Observatory Hill Environmental Education Centre

Leading environmental education to empower learners for a sustainable future.

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Australian Easter

Australian Easter is an approx. 1.5 hr Science & Technology incursion focussing on the Living World topic. It particularly supports the key inquiry questions, ‘What do we notice about living things’ (ES1), ‘What are the external features of living things’ (S1) and ‘How can we improve a local environment to encourage living things to thrive’ (S1).

Students will learn about Australia’s unique animals through an interactive Australian Easter text, craft activities and music. Students will also make an Australian animal gift and card to take home. 

Key inquiry question

  • What do we notice about living things? (ES1)
  • What are the external features of living things? (S1)
  • How can we improve a local environment to encourage living things to thrive? (S1) 

Key syllabus outcomes

This program supports the ES1-S1 Science & Technology and Creative Arts key syllabus outcomes of: 
  • Students explore the characteristics, needs and uses of living things (ES1).
  • Students experiment with a range of media in selected forms (ES1).
  • Students describe observable features of living things and their environments (ES1).
  • Students use the forms to make artworks according to varying requirements (S1).

And the Cross Curriculum Priorities and General Capabilities of: Sustainability, Literacy & Personal and Social Capability.

Skills outcomes

A student identifies the needs of living things STe-8NE

  • recognise that living things have basic needs including air, food and water (ACSSU002)
  • compare the basic needs of some plants and animals
  • participate in guided investigations to identify living things and the external features of plants and animals in the local environment SciT
  • communicate findings of observations of living things in their environment SciT

Experiments with a range of media in selected forms VAES1.2

  • explores simple construction techniques with boxes and other sculptural materials and the malleable qualities of playdough, plasticine, and/or clay by pinching, rolling, joining, incising, modelling, forming

A student notices the observable features of living things and their environments ST1-5LW-T

  • describe the external features of a variety of living things (ACSSU017)
  • identify and group plants and animals using their external features, for example: native and introduced plants and animals SciT SysT
  • identify that living things live in different places that suit their needs (ACSSU211)

Uses the forms to make artworks according to varying requirements VAS1.2

  • investigates techniques of cutting, carving, incising and modelling in clay and other sculptural materials and investigates qualities including spatial relationships, volume, mass, solids, voids and decorative effects in three-dimensional activities

The General Capabilities of: Sustainability, Literacy & Personal and Social Capability are a feature of the program. 

On the day activities

During the incursion, students will:

  • Listen to the story, Aussie Easter Hat Parade by Colin Buchanan and Simon Williams.
  • Observe preserved Australian animals, to learn about their features that allow them to survive in the various habitats found within Australia.
  • Learn about feral animals and their impact on our native wildlife, and consider ways to help protect native animals
  • Use clay to create an Australian Animal and colour in an Australian Easter Animal card.
  • Sing an Easter Animal song and receive an Easter Animal temporary stencil tattoo. 

Previsit and follow up resources

Pre visit activities

Activities prior to the delivery of the program will help prepare students for the day as well as link the program to the class program. These could include:

  • Discussing terms associated with the environment such as native Australian animals, habitats or animal homes, pollution, litter and recycling.
  • Exploring school gardens as habitats for birds and native animals and to collect gum leaves for gift tags.
  • Explaining to students the importance of caring for school gardens and bushland by not playing in them or walking through them.
  • Identifying some ways people can change the environment that can have a positive or negative impact on wildlife.

Follow up activities

  • Practice the Easter animal song to perform on an assembly.
  • If appropriate, establish a class garden, worm farm or compost bin or have a fund raiser to purchase a bird bath or have a frog pond installed.
  • Organise a school grounds working bee with parents.
  • Discuss students’ responsibility to help with and care for our natural resources and the environment and roles that could be introduced e.g. energy monitors, water monitors, recycling, green team etc.
  • Create a gallery of student’s native animals and celebrate what they have learnt about these creatures.

Pre and Post visit Resources  PDF 83KB


  • DoE - $10 per student (GST free). 
  • Non Government School $15 per student (GST free). Minimum cost of $600.

Incursion program downloads

Download these documents to help with your incursion planning: