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

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TOPIC 1: LOCAL FARM ACTIVITIESFocus: Children visit a local farm / rural property to observe and describe activities involved in primary production. Children describeplaces / activities that can be unsafe and ways to ensure safety for family members and visitors. The different roles and responsibilitiesof family members are explored in the context of living on farms as well as levels of responsibility for safety.Teaching Strategies ACTIVITIES ResourcesActivity 1: FARM EXCURSIONKeypoint: Farms are local places where people work to produce goods. Some places / activities onfarms can be unsafe and children and families take particular measures to ensure safety.Farm excursionKnowledge andunderstandingAnalysisActivity sheetEvaluationArrange an excursion to a local farm and ask the farmer to “show & tell” about the following aspects:• Activities involved as part of farm work• Safe places and rules for children on farms• Roles of different family membersChildren can:• Complete the excursion activity sheet.*• Write a paragraph to explain what they liked about the visit and what they learned.Local farmer tohost ExcursionActivity sheet 3.1.1Class discussionAnalysisDraw a pictureApplicationScenarioEvaluationActivity 2: FAMILY ROLES AND RESPONSIBILITIESKeypoint: Family members carry out different activities at home and work (incl. work on farms).Some family members have greater levels of responsibility than others, depending on age andability. This impacts upon what children of different ages can and can’t do on farms.Discuss the activities and responsibilities of parents and older vs. younger children.Children can:• Make a table and list the jobs / activities of different members of their family.• Draw a picture of themselves with the heading: “I am responsible for….”. List the activitiesthat they are responsible for in their own families (eg. feeding pet, tidying room etc.)• Suggest reasons why age might influence what children can do at home / on a farm.Discuss the following scenario:“ Imagine you are allowed to go with your dad in the ute to feed some stock up the paddock.Your three year old sister wants to go to, but Dad says she can’t.” Children can discuss:• Possible reasons why dad might not want to take her as well.• What dad might say. What would you say?• Who should have the “most say” about safety on the farm? Why?46
TOPIC 2: RAIN, HAIL AND SHINEFocus: Activities on the farm are affected by rainfall and seasonal cycles. Children look at some of the activities carried out during differentseasons on a farm. Children describe how plants and animals need water to live and grow and the types of water supplies found on farms.The nature of water bodies on farms is explored and children examine ways of staying safe around these. The importance of rainfall for ruralproperties is introduced and children have the opportunity to make their own rain gauges and rainfall charts.Teaching Strategies ACTIVITIES ResourcesActivity 1: SEASONS ON FARMSKeypoint: Seasons affect the cycle of activities carried out on many farms. Farm families performdifferent activities in each season to assist plants and animals to grow and keep healthy.Class discussionKnowledge andunderstandingActivity sheetApplicationDiscuss the characteristics of different seasons and how this can affect theactivities carried out by different people in different jobs. Children can:• Complete the activity sheet relating to the seasons and farm activities.• Discuss and compare the activities of family members on farms in their own area atdifferent times of the year.• Draw a diagram to represent the seasons and list activities carried out during different timesof the year on farms / rural properties in the local area.Activity sheet*Class discussionKnowledge andunderstandingActivity sheetsAnalysisSynthesisActivity 2: WATER ON RURAL PROPERTIESKeypoint: Water is needed on farms for crops, pasture, drinking water for stock. Rainfall affectsfarm activities and what is produced. Rainfall information helps farmers plan activities.Discuss what is produced locally on rural properties and ways water is used to support it.Children can:• Bring in photos or ‘samples’ of local farm produce• Complete the activity sheet* to show how plants and animals need water to live and growDiscuss ways farmers use and store water on farms (eg. for watering stock, crops, irrigation;found in creeks, dams, tanks, dips, channels, wells). Children can:• Draw one of these and label characteristics that can make it unsafe (eg. steep, muddy banks)• Suggest ways families can prevent children from drowning on farms (eg. safe play areas, adultsupervision, hold hands of toddlers, check depth & current, learn to swim, CPR ).• Find out the average yearly rainfall in your area. What does this measurement mean?What time of the year does the rain mainly fall? What activities on farms might this influence?Activity sheet*Rain-gaugedesign & testingAnalysisSynthesisRain chartApplicationActivity 3: MEASURING RAINKeypoint: Rainfall information can be used on farms to help make decisions about what to grow,when to plant, sow, buy / sell stock etc. Rainfall is measured using a rain gauge.Children are encouraged to bring in rain gauges from their own property for display and:• Discuss the similarities and differences in design / shape• Test to see if they measure the same amounts of water and explain what themeasurement means• Design and make rain gauges from plastic bottles with a scale on the side.Test each to find out the most accurate one compared to a standard rain gauge.• Set up the rain gauge in the school grounds.Draw up a class rainfall chart and record rainfall for a period of time.• Suggest what decisions on the farm this information can be used for(eg. in selecting the right plants to grow in an area, in a particular month / year)• Find out what other information people use in selecting the right plants for theirfarm / rural property (eg. sun, soil, temperature, slope, cost).Rain-gaugesfor displayPlastic bottles,scissors, markers,rulers etc.47
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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
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: MIDDLE primary focusLearning at mid
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
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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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