Activity Introduction

Quick summary: In this lesson, students plan and create a TV-style report that answers the question: How can we help our community understand our connection to farming and agriculture? Students begin by thinking about how they are connected to farming and agriculture and why understanding this connection might be important. Students then work in groups or as a class to plan and create their report. Students are guided through the process of developing an idea, writing a script, editing their report, and sharing and receiving feedback on their report.

This lesson has been developed in partnership with The Royal Agricultural Society of Victoria. For over 160 years, The Royal Agricultural Society of Victoria (RASV) has been running the Royal Melbourne Show which, like other agricultural shows around the country, works to build the community’s knowledge and understanding of the vital role agriculture plays in our everyday lives.

To gain access to a special student ticket offer for the 2018 Royal Melbourne Show see the Teacher Worksheet. 

Learning intentions:

  • Students will understand how they are connected to farming and agriculture and it is important to recognise this connection.
  • Students will understand how to effectively communicate ideas.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 5 HASS

  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
  • Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Year 6 HASS

  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123)
  • Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI127)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

Years 5 & 6 Design and Technologies

  • Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)

Syllabus outcomes: GE3-4, ST3-11LW.

General capabilities: Critical and creative thinking, ICT capability, Literacy.

Cross-curriculum priority: Sustainability OI.8.

Relevant parts of Year 5 HASS achievement standards: Students locate and collect data and information from a range of sources to answer inquiry questions. They examine sources to determine their purpose and to identify different viewpoints. Students present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Relevant parts of Year 6 HASS achievement standards: Students locate and collect useful data and information from primary and secondary sources. They examine sources to determine their origin and purpose and to identify different perspectives. Students present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Relevant parts of Year 5 & 6 Design and Technologies achievement standards: Students explain how social, ethical, technical and sustainability considerations influence the design of solutions to meet a range of present and future needs.

Topic: Consumption.

Unit of work: The Show – Connections To Farming And Agriculture – Years 5 & 6.

Time required: 60 mins.

Level of teacher scaffolding: Medium – lead students in class discussion, guide students in planning, assist students in creating reports.

Resources required: Student Worksheets – one copy per student. A device capable of creating audiovisual recordings, such as an iPad or camera. Persuasive Devices (one copy per student). Tips for Creating a News Report (one copy per student). News Report Assessment Rubric (one copy per student or equipment to project for the class to view) – this document can be modified to include assessment criteria specific to the class’ broader learning outcomes.

Keywords: The Show, farming, agriculture, reporter, community.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions:

  • Students will understand how they are connected to farming and agriculture and why it might be important to recognise this connection.
  • Students will understand how to effectively communicate ideas.

Success criteria: Students can…

  • … create texts that inform and educate their local community.
  • … create a TV-style news report.
  • … work collaboratively.

Teacher content information: For 162 years, The Royal Agricultural Society of Victoria (RASV) has been running the Royal Melbourne Show. Like other agricultural shows around the country, the Royal Melbourne Show aims to build the community's knowledge and understanding of the vital role agriculture plays in everyday life by providing opportunities for the community to experience and connect with a range of different aspects of farming and agriculture.

Visitors to the Show are given the opportunity to get up close to a range of farm animals, to meet the farmers who raise these ani

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Student Worksheet

Thought starter: Why is it important to understand our connection to farming and agriculture?

Creating a report about our connection to farming and agriculture

You will now be working to plan and create a TV news report, with the story being presented to camera, complimented by additional footage and music where relevant. Your report needs to answer the following question:

  • How can we help our community understand our connection to farming and agriculture?

The report will be in the style of a TV news story, with the story being presented to camera, complimented by additional footage and music where relevant.

Step 1. Deciding on an idea

The first step in creating a news report is begin planning and developing an idea of what you would like to say in your report, remembering that whatever you create needs to answer the following question:

  • How can we help our community understand our connection to farming and agriculture?

The story you choose to tell will largely depend

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