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After reading the text, students can listen to a variety of songs from the Kuku Yalanji people and their connection to the Daintree Rainforest.

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Students produce a diary entry based on a character from the text (i.e., the dad, the boy when he is older, an animal that lives in the forest, children that played in the forest in the past)

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Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created (ACELT1587)

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Identify, reproduce and experiment with rhythmic, sound and word patterns in poems, chants, rhymes and songs (ACELT1592)

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Using Book Creator on an iPad, students create their own story of the rainforest. The story could be about an animal and their life, the boy coming back in the future, someone who wants to make a building in the forest etc. Book Creator allows students to speak, write, and draw their own stories.

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Create events and characters using different media that develop key events and characters from literary texts (ACELT1593)

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In two groups, students come up with arguments that either agree or disagree with the idea of a rainforest being cut down to build a holiday place. As a whole class (or in small groups), students can debate about this issue, allowing them to develop oral language skills, listening to others, and being respectful even when they disagree.

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Students investigate an animal from the Daintree Rainforest that interests them. After researching, students create a small oral presentation or report about the animal, discussing why they chose it, what role it plays in the rainforest etc.

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Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately (ACELY1789)

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Rehearse and deliver short presentations on familiar and new topics (ACELY1667)

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Students think about a natural environment that is special to them (i.e., the beach, a garden). Using this as inspiration, students can write and illustrate an imaginative text about all the things that make it special to them.

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Create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose (ACELY1671)

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As the text is read to them, students participate in a sound hunt based on a focus sound (i.e., /s/ sound). The class can create a chart of these words with the focus sound, before they can walk around the classroom and school to try and find other words with the same focus sound.

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After reading, students discuss and list what the boy may be feeling when he goes to the forest (i.e., excited, happy) and what words could be used to describe the environment (big, green, quiet etc.). Using these lists as a 'word bank', students write out their feelings about nature. How does it make them feel when they play in nature? How would they describe the forest? How would they feel if the forest were cut down?

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When reading the text, students identify common/proper nouns. Students can then go on a noun hunt outside, trying to identify various nouns within the natural environment.

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In relation to ACSSU032, after exploring water and land resources, students will go on an excursion to a local national park. At the national park, students will have the opportunity to explore not only the land around them, but also the importance of land conservation (links to text and ideas of urbanisation). After, in small groups, students will create a short presentation highlighting different ways natural resources can be used sustainably.

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After reading the text, students will participate in a wildlife incursion, with  various Australian animals (including animals that feature in the text i.e. birds, lizards).  The visit will also give students the opportunity to learn about the life cycles of animals and after the visit, students will create a diagram/poster showing the life cycle of an animal they met during the incursion.

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After viewing the text, students can investigate the importance of water and land resources (i.e. trees) and how they are used (resources are provided by educator and include books, videos, digital links). Once they have researched how these resources are used, students can work together to discuss how they can be more sustainable when using them personally (i.e. turning off taps when not in use, picking up litter around the school)

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Using images/pages from the text, students write out and highlight artistic choices made by Jeannie Baker (visual design elements, collage-style pictures etc.). As a class, students discuss why she may have made these pieces of art (links to sustainability, conservation, history)
Linked to this activity, students can visit a local art gallery/exhibition that has a focus on the environment. Working in groups, students can discuss what they think the meanings of the work are, and what elements of design have been used.

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Students will explore and read other texts by Jeannie Baker to investigate her collage-style works. Inspired by her style and other works, students will collect a variety of natural materials around the school, and using other resources provided to them, create their own collage piece. This piece will be based on a natural environment that is special to the student (i.e. their backyard, local park, the beach) - just like the forest was a special place for the boy in the text.

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Using both this text and other texts created by Jeannie Baker, students view the illustrations and discuss what textures and colours have been used the most. Going outside of the classroom, students can try and find materials in the outdoor environment that could be used the replicate text images. Teacher would encourage students to use art terms when describing the features (i.e., bright, dark, rough, soft, bumpy).

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Text is read after students have learnt about continents/poles/equator/tropics/oceans etc. Using a large scale map in their workbooks and a map of Australia, students work together to identify where the Daintree Rainforest is located (near the equator, the tropic of Capricorn) and what ocean surrounds it (the Coral Sea). Students record these findings in their workbooks (location of the Daintree rainforest is also found at the end of the text).

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After reading the text and identifying that the Daintree Rainforest is a special place for the boy, students can investigate significant natural environments within the local community (i.e. the Swan River, Kings Park,). Students can write about their findings and discuss why they think these places are important to the community of Perth.

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Students will participate in an excursion/incursion that explores the special connections the Noongar people have to Country. After this, students will also have the opportunity to explore the special connections the Kuku Yalanji people have to the Daintree Rainforest (using resources provided by the educator). Students can then write about their learnings, reflecting on the importance of special connections Aboriginal and Torres Strait Islander Peoples have to Country/Place.

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Understand that a sound can be represented by various letter combinations (ACELA1825)

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Identify language that can be used for appreciating texts and the qualities of people and things (ACELA1462)

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Understand that nouns represent people, places, concrete objects and abstract concepts; that there are three types of nouns: common, proper and pronouns; and that noun groups/phrases can be expanded using articles and adjectives (ACELA1468)

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Exploration of, and experimentation with, the visual art elements of shape, line, colour, space and texture and how these are used in the environment (ACAVAM106)

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The history of a significant person, building, site and/or part of the natural environment in the local community and what it reveals about the past (ACHASSK044)

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The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place (ACHASSK049)

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Appreciation of the choices made when creating and displaying artwork (ACAVAR109)

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Create and display artworks to communicate ideas to an audience (ACAVAM108)

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Earth’s resources are used in a variety of ways (ACSSU032)

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People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
(Elaboration: recognising that many living things rely on resources that may be threatened, and that science understanding can contribute to the preservation of such resources)

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Living things grow, change and have offspring similar to themselves (ACSSU030)

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The location of the major geographical divisions of the world (e.g. continents, oceans) in relation to Australia (ACHASSK047)

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By Jeannie Baker