Term 1: Food and Fibre
Week 1
Meet the teacher - Introduction
Housekeeping - Each student will get an A4 plastic sheet which will stay in the classroom. This will hold any of the work you do in class and you will get take home at the end of the term.
Cover page - To colour
Discuss - "What types of farms do we know about?"
Learning Activity - Match the correct farm to the correct picture.
View Video - http://open.abc.net.au/explore/59300 to discover what technologies are used on a dairy farm.
Meet the teacher - Introduction
Housekeeping - Each student will get an A4 plastic sheet which will stay in the classroom. This will hold any of the work you do in class and you will get take home at the end of the term.
Cover page - To colour
Discuss - "What types of farms do we know about?"
Learning Activity - Match the correct farm to the correct picture.
View Video - http://open.abc.net.au/explore/59300 to discover what technologies are used on a dairy farm.
Week 2
Throughout this unit we will be investigating how long it takes to grow different things on a farm.
Read - "What's the time"
Draw - The farm activity you liked the best.
Record - The time it happened on the farm.
Predict - How long you think it might take to undertake an activity on the farm... For example: How long do you think it'll take to round up sheep on a quad bike? Minutes, hours, days or months?
Throughout this unit we will be investigating how long it takes to grow different things on a farm.
Read - "What's the time"
Draw - The farm activity you liked the best.
Record - The time it happened on the farm.
Predict - How long you think it might take to undertake an activity on the farm... For example: How long do you think it'll take to round up sheep on a quad bike? Minutes, hours, days or months?
Week 3
Producing quality food and fibre depends a lot on knowing what to do and when. Ask any farmer and they will tell you it's more important to know 'when' to do something than the 'how'.
Brainstorm - some 'when' questioned that might be asked on farms eg. When is it time to shear the sheep?
Read - the story about a young girls visit to the farm.
Answer - the 'when' questions...
When did Sienna visit her Auntie's farm?
When did she visit a farm with chickens and geese eggs to collect?
When did she pick vegetables and herbs?
When did she visit a farm with 12 sheep and 4 baby lambs?
When did she go horse riding on the farm next door?
When did she have scrambled eggs for breakfast?
Choose your favourite page to draw and write what Sienna did.
Producing quality food and fibre depends a lot on knowing what to do and when. Ask any farmer and they will tell you it's more important to know 'when' to do something than the 'how'.
Brainstorm - some 'when' questioned that might be asked on farms eg. When is it time to shear the sheep?
Read - the story about a young girls visit to the farm.
Answer - the 'when' questions...
When did Sienna visit her Auntie's farm?
When did she visit a farm with chickens and geese eggs to collect?
When did she pick vegetables and herbs?
When did she visit a farm with 12 sheep and 4 baby lambs?
When did she go horse riding on the farm next door?
When did she have scrambled eggs for breakfast?
Choose your favourite page to draw and write what Sienna did.
Week 4
Read - the e-book "A weekend on our Farm" by Jessica Clayton.
Discuss - the meaning of 'the weekend' and what days make up a 'weekend'
Answer - the questions below
How many days are in a weekend?
How many days are in a typical long weekend
How long did Lisa stay at her friend's farm?
Re-read - page 4
Predict - How long it might take for Beetroot and Coriander to grow?
Find - How long it takes on the resource and highlight it.
Read - the e-book "A weekend on our Farm" by Jessica Clayton.
Discuss - the meaning of 'the weekend' and what days make up a 'weekend'
Answer - the questions below
How many days are in a weekend?
How many days are in a typical long weekend
How long did Lisa stay at her friend's farm?
Re-read - page 4
Predict - How long it might take for Beetroot and Coriander to grow?
Find - How long it takes on the resource and highlight it.
Week 5
Discuss - What we know about Horses?
Discover - What horses need on a farm throughout the year.
Create - a timeline to show what horses need throughout the year from January to December.
Discuss - What we know about Horses?
Discover - What horses need on a farm throughout the year.
Create - a timeline to show what horses need throughout the year from January to December.
Week 6
Watch - A day on the farm
Discuss - what they did on the farm for the day.
Finish - Horse poster from Week 5
Watch - A day on the farm
Discuss - what they did on the farm for the day.
Finish - Horse poster from Week 5
Week 7 - 10
Design & Production
Create- your own calendar about a farm and how long it takes to do some tasks on a farm.
Investigate - farms that could feature on students calendars
Listen to the story – ‘A year on our Farm’ by Penny Matthews'
Find out – what tasks are undertaken all year round.
Discuss – the seasons and colour code these on the calendar.
Work on - creating your own calendar about a farm and how long it takes to do some tasks on a farm.
Design & Production
Create- your own calendar about a farm and how long it takes to do some tasks on a farm.
Investigate - farms that could feature on students calendars
Listen to the story – ‘A year on our Farm’ by Penny Matthews'
Find out – what tasks are undertaken all year round.
Discuss – the seasons and colour code these on the calendar.
Work on - creating your own calendar about a farm and how long it takes to do some tasks on a farm.
Week 8
Re-read - the story ‘A year on our Farm’ by Penny Matthews'
Complete - the calendar on the Handout provided by drawing what happens on the farm each month.
Re-visit - the seasons and revise them together.
Focus - on Summer and how the trees are 'loaded with fruit'.
Brainstorm - the fruits that might be grown on farms in summer.
Follow - the instructions on the 'task sheet' to mark what needs to be done throughout the year on the calendar (continue on learning task sheet from last week).
Re-read - the story ‘A year on our Farm’ by Penny Matthews'
Complete - the calendar on the Handout provided by drawing what happens on the farm each month.
Re-visit - the seasons and revise them together.
Focus - on Summer and how the trees are 'loaded with fruit'.
Brainstorm - the fruits that might be grown on farms in summer.
Follow - the instructions on the 'task sheet' to mark what needs to be done throughout the year on the calendar (continue on learning task sheet from last week).
Week 9
Revise - last week and tasks recorded on the calendar
Draw - another page in your 'My farm Visit' story
Write - a sentence to go with your picture starting with ...'On the Farm I...'and include what you do on the farm.
Revise - last week and tasks recorded on the calendar
Draw - another page in your 'My farm Visit' story
Write - a sentence to go with your picture starting with ...'On the Farm I...'and include what you do on the farm.
Week 10
Last week - of the Unit - Food and Fibre
Discuss - what we have learnt
Enjoy - watching a short movie Peter Rabbit
You've earnt it!!
Last week - of the Unit - Food and Fibre
Discuss - what we have learnt
Enjoy - watching a short movie Peter Rabbit
You've earnt it!!