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Focus Questions Respond to a Series of Focus Questions

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Focus Questions Respond to a Series of Focus Questions EPISODE 4 23rd February 2021 KEY LEARNING Teacher Resource Students will view a range of BTN stories and use comprehension skills to Focus Questions respond to a series of focus questions. As a class, discuss the stories featured in the episode of BTN Classroom and record the main points of the discussion. Students will then CURRICULUM respond to the following focus questions. English – Year 4 Use comprehension strategies to build literal and inferred Vaccine Q&A meaning to expand content knowledge, integrating and 1. Discuss the BTN story as a class. Record the main points of your linking ideas and analysing and discussion. evaluating texts. 2. What is the name of the COVID-19 vaccine being given to people in Australia this week? English – Year 5 3. Approximately how many different COVID-19 vaccines are Use comprehension strategies to analyse information, being developed around the world? integrating and linking ideas a. 27 from a variety of print and b. 270 digital sources. c. 2,700 4. How does the vaccine work? English – Year 6 Use comprehension strategies 5. How many doses of the Pfizer vaccine has the Australian to interpret and analyse Government ordered? information and ideas, 6. How many shots of the vaccine do you need to make it work? comparing content from a 7. Who will be the first Australians to get the vaccine? variety of textual sources including media and digital 8. Complete the following sentence. Most Australians will get texts. AstraZeneca which will start to roll out in _________. 9. The vaccines have only been approved for people who are 16 English – Year 7 years old and over. True or false? Use comprehension strategies 10. What are some side effects of the vaccine? to interpret, analyse and synthesise ideas and information, critiquing ideas Juice Health Star Rating and issues from a variety of textual sources. 1. Briefly summarise the BTN story. 2. Who introduced the health star rating system? 3. Why was the health star rating system introduced? 4. Companies don't have to display their health star rating. True or false? 5. What impact can too much sugar have on our health? Give an example. 6. Why has orange juice been given a lower health star rating? 7. Why are a lot of people in the fruit juice industry angry about the new health star rating? 8. What is the different between eating one orange or drinking a glass of orange juice? 9. It is recommended that children only drink half a glass of orange juice a day. True or false? 10. What questions do you have about the story? Check out the Juice Health Star Rating resource on the Teachers page. ©ABC 2021 Period Poverty 1. Discuss the BTN story as a class. Record the main points of your discussion. 2. TABOO is dedicated to changing peoples' attitudes towards periods. True or false? 3. What is a period? 4. When did Eloise and Isobel get the idea to start TABOO? 5. What is period poverty? 6. What per cent of girls in developing countries drop out of school as soon as they get their period? a. 3% b. 13% c. 30% 7. Where in Africa do the profits from TABOO go? 8. How does the charity help girls in these countries? 9. Which Australian state is about to make sanitary pads and tampons available for free in all public schools? 10. How did this story make you feel? Kaurna with Tiyana 1. Retell the BTN Kaurna with Tiyana story to another student. 2. Kaurna people are the traditional owners of which area in South Australia? Find on a map. 3. Complete the following sentence. Since _______________ a lot of Indigenous languages have been lost. 4. Why was the Kaurna language nearly lost? 5. Who taught Tiyana how to speak Kaurna? 6. How does Tiyana feel about teaching other kids about Kaurna culture and language? 7. What does the Kaurna word for Torrens River mean? 8. What does Ngai Nari mean? 9. Who are the traditional custodians of the land in your local area? 10. Find the words for ‘hello’ and ‘goodbye’ in the Indigenous language local to your area. Check out the Kaurna with Tiyana resource on the Teachers page. Museum Taxidermy 1. What did the BTN Museum Taxidermy story explain? 2. At what age did Jo start as a taxidermist at the museum? 3. What is taxidermy? 4. Why did people in the Victorian era taxidermy animals? 5. Jo does not kill any of the animals that he is going to taxidermy. True or false? 6. Explain the process of how-to taxidermy an animal. 7. Why does Jo say that eyes are an important part of the taxidermy process? 8. Why was an exhibit at the Melbourne Museum recently closed down? 9. What was surprising about this story? 10. What questions do you have about this story? ©ABC 2021 EPISODE 4 23rd February 2021 KEY LEARNING Students will investigate the Teacher Resource heath star rating system in Australia. Juice Health Star Rating CURRICULUM Focus Questions Health and PE – Years 3 & 4 Identify and practise strategies Discuss the BTN story as a class and record the main points of the to promote health, safety and discussion. Students will then respond to the following: wellbeing. 1. Briefly summarise the BTN story. Discuss and interpret health 2. Who introduced the health star rating system? information and messages in 3. Why was the health star rating system introduced? the media and internet. 4. Companies don't have to display their health star rating. True or false? Health and PE – Years 5 & 6 Plan and practise strategies to 5. What impact can too much sugar have on our health? Give an promote health, safety and example. wellbeing. 6. Why has orange juice been given a lower health star rating? Health and PE – Years 7 & 8 7. Why are a lot of people in the fruit juice industry really angry Investigate and select about the new health star rating? strategies to promote health, 8. What is the different between eating one orange or drinking a safety and wellbeing. glass of orange juice? Evaluate health information 9. It is recommended that children only drink half a glass of and communicate their own orange juice a day. True or false? and others’ health concern. 10. What questions do you have about the story? Plan and use health practices, behaviours and resources to Activity: Pre-viewing questions enhance health, safety and wellbeing of their Before watching the BTN Juice Health Star Rating story facilitate a class communities. discussion using the following questions to get the discussion started: Mathematics – Year 6 • What do you know about the health star rating system? Interpret and compare a range • Why do you think we need a health star rating? of data displays, including side- • How many teaspoons of sugar do you think are in a glass of by-side column graphs for two freshly squeezed orange juice? Make an estimation and categorical variables. compare with your classmates. Design & Technologies – Year 5/6 Investigate how and why food and fibre are produced in Activity: Class Discussion managed environments and prepared to enable people to After watching the BTN story students will reflect on the story and then grow and be healthy. respond to the following: • What do you THINK about what you saw in the BTN story? Design & Technologies – Year 7/8 Analyse how characteristics • What did you find surprising or interesting about the story? and properties of food • Think of three questions you have about the BTN Juice Health determine preparation Star Rating story. techniques and presentation when designing solutions for • Why do you think BTN covered this story? health eating. ©ABC 2021 Activity: Inquiry based-learning The KWLH organiser provides students with a framework to explore their knowledge on the issues explored in the BTN story and consider what they would like to know and learn. What do I What do I want What have I How will I find know? to know? learnt? out? Students will develop their own question/s for inquiry about sugary drinks and the health star rating in Australia. Students will collect and record information from a wide variety of sources. Students may develop their own question for inquiry or select one of the questions below. • What is a health star rating? Why do we need it? • What is the difference between orange juice and diet cola? How many grams of sugar are in each? Explore, analyse and compare the nutrition labels for each product. Investigate the sugar content in other drinks. How do they compare? Rate the drinks from the greatest to least amount of sugar. • Are all sugars the same? Explore the different types of sugar (i.e. fructose, sucrose, lactose, glucose). Give some examples of foods that you drink or eat that contain these sugars. • Did you know there are many different names for sugar? Analyse a range of food packaging and make a list of different names for sugar. For example: Agave nectar, cane sugar, fructose, honey, maple syrup, rice bran syrup, sucrose. • Is naturally occurring sugar healthier than added sugar? What happens if you consume too much sugar? Investigate the impact that excessive sugar can have on your health. Create a poster which highlights the health problems. Activity: Nutrition Labels As a class collect a range of food packaging that includes nutrition labels and health star ratings if possible. Collect packaging from products within the same category. For example, your students could compare packaging from the following products: • juice with no added sugar and diet cola • juice with no added sugar and fruit drink • flavoured yoghurt and plain Greek yoghurt • 2 different types of cereal Use the following as a guide, as students explore and analyse the food packaging.
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