Daffodil Day Fundraiser

Overview

This 60-minute session launches a longer student research project connected to Daffodil Day and cancer awareness. Because meaningful research, source checking, and fundraiser design cannot be completed in one session, students leave with a clear research question and a fundraising challenge to develop in subsequent sessions.

Learning intentions

Students will:

• understand that Daffodil Day raises awareness and funds to support people affected by cancer
• identify what they need to research before proposing a fundraiser
• begin designing a fair, safe, and achievable fundraising idea for their school
• consider how community action can support an important cause

Success criteria

• I can explain the purpose of Daffodil Day in my own words.
• I can identify at least two questions my group needs to research.
• I can suggest a fundraising idea that is realistic, inclusive, and connected to the cause.
• I can explain who would benefit and what resources would be needed.

Curriculum links

• Civics and Society — fundraising and awareness days in New Zealand
• Economic Activity — planning how money can be raised towards a target
• Social inquiry — asking questions, gathering information, and using evidence to make decisions
• Key competencies — thinking; managing self; participating and contributing; relating to others

Lesson structure (60 minutes)

1. 0–15 min · Hook. Display the opening question from the Daffodil Day project launch deck: “How could our school turn one small action into meaningful support for people affected by cancer?” Students silently think of one possible response.

2. 15–30 min · Purpose. Teacher explains: “Daffodil Day is a New Zealand awareness and fundraising day connected with support for people affected by cancer. Your group will research the cause and create a fundraising proposal for our school.” Students listen and identify the key challenge: research first, then propose.

3. 30–45 min · Research focus. Teacher reveals three starting questions on the Daffodil Day project launch deck: “What is Daffodil Day for?”, “How are donations used?”, and “What fundraiser could our school run?” Students choose or record one question they want their group to investigate on the Daffodil Day research and fundraiser planner.

4. 45–60 min · Launch task. Teacher assigns groups of four and displays the final challenge: “Research carefully, then design a fundraiser with a clear target, audience, steps, costs, safety considerations, and explanation of how it supports the cause.” Students move into groups, appoint a discussion starter, recorder, evidence checker, and ideas manager, and write their first research question.

Important continuation: In the next sessions, allow time for students to use reliable sources supplied or approved by the teacher, record evidence in their own words, compare possible fundraising ideas, calculate income and costs, seek school approval, and present a final proposal. Do not ask students to make claims about cancer treatment, donation use, or charity impact without checking current, trustworthy information.

Resources

• the Daffodil Day project launch deck
• the Daffodil Day research and fundraiser planner
• Teacher-approved information sources about Daffodil Day and cancer support
• Devices or library books for later research
• Whiteboard or display screen
• Paper, pencils, and group folders
• School fundraising and safety guidelines

Assessment

• Listen for students’ initial explanations of Daffodil Day and correct misconceptions without requiring personal or family experiences to be shared.
• Check that each group has recorded a researchable question rather than only a fundraiser idea.
• Collect or photograph the first section of the Daffodil Day research and fundraiser planner to identify groups needing support with question formation.

Differentiation

• Provide question starters such as “What is…?”, “Why does…?”, “Who benefits…?”, “How might…?” and “What evidence shows…?” on the Daffodil Day project launch deck.
• Pair students strategically and provide a word bank including awareness, donation, target, cost, income, audience, evidence, community, and respectful.
• Allow students to respond through drawing, speech-to-text, or a short recorded explanation before writing.
• For older students, require an evidence-based proposal including projected income, expenses, ethical considerations, accessibility, and a rationale for why the fundraiser is likely to work.
• Avoid assuming that students or their whānau have personal experience of cancer; offer a private alternative if the topic is sensitive.