Technology Level: Classroom based.
Audience: Ages 8 and Under/Grades P-3 (Early Childhood P-1)
Duration: 30 minutes
Students will work with the teacher to sequence the illustrations from the storybook Kylie the Kangaroo’s Broken Tail and devise a caption for each image. By interpreting these illustrations and discussing their ideas, students will develop an awareness of the problem of native animals being hit by cars.
This lesson is based on the book Kylie the Kangaroo’s Broken Tail.
Many of our nocturnal native animals are killed by cars while foraging near roads and tracks or when crossing roads at night. These animals are most active at dawn and dusk, so extra care should be taken when driving at these times. It can be difficult for a driver to see an animal on the road at night and headlights also blind the animals’ night vision. For more information see the attached article from Imprint, Autumn 2006 (Resource 1) or go to the wildlife section on the RSPCA Qld website at http://www.rspcaqld.org.au/wildlife/.
- Blue Tack to display the illustrations
- Marker pens for printing captions underneath the illustrations
- Give Wildlife a Brake! Article from Imprint, Autumn (April 2006)
- Original text of the story
- Illustrations from Kylie the Kangaroo’s Broken Tail
|1.Introduction (5 mins)|
|1.1 Australian Animals (2 mins)||1.1 We are going to work together to tell a story about an Australian animal. Can you tell me the names of some animals that are only found here in Australia?|
|1.2 Kangaroos (2 mins)||1.2 Our story is about a kangaroo. Have you ever seen a kangaroo? What do you know about kangaroos? Lead the students to discuss what kangaroos eat, that most are nocturnal, that they use their back legs and tail to jump, and that female kangaroos carry their joeys in their pouches.|
|1.3 Vets (1 min)||1.3 The other character in our story is a vet. Do you ever have to take your pet to a vet? What is a vet’s job?|
|2. Body (20 mins)|
|2.1 Sequencing the illustrations (10 mins)||2.1 Place the illustrations from the story on the board or on the floor and work with the students to place them in the correct order.
Suggested key questions:
|2.2 Devising captions (10 mins)||2.2 Ask students to describe what is happening in each illustration and print simple captions under each picture.|
|3. Conclusion(5 mins)|
|3.1 Consolidate (2 mins)||3.1 Read the whole story to the class referring back to the original text to affirm their ideas.|
|3.2 Reflection (3 mins)||3.2 Suggested key questions for reflection:
Queensland Curriculum Links
|Key Learning area||Curriculum link|
|Science||Life and Living
LL 1.1 Students discuss their thinking about needs of living things.
|SOSE||Place and Space
PS 1.5 Students describe the relationships between personal actions and environmentally friendly strategies in familiar places.
CU 1.1 Responding to personal experiences
CU 1.3 Writing and shaping brief personal recounts of observations/ comments and a series of factual statements.
Suggested Homework Activities
- Create a poster that describes ways of keeping our wildlife safe on the roads.
Suggested Extension Activities
- Use the students’ work to create a class book of Kylie the Kangaroo’s Broken Tail.
- Create a multimedia version of the story in PowerPoint that incorporates music, sound effects and the children as narrators.
- Create a stick or shadow puppet version of the story.
- Paint original illustrations to accompany the students’ captions.
Suggestions for Adapting this Lesson for Lower or Higher Year Levels
Teachers could choose to run this activity without the worksheet for younger year levels.
Fuderer, K. and Adeane, M. (2002) Kylie the Kangaroo’s Broken Tail, Karrinyup, Western Australia: Dr. Kate Fuderer.
RSPCA Qld would like to thank Dr Kate Fuderer, who very kindly gave us permission to use her book for this lesson plan. If you would like to know more about Dr Fuderer’s books, please contact the WOAW Admin Team firstname.lastname@example.org.
Gamble, J. 2006, ‘Give Wildlife a Brake!’ RSPCA Queensland Imprint, Autumn (April 2006), p.6.