The Show - Connecting the Community to Farming and Agriculture

Australian curriculum 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.

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.

• Student Worksheets – one copy per student
• A device capable of creating audio-visual 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's broader learning outcomes.

This lesson is designed to build students’ competencies in the following skills:

• Collaboration
• Communication
• Community engagement
• Creativity
• Critical thinking
• Digital literacy
• Problem solving

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.