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

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TOPIC 6: BEING MORE SPECIFIC (L2 ACTIVITY CARDS) CONT...HORSES AND OTHER ANIMALS1. Animal models and posterDraw / make a model of different farm animals and add these to the farm model / mural.Find out about horses and other farm animals for a poster. Place the information under these headings.• What the animal is used for• Unsafe features (eg. can kick, bite)• Ways kids can be hurt (eg. walk behind the animal and frighten it)• Safety messages. (Make sure you include the following):• Play in ‘safe play areas’ away from large animals• Stay close to an adult who can watch and teach you• Follow family safety rules. Examples here could include:• “No helmet, no boots, no riding”.• Don’t run around behind horses and other large animals• Wash hands after handling animals2. Animal safety displayArrange a display on safety with horses and other animals for the class. Include your poster and explain what is on it.Ask family and friends to allow you to bring in items for the display. Present and explain what each item is for -(eg. helmets, saddle, boots)
TOPIC 6: BEING MORE SPECIFIC (L2 ACTIVITY CARDS) CONT...OTHER FARM HAZARDS1. ChemicalsChemicals on farms are used to run machines, to keep animals healthy, spray weeds and insects and clean thingslike milk sheds. But chemicals can burn and poison.• Choose 3 or 4 chemicals used on farms. Make a factsheet about each. Include a picture of the container, its chemical symbol,its name, what it is used for and how to use it safely. Present these to the class.• Talk about these questions in your group. Write down the groups ideas and share with the class.• Why is a lock on the door of a chemical shed a good idea?• Should kids be allowed to play around chemicals? Why?• What should you do if you saw door of the chemical shed left open?• What if you saw a lemonade bottle in there. Would you go and get it?• Make your own model chemical containers by painting / pasting odds and ends, bottles and boxes. Invent names for them andput warning signs on them. Make a storage cupboard or shed out of cardboard carton. Put chemicals in it and lock it. Put awarning of some kind on the door. Add this to the farm model.• If allowed, ask an adult to come, “show and tell” some chemical safety gear (eg. goggles, gloves, overalls, mask).2. NoiseNoise is a hazard on farms. Loud noise from machines can damage your hearing. This takes many years, but by then it can’t befixed. Kids hearing can be damaged stacking wood near chainsaws; or when near adults using guns.• Find out five things people on farms can do to save their hearing. Present your findings to the class.If possible, include some earmuffs or plugs to show to the class.3. SilosYou have a job for “Kids-Encarta”, a kids encyclopaedia. You have to write about silos.• Describe what a silo is and what it is used for. Explain why silos are out-of-bounds for children.Include unsafe features of silos and how you can be hurt. Include safety rules and a picture.• Make a model of a silo for the farm model, or a picture to add to the mural.
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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
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 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
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TOPIC 5: FARM MACHINES AND VEHICLES
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TOPIC 5: HORSES, WATER (L4 ACTIVITY
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TOPIC 6: PLAN AHEAD (L4.AS6.2)Name:
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L4 TOPIC 8: MARVIN THE MARTIAN (SHO
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