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George The Farmer - Pine Plantation Forestry

Lesson Overview:

This George the Farmer Educational Resource aims to raise awareness about plantation forests resources, management, the interrelationships within plantation forests, and farming forests.


Resource description
This George the Farmer educational resource is intended as starting points for a cross-curricular approach to learning, based on the George the Farmer YouTube video “George the Farmer Forestry” and its accompanying Virtual Reality (VR) experience ‘George the Farmer Forestry VR’ on YouTube or through the ForestVR app: www.forestlearning.edu.au/forestvr

Classes are encouraged to look at the video, the VR and read the lyrics to the song included in this resource. Follow up this guide with the Sustainable Forest Plantations educators resource.

The activities seek to complement and extend the enjoyment students will experience from seeing the video and VR, whilst at the same time meeting some of the requirements of curriculum outcomes. The activities in this resource can be printed out for students, or alternatively, display the activity page from the PDF on your electronic white board and have the students use their existing workbooks to complete the task.

The activities in this resource can be printed out for students, or alternatively, display the activity page from the PDF on your interactive white board or import an activity page into your online teaching and learning environment such as Google Slides and have the students use their existing workbooks to complete the task.

MULTIMEDIA LINKS:

GEORGE THE FARMER FORESTRY VIDEO:

 

GEORGE THE FARMER FORESTRY - VR EXPERIENCE

 

This resource was produced by George the Farmer Pty Ltd for Primary Producers SA (PPSA). This project is supported by the Department of Agriculture, Water and the Environment, through funding from the Australian Government's Educating Kids about Agriculture initiative.

Year Level/s:

Kinder / Prep, 1, 2, 3, 4

Key Curriculum Areas / Subject:

Humanities and Social Sciences (HASS), Mathematics, Science, Design and Technologies

National Curriculum Codes:

ACHASSK015, ACHASSK031, ACMMG061, ACMMG064 , ACMMG084, ACMMG089 , ACMMGO41, ACMSP048 , ACMSP049 , ACMSP050 , ACSHE013, ACSHE021, ACSHE022, ACSHE034, ACSHE035, ACSHE050, ACSHE051, ACSHE061, ACSIS024 , ACSIS025 , ACSIS026 , ACSIS027 , ACSIS029 , ACSIS037, ACSIS038, ACSIS039 , ACSIS040 , ACSIS042 , ACSIS212 , ACSIS213 , ACSSU002, ACSSU018, ACSSU030, ACSSU031, ACSSU044, ACSSU072, ACSSU211, ACTDEK003, ACTDEK012, ACTDEP005, ACTDEP006, ACTDEP007, ACTDEP008, ACTDEP009, ACTDEP015, ACTDEP016, ACTDEP017, ACTDEP018

Strand Content Description:

Humanities and Social Sciences (HASS)

  • ACHASSK015 - The places people live in and belong to, their familiar features and why they are important to people
  • ACHASSK031 - The natural, managed and constructed features of places, their location, how they change and how they can be cared for

Mathematics

  • ACMMG061 - Measure, order and compare objects using familiar metric units of length
  • ACMMG064 - Identify angles as measures of turn and compare angle sizes in everyday situations
  • ACMMG084 - Use scaled instruments to measure and compare lengths, masses, capacities and temperature.
  • ACMMG089 - Compare angles and classify them as equal to, greater than, or less than, a right angle
  • ACMMGO41 - Elaborations - using calendars to locate specific information, such as finding a given date on a calendar and saying what day it is, and identifying personally or culturally specific days(Western Australia) - https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/codes/mathematics/year-2/acmmg041
  • ACMSP048 - Identify a question of interest based on one categorical variable. Gather data relevant to the question
  • ACMSP049 - Collect, check and classify data
  • ACMSP050 - Create displays of data using lists, table and picture graphs and interpret them

Science

  • ACSHE013 - Science involves observing, asking questions about, and describing changes in, objects and events
  • ACSHE021 - Science involves observing, asking questions about, and describing changes in, objects and events
  • ACSHE022 - People use science in their daily lives, including when caring for their environment and living things.
  • ACSHE034 - Science involves observing, asking questions about, and describing changes in, objects and events
  • ACSHE035 - People use science in their daily lives, including when caring for their environment and living things.
  • ACSHE050 - Science involves making predictions and describing patterns and relationships
  • ACSHE051 - Science knowledge helps people to understand the effect of their actions.
  • ACSHE061 - Science involves making predictions and describing patterns and relationships
  • ACSIS024 - Pose and respond to questions, and make predictions about familiar objects and events
  • ACSIS025 - Participate in guided investigations to explore and answer questions
  • ACSIS026 - Use informal measurements to collect and record observations, using digital technologies as appropriate
  • ACSIS027 - Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions
  • ACSIS029 - Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play
  • ACSIS037 - Pose and respond to questions, and make predictions about familiar objects and events
  • ACSIS038 - Participate in guided investigations to explore and answer questions
  • ACSIS039 - Use informal measurements to collect and record observations, using digital technologies as appropriate
  • ACSIS040 - Use a range of methods to sort information, including drawings and provided tables and through discussion, compare observations with predictions
  • ACSIS042 - Represent and communicate observations and ideas in a variety of ways
  • ACSIS212 - Through discussion, compare observations with predictions
  • ACSIS213 - Compare observations with those of others
  • ACSSU002 - Living things have basic needs, including food and water.
  • ACSSU018 - Everyday materials can be physically changed in a variety of ways
  • ACSSU030 - Living things grow, change and have offspring similar to themselves.
  • ACSSU031 - Different materials can be combined for a particular purpose
  • ACSSU044 - Living things can be grouped on the basis of observable features and can be distinguished from non-living things.
  • ACSSU072 - Living things have life cycles.
  • ACSSU211 - Living things live in different places where their needs are met.

Design and Technologies

  • ACTDEK003 - Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating.
  • ACTDEK012 - Investigate food and fibre production and food technologies used in modern and traditional societies.
  • ACTDEP005 - Explore needs or opportunities for designing, and the technologies needed to realise designed solutions  
  • ACTDEP006 - Generate, develop and record design ideas through describing, drawing and modelling
  • ACTDEP007 - Use materials, components, tools, equipment and techniques to safely make designed solutions
  • ACTDEP008 - Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment
  • ACTDEP009 - Sequence steps for making designed solutions and working collaborativel
  • ACTDEP015 - Generate, develop, and communicate design ideas and decisions using appropriate technical terms and graphical representation techniques
  • ACTDEP016 - Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions
  • ACTDEP017 - Evaluate design ideas, processes and solutions based on criteria for success developed with guidance and including care for the environment
  • ACTDEP018 - Plan a sequence of production steps when making designed solutions individually and collaboratively

General Capabilities:

Critical and Creative Thinking, Ethical Understanding, Information and Communication Technology (ICT) Capability, Literacy, Numeracy, Personal and Social Capabilities

Cross Curriculum Priorities:

Aboriginal and Torres Strait Islander Histories and Cultures, Sustainability

Curriculum Connections:

Design and Technologies, Humanities and Social Sciences (HASS), Mathematics, Science, Visual Arts

ScOT Catalogue Terms:

Environmental Management, Environmental science, Environmental Sustainability, Forestry, Living Things, Plant Growth, Plantations, Sustainability, Sustainable Development

Theme/s:

Forests - Ecology and Natural Processes, Forestry - Sustainability and Certification, Forestry Products - Processing and Technology, Forest Futures - Carbon Renewable Resources and Innovation

Resource Type/s:

Primary: Guide Book

Secondary: Activity

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George The Farmer - Pine Plantation Forestry

Teacher Resource

George The Farmer - Pine Plantation Forestry

The activities in this resource can be printed out for students, or alternatively, display the activity page from the PDF on your interactive white board or import an activity page into your online teaching and learning environment such as Google Slides and have the students use their existing workbooks to complete the task.

File Size: 5.54 mb
File Type: PDF

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