Activity 2: Learning about different types of Country

Activity 2: Learning about different types of Country

Focus: Building vocabulary and recognising the distinct yet connected parts of Country.

Possible overarching question: How can we recognise Land Country, Water Country, and Sky Country all around us?

Step by step guide

• Step 1: Connecting to students' prior learning

• Step 2: Exploring examples of Land, Water, and Sky Country

• Step 3: Sorting cards, creating a “How Country Connects” story or creating a Countryscape

• Step 4: Reflection and sharing

Required Resources:

• Teacher Support Material

• What is Country Poster

• “How Country Connects” story example

• Features of Country images

• Sorting cards

• Craft supplies, small toys, sorting cards, for “Countryscape” building

Step 1: Connecting to students' prior learning

Gather students around the classroom display created in Activity 1, which includes the co-constructed images from the text Country. Prompt them to recall one element from their drawings or the class list of living things, for example, a kookaburra or a creek. Ask, “Which part of Country did we find that on?”. As students respond, gesture towards the headings Land, Water, and Sky on the display. Reinforce the idea that these parts are not separate, they work together as a living system. Use the “What is Country” poster as a visual aid to support the discussion.

Step 2: Exploring examples of Land, Water, and Sky Country

Show students a series of images that represent different features of Country, or use the provided resource. Examples may include:

• Land Country: desert, forest, rocks, mountain

• Water Country: lake, ocean, creek

• Sky Country: clouds, moon, stars, sun

• Living things: plants, animals, insects

Discuss each image briefly:

• What do you notice?

• Which part of Country do you think this belongs to?

Highlight how all parts of Country work together (e.g., rain from Sky Country falls on Land Country).

Use the visual story “How Country Connects” to explain to students an example of how the different parts of Country may be connected.

Step 3: Sorting cards, creating a “How Country Connects” story or creating a Countryscape

Option A: Sorting cards

Divide the class into small groups and give each a stack of mixed picture cards and the headings Sky Country, Land Country, Water Country. Invite students to lay out the headings and work together to place each card in the correct category. Once finished, each group selects one card from each pile to share with the class and explain why they chose that part of Country. Listen for thoughtful connections, perhaps a tree roots in soil (Land Country), yet its leaves drink rain (Water Country).

Option B: Creating a “How Country Connects” Story

Students can use the cards to create a “How Country Connects” story like the one shared as a whole class. They can include their own drawings, writing if able to, voice record, or retell to others. This could be undertaken after the sorting engagement.

Option C: Building a Countryscape

Alternatively, invite students to transform their sorting into a three-dimensional display. Provide trays, paper backdrops (or students create their own), craft materials and small toys. Individually, pairs or small groups, students choose a zone, land, water, sky, or combine different parts of Country and create a “Countryscape”. They might glue sand for dunes, place a toy frog by a paper creek, or hang cotton-ball as clouds above painted hills.

Step 4: Reflection and sharing

Undertake a whole class Gallery Walk, stopping at each group’s product, and facilitate a sharing conversation with the class about the sorting, story or Countryscape.