Activity Introduction

Quick summary: In this lesson, students investigate some of the jobs in farming and agriculture. Students begin by looking at farmers and thinking about what tasks they work on throughout a day. Students then think about some of the other roles that can be found in agriculture more broadly. Students work as a class to create interview questions in preparation for conducting an interview with someone who works in agriculture and farming. Students will conduct an interview with this guest and use learnings from their interview to guide further activities or studies.

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 understand that there are a range of jobs in farming and agriculture.
  • Students understand how conducting an interview is a good way of sourcing information.

21st century skills:

Australian Curriculum Mapping

Content descriptions: 

Year 3 HASS

  • Pose questions to investigate people, events, places and issues (ACHASSI052)
  • Locate and collect information and data from different sources, including observations (ACHASSI053)
  • Interact with others with respect to share points of view (ACHASSI059)

Year 4 HASS

  • Pose questions to investigate people, events, places and issues (ACHASSI073)
  • Locate and collect information and data from different sources, including observations (ACHASSI074)
  • Interact with others with respect to share points of view (ACHASSI080)

Year 3 English

  • Plan, draft and publish imaginative, informative and persuasive texts demonstrating increasing control over text structures and language features and selecting print, and multimodal elements appropriate to the audience and purpose (ACELY1682)
  • Re-read and edit texts for meaning, appropriate structure, grammatical choices and punctuation (ACELY1683)

Year 4 English

  • Plan, draft and publish imaginative, informative and persuasive texts containing key information and supporting details for a widening range of audiences, demonstrating increasing control over text structures and language features (ACELY1694)
  • Re-read and edit for meaning by adding, deleting or moving words or word groups to improve content and structure (ACELY1695)

Years 3 & 4 Design and Technologies

  • Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)

Syllabus outcomes: GE2-4, EN2-2A, ST2-10LW, ST2-11LW.

General capabilities: Critical and creative thinking, Personal and social capability, Literacy.

Cross-curriculum priority: Sustainability OI.7.

Relevant parts of Year 3 HASS achievement standards: Students pose questions and locate and collect information from sources, including observations, to answer these questions.

Relevant parts of Year 4 HASS achievement standards: Students develop questions to investigate. They locate and collect information and data from different sources including observations to answer these questions. Students share their points of view, respecting the views of others.

Relevant parts of Year 3 English achievement standards: Students create a range of texts for familiar and unfamiliar audiences and re-read and edit their writing, checking their work for appropriate vocabulary, structure and meaning.

Relevant parts of Year 4 English achievement standards: Students create structured texts to explain ideas for different audiences. They demonstrate understanding of grammar, select vocabulary from a range of resources and use accurate spelling and punctuation, re-reading and editing their work to improve meaning.

Relevant parts of Year 3 & 4 Design and Technologies achievement standards: Students explain how products, services and environments are designed to best meet needs of communities and their environments.

Topic: Consumption.

Unit of work: The Show – Connections To Farming And Agriculture – Years 3 & 4.

Time required: 60+ mins, including time for conducting interviews.

Level of teacher scaffolding: High – facilitate class discussion, lead students in creating interview questions, organise guest to be interviewed, assist students in conducting interviews.

Resources required: Student Worksheets – one copy per student. A device capable of presenting a video to the class. Mind Map Jobs Sheet (one per student). Sticky notes. Pens/pencils. A device capable of creating audiovisual recordings, such as an iPad or camera (optional).

Keywords: The Show, farming, agriculture, jobs, interview, open-ended questions, closed questions.

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 understand that there are a range of jobs in farming and agriculture.
  • Students understand how conducting an interview is a good way of sourcing information.

Success criteria: Students can…

  • ... cite examples of different jobs that have different tasks and roles.
  • ... design and conduct an interview.
  • ... differentiate between open-ended and closed questions.

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 w

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Student Worksheet

Thought starter: What job in farming and agriculture would you like to do?

Reflection

Work independently to answer the following reflection questions:

1. What new farming and agriculture vocabulary did you learn in this lesson?

 

 

2. What things did you learn in this lesson that were connected to what you already knew about farming and agriculture?

 

 

3. What things that you looked at in this lesson extended your thinking?

 

 

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