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

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TOPIC 3: IDENTIFYING FARM HAZARDSOverview: Children identify characteristics of a range of farm features that can be hazardous to children and describe potentially hazardoussituations. Children work together in groups to conduct further research on particular types of farm hazards and collate their research topresent a group hazard chart.Teaching Strategies ACTIVITIES ResourcesActivity 1: FARM HAZARD OVERVIEWPlaces where people live, work and play can influence health (eg. safety on farms).There are places and features on farms that can be unsafe for children.Review / link withfarm excursionKnowledge andunderstandingAnalysisReview the activity sheet from Topic 1, relating to the activities children do on the farm visited.Explain the terms hazard, injury and risk. Children can:• Name and list hazards / unsafe places on rural properties for children(ie. places they are not allowed to go / activities they are not allowed to do due to risk of injury).Suggest why these are hazardous.• Sort these hazards / unsafe places into categories(vehicles and machines, water, animals, other hazards)• List activities that are fun, but with which precautions need to be taken (eg. riding, swimming).What are some of these precautions and why do they need to be taken?Activity 2: FARM HAZARD PROJECTThere are particular types of hazards on farms that have similar characteristics. Children can worktogether to find out more about particular hazards, features that make them unsafe and what theyhave in common.Group researchChildren can work in groups to research one type of farm hazards from the categories above.Each student chooses one example from this category to contribute to the group project:• Illustrate and label the hazard (eg. photos, magazines / newspaper, draw)• Describe what it is used for on the farm (eg. ploughing, transport)• List characteristics of the item that can be hazardous (ie. cause injury). eg:Cardboard / cut/ paste / colouringmaterialsKnowledge andunderstanding• Machine; eg. a tractor - speed, moving parts, heavy, loud, blind spots• Water: eg. a dam - deep, murky, muddy sides, currents• Animal: eg. a horse - hoofs, teeth, big, heavy, unpredictable• Other hazards: eg. a chemical: poisonous, burns skin• Describe possible situations where an injury could occur with this item on a farm / ruralproperty….egs.Analysis• Vehicles / machines: child passengers falling off tractors, toddlers being run over by trucks,older children falling off ag-bikes, hands in moving parts• Animals: mother protecting young, riding / leading a horse, animal is sick / injured orafraid when herding, milking etc.• Water: child swimming alone, trying to rescue a friend, diving into shallow water, swimmingnear snags, slipping on mud or rocks into the water, playing in tanks• Other hazards: playing with chemicals, in silos, on machineryGroup PresentationSynthesis• Write a summary about the characteristics of this group and the injuries that can occur.• Each group presents and reports on the chart/booklet to the class.48
TOPIC 4: RESPONDING TO INJURYOverview: Children map some of the consequences of injuries and develop background understanding of the need for safety interventionsexplored in following topics. Basic assessment and responses to minor vs. major injuries are introduced through farm-based examples.First-aid techniques are demonstrated and children practice these for common minor injuries.Teaching Strategies ACTIVITIES ResourcesActivity 1: CONSEQUENCES OF INJURYKeypoint: Injury can have serious consequences for both the person injured and their family.It is better to prevent injuries than to treat them after they occur.Discuss some of the impacts of an injury, using an example of a broken leg (eg. hospital, timeoff school, time off work for carers, lost income, stress on families, longterm disability).Newspaper reportKnowledge andunderstandingAnalysisSynthesisRead the newspaper clipping on the textsheet about an injury that has occurred on a farm.*Children can:• Share important elements of the story and discuss any thoughts, reactions to it.• Identify the hazard and the type of injury in the situation.• Find out what the personal consequences of this injury might have been?• Draw a “chain of consequence” for this incident for the boy and his family(eg. What disabilities / difficulties might the person have. Who would take care of them.How farm work and income might suffer. What this could mean).• Write a follow-up article to this story in your own words, Include information on theconsequences of the injury and how it has effected his life and that of his family.News report*textsheetFarm injuryscenariosAnalysisEvaluationSynthesisActivity 2: FARM INJURY RESPONSESKeypoint: Children can determine if an injured person needs emergency help or not.The same steps can be taken in different situations.Divide the class into groups and give each group a scenario of different types of injuries*(ie. farm vehicles, machinery, animals, water, others). Children can:• Assess the situation – what happened, who was involved, where, when, how (contributing factors)• Discuss possible responses from a set of choices …(eg. 1. look out for danger, 2. decide if youneed help, (if yes, then…1. get help (how, who), …if no, then…basic first aid etc.)• Choose a course of action giving reasons why it is the best response• Each group presents their scenario and responses to the class• Complete the activity sheet on basic responses to an injury on farm/at homeFarm injuryscenarios*Activity sheet 3.4.1First-aiddemonstrationKnowledge andunderstandingPracticeskills / role playApplicationActivity 3: FIRST-AID SKILLSKeypoint: Children can develop and practice basic first aid skills for a variety of minor injurysituations. When unsure, children should always get help.Display a first-aid kit and the items inside. Discuss what each item might be used for.Demonstrate basic first-aid techniques for:• A minor cut - bleed• A painful / swollen joint / limb• A minor burn / scald• Someone tells you to go for help• Someone is not answering you (not responding)Discuss and describe instances where such injuries might occur at home / on a farm.Children can:• Practice / role play basic first aid techniques in pairs for the above situations• Suggest places where first-aid kits could be located / used49
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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
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
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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: TOPIC 2: RAIN, HAIL AND SHINEFocus:
Page 89 and 90: TOPIC 5: FARM EMERGENCIES CONT...Co
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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
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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:
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L4 TOPIC 8: MARVIN THE MARTIAN (SHO
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