Technologies Resources
Design and Technologies
Year 3 and 4 content descriptions
Design and Technologies Knowledge and Understanding
Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012).
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Identifying 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.
Design and Technologies Processes and Production Skills
Plan a sequence of production skills when making designed solutions individually and collaboratively (ACTDEP018).
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Identifying the steps in a mass production process.
A unit plan and other additional links to information and resources for the Years 3 and 4 Design and Technologies content descriptions are included within the plan.
Food Glorious Food Unit Plan
Evidence from recent studies has increasily highlighting that students have a superficial understanding of the processing and production of their food. This unit plan will endeavour to develop students’ understanding of food sources and the changes food needs to go through before it is consumed.
Students, through interactive activities, reflection and discussion will:
• Be introduced to the notion that plants and animals are a source of food.
• Grasp the idea that nearly all food goes through some degree of change, and this has been the case in modern
and traditional times.
• Develop their solid understanding of where and how food is grown.
• Understand the difference between processed and fresh food, and inquire into some of the
misconceptions surrounding processed food.
• Understand the difference between highly and minimally processed food.
• Be able to detail some of the necessary changes our food must go through.
Resource Context
This resource provides a guide for integrating concepts and issues relating to agriculture, food and fibre to support the teaching and learning of the Australian Curriculum in a year 3 & 4 context. The resource highlights the engaging and hands-on potential of resources and activities related to agriculture, food and fibre. This resource, while providing a general activity procedure, stimulate and enhance eaching ideas, and is exible enough to be adapted to many different learning contexts and student learning styles.
Learning and Teaching Sequence
Students are asked to examine source of their food, whether it is animal, plant or humanmade and that most food must go through changes before it can be eaten. Students will also appreciate that in both modern and traditional times changing food to ensure food safety, preserve, and convenience has occurred in a variety of ways.
Additional links to information
Where does our food come from - Beef
Where does our food come from - Lamb