. A). Habitat Types. Retrieved 22 August 2023, from https://www.qld.gov.au/environment/plants-animals/habitats/

habitat

Queensland Government. (n.d. B). Native Plants. Retrieved 22 August 2023, from https://www.qld.gov.au/environment/plants-animals/plants/

native-plants
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triton1982. (2023). Climate Analogues of Australia [Map]. Brilliant Maps: Making Sense Of The World, One Map At A Time. Retrieved 22 August

2023, from https://brilliantmaps.com/climate-australia/

World Population Review. (2023). Florida Population 2023. World Population Review. Retrieved 23 August 2023, from https://

worldpopulationreview.com/states/ orida-

population#:~:text=Florida%20Population%20Density%20and%20Area,populated%20state%20in%20the%20US.

Venture Further:

World in Maps. (2023). World population density (inhabitants per sq km) [Map]. Retrieved 23 August 2023, from https://worldinmaps.com/world/

population-and-settlement/population-density/
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5. Information Learned Stage

a) Assessment task: PowerPoint slides and accompanying oral presentation

b) Outcome (knowledge and understanding): GE2-1 - examines features and characteristics of places and environments (NESA, 2020)

c) Through the process of creating and presenting their PowerPoint presentation, as well as verbally communicating their understanding of the

information they have investigated, students will demonstrate their new knowledge in terms of outcome GE2-1. Their PowerPoint slides,

including photos and text, will communicate what they have learned about characteristics of the two regions they have researched, including

habitats and climate data. Their accompanying commentary will further demonstrate their understanding of the information. Being required to

“teach” their classmates the knowledge they have just acquired will help to engage students, and improve their retention of their new learning

(Kaplan Financial Limited, 2020). Providing these di erent mediums through which students can communicate their learning will di erentiate for

varying learning styles, as well as giving the rest of the class opportunity to learn about regions other than those their group studied.
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 6a) Development of skills

Inquiry skills to be developed:

Acquiring geographical information Processing geographical information Communicating geographical
information
collect and record relevant geographical data and represent data by constructing tables, present ndings in a range of
information, for example, by observing, by graphs and maps (ACHGS021, communication forms
interviewing, conducting surveys, or using maps, ACHGS028) (ACHGS024, ACHGS031)
visual representations, the media or the internet
(ACHGS020, ACHGS027)
• In the Check it Out stage, students will collect • In the Check it Out stage, students will • In the Information Learned
geographical data and information from the represent the data they collect in the stage, students will present
internet and record it in the graphic organiser table provided. This will be sca olded their ndings to the class via a
provided. by displaying an exemplar. PowerPoint presentation and
accompanying oral report.
• The process of collecting relevant information is • Students will mark the regions they are This will be sca olded by
sca olded by providing links to relevant websites investigating on a world map. This will displaying an exemplar and
and displaying examples of pertinent information. be sca olded by the teacher providing optional templates
demonstrating how to use Google for presenting various
• The process of recording data is sca olded by Maps to locate the overseas region information.
providing a graphic organiser. they will be researching.

6b) Geographical tool: When using maps as information sources and to present ndings, I will need to be careful not to assume the students

understand the information presented in the map. The maps of Australia chosen for this learning sequence all use unique colour coding

schemes to communicate di erent information, and this will need to be explained to ensure all students understand what they are viewing.

Students may need assistance relating what they nd on Google Maps to the blank world map on which they need to mark their focus area. At

this stage I would not expect students to know where to nd particular countries on a world map, and would need to ensure that the blank world

map includes national borders and names of countries to aid in identifying the focus region.
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7a) Concept:

Environment

how climate and environment in uence settlement patterns.

b) By researching various climatic zones in Australia and around the world, including statistics about population density, students will begin to

form an understanding of which sort of places are desirable to live in, and which are not. The discussion in the Information Learned stage about

whether each group think they would like to live in the areas they have researched will prompt further consideration of this concept. Viewing the

population density map (World in Maps, 2023) in the Venture Further stage will make clear to students the fact that humans are not spread

evenly across the world’s land masses. Discussion of the various reasons for this (e.g. harsh climate and lack of arable land in much of inland

Australia; extreme cold in Alaska, Canada, Russia, etc) will clarify the fact that climate and environment in uence where humans wish to live, or

are able to live.

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 Part C - Fieldwork

1a) One block from our school there is a plaque commemorating the only reading of The Riot Act in NSW history, when European gold miners

turned on Chinese gold miners and drove them out of town. A nearby lookout commemorates the death of a gold miner killed in that riot. Four

kilometres away is the Chinese Tribute Garden and Chinaman's Dam. These locations tell a story of natural resources in uencing migration (the

gold rush), a clash between Chinese and European cultures, and the contribution of Chinese immigrants to our town and our nation (Aussie

Towns, 2023).

b) A Diverse and Connected World

Global connections

Students investigate connections between Australia and other countries of the world, for example:

• description of connections Australia has with other countries eg trade, migration, tourism, aid

• examination of a signi cant event and its local, regional and global e ect on people and places eg sporting or cultural event (NESA, 2020).

c) The class would walk to the plaque a block away from the school, which describes the historic events in 1861. The teacher would ask a

student to read out the plaque to the rest of the class. They would then walk to the nearby lookout and read out the details on the memorial

plaque there. The teacher would then tell the story of events (both local and national) leading up to and following on from the Lambing Flat

Riots. Immigrants had been ooding to the area following the discovery of gold. This was part of the wider Australian Gold Rush, which saw a

huge in ux of immigrants and turned Australia into a multicultural society for the rst time. Introducing this period of history and the cultural

impacts it has had through the medium of local history will engage students’ background knowledge, integrate geographical content with

history content, and do so in narrative form, all of which creates a quality learning experience high in signi cance for students (NSW DET,

2003).
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 d) Values Question. Was it right for the NSW Government to enact a law limiting the number of Chinese immigrants allowed into NSW?

(Chinese Immigration Regulation and Restriction Act 1861) (Sacker & Stewart, 2004).

Explanation: The riot at Lambing Flat and the subsequent expulsion of Chinese gold miners from the town was a local example of widespread

prejudice and distrust towards Chinese and other non-European immigrants, which became embodied in systemic government policies (The

Chinese Immigration Act 1855 in Victoria (Australian Gold Rushes, 2023), and 1861 Chinese Immigration Regulation and Restriction Act in NSW

(Sacker & Stewart, 2004)) and which later led to the White Australia Policy. These historical events are evidence of Australia’s long history of

immigration from China, and the signi cant event of gold being found in the local area, which led directly to the establishment of the town we live

in, where previously there had been only a remote sheep property. For these two reasons, learning about the gold mining history of our town

and the Lambing Flat Riot in particular will develop students’ understanding of Australia’s connections with other countries (NESA, 2020).

e) Students can feel disconnected from geographical content because it seems to relate to people and things that are distant, and not part of

their own lives (Martin, 2006). This eldwork opportunity links the students’ everyday experiences (walking to school, going to the park) with

various elements of geographical signi cance. According to Catling et al (2013), investigating the real world is the foundation of geography, and

eldwork enhances students’ understanding of geographical facts. Taking learning outside the classroom provides authentic context to

students’ learning (Gilbert et al, 2019). To stand in the place where a historic event occurred, and research its causes and e ects, along with

surrounding events which led to the establishment of our town, will make all of these things more real and tangible to the students. Having

knowledge of the natural resources, human choices, and immigration policies which directly impacted on the foundation of their town, will make

students more informed about what the impact could be of similar phenomena either locally, nationally or globally, which in turn is likely to lead
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to them being more responsible and active citizens (NSW BOS, 2015). To see

the Lambing Flat Roll Up Banner (Lambing Flat Roll Up Banner, n.d.) (pictured

right) on display at the museum two blocks from their school will make the

issues of immigration policy, prejudice, cultural awareness and racism more real

and present than they may otherwise be, and prompt students to think through

their own opinions and how to express them, and to consider when it may be

worth challenging government policies.

Part D – Re ection

1) Specialisation - English

English syllabus content for Stage 2 is incorporated into this learning sequence in two main areas. Firstly, the oral presentation in the

Information Learned stage, which addresses outcome EN2-OLC-01- communicates with familiar audiences for social and learning purposes, by

interacting, understanding and presenting (NESA, 2023). And secondly the written response in the Venture Further stage, which addresses

outcome EN2-CWT-02 - plans, creates and revises written texts for informative purposes, using text features, sentence-level grammar,

punctuation and word-level language for a target audience (NESA, 2023). Providing di erent means of demonstrating learning also addresses

Universal Design for Learning principles, giving students more than one medium through which to express their new learning (Olander, 2018).

Additionally, there is potential for vocabulary building (EN2-VOCAB-01) (NESA, 2023) in the Check It Out stage, depending what information

students discover during their research. Students will be encouraged to look up the de nition of any unfamiliar words they come across.

2) Secondary Geography

Factors that impact population growth and movement is one of the big questions embedded in geographical study (Gilbert et al, 2019), and this

learning sequence delves into climate being one of those factors. Progressively developing the skills of analysing, representing and

communicating geographical information, and thinking geographically, will pave the way for all future geographical learning (Martin, 2006). The

particular areas of Secondary Geography content that this learning sequence will lead into come under Place and Liveability, and Water in the

World (NESA, 2020). The awareness that students will develop in this learning sequence will prepare them for examining factors that in uence

the liveability of various locations, including environmental quality (ACHGK045) (NESA, 2020). It will also begin to make them aware of the

uneven distribution of precipitation around the world, and how this relates to the water cycle and impacts on people and places (ACHGK038)
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(NESA, 2020), as well as Australia’s water resources and the variation of fresh water resources on di erent continents (ACHGK039) (NESA,

2020). The activities and questions involved in the sequence engage students in the higher order thinking processes of analysing, evaluating

and creating - thinking processes which are vital to e ective learning and help students develop the ability to utilise their learning in di erent

contexts (Boon, 2012), further developing their cognitive abilities and equipping them for future learning.

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 Bibliography

Aussie Towns. (2023). Young, NSW. Aussie Towns. https://www.aussietowns.com.au/town/young-

nsw#:~:text=Reading%20the%20Riot%20Act%20%2D%20this,confront%20police%20at%20their%20camp.

Australian gold rushes. (2023). Wikipedia: The Free Encyclopedia. https://en.wikipedia.org/wiki/Australian_gold_rushes

Be Crocwise in Croc Country. (n.d.). Queensland Government. Retrieved 22 August 2023, from https://www.qld.gov.au/environment/plants-
animals/animals/living-with/crocodiles/becrocwise

Boon, D. (2012). Chapter 5: Developing Thinking and Understanding in Primary Geography and History. In T. Taylor, C. Fahey, J. Kriewaldt, & D.
Boon (Eds.), Place and Time: Explorations in Teaching Geography and History. Pearson Australia.

Brill, N. (2020). Population Density in Australia [Map]. Retrieved 23 August 2023, from https://cdn.mapmania.org/original/
population_density_map_of_australia_104367.jpg

Bureau of Meteorology (BOM). (2014). Map 1. The key climate groups [Map]. Australian Government bureau of Meteorology. http://
www.bom.gov.au/iwk/climate_zones/map_1.shtml

campbell29. (2022). Common Habitats in Florida. NaturalistaCO. Retrieved 22 August 2023, from https://colombia.inaturalist.org/posts/68170-
common-habitats-in- orida

Catling, S., Willy, T., & Butler, J. (2013). Chapter 7: Experiencing and visualising geography: Fieldwork, photographs and maps. In Teaching
primary geography for Australian schools: Early years to year 6 (pp. 97–117). Moorabin, Vic: Hawker Brownlow.

Climate of Australia. (n.d.). Wikipedia: The Free Encyclopedia. Retrieved 22 August 2023, from https://en.wikipedia.org/wiki/
Climate_of_Australia#Queensland

Climate of Florida. (n.d.). Wikipedia: The Free Encyclopedia. Retrieved 22 August 2023, from https://en.wikipedia.org/wiki/
Climate_of_Florida#:~:text=The%20climate%20of%20the%20north,heavy%20but%20brief%20summer%20rainfall.
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 Current Results Publishing. (2023). Annual Precipitation Averages for Cities in Australia. Current Results: Weather and Science Facts. Retrieved
22 August 2023, from https://www.currentresults.com/Weather/Australia/Cities/precipitation-annual-average.php

Department of Environment and Science, Queensland. (2013). Native animals of Central Queensland Coast (CQC) bioregion. Queensland
Government Wetland Info. Retrieved 22 August 2023, from https://wetlandinfo.des.qld.gov.au/wetlands/facts-maps/wildlife/?
AreaID=bioregion-central-queensland-coast-cqc&Kingdom=animals&SpeciesFilter=Native

Gilbert, R., Tudball, L., & Brett, P. (2019). Teaching humanities and social sciences. Cengage.

Hommert, D. (n.d.). American Flamingo. EBird. Retrieved 23 August 2023, from https://ebird.org/species/gre a2

Kaplan Financial Limited. (2020). Learn Better, by Teaching. Kaplan. https://kaplan.co.uk/insights/article-detail/insights/2020/05/25/learn-better-

by-teaching

Ki el-Alcheh, J. (n.d.). Florida. National Geographic Kids. Retrieved 22 August 2023, from https://kids.nationalgeographic.com/geography/
states/article/ orida

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