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Design and Technologies knowledge and understanding
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Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
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Year 3
Teaching idea 1: Milk Production
This teaching idea has been designed to integrate with the Year 3 Science curriculum. The content descriptors which these lessons can be integrated with include:
Science as a Human Endeavor
Science knowledge helps people to understand the effect of their actions (ACSHE051)
Elaboration: considering how heating affects materials used in everyday life
Science as a Human Endeavor
Science knowledge helps people to understand the effect of their actions (ACSHE051)
Elaboration: considering how heating affects materials used in everyday life
Lesson 1 & 2: View the ABC Splash video, Why do cows make milk? Then view the ABC Splash video, Hand-milking cows.
Ask students where does milk come from? Invite students to create a flow chart showing the processes involved in order for milk to get the their fridge.
Ask students where does milk come from? Invite students to create a flow chart showing the processes involved in order for milk to get the their fridge.
Watch the video which shows a reindeer being traditionally milked. Ask students if they would like to drink reindeer milk. Is this process of milking reindeer similar to that of cows? Explain.
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View the interactive Milk Cycle online which was created by Dairy Australia. Follow this LINK to access the resource. Permission to use image sent 1/6/2014.
View the ABC Splash video, Milk from the dairy to the shop. Invite students to re-draw their flow chart showing all of the processes involved. |
Lesson 3: Pasteurisation
"By law in Australia, cow’s milk is required to undergo treatment to destroy harmful bacteria before it can be sold. During pasteurisation, milk is heated to approximately 72ºC, held at this temperature for no less than 15 seconds and then cooled immediately to 4ºC or less. This process ensures that the milk is safe for consumption and extends its shelf life. Pasteurised milk always requires refrigeration" (source). Watch the video to the right. Pause the video at 1.23 minutes and ask students to draw and label a diagram showing pasteurisation. Ask students to explain how the heating of milk affects its properties, what does it do and why do we need to do this? |
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Lesson 4: Traditional vs Modern Methods:
Create a Venn diagram in order to compare and contrast traditional and modern methods of milk production.
Additional lessons: Visit a farm
If possible, visit a dairy farm in order for students to experience the process first hand.
Create a Venn diagram in order to compare and contrast traditional and modern methods of milk production.
Additional lessons: Visit a farm
If possible, visit a dairy farm in order for students to experience the process first hand.
Student work samples 2014:
Teaching idea 2 : Rice
This teaching ideas has been designed to integrate with the Year 3 Geography content descriptor:
- The location of Australia’s neighbouring countries and their diverse characteristics (ACHGK016)
Teacher Background:
Rice is the staple food for more than half of humanity - with 90% of the world crop grown and consumed in Asia. Teachers are advised to read The importance of rice crop monitoring. Here is a link to a map of crop lands of the world and a rice growing in Australia. These resources were sourced from the Asia Education Foundation website.
Rice is the staple food for more than half of humanity - with 90% of the world crop grown and consumed in Asia. Teachers are advised to read The importance of rice crop monitoring. Here is a link to a map of crop lands of the world and a rice growing in Australia. These resources were sourced from the Asia Education Foundation website.
Student task: How does rice get to the supermarket?
View the ABC Splash video, How does rice get to the supermarket? As a class, create a flow chart showed how rice gets to the supermarket.
View the ABC Splash video, How does rice get to the supermarket? As a class, create a flow chart showed how rice gets to the supermarket.
Student task: How does rice grown in throughout the world?
In Australia
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In Indonesia
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In China
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Student task: For many, a bowl of rice is a simple trip to the supermarket. Rarely do we think about the production of our food. The documentary shows a typical day in the life of a rice farmer and the laborious process of rice farming.
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Student task: Using de Bonnos's Thinking Hats, answer the following questions.
Below is a teaching plan on how I might teach this unit. I will update the slide share as I teach the unit.
Year 4
Teaching idea 1: Indigenous Australian Seasonal Foods
These teaching ideas have been designed to link with the Year 4 Geography content descriptor:
These teaching ideas have been designed to link with the Year 4 Geography content descriptor:
- The types of natural vegetation and the significance of vegetation to the environment and to people (ACHGK021)
- Identifying the main types of natural vegetation, including forest, savannah, grassland, woodland and desert, and explaining the relationship between climate and natural vegetation
In addition, The Gulumoerrgin Seasonal Calendar resource which is mentioned in the students tasks "is strongly aligned to the National Australian Science Curriculum in the following content areas:
- Living things can be grouped on the basis of observable features and can be distinguished from non-living things.
- Living things, including plants and animals, depend on each other and the environment to survive.
- Living things have structural features and adaptations that help them to survive in their environment.
- The growth and survival of living things are affected by the physical conditions of their environment.
- There are differences within and between groups of organisms; classification helps organise this diversity.
- Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions" (source).
The technologies focus for this teaching idea is food production and technologies for traditional societies.
Lesson 1: Watch the video as a class. Then replay the video and pause each time a plant is mentioned. List the name of the plant and identify its use (ie food, shelter, tool or ceremony).
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Lesson 2: View the BTN videos below. The first video explores Australian Indigenous food customs and the second explores how 'Bush Tucker' is being used in modern restaurants.
1. Bush Food BTN 2. Bush Tucker
1. Bush Food BTN 2. Bush Tucker
Lesson 3: ABC Splash Bush Tucker Super Crop
ABC Splash provides a video resource about how wattle seed may help to alleviate some of the developing world's food shortages. Click her for the video link. The student questions suggest by ABC Splash include:
ABC Splash provides a video resource about how wattle seed may help to alleviate some of the developing world's food shortages. Click her for the video link. The student questions suggest by ABC Splash include:
- Why might native plants be better adapted to drought conditions than seed crops brought in from overseas?
- What reasons does Neville Bonney give for how wattle seed might help to alleviate some of the developing world's food shortages?
- How would you describe when and how the seeds are collected?
- Listen for how many types of acacia grow in Australia and how many have seeds suitable as a food source.
Teacher Tasks:
Teachers will need to download The Gulumoerrigin Seasonal Calendar Resource as a PDF or JPG. The resource has a voice overview which describes the seasons. Teachers can hover over images of plants to view seasonal plants. This calendar is ideal for an introduction.
Following the introductory calendar, I recommend that teachers download and use the MalakMalak and Matngala plant knowledge calendar. This "calendar highlights important food and medicine plants and the MalakMalak seasons they are available in the Daly River catchment. For example, ripe pinyyakper (Morinda citrifolia), is chewed to treat cold and flu, while the leaves and pods of darik (Acacia auriculiformis) can be rubbed in water to produce a soapy lather used for both washing and as a fish poison, to stun fish in small pools. The bark of elu (Buchanania obvata) is used in a preparation for the treatment of skin sores and fungal infections, while the flowering of yyety (Cochlospermum fraseri) signals that freshwater crocodile eggs are ready to be collected and eaten" (source).
Teachers will need to download The Gulumoerrigin Seasonal Calendar Resource as a PDF or JPG. The resource has a voice overview which describes the seasons. Teachers can hover over images of plants to view seasonal plants. This calendar is ideal for an introduction.
Following the introductory calendar, I recommend that teachers download and use the MalakMalak and Matngala plant knowledge calendar. This "calendar highlights important food and medicine plants and the MalakMalak seasons they are available in the Daly River catchment. For example, ripe pinyyakper (Morinda citrifolia), is chewed to treat cold and flu, while the leaves and pods of darik (Acacia auriculiformis) can be rubbed in water to produce a soapy lather used for both washing and as a fish poison, to stun fish in small pools. The bark of elu (Buchanania obvata) is used in a preparation for the treatment of skin sores and fungal infections, while the flowering of yyety (Cochlospermum fraseri) signals that freshwater crocodile eggs are ready to be collected and eaten" (source).
Lesson 4 & 5: Based on the videos above and the downloaded calendars answer the following questions:
Remembering/Understanding or Recall/Reproduction
List plants used by Indigenous Australians and classify the plants' use in terms of food, shelter, tool or ceremony.
Application or Skills/Concepts
Describe how traditional Indigenous Australian foods are being used in modern cooking.
Analysing or Strategic Thinking
Based on your knowledge from the wattle seed video, explain how wattle seed may help to alleviate some of the developing world's food shortages. Can you think of and propose another Australian plant which may be used in a similar way?
Evaluating or Extended Thinking
Predict any future developments of the production of any Indigenous Australian foods. You may need to conduct your some of your own research. When predicting, consider the health benefits of your food production and any hygienic considerations which may need to be taken into consideration during the production process.
Remembering/Understanding or Recall/Reproduction
List plants used by Indigenous Australians and classify the plants' use in terms of food, shelter, tool or ceremony.
Application or Skills/Concepts
Describe how traditional Indigenous Australian foods are being used in modern cooking.
Analysing or Strategic Thinking
Based on your knowledge from the wattle seed video, explain how wattle seed may help to alleviate some of the developing world's food shortages. Can you think of and propose another Australian plant which may be used in a similar way?
Evaluating or Extended Thinking
Predict any future developments of the production of any Indigenous Australian foods. You may need to conduct your some of your own research. When predicting, consider the health benefits of your food production and any hygienic considerations which may need to be taken into consideration during the production process.
Teaching idea 2: Wheat production
This unit of work was created by Giulia Brunette (formally Marando). Topics covered in this unit:
1. What is wheat?
2. Which foods contain wheat?
3. How is wheat grown?
4. Where is wheat grown in Australia and around the world.
1. What is wheat?
2. Which foods contain wheat?
3. How is wheat grown?
4. Where is wheat grown in Australia and around the world.
t2_design__technologies_wheat_production_giulia_marando.docx | |
File Size: | 119 kb |
File Type: | docx |