unit planner template -- blank template for teachers€¦ · web viewknowledge and understanding....

Mini Unit School Name: XXXX

Unit Title: Food and Fibre

KLA(s): Design and Technologies & English.

Year level(s): three and four

Duration of Unit:4/5 lessons

Identify curriculum Ways of working Knowledge and understanding

Students are able to: Identify tools and equipment used to improve plant and animal

production Identify different procedures used to improve plant and animal

production Identify areas within Australia where food, fibre and animals are grown

and bred Describe conditions ideal and not ideal for animal and plant production Identify the different effects climate and soil has on animals and plants

Investigating and understand plant and animal production What is food What is fibre What is plant and animal production Why is food, fibre and food technologies are important Understand how climate conditions affect animal and plant production

Context for learning School prioritiesStudents apply their knowledge and understanding to food, fibre production and food technologies. They identify and analyse the tools and equipment used to improve plant and animal production. Identify areas where food, fibre and animals are grown and bred. Describe the effects climate and soil have on animals and plants. Students use this knowledge to complete weekly activities and participate in classroom lessons.

The school as a whole strives to create a safe and secure learning environment that is educationally challenging. The school encourages teachers to involve parents in the school and classroom to enhance students schooling experience. The school aims to integrate ICT into lessons to keep lessons interesting and engaging, to encourage higher order thinking. The school aims to cater for different learning abilities and diversity.

Develop assessment Make judgmentsType of

assessmentWhat will be

assessedWhen it will be

assessed Purpose of assessment Assessable elementsObservation

Questioning and answering

Weekly activities

Group work

Classroom Discussion

Formal Assessment

knowledge and understanding



Teamwork and communication skills

Knowledge and understanding


Throughout the unit

Throughout the unit

Each Week

Throughout the unit

Throughout the unit

End of the unit

To assess students prior and new knowledge. To assess any misconceptions



Students team working and communication skills

To assess students prior and new knowledge. To assess and misconceptions. Assess communication skills and ideas.

To establish students knowledge and achieved outcomes.To establish students knowledge and achieved of the unit and to create a piece of work that demonstrates their knowledge and understanding

Knowledge and understanding/ thinking and reasoning



Communication skills



Sequence learningLesson Topic Resources Assessmen

t Lesson One – From Farm to Plate (Introduce what Food and fibre production and food technologies)

Lesson TwoExplore tools, equipment and procedures used to improve plant and animal productionInvestigate ideal conditions for successful plant and animal production

Lesson ThreeIdentify the areas in Australia and Asia where major food, plant fibre and animals are grown and bred

Lesson Four - TestingRecap on covered content over the week

Interactive Whiteboard YouTube- https://www.youtube.com/watch?v=K1XbEpNZ5yk Powerpoint -

https://agrifoodskills.site-ym.com/resource/resmgsr/Educationmaterials/Y3_FreshandP_Task.pptx

Fact Sheet Technologies workbooks

YouTube Interactive whiteboard Shovels Garden beds Watering can Fertiliser Soil/ sand

Interactive whiteboard World map Map of Australia Internet Colouring pencils

Technologies display folder

Technologies workbook Interactive whiteboard Content test

Observation Questioning

and answering

Completed activities


and answering



and answering



and answering

Content test



https://www.youtube.com/watch?v=K1XbEpNZ5yk

Lesson One

Year Level/s: three & four Date: KLA/s: Design and Technologies, English Duration: 60 minutesSyllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus or curriculum?)

Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012).

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)

Lesson Objective: What specific part of this broad goal does this lesson aim to develop? A good objective must indicate “Given what, Do what, How well?”

Develop students’ knowledge and understanding of food sources and the changes food needs to go through before it is eaten.

Introduced to the idea that animals and plants are a source of food.

Grasp the notion that nearly all food goes through some form of change, and this has been the case in traditional and modern times.

Develop their understanding of how and where food is grown.

Understand the difference between fresh and processed food, and explore some of the misconceptions regarding processed food.

Be able to describe some of the necessary changes our food must go through.

Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students need to develop? Students need to know ... Some food needs to go through changes before it is eaten Animal and plants are a source of food Know the different between fresh and produced The importance of animals and plants Some of the tools used to produce food

Students need to be able to ...

Describe the changes food goes through before being eaten Explain the difference between fresh and processed foods Partake in classroom discussions

Evaluation/ Monitoring and Assessment: Prior Knowledge: (How will I find out what the students know and/or remember?): Questioning, answering and prompting observation

Formative Assessment: (How will I monitor student understanding along the way?): Questioning, answering and prompting Observation

Summative Assessment: (How will I provide concrete evidence of student learning?): Students complete write answers to question in workbooks

Resources needed:

Interactive Whiteboard YouTube- https://www.youtube.com/watch?v=K1XbEpNZ5yk PowerPoint - https://agrifoodskills.site-ym.com/resource/resmgr/Educationmaterials/Y3_FreshandP_Task.pptx Fact Sheet – (https://agrifoodskills.site-ym.com/resource/resmgr/Educationmaterials/Y3_Food_Facts_Fresh.pdf) Technologies student workbooks Pens, pencils, glue

Teaching Strategies and Learning Steps What to say Organisation/Resources Individualising learning

Ensure all students are settled and paying attention before moving to the next lesson. Introduce to students the topic food and fibre production and food technologies Explain to students that this will be the focus area for the Design & Technologies lesson for

the next few weeks. Ask students if any of them know what food and fibre production and food technologies is? Encourage all students to have a go Prompt students and direct questions to students to ensure they are all engaging and

included in the class discussion. Watch the YouTube film clip (https://www.youtube.com/watch?v=K1XbEpNZ5yk) Answer any questions or raise any points from the film clip

What is food? What is fibre? What is food

technologies? Is all food

grown? Is equipment

required to help produce food?

Students are partaking in a whole class discussion

Questioning Answering and sharing

ideas

YouTube - https://www.youtube.com/watch?v=K1XbEpNZ5yk


Directing questions to students

Ensuring all students are having a go and are included

Encourage students to and for having a go

Lesson Body ‐ step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc.) Question students about whether food needs to be changed before consumed? i.e.

processed or no Suggest some changes that food may need to go through before being fit for human

consumption Ask students to get out there Technologies workbook, a pencil, eraser and ruler Ask students to open their Technologies workbook to a new page. Tell students to rule a margin (as previously taught) write today's date and title the page

“From farm to plate”. On the interactive whiteboard open the AgriFoods PowerPoint presentation

(https://agrifoodskills.site-ym.com/resource/resmgr/Educationmaterials/Y3_FreshandP_Task.pptx)

NOTE: students have a glossary at the back of their Technologies workbook and display folder

Click on the third slide in the PowerPoint Provide students with the a paper copy of the PowerPoint

Does food need to go through a change to be eaten?

Does all food need to go through a change to be eaten?

Would you eat raw beef?

Where does beef come from?

What are some changes?

Where does a particular food

PowerPoint - https://agrifoodskills.site-ym.com/resource/resmgr/Educationmaterials/Y3_FreshandP_Task.pptx

Student workbooks Interactive whiteboard Ruler Pencils Glue Internet Paper copies of the

PowerPoint Scissors Technologies display


Direct questions to students

Prompting students Helping students at

desk when completing individual/ pair work activities

Ensure all students are engaged in the lesson

Encourage students Praise students for

good behaviour and great work

https://agrifoodskills.site-ym.com/resource/resmgr/Educationmaterials/Y3_FreshandP_Task.pptx









https://agrifoodskills.site-ym.com/resource/resmgr/Educationmaterials/Y3_Food_Facts_Fresh.pdf



Ask students to write down what they think the answer is to each question on a slide. As students are completing the activity, they can work in pairs. The teacher walks around the classroom checking students work and offering direction. Answer any questions students may have Once all students have completed the questions on the PowerPoint, go through each slide

as a class and discuss the answers the students provided and provide the correct answers with an explanation as to why.

Investigate some answers online using the interactive whiteboard Ask students to write today's date on the paper copy of PowerPoint presentation and place

in the technologies display folder.

come from?

folder

Conclusion ‐ reviewing learning/ Summarising/Articulating where to next (Strategies to capture learning that occurred and moved e thinking forward.)

Hand out the Food Facts sheet As a class read through the sheet Explain any points students do not understand Ask students questions about what has been read Invite students to share understandings and ideas. Ask students to put the Food fact sheet in there Technologies display folder for future

reference during the unit. Ask students to place Technologies workbook on teachers desk for marking

Where does a particular food come from?

Does it need to go through a change before eaten?

Technologies display folder

Food Facts sheet


Direct questions at students

Prompting students Ensure all students are

engaged in the lesson Encourage students Praise students for

good behaviour

FOOD FACTS Changes: Fresh and processed foods(https://agrifoodskills.site-ym.com/?Educationresources#Year 3 Paddock to Plate)

DairyWhere do we get our marvelous milk, yummy yoghurt, chewable cheese, beautiful butter and exciting ice-cream?

The answer may surprise you………..cows of course! Not just any cows though, all dairy products start life as milk, and milk starts off in the stomach of a dairy cow. There are lots of different types of dairy cows, which will we discover a little later.

What is so special about dairy cows that allow them to make milk just by eating grass?

Dairy cows have four stomachs! Each of a cow’s four stomachs has a very special job to do in order to digest the grass the cow eats and turn it into milk.The four stomachs are called:

The rumen, the reticulum, the omasum and the abomasum.Cows swallow their food when it is only half chewed; then it travels to the rumen where it is mixed with water and sent to the reticulum. The job of the reticulum is to turn the food into small balls, called cud, it then sends the cud back to the mouth to be chewed again.

After the cud is chewed for a second time, it goes to the omasum where the water is squeezed out of the cud.

The food is finally digested in the abomasum and sent on its way to the small intestine.

The small intestine takes the nutrients out of the digested food and sends them back to the cow’s blood. Some of this blood then travels to the cow’s udder, where the secretory glands turn the nutrients into milk.

The cow’s job is now done!

However, how do we get milk from the cow?

In the past, dairy farmers would milk their cows by hand, by squeezing the teats on the cow’s udder and collecting the milk in a bucket underneath.

These days milking is done by computerised machines at the farm.

Twice a day, cows make their way to the milking area where the dairy farmer places a suction cup on each teat of the cow’s udder. These cups are connected to rubber hoses. When the machine is turned on, the machine’s pumps gently suck the milk from the cow’s udder and into the hoses.The milk then moves through the hoses into stainless steel pipes that take the milk to large refrigerated tanks on the farm, where the milk is cooled quickly to make sure no germs get into the milk.

The milk then needs to be checked for freshness and then it is sent away to be processed. The milk is transported to the processing plant in stainless steel tankers that are refrigerated to keep the milk cold, clean and fresh. When the milk arrives at the plant it is tested again, this time the milk is also tested to find out its protein content. If the milk is good quality, it is pumped into large refrigerated tanks, called vats.The milk is then gently heated and cooled again to make sure it is free from germs, this process is called pasteurisation.

The milk is then pushed through a fine sieve. This breaks down the cream and spreads it through the milk, making the milk smooth and creamy. This process is called homogenisation.

The milk is now ready to drink but must first be packaged in bottles and cartons. Some milk is made into other dairy products like cheese, yoghurt, butter and ice-cream.

The packaged milk is then taken by refrigerated trucks to the shops where we can buy it and take it home.

Where are dairy farms?

There are dairy farms in every state in Australia but most of our milk is produced in the south eastern areas of Australia, where the climate is cooler and where most of our population lives.

Dairy cattle like to live in cooler areas where there is plenty of rain and water to grow the grass that they eat. Some dairy farms rely on irrigation and this allows them to be in areas where the rainfall is not as high.

Dairy farms are usually found quite close to towns and cities. This is because milk needs to be very fresh when it gets to the shops for us to buy it. Being close to where it is sold also helps to keep the price of milk lower, as transportation of milk is a big part of its cost.

Are all dairy cattle the same?There are many different breeds of dairy cattle, but in Australia most of our milk is produced by Holstein cows. Holsteins are very large, black and white animals who produce large amounts of milk everyday. Some other breeds that are very popular in Australia include: Jersey, Aussie Red and Illawarra.

Glossary Cattle large animals kept for milking and meat productionRumen the first of a cow’s four stomachsReticulum the second of a cow’s four stomachsOmasum the third of a cow’s four stomachsAbomasum the last of a cow’s four stomachsCud partly digested foodNutrients substances that provide nourishment like vitamins and mineralsIntestine part of the digestive system that digests and absorbs foodUdder Part of the cow where milk is stored until milkingProcess to change something through a series of actions or operationsSuction pressure that causes a pulling or sucking actionTankers a large truck that has a container that carries liquid or gasTransported when something is carried from one place to anotherVats a large container used to store liquidsProtein a substance that in food that humans need to build strength

Pasteurisation heating food to kill germs in order to make it safeHomogenisation blending of particles in a liquid to make it smootherSieve a flat utensil with a series of small holes, used to push food throughIrrigation water brought by pipes

Eggs Where do we get our exceptional eggs?

Most of the eggs, we eat in Australia are chicken eggs but other poultry species, such as ducks and quail, also produce eggs that are good to eat.It is the job of the female birds, called hens, to lay the eggs.Let’s take a look at chicken eggs!

What is so special about hens that allow them to make eggs?

An egg starts in the ovary of a hen where yolks are produced. The yolk is released from the ovary and into a long tube inside the hen, called the oviduct. In the oviduct, the white part of the egg called the albumen is formed over the yolk. Next, the inner and outer shell membranes are formed. These keep germs out of the egg.When the shell is complete, the egg travels down the oviduct and out of the hen’s body.This process takes a little more than 24 hours and starts again about 30 minutes after the egg is laid.A hen does not need the help of a rooster to lay eggs!The hen’s job is now done!

However, how do we get eggs from the hens?

On most commercial egg farms, conveyor belts are used to collect the eggs from inside the sheds where the hens lay them. Then the eggs are placed in large trays and delivered by refrigerated trucks to a packing centre. At the packing centre, the eggs are sorted for size and graded for quality and packed into cartons to be sent to the shops for us to buy.

Where are egg farms? Egg farms are in every state and territory in Australia and are usually close to cities and towns.

Glossary Species a kind, sort, or variety of somethingOvary reproductive organ that produce eggsOviduct tube in the hen’s body that transports eggsAlbumen the clear protein that surrounds the yolk of an eggProtein a nutrient that builds body cellsCommercial buying and selling of goodsRooster a male chicken

GrainsWhat are grains?

Grains are the nutritious edible seeds of cereal crops like wheat, corn, oats and barley; and of legume crops such as chickpeas, lentils, peas and kidney beans.

Where do we get our grains?In Australia, we eat many different types of grains but they all have one thing in common; they all started life on a grain farm! Grain farms are in every state of Australia, growing grains in summer and winter.What is so special about grains?Grains can be used in many different ways and are a very important part of our diet. They can be eaten whole or they can be milled and used as flour or processed further and added as starch or glucose to many different foods.

How do the wheat grains end up on our plates?When the weather is just right, grain farmers plant the seeds for their crop. This is a very busy time for farmers, as the seeds must be planted quickly before the weather changes.

Over the next few months, farmers must watch their crop very carefully to make sure the grains have enough water and nutrients to grow well. They must also guard the crop from pests and diseases; and control weeds that could ruin their crop.When the crop is fully grown; a large machine, called a harvester, cuts the heads off the plants and separates the grains from the waste products. The grain is then weighed and checked for quality. The quality of the grain will affect what it will be used for.If the grain is high quality, it will be sent to a mill, where it will be ground into flour. This flour will then be sent to bakeries and other factories to be processed

into bread, pasta, biscuits or other foods that are then packaged and sent to the shops for us to buy.Many grains, like corn and rice, are sent to factories to be puffed or flaked to be used in breakfast cereals, and some grains are used to feed farm animals.Legume grains can be cooked and tinned, or dried and packaged; they are then sent to market. Because Australian farmers grow more grain than we need here, most Australian wheat is exported.

GlossaryEdible suitable for eatingCrop a group of plants grown by people for food or other useNutrients substances that provide nourishment like vitamins and mineralsStarch a substance used as a thickenerGlucose sweet syrup that is found in starch Processed changed through a series of actions or operationsMarket a place where goods are bought and soldExported sent for sale in other countries

Orange JuiceWhere do we get our orange juice?

Well yes, it is from oranges, but where do oranges come from? Let’s take a look!Oranges are one of a family of fruits called citrus. Citrus fruits grow on trees and include oranges, limes, lemons and grapefruits.Oranges and other citrus fruit are usually grown on farms that have hundreds of fruit trees, these farms are called orchards.Oranges are grown in most states in Australia, except Tasmania. Oranges need lots of water and sunshine to grow well and to ripen.There are many different varieties of oranges but the most common in Australia are Navel and Valencia.Navels are dark orange in colour, are seedless and have a bulb type part at one end, a little like a belly button!Navels are at their best from June to August.

Valencias are a lighter orange colour and often have a green tinge or patch on their skin. Some people think that these are not ripe or ready to eat, but actually the green colour is a very clever sunscreen that the orange develops to protect itself from the sun while it is growing on the tree. Even oranges need sunscreen!Valencias are best eaten from November to February.

How do oranges grow?Orange trees can take several years until they are strong enough to produce oranges. When they are mature, small white flowers appear on the tree; these flowers then turn into small fruit, which grows with the help of good soil, sunshine and lots of water. Oranges need to stay on the tree until they are ripe to develop their sweet taste. This can take up to eighteen months.

How do oranges get to us?When the oranges are ripe, they are picked by hand, by twisting and breaking the stalk.The oranges are then sorted for size and quality.The fruit is then packed into cardboard lined boxes and is taken to market. The best oranges are packed for eating and others are sent to factories to be made into juice, cordials and other products.When buying oranges choose those that are firm, bright in colour and heavy.

What about the juice?Some oranges, usually Valencias, are taken from the farm to a factory to be made into juice. The oranges are washed, rinsed and dried and then put through large machines that squeeze the oranges until all the juice is removed. The fruit solids, like skin and seeds, are taken away through a tube and the juice is sent through tiny holes in the tube wall. The juice is then pasteurised and sometimes sugar and preservatives are added.The juice is then bottled and sent by large refrigerated trucks to the shops ready for us to buy and take home. Oranges with thin skins usually contain more juice than thick-skinned fruit.

GlossaryCitrus acidic fruits that grown on treesOrchard a farm or area of land where fruit or nut trees are grownBulb a rounded part of something, often from which a plant growsRipen to become fully developed or ready to eatMature fully grownVariety a specific kind or type of somethingPasteurised when food is heated to kill germs in order to make it safePreservatives an additive that provides protection from spoiling or decay

Sugar Where do we get our sugar that is in so many of our sweet treats?

The answer may surprise you………..a plant! Sugar comes from a plant called sugar cane. Sugar cane is a tropical plant that grows tall and thin and looks quite a lot like bamboo. To grow well, sugar cane likes hot weather and lots of rain, so Queensland and Northern New South Wales are the perfect places for farmers to plant and grow this amazing crop.

What is so special about sugar cane?Sugar cane uses the rainfall and sunshine to make sugar in its leaves. Sugar is a form of energy, and what the cane does not need to grow, it stores as juice in its long stalks.

How does the sugar end up in our sugar bowl?After the sugar cane is planted, farmers look after it for at least sixteen months, until it has grown tall and ripened. When the sugar cane stalks are ripe, they are cut down by an enormous machine, called a harvester. The machine then chops the cane into smaller pieces, about as long as your ruler and sends them through a large metal tray and into a truck that drives along beside the harvester.When all the cane has been harvested and chopped, it is sent by train or truck to a mill. This must be done immediately so that the juice does not evaporate.At the mill, the cane is crushed to remove the sugary juice.This juice is cleaned and then boiled and made into raw sugar crystals. A thick brown syrup is left over, this is called molasses. The raw sugar has to be cleaned again and processed further to make the white sugar

most of us use at home.

Some of the sugar is packaged and sent to shops for us to buy and take home and some of it is sent to factories to be added to many things we eat; including lollies, ice-cream, soft drinks, tinned fruit and vegetables and sometimes even bread!

GlossaryTropical from a climate that has temperatures and rainfall high enough to support year-round plant growth Crop a group of plants grown by people for food or other useEnergy a supply of powerRipe mature and ready to eatEvaporate when moisture is heated and turns into vapour or steam Harvester a machine that gathers crops from the fieldsMolasses thick dark syrup produced in the sugar refining processProcessed changed through a series of actions or operations

Lesson Two

Year Level/s: three & four Date: KLA/s: Design and Technologies, English, science Duration: 60 minutesSyllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus or curriculum?)

Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012). o Exploring tools, equipment and procedures to improve plant and animal production o Investigate ideal conditions for successful plant and animal production including how climate and soil affect production and availability of foods

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) Science involves making predictions and describing patterns and relationships (ACSHE050)


Develop students’ knowledge and understanding of the different tools and equipment to improve plant and animal production

Understand how different tools are used in animal and plant production

Know and understand the processes involved in plant production

Understand how climate affects animal and plant production

Understand how different soils affect plant and animal production

Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students need to develop? Students need to know ... What tools are used in plant and animal production Processes involved in plant and animal production What climate is How climate affects the production of plants and animals


Describe processes involved in plant and animal production Identify the effects soil and climate has on plant and animal production Identify some tools or equipment used in the production of plants and animals




Resources needed:

Shovels Fertiliser Gloves Seedlings Soil Garden beds Technologies workbook Technologies display folder


Ensure all students are settled and paying attention before moving to the next lesson. Hand out the student Technologies workbooks Recap on the previous lesson Questions students on what was learnt Allow students to share any further knowledge they may have learnt on the topic during the

week Ensure all students are engaging and partaking in the class discussion Tell students what they will be covering this lesson Invite students to share any knowledge they have of the tools, equipment and procedures

to improve plant and animal production Questions and prompt students to encourage higher order thinking

What is food? What is fibre? What is food

technologies? Is all food

grown? Is equipment

required to help produce food?

Students are partaking in a whole class discussion

Questioning Answering and sharing

ideas


Directing questions to students

Ensuring all students are having a go and are included

Encourage students to and for having a go

Lesson Body ‐ step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc.) Get students to think and write down some tools and equipment they think that is used in

animal and plant production. Get students to share the list they wrote down with the class Question students to encourage them to think of further equipment or tools that are used in

animal and plant production. As a class YouTube some of the tools and equipment used in plant and animal production,

i.e.: o Plantero Plougho Dairy farmo Mill

Discuss the equipment after the video has been viewed ask students to think about the effects soil and climate will have on a plant discuss as a class the different effects soil and climate can have on plants

What are some tools and farmer uses?

Think about the tools when planting a tree?

What equipment would you like to see being used?

How do you think that equipment works?

Do you have any equipment at home for

YouTube Technologies workbook Sand Soil Sand Shovels Gloves Watering can Fertiliser Seedlings Garden bed



Prompting students Helping students at

desk when completing individual/ pair work activities

Ensure all students are engaged in the lesson

Encourage students Praise students for

good behaviour and great work

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACSHE050

ask students to get into groups of three Explain to students in their groups they will be planting plants In front of the class, the teacher demonstrates to students how to plant the plant. Go through the health and safety risks with the students

o Must wear gloveso Use the equipment correctlyo Must wear a hato Must wear covered shoeso Work as a group

Each group is given a seedling. Students will research the seedlings they have been given to determine the best soil type to

grow them in. Once students have decided what soil they will use the teacher allocates a garden bed to

each group. Students work as a group to plant the seedlings in the garden bed,

animal or plant production?

Do you think climate and soil affect animal and plant growth?


Once students have planted, watered and fertilise, their plants ask them to wash their hands and return to their desks with their technologies workbook.

Ask students to get out their technology workbook and write down what soil they chose and why.

As a class discuss, the different plant types and groups explain the soil type they chose and why

The teacher needs to record each group of students what seedlings and garden beds they were allocated and the soil type they chose to plant their seedlings in.

Recap on what was covered during the lesson It is student’s responsibility each morning or afternoon to water and care for their plants. Students place technologies workbook on the teachers desk for marking

What seedlings did you plant?

Why did you choose that soil type?

Do you think the plants will grow in that soil?

Gloves Shovel Soils Fertilizer Garden beds Watering can



Prompting students Ensure all students are

engaged in the lesson Encourage students Praise students for

good behaviour

Lesson Three

Year Level/s: three & four Date: KLA/s: Design and Technologies, English, geography Duration: 60 minutesSyllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus or curriculum?)

Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012). o Identifying areas in Australia and Asia where major food or fibre plants and animals are grown or bred

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676) Identify sources (ACHHS215)


Understand where in Australia and Asia, food, fibre plants and animals are grown or bred

Identify where particular food, fibre plants or animals are grown or bred within Australia or Asia

Understand why the food, fibre plants or animals are grown or bred there and not elsewhere

Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students need to develop? Students need to know ... Where Australia is on a map Where Asia is on a map What food, fibre plants and animals are Where major food, fibre plants and animals are grown or bred


Explain where Australia is located on a map Explain where Asia is on a map Identify where in Australia or Asia food, plant fibre or animals are grown or bred.



Summative Assessment: (How will I provide concrete evidence of student learning?): Answers to questions completed in their technologies workbooks

Resources needed:

World map Map of Australia Map of Asia Interactive whiteboard Technology display folder Technology workbooks YouTube


Ensure students are settled and ready to learn Recap what was covered in the previous lesson Ask students to share with the class how their plants are growing Explain to students that this week they will looking at where plants and animals are grown

or bred within Australia and Asia. Ask students if they know where Australia is on a map Ask students if they know where Asia is on a map Display a map of the world on the interactive whiteboard and had out a copy of the world

map to each student Ask students to point to where Australia is on the map Walk around and check where each student is pointing to on their map Show students on the map on the interactive whiteboard where Australia is on the map Ask students to colour in Australia only Ask students to glue the world map into the next page in there Technologies workbook

Did the soil choice affect the plant growth?

Is the climate affecting the plant growth?

Is your garden beds sheltered from the sun? Alternatively, getting too much sunlight?

What would you do differently?

Name some tools or equipment used in animal and plant production?

World Map (http://www.mapsofworld.com/)

Colouring pencils Copies of the world map

(for students) Glue Scissors Glue Technologies workbook

Checking each student's answers


Encourage all students to have a go

Direct questions to students to ensure all are engaging

Lesson Body ‐ step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc.) Ask students if they can think of any plants or animals that are grown or bred in Australia Invite all students to think of different plants or animals grown or bred in Australia Write on the whiteboard the different plants and animals the students are naming Point to each item on the list and ask students where in Australia they think the plant or

animal is grown or bred Hand out a blank map of Australia to students Ask students to point to each state or territory The teacher is going to Google where in Australia each plant or animal is grown or bred. Students write the plant or animal name in the state or territory it is grown or bred in Ensure students are writing in the correct state or territory

What animals or plants are grown or bred in Australia?

Where in Australia is the plant or animal grown or bred?

Copies of map of Australia (for students)

Glue Scissors Glue Technologies workbook

Checking each student's answers


Encourage all students to have a goDirect questions to students to ensure all are engaging

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHHS215

Conclusion ‐ reviewing learning/ Summarising/Articulating where to next (Strategies to capture learning that occurred and move thinking forward.)

Ask students if they can think of any animals or plants that are not grown or bred in Australia

Teacher Googles (searches) where the suggested animal or plant is grown or bred Search plants and animals that are grown or bred within Asia Explain to students next week they will be recapping on what has been covered over the

past few weeks Students will then be tested on what has been covered over the past weeks

What are some animals or plants that are not grown or bred in Australia?

Direct questions at students

Encourage all students to have a go

Prompt students

Lesson Four

Year Level/s: three & four Date: KLA/s: Design and Technologies, English Duration: 60 minutesSyllabus Outcomes/Essential Learnings or Skills (What is the broad educational goal in terms of the syllabus or curriculum?)

Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012).

Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations (ACELY1676)


Students are able to refer to knowledge and understandings to complete the test

Know and Do: By the end of the lesson what knowledge (content and understandings) and skills (processes) do students need to develop? Students need to know ... Some food needs to go through changes before it is eaten Animal and plants are a source of food Know the different between fresh and produced The importance of animals and plants Some of the tools used to produce food


Partake in classroom discussions Complete questions on the test




Resources needed:

Technologies workbooks Technologies display folders Test Interactive whiteboard pencils


Ensure students are all settled and ready to learn Inform students that during this lesson they will be completing a test on the content that has

been covered the last few weeks in the mini unit Question students about content covered to prompt them Answer any questions may have Write facts on the board for all students to refer to Give students time to study independently

Question students on topics covered in the mini unit

Technology workbooks Technology display

folders Interactive whiteboard


Lesson Body ‐ step by step outline of learning experience sequence (Consider HOTS tasks, monitoring understandings, provision and use of resources, general student responsibilities etc.) Ask students to pack up their desks, only leaving out colouring pencils, pencil, erasers and

a book for reading Wipe the facts of the board Explain to students that they are now in a test if they have a question they must raise their

hand Student is not to talk to other students during the test Explain to students you are going to hand out the test they are to write their names on the

front cover but are not allowed to start. Tell students you are going to read out each question and give them time to answer the

questions Students are allowed to work ahead if they want to If a student has finished the test before everyone they are to raise their hand, teacher takes

test from student, and they may read their book quietly Read each question out loud to students give them time to answer the question Once all questions have been read out give students to time to go back over their answers

and make any changes if they need. Teacher collects tests from students desk.

Read test questions out load

Test Pencils Reading books

Answering any questions students may have

Reading questions out loud to the class giving them time to answer each question.


Once all tests have been completed Ask students how they found the test Where there any questions that they found too hard or too easy Answer questions students may have about the test

How was the test?

Did you answer all the questions

Food, plant and animal technologies

Name:

1. Tick True or False (5 marks)

True Falsea) Milk comes from cowsb) Some food has to go through a process for human

consumption c) Climate does not affect plants or animalsd) Soil affects plants and animalse) Australia produces some plants and animals

2. List ten tools, equipment or procedures used to improve plant and animal production (10 marks)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

3. Oranges!

i) How do oranges grow? (2 marks)

ii) How are oranges harvested? (2 marks)

iii) How is orange juice produced? (2 marks)

4. Colour Australia in (1 mark)

5. List five plants or animals grown or bred in Australia (5 marks)

1.

2.

3.

4.

5.

6. What are the changes milk must go through for human consumption? (6 marks)

1.

2.

3.

7. Name label the farming equipment on the picture below (2 marks)

References:

AgriFood Skills. (2015). Teaching Resources. Retrieved May 20, 2105, from https://agrifoodskills.site-ym.com/

Dairy Calf [Image]. (2012). Retrieved May 10, 2015, from http://www.devotedvets.com.au/dairy-cattle-news.html?rid=59

Dairy Cow [Image]. (2012). Retrieved May 10, 2015, from http://www.news.com.au/technology/science/genetically-modified-cows-could-fart-less/story-fn5fsgyc-1226311605016

Cheese [Image]. (2014). Retrieved May 10, 2015, from http://www.cancats.net/can-cats-eat-cheese/

Chicken [Image]. (2014). Retrieved May 10, 2015, from http://www.framlinghamvets.com/chickens/

Eggs [Image]. (2013). Retrieved May 10, 2015, from http://www.writtenchinese.com/price-eggs-china/

FoodInsightTV. (2013, September 3). Your food farm to table [Video file].Video posted to https://www.youtube.com/watch?v=K1XbEpNZ5yk

Grain [Image]. (2011). Retrieved May 10, 2015, from http://www.globalgrains.co.uk/

Grain Farming [Image]. (n.d.). Retrieved May 10, 2015, from http://blogs.worldwatch.org/nourishingtheplanet/tag/grain/

Grass [Image]. (2015). Retrieved May 10, 2015, from http://www.pesches.com/tips-natural-lawn-care/

Ice-cream [Image]. (2001). Retrieved May 10, 2015, from http://www.colinjamesfinefoods.com.au/ice-cream-gelato-sorbet/

Joe, S. (n.d.) How to make your teaching lessons interesting? Retrieved March 9, 2015, from http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=2709

Milk [Image]. (2011). Retrieved May 10, 2015, from http://www.freegreatpicture.com/food-culture/milk-46726

Oranges [Image]. (n.d.). Retrieved May 10, 2015, from http://en.wikipedia.org/wiki/File:Orange_and_cross_section.jpg

Orange Tree [Image]. (2015). Retrieved May 10, 2015, from http://www.hdwallpapersnew.net/orange-tree-desktop-wallpapers/

Sugar [Image]. (2014). Retrieved May 10, 205, from http://www.healthcareaboveall.com/11-shocking-facts-about-sugar-that-you-didnt-know/

Sugar cane [Image]. (n.d.). Retrieved May 10, 2015, from http://en.wikipedia.org/wiki/File:Sugarcane_Farm.jpeg

Technologies: Rationale - The Australian Curriculum v7.3. (2014). Retrieved March 6, 2015, from http://www.australiancurriculum.edu.au/technologies/rationale_br

Yoghurt [Image]. (2012). Retrieved May 10, 2015, from http://www.farmfreshgrocer.com.au/products/dairy/yoghurt-77

http://www.farmfreshgrocer.com.au/products/dairy/yoghurt-77

http://www.australiancurriculum.edu.au/technologies/rationale_br

http://en.wikipedia.org/wiki/File:Orange_and_cross_section.jpg

http://www.freegreatpicture.com/food-culture/milk-46726

http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=2709

http://www.eslteachersboard.com/cgi-bin/lessons/index.pl?read=2709

http://www.globalgrains.co.uk/

http://www.writtenchinese.com/price-eggs-china/

http://www.cancats.net/can-cats-eat-cheese/

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