Ripper ii Educational resource for primary schools - Australian ...

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TOPIC 5: LOOK, THINK, DO….Overview: Children practice identifying farm hazards and assessing risk in the home / farm environment. Ways to prevent injuries are exploredusing the categories of safer places, design, practices and gear. Opportunity is given to explore these processes for particular farm hazards infurther detail. Design features of a range of helmets are examined and children design their own ‘multi-purpose’ helmet for riding activities.Teaching strategies ACTIVITIES ResourcesActivity 1a: LOOK…Keypoint: Children can assist their families to identify hazards unique to their home / farm environment.Simulatedsafety walkKnowledge andunderstandingProvide children with the activity sheet* and explain the steps involved in a safety walk.Children:• Look (identify):• List the features and places that could cause an injury to children• Discuss the types of injury possible (eg. drowning, falls, amputations, head injuries).• Suggest how such injuries might happen. (eg. children climb on machinery propped up onblocks, children playing with keys left in ignition, tractor rolls without a roll bar)Activity sheet 4.5.1Raffle anddiscussionAnalysisEvaluateActivity 1b: THINK…..Keypoint: Risk is how likely something unfavourable will happen. Risk of injury is higher ifsomeone is in contact with a hazard more often or the hazard /activity is more dangerous(can cause a more serious injury). People can reduce risk in a variety of ways.Conduct a class raffle. Make the “prize” having to tidy up the classroom (or such like).Children:• Think (of the risk):• Suggest ways “risk” is like a raffle with a bad prize. Suggest ways the chance of a “win”might be less random - like a horse race, where ability, training, equipment and environmenthave a an affect.• Describe factors that can affect the risk of injury on a farm and how.• Categorise the hazards / unsafe activities on the activity sheet from most to least risky.Slips of paperfor a raffleActivity 1c: DO….Keypoint: People can reduce risk of injury. There are a variety of strategies to take.These can be categorised as making safer places, safer design, safer practices, and safer gear.• Do (work out solutions):As outlined on the activity sheet, brainstorm ways to solve the above hazards/unsafesituations under the following headings1. Safer places – remove hazards from the area (eg. safe play areas)2. Safer design – make hazards safer (eg. guards on machines)3. Safer practices – rules, learning and supervision (eg. rider instruction)4. Safer gear – helmets and protective clothing (eg. helmets)64
TOPIC 5: LOOK, THINK, DO….CONT...Continued from previous page.Teaching strategies ACTIVITIES ResourcesActivity 2: ACTIVITY CARD OPTIONSKeypoints: There are different types of hazards and control measures on farms that can be exploredin greater detail. The principles of hazard identification, assessment and control are the same.Activitycard exercisesChildren select an Activity card to further investigate and apply thinking skills in identifying,assessing and controlling the risk of injury to children on farms*Activity cards*ApplicationHelmet displayand designAnalysisSynthesisEvaluateActivity 3: HELMET DISPLAY AND DESIGNKeypoints: Helmets are an important safety measure for riding activities – such as riding horses,motorbikes and bicycles. Design features of helmets are different according to the activity.Display bicycle and motorbike helmets with the equestrian helmet. Children can:• List the similarities and differences between the helmets.• Relate these and compare to the similarities, differences and requirements of eachriding activity.• Design a multi-purpose helmet for horse riding, motorbike riding and cycling thatcombines features needed for each one, such as:• strong material to absorb impacts from falls• light and cool for cycling• peak to brush away leaves, twigs for horse riding• covering much of the head and face for motorbike riding• giving sun protection to face and ears• Compare and decide upon the best design, giving reasons. Would this design be practical,useful, effective? Write a letter to a helmet manufacturer with this design and ask themwhether such a helmet could be made.Helmets for display65
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RIPPER II:GROWING KIDS ONFARMSAN ED
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1. FOREWORD AND ACKNOWLEDGEMENTS1.
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2. Focus and backgroundinformation
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BACKGROUND INFORMATION FOR TEACHERS
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Background information for teachers
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Tasks and Indicators Achieved Worki
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AUSTRALIAN CAPITAL TERRITORY cont..
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NEW SOUTH WALESLearning activities
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NORTHERN TERRITORYLearning activiti
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QUEENSLAND CONT...Learning activiti
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TASMANIAActivities within this reso
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VICTORIA CONT...Activities within t
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WESTERN AUSTRALIALearning activitie
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4. UNITS OF WORK AND ACTIVITY SHEET
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School entry focusYoung children ar
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TOPIC 2: FEELING GOOD ABOUT SAFETYO
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TOPIC 4: ANIMALS ON THE FARMOvervie
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TOPIC 6: OTHER HAZARDS AND SUMMARY
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TOPIC 1: KIDS ON THE FARM (L1.AS1.2
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TOPIC 2: FEELING GOOD FEELING SAFE
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TOPIC 3: FARM VEHICLES AND MACHINES
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TOPIC 4: ANIMALS ON THE FARM (L1.AS
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TOPIC 4: ANIMALS ON THE FARM (L1.AS
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TOPIC 5: WATER ON FARMS (L1.AS5.1)N
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TOPIC 6: A LAST WORD ON FARMS (L1.A
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TOPIC 1: ABOUT FARMSOverview: Stude
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TOPIC 3: WATER ON FARMSOverview: Pl
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TOPIC 4: SAFE PLACESOverview: Some
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TOPIC 5: SAFE BEHAVIOURS CONT...Fro
Page 66 and 67: TOPIC 7: A FRIENDLY TOUROverview: C
Page 68 and 69: TOPIC 1: ABOUT FARMS (L2.AS1.1)2. W
Page 70 and 71: TOPIC 2: PEOPLE AND ENVIRONMENTS (L
Page 72 and 73: TOPIC 3: WATER ON FARMS (L2.AS3.1)
Page 74 and 75: TOPIC 4: SAFE PLACES (L2.AS4.1) CON
Page 76 and 77: TOPIC 5: SAFE BEHAVIOURS ON FARMS (
Page 78 and 79: TOPIC 5: SAFE BEHAVIOURS (L2.AS5.3)
Page 80 and 81: TOPIC 6: BEING MORE SPECIFIC (L2 AC
Page 83 and 84: MIDDLE primary focusLearning at mid
Page 85 and 86: TOPIC 2: RAIN, HAIL AND SHINEFocus:
Page 87 and 88: TOPIC 4: RESPONDING TO INJURYOvervi
Page 89 and 90: TOPIC 5: FARM EMERGENCIES CONT...Co
Page 91 and 92: TOPIC 7: SAFE BEHAVIOURS AND GEAROv
Page 93 and 94: TOPIC 8: FARM SAFETY SUMMARYOvervie
Page 95 and 96: TOPIC 1: LOCAL FARM ACTIVITIES (L3.
Page 97 and 98: TOPIC 2: RAIN, HAIL AND SHINE (L3.A
Page 99 and 100: L3 TOPIC 4: RESPONDING TO INJURY (F
Page 101 and 102: TOPIC 4: RESPONDING TO INJURY (L3.A
Page 103 and 104: TOPIC 5: FARM EMERGENCIES (L3.AS5.1
Page 105 and 106: TOPIC 7: SAFE BEHAVIOURS AND GEAR (
Page 109 and 110: UPPER primary focusLearning in uppe
Page 111 and 112: TOPIC 2: WATER FOR LIFEOverview: Fe
Page 113 and 114: TOPIC 3: RESOURCE ISSUESOverview: P
Page 115: TOPIC 4: KEY SAFETY MESSAGESOvervie
Page 119 and 120: TOPIC 6: PLAN AHEAD….CONT...Conti
Page 121 and 122: TOPIC 7: ATTITUDES AND RISKS CONT..
Page 123 and 124: TOPIC 2: WATER FOR LIFE (L4.AS2.1)N
Page 125 and 126: TOPIC 2: WATER FOR LIFE (L4.AS2.2)N
Page 127 and 128: L4 TOPIC 3: NEWSPAPER CLIPPINGS (RE
Page 129 and 130: TOPIC 4: KEY SAFETY MESSAGES (L4.AS
Page 131 and 132: TOPIC 5: FARM MACHINES AND VEHICLES
Page 133 and 134: TOPIC 5: HORSES, WATER (L4 ACTIVITY
Page 135 and 136: TOPIC 6: PLAN AHEAD (L4.AS6.2)Name:
Page 137 and 138: L4 TOPIC 8: MARVIN THE MARTIAN (SHO
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