FROM MILK TO DAIRY FOODS

YEAR

F-2

LEARNING SEQUENCE

This online curriculum-linked resource was produced by Dairy Australia.

The curriculum-linked resource is designed to introduce young people to the production of dairy foods and the dairy industry in Australia.

This work is licensed under a Creative Commons Attribution 3.0 license creativecommons.org/licenses/by/3.0/au

Under this license the material is available for free use and adaptation. Educators may use, adapt, communicate and re-publish material from the resource.

You must include the following statement on any copy or adaptation of the material.

Copyright: Dairy Australia 2015, except where indicated otherwise. This work is licensed under a Creative Commons Attribution 3.0 license.

The materials in this educational resource have been developed by Angela Colliver from Angela Colliver Consulting Services Pty Ltd.

Dairy Australia would like to acknowledge and sincerely thank the teachers who shared their comments on the draft educational resource.

While reasonable efforts have been made to ensure that the contents of this educational resource are factually correct, Dairy Australia does not accept responsibility for the accuracy or completeness of the contents, and shall not be liable for any loss or damage that may be occasioned directly or indirectly through the use of, or reliance on, the contents of this educational resource.

ACKNOWLEDGEMENTS

Resource description 2

Curriculum focus 2

Australian Curriculum Content Descriptions 3

A suggested teaching sequence 3

Step 1: The Scenario 4

Step 2: Define understandings 5

Step 3: Discover 6

Step 4: Dream 8

Step 5: Design 9

Step 6: Deliver – Produce 10

Step 7: Debrief 11

References and resources 12

CONTENTS

1

This is a unit with six inquiry teaching sequences (based on the 21st century fluencies – Crockett, et al) about using ‘solution fluency’ to explore how dairy cows produce the dairy foods we love.

Students use a range of activities and develop understandings about how cows are grown to produce milk and they then explore how milk can turn into other dairy foods.

After exploring how milk can turn into different dairy foods, students then recreate texts imaginatively using drawing, writing and digital forms of communication.

RESOURCE DESCRIPTION

This is a unit of work for English and Technologies.

Year levels: Foundation – Year 2

CURRICULUM FOCUS

2

AUSTRALIAN CURRICULUM CONTENT DESCRIPTIONS

English

Foundation

Literature: Examining Literature

Identify some features of texts including events and characters and retell events from a text ACELT1578

Literature: Creating Literature

Retell familiar literary texts through performance, use of illustrations and images ACELT1580

Year 1

Literature: Examining Literature

Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts ACELT1584

Literature: Creating Literature

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication ACELT1586

Year 2

Literature: Examining Literature

Discuss the characters and settings of different texts and explore how language is used to present these features in different ways ACELT1591

Literature: Creating Literature

Create events and characters using different media that develop key events and characters from literary texts ACELT1593

Technologies

Foundation – Year 2

Technologies: Knowledge and understanding

Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating ACTDEK003

General Capabilities

Literacy; Numeracy; ICT’s capabilities

Cross Curriculum Priorities: Sustainability

OI 2: All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

OI 7: Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website in April 2015.

This learning sequence is underpinned by the work of Lee Crockett. It uses the solution fluency through six phases: Define; Discover; Dream; Design; Deliver and Debrief. The phases of the model are based on the 21st Century Fluencies created by Crockett et al. (2011).

The 21st Century Fluencies are outlined extensively in the book ‘Literacy Is Not Enough’ by Crockett et al. (2011). See globaldigitalcitizen.org/ and youtube.com/watch?v=N8DEeR1sraA

A SUGGESTED TEACHING SEQUENCE

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Calling all Bookworms

Expressions of interest have been called by Dairy Australia for schools to be involved in a project for Book Week in your local area. If you are interested, then read on!

Dairy Australia is searching for schools to discover dairy through the development of short illustrated books.

Dairy Australia has called your school because they have heard about the wonderful literacy program at your school. Your school is well known for its library and the ability for all children to be involved in the ‘magic of reading and writing’.

Your challenge is to produce a short illustrated book for a pre-school or kindergarten that explains each step in the food production cycle, from milking a dairy cow to eating a dairy food!

Dairy Australia can help out with lots of images and videos on its ‘Discover Dairy’ website. Your challenge is to use the website to help create a short illustrated book for a pre-school or kindergarten. Are you up for the challenge? If so, then Dairy Australia would like you to create a short illustrated book that explains:

• something about dairy cows and what they produce

• how their milk might get from the dairy cow to you

• how milk might turn into other dairy foods

• once the milk is turned into other dairy foods what can be done with them?

Dairy Australia wants to see some of your thinking, so start thinking about possibilities. I wonder will you create a paperback or an eBook?

STEP 1: THE SCENARIO

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Objective: Students need to illustrate their understanding of the challenges set out in the scenario by providing an oral definition of the task

Capture students’ interest and share known picture books that could be used to explore aspects of dairy cows, dairy farming and dairy foods. For example: ‘Click, Clack, Moo: Cows That Type’, by Doreen Cronin at  youtube.com/watch?v=MC3zlXfi98Y

Read stories for enjoyment and information about dairy cows, dairy farming and dairy foods. Ask students to:

• interpret the illustrations

• talk about what is happening and where it is happening

• identify where characters are and discuss this

• ask questions about the characters and places in the story, and

• tell their own story using picture clues

Ask students to share their favourite illustrated book and to describe its ‘best’ features.

Record ideas and display for future reference. For example ‘A really enjoyable story has...’

As a class talk about all stories having an illustrated cover, an inside front cover, a title page, and the other pages available for the story, including the back cover.

Talk about stories needing an action starting point where something exciting happens and the characters are introduced to the reader. Talk about the place or ‘setting’ the story happens in and then how the story unfolds around a problem and ends with a really strong ending.

Ask students what they might need to know more about, in order to undertake the challenge set by Dairy Australia. Might they need to know something about dairy cows, what they produce, how they produce milk, how it gets to us and what it can be made into?

Brainstorm what students know about dairy cows, what they produce, how it gets to us and what foods it can be made into. List key words and create a flow chart to show links between the students’ ideas.

Prerequisite for progression

Ask students to articulate their understanding of the task/challenge through oral conversation and if appropriate a written (scribed) statement.

Note The Prerequisite for Progression are the checkpoints that occur at the end of each stage of the learning sequence. This is the time at which formative feedback is given to the students about what they have accomplished in that stage. It describes what the students must complete before they move onto the next phase of the unit. (Crockett , et, al).

STEP 2: DEFINE UNDERSTANDINGS

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Objective: Students need to investigate, research, read, discuss, gather, organise pictures and text about dairy cows, what they produce, how it gets to us and what foods it can be made into

Introduce the ‘Discover Dairy’ website. Explain to the class that in Australia there are many breeds of dairy cows and the most popular breeds are the Holstein, Jersey and Aussie Red Cows.

Find images of these cows at dairy.edu.au/discoverdairy/learning-resources/background-information/t19-caring-for-our-animals

Ask students to use colourful language and describe dairy cows and their features. Using an image of dairy cows from the Discover Dairy website, ask students to observe the variety of external features of dairy cows. Share and list these features (udder; teats; hooves; horns; ears; mouth; nose; eyes; tail; body). See dairy.edu.au/discoverdairy/topics/farm-life/dairy-cows

Create a ‘Word Wall’ in the class describing the external features of dairy cows.

Undertake some more ‘picture research’ and ask students to count the eyes and legs, note the colour and shape of the dairy cows and describe their coat.

Ask students to record what they think dairy cows look like; what covers their body; what shape they are; what other features they have; whether they have curly tails; what sounds do they make; and what colours they can be.

Discuss the power of words and how they are used to evoke reactions, emotions and feelings. Ask students questions like:

• What three words would you use to describe dairy cows?

• How might you describe where they are farmed and raised?

Play the Legendairy ‘Cow Breeds’ Interactive at dairy.edu.au/discoverdairy and explore seven breeds of dairy cows in Australia. Find out where the different breeds originated from, the different colours and patterns of each breed, their common features; their basic needs and how they are raised and grown to produce milk.

Learn about the story of milk and how it gets from the dairy farm to the supermarket. View the ABC Splash video ‘Milk from the Dairy to the Shop’ at splash.abc.net.au/media/-/m/30258/from-the-dairy-to-the-shop and as a class record the main things that happen to the milk after a cow is milked. Talk about how the milk was taken to the factory, what happened there and then how it was taken to the supermarket.

Reinforce these understandings and play the Legendairy ‘Farm to Plate’ interactive at dairy.edu.au/discoverdairy

Take a ‘picture walk’ through dairy.edu.au/discoverdairy/topics/milk and discuss what information is conveyed in the images about what cows produce and how it gets to us. Talk about which images the class might use for their illustrated book.

Find out what students now know about dairy cows, what they might produce and how it gets from the dairy to the supermarket. Encourage students to tell, write or draw their ideas. Display these for future reference.

STEP 3: DISCOVER

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Explore images at dairy.edu.au/discoverdairy/topics/milk and talk about all the foods that are made from milk. (Cream, yogurt, cheese, and butter). Use the images to increase student’s vocabulary. Identify names of dairy foods, their colours and shapes.

Play ‘What’s that?’ by pointing to objects on the page of dairy foods and having students name what they see.

Ask students to share their findings with the class.

Model the creation of a group story before students create a short illustrated story in pairs. Introduce Jen McVeity’s ‘Story Graph’ at sevenstepswriting.com/narrative.html

As a class, draft a ‘sizzling start’ with dairy cow characters that produce milk on a dairy farm. For example: Moo...Moo......Moo! It’s five o’clock in the morning and its milking time. But I have a toothache!

Talk about what the dairy cow looks like, sounds like and feels like and how she might tell her story about what she produces for us to drink and eat at home.

Introduce ‘The Lego Farmer’ as a possible farm character for the class-group-story. See legofarmer.com and legofarmer.com/blog for possible story starters.

Brainstorm five ideas for the story. Select the idea that really ‘grabs’ the class and draft a story sequence. Ask questions like; ‘And then what happens?’ and ‘What happens next?’ Encourage students to think deeply about how the story might reveal the foods the dairy cow can produce for us to drink and eat at home in a funny, exciting and creative way. Talk about the ending too, asking ‘what will happen at the end of the story?’

Form pairs to write a short illustrated story about dairy cows, what they produce, how it gets to us and what foods it can be made into.

Prerequisite for progression

Students have worked in pairs and collected research on dairy cows, what they produce, how it gets to us and what foods it can be made into. Videos and images are used to contextualise understanding. Students will share their ideas with peers, the teacher and family.

7

Objective: Students need to discuss how they are going to produce a short illustrated book for younger students about dairy cows, what they produce, how it gets to us and what foods it can be made into.

Ask students to imagine what their short illustrated story book might look like. Will it be a paperback or an eBook? Will it include pop-ups, pull-tabs, flaps, textures or other features to increase a reader’s interaction with the book?

Ask students to visualise the illustrated cover, an inside front cover, and a title page before leaving the other pages available for the story.

If creating a paperback ask student to fold eight pieces of A4 sheets of paper in half and imagine what their story will look like and say. They might also staple the paper at the fold to simulate the book’s binding.

Photographs help tell stories. Invite students to choose the images the might cut and paste from the ‘Discover Dairy’ website to create their story.

If creating an eBook ask students to select the digital tool they aim to use. For example: Canva at canva.com Note Canva has free photos of dairy cows for students to use in their story books. Simply search ‘free photos’.

Prerequisite for progression

The class have brainstormed ideas to begin their illustrated book and have answered the questions posed in the dream phase.

STEP 4: DREAM

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STEP 5: DESIGN

Objective: Students need to explain, prepare and action how they are going to produce a short illustrated book for younger students about dairy cows, what they produce, how it gets to us and what foods it can be made into

Ask students to design their front cover and decide on a title for the title page.

Ask students to be storytellers and illustrators and draft their story’s text and plan what illustrations will complement the text.

Invite a peer class group to the class and ask students to explain their book’s concepts to this audience and seek feedback on their ideas.

Prerequisite for progression

Students are able to document in oral or written/digital forms how this project is to occur. The understanding is demonstrated by the students explaining their thinking to a peer class group.

9

Objective: Students need to deliver their short illustrated books about dairy cows, what they produce, how it gets to us and what foods it can be made into

The Delivery phase has two stages – production and publication. In the production stage the project comes to life – this is the doing phase. At the end of this phase the illustrated books should be completed.

Create the illustrated stories, either as paperbacks or eBooks.

In the Publication stage, students get to showcase all of their thinking and planning. This is the time when students deliver their illustrated books to each other or the audience. This is a good time for peer or self- assessment.

Prepare a display of students’ stories about dairy cows, what they produce, how it gets to us and what foods it can be made into.

Speak to other classes about dairy cows, what they produce, how it gets to us and what foods it can be made into. Share the stories with them too!

Hold a Read-A-Thon sharing the illustrated stories created by the students.

Visit the local Pre-school, Kindergarten, Reception class or Day-care Centre and read stories to younger children.

Read stories stopping periodically to ask younger students to find the picture or object or character that was just read about.

Prerequisite for progression

Each pair of students has produced a short illustrated story about dairy cows, what they produce, how it gets to us and what foods it can be made into.

STEP 6: DELIVER – PRODUCE

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Objective: Assess the results of the Dairy Australia short illustrated story about dairy cows, what they produce, how it gets to us and what foods it can be made into

Ask students to reflect on their learning and:

• Draw or write something new you learnt about dairy cows, what they produce, how it gets to us and what foods it can be made into.

• Record what they learned about writing and illustrating stories

• Talk about what they might still like to find out about dairy cows, what they produce, how it gets to us and what foods it can be made into.

• Describe their favourite memory of creating an illustrated story for others.

STEP 7: DEBRIEF

MILK

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Australian Broadcasting Corporation. (2003) Milk from the Dairy to the Shop. Retrieved from splash.abc.net.au/media/-/m/30258/from-the-dairy-to-the-shop

Australian Curriculum Assessment and Reporting Authority. Australian Curriculum. Retrieved from australiancurriculum.edu.au

Canva (2014) Retrieved from: canva.com

Creative Commons (2013) Creative Commons. Retrieved from creativecommons.org/licenses/by/3.0/au/deed.en

Crockett, L. & Jukes, I. & Churches, A. (2011) Literacy is not enough. 21st Century Fluency Project Inc.

Dairy Australia. (2015) Discover Dairy. Retrieved from dairy.edu.au/discoverdairy

McVeity, J. (2013) Ten Steps to Writing Success. Retrieved from sevenstepswriting.com/narrative.html

Picture Book Read Alouds (2014) Click, Clack, Moo: Cows That Type. Retrieved from youtube.com/watch?v=MC3zlXfi98Y

The Lego Farmer (2014) Retrieved from legofarmer.com

REFERENCES AND RESOURCES

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NOTES

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DAIRY.EDU.AU/DISCOVERDAIRY