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Early Stage 1 Activities

English

Students could:

  • study life on a farm and recite rhymes such as ‘Old MacDonald had a farm’
  • visit farms or virtual farms to see animals and farmers at work, describe the animals seen
  • make observations about tools used on a dairy farm to learn more about what products dairy cows produce
  • hear about Aboriginal Dreaming stories highlighting the importance of water/food
  • imagine which farm animal they would be and discuss why
  • create a shopping list for a farmer, thinking about what they would need to provide for one of their animals
  • describe a farm using your senses: what does it look like, smell like, sound like, feel like; what would it taste like
  • use ICT tools to create digital stories in text or graphic form about farms.

Resources

Mathematics

Students could:

  • investigate volume and capacity in the context of foods such as milk or water 
  • investigate length and area, by understanding paddock sizes and shapes
  • study time by discussing the seasons for planting
  • survey the class about their favourite farm animals and create a picture graph
  • compare weights of farm animals
  • learn to count with Number Farm
  • calculate farm animal addition questions: there are 16 legs in the paddock, what combinations of animals can you make?

Resources

Science and Technology

Students could:

  • describe what plants and animals, including humans, need to stay alive and healthy, eg food, water and air
  • identify the needs of a variety of living things in a range of situations, eg pets at home, plants in the garden, or plants and animals in bushland and/or on farms
  • describe some physical features of a landscape that have been changed by floods, droughts or processes, such as weathering and erosion
  • investigate how Earth's resources, including water, are used in a variety of ways
  • learn about preserving food by drying
  • identify that some common resources are obtained from the Earth, including soil, minerals and water
  • describe how some materials obtained from the Earth are used in a range of products at home or at school.

Resources

Creative Arts

Students could:

  • draw or paint a still life set up by the teacher, of foods that are grown, possibly from the school garden, giving it a title and explaining the importance of food in their family, the sources of food could be highlighted
  • create a collage artwork of a farm using coloured papers
  • construct a real or virtual diorama – create an environment for a chosen farm animal and provide everything it needs
  • create a class, group or individual scarecrow
  • create an artwork using straw, rice, lentils, seeds, barley
  • pretend they are a farmer or an animal and answer questions as their character
  • perform or use Readers Theatre to perform different stories such as ‘The Little Red Hen’, or ‘Mrs Wishy Washy’.

Resources

Physical Development, Health and Physical Education (PDHPE)

Students could:

  • talk about different foods that keep them healthy  
  • identify a range of foodstuffs and group them according to their sources
  • describe dangerous things they can see, reach and touch
  • identify different hazards on a farm and what they should do to keep safe
  • participate in farm dances, including the chicken dance.

Resources

  • The teacher plays a game of ‘Guess this ingredient’ and talks about how each ingredient keeps students healthy
  • Munch and move
  • Farm safety for kids
  • A variety of foods are provided and students place them into the various food groups

Human Society and Its Environment (HSIE)

Students could:

  • investigate personal and family histories highlighting rural and farming backgrounds
  • identify ways in which their own needs and the needs of others are met, individually and co-operatively by rural industries.

Resources

 

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