ABC (Australian Broadcasting Corporation)



Free-range farming

Focus Questions

1. Before you watch the Free-range farming story, record what you think free-range farming is.

2. Why are many pregnant sows kept in stalls?

3. What changes is pork producer Riverlea about to make?

4. Why do you think more consumers are demanding free-range products?

5. Why has it been difficult to have a clear definition of what free-range is?

6. What does that mean for consumers buying products labelled `free-range’?

7. What is the pork industry doing to make it clearer?

8. How would you solve the problem?

9. What are the advantages and disadvantages of free-range farming?

10. How has your understanding of free-range farming changed since watching the BtN story?

Free-range farming

Students will create an argument for or against all animals being farmed in a free-range environment.

Discuss the BtN story with the students. Create a class concept map of different animal farming practices (including free- range and intensive). This will help students develop a clearer understanding of the pros and cons of free- range farming and respond to the following question:

Should all animals be farmed in a free-range environment?

Questions to consider…

• What is free-range farming?

• How is it different to intensive farming?

• What are the ethical/humane considerations?

• What are the environmental considerations?

• What is the impact on farmers (including cost)?

• How are consumers affected?

Structure of an argument

Statement of position

State what the issue or topic is.

Form a clear, forceful statement of position or opinion.

The audience should be clear about the stand being taken by the author.

Argument stage

Each paragraph starts with a topic sentence which introduces each point.

The rest of the paragraph gives more reasons.

Arguments can be ordered from strongest to weakest.

Reinforcement of statement of position (Summing up)

Sums up the author’s position.

Language features

Words that link arguments (because, therefore)

Evaluative language (important, best, safest)

Thinking verbs (we believe, people think)

Reflection

Ask students to think about how difficult it was to think of arguments to support their case. Do they think they could have created a stronger argument for the opposing view?

( Related Research Links

ABC Landline – Cry freedom



ABC Behind the News – Intensive farming



Australian Pork – Free-range farming



Australian Pork – Housing



Window shopping

Focus Questions

1. Discuss the main issues raised in the Window shopping story.

2. Pet shops are expected to follow rules when it comes to the treatment of animals. What sorts of things are covered in the rules?

3. Explain what the RSPCA’s concerns are.

4. What is an impulse purchase?

5. Why can it be a big problem?

6. Why does Maisie want pet displays banned?

7. What action is she taking about the issue?

8. Apart from pet shops, where else can you find a pet?

9. Illustrate an aspect of the story.

10. How did this story make you feel?

Owning a pet

Students will investigate the issues associated with owning a pet. Negotiate with students how many activities they will need to do.

Remember and Understand

• List the advantages and disadvantages of owning a pet.

• What should people consider when choosing a pet (lifestyle, home environment and cost)?

• What do you understand by the term `animal rights’? Come up with a definition to share with the class.

Apply and Analyse

• Make up a `What am I?’ game for a pet of your choice. Put the game onto the Interactive Whiteboard for class participation.

• Research the history of keeping animals as companions. Make sure you research from reliable sources and identify the sources. Present your research findings in a PowerPoint presentation.

• Devise some questions to ask the owner of a pet shop and the RSPCA or animal shelter. Role play the interview with another student.

Evaluate and create

• Create a print, radio, short video or online advertisement that encourages responsible pet purchasing.

• Design the perfect home for a pet and make a model of it. Present the model to the class highlighting key design features.

• Create a fact file about your favourite pet and include the following:

History

Life span

Diet

Behaviour

Reflection

What do you understand more clearly since completing these activities?

What would you do differently next time? Why?

( Related Research Links

ABC Stateline – Teen wants to end doggies in the window



RSPCA – Policy on pet shops



Victorian Government – Responsible pet ownership



Horse whipping

1. What was the main point of the story?

2. Describe the changes to the rules about whipping horses during races.

3. Another name for a whip is a ________.

4. Why do jockeys use whips?

5. What do animal groups say about whipping horses?

6. How does the racing industry want the public to see their sport?

7. How have the whips been changed?

8. How many times can a horse be whipped in the last 100-metres of the race?

9. Do you think that whipping should be allowed in horse racing? Explain your answer.

10. How has your thinking changed since watching the BtN story?

ABC Grandstand – Jockeys crack whip on protest strike



ABC Grandstand – Whip row



Australian Racing Board – Whip rules



RSPCA – RSPCA welcomes review into horse whips



Animal rights

Focus Questions

1. Explain the BtN story to another student.

2. Name some products that are made using animals.

3. How has people’s understanding of animals changed over time?

4. How is the welfare of animals protected in Australia?

5. What do animal rights campaigners want?

6. How have some people responded to their claims?

7. Why are some animals used for scientific research?

8. Create a plus and minus chart about using animals for scientific testing.

9. Do you agree with using animals for scientific testing? Explain your answer.

10. What was surprising about this story?

In the name of science

Discuss with students the issues that were raised in the BtN story. Ask them to think about the following statement:

Why do different people have different values about the treatment of animals?

Record and discuss student responses.

In groups of 4-5, students create a Venn diagram (two overlapping circles) with the following statements in them.

Circle on the left - `What rights do humans have that animals don’t?’

Circle on the right - `What rights do animals have that humans don’t?’

Point where two circles overlap - `What rights do animals have in common with humans? ‘

Each group can swap their Venn diagram with another group and discuss the similarities and differences.

Students will then research the animal testing debate to develop either a persuasive argument (written or oral) or hold a mini debate, arguing for or against animal testing. Arguments need to include both practical and moral/ethical reasons to support their case. Here are some examples:

Arguments for testing

Practical

Animal testing has helped developed vaccines against diseases such as measles, polio and mumps.

Moral/Ethical

Human life has more value than animal life.

Arguments against testing

Practical

Successful alternatives to animal testing have been developed.

Moral/ethical

Animals have as much right to live as humans.

Peer assessment

Give another student feedback about their argument.

• Was their argument convincing? (give examples)

• How could their argument have been made stronger?

Further investigation

Research how animal rights and welfare differ in countries around the world. Create a facts sheet with your findings.

( Related Research Links

ABC Behind the News – Intensive farming story



Children’s BBC – Guide to animal testing



About animal testing



All about animals – Animal testing



Intensive farming

Focus Questions

1. What is intensive farming?

2. Describe the conditions in which the pigs are kept.

3. Why do farmers use intensive farming methods?

4. How are pigs and other farm animals protected?

5. What are the consequences for not complying with the regulations?

6. What concerns do animal activists have about intensive farming?

7. Describe free range farming.

8. Why do you think farmers might not choose this method of farming?

9. Predict what the impact would be if intensive farming was banned.

10. How did this story make you feel?

Debating the issue

Students will research and debate the following statement:

`Intensive farming should be allowed’

Divide the class into teams of 6, 3 speaking for the affirmative and 3 against. Other roles that can be assigned are chairperson, time keeper and the remaining class members can adjudicate using the rubric at the end of this activity. Discuss with students the length of time each speaker talks for. Students will need sufficient time to research the topic. There are some web links at the end of this activity to support students.

The debate can be structured in the following way:

Speaker 1 Introduce the topic and team’s argument. The 1st speaker for the negative can also rebut (argue against).

Speaker 2 Rebuttal and continue team’s argument

Speaker 3 Rebuttal and summarise/conclude debate

Some key issues/questions students can explore for the debate include:

• Conditions animals are kept in intensive and free range farming

• Impact on consumers if intensive farming was banned

• Environmental considerations

• Control and regulations of livestock farming

Peer adjudication rubric

| Levels of performance |

|Criteria |Needs improvement |Satisfactory |Good |Excellent |

|Information |Information was |Some information was |Most information was |All information was |

| |inaccurate and unclear|accurate and clear |accurate and clear |accurate and clear |

|Organisation |Arguments were |Most arguments were |Some arguments were |All arguments were |

| |illogical |illogical |illogical |logical |

|Rebuttal |Counter arguments were|Some counter arguments|Most counter arguments|All counter arguments |

| |not accurate or |were accurate and |were accurate and |were accurate and |

| |relevant |relevant |relevant |relevant |

|Examples and facts |Few or no relevant |Some relevant examples|Many examples and |Many examples and |

| |examples or facts |or facts |facts given – most |facts given – all |

| | | |relevant |relevant |

|Presentation |Poor presentation |Satisfactory |Good presentation |Excellent presentation|

|(tone of voice, body |style |presentation style |style |style |

|language, | | | | |

|enthusiastic, | | | | |

|convincing) | | | | |

Reflection

Ask students to think about how difficult it was to think of arguments to support their case. Do they think they could have created a stronger argument if they were speaking for the opposing view?

( Related Research Links

ABC Stateline – Pig cruelty



ABC Local – Calls for a new animal inspection system



RSPCA - Pig farming



Australian Pork Limited – Pig care



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Episode 14

2ND JUNE 2009

LEARNING AREA

Society and Environment

Key learning

Students will research, plan, write and present a debate on the topic of intensive farming.

.

Episode 23

25TH AUGUST 2009

LEARNING AREA

Society and Environment, English

Key learning

Students will develop a deeper understanding of the animal welfare debate, focussing on scientific testing on animals.

.

Episode 21

10TH AUGUST 2010

LEARNING AREA

Society and Environment

Key learning

Students will investigate the issues associated with owning a pet.

Episode 33

16TH NOVEMBER 2010

LEARNING AREA

Society and Environment, English

Key learning

Students will develop a deeper understanding of the free-range farming issue by developing an argument for or against it.

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