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

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TOPIC 6: SAFE PLACES AND DESIGNOverview: Children build on an understanding of farm hazards (Topic 3) to identify ways the family can improve unsafe situations to preventinjuries. Children focus on two strategies – that of creating safer places by removing / reducing access to farm hazards and making hazardsless dangerous through design features.Teaching Strategies ACTIVITIES ResourcesActivity 1: SAFE PLAY AREASDevelop signsKnowledge andunderstandingDesign a fenceApplicationWrite a poemSynthesisKeypoint: There are a number of ways to prevent injuries. Safe play areas on farms can be made byremoving hazards from a particular area where children can play. Fencing the area helps to preventtoddlers wandering off unsupervised and marks a boundary between play and work areas.Write up the first of a set of safety headings “Safe places”. Discuss the meaning of the phraseand describe the features of safe play areas in the pamphlet provided. Children can:• Design and draw a plan of a fence for a safe play area on your farm / home that will preventtoddlers wandering off unsupervised. Label important features.• Write a poem or jingle for little kids to tell them how staying in a safe play area can to keep themsafe on the farm. Make a class booklet of these and read them to an early primary class.Safe play area*pamphletActivity sheetKnowledge andunderstandingEvaluationActivity 2: SAFER DESIGNKeypoint: Many features and machines on farms are needed to operate the farm and can not beremoved. These can be made safer by designing guards and features that prevent injury.Write up the second heading “Safer design” and discuss its meaning.Display the photos* that show machines with safety design features (ie. cabined tractors,ROPS, guards on workshop machines, PTO covers). Discuss how these features help to keepadults safe when doing farm jobs. Children can:• Complete the activity sheet on safer design features for farm hazards*• Give an opinion on the following:• Do you think it is a good idea to make machines as safe as possible? Why do you think somepeople leave safety guards off machines or not worry about making machines safer?• Is it easier to just rely on rules? What happens if people don’t follow the rules?Farm machines onCD slides*Activity sheet 3.6.152
TOPIC 7: SAFE BEHAVIOURS AND GEAROverview: Children explore ways safe behaviour such as rules, supervision and learning help to prevent injuries. Children learn about keysafety rules for farms and develop their own set of safety rules as part of a group. Reactions to rules which limit play and recreationalactivities are explored and differences in rules for family members are investigated. Children are given the opportunity to develop a safetycharter with their parents for their own home / farm. The role of safety gear in preventing injury is described. A range of personal protectiveequipment used on farms is examined, with emphasis given to the use of helmets for riding activities.Teaching Strategies ACTIVITIES ResourcesActivity 1: SAFE BEHAVIOURSKeypoint: Safety rules, instruction and supervision are ways of behaving that help to preventinjuries. Key safety behaviours for the main hazards on farms / rural properties for children areidentified. There are good reasons behind safety rulesSafety signdiscussionKnowledge andunderstandingFridge magnetAnalysisShort storySynthesisWrite up the third safety heading “Safe behaviours”. Children can:• Discuss the meaning of the phrase and give examples.• Suggest reasons for having rules on roads, at home, in school…..Why is there a particularneed for rules on farms?… (Eg. many hazards present, farm is a workplace and a home,so children are more likely to come into contact with hazards)Provide copies of the fridge magnet design with key child safety on farms messages.Children can:Explain how the rules listed will help to prevent an injury.Define the term “supervision” and suggest reasons why it is especially important that adultssupervise young children.• Imagine a world without rules. Write a short story “..the day there were no rules”Fridge magnetdesign on CDActivity sheet- safety rulesKnowledge andunderstandingWrite a poemSynthesisRole playApplicationSafety charterApplicationActivity 2: DEVELOPING SAFETY RULESKeypoint: Children can participate in developing safety rules. Rules should be based on knowledge andexperience of hazards, risks and safety measures that work. Rules need to be easy to remember andconsistently reinforced, but are not necessarily the same for all family members..Discuss and list characteristics of good rules ad good rule making.In small groups, children can:• Imagine they are a family who have decided to sit down and develop some safety rules forvisitors to their farm / rural property. Complete the activity sheet*.• Write a poem about the way they feel when rules stop them doing what they would like to do.Share what can sometimes help them feel better about certain rules.Discuss examples and reasons why there are different rules for different family members.In small groups, children can:• Role play or describe helpful and unhelpful ways of dealing with one of the following situations:• You are allowed to ride a motorbike but a younger brother / sister isn’t• A teenage brother / sister is allowed to learn to use some powertools in theworkshed under supervision, but you are not.• A friend wants to ride your horse, but the helmet you always wear doesn’t fit.• Provide children with copies of the take home materials for parents*.With the help of parents, create a safety rules charter for your own farm orwhen visiting a farm.Activity sheet 3.7.1Child safety takehome materials*53
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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
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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: TOPIC 5: FARM EMERGENCIES CONT...Co
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 101 and 102: TOPIC 4: RESPONDING TO INJURY (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:
Page 137 and 138: L4 TOPIC 8: MARVIN THE MARTIAN (SHO
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