Review + Teachers’ Notes: ‘Puddle Hunters’

Home » Review + Teachers’ Notes: ‘Puddle Hunters’

Title: ‘Puddle Hunters’
Author: Kirsty Murray
Illustrator: Karen Blair
Publisher: Allen & Unwin 
Age Range: early childhood
Themes: puddles, weather, rain, sunshine, families, siblings, play.

Ruby and her brother Banjo wait for the rain to stop and the fun to begin, in this gorgeous celebration of the joy of simple childhood pleasures…like puddles! Reading this book made me a little sad that I no longer have toddlers who are wide eyed at the thought of puddle jumping and books which celebrate such delights. In fact, I so enjoyed the squelchiness of this book that I took it home and read it to ChickPea (6) and PudStar (10) and was reminded that puddles have endless appeal for all ages. We’ve decided to gift this one to our four year old neighbour who has a penchant for dancing in the rain and getting muddy in puddles!

Splosh it, Ruby! Splosh it, Banjo! Splosh it, Mum!

Sometimes a book comes along that just captures the joy of childhood between it’s pages…‘Puddle Hunters’ is one of them.

Click on title links or cover image to purchase.

Follow it up in the Home, Classroom or Library:

Teachers’ Notes prepared by Children’s Books Daily

KEY CURRICULUM AREAS:

  • HASS
  • Science

GENERAL CAPABILITIES:

  • Numeracy
  • Critical and Creative Thinking
  • Literacy
  • Intercultural Understanding
  • Earth and Space Sciences

Discussion/Stimulus:

Pre-reading

  1. Cover the title and ask students to look at the front cover.
  • What do you think the book is about?
  • Reveal the title of the book. What do you think that means? Does it change what you think the book is about?
  • What type of clothing are the characters wearing? Why?
  • Do you think the characters are friends or siblings or something else?
  • How old do you think they are? How can you tell?
  • How do you think they are feeling? What in the illustration tells you this?

2. Have a look at the endpapers.

  • Why do you think clouds have been painted?
  • What colour are the clouds?
  • Why do you think there is blue sky?
  • What medium has the illustrator used to create the endpapers?

3. The blurb’s job in a book is to give you some information about the book and entice you to read it. Read the blurb.

  • Does it do its job?
  • Did it give you some information about the book? What? (Character’s names, places they will go etc.)
  • Does it make you want to read the book?!
  • There is an illustration of a dog on the back cover. Who does the dog belong to? What is the dog doing? Is the dog happy or sad? How has the illustrator drawn the dog so we can tell?

HASS Year 1

Content Description: ACHASS1020
Sort and record information and data, including location, in tables and on plans and labelled maps

Elaborations:

  • recording data about the location of places and their features on maps and/or plans (for example, labelling the location of their home and daily route to school on a map of the local area, drawing a plan of their classroom and labelling its activity spaces)
  • developing a pictorial table to categorise information (for example, matching clothes with seasons, activities with the weather, features and places, places with the work done)
  1. Ruby, Banjo and mum go out to hunt puddles. Follow where they go – along the street with houses, to the park with trees, over a bridge, to a place with muddy puddles. Use the Streetscape Plotter to build the path where they go.
  2. Alternatively, ask students to draw a map of where Ruby, Banjo and Mum go, drawing as much detail as they can of the different places they visit along the way. Label the maps and features for example: park, road, bridge etc. Describe how to get from their house to the muddy puddles.
  3. Discuss the seasons – summer, autumn, winter and spring and what weather we tend to experience in each of these. Continue on with what type of clothing we wear during these seasons. Use this worksheet to identify what clothing to wear with different weather.
  4. Or have students design different symbols to categorise the four seasons (summer – sun, winter – rain, autumn – orange and red falling leaves, spring – flowers), then individually, students draw appropriate clothing for each season. Glue these to a large classroom pictorial table.

SCIENCE FOUNDATION YEAR

Content Description: ACSSU004
Daily and seasonal changes in our environment affect everyday life

Elaborations:

  • linking the changes in the daily weather to the way we modify our behaviour and dress for different conditions, including examples from different culture
  1. Look at the first page where Ruby and Banjo are looking at the sky after the rain has stopped. Discuss what colour the sky and clouds are. Then read the text. Ask: By looking at the clouds can we tell if the rain has stopped? How? How would the sky look if it was raining? Discuss seasonal changes and link how the sky can change.

2. What activities would you do if the weather was:

  • sunny (outside, beach, bike riding, playground)
  • raining (inside, reading, board games, television, drawing)
  • very cold (inside, reading, inside games)
  • just finished raining and very wet outside

3. What kind of clothing would you wear if the weather was:

  • sunny (swimsuit, shorts)
  • raining (raincoat, jeans, jumper)
  • very cold (gloves, beanie, jacket)
  • just finished raining and very wet outside (raincoat, rain boots, long sleeves)

4. Some people from different cultures wear different clothing for different reasons. Discuss further with your class. Research online different clothing from different cultures. Here’s a PowerPoint showing different clothing from around the world to use as a discussion point.

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1 Comment

  1. Jo on Oct 21, 2018 at 7:19 am

    Thanks for the teachers notes!

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