teaching resource

Australian Conservationists: Ian Kiernan – Comprehension Worksheet

  • Updated

    Updated:  10 Jul 2024

Learn about Ian Kiernan and his conservation work with this 2-page reading passage and accompanying comprehension questions.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  6 Pages

  • Curriculum
  • Years

    Years:  4 - 6

Curriculum

  • VC2E4LY06

    Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li> </ul>

  • VC2E4LY09

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>

  • VC2E5LY06

    Read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>using subject and technical vocabulary and concept knowledge to navigate less familiar texts</li> <li>skimming and scanning to check the pertinence of particular information to their topic and task</li> <li>using signposting features such as headings and subheadings, and home pages and subpages to read texts</li> </ul>

  • VC2E5LY09

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings <ul> <li>summarising ideas and information to determine the main idea of a text</li> <li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li> <li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li> </ul>

  • VC2E6LY05

    Select and read different types of texts of varying complexity, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>bringing subject and technical vocabulary and concept knowledge to new reading tasks, and selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information</li> <li>using their knowledge of text structure to navigate the text to locate specific content for a purpose</li> </ul>

  • VC2E6LY08

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and connect and compare ideas from a variety of sources to build literal and inferred meanings <ul> <li>making connections between the text and their own experiences or other texts</li> <li>making connections between information in print and images</li> <li>using prior knowledge and textual information to make inferences</li> <li>asking and answering questions</li> <li>using graphic organisers to visualise connections, categories and hierarchies of information</li> <li>summarising a text or part of a text</li> </ul>

  • Australian Conservationists: Ian Kiernan – Comprehension Worksheet teaching resource
teaching resource

Australian Conservationists: Ian Kiernan – Comprehension Worksheet

  • Updated

    Updated:  10 Jul 2024

Learn about Ian Kiernan and his conservation work with this 2-page reading passage and accompanying comprehension questions.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  6 Pages

  • Curriculum
  • Years

    Years:  4 - 6

Learn about Ian Kiernan and his conservation work with this 2-page reading passage and accompanying comprehension questions.

Who Was Ian Kiernan?

Ian Kiernan was a famous Australian conservationist and advocate for clean, healthy environments. He was an avid sailor and was greatly saddened by the pollution he encountered on his voyages. In 1989, Ian decided to do something about this problem. He started a project called ‘Clean Up Sydney Harbour’, which later developed into an annual, nationwide event called ‘Clean Up Australia Day’. In 1993, a global event called ‘Clean Up the World’ was launched.

Ian Kiernan passed away in 2018, but his legacy lives on. Thanks to his dedication and hard work, millions of people around the world are more aware of the importance of keeping our environment clean.

Learn About Ian Kiernan During National Science Week 2024

The theme for National Science Week 2024 is “Species Survival – More Than Just Sustainability”. The theme is one that resonates strongly with Ian Kiernan’s work to conserve environments for all species to enjoy.

This reading passage and comprehension activity have been designed by our teacher team to educate your students about the conservation work of Ian Kiernan. It explains how one person’s idea can grow into something truly incredible and make a real difference on a global scale.

After reading the passage, students are then required to answer 10 comprehension questions based on the content in the text. Questions include multiple-choice, true/false and free-response questions.

Download for National Science Week 2024!

Use the dropdown menu on the Download button above to access either the easy-print PDF  or the Google Slides version of this resource. (Note: You will be prompted to make a copy of the Google Slides template before accessing it.)

As this resource contains an answer page, we recommend printing one copy of the entire file before removing the pages you wish to photocopy for the students.

Please consider printing this resource double-sided for sustainability purposes.

This resource was created by Kaylyn Chupp, a Teach Starter collaborator.

Resources for Celebrating Clean Up Australia Day

Did you know that Teach Starter has a selection of resources that specifically target conservation events such as Earth Hour and Clean Up Australia Day? Click below to sample teacher-created resources you can use to shine a spotlight on these events in your classroom!

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Recycling Poster Pack

Use our Recycling Poster pack to teach your students about sustainability and conservation.

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Explore how to reduce your carbon footprint with this poster and accompanying comprehension worksheet.

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Garbage Bin Posters - Rubbish, Recycling and Compost

Posters outlining what can be put in the different types of bins.

Teach Starter Publishing6 pagesYears: F - 7

Curriculum

  • VC2E4LY06

    Read different types of texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>reading increasingly complex texts using established word identification strategies, knowledge of the topic and understanding of text structure and language features</li> </ul>

  • VC2E4LY09

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to expand topic knowledge and ideas, and begin to evaluate texts to build literal and inferred meanings <ul> <li>making connections between information in print, images and sound</li> <li>reading or listening for key topic-specific vocabulary words to build understanding</li> <li>reading or listening to interpret the main idea and supporting ideas</li> <li>identifying evidence and reasoning used by authors to support points or arguments</li> <li>applying self-monitoring strategies such as re-reading, pausing and questioning, and self-correction strategies such as confirming and cross-checking</li> <li>connecting the use of colours, images, symbols and patterns in texts by Aboriginal and Torres Strait Islander authors and illustrators</li> <li>evaluating an author’s use of evidence to support arguments</li> </ul>

  • VC2E5LY06

    Read different types of increasingly complex texts, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>using subject and technical vocabulary and concept knowledge to navigate less familiar texts</li> <li>skimming and scanning to check the pertinence of particular information to their topic and task</li> <li>using signposting features such as headings and subheadings, and home pages and subpages to read texts</li> </ul>

  • VC2E5LY09

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, to evaluate information and ideas to build literal and inferred meanings <ul> <li>summarising ideas and information to determine the main idea of a text</li> <li>using research skills, including identifying research purpose; locating texts; gathering and organising information; evaluating relative value; evaluating the accuracy and currency of print and digital sources; and summarising information from several sources</li> <li>comparing texts on the same topic to identify similarities and differences in the ideas or information included</li> </ul>

  • VC2E6LY05

    Select and read different types of texts of varying complexity, integrating phonic, semantic and grammatical knowledge to read accurately and fluently for meaning, re-reading and self-correcting when needed <ul> <li>bringing subject and technical vocabulary and concept knowledge to new reading tasks, and selecting, evaluating and using texts for their pertinence to the task and the accuracy of their information</li> <li>using their knowledge of text structure to navigate the text to locate specific content for a purpose</li> </ul>

  • VC2E6LY08

    Use comprehension strategies, such as visualising, predicting, connecting, summarising, monitoring and questioning, and connect and compare ideas from a variety of sources to build literal and inferred meanings <ul> <li>making connections between the text and their own experiences or other texts</li> <li>making connections between information in print and images</li> <li>using prior knowledge and textual information to make inferences</li> <li>asking and answering questions</li> <li>using graphic organisers to visualise connections, categories and hierarchies of information</li> <li>summarising a text or part of a text</li> </ul>

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Teach Starter Publishing

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