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1© 2019 From Paddock to Plate Enterprises Pty Ltd. www.frompaddocktoplate.com.au

Year 9 Stage 5

English

Page

Australian Curriculum 2

Facts about Australian agriculture 4

Virtual video excursions 5

Almonds 6

Cherries 14

Eggs 17

Fish 25

Milk 32Curriculum focusThe resources in the English Teacher Manual help teachers and students explore how language and terminology is used to communicate in and about agriculture. Students explore the Virtual Video Excursion/s for one or more industries and use this information to explore language development and use, idiom, technical and specialist language, and media studies.

How to use this Teacher ManualThe English Teacher Manual consists of lesson plans and supplementary activities about several agricultural industries in Australia. There are facts about Australian agriculture for your use on page 4, 6, 14, 17, 25 and 32.

First, start with the Springboard virtual video excursions on page 5.

Then, move on to the products or industries within this manual that match your learning aims or interests.

Additional research sources, facts and vocabulary are included within each industry section. They can be used in class discussion or provided to students for their projects.

Themes and topics:

• Animal welfare

• Biodiversity

• Communications

• Community

• Drought & natural disasters

• Economics

• Employment

• Environment

• Ethics

• Food miles

• Food security

• Food waste & recycling

• Innovation

• Marketing

• Nutrition

• Pests & diseases

• Profitability

• Seasonality

• Soil & pasture management

• Sustainability

• Technology

• Traceability

• Waste management

• Water security

Table of Contents

Use of the From Paddock to Plate Schools Program is subject to Terms of Use, which are available on www.frompaddocktoplate.com.au

Acknowledgements

Founder of From Paddock to Plate, Louise FitzRoy, has produced this national educational resource to be incorporated into the curriculum programs of schools across Australia. Louise would like to sincerely thank passionate farmers, orchardists and producers, for dedicating their valuable time to show her around and answer numerous questions about their industry and livelihood. Louise would also like to acknowledge all the sponsors and supporters of From Paddock to Plate.


Australian Curriculum Links

All Industries Year 9 Stage 5

English

Lesson 1Community Conundrum

ACELA1552Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor


ACELY1740Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways


ACELY1742Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts


ACELY1746Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features

Lesson 2Tourist Trail

ACELT1633Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts

Lesson 2Tourist Trail

ACELT1635Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts

Lesson 3Danger Chicken

ACELA1551Understand that roles and relationships are developed and challenged through language and interpersonal skills


ACELA1552Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor



Lesson 4Fishing for Words

ACELT1638

Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlinks




ACELY1744Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts


ACELY1745Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts

Cross-curriculum priorities

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s Engagement with Asia

Sustainability


Australian Curriculum Links

All Industries Year 9 Stage 5

English

Lesson 5Milk Marketing Language

ACELT1638







ACELY1743Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension


ACELY1744Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts

Lesson 6Dairy Farm Presentations

ACELY1811

Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects


ACELY1741Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes


ACELY1745Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts


All Industries Year 9 Stage 5 English

Facts about the Australian agricultural industry• The gross value of Australian agriculture increased by $3.7 billion from 2014–15, to $58.1 billion in 2015–16.

SOURCE: ABARES, Agricultural Commodities – June Quarter 2017.

• TIn Australia, individuals spent on average $4739 for food in 2015–16. This includes eating out and non-alcoholic beverages. This amount has risen by 16% during the past six years.

SOURCE: ABS, Household Expenditure Survey, Australia: Summary of Results, 2015–16, Catalogue No.6530.0.

• Food imports, particularly for processed food, accounted for only 15 per cent of household food consumption in Australia in 2015–16. SOURCE: Hogan, Linsday. (2017) Food demand in Australia: Trends and food security issues. ABARES research report 17.7, Canberra.

• Out of the $58.1 billion worth of food and fibre Australian farmers produced in 2015–16, 77 per cent ($44.8 billion) was exported. SOURCE: ABARES, Agricultural Commodities – June Quarter 2017

• More than 99% of Australia’s agricultural businesses are wholly Australian owned, owning 88% (or 343.3 million hectares) of Australia’s agricultural land. Wholly Australian owned businesses also control 87% of Australia’s agricultural water entitlements (or 13.3 million megalitres).

SOURCE: ABS, Agricultural Land and Water Ownership, 2015–16, Catalogue No. 7127.0. 2017

• As of May 2017, 304,200 people were employed in the Australian farm sector — accounting for about 3% of the national workforce.

SOURCE: Australian Bureau of Statistics, Labour Force, Australia, Detailed, Quarterly, May 2017 Catalogue No. 6291.0.55.003.

• Across the supply chain agriculture powers 1.6 million jobs.

SOURCE: Australia’s Farm Dependent Economy: Analysis of the role of Agriculture in the Australian Economy.

• 216,100 males and 88,100 females are employed in the Australian farm sector

SOURCE: Australian Bureau of Statistics, Labour Force, Australia, Detailed, Quarterly, May 2017 Catalogue No. 6291.0.55.003.

• Agricultural businesses occupy and manage 48% of Australia’s landmass, as such, they are at the frontline in delivering environmental outcomes on behalf of the broader community.

SOURCE: Australian Bureau of Statistics, Land Management and Farming in Australia, 2015–2016, Catalogue No. 4627.0.

• At 30 June 2016 there were 371 million hectares of agricultural land in Australia, a 1.4% increase on the previous year. SOURCE: Australian Bureau of Statistics, Land Management and Farming in Australia, 2015–2016, Catalogue No. 4627.0.

• Australian primary industries have led the nation in reducing greenhouse gas emissions intensity — a massive 63% reduction between 1996–2016.

SOURCE: Australian Bureau of Statistics, Australian Environmental-Economic Accounts, 2017, Catalogue No. 4655

• Australian water consumption decreased in 2014–15 by 7% from 2013–14. The largest decrease in water consumption was in the agriculture industry.

SOURCE: Australian Bureau of Statistics, Water Accounts, 2014, Catalogue No. 4655.

• Agricultural businesses spend a significant amount on managing pest animals and weeds. An average of $19,620 was spent per agricultural business on undertaking pest animal and weed management activities.

SOURCE: Stenekes, N, Kancans, R and Binks, B, 2017, Pest animal and Weed Management Survey: National landholder survey

results, ABARES research report 17.5, May. CC BY 4.0.

• Australian farmers are among the most self-sufficient in the world, with government support for Australian farms representing just 1% of farming income. By comparison, in Norway it is 62%, Korea 49%, China 21%, European Union 19% and United States 9%.

SOURCE: OECD (2017), Agricultural Policy Monitoring and Evaluation 2017, OECD Publishing, Paris.


Virtual video excursions

Let’s get startedAll Industries Year 9 Stage 5

If this is your first time teaching with the From Paddock to Plate Schools Program, welcome! When planning your lessons, you may first like to read the Welcome Guide on our website.

www.frompaddocktoplate.com.au/school-programs/

Assessing prior knowledgeKick off by understanding the level of knowledge your students have of farming in Australia. This will determine your structure of delivery.

• ASK the students to describe and list what they know about farming in Australia.

• EXPLORE the facts about Australian agriculture (page 4).

• BRAINSTORM and gather ideas, questions and information from the class and use this as a platform to begin this unit. What information do students want to confirm, check, debate or explore?

• DISCUSS any questions that arise.

Now is the time to choose and watch a selection of the From Paddock to Plate Virtual Excursions.

You can find them all on the From Paddock to Plate website. Log in and choose your year level, subject or industry of interest:

www.frompaddocktoplate.com.au

Ask students to reflect on what they already know about this industry and what the video showed them that was new, or that changed their thinking.

WATCH THE VIRTUAL EXCURSION

English


ALMONDSAsk students first to reflect on the From Paddock to Plate Almonds Virtual Video Excursion:

• What words would they use to describe an orchard?

• What can they say about the paddock to plate journey of almonds and almond products?

• What did they learn that they hadn’t considered before?

• What would they like to know more about the almonds industry in Australia?

Facts and Vocabulary - AlmondsFacts about the Australian almond industry

• Australian growers produce approximately 10% of the total volume of almonds grown in the world.

• Orchard area planted to almonds increased by 15.8% or 4,904 hectares in 2016 to now total 35,886 hectares

• The number of almond trees now planted in orchards totals more than 10 million.

• Two million virus tested buds were delivered by the ABA to nurseries for grafting to produce healthy trees

• 2016 production of 82,333 tonnes was slightly less than the 2015 harvested crop

• Australia produced 7.7% of the global crop to remain the world’s second largest producer behind the USA that grew 80% of world production

• Almonds were 62% of Australia’s total tree nut crop that includes macadamias, walnuts, pistachios, hazelnuts and chestnuts (measured as inshell tonnage)

• 97% of almond orchards are efficiently irrigated using drip systems managed by soil moisture monitoring technology

• Annual per capita consumption of almonds in Australia is increasing strongly and exceeded one kilogram for the first time in 2016/17

• Australia ranks 6th in per capita consumption globally

• Domestic sales tonnage increased by 9.9%

• 46.7% of Australian households purchased almonds in the year ending February 2017

• Almond demand by manufacturers was boosted with 274 new products reaching supermarket shelves in 2016

• Australian almonds were exported to 46 countries

• Almond exports earned the nation $464 million

• For every one tonne of almonds sold in Australia, 2.7 tonnes were sold overseas

• India was the single largest destination for exports

• Europe as a region consumed 43.2% of Australia’s almond exports with sales of $200.3 million

• East Asia is an emerging market for Australian almonds taking 13.8% of total exports SOURCE: ABS, Household Expenditure Survey, Australia: Summary of Results, 2015–16, Catalogue No.6530.0.

Almonds Year 9 Stage 5

English



Useful words and phrases

• Activated almonds

• Almond meal

• Almond milk

• Australian Stock Exchange

• Bacteria

• Belly dumper

• Biomass

• Blanch

• Conveyor belt

• Deciduous

• Drupe

• Export

• Fertigation

• Foliage

• Geographic diversity

• Hi vis clothing

• Hulling process

• Husk

• Irrigation

• Kernel

• Laser sorter

• Microorganisms

• Non-pollinator

• Pasteurisation

• Pollination

• Prune

• Quality assurance

• Renewable energy

• Salmonella

• Self-pollinator

• Shelling

• Stock feed

• Stock pad

• Stockpile

• Weighbridge

English


ThemesBiosecurity

Sustainability

Pest control

Community

Food miles

Food safety

Food security

Environment

Food origin

Government

The taskStudents will plan, draft and write a persuasive piece on the following prompt:

Community gardens – a threat to biosecurity or not?

Planning to persuadeIn order to effectively research and write their piece, students will need to define the term ‘biosecurity’ and explore the issues and opinions surrounding community gardens. (Some sources below will help but students should access other authoritative resources.)

Sorting the languageStudents CONSIDER and COMPARE the evaluative language used in the From


ACELA1552

Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor

ACELY1740

Listen to spoken texts constructed for different purposes, for example to entertain and to persuade, and analyse how language features of these texts position listeners to respond in particular ways

ACELY1742

Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts

ACELY1746

Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features

Lesson 1

Community Conundrum

Paddock to Plate Almonds Virtual Video Excursion with the suggested references below (news articles) on the topic. In pairs or working alone, they compile lists of words that lend value either for or against community gardens.

Assessing the research, students come to a considered opinion: Do they agree or disagree with the statement that community gardens represent a risk?

They PROVIDE reasons, using data, quotations, evidence and arguments based on the sources below and additional sources.

Students IMAGINE what could happen to the almond industry if there was a nationwide loss of pollination services from feral European honey bees due to a multi-state varroa mite incursion.

They IDENTIFY wordings that appraise things indirectly, through evocative language, similes and metaphors that direct the views of the readers in particular ways.

English



“In terms of pests and disease, this is something that we are monitoring all the time. You can see on the nuts here that they are actually quite open. Because they are open, it is possible for insects to get inside. All of these trees are not treated for insects so there are no pesticides in our almond orchards.”

(3:52 – 4:10)

“They key to making sure that insects don’t get into these nuts, is to keep the canopy clean, making sure that the trees have all the nuts taken off them each year and not old nuts sitting from the previous year, and making sure that the bed floor underneath the trees is kept clean.”

(4:11 – 4:28)

“In terms of these trees and the tree health, for 12 months of the year we’re irrigating with water. Because of the harvesting process where we put nuts onto the ground to do drying, we don’t put fertiliser on top of the soil because it can contaminate the nuts. So, we put the fertiliser into the irrigation lines and it comes out through these pipes and that’s called fertigation. We do this throughout the year to make sure that the trees have the nutrients to grow big and strong for the harvesting process.”

(4:30 – 5:00)

“All that kernel is then cleaned and sorted by size. So, we’ll have the smaller nuts in one bin, we’ll have the larger nuts in another bin. Each of those bins has a full QA done, so that’s quality assurance where we test the moisture, we look for defects like scratches, insect damage or mouldy nuts and all of that information is also entered into the computer and then each bin is taken and stored in the warehouse.”

(7:57 – 8:26)

“If pasteurising is required, which is a kill step for microorganisms like salmonella, we’ll put it into a huge chamber. It will sit there for about eight hours. It’s a steam process that basically cooks the nuts to make sure all of the nasties are killed.”

(9:22 – 9:36)

English

Lesson 1: Community Conundrum (continued)


“We have quite stringent food safety practices and procedures put in place from the floor of the farm itself, so our practices of keeping the farm clean, to the way that we transport it to the processing plant. Within the processing plant we take up to four different samples and do full QA analysis to ensure that the product is kept safe.”

(11:12 – 11:35)

“We have a number of quality certifications. We’re kosher approved, we’re halal approved. We’re approved to supply for Woolworths and Coles and the other major retailers and to do that we get audited every six months to make sure that we comply with the minimum standards.”

(11:36 – 11:50)

“What we are trying to do is take standards from the US, who are the world’s largest growers, and apply those kinds of standards and actually take small steps above that as well.”

(11:51 – 11:59)

Recommended source material:

‘Australia’s peak body for the vegetable industry believes community gardens pose a biosecurity risk for the country’s horticulture sector. The criticism comes on the back of the Federal Government scrapping the $1.5 million Community Food Grants program, created by the former Labor government under the National Food Plan. Ausveg’s William Churchill says his industry has welcomed that decision, and says the money could have been better spent developing export markets for growers. “A lot of these gardens may not be in the best nick, so to speak, and the issue we then have is with infestations with either pests or diseases, and then that becomes a threat in itself to commercial horticultural operations that need to comply with strict adherence to quality assurance guidelines,” he said. “What happens when we start to get biosecurity risks is that growers may have to take pre-emptive action to prevent pests from arriving on their properties, and what that does is that it means they have to keep the product in the ground longer, rather than being able to get it out to consumers. So the end issue with having community gardens more prevalent out there is that a biosecurity risk becomes far more likely if community gardens start to grow.” Mr Churchill has also raised concerns about food safety at farmers’ markets. “We’ve seen a litany of examples where people have passed themselves off as other growers,” he said. “We have concerns there as well there about food standards and quality assurance programs that are in place...”


English



Recommended source material (continued):

‘...But Michael Croft, from the lobby group Australian Food Sovereignty Alliance, says Ausveg has ‘lost the vegetable plot’, and that the real risks to Australia’s biosecurity are not community gardens.’

– Community gardens a ‘risk’ to fruit and veg sector by Kim Honan, ABC Rural, 28 February 2014: www.abc.net.au/news/2014-02-26/community-gardens-a-

biosecurity-risk-to-horticulture-sector/5285472

‘But Costa Georgiadis, presenter of ABC TV’s Gardening Australia, says community gardens are no threat to biosecurity. “Community gardens are about growing awareness and getting people inspired in local seasonal food,” he said. To think that spending money on an initiative like that that brings people closer to their food, and develops food as a health initiative, how could you think that a $1 million spent on growing community. The thing with community garden is that it’s not just the produce you’re growing, you’re growing the actual community, people are sharing, people are engaging. My community garden in my street is not a threat to the biosecurity of the country, because in a community garden the moment fruit is ready it’s gone. I struggle with the thought that a community garden is a biosecurity threat, I think the only threat the community gardens are posing to some ways of thinking is that people are becoming more aware of a local food option and not relying on imports.”

– Costa says community gardens no threat by Kim Honan and Fiona Wyllie, ABC Rural, 7 March 2014: www.abc.net.au/news/2014-02-28/costa-says-community-

gardens-no-threat/5289184

‘Australia’s commitment to biosecurity has allowed us to better protect our unique natural habitats and the health of our people while at the same time maintain an advantage in primary industries. However, our current biosecurity status should not be taken for granted. The report has identified five biosecurity megatrends that all point toward a shift in the types of biosecurity risks we are likely to face in the future and the way that these risks will need to be managed.’ One of these is: The urban mindset. ‘In a world with more densely populated cities, some with limited access to health and sanitation services and facilities, the increasing risk of an emerging infectious disease outbreak is self-evident. Australia’s biosecurity system will need to engage with the growing numbers of small-scale urban and peri-urban producers and manage the consequences of urban sprawl bringing people into closer proximity with wildlife and agriculture. The interaction of megatrends has the potential to create megashocks – significant, relatively sudden and potentially high impact events. The twelve megashocks presented in the report are based on what the biosecurity community identified as some of the most important threats we might face in the next two-three decades...’


English




‘... These megashocks are:

• nationwide incursion of a new race of an exotic wheat stem rust – one more virulent than existing races of UG99;

• nationwide loss of pollination services from feral European honey bees due to a multi-state varroa mite incursion;

• nationwide incursion of a new exotic fruit fly;

• nationwide outbreak of a variant strain of foot and mouth disease;

• bluetongue outbreak across Australia’s major sheep producing regions;

• highly virulent rust spreads across multiple ecosystems;

• government ‘walks away’ from environmental biosecurity;

• successful establishment of black-striped mussel;

• outbreak of infectious salmon anaemia;

• nationwide zoonotic disease epidemic;

• bioterrorist attack; and

• a rapid spike in antimicrobial resistance.

CSIRO, Animal Health Australia, the Plant Biosecurity Cooperative Research Centre (CRC) and Invasive Animals CRC partnered and consulted widely with industry, government and other scientific organisations to deliver the report for Australia.’

– Commonwealth Scientific and Industrial Research Organisation (CSIRO)

Teacher resources:

• ABC News – Federal Government Scraps Food Grants Program: www.abc.net.au/news/2014-02-21/food-grants-scrapped/5274530

• ABC News – In Defence of Community Gardens: www.abc.net.au/news/2014-03-06/biosecurity-ausveg-community-gardens-urban-farming-food-security/5302888

• Business Insider - Australia Kills $1.5 Million In Grants For Vegie Patches Farmers Say Are A ‘Biosecurity Risk’: www.businessinsider.com.au/australia-kills-1-5-million-in-grants-for-vegie-patches-farmers-say-are-a-biosecurity-risk-2014-2

• CSIRO - Australia’s Biosecurity Future — preparing for future biological challenges report (PDF): www.csiro.au/en/Research/Farming-food/Innovation-and-technology-for-the-future/Biosecurity-Future-Report

• Local Harvest – Why is Local Important? www.localharvest.org.au/why-is-local-important/

• Sustainable Connection – Why eat local? https://sustainableconnections.org/why-eat-local/


English



Teacher resources (continued):

• Sustainable Table: www.sustainabletable.org.au

• Taste of the Region: Why you should eat local: http://www.tastesoftheregion.com.au/why-local/why-you-should-eat-local-produce/


English



CHERRIESAsk students first to reflect on the From Paddock to Plate Cherries Virtual Video Excursion:

• What words would they use to describe an orchard?

• What can they say about the paddock to plate journey of cherries in Australia?

• What technical and specific vocabulary have they learned?


• What would they like to know more about the cherry growing industry in Australia?

Facts and Vocabulary - CherriesFacts about the Australian cherry industry

• Cherries are a small, plump stone fruit and a member of the Rosacea (rose) family that also includes almonds, peaches, apricots and plums.

• The top four cherry producing countries (Turkey, USA, Iran and Italy) account for approximately 50% of the world’s cherry production.

• Australia is a relatively small cherry producer by world standards, only producing approximately 0.5% of the world’s total cherry production.

• Currently up to 15,000 tonnes of Australian cherries are produced every year with 30% exported. This number is expected to rise to 20,000 tonnes and 50% exported by 2020.

• The Australian industry is spread over six states with around 2,845 hectares under production and 485 grower enterprises currently operating.

• New South Wales and Victoria are the two largest producers of cherries. Tasmania has had a rapid expansion in plantings and is currently the third highest producer. It has a strong export focus, enhanced by its relative pest and disease freedom. South Australia is the fourth largest producer with a significant proportion of its production sold interstate and a small percentage also exported. Both Western Australia and Queensland are relatively small producers primarily focusing on their domestic markets.

• Australian cherries are available from mid/late October to late February, depending on the state and seasonal calendar due to climatic variation, varieties and growing season.

• There are two main cherry species:

• Sweet cherries (Prunus avium L.) are often sold as just generic fresh cherries.

• Sour cherries (Prunus cerasus L.) are mostly used in processed products such as freezing, canning and juices or typically preserved and used in cooking or for making cherry brandy.

• Today there are over 50 varieties grown and many more are being developed in Australia.

• Sour cherries are more commonly grown in Europe but some plantations exist in Victoria South Australia and Tasmania.

• The most well known sour cherry is the Morello.

• A study published in the American Journal of Clinical Nutrition found that sour cherries ranked 14 in the top 50 foods for highest antioxidant content per serve – and are among well-known ‘superfoods’ such as red wine, berries and dark chocolate.

SOURCE: Cherry Growers Australia Inc.

Cherries Year 9 Stage 5

English


Cherries Year 9 Stage 5


• Bird damage

• Blossom

• Certified organic

• Cherry season

• Cherry variety

• Commercially available

• Cool store

• Cross compatibility

• Cultivar

• Domestic market

• Earwigs

• Export

• Fertigation

• Fertiliser

• Flowering

• Frost

• Fruit maturity

• Fruit set

• Grading equipment

• Gross value

• Growing season climatic conditions

• Global cherry production

• Hail netting

• Hand picked

• Harvest

• Irrigation

• Microclimate

• Morello

• Orchardists

• Packing shed

• Pollenisers

• Providence

• Pruning

• Rootstock

• Seasonality

• Shelf life

• Sour cherries

• Sweet cherries

• Sweetheart

• Thinning

• Topography

• Tree vigour

• Verticillium wilt fungus

English

Cherries Year 9 Stage 5Lesson 2

Tourist Trail

ThemesFood origin

Imports

History

Tourism

Retail

Trade

Food miles

Getting startedStudents ESTABLISH a wide reading list on cherry production in Australia andreflect on their personal understanding and experiences of this industry.

With this knowledge, students DESIGN a cherry trail in your local area. If cherries are not grown in the area, design a general fruit trail. What fruit are grown? Where?

Where are all the local fruit growers in proximity to your school?

RESEARCH the journey of cherries from farm to retail.

Students STUDY a range of tourism brochures or advertisements from the past for the region, such as found on Trove.

• Trove: http://trove.nla.gov.au

Students COMPARE past representations of the area, then WRITE a tourism brochure and research appropriate photos to go in it.

Students INVESTIGATE what percentage of cherries, on average, get imported into Australia each year compared to annual production in Australia. Why do they think this is if we produce our own? How many cherries does Australia export? Refer to Facts about the Australian cherry industry at the beginning of the unit.

As a class, you may like to discuss these factors:

• Transportation

• Packaging

• Jobs/labour

• Skills

Teacher resources:

Use the Paddock to Plate app to contact farmers in your area and across Australia. The app will provide the contact details of the producers. The app will show you the distance the farmers are to your school and map the route to get to their farms. This information can be added to students’ tourism borchures.

• App Store: https://itunes.apple.com/us/app/paddock-to-plate/id1012377466?mt=8

• Google Play: https://play.google.com/store/apps/details?id=com.mavinapps.produce


ACELT1633

Interpret and compare how representations of people and culture in literary texts are drawn from different historical, social and cultural contexts

ACELT1635

Explore and reflect on personal understanding of the world and significant human experience gained from interpreting various representations of life matters in texts

English


Eggs Year 9 Stage 5

English

EGGSAsk students first to reflect on the From Paddock to Plate Eggs Virtual Video Excursion:

• What words would they use to describe the farm where eggs are produced?

• What specific and technical vocabulary have they learned?

• What can they say about the paddock to plate journey of eggs and egg products?


• What would they like to know more about the egg industry in Australia?

Facts and Vocabulary - EggsFacts about the Australian egg industry

• Australians consume an average of 213 eggs per person per year.

SOURCE: Agrifutures Australia

• With the ability to manage larger flocks and the advent of mechanisation, the number of egg farms in Australia has decreased since the late 1970s from 3,200 in 1979 to 337 today. SOURCE: Agrifutures Australia

• There are 19 millions hens in farms across the country. SOURCE: Egg Farmers of Australia

• Approximately 15 million eggs are produced daily to meet domestic consumption. SOURCE: Egg Farmers of Australia

• The egg industry contributes 1.6 billion dollars to the Australian economy. SOURCE: Egg Farmers of Australia

• About half of all eggs are bought by consumers in supermarkets and grocery stores, the rest go to food manufacturers, restaurants, cafes and other food outlets. SOURCE: Egg Farmers of Australia

• The 12 (dozen) packs of eggs are most popular, with 83% of all grocery eggs sold in this pack size at 79% value. SOURCE: Australian Egg Corporation Limited (AECL)

• Hens are kept in two main types of production systems; cage and cage-free, which includes barn and free range systems. Many producers run more than one type of production system and in some cases more than one production system is operated on the same farm. These farms vary in size from less than 1,000 hens to over 500,000 hens. Farms with flocks of 20,000 - 60,000 are most common. SOURCE: NSW Department of Primary Industries

• Approximately 55% of hens are kept in cage production systems with the remaining in cage-free systems. SOURCE: NSW Department of Primary Industries

• Most aspects of egg farm operations are the same across all production systems – ie shed design, bird genetics, nutrition, routine husbandry, and egg collection and handling. SOURCE: NSW Department of Primary Industries

• The most common egg production system world-wide is cage, with approximately 80% of all eggs produced in this way. SOURCE: NSW Department of Primary Industries


Eggs Year 9 Stage 5 English


• Air cell

• Albumen

• Artificial insemination

• Avian

• Barn laid

• Battery cages

• Beak-trimming

• Best practice

• Biosecurity

• Blastoderm

• Blastodisc

• Bloom

• Breed

• Brooding

• Buffer distances

• By-product

• Calcium

• Candling

• Chicks

• Closed flock

• Clutch

• Coop

• Embryo

• Feed hopper

• Flock

• Free range

• Hatchery

• Hen welfare

• Layer

• Manure

• Omega-3 fatty acids

• Omnivorous

• Organic

• Pathogen pressure

• Poultry

• Pullet

• Roost

• Scotophase

• Scratch feed

• Shell membrane

• Stocking density

• UV steriliser

• Yolk

Eggs Year 9 Stage 5Lesson 3

Danger Chicken

ThemesBiosecurity

Government

Animal welfare

Export

Food safety

Food security

Pest and diseases

Community

Food origin

Evoking riskStudents CONSIDER the evaluative language used in the video to express degrees of risk, including emotional and evocative language (such as word pictures describing the effect of a hypothetical disease outbreak). Make a class list as you re-watch the From Paddock to Plate Eggs Virtual Video Excursion.

Students COMPARE their findings with the suggested references below(industry information and news articles) on the topic of biosecurity and the measures in place to help egg farmers protect their hens from serious diseases, such as avian influenza.

As a class, DISCUSS why some references may be more or less emphatic, emotional or evocative about the degree of risk than others. DISCUSS, for example, differences of convention between scientific reporting, a TV new video spot, and an industry policy and governance organization.

How does each of these information outlets use persuasive devices as well as informative text, and to what aim?

Sussing the sourceAs you review the recommended source material below, have students find out more about each source and QUANTIFY the assumptions they can make or infer about this source.

For example, the AEC is an industry body with the remit to protect the industry’s profitability. They need to persuade all farmers to follow guidelines, so they will provide information in a clear way and they will also emphasise the risk so that farmers will pay attention and follow the guidelines.

“Biosecurity is important on any farm. We have a biosecurity system whereby the farm is circled by an invisible line and all of the inputs that come in must be checked for security and risk assessment. Any people that are coming onto the farm, they have to be assessed as to what their risk is to our operation. They have to dunk their feet in a foot wash of if they are deemed high risk, they have to put on protective gear.”

(2:48 – 3:17)


ACELA1551

Understand that roles and relationships are developed and challenged through language and interpersonal skills

ACELA1552

Investigate how evaluation can be expressed directly and indirectly using devices, for example allusion, evocative vocabulary and metaphor

ACELY1742


English

Eggs Year 9 Stage 5


‘The Australian Egg Corporation Limited (AECL) launched a comprehensive new biosecurity manual to help egg farmers protect their hens from serious diseases, such as avian influenza, at an egg industry conference in Hobart today (18 November 2015). AECL Managing Director, James Kellaway, said the release of the National Farm Biosecurity Technical Manual for Egg Production, demonstrated that the Australian egg industry, in conjunction with Animal Health Australia, is helping farmers proactively manage the risk of infectious diseases on egg farms. “It is critical AECL provide farmers with the service of creating such manuals to help ensure that serious avian influenza outbreaks, like the recent US outbreak that infected more than 40 million hens, do not occur here,” Mr Kellaway said.’

– Australian Egg Corporation Limited: https://www.australianeggs.org.au/news/new-biosecurity-manual-to-help-farmers-protect-hens-from-avian-influenza/

‘‘Major routes for disease and pathogen transmission:

• Poultry

o transfer of birds from production area to production area

o dead bird disposal

• Other animals

o wild birds

o feral and domestic animals, including other livestock and pets

o insects

o rodents – rats/mice

o domestic birds

• People

o farm personnel and family members living on site

o contractors, maintenance personnel, neighbours, service person, visitors

o disease can be transmitted by, for example, hands, boots, clothing, dirty hair

• Equipment

• Vehicles


English

Lesson 3: Danger Chicken (continued)

Eggs Year 9 Stage 5


• Air

o transmission as an aerosol or dust

• Water supply

o water supplies may become contaminated with faeces from contact with avian or other animal species

• Feed

o finished feed may be contaminated by the raw materials used, post- production and during transport, or by exposure to rodents and birds on the property. Bacteria and mould in poor quality or damaged feed may also be a concern.’

– The National Farm Biosecurity Manual Poultry Production (PDF): http://www.agriculture.gov.au/SiteCollectionDocuments/animal-plant/pests-diseases/

biosecurity/poultry-bio-manual/poultry-biosecurity-manual.pdf

‘Effective biosecurity programs are essential for controlling and preventing the spread of economically important exotic and endemic diseases of commercial poultry. The importance of biosecurity procedures was highlighted during outbreaks of avian influenza and virulent Newcastle disease in Australia in the late 1990s and early into the new millennium. Furthermore, new arrangements are being negotiated at this time between industry and government for sharing of the costs of controlling certain disease outbreaks. Livestock Industry organisations have been asked to take the lead in developing biosecurity standards for adoption by producers. In addition, biosecurity programs have an integral role in controlling important endemic diseases, thus facilitating ongoing industry trade in birds and egg products and improving bird health and welfare.’

- Code of Practice for Biosecurity in the Egg Industry (PDF): https://www.poultryu.umn.edu/sites/poultryu.umn.edu/files/cfans_asset_435621.pdf

‘Liberal Senator Bill Heffernan says a “superbug” initiated in China’s intensive poultry industry has now hit 19 countries and could already be in Australia; highlighting the urgent need for national action. The MCR-1 “superbug” was first detected in China last year and causes bacteria to become resistant to colistin; a last line of defence antibiotic. Senator Heffernan has raised previous fears about the rapidly spreading disease and its impact on the human race expressed further concerns with Australian Chief Veterinary Officer Dr Mark Schipp at Senate estimates hearings last month in Canberra...’


English


Eggs Year 9 Stage 5


‘...Senator Heffernan said MCR-1 was thought to be confined to China but had reportedly been detected “all over the place” including in Canada, Denmark, England, Wales, the Netherlands, Portugal, France and Thailand.’

- “Superbug” anxiety grows by Colin Bettles, Farm Online, 7 March 2016: https://www.farmonline.com.au/story/3772829/superbug-anxiety-grows/

‘Do you think the spent hen industry will be halted because of the avian influenza outbreak? The spent hen industry poses a huge risk, as it involves the sale to hawkers of live birds that have reached the end of their productive lives. The financial contribution that the sale of spent hens brings to farm income, however, cannot be discarded, so I doubt that the practice will be prohibited in the near future. The ideal would be for abattoirs to be become equipped for the slaughtering of spent hens.’

- Biosecurity: your first line of defence against disease by Glenneis Kriel, Farmer’s Weekly, 21 September 2018: https://www.farmersweekly.co.za/animals/poultry/

biosecurity-first-line-defence-disease/

‘Rescuing chickens from the slaughterhouse is the driving force behind a rehoming program for old egg-laying hens. In the egg-laying business chickens are typically due to be disposed of at 18 months. This is when Ms Daykin swoops in with her truck and volunteers to take the flock next due for slaughter. “The date on their cage door also indicates the date of their death, as farmers already have the next batch of chickens in the incubator, ready to go,” she said. Ms Daykin said it took considerable time and perseverance to persuade farmers to get on board with the idea of rehoming chickens. Having done so she then proceeded to facilitate it under the banner of Let the Ladies Go. Using her retirement money she purchased a property, Mandalong, installed a shed, bought a truck, and slowly but surely filled her home — and her life and heart — with rescued hens. “It’s snowballed,” she said. “We used to have to call farmers but now they call us and we can only take so many.”

- Tania Daykin’s one-woman campaign to rehome older egg-laying hens by Sarah Moss, ABC News, 7 May 2019: https://www.abc.net.au/news/rural/2019-05-05/tania-

daykin-rehomes-egg-laying-chickens/10983902

Biosecurity risksStudents WATCH this video to DISCOVER methods of reducing biosecurity risks on a farm.

• Farm Biosecurity Essentials (duration, 5:48): https://youtu.be/P62TwI4Yon4


English


Eggs Year 9 Stage 5


English


AS they watch the video, students IDENTIFY words and phrases that appraise things indirectly, through evocative language, similes and metaphors that direct the views of the readers in particular ways. Have them pair up and make a list – a second viewing of the video may be best.

As a class LISTEN to Australian Chicken Meat Federation executive director Andreas Dubs, discuss the outbreak of avian influenza in the USA on ABC Radio.

• ABC News - American bird flu outbreak puts Australian biosecurity in focus: www.abc.net.au/news/2015-04-28/american-bird-flu-outbreak/6425446

Research ProjectStudents WRITE a statement about who they think will be affected if a major avian influenza outbreak were to happen in Australia. Encourage them to think about the whole economy of the egg and poultry industries, the families and communities, support businesses, customers and consumers who rely on the industry.

FIND OUT in more detail the role of Egg Corp Assured (ECA), a national egg quality assurance program designed to help commercial egg producers develop an approved quality assurance program for their business.

• https://www.australianeggs.org.au/news/how-to-get-your-egg-business-egg-corp-assured/

Case StudyStudents RESEARCH and STUDY the devastating impact of the avian flu outbreak in the United States in 2015. EXPLORE how this virus effected the entire ‘from paddock to plate’ chain from egg production right through to markets.


‘J.T. Dean is facing a gargantuan task. Mr. Dean, a son of the founder of one of the country’s biggest egg producers, the Center Fresh Group, must kill and dispose of about 5.5 million laying hens housed in 26 metal barns that rise among the rolling corn and soybean fields here. Deadly avian flu viruses have affected more than 33 million turkeys, chickens and ducks in more than a dozen states since December. The toll at Center Fresh farms alone accounts for nearly 17 percent of the nation’s poultry that has either been killed by bird flu or is being euthanized to prevent its spread. While farmers in Asia and elsewhere have had to grapple with avian flu epidemics, no farmers in the United States have ever confronted a health crisis among livestock like this one, which seemed to travel along migratory bird pathways from the Pacific Northwest to the Midwestern states. Almost every day brings confirmation by the Agriculture Department that at least another hundred thousand or so birds must be destroyed; some days, the number exceeds several million...’

Eggs Year 9 Stage 5


‘...On Thursday, South Dakota reported its first possible infection on a chicken farm with 1.3 million birds in the eastern part of the state. Mounds and mounds of carcasses have piled up in vast barns here in the northwestern corner of Iowa, where farmers and officials have been appealing for help to deal with disposal of such a vast number of flocks. Workers wearing masks and protective gear have scrambled to clear the barns, but it is a painstaking process. In these close-knit towns that include many descendants of the area’s original Dutch settlers, some farmers have resorted to burying dead birds in hurriedly dug trenches on their own land, while officials weighed using landfills and mobile incinerators. Iowa, where one in every five eggs consumed in the country is laid, has been the hardest hit: More than 40 percent of its egg-laying hens are dead or dying. Many are in this region, where barns house up to half a million birds in cages stacked to the rafters. The high density of these egg farms helps to explain why the flu, which can kill 90 percent or more of a flock within 48 hours, is decimating more birds in Iowa than in other states.’

– Egg Farms Hit Hard as Bird Flu Affects Millions of Hens by Stephanie Strommay, The New York Times, 14 May 2015: www.nytimes.com/2015/05/15/business/bird-flu-

outbreak-chicken-farmers.html

‘High egg prices dominated in 2015 because the Avian Flu problem turned into a massive disaster. Before the ended, 211 commercial flocks and 21 backyard flocks were infected with Avian Flu. Almost 50 million birds, including thousands upon thousands of laying hens, had to be destroyed. The results were dramatic. Killing so many laying hens caused a spike in national prices. The price of one dozen eggs last summer reached over $2.65, up from a 3-year average of around $1.75. California consumers suffered by paying about $2.00 more per dozen than national prices by region. That, says expert, can be blamed entirely on the cage-free requirement because the state largely cut itself off from the national supply of eggs before the Bird Flu epidemic, which had a minimum impact on laying hens in the Golden State. Overnight, the United States switched from being a net exporter to being a net importer of foreign eggs because demand exceeded supply.’

– Tumultuous Year for Eggs Might Next See Biosecurity Review by Dan Flynn, Food Safety News, 28 January 2016: www.foodsafetynews.com/2016/01/tumultuous-

year-for-eggs-might-next-see-biosecurity-review/#.VuDbs1JyTdk

Teacher resources:

• Farm Biosecurity – Eggs: www.farmbiosecurity.com.au/industry/eggs/

• Business Insider – Scientists are Scrambling (paywall): www.businessinsider.com/r-new-avian-flu-viruses-send-us-scientists-scrambling-2015-4/?r=AU&IR=T


English



Fish Year 9 Stage 5

English

FISHAsk students first to reflect on the From Paddock to Plate Fish Virtual Video Excursion:

• What does a typical day on a fishing boat look like?


• What can they say about the paddock to plate journey of Australian fish?


• What would they like to know more about the fishing industry in Australia?

Facts and Vocabulary - FishFacts about the Australian fish industry

• Australia’s wild capture fisheries and aquaculture industries contribute almost $3 billion a year to Australia’s economy.

SOURCE: Australian Government, Department of Agriculture and Water Resources December 2017

• More than 14,000 people are directly employed by the commercial fishing and aquaculture sectors and many of these jobs are based in regional areas. SOURCE: Australian Government, Department of Agriculture and Water Resources December 2017

• Australia’s Exclusive Economic Zone extends 200 nautical miles from the coast and is the world’s third-largest fishing zone (8.1 million square kilometres). SOURCE: Australian Government, Department of Agriculture and Water Resources December 2017

• Around 300 boats operate in Commonwealth fisheries. SOURCE: Australian Government, Department of Agriculture and Water Resources December 2017

• More than 3.5 million Australians are recreational fishers. SOURCE: Australian Government, Department of Agriculture and Water Resources December 2017

• On average, Australians eat 140 serves of seafood every year. SOURCE: Australian Government, Department of Agriculture and Water Resources December 2017

• The volume of fishery and aquaculture production increased by 4 per cent between 2006–07 and 2016–17. During this period, the pattern of production changed significantly, shifting from the production of wild-catch stocks toward production of aquaculture products. SOURCE: Australian Bureau of Agricultural and Resource Economics and Sciences (ABARES)

• Asia remains a major export destination for Australian fishery and aquaculture products. However, the pattern of Australian fishery and aquaculture exports has shifted towards the south-eastern China and Vietnam region. The major export product is rock lobster. SOURCE: Australian Bureau of Agricultural and Resource Economics and Sciences (ABARES)

• Australia’s apparent consumption of seafood increased, on average, at an annual rate of 0.8 per cent between 2006–07 and 2016–17, increasing 9 per cent overall in this period. Owing to faster population growth, apparent per person consumption of seafood declined over the same period, from 15 kilograms per person on an edible equivalent basis in 2006–07 to 13.9 kilograms per person in 2016–17.

SOURCE: Australian Bureau of Agricultural and Resource Economics and Sciences (ABARES)


Fish Year 9 Stage 5 English


• Acoustic survey

• Algal bloom

• Artisan fishing

• Anadromous

• Antarctic convergence

• Aquaculture

• Beam trawling

• Benthos

• Biotoxins

• Bottom trawling

• Bycatch

• Casting

• Catadromous

• Cephalopods

• Cetacean

• Crustaceans

• Dredging

• Ectothermic

• Elasmobranch

• Endemic

• Estuary

• Farmed fisheries

• Fecundity

• Founder effect

• Gametes

• Ghost nets

• Habitat

• Hatchery

• Individual transferable quota (ITQ)

• Invertebrates

• Mariculture

• Marine mammal

• Meristics

• Migration

• Oceanodromous

• Plankton

• Shoaling

• Spawning

• Sustainable fishing

• Tag and release

• Threatened species

• Vertebrates

• Wild fisheries

Fish Year 9 Stage 5Lesson 4

Fishing for Words

ThemesOcean ecology

Food miles

Biodiversity

Conservation

Food origin

Policy

Food security

Regulations

Animal welfare

Getting startedStudents CONSIDER language choices and particular language devices that achieve intended effects, for example how Jim describes and justifies the sustainability of his fishery.

Working individually or in pairs, ask students to review the video and make a list of Jim’s comments that relate to sustainability.

“Australia has got very strict restrictions on our fisheries, on all the types of fisheries. So, Australia is very sustainable. With us, we’ve got a quota and we can catch what we want in the quota, but I don’t need all the quota because I only need small schools everyday for consistency to keep the fresh market going. My zone is huge. I’m only fishing within two or three kilometres of my waters and I’ve got thousands of miles of it. So, super sustainable. I’ve got a lot of water out there to catch sardines. If I got two tonne a day, that’s plenty, but I’m happy with one tonne. Sometimes we catch three, but no more than that. That’s enough.”

(4:01 – 4:47)

Vocabulary choicesStudents COMPARE and contrast Jim’s vocabulary choices, considering how they are used to create precise information, abstract ideas and/or stylistic interpretations of texts. Identify examples of acronyms, abbreviations and proprietary words.

Students PREDICT the meanings of unfamiliar words by using morphographic patterns. A list of useful words and phrases is provided above.


ACELT1638

Experiment with the ways that language features, image and sound can be adapted in literary texts, for example the effects of stereotypical characters and settings, the playfulness of humour and pun and the use of hyperlink

ACELY1740


ACELY1744

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts

ACELY1745

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts

English

Fish Year 9 Stage 5


English

Lesson 4: Fishing for Words (continued)


‘School shark was the flake and chips staple for Australians in the 1970s but the nation’s love affair with the deep fried fish impacted school shark numbers. It prompted fisheries regulators to cut quotas dramatically. In 2019 the quota is at 215 tonnes — a fraction of what it used to be. Mr Castle has been longlining around Tasmania and said he believes the numbers of school shark has exploded and the quota should be lifted. He has been struggling to avoid them. They are, according to Mr Castle, virtually jumping on the longline hooks and he has been constantly tossing them back.’

– Flake fishers say school shark numbers are soaring but regulators won’t lift quotas by Fiona Breen, ABC News, 7 May 2019 (Paywall): https://www.abc.net.au/news/rural/2019-05-07/fishers-say-school-shark-numbers-are-soaring-yet-quotas-

remain/11088304

‘Sustainability’ is a very hard thing to define, especially when it relates to seafood. There are many different factors that need to be assessed, such as a species’ total population, breeding habits (how long it takes for a population to regenerate), migration routes, and fishing methods employed, as well as the effects of fishing pressure on the broader ecosystem. And that’s just wild fisheries… Aquaculture (fish farming) is another kettle of fish entirely! It’s no wonder that different groups and individuals sometimes come to different conclusions about what is sustainable and what isn’t. Two common species well loved by most Australian’s are Barramundi and Snapper. Both are tricky, so we thought we better have a closer look at them.

• SNAPPER: Snapper is caught by a range of fishing methods throughout Australia, from the south of Qld right around to central WA. It is also imported from NZ. Most have been overfished in the past, and they are in various states of recovery. The Victorian stock is currently the healthiest and was accredited as sustainable by the Sustainable Australian

Seafood Assessment Program (SASAP) in 2011.

• BARRAMUNDI: The Barramundi available to us in Australia comes from a range of sources. It may be imported farmed product, local wild, or local farmed. So how are we to decide which Barramundi we should be eating? The AMCS recommends that consumers ‘Say No’ to imported farmed Barra as well as local product that is the result of sea cage aquaculture, while advising that you ‘Think Twice’ about local fish from the wild or land-based farms. However, Cone Bay Barramundi, a product of sea cage aquaculture, has been identified as sustainable by the Sustainable Australian Seafood Assessment Program (SASAP) due to its best practice management and low environmental impact.’

– Sustainable Table: http://sustainabletable.org.au/seafood-species-ok-mindfully-eat-phew/

Fish Year 9 Stage 5


English



‘Australia’s long-term commercial fish catch is estimated to be millions of tonnes more than what has been officially reported, analysis has found. A catch of more than 8 million tonnes has been reported for 1950-2010 to the United Nations Food and Agriculture Organisation. However, researchers from the University of British Columbia’s Fisheries Centre estimate that an extra 4 million tonnes of fish was caught in that period, although it was deemed to be “discards”.’

– Australia’s commercial fishing industry catches millions of tonnes more than reported: researchers by Jake Sturmer, ABC Online, 21 May 2015: www.abc.net.

au/news/2015-05-21/australia-commercial-fish-catch-bigger-than-official-reports/6485134

‘Look around at all the new sushi joints and the lobster roll trucks. We’re taking a heck of a lot of fish out of the sea. Luckily, the UN Food and Agriculture Organization (FAO), which tracks how many we’ve been catching, says catches have remained fairly stable for nearly two decades—a reassuring sign. But that’s probably wrong. Even way wrong. Over the last six decades, we’ve plucked at least 50% more fish from the ocean than official data told us, suggest data reconstructions by Daniel Pauly and Dirk Zeller of the University of British Columbia, in a Jan. 19 paper in Nature Communications. The researchers tracked a steep decline since the mid-1990s, which could mean seafood is growing scarcer, upping food security risks. In some places, we’re likely catching fish too quickly for them to replace themselves. The biggest absolute decline comes from industrial fishing. “We’re fishing harder, but getting less out of it,” explained Boris Worm, a marine ecologist at Dalhousie University, to Quartz. Worm is not affiliated with the study. “It’s like squeezing a lemon harder, but getting less juice out of it.” If that’s true, why doesn’t FAO data show the same deep drops in fish stocks? There are two forms of fishing, explains Worm. There’s the easily visible, documentable form reported by law-abiding fishermen to their regulators, which eventually finds its way into the FAO estimates. But there’s also a “hidden form”—for instance, illegally caught fish, or those landed by subsistence fishermen in poor countries. Pauly and Zeller have undertaken what Worm calls “the Herculean task” of finding, estimating, and adding up six decades worth of that “hidden form.”

– We may be running out of fish far faster than we realized by Gwynn Guilford, Quartz, 19 January 2016: http://qz.com/597367/we-may-be-running-out-of-fish-

far-faster-than-we-realized/

Fish Year 9 Stage 5


English


Teacher resources:

• National Geographic – sustainable fishing: https://www.nationalgeographic.org/encyclopedia/sustainable-fishing/

• Sustainable Table – Hungry for info: http://sustainabletable.org.au/Hungryforinfo/FishyBusiness/tabid/143/Default.aspx#5

• Nature Communications – Catch reconstructions reveal that global marine fisheries catches are higher than reported and declining: www.nature.com/ncomms/2016/160119/ncomms10244/abs/ncomms10244.html

Case StudyStudents RESEARCH and INVESTIGATE the “shark cull” in Western Australia in

January 2014.

Students USE authoritative sources, including the recommended sources below, to EXPLORE new research that has found that sharks play an important role in preventing climate change. Scientists warn that overfishing and culling sharks is resulting in more carbon being released from the seafloor.

Sources below will assist, but students should find and reference other authoritative news and scientific media.

Ask students to write a short presentation about their findings. DISCUSS which informative and persuasive devices they will use in their presentation.


‘Drum lines will not be deployed off WA beaches this summer after the state’s Environmental Protection Authority advised against extending the Government’s controversial catch and kill shark policy. The regulator’s chairman, Paul Vogel, said the available information and evidence did not provide the organisation with a high level of confidence. Following a spate of fatal shark attacks in the state, in January the WA Government introduced a 13-week trial where baited drum lines were set off Perth and South West beaches. During the trial, which cost the Government $1.3 million, 68 sharks were caught and shot, although none of them were great white sharks. The catch-and-kill policy was widely opposed with hundreds attending community rallies and international marine scientist calling for it to be scrapped.’

– WA shark cull: Drum lines dumped after EPA recommendations by Stephanie Dalzell, ABC News, 12 September 2014: www.abc.net.au/news/2014-09-11/wa-

dumps-shark-drum-lines-after-epa-review/5737526

Fish Year 9 Stage 5


English


‘A paper published in the journal Nature Climate Change has found that the culling and fishing of sharks and other large fish is leading to an overabundance of their prey, such as turtles, stingrays and crabs. Larger numbers of these marine creatures means that vegetation which stores carbon is being eaten in greater quantities. “Sharks, believe it or not, are helping to prevent climate change,” said Dr Peter Macreadie, an Australian Research Council Fellow from Deakin University and one of the paper’s authors.’

– Shark culling and overfishing may be contributing to climate change by Sarah Sedghi, ABC News, 29 September 2015: www.abc.net.au/news/2015-09-29/sharks-

and-other-predators-help-prevent-climate-change/6813042



Milk Year 9 Stage 5

English

MILKAsk students first to reflect on the From Paddock to Plate Milk Virtual Video Excursion:

• What words would they use to describe dairy farm and the cows?


• What can they say about the dairy industry?


• What would they like to know more about the dairy industry in Australia?

Facts and Vocabulary - MilkFacts about the Australian milk industry

• There are 6102 dairy farms in Australia. The national herd is 1.663 million dairy cows.

SOURCE: Dairy Australia, Australian Dairy Industry In Focus 2016.

• The average herd size has increased from 93 cows in 1985 to an estimated 284 currently. There is also a steady trend emerging to very large farm operations of more than 1,000 head of dairy cattle. SOURCE: Dairy Australia, Australian Dairy Industry In Focus 2016.

• Australian dairy farmers produce 9,539 million litres of whole milk per year with the farmgate value of milk production being $4.3 billion. SOURCE: Dairy Australia, Australian Dairy Industry In Focus 2016.

• The average milk production per farm has increased from 311,000 litres to 1,563,000 litres per year over the past 30 years. SOURCE: Dairy Australia, Australian Dairy Industry In Focus 2016.

• Dairy farming employs about 38,000 people throughout Australia. SOURCE: Dairy Australia, Australian Dairy Industry In Focus 2016.

• In terms of the utilisation of Australian milk in 2015–16, the share of volume produced is as follows: cheese (30%), skim milk or butter milk powder, (29%), drinking milk (26%), whole milk powder (6%), and other (9%). SOURCE: Dairy Australia, Australian Dairy Industry In Focus 2016.

• Australia exports about 34% of its annual milk production. SOURCE: Dairy Australia, Farm Facts 2016.

• Dairy is the third largest agricultural industry in Australia, worth $3 billion in exports in 2015–16. SOURCE: Dairy Australia, Farm Facts 2016.

• Australia accounts for 6% of the world trade in dairy products, behind New Zealand (38%) the European Union (33%), and the United States of America (12%). SOURCE: Dairy Australia, Australian Dairy Industry In Focus 2016.


Milk Year 9 Stage 5 English


• Baler

• Bovine

• Bulk tank

• Butterfat

• Calcium

• Calf

• Colostrum

• Combine

• Cultivator

• Curds

• Dairy cows

• Dairy plant

• Fluid milk

• Grain bin

• Harvester

• Hay

• Heifer

• Herbivore

• Holstein

• Homogenisation

• Industrial milk

• Jersey

• Lactose

• Mammal

• Milk claw

• Milk fat

• Milk house

• Milk solids

• Pasteurisation

• Pasture

• Pipeline

• Plow

• Processing plant

• Raw milk

• Ration

• Ruminants

• Silage

• Silo

• Teat

• Teat dip

• Udder

• Veterinarian

• Whey

Milk Year 9 Stage 5


ACELT1638


ACELY1740


ACELY1742


ACELY1743

Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension

ACELY1744

Use comprehension strategies to interpret and analyse texts, comparing and evaluating representations of an event, issue, situation or character in different texts

English

Lesson 5

Milk Marketing Language

ThemesTechnology

Animal welfare

Innovation

Environment

Design

Water security

Marketing

Milking itLook at examples of milk packaging, marketing and advertising. Sources to use include large supermarket websites, dairy farms and historical advertising found through websites such as Trove at the National Library.

• Trove: trove.nla.gov.au

Students EXPLORE how language choices and particular language devices

achieve intended effects, for example how Sue describes the dairy cows and what that makes us think or feel about her relationship to the farm and the land – what it means to her.

Word choicesAsk students to rewrite the quotations below, using a different word choice for each moment that is emotive, persuasive or has impact of another kind. For example, instead of saying the cow is ‘a little mad’, students could say she is ‘a loveable nutter’ – which means the same thing but have entirely different emotive

“The imaging and branding of the packaging all started with a photo that I took of a cow called Heather out my kitchen window. She’s become the icon cow for our company. She’s actually a little bit mad but that’s why she took a good photo because she was very responsive.”

(9:42 – 9:57)

“A dairy cow needs lots of water. A dairy cow drinks at least 200 litres of water a day. She likes lots of shade. She likes a bit of palm frond, you know, a little cooling because they don’t like the heat at all. But most importantly they love grass, so you need to have a lot of it.”

(15:37 – 15:51)

Milk Year 9 Stage 5

Students work in pairs to make new language choices and analyse their effect. Try having them write three phrases that work to evoke emotion for any other moment in the video (whether it has an evocative phrase or not).

Getting to grips with language choicesStudents COMPARE and contrast Sue’s vocabulary choices, considering how they are used to create precise information, abstract ideas and/or stylistic interpretations of texts.

Referring to the list of useful words and phrases at the beginning of this resource, students identify examples of acronyms, abbreviations and proprietary words. Help student to predict the meanings of unfamiliar words by using morphographic patterns and other techniques.


English

35

Lesson 5: Milk Marketing Language (continued)

Milk Year 9 Stage 5


ACELY1811

Use interaction skills to present and discuss an idea and to influence and engage an audience by selecting persuasive language, varying voice tone, pitch, and pace, and using elements such as music and sound effects

ACELY1741

Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for aesthetic and playful purposes

ACELY1745

Explore and explain the combinations of language and visual choices that authors make to present information, opinions and perspectives in different texts

English

Lesson 6

Dairy Farm Presentations

ThemesOrganic

Soil health

Biodiversity

Environment

Food security

Water security

Waste

Presenting opinionsStudents USE interaction skills to PRESENT and DISCUSS the impacts that they believe dairy farming have on the environment.

They CONSIDER Sue and Mat’s points below. They may also add data, evidence and arguments from authoritative sources.

“As a farmer, you want to look after your farm. You’re only here to look after it for a little while until the next person gets it. As a dairy farm, we don’t damage a lot of the environment or cause any major harm to it. It’s very much in the case of working with what you have. A lot of research is now going into reducing emissions from dairy farms or from cows in particular. It’s a tricky one but there is a lot more R&D going into that now. Dairy farming is very sustainable in terms of the system and the impact that you have on the environment. What we do has a minimal impact on the environment and creates a product that everybody wants every day.”

(4:02 – 4:44)

“I can’t call it organic milk because we’re not certified, but as with a lot of farmers in this area, we really respect our ground, our animals and everything about it so we’re always looking for minimal intervention. We’re looking for something that we would be proud to eat ourselves. We’re not going to stack something off with chemicals and ship it off to someone else. It’s exactly what we want on our kitchen tables.”

(12:44 – 13:05)

Milk Year 9 Stage 5

Getting to grips with language choicesStudents create a presentation to INFLUENCE, ENGAGE and PERSUADE an audience. Instruct them to select persuasive language devices studied in this unit and in other lessons. DISCUSS that they will need to vary their voice tone, pitch, and pace, and that they are welcome to use other audio elements such as music and sound effects (as long as these serve a stated purpose).

Outcomes can be a presentation, a film, an advertisement, a news opinion piece or a speech to be delivered to a specified audience (e.g. an audience of student farmers).

Presentations can be developed in pairs or groups. Remind students to consider and practise:

• speaking clearly and coherently and at appropriate length;

• researching a point of view;

• collecting reliable information from reputable sources to pitch point of view;

• presenting a point of view ;

• listening to other viewpoints; and

• negotiating an agreed position on an issue.


English

37

Lesson 6: Dairy Farm Presentations (continued)