CREATURES OF THE RAINFOREST UNIT OVERVIEW

:
COMPONENTS, EXPLANATION/DETAILS AND LEARNING EXPERIENCES

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
Unit Orientation To motivate students at the beginning of the unit,
students view a range of engaging videos, tourist
brochures (persuasive texts), websites, informative
texts (including the focus text) that are all based on
one of Australia’s most beautiful rainforest, Kuranda
Rainforest, Cairns. As the majority of students are
established Queenslanders, it is likely that many will
have either heard about or visited this area in the
past, which means students will be able to make text-
to-self connections to the focus text and unit topic
(Fellowes & Oakley, 2010).
1, 2 & 3
Building knowledge of
the field
To assist students increase their background
knowledge about the unit topic, the whole class
participate in completing 2/3 of a Rainforest KWL
chart:
K = What We Know
W = What We Wonder

Additionally, the teacher invites Indigenous students’
family members to join the class on a number of
occasions throughout the unit. This ensures students
develop accurate knowledge and a deep
understanding of the unit content from an Indigenous
Australian’s perspective.

Midway through the unit, students will visit the
Queensland Zoo to provide hands on experience
viewing and learning about animals that live in
rainforests and the environmental impacts that can
affect these animal’s habitats. Note: Queensland Zoo
currently cares for the animals from Alma Park Zoo
whilst they are relocating to the South Brisbane.
(Tompkins, Campbell & Green, 2012).
1, 2 , 3, 4, 5, 6, 7,
8 & 9
Utilising the non-
fiction focus text
Brim, W & Eglitis, A. (2006). Creatures of the
rainforest: two artists explore Djabugay country.
Magabala Books Aboriginal Corporation: Broome, WA

Throughout the unit the teacher uses the focus text to
provides the following educational learning
experiences:
1. Listening and viewing the reading of the focus
text.
2. Examining and appreciating illustrations within
the focus text.
3. Researching and identifying similarities and
differences between the two authors and
illustrators of the focus text.
4. Participating in an interactive multimodal
experience of the focus text.
2, 3, 5, 7, 11, 13,
15

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
5. Researching one rainforest animal depicted
within the focus text.
6. Researching the history of the rainforest
depicted within the focus text.
7. Learning about the Djabugay people and their
connection to the rainforest depicted within the
text.
8. Playing an Animal Match game that requires
students to correctly match specific animal
attributes to one animal that is mentioned within
the focus text.
9. Writing a persuasive text to inspire others to
read the focus text.
10. Writing an information report about the
Djabugay rainforest.
11. Learn about the Djabugay rainforest location,
climate and significant events that impacted the
Djabugay rainforest i.e Events depicted in the
Dreaming stories, events that occurred during
the colonization period, climate impacts,
deforestation, development etc.
Responding to texts  Students spend time at the end of the lesson
writing an entry in their reading log to record
responses to the Official map and visitor guide:
Kuranda village in the rainforest;
 Students spend time at the end of the lesson
writing an entry in their reading log to record
responses to the focus text.
 Students share with peers their response to the
author research.
 Students base their formative assessment on their
response to the focus text (ACELT1616,
ACELT1618).
1, 2, 4, 5
Exploring texts

 Students revisit illustrations within the focus text
and have grand conversations to discuss and
record similarities and differences between the
two authors’ illustrations in Creatures of the
Rainforest (ACELT1616).
 Students explore a variety of different texts for a
number of different purposes (ACELY1713).
 Students connect information between images
and print (ACELY1713).
 Students explore a range of different texts to
locate literal information (ACELY1713).
3, 5, 7, 9, 11, 12,
13, 16,
Examining texts  Students examine a variety of texts, newspaper
articles, diagrams, images, maps, reports, websites
and government resources to locate specific
information (ACELY1713).
 Students examine a series of persuasive texts and
identify specific language features (ACELA1524).
 Students examine a number of life cycle diagrams
and use this information to create their own
1, 3-4, 11-12, 15-
19
COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
(ACELA1524).

 Text structure and
organisation
 Students discuss the structure of a persuasive text
(ACELA1524).
 Students discuss the structure of an Information
Report (ACELA1524).
 Class discusses the formative assessment item and
required structure.
 Students discuss the structure required when
creating a life cycle.
 Students publish their persuasive text
demonstrating the correct text structure.
 Students publish their information report
demonstrating the correct text structure.
1, 2, 5, 12, 10, 22
 Expressing and
developing ideas
 Students identify how images, diagrams and maps
contribute to their understanding of verbal
information in factual and persuasive texts
(ACELA1524).
 Students represent information and relationships
using maps and life-cycle diagrams.
1, 9, 12, 13, 14
 Visual and
multimodal
features of texts
 Students explore a variety of different texts for a
number of different purposes (ACELY1713).
 Students view a multi-modal version of the
Creatures of the Rainforest and predict sounds
before activating the sound icon.

2, 5, 7, 9, 11, 12,
13, 16
Extending beyond the focus text including:
 Creating texts
utilising print and
multimodal texts
 Students create a persuasive text that is written
and later verbally shared with more than one
specified audience (peers and Year 1 reading
buddies) (ACELT1618).
 Students create an information report with
appropriate language features that inform the
reader (ACELT1618).
 Using a life cycle diagram to contribute to the
meaning of their created persuasive text
(ACELA1524).
 Using a detailed map to contribute to the meaning
of their created factual text (ACELA1524).

1, 2, 5, 12, 10, 15-
22
Assessment
 Formative Students write an Exposition to inspire their Year 1
reading buddies to read the Creatures of the
Rainforest text (ACELT1618). The following elements
are to be included:
 Position - One paragraph to explain why your Year
1 buddy should read the Creatures of the
Rainforest text.
 Argument # 1 - Discuss what the authors do really
well.
 Argument # 2 - Discuss what is great about the
illustrations.

COMPONENTS EXPLANATION/DETAILS LEARNING
EXPERIENCES
 Argument # 3 - Discuss the importance of the
rainforest to one particular animal (ACHGS040).
 Reinforcement of position - Reaffirm points of
views mentioned in the above three arguments.

Full description of the Formative Assessment,
including Marking Criteria Sheet is provided under the
Assessment link.
 Summative Investigate, plan, draft and publish an Information
Report on the Djabugay rainforest, including the
following element (ACELT1618; ACELY1713):

 General Statement identifying the subject:
Djabugay rainforest
o Description of the location of the Djabugay
rainforest;
o Map of the location (ACELA1524);
o Djabugay rainforest climate.
 Detailed description of the History of the Djabugay
rainforest;
 Detailed description of one person’s connection to
the Djabugay rainforest (students use their author
research);
 Detailed description of one animal that inhabits
the Djabugay rainforest (students use Exposition
info); and
 Detailed description of one significant event that
impacted the Djabugay rainforest i.e Events
depicted in the Dreaming stories, events that
occurred during the colonization period, climate
impacts, deforestation (ACHGS040).

Full description of the Summative Assessment,
including Marking Criteria Sheet is provided under the
Assessment link.

Significant
demonstration of
learning.
Receptive modes (listening, reading and viewing)
Students analyse and explain how language features,
images and vocabulary are used by different authors
to represent ideas, characters and events. Students
compare and analyse information in different texts,
explaining literal and implied meaning.

Productive modes (speaking, writing and creating)
Students show how specific details can be used to
support a point of view. They explain how their
choices of language features and images are used.
Students create detailed texts elaborating on key
ideas for a range of purposes and audiences.



REFERENCES

Australian Curriculum and Reporting Authority (ACARA). (2014-a). English: year 6. Retrieved
23/8/2014 from http://www.australiancurriculum.edu.au/english/Curriculum/F-
10?y=6&s=LA&s=LT&s=LY&c=1&c=2&c=3&c=4&c=5&c=7&c=6&p=1&p=2&p=3&layout=1

Fellowes, J. & Oakley, G. (2010). Language, literacy and early childhood education. Oxford University
Press: South Melbourne, VIC

Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21
st
century. Pearson Australia:
Frenchs Forest, NSW (p22, 327-33, 389-91, 432-5)