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

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SOUTH AUSTRALIALearning activities within this resource can be related to the following curriculum outcomes for:• Health and Physical Education - HPE• Studies of Society and Environment - SOSELevelKey learningAreaStrandLearning outcomesHPEHealth of individualsand Communities1.7 Understands and can demonstrate behaviours and strategies that promote theirhealth and safety and that of others. [In] [T] [KC6]Standard 1R - Year 2SOSEPlace, Space andEnvironment1.4 Explains and communicates how people interact and identify with environments.[Id] [In] [KC2] [KC6]1.5 Represents and categorises features of places and resources, using maps,contextual language and models. [C] [KC2] [KC5]Social Systems1.11 Identifies the sources of some goods and services, and can explain the ways ourdaily living depends on them. [In] [T] [C] [KC1]HPEHealth of individualsand Communities2.7 Plans and practises strategies to maintain safety in the home, school andcommunity. [F] [Id] [In] [T] [KC3]Standard 2Year 3-4SOSEPlace, Space andEnvironment2.4 Shows and reports on understanding of the interrelationships between naturaland built environments, resources and systems. [In] [T] [KC2]2.5 Uses symbols, maps, models and flow-charts to describe the location of places anddemonstrate relationships. [T] [C] [KC2]2.6 Understands that people cause changes in natural, built and social environments, andthey act together in solving problems to ensure ecological sustainability. [F] [In] [KC6]HPEHealth of individualsand Communities3.7 Identifies skills to deal with situations that pose a risk to their health and safety.[In] [T] [KC1]Standard 3Year 5 -6SOSEPlace, Space andEnvironment3.5 Interprets and represents data about natural and built environments, resources,systems and interactions, both global and local, using maps, graphs and texts.[In] [T] [C] [KC1] [KC2] [KC5]3.6 Identifies factors affecting an environmental issue, and reports on ways to act forsustainable futures. [F] [In] [T] [KC1] [KC2]Social systems3.11 Analyses an example of the flows in provision of a product or service, including linksto resources, money, transport, technology and communication, considering fairness forhuman and environmental sustainability. [In] [T] [C] [C1]Standard 4Year 7 - 8HPESOSEHealth of individualsand populationsPlace, Space andEnvironment4.7 Analyses and articulates the consequences of risk-taking and demonstratesbehaviours to minimise harm. [In] [T] [KC1] [KC2]4.4 Describes places in Australia and elsewhere according to their location,natural and builtfeatures, and population and resources. Students explain interrelationships, includingthe effects of human modifications. [F] [In] [T] [KC1] [KC2]18
TASMANIAActivities within this resource can be related to the following performance criteria for:• Health and Well-being• Society and HistoryStandardKey LearningAreaStrandPerformance CriteriaStudents will understand how to maintain and integrate the elements of a healthy lifestyle(PCI)... to...• describe a personal state of being healthy or well (Stg2)• understand and use some common safety signs, instructions and behaviours (Stg3)Students will use health knowledge to promote personal and group health and wellbeing(PC2)... to...• understand and follow rules about health & wellbeing (Stg3)Standard 1Health andWell-beingSocietyand HistoryUnderstandinghealth andwellbeingInteractions withthe environmentInterconnectionsbetween systemsStudents will understand relationships between people, resources and places (PC3)• Identify key features of natural & built places in their local community (Stg2)• Identify and describe places that are valued by the community (Stg3)Students will understand social, economic and political systems and the connectionsbetween them (PC4)... to...• Identify different people who supply goods (Stg2)Students will understand how to maintain and integrate the elements of a healthy lifestyle(PCI)... and...• understand the purpose of safety rules and describe actions to promote personalsafety (Stg6)Standard 2Health andWell-beingSocietyand HistoryUnderstandinghealth andwellbeingInteractions withthe environmentInterconnectionsbetween systemsStudents will use health knowledge to promote personal and group health and wellbeing(PC2)... to understand...• how to formulate a simple plan to promote health & wellbeing (Stg6)• individual actions can affect personal & group wellbeing (Stg5)• immediate consequences of actions for health & wellbeing (Stg6)Students understand relationships between people, resources and places (PC3)• recognise how different places are identified by geographical features (Stg5)• identify particular land uses that help meet community needs (Stg5)• recognise a connection between where people live and how they live (Stg6)Students will understand social, economic and political systems and the connectionsbetween them (PC4)... to...• recognise there are stages in production of goods and the provision of services (Stg6)Students understand how to maintain and integrate the elements of a healthy lifestyle(PCI)... to...• identify situations and behaviours that are safe or unsafe (Stg7)• identify how situations can be made safer (Stg8)• understand and propose personal actions to promote personal and group safety (Stg9)Students use health knowledge to promote personal and group health and wellbeing(PC2)... to understand...• how to use particular personal &social skills in planning (Stg 8)• some factors that influence personal choice (Stg 9)Standard 3Health andWell-beingSocietyand HistoryUnderstandinghealth andwellbeingInteractions withthe environmentStudents understand relationships between people, resources and places (PC3)...to identify / understand that...• maps can be used to show information about human activity (Stg9)• conflicting values can affect decisions about land use (Stg9)• human activity can change landscapes over time (Stg8)• how places & resources affect where people live & the way people live (Stg7)Students will understand social, economic and political systems and the connectionsbetween them (PC4)... to...• understand that wants can sometimes be unlimited and difficult to attain (Stg9)• recognise that there are different types of industry (Stg8)• understand that some resources are scarce and need to be conserved (Stg7)19
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: QUEENSLAND CONT...Learning activiti
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 and 118:
TOPIC 5: LOOK, THINK, DO….CONT...
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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