Integrated Curriculum Unit: Truly, True Story of the Three Little Pigs. Grades 2/3

THE TRULY TRUE STORY of the THREE LITTLE PIGS

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Written by Miranda Armstrong and Julie Boyd

www.julieboyd.com.au

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A STUDY OF CHANGING of FORM and ENERGY FLOW

A Lower Primary Integrated Unit National Curriculum -,

Grade 2/3 • Studies of Society and Environment • Technology • Arts • English.

• Mathematics.

• Science

A rigorous learning experience designed to • ENGAGE students, capturing and sustaining their interest.

• ENCODE the information in their memories by providing meaningful experiences set in appropriate contexts.

• ENTHRALL and maintain student interest by immersing them in the learning journey • ENQUIRE by guiding students to achieve particular learning goals.

• ENGINEER lifestyle changes based on the learning outcomes (action) • EVALUATE

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THE TRULY TRUE STORY of the THREE LITTLE PIGS

By Julie Boyd and Miranda Armstrong

First published 1997 Second Edition 2000 Third Edition 2009 © Life’s A Beach Consultancy PO Box 66 Hastings Point, NSW 2489

Email: URL:

ISBN:

info@julieboyd.com.au www.julieboyd.com.au

1 876153 09 1

Originally published simultaneously in Australia, New Zealand and the United States of America.

All rights reserved.

No part of this publication may be reproduced in any form, including electronic transmission or copying, photocopying or other means, without prior written permission from the publisher.

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Please note: These units are designed for educators who have some experience in Integrating Curriculum and in Collaborative/Cooperative Learning. For those who are starting along this learning path we would be very happy to recommend resources which may be able to assist you further.

This unit may be used according to the needs of the teacher and class for anything between a six week and 12 month period. The unit is designed not to be sequential, but so that you can choose areas of interest and appropriateness.

For further resources to assist with facilitating face to face student learning go to resources at

www.julieboyd.com.au

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Table of contents 1.

Section 1: Unit Overview and Introduction Introduction....................................................................................7 Setting the scene........................................................................11 Conceptual Links........................................................................13

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Section 2: Structure of the unit The story......................................................................................15 Questions to stimulate teacher thinking..................................19 Essential and Optional Learning..............................................20 Structuring the learning environment.......................................21

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Section 3: Implementing the unit Getting started.....................................................................23 Step 1- Capturing student interest...........................................25 Step 2- Knowing yourself...........................................................29 Step 3- Living and working in structures.................................39 Step 4- Communicating within communities..........................45 Step 5- Responsible contributing citizens...............................47 Step 6- Performances of most worth.......................................53

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APPENDIX 1

Cooperative Group Structure

page 57

APPENDIX 2

Cooperative Activities

page 59

APPENDIX 3

Student Contract

page 63

APPENDIX 4

Horation Pig Family

page 67

APPENDIX 5

Harry Pig Family

page 73

APPENDIX 6

Henry Pig Family

page 77

APPENDIX 7

Hubert Pig Family

page 79

APPENDIX 8

The Pig Cousins

page 81

APPENDIX 9

Hubert Pig Sisters

page 83

APPENDIX 10 Extension Challenge: Nutrition page 85 APPENDIX 11 Extension Challenge:

page 89

APPENDIX 12 Extension Challenge: Wolves

page 91

APPENDIX 13 National Curriculum Links

page 93

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INTRODUCING INTEGRATED CURRICULUM FOR MINDFUL LEARNING Australia is currently undergoing a, ‘Education Revolution’ which includes a major curriculum review designed to provide some coordination across state boundaries.

National collaboration in education in Australia is not new. Both the 1989 Ministerial Hobart Declaration and the subsequent 1999 Ministerial Adelaide Declaration authorised and stimulated national effort. The new National Curriculum currently being prepared will be a significant further step and will provide a framework for the National Curriculum Board’s development of a national, K–12 curriculum in English, mathematics, the sciences and history and later in geography and languages other than English.

The challenge for teachers now and in the future is going to be to create coordinated and integrated learning opportunities for students. As we learn more about the process of learning, and use this to integrate our responses to a rapidly changing world, teaching is becoming a process of facilitation of effective learning rather than simply the transmission of accepted, imposed, compartmentalized curriculum.

We believe that successful learning and development requires a purposeful approach to learning, facilitated by teachers who have strong philosophical, theoretical and principle-centered bases. These educators work to create a powerful alignment between the learning environment, an integrated approach to conceptually based learning in interactive classrooms, and an approach to assessment in which the individual ultimately learns to assess and challenge themselves. We envision a coherent curriculum that would do justice to the integrity of each subject and also bring each to bear on all the others in a way that reflects an integrated, as opposed to compartmentalized, approach to real life.

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This approach to Interdisciplinary Curriculum includes: A. A conceptual learning basis based on key ideas and questions; focused on the learner, based on inquiry, questioning and experiential learning through participation in story.

B. An emphasis on the processes of learning, as well as student retention and use of knowledge which seeks to develop student understanding.

C. The incorporation of the most powerful learnings from the best researchers and advocate leaders in the field. These include Kieran Egan’s storyform (based on living within story), Susan Kovalik’s Integrated Thematic Instruction (based on brain-based learning), Renate and Geoffrey Caine’s focus on making connections and brain-based learning, Edward Clark’s circular matrix based on questioning, James Bean’s and Garth Boomer’s approach to negotiated curriculum, Briggs’ ProblemBased Learning, Lilian Katz’s project approach, Pigden’s use of process subjects as the focus for integration and Heidi Hayes Jacob’s emphasis on maintaining the integrity of the disciplines within an integrated context.

D. Aligns a conceptually based curriculum with interactive, experiential and cooperative learning, a range of learning styles, extended thinking and problem-solving, and numerous other strategies found to enhance learning effectively.

E. All units incorporate local, Australian National and International Curriculum Frameworks and include references to specific subject area disciplines of maths, language arts, social studies, science, technology and design, and the visual and perfoming arts.

F. Provides strategies to aid the teacher in facilitating on-going, multiple forms of assessment. Each unit describes ideas for monitoring and documenting student learning growth as well as ideas for ‘performances of most worth’ that could be used for summative authentic assessment.

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G. The units are developed around grade clusters, so that they may be used in multi-age classrooms and easily adapted to preceeding and successive grade levels. They are designed to be developmentally appropriate, while still being both flexible and adaptable.

H. Each unit contains a matrix which outlines the major conceptual areas of the unit content, as well as key questions the students will study, debate or dialogue, problem-solve, research, develop projects about and/or become involved in relevant community action. Units are presented in such a way that the teachers and students can together ‘peel back’ layer after layer and go deeper into the process of learning.

I. Most importantly, each unit has as an overriding focus, the development of young learners as competent, considerate and positively contributing local and global citizens who: * respect and care for self and others * participate in and contribute responsibly to society * sustain learning throughout their lives * Are competent personally, socially, economically, ecologically, culturally and morally.

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The unit is based on the picture storybook ‘The True Story of the Three Little Pigs’ by A. Wolf, as told to Jon Scieszka (Viking Press, 1989).

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Section 1 A UNIT OVERVIEW and INTRODUCTION:

SETTING THE SCENE ‘The Truly True Story of the Three Little Pigs’ is a unit about energy flow and changing of form, written for National Curriculum (Lower Primary), with a grade 2/3 focus. Children come to understand that the sun is the source of energy for all living things of Earth. These links can be observed in food chains and webs, photosynthesis, nutrient intake, energy loss etc. Children also come to understand that everything is in a constant process of becoming something else. These links can be made by exploring origins in time, looking at stages in processes, investigating systems etc.

The unit is based on the picture storybook ‘The True Story of the Three Little Pigs’ by A. Wolf, as told to Jon Scieszka (Viking Press, 1989). This is a light hearted book that explores a series of unlikely (or perhaps emminently likely) events in the life of Alexander Wolf, and encourages children not only to reflect on different perspectives, but to invent innovative alternative solutions to seemingly insoluble problems.

We have elected to extrapolate from this story and continue on in a light hearted vein, because it is our concern that perhaps the much talked about lack of vision on the part of ordinary citizens has to do with ‘lack of will’ and loss of laughter. These are very spiritual things, not qualities western people are good about acknowledging (much less nurturing). If 12

I want my students to learn to truly honour other people’s perspectives; to treat the victim and the aggressor as having equal needs; to dare to be different; to take risks in order to be innovative and see the big picture - then I have to allow them to practice in an environment that is comfortable for them and meaningful to them at their stage of learning and development.

It is true that until ordinary citizens decide that they can make a difference, neither nations nor global organizations can act decisively to address the crisis which faces humanity. At grade 2, I think this comfortably translates into the context of seeing life through the eyes of A. Wolf Esquire, formerly known as piglet eater extrordinaire.

How can the pigs solve this problem without themselves going down in history books as wolf’s bane or ecological antagonists?

As is my practice, a story is used to help you set the scene with your class. Particularly at this age, children love stories and they will readily be able to associate at many levels with the character and circumstances in the story.

Remember throughout that the purpose of the unit is to ‘imprint’ on the minds of our young the process and purpose of our two focus principles: • Change - everything is in the process of changing form; and • Energy flow - all energy for living things ultimately comes from the sun.

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CONCEPTUAL LINKS: This unit is a study of energy flow and change of form.

The story looks at ways energy flow impacts on ‘life’ and shapes communities and the many ways change reflects in the lives and the environments of life creating communities.

It is expected that through this unit students will come to understand that : • animals and plants respond in various ways to changes in their environments • humans respond to changes in the environment and in the process, change the environment • change occurs within living and non-living things • change can be rapid or slow, predictable or unpredictable, intentional or unintentional • change can impact on life experiences • change in one element in the natural world can directly or indirectly affect other elements • interaction and change are the result of energy transfer between the objects or systems that are interacting • living things change in an ordered way • change can be observed in visual and non-visual ways • change can be reversible and non-reversible • measurement can be used to make reliable comparisons about change • food is a source of energy for animals and energy flows along food chains • photosynthetic plants and algae convert light energy into chemical energy in the form of organic molecules (sugar etc) • all organisms need energy to live, to grow and to reproduce • energy is lost from ecosystems as heat • energy can be converted and transferred

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Original NATIONAL CURRICULUM FRAMEWORK LINKS: The National Curriculum statements organised 8 areas of learning, and provided a framework for curriculum development for school.

Each of the key learning areas is divided into strands which reflect the major elements of learning for that area. Strands are a way of reflecting understandings of a learning area's content, processes and concepts.

Within each strand 8 achievement levels have been developed. The levels are clustered into 4 bands to correspond to the stages of schooling: - lower primary, upper primary, junior secondary, and post compulsory. Bands are the broad stages in a sequence for developing knowledge, understandings and skills in a learning area.

Since the levels, strands and bands allow teachers to plan a layered scope and sequence of learning experiences catering for mixed ability classes, several levels and strands will appear in any one unit written to represent a particular band.

The chart included in this unit will itemize the original strands and levels covered as well as the numbers of strands still to be covered to satisfy all the learning outcomes for any given key learning area in a band.

The details of the new National Curriculum are not yet available however due to the history of development of the national curricula we will cross reference the links as soon as possible.

In this way teachers can monitor their own planning and assessment of both individual children and their own programs.

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Section 2 STRUCTURE OF THE UNIT: THE STORY - The Truly True Story of the Three Little Pigs The story ‘The Truly True Story of the Three Little Pigs’ is adapted from the picture story book The True Story of the Three Little Pigs (in turn adapted from the traditional folk tale The Three Little Pigs!)

PART ONE ‘This is the before untold truly true story of Alexander T. Wolf and the extended family suidae. (You may know the suidae as non-ruminant omnivorous ungulate bristly mammals. But I know them as pigs.)

The Three famous pigs that we know about from fairy stories are the sons of Mr. and Mrs. Horation Pig, who live in a clay hut in The Far Side of the Wood, down The Other Lane, and that is where they all grew to be such strong and clever pigs. Horation and his wife Henrietta still live in the family home with their daughters Harriet and Helen.

One son, Harry Pig, lives with his pretty wife Penny and two of their three sons, Frederick and Francis. They live in a small straw house on a hill, right beside the abode of Al Wolf. So, if Harry or Al need to do any neighbourly sharing, they pop over to each other’s places. No problems. A second son, Henry Pig, lives with his wife Shirley in a little stick hut further along The Other Lane from Harry. Henry has four rather sleepy sons, but only Wilbur and Wentworth still live at home.

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In the last house on The Far Side of the Wood lives Hubert Pig and his wife Wilomena. Between them they have 14 daughters of all ages and sizes with names ranging from Angela to Zena.

They live in a house of bricks, which is just as well, because if they ever all try to squeeze inside the house together, the walls bulge and threaten to burst and only brick and mortar holds them together. It is Angela and Zena who still live at home. Noone is quite sure where 8 of the other 12 reside, but many postcards keep arriving at the little home.

Because they are a very close family, the cousins Franklin and Ferdinand Harry-Pig, and Wayne and Walter Henry-Pig live together in a tin shed in The Back Lane behind The Far Side of the Wood. Next door, in the sweetest log cabin you could ever imagine, live four of the Hubert-Pig sisters - Beatrice, Clarissa, Daphne and Evangalina.

PART TWO Now, the True Story of the 3 Little Pigs tells how Al Wolf, who had a cold at the time, was visiting his neighbours Harry and Henry Pig, and he sneezed so hard he blew down their house, killing the pigs stone dead.

PART THREE This was before the pigs had got married and lived on their own. And of course, you and I know this isn’t how it happened.

The Truly True story is this. All the pigs in The Far Side of the Wood really liked Big Al, and they all got along really well. No problems. Just occasionally however, Al couldn’t help himself.

A wolf is a wolf after all. He liked to eat pigs - especially when they were made into ham-burgers. Obviously he didn’t want to eat really good friends. So, all the extended Horatio-Pig family built wolf-proof houses and Al helped design and test them.

PART FOUR Then, they built a flying fox system so they could communicate with Al and send him food when he was in a pig-eating mood.

They renamed it the flying pig because all the foxes in the 17

woods objected to being used in this way - hence the saying (a true statement!), that pigs can fly!

PART FIVE The pigs realized that everyone had to contribute if they were all to stay alive. So Horation’s family took over the job of charting and predicting the weather, and advising on growing conditions and those technicalities important to farming.

Harry’s family grew the crops, and Henry’s family raised farm animals. Hubert’s family ran the food factory and were responsible for marketing and advertising. The cousins Ferdinand, Franklin, Wayne and Walter ran the flying pig system. And the sisters Beatrice, Daphne, Clarissa and Evangalina did counselling for family members stressed or worried, made cards and knicknacks as encouragement and generally helped people feel good about living in their community.

PART SIX The house of Hubert and Willomena Pig, built of bricks and solid and fireproof, was turned into a factory to prepare and package the food sent to Big Al by flying Pig. They got so clever at all this that they began packaging food for other travel use and some of their 14 daughters went into publicity and marketing for the firm. Hence the saying (a true one you will agree), that this little pig went to market, while the others stayed at home PART SEVEN. And this folks, without a doubt, is the Truly True story of the Three Little Pigs.

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Video links that may be useful.

http://www.youtube.com/watch?v=Olo923T2HQ4

http://www.youtube.com/watch?v=PUYjAm5WSok

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QUESTIONS TO STIMULATE THINKING FOR TEACHERS: 1) List some changes that occur in the physical development of the average human.

2) List some changes that occur in the emotional development of the average human.

3) List some changes that occur in the behavioural development of the average human.

4) List some changes that occur in the intellectual development of the average human.

5) What examples can you find of change occurring around us daily, weekly, seasonally, yearly etc.

6) What makes some changes reversible and other changes irreversible?

7) In what ways do humans cause change to happen?

8) In what ways can we convince others that change has occurred?

9) In what ways is energy part of the process of life?

10) In what ways in energy part of the process of change?

11) In what ways can we convince others that all energy for living things ultimately comes from the sun?

12) In what ways is the rate of change important?

13) In what ways does the process of change demonstrate that all things are connected?

14) What is meant by energy flow?

15) How is energy essential to life?

16) What energy needs do you personally have and how do these effect changes in your life?

17) What examples of change and energy flow can you site as relevant to the community in which you live? (home, school, neighbourhood, city etc) 18) What examples of change and energy flow occur within the structures in which you live and/or work? (home, school, offices, libraries etc) 19) How can systems of communication within communities be used to illustrate change and energy flow?

20) What responsibilities do you, as citizens, have regarding the process of change and energy use in your communities?

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ESSENTIAL & OPTIONAL LEARNING: 1) The unit is designed as a framework. From this teachers can develop either simple, or complex integrated units.

2) This booklet outlines one possible unit as an example of how to integrate learning through a story.

3) Learning experiences essential to this story will be outlined and labelled ESSENTIAL LEARNING. 4) Learning experiences seen as optional to this story will be listed as OPTIONAL LEARNING. 5) Conceptual links will be included.

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STRUCTURING THE LEARNING ENVIRONMENT: 1) Since your unit is centered around the unfolding, or telling of a central story, you have a variety of options available in terms of structuring the learning environment.

2) Any story can be expanded or contracted, and so you have flexibility to change the structure of the learning environment as the story develops.

3) It is recommended you use a variety of approaches: a) for the learning environment this could include: • students working in the classroom • students working outside the classroom • field trips to gather expert information • work with mentors in the classroom • other........

b) for approaches to learning, this could include: • instruction by an expert to whole class • small group investigations • individual research projects • films, audio/visual materials • whole class brainstorming and discussion • computers • inquiry, explorations and investigations • other..............

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4) Since the unit tells a story, you have the option of allowing the students to become characters within the story. This is not essential but it is a powerful way to engage students imaginatively. Students could be in role for varying lengths of time and for a variety of purposes.

5) Each stage to the story, developed into an activity or series of lessons, should present a learning experience that reflects the following characteristics (this technique will be demonstrated in some but not all activities in this unit): • ENGAGE students, capturing and sustaining their interest.

• ENCODE the information in their memories by providing meaningful experiences set in appropriate contexts.

• ENTHRALL and maintain student interest by immersing them in the learning journey • ENQUIRE by guiding students to achieve particular learning goals.

• ENGINEER lifestyle changes based on the learning outcomes (action) • EVALUATE both the learning environment and the learning outcomes that lead to action.

We note that therecently developed E 5strategy of the Victorian Department of Education includes Engage Explore Explain Elaborate Evaluate

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Section 3 IMPLEMENTING THE UNIT GETTING STARTED 1

Many learning experiences in the unit require students to work cooperatively in small groups.

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Cooperative groups skills need to be taught and practiced. Essential skills upon which to focus include: a) active listening b) communicating c) seeing more than one perspective d) ability to synthesize a variety of information and ideas e) taking turns

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Some essential steps will assist with preparing the classroom for this unit. a) tell the students what you. are doing with the small groups, and why. Students and teachers alike should understand the process. b) plan some short, meaningful work in pairs to practice the five essential group skills (appendix 3) c) introduce a range of group work, i.e. (appendix 2) • pair share • jig saw • round robin

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d) limit the size of the groups to no more than 6 with 4 as the optimum e) initially, keep the tasks short. Length of activities will increase once positive group skills are regularly exhibited and self-monitored. f) have the group agree upon a minimum of necessary class rules to assist efficient classroom operation i.e.

• a universal call to order • rule of rights and responsibilities g) arrange the physical classroom setting to allow space for • small group clusters • whole group work • individual work h) have students clear about expectations and about proposed ways of managing digressions and disruptions. Where possible, involve the class in the resolution process so that all students can feel ownership and belonging. (A class parliament or committee can help this process) i) allow adequate time for reporting back to the whole group, reflecting and self evaluation.

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STEP 1 - CAPTURING STUDENT INTEREST: CURRICULUM FOCUS:

English S.O.S.E. Science The Arts Mathematics

CONCEPTUAL LINKS

• Ecological principles - Interrelating of Life, Sustainability, Balance.

• humans respond to changes in the environment and in the process, change the environment • change can impact on life experiences • change in one element in the natural world can directly or indirectly affect other elements • change can be observed in visual and non-visual ways • change can be reversible and non-reversible • food is a source of energy for animals and energy flows along food chains • all organisms need energy to live, to grow and to reproduce

Start with something BIG. Something to engage and capture student interest.

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PUPPET PLAY - ESSENTIAL LEARNING 1) Read the traditional story of the Three Little Pigs to class.

2) Have students divide into Home groups (3-4 friends working together) and make simple stick puppets for the retelling of the story.

3) Allow each Home group to act out the story.

• Give them the option of retelling the story their own way if they choose.

• set a realistic time limit on each performance

ROLE PLAY - OPTIONAL LEARNING 1) Read to class the picture storybook The True Story of the Three Little Pigs.

2) In Home groups (3-4 friends) allow students to role-play the story for class.

3) If a group prefers to role play the traditional story, that is acceptable.

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REWRITE THE STORY - OPTIONAL LEARNING 1) Compare the traditional story and the picture story book and discuss the changes that have been made.

2) List some of the changes i.e. characters redeveloped, story features altered etc 3) Individually or in Home groups allow students to rewrite the traditional story.

• If you have added new characters to the story, you must rewrite the story to include these characters.

• If you have not added characters, you may have thought of new parts to the story, or parts you would have written differently.

• When rewriting a story, you do NOT have to rewrite everything: a) you may only wish to change one part b)

you may only wish to add a new character

c)

you may only change the beginning or the end

d) you may embellish the existing story

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STEP 2 - KNOWING YOURSELF: CURRICULUM FOCUS:

English S.O.S.E. Science Mathematics

CONCEPTUAL LINKS

• Ecological principles - Interrelating of Life, Sustainability, Balance.

• Animals and plants respond in various ways to changes in their environments • Humans respond to changes in the environment and in the process, change the environment • Change occurs within living and non-living things • Change can be rapid or slow, predictable or unpredictable, intentional or unintentional • Change can impact on life experiences • Change in one element in the natural world can directly or indirectly affect other elements • interaction and change are the result of energy transfer between the objects or systems that are interacting • Living things change in an ordered way • Change can be observed in visual and non-visual ways • Change can be reversible and non-reversible • Measurement can be used to make reliable comparisons about change

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THE TRULY TRUE STORY OF THE THREE LITTLE PIGS ESSENTIAL LEARNING

ENGAGE 1. Read the story included in this unit to the class.

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Compare the differences between the ‘ True Story’ (picture book) and the ‘Truly True Story’. List these differences with the whole class.

ENCODE 3. If your school has a specialist art teacher, s/he may wish to have the student’s illustrate a picture storybook version of the Truly True Story’ - (or you can conduct this activity in class) 4. This could combine with a library studies segment on making of a picture story book.

ENTHRALL 5. Make a list to display in class of the families represented in the Truly True Story: • Horation, Henrietta, Harriet and Helen • Harry, Penny, Frederick and Francis • Henry, Shirley, Wilbur and Wentworth • Hubert, Wilomena Angela and Zena • Franklin, Ferdinand, Wayne and Walter • Beatrice, Clarissa, Daphne and Evangalina

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6. If your class has less students, either reduce the families to 3 members, or if your class has more, create a new family comprised of some more of the 14 daughters, and allocate them a suitable job.

7. Allocate one family identity to each Home Group, but NOT specific characters yet.

ENQUIRE 8. Brainstorm a variety of ways pigs have been used in popular stories, attirutes, language etc a) The Three Little Pigs b) ‘Babe’ (the movie c)’You pig!’ (saying); c)

Other

d) Police called ‘pigs’ 9. Investigate how these perceptions of pigs have evolved 10. When ‘Babe’ became a smash hit, animal welfare groups published pamphlets highlighting the fate of pigs raised for food. Some teachers may wish to explore this topic with the whole class or small extension groups.

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ENGINEER: 11. Examine ways that individuals can make changes in their lives regarding a) put-downs using the word pig or other animals names b) Eating habits that put animals in situations of distress or abuse c) other

EVALUATE: Each/group student lists what they have discovered as a result of this activity Each student suggests ways they could have improved their own learning outcomes Each student/group evaluates the effectiveness of the activity as presented Each student/group suggests improvements and/or modifications to the unit

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MAP THE FAR SIDE OF THE WOOD ESSENTIAL LEARNING 1. Using the ‘Truly True Story’ as a guide, create a map of the story-setting using the names The Far Side of the Wood; The Other Lane; Wolf Place; Sleepy Hollow; Back Lane etc.

• Teacher can decide whether this can be done as a whole group exercise on the blackboard or in small groups.

2. The Far Side of the Wood sounds like a suburb of a large wooded area. There might be several other districts or suburbs you can invent.

3. The Other Lane is one road and indicates that there are more roads through the woods.

• Create a map that shows the following 1) the homes of the three little pigs 2) the home of the wolf 3) the home of the pig's parents 4) any other characters indicated in the story 5) all roads and sign posts 6) all significant land marks.

4. Once your map is complete, discuss ways that the classroom could be arranged to represent the setting of the story. Each of the families should be seated at desk clusters that represent features on the map.

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CHARACTER DEVELOPMENT ESSENTIAL LEARNING 1. Each class member belongs to one of 6 Home groups, each representing one of the pig families. These groups become the structural mesh for cooperative learning instruction.

• Teachers can assign the characters, draw them from a hat or allow the students to select a character for themselves.

• Once roles are assigned, students should work in those family groups.

2. Allocate space for each family in class.

• Have ‘family’ groups organize their desks.

3. Introducing students to the idea of writing a biography for themselves, as a pig! What would a pig look like, feel like, think like, act like (discuss before writing) • Teachers should assume the character of the wolf so s/he can shape the unit.

4. As students contemplate writing their autobiographies and family histories, consider the following points.

• When writing a profile for a character you need to tell a story. Your story will be about the character you have assumed in the Truly True Story of the Three Little Pigs.

• Details from the story must be in your character profile. For example, Harry Pig must live with his wife and two sons.

• But you can add things that are not in the story. For example, Henry's mum or dad might live with them, or a 35

cousin, or uncle or aunt. Similarly, A.T. Wolf may have a wife and children, or a sister or brother living with him.

You may use your imagination when creating your story. a) Whatever details you add must be shared with the whole class so they understand the developing story. b) Sometimes added parts can add learning journeys to your unit and this can be negotiated in class. • Write a profile (an autobiography) of your character.

Include details such as: * looks

* age

* job

* address & home

* likes & dislikes* lifestyle • Share your profile in group sharing circle.

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FAMILY TREE OPTIONAL LEARNING 1. A family tree shows the way in which families are related. Certain standard symbols are used. Have students find out the missing symbols O = female X = dead female = male X = dead male O+ = marriage. = offspring.

2. If the family tree is very complicated, you can number symbols and refer to the key above. a = Mary Smith b = John Smith c = Ellen Smith d = Fred Smith e = Joy Smith

3. Each family must produce a family tree for their characters, including 3 generations i.e. • Hubert will show himself , wife , brothers , sisters-inlaw, his children, nieces and nephews, and his parents and parents-in-law.

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OPTIONAL LEARNING 4. Have children represent elements to the story in the theatre e.g. a) the life of the Horation Pig family from early childhood to present day, with the offspring all married and living away from home b) the food chain reflected in the traditional and True Story of the 3 Little pigs of pig eats oats, wolf eats pig, man hunts wolf c) the life of a pig house, from tree, to sticks, to structure, to debris. d) other.....

5. For children to explore visual and non-visual ways of observing change over time have them • make simple models of houses or other structures from a variety of materials (sponge, fabric etc) • add variables to cause change e.g. water, wind, fire 6.

Select one character, perhaps the wolf, and create a short story about the world i.e.

One day an average Woodland Wolf decided to go out into the Big World and live like a human. First he decided that he would need clothes. So he went to the nearest Pig Home, blew the house down and picked up the little pig by the hair on his chinny-chin-chin. He forced the pig to hand over his clothes and although they were a little tight, he put them on.

Then, knowing he would need energy for his journey, he ate up the little pig, just like that, snip-snap, all gone, yum-yum.

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Then he went out into the Big World where he met a woodsman. The woodsman was quite amazed to see such a well dressed wolf and right on the spot, offered the wolf a job.

The wolf, who had always wanted to be an important business man, accepted the job. Now, instead of chopping firewood, the woodsman and the wolf make furniture from the trees, and live happily together in a log cabin, where they eat frozen hamburgers stored in a very large freezer.

7. Using this story, have children discuss which of the changes they observe would be reversible/irreversible, fast/slow, permanent/temporary etc.

8. Have children brainstorm ways the pigs could use this knowledge to outsmart the wolf. (there will be more than one solution to this and all should be discussed and/or explored) 9. Discuss different building material choices available to the pigs and how appropriate or inappropriate they would be in terms of changes that could occur to them.

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STEP 3 - LIVING/WORKING IN STRUCTURES CREATED FROM A VARIETY OF MATERIALS: CURRICULUM FOCUS:

English Science Technology Mathematics.

CONCEPTUAL LINKS

• Ecological principles - Interrelating of Life, Sustainability, Balance, Changing Forms.

• change occurs within living and non-living things • change can be rapid or slow, predictable or unpredictable, intentional or unintentional • change can be observed in visual and nonvisual ways • change can be reversible and non-reversible • measurement can be used to make reliable comparisons about change

40

DESIGN A WOLF-PROOF HOUSE ESSENTIAL LEARNING 1. In your family groups, design a wolf-proof house using the materials recommended in the story i.e. straw, clay, sticks, bricks, tin, log cabin. (This design is only a blueprint) 2. Develop criteria for ‘wolf-proof’ i.e. wind resistant, no large openings like chimneys etc 3. Explore the substructures and suitability of materials chosen and the desired end product 4. Explore the potential for materials to change under different conditions i.e. clay bricks could breakdown, logs could burn etc 5. Use the following steps to plan a ‘house’ to be constructed around your desk. Although this might be made from paper, material, cardboard etc it can be painted to represent tin, clay, wood etc: a) DESIGN • the 'house' you design must be able to be built in class.

• brainstorm ways you can share the classroom space between all groups.

• brainstorm ways of using or storing classroom furniture if it is not needed.

• discuss your plan with the whole class to reach a consensus.

• make a set of plans to include instructions for how to build your house.

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b) MAKING & DOING • list all the tools and supplies needed and where they will be found.

• investigate a variety of construction techniques.

• investigate most cost effective, environmentally friendly methods of construction.

• develop knowledge about properties and materials used. c) TESTING • your house must remain upright and able to sustain its shape whilst inhabited by small groups of students. d) MODIFYING • should design or construction flaws become apparent, look for suitable alternatives. * think laterally * persevere * take risks e) RECORD & REPORT •present your work as a wall chart, to include: * design drawings * materials and tools list * construction instructions * reflections of process * evaluation of success * recommendations * photos where appropriate

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OPTIONAL LEARNING 1. Brainstorm with children a variety of circumstances that are illusions, i.e.: a) the same volume of water poured into different shaped glasses appears to differ in content b) the moon appear bigger closer to the horizon and to get smaller as it rises. c) two lines of equal length appear to be different lengths when one has ‘greater- than’ signs on both ends and the other has ‘less-than’ signs on both ends. d)

Mirage

e) other.......

2. Discuss with children if there are any situations in our story where change would only appear to have occurred. Would these be advantageous or disadvantageous to the characters in the story?

3. Measuring the amount of sunlight that would enter a pig’s house at different times of the day. Tell the children that pigs love to sit in the sun and read all day. a) build a model house out of sturdy cardboard, with one window in each wall. b) establish N/S/E/W and discuss the position of the sun in the sky during the day c) using a bright reading lamp to represent the sun, establish five positions i.e. sunrise, 9.30am, 12.30 noon, 3.30pm, sunset. d) measure and compare the length of ‘sunlight’ rays entering the north, south, east and west windows at each time of the day. e) discuss your findings

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5.

Test what might happen if their houses were constructed from polymers. First make a list of polymers suitable for this task.

6. Apply the same definition to evidence of change seen in aspects of the story so far.

7. Using popcorn as the test item, children observe, record, describe and measure change

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STEP 4 - YOU COMMUNICATE WITHIN COMMUNITIES: CURRICULUM FOCUS

English Science Technology

CONCEPTUAL LINKS

• Ecological principles - Interrelating of Life, Changing Forms.

• change in one element in the natural world can directly or indirectly affect other elements • interaction and change are the result of energy transfer between the objects or systems that are interacting • energy can be converted and transferred

ESSENTIAL LEARNING´ CONSTRUCTING A COMMUNICATION SYSTEM 1.

In family Home groups, brainstorm a variety of communication systems that could be used to link the desks in class • share the list with whole class • establish criteria for selection of systems to be constructed in class i.e. cost, safety,simplicity

2.

Look at the principle of transfer of energy in sound.

As background use the following information: • sound travels through air like ripples travel across a pond.

• sounds make the air close to them move up and down in waves = vibration

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• if the vibration of the air reaches your ear drums it makes them vibrate also and so you hear sound.

• high sounds make waves that are close together.

• low sounds make waves that are further apart 3. From your discussions and brainstorming, decide which communication systems will be developed and operated by each family. Your choices might include: • drum system (when repeated patterns represent signals to the community) • string telephone (from desk to desk, or one central spot to another) • networked computers (linking Home groups) • paper chute (where messages can be propelled along or through a tube/line) • postal system (where messages are delivered through a central organization) • flag system (where particular flags or configurations of flags represent signals to the community) • other 4. Assign one communication system per family group.

As each group develops their communication system they have to insure that: • every member of class understands how the systems works • each family understands their rights and responsibilities for using the system • each family is aware of any costs involved in using the system

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STEP 5 - YOU ARE RESPONSIBLE, CONTRIBUTING CITIZENS: CURRICULUM FOCUS

English S.O.S.E. Science The Arts - Media Technology Mathematics

CONCEPTUAL LINKS

• Ecological principles - Interrelating of Life, Sustainability, Balance, Changing Forms, Coevolution.

• animals and plants respond in various ways to changes in their environments • humans respond to changes in the environment and in the process, change the environment • change occurs within living and non-living things • change can be rapid or slow, predictable or unpredictable, intentional or unintentional • change can impact on life experiences • change in one element in the natural world can directly or indirectly affect other elements • interaction and change are the result of energy transfer between the objects or systems that are interacting • living things change in an ordered way • change can be observed in visual and nonvisual ways • change can be reversible and non-reversible • measurement can be used to make reliable comparisons about change • food is a source of energy for animals and energy flows along food chains

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• photosynthetic plants and algae convert light energy into chemical energy in the form of organic molecules (sugar etc) • all organisms need energy to live, to grow and to reproduce • energy is lost from ecosystems as heat • energy can be converted and transferred

ESSENTIAL LEARNING - WORKING IN THE COMMUNITY 1. Each family has a task they must complete within the community. The tasks are important because they will insure that Big Al is kept happy, that the Pigs are kept safe, and the community can sustain itself. Lead children to see that each individual contribution is vital to the success of the whole community.

2.

By this point in the unit, the class should be operating very smoothly as a collaborative group. The success of this stage will depend on well established cooperative skills. To help the groups stay focused and on task it is suggested that each Home group be given contracts outlining the expectations and goals.

• contracts can be negotiated with students • contracts can be modified along the way.

• additional contracts can be developed for those groups who finish their tasks quickly.

• make sure each group understands the purpose of their contracting terms of the community.

3. A sample contract for each family will be included as an appendix at the back of the unit. These are NOT prescriptive. An outline is provided here for the broad categories each family should be investigating.

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4.

If teachers are integrating Primary Investigations through this story, it will be up to them to decide how and where they introduce each lesson. a) Horation Pig Family = Weather & Climatology (Appendix 4 and Appendix 5) * look at weather patterns * build a weather station outside the class * look at growing conditions for farming * understand seasons * natural disasters i.e. cyclones, hurricanes, floods, droughts etc * explain day & night and relationship of Earth, Sun, Moon etc (shadows) * set up a radio station in class to announce daily weather conditions * water, air, soil, energy etc as resources.

What does this mean? b) Harry Pig Family = Crop Farmers (Appendix 4 and Appendix 6) * grow seeds in class • energy sources for plants * fertilization (relationship between bees & flowers etc) * bee colonies * design and conduct plant experiments * find out about ‘anatomy’ of plants 50

* explore one area of crop farming i.e. wheat (work boot series of books) * food as a resource. What does this mean? c) Henry Pig Family = Animal Farmers (Appendix 4 and Appendix 7) * raise an animal in class * anatomy and life cycle of chosen animal • energy sources for animals * design & build an animal cage * explore one are of animal farming i.e. sheep, dairy cows etc (work boot series of books) * food as a resource. What does this mean? d) Hubert Pig Family = Food Factory (Appendix 4 and Appendix 8) * build a food factory in class * explore all aspects of running a food factory * before and after of cooking (energy transfer and change in materials) * Design and produce packaging for food to send to Al Wolf * Visit Qantas airlines food production and/or MacDonald’s * Deliver daily packaged food via flying pig system to Al Wolf * what energy sources and materials used in the factory?

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e) Cousins Franklin, Ferdinand, Wayne & Walter = Flying Pig System (Appendix 4 and Appendix 9) * design and draw plans for a flying pig system in class * do a cost analysis of the system * gain approval and building permit from teacher * construct the flying pig system * what energy sources and forces are involved (i.e. push, pull, electricity etc) * energy as a resource. What does this mean? f) Hubert-Pig Sisters = Counselling & Goodwill Service (Appendix 4 and Appendix 10) * Produce cards that encourage people and make them feel positive * produce ‘citizen cards’ that celebrate ordinary facts that help the community * run counselling sessions to work out problems citizens are having as they build and operate in class * list a selection of community celebrations that could be help throughout the unit to keep community united i.e. games afternoon, sing-along, video afternoon, walk in park. * humans as a resource. What does this mean?

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OPTIONAL LEARNING: 1. Exploring all the tools of measurement that could be used when building a house (tape measure, levels, calculators etc)

2. Look for examples of levers, pulleys, gears, cogs etc that are used in the pigs’ world as a tool.

3. Classify any tools identified as appearing in the pigs’ world.

4. Select appropriate materials and measuring the making of a)

flying pig

b)

communication system

c)

food packaging

5. Have each family group list all the tools they will need to conduct their business in the community.

6. Have students describe the life cycles of some crops grown on the farm.

7. Have students describe the life cycles of some animals raised on the farm.

8. Classify everything used to build with or eat in the story. a) List the categories in class. b) Play 20 questions using these categories.

9. Have each student write in the autobiographies the changes that will occur for them from birth to death.

10. Have each family group prepare either a time line reflecting growth and change in the family, or a chart reflecting the same.

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STEP 6 - PERFORMANCE OF MOST WORTH: CURRICULUM FOCUS

English S.O.S.E. Science The Arts – Media Technology Mathematics

CONCEPTUAL LINKS

• Ecological principles - Interrelating of Life, Sustainability, Balance, Changing Forms, Coevolution.

• animals and plants respond in various ways to changes in their environments • humans respond to changes in the environment and in the process, change the environment • change occurs within living and non-living things • change can be rapid or slow, predictable or unpredictable, intentional or unintentional • change can impact on life experiences • change in one element in the natural world can directly or indirectly affect other elements • interaction and change are the result of energy transfer between the objects or systems that are interacting • living things change in an ordered way • change can be observed in visual and nonvisual ways • change can be reversible and non-reversible • measurement can be used to make reliable comparisons about change • food is a source of energy for animals and energy flows along food chains

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• photosynthetic plants and algae convert light energy into chemical energy in the form of organic molecules (sugar etc) • all organisms need energy to live, to grow and to reproduce • energy is lost from ecosystems as heat • energy can be converted and transferred

ESSENTIAL LEARNING: MODEL OF THE FAR SIDE OF THE WOOD 1. The class will make a miniature model of The Far Side of the Wood, to show: • living quarters of all families (see next activity for details) • roads and other main landmarks • places of work • communication systems • flying pig • other 2. Each family group will build their own house and place of work and be able to explain these to class 3.

Whole group discussions should agree on who will build the shared areas i.e. woods, roads etc

4. Each family will write about the use of the land in terms of environmental balance - choices about use of area, attitudes toward the space, change and energy use etc 5. Viewing sessions for other staff and students should be conducted by the class with each family responsible for explaining what they have learnt and the role they have played in the story .

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ESSENTIAL LEARNING: BUILD A MODEL HOUSE 1. IDEA: • in your group think of the style of house in which you would live i.e.: Harry would need a house built of straw and Hubert would need a house of bricks (perhaps milk cartons or wine casks).

2.

DESIGN: • the 'house' design must be a model no bigger than 15cm X 15cm X 15cm.

• the house must be able to withstand the breath of a wolf (simulated by a small fan on low speed) • discuss design features that will improve the strength of your model.

3. MAKING & DOING: • list all the tools and supplies needed and where they will be found.

• investigate a variety of construction techniques.

• develop knowledge about properties and materials used.

• construct your items 4) TESTING: • your house must remain upright in front of small fan.

5) MODIFYING: • if design or construction flaws become apparent, look for suitable alternatives. * think laterally * persevere * take risks • make any changes necessary and re-test your model 56

6.

RECORD & REPORT: •present your work either in a class sharing session or as part of the viewing sessions to visitors. This could include: * design drawings * materials and tools list * construction instructions * reflections of process * evaluation of success * recommendations * photos where appropriate

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APPENDIX 1- COOPERATIVE GROUP STRUCTURE MANAGING SMALL GROUPS: 1. Student talk must be seen to be valued, and so students need • time to discuss and chat • time to make their findings public

2. Students need to understand the group process. In every classroom using small groups for learning, there is the: • need for order (based on self discipline development) • sharing the theory and the process with the students. The experience should never be a mystery • gradual beginnings • size and structure of group affects the outcome • length of task affects the outcome

3. Students need to have clear and appropriate tasks 4. Students must feel free to work alone when necessary and classroom set-up must provide for individual work stations.

CONCEPT OF HOME GROUPS: 1. Home groups need to be comfortable and happy experiences for the students and for this reason it is recommended that they be structured on the basis of friendship.

2.

It is possible for home groups to be mixed or single gender.

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3. Groups should be between 3-6 in size, with 4 an optimum number. Some students will always need the smaller paired experience and still others many need many opportunities to work individually as they master group skills.

4. The advantages of groups of 4 include: • all students can sit facing someone • no students need have his/her back to the board • four statistically provides range of experience and ample opportunity to share

CONCEPT OF SHARING GROUPS: 1. Sharing groups are used for specific learning experiences and when teachers have particular learning outcomes demanding intellectual, aptitude, skill, interest etc grouping 2. Sharing groups can always be mixed gender in coeducational schools and this is seen as desirable.

3. After research, problem-solving, activities have been completed in Home groups, students can move into Sharing groups to reflect on their experiences and evaluate the learning outcomes.

• exposure to other group’s strategies and findings is broadening • groups that might have experienced difficulties can learn from other groups’ successes • students broaden their views on issues

4. Students need time to discuss and time to make their findings public.

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APPENDIX 2 - COOPERATIVE ACTIVITIES COOPERATIVE ACTIVITIES 1.

Knots: • Everyone closes their eyes and walks around trying to take the hands of two other people. When everyone is linked up they all open their eyes and try to untangle themselves without dropping hands.

2.

Touch blue: • The leader says ‘touch blue’ or another colour and everyone must race to touch this on someone else.

3.

Frozen beanbag: • Children move around the room with a beanbag on their head. Leader asks them to hop, jump, skip etc. If beanbag falls someone else must pick it up, keeping their own beanbag on their head

ACTIVITY FOR STUDENTS TO LEARN HOW THEY LEARN 1.

Tell students you will be spending 30-45 minutes exploring ways they learn best.

• step 1 - students write 4-6 ways they consider are good for them to learn.

• step 2 - get into Home groups of 4 and take turns sharing their lists • step 3 - in Home groups, write the 4 most important ways from each list onto a large piece of butcher paper. Discuss which ways seem most important and why. Put 4 stars next to most important, three against next most important etc.

• step 4 - pin the Home group lists up so each group can view all the ideas. Allow for question and discussion time as a whole group • step 5 - have each student individually write a statement of how they learn best. This is now based on whole class input and small group sharing.

2.

Junior primary lesson on how students learn. These steps can be divided over several days.

• step 1 - After usual morning gathering activities, tell the class that they will be learning how to work in small groups

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• step 2 - describe group work to the children and have them turn to a neighbour and share one reason why they think working in this way would be a good idea.

• step 3 - have student’s share their neighbour’s idea with the whole class.

• step 4 - have whole class remember one activity they did the day before in class. Answer the following questions: a) did they ask each other for help? b) did they help their friends? c) what sort of things did they need to ask the teacher? d) could they have asked each other instead? e) who did they show their work to when they had finished?

• step 5 - Introduce the concept of Home groups . If students are able to allow them to divide into groups of four. Aim for them to have at least one friend with them.

• step 6 - Have Home groups arrange their desks and chairs so each student can see the blackboard (or central focus point), and students can see each other.

• step 7 - Have Home groups write or talk about why they have moved into groups. List things they think will work and things they are concerned about.

• step 8 - Have students walk about the room and look at other group’s ideas.

• step 9 - Ask each Home group to decide on 4 rules for group work. They could order these from most to least important.

• step 10 - Compile a class list from these. Discuss the list and make changes where necessary. Have every one in class agree to use the rules. Display the final list permanently in class

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FOSTERING COOPERATIVE SKILLS 1.

Make the skills explicit • show examples of the skills in action • role play the skills • read stories that show that groups can achieve more than individuals • use T-charts - (the skill = taking turns - looks like .......... sounds like ..........)

2) Practice the skills • work with a partner • learn to be listener, questioner, talker, recorder etc 3) Give feedback

COOPERATIVE SKILLS 1) Making space for people 2) Making pairs and circles 3) Eye contact 4) Active listening 5) Staying with the group 6) Using a quiet voice 7) Using people’s names 8) Eliminating put-downs 9) Taking turns 10) Keeping hands and feet to self 11) Forming groups without bothering others 12) Seeing other perspectives 13) Encouraging 14) Brainstorming 15) Negotiating 16) Mediating 17) Summarizes 18) Organizes 19) Clarifying 20) Elaborating 21) Finds solutions 22) Confirms ideas 23) other

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COOPERATIVE STRATEGIES: 1.

Brainstorming: • all ideas accepted • piggy-back on ideas • no evaluative comments

2.

Cubing: • students look at a problem from 6 different sides - describe it; compare it; associate it; analyze it; apply it; argue for or against it

3.

Partner problem solving - in pairs: • define the problem • brainstorm alternative solutions • think of all the consequences • select a preferred solution • evaluate that you have met the criteria Jigsaw: • select the topic • gather resources • brainstorm issues, questions, areas to research • divide class into expert groups to study one area • reconfigure groups so that one expert from each group is in every group • report on own area of expertise and learn from other students about their areas of expertise

4.

5.

Diamond ranking to reach consensus • 9 statements representing a spread of opinions are given to each pair.

• pairs rank the statements starting with most important at top, 2 next important, 3 of middle importance, 2 not so important and last unimportant.

• join in groups of 4, compare and discuss the ranking and reach a shared consensus

6.

7.

8.

9.

10.

11.

12.

13.

Attribute listing Checklists Clarify ideas Confirm ideas Elaborate on ideas Recognize consequences Positively criticize ideas Organize information, use graphics to link and associate ideas (e.g. webs, clusters).

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APPENDIX 3 - STUDENT CONTRACT 1.

In your home group you are to complete the following tasks.

2.

You have .............. days/weeks in which to complete your assignments.

3.

Before beginning, you must meet with your teacher and set goals and deadlines for each task. Display a BIG goals and deadlines colander in class and add your class and add your target dates

STEP 1 - ENGAGE The extended Pig family are about to turn their community into a huge food factory. Some of the family will grow the food. Some will cook it. Some will package it. Some will market it and deliver it. But every job each family contributes has something to do with the production and processing of food. Arrange to visit one of the following: • Qantas airlines food production service • MacDonald's fast-food kitchen • Food processing or canning factory • Supermarket food production factory Observe the following: • How all the individual parts are important to the whole system • Where the energy sources come from (how energy is conducted, transformed etc) • Different kinds of reversible/irreversible, fast/slow changes that occur

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STEP 2 - ENCODE It will help you remember things if you record what you research and observe as part of a daily journal.

Write the journal as a Pig Family reflection.

Each time you complete an activity, record your information for example: • Pretend you are Henrietta Pig, wife of Horation.

Over one day, your Home Group might have researched information about building a weather station. Your journal could sound like this: “It has been a busy day. My husband Horation came home today and said we had to build a weather station. He said that Harry and Henry had been complaining because they kept getting surprised when bad weather hurt their crops and affected their farm animals. So Horation is out there now building a weather station so we can predict the weather better and let everyone know what to expect......”

STEP 3 - ENQUIRE The activities and investigations designed for your family are detailed in the following appendices: • Appendix 5 - Horation Pig Family • Appendix 6 - Harry Pig Family • Appendix 7 - Henry Pig Family • Appendix 8 - Hubert Pig Family • Appendix 9 - The Pig Cousins • Appendix 10 - Hubert Pig Sisters

STEP 4 - ENTHRALL: As a Family Home Group, work out a short play that represents the jobs your family does in the community.

Each character should have some personal input. Present your play to class. Your play should show many of the things you have learned in your family about change and energy flow.

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STEP 5 - ENGINEER The story of the Pigs looks at the ways communities learn to cooperate and live in harmony, how communities supply products when citizens have a demand or need, and how communities work as a system. In particular, the story looks at all the changes that occur to people, environments and materials in daily life, in seasons or as the result of something unusual happening etc., and the energy required to bring about change.

Each student is asked to consider the following: • What energy is used in your own homes each day?

(Design a chart to plot this) • Are there things that your family could do differently that would save energy?

• What changes occur in your life daily, weekly, monthly, yearly?

• Are these changes good or bad? How have you assessed this?

• Do these changes only affect you, or do they also affect other people or the environment etc?

• Are these changes things that you have control over?

In class, brainstorm ways in which humans can live on planet Earth without harming the energy in the environment.

STEP 6 - EVALUATE As a whole class, brainstorm and answer a list of questions similar to the following: • What was the most effective learning experience for you?

Why? • What was the least effective learning experience for you?

Why? • What were the most effective parts of the unit? Why? • What were the least effective parts of the unit? Why? • What were the most helpful things the teacher did? Why • What were the least helpful things the teacher did? Why?

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APPENDIX 4 – HORATIO PIG FAMILY ENQUIRE Negotiate with your teacher which of the following activities must be completed and which are optional or extension activities. Set goals and deadlines for each task. Each of the activities will help you gain a better understanding of climate and how weather can affect community life.

1.

What is air made of?

• Maybe air is made of nothing because you can’t see it?

• Maybe it’s just oxygen because that’s what humans need to breathe to live? a)

but what do we breathe out?

• How could you show your classmates that air actually exists- that it fills space? a) if you are short on ideas, think of your lungs as you breathe - expand/contract, inflate/deflate. Find other examples using this principle.

• Look at the gases listed below. All of these gases are part of air! See how many you can fit into a word search and try it out on your classmates. a) nitrogen f) helium j) carbon monoxide b) oxygen g) krypton k) ozone c) argon h) hydrogen l) sulphur dioxide d) carbon dioxide i) nitrous oxide ) nitrogen dioxide e) neon (in case you have forgotten, a word search looks like this) B D C N T A O B T D T G find the following words: cat; bat; dad; cot; boat; nod.

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2.

Here are some weather words. Look up their meanings in the dictionary. If you can’t find them, talk to your teacher. a) pressure d) humidity g) cold front b) atmosphere e) isopoles h) warm front c) isobar f) isotherms

3.

Did you know that the sky is blue due to scattering of sunlight by small dust particles in short wavelengths, which appear as blue. If dust did not reflect the light, the sky would appear black!

• write a short story about the day the sky turned black. You could pretend to be an animal, a plant, a scientist, yourself or someone else. Write the story from the point of view of the character you choose.

• ask your teacher to help you find out more about wavelengths and light.

4.

Some people love a cloudy day because it blocks out the sun.

Other people hate a cloudy day because it might mean rain .

• What are clouds, and how do they help tell us about the weather?

• Find out what the difference is between these clouds. a) cirrus b) alto cumulus c) alto stratus d) nimbostratus e) cumulonimbus f) cumulus g) stratus

5.

Some people say that an electrical storm is the God’s getting angry in the heavens. Beliefs like this are called Mythology and many ancient cultures have stories filled with gods of wind, rain, thunder, lightning, fire etc.

• Go to the library and locate myths and legends about Zeus and Thor and other mythological gods that represent weather.

• What actually happens in an electrical storm? Describe the following: a) thunder d) rain b) lightning e) hail c) wind f) snow

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6.

All weather affects farming. Some of the effects are beneficial (good) and some are detrimental (bad). Look at the list of weather conditions below. Draw up a chart to show Harry Pig’s crops and Henry Pig’s animals; the way each weather condition would affect these farms; and steps each farmer could take to create a balance between farming, the environment and the elements.

• smog • drought • water pollution • bushfires • soil salinity • flood • high winds

7.

How do people and animals cope with the weather? (for example, do people moult in summer?)

8.

In most of the world people talk about 4 seasons. Each season has weather and plant-growing patterns that can be recognized.The northern hemisphere (countries north of the equator) have more obvious changes between seasons. For example, many plants are deciduous and their leaves drop off in winter. Some people say there are more than the 4 traditional seasons. To them, seasons are connected to the growing cycles of plants in nature and the changes in plants patterns are the patterns that animals respond to in the environment.

• Describe the features of the 4 seasons in the northern and southern hemispheres • How would ‘growing-cycle’ seasons affect our farming methods and our way of life? What things would change and why?

9.

What are the connections between the cycles of day and night and seasons and the relationship between the Earth and Sun and Moon?

10. Set up a weather station outside your class and monitor and chart weather conditions over several weeks (or a full term).

A simple weather station could include the following things: • Rain gauge: a) Cut the top off a plastic soft drink bottle and fit it upside down in the bottom half of the bottle, making a funnel.

70

b)

Use a waterproof felt-tip pen to mark a gauge on the outside of the bottle (5mm, 10mm, 15mm etc)

c)

Put the bottle in a shallow hole so it cannot be knocked or blown over. It should be on level ground, away from trees, buildings and sprinklers.

d)

When it rains, you should collect the rain over a 24 hour period (approximately) from the time it began raining.

• Temperature monitor: a) The amount of water vapour in the air is called the air’s humidity. The air is more humid just prior to raining and so humidity is used to predict rain. b)

Get two outdoors thermometers. Use one to take temperature readings at the start of school, lunchtime and the finish of school

c)

On the second outdoors thermometer tie a small wet sock around the mercury bulb. If the air is very dry, water will evaporate quickly from the sock and the thermometer will read lower than the first thermometer. If however the air is humid the thermometers will read about the same.

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• Weather vane (for wind). a) A weather vane tells the direction of the wind which can assist in predicting weather patterns.’ b)

You can measure the speed of the wind using an instrument called an anemometer.

c)

To build a weather vane, use the following materials * a witches hat * through the top of the hat attach a medium sized metal or doweling rod. * ask your teacher to assist you in finding a way to attach to this rod a fixed compass pointer and a spinning arrow (see diagram)

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APPENDIX 5 - HARRY PIG FAMILY ENQUIRE Negotiate with your teacher which of the following activities must be completed and which are optional or extension activities. Set goals and deadlines for each task.Each of the activities will help you gain a better understanding of crop farming and how supply and demand affect community life.

1.

How do seeds grow? a)

Ask your teacher to help you select a quick, easy growing seed - perhaps peas or wheat.

b)

Set up a variety of growing medium i.e. paper, cotton wool, water, soil etc

c)

Put the same amount of seeds on each growing medium and provide regular sunlight and water.

d)

Create a chart to document the date and number of seeds that germinate.

e)

Draw pictures of the seeds daily to record physiological changes

f)

Measure the seedlings and see how tall they are before they die. How long did each seed last on its growing medium?

g) Discuss your observations with the class.

2.

What is soil and how is it helpful to the growth and health of plants?

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3.

4.

5.

There are many crops a farmer could produce on his farm.

Choose one of the following to research and investigate how one is produced and what it is used for. a)

You could be a grain farmer and grow wheat, barley, rye, maize, oats, sorghum, rice etc.

b)

You could be a vegetable farmer. What would you grow?

c)

You could run an orchard and produce fruit or nuts. What would you grow?

d)

You could be a flower farmer. What would you grow?

Much of the grain we grow is turned into flour. a)

With the help of a teacher or student helpers, find recipes for bread, cupcakes or biscuits and cook enough for the whole class to share.

b)

Write out the recipe carefully so other classmates can try it out at home.

There are many excellent books that help you find out about the different parts of plants. a)

With the help of the librarian, find a book with clear photos or diagrams labelling the parts of a plant

b)

Have your teacher supply you with a plant to examine and/or dissect.

c)

Look for the following main parts, and see if you can find out what they do: • roots • buds • stem • flowers • stigma • anther • leaves • petals • veins

d) If possible, look at the leaf under a microscope.

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6.

7.

Plants get their energy from the sun in a process called photosynthesis. With the help of your teacher, look up what happens during photosynthesis. a)

Make a clear, well produced wall chart describing the process of photosynthesis.

b)

Display the chart in class for all students to see.

Plants are often fertilized by bees. That means, the bees carry the pollen from one plant to another, which permits the plant to make fruits or seeds. a)

Research the way bees fertilize plants

b)

Create a short role play of this process and act it out for class

c)

Read about bee colonies and how they operate as a community

d) Create a short rope play of the different jobs bees have and how this makes their communities and act this out for class.

8.

Green plants are important for animal life because they produce oxygen, which animals need to breathe. Conduct the following experiment to observe plants ‘breathing’. a)

Fill a large bowl with water

b)

Place some pond weed provided by your teacher on the bottom of the bowl

c)

Take a wide mouthed clear glass jar and lower it into the bowl sideways, so it fills with water

d)

Once the jar is full of water turn it upside down so it covers the plants.

e)

Put the bowl and jar in a sunny spot and leave them for a few hours.

f)

Before long, you will observe little bubbles rising in the jar. This is oxygen coming from the green plants.

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APPENDIX 6 - HENRY PIG FAMILY ENQUIRE: Negotiate with your teacher which of the following activities must be completed and which are optional or extension activities. Set goals and deadlines for each task. Each of the activities will help you gain a better understanding of animal farming and how supply and demand affect community life.

1.

2.

Every animal has a life cycle. Some cycles are quite easy to observe a)

Choose one of the following to raise in class: silkworms, mealworms, chickens, tadpoles, other.

b)

Research information about your animal before you begin observing the life cycle.

c)

As you watch the life cycle, record your observations by drawing, photographing or filming what you see.

d)

Share your findings with the whole class.

Farmers raise animals for the purpose of producing a product for people. This may be clothing (wool), or food (eggs, cheese, meat etc) a) b)

Select an animal suitable for keeping at school Make a list of the type of animal that could live happily at school and the reasons why • the animal lives in small spaces • the animal is not frightened by loud noises • the animal does not need open grazing space • other

c)

Select the animal of your choice. Have a parent or your teacher help you calculate how much it will cost weekly to raise the animal you have chosen

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d)

Vote in class on a way to raise money to purchase, house and feed your animal.

e)

Research background information about the lifestyle and habits of your animal. Make an information wall chart to display in class.

3.

Your animal will need a place to live. With the help of your teacher or a parent design and build a cage for your animal.

You must include: a) Drawings of how the cage will look. b) Measurements of the correct sizec) A list of all the materials needed to build the cage and how much they will cost. d) A list of all the tools you need to build the cage e) Negotiate a building timetable with your teacher.

4.

Your animal will need to be fed. Food provides energy for animals and keeps them alive. Find out what your animal eats and why. a)Have them bring an empty feed bag or copy of the ingredients in the pet food used. b) Compare the foods. Do all the animals have the same diet? Discuss your observations with the whole class. c) With the help of your teacher or a parent, draw a diagram that shows that all our energy come from the sun (i.e. make food chain charts going right back to the sun. You could start with yourself !)

5.

Think of an animal that Henry Pig might raise on his farm.

This could be sheep, dairy cows, chickens etc. Select one animal and research information about how to farm this animal. Present this information to class as a TV news report or interview a) Find children in class who own a: • cat • fish • horse • dog • tortoise• snake • bird • lizard • other .

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APPENDIX 7 - HUBERT PIG FAMILY: ENQUIRE: Negotiate with your teacher which of the following activities must be completed and which are optional or extension activities. Set goals and deadlines for each task. Each of the activities will help you gain a better understanding of systems involved in food production and how these can affect community life.

1)

The very last thing the pigs want to be, is Alexander T. Wolf’s dinner, and the very best way to avoid becoming someone’s dinner is to make certain they have lots of other food to eat. a)

Make a list of all the things A. Wolf could eat.

b)

Turn your desks and work space into a food processing factory - that means the place where raw food is cooked or preserved and packaged.

c)

Ask your teacher for a frozen TV dinner or an Qantas airlines meal tray/box. Look at the way the meals are packaged i.e. size, storage, appeal to the consumer etc.

• Design a selection of Wolf Pack Meals that can be sent by Flying Pig to Mr Wolf’s house.

• Prepare a catalogue of products available from your food factory with drawings of each meal and send a copy to the wolf.

• You have the Hubert-Pig sisters who, as part of their Goodwill Service, have agreed to market your produce. You must inform them of all your products and set deadlines for your advertising campaign.

e) Food in factories usually needs to be cooked or prepared in some way before it is packaged.

Choose one recipe from your catalogue and work with a parent or your teacher to produce one meal, packaged for A. T. Wolf.

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• What energy has been used to produce the meal?

• What energy will the meal provide?

• What changes to the food have taken place as a result of cooking?

2) You are to design the packaging for your Wolf Pack Meals. a) You will need to consider the following details: • Size restrictions on food portions due to package size (i.e. sausage sizes for breakfast packs) • Package designs i.e. take away burger containers design and dimensions of trays • Package materials i.e. are they disposable? are they environmentally friendly and recyclable? are they pollutants?

• Food waste i.e. what means of disposal is used for surplus and waste food?

• Cost of producing an average Meal.

• Size of the Flying Pig and the weight it can hold • Appropriate meal size for a growing wolf • Nutritional value of food (if known) to include on ingredients list • Logo and package illustrations b) Build several prototypes (model) of the Wolf Pack Meal • Discuss in class the advantages and disadvantages of all the prototypes.

• Have class vote on the best design.

3) Once a day you must feed A. Wolf, or Big Al will feed on you. Negotiate with the Pig Cousins to transport one package daily by Flying Pig.

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APPENDIX 8 - THE PIG COUSINS ENQUIRE: Negotiate with your teacher which of the following activities must be completed and which are optional or extension activities. Set goals and deadlines for each task. Each of the activities will help you gain a better understanding of energy, machines, tools and how supply and demand can affect community life.

1)

If the food packages are not safely delivered to A. Wolf once a day, every day, you pigs are sure to be eaten. So it is important that you design a reliable Flying Pig System. Your design must include the following a) Drawings of a variety of possible Flying Pig Systems. • each system must be operated from the House of Bricks, which is the Hubert Pig Food Factory. b) Measurements of how far and how high each systems will travel • the model must be high enough and positioned so it does not hit anyone. d)

A list of materials needed to build each of the models

e)

A promotion campaign for each of the models.

At least 4 models should be presented to class one by each cousin.

f)

Present the design ideas to class as a sales advertisment and have the class vote on the model of their choice.

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g)

2)

Once a model is chosen, work with your teacher or a parent to estimate the cost of buying the materials. If you have to buy things, suggest a suitable way of raising the money to cover the cost.

Write a proposal for a building permit to construct the Flying Pig System in class. Send the proposal to the teacher. The proposal should include a) A design drawing of the Flying Pig System b)

Exact height and distance measurements of the system

c)

Energy sources and/or operation conditions

d)

Projected cost of the system

e) Construction goals and deadlines 3)

Once the Flying Pig System is constructed, you must: a) Negotiate with the Hubert Pig Food Factory to produce a packaged meal that can be delivered daily using this system b)

Trial the packages once they are made

c)

Deliver one package daily to A. Wolf.

4) Produce a detailed wall chart showing all the energy sources used in the Flying Pig System. Discuss this with your teacher, a parent or an older student. This might include: a) Push/pull force b) Electricity d) Battery d) Other

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APPENDIX 9 - HUBERT PIG SISTERS ENQUIRE Negotiate with your teacher which of the following activities must be completed and which are optional or extension activities. Set goals and deadlines for each task. Each of the activities will help you gain a better understanding of how personal and psychological needs can affect community life.

1) The Pig Community can see the opportunity to sell their food products to other communities. This will help provide some income so that everyone can be comfortable. Marketing the range of food products available will help sales. Your campaign must achieve two main things. a) You must advise the Food Factory about potential clients and suitable products. i.e.

• provide food packs for small aeroplane flights, long distance bus travel, car trips and snacks for Flying Foxes on the ski slopes.

• Food packs for school lunches and breakfasts • Make a list of possible clients and the kind of diet they would eat b)

You must run a publicity campaign to advertise the full range of products and services provided

by Flying Pigs Incorporated • make a complete list of all products available. Include the items mentioned above and others you invent along the way.

• produce publicity fliers for each product, illustrating the package layout, highlighting all design features, pricing the product and justifying the recommendation to customers.

• write, direct and film one TV advertisement. (Filmed on school video, or

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produce a photomontage using a sequence of still photos with overlaid sound track) 2)

The Hubert-Pig sisters recognize how important it is to encourage people for the contributions they make in their families, places of work, communities etc. a) Make a series of encouragement cards to hand out to students rewarding them for the contributions they are making in class. b) Make citizen cards that celebrate ordinary acts that help the pig community

3)

Conflict, fighting and stress can have a very bad effect on the way a community operates. The Hubert-Pig sisters run a counseling service where they help citizens work out differences, resolve fights and generally get along. To do this successfully, they have to: a) Help students listen to one another b)

Help students to make compromises

c)

Give everyone and equal chance

d) Other 4)

To keep the Pig Community relaxed and happy the Hubert Pig sisters run community celebrations and activities. a) List a selection of games and activities that could be used on wet afternoons or when the class needs to relax .

• games afternoon • sing-a-long • walk in the park • other

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APPENDIX 10 - EXTENSION CHALLENGE Nutrition of a HAMburger 1)

The name 'hamburger' is really quite misleading, because hamburgers actually have no pork (from pigs), and therefore no 'ham'.

2)

Ham is the thigh of a pig salted and dried in smoke (or by other means).

3)

A hamburger means both a native of Hamburg in Germany AND a cake of minced beef usually fried and eaten with onions, often in a soft bread roll. a) find out why hamburgers (the food) are called hamburgers rather than beefburgers.

4)

Using the Approximate Equivalents chart below, calculate the nutritional value of the hamburger combinations listed:

FOOD WEIGHT 1 hamburger roll 40g 1 slice cheese 28g 1 egg 50g 1T. cooking fat 12.8g 500g ground beef113g 500g halibut 113g 500g mackerel 113g 500g steak 113g 500g lamb leg 113g 500g ham 113g 500g rabbit 113g 500g deer 113g 500g chicken 27.25g 500g duck 71.75g 500g turkey 38g 1/2 med. tomato 75g 1 serve apple pie 160g 1 cup choc milk 250g 1T. sauce 15g 1T. mustard 15g 1T. tartar sauce 14g

CALORIES 119 114 79 115 304 113 216.5 360.75 211.25 206.75 145 143 34 289.75 60.75 16.5 410 208 16 15 31

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PROTEIN 3.3 7.06 6.07 20.3 23.7 21.6 14.7 16.9 19.9 18.75 23.75 5.48 8.25 7.175 0.8 3.4 7.92 0.3 0.9 0.1

CARB 21.2 0.36 0.6 3.52 3.5 61 25.8 3.8 0.9 0.9

FAT 0.4 0.6 0.15 0.07 0.3 0.042

1T. mayonnaise 1 clove garlic 1 lg. pickle 1/2 cup alfalfa sprouts 1/8 cup sliced cucumber 1/8 cup grated carrot 1/8 cup sliced mushroom 1/8 cup grated onion 1/8 cup sliced green pepper

13.8g 3g 100g 50g 13g 19g 8.75g 12.5g 10g

99 4 11 20 2 6 2.5 4.5 2.25

0.2 0.2 0.7 2.6 0.1 0.175 0.24 0.19 0.125

0.4 0.9 2.2 0.45 1.375 0.39 1 0.475

0.5 0.075 0.8 0.07 0.125 0.14

• list the weight in grams, carbohydrate, protein, calorie and fat values for each of the following: 1) 500g beef burger with onions, roll & garlic 2)

500g steak burger with onions, tomato, pickles, roll, &

mustard.

3)

500g beef burger with onions, tomato, pickles, mayonnaise, sauce, alfalfa sprouts, vegetable cooking fat & roll.

4)

500g mackerel burger with onion, tartar sauce, cucumber, garlic, roll & vegetable cooking fat.

5)

Egg burger with bacon, onions, roll, sauce, carrots & vegetable cooking fat.

6)

2 slice cheese burger with vegetable cooking fat, roll, mayonnaise, sauce, pickles, pepper & tomato.

7)

1/4 pound halibut burger with roll, mayonnaise, alfalfa sprouts, carrot, cucumber, garlic, tomato, pepper, pickles, mushrooms & onions.

• create the following categories of Burgers for Mr. Wolf and see if you can find out the approximate nutritional values.

1) HAMburger (i.e. pork) 2) Wildgame burger (i.e. pheasant) 3) Feral Peril Burger (i.e. feral animals like cats) 4) Poultry Burger (i.e. chicken)

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5)

The body needs carbohydrates, fats and protein to provide most of its energy. This energy is called calories, a term that means the amount of chemical energy released as heat when food is digested and metabolised. a) Fats give approximately 9 calories per gram b) Carbohydrates and proteins give approximately 4 calories per gram c) Carbohydrates are the chief source of energy for all bodily functions and muscular work. They also help in the metabolism of proteins and fats d) Fats, or lipids, are the most concentrated source of energy in our diet. e) Cholesterol is a lipid necessary for good health. • As with all substances, cholesterol in excess in the body, can cause disease (heart). • As a result, many diet and health conscious people actively try to limit fat content in their food intake. • This must be done with caution, as fat IS vital to healthy bodily function. f) Protein is the second most plentiful substance in the body and one of the most important elements for the maintenance of good health. g) These three basic substances must be in our daily diet and kept in balance. They are essential for good health.

6)

In small groups discuss the nutritional value of several of your sample burgers. a)

Do they provide adequate calories? (have you got enough information to answer this question

b)

Do they provide a balance between carbohydrates, proteins and fats? (have you got enough information to answer this question?)

c)

Would a person be able to live on burgers alone? (have you got enough information to answer this question?)

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d)

7)

Would the nutritional balance and calorie value improve if a helping of apple pie and a chocolate milk drink was included with each burger meal?

Look at the chart below (showing the amount of caloric energy used per hour during different kinds of exercise) EXERCISE • gentle bike riding • carpentry • gardening • steady running • bricklaying • sitting eating • sitting reading • sleeping

CALORIES EXPENDED 210 408 220 900 240 84 72 60

a) Consider the character you are in the story. What is the most likely activity he/she would engage in and therefore what is an average calorie need for one day? b) Do you think a meal of burgers will provide enough calories to sustain your character for a day? (justify your answer) c) Are burgers a suitable diet for the wolf, given his most likely calorie needs for a day? (justify your answer)

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APPENDIX 11 - EXTENSION CHALLENGE Making Money from Flying Pigs 1) Once the Pig Community and wolf communities are settled in class and operating their small businesses, the teacher can introduce a salary system to the workers. Since all members of the community are working, even the children will receive salaries.

2) The following job descriptions will be filled: • Manager of Flying Pig Inc. - $680/week gross • Food Processor - $500/week gross • Food Packager - $480/week gross • Graphic Designer - $640/week gross • Public Relations - $580/week gross • Flying Pig Operator - $510/week gross • Bank Manager - $680/week gross • Psychologist - $570/week gross • Health Care Worker - $490/week gross • Farmer - $460/week gross • Meteorologist - $500/week gross • TV weather reporter - $490/week gross • Artist - $510/week gross 3) The gross salary indicated is paid to each worker weekly.

Calculate your gross yearly salary (How many weeks in a year?)

4) Each government charges tax. Taxes are used to pay for community things such as social services, hospitals, roads, sewers etc. Tax rates are determined by the annual salary - the more you earn, the higher your taxes. a) Using the following tax rates, establish your annual tax contribution.

ANNUAL SALARY TAX RATE $14999 - $24999 30% $25000 - $34999 33% $35000 - $44999 36%

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b) Using the following equation, calculate your weekly tax rate (get your teacher to help you ).

TAX RATE WEEKLY WAGE WEEKLY TAX [the answer is the amount of money you lose each week from your gross salary] c) Subtract the weekly tax from the weekly salary to calculate your net (take home) pay.

5) Each household must also be responsible for weekly deductions for gas, electricity, food and transport. Make a series of chance cards with individual prices written on them ELECTRICITY - $5.65/WEEK - $6.90/WEEK - $8.20/WEEK - $9.40/WEEK GAS - $4.40/WEEK - $5.65/WEEK - $6.90/WEEK FOOD

- $6.25/WEEK - $7.50/WEEK - $8.75/WEEK

- $5.00/WEEK - $6.25/WEEK - $7.50/WEEK

- children (up to & including 15) - #35/week - adults - $50/week

TRAVEL - Walk - $8.00/week - Bike - $10.00/week - Car - $18/week - Public Transport - Adult - $15/week - Child - $7.50/week

a) b)

Each student selects one card from each of the 4 categories, records the price and returns it to the pile.

Calculate your final net salary after deducting these 4 expenses.

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APPENDIX 12 - EXTENSION CHALLENGE The True Story about Wolves.

Alexander T Wolf had every right to be offended that his reputation had been damaged. The Big Bad Wolf image has stuck with him for years.

In fact, it has stuck with his relatives as well. Many people think ALL wolves are Big and Bad. The truth is, they're really nice guys at heart. Wolves live out in the open, in tough terrain and it is their natural cunning and their physical endurance that permits them to survive. They have to hunt and they have to fight to survive, but this is the only time they are fierce.

By nature a wolf will always run away from humans. They are not afraid of them. Humans are simply not part of their survival chain, and so they avoid them. In fact, wolves can successfully live in areas close to civilization and go completely unnoticed for years.

Wolves are sociable animals living in families or collecting into small groups called packs. These packs usually consist of 2 or 3 pairs and their offspring and they communally hunt and live together. The fact that they hunt in groups has earned them a bad name, for humans fear groups of assailants. For the wolf, it is simply an efficient means of survival.

In groups in class: 1) Research the food chain most likely to sustain a wolf.

2)

Find out about the living habits of wolves. Do they live in the homes of other animals?

3) Find out the story about Romulus and Remus (HINT - look in Roman mythology or the Trojan War)

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Long ago in the jungles of India, a small boy was separated from his family when his village was raided by a tiger named Shere Kahn. He was found and protected by a family of wolves who lived in the jungle.

They named the boy Mowgli and asked Akela, the leader, if he could join the pack.

Rudyard Kipling wrote this story about Mowgli in "The Jungle Book".

Baden -Powell, the founder of scouting, based his programme on the lessons learned from these stories.

1)

Read 'The Jungle Book' by Rudyard Kipling. What lessons could you learn from the wolves.

2) Research how the wisdom of the wolves has been used in the scouting programme and philosophy.

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APPENDIX 13: Original NATIONAL CURRICULUM LINKS National Curriculum -,

Grade 2/3. BAND A; LEVELS 2 S.O.S.E. TIME, CONTINUITY & CHANGE 2.1 - Identifies similarities & differences in the lives of different generations.

2.2 - Uses Calendars & objects to describe age and sequence.

2.3 - Identifies aspects of environments & family ways of life that have endured or changed.

PLACE & SPACE 2.4 - Uses symbols to describe relative locations of place.

2.5 - Describes choices people make in their use of places.

CULTURE 2.8 - Describes practices, customs, traditions etc of familiar groups & communities.

2.9 - Describes roles, responsibilities of family & school.

RESOURCES 2.10 - Goods & services are made by combining a variety of resources.

2.11 - Describe ways people cooperate & depend on one another to work.

2.12 - Suggest management of resources.

NATURAL & SOCIAL SYSTEMS 2.13 - Describes ways elements of natural systems form communities.

2.14 - Why groups & communities have rules.

2.15 - Ways people obtain goods & services in local communities.

INVESTIGATE, COMMUNICATE, PARTICIPATE 2.16 - Selects, compares, categorizes relevant information.

2.17 - Expresses personal view of meaning of data.

2.18 - Explores variety of groups and work strategies.

ENGLISH TEXTS 2.1 - Interacts in more extended ways in school situations.

2.5 - Constructs & retells meaning from: • familiar written text • visual texts for general viewing.

2.9 - Writes brief imaginative & factual texts about familiar and related topics.

CONTEXTUAL UNDERSTANDING 2.2 - Considers how own speaking & listening is adjusted in different situations.

2.6 - Understands people construct texts to represent real & imagined experiences.

2.10 - Recognizes some purposes & advantages of writing.

LINGUISTIC STRUCTURE. & FEATURES 2.3 - Experiments with different linguistic structures & features for expressing & interpreting ideas & information.

2.11 - Uses basic linguistic structures/features of written language so writing can be interpreted by others.

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STRATEGIES 2.4 - Speaks & listens in ways that assist communication with others.

2.8a - Uses basic strategies for interpreting texts & maintaining continuity.

2.8b - With teacher selects own reading material.

2.12a - Discusses planning & reviewing of own writing.

2.12b - Attempts to spell words drawing on knowledge of sound-symbol relationships & letter patterns.

TECHNOLOGY DESIGN, MAKE, APPRAISE 2.1 - Social uses & effects of some products & processes.

2.2 - Recognizes practical constraints designing models. Uses technical terms.

2.3 - Plans production processes using resources safely.

2.4 - Compares own products & processes with original plans.

INFORMATION 2.5 - Ways information is used constructed, presented transmitted.

2.6 - Access, record, store, manipulate & transmit information & create into products.

MATERIALS 2.7 - Characteristics of common materials.

2.8 - Selects & uses equipment with increasing accuracy & control to manipulate & process materials.

SYSTEMS 2.9 - Elements of systems work together.

2.10 - Uses techniques and equipment to organize, assemble & trial linear systems.

SCIENCE EARTH & BEYOND 2.2 - Describes changes that occur in the local environment.

2.3 - How motion of sun in relation to Earth affects daily life.

ENERGY & CHANGE 2.4 - Explains ways people in the community use energy.

2.5 - Properties of light, sound, heating, movement.

2.6 - Observable changes occurring in two objects that interact - identifying energy source.

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We note that this series of curriculum units was first prepared in 1999 in accordance with both the original National Curriculum Framework and a search of curriculum frameworks in more than 20 countries.

The units have been revised and updated in the light of educational and human development research . While we do acknowledge the developments in technology which have occurred in the past decade, and will continue to do so into the future, we do harbour concerns that an over-dependence on computer based technology is developing in our society with an accompanying increase in anti-social behaviour and lack of care for other people and the environment. As such these units are primarily designed to engage students interactively.

At Julie Boyd and Associates we hold a strong commitment to the 7th Generation principle ie that all decisions need to be made with 7 generations hence in mind, rather than simple immediacy.

As such we note that all our our work emanates from a very broad range of research bases and is designed specifically to assist students and teachers to retain a focus on the development of face to face communication and relationships, and their role in making positive, informed and discerning contributions to the world in which they live and which they will leave to their greatgrandchildren.

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Further resources and information can be found at

www.julieboyd.com.au

We can be contacted at info@julieboyd.com.au

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Thanks for using

THE TRULY TRUE STORY of the THREE LITTLE PIGS

B O O K

T I T L E

Written by Miranda Armstrong and Julie Boyd

www.julieboyd.com.au

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