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Where the Forest Meets the Sea: 1

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In this story, Jeannie Baker shows us how things change, but through the eyes of a Australian young boy. This story is based in North Queensland, Australia and we walk through a lovely, tropical rainforest with this young boy and his father- as he pretends to walk through time, past, present and future. We go from seeing extinct and pre-historic animals, to seeing the furture vast developments of green-land becoming industrialised. As we look into the future aprehenisions for the forest, we (along with the boy) are faced with the question: How much longer will this forest be here?

Cairns is the gateway to Tropical North Queensland, so plan a stopover at Cairns Colonial Club Resort for the tranquillity of a tropical resort with the advantages of a city location. Or take a side trip from Cairns to Kuranda into the world’s oldest continually surviving tropical rainforest with the Skyrail Rainforest Cableway, to immerse yourself in the sights, sounds, smells and tranquility of the rainforest. Jeannie Baker projects a hopeful portrait of urban renewal in Home. As in her previous Window, the picture book unfolds as a wordless series of collages, this time charting the rebirth of a Continue reading » Ask the students to retell the story as a sequence of events. Then get them to change one element; "how would Good link between English and Geography. Love the idea of children using their imagination and their geographical knowledge to write their own version of the journey.Transition – Art (Explain to students that they are creating a poster using recycled objects incl. wool, buttons etc.). They can use any materials, images and/ or text to relay their message about saving the forests. When students are asked to bring in recycled items for their poster it also involves parents in the learning process. My father says there has been a forest here for over a hundred million years," Jeannie Baker's young protagonist tells us, and we follow him on a visit to this tropical rain forest in North Queensland, Australia.

Use interaction skills including listening – participating in speaking and listening situations / asking questions (ACELY1784) Using a variety of non-fiction texts, brochures (collected prior to the start of this unit) and the Internet, direct students to research the Daintree Rainforest in groups of three. Each group will have their own graffiti board to record interesting facts, post pictures and pose questions that arise during their research. Brainstorm different ways students can contribute to the conservation of the Daintree Rainforest. In groups, students are to plan a presentation of a persuasive piece to raise awareness of the plight of the rainforest. Students can use any format they wish, such as a multimedia project, a play, a persuasive letter, a speech, a poster, etc. The creator of Where the Forest Meets the Sea offers another warning about the environment--somewhat didactically--in this wordless picture book. Each spread features the window of Sam's room, from Continue reading » The boy in Where the Forest Meets the Sea imagines all kinds of things through the trunks of the trees and leaves of the forest. Children imagine what they might have seen before writing their own story.Interpreting, analysing, evaluating – Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650) We walk with him among the ancient trees as he pretends it is a time long ago, when extinct and rare animals lived in the forest and aboriginal children played there. But for how much longer will the forest still be there, he wonders? In their groups, students are to discuss the Daintree Rainforest and why and for whom it is a ‘special place’. They can use a graphic organiser (PDF, 168KB) to write down ideas. The pictures are beautiful, and are photographs of reliefs rather than being illustrations. The reliefs show the faint outline of the boy’s imagined dinosaurs, rainforest animals and Aboriginal children who once lived in the forest. They also show the threat of hotels, swimming pools and televisions that hangs over the area. Beautiful collage illustrations take the reader on an extraordinary visual journey to a primeval wilderness, which like so many others is now threatened.

Share and discuss some photos from the walk as a class. Jointly construct a Y chart about what students saw, felt and heard. Cape Trib Horse Rides offers the only beach ride in the area. Riding through forest, along riverbeds and to the sea gives us two hours of total tranquillity. Steve, the guide – in his Akubra, sleeveless denim shirt and Blundstones – is a dead ringer for Crocodile Dundee, but less of a risk-taker. “They call it the Therapy Ride,” he says as he sweeps his tanned arm in the direction of Myall Beach. “All your troubles disappear in a place like this.” Show students some examples of persuasive titles from newspaper articles, travel brochures or protest placard signs. Show them the video ‘ How can we help protect the rainforests?‘ and discuss the persuasive devices used, i.e. short sentences, emotive pictures and music, high modality, etc. Watch a second clip. Look at the front cover and ask students if the picture reminds them of anywhere they have been. Point out the boat and ask if anyone has been on a boat before. Ask students to predict the importance of the boat and its occupants, i.e. ‘Do you think the boat will be important to the story? Who do you think the people in the boat are?’ Discuss other types of narratives that are passed down through generations to help people learn, i.e. fables, Dreaming stories, campfire yarns. Read a variety of Dreaming stories or invite a local Aboriginal Elder to share some of their own stories. Discuss the difference between an oral narrative and one that is written down.Students should demonstrate an understanding of each character’s relationship to place and how it has different meaning for different characters over the passage of time. They should also show an awareness of the themes that the author is trying to portray in the book.

Students are to create a board game about the Daintree Rainforest. Show them examples of other board games and, if necessary, provide them with a basic template. The purpose of the game is to teach others about the Daintree Rainforest, as well as promote its conservation. Students will need to follow the basic format of a board game and demonstrate knowledge of the procedural format, as well as aspects of persuasive texts. They should also use elements of the text Where the Forest Meets The Sea where possible. NICOLE TAYLOR has taught for over 20 years in both NSW and ACT schools. She has a Master of Educational Leadership and experience as an Executive Literacy Officer for the ACT Education Directorate. Within this role she has worked in the U Can Read program, helping families that have children who struggle with reading. She has an insatiable appetite for books (especially children’s books) and looks forward to sharing her passion with students and families, ‘hooking’ them into books and the joy of reading.

Play a game of telephone and discuss how stories that are passed down can be changed and adapted over time. The reader is allowed to follow the child on his wonderful journey, exploring nature with his senses: “I sit very still and watch and listen.” Invite the children to look closely at the pictures: What can they spot? Are all the creatures there at the same time as the boy? How can you tell which animals are long gone? What can you spot when you look around in your environment? What do you think was there in the past or will be there in the future? Ask a variety of questions about the book. Open ended questions invite students to make their own personal connections to a text and allow them to move from literal to inferential thinking.Decide whichquestionsto use for,whole class discussion, small group orpaired activities and individual reflections.Here are some examples of the kinds of questions that you might ask your students. Take the class for a walk around the school community, including the school grounds and the surrounding areas within approximately half a kilometre. Have students carry a clipboard with paper to note down anything significant or of interest. If possible, have students take photos; if not, you will need to take some photos for them. Working in pairs, discuss the role that the images play in increasing our understanding of the author's message.

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