L a n d L e a r n : Sheepish Activities and Fieldwork


Image: <font face="Verdana, Arial, Helvetica, sans-serif" size="2">Creating Sustainable Futures - 'thinking
Students get up close with sheep husbandry practices

image: <font face="Verdana, Arial, Helvetica, sans-serif" size="2">Creating Sustainable Futures - 'thinking
Analysing sheep faeces for worm eggs

Exploring the history of technology in the sheep industry at the Wool Museum

 

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:
» increase their knowledge of the sheep industry and its contributions to their lives;
» understand the range of science and technology applied in the sheep industry;
» 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.

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.
   
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.

3

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?

   
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

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
» Sheep industry in Victoria www.dpi.vic.gov.au then search 'sheep'
» FutureFleece CD - Australian Wool Innovation Ltd www.wool.com.au then search for FutureFleece
» Sheep Cooperative Research Centre: www.sheepcrc.org.au/articles.php3?rc=78
» Wool testing technology at CSIRO www.csiro.au/csiro/content/standard/ps233,,.html
» Contact LandLearn for a comprehensive directory of resources on the sheep industry, available as a pdf file

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.

» "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
» "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
» "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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