The following is a snapshot of some activities that are typical to and relate closely to all  stage levels particularly immersion activities and activities related to “The Lorax”. This will give you an idea of the format the programmes take and the ease to which they can be presented.
 
Children begin their Wise Lives journey by providing some insight as to how they see the state of their environment and exploring what living wisely or unwisely might involve. By focussing and reminding children through displaying the beauty and wonders of their world we begin the re-awakening of children’s aesthetic appreciation of their natural surround.
 
Children are able to explore the haunting story of the Lorax through the eyes of a third party The storytelling and the wonderful fantasy characters vividly yet so simply display to children how unwise use of natural resources can destroy this natural beauty and create so many problems for all life, present and future.
The story provides them with a bridge to the reality of what might be happening to their world.
Through the story children are more readily able to empathise with situations that they may or may not have experienced reassuring them they are not alone that other people and animals can experience the same problems they do.

They are able to see how other cultures particularly our own Aboriginal people respond differently to the environment and why these cultures have a special relationship with the land and view it as sacred. Children in turn can better appreciate the need to treat the environment with a deeper respect.
Role modelling of both inanimate and animate members of the environment assists children to see their connections to living and non-living beings and the consequences on all life when those connections are broken.
Other supporting stories and fables describe further examples of interactions with the environment that display how all present and future life may be deeply affected.
 
Opportunities are provided for children to participate in guided imagery and visualisation activities. These help to reawaken children’s empathy and sensitivity towards the environment and its inhabitants. They provide children with a ‘window’ that assists them to compare how things were, the way they are now and how they would like them to be. Children are able to imagine the kind of environment that they want for themselves and future generations.
Story once more assists the children to see how each of us no matter how small has a significant part to play. Many practical activities are explored where children can appreciate that they can make a real difference.

An exploration of the wonderful work of Landcare and supporters  provide children with hope and optimism that their dreams for a sustainable future can be realised

Finally the children’s picture of the reality of the need to live more sustainably is made so much clearer through the timeless story of Fern Gully.

Please view some examples of immersion, centring and visualisation activities and a contents page for each stage.

Remember these are just a taste of the many other wonderful lessons, experiences, ideas and activities that can be found and explored on the cd rom that may  be purchased direct or accessed by or downloading

Teacher note: Introducing children to environment (Immersion)
As mentioned this activity is a vital element of the programme as it appeals to the heart helping kids to develop a real respect and love for the environment. But one of the most difficult to organise because it means that as teachers our comfort zone is challenged somewhat as it demands we leave the confines of the classroom and head outdoors importantly to a bush setting.

It is vital that the special-ness of these sessions and what they are experiencing is stressed to the children, that they are to be so respectful of all life and encouraged to see their environment differently ie, begin to look more closely and WONDER at their immediate surrounds.
That they are in fact in a sacred place.

Special Reading Spots
For special quiet reading opportunities children may be assigned a special spot in the playground. Depending on size of playground and ability to supervise, sending children out in small groups for 10 to15 minute sessions maybe an option. Strict rules apply, no distracting etc.

Observation exercises:
Whole class sits in a group next to a big tree.
Explain the amazing power of the tree how right now from tiny hair roots to the tips of the leaves it is sucking up water and pumping it into the air. At the same time all those leaves are recycling our breath CO2 and manufacturing oxygen for all of us.
Note patterns – repetitive, odd, regular, irregular. Colours – bright, dull, scary, kind, ones-I-like, that-go-together. Shapes – friendly, odd, unusual, frightening. Textures – rough, smooth, crinkly, soft, prickly, scratchy . Things that may live in it and under it. Things that you may feel in your heart. What might its story be …make up a story about it.

The following ideas are provided to help children to observe, listen, imagine to centre and to settle.
Session 1
Activity sheet: See Appendix following
Look carefully down on the ground in front of you… What do you see – list, see anything really unusual.
Now look and write down things that you see 10 metres in front…be sure to look very carefully.
Now look 50 metres further…what now do you see?
Now look at distant things…list all that you see.
Listen to things close, now distant …what can you hear?.
Lie down and look up through the canopy continue to look all around you .
What kind of animal communities might live here?
Imagine being a bush creature or insect ant, bird, lizard, possum, koala.
Choose a life form and think about what daily life might be like for that animal   what would it be like living in a tree…or underwater or underground….your family….your search for food…. finding water and shelter, dangers you face…friends you play with… games you play. Begin a bush diary of your daily life
When children are gathered together, share stories……some time could be given to follow up and develop their stories.

Visualising and Imagining
This is a great spot for a cubby house….what might it look like …what special features will it have.
or
Imagine you can here the chatter of Aboriginal voices …people from the Awabakal tribe are setting up camp here for the night ….join them
Group work …sharing Ab story

Good exercise to begin visualization exercise:….To get some idea of the children’s current perception and fears for their immediate environment and its problems.
Relax children and help them to imagine…. Pose the question and activity. How do you see your environment ?. What concerns do you have…What worries come to mind for you...What problems do you see your environment experiencing?…Do you see a wonderful place for all of us to share.
Have children fold sheet of art paper in half, now invite children to draw their view of the environment on one half.
Note: You will get a global response here pollution, animals at risk, litter…. will all be included. Direct discussion to whether we have been wise in managing these problems. In some cases and with some particular children there will be a focus on the negatives, continue to offset this with stories of hope and have children contribute their hope-filled stories.

ENS1.6 Indicators:       Identifies Wise and Unwise use of resources
Introduce and read the The Lorax by Dr Seuss
Further Discussion:

• Was the Lorax wise ….?
• Could we say the same for the Once-ler.

Consider The Oncle-ler’s actions.
Place headings on board….WISE…….UNWISE….add children’s contributions importantly explore the snow ball effects of his actions.

Aboriginal Perspective and Visualisation Activity
Relax children have children visualise that in their magic garden that a visiting Aboriginal tribe is passing through and they invite you to join them. You have a great time playing with some boys and girls from two family groups they show you how to catch wild ducks and fish. One of the boys gives you a spear to keep, you use it to spear your first fish.            

Now listen as I read this Aboriginal elders account try to visualise all that you hear as you are welcomed to stay with the tribe.
“Way back in the days when the grasses were still green and the waters still wet
And the clouds were still clean
And the song of the Currawongs and Kookaburras rang out in space…..
One morning, our tribe came to this beautiful place.
And I first saw the gum trees…

Storytelling and Climate Change
Read the following extract from Sknuks: Have the children close their eyes and visualise the images.
They might respond with their own thoughts or picture.

‘They made poisons and rockets. Fumes and smoke poured from their smokestacks. They even played games with the centre of atoms.
They were wasting, wasting the planet the beautiful, beautiful planet of Htrae.
Before long the rivers were smelly and the waters like ribbons of sludge. The fish gasped and died.
The seas grew sour. The whales fell sick and the dolphins died in the shallows.
The air was ruined too. It was filled with filth and smog. The birds sat with gaping beaks. Even the Sknuk children had problems breathing. The rivers slowed, the land died from the salt, trees died, crops failed and food and fresh water was scarce. Some of the Sknuks were dying.’

Briefly discuss in what ways the Sknuks polluted the air.
……Factories making useless things ….weapons….millions of useless things …such as….
Have children again use their imagination to visualise the following from the Lorax.
When that old-nuisance Once-ler came back with more gripes
“I am the Lorax,” he coughed and he whiffed.
He sneezed and he snuffed. He snargled, he sniffed.
“Once-ler!” he cried with a cruffulous croak.
“Once-ler!” You’re making such smogulous smoke!
My Poor Swomee-Swans….why, they can’t sing a note!
No one can sing who has smog in his throat”

What evidence can you see for climate change

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