Stage 3 Science and Technology: a Change for the Better

Stage 2 Science and Technology: Eating Out Food production on a large scale

Stage 2 Foundation Statement

Students independently implement aspects of a scientific investigation, such as observing, questioning, predicting, testing, recording accurate results, analysing data and drawing conclusions. They demonstrate an understanding of a fair test and identify variables. Students select and safely use equipment, computer-based technology and other resources throughout the processes of investigation.

Students develop and evaluate design ideas recognising the needs of users or audiences. They implement the design process and evaluate solutions using functional and aesthetic criteria. Students select and safely use equipment, computer-based technology and other resources throughout the processes of design and production.

Students identify and describe structures and functions in living things and how they interact with each other and their environment. They identify various forms and sources of energy and identify ways in which energy causes change. Students identify features of the solar system and describe interactions that affect conditions on Earth. They describe how the properties of materials affect their use.

Students identify the ways built environments, products and services are constructed or produced. They use a range of techniques, media and information and communication technologies to communicate design ideas to specific audiences. Students explore the properties and uses of both natural and made materials and components.

Links to other KLA’s English Observing restaurant menus, and compiling menus of their own. Reading recipes and writing other recipes for others to use. Mathematics Informal measurement of temperature, time and 2D space. Organising simple retailing activities. Giving change. Human Society and its Environment Investigating how commercial organizations have affected Australian culture and society. Personal Development, Health and Physical Education Extending understandings regarding the nutritional value of foods, and the need for hygiene in food preparation. Creative and Practical Arts Drama: simple improvisations in association with fast food restaurants and role play based on the operation of a restaurant. Outcomes – Learning Processes

Investigating Designing and Making Using Technology INV S2.7 DM S2.8 UT S2.9 Conducts investigations by Develops, implements and evaluates Selects and uses a range of observing, questioning, predicting, ideas using drawings, models and equipment, computer-based testing, collecting, recording and prototypes at appropriate technology, materials and other analysing data, and drawing stages of the design process. resources with developing skill to conclusions. enhance investigation and design tasks. Outcomes and Indicators PS S2.5 Creates and evaluates products and services considering aesthetic and functional factors.

Indicators • devises fair tests with assistance and predicts, tests, and develops conclusions about the properties of different materials, eg strength, elasticity • predicts and tests the efficiency of a range of methods of packaging in relation to the product and the environment and presents findings to peers • collects a range of common materials and identifies those that can be recycled or reused • designs, models and tests a system to collect, sort and store materials for reuse or recycling • devises a system of mass production having constructed a kite from a commercial kit • models ideas for a product and evaluates each design in relation to usefulness and appeal, eg sun protection apparel, sports gear • participates in the planning, implementing and evaluation of a fashion show, eg Carnivale, Skin Cancer Awareness Week • selects and uses equipment and ingredients to prepare a healthy luncheon, eg pizza, Vietnamese roll ups, muffins • interviews an expert to identify traditional Aboriginal technologies used to obtain, prepare and process materials and compare these to other methods • selects desktop publishing software as a way of creating a menu for the school canteen

Resources Assessment  Texts, posters and • Conduct group conferences to assess cooperatively how effectively the pamphlets based on food students have influenced their designs. • Have students keep a log book of their findings about the effects of food production on a large scale. preparation.

Summative Evaluation Learning Experiences:

Week/ s Learning Experiences Date Week 1 Unit Introduction.  What do we already know about food production on a large scale? Brainstorm using mind map, etc.  Share a story, visual text, sites on the internet based on the Unit to build up background knowledge. Encourage children to share what they already know about the unit with others.  What are our Outcomes? What do we hope to learn by the conclusion of the Unit?  Title Page. Week / s 2 –3 Design and make a ‘healthy alternative’ fast–food service for a day.

 Discuss plans in the class group. Evaluate existing take– away foods, noting positive and negative qualities. Use computer simulation software to explore the processes involved in mass production and marketing. Consider decisions regarding: • food – selecting food items to supply, based on nutritional value and preferences of potential customers; • prices – prices of ingredients, shop around to get the best prices; other costs involved, eg advertising, equipment, fuel, packaging; prices to charge for the product; • methods – methods of food preparation, how to make it appealing, equipment needed, cleaning up. • packaging the food – type of wrapping to protect and preserve the products, colours to use, materials available; • advertising the service – look at advertisements in newspapers/magazines, TV, radio, as sources of ideas; list qualities that could be promoted and consider possible techniques, eg appeal to the desire to be healthy, good taste; decide on a way to advertise the service, eg posters, word of mouth, announcements. Make a set of plans to illustrate the steps to take in each aspect of production. Assign roles for the day, ensuring all tasks are covered equitably. Week/s 4 - 5 Investigate methods of preparing food in large quantities.  Observe the methods of production while visiting a fast– food restaurant. Identify different roles of people. Identify purposes and function of machinery/utensils. Follow materials/ingredients from their raw state to finished product. Compare processes used to produce different goods.  Create a flow chart to record the processes observed. Reflect on how people of other cultures are able to cater for groups of people, eg Aboriginal fish bake. Organise a visit to a fast–food restaurant for lunch.

 Identify the class’s lunch needs and individual preferences. Suggest a range of possible venues. Consider: location, eg how to get there, whether it would be crowded; the meal, eg whether all preferences and special needs can be catered for, prices; time, eg how long is needed, fitting in with other arrangements; any special requirements as identi- fied, eg individual dietary needs; other arrangements/ preparations that may be required. Given the range of factors, decide on venue, dates etc.  Organise transport, permission, funding etc. Evaluate the meal in terms of nutritional value, value for money, provision for individual preferences. Compare with lunch at school. Week 6 Revision and Catch Up Learning Experiences:

Week/ s Learning Experiences Date Weeks 7 and 8 Investigate the changes that occur in the preparation of foods.

 Classify foods: eaten raw/eaten cooked/either. Examine recipe books. Identify and compare the suggested methods of cooking, eg baking, frying, grilling, boiling. Predict the effects of cooking foods, eg colour, texture, consistency, flavour, odour. Try different ways of cooking selected foods. Compare changes that take place, eg fried potatoes, steamed potatoes. Explain why we cook some foods and not others.  Identify other ways foods are changed before eating, eg beating cream or eggs, cooling/freezing, dissolving, grating/ mashing, adding other ingredients. Experiment and observe the effect of these processes. Reflect on the reasons why we prepare foods in a variety of ways.

Week 9 Investigate ‘eating out’ in the local area.

 Identify the places where we ‘eat out’. Observe local area, consult phone books, newspapers. Group to show variety of food available, different styles of venue, eg take away, set menu, a la carte, cafeteria etc. Do a daily survey. Record results.  Make inferences about when people eat out. Suggest (other) times that we like to go out to eat, eg special occasions, just for fun, when on holidays. Consider all the data about where and when people eat out and draw conclusions about reasons why. Explore the ingredients of take–away food. Evaluate their nutritional value.  Explore the costs of eating out. Prepare a meal similar to a bought one and calculate the costs involved. Suggest reasons for any differences between the two. Consider other advantages/disadvantages, eg saves washing up, quality of product, packaging, waste.

Week 10 Revision.

 Reflect on the mind map, etc from Week 1 and now in another colour add what else the class has learnt on this topic.  Evaluate unit and allow time for children to reflect over their work and to summerise in their own words what their greatest learnings were throughout this unit.