Your name Jodie Provost
Your name Jodie Provost
Your Student ID 220018659
Unit EDSE347
Assessment number 2
Word limit 2000 words +/- 10%
Your word count 2213
Due date 11:59pm 9 September 2022
Extension date
(if applicable) 11:59pm 16 September 2022
Academic integrity statement: This submission is all my own work. All sources have been acknowledged and cited.
The defined class
15 Students of mixed ability and genders.
8 students from local farms, the remainder from town.
3 students identify as Aboriginal
1 student with a hearing impairment
Geographic location Small rural community K-12 central school consisting of 120 high school students.
CRITICAL ANALYSIS
Resource 1 Farm management/Marketing
URL to resource Target year group NSW Agriculture syllabus links Use of resource
https://www.zoetis.com.au/livestock-solutions/farmplanner.aspx 11 Farm case study
P1.2describes the factors that influence agricultural systems
P2.3describes the farm as a basic unit of production
P3.1explains the role of decision-making in the management and marketing of agricultural products in response to consumer and market requirements
construct a calendar of operations for an enterprise production cycle
describe methods of agricultural record-keeping
suggest some factors a farmer considers when making farm management decisions
First-hand investigation
CRITICAL ASSESSMENT OF RESOURCE
The Zoetis Farm Planner is an application that is free to sign up for and easy to navigate. It allows farmers to set up their farm and mobs and record what product they have used on their livestock, which in turn, then keeps track of withholding periods, batch numbers, treatment intervals and rotation. This allows farmers to plan for and stay on top of animal husbandry such as drenching, vaccinating and selling of stock as well as management decisions and market/selling requirements. The layout of this website relates to the Multimedia effect, meaning that people learn and comprehend more when the stimulus has words and pictures, rather than just words (Bower, 2017).
In the classroom this can be used and set up for the school farm to give students first-hand experience with using such a program. It can be used on the classroom smart board so all students can see and explore its features. Students could form small groups and oversee the use of specific areas of the app, such as setting up paddock/mobs.
This is a resource I would use in the stage 6 classroom. It gives an example of a recent technology that can be accessed and used by a variety of producers and supports the areas of management, record keeping, traceability, market requirements and decision making. It can be used on a laptop and taken to the school farm to record management records during first-hand investigations. The student with a hearing impairment would be able to engage in this resource without additional needs as it is text and image based. It provides Hands On Learning from which a student engages in their own learning and experiences practical application of skills in a physical environment (Martin, 2022).
Resource 2 Farm management/Marketing
URL to resource Target year group NSW Agriculture syllabus links Use of resource
https://maps.six.nsw.gov.au/ 11 Farm case study
P1.1 describes the complex, dynamic and interactive nature of agricultural production systems
P1.2describes the factors that influence agricultural systems
P2.3describes the farm as a basic unit of production
P3.1explains the role of decision-making in the management and marketing of agricultural products in response to consumer and market requirements
observe, collect and record information on the physical and biological resources of the farm, including soil, climate, vegetation, topography, water and infrastructure
suggest some factors a farmer considers when making farm management decisions
identify management practices being used to address environmental sustainability
report on planning for future farm improvement
identify technologies used on the farm First-hand investigation and theory
CRITICAL ASSESSMENT OF RESOURCE
The SIX Maps viewerprovides access to a range of NSW foundation spatial data through an intuitive public interface (six maps website). The service allows access to a variety of satellite maps which can show data such as Cadastral, Topographic, Imagery, Place Names and Addressing data. It can be used to show water sources and native vegetation areas. Six Maps has the capability of being able to measure a paddock/area size (useful for ordering supplies such as chemical sprays, fertilizer, seed etc), measure distance and show boundary lines. This is a simple tool to use and is free and easily accessible. Students can use this individually on school computers or it can be used on a classroom smartboard. The Cross curricular link of incorporating mathematical concepts becomes apparent with the mapping and measurement. Goos et.al (2019) states that the use of mathematics in real world situations require judgement and adaptable thinking in different situations.
I would use this in the stage 6 classroom. It is a free tool which has numerous features which can be used across a number of production systems and areas in the curriculum. Some of the mapping can be fiddly, but with practice students will progress. I would begin with students each on a school laptop but sitting in groups as to allow peer learning to occur as features are experimented with. Peer learning is an example of a constructivist learning theory whichemphasizes that learning is a social process and that learners share, compare, and reformulate ideas to restructure new understandings (Gogus, 2012). Due to the accessibility of the program, it can be used at school and at home on any computer for those students who wish to. The student with a hearing impairment would be able to engage in this resource without additional needs as it is text and image based. Those students in the class who live on their own farm could use it to map and measure their own farm and pass their knowledge on to their own family.
Resource 3 Animal production
URL to resource Target year group NSW Agriculture syllabus links Use of resource
https://pediaa.com/difference-between-monogastric-and-ruminant-digestive-system/ 11 Animal Production
P2.2describes the biological and physical resources and applies the processes that cause changes in animal production systems
identify the parts of monogastric and ruminant digestive systems
describe the functions of the parts of monogastric and ruminant digestive systems
outline the nutritional requirements of animals including carbohydrates, protein, fat, vitamins, minerals and water
First-hand investigation (when creating models) and theory
CRITICAL ASSESSMENT OF RESOURCE
This is a research page which has been produced by PEDIAA. It is informative yet written in a way which allows students to understand and comprehend. This resource includes diagrams and comparative tables between monogastric and ruminant digestive systems. It is important to develop knowledge and understanding of the interaction between the components of agriculture and the scientific principles that explain the processes that take place when inputs are transformed into outputs (NSW Board of Studies Agriculture syllabus,2013, p. 2). From this resource students would move into creating their own diagram or model to show the interaction and difference between both systems. It is important for students to be able to demonstrate their knowledge that they gain from resources such as this into a way that shows their knowledge of the topic. This uses a Constructivism approach, which is an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner (Elliott et al., 2000, p. 256).
I would use this in the stage 6 classroom but would have other papers to go with it to support students learning and appeal to all variations of learners. This is a good introductory text, however, the knowledge and exposure would need to be extended beyond just this one text. All students in the class can access this easily and with discussion should be able to comprehend the information it provides. Applications such as Immersive Reader in Google Chrome can be used to read this text out to students if needed. The student with a hearing impairment would be able to engage in this resource without additional needs as it is text and image based.
Resource 4 Animal production
URL to resource Target year group NSW Agriculture syllabus links Use of resource
https://www.youtube.com/playlist?list=PL4OaBCdO34bBi3AxpqZLtIG-0qVZSnf8s 11 and 12 Preliminary Animal Production
P2.2describes the biological and physical resources and applies the processes that cause changes in animal production systems
P3.1explains the role of decision-making in management and marketing of agricultural products in response to consumer and market requirements
manage and monitor the growth and development of a farm animal
select and perform appropriate safe handling and management techniques for the care and welfare of farm animals
monitor the physical aspects of the environment of a selected farm animal
recognise sustainable management practices including stocking rates, grazing management, effluent management and native vegetation protection
evaluate methods that can be used to control and prevent animal pests and diseases
HSC Plant/Animal Production
H2.2describes the inputs, processes and interactions of animal production systems
discuss the factors that should be considered when carrying out a particular husbandry practice to reduce the negative welfare impacts to the animal including use of appropriate equipment, skill of the operator, timing of the animal practice, management of the animals after completion of practice First-hand investigation and theory
CRITICAL ASSESSMENT OF RESOURCE
This is a series of videos developed by the Department of Primary Industries and the Department of Education. They have been developed to use in the classroom and show a series of animal handling techniques and husbandry practices conducted and explained by experienced demonstrators. This is a resource that can be used as an example and for discussion before students undertaking the skills at the school farm themselves, or as examples if the learning tools and opportunities are not available at the school farm. Experimental learning is an approach that allows students to take information they have been given, test and relate that information to a real-world experience or problem then evaluate what they now know. Kolbs Cycle of Experimental Learning depicts this process as a circular process at which learners then revise what they have learning and can then apply this to another setting and continue the cycle (1984). This would allow students to watch the videos, discuss, try the experience for themselves, reassess what they know, then apply this to another situation (such as using different livestock). I would use these resources in the Stage 6 classroom as they are real-life, engaging and informative. The student with a hearing impairment would be able to engage in this resource by turning on the auto caption/annotations setting in YouTube before watching so they have the subtitles to follow if needed. It does speak quiet quickly so may need to be played more than once to ensure the hearing-impaired student has gained the information or paused and reaffirmed along the way. This resource would appeal to students both from a farming or non-farming background.
Resource 5 Plant production
URL to resource Target year group NSW Agriculture syllabus links Use of resource
https://www.business.qld.gov.au/industries/farms-fishing-forestry/agriculture/grazing-pasture/sustainable-grazing11 Preliminary plant production
P2.1 describes the biological and physical resources and applies the processes that cause changes in plant production systems.
P3.1 describes the role of decision-making in management and marketing of agricultural products in response to consumer and market requirements
select fertiliser(s) appropriate to the soil and the requirements of the crop/pasture
select appropriate tillage implements and/or techniques to establish a crop or pasture
outline various grazing practices
recognise sustainable management practices including crop rotation, green manuring, minimum tillage and mulching
Theory
CRITICAL ASSESSMENT OF RESOURCE
Although this is a QLD government website it is applicable to NSW areas as well. It is a starting block for information about pasture management and sustainable practices, however, lacks some amount of detail to adequately cover dot points. It provides suitable links to technology programs such as VegMachine and Stocktake Plus in which knowledge can be explored and further developed. The problem I see with this is that these additional programs that are attached are Queensland based and look to be informative but would require the teacher to do a lot of practicing with how to use them before asking students to do so. This is not a resource that can simply be picked up and ran with.
OLoughlin (2020) explains that learning is optimal when students are challenged at the appropriate level and the use of resources and tasks that are not too easy and not too challenging. Therefore, I would not use this resource in the Stage 6 classroom unless it had other resources to go with it and until I had used the linked resources and was competent with their use. This resource could be used for a student with a hearing impairment but would need to be followed up with questioning and discussion. Some students many not find this resource engaging enough and therefore not obtain the required knowledge from it.
Resource 6 Plant production
URL to resource Target year group NSW Agriculture syllabus links Use of resource
https://www.agriculture.gov.au/biosecurity-trade/pests-diseases-weeds/plant 11 Preliminary plant production
P2.1 describes the biological and physical resources and applies the processes that cause changes in plant production systems.
P3.1 describes the role of decision-making in management and marketing of agricultural products in response to consumer and market requirements
P5.1 investigates the role of associated technologies and technological innovation in producing and marketing agricultural products.
outline one important disease and one pest for a selected crop/pasture
evaluate methods that can be used to control and prevent plant pests and diseases
define integrated pest management (IPM)
outline IPMs ability to reduce the problems of pesticides and chemical resistance in target organisms
research using secondary sources an integrated pest management program for a plant production system
evaluate an IPM program, naming the target organism and the plant host theory
CRITICAL ASSESSMENT OF RESOURCE
This website provides descriptions of plant disease and pests, information for identification, images, reporting requirements, biosecurity links, videos and information to help with the spread of such things. It is an informative website that is easy to navigate and suitable information. It uses a good mix of text and images and in engaging. This could be used as theory to address these syllabus dot points or used in a first-hand investigation that requires students to identify plant pest and diseases and develop an Integrated Pest Management (IPM) plan. Malcom (2009) explains the importance of have an IPM and the positive effects it has on the environment and production. This links to the school farm and could be used for students to develop and follow through with whilst also measuring the effects and results.
I would use this resource in a stage 6 classroom. It is current, visual and easy to navigate. Students can access it on portable devises such as phones and iPads so it is useful in the paddock for identification purposes. A Problem Based learning approach could be undertaken by having students being given a crop that they need to discover the pests with this resource, generate a IPM, undertake it and measure the difference. Moallem et al (2019) explains that the authenticity of the problem introduces students to the importance of the problem and the link with external experts in the given field. This resource also has printable sections which allow parts to be used in different situations. The student with a hearing impairment can interact with this resource as it is visual. Students who may have low reading levels can also interact due to the detailed photos provided.
Resource 7 Ag technology
URL to resource Target year group NSW Agriculture syllabus links Use of resource
http://www.bom.gov.au/climate/averages/tables/cw_056035.shtml
12 Climate challenge
H3.4 evaluates the management of the processes in agricultural systems
H4.1 justifies and applies appropriate experimental techniques, technologies, research by methods and data presentation and analysis in relation to agricultural problems and situations
H5.1 evaluates the impact of innovation, ethics and current issues in Australian agriculture systems.
calculate mean and standard deviation of rainfall and maximum and minimum temperature over the past 30 years for the local area and for a contrasting region in Australia
analyse data to determine the frequency of wet, normal and dry years, hot, normal and cool years for the local area and for a contrasting region in Australia
First-hand investigation
CRITICAL ASSESSMENT OF RESOURCE
Using the BOM website, students can access climate and weather data from a period of time. From this they could then calculate the mean, standard deviation of rainfall, and maximum and minimum temperature for their local area and that from another area. This could be done using Microsoft Excel and then presenting it as data in a table or graph. Cross curricular links are made with mathematics and could be taught at a similar time so as to reinforce the skill for both subjects. Goos et.al (2019) discussed the importance of cross curricular numeracy links and the skills needed to achieve continuity in skills and knowledge. This website is free and easy to access and holds data that dates back a number of years.
I would use this resource with a stage 6 class. There are numerous features available on the BOM website and a variety of questions and challenges can be addressed. The site can be difficult to navigate some features but with practice and peer engagement and teaching students would not take long to comprehend the way it is set up. Gates (2018) states that Collaborative learning has been shown to not only develop higher-level thinking skills in students but boost their confidence and self-esteem as well. This investigation could be done in pairs or small groups of mixed or similar ability. The skills gained from this investigation could be transferred into other units such as animal production (averaging weights, feed rations etc). The student with a hearing impairment could interact with this website as it is text based and other students in the class would all have equal access to this in the school setting.
Resource 8 Social aspects/history of agriculture
URL to resource Target year group NSW Agriculture syllabus links Use of resource
https://www.sl.nsw.gov.au/stories/australian-agricultural-and-rural-life/first-farms 11 and 12 P1.1 describes the complex, dynamic and interactive nature of agricultural production systems
P1.2 describes the factors that influence agricultural systems
H1.1 explains the influence of the physical, biological, social, historical and economic factors on sustainable agricultural production
PRELIMINARY
access information relevant to Australian agriculture from a variety of sources such as journals, newspapers, the internet and field days
outline how physical, biological, social, historical and economic factors have impacted on agricultural systems, using examples
construct a timeline of significant changes in land use practices since the arrival of Europeans to Australia
HSC
describe the impacts of historical land use practices in the development of Australian agricultural systems
First-hand investigation or theory
CRITICAL ASSESSMENT OF RESOURCE
This is a link to a section from the state library about Australian agriculture and rural life in the past. It provides historical information and records in regard to agriculture and the trials and tribulations of the early farming systems. It is informative and has several sections covered. It has a good mix of text and images and is easy to navigate. By linking past experiences students can then link to the changes today and the change in production from these management techniques. Discussion can also be had in regard to the challenges faces then and the challenges faces today; are they similar or different? Okie, W. et, al (2019) explains that in history to understand why some actions were taken and others were not is regarded to those people actively making those decisions that mattered and whether success or failure was the result.
I would use this as a resource in the stage 6 classroom as a beginning but it would need additional information/resources added to enable a more rounded approach to this section of the syllabus. This page is culturally sensitive so able to the used with Aboriginal students within the class, however, discussions and explanations may need to be added. The student with a hearing impairment would be able to engage in this resource without additional needs as it is text and image based. This is an informative resource with credible sources and is visually appealing to the reader.
References
Bower, M. (2017). Chapter 4: Technology affordances and multimedia learning effects. In Design of technology-enhanced learning: Integrating research and practice (pp. 6591). Bingley, England: Emerald.
Elliott, S.N., Kratochwill, T.R., Littlefield Cook, J. & Travers, J. (2000).Educational psychology: Effective teaching, effective learning (3rd ed.). Boston, MA: McGraw-Hill College
Gates, S. (2018), Benefits of collaboration, National Education Association, retrieved form https://www.nea.org/professional-excellence/student-engagement/tools-tips/benefits-collaboration#:~:text=Collaborative%20learning%20has%20been%20shown,improving%20social%20and%20interpersonal%20skills.
Gogus, A. (2012). Peer Learning and Assessment. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA., retrieved from https://doi.org/10.1007/978-1-4419-1428-6_146Goos, M., Geiger, V., Dole, S., Forgasz, H., & Bennison, A. (2019). Numeracy across the curriculum: Research-based strategies for enhancing teaching and learning. Crows Nest, NSW: Allen & Unwin.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Malcolm, L. R. (2009). Agriculture in Australia (2nd ed.). South Melbourne, Vic: Oxford University Press.
Martin, L (2022), The importance of hands on learning in a Childs Education, Retrieved from https://blog.friendscentral.org/benefits-of-hands-on-learning on 12/09/2022.
NSW Education Standards Authority (2013), Agriculture Stage 6 Syllabus, Board of Studies NSW.
Okie, W, Way, A., Coclanis, P., Jong, G., Jrgensen, D., Marcus, A., Williams, A.,Wilson, C., Agnoletti, M., De Luna, K., Donahue, B., Effland, A.,Fields-Black, E., Kumar, P., Lavelle, P., Lin, J., Nobbs-Thiessen, B., Reid, D., Rogers, T., Smith, B., Stoll, S., Summers, M., Verdon N., Welk-Joerger, N., 2019, Agricultural History , Vol. 93, No. 4 pp. 682-743, Agricultural History Society Stable, retrieved from https://www.jstor.org/stable/10.3098/ah.2019.093.4.682
OLoughlin, D., (2020) Selecting teacher resources that meet students needs : a guide, Acer Discover, retrieved from https://www.acer.org/au/discover/article/selecting-teaching-resources-that-meet-student-needs-a-guide
