Types of food and fibre produced in different environments, cultures or time periods, including t...

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Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them (ACTDEK012) by Mind Map: Types of food and fibre produced in different environments, cultures or time periods, including the equipment used to produce or prepare them (ACTDEK012)

1. exploring tools, equipment and procedures to improve plant and animal production, for example when growing vegetables in the school garden and producing plant and animal environments such as a greenhouse, animal housing, safe bird shelters

1.1. sustainability

1.1.1. key concept 3 building the capacities for thinking and acting in ways that are necessary to create a more sustainable future -specific links to greenhouses, gardens for a better future

1.2. critical and creative thinking

1.2.1. General Capabilities students develop capability in critical and creative thinking as they learn to generate and evaluate knowledge, clarify concepts and ideas, seek possibilities, consider alternatives and solve problems - students will be using their critical and creative thinking to develop solutions to long term problems. - future thinking - experimenting with different tools through trail and error -add depth to students learning

1.2.2. PLANNING AND CONDUCTING With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment (ACSIS054) trail and error - exploring tools, equipment, and procedures - experiments to find solutions for a future wold science as a human endeavour year 3 -students can use science investigations to respond to questions -inquiry skills

1.3. science

2. identifying the areas in Australia and Asia where major food or fibre plants and animals are grown or bred, for example the wheat and sheep belts, areas where sugar cane or rice are grown, northern Australia’s beef industry, plantation and native forest areas

2.1. HASS

2.1.1. The difference between climate and weather, the main climatic zones of the world (e.g. equatorial, tropical, arid, temperate) and the similarities and differences between the climates of different places (ACHASSK068)

2.1.2. humanities and social science achievement standards Students map and locate various boundaries and natural features that define Australia. They describe the diverse characteristics of Australia’s neighbouring countries, and identify different climatic zones of the world.

2.1.3. -collect and record data and information

2.1.4. key concept 1 -explores the interdependent and dynamic nature of systems that support all life on Earth as well as the promotion of healthy social, economic and ecological patterns of living for our collective well being and survival. -linking to the relationship between climate and food sources.

2.1.4.1. critical and creative thinking

2.1.4.1.1. higher order thinking By applying a sequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can employ whenever they encounter problems, unfamiliar information and new ideas.

2.2. science

2.2.1. Science involves making predictions and describing patterns and relationships (ACSHE050) -students are able to interpret data and make a connection between Australia and Asia and the food production

3. describing ideal conditions for successful plant and animal production including how climate and soils affect production and availability of foods, for example Aboriginal seasons and food availability

3.1. HASS

3.1.1. Questioning and researching

3.2. sustainability

3.2.1. Sustainability education is futures-oriented, focusing on protecting environments and creating a more ecologically and socially just world through informed action. - students need to understand the importance of looking after the planet in a broarder sense

3.2.1.1. key concept 2 sustainability on a global context. the repercussions of global warming on weather conditions, limits potential access to certain foods if conditions are not ideal

3.3. Aboriginal and Torres trait islander histories and culture

3.3.1. Different access to foods due to climate and soil. This knowledge and understanding will enrich their ability to participate positively in the ongoing development of Australia.

4. recognising the benefits food technologies provide for health and food safety and ensuring that a wide variety of food is available and can be prepared for healthy eating

4.1. science

4.1.1. USE AND INFLUENCE OF SCIENCE Science knowledge helps people to understand the effect of their actions (ACSHE051) -understanding food benefits will have a direct impact on a persons choices

4.1.1.1. everyday life

4.1.1.1.1. linking into the growing obesity crisis and poor diets of many around the world. lack of education in their foundation years can lead to unhealthy habits. prevention is the key

4.2. sustainability

4.2.1. This priority will allow all young Australians to develop the knowledge, skills, values and world views necessary for them to act in ways that contribute to more sustainable patterns of living -sustainable pattern of living = healthier lifestyle choices

4.3. critical and creative thinking

4.3.1. higher order thinking By applying a sequence of thinking skills, students develop an increasingly sophisticated understanding of the processes they can employ whenever they encounter problems, unfamiliar information and new ideas. -can make choices for themselves that reflect their understanding of food safety

5. Investigating the labels on food products to determine how the information provided contributes to healthy eating, for example ingredients and nutrition panels

5.1. science

5.1.1. Science knowledge helps people to understand the effect of their actions (ACSHE051) -why people pick certain foods.

5.2. critical and creative thinking

5.2.1. The Alice Springs (Mparntwe) Education Declaration recognises that critical and creative thinking are fundamental to students becoming successful learners. -students will use their creative thinking to brainstorm ways to use labels to find positive solutions

5.2.2. HASS

5.2.2.1. HASS -Locate and collect information from a variety of sources (e.g. photographs, maps, books, interviews, internet) (WAHASS28)

5.3. numeracy

5.3.1. reading the percentages and intake numbers and interpret data for their personal gain -Students need to recognise that mathematics is constantly used outside the mathematics classroom and that numerate people apply general mathematical skills in a wide range of familiar and unfamiliar situations.