Stage 3 Activities
- 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.
- ABC Splash resource re water reclamation
- Earth Alive ecosystems and biodiversity(a large pdf file)
- Field of Mars environmental education centre
- Urban/rural living comparison through literature studies such as in Stage 3 Thunderwith by Libby Hathorn
- AB Paterson poetry
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
- 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.
- Aboriginal land management/ firestick farming Cool Burning
- ABC Splash resource Science and ancient fire knowledge
- ABC Splash resource Bush tucker super crop!
- Aboriginal-owned and operated business, Indigiearth.
- Indigiearth (2013). About Indigiearth. http://indigiearth.com.au/pages/about
- Videos from Australian Screen
- Experiments using different amounts of light or water on plant growth or the effect of different temperatures on the growth of yeast or bread mould
- Kitchen Garden Foundation.
- ABC Splash resource Who loves soil? Tim does!
- 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.
- Affirmations of Identity
- Unforgettable Tucker
- A range of representations of food – Dutch 17th century still lifes, ancient Egyptian tomb paintings, modernist still lifes by Cézanne, Picasso, Van Gogh – The Potato Eaters, Margaret Preston still lifes
- More contemporary representations of food – Ricky Swallow (Australian) sculptures, Pop artists’ depiction of food, Claes Oldenburg food soft sculptures
- Domestic scenes of food preparation such as available via Google images
- Rural scenes of food sources
- Giuseppe Arcimboldo’s fruit portraits
Physical Development, Health and Physical Education (PDHPE)
- 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.
Human Society and Its Environment (HSIE)
- 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.