Overview: This unit provides opportunities for students to develop skills and strategies within the context of Easter. It is designed to be more rigorous in preparation for high school yet engaging and interesting for the students. It requires the students to think critically and creatively. Please feel free to look in the Stage 2 unit for some cooking recipes and lighter activities should you wish to add some fun into the days leading up to Easter. Adjust the level of difficulty depending on the level of your students.

Outcomes and Indicators

English:TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to express well-developed, well-organised ideas dealing with more challenging topics. TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively. TS3.3 Discusses ways in which spoken language differs from written language and how spoken language varies according to different contexts.RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read. RS3.7 Critically analyses techniques used by writers to create certain effects, to use language creatively, to position the reader in various ways and to construct different interpretations of experience. RS3.8 Identifies the text structure of a wider range of more complex text types and discusses how the characteristic grammatical features work to influence readers’ and viewers’ understanding of texts. WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features. WS3.10 Uses knowledge of sentence structure, grammar and punctuation to edit own writing. WS3.11 Spells most common words accurately and uses a range of strategies to spell unfamiliar words. WS3.12 Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways. WS3.13 Critically analyses own texts in terms of how well they have been written, how effectively they present the subject matter and how they influence the reader.

Human Society and Its EnvironmentCUS3.2 Describes different cultural influences and their contribution to Australian identities. CUS3.4 Examines how cultures change through interactions with other cultures and the environment. ENS3.5Demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and groups can act in an ecologically responsible manner. ENS3.6 Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.

Science and Technology:LTS3.3Identifies, describes and evaluates the interactions between living things and their effects on the environment.DMS3.8 Develops and resolves a design task by planning, implementing managing and evaluating design processes.

PDHPE:COS3.1 Communicates confidently in a variety of situations. INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

Stage 3 Easter Unit

Learning Experiences:The following learning experiences have been grouped into a ten day cycle to

coincide with the days before Easter. Teachers may change or adjust the timing according to their own needs.

Days Learning Experiences Classroom Organisation

and resources

Date

Day 1 Unit Introduction Introduce the topic of Easter and ask students

to brainstorm all the things they associate with Easter. Give them poster paper, pens and divide into groups. Ask the students to report back their results.

For a more effective group activity – assign roles to the students such as leader, time keeper, scribe, critical evaluator etc. After reporting back, ask students if Easter

means the same thing to everyone and draw the students to see different perspectives are based on experience, religion, family etc.

Whole class

Group Work

Role cards included

Day 2 A CRITICAL LOOK AT EASTER ICONS What is an icon? Elicit the fact that it is a

symbol that people associate with a particular topic, person or celebration

What are the icons associated with Easter? Let us take a closer look the bunny icon?

Explain that in recent decades, the bunny is being rivaled by the Easter Bilby. Ask why?

Provide students with some research material and ask them to explore the reasons why this might be the case?

Class

Individual

WorksheetProvided

Day 3 Continue with the research and ask students to report their findings and a recommendation as to which one should be the Easter icon of choice?

If at all possible, take the students to a local shopping area and ask them to run a quick observation in stores to observe what is more commonly displayed – the bunny or bilby?

Students should record their findings on the table provided.

Class/Group/ Individual

Worksheet provided

Day 4 Upon return from the excursion – ask students to display data in the form of tables and convert them to graphs using word or excel.

Ask students to report their graphs.

Day 5 LET’S INFORM THE PUBLIC! Ask students whether or not public awareness

is high enough about the bunny/biby issue and ask what ways in which we can raise this awareness. Accept all ideas from students and come to a consensus on one way? Such ideas might include:

- posters- advertising (radio or television) - letters to the editors- newspaper reports

Assignment worksheet included

- drama preseantations to the younger students

- panel discussions etc. SOME WORKSHEETS / GRAPHIC ORGANIZERS

HAVE BEEN INCLUDED TO SCAFFOLD THE STUDENTS IDEAS. Please scroll down to see.

Teachers may like to choose ONE genre for all students to complete in groups or students may like to have some choice.

LINK:http://members.optusnet.com.au/bilbies/Easter_Bilby.html

Another great site for teachers which gives a background for the reason behind the Bilby being a symbol of Easter. Interesting information.

Day 6 Assign class time for students to work on their assignments. Remind students of expectations and deadlines.

Groups

Day 7 Assign class time for students to work on their assignments. Remind students of expectations and deadlines.

Groups

Day 8 Assign class time for students to work on their assignments. Remind students of expectations and deadlines.

Group

Day 9 Assign class time for students to work on their assignments. Remind students of expectations and deadlines.

Groups

Day 10 Students present their group work over a three day period to the rest of the class.

Class

Your Mission:You have four days in which to plan, prepare and present a form of awareness raising to support the Bilby becoming a new Easter icon! Your job is to select one of the forms below and work in groups to create your finished product by ______________. Your work should be: Well thought outNeat and legibleInteresting and informativeProfessionalReady to present within a four day period. Your choices are; 1. Television commercial no longer than 60 seconds2. Radio commercial no longer than 60 seconds3. Panel discussion 4. Letters to the editors5. Drama preseantations to the younger student6. A persuasive speech7. Other ___________________ (Speak to your teacher to gain aproval first) Criteria and requirements for the various choices are: 1. Television commercial

Must use school video cameraMust have a script written and pre aproved by the teacher.Every member of the team must present equal amounts in the commercialFilming time will be limited to a certain amount (See you teacher onceyour script is written) Rehearsal without the video is mandatoryCostumes or character clothes a required on the day of filming.

2. Radio commercialMust use school tape recorderMust have a script written and pre-aproved by the teacher.Every member of the team must present equal amounts in the commercialRecording time will be limited to a certain amount (See you teacher once your script is written) Rehearsal without the tape recorder is mandatory

3. Panel Discussion: Discussions must go for no lonkger than three minutes. All members of the discussion must have a character A leader or compare mst be appointed. A list of questions and discussion points must be pre-written and approved by your teacher. Rehearsal time must be included in your preparation time. Character Costumes are mandatory on performance day.

4. Letter to the EditorA draft letter must be sighted and conferenced by your TeacherThis form is to be done individuallyLetters must be read out to the class on performance day.

Character costumes are not required but will add to the presentation Your letter must state a very strong recommendation to the Editor and be supported by evidence.

5. Drama Presentation to younger studentsDecide on your yearl level and class and gain permission and a performance date. Write a script and get it apporved by the teacher. Rehearsal is mandatory must be perfrormed in front of the class before going to the younger grade.Costumes are mandatory Props and and stage set up must be organised by the performersPerfomances should be believable and informative.

6.Persuasive Speech:Drafts must be written and pre-approved by the teacher. Students may perform in pairs but equal speaking time must be taken by both partiesCostumes must be worn. Your speech must be rehareased at least three times before performance – you might like to try it in front of a mirror! It WORKS!l

Evaluation Criteria for your performance:

Criteria Excellent Effective Satisfactory

Under effective

Unsatisfactory

Preparation

Group work

Creativity

Information

Performance

Individual effortOverall Result

Comments:

Panel Discussion Help SheetDiscussions must go for no lonkger than three minutes. All members of the discussion must have a character A leader or compare mst be appointed. A list of questions and discussion points must be pre-written and approved by your teacher. Rehearsal time must be included in your preparation time. Character Costumes are mandatory on performance day.

SOME TIPS AND IDEAS TO THINK ABOUT IN YOUR PLANNING!

Panel discussions usually have between 3 and 5 people in the group with one leader. The ‘hot topic’ is usually brought up by the leader and posed as an interesting question or debate?

HOW WILL YOU BRING UP YOUR TOPIC IN AN INTERESTING WAY?

___________________________________________________________________________

Before the topic is introduced, the panel members are introducted and usually have a character-

WHAT WILL YOUR CHARACTERS BE AND WHO WILL BE YOUR LEADER?

Each panel member usuaully has an opinion and not all memebrs will agree!

WHO WILL HAVE WHICH OPINION!!

Some questions are usually bandies around by members of the panel for further discussion?

WHAT WILL BE SOME OF YOUR QUESTIONS?

Research DetectivesCan you discover the why the Bilby is more commonly accepted as a symbol of

Easter over bunnies? You need to look at two different sources.Source What is a Bilby? Why is it preferred over the

rabbit or bunny?Other interesting facts

Teacher provided sheet

Use bullet points and key words only!

Internet

Use bullet points and key words only!

Let’s get the facts!! Use bullet points to record what you find out. Remember to focus only words only.

Symbol Eggs Hot Cross Buns Bilby Rabbits/Bunnies

Symbol Eggs Hot Cross Buns Bilby Rabbits/Bunnies

EggsperimentAim: To investigate what happens when a raw egg is put in a glass container filled with vinegarPrediction: I predict that

Method: 1. Fill a glass container with vinegar2. Place a raw egg in the container3. Observe changes every day for three days4. Take egg out of the vinegar and observe by smell, touch, sight, 5. Draw a diagram to show the changes over the three days. Observations: Draw diagrams and write your observations.

Day 1 Day 2 Day 3

Conclusion:

Your very own Easter EGG!!If you could create any egg to sell for Easter……what

would it be???Draw a labeled picture in the box and be ready to explain your egg to a friend using the questions

below,

Questions to consider?What is the name of your egg? What is it made of?What is it wrapped in?How will you market it? E.g. Television, radio, posters, newspapers etc? Who is your biggest audience going to be?

Talk these over with your group

5th March 2005

Dear Parents/ CaregiversAs part of our Easter unit, we would like to make some chocolate balls with the students. We have included the list of ingredients below and request that the students bring them in next Friday. We will wrap them up beautifully and send them home at the end of the day as an Easter gift. Chocolate Balls Recipe2 Cups of crushed Arrowroot Biscuits1 Cup desiccated coconut2 tablespoons cocoa1 tin sweetened condensed Milk1 bowl 1 wooden spoon1 medium plastic storage container 1 plastic plate1 cup extra coconut2Thank you for your assistance in this regard and we look forward to a fun Easter activity. We are looking for some helpers for this day and if you would like to assist, please complete the form below and return it to your classroom teachers. Have a great week, The Stage Three Team

Yes, I would love to help out with cooking the chocolate balls next Friday. My name is _____________ and my child’s name is ______________________. My contact number is ____________________.

Signature: __________________________

Teacher and Parent Helper

Copy of Recipe and Procedure

Hint: To crush the Arrowroot biscuits, simply place them in a snap lock bag and crush with mortar and pestle, or another heavy object. Biscuits should be crushed to the consistency of a cheesecake base.

Chocolate Balls Recipe2 Cups of crushed Arrowroot Biscuits1 Cup desiccated coconut2 tablespoons cocoa1 tin sweetened condensed Milk1 bowl 1 wooden spoon1 medium plastic storage container 1 plastic plate1 cup extra coconut2Procedure: 1. Wash your hands2. Place crushed biscuits in mixing bowl3. Add coconut and mix together4. Add condensed milk and mix together5. Roll the mixture into little balls a little bigger than marbles. 6. Roll in extra coconut using a plastic plate7. Place finished balls into a plastic storage container. 8. Put into the fridge to chill. 9. Wrap chilled balls in cellophane and tie a ribbon around it as an Easter gift.

Teachers hints: You will need to bring in a can opener or two to assist the students. You may also need to bring in extra bowls and ingredients for students who forget. This activity is best done in groups with an adult supervising a group of between 3 and 5. Make sure there is a fridge to set the coconut ball Have some extra paper plates for those who forget.

A ProcedureConstruct a Procedure explaining how to make

‘Chocolate Coconut Balls’.Title:Materials (Things you need):

Steps (Write the steps in order, from first to last):

Hint: To crush the Arrowroot biscuits, simply place them in a snap lock bag and crush with mortar and pestle, or another heavy object. Biscuits should be crushed to the consistency of a cheesecake base.

Parent Helper ListDear Parents,

Thanks you so much for offering your time to help out today! We are grateful for your assistance! Below is a list of students in your group.

GroupName

Student’sNames

Parent Helper

Comments

EASTER

Easter Egg Hunt

Design an Easter egg hunt for a grade younger Thank you! You will need to think about several things and brainstorm your ideas in a group. Record your Ideas and be ready to report back to the class. Some of Your considerations are:

- How can we make it fair so that each student finds at least one egg?- Where will set up the egg hunt? - Which class should it be done with?- What day and time should we do it? - Who pays for the Easter Eggs? - When should we plant the eggs so that no one else finds them? Your discussion time begins now. Make sure you have selected a leader to report back.