Design & Technologies - Years 1-2 by Teacher Superstore

Ready-Ed Publications

Acknowledgements i. Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission. ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7. iii. Wikimedia Commons. Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Version 1.2 or any later version published by the Free Software Foundation; with no Invariant Sections, no FrontCover Texts, and no Back-Cover Texts. A copy of the license is included in the section entitled “GNU Free Documentation License”. iv. Front cover image: www.istock.com/anyaberkut v.

Section images on pages 7, 17, 26, 40: www.istock.com/anyaberkut

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ISBN: 978 192 561 127 4 2

Contents Curriculum Links Teachers' Notes

4-6 6

Section 1: Green And Clever Designs Teachers' Notes 8-10 Green Products And Features 11 Green Products 12 Ban The Bag 13 Designer Bins 14 Clever Designs 1 15 Clever Designs 2 16 Section 2: How Things Move Teachers' Notes 18-19 Push And Pull Toys 1 20 Push And Pull Toys 2 21 Making Paper Move 22 Making Things Spin 23 Floating And Sinking 24 Floating Boat 25

Section 3: Where Do Things Come From? Teachers' Notes 27-29 Plant And Animal Products 1 30 Plant And Animal Products 2 31 How To Grow Your Own Plant 1 32 How To Grow Your Own Plant 2 33 Food Groups 34 Preparing Food 1 35 Preparing Food 2 36 Designer Fruit Salad 37 In Or Out Of Season? 38 I Love Japanese Food! 39 Section 4: Materials And Design Teachers' Notes 41-42 Sock Puppet Materials 43 Design Your Own Sock Puppet! 44 Perfect Designs 1 45 Perfect Designs 2 46 Perfect Designs 3 47 Tools 48 My Planter Box 49

Curriculum Links Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001) Elaborations • exploring how local products, services and environments are designed by people for a purpose and meet social needs, for example the range of shelters provided for the public in a local community; graphical displays to market school and community events • asking questions about natural and managed environments and impacts on them when selecting materials, tools and equipment when designing and making products, for example harvesting products from the school garden and using recycled clothing • making design decisions based on personal and family needs, for example downloading and comparing recipes to suit available cooking facilities such as cooking in the bush compared to cooking in a kitchen • exploring and critiquing products, services and environments for their impact on sustainability, for example the environmental risks and benefits of a system for organically or hydroponically growing a vegetable crop from seed or seedling to harvest Explore how technologies use forces to create movement in products (ACTDEK002) Elaborations • exploring how the principles of push and pull are used in the design of toys, for example in a spinning toy such as an Aboriginal mammandur • identifying, and playing and experimenting with, components such as wheels, balls, slides, springs and available local materials, tools and equipment to solve problems requiring movement • selecting materials to demonstrate how material properties are appropriate for

•

particular designed solutions, for example materials that enable sliding or floating exploring a system such as a marionette or Indonesian wayang kulit shadow puppet to see that by combining materials with forces movement can be created combining materials and using forces in design, for example designing the door on a cage or a simple conveyor belt to move materials short distances exploring how to manipulate materials using a range of tools, equipment and techniques to create movement, for example when constructing a toy boat that floats and moves

Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003) Elaborations • exploring which plants and animals can provide food or materials for clothing and shelter and what basic needs those plants and animals have • identifying products that can be designed and produced from plants and animals, for example food products, paper and wood products, fabrics and yarns, and fertilisers • considering the suitability of a range of tools when cultivating gardens, mulching and building garden structures and preparing and cooking food from recipes • identifying and categorising a wide range of foods, including Aboriginal bush foods, into food groups and describing tools and equipment needed to prepare these for healthy eating • exploring how people from different cultures including those of Asia design and produce different cuisines based on the plants and animals in their region and available tools and equipment • exploring the tools, equipment and techniques used to prepare food safely and hygienically for healthy eating

Curriculum Links Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)) Elaborations • exploring designed solutions to meet individual, family and community needs with a focus on materials, for example fabrics used for sports clothing, soft fall for play spaces • developing new meanings for objects and action during play, for example exploring how household packaging can be used to represent other objects • exploring systems used in the classroom or community for creatively dealing with problems and needs, for example storage systems for equipment, traffic system flow for drop and go zones, the use of hoists and ramps to facilitate access • exploring facilities in local environments for accessibility and environmental impact, for example location of bike tracks and sporting fields using digital maps to view local area • exploring materials, components, tools and equipment through play to discover potential uses when making products or modelling services and environments, for example when designing and making clothes, toys and shelters • experimenting with techniques to combine or alter materials to satisfy a function Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (ACTDEP005) Elaborations • identifying, gathering and playing with materials, components, tools and equipment to generate personal design ideas, for example designing a greeting card for a friend • exploring opportunities around the school for designing solutions, for example how school play areas could be improved; how the school removes classroom waste and identifying opportunities to reduce, recycle and re-use materials; reviewing the

•

school canteen menu to identify healthy food options and suggesting changes to promote future good health discussing possible designed solutions based on experience and some research, for example asking adults for advice considering the importance of sustainability in designed solutions, for example comparing the durability of materials for a selected solution exploring which tools, equipment and techniques to use with selected materials

Generate, develop and record design ideas through describing, drawing and modelling (ACTDEP006) Elaborations • comparing and contrasting features of existing products to provide new ideas, for example exploring toys with several movable parts with the view to designing and making a simple puppet with one movable part • communicating design ideas by modelling, and producing and labelling twodimensional drawings using a range of technologies to show different views (top view and side view), for example a new environment such as a cubby house or animal shelter • recording a judgement about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea • identifying one common testing method, and recording results, for example tastetesting comparisons of a food product and recording results in a digital form • describing how design ideas meet the needs of those who will use the solution Use materials, components, tools, equipment and techniques to safely make designed solutions (ACTDEP007) Elaborations • using and playing with everyday materials in new ways or re-using discarded materials, for example using discarded

Curriculum Links •

•

materials to design, make and model a constructed environment learning and safely practising a range of technical skills using tools and equipment, for example joining techniques when making products, watering and mulching gardens, preparing food, using software to design an environment assembling components of systems and checking they function as planned, for example when making a musical instrument

Use personal preferences to evaluate the success of design ideas, processes and solutions including their care for environment (ACTDEP008) Elaborations • developing criteria for success with teacher guidance including consideration of impact on environment • recording a judgment about design ideas with teacher guidance, for example expressing own likes and dislikes about a design idea

•

reflecting on the processes and challenges of designing and producing a solution and sharing these reflections using digital technologies, for example when growing a food product, designing a structure to take a load or making a nutritious snack suggesting areas for design improvement

Sequence steps for making designed solutions and working collaboratively (ACTDEP009) Elaborations • checking that planned features have been included in design plans and drawings by referring to identified criteria for success including care for the environment • using lists or storyboarding when planning and making, for example when planning an electronic planting calendar • recording the procedure for making a product, for example a recipe or instructions for making a container • identifying roles for each member of a group when working collaboratively

Teachers’ Notes This book has been written with young children in mind. Many of the lessons are very hands on and will involve the children teaming up and doing lots of practical activities. At the beginning of each section, there are notes for the teachers about how to introduce lessons; suggested answers and suggested extended activities. A few of the lessons have been developed in a series to give the children the opportunity to delve a little more deeply into some of the concepts explored in the Design and Technology curriculum. All worksheets can be completed at each child’s individual level. The focus is not on their reading or drawing ability but about their knowledge and understanding of the world. I am confident that teachers will find the lessons simple and easy to follow whilst still ensuring that the children really get the chance to understand the meaning behind the elaborations included in the curriculum that each lesson aims to target. 6

Section 1:

Green And Clever Designs

Section 1

Teachers' Notes

Curriculum Focus Identify how people design and produce familiar products, services and environments and consider sustainability to meet personal and local community needs (ACTDEK001)

Green Products And Features (Page 11) Discuss the terms ‘sustainability’ and ‘green’ with the children. Talk about how certain appliances use less electricity than others. The children may have seen the star stickers on their white goods at home. This could be given as a fun homework task. Talk about how solar panels work to generate power. Explain how this saves us from using electricity from the grid. Tell them we want to avoid using electricity from the grid because it often comes from burning coal which is bad for the environment. Discuss features at home that help us to save electricity or help us to protect the environment. Eg: double-glazed windows keep the house cooler in summer and hotter in winter so that we don’t need to use the aircon or heating as much. LED lights use less electricity than other bulbs. Plants help to clean the air. Discuss how important water is and why we don’t want to waste it. Discuss ways that we can save water at home. Eg: water tanks, water restrictors on shower-heads, shallow baths, not watering plants when not necessary, etc. Children to fill in the worksheet.

Additional Resources Charlie and Lola: Look after your planet. 4https://www.youtube.com/ watch?v=zCfazf2gVuo Youtube videos on sustainability that the children could watch: 4https://www.youtube.com/ watch?v=gTamnlXbgqc 4https://www.youtube.com/ watch?v=fKWQuU0sHPw. Discuss this clip with the children. 8

Differentiation Teacher may need to write the names of things they have been discussing on the board. Younger children could do the worksheet in small groups with an adult or as a class on the carpet.

extension Discuss what green/sustainable practises take place at school.

Green Products (Page 12) Define the terms ‘green’ (things that aren’t bad for the environment) and ‘environment’ (our natural surroundings) in a way that the children will understand. Teacher to show examples of paper and plastic cup and plastic bag and cotton bag. Ask the children whether they know which cup/bag is better for the environment. Why? Tell them how long a plastic bag takes to break down (1,000 years in landfill). What do they think about a water hose versus a water tank? Why would one be less wasteful than the other? Talk about showers and playing with water outside. How can we make sure that we are not wasting water? (Keep showers short or use water restrictors on shower heads, play with a water table or paddling pool instead of a running hose.) Talk about how petrol is bad for the environment and why electric cars are a great alternative. Maybe they have seen an electric car or a recharging point for electric cars at a service station. What other things do they know that are bad for the environment? Why are they bad? Do they know anything that is good for the environment or ‘green’? Why do they think it is green?

Section 1

Teachers' Notes

extension Ask the children to go home and ask their families how they try to be green. Maybe they could suggest one small change that they could make in their households to help protect the environment.

Ban The Bag (Page 13) The ‘Ban the Bag’ campaign was a big one in 2017 where people all around Australia were putting pressure on the government to ban plastic bags. Discuss with the children why many people want plastic bags banned, eg: take up to 1,000 years to decompose, harmful to animals, end up in our waterways, etc. Tell them that plastic bags have been banned in some places but not all. Have a conversation regarding what we usually use plastic bags for and what we could use instead if they get banned completely and don’t exist anymore. Children to complete the worksheet where they have to design an alternative solution for the plastic bag.

Differentiation Differentiate by outcome. Adult to annotate thoughts for younger children.

extension

Children could present their ideas and creations to another class/grade/the school. A discussion could also be had about solutions other than replacement ‘containers’ or bags. What about home delivery? What about drive through shopping? Is this greener?

Designer Bins (Page 14) Children to watch a video clip about recycling. This Peppa Pig video clip would be suitable (Peppa Pig Recycling:4https:// www.youtube.com/watch?v=Il1RX6_h9Xc) Teacher to discuss what recycling is with the class. What bins do the children have at home? Are any of them for recycling? What goes in them? Who has seen the recycling truck come to their house? What can be

recycled? Discuss how different materials can be recycled into objects that we see and use every day, eg: glass can be recycled into new glass bottles or as part of new flooring; paper and cardboard can be recycled into toilet paper, etc. Discuss whether they have 'designer' bins at home for ‘green waste’ like leaves and sticks but that this will not go into the recycling bin. It is collected separately, so that it won’t go into landfill. It will be turned into mulch or compost and so is still a form of recycling. Children to complete the worksheet by sorting each picture.

extension Children could design and make recycling boxes for each classroom in the school to collect paper and cardboard waste. The teacher could also discuss the fact that many soft plastics can also be recycled, although these are not allowed in the recycling bin at home. The class could create a soft plastics (lolly wrappers, chip packets, frozen food bags, etc.) bin and drop these off at an appropriate collection venue, eg: Coles have them in some of their shops. This plastic is turned into community benches!

Clever Designs 1 (Page 15) Ask the children how they think a town becomes a town. Who decides what goes where? What makes them decide where to put things? What do they need to think about when designing a town? Teacher to define the terms 'safety' and 'transportation' as used in the worksheet for the children and discuss with them exactly what those concepts mean to them. Have a close look at the picture of the town as a class and agree on what everything is. Discuss safety and transportation as it relates to ‘Tiny Town’. Do they think Mr. Tiny did a good job in each area? Why/why not? Students might think about the design of a park next to water and a road; they might notice the lack of pedestrian crossings next 9

Section 1

Teachers' Notes

to the school; a plus might be the inclusion of all the facilities near to one another. Children to complete the worksheet.

Clever Designs 2 (Page 16) Divide the class into a few groups and assign each group either the zoo or the farm picture to discuss amongst themselves. Ask them to look closely at the pictures and make sure they understand what everything is. Explain what the words ‘pro’ (good thing) and ‘con’ (bad thing) mean. Tell the children to discuss, in their groups, what pros and cons they can find with the design or layout of each. Bring the class back together and get the children to compare notes. Did anyone come up with a pro or con that no one else had? Does everyone agree on what pros and cons people have found? Why/why not? Students might see as a pro that the information centre is immediately located at the entry, and the toilets are close to the restaurant. They might see as a con that there are not enough toilets in such a large area and the park is next to a body of water - not ideal for small children. For the farm, children might point out the small size of the chicken coop and the open storage of the hay as cons. The proximity of the farmers' house and the animal stables might be a pro. Children to fill in the worksheet.

Differentiation Younger children might need a fair bit of adult support with this activity and perhaps someone to annotate for them.

extension Is there a way that any cons can be addressed/resolved?

Activity

Green Products And Features

 Sustainable means environmentally friendly or ‘green’. Being ‘green’ can mean that we use less water; electricity and power. Some household products and features are designed to be 'green'. 1. Fill in the missing letters and words to label the 'green' household products and features. 2. Tick if you have any ‘green’ products and features inside your house. 3. Draw to add another ‘green’ product or feature in the final box. 4. Explain to a friend why each product or feature is 'green'.



s __ __ __ __ p __ __ __ l

5 st __ __ washing m __ __ __ __ __ __

p __ __ __ __

double glazed w __ __ __ __ __

water res __ __ ictor shower h __ __ __

s __ __ __ __ g __ __

L __ D light __ __ __ b

water __ a __ k 11

Activity

Green Products

 As time goes on, we are trying to be ‘greener’. This means that designs are becoming more environmentally friendly. In fact many people make purchases based on how ‘green’ product designs are. Have you ever done this? 1. Tick the ‘green’ designs. Tell a friend why they are ‘green’.

q plastic bag q cotton bag

q plastic cup q paper cup ic plast

q water tank q hose pipe

paper

q petrol car q electric car

P 2. Draw another 'green' product design that you know. Why is it 'green'?  Why it is 'green'.

___________________________________

Activity

Ban The Bag

 In Australia, many people want to ban plastic bags so that they don’t end up in landfill; in our waterways or harming animals and birds. If plastic bags didn’t exist what would we use instead? How would we get our groceries home?  Design a solution to the problem. Draw a picture of your solution below and explain how it’s better than using plastic bags.

1. Is your solution ‘green’ and /or sustainable?

____________________________________________________________

2. Is it a better solution than plastic bags? Why/why not?

____________________________________________________________

____________________________________________________________ 13

Activity

Designer Bins

 Our government has tried to help us be more friendly to the environment by developing a better bin system! Most households have two or maybe three bins provided by the local council, especially designed to encourage us to recycle. You and a friends have agreed to help tidy up the school yard. You find the 'litter' below lying around. Each one needs to go in one of three bins specifically designed for: rubbish, recycling and green waste. Cut out all the pictures and discuss with your friends which bin you should put each piece of ‘rubbish’ in. Sort them on your desk.

piece of paper

lolly wrapper

toilet roll tube

half a sandwich

empty glass bottle

grass cuttings

small branches

leaves

broken plastic toy

Activity

Clever Designs 1

ď ą Some people have the job of designing some really big stuff! Like a park or even a whole town! Mr. Tiny designed Tiny Town below. When designing it he said he thought about two things: zz safety (for children; other pedestrians; animals; bikes and vehicles) zz transportation (making it easy to travel from place to place by road and on foot)

Library

Veg Ho sp

ita

ery Bak

School

1. Do you think Mr. Tiny did a good job? Fill in the plus and minus chart with a friend. Share with another pair. Plus

Minus

Safety

Transportation 15

Activity

Clever Designs 2

ď ą Look at the designs of the zoo and the farm below. Write down one pro and one con of each design.

Zoo

Pro

Con

Farm

Pro

Con

Section 2:

How Things Move

Section 2

Teachers' Notes

Curriculum Focus Explore how technologies use forces to create movement in products (ACTDEK002)

Push And Pull Toys 1 & 2 (Pages 20 and 21) Discuss what the words ‘push’ and ‘pull’ mean. Give the children the opportunity to bring in their own push or pull toy. Students can have time to play with their own simple push or pull toy and those of others. Students to tell the other children how their toy works as news. Once you feel that the students understand the difference between push and pull hand out the worksheets.

Differentiation By outcome. Mixed ability/age groups to work together while looking at the toys. Younger/less able children could do the worksheets together and discuss why they think a toy is push/pull. Other children can do it independently.

Extension

Write an explanation of how they know that a specific toy is push or pull. Design a push/pull toy and label the different parts. Decide whether they want to design a push or pull toy and then have another look at all the toys/pictures in this category. What do they all have in common? What will they definitely need to make their own toy work? They can draw a design for their toy and then ask classmates to have a look and see if they think it would work and why.

Making Paper Move (Page 22) Show the children a pre-made paper aeroplane. Throw it across the room so they can see how it flies. Ask them how they think you made it. What did you need (paper and instructions)? Hand out the worksheet and an A4 piece of paper. Let them have a go, in groups, to

make one. Take pictures of each stage that each group goes through. Once the planes are complete, take a picture of each and let the children have a turn at flying them. Children can experiment with different designs that make their planes move further. Children can colour designs on their planes.

Extension Students can write their own set of instructions for another class to follow AND/ OR have a competition to see which plane flies the furthest. How will they measure distances? Discuss how certain designs fly further and why.

Making Things Spin (Page 23)

Teacher to make the spinning wheel prior to class to show the children. Ensure that there are enough resources to make one each or one per pair. Show the children your spinning wheel and show them how it works. Discuss the ‘push’ effect that wind or blowing into one of the cups can have to make the wheel move.

Differentiation By outcome. Children might need help with the fine motor tasks required to make the wheel. Some will need help with the step-bystep nature of the activity.

Extension

Children could think of similar types of wind driven creations (windmill, spinning flower) and draw a design for and/make one for homework.

Floating And Sinking (Page 24) Define the concepts of floating and sinking with the class. What does it mean if something floats? What does it mean if it sinks? What kinds of things float and what

Section 2

Teachers' Notes

might sink if we put it in water? Give the worksheet to the children and ask them to place either a tick or cross next to each picture. Now divide the children into groups and give them a number of objects of various materials to experiment with in a water tray/ table, (eg: cardboard toilet roll, plastic plate, metal fork, wooden block, rubber ball, brick/ stone, etc.). Ask the children to discuss which materials floated and which sunk and why they think this happened. Now ask the children if there is anything that can be done to some of these materials that would give a different result. Eg: if the metal fork sank, what would happen to a metal bowl? Why is it floating? (shape, density) What about if we put an apple inside? What about 2 apples, etc.? Discuss the shape, size, weight and density of various floating objects as well as whether they are full of air and why they are floating or sinking. Would they sink if weâ&#x20AC;Ś..? (Eg: metal water bottle full of water would sink but full of air would float.) Let the children experiment.

cardboard) as well as the weight and shape of their boat. Remind them to think of a way to make their boat move (wind power, pully system, push/ pull, blowing through a straw, etc.). Allow them time to build the boats that they have designed. See if they truly do float and whether they move as in the plan. Children to add light objects to their boats to test if they can withstand a load. Children to complete worksheet.

Floating Boat (Page 25) The children are going to design and make their own boats. The boat must be able to move. Talk to the children about different sorts of boats. What do they have in common (all on water, all move, all float) and what differences can there be? (size, speed, how they move, what they transport, etc.). Revisit the concepts from the lesson on floating and sinking. Students need to think about what material/object they are going to use to build their boats and how their boats will move. It should be something they can really make themselves with materials that they have access to (give them access to a recycling collection to prompt ideas). Tell them to think about how to make their boat waterproof if it isnâ&#x20AC;&#x2122;t already (eg:

Activity

Push And Pull Toys 1

RRUnderneath each traditional Asian toy, write whether it uses a push or pull force (or both).

Ring Toss - Japan

OtoshiDaruma - Japan

Puppet - Indonesia

Duck Toy - Japan

Rattle Drum - China

BuGuri (spinning top) - India

Activity

Push And Pull Toys 2

ď ą Toys often move and work by either pushing or pulling them. Look through your toys at home. Bring one into the classroom. Think about how it moves. Do you pull or push it? 1. Fill in the details for your toy below.

My toy is:

Here is a picture of my toy.

It moves by:

The arrows show whether it moves by pushing or pulling. 2. Select one of your friend's toys. Draw it below. Does it move by pushing or pulling? Label it.

Your friend's toy is:

Here is a picture of my friend's toy.

It moves by: The arrows show whether it moves by pushing or pulling. 21

Activity

Making Paper Move

ď ą We can do things to materials to make them move. Follow the steps below to manipulate paper and make it fly! 1. Take an A4 piece of paper.

2. Fold the paper in half.

3. Open the paper up and fold down each corner.

4. Fold down the top left and right corners again.

5. Turn the paper over and fold in half.

6. Fold each side down to make 'wings'.

7. Fold again to make the 'wings' thinner (optional).

8. Fly your plane!

Activity

Making Things Spin

 We can put materials together to make them spin! Follow the procedure below, to make a spinning wheel.

Materials needed: • paper plate • dowel (1 cm x 30 cm) • adhesive tape

• cotton reel • double-sided tape • 4 paper/plastic cups

Steps: 1. Use tape to stick the cups evenly on top of the paper plate as shown in the picture. 2. Use double-sided tape to stick the cotton reel to the bottom of the plate. 3. Push one end of the dowel into the centre hole of the cotton reel and the other in the ground. How to make it move: The plates will spin around if you place your spinning wheel outside when there is some wind. The cups will catch the wind and move. Alternatively use your breath to make the wheel spin or a fan! 23

Activity

Floating And Sinking

ď ą Place a tick next to the objects that you expect to float and a cross next to those you expect to sink. Then, place each object in a bowl of water and record the actual results.

metal fork

Predicted

Actual

wooden block

Predicted

Actual

cardboard tube

Predicted

Actual

plastic plate

Predicted

stone

Predicted

Actual

rubber ball

Predicted

Actual

1. Did your predicted results match the actual results? Why?

____________________________________________________________

2. Does all metal sink?____________________________________________ 3. Why not?_ ___________________________________________________ 24

____________________________________________________________

Activity

Floating Boat

 You are going to design and make a boat to hold some small items (pencil sharpener, eraser, etc.) that actually float and move from one end of a tray (with water in) to the other.  Draw a design for your boat and label the materials. How will you make it move?

 Once you have had the opportunity to build your boat, take a picture of it and stick it on the back of this sheet. Now hold a boat race with your friends. Whose boat reached the finishing line first? Answer the questions below. 1. Did it float?___________________________________________________ 2. How did you move it? __________________________________________ 3. Did it hold small items? Which ones?

____________________________________________________________

4. Did your boat win the race?

____________________________________________________________ 25

Section 3:

Where Do Things Come From?

Section 3

Teachers' Notes

Curriculum Focus Explore how plants and animals are grown for food, clothing and shelter and how food is selected and prepared for healthy eating (ACTDEK003)

Plant And Animal Products 1 (Page 30) Point out a few things in the classroom to the children. Ask them if they know what they are made of. Discuss how some things are easily identifiable (eg: a wooden table is made from wood from a tree) but others might be harder to figure out (eg: school uniform made of cotton from a cotton plant). Briefly discuss wood, wheat and cotton and what they look like and how they can be turned into products that we can use/eat. Younger children might have trouble identifying what products are made of so â&#x20AC;&#x2DC;realâ&#x20AC;&#x2122; pictures that you find online could be helpful. Even better would be to provide real life examples of things they may not have seen before. Children to complete the worksheet.

Extension The children could try and come up with one more thing that can be made from wood, cotton and wheat.

Plant And Animal Products 2 (Page 31) Ask the children what they had for dinner last night. Do they know where the food they ate comes from? Yes, mum/dad bought it at the supermarket but where did the supermarket get it? Ask some questions to see what the children understand about what they eat and where it comes from. Where does milk come from? How do you get it out of the cow? What fruits can you pick? Where do eggs come from? Does anyone keep chickens at home? Does anyone grow fruit/vegetables at home? Does anyone go fishing? What foods can the children think of that

come from plants? What plants do we eat? What foods come from animals? Children to complete worksheet.

Extension Children could draw one extra food item under each heading on the worksheet.

How To Grow Your Own Plant 1 & 2 (Pages 32 and 33) Show the children a pot plant (preferably of a food, eg: tomatoes) and discuss how you could grow this plant yourself. Talk about what plants need to grow, eg: soil, seed, water, sun. Give each child/group a seed and a pot with some soil in it and get them to bury their own seeds. Water the plants and find a sunny spot to leave them. Spend the next few weeks looking at the plants on occasion and noting any changes they see. Let the plants grow to maturity and then get the children to do the worksheet on how a plant grows. If they planted an edible plant, allow them to eat their produce.

Differentiation

Children can stick the pictures in the correct order (soil, seed, water, sun, sprouting plant, full grown tomato plant) or draw their own pictures. Older/higher ability children could also write their own description for each picture.

Food Groups (Page 34)

Have a discussion with the class about the five different food groups. Write the names of each group on the board and ask the children to name foods that they think go under each heading. Discuss each group in simple terms. (Eg: all meat comes from animals, all dairy has milk in it.) Children to complete worksheet. 27

Section 3

Teachers' Notes

Differentiation Younger children may need an adult to support them by naming all of the foods in a group to see if a particular picture would fit within that group.

Extension Use the internet to research the difference between fruit and vegetables.

Preparing Food 1 (Page 35)

Ask the children what a fridge and freezer are used for. What is the difference between the two? What do they keep in the fridge at home? Why do they keep those things there? What do they keep in the freezer at home? Why do we keep those things there? If we want to eat some vegetables that have been kept in the fridge we need to rinse them first. Why do we normally wash things? Do we wash our vegetables for the same reasons? Show the children a picture of (or even better, a real) colander. What do you think this is used for? Why is this a good tool to use to rinse fruit and vegetables? Children to complete worksheet.

Differentiation Younger children might need help to identify everything in the picture. Some children might never have seen a colander before and some might have a deep freezer and not a fridge/freezer combo.

Extension Talk briefly about foods that can go in the fridge or the cupboard (some fruit and veg, cake, etc.). Why might you decide to keep something in the fridge rather than out (last longer, prefer it cold) or keep it out rather than in the fridge (prefer it at room temperature, going to eat it soon). Discuss the same regarding choosing a fridge or freezer to store things. Discuss how some things can be cooked from or eaten frozen but others need to be defrosted. How might this influence your decision where to store it?

Preparing Food 2 (Page 36)

How can we make sure that preparing our food doesn’t make us sick? If we don’t wash our hands before preparing or cooking food we could transfer germs from our dirty hands onto the food. We should also be careful not to cross contaminate by thoroughly cleaning utensils in between prepping different foods. Discuss how, if we use a knife to cut raw meat we should never use that knife to cut anything else until it has been washed in hot, soapy water. Do the students think the same applies to cutting boards?

Differentiation Help reading questions and with annotation for children who need it.

Extension I cut up strawberries and then I want to cut up some grapes. My friend who is going to eat the grapes is allergic to strawberries. What could happen if I use the same knife for both? What should I do instead? Why is this important? Touch on the dangers of anaphylaxis.

Designer Fruit Salad (Page 37) Discuss allergies and what can/cannot be a part of various people’s diets – and how cross-contamination is sometimes not safe. Ask the students: If a recipe has an allergen in it how can we solve this problem? Let the children design their own fruit salad, from the options that you are able to provide for them in the classroom. Allow them to make their own designed fruit salad for afternoon tea.

Extension

Talk about why the teacher provided the fruit he/she did and why. Discuss seasonal fruit and how it is cheaper and more easily accessible. Briefly discuss how, if a fruit is out of season, it may need to be imported and what this means. Use very simple terms.

Section 3

Teachers' Notes

In Or Out Of Season? (Page 38)

Class to take a trip to the supermarket. Before the class goes, students need to write a list of all the fruits they can think of. What fruits are in season? Why is this important (fresh, cheaper, available, environmentally friendly) and how can we find out? Google a list of in- season fruits and then decide, as a class, which fruits they would like to buy. Are there any particular ones that people like, donâ&#x20AC;&#x2122;t like or are allergic to? How many of each fruit will they need? If only one child wants watermelon will they need a whole melon? Once the list has been written up, the children can visit the supermarket. Perhaps split the class into groups and have each group find a specific fruit. Have them find the fruits on their list. Did they see any fruits that were out of season? How are these in the shops? (frozen, imported?) Let the children eat their fruit for afternoon tea.

Differentiation Plan trip according to school policy. Ensure there are enough adults to work with the groups on the trip and be available to address questions and ideas that come up en route. An adult's help may be required with annotating.

Extension Students to help mum/dad with the grocery list next time she/he goes shopping. Do you already have fruit at home? What fruit do you need to buy?

available and that certain foods are easier to get in Australia because they are grown/ produced here. Discuss how other countries may have different foods easily available to them. Google pictures of Asian dishes and talk about what the children may have eaten before. Focus on Sushi since most children have probably seen it before and may have even eaten it. Maybe Google a local Japanese restaurant's menu to see the different varieties of sushi they might sell. Show the children a map of where Japan is. Note how it is surrounded by the sea. How do the children think this may influence what they eat? Has anyone in the class eaten Sushi before? What is it made of? Why have they used seaweed to encase the dish? Why is rice used? What meats can be found inside? Do the children notice that there are lots of tuna, salmon, prawn sushi rolls on the menu? Discuss how Japanese food traditionally incorporates a lot from the sea, e.g. fish, crustaceans and seaweed.

Extension Class trip to a Japanese restaurant or Sushi take out. Ask the children to ask their families what traditional food they eat and why it is considered traditional. Report back to the class. (Some classes may consist of many cultures or children may have parents or grandparents from other countries that they can talk to/ask about this topic.)

I Love Japanese Food! (Page 39)

Ask the students what foods they eat often in their house? Brainstorm on the board with the class and compare notes. Are some foods common to lots of households and some less commonly occurring? Why is this? Explain that people tend to buy and cook foods that are easily 29

Activity

Plant And Animal Products 1

ď ą Plants and animals are used to provide food and materials for clothing and furniture. For example, a cow provides us with milk and a sheep provides us with wool to make clothing. ď ą Wood, wheat and cotton are used to make products and foods. Cut and paste to show what products and foods; wood, wheat and cotton make.

Plant and Animal Resources wood

wheat

Products and Foods

cotton

Activity

Plant And Animal Products 2

ď ą A lot of the food that we eat comes from plants and animals. ď ą Cut out the pictures below and glue them under the correct headings. Food from plants

Food from animals

Activity How To Grow Your Own Plant 1

ď ą Plants are very important because they are a source of food and provide us with materials for clothes too! Did you know that you can grow your own precious plant? ď ą Cut out the pictures. On the template on page 33 glue the pictures in the correct order to show the steps for growing your own plant.

Activity How To Grow Your Own Plant 2

1. First you need a pot with some soil in it.

2. Then you need to bury a seed in the soil.

3. Make sure your pot plant is in the sun.

4. Make sure your pot plant gets enough water.

5. See the seedling sprout.

6. Then see the plant grow.

Activity

Food Groups

ď ą Food can be divided into groups. Some food groups are more healthy than others. The food circle below shows how food can be divided up. ď ą Cut and paste the foods at the bottom of the page into the correct parts of the circle. Add your own to each group.

vegetables

grains

fruit meat and fish

dairy

MILK

Wholegrain Cereal

TUNA

Activity

Preparing Food 1

ď ą Fridges and freezers are great designs. What did we do without them? Look at the picture and answer the questions.

1. What is in the fridge?_________________________________________ 2. Why do you think we put food in the fridge?

__________________________________________________________

3. What is in the freezer? ________________________________________ 4. What temperature do you think it is inside a freezer?_______________ 5. Why do we put things in freezers?_ _____________________________

__________________________________________________________

6. What is under the tap in this picture?____________________________ 7. Why is this under the tap? _ ___________________________________ 8. Why is this important? _ ______________________________________

Activity

Preparing Food 2

ď ą There are many carefully designed kitchen tools that help us to prepare our food. ď ą Look at the picture, then answer the questions and complete the tasks.

rule number 1

Colour! 1. Colour the grater; the peeler; the knife and the chopping board. 2. Why is it important that these tools are clean before we use them? _ _________________________________________________________ _ _________________________________________________________

hands! 3. What about our hands? What is the number one rule before preparing or eating food? Write this rule in the speech bubble above. 4. Why should we do this? _ _________________________________________________________ _ _________________________________________________________ 36

Activity

Designer Fruit Salad

ď ą Follow the recipe to make a great looking fruit salad. Before you do, highlight all the steps below to make sure that the fruit salad is safe to eat. You will need: zz clean cutting board

zz strawberries

zz clean knife

zz watermelon

zz clean large bowl

zz apple

zz clean small bowls for individual portions

zz banana zz green grapes Procedure

Tick

1. Wash hands. 2. Wash all fruit without skin thoroughly. 3. Cut up each fruit into bite size portions. 4. Place the cut up fruit into the bowl in a way that is visually appealing - you could make a face. 5. Serve.

Question! Check out your friend's fruit salad design. What do you like about it? _________________________________________________ 37

Activity

In Or Out Of Season?

ď ą We are going fruit shopping today! What fruits do we need to buy at the shops? Draw a picture of each fruit you will be buying. Write the name of it too if you like.

How many of each fruit will you need? Write the number and tick next to it once it has been put in the trolley.

Activity

I Love Japanese Food!

ď ą Draw a picture of one kind of Japanese food that you have learned about today.

1. What have you drawn?

____________________________________________________________

2. What is this food made up of? List all of the ingredients you can think of and why they have been used in this meal.

Section 4:

Materials And Design

Section 4

Teachers' Notes

Curriculum Focus Explore the characteristics and properties of materials and components that are used to produce designed solutions (ACTDEK004)

Sock Puppet Materials and Design Your Own Sock Puppet! (Pages 43 and 44) Show the children some sock puppets that you have made or researched. Ask them what kind of sock puppet they would like to make. Get them to think about and discuss what they would need to create their sock puppet. Why do they need those things? Discuss the textures and look of various materials. Would wood make a good material for a dress for your puppet? Would cotton wool make good eyes? Why/why not? Would buttons be better? Why/why not? Could they use something else if what they needed wasn’t available? Eg: popcorn kernels instead of buttons? Children to fill out the first worksheet, looking at real examples of the materials in pairs. Children to design their own sock puppet on the second worksheet and label all the things they will need to create it. Teacher to provide materials (socks, buttons, glue, material scraps, wool, markers, etc.) and allow the children to design their own sock puppets.

Differentiation

Younger children could have the labelling annotated for them or label their picture after they have made the puppet, once they know what they used. Older/more able children could be required to adapt their design if certain materials aren’t available or find alternate materials to give the same effect.

Extension

Perform a sock puppet play!

Perfect Designs 1, 2 and 3 (Pages 45, 46 and 47) Show the children pictures of playgrounds and playground equipment (preferably of local playgrounds with which they might be familiar; or ask them to bring in pictures of their favourite local playground; or Google pictures of local playgrounds with the children). Discuss each playground with the class as you go. Encourage the children to tell you/ each other what they like best or don’t like about particular playgrounds. Talk about swings, sand pits, climbing frames, monkey bars, slides, etc. What do they like and why? What don’t they like? Do they prefer chip bark or sand, challenging climbing frames or simpler ones? Are any common themes being noticed? Go through the design questions on the first worksheet together first.

Differentiation By outcome. Writing can be annotated by an adult.

Evaluation Ask the children/groups to bring their design for their dream playground to the mat (Page 46). Ask them to discuss with their friends what worked and what didn’t in their design of the playground equipment. What would have worked better? Share their ideas with the rest of the class.

Differentiation By outcome. Younger children can focus on the evaluation and not so much on the solution aspects. They could also complete the worksheets in groups or as a class with the teacher once the discussion has taken place. 41

Section 4

Teachers' Notes

Extension Design the playground equipment again, using the new ideas and solutions they have come up with.

Tools (Page 48) Show pictures of tools for children to explore. Show videos of what they are used for. Give children a chance to use a light hammer or another tool under adult supervision. Discuss how to use each tool safely. How can they be dangerous? Children to complete worksheet by writing next to each picture what it is used for.

Differentiation By outcome and adult supervision and input with handling the tools safely.

Extension The children could be given the opportunity to use real lightweight tools (eg: to hammer nails into wooden board) under close supervision. They could help to make something really simple such as a planter box (see page 49).

My Planter Box (Page 49)

Once the children have had a chance to get familiar with the tools, tell them that they are going to help their teacher to design and build a planter box for the school yard something to grow flowers or fruit/veggies in. Ask them to think about which material will work best and be easier to manipulate with the tools they have used so far. Their options are metal sheeting or wooden planks. Which one would be more sustainable? Which one could we hammer nails into more easily? Which one could we cut with a simple saw instead of specialist machinery? Ask them to come up with a simple design. Compare designs and discuss the pros and cons of each.

Children to choose one simple design to follow to build the box. An adult can build the box with assistance from the children, giving them the opportunity to manipulate the tools and follow through on their design solution.

Differentiation Adult to do the manual labour while children project manage. Support in managing the task and assistance/freedom to use tools where suitable. Annotation of worksheet where needed. Lots of support to list the steps needed to build the box.

Extension Grow something in your planter box.

Activity

Sock Puppet Materials

 You are going to make a sock puppet. Fill in the table to think about what materials would be suitable to use for your sock puppet. Easy to Not sharp Will rot or glue onto a - safe to decompose sock use

wood



 

Easily broken

Suitable to use for my sock puppet? Why/why not?



I could use a wooden plank/stick inside my puppet to make it move instead of my hand.

paper

plastic

glass

cotton wool

Question! A sock puppet has eyes. Select a material from above that you think would make good eyes. Say why. ____________________ because _____________________ 43

Activity

Design Your Own Sock Puppet!

 Use the space below to design your own sock puppet. Draw eyes, a nose and a mouth or whatever else you want and think about what you will use to create them on your real puppet. Annotate your design to say why the materials ‘work’ well. Now, get an old sock and make your puppet come alive!

Activity

Perfect Designs 1

 You are going to design a dream playground. Before you begin, pair up and answer the design questions below.

Design questions 1. What if the swings are too near to the sand pit? ____________________________________________________________ ____________________________________________________________ 2. How much room do you need at the bottom of a slide? Why? ____________________________________________________________ ____________________________________________________________ 3. What is the best surface for a playground? ____________________________________________________________ ____________________________________________________________ 4. What is the best material for a slide – would wood work – why? ____________________________________________________________ ____________________________________________________________ 5. Would a well-designed playground have toilets? Why? ____________________________________________________________ 6. Would a well-designed playground have a carpark? Why? ____________________________________________________________ 7. Would a well-designed playground have a water fountain? Why? ____________________________________________________________ 8. What else would a well-designed playground have? Picnic tables? ____________________________________________________________ ____________________________________________________________ 45

Activity

Perfect Designs 2

 Step 1: Cut out the pictures at the bottom of the page.  Step 2: Glue to create your perfectly designed playground. Draw to add to it. Remember to think about space; safety; materials; objects included.  Step 3: Annotate your design with information about layout and materials.

picnic tables give people somewhere to eat. They are far enough away from the swings for safety.

Activity

Perfect Designs 3

 Step 4: Evaluate! 1. Best bit! What worked well in your design and creation of your playground?

2. Worst Bit! What didn’t work well?

3. What is one material that you would change and why?

4. If you had to move something – what would it be?

5. If you could add something – what would it be?

Activity

Tools

ď ą Write next to each tool what it is called and what it can be used for.

This is a________________________

______________________________

This is a________________________

______________________________

Activity

My Planter Box

ď ą Think about how you want your planter box to look and draw a picture of it, labelling all of the pieces and describing them where necessary.

What material have you chosen? 1. Do you need a saw?____________________________________________ 2. Do you need a screwdriver?_ ____________________________________ 3. Do you need a hammer?________________________________________ 4. Do you need a drill?____________________________________________ 5. Do you need screws or nails?_ ___________________________________ 6. Is there anything else you need? If so, write it down so you donâ&#x20AC;&#x2122;t forget.

____________________________________________________________

7. Write down the steps to actually build the planter box.

eg: Step 1: Fetch the saw, hammer and nails from the shed.

____________________________________________________________