Investigating Food and Fibres by Primezone is a unit of work resource.
Resource Location: http://www.piefa.edu.au/units/foodandfibres.pdf
Resource description This unit encourages students to investigate how foods and fibres are produced. It includes sections on foods and fibres we use; how food and fibre are obtained; their production systems; and technologies and processes used to assist in their production and the contributions they make to societies. As the unit progresses, the emphasis shifts to investigating how the family and cultural group students belong to produce different foods or fibre. Students interview a member of their family to obtain this information and in turn share recipes, ingredients, methods and equipment suggested by the families with the class.
Year levels: 3 and 4
Design and Technologies Strand: Design and Technologies – Knowledge and Understanding –
ACARA Content Descriptor: Investigate food and fibre production and food technologies used in modern and traditional societies ACTDEK012
SCSA – Food and fibre production
Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them (ACTDEK012)
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.3: Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.
Using the unit
The unit can be used in a number of ways. It will be of most benefit to teachers who wish to implement a sustained sequence of activities following the inquiry stages identified in the About the approach section of this unit and content descriptions in Years 3 and 4 in Design and Technologies as stated in the Australian Curriculum.
At each stage several activities are suggested from which you are encouraged to select the most appropriate for your purposes. Not all activities in each stage of the unit need to be used. Alternatively, you may add to or complement the suggested activities with ideas of your own. It is suggested that teachers create a hyperlinked unit. Organise the digital resources for your class’s use on a website or wiki or provide them on your interactive whiteboard.
The flexibility of this resource facilittes the teachers ability to target the learning to her class and differentiated abilities within the class. Although the resource is specifically designed for the one SCSA, ACARA outcome it is noted that it can be adapted for use in other year levels. Furthermore, the resource is easily adapted to include the Digital Technologies curriculum.
Year 3 – Digital Technologies
Knowledge and Understanding:
Different types of data can be represented in different ways (ACTDIK008)
Processes and production skills
COLLECTING, MANAGING AND ANALYSING DATA
Collect and present different types of data using simple software to create useful information (ACTDIP009)
Create and communicate ideas and information safely (ACTDIP013)
Investigating and defining
Create a sequence of steps to solve a given task
Develop and communicate ideas using labelled drawings and appropriate technical terms