From Paddock to Plate
Design and Technologies
Year 5 & 6 Content Descriptions
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Design and Technologies Knowledge and Understanding
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Investigate how and why food and fibre are produced in managed environments and prepared to enable people to grow and be healthy (ACTDEK021)
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Sequencing the process of converting 'on-farm' food or fibre products into a product suitable for retail sale, that is, the 'paddock to plate' supply chain, or when making yarn or fabric from fibre.
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Identifying work practices that show an understanding of nutrition, environmental considerations, hygiene and food safety when designing and making a food product, for example, washing fruit and vegetables carefully to remove residues, safe disposal of cooking oils to avoid environmental damage, refridgerated storage of highly perishable foods.
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Design and Technologies Processes and Production Skills
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Develop project plans that include consideration of resources when making designed solutions individually and collaboratively (ACTDEP028)
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Outlining the planning and production steps needed to produce a product, service or environment using digital technologies.
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Reflecting on planned steps to see if improvements can be made.
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Link to Australian Curriculum - Design and Technologies: Curriculum Years 5 and 6
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Alignment with key ideas in the technologies curriculum
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This unit plan provides students with an opportunity to identify the benefits or risks relating to designed solutions in the food processing industry. Students will use critical and creative thinking to weigh up the possible short and long term impacts of food processing practices on liveability, economic prosperity and environmental sustainability for creating a preferred future.
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Link to Australian Curriculum - Technologies: Key Ideas
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Unit Overview
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This unit has been developed for year six students to develop an understanding of the reasons why and how we process foods, and the actual harm or benefit associated with the food processing industry. Students will evaluate and rank foods with regard to their degree of processing, and describe how foods differ in the level of processing by providing examples of products and the processing technique. Students will describe the reason foods are processed and reflect on who benefits from this (e.g. consumer or manufacturer). Students will explain the health, social and economic concerns associated with the food processing industry.
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Assessment
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Students will develop an exposition supported by a PowerPoint presentation representative of their informed personal opinion of the advantages or disadvantages of the food processing industry. Students must take into account the health, social, environmental and economic factors related to this industry.
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Supporting Resources
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Links to other relevant curriculum (general capabilities)
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Visual presentations
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Differentiation and adjustments
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Links to required resources
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Assessment - task sheet and rubric
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Unit Plan
Food Processing Slides
Vocablulary Definitions
Worksheets
Assessment Task Sheet
Rubric
Unit plan adapted from the work of John Hopkins Centre.
Unit plan slides and vocabulary definitions sourced directly from
'A project of the John Hopkins Centre for a liveable future'.