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RIC-6277 I can dance the Barramundi

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GUM TREE<br />

Presentation<br />

• Say <strong>the</strong> rhyme with <strong>the</strong> actions for <strong>the</strong> class.<br />

• The class claps <strong>the</strong> beat while saying <strong>the</strong> rhyme.<br />

• The class says <strong>the</strong> rhyme with <strong>the</strong> actions.<br />

Additional activities/information<br />

• Gum trees of different kinds grow in various<br />

parts of Australia; for example, <strong>the</strong> sugar<br />

gum in South Australia, gum-topped<br />

ironbark in Queensland, blue mountain<br />

mallee in New South Wales, Tasmanian<br />

snow gum in Tasmania, Grampians gum<br />

in Victoria, jarrah in Western Australia and<br />

weeping box in <strong>the</strong> Nor<strong>the</strong>rn Territory.<br />

• Discuss what sort of gum trees grow in <strong>the</strong><br />

local area.<br />

• Read <strong>the</strong> following story to <strong>the</strong> class. If<br />

possible, <strong>the</strong> students could sit under a gum<br />

tree while <strong>the</strong>y are listening.<br />

GERTIE AND JACK<br />

Gertie Gum and Jack Jarrah grew in <strong>the</strong> forest<br />

with lots of o<strong>the</strong>r gum trees. Gertie and Jack had<br />

grown up toge<strong>the</strong>r. Their leaves often whispered to<br />

each o<strong>the</strong>r. The bush creatures who lived in <strong>the</strong>ir<br />

branches, trunks and roots were neighbours and<br />

<strong>the</strong> humans who worked in <strong>the</strong> forest were <strong>the</strong>ir<br />

friends and cared for <strong>the</strong>m.<br />

One day, some o<strong>the</strong>r humans with notebooks<br />

arrived. They pointed to Jack Jarrah. They<br />

walked around him and said such words as ‘good<br />

specimen’, ‘dining table’ and ‘fl oorboards’ and went<br />

away. Some time later, a big truck pulled up along<br />

<strong>the</strong> bush track nearby. Men with axes and chain<br />

saws got out. They chopped and sawed at Jack<br />

until he crashed down. They cut off Jack’s top<br />

branches, leaving him lying <strong>the</strong>re as a big bare log.<br />

Then <strong>the</strong>y carted him away on <strong>the</strong> back of <strong>the</strong> big<br />

truck.<br />

• Discuss <strong>the</strong> issues in <strong>the</strong> story above; e.g.<br />

‘Who do gum trees belong to?’<br />

• Visit a gum tree in <strong>the</strong> school grounds or in<br />

a nearby park or street. Share, view, smell<br />

and stroke its leaves. Suggest words which<br />

describe how <strong>the</strong> leaves look, smell, feel and<br />

sound.<br />

• Create a gum tree out of paper and<br />

cardboard and make it ‘grow’ right up <strong>the</strong><br />

classroom wall. Give <strong>the</strong> gum tree lots of<br />

branches. These <strong>can</strong> be filled with a variety<br />

of Australian birds and animals that call a<br />

gum tree home.<br />

©R.I.C. Publications<br />

Low Resolution Images<br />

Display Copy<br />

I <strong>can</strong> <strong>dance</strong> <strong>the</strong> barramundi 14<br />

R.I.C. Publications ® www.ricgroup.com.au<br />

ISBN 978-1-74126-424-1

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