K-1+Science+T2+2014


 * Week || Outcome || Content || Learning Plan ||
 * 3 ||  || The focus of this activity is for students to observe first-hand the growing and husbandry of plants and animals that provide our food, specifically to observe ways that farmers meet the needs of living things on a dairy farm. This may be through an excursion to a farm, the agriculture plot of a nearby high school, an agricultural show, a visit by a travelling kindy farm, or an appropriate video link. || **What are some foods that come to us from a farm?**

Students participate in an activity demonstrating aspects of a dairy farm that make it suitable for large numbers of cows. Following the activity, students observe and respond to teacher questions to identify important facts about dairy farms, the dairy farm routine and its link with the way milk is processed in a factory. The teacher models ways to represent sequencing of information gathered, such as a storyboard.

[|Grass to Glass Part 1] [|Grass to Glass 2]

Pair activity Students create a display of a collection of pictures of a particular food, eg dairy foods, from catalogues or magazines and predict where the foods come from. They could also discuss which dairy foods they like/dislike. Students name several items from the provided samples and/or from their own prior knowledge that they think are milk or milk-based and predict where the foods come from (farm or factory). The pictures are placed in appropriate groups or recorded using a simple table.

Students use the information to individually record as a drawing or simple text to: • develop a simple chain of events from growing grass and leading to collection of milk from cows on a farm and its transport to a factory/shop • collect their ideas on what farmers need to do to care for cattle. ||
 * 4 ||  ||   || **What do living things need to stay alive?**

Students identify some familiar living things and record their suggestions, eg dogs, caterpillars, birds, fish, plants, farm animals and humans. In their allocated groups, the students talk about and share their ideas about what living things need to stay alive. With teacher guided questioning in a class discussion, students provide suggestions that air, water and food are needed by all living things (including humans) to stay alive.

The teacher poses the question ‘Why do we need food?’. In a guided class discussion, the students suggest ways that humans use food, eg milk gives us strong teeth and bones, and fuel/energy to do things, grow and keep us healthy. The teacher uses a healthy food pyramid to identify some foods that are used for energy and growth.

Additional activities - Students identify some fruits they like and collate class results to create a picture graph. || that people use when conducting science investigations and designing and producing. Students learn about making and recording
 * 5 ||  || Learning in Science and Technology engages students in actively participating in hands-on activities to learn about the processes

observations and ideas, responding to and asking questions. In this activity they use their observation skills to identify similarities

and differences and explore how they might sort and organise objects and images to record and display information. || **Observing and exploring some types of foods we eat**

The teacher sets up a display of a variety of packaging from familiar foods that the students have brought to school. These would include breakfast food packaging wrappers, cereal and biscuit boxes, empty milk cartons, cans, plastic juice bottles. The display also contains images of a variety of fresh foods from advertising catalogues and some fresh foods, eg fruit, bread, eggs.

Through asking and modelling questioning, the teacher engages the students in sharing what they know and are curious about the foods investigated. By grouping foods and communicating where foods come from, the teacher introduces and models the way an organiser (eg a visual collage/mind map) could be used as a class display and could be built through the unit.


 * What do we eat for breakfast?**

The students observe the displayed collection of familiar foods, and the teacher responds to, asks and models questions that engage the students in identifying which of the foods would be eaten for breakfast. Using the students’ responses, the teacher models how objects can be grouped by: • re-organising the displayed foods/packages/images • guiding students to place the breakfast food objects or images inside a large hoop to separate them from others.

With teacher guidance, the students use a camera to create their individual record of the breakfast foods they have identified. They add the images to the class visual collage/mind map || ideas and findings. Students develop their skills in sorting, organising and representing information collected during their
 * 6 ||  || Learning in Science and Technology involves students in using strategies to gather, process and communicate their observations,

investigations using drawings and in Stage 1, provided tables.

The teacher introduces the idea of animals and plants as source of food and other materials people need/want and to develop an

understanding about the difference between ‘natural’ materials and ‘made’ materials, eg using a website such as ‘Australian Year

of the Farmer’. || **Identifying natural and made products**

Using objects in the classroom, students use stickers to identify a range of materials using groupings such as plant or animal, or if they come directly from a farm (natural) or from a factory (made). The students share their reasons for the way they have grouped the materials.

Where does our favourite food come from? Using the displayed collection of foods, the teacher reviews the visit to the canteen and/or storyboard, and asks students to think about where these foods might come from.

The teacher models the sorting and organising of images from a variety of teacher-provided resources to show some of the steps in how food gets from the farm to the shop. Examples could include fresh fruit, vegetables, eggs simply packed, some grains milled to flour then packaged, milk packaged or processed into yoghurt/cheese. Through guided discussion and using a series of images, the teacher models, for one food, some steps in the chain of events that must occur to get the food to them from the farm/factory. The students record the example on a teacher-provided worksheet.

Individually, students identify a favourite food, and they find and select images from some steps in the chain the food moves through to get to them from farm/factory. In small groups they share and revise their ideas with others before placing the images into the spaces on the teacher-provided worksheet.

Reflection: Students compare their worksheets and discuss the questions: Where does the shop/supermarket get foods from?

How does the food get to you from the farm/factory? Students discuss what might happen if food cannot get from the farm to the shop/supermarket. The students explore some scenarios such as what happens if plants do not get enough water to grow, there are not enough farms to grow/produce the food we need, or trucks cannot pick up the milk/vegetables. || and making observations using their senses to gather information. In this activity, time should be allowed for the yoghurt and cottage cheese to be produced and made in advance for students to observe the product. Students are guided towards identifying similarities and differences between objects. || Conducting investigations – **Observing the properties of familiar products**
 * 7 ||  || Conducting scientific investigations requires students to follow planned procedures that include keeping some aspects the same

The teacher introduces the activity by posing the question: How are some dairy products made from milk?

The class reviews the collected pictures of dairy foods to identify some examples of dairy products made from milk.

Students observe and describe the observable properties of milk, yoghurt and cottage cheese (eg colour, texture, ability to flow) and compare what is similar and what is different. The students follow the teacher-described steps that make butter and/or ice cream, identifying the information to be collected by the students, and emphasising safe practices including allergy awareness.

In pairs or small groups students undertake first-hand activities to make: • butter, eg by shaking pure cream with marbles in a sealed plastic container • ice cream, eg by shaking flavoured milk sealed in a small zip-lock bag inside a larger zip-lock bag containing crushed ice and salt.

Students observe the properties of the starting materials and finished product. They share their findings, and describe to each what they did to make the observed changes.

Teacher poses the question: How did students know when butter and/or ice cream was produced? How would butter/cheese be produced in a factory? Have people always made these products in this way?

Students observe how butter/ice cream was made in the past by watching a video or listening to a visiting guest speaker on old-fashioned butter churns, or examining a sample of one. [|Old Fashioned Butter Churn]

The students review and annotate the class visual collage/mind map to include their findings and ideas from the investigation. ||
 * 8 ||  || To select materials most appropriate for a particular purpose, students need to have some knowledge of the properties of those materials. Students identify some features of containers that hold liquids, then investigate the containers they have collected to see which ones have these properties. In this activity, time should be allowed for cheese slices to be placed in the refrigerator for a week. || Conducting investigations- **Testing the suitability of packaging materials for dairy products**

Through teacher questioning, students review their observations of materials used in the packaging of everyday foods, eg breakfast foods and foods sold in the school canteen.

The teacher and students plan an investigation. The students observe the collected packaging and make predictions about suitable packaging for dairy products.

In small groups, students follow a guided plan to test how well different types of packaging hold wet or dry materials.

Students carry out a ‘wet’ test to identify the materials that would be best for some dairy products by:

• pouring the same volume of water into similar sized containers/packaging • observing if the water is contained securely, or measuring how long it takes for the water to drip through. Students carry out a ‘dry’ test to identify the materials that would be best for some dairy products by: • placing unwrapped processed cheese slices in different packaging in the fridge for a week • comparing the cheese slice from each package with a fresh piece of cheese at the end of the week.

With teacher guided questioning, the students suggest which types of packaging would be best for different dairy products. ||
 * 9 ||  || I nformation collected during science investigations and design projects can be represented and communicated in a number of ways. Students consider the needs of an audience before deciding how to present their findings. Preparing a class display with teacher-guided questioning, students share their knowledge about foods from farms and factories. || Communicating ideas

Students observe information products such as a poster or other multimedia display in their learning space and/or other places in the school. They identify the ways information has been presented, eg size of letters, amount of text, use of pictures

Students use these features to design a class display of the journey of favourite food products from the farm to shop/home/school.

In groups of 3–4, students select and produce a different section of the display, using pictures, models, and/or own text, then assemble the display.

As a class activity, students use a peer evaluation strategy to provide feedback on how well each group included the identified characteristics of an effective display. ||
 * ||  ||   || Evaluation and reflection

Students reflect on their learning by:

• participating in a discussion about the information recorded in the class display, and identifying new learning arising from the ideas they were curious about • comparing the similarities and differences in the class presentations • peer assessment of the class presentations, identifying what they liked about them and why • individually reflecting on their learning by identifying one thing they already knew, one thing they learned and one question

they would like to ask • identifying what they learned from working with others in a group || [|UOW]

STe-1VA Shows an interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities.

STe-5WT Uses simple design process to produce solutions with identified purposes.

ST1-5WT Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants

ST1-5WT Uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants

ES1 Content- //Products, places and spaces in the immediate environment are made to suit their purpose //. Students:
 * • explore a range of existing products, places and spaces, and discuss their likes and dislikes
 * • identify a variety of materials that are used in a range of existing familiar products, places and spaces
 * • communicate their ideas about how familiar products, places and spaces work and have features that help them to be useful, eg shoulder straps, zippers and compartments in a school bag
 * • sketch or model ideas for a product, place or space and recount how their ideas suit their purpose

S1 Content

//There is a range of places and spaces in the local environment. // Students: • observe ways people use a range of places and spaces in their local environment, eg areas within the schoolyard and the home examine some familiar places and spaces in the local environment and suggest modifications to their design
 * • - explore a range of places and spaces in the local environment and describe their different purposes, eg a hospital or playground
 * • describe how the different purposes of places and spaces in the local environment influence their design, eg storage and cooling areas in a supermarket and enclosures for pets and farm animals