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Stage 3 Activities

English

Students could:

  • develop the skills required to investigate and understand issues of environmental and social sustainability through the study of English
  • discuss  and then write an exposition about living in the city vs living in the country
  • study AB Paterson’s poetry with references to farming and rural life.

Resources

Mathematics

Students could solve a problem such as:

  • A farmer grows cows and chickens. There are a combined total of 122 chicken legs and cows legs on the farm. Calculate the number of different combinations of cows and chickens the famer may have in the paddocks?

Science and Technology

Students could:

  • identify some physical conditions of a local environment, eg temperature, slope, wind speed, amount of light and water and how this has an impact on plants and animals
  • use gathered data to develop explanations about how changing the physical conditions of the environment affects the growth and survival of living things
  • investigate how Aboriginal people are contributing to contemporary food production and retail industries by drawing upon their knowledge of local plants, production and marketing
  • compare and contrast farming methods of today vs 200 years ago
  • plant and maintain a kitchen farm or garden for the school.

Resources

Creative Arts

Students could:

  • engage with adapted activities from the NESA Affirmations of identity Years 7–10 unit.
  • investigate artworks with rural and agricultural subject matter including still life, celebrations and domestic scenes
  • identify how agricultural activities represent the importance of food in cultural traditions including in different times and places
  • investigate what foods were/are able to be grown, and others that are manufactured
  • investigate what artworks tell us about the time and place in which they were made, what different societies valued and what was important, and any other particular rituals or celebrations around harvests and agricultural activities.

Resources

Physical Development, Health and Physical Education (PDHPE)

Students could:

  • using ingredients from their school’s garden, prepare and cook a healthy meal
  • analyse their food choices by keeping a weekly food diary and comparing this to the Australian dietary guidelines
  • identify how climatic and cultural influences impact upon people’s health choices.

Resources

Human Society and Its Environment (HSIE)

Students could:

  • describe different cultural influences and their contribution to Australian identities
  • discuss the impact of bushfires or floods on environments and communities, and how people can respond
  • conduct a whole-school water audit and compare that knowledge to the responsibilities of a farmer.

Resources

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