A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010

 
A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
Date:

A Crash of
   Rhinos!
           Patricia Mullins
          ABC Books, 2010

     www.better-beginnings.com.au   91
A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
Outcomes:                                        Texture
                                                     Guided Lesson
Early Years Learning
Framework:
OUTCOME 4:
  Children are confident and
                                   Patricia Mullins uses collage and printing (stamping) in order to
  involved learners
                                   create texture. Examine the illustrations and ask the children to
OUTCOME 5:
                                   predict how the animals would feel. Animals with fabulous texture
  Children are effective
                                   include: crocodiles, butterflies, lizards and lemurs. Ask the children
  communicators
                                   which are their favourite animals and to describe what they would
WA Syllabus
                                   feel like.
The Arts/Visual Arts
Focus:                             You can use a mystery bag to stimulate discussion on texture. Place
Creating visual arts               a textured item in a bag so that it can be felt but not seen. Ask the
                                   children to touch the item and describe how it feels. Interesting
Preparation/ Materials:
                                   items to include are nuts from trees (such as Gum trees, Liquid
• Mystery bag with textured
                                   ambar or London Plane Trees), shells, leaves, pebbles, cotton wool
  items (optional).
                                   etc. Encourage discussion and the use of descriptive words. The
• Materials suitable for
                                   mystery bag can also be used in a small group as a matching
  stamping e.g. rocks,
                                   game. Each child chooses 4 items from a selection. The children
  gumnuts, pasta, leaves.
                                   then take turns to find the matching item in the bag relying only
• Materials suitable for
                                   on touch.
  rubbings e.g. bark, shells,
  cloth.                           Once children are familiar with the concept of texture allow them
• Materials suitable for           to create their own visual representation of textures using the
  painting e.g. feathers,          items provided. They can record the different textures using the
  grasses, twigs.                  Texture BLM. Ensure that an adult is at the table to focus discussions
• Paints, crayons.                 and draw attention to the different techniques that children are
• Paper.                           experimenting with.
• Texture BLM, one per
                                   After exploring the different materials the children can use the
  student.
                                   knowledge they have gained to create their own artwork of either
Variations:                        a scene or an animal.
• Set up an art table outside
  and allow the children to        Extension
  find their own materials to      oo   Ask the children to describe the textures they have produced
  use.                                  and scribe their descriptions next to each texture.
• Use stamping to create           oo   Ask the children to use the materials to create a specified
  patterns e.g. nut, leaf, leaf,        texture e.g. rough, prickly or patterned.
  nut, leaf….

                                                Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                                          Reproduced by permission of ABC Books

                                                                                   www.better-beginnings.com.au              92
A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
Name:                                                                                                               Date:

     Think about the type of animal. Things to think about include texture, colour and pattern.

                                                              Texture
                                           Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                Reproduced by permission of ABC Books
93

                           Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au
                                         This page may be photocopied for non-commercial classroom use.
A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
Outcomes:
Early Years Learning
                                    Zoo Keeper
Framework:

                                                 Guided Lesson
OUTCOME 5:
  Children are effective
  communicators
WA Syllabus
  Mathematics                  Discuss the animals that live in zoos and the role of zoo keepers.
Focus:                         Brainstorm ways that zoo keepers ensure that animals are
  Number                       comfortable in their enclosures. Use the text to examine different
                               environments e.g. the warthogs wallowing in mud, flamingos in the
Preparation/ Materials:        water and the sloths in the tree. You may wish to use digital media
• Zoo Keeper BLM, one per      to display photographs or videos of animals at the zoo.
  child.
                               This activity requires children to collect a given number of animals.
• Animals (see Animals BLM).
                               Children can nominate a particular number, or the number can be
• Number cards.
                               specified by the teacher. Children can choose which animals will
• Pencils.
                               be in their zoo, but will have only one species per enclosure.
• Glue.
• Collage materials.           Children collect the animals demonstrating that:

Variations:                    oo  each animal is counted only once,
• Teacher writes a number      oo  they understand that the last number ‘gives the count’.
  and child collects the       Children can record the number of animals in each enclosure in
  correct amount of animals.   the circle. Once this is done they can create an environment for
• Child rolls the dice and     their animals using collage materials. Encourage them to reflect
  collects the appropriate     on the type of environment each species will require.
  number of animals.
                               Extension
                               oo   Ask the children to use the numbers to determine which
                                    animals they have the most/least of.
                               oo   Ask the child to count how many animals they have
                                    altogether.
                               oo   Ask the child to gather food for the animals e.g. Can you
                                    please get one banana for each of your monkeys? Observe
                                    how the child determines the correct amount to gather; do
                                    they recount the monkeys, rely on the initial number, or
                                    collect an unrelated amount? Do they distribute a banana to
                                    each monkey? What do they do if they don’t have enough or
                                    if they have too many?

                                            Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                                      Reproduced by permission of ABC Books

                                                                               www.better-beginnings.com.au              94
A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
Animals
                     Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                          Reproduced by permission of ABC Books
95

     Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au
                   This page may be photocopied for non-commercial classroom use.
A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
Name:                                                                                       Date:

                        5

                                                 1
                                                                                                                               2

     Mathematics:

     Number-
                       your child was able to:
                       Correctly count the
                                                     Understand that the last
                                                     number described how many
                                                                                              Zookeeper
     Principles of     animals                       altogether
     counting                                                                     Produced by the Better Beginnings Family Literacy Program 2011.
96

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                                                                                 This page may be photocopied for non-commercial classroom use.
A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
Outcomes:                                   Directed
                                             Dough:
Early Years Learning
Framework:
OUTCOME 5:
Children are effective
communicators
                                             Make a
                                            Savannah
WA Syllabus
  1. Mathematics
  Focus:
  Space
  2. English:
Focus:
                                                     Guided Lesson
  Speaking and Listening
                                  This activity is best done as a small group activity. Provide each
Preparation/ Materials:           child with a shoebox lid (or similar) so that they have a designated
•   Dough or plasticine.          work area. The children will be following oral instructions to create
•   Plastic animals.              an environment. The environment can be changed to match
•   Pebbles, twigs, leaves etc.   the resources you have available. The important element in this
•   Shoebox lid.                  activity is the directional language.
Variations:                       The instructions below are examples that can be adjusted.
• Children create their           Attention should be paid to the directional language (in bold).
  own environment and
                                  1.  Use green play dough on top of the lid to make the ground.
  provide an oral description
                                  2.  Use a twig to make a tree in the middle of your savannah.
  for adults to scribe.
                                  3.  Under the tree is a giraffe.
  Questioning can be used to
                                  4.  Behind the tree is a lion.
  determine understanding of
                                  5.  In front of the tree is a lake, use some blue cellophane to
  directional language.
                                      make a lake.
                                  6. There is a duck floating on the lake.
                                  7. Around the edge of the lake are some small pebbles and
                                      there is another duck on top of the pebbles.
                                  8. Next to the duck there is some tall grass growing. Use the
                                      straw to make the tall grass.
                                  9. Between the lake and the tree there is a rhino. He is walking
                                      towards the water.
                                  10. Walking through the tall grass is a zebra.
                                  You may like to ask the children to take turns giving instructions
                                  for more items to be included in the Savannah.

                                  Extension
                                  oo   Include left and right directions.
                                  oo   Include complex directions such as top left corner or
                                       quantities e.g. 5 ducks on the pond, 3 tall trees, 2 tall trees
                                       and one small tree.

                                                Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                                          Reproduced by permission of ABC Books

                                                                                   www.better-beginnings.com.au              97
A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
Outcomes:                                     Making
                                              Music
Early Years Learning
Framework:
OUTCOME 3:
  Children have a strong
  sense of wellbeing
OUTCOME 5:
  Children are effective                           Guided Lesson
  communicators
WA Syllabus
                                 Patricia Mullins has chosen collective nouns that represent
  The Arts/ Music
                                 behaviour (e.g. a lounge of lizards) and also capture the noise (e.g.
Focus:
                                 a pandemonium of parrots). Discuss the noises that animals make.
  Arts Ideas
                                 Some noises are aural while others (such as the flutter of butterflies
Preparation/ Materials:          or a crash of rhinos) refer to movement. Children can start trying to
                                 capture the noises initially using their bodies (clapping, stamping,
• Musical instruments.
                                 roaring). Introduce instruments and encourage animals to match
• Materials for making
                                 the sounds of the instruments to the animals. Movement could
  instruments e.g. tubes,
                                 be incorporated so that children could imitate the waddle of the
  sticks, bottles (for
                                 wombats, or the riot of roosters.
  maracas).

Variations:                      Encourage the children to think of animals that are not in the text.
                                 They can create a collective noun and choose an instrument and
• Children can be grouped
                                 movement to capture the animal.
  (as per an orchestra) and
  have specific animals that
  they create music for as the
                                 Extension
  text is read. This can make    oo   Children create their own instruments to mimic animal
  a gorgeous assembly piece!          sounds. These can be decorated to represent their animal.
                                 oo   Children create masks or costumes and become the animal.

                                              Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                                        Reproduced by permission of ABC Books

                                                                                 www.better-beginnings.com.au             98
A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
Outcomes:                                       Class
                                               Collage
Early Years Learning
Framework:
OUTCOME 2:
  Children are connected and
  contribute to their world
OUTCOME 4:
  Children are confident and                       Guided Lesson
  involved learners
WA Syllabus                      Patricia Mullins observed various animals by visiting zoos and
  1. Society and Environment:    watching video clips. This is a great way to introduce this activity;
Focus:                           if you can’t get to a zoo bring the zoo to you! Use DVDs or video
  Place and Space                clips to inspire the students. The website below allows children to
  2. English:                    view a fieldtrip to the zoo: http://teacher.scholastic.com/fieldtrp/
Focus:                           science/zoos.htm
  Speaking and Listening
  Writing                        Discuss the different animals and environments with the children
                                 and choose one particular environment to explore e.g. the Australian
Preparation/ Materials:          bush, the ocean, a swamp, a rainforest or an African Savannah.
•   Clean wall.                  Research the features of the environment using texts and digital
•   Collage materials.           media to direct discussion. Use this research to create a plan for
•   Glue.                        the class collage; what are the features of the environment? What
•   Light tables and/or          materials will the children need to create the environment? What
    overhead projectors.         animals will be found in the environment? Where will the animals
                                 be and what features will be around them? Refer to the text and
Variations:                      examine how Patricia Mullins has used collage materials to create
• Have several small             environments. Focus on the use of colour, texture, and photographs
  groups working on the          to create an environment. Encourage the children to find materials
  environment of their choice.   to create the environment that the animals will live in.
• Take a day trip and allow
  the children to create         Patricia Mullins’ animals are created by line drawings which are
  observational drawings.        then filled with paper collage, pastels, printing and wax crayon.
  This could be at the zoo,      Begin by examining the animals in the text; all are unique and
  river, animal farm or local    individual and all have expression. Now examine photographs
  park.                          of animals in the wild, discuss the form of the animals paying
                                 particular attention to features, colours, patterns and size. Use a
                                 light table or an overhead projector to project images of animals
                                 and to allow children to follow the line and shape of the animals,
                                 some children may prefer to create observational drawings.
                                 Encourage the children to use clean lines when drawing which will
                                 allow for the animals bodies to be filled with colour and texture.
                                 Once the animals have been created they can be added to the
                                    collage. Group the animals as per the text and create labels for
                                     the groups.

                                              Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                                        Reproduced by permission of ABC Books

                                                                                 www.better-beginnings.com.au              99
A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
Class            Extension
                        Ask children to record the process of creating the collage.
Collage
                   oo

                        Take photographs at each stage of the process, mix the
                        photographs up and ask the children to order the photos and
lesson continued        to explain what is happening in each one (adult to scribe).
                   oo   Tally the different animals in the collage. Which animal is
                        there most/least of? Create a graph using this information.

                                Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                          Reproduced by permission of ABC Books

                                                                   www.better-beginnings.com.au100
Link to           Link to Syllabus:             Link to Syllabus:
                                    Early Years Learning      Learning Area                Suggested Topics                                       Activity                            Resource provided
                                         Framework

                                 OUTCOME 5:                English                Speakers and listeners interact in      1.Rhyme Time:
                                 Children are effective    Listening and          different ways depending on the         Rhymes to sing could include:
                                 communicators             Speaking –             purpose and context including:          -Never Smile at a Crocodile
                                                           Contextual             to entertain through reciting nursery   -The Owl and the Pussycat
                                                           Understandings         rhymes and performing action songs      -10 Little Monkeys
                                                           Students listen                                                -Der Glumph Went the Little Green Frog
                                                           with purpose,                                                  -Five Little Pigs.
                                                           understanding and
                                                           critical awareness
                                                           in a wide range of
                                                           situations. Students
                                                           speak with purpose
                                                           and effect in a wide
                                                           range of contexts.

                                 OUTCOME 1:                                       Describe through telling about an       2.Mystery animal:                                           * Stepping Stones
                                 Children have a strong                           item during ‘show and tell’             Students are given a bag with an animal inside and
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                                 sense of identity                                                                        only the student with the bag can look and see what
                                                                                                                          is inside. They must describe the animal to their
                                                                                                                          classmates using as much detail as possible, the class
                                                                                                                          take turns to ask questions (to find out more detail), or
                                                                                                                          to guess the animal. Attention should be paid to size,
                                                                                                                          features (e.g. body covering, colour) and habitat. A
                                                                                                                          wall chart or ‘stepping stones’ can be used to remind
                                                                                                                          children to include these details.

                                 OUTCOME 1:                English                Readers draw inferences from            3. Class Book:
                                 Children have a strong    Reading –              illustrations and make connections      Students create their own class book based on the text.
                                 sense of identity         Contextual             between themselves and texts.           Patricia Mullins has included some ideas at the back
                                                           Understandings                                                 of the text. Children can then illustrate the collective
                                                           Students read                                                  nouns. Look at the illustrations in the text paying
                                                           a wide range of                                                attention to the use of colour and expression. Collage
A Crash of Rhinos 101

                                                           texts with purpose,                                            has been used to provide texture and detail. Encourage
                                                           understanding and                                              the children to create their own animals for the class
                                                           critical awareness.                                            book focusing on expression, colour and texture.
Link to           Link to Syllabus:             Link to Syllabus:
                                    Early Years Learning      Learning Area                Suggested Topics                                         Activity                              Resource provided
                                         Framework

                                 OUTCOME 5:                Phonological          Demonstrate word awareness                4. Initial Sounds:
                                 Children are effective    Awareness             including distinguishing between          a) Some of the collective nouns in the text use
                                 communicators                                   long and short words, joining             alliteration e.g. ‘a lounge of lizards’, ‘a grip of geckos’.
                                                                                 words together to make sentences,         Use these collective nouns to springboard a discussion
                                                                                 identifying the number of words in a      on sounds;
                                                                                 sentence, rhyming words and words         -does anyone have a name that starts with g?
                                                                                 beginning with the same sound             -can anyone think of another word that starts with g?
                                                                                 (alliteration).                           b) Encourage the children to listen for alliteration in the
                                                                                                                           text.

                                 OUTCOME 5:                Graphophonic          Demonstrates knowledge of                 See Activity 4.
                                 Children are effective    Knowledge             letter names and letter sounds
                                 communicators                                   (a small number of consonant
                                                                                 and short vowel sounds (e.g. s, a,
                                                                                 t, p, i, n) increasing to all single
                                                                                 letter phonemes to develop fluent
                                                                                 blending of cvc words).
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                                 OUTCOME 5:                Processes and         Demonstrate strategies for recording      See Activities 3.Class Book and 4.Initial Sounds.
                                 Children are effective    Strategies            information for a specific purpose
                                 communicators             Information           including drawing and telling a
                                                           Processes – Reading   scribe what to write.
                                                           to Learn

                                 OUTCOME 5:                English               Understand that writers write for         See Activity 3.Class Book.
                                 Children are effective    Writing –             different purposes (e.g. to entertain,
                                 communicators             Contextual            recount, describe, instruct, socialize,
                                                           Understandings        explain, inquire, persuade).
                                                           Students write
A Crash of Rhinos 102

                                                           for a range of
                                                           purposes and in
                                                           a range of forms
                                                           using conventions
                                                           appropriate to
                                                           audience, purpose
                                                           and context.
Link to           Link to Syllabus:            Link to Syllabus:
                                    Early Years Learning      Learning Area               Suggested Topics                                       Activity                             Resource provided
                                         Framework

                                 OUTCOME 5:                Imaginative,          Understand that writers use            See Activity 3.Class Book.
                                 Children are effective    Information and       written symbols and drawings to
                                 communicators             Argument Texts Pre-   communicate ideas or messages.
                                                           writing

                                 OUTCOME 5:                                      Understand that writing is different   See Activity 3.Class Book.
                                 Children are effective                          from drawing.
                                 communicators

                                 OUTCOME 5:                                      Understand that talk can be written    See Activity 3.Class Book.
                                 Children are effective                          down.
                                 communicators

                                 OUTCOME 5:                Processes and         Demonstrates use of strategies used    5. Word Wall:
                                 Children are effective    Strategies            in the writing process e.g. copying    Create a mural using cards to label the animals. Group
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                                 communicators                                   scribed or environmental text.         animals together (as in the text) and create labels
                                                                                                                        to describe the collections. You may like to create
                                                                                                                        a themed mural e.g. an underwater world, African
                                                                                                                        savannah, Australian desert, or tropical rainforest.

                                 OUTCOME 5:                                      Demonstrates understanding of          6. Create a Zoo:
                                 Children are effective                          strategies to learn the spelling of    Use boxes and collage materials to create a class
                                 communicators                                   significant words including using      zoo. Use plastic animals or if these are unavailable
                                                                                 tactile materials to write names in    the children could create their own animals using
                                                                                 sand and making letters with play      plasticine or salt dough. Encourage the children to
                                                                                 dough.                                 think about habitats for the animals and how these
                                                                                                                        could be created (a nature walk to collect materials
                                                                                                                        would be ideal). Children will then need to create labels
                                                                                                                        for the enclosures, and for the different areas in the
                                                                                                                        zoo. If possible take a trip to the Perth Zoo prior to this
A Crash of Rhinos 103

                                                                                                                        activity or visit a zoo at:
                                                                                                                        http://teacher.scholastic.com/fieldtrp/science/zoos.htm
Link to           Link to Syllabus:              Link to Syllabus:
                                    Early Years Learning      Learning Area                 Suggested Topics                                    Activity                             Resource provided
                                         Framework

                                 OUTCOME 5:                Mathematics             Understand Number:                   7. Create Collections:                                       *Dinner Time! BLM
                                 Children are effective    Number-                 Understands quantities (e.g. six     Dinner Time!
                                 communicators              Students use           eggs, five fingers).                 You will need a BLM of the zoo animals for each child,
                                                           numbers and                                                  a numeral dice (you can make your own using a 2cm
                                                           operations and                                               cube), PVA glue and some collage materials. Children
                                                           the relationships                                            take turns to roll the dice and collect food for the
                                                           between them                                                 animals.
                                                           efficiently and                                              Some ideas for ‘food’ collage materials are;
                                                           flexibly. Numbers are                                        -Straw for ponies
                                                           used for quantities,                                         -Sunflower seeds for lorikeets
                                                           labels and order.                                            -Gum leaves for koalas
                                                                                                                        -Yellow spot stickers (slices of banana) for the monkeys.

                                 OUTCOME 5:                                        Understands Order (e.g. first,       8. Understands Order:                                        *At the Zoo BLM
                                 Children are effective                            second, third).                      Using the animals and the zoo enclosures provided ask
                                 communicators                                                                          children to place the animals in the correct enclosure
                                                                                                                        to demonstrate an understanding of ordinal numbers.
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                                                                                                                        Positional language can also be used (see Activity 23).

                                 OUTCOME 5:                Numbers to 100          Students focus on counting numbers   9. Oral Counting:
                                 Children are effective    with a focus on         to 10 (K) and 20 (P).                Students can count during music and movement e.g.
                                 communicators             collections to 10                                            count taps with tapping stick, kangaroo hops, frog
                                                                                                                        jumps, crocodile snaps etc.
                                                                                                                        Encourage students to count collections e.g. hide
                                                                                                                        plastic animals in the sand trolley, students find animals
                                                                                                                        and count and compare collections
                                                                                                                        Model and encourage counting wherever possible;
                                                                                                                        lining up, gathering resources, creating groups etc.
A Crash of Rhinos 104
Link to           Link to Syllabus:             Link to Syllabus:
                                    Early Years Learning      Learning Area                Suggested Topics                                         Activity                            Resource provided
                                         Framework

                                 OUTCOME 5:                                      Students recognise and write some          10. Numbers in the Environment:
                                 Children are effective                          numbers to at least 10.                    Discuss how we use numbers to count, to write
                                 communicators                                                                              shopping lists, to pay for goods and services. Set up a
                                                                                                                            role play area where the children can utilize numbers.
                                                                                                                            Ideas could include:
                                                                                                                            -a vet: animals could be weighed (using balance
                                                                                                                            scales) and children can record how heavy each animal
                                                                                                                            is
                                                                                                                            -a zoo café
                                                                                                                            -a pet shop.
                                                                                                                            Use number cards attached to the wall with velcro that
                                                                                                                            children can remove and use to copy numbers.
                                                                                                                            11. See Activity 8. Create Collections. As an alternative
                                                                                                                            to this provide children with a blank sheet of card
                                                                                                                            so they can create their own collections and write
                                                                                                                            relevant number.
                                                                                                                            12. Recording numbers:
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                                                                                                                            Encourage children to write the numbers they know.          *How Many Rhinos?
                                                                                                                            This is a great activity to repeat later in the year to     BLM
                                                                                                                            demonstrate progress.
                                                                                                                            13. Recognise numbers:
                                                                                                                            Use number cards for activities. Students read
                                                                                                                            numbers and create collections e.g. gathering items,
                                                                                                                            stamping images. Ensure that children say the number
                                                                                                                            first as their ability to recognize numbers and their
                                                                                                                            ability to create collections are two different skills.

                                 OUTCOME 5:                Make and count        Subitises small collections (‘seeing’      14. A String of Ponies:                                     *Print and laminate
                                 Children are effective    small collections     total without counting e.g. 1, 2 and 3).   Create a dice that only features subitising from 1-3, you   animals.
                                 communicators                                                                              can use tape to cover the original numbers and draw
                                                                                                                            the combinations you want. The children take turns to
                                                                                                                            roll the dice and collect the correct amount of ponies.
A Crash of Rhinos 105

                                                                                                                            Ask the students to orally tell you ‘how many?’, or show
                                                                                                                            you by holding up a matching amount of fingers. You
                                                                                                                            could also play using animal beads – which would make
                                                                                                                            this a fabulous fine motor activity!

                                 OUTCOME 5:                                      Students understand collections            See Activity 14.
                                 Children are effective                          can be counted and the total can be
                                 communicators                                   recorded.
Link to              Link to Syllabus:            Link to Syllabus:
                                    Early Years Learning         Learning Area               Suggested Topics                                        Activity                          Resource provided
                                         Framework

                                 OUTCOME 5:                   Principles of         Students understand the principles      See Activity 14.                                           *Zoo Keeper BLM
                                 Children are effective       Counting              of counting:                            15. Zoo Keeper.
                                 communicators                                      *uses strategies to count each object   Use the BLM as a base for creating a zoo. Provide
                                                                                    once and only once (e.g. line up        children with animals that they can cut out and collage
                                                                                    objects, touch and move each object     materials that they can use to create interesting
                                                                                    as you count)                           enclosures. They can count and record the number
                                                                                    * understands that the order in         of animals in each enclosure by using the text boxes
                                                                                    which objects are counted does not      on the BLM. Provide number cards that can be used
                                                                                    affect how many there are               for support if needed. Use the recording matrix at the
                                                                                    * understands that the last number      bottom of the sheet to check understanding.
                                                                                    said describes how many and not
                                                                                    the last object.

                                 OUTCOME 5:                   Partitioning          Understands that collections can be     16. Dribble of Dibblers                                    *A Dribble of
                                 Children are effective                             made up of smaller collections (e.g.    Provide each child with 5 dibblers (laminated). Children   Dibblers BLM
                                 communicators                                      ten can be made with five fingers       record groups made by drawing items and/or writing
                                                                                    from one hand and five fingers from     number.
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                                                                                    the other).

                                 OUTCOME 5:                                         Can manipulate objects into small       See Partitioning Activity 16.
                                 Children are effective                             groups (e.g. group five objects into
                                 communicators                                      two groups of any size) This skill is
                                                                                    also part of Understand Operations.

                                 OUTCOME 5:                   Match one-to-         Compares two collections, one           17. Venn Diagram
                                 Children are effective       one to compare        to one (e.g. compare two piles of       Use hoops to form a Venn Diagram. Use plastic animals
                                 communicators                comparisons           blocks to decide which is bigger).      or laminated pictures of animals and allow the children
                                                                                                                            to sort them.
                                                                                                                            How did you sort them, and why?
                                                                                                                            Which group has the most/least?
                                                                                                                            How do you know?
A Crash of Rhinos 106

                                 OUTCOME 4:                   Understand            Demonstrates that number stories        18. Problem Solving
                                 Children are confident and   Operations            can be represented using materials,     Children use animals to model an oral story and solve
                                 involved learners                                  by drawing a picture, by acting out     the problem. If a work sample is required they could
                                                                                    and/or in literature.                   draw or photograph their work. Laminated animals can
                                                                                                                            be used to model problems on the board and then ask
                                                                                                                            the children to have a go.
Link to              Link to Syllabus:            Link to Syllabus:
                                    Early Years Learning         Learning Area               Suggested Topics                                       Activity                         Resource provided
                                         Framework

                                 OUTCOME 4:                                         Models situations involving addition     See Activity 18. Problem Solving
                                 Children are confident and                         of repeated equal quantities and
                                 involved learners                                  sharing using small quantities
                                                                                    (e.g. ‘Bring me two pencils … bring
                                                                                    me another two pencils … let’s count
                                                                                    how many I have’).

                                 OUTCOME 4:                   Calculate             Solves simple number stories by          See Activity 18. Problem Solving
                                 Children are confident and                         subitising, acting out, using concrete
                                 involved learners                                  materials or by drawing a picture.

                                 OUTCOME 5:                   Mathematics           Man-made and natural patterns are        19. Recording Pattern                                   *Pattern Me Please!
                                 Children are effective       Pre-algebra and       found in everyday objects.               Discuss the patterns on some animals in the text e.g.   BLM
                                 communicators                Algebra: expressing                                            chameleons, lemurs. Look at the website below for
                                                              generality.                                                    more examples of patterns on animals:
                                                              Students use                                                   http://photography.nationalgeographic.com/
                                                              algebraic symbols,                                             photography/photos/patterns-animals/
  www.better-beginnings.com.au

                                                              diagrams and graphs                                            Discuss why animals often have patterns and use this
                                                              to understand, to                                              to introduce the activity Pattern Me Please! Where
                                                              describe and to                                                children create a pattern on their gecko.
                                                              reason.

                                 OUTCOME 5:                   Recognition of        Understands that patterns can be         See Activity 19.
                                 Children are effective       simple repeating      copied, continued and created (e.g.      20. Making Patterns
                                 communicators                patterns              use objects to copy and continue         Using instruments children make and maintain a
                                                                                    a simple pattern, use musical            rhythmic pattern e.g. tap, tap, stamp, tap, tap….
                                                                                    instruments to create a pattern).

                                 OUTCOME 5:                                         Recognise (e.g. by chanting or           See Activity 20. Making Patterns
                                 Children are effective                             saying or making them over and
                                 communicators                                      over) repeating patterns in objects,
A Crash of Rhinos 107

                                                                                    colours, sounds and designs.
Link to           Link to Syllabus:              Link to Syllabus:
                                    Early Years Learning      Learning Area                 Suggested Topics                                          Activity                         Resource provided
                                         Framework

                                 OUTCOME 5:                Mathematics            Uses and responds to comparative           21. A Projection of Piglets                               *A Projection of
                                 Children are effective    Measurement:           language associated with the               Students order set of pigs based on size. This could be   Piglets BLM
                                 communicators             Understand Units-      attributes of length (e.g. long, short,    done using laminated animals on a whiteboard, or as a
                                                           Students use           tall), capacity (e.g. full, empty), mass   cut and paste exercise if a work sample is required.
                                                           direct and indirect    (e.g. heavy, light) and time.
                                                           measurement and
                                                           estimation skills to
                                                           describe, compare,
                                                           evaluate, plan and
                                                           construct.

                                 OUTCOME 5:                Direct Measure         Uses strategies to directly compare        See Activity 21. A Projection of Piglets
                                 Children are effective    Directly compare       objects and events by different
                                 communicators             length, mass,          attributes:
                                                           capacity, time and     Length, width, height by lining up
                                                           area                   one end
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                                 OUTCOME 5:                                       Identifies and sorts objects               See Activity 21. A Projection of Piglets
                                 Children are effective                           according to comparative language.
                                 communicators

                                 OUTCOME 3:                Mathematics            Understands the everyday language          22. Obstacle Course
                                 Children have a strong    Space:                 of position, orientation and               Children follow oral directions to complete course e.g.
                                 sense of wellbeing        Represent location     direction(e.g. on, in, under, next to,     frog hop to the beam, can you waddle over the beam
                                                           – Students describe    behind).Can use this to:                   like a duck?, gallop to tunnel, can you crocodile crawl
                                                           and analyse            *give and follow directions based on       through the tunnel?
                                                           mathematically         position (e.g. put the teddy on the
                                                           the spatial            chair)
                                                           features of objects,   *move to illustrate the meaning of
                                                           environments and       words.
                                                           movements.
A Crash of Rhinos 108

                                 OUTCOME 5:                Representation of      Can draw pictures/arrange objects          23. Directed Dough: Make a Savannah
                                 Children are effective    position               or make things that illustrate the         Children follow oral directions to demonstrate
                                 communicators                                    meaning of words relating to               understanding of terms.
                                                                                  position and orientation.
Link to                Link to Syllabus:               Link to Syllabus:
                                    Early Years Learning           Learning Area                  Suggested Topics                                     Activity                          Resource provided
                                         Framework

                                 OUTCOME 2:                     Society and              Natural Systems                      24. Sorting and Classifying Objects
                                 Children are connected         Environment              Understand that the world contains   The illustrations in this text are perfect for this type
                                 with and contribute to their   Natural and Social       natural and made elements.           of activity. Children could either sort using laminated
                                 world                          Systems                                                       picture cards, pictures/photos, plastic animals or real
                                                                Students understand                                           items such as leaves, nuts and rocks.
                                                                that systems
                                                                provide order to the
                                                                dynamic natural and
                                                                social relationships
                                                                occurring in the
                                                                world.

                                 OUTCOME 2:                     Processing and           Use various ways to analyse          See Activity 24. Sorting and Classifying Objects
                                 Children are connected         Translating              information
                                 with and contribute to their                            (e.g. to make comparisons using
                                 world                                                   physical Venn diagram.)
                                 OUTCOME 4:
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                                 Children are confident and
                                 involved learners

                                 OUTCOME 2:                     Society and              Understand that the natural and      25. Class Collage
                                 Children are connected         Environment:             built environment varies according   Children work together to create a collage
                                 with and contribute to their   Place and Space –        to its location.                     displaying features of a chosen environment e.g.
                                 world                          Features of Places                                            own environment, Australian bush, African savannah,
                                                                Students understand                                           rainforest, Arctic. Teacher scribes cards to label
                                                                that the interaction                                          features. Text is used as a reference to encourage
                                                                people have with                                              children to reflect animals and where they are found.
                                                                places in which they
                                                                live, is shaped by the
                                                                location, patterns
                                                                and processes
                                                                associated with
A Crash of Rhinos 109

                                                                natural and built
                                                                features.
Link to                Link to Syllabus:             Link to Syllabus:
                                    Early Years Learning           Learning Area                Suggested Topics                                        Activity                           Resource provided
                                         Framework

                                 OUTCOME 1:                                           Identify the features of places that      See Activity 25. Class Collage
                                 Children have a strong                               are important to them (e.g. plants,
                                 sense of identity                                    people, colours, home, school, forests,
                                 OUTCOME 2:                                           farm).
                                 Children are connected
                                 with and contribute to their
                                 world

                                 OUTCOME 3:                     Science               Understand that common features           See Activity 24. Sorting and Classifying Objects
                                 Children have a strong         Life and Living :     such as the eyes, nose, legs and
                                 sense of wellbeing              Structure and        body coverings can vary for
                                                                function              different living things.
                                                                Students understand
                                                                their own biology
                                                                and that of other
                                                                living things and
                                                                recognise the
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                                                                interdependence of
                                                                life.

                                 OUTCOME 2:                     Science               Students understand that animals/         26. Understanding Environment                              *Whose Home? BLM
                                 Children are connected         Earth and Beyond:     plants live in different environments     Use the BLM provided (ideally blow up to A3), you
                                 with and contribute to their   Students understand   (e.g. oceans, farms, rainforests and      may want to use one or all of the BLMs. You may also
                                 world                          how the physical      deserts).                                 like to use the book or picture cards as a reference for
                                                                environment on                                                  children who need help thinking of animals. Children
                                                                Earth, and its                                                  are required to add appropriate animals to the
                                                                position in the                                                 environment, teacher scribes under each animal.
                                                                Universe, impact on
                                                                the way we live.

                                 OUTCOME 4:                     Processing Data:      Students work with teachers, to           See Activity 24. Sorting and Classifying Objects
                                 Children are confident and     Processing            collect and sort information into
A Crash of Rhinos 110

                                 involved learners              and translating       simple categories
                                                                information to find   (e.g. using T-chart to sort, Y-chart
                                                                patterns and draw     for feelings).
                                                                conclusions.
Link to                Link to Syllabus:               Link to Syllabus:
                                    Early Years Learning           Learning Area                  Suggested Topics                                         Activity                           Resource provided
                                         Framework

                                 OUTCOME 3:                     The Arts/Music:         Understand the use of the word beat        27. Making Music
                                 Children have a strong         Arts Ideas-             – regular metre (e.g. clock ticking,       Children use existing instruments such as tapping
                                 sense of wellbeing             Creating, Exploring     heartbeat).                                sticks to maintain rhythm. This can be extended by
                                 OUTCOME 5:                     and Developing.                                                    allowing children to create their own instruments.
                                 Children are effective         Children generate
                                 communicators                  arts works that
                                                                communicate ideas.

                                 OUTCOME 5:                     Elements of music:      Discovers two or more sounds heard         See Activity 27. Making Music
                                 Children are effective         Texture                 simultaneously create texture (e.g.
                                 communicators                                          half the class keeps the beat with
                                                                                        their feet and the other half chants
                                                                                        over the top).

                                 OUTCOME 5:                     Arts Ideas: Creating,   Creates different sounds (e.g.             See Activity 27. Making Music
                                 Children are effective         Interpreting,           exploring the making of music around
                                 communicators                  Exploring,              the school by playing on bench tops,
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                                                                Developing              dragging a stick along a fence).
                                                                and Presenting
                                                                Creating music:
                                                                Improvisations and
                                                                compositions.

                                 OUTCOME 2:                     The Arts/Visual Arts    Students investigate the natural           28. Exploring and Recording
                                 Children are connected         Arts Practice:          or built environment (e.g. using the       Children observe the illustrations in the text and
                                 with and contribute to their                           senses to investigate leaves, seed         discuss the animals, and where they might live. A
                                 world                                                  pods, shells, to discover lines, shapes,   ‘Discovery Table’ can be used to allow the children
                                 OUTCOME 5:                                             patterns and textures which can be         to group animals, and features that are found in
                                 Children are effective                                 interpreted in an art work).               their environment e.g. shells, seaweed, fish, seals. Art
                                 communicators                                                                                     equipment should be provided so children can record
                                                                                                                                   observations and grouping.
A Crash of Rhinos 111
Link to              Link to Syllabus:               Link to Syllabus:
                                    Early Years Learning         Learning Area                  Suggested Topics                                       Activity                            Resource provided
                                         Framework

                                 OUTCOME 5:                   Creating visual arts:   Students observe in detail in the        See Activity 28. Exploring and Recording
                                 Children are effective       Exploring Ideas         world around them and record their
                                 communicators                Arts Ideas: Students    visual observations.
                                                              generate arts works
                                                              that communicate
                                                              ideas.
                                                              Arts Skills and
                                                              Processes:
                                                              Students use the
                                                              skills, techniques,
                                                              processes,
                                                              conventions and
                                                              technologies of The
                                                              Arts.

                                 OUTCOME 4:                   Creating visual arts:   Lines can be thick, thin, straight,      29. Line Drawing
                                 Children are confident and   Elements of art: Line   jagged, continuous or broken. Lines      Discuss the use of line in the illustrations. The animals
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                                 involved learners                                    can decorate and make patterns.          are drawn using a fine line which is then filled using
                                 OUTCOME 5:                                                                                    mixed media. Use a light table or overhead projector
                                 Children are effective                                                                        to allow the children to trace animals paying attention
                                 communicators                                                                                 to the line and form, children could then move onto free
                                                                                                                               drawing of animals.

                                 OUTCOME 4:                   Creating visual arts:   Colours can be grouped in families       30. Colour and Contrast
                                 Children are confident and   Elements of art:        (e.g. there are many different reds      Use the text to springboard a discussion on colour
                                 involved learners            Colour                  in the red family, they can be dark      and contrast. Allow the children to mix and use their
                                 OUTCOME 5:                                           or light, bright or dull. Colours can    own colours to create a background for animals to be
                                 Children are effective                               be made light by adding white and        placed on.
                                 communicators                                        dark by adding black.

                                 OUTCOME 4:                   Creating visual arts:   Pattern is the arrangement of            See Activity 29. Line Drawing
                                 Children are confident and   Principles of design:   a repetition of marks (e.g. the
A Crash of Rhinos 112

                                 involved learners            Pattern                 repetition of dots can make a ‘spotty’
                                 OUTCOME 5:                                           pattern).
                                 Children are effective
                                 communicators
Link to              Link to Syllabus:              Link to Syllabus:
                                    Early Years Learning         Learning Area                 Suggested Topics                                       Activity                            Resource provided
                                         Framework

                                 OUTCOME 4:                   Creating visual arts:   Students experiment with a              31. Texture                                                 *Texture BLM
                                 Children are confident and   Developing ideas        variety of tools, materials and         Use the line drawings from Activity 27 and encourage
                                 involved learners                                    media to discover different visual      the children to fill them using texture and colour. Refer
                                 OUTCOME 5: Children are                              and tactile effects (e.g. applying      to illustrations in the text and model how different
                                 effective communicators                              paint with sticks/feathers/fingers or   effects can be achieved using crayon, stamping,
                                                                                      manipulating clay with shaped tools/    collage and paints. Provide materials and allow the
                                                                                      cutters/fingers).                       children to first experiment using the BLM, and then to
                                                                                                                              fill their animal using their preferred method.

                                 OUTCOME 4:                   Creating visual arts:   Students explore techniques of          See Activity 28. Exploring and Recording
                                 Children are confident and   Visual arts forms:      simple printmaking with found
                                 involved learners            Printmaking             objects.
                                 OUTCOME 5: Children are
                                 effective communicators
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A Crash of Rhinos 113
What noise do I make?

      Stepping Stones
                                                      Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                           Reproduced by permission of ABC Books
114

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Do I have any interesting
                       features?

      Stepping Stones
                                                      Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                           Reproduced by permission of ABC Books
115

                        Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au
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What kind of body covering
                       do I have?

      Stepping Stones
                                                       Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                            Reproduced by permission of ABC Books
116

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How big am I?

      Stepping Stones
                                                      Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                           Reproduced by permission of ABC Books
117

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What colour am I?

      Stepping Stones
                                                      Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                                           Reproduced by permission of ABC Books
118

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Where do I live?

      Stepping Stones
119

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Name:                                                                                                       Date:

                                          Roll the dice
                                           to collect
                                           dinner for
                                          your animals

                                  Dinner Time
                              Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
120

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Name:                                                                                                         Date:

      Can you follow the instructions to put the animals in their correct enclosures?

                                                 At the Zoo
                                     Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                                          Reproduced by permission of ABC Books
121

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Assorted Animals
               Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                    Reproduced by permission of ABC Books
Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au       122
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Name:                                                                                                       Date:

                    How Many Rhinos?
                              Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
123

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A String of Ponies
               Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                    Reproduced by permission of ABC Books
Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au       124
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Name:                                                                                           Date:

                               +                                                            =

                               +                                                            =

                               +                                                            =

  A Dribble of Dibblers
               Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                    Reproduced by permission of ABC Books
Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au               125
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A Dribble of Dibblers
               Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                    Reproduced by permission of ABC Books
Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au       126
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Name:                                                                                                       Date:

                       Pattern Me Please
                              Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
127

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Name:                                                                                           Date:

     A Projection of Pigs
               Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
                                    Reproduced by permission of ABC Books
Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au               128
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Whose Home?
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Whose Home?
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Whose Home?
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