Transition – Art (Explain to students that they are creating a poster using recycled objects incl. wool, buttons etc.). They can use any materials, images and/ or text to relay their message about saving the forests. When students are asked to bring in recycled items for their poster it also involves parents in the learning process. The pictures are beautiful, and are photographs of reliefs rather than being illustrations. The reliefs show the faint outline of the boy’s imagined dinosaurs, rainforest animals and Aboriginal children who once lived in the forest. They also show the threat of hotels, swimming pools and televisions that hangs over the area. In their groups, students are to discuss the Daintree Rainforest and why and for whom it is a ‘special place’. They can use a graphic organiser (PDF, 168KB) to write down ideas. Working in pairs, discuss the role that the images play in increasing our understanding of the author's message.

http://www.australiancurriculumlessons.com.au/2014/07/27/forest-meets-sea-inferential-comprehension-lesson-plan-f12/ Look at pictures of the Daintree Rainforest and brainstorm some captions that would be persuasive and encourage people to be environmentally conscious. Through a short oral presentation, students should demonstrate an understanding of the features of the different environments, and how the characters interact with it. Students are to create a board game about the Daintree Rainforest. Show them examples of other board games and, if necessary, provide them with a basic template. The purpose of the game is to teach others about the Daintree Rainforest, as well as promote its conservation. Students will need to follow the basic format of a board game and demonstrate knowledge of the procedural format, as well as aspects of persuasive texts. They should also use elements of the text Where the Forest Meets The Sea where possible. Students should demonstrate an understanding of each character’s relationship to place and how it has different meaning for different characters over the passage of time. They should also show an awareness of the themes that the author is trying to portray in the book.

Collect some of the natural materials found in the text, and then perhaps classify the materials for a science lesson, and then proceed to makeindividual collages for an art class. Play a game of telephone and discuss how stories that are passed down can be changed and adapted over time.

In the evening, we eat at Whet Restaurant in the jungle. The children’s menu has healthy, kid-friendly options and the owner, Michelle, regales us with tales of cassowaries, lightning strikes and wild tropical storms. She points out the enormous webs of the golden orb spiders, a metre in circumference. The kids are captivated by her stories and she promises more next time we visit. By 7am the next morning the kids are up, ready to ‘whet’ their appetites again.

Have students bring in their favourite recipe from home and orally present it to the class starting with the phrase: ‘I like my … cooked like …’. Interacting with others – Listen to and respond orally to texts and to the communication of others (ACELY1646) A father takes his son to a place you can only reach by boat and the boy immerses himself in this secluded ancient and magical place where present, past and future overlap. Collages allow us to spot people and animals from a long time ago in the forest. After wondering how long it took the trees to grow this tall, the boy imagines what will happen when this secret place isn’t so secret anymore and buildings start to replace the ancient forest.