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Students
get up close with sheep husbandry practices


Analysing
sheep faeces for worm eggs 

Exploring
the history of technology in the sheep industry at the Wool Museum
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Victorian Essential Learning Standards Domains and (Levels):
Depending on the sites visited and the learning focus, Sheepish Activities and Fieldwork can be used to address standards in several domains of the Learning Standards. The activities can be used to address the VELS domains of:
Science (5,6)
Humanities - Economics (5)
Geography (5)
Interdisciplinary Learning (4, 5).
Duration
A whole day field work lesson. |
This fieldwork is designed
for secondary students to:
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increase
their knowledge of the sheep industry and its contributions
to their lives; |
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understand
the range of science and technology applied in the sheep industry; |
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learn
about careers in the sheep industry. |
Background
notes
The Victorian wool industry contributes $1 billion to Australia's
export economy. Most of Victoria's wool is shipped to China and
Italy where the majority of cleaning and processing occurs. Uses
of wool include clothing (including specialist clothing), carpet,
insulation, bedding and fashion accessories. The value of sheep
meat (lamb & mutton) production in Victoria was about $700 million
in 2003/2004 and accounts for 65% of all sheep meat production in
Australia. There are approximately 13,000 farmers farming sheep
for meat and / or wool in Victoria.
Part
A: How is the sheep industry relevant to my community?
With students working in small groups:
| 1 |
Ask
students to identify and describe the relevance to them of the
Victorian sheep industry. Students can develop a Y chart on
a big piece of paper to record their ideas, using three headings:
social (ie people), economic and environmental. Some examples
are provided here for teachers to use as prompts. |
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People
* Family / friends involved
* Food
* Uses of wool
* History (introduction of sheep to Australia)
* Farmers
* Crafts and traditions |
Economic
* Influence on the economy
* Cost of meat and wool
* Wool stockpile of 1980's
* Local take-away store
* Wool clothes shop
* Employment for regional areas |
Environmental
* Impact of sheep on the environment (eg, hooves)
* Nice to look at in the country
* Use of chemicals in the wool growing process
* Blade shearing versus mechanised shearing techniques
* Transport mileage
* Impact of cleaning process on environment |
It is
worth reminding students to check the tags on their clothes. Many
will be surprised about what does and does not contain wool. |
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| 2 |
Reflecting
on the completed charts, students can consider what they already know
and what they want to know about the sheep industry then identify
and list several questions per group. |
Part
B: Sheep farmer for a day
The following activities will help students to investigate some of the
activities farmers do with their sheep throughout the year.
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Research
sheep farming. Students can continue to work in groups to research
their questions and others.
Some
questions to consider:
* What is the gestation period for sheep?
* At what age would you wean (separate lambs from ewes) if you were
a farmer?
* When and how often do farmers need to drench their sheep?
* What might change if there is a drought?
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| 4 |
Share
the information and findings from the research to create a pictorial
calendar of sheep farming indicating farming practices and activities
for 12 months or longer. Students will need to make decisions as
farmers to decide how they will manage their sheep and when different
activities will be done.
For
example, when do the following occur? Add other activities to this
list.
Shearing - once a year
Crutching - 6 months after shearing
Joining ewe and ram
Lambing
Weaning
Drenching
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Extension
activity - Fabric to yarn
The extension activity is a hands-on and interactive way to explore the
differences between wool and other fibres and to consider the final products.
Teachers may borrow a kit from LandLearn to run the activity.
Resources
Fieldwork
opportunities
The fieldwork focuses on the area west of Melbourne and includes sites
at Werribee, Geelong and Warrambeen (near Ballarat). Support is available
to conduct this fieldwork, as not all sites are accessible without prior
arrangement. Contact LandLearn for further information: landlearn.program@dpi.vic.gov.au.
National
Wool Museum, Geelong
Objectives: Students gain an overview of the wool industry, and
an insight into science and technology at work in the industry now and
in the past.
Description:
The National Wool Museum is Australia's only comprehensive museum of wool,
showcasing wool's enduring impact on Australia social and economic life.
With a brief to explore the past, present and future of the Australian
wool industry the Museum acquires, documents, preserves, stores and exhibits
objects and materials reflecting significant developments in the Australian
wool industry.
Contact:
Richard Patterson, Education Officer Ph. (03) 5227 0706
This activity
is adapted from The Sheep Camp, a project LandLearn worked on with teachers
and students from Padua College Mornington, Woodleigh College in Baxter
and Elisabeth Murdoch Secondary College in Langwarrin. The project was
supported by Australian Wool Innovation through a national education program
"Primary Industry Science" managed by University of Tasmania, Burnie Campus.
From
the students
Here's what some students had to say about their two day 'Sheep Camp'
in May. They visited the National Wool Museum, Warrambeen Farm, and the
Department of Primary Industries research centre in Werribee.
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"The
camp was really, really good, I would have liked to spend more time
at the farm. I live on 8 acres but that's not country enough. DPI
was really interesting, especially the talk on animal welfare.he explained
things really well." - Emily |
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"The
whole camp was good, I was surprised by the research done by DPI,
it was very interesting and developed. Camp gave me lots of ideas
for my career, especially DPI. I'd do it again anytime." - Liz |
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"Camp
was good, I wish it was longer. I was amazed by the amount of wool
a merino grows in its lifetime. The camp has made my thoughts firmer
that I want to be a vet." - Michelle |
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