Uno's Garden - Graeme Base

Uno's Garden
Health and Physical Education
Personal, social and community health
Research own heritage and cultural
identities, and explore strategies to respect
and value diversity (ACPPS042)
1): Creating a heritage. Students are tasked
with writing and creating a heritage
background of
the unnamed race of people found within
the book Uno's garden. They must include:
How long they have been in existence,
What are some of their traditional practices
(special events, foods etc.) and how do they
communicate with each other (create a
unique dialect).
Technologies
Digital technologies
Digital Technologies Processes and
Production Skills
Collect, access and present different types
of data using simple software to create
information and solve problems
(ACTDIP009)
1): Create your own spreadsheet. Using the
information and data provided within the
text of how many of a particular plant are
on each page. Students are to create a
comprehensive spreadsheet of this data
(using microsoft excell or any other similar
software),
indicating a total of all plants found within
the book, a running total of plants found
on each page and which pages these plants
can be found on.
The Arts
Visual arts
Present artworks and describe how they
have used visual conventions to represent
their ideas (ACAVAM112)
1): Design your own animal. Students are to
create and design their own animals to fit
into the Forrest with the others found in the
text. Once they have create the design they
must then give the animal a unique name,
describe what its eats and what kind of
climate it enjoys being around.
Music
Create, perform and record compositions
by selecting and organising sounds, silence,
tempo and volume (ACAMUM086)
2): Create your own song. Students are to
be split into groups of 4 and together they
are to come up with a song that promotes
a positive environmental message and
could help save the Forrest from its
destruction. Students are encourage to be
as creative as possible with the lyrics of the
song and are expected to have full
participation from all members of the party.
Humanities and Social Sciences
Geography
The Earth's environment sustains all life
The importance of environments to animals
and people, and different views on how
they can be protected (ACHASSK088)
1): Become and environmental helper.
Students are to be split into pairs and come
up with a 3 point plan on how they would
help protect the Forrest found within the
text. The main emphasis should be put on
slowing down the development of
buildings and not cutting down so many
trees.
History
First contacts
Stories of the First Fleet, including reasons
for the journey, who travelled to Australia,
and their experiences following arrival (e.g.
treatment of convicts, daily lives, social
order) (ACHASSK085)
2): Uno's first fleet. Writing from the
perspective of the character Uno, students
are to write a few journal entries based
around his move into the forrest, Things to
include are: why did he move? what was it
like when he first got there? and what were
some of the first things he did once he
arrived (look for food and water, set up
shelter etc.)
Questioning and researching
Identify current understanding of a topic
(e.g. brainstorm, KWL chart)
3): Brainstorm your knowledge. Students
are to break off into group of 4, and
brainstorm/ create a KWL chart. The chart is
to be created and based around the theme
of the book (deforestation and urban
sprawling). The chart must include a section
on what they already know. What they
would like to learn more about. And what
they actually have learned from the book.
Science
Science understanding
Biological sciences
Living things have life cycles (ACSSU072)
1): Create a lifecycle.
Students are to choose one of the
fictional animals that are present within the
text. They are then to create a fiction life
cycle of these animals and write a short 2 3
paragraphs about this fictional life cycle. It
should include how its born (hatch from and
egg etc.) its average life span and how it
survives (what foods does it eat, is it a
hunter?)
Living things depend on each other and the
environment to survive (ACSSU073)
2): How do the animals help each other?.
Students are to create a short 23
paragraph story on how the fictional
animals in the Forrest get along and how
they help each other survive and maintain
the Forrest's economy.
Science as a human endeavour
Use and influence of science
Science knowledge helps people to
understand the effect of their actions
(ACSHE062)
3): The effect of the townspeople. Using the
students prior knowledge of
negative environmental impacts, pollution
and greenhouse gasses. They are to write a
short story on how they think the towns
people effected the Forrest negatively and
how their impact may have caused the
demise of the Forrest. The students should
draw from the theme and the narrative of
the book to get their answers.
Mathematics
Measurement and Geometry
Location and transformation
Use simple scales, legends and directions to
interpret information contained in basic
maps (ACMMG090)
1): Map making and directions. Using the
descriptions available in the book, the
students are to design a map of the Forrest.
They must include a written legend and at
least 6 steps to get from one landmark to
another.
Number and algebra
Number and place value
Recall multiplication facts up to 10 × 10
and related division facts (ACMNA075)
2): Animal multiplications. Students will
answer the multiplication sums provided on
various pages throughout the text. they
must read through the entire book, write
down all of the applicable multiplication
sums (up to 10x10) and then answer them
to the best of their abilities.
Patterns and algebra
Explore and describe number patterns
resulting from performing multiplication
(ACMNA081)
3): Animal Multiplication Patterns. Students
are to read the text and pay
particular attention to the multiplication
facts in the corners. What do they notice
about them as the pages progress (they
decline by 1 each time) and why do they
think the multiplication is decreasing each
time (related to the theme of the book,
deforestation).
English
Language
Text structure and organisation
Understand how texts are made cohesive
through the use of linking devices including
pronoun reference and text connectives
(ACELA1491)
1): Plot profile:
After the reading of the text students can
create a plot profile. This creates a
brainstorm for sequences of events that
happen throughout the text. The students
are to link the major events to one another
that happen throughout the reading, this
can include key themes and ideas that can
help gain context of the story. For example
the Snortlepig stops appearing ¾ of the
way through the book, and that links
directly to the overall theme of the book
(deforestation).
Understand how texts vary in complexity
and technicality depending on the
approach to the topic, the purpose and the
intended audience (ACELA1490)
2): Main idea pyramid:
Students are given a blank pyramid outline.
The idea is to fill the pyramid spaces with
the key concepts and ideas that help create
the narrative of the text. With the top of the
pyramid being the main idea/ theme of the
book and the bottom being the starting
point for what puts the book in motion. For
example, the tip of the pyramid may be the
theme of deforestation and the base of the
pyramid could be Uno travelling to the
Forrest to live there.
Literature
Creating Literature:
Create literary texts that explore students’
own experiences and imagining
(ACELT1607)
1): Connecting with the text:
The teacher will give the students a sheet
that has questions such as: Reading this
book reminded me of the time:, the
character of Uno reminds me of:, What
helped me to understand this text. After the
students have read the book, they will then
fill out the worksheet as it relates to their
own personal preferences. The teacher will
be looking specifically for student’s ability
to make connections between their
personal lives and the text. The activity
allows for the students to create greater
connections to the text and can enable
them to enjoy the text more.
Responding to literature
Discuss literary experiences with others,
sharing responses and expressing a point
of view(ACELT1603)
2): Before and after chart:
The students will be tasked with creating a
before and after chart based upon reading
and reflecting on the text. The before
section could also be called what do I
already know, and the after section could
also be called what have I learned. The
topic the students will have to work with is
deforestation and urban sprawling. The
students will be given time beforehand to
fill out as much information as they know
about the topic, then upon completion of
the text reading the student will fill out
what they have learned. Key ideas for the
students to pick up are things such as:
Removal of trees and how it effects the
environment, The increase of the “concrete
jungle” and how it impacts the environment
and the effect that all of this can have on
the animals that inhabit these areas.
Students will share their findings with the
class and what they learned throughout the
stories progression
Examining Literature
Discuss how authors and illustrators make
stories exciting, moving and absorbing and
hold readers’ interest by using various
techniques, for example character
development and plot tension (ACELT1605)
3): Just like:
Students will be given a worksheet that is
called just like. They will then be given a
character (in this case Uno) and will have to
select certain character traits that this
selected character exhibits throughout the
text. The students will then fill out the sheet
relating the character traits to people they
know in their day to day lives. Such as the
character trait of kindness is just like my
grandfather. The students can also relate
these character traits to another character
they have come across in a literary text E.g.
comparing character traits such as bravery
or compassion to a character like harry
potter.
Literacy
Interpreting, analysing, evaluating
Use comprehension strategies to build
literal and inferred meaning to expand
content knowledge, integrating and linking
ideas and analysing and evaluating texts
(ACELY1692)
1): Personal predictions:
Students will read the front and the back
covers of the book Uno’s Garden. They will
then make predictions about the outcome
of the book based on this information.
Information will be gathered from the blurb
on the back cover, the title of the book and
the front cover image. Specific predictions
that the teacher may be looking can
include: what will happen to the main
character Uno? What will happen to all the
animals? What will happen to the Forrest?
Identify characteristic features used in
imaginative, informative and persuasive
texts to meet the purpose of the text
(ACELY1690)
2): Character selfportrait:
Students will create a character selfportrait
using the character of Uno. The selfportrait
can include a creative illustration of the
character and character traits. Things such
as Likes/ dislikes, favourite food, where the
character lives. The idea is to create further
comprehension and understanding that can
be drawn from the text.
Interacting with others
Use interaction skills such as
acknowledging another’s point of view and
linking students’ response to the topic,
using familiar and new vocabulary and a
range of vocal effects such as tone, pace,
pitch and volume to speak clearly and
coherently (ACELY1688)
3): Animals point of view:
Students will write a journal entry from the
point of view of one of the animals found
within the text. The concept and general
idea is to be able to apply the effect of the
deforestation and urban sprawling and
have the students understand the
environmental impacts. They can also
further empathise with the theme of the
book by being able to see from the
animal’s point of view.
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