A Crash of Rhinos! - Date: Patricia Mullins ABC Books, 2010
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Date:
A Crash of
Rhinos!
Patricia Mullins
ABC Books, 2010
www.better-beginnings.com.au 91
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
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.
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
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.
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
www.better-beginnings.com.au
This page may be photocopied for non-commercial classroom use.
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
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
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
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.au100Link 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.htmLink 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 104Link 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/
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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 111Link 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
communicatorsLink 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 113What 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
Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au
This page may be photocopied for non-commercial classroom use.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
This page may be photocopied for non-commercial classroom use.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
Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au
This page may be photocopied for non-commercial classroom use.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
Produced by the Better Beginnings Family Literacy Program 2011. www.better-beginnings.com.au
This page may be photocopied for non-commercial classroom use.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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This page may be photocopied for non-commercial classroom use.Where do I live?
Stepping Stones
119
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This page may be photocopied for non-commercial classroom use.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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This page may be photocopied for non-commercial classroom use.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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This page may be photocopied for non-commercial classroom use.Assorted Animals
Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
Reproduced by permission of ABC Books
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How Many Rhinos?
Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
123
Reproduced by permission of ABC Books
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This page may be photocopied for non-commercial classroom use.A String of Ponies
Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
Reproduced by permission of ABC Books
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This page may be photocopied for non-commercial classroom use.Name: Date:
+ =
+ =
+ =
A Dribble of Dibblers
Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
Reproduced by permission of ABC Books
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This page may be photocopied for non-commercial classroom use.A Dribble of Dibblers
Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
Reproduced by permission of ABC Books
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Pattern Me Please
Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
127
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A Projection of Pigs
Illustrations © 2010 Patricia Mullins From A CRASH OF RHINOS! by Patricia Mullins
Reproduced by permission of ABC Books
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This page may be photocopied for non-commercial classroom use.Whose Home?
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129
This page may be photocopied for non-commercial classroom use.Whose Home?
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This page may be photocopied for non-commercial classroom use. 130Whose Home?
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131
This page may be photocopied for non-commercial classroom use.You can also read
