A Delicious Way To Support The RSPCA Schools Information Pack

A Delicious Way To Support The RSPCA Schools Information Pack

Event Overview The first ever Cupcake Day for the RSPCA was held on the 18th August 2008. More than 10,000 Queenslanders took to their kitchens to support this national event, raising $80,000 for RSPCA Queensland. This year we are raising the bar even higher with a nationwide target of $3,000,000 - we are hoping you will get on board and help us bake our way to that target. This year we would love to see more schools across Queensland involved in the event. Not only is this an activity where students can make a significant contribution to their community, but more importantly, it is educational and heaps of fun! Tummies and brains will have an equal opportunity to be exercised and, with this in mind, we have included all the information you need for your classes to take part in Cupcake Day. Our kit includes suggestions for lesson plans, recipes for people and canines, activities and decoration tips. Students are welcome to use the above information to create a blurb for school newsletters. 1

Cupcake Day Picture Gallery 2

Cupcake Day Incentives For Your Students Inspire your students to throw themselves into this baking extravaganza and offer some Cupcake Day Merchandise as a prize for the most creative cupcake, best tasting cupcake or best animal themed cupcake. RSPCA Cupcake Day Merchandise Visit http://www.rspcacupcakeday.com.au/get-involved/cupcake-merchandise/ to see our range of RSPCA cooking paraphernalia including: - Kid s Aprons - Spatulas - Baking tins - Patty cases - T-shirts RSPCA Cupcake Day Website The official Cupcake Day website www.rspcacupcakeday.com.au has plenty of planning and decorating ideas for your students. Get creative and hold individual competitions, or form teams within your departments. The website also has resources to download including posters, invitations, email banners and comprehensive guides to hosting a Cupcake Day event. 3

What We Do At RSPCA Queensland The RSPCA is an independent non-government, community based charity providing animal care and protection services. RSPCA Queensland operates nine shelters as well as Inspectorate services across the state. With only 2% government funding, and yearly operational costs of $26 million, RSPCA Queensland relies heavily on the dedication of volunteers and on community support including donations and participation in events like Cupcake Day! Vision That all creatures, great and small, are: Free from hunger and thirst Free from discomfort Free from pain, injury and disease Free to express normal behaviour Free from fear and distress Objectives The primary objectives of RSPCA Queensland are to promote kindness and prevent cruelty to all animals by: - Providing vision and leadership of the cause to end cruelty and abuse to animals; Providing service and facilities to prevent abuse, to treat victims of cruelty, neglect and abuse, and to effectively provide for their care, recovery and management; Investigating and prosecuting cases of animal cruelty; Influencing strategic thinking, policy and legislation; and Promoting changes to attitudes and behaviours toward animals. Our Mission Helping Animals, Enlightening People, Changing Lives 4

RSPCA Second Chance Stories How Helping The RSPCA Will Help Animals In Need Sarah and Germaine Early this year, RSPCA Inspectors arrived at a run- down suburban factory following a cruelty complaint. Two young Kelpies, both extremely thin and neglected, had been abandoned in the filthy factory and left to look after themselves. Upon entering the property, Inspectors found the dogs, who are mother and daughter, huddled together with no food, water or bedding. Their ribs, spine and pelvic bones were clearly visible and as a result, both dogs were in serious need of veterinary treatment and care. Inspectors rushed the dogs to the RSPCA and both were found to be severely dehydrated, suffering from hair loss and badly overgrown nails. One of the dogs had a terrible infection in her right eye and wounds and scars on her face. When found, the dogs weighed just 8.5 and 11 kilos - almost half of what they should weigh. After two months of intensive care and treatment, Sarah and Germaine (as they have now been named by RSPCA staff and volunteers) are fighting fit and have left their old lives behind. They continue to provide strength for each other and thanks to generous donations, are improving every day. But just like these two, thousands of other animals are also in desperate need of a second chance at life. With your support we can continue to make this happen. 5

RSPCA Second Chance Stories How Helping The RSPCA Will Help Animals In Need Sugar My name is Sugar, and I m 4 years old. Before the RSPCA rescued me, I was so skinny that you could see all of my ribs! I only weighed half of what I do now - and I was so sick that even my hair was falling out. I was re-homed by the RSPCA and nowadays I live with my new owner, who loves and cares for me. She even lets me sleep in her bed at night! I m really lucky, because if it weren t for the Inspector who visited my last home, I might still be living outside - cold, hungry and lonely. Now there s so much more to life; toys to play with, parks to run around in and all the love and attention I deserve. 6

What Exactly Does My Donation Do For The Animals? crispy vegetables for an RSPCA $3.00Provides Guinea Pig $60.00 Treats one of our adoption dogs to a bath and clip a fun chew toy for a dog $6.0 Purchases in our Shelter 0 to microchip an animal after $10.0 Helps adoption 0 the RSPCA find a loving new $15.0 Helps home for an adoption dog 0 a neglected puppy for one $27.0 Nurtures week 0 $28.0 Vaccinates a puppy in our shelter 0 specialist treatment for $36.0Provides injured wildlife 0 pay for flu treatment for a $40. Helps kitten 00 specialist veterinary care $43.0 Provides for a neglected kitten 0 the cost of grooming for an $50.0Covers adoption dog about to start a new life 0 $67.00 Contributes to the de-sexing of an adult cat $79.00 Assists our team of Shelter staff to care for a surrendered animal $98.00 Helps us to provide shelter and care for a malnourished horse us care for and nurture a litter $109.0 Helps of stray kittens 0 a litter of puppies in our $135.00 Vaccinates Shelter specialist equipment to help $256.0 Provides Inspectors investigate animal cruelty 0 RSPCA Shelter staff to care for $461.0 Assists abandoned kittens 0 surrendered puppies with $550.0 Provides shelter and plenty of exercise 0 a neglected puppy receives $1,003. Ensures specialist veterinary treatment 00 vital leg surgery for a stray $2,000. Provides or surrendered animal 00 7

A Simple Cupcake Recipe Ingredients 450g (grams) self-raising flour, sifted 170g caster sugar 170mL milk 110g butter, melted, cooled 2 x large cage free* eggs, beaten 1 teaspoon natural vanilla essence Sprinkles and lollies, to decorate Icing 340g pure icing sugar Pink food colouring, optional 30 ml water Method 1. Preheat oven to 200 C. Grease a 12 x 1/3-cup capacity muffin pan. Alternatively, line holes with paper cases. Combine flour and caster sugar in a bowl. Make a well in the centre. 2. Add milk, butter, eggs and vanilla to flour mixture. Using a large metal spoon, stir gently to combine. 3. Spoon mixture into prepared muffin pan. Bake for 12 to 15 minutes, or until a skewer inserted into the centre comes out clean. Stand in pan for 5 minutes before transferring to a wire rack to cool. 4. Make icing: Sift icing sugar into a bowl. Add food colouring and water. Stir until smooth and well combined. Spoon icing over cupcakes. Decorate with sprinkles and lollies. * Choose Wisely - Remember to use certified Barn laid, free-range, organic or RSPCA approved eggs when baking. KEY IMPERIAL METRIC 1oz 28g 1 fl oz 28mL 8

Pupcakes! Here s some sweet treats for your pups. Remember to serve up these doggy cupcakes in moderation, we don t want your poodle addicted to strudel! Ingredients 2x cups water 1 4 cup unsweetened apple sauce 1 4 teaspoon vanilla 4 cups wholemeal flour 1 cup dried apple pieces - you can also use fresh fruit 1 tablespoon baking powder 2x cage free eggs, beaten slightly 4 tablespoons honey Method 1. Preheat oven to 175 C. Grease a 12 x cup capacity muffin tin. 2. Mix all wet ingredients thoroughly. Combine dry ingredients in separate bowl. 3. Add wet ingredients to dry ingredients slowly, scraping well to make sure no dry mixture is left. 4. Pour into muffin tin. 5. Bake for 11 4 hours. Insert a toothpick into the centre of a pupcake and if it comes out dry, they are ready to come out of the oven. 6. Wait until cooled to serve. 7. Store in a sealed container. METRIC 1 cup (250mL) 3/4 cup (185mL) 2/3 cup (170mL) 1/2 cup (125mL) 1/3 cup (80mL) 1/4 cup (60mL) 2 tablespoon 1 tablespoon (20mL) 9

Cupcake Decorating Ideas Start with a freshly baked and iced cupcake. You may want to add some food colouring to the icing to get the right colours for fins, feathers, fur or fangs! Things you can use to decorate Food colouring: Can be used to change the colour of icing and coconut great for making realistic grass! Tubes of icing for drawing on cakes: Can be found in the cake decorating section of your supermarket. Desiccated coconut: Can be used for grass or fur and you can change its colour using food colouring. Lollies: Everything from smarties and snakes to marshmallows and liquorice can be used for ears, tails, facial features and scales. Hundreds and Thousands: These can be used for anything from butterfly wings to beetle droppings! Edible glitter: You can get this at cake decorating stores. Turns a cupcake into a disco ball! Marzipan: Great for molding animals. 10

Lesson One: Introduction to the RSPCA and Cupcake Day Audience Ages 9-13 Duration 55 minutes Objective Students will gain an understanding of the work of the RSPCA and the purpose behind a Cupcake Day fundraising activity. Students explore aspects of responsible pet ownership. Prior knowledge Students will not require prior knowledge of the work of the RSPCA or Cupcake Day. Teachers should visit www.rspcacupcakeday.com.au for more information about Cupcake Day and www.rspcaqld.org.au for more detailed information about the work of the RSPCA. Resources 1. Lesson Plan - Introduction to the RSPCA and Cupcake Day 2. PowerPoint (Optional) - Introduction to the RSPCA and Cupcake Day (this resource can be downloaded from this mini unit's page on WOAW www.woaw.org.au/teachers/rspca-queensland-cupcake-day-school-pack/ or directly by clicking: Introduction to the RSPCA and Cupcake Day 3. RSPCA Letters (Optional) - (this resource can be downloaded from this mini unit's page on WOAW www.woaw.org.au/teachers/rspca-queensland-cupcake-day-school-pack/ or directly by clicking: RSPCA Letters 4. RSPCA Cupcake Day Brochure - can be downloaded from www.rspcacupcakeday.com.au Materials 1. Paper 2. Art supplies (for design of cupcakes) Procedure Topic Notes 1. Introduction (5 mins) 1.1 (5 mins) 1.1 Assess students prior knowledge of the RSPCA by asking a series of questions. For example: Hands up if you have heard of the RSPCA Who can tell me what the RSPCA looks after? (highlight that the RSPCA does not just look after cats and dogs but all creatures great and small) Hands up who has a pet at home. Did it come from the RSPCA? Place the letters of the RSPCA on the board and ask for volunteers to come up and have a guess at what the letters stand for: The Royal Society for the Prevention of Cruelty to Animals 11

Explain that the RSPCA is a group of people who want to stop cruelty to animals. The Royal in the name means that the Queen thinks that the RSPCA are doing a good job and gave them permission to use Royal in their title. 2. Body (40 mins) 2.1 Introduction to the RSPCA and Cupcake Day (20 mins) 2.1 For more information a RSPCA Overview PowerPoint (Resource 2) is available for download with this Mini unit from www.woaw.org.au/teachers/rspca-queenslandcupcake-day-school-pack/ History of the RSPCA (Optional: PPT Slide 2) The RSPCA is a very old organisation that began in England in 1824 and was established in Australia in 1871. The RSPCA used to care for both children and animals that had been mistreated until 1970 when the government took over the welfare of children. In Australia we love our animals so much that there are laws to protect them. RSPCA Inspectors are charged with ensuring people follow these laws and care for their animals properly. The law was first introduced in 1925 and then updated in 2001. Five Freedoms (Optional: PPT Slide 3) The RSPCA believes that all animals need certain things to be healthy and happy. The law states that all animals should be afforded the following freedoms: Freedom from Hunger & Thirst we should provide our animals with nutritious food and fresh water each day. Freedom from Discomfort our animals need shelter from the cold and protection from the heat. They need a comfortable bed to sleep in. We also need to make sure that animals are treated for any conditions that may cause them discomfort. E.g. flea treatments. Freedom from Pain, Injury & Disease hurting animals is unacceptable. If an animal is sick or injured we should seek veterinary advice. Freedom to Express Normal Behaviour what is considered normal behaviour will be different for each animal e.g. chickens love to have a dust bath whilst dogs love to play and bark. Freedom from Fear & Distress we should not expose animals to situations, which may cause any unnecessary distress. Animals should not be afraid of us. When deciding whether an animal is being cared for properly our Inspectors will check whether these Five Freedoms are being met. This applies to all animals: pets, wildlife and farm animals. What does the RSPCA do? (Optional: PPT Slide 4) As the name suggests the RSPCA wants to stop people being cruel to animals. They do this by having Inspectors working all across Queensland who respond to cruelty complaints from members of the public. RSPCA Inspectors respond to over 13,000 cruelty complaints each year. The RSPCA also want to teach people 12

how to care for their animals properly. Some people are not intentionally cruel but do not understand the needs of their animals. The RSPCA Inspectors and Education Department work to educate young people and the community about how to be responsible pet owners. They also believe that if owners knew how to train their animals with positive reinforcement they would be less likely to surrender them so they have training centres where owners can attend classes with their animals. The RSPCA believes that people who hurt animals should be punished. They would like to see tougher sentences enforced for animal cruelty crimes. And of course, they care for animals that need help at their nine Queensland shelters. Incoming Animals 2009/2010 (Optional: PPT Slide 5) The pie graph on the PowerPoint shows how many animals come into the RSPCA shelters each year. In Queensland the RSPCA received a total of 41, 164 animals with over 20,000 of these in the Brisbane shelter alone. This figure is far too high and we hope that in the future as people learn to care for their animals better and make responsible choices this number will come down. So why are all these animals coming into the shelter? Where do they come from? If you have a look at the green section you can see that 45% of animals are stray animals. That means they have been found wandering the streets. They are lost. What can we do to make sure our pet gets back to us when they are lost? Prompt children to come up with give the dog a collar and tag. But what happens if your pet s collar comes off? Is there anything else you can do to make sure your dog is safe? The older children may come up with microchipping. You can explain that a microchip goes just under the dog s skin and is a little chip no bigger than a grain of rice that contains all the animals details. Vets can microchip your pets very easily and it doesn t hurt them at all. If the animal is lost the RSPCA can scan the chip and find out who the animal belongs too. 30% of the animals that come into the shelters are surrendered. Surrendered means their owners have left them with the RSPCA because they do not want to care for them anymore. Owners give varied reasons for why they do not want to care for their animals anymore. Some people will say they don t have enough time to walk the dog or enough money to pay for food and vet bills. 8% of the animals in our shelters come in via the animal ambulance. So they have been found sick or injured. 14% of the animals are sick or injured wild animals. If you ever see a sick or injured wild animal, there is a special number you can call to get help. It is very easy to remember. The number is 1300 ANIMAL. For some animals it is important that you get assistance from a qualified wildlife handler. Can you think of any examples of 13

animals that you should not try to handle yourself? Students may come up with snakes or bats. You can reiterate that some animals, like bats, could be carrying dangerous diseases. Also some animals may be venomous or difficult to handle e.g. sharp claws. Advise students that they should always get assistance from an adult and should call 1300 ANIMAL for help. Shelters (Optional: PPT Slide 6) The RSPCA has 9 shelters to care for the 41,164 animals coming in each year. At the shelter the animal is cared for until a permanent home is found. As soon as an animal arrives at the shelter it is checked by a veterinarian to make sure it is healthy. RSPCA Qld Staff (Optional: PPT Slide 7) Lots of people are needed to care for all of these animals. RSPCA Qld has over 260 paid staff performing lots of different roles. Our Wonderful Volunteers (Optional: PPT Slide 8) You might be thinking that 260 staff is not a lot to care for over 41,000 animals. Luckily the RSPCA have over 2,000 wonderful volunteers who are engaged in a whole range of jobs. Volunteers do not get paid instead they donate their time to help the animals. This is really important as the RSPCA do not have very much money. It costs a lot of money to care for 41,164 animals and they only receive a small amount of money from the government so they rely on members of the public to donate their time and money to help out. Volunteers save the RSPCA around $2 million each year in wages. Children may ask you if they can become a volunteer. Unfortunately volunteers need to be over 18. They may be able to volunteer at the age of 16 through a school work experience program. Remind students that they can still get involved and they can still help. They could learn more about animals and tell other people what they have learnt, they could organise a fundraising event or they could even get involved as a family. The family could sign up as foster carers or wildlife heroes. Explain to students that they are about to participate in a fundraising event and so will be helping the RSPCA care for animals. Operating Costs (Optional: PPT Slide 9) It costs the RSPCA $27 million every year to look after all the animals that are brought into the Queensland shelters. So where do they get all that money from? The government gives them less than 2% of the money they need. Therefore they rely on generous donations from members of the public to continue caring for animals in need. The RSPCA has two pet superstores called World For Pets where you can buy everything you need for your animals. All profits go to the RSPCA. This is one way in which they raise money. The RSPCA hold various fundraising events throughout the year. We are going to talk more about Cupcake Day which is an exciting way to raise money for the animals in their care. Cupcake Day for the RSPCA! (Optional: PPT Slide 10) 14

This year we are going to be a part of the RSPCA Cupcake Day celebration. On Monday 16th August we are going to bake scrumptious cupcakes and sell them to our friends and family to raise much needed funds for the RSPCA. Last year people all across Australia got involved and made over half a million cupcakes and raised a staggering $1,100,000. This year the RSPCA hopes to raise $3,000,000. How is it going to work? (Optional: PPT Slide 11) You are going to be given a list of ingredients. In groups you will come up with different cupcake designs using the ingredients on the list. Each group should come up with four different designs and vote to choose the most popular. We are going to have a look at the type of ingredients we should be choosing to make sure our choices are animal-friendly. Then we are going to discuss how to promote our event to make sure we sell as many cupcakes as possible. And then the best part, we get to bake our cakes and eat them too! Cupcakes Galore (Optional: PPT Slide 12) Have a look at some ideas for creative cupcakes. 2.2 Designing our cupcakes (20 mins) 2.2 As a class brainstorm ideas for cupcake design. The class could visit the Cupcake Day website www.rspcacupcakeday.com.au to have a look at some creative cupcake designs. Split the class into groups to draw four different cupcake designs. 3. Conclusion (10 mins) 3.1 Conclusion (10 mins) 3.1 Each group should show the class the design that they have chosen and explain why they choose it and what ingredients they are going to use to make the design. Curriculum Links 15

Science SOSE Life and Living LL2.3 Students make links between different features of the environment and the specific needs of living things. LL3.1 Students draw conclusions about the relationship between features of living things and the environments in which they live. Systems, Resources and Power SRP4.2 Health and Physical Education Students plan and manage an enterprise that assists a community or international aid project. Promoting the Health of Individuals and Communities PH4.3 Students propose ways of responding to situations and behaviours that are unsafe, harmful and risky, after assessing options and consequences. 16

Lesson Two: Planning Your Cupcake Day Event Audience Ages 9-13 Duration 40 minutes Objective Students will begin to understand the need to plan and strategise to maximise profits and make an event a success. Students will apply basic mathematical skills in a practical scenario. Prior knowledge This is the second in a series of five lessons on Cupcake Day. Students are expected to have an understanding of the work of the RSPCA and the Cupcake Day event. Students will also be required to apply a number of basic mathematical skills. Resources 1. Lesson Plan Planning Your Cupcake Day Event 2. Cupcake Maths Worksheet (can be found on page 19 of this kit) 3. Cupcake Maths Answer Sheet (can be found on page 20 of this kit) Procedure Topic Notes 1. Introduction (5 mins) 1.1 Goal Setting (5 mins) 1.1 Today we are going to start planning our Cupcake Day event. We first need to decide how much money we would like to raise and how many cupcakes we need to sell to achieve our goal. What things do we have to consider: Cost of ingredients How many cupcakes we can make from those ingredients How much we can sell them for How much profit do we make 2. Body (30 mins) 2.1 Cupcake Maths (20 mins) 2.1 Hand out Cupcake Maths Worksheet. Students can work individually or in groups to complete. 17

2.2 Answers (10 mins) 2.2 As a group discuss answers and their impact on the event plan e.g. How many cupcakes are you going to make? How much produce are you going to buy? 3. Conclusion (5 mins) 3.1 Conclusion (5 mins) 3.1 Have another look at the list of ingredients. What type of eggs are we going to buy? How do we know that the eggs are free-range? What I would like you to do for homework is examine the egg cartons in the supermarket and see what other words you can find on the packaging? Suggested Homework Activities Examine egg packaging and note the language used to describe the eggs. Suggested Extension Activities Provide students with a cupcake recipe that uses imperial measurements. With the aid of a conversion table, students are to rewrite the recipe converting the measurements to the metric system. Curriculum Links Mathematics Numbers 3N2 Students select and use appropriate methods of calculation to solve problems involving the addition and subtraction of whole numbers to 9,999 and decimals of the same number of places. 3N3 Students select and use a range of mental computation strategies, written and calculator methods and apply multiplication and some division facts to solve multiplication and division problems involving whole number and decimal fractions. N4.2 Students select and use efficient methods of calculations to find approximate and exact solutions to problems involving addition and subtraction of any whole numbers and decimal fractions. N4.3 Students select and use a range of mental computation strategies, written and calculator methods and apply number facts to solve multiplication and division problems involving whole numbers, fractions, percentages and rates. 18

Maths Worksheet Useful Information: A cup is 250 grams The ingredients listed below will make a batch of 20 cupcakes Ingredients: 2 ½ cups of flour ¾ cup sugar 1 ½ cups of milk 2 eggs 125 grams butter Shopping List: 2 kilogram bag of flour - $2.50 1 kilogram bag of sugar - $2.20 2 litres of milk - $3.30 500 gram pack of butter - $2.10 12 free-range eggs - $5.60 Problems: 1. If the ingredients above will make 20 cupcakes per batch. How many batches are needed to make 300 cakes? 2. How much milk will we need to make 300 cupcakes? 3. How much will it cost to buy the milk to make 300 cupcakes? 4. How much will it cost to make a batch of 20 cupcakes? N.B. Can you buy 1 ½ bags of flour or half a cup of butter? 5. What is the maximum number of batches that you could make with the ingredients listed above? 6. How much will it cost to make 60 cupcakes? How much will it cost per cupcake? 7. How much profit will you make for the RSPCA if you sell 60 cupcakes at a cost of $2 per cupcake? 8. Using the list of ingredients above calculate how much it would cost to buy the ingredients needed to make 300 cupcakes. 9. If we were to make 300 cupcakes how much would it cost per cupcake? 10. How many cupcakes would we need to sell to make $200 if each cupcake were to cost 20 cents to make? 11. A batch of 20 cupcakes takes 25 minutes to bake in the oven, and the oven can hold 3 trays of 20 at one time, how much time will it take to bake the 300 cakes? 12. Once the cakes are baked and cooled each cake will take 30 seconds to ice and decorate. How long would it take to decorate 300 cupcakes? 19

Maths Worksheet Answers 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 15 batches 5.625 litres $19.80 $15.70 3 batches 26 cents $104.40 $54.20 18 cents 112 cupcakes 125 minutes 2 hours 5 minutes 150 minutes 2 ½ hours 20

Lesson Three: Choose Wisely Audience Ages 9-13 Duration 50 minutes Objective As students plan the ingredients that they will use in their cupcakes, this lesson encourages them to consider where their food comes from and become conscious and informed consumers. Students will examine the different types of egg production systems in use in Australia and their animal welfare implications. Prior knowledge Students may have already researched the descriptions used on egg packaging In Australia. Alternatively this can be incorporated into the lesson. Background information for teachers on RSPCA campaigns can be found at www.rspca.org.au/what-wedo/humane-food/ or www.rspcaqld.org.au/campaigns Resources 1. Lesson Plan: Choose Wisely 2. PowerPoint presentation (Optional): Choose Wisely: Caged vs. free-range Eggs - (this resource can be downloaded on WOAW s RSPCA Cupcake Day Mini Unit as well). 3. Information Sheet: Egg Production Systems (can be found on page #28 of this kit) 4. Five Freedoms for chickens (page # 27 of this kit) Procedure Topic Notes 1. Introduction (15 mins) 1.1 Where do our eggs come from? (5 mins) 1.1 For more information a RSPCA Caged vs. free-range PowerPoint (Resource 2) is available for download online (see links in RESOURCES above It might sound like a funny question but where do eggs come from? Chickens of course, although there are other animals that lay eggs too such as echidnas, lizards, snakes, even crocodiles! But today we are going to learn more about the eggs that we are going to use in our Cupcake recipe. Eggs are a vital ingredient in our recipe but we want to make sure we are buying eggs that come from happy and healthy chickens. As you know the RSPCA does not only look after pets but also farm animals. They believe that all animals deserve to have their Five Freedoms. So how do we know that the chickens that produced our eggs had their Five Freedoms? 21

We would know how the chickens lived if we kept chickens in our backyard to lay eggs but do most people have chickens in their backyard? No. Most people who live in the city don t have room. Where do most people get their eggs from? The supermarket. How could we find out how the chickens that lay the eggs that we buy in the supermarkets are raised? We might look at the descriptions on the egg cartons. Hand out egg cartons for students to have a look at or ask them to take out their homework in which they made a list of all the descriptions they could find on egg cartons in their local supermarket. 1.2 Information on egg 1.2 Brainstorm the words discovered on egg cartons. cartons (10 minutes) Answers will include: farm fresh barn laid free-range cage eggs organic eggs vegetarian eggs logos nutritional guides (including heart foundation tick) where the eggs have come from the company who has sold the eggs to the supermarket Discuss with the group their thoughts about the wording on the cartons. Does this mean that different types of chickens have laid these eggs? For example, do white chickens lay farm fresh eggs and brown chickens lay a different sort? These are all eggs from chickens so what does all this mean? As you can see it can get quite confusing. The most important information to look out for is what type of farming system the chickens were raised in. In Australia there are three main types: cage, barn laid and free-range. We are going to have a look at each of one these types and find out which caters for the animals Five Freedoms. 2. Body (30 mins) 2.1 Five Freedoms (10 minutes) 2.1 What do Chickens need? (Optional: PPT Slide 2) First of all we need to learn a little bit more about chickens and what they need to be happy and healthy. You might not have thought too much about chickens and what they need but they are actually very intelligent animals. 22

You may wish to show students the youtube clip of a chicken completing an agility course to reinforce the message. Chicken Agility (Optional: PPT Slide 3 with link to youtube) Chicken Agility Video on YouTube Now let's consider what types of things we would have to think about if we were going to keep chickens in our backyard. Make a list of all the things chickens need to be healthy. What do Chickens need? (Optional: PPT Slide 4) Think about food, water, space, sun and shade and protection. Answers should include: Food (dry food and fresh scraps) Fresh water every day A place to roost chickens like to sit on perches above the ground (it makes them feel safe from foxes and other unfriendly animals) A place to lay their eggs chickens like to make little nests out of straw, dirt and leaves. Space to walk around chickens don t like being too crowded! Plenty of grass and soil for chickens to peck and look for food in. Plenty of dirt for the chickens to have dust baths in. Plenty of sunlight and shade Protection from predators Other chickens for company Five Freedoms (Optional: PPT Slide 5) Remind students about the Five Freedoms for animals that we discussed in Lesson 1 The Introduction. Freedom from Hunger & Thirst chickens need to have access to food and fresh water Freedom from Discomfort chickens would need shelter from the cold and protection from the heat. Access to straw to make their nest Freedom from Pain, Injury & Disease chickens should be treated in a way that does not cause them pain and receive routine veterinary care Freedom to Express Normal Behaviour what is considered normal behaviour will be different for each animal e.g. chickens would not like us to take them for a walk on their lead but they do like to have dust baths and flap their wings Freedom from Fear & Distress chickens need an area for them to perch so they do not feel threatened by predators and enough space as being too crowded can cause them distress Give each student a hand out of the Five Freedoms for chickens which can be found on page 29 of this resource kit, so that they can refer to them as they complete the next activity. 23

2.2 Egg Production Systems (20 mins) 2.2 Caged vs. Humane Egg Production (Optional: PPT Slide 6) The first production system we are going to look at is the cage system. Bearing in mind what you have learnt about chickens, if we are going to keep chickens in a cage what size do you think the cage would have to be? Remember they like to flap their wings and have dust baths. Sadly, chickens that are kept in a cage system live their whole life in a cage smaller than the A4 piece of paper in front of you. And they are not in the cage on their own. There are usually 3-5 birds in the same cage. When chickens get crowded in like that they feel threatened and so what do you think they might do? Peck at the other birds. To stop this happening in cage egg systems many of the chickens are debeaked. This is a very painful procedure in which part of the chicken s beak is removed. What about the floors of the cages? The cage is made of wire mesh. Do you think that would be comfortable for the bird? In fact the cages permanently disfigure their feet as the claws become wrapped around the wire. Have a look at your Five Freedoms and in groups discuss whether the chickens that live in cage systems are getting their Five Freedoms. After students have discussed this as a group, initiate a class discussion. As we can see the chickens that lay eggs in cages do not live a happy and healthy life, in fact, they live a miserable life. So why do you think they are kept this way? By cramming chickens into smaller and smaller spaces farmers can produce more eggs, making them less expensive to produce. How many chickens do you think live like this in Australia? 13.3 million chickens. Most consumers, if they understood where their eggs were coming from would be willing to pay a few cents more for eggs that have come from happy, healthy chickens. What will happen if we all stop buying cage eggs? Will the farmers keep making them anyway? No, of course not. If we make the right choice in the supermarket we can make sure that chickens do not have to live such a horrible life. So which eggs should we be buying? Let s have a look at two more egg production systems that are more humane. Barn laid eggs Barn laid eggs come from chickens that are housed in a large barn or shed. Barns have perching facilities, litter, nest boxes and easy access to food and water. Have a look at the Five Freedoms. Do chickens living in a barn laid system have their Five Freedoms? 24

Initiate class discussion. Free-range eggs Free-range eggs come from hens that have access to an outdoor area during the day. At night, large flocks of free-range hens are kept in sheds or barns that have similar features to those for barn-housed hens. What is the main difference between free-range and barn laid systems? Is it necessarily a bad thing that the hens do not go outside? What might it protect them from? Are there any other problems you can see from a barn laid system? Potentially overcrowding. Barns can house anywhere between 500 and 5000 chickens. Just knowing what type of housing system the chickens have come from does not necessarily tell us whether they have been afforded the Five Freedoms. Let s have a look at two more common descriptions that we find on egg packaging to see if they can help us. Farm Fresh/Vegetarian/Corn-fed/Grain-fed Refer students to the worksheet. If we buy a carton of eggs with these terms on the label do we know if the chickens are getting their Five Freedoms? RSPCA Approved Refer students to the worksheet. RSPCA supports barn laid systems that house a smaller number of chickens and also some free-range systems. Just look out for the RSPCA approved logo on the egg carton. 3. Conclusion (5 min) 3.1 Conclusion (5 mins) 3.1 Hold a class discussion on the different ways that eggs are produced in Australia. Prompting questions: Which did they think was the kindest way to keep chickens? Which did they think was the least kind? Why do they think that some farmers continue to keep their chickens in small cages? Cheaper. People are still purchasing them. What can we do to encourage all farmers to change to barn laid or free-range egg farming? Purchase only RSPCA Approved humanely produced eggs. If we can t afford to buy the more expensive barn laid eggs - is there still something we can do? Yes! Buy the humanely produced ones still - but just eat less of them! 25

Does the information we have discovered today have an effect on our choice of eggs for the cupcakes we are making for Cupcake Day? Do you think it will effect the cost of our cupcakes? Research the cost of the different types of eggs in the supermarket. What is the cost to the animals of not choosing free-range? Curriculum Links Science Life and Living LL 3.1 SOSE Systems, Resources and Power SRP 4.5 English Students classify values that underpin campaigns and organizations associated with human or environmental rights. Critical: Evaluating meanings in text CR 3.3 Mathematics Students draw conclusions about the relationship between features of living things and the environments in which they live. Students identify which aspects of subject matter, attributes, process and visual resources they have chosen to construct positive or negative representations of people, places, events, and/or things in their stories, personal recounts and information reports. Chance and data 3C2 Students design surveys, collect, organise, interpret and make inferences about data and create and draw displays based on one -to-one correspondence, clearly identifying the significant features. Suggested Homework Activities Students can collect information about the eggs used in their house and bring that data back to the class. Teacher can use the data to survey which eggs are the most common in households. Students can then present this information graphically. Suggested Extension Activities 1. Students can reflect on what they have learned by writing a paragraph from the point of view of a hen producing: caged eggs, barn laid eggs and free-range eggs. The title can be A day in the life of... a caged hen a free-range hen 26

a barn hen Students should consider the kind of things that the hens may get up to throughout the day and whether or not they are able to do everything that they would like to. 2. Watch the Meatrix on youtube. Discuss the various farming methods used in Australia and what we can do to support humane food production. References Portions of this lesson were kindly written and generously donated to the RSPCA Qld Inc. by Anne Lonie. If you would like to help the RSPCA by donating teaching resources please contact the WOAW Admin Team: admin@woaw.org.au 27

Five Freedoms for Chickens Freedom from Hunger & Thirst chickens need to have access to appropriate food and fresh water Freedom from Discomfort chickens need shelter from the cold and protection from the heat. Chickens also need access to straw to make their nests. Freedom from Pain, Injury & Disease chickens should be handled and housed in a way that does not cause them pain. Chickens need routine veterinary care. Freedom to Express Normal Behaviour what is considered normal behaviour will be different for each animal e.g. chickens would not like us to take them for a walk on their lead but they do like to have dust baths, make nests of straw and flap their wings. Freedom from Fear & Distress chickens need a sheltered area to perch so they do not feel threatened by predators and enough space as being too crowded can cause them distress. 28

Egg Production Systems In Australia, we love our eggs, approximately 339 million dozen eggs are produced each year by an estimated 19.6 million hens. From these eggs, 109 million dozen eggs are bought from our local supermarket. Buying eggs in the supermarket is becoming more and more complicated. With so many types of eggs to choose from many people are asking what are the best eggs to buy? In Australia, eggs come from three main production systems; cage, Barn laid and free-range. Cage Eggs (Image source: AECL) Cage eggs come from hens housed in battery cages. A battery cage is made of welded wire and metal and will usually house between 3-5 birds. The hens feet are often permanently disfigured by the wire floor as their claws become wrapped around the wire. The hens have access to food troughs and water drinkers. In newer systems, cages are stacked in several tiers, one above the other, inside a climate-controlled shed. The shed may contain as many as 100,000 birds. The current minimum space allocation (allowed by law) for caged birds is 450cm2 floor space per bird (less than the size of a piece of A4 paper). Regulations have been introduced to slightly increase the minimum floor space to 550cm2 (still less than A4 size). 68% of eggs in Australia are produced from hens housed in battery cages. Unable to express their natural behaviours, battery hens live their year-long lives standing on a wire mesh floor, with less space each than this piece of paper. Caged hens can t stretch out and flap their wings, perch, roost, dust bathe, forage for food or satisfy their natural urge to lay their eggs in a nest. The RSPCA believes keeping hens in cages is cruel and has sought to have the practice banned. Caged hens suffer miserably throughout their short lives and the RSPCA recommends avoiding cage eggs altogether. Barn laid Eggs Barn laid eggs come from hens housed in a large barn or shed. Many eggs are now being called cage free on their packaging and essentially cage free eggs are barn laid eggs. Hens are not kept in cages in a barn laid system. All barns have nest boxes, water and feed but not all barns have perches or litter (some barns have slats or wire-mesh flooring). Barn laid eggs are a good alternative to cage eggs and a well-managed barn can be just as good for a hen as a proper free-range system. 29

In a well-managed barn, hens have the freedom to move around, stretch, flap their wings, socialise, perch, forage and dust bathe. They are also able to lay their eggs in a secluded nest, a behavioural priority for all hens. Free-range eggs free-range eggs come from hens that have access to an outdoor area with feed and water during the day. At night, large flocks of free-range hens are kept in sheds or barns that have similar features to those for barn-housed hens. Smaller flocks may be housed in moveable sheds to allow rotational use of the range area. The RSPCA recommends only buying freerange eggs that are certified by a trusted body. Farm fresh/vegetarian/grain fed/corn fed Terms like this are often used to imply higher welfare but aren t necessarily so. If the housing system isn t defined on the egg carton then you can assume they are cage eggs. Vegetarian eggs come from hens that are fed a vegetarian diet but they can also be caged hens so if animal welfare is a concern to you then look at the label closely. RSPCA-Approved RSPCA Approved eggs are free-range or barn laid. RSPCA-Approved farms are monitored closely to ensure our high animal welfare standards continue to be met. Hens on RSPCA-Approved farms have the freedom to express their natural behaviours like nesting, perching, foraging and dust bathing. They also have space to socialise and stretch and flap their wings. RSPCA standards for layer hens are available on our website http://www.rspca.org.au/what-we-do/approved-farming-scheme/. NOTE: Egg production data source: Australian Egg Corporation Limited Annual Review 2009 30

Lesson Four: Promoting Your Event Audience Ages 9-13 Duration 60 minutes Objective Students will develop a marketing strategy for their Cupcake Day event. Students will examine some of the techniques of persuasion that they encounter in their everyday lives. A creative marketing tool will be developed. Prior knowledge This is the fourth lesson in a series of six based on RSPCA s Cupcake Day. Students should have an understanding of the work of the RSPCA. Resources 1. Lesson Plan Promoting Your Event 2. Cupcake Day Blackline Master (can be found on page #33 of this kit or on WOAW: RSPCA Cupcake Day Colouring Sheet). Materials 1. A4 Paper 2. Crayons, pastels, paints 3. Pencils Procedure Topic Notes 1. Introduction (15 mins) 1.1 Promotional Ideas (15 mins) 1.1 Today we are going to look at how we can promote our event. Can anyone tell me what promote means? Promoting our event really means that we tell people what we are doing, when we are doing it and why. Generally, promotion is communicating with the public in an attempt to influence them toward buying your products and/or services (Ward, 2010). How does promotion differ from advertising? Promotion is the broader, all inclusive term. Advertising is just one specific action you could take to promote your product or service. Promotion, as a general term, includes all the ways available to make a product and/or event known to and purchased by customers and clients (Ward, 2010). The word promotion is also used specifically to refer to a particular activity that is intended to promote the business, product or service. A store might advertise that it's 31

having a big promotion on certain items, for instance, or a business person may refer to an ad as a promotion (Ward, 2010). Why do you think it is important to promote our event? We want as many as possible to buy our cupcakes so we can raise more money for the RSPCA. We see events, services and products promoted everyday. Can anyone think of some examples that they have seen today? TV adverts Posters Billboards Newspaper Radio adverts Flyers Shop-a-docket What do we like about the ads that we have seen? Are they funny? Images Colours Celebrity Language Music What are the ads trying to do and how do they do it? What things can we do to promote our Cupcake Day event? What things might limit how we promote the day? Talk on parade Create posters for display in the school and local community School newsletter Community paper Invitations to parents Communication Board outside the school Word of mouth Film short ad or podcast for other students in the school Design a flyer or banner Create a fundraising page through RSPCA Cupcake Day site and link to school website 2. Body (40 mins) 2.1 Preparation 2.1 Teachers may choose to devote the rest of the lesson to one of the promotional 32

(30 mins) ideas generated above. Below is a suggested activity that students can work through to promote their event. Cut A4 Blackline Master of Cupcake Day poster into 16 equal rectangles. Give each group one of the 16 pieces and a blank sheet of A4 paper. Students are to enlarge their piece to fit on the A4 blank paper. 2.2 Put the puzzle together (10 mins) 2.2 When the pictures have been completed and coloured they are joined back together to create an oversized version of the original. This can be used to promote the event within the school. 3. Conclusion (5 mins) 3.1 Conclusion (5 mins) 3.1 Review their poster. Remind students that next lesson they will be baking their cupcakes. Curriculum Links SOSE Systems, Resources and Power SRP4.2 The Arts Students plan and manage an enterprise that assists a community or international aid project. Visual Arts VA3.1 Students design, make and modify images and objects applying elements and additional concepts to construct intended meanings. VA3.2 Students make and display images and objects, understanding the functions of informal and formal display. VA4.2 Students make and display images and objects to understand the purpose of audience. Reference Ward, S. (2010) Promotion. From the About.com Guide website. Accessed 14th July, 2010 from http://sbinfocanada.about.com/cs/marketing/g/promotion.htm 33

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Lesson Five: Let s Bake! Audience Ages 9-13 Duration 55 minutes Objective Students will learn the steps involved in baking cupcakes including timings and measurements. Students will have to work as part of a team to ensure a successful outcome. Prior knowledge This lesson is the fifth lesson in a unit of six lessons on Cupcake Day. Students are required to have an understanding of the Cupcake Day event and the work of the RSPCA. Resources 1. Lesson Plan Let s Bake! 2. Cupcake Day Recipe (can be found on page #8 of this kit) Materials 1. Cooking utensils 2. Ingredients 3. Patty cases 4. Trays 5. Ovens Procedure Topic Notes 1. Introduction (5 mins) 1.1 Safety in the kitchen (5 mins) 1.1 Recap safety procedures for cookery classes. 2. Body (45 mins) 2.1 Preparation (10 mins) 2.1 Divide class into groups and gather each group around a table with their bowls, spoons and recipe. Read through the recipe as a class. Ask students what is the first thing they need to do. (e.g. Preheat oven) Select one person from each group to collect each ingredient from the main table/bench. 35

Ask students to measure out each ingredient accurately. Follow the recipe step by step. Each group member should help with stirring and spooning out the mixture into the patty cases. On completing the recipe the teacher should place the trays into the oven, taking note of the time. This can be discussed with students. 2.2 Recap Cupcake Day (20 mins) 2.2 Whilst cakes are cooking, ask students to recall what they have learnt about the RSPCA. Recap fundraising goals. 2.3 Decorating the cupcakes (15 mins) 2.3 Whilst cupcakes are cooling students can make the icing and gather ingredients for decorating their cakes. Decorate cupcakes. 3. Conclusion (5 mins) 3.1 Conclusion (5 mins) 3.1 The class should gather to look at each group s finished cupcakes. Curriculum Links SOSE Systems, Resources and Power SRP 4.2 Mathematics Students plan and manage an enterprise that assists a community or international aid project. Measurement 3M2 Students estimate and measure objects in terms of length (centimetres, kilometres), mass (grams),area (square centimetre grids) and volume millilitres) and interpret and use equivalent forms when recording measures. M4.2 Students choose and use appropriate units when estimating and measuring and explain ways of working out the length of boundaries, area, volumes and masses. 36