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Window
By Jeannie Baker
61kwgoIc8BL._SX343_BO1,204,203,200_
Year 3…
Window
By Jeannie Baker
Year 3 Integrated Program
ENGLISH
Writing
Students write a retell of the story from Sam's point of view.
They should include how Sam might feel about the changes in the environment within their retell.
**Integration: HASS, Health
Students write thought bubbles showing what the characters are thinking in each illustration in the book.
**Integration: Reading & Viewing, Drama, Digital Technologies
Students write a letter to the Mayor of the city explaining why they think the forest should not be destroyed. Students state why the city should become a sustainable city and provide 3 ways in which their city can become more sustainable in their letter to try to persuade the Mayor. Students will then post these letters in the class mailbox.
**Cross curriculum links: Sustainability
**Integration: Science, HASS, Health
Reading and Viewing
Students look at the illustrations in the book and as a class students brainstorm words they would use to describe what they can see in each picture. These descriptive words are added to the class word wall.
**Integration: Writing, HASS
Students will then need to write a narrative to accompany the pictures in the book using at least 5 words listed on the word wall in their narrative.
**Integration: Writing, HASS
Students look at the crack in the wall present from page 17 to page 23 and brainstorm and discuss as a class what this crack might symbolise and why it keeps getting bigger.
**Cross curriculum links: Sustainability
**Integration: Speaking & Listening, Science, HASS
In pairs, one student is given a picture from the book. This student will need to describe to their partner what they can see out the window in their picture and their partner will need to guess which picture from the book they are describing.
Students will need to effectively use descriptive words so that their partner can guess the picture in the book they are describing.
**Integration:Speaking & Listening
Read the blurb and get students to share what they think the book might be about.
**Integration: Science, HASS
As a class students read the title of the book. The class discusses what they think the title Window might mean and what they think the book will be about.
**Integration: HASS
Read the author's note to the students. Students brainstorm and discuss what the y think the main message the author is trying to get across and why they think the author has included this in the book.
**Cross curriculum links: Sustainability
**Integration: Science, HASS
Speaking and Listening
A feely bag containing objects related to the story (such as a toy cat, a birthday card, leaves, bird feather), where a student has to describe their selected object to the class and the class has to guess what the object is.
**Integration: Writing
Students write questions that they would like the cat from the story to answer. The teacher dresses up as the cat from the story and sits on the 'Hot Seat' while the students as the cat some hard hitting questions that they have come up with.
**Integration: Writing, Drama
Students sit in a class sharing circle and take turns sharing with their peers about how the book made them feel and why they felt that way.
**Integration: Health
MATHEMATICS
Count the number of animals in each picture.
Look at how the number of animals has changed throughout the book.
**Integration: Reading & Viewing, Science, HASS
Count the number of buildings in each picture.
Look at how the number of buildings has changed throughout the book.
**Integration: Reading & Viewing, Science, HASS
Students look at the price of food items on the shop window in the book and compare it with the price of exactly the same items from a recent Coles catalogue. Students count out the amount of money needed to buy each item from the shop window (from 2002 when the book was published) and count out the amount of money needed to buy those same items from a recent Coles catalogue. From this, students look at how the prices of items has changed over time and decide whether they think items have become cheaper or more expensive over time.
**Integration: Reading & Viewing, HASS
THE ARTS
Music
Students bring in recycled materials from home and create their own musical instrument using these recycled materials.
**Cross curriculum links: Sustainability
**Integration: Design & Technology
Drama
As a class, students individually act out a chosen page from the book (portraying the character of Sam). Student use facial expressions and gestures to show how Sam is feeling in that page of the book.
**Integration: Speaking & Listening, Health
Students make a still scene based on a picture from the book where each member of the class is given a different object/animal/person that they must portray.
Students need to create shapes with their bodies, use facial expressions and use levels to effectively portray the character/object/animal that they were given.
**Integration: Reading & Viewing
Visual Art
Draw a picture of what you can see out of your window at home.
List a few things that are different or similar to the first illustration in the book (a window showing a rich, diverse natural environment with very little man-made features).
**Cross curriculum links: Sustainability
**Integration: Reading & Viewing, Science, HASS
Using a similar collage technique that Jeannie Baker used, students create a collage of what they want a 'better world' to look like in the future. Students can use both natural materials they have collected around the school in addition to man-made materials provided in class.
**Cross curriculum links: Sustainability
**Integration: Reading & Viewing, Science, HASS
Students select an illustration from the book and draw a picture showing what they would see if they were looking through the window from the outside looking in.
**Integration: Reading & Viewing
Students draw a picture of what they predict that they might see out of the same window after the last picture in the book.
**Integration: Reading & Viewing
SCIENCE
Students each take a photo of of an illustration from the book on their iPad. Using the editing tool, students draw blue circles around everything that is natural and draw red circles around everything that is man-made.
**Cross curriculum links: Sustainability
**Integration: Reading & Viewing, HASS, Maths
Students are given a characteristic in which they must classify the animals found in the book according to that characteristic.
E.g. feathers and no feathers.
**Integration: Reading & Viewing
Students go on a nature walk. As a class students discuss the benefits of having trees in a city. Discuss how trees are important because they clean the air and provide homes and food for many animals.
**Cross curriculum links: Sustainability
**Integration: Speaking & Listening, HASS
Students discuss and brainstorm as a class the number of things that they can see in the pictures of the book that would create pollution in the city.
**Integration: Speaking & Listening, HASS
Students are grouped into pairs and pretend that they are living in the city from the book. In pairs they will need to come up with 5 ways that they could reduce the pollution in the city. Students then make an advert showing people how they can reduce pollution in their city. These adverts will be shown to the class.
**Cross curriculum links: Sustainability
**Integration: Speaking & Listening, Reading & Viewing, Digital Technologies
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TECHNOLOGIES
Design and Technologies
Students look at the illustration on page 14 that shows a frog that is living inside a glass jar. As a class, students brainstorm how they could make a better enclosure for the frog and what materials they would need to make this enclosure (also talk about man-made and natural materials). Students then design and create a new habitat enclosure for the frog. Students will be encouraged to bring recycled materials from home and use natural materials to create their frog enclosure.
**Cross curriculum links: Sustainability
**Integration: Science, HASS
Students design and create their own city. As a class, students brainstorm what they might need in their city and what sorts of materials they might use to build things in their city. Students will also be prompted to think about if they think they will need natural areas within their. Students will then work independently to build their city using natural materials, recycled materials and materials found within the class such as building blocks.
**Cross curriculum links: Sustainability
**Integration: Science, HASS, Health
Digital Technologies
In pairs, students are given the task of creating a short movie that tells the story of the book. Students will use iMovie to create their movie and however they can create their movie however they choose.
E.g. using photos they have taken, narrating the story whilst showing pictures from the book, filming each other acting out the scenes.
**Integration: Speaking & Listening, Drama, Music
Student's use the app StoryboardThat to create an online comic strip that retells the story.
**Integration: Reading & Viewing
HUMANITIES AND SOCIAL SCIENCES
Students write a list of positive and negative effects of the changes that have occurred in the environment throughout the book. Students then make a powerpoint displaying the positive and negative effects that they have come up with.
**Integration: Writing, Digital Technologies, Science
Students look at the transport used in each picture and look at how the transport has changed over time in the book. Students then make a pictorial timeline of how the transport has changed throughout the book.
**Integration: Maths, Science, Design & Technology
As a class, students each suggest some rules for looking after the forest (e.g. how many trees each person is allowed to cut down) and the teacher brainstorms these ideas on the board. After all of the ideas have been brainstormed, the class votes for their 3 favourite rules listed on the board. The 3 rules with the most votes will become the official rules of the forest. Students can then make a poster that displays these rules for the forest.
**Cross curriculum links: Sustainability
**Integration: Speaking & Listening, Science
Students pretend that they are people living in the city from the story. Students discuss what the term sustainable means and how they could look after their natural environment to create a better future.
E.g. not leaving rubbish, starting a vegetable garden, using less water.
**Cross curriculum links: Sustainability
**Integration: Speaking & Listening, Science, Health