Design and Technologies knowledge and understanding
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Investigate how and why food and fiber are produced in managed environments (ACTDEK021)
Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene (ACTDEK022) Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023) Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use (ACTDEK023) |
Year 5
Teaching idea 1: What is in your lunch box and where did it come from?
Lesson 1 & 2: Without giving students prior knowledge of this task, ask them to get their lunch box and investigate the food which is inside it. Ask students questions such as:
- Which items are healthy/unhealthy? Why do you think this?
- Which items come from a farm?
- How have the foods been packaged inside your lunch box? Why do you think they are packaged like this?
- What will happen to the packaging?
- Is there any writing on any packaging? What does it say and why was it written?
Lesson 3 & 4: Explore packaging and its affect on food
There are several experiments students can do in order to explore how packaging affects food. Below are a few which are available for free online:
There are several experiments students can do in order to explore how packaging affects food. Below are a few which are available for free online:
- How does packaging affect the ripening of fruit?
- Where do apples store best?
- Which type of container will keep a banana the freshest?
Teaching idea 2: Cooking food in the past and the present
This teaching idea is linked to the Year 5 History content descriptor:
In addition this teaching idea has been suggested in order for students to consider traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods.
- The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094)
In addition this teaching idea has been suggested in order for students to consider traditional and contemporary methods of food preparation used in a variety of cultures, including Aboriginal and Torres Strait Islander methods.
Lesson 1: Cooking foods in the past and the present (ABC Splash resource)
Before viewing the video 'Cooking foods in the past and present' which was created by ABC Splash, ask students to:
1. Brainstorm a list of different ways that food is cooked in their home.
2. Think about their grandparents and if they think they cooked food differently.
After viewing the video ask student to reflect:
1. Many Aboriginal and Torres Strait Islander people cook their food as they have for generations. Why is this tradition important?
Before viewing the video 'Cooking foods in the past and present' which was created by ABC Splash, ask students to:
1. Brainstorm a list of different ways that food is cooked in their home.
2. Think about their grandparents and if they think they cooked food differently.
After viewing the video ask student to reflect:
1. Many Aboriginal and Torres Strait Islander people cook their food as they have for generations. Why is this tradition important?
Lesson 2 & 3 : Traditional and contemporary Indigenous Australian methods of food preparation and cooking
Download the PDF below and as a class read about traditional Indigenous methods of cooking. As a class discuss if students families use any of these methods. You may also like to discuss how each method may affect the flavor and texture of foods. The PDF was download from this source.
Download the PDF below and as a class read about traditional Indigenous methods of cooking. As a class discuss if students families use any of these methods. You may also like to discuss how each method may affect the flavor and texture of foods. The PDF was download from this source.
aboriginal-cooking-techniques-2006.pdf | |
File Size: | 35 kb |
File Type: |
Visit this site and read about Indigenous Australian methods of food preparation. Students can then discuss which methods they use or see being used in their home or on TV. Ask students to suggest possible reasons for methods including reasons for improving cooking of foods and hygiene.
There are a range of video resources available on YouTube. I have included two suggestions below:
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Lesson 4-6: The outback evening meal (ABC Splash resource)
Before viewing the video 'Outback house- the evening meal' created by ABC Splash, ask students to:
1. Discuss who usually prepares the evening meal at your home? How is it prepared? How is preparing meals different when people go camping?
2. How would cooking a family meal have been different in the 1860s, without running water, gas, electricity or any shops nearby?
After viewing the video ask student:
1. Find out what foods were available to colonial settlers in the 1860s.
2. For one day, keep a list of the things you eat that the squatter's family could not have eaten.
3. Make a daily menu for the 1860s homestead.
4. Try to eat only foods from this menu for one day. How do you feel about this?
Before viewing the video 'Outback house- the evening meal' created by ABC Splash, ask students to:
1. Discuss who usually prepares the evening meal at your home? How is it prepared? How is preparing meals different when people go camping?
2. How would cooking a family meal have been different in the 1860s, without running water, gas, electricity or any shops nearby?
After viewing the video ask student:
1. Find out what foods were available to colonial settlers in the 1860s.
2. For one day, keep a list of the things you eat that the squatter's family could not have eaten.
3. Make a daily menu for the 1860s homestead.
4. Try to eat only foods from this menu for one day. How do you feel about this?
Teaching idea 3: Healthy Eating
This teaching idea has been designed to link to the following Health content descriptor:
Lesson 1 & 2: Food guidelines
Download the Australian Guide to Healthy Eating and ask students to create a list of foods from each category which they like to eat. Invite students to create a meal plan for a day based on the guidelines. Additional resources can be found by following this LINK.
Lesson 3 & 4: Visit the school canteen and interview the staff about the safe storage of foods and safe/hygienic handling of food.
Lesson 5 & 6: Shared healthy lunch
Allocate groups of students to different sections of the food pyramid. The give them the following scenario:
- Plan and practise strategies to promote health, safety and wellbeing
Lesson 1 & 2: Food guidelines
Download the Australian Guide to Healthy Eating and ask students to create a list of foods from each category which they like to eat. Invite students to create a meal plan for a day based on the guidelines. Additional resources can be found by following this LINK.
Lesson 3 & 4: Visit the school canteen and interview the staff about the safe storage of foods and safe/hygienic handling of food.
Lesson 5 & 6: Shared healthy lunch
Allocate groups of students to different sections of the food pyramid. The give them the following scenario:
- Each member of your group will be required to prepare a small dish based primarily on the items in your food group to share with your class at a shared lunch.
- Each dish within your group must be different.
- Each dish must be healthy.
- Each dish needs to me made using basic hand operated tools (no electricity powered devices). However, there are two exceptions, a refrigerator and oven are permitted.
- Each dish needs to be presented with an accompanying procedure and justification of its nutritional value.
- You will be required to make your dish at home and bring it school.
Teaching idea 4: Consolidating learning using a higher order thinking approach
This teaching idea has been designed in order for students to consolidate their understanding about food packaging, storage, cooking methods and healthy eating . Give students the following design brief:
You have been assigned the role of the chef for an outback camping adventure. You are required to create a healthy menu for a family of four who will be camping in the outback for five days. You will need to take into consideration the following:
- tools required for cooking and storage of food - foods/ingredients which will be packed - the order of the menu, that is which foods will be cooked first and why - the dietary requirements of the family (healthy) |
Teaching idea 5: Healthy Food and Design unit
health_and_design_year5_unit.docx | |
File Size: | 42 kb |
File Type: | docx |
Teaching idea 6: Soil
Student task: View the ABC Splash video The life in dirt. Students then answer the following questions:
Student task: View the Gardening Australia video, Food for the soil. Invite students to create a list of recyclable nutrients which could be used to enhance the quality of soil.
Student task: Collect soil samples from different areas. Compare and record similarities and differences between soil samples.
Student task: Make a worm farm.
Write a procedure for making a worm farm. Draw and label a design and then make a class worm farm.
- What things make up soil?
- How do plants get the nutrients (chemicals the plant needs) from the soil?
- Why is moisture (wetness) in soil important to a plant?
Student task: View the Gardening Australia video, Food for the soil. Invite students to create a list of recyclable nutrients which could be used to enhance the quality of soil.
Student task: Collect soil samples from different areas. Compare and record similarities and differences between soil samples.
Student task: Make a worm farm.
Write a procedure for making a worm farm. Draw and label a design and then make a class worm farm.
Student task: Play the online interactive game, Compost4Fun.
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Teaching idea 7: Vegetable gardens
Student task: View the ABC Splash video, Vegetable Gardens. Then ask students to describe the steps involved in growing a vegetable plant from a seed or seedling.
Student task: Using a PMI chart, evaluate if you could have a vegetable garden at school. If not, what are some possible alternatives?
Student task: Students investigate different methods for growing plants. Below are some examples:
Student task: Using a PMI chart, evaluate if you could have a vegetable garden at school. If not, what are some possible alternatives?
Student task: Students investigate different methods for growing plants. Below are some examples:
Student task: This activity has been designed to link with the Primary Connection unit, Desert Survivors. Visit a nursery and conduct the following:
- Draw a map showing the location and grouping of plants within the nursery.
- Investigate the tags in the plant pots. Is there a relationship between the plant type and environmental suitability
- How are the plants in the nursery irrigated? Allow students time to look for evidence/clues themselves before asking staff.
Year 6
Teaching idea 1: Wool
Student task: Ask students where does wool come from? Then invite students to see if they can create a flow chart to show how wool from a sheep becomes a wooly jumper.
Student task: Ask students to pose explanations as to why grass is important for growing wool.
Student task: View the ABC Splash video, Australian shearers in the 1960's. What tools did shearers use to cut the wool from the sheep? How much is 25 shillings for a hundred sheep?
How to shear a sheep
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Wool production process
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Student task: If you've ever felt a sheep's fleece, you will know that it's greasy. Sheep produce the waxy substance (wool wax) from glands in their skin. How might this substance help sheep to survive? View the ABC Splash video, Making lubricant and lip gloss from wool. What are some of the challenges the company faces?
Teaching Idea 2: Bread Production
This teaching idea is linked to the Primary Connections Unit Marvelous Micro-organisms. "Students investigate the conditions micro-organisms need to grow, learn about yeast and the bread-making process, and research the development of penicillin" (source). The Science content descriptor for this unit is:
Chemical Science: Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095).
These activities have also been designed for students to consider traditional and contemporary methods of food preparation of different cultures.
This teaching idea is linked to the Primary Connections Unit Marvelous Micro-organisms. "Students investigate the conditions micro-organisms need to grow, learn about yeast and the bread-making process, and research the development of penicillin" (source). The Science content descriptor for this unit is:
Chemical Science: Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095).
These activities have also been designed for students to consider traditional and contemporary methods of food preparation of different cultures.
Student activity: Make a loaf or different loaves of bread
Depending on the resources which you have at school, allow students to make a loaf of bread by hand so that they can experience the mixing and needed process. It is also ideal that students also have the opportunity to make a loaf of bread using a bread maker so they develop a better understanding of the processes involved with each.
Depending on the resources which you have at school, allow students to make a loaf of bread by hand so that they can experience the mixing and needed process. It is also ideal that students also have the opportunity to make a loaf of bread using a bread maker so they develop a better understanding of the processes involved with each.
Student activity: View the videos below and then ask students to answer the questions which appear underneath the set of videos.
Andrew Dwyer cooks damper (bush bread) in the ashes of a campfire in the Flinders Ranges in Outback Australia.
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How to make a loaf of bread using a bread maker:
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Bread production on a large scale:
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Traditional production (making) of Kashmiri Bread in Asia:
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A traditional bakery in Singapore:
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How to make fluffy Asian Bread Buns using a bread maker:
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Remembering/Understanding or Recall/Reproduction:
Choose one traditional and one modern process for bread making and create a flow chart to show the sequence of production.
Application or Skills/Concepts:
Create a Venn diagram to compare the similarities between tradition Australian damper making an tradition Kashmiri bread making.
Create a Venn diagram to compare the similarities and differences between tradition and modern methods of bread making.
Analysing or Strategic Thinking:
Based on your knowledge of traditional bread making methods, justify why there has been a need for changes to traditional methods.
Consider the hygiene involved with traditional and modern methods of bread making. Can you make any observations or inferences?
How do you think traditional methods of bread making have catered for community needs in the year 2014?
Evaluating or Extended Thinking:
Predict any future developments of the production of bread.
Do you feel it is important to preserve or continue elements of traditional bread making? Explain.
Choose one traditional and one modern process for bread making and create a flow chart to show the sequence of production.
Application or Skills/Concepts:
Create a Venn diagram to compare the similarities between tradition Australian damper making an tradition Kashmiri bread making.
Create a Venn diagram to compare the similarities and differences between tradition and modern methods of bread making.
Analysing or Strategic Thinking:
Based on your knowledge of traditional bread making methods, justify why there has been a need for changes to traditional methods.
Consider the hygiene involved with traditional and modern methods of bread making. Can you make any observations or inferences?
How do you think traditional methods of bread making have catered for community needs in the year 2014?
Evaluating or Extended Thinking:
Predict any future developments of the production of bread.
Do you feel it is important to preserve or continue elements of traditional bread making? Explain.