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

More documents

Recommendations

Info

TOPIC 6: PLAN AHEAD….Overview: Children further develop skills in farm hazard identification, risk assessment and control by conducting a mock safety walk / hazardhunt. Children apply these principles to promote their own and others’ safety by developing a safety plan for their own home / farm, thatincludes a review of emergency procedures.Teaching strategies ACTIVITIES ResourcesActivity 1: “HAZARD HUNT”Keypoint: Planning for safety aims to prevent injuries occurring. The first step involves identifying themost important hazards / unsafe activities and then deciding on the best ways to make them safer.Hazard huntKnowledge andunderstandingAnalysisReview the principle of a ‘safety walk’ used in Topic 5.Imagine the school grounds are a farm. Conduct a mock ‘safety walk’, or a ‘hazard hunt’.Divide the class into two teams. Each team will develop hazards/clues for a different typeof farm:• Choose 6-8 hazards or risky activities for children common on this type of farm.Develop a sign or picture to represent each hazard / activity and place these around theschool grounds. Make up a set of clues to lead the other team to find and identify the hazards.Action planSynthesis• Search and identify the other team’s hazards / unsafe activities, by interpreting the clues.• In a table, list these hazards / activities in order according to how severe an injury could be fromit and how often children are exposed to it. Decide on the most important hazards / activitiesbased on these criteria.• Discuss some of the ways already suggested through the unit that could prevent injury.Display the example* and explain the idea of an action plan, which states the goals andactions taken for safety. Children can:• Use the information in the table as the basis for developing a child safety action plan for thefarm/s in the “hazard hunt”.*Example of an actionplan* (textsheet)HomeworkassignmentApplicationSynthesisEvaluationActivity 2: OUR HOME / FARM SAFETY PLANKey point: A home / farm safety plan uses information gathered by identifying and assessingsafety risks and puts it in the form of an ‘action plan’. Children can be involved in this process.With the help of their parents, children conduct a safety walk of their own home / farm anduse it as the basis of a safety action plan. In each area at home / on the farm, children can:• Move from area to area, starting from inside the home.• Look for any features that may cause a serious injury to children (incl. visitors).Think of any hazardous activities that might occur there. (Use the checklist for some ideas).• Draw a map of your home / farm and use a key to mark/label where these occur.• Weigh up and decide on the most important hazards / activities for children, based on howsevere an injury might be and how often children are near / do it.List these in the table from most risky to least risky*.• For the first 3 listed, suggest a number of ways to prevent injury for each hazard / activity underheadings for the main safety categories. (Repeat for the rest if time permits).• Use information in the table to complete the “Home / farm safety action plan” on sheet provided*.• Some people think home / farm safety action plans aren’t really necessary. Why do you think somepeople might feel this way and give your opinion on whether a safety action plan is worth doing or not.Activity sheet 4.6.166
TOPIC 6: PLAN AHEAD….CONT...Continued from previous page.Teaching strategies ACTIVITIES ResourcesActivity 3: EMERGENCY PROCEDURESKey point: Safety action plans need to include information on who to contact in the event of anemergency and the range of possible emergencies at home/ on farm.Review emergencyproceduresKnowledge andunderstandingEmergency planSynthesisRole playDiscuss possible home / farm emergencies and the need to know who to contact to get help.(Review Level 3 Topic 5). With the help of their parents, children can:• Make an emergency phone contact sheet to display near the phone at home.• Develop an emergency plan* which includes the map of the farm / house, with evacuationassembly points labelled and brief checklists of what to do in the event of different types ofhome/farm emergency (eg. an injury, fire, intruder).• Role-play telephoning for help in an emergency.(Explain that the other person at the end of the phone will tell them what to do next).Activity sheet 4.6.267
Page 1 and 2:
RIPPER II:GROWING KIDS ONFARMSAN ED
Page 4 and 5:
1. FOREWORD AND ACKNOWLEDGEMENTS1.
Page 7 and 8:
2. Focus and backgroundinformation
Page 9 and 10:
BACKGROUND INFORMATION FOR TEACHERS
Page 11 and 12:
Background information for teachers
Page 13 and 14:
Tasks and Indicators Achieved Worki
Page 15 and 16:
AUSTRALIAN CAPITAL TERRITORY cont..
Page 17 and 18:
NEW SOUTH WALESLearning activities
Page 19 and 20:
NORTHERN TERRITORYLearning activiti
Page 21 and 22:
QUEENSLAND CONT...Learning activiti
Page 23 and 24:
TASMANIAActivities within this reso
Page 25 and 26:
VICTORIA CONT...Activities within t
Page 27 and 28:
WESTERN AUSTRALIALearning activitie
Page 30 and 31:
4. UNITS OF WORK AND ACTIVITY SHEET
Page 34 and 35:
School entry focusYoung children ar
Page 36 and 37:
TOPIC 2: FEELING GOOD ABOUT SAFETYO
Page 38 and 39:
TOPIC 4: ANIMALS ON THE FARMOvervie
Page 40 and 41:
TOPIC 6: OTHER HAZARDS AND SUMMARY
Page 42 and 43:
TOPIC 1: KIDS ON THE FARM (L1.AS1.2
Page 44 and 45:
TOPIC 2: FEELING GOOD FEELING SAFE
Page 46 and 47:
TOPIC 3: FARM VEHICLES AND MACHINES
Page 48 and 49:
TOPIC 4: ANIMALS ON THE FARM (L1.AS
Page 50 and 51:
TOPIC 4: ANIMALS ON THE FARM (L1.AS
Page 52 and 53:
TOPIC 5: WATER ON FARMS (L1.AS5.1)N
Page 54:
TOPIC 6: A LAST WORD ON FARMS (L1.A
Page 58 and 59:
TOPIC 1: ABOUT FARMSOverview: Stude
Page 60 and 61:
TOPIC 3: WATER ON FARMSOverview: Pl
Page 62 and 63:
TOPIC 4: SAFE PLACESOverview: Some
Page 64 and 65:
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 and 116: TOPIC 4: KEY SAFETY MESSAGESOvervie
Page 117: TOPIC 5: LOOK, THINK, DO….CONT...
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
show all

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

Create successful ePaper yourself

Delete template?

Save as template?