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

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TOPIC 5: FARM EMERGENCIESOverview: Children identify and respond to emergency situations. Children develop interviewing skills to gather information froma relevant “authority” and use this as the basis of a “news-style” report. Parents can assist children to develop an emergency planand identify key contacts for children in the event of an emergency at home / on their farm.Teaching Strategies ACTIVITIES ResourcesActivity 1: PREPARING FOR INTERVIEWKeypoint: Children can find out about actions in different kinds of emergency through interviewingan ‘expert’ in the field. Children can determine their own learning goals.Creating an“interviewschedule”Knowledge andunderstandingInvite and brief a guest speaker from one of the emergency services, police, ambulance, SESor fire service, doctor or community health / emergency department nurse to speak to the classabout home / farm injuries. The week before the guest speaker / visitor arrives, guide children in:• Determining what they would like to learn from the speaker about farm / home emergencies(eg. what is an emergency, examples, what to do).• Devise a set of questions children would like to ask the speaker (eg. about their job, some rescueor treatment stories etc.) Supplement the children’s ideas where necessary to include basics on:• What makes a situation an emergency (eg. the need to get help);• Who could help (eg. neighbours, relatives, emergency services)• How we could contact them• Create a table with a heading “Interview with ------” with the questions written in onecolumn and a space for answers on the right.• Children determine who will ask the pre-formed questions on their interview scheduleInvite guest speaker andprovide set of questionsGatheringinformation –by “interview”Knowledge andunderstandingAnalysisPresentinginformation -….an articleSynthesisActivity 2: INTERVIEWING A GUEST SPEAKERKeypoint: Children can ask questions and seek help from emergency workers, in class or in a realemergency. Knowing how to get help in an emergency saves valuable time and reduce the effects of injury.Arrange for the guest speaker to attend the class, with a brief on the nature of the questions.Children can:• Interview the speaker, starting with the prepared questions. In particular, find out whatinformation children need to give over the phone to get help• If time allows, ask any other questions in response to what the speaker has said.• Thank the speaker and complete the interview sheet• Discuss the interview as a class or in small groups• Write an “article” or report about the interview using the interview sheets. Include:• who the visitor was and their role• particularly interesting / important points the speaker made• what the class learnt about emergencies and about the interviewing process• Select a report to include in the school newsletter50
TOPIC 5: FARM EMERGENCIES CONT...Continued from previous page.Teaching Strategies ACTIVITIES ResourcesActivity 3: EMERGENCY CONTACTS AND PLANSKeypoint: An emergency plan with checklists and a contact sheet is one way families can be preparedfor an emergency. Families can use information provided as a guide and work through this together.Discuss the need to know who to contact in an emergency.With the help of their parents, children can:Make an emergencycontact sheetApplicationRole Plays• Complete the emergency phone contact sheet* (see AS 2.5.3) or make their own for display nearthe phone. Cut it out and put it on a card/cover to make it last and attach it with a string/blutack• 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)Display an example of an emergency plan (eg. the school’s) which includes a map of buildingsand evacuation assembly points. With the help of parents and using the information provided,children can:Schoolemergency planDevelop anemergency planApplicationEvaluation• Share ideas about what is/should be on an emergency plan• Complete the emergency plan and checklist activity sheet* for different types of home / farmemergency for their home (eg. an injury, fire, intruder)• Take home the activity and discuss with parents. Discuss emergency actions at your homeand whether an emergency plan is needed.• In groups, compare and discuss:• family reactions to the activity• whether an emergency plan is useful or notActivity sheet 3.5.151
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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
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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: TOPIC 4: RESPONDING TO INJURYOvervi
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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