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Stage 2 Activities

English

Students could:

  • compose expositions regarding water conservation
  • create rhymes, songs, and sequences of sounds representing an imaginary walk through a garden or farm with the sounds of insects, animals and rustling vegetation.

Resources

  • NESA sample work unit
  • Charlotte’s Web by Elwyn Brooks White provides an agricultural context for reading

Mathematics

Students could:

  • use data by collecting it first-hand regarding animals in farming situations around dairy or poultry
  • select appropriate methods to collect agricultural data, and construct, compare, interpret and evaluate the data displays, including tables, picture graphs and column graphs
  • perform calculations using ‘animal legs’ and carry out addition, subtraction, multiplication and division exercises using lots of 2 and 4
  • grow a plant in the room and relate this to growing cotton. The measurement of the growth can be used as source data for graphs and calculations
  • investigate cotton clothing and the production of cotton fabrics and garments, this activity relates to sustainability well.

Resources

Science and Technology

Students could:

  • observe first-hand one animal or plant as it grows and develops, and sequence the stages in its life cycle
  • link life cycles into indigenous food collection cycles
  • identify ways that the environment can affect the life cycle of plants and animals
  • investigate Aboriginal seasonal calendars
  • identify some factors in the local environment that are needed by plants and animals for survival
  • predict the effect of natural changes in the environment on some relationships between plants and animals, eg drought and fire
  • investigate Catchment Detoxification
  • construct model stone fish traps using tidal changes
  • draw the life cycles of agricultural pests.

Resources

Creative Arts

Students could:

  • perform role-plays creating a day in the life of a farmer, a farm animal, making butter, collecting eggs, watering plants and/or feeding animals
  • study Australian artists, their life and work, including rural artists
  • develop drama as part of integrated units relating to country life and farming
  • create a portrait of scenes using Arcimboldo’s techniques of transforming fruit.

Resources

Physical Development, Health and Physical Education (PDHPE)

Students could:

  • identify foods prepared for and enjoyed by particular cultural groups
  • engage in a multicultural food festival
  • identify how climatic and cultural influences affect people’s health choices
  • establish a recycling program within your school.

Resources

Human Society and Its Environment (HSIE)

Students could:

  • describe and explain how and why the landscape and land use of one area has changed or one that has remained the same in the local area, region or state since colonial times
  • focus on one primary industry or farming group and investigate their diverse backgrounds and outline their contribution to the local, national and global community
  • investigate the types of natural vegetation and the significance of vegetation to the environment
  • conduct a whole-school rubbish audit and waste management program focusing on the use of farmed produce
  • discuss Aboriginal land management strategies such as firestick farming.

Resources

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