Teaching Resources for Tracks in the Mist

Teaching resources for a children’s book are often part of the package. They are an essential resource to use in the classroom when reading with students for an holistic and educational response to the book. Teachers appreciate resources that cover every part of the curriculum and when they find these readily available are more likely to select your book for use. Often authors take this for granted.

Here on my website you will find resources available for Fossil Frenzy, A Lighthouse in Time and Frazzled Freya. I have had the resources for Dragons Drumming and now Tracks in the Mist, ready for some time, however I am still waiting for my website manager, my son, to get around to setting up their pages. It seems you can’t get good tech support these days when it’s free. Haha.

In the meantime, for those teacher/librarians who may wish to take advantage of the resources for Tracks in the Mist, I am posting them here. These are with great thanks to Romi Sharp from Just Write For Kids On an Educational Hike with Tracks in the Mist who spent much time reading, researching and planning these activities for me.

Tracks in the Mist the Adamson Adventures 4

Middle grade readers will be gripped with their sturdiest hiking boots in this mysterious, intrepid mission to save more than one beloved creature. Tracks in the Mist is the highly-anticipated finale in the Adamson Adventures series by Sandra Bennett for readers from age eight to twelve (and beyond). Today we will explore a few ideas to incorporate into your lessons following your reading, including English, Science/STEAM, Sustainability and Visual Arts. So, let’s get tracking!

Discussion 

Before Reading: Ask students to recall the story of the Adamson siblings and their adventures so far. What do you think Tracks in the Mist might be about? What does the cover make you wonder?

After Reading:

Where did the story take place? Are you familiar with this area? Locate the area on a map.

What did you learn about the characters? Were any of their behaviours surprising, predictable, or unexpected?

How did the findings of the captive animals make you feel?

What is the main lesson or messages the author is intending to portray?

What is your favourite part, and why?

Has this book inspired you to learn more and act on wildlife conservation practices? Why, and how will you go about it?

Activities

For ages 8 to 12.

English

Character Profile

Years 3 & 4 English: AC9E3LA02 AC9E3LA06 AC9E3LA07 AC9E3LA08 AC9E4LA08 AC9E4LA11

Years 5 & 6 English: AC9E5LA08 AC9E5LE03 AC9E5LE04 AC9E5LE05 AC9E6LE05

Create a character profile sheet about one of the main characters, Luke, Clare or Zac, or Zoe the Demon Duck of Doom. Include adjectives, fun facts and a picture. Think about the way they speak/act, their impact on others and what they look like.

Persuasive Writing

Years 3 & 4 English: AC9E3LA03 AC9E3LA04 AC9E4LA03 AC9E4LA04 AC9E4LA09 AC9E4LA12 AC9E4LE02 AC9E3LE03 AC9E4LE03 AC9E3LE05 AC9E4LE05 AC9E3LY06 AC9E3LY07 AC9E4LY06 AC9E4LY07

Years 5 & 6 English: AC9E5LA04 AC9E6LA08 AC9E5LE04 AC9E5LE05 AC9E6LE05 AC9E5LY03 AC9E5LY06 AC9E5LY07 AC9E6LY06 AC9E6LY07

Choose the viewpoint of either the siblings or the researchers and write a persuasive text either arguing for or against the need to study a prehistoric creature, such as the Demon Duck of Doom or the Thylacine (Tasmanian Tiger), if you were to come across one in the wild. Include an introductory paragraph with their opinion, supporting arguments and a conclusion to sum up their reasoning.

STEAM (Science, Technology, Engineering, Art, Mathematics)

Animal Study and 3D Model

Years 3 & 4 Science: Biological sciences: AC9S3U01 AC9S4U01 AC9S4H01 AC9S3H02 AC9S3I01 AC9S4I01 AC9S3I02 AC9S4I03 AC9S3I04 AC9S4I04 AC9S3I05 AC9S3I06 AC9S4I06

Years 5 & 6 Science: Biological sciences: AC9S5U01 AC9S6U01 AC9S5H01 AC9S6H01 AC9S5U04 AC9S5H02 AC9S6H02 AC9S5I01 AC9S5I02 AC9S6I02 AC9S6I03 AC9S5I04 AC9S5I05 AC9S6I05 AC9S5I06 AC9S6I06

Years 3 & 4 Visual Art: AC9AVA4E01 AC9AVA4D01 AC9AVA4C01 AC9AVA4P01

Years 5 & 6 Visual Art: AC9AVA6E01 AC9AVA6D01 AC9AVA6C01 AC9AVA6P01

Cross-curriculum priority – Sustainability: SS2 SW1 SD1 SD2 SD3

Additional information on the animals from Tracks in the Mist the Adamson Adventures 4.

Students research and write / draw about their favourite animal from Tracks in the Mist (refer to the index ‘About the Animals’), including our present-day wildlife. Find out about its characteristics, special abilities, habitat, food, breeding, and so on.

Students can:

• Write and complete a detailed diagram about the animal’s life cycle.

• Research and write a report / chart / slideshow all about their chosen animal, including interesting facts and information, a map of their location, and photos and pictures.

• Make a 3D sculpture of their animal using natural or recycled/upcycled materials.

• Find out conservation methods to ensure the survival of their animal (or what has been done in the past).

• Share their findings and encourage sustainability and wildlife conservation practices amongst the community.

Animal tracks from Tracks in the Mist the Adamson Adventures 4.

Animal Tracks

Students study different animal tracks with the following activities:

• Refer to the index of Tracks in the Mist: ‘Animal Tracks’ for a list of species and their footprints. Discuss what you notice. Compare the shapes, sizes and patterns of the tracks.

• Copy sets of these tracks and play ‘Snap’ or ‘Memory’ and identify the correct animal with the picture.

• Make your own tracks using toys or tools in sand, playdough or dirt. Ask a friend to guess the animal.

• Visit your local garden or park and hunt for animal tracks on the ground. Observe and predict what animal made the tracks. Sketch or photograph your findings.

Do you use teaching resources supplied by authors in your classroom? Do you find them helpful?

As an author, do you supply teaching resources for your books?

Five Fascinating Animals of Tasmania

This past month I have been steadily working away on the back matter for book four of the Adamson Adventures.

Yes, it’s been a long time in between book 3 and four, but I hope it’s worth the wait.

I don’t want to say too much about it just yet, except that I plan to release it in June next year. There’s still much to do before then.

For this one, besides drawing a map as usual, which helps the reader see where the story is set, I decided to include illustrations and information about each animal that is mentioned in the story. I’m no illustrator, but I do like to give drawing a try, so I have been brave to attempt these myself and share them with you now. I also shared them one at a time each day on my Instagram and Facebook pages, but in case you missed any of them, here they are all in one place.

Thylacine

No story set in Tasmania would be complete unless it included the Thylacine, (Tasmanian Tiger). Presumed extinct since 1936 when the last one died in captivity in a Hobart zoo, I like to imagine that this elusive carnivorous marsupial is still hidden out in the vast, thick wilderness somewhere. Will the Adamson kids find one in their next adventure? If you've read any of their previous adventures, you know anything is possible.

 The Tassie Tiger was hunted into extinction by farmers who saw it as a threat to their livestock. Now the Thylacine is being hunted for a different reason. Today people search in the hope that it does still exist out there somewhere. As it was the largest apex predator in Tasmania the Thylacine has left a huge gap in the balance of the forest ecosystem. Today the largest predator is the Tasmania Devil which cannot compare in size. Researchers are trying to use DNA samples to bring back the Thylacine and reintroduce it into the wilderness in the hope that it will restore the balance of life and reduce and control the populations of kangaroos and wallabies.

Thylacine image courtesy of Australian Geographic archives.

My sketch of the Thylacine, commonly known as the Tasmanian Tiger.

Tasmanian Devil

Below is a Tasmanian Devil, a nocturnal, carnivorous marsupial that prefers to scavenge for its food rather than hunt. They have very sharp claws and teeth and make incredibly loud raspy screams when they fight. Have you ever seen one in the wild or in a zoo? Last year when we visited Tasmania, we were lucky to catch a glimpse of two devils in the wild. I couldn’t take a photo, they disappeared into the bush very fast when they saw us.

However, it was an amazing experience to see them in the wild. I have only ever seen them in a zoo before. These little critters are listed as endangered with numbers depleting quickly due to a cancerous facial tumour which has been spreading fast throughout the population in the wild. Fortunately, there is a conservation breeding program happening on the Australian mainland in the mountains of northern NSW. called Devil Ark, where the increasing numbers of devils are enjoying the similarities in vegetation and climate to Tasmania without any threat from disease.

Tasmanian Devil in the wild.

My sketch of the Tasmanian Devil.

Spotted Quoll

The Spotted-Tail Quoll, also known as the Tiger Quoll, is a relative of the Tasmanian Devil and the Tasmanian Tiger. Like his relatives he is also a nocturnal carnivorous marsupial. He may look cute, but watch out for those very sharp teeth. Quolls can be found on mainland Australia, where they are listed as endangered. while so far in Tasmania they are listed as vulnerable. There is only a population of around 14,000 quolls left throughout Australia.

Their numbers have drastically reduced due to introduced predators such as foxes and feral cats, deforestation from logging, land clearing for housing development and natural bushfires.

Spotted Quoll - WWF Australia

My sketch of the Spotted Quoll

Pademelon

The cute little Tasmanian Pademelon is much like a kangaroo or wallaby but smaller. It has a shorter neck and a thicker, rounder body. Pademelons can be found in the rainforests all around Tasmania and throughout the mainland even as far north as Papua New Guinea.. We encountered several during our bushwalks and even outside our cabin door at Cradle Mountain.

They live in thick damp forests but will come out into clearings to feed in the evenings. However with regular land clearing we are continually reducing their chances of survival. Pademelons are usually solitary creatures, but will forage at night in groups. An interesting fact about these little fellows is that when startled, a pademelon will thump his foot, (much like the rabbit, Thumper from the Bambi movie) to alarm the rest of the group to hop back to the safety of the thick forest.

I took this photo of a pademelon just outside our cabin at Cradle Mountain,

My sketch of a Pademelon.

Wombat

The Common Wombat is in abundance throughout Australia, however the Southern and Northern Hairy Nose Wombat are much more declined in numbers. Wombats found in Tasmania are smaller than common wombats and their fur is much thicker and softer than the wiry fur of a common wombat.

Did you know that these herbivorous marsupials have a backwards pouch? This is to protect their joey from the dirt that spays up as they dig their burrow. Wombats are one of my favourite Australian animals, we even have one that has made its home under a container at the back of our house. If the opening to the burrow gets any bigger, I fear our container will fall in! Wombat burrows are usually closer to creek beds and water sources, but in years when rain is plentiful, they will move further away.

A fun fact that I recently learnt is that wombats glow in the dark when you shine a UV light on them. Scientists suspect the reason for this bio luminescence is so that wombats can see each other in the dark and know when it is safe to come closer to a fellow wombat instead of another animal that they would prefer to keep at a distance.

Southern Hairy-Nose Wombat

My sketch of a wombat

Stay tuned for more information next month on the birds that are also in book 4 of the Adamson Adventures.

I enjoy adding fact and information pages to the back of my stories. It helps curious young readers learn and hopefully encourages them to research further. Did you learn something new today?

What is your favourite Australian animal?