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STEM Food Education and Sustainability Training

Stage Stage 3, Year 5 and Year 6

Weeks 10 weeks (10 sessions – 1.5 hours each to adjust)

Timing Term 2, 2018

Teacher

Unit Overview This unit uses a STEM lens and integrates both theoretical and practical learning. Students will investigate what goes into producing and preparing healthy food and all the things we can do to avoid food waste. Students will investigate why food waste is an issue in Australia and other parts of the world by exploring: what food waste is, different ways to cook using food that would otherwise be wasted, how to prepare and select ingredients from different food groups, ways to design and create recipes to educate others about healthy eating and preventing food waste.

The design brief includes using hand illustrated drawings, food photography and/or digital technologies, to explain and document the foods and processes used in creating recipes and a presentation to educate others about the ways to cook with food that might otherwise go to waste.

This unit provides students with an opportunity for an integrated STEM approach to teaching and learning. Through the application of scientific skills and a process to identify a need, research and develop a design solution, work collaboratively, and to document, present and evaluate their solution. In addition, students also use mathematical terminology and conventions when estimating quantities, measuring foods, budgeting and cooking. Both design and mathematical processes are used when designing the recipe pages for a ‘School Cookbook’.

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Key inquiry questions include:

Why is it important to be aware of food waste?

What human behaviours can reduce food waste in the home or at school?

What are some of the ways food is wasted on a local and global level?

Where does food come from and how can we make informed healthy food choices?

How do we prepare, cook and eat nutritious food in a sustainable manner?

Can we create recipes that can educate others about healthy eating and preventing food waste?

How can we apply the processes of “Working Scientifically” and “Working Technologically” to devise food waste solutions?

Main Outcomes and Indicators in NSW Syllabus Science and Technology K-6

ST3-1 › conducts investigations, and collects, represents and summarises data to communicate conclusions

ST3-3 › plans and uses materials, tools and equipment to develop solutions for a need or opportunity

ST3-5LW › explains how food and fibre are produced sustainably in managed environments for health and nutrition

Mathematics K-10

MA3-2WM › selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations

MA3-3WM › gives a valid reason for supporting one possible solution over another

MA3-5NA › selects and applies appropriate strategies for addition and subtraction with counting numbers of any size

MA3-7NA › compares, orders and calculates with fractions

MA3-18SP › uses mental and informal written strategies for multiplication and division

MA3-18SP uses appropriate methods to collect data and constructs, interprets and evaluates data displays

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Assessment Assessment for Learning Assessment as Learning Assessment of Learning

Pre assessment Students knowledge about food waste.

Students produce a variety of work samples, including designated assessment activities. These should be evaluated to determine students’ level of achievement and understanding.

Student understanding may be assessed through the use of observational checklists, anecdotal records and analysis of contributions to class discussions.

Students engage in peer assessment, based on jointly derived criteria for activity completion.

Student understanding may be assessed through the use of observational checklists, anecdotal records and analysis of contributions to class discussions.

Adjustments ☐ Consideration to teaching CTT

☐ Consideration to environment CTE

☐ Consideration to lesson delivery CTLD

☐ Consideration to instructions CTI

☐ Consideration to printed material CTPM

☐ Consideration to time management and organisation CTTM&O

☐ Consideration to content CTC

☐ Consideration to class discussions CTCD

☐ Consideration to written responses CTWR

☐ Consideration to reading tasks CTRT

☐ Consideration to assessment CTA

☐ Other __________________________________

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Cross Curricular Priorities Learning Goals ☐ Asia and Australia’s engagement with

Asia

☐ Aboriginal and Torres Strait Islander

histories and cultures Sustainability

Identify their understanding of the design challenges set and provide an oral definition of the task. Identify why it is important that we are aware of food waste. Identify what human behaviours can reduce food waste in the home and at school. Identify where food comes from and how to make informed healthier food choices; what food waste is on a local and global

level; different ways to cook using food that might otherwise be wasted, ways to prepare and select ingredients from different food groups, and ways to design and create recipes to educate others about healthy eating and preventing food waste.

Write a design brief. Use working scientifically and working technologically skills to explore how to reduce food waste. Use STEM thinking in Maker Space activities to make hypotheses, invent and create recipes. Make predictions about recipes that can be created with food that might otherwise be wasted. Investigate the effects of food waste. Develop design techniques and research skills whilst referring to a design brief. Design and make a range of recipes using food that might otherwise be wasted. Write procedures. Create labelled drawings explaining processes and products used in assigned solutions. Present final designed solutions to an audience. Reflect and evaluate feedback.

General Capabilities Critical and creative thinking Ethical understanding Information and communication technology capability

Intercultural understanding Literacy Numeracy Personal and social capability

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Vocabulary Key terms include: breakfast, change makers, cheese, cooking, create, cookbook, dinner, dipping, design, eggs, excess food, food waste, fruit, fish, food photography, food groups, flavour, grains, health, heating, healthy eating, healthy fats, hygiene, imported food, ingredients, labelled drawings, lunch, leftover food, legumes, lean meat, local food, milk, mixtures, mixing, make, nutrition, nuts, OzHarvest, poultry, portions, procedures, rescued food, recipes, sustainability, safety, seeds, serves, seasonal food, vegetables, yoghurt

Resources ABC Splash (2017) Food Waste. http://abcsplashdev2.s3.amazonaws.com/output/2017-w35/kxWKPkNw-trim-75eaff90-3787-4b70-aa2c-69aa4a674330.mp4 OzHarvest (2017) Food Waste Facts. http://www.ozharvest.org/fight-food-waste/food-waste-facts/ OzHarvest (2017) How To Be A Food Saver. http://www.ozharvest.org/fight-food-waste/food-saver/ OzHarvest (2017) Top Five Wasted Foods. http://www.ozharvest.org/fight-food-waste/top-five-wasted-foods/ OzHarvest (2017) Wasty Recipes. http://www.ozharvest.org/fight-food-waste/wasty-recipes/ Australian Government (2017) Australian Dietary Guidelines. https://www.nhmrc.gov.au/_files_nhmrc/file/publications/n55_australian_dietary_guidelines1.pdf Australian Government (2017) Eat for Health. https://www.eatforhealth.gov.au/food-essentials/how-much-do-we-need-each-day/recommended-number-serves-children-adolescents-and Australian Government (2017) Food Safety. http://www.health.gov.au/internet/publications/publishing.nsf/Content/gug-director-toc~gug-foodsafety Australian Government (2017) Guide to Healthy Eating. https://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating ABC Splash (2017) Grow your own vegies and native plants. http://splash.abc.net.au/media/-/m/31158/growing-vegetables-and-natives?source=primary-science ABC Splash (2017) How do you catch and eat fish? http://splash.abc.net.au/media/-/m/85888/ways-to-catch-and-eat-fish?source=primary-science ABC Splash (2017) How does rice get to the supermarket? http://splash.abc.net.au/media/-/m/30294/how-does-rice-get-to-the-supermarket-?source=primary-science ABC Splash (2017) Milk, from the dairy to the shop. http://splash.abc.net.au/media/-/m/30258/from-the-dairy-to-the-shop?source=search ABC Splash (2017) Where does bread come from? http://splash.abc.net.au/home#!/media/30303/where-does-bread-come-from-?source=search Streintrager, M. (2017) Apple peel don’t toss it. 11 ways to use every part of your fruit and vegies. https://www.today.com/food/dont-toss-it-tips-how-serve-every-part-plant-t16331 Cool Tools for Schools http://cooltoolsforschools.wikispaces.com/ Cooking with Kids (2014) How to slice and mince. https://www.youtube.com/watch?v=a29E1K-_aCA&index=3&list=PLHPLFedu_d0T7kCWOoQnCksdZq2cHSeRr Cooking with Kids (2014) How to measure. https://www.youtube.com/watch?v=D5YsCyWHufE&index=4&list=PLHPLFedu_d0T7kCWOoQnCksdZq2cHSeRr Cooking with Kids (2014) How to knead and shape dough https://www.youtube.com/watch?v=mV79PRiNfuQ&list=PLHPLFedu_d0T7kCWOoQnCksdZq2cHSeRr&index=5

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Lesson Sequence

CONTENT

TEACHING LEARNING AND ASSESSMENT DIFFERENTIATION

LESSON 1: The Essential Question and Scenario

Stage 3 – The Living World Explains how foods are produced sustainably in managed environments for health and nutrition ST3-5LW

Conducts investigations, and collects, represents and summarises data to communicate conclusions ST3-1

Plans and uses materials, tools and equipment to develop solutions for a need or opportunity ST3-3

Working mathematically

Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM

Teacher background information and Learning Goal Food waste is a devastating and widespread national issue, which costs an estimated $20 billion to the Australian economy each year. Food waste is when any food that could have been eaten by people is wasted or thrown away. Food is wasted every day along the whole food supply chain from when it’s grown, during transportation, in the packaging and manufacturing process, at the supermarkets and above all, in our homes.

Prior to the lesson, students should demonstrate appropriate knowledge, understanding and skills in posing suitable questions and data collection. The teacher defines the main question and shares the scenario that is the focus of the unit. Students illustrate understanding of the challenges set out in the scenario and provide an oral definition of the task. Whole-class activity: Find out what students think of when they hear the phrase ‘food waste’.

Watch and listen to The Extraordinary Life of Strawberry and follow the journey of a strawberry from the farm to the refrigerator to understand all that it takes to bring food to the table on YouTube (1:59 min).

Class discussion about the types of recipes that might be made using foods that would otherwise be wasted at home.

Support

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Gives a valid reason for supporting one possible solution over another MA3-3WM

Working Mathematically

Uses appropriate methods to collect data and construct, interpret and evaluate data displays MA3-18SP

Brainstorm and record the different types of foods that students know are wasted at home and/or at school that could be cooked.

Take a walk around the school, locate bins, compost heaps and the school garden, and identify and record types of food wasted. Students sort and classify their data and tabulate results.

View video about food wastage (3:06 min) and discover information about how much food Australia and other nations throw away each year, what we can do to consume food more responsibly and sustainably, and how we can re-direct food that would otherwise be wasted. Students discuss and record features of the video.

Capture student interest and discover OzHarvest (3:02 min) and some facts about food waste using the OzHarvest website. Students ask questions and clarify unknown terminology.

Talk about what food provides us. Ask questions like ‘What meaning does food hold for you?’;

‘What roles might it hold for other people, and what meaning might it hold for them?’

Talk about how at its most basic level, food is a source of nourishment, without which we could not live

Discuss how food also has deep social meaning and how it can serve as a mark of culture and celebration.

Begin a graffiti board in the classroom on which students make a list of different foods eaten by different cultures. Ask students to add which foods are the key to their own cultural diet to the graffiti board. For example; Lebanese and Middle Eastern cooking use items such as pulses and legumes like chick peas, split peas and lentils, vine leaves, pita bread, nuts, cracked wheat known as burghal and fresh herbs like mint, coriander, chives, dill and parsley.

Support Students can discuss the features of food and note their understandings using a recording device rather than in written form.

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Whole-class activity Explain to the class that in this unit, their task is to be a change maker and use STEM thinking to explore how food is produced, prepared for healthy eating and why food waste is an issue in Australia and other parts of the world. Their task is to explore, design and create new recipes that use food that might otherwise go to waste and then explain how the recipe addresses food waste. Students will design, make and launch a ‘School Family Cookbook’ to educate others and showcase their delicious dishes that help prevent food waste and reduce our ecological footprint. Small-group activity: Share a copy of the essential question and the scenario with the students. See Student Task Sheet in Resource 1.1. Assign pairs or small groups if appropriate and ask students to define the task (as described in the scenario) they have been set. Talk with students about responsible digital citizenship in on-line environments. Work with students to have them understand that during this unit they will using a range of websites to gather recipes and ideas, and therefore students need to check continuously that the research is correct by using reliable sites. Similarly discuss the use of free and open sources for images, and videos and the need to request the use of software and media others produce.

Ask students what they might need to know more about, in order to undertake the task set by OzHarvest. Invite students to recall the focus of the task that OzHarvest has invited them to undertake. See Resources 1.2

Support Students articulate their understanding of the task/challenge through oral conversation and if appropriate a scribed statement

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Working Mathematically

Uses appropriate methods to collect data and constructs, interprets and evaluates data displays MA3-18SP

Might they need to know more about food waste? Might they need to know something about the fruit and vegetable food groups? Might they have to know something about how to cook recipes that use food that might otherwise be wasted? Might they need to find inspiring recipes before they design, prepare, cook and present their recipes? What do they need to learn in order to be able to illustrate the steps involved in cooking with their chosen types of food, and to create a labelled drawing and supporting procedure? Do they need to learn what a ‘procedural text’ is? How might hand drawn illustrations, food photography and/or digital technologies be used to explain and document the foods and processes used in creating the recipes? What tools, equipment and procedures might be needed? How might they evaluate their recipes and work samples, their design and the information it communicates? As a homework task, ask students to undertake an audit of the fridge and fruit bowl at home and record:

How many uneaten meals can be found?

How many vegetables can be found that might be going to waste? for example bendy carrots, wilted pieces of celery, pieces of broccoli or cauliflower that may be slightly soft.

How many pieces of bruised or over ripe fruit can be found?

What other ingredients in the fridge may go to waste?

Graph the class results. Which foods came out on top?

Students articulate their understanding of the task/challenge through oral conversation and if appropriate a scribed statement.

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Concluding discussion

Was the data collection efficient? What could have been improved?

Ask students to articulate their understanding of the task/challenge through oral conversation and if appropriate a written (scribed) statement. See Resource 1.2

To progress to the next lessons, students need to: • Define their understanding of the challenge they are to undertake; • Show an understanding of the tasks involved; • Sequence tasks in a logical progression; and • Evaluate their definition for completeness.

Lesson Feedback Class reflects and provides feedback on the lesson.

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LESSON 2: Change Makers and Where Food Comes From

Stage 3 – The Living World Explain how foods are produced sustainably in managed environments for health and nutrition ST3-5LW

Stage 3 – Working Scientifically Conduct investigations, and collect, represent and summarise data to communicate conclusions ST3-1

Plan and use materials, tools and equipment to develop solutions for a need or opportunity ST3-3

Pose testable questions and make predictions about scientific investigations ACSIS231 ACSIS232

Teacher background information and Learning Goals Students research, read, view, listen to, discuss, gather, and organise ideas about change makers, how food is produced for our health, and what food waste is, ways to cook using food that might otherwise be wasted and how to create recipes that can educate others about healthy eating and preventing food waste.

Whole-class activity Discover a change maker like Ronni Kahn who is the force behind the food rescue organisation OzHarvest. Watch the video to learn more about OzHarvest (3:02 min) and if time permits, explore the OzHarvest Market Webpage.

Discover a change maker named Steven Satterfield who is a chef and author of a cook book with recipes that use food that might otherwise be wasted like carrot tops and apple cores into sauces, salads, stews, desserts and more.

Discuss how these change makers are in the solution business and how they all built or designed or constructed things with a purpose in mind. Talk about the Maths and Science/Technology skills they use in their work.

Remind students of their roles as change makers in the FEAST Program through improving nutritional literacy, food waste awareness and environmental responsiveness.

Students brainstorm and record their understanding and skills needed to learn how to educate others about healthy eating, and prevent food waste. For example, I need to learn about ways to stop wasting food, I need to learn how to prepare food, and I need to understand about healthy eating.

Support Support Students are given a handout that reads:

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Group activity – Where does our food come from? Learn about where food comes from in small groups watch and listen to a range of stories about how food is produced and introduce a range of Australians who produce foods for us to eat and be healthy. Use Resource 1.3 to record notes.

Find out how to grow your own vegetables, by viewing the ABC Splash video (3:31 min).

Find out where bread comes from, by viewing the ABC Splash video (6:43 min).

Find out how you might catch fish, by viewing the ABC Splash video (6:13 min).

Discover how rice gets to the supermarket, by viewing the ABC Splash video (6:18 min).

Discover how milk gets from the farm to you, by viewing the ABC Splash video (5:25 min).

As a class, identify and define terms or key words about which students are uncertain. Once defined, ask the students to explain the meanings of the terms to others.

Draw flow charts explaining how foods are produced for us to be healthy.

Develop concept maps or mind maps describing what students know about food production, what it is, what does it involve, and why it is important. Resource 1.3.1

To progress to the next lessons students need to: • Collect information pertinent for the task; • Make use of the information collected; and • Apply the collected information to develop a broader understanding of the task. Lesson Feedback Class reflects and provides feedback on the lesson.

Change Makers Dream big, take risks, explore, imagine possibilities, show courage, express creativity and embrace challenge. Teachers group students with differing abilities together and assign learning buddies. Teachers support students with literacy needs. Teachers explicitly teach how to draw a flow chart. Teachers explicitly teach how to create and use a concept map or mind map.

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Stage 3 Working Scientifically Students: With guidance, pose clarifying questions and make predictions about scientific investigations ACSIS231 ACSIS232 Stage 3 – The Living World Students: Explain how foods are produced sustainably in managed environments for health and nutrition ST3-5LW and ACTDEK021 Experiment with food tools, equipment, combining ingredients and techniques to design and make food products or meals for healthy eating ACTDEK021 Working Mathematically Uses appropriate methods to collect data and constructs, interprets and evaluates data displays MA3-18SP

Whole Class Activity – Cooking Cold Recipe Booklet- Fruit Skewers with Natural Yoghurt Preparation time: 10 minutes Skills: Safety and hygiene, knife skills, dicing and slicing Ask students the question ‘Where do fruits come from?’ ‘Where does natural yoghurt come from?’ Teach children about the basic safety and hygiene skills that are needed to prepare food in a classroom setting, Particular safety and hygiene concerns include washing hands before preparing food, making sure food is prepared in a clean environment, working in a safe and cooperative manner with class mates and safe knife skills. Students undertake safety and hygiene discussion. If time permits students watch: Teacher knife demonstration and YouTube video: How to slice and mince (1.51 min) https://www.youtube.com/watch?v=a29E1K-_aCA&index=3&list=PLHPLFedu_d0T7kCWOoQnCksdZq2cHSeRr With the assistance of additional volunteers and using cooking equipment provided by OzHarvest, students experiment with food tools, equipment and ingredients and design and make ‘Fruit Skewers with Natural Yoghurt’. Students brainstorm and record ways fruit and vegetables can be used in recipes. For example: fruit can be mixed together in a bowl to make fruit salad. Bananas can be processed with milk and yoghurt to make a smoothie…

Support Where needed teacher, parents, carers or OzHarvest volunteers will work with students and support their involvement in managing their own and others safety when preparing food and working safely with equipment.

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LESSON 3: Using STEM and Maker Spaces

Stage 3 – Working scientifically

Questioning and predicting

Pose testable questions and make predictions about scientific investigations ACSIS231 ACSIS232

Processing and analysing data

Construct and use a range of representations, including tables and graphs, to describe observations, patterns or relationships in data, using appropriate technologies ACSIS090 ACSIS107

Compare data with predictions, and use data as evidence in developing explanations ACSIS218 ACSIS221

Teacher background information and Learning Goals Students are placed into groups of three for STEM groups. This is similar to what would happen in a real-life design or engineering situations. STEM challenge: Use STEM thinking and explore Maker Spaces where students can be a change maker in STEM and use their science inquiry skills. Maker Space 1 is titled ‘Create an Hypothesis’. Instructions can read: Which of the following would NOT be an hypothesis? An hypothesis is a yet to be proven claim or theory about something. Add to the following questions and place them on the Maker Space table or screen.

If fruit is kept in the fridge it will then last longer than in the fruit bowl

Wasting food is bad for the environment

If I keep bread in the freezer, then it won’t go mouldy

A third of all food produced is wasted Ask students to discuss each question, and whether or not it is an hypothesis, explaining their choices. Ask students to create their own hypothesis about a food and record these at the Maker Space. For example: Create an Hypothesis What do you predict? I hypothesise that....

Support Teachers group students with differing abilities together and assign learning buddies. Where needed students may scribe other group members ideas. Remind students about what ‘makers’ do: Change Makers Dream big Take risks Explore Imagine new possibilities Show courage

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Science Inquiry Skills

With guidance, pose clarifying questions and make predictions about scientific investigations ACSIS231 ACSIS232 Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate ACSIS090 ACSIS107

Maker Space 2 is titled ‘Make a fruit recipe’. It can be set up with pictures of fruit that needs using. For example, bruised or over ripe fruit including bananas, pears, strawberries, apricots, nectarines, apples, watermelon, etc. Instructions can read: Think of all the different reasons fruit may get wasted? Hypothesise how you might transform the fruit into something else. For example, smoothies, frozen yoghurt, or salads. Ask the students to work in small groups, to hypothesise how they might transform the fruit into a recipe. Invite students to share and compare their recipe ideas. Ask students to justify their recipe ideas and discuss ways in which fruit can be used instead of being wasted. Task students with writing or drawing the steps involved in making their recipe with fruit that needs to be used. Maker Space 3 is titled ‘Make a recipe with ingredients that need to be used up’ The Maker Space can be set up with pictures of food or actual sample of food that needs using. For example, the remains of some bread, odds and ends of cheese. Hypothesise how you might transform the ingredients into something tasty and healthy. Ask the students to work in small groups, to hypothesise how they might transform the ingredients into a recipe. Invite students to share and compare their recipe ideas. Ask students to justify their recipe ideas and discuss ways in which reviving the ingredients in their suggested way can be useful. Task students with writing or drawing the steps involved in making their recipe with the suggested ingredients.

Express creativity and Embrace challenge

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Maker Space 4 is titled Create your own ‘use it up’ recipe The Maker Space can be set up with wilted lettuce, bendy carrots or beans, floppy celery, soft tomatoes, bread that’s a few days old and odds and ends of dried up cheese. Hypothesise how you might transform the ingredients into something tasty and healthy. Ask the student to work in small groups to hypothesise how they might transform the ingredients into a recipe. Invite students to share and compare their recipe ideas. Ask students to list the reasons why food like bread, cheese and vegetables often go to waste. Task students with writing down their favourite recipe that ‘uses up’ food that might otherwise go to waste, write or draw the steps involved in making your recipe with these ingredients. Pose the question ‘What happens when we are curious like scientists, investigate questions and make fascinating discoveries?’

Maker Space 5 is titled ‘Create a recipe with veg from the bottom of the fridge’

The Maker Space can be set up with images of, or real examples of fruit and vegetables that need to be used.

Instructions can read: Make a recipe with produce you can find in the vegetable drawer of a fridge. Hypothesise how you might transform the ingredients into something tasty and healthy. Ask the students to work in small groups to hypothesise how they might transform the ingredients into a recipe and think about the reasons vegetables often get wasted at home. Invite students to share and compare their recipe ideas. Ask students to justify their recipe ideas and discuss ways in which using their ingredients in their suggested way can be useful to reducing food waste. Task students with writing or drawing the steps involved in making their recipe with the suggested ingredients.

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Maker Space 6 is titled ‘What goes into producing fruit and vegetables?’

The Maker Space can be set up with flashcards for the words included in these instructions or multiple images of soil, water, the sun, fertiliser, pesticides, farm machinery, fuel for the machinery, seed, seedlings, trucks, electricity, people, money, processing plant, packaging, etc. Blank flashcards are also needed on which students can write. Instructions can read: Choose a type of fruit or vegetable and find the resources that are required to produce that food for us to eat. Write the name of the chosen food on a blank flashcard and then arrange the words or images of the resources needed to produce that food around the flashcard. Hypothesise the resources required to produce food like fruit and vegetables. Ask the students working in pairs or small groups to hypothesise how they think Australian farmers produce fruit and vegetables. Invite students to share and compare their ideas. Ask students to justify their ideas and discuss ways in which Australian farmers produce fruit and vegetables. Task students with writing or drawing the steps and resources involved in producing fruit and vegetables. Pose the question ‘What happens when we are curious like scientists, investigate and make fascinating discoveries?’ See Resource 1.3.2 for student pages. Re-group after the Maker Space activities and reflect on what has been experienced and learned and critique the recipes. Do they help reduce food waste? Are they nutritional recipes? Do they help increase knowledge and confidence to prepare and eat nutritious food in a sustainable manner? Nutrition and Healthy Eating Focus on the meaning of nutritious food. Ask students to define nutritious foods.

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Brainstorm what different food groups might be. Discover the nutritious foods found in each food group. Introduce the Australian Dietary Guidelines that provide up-to-date advice about the amounts and type of foods we need to eat for good health and well-being. Talk about how the Australian Dietary Guidelines encourage us to enjoy a wide variety of nutritious food from the five food groups every day. Ask students to create a ‘Healthy Eating Quiz’ that features six ways to prepare only nutritious foods. For example, what might you peel for a potato salad? Name two vegetables that you need to take out of pods. Which vegetables are grated to make coleslaw? Design challenge: Recap the key ideas in the task/challenge highlighting how STEM thinking is about solving problems to make life better, for example; waste prevention, healthy eating, and sustainable futures. Explain to students they need to think like change makers to complete their own design challenge. Concluding thoughts: Ask students about what questions scientists, technologists, engineers, and recipe designers might ask before they start a project to prevent food waste? To progress to the next lessons students need to: • Collect information pertinent for the task; • Make use of the information collected; • Apply the collected information to develop a broader understanding of the task; • Use the collected information to structure the task; and • Review the information and make judgements on the depth and breadth of information the task requires, and apply the information using imaginative and focussed strategies and techniques. Lesson Feedback Class reflects and provides feedback on the lesson.

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Stage 3 – The Living World Students:

Explain how foods are produced sustainably in managed environments for health and nutrition ST3-5LW and ACTDEK021

Experiment with food tools, equipment, combining ingredients and techniques to design and make food products or meals for healthy eating ACTDEK021

Whole-class activity – Cooking Recipe Booklet Cold: Tzatziki Dip with Vegetable Sticks Preparation time: 10 minutes Skills: Science and chemistry in food production, slicing and mixing

OR Recipe Booklet Hot: Fast Fritters Preparation time: 10 minutes Cooking time: 15 minutes Skills: Science and chemistry in food production, working with heat

When using the electric fry pan, adults turn on for students and supervise use. Never turn electric fry pans to full heat, use 2/3 or moderate heat as a maximum.

If time permits students watch: YouTube video How to crack an egg (1.07min) https://www.youtube.com/watch?v=Is5qnn2mjuM

Talks about the science of chemistry in food production. Ask students who can recall a science experiment where substances are mixed together. Share recollections as a class. Talk about how in science, ‘a mixture’ refers to a material that is made up of two or more substances.

Students undertake ‘scientific research’ by using the recipes provided to predict what they will produce at the end of the classroom cooking activity.

Students observe and discuss the colour, smell and texture of each ingredient.

Students observe each ingredient and predict what it will do when added to the mixture.

Support Where needed teacher, parents, carers or OzHarvest Volunteers will work with students and support their involvement in managing their own and others safety when preparing food and working safely with equipment.

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Students follow instructions to make the recipe (for example combine all ingredients mentioned above in a bowl) and students observe the end result and compare their and other student’s recipes.

At the end of the lesson students reflect on their predictions and observations and answer questions like;

Were they similar or different?

How is it similar to...?

How is it different from...?

What might this mixture be used for?

Does it remind you of other mixtures? What are they called? What are they made up of?

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LESSON 4: Learning how to stop wasting food

Stage 3 – The Living World Explain how foods are produced sustainably in managed environments for health and nutrition ST3-5LW

Science as a Human Endeavour – Use and influence of science Scientific knowledge is used to solve problems and inform personal and community decisions ACSHE083 ACSHE100

Teacher background information and Learning Goals We all need the skills to learn how to stop wasting food and address food sustainability issues. Most food waste is avoidable, and can be largely attributed to lack of knowledge and awareness. The Australian Government has committed to halving food waste in Australia by 2030, in line with United Nations Sustainable Development Goal 12.3. Creating awareness and community education opportunities is paramount in the national and global fight against food waste and influencing long-term community health behaviours. Students research why it is important to be aware of food waste issues and what behaviours can reduce food waste in the home and at school. Group activity: Researching Food Waste Ask students in their groups to research and write a report that outlines factual information about food waste, using the topics, information and links from OzHarvest below. See Resource 1.3.4

Food Waste Facts

Top Five Wasted Foods

How to be a Food Saver

Investigate food waste by downloading and using the OzHarvest infographic. View a video about food wastage (3:06 min) and discover information about how much food Australia and other nations throw away each year, what we can do to consume food more responsibly and sustainably, and how we can re-direct food that sometimes goes to waste.

Support Where needed information is read aloud to some students. Where needed students have responses scribed by the teacher or a peer.

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Stage 3 – Working Scientifically Conduct investigations, and collect, represent and summarise data to communicate conclusions ST3-1

Plan and use materials, tools and equipment to develop solutions for a need or opportunity ST3-3

Pose testable questions and make predictions about scientific investigations ACSIS231 ACSIS232

Talk about wasted food and how producing food takes energy, resources to grow, process, produce and transport the product. Discuss how putting less food waste in the bin eases pressures on our environment.

Use a Plus-Minus-Interesting (PMI) chart to identify the advantages, disadvantages and interesting ideas about ingredients that can be used in student recipes. See Resource 1.3.5

Share OzHarvest Wasty Recipes that love leftovers and avoid food waste.

Challenge students to be in the solution business and define three skills needed to stop wasting food. Might they need to check the food in the fridge regularly, look at use by dates and move food around in the fridge and the cupboard so that the food that needs to be used is at the front? Might they need to get creative and cook new recipes using food that might otherwise be wasted?

STEM Group Activity Step into the roles of an investigator, mathematician, food photographer and recipe writer and use the recipe challenges in Resource 1.3.6 to explore and imagine what recipes could be created with the ingredients that are suggested. For example, what could you create with a bendy bunch of carrots, the whole of a white cabbage (including the stem), a green and red capsicum, a grater, bowl and some mayonnaise?

Remind students that their task is to be a change maker and explore how food is produced, prepared for healthy eating and how it sometimes get wasted. The task is to design and create new recipe ideas to use food that might otherwise be wasted. Then contribute recipes and make a ‘School Family Cookbook’ which can be presented at the Cookbook launch. See Optional Learning Experience: Activity 4 ‘Create the Class Cookbook’.

Students refer to their handout that reads: Change Makers Dream big Take risks Explore Imagine possibilities Show courage Express creativity and Embrace challenge

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Remind students to illustrate the steps involved in cooking with a labelled drawing and supporting procedure describing how to cook with food that might otherwise be wasted at school or at home.

Homework Activity: Look through recipe books and websites and research how food photography is used to make food look appealing.

Ask each student to share what their research has told them and what they still have to accomplish within the task with their peers, the teacher and family. To progress to the next lessons students need to: • Collect information pertinent for the task; • Make use of the information collected; • Apply the collected information to develop a broader understanding of the task; • Use the collected information to structure the task; and • Review the information and make judgements on the depth and breadth of information the task requires, and apply the information using imaginative and focussed strategies and techniques.

Websites, videos, images and recipes are used to contextualise understanding. Students will share their ideas with peers, the teacher and family.

Lesson Feedback Class reflects and provides feedback on the lesson.

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Stage 3 – The Living World Students: Explain how foods are produced sustainably in managed environments for health and nutrition ST3-5LW and ACTDEK021 Experiment with food tools, equipment, combining ingredients and techniques to design and make food products or meals for healthy eating ACTDEK021

Whole-class activity – Cooking Recipe Booklet Cold: Bircher Muesli with Apples and Bananas Preparation time: 20 minutes Skills: measuring, mixing and soaking

OR Recipe Booklet Hot: French Toast Preparation time: 10 minutes Cooking time: 10 minutes Skills: measuring, frying and whisking French Toast and Bircher Muesli with Apples and Bananas are recipes that use some of the top five most wasted foods to make the most important meal of the day- breakfast in a classroom setting. Talk about other ways bananas and/or bread can be used in cooking. With the assistance of additional volunteers and using cooking equipment provided by OzHarvest, students experiment with food tools, equipment and ingredients and design and make ‘Bircher Muesli with Apples and Bananas’ OR ‘French Toast’. Students discuss how this recipe can reduce food waste and what changes they would make to include it in their recipe repertoire. If time permits students watch: YouTube video How to measure (2.32 min) https://www.youtube.com/watch?v=D5YsCyWHufE&index=4&list=PLHPLFedu_d0T7kCWOoQnCksdZq2cHSeRr

Support Where needed teacher, parents, carers or OzHarvest Volunteers will work with students and support their involvement in managing their own and others safety when preparing food and working safely with equipment.

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LESSON 5: The Design Brief

Design and Production

Identifying and defining

Examine needs or opportunities for designing solutions, considering resources and processes ACTDEP024

Researching and planning

Generate, develop and communicate design ideas and processes for audiences ACTDEP025

Working Mathematically

Selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations MA3-2WM

Gives a valid reason for supporting one possible solution over another MA3-3WM

Compares, orders and calculates with fractions MA3-7NA

Teacher background information and Learning Goals Revisit the ‘solution fluency’ See ‘Solution Fluency’, Global Digital Citizen Foundation website, and the solution fluency video ‘Solution Fluency’ YouTube (3.13 min) Students imagine how they are going to select ingredients and design and create recipes using food that might otherwise be wasted. Then illustrate the steps involved in cooking with a labelled drawing and supporting procedure describing how to cook the recipe. Students imagine how they are going to use hand drawn illustrations, food photography or digital technologies to explain and document the foods and the processes to create their recipes.

Ask students to form groups, to describe and discuss their design brief and exactly what they would like to create without being worried about such things as time or cost.

Ask students which recipes they will create and start their design brief. For example, ‘I am going to design and make...’

Ask questions to stimulate the possible ways of designing and creating their work samples. For example:

How will your recipe use food that might otherwise be wasted?

Consider which recipe you will prepare, the ingredients and equipment needed to cook it.

How will you design and create labelled drawings and supporting procedures describing how to cook the recipe?

Will you use hand drawn illustrations, food photography and/or digital technologies to explain and document the foods and the processes used in creating their recipes?

How will you inform, educate, inspire about healthy eating and preventing food waste?

Support Provide a scaffolded design brief for students to elaborate on.

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Uses appropriate methods to collect data and constructs, interprets and evaluates data displays MA3-18SP

Develop solutions by brainstorming all possible ideas. Invite students to begin visualising their own work samples. See Resource 1.4 Encourage the students to refine their next steps and clarify how their investigations will be conducted. For example, in pairs, formulate possible lines of inquiry or investigation by:

Listing and categorising all information related to their investigation under headings;

Producing a storyboard to draft ideas on; and

Preparing a table to outline information that needs to be gathered, who is responsible, where they will seek information, and how it will be gathered.

Challenge students to think about the ingredients, materials, tools, and equipment they will need to design and create their recipe using food that might otherwise be wasted, and define what they are going to make. Talk about things like, will they use digital or non-digital equipment and tools? How might they work safely and cooperatively? How might they appropriately source their images and information that are used to create their recipes?

Ask students how they might evaluate whether their ideas for what they are creating meet the original criteria of their task? Highlight the need for students to also write a paragraph about how the recipe addresses food waste.

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Developing the design brief

Students in groups clearly identify the need (problem).

Students in groups outline the process that will be followed to achieve a design solution.

Students in groups propose a range of solutions and identify the best one.

Students test the solution, make the necessary modifications then re-test.

Students evaluate the solution.

Brainstorm the design brief elements, such as:

The need (problem),

Identify the issues the design solution needs to address,

The key features of the proposed solution to suit the purpose (including safety, general properties and descriptions of the materials needed), and

How the proposed solution addresses the need identified in the design brief?

Students write their design brief. Start the brief with, 'I am going to design and make...'

Investigation In groups:

What are the limitations to consider when we begin our design? (For example, availability of food that might otherwise go to waste, access to utensils.)

As a class, discuss options.

Consider existing ‘Wasty recipes’ on the OzHarvest website. http://www.ozharvest.org/fightfoodwaste/wasty-recipes/

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STEM group activity Students draw a table or use appropriate ICT tools to list ideas, notes, etc. See http://cooltoolsforschools.wikispaces.com/ Students research features for their design, using appropriate resources, including ICT tools.

Concluding activity Students:

Review their design brief, and

Edit and add any additional information from the lesson.

Students consider:

How might food science or nutritionist professionals organise their design information and questions?

How can procedures and labelled drawings, food photography or videos clearly display information?

How does the information/data in a procedure and labelled drawing make it more effective/easier to read, find information, and understand the steps involved? Students modify their procedures and labelled drawings if appropriate.

Homework Activity: Look through recipe books and websites and research how food photography is used to make food look appealing. Ask each student to share what their research has told them and what they still have to accomplish within the task with their peers, the teacher and family.

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To progress to the next lessons students need to: • Propose solutions about the ways they will design and create their work samples; • Outline, describe or explain ways they will design and create their work samples; and • Draft a storyboard or a table to outline information that needs to be gathered, who is responsible, where they will seek information, and how it will be gathered.

Lesson Feedback Class reflects and provides feedback on the lesson.

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Stage 3 – The Living World

Students:

Explain how foods are produced sustainably in managed environments for health and nutrition ST3-5LW and ACTDEK021

Experiment with food tools, equipment, combining ingredients and techniques to design and make food products or meals for healthy eating ACTDEK021

Whole-class activity – Cooking Recipe Booklet Cold: Salad Roll Preparation time: 10 minutes Skills: Following steps in preparing a recipe, slicing

OR

Recipe Booklet Hot: Rainbow Honey Soy Noodle Stir Fry Preparation time: 10 minutes Cooking time: 10 minutes Skills: Following steps in preparing a recipe, working with heat, mixing and slicing The cooking activities addresses the steps in preparing a recipe, what important components are required for someone to read and understand how to cook a dish. With the assistance of additional volunteers and using cooking equipment provided by OzHarvest, students experiment with food tools, equipment and ingredients and design and make ‘Salad Roll’ OR ‘Rainbow Honey Soy Noodle Stir Fry’ Students brainstorm and record additional ways to communicate the steps in preparing a recipe, for example drawings, photos, video, writing and demonstrating. Discuss how the class would like to communicate their steps for producing the recipes in the School Family Cookbook.

Support Where needed teacher, parents, carers or OzHarvest Volunteers will work with students and support their involvement in managing their own and others safety when preparing food and working safely with equipment.

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LESSON 6: GENERATING IDEAS - Dream

Stage 3 – The Living World

Explain how foods are produced sustainably in managed environments for health and nutrition ST3-5LW

Working Technologically

Uses creative thinking techniques, including brainstorming, mind-mapping, sketching and modelling

Uses a range of research techniques to access information relevant to the task

Uses techniques, including labelled drawings, modelling and storyboarding, for documenting and communicating design ideas

Teacher background information and Learning Goals Students imagine how they are going to select ingredients and design and create recipes using food that might otherwise be wasted, and Then illustrate the steps involved in cooking with a labelled drawing and supporting procedure describing how to the recipe. Provide students with examples of recipes to support them develop their “Working Technologically” skills. Whole-class activity Students develop the criteria for assessing the recipe. Students should refer to the design brief to determine key elements and the criteria for assessing learning when designing and making their recipe. STEM group activity Students generate a mind map that incorporates all ideas from the group. Students consider having headings for the points on the design brief to ensure all requirements are met. Students consider: How are opposing ideas addressed? (Include both ideas and later select the better design). Students may wish to use ICT resources to plan and document their ideas. Students may wish to use iPad apps. Links:

Gliffy https://www.gliffy.com/

Bubbl.us https://bubbl.us/

Students:

Use a range of resources for the recipe design

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Investigate different methods of preparing and making their recipe

Add new ideas to their mind map and discuss which are the most appropriate, and

Sketch and annotate (make notes on) the design. Refer to the design brief and challenge set. See Resource 1.1

To progress to the next lesson students need to:

Propose solutions about the ways they will design and create their work samples;

Outline, describe or explain ways they will design and create work samples; and

Draft a storyboard or a table to outline information that needs to be gathered, who is responsible, where they will seek information, and how it will be gathered.

Lesson Feedback

Class reflects and provides feedback on the lesson.

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Stage 3 – The Living World Students: Explain how foods are produced sustainably in managed environments for health and nutrition ST3-5LW and ACTDEK021 Experiment with food tools, equipment, combining ingredients and techniques to design and make food products or meals for healthy eating ACTDEK021

Whole-class activity – Cooking Recipe Booklet Cold: Peach Parfait Preparation time: 10 minutes Skills: mixing, layering

OR Recipe Booklet Hot: Banana Pikelets Preparation time: 10 minutes Cooking time: 10 minutes Skills: working with heat, mixing and slicing

With the assistance of additional volunteers and using cooking equipment provided by OzHarvest, students experiment with food tools, equipment and ingredients and design and make ‘Peach Parfait’ OR ‘Banana Pikelets’.

Discuss how this recipe is ideal for using food that might otherwise go to waste.

Discuss the key elements of the recipe, for example the time to produce the recipe, the ingredients, the utensils, the method, is the recipe healthy, does the recipe have ingredients that can be found at home or bought from a local shop, is the recipe expensive to produce.

Support Where needed teacher, parents, carers or OzHarvest Volunteers will work with students and support their involvement in managing their own and others safety when preparing food and working safely with equipment.

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LESSON 7: Designing the recipe

Design and Technologies Process and Production Skills Critique needs or opportunities for designing, and investigate materials, components, tools, equipment and processes to achieve intended designed solutions ACTDEP024 Generate, develop and communicate design ideas and processes for audiences using appropriate technical terms and graphical representation techniques ACTDEP025 Select appropriate materials, components, tools, equipment and techniques and apply safe procedures to make designed solutions ACTDEP026 Develop project plans that include consideration of resources when making designed solutions individually and collaboratively ACTDEP028

Teacher background information and Learning Goals Students develop design techniques and research skills whilst referring to a design brief/challenge. Students’ action how they are going to select ingredients and design and create recipes using food that might otherwise be wasted. Students, then illustrate the steps involved with a labelled drawing and supporting procedure.

Group Research Students continue to research ideas, ingredients, materials, referring to the design brief. They begin to complete the research phase and have a final product in mind. Students take notes and amend designs in response to feedback. STEM group activity Students develop a work plan to outline everything that is needed, who is responsible, when it is to be undertaken and how it will be undertaken. They should consider who in their group is responsible for what task, when it is to be undertaken and how it will be undertaken. See Resource 1.5. STEM groups ask themselves questions including:

How would we make this happen?

What knowledge do we have, and what do we still need to research?

What skills do we have, and what skills are missing?

Students implement their plans and test out their recipe using appropriate food safety principles and processes. Students view and read recipes from a range of sources including OzHarvest website, home, school library and internet, looking at layout, use of a procedure and labelled drawings.

Extension Who will be responsible for making the Cookbook? Support Where needed scaffolding is supplied.

Support

Provide a presentation template to help students identify required content and structure their presentation.

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Stage 3 The Material world

Design and Production

Researching and planning

Generate, develop and communicate design ideas and processes for audiences ACTDEP025

Producing and implementing

Select and safely use resources to produce designed solutions ACTDEP026

Develop project plans that consider resources when producing designed solutions individually and collaboratively ACTDEP028

Concluding discussion Presentations must include:

Recipe(s) made use food that might otherwise go to waste

A procedure that illustrates the steps involved in cooking with their chosen food

A labelled drawing that documents and explains the foods and processed used in creating the recipe(s)

A presentation/speech ready to ‘sell’ their design to the judges/buyers, explaining how the design solution satisfies the needs identified in the design brief.

ICT options: Canvas, Movie Maker, and Web 2.0 Cool Tools for Schools

Students begin to complete the research phase and have a final product in mind.

Students take notes and amend designs in response to feedback.

Class discussion Students discuss the launch of the cookbook, who is invited to the book launch, what will be displayed or spoken about at the book launch, when will it take place and where will it take place. Students invite OzHarvest staff, students, teachers and parents to attend a function to celebrate all things rescued.

To progress to the next lesson students need to:

Develop and implement their work plans and test out their recipe for their foods using appropriate food safety principles and processes, and

Develop a creative recipe design using food that might otherwise be wasted, and illustrate the steps involved with a labelled drawing and supporting procedure.

Lesson Feedback

Class reflects and provides feedback on the lesson.

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LESSON 8: SEEKING EXPERT ADVICE

Stage 3 - Working Technologically

Use a range of research techniques to access information relevant to the task

Refine ideas in responding to feedback from others

Lesson 8: Seeking expert advice about global digital citizenship Teacher background information and Learning Goals Students seek advice and learn from experts. Optional: Invite guest speakers and experts in the field such as the school IT coordinator or librarian to:

develop student understanding

provide advice on ethical digital citizenship, and

answer student questions.

Whole class discussion: Responsible digital citizenship Goal: Work with students to help them understand appropriate digital citizenship and online behaviour and seek commitments to respecting themselves, others and intellectual property.

Class talks about the importance of sourcing digital photos and information correctly, and ethical and respectful behaviour when using digital media in an on-line environment. STEM group activity Students use the knowledge gained from the guest speaker to review and amend their recipe design, procedure and/or labelled drawing, and add sources where needed.

To progress to the next lesson students need to:

Propose ways they will demonstrate responsible digital citizenship when on-line and creating their work samples.

Lesson Feedback Class reflects and provides feedback on the lesson.

Students:

prepare questions

take notes

ask questions about sourcing images and text

consider the guest speaker's ideas and decide if they want to use them to improve the design

show some of their drafts and ask questions about ways to source images

Expert: identify potential issues and reviews students’ design plans and sources.

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LESSON 9: Delivering the Recipe

Stage 3 - Working Technologically

Use a range of research techniques to access information relevant to the task

Use techniques, including labelled drawings, modelling and storyboarding, for documenting and communicating design ideas

Use digital technologies and multimedia for communicating design ideas

Refine ideas in responding to feedback from others

Teacher background information and Learning Goals Student groups deliver their recipes using food that might otherwise be wasted, including illustrations of the steps involved in cooking, a supporting procedure and a short paragraph about how their recipe has addressed food waste. STEM group activity Students share their recipes by presenting their procedure and drawn, photographed or digital work samples explaining the foods and the processes used in creating their recipes. Students use their procedure(s) and labelled drawing(s) to explain to others how they designed and created their recipes. Resource 1.6.

Students listen to presentations and reflect critically on:

How much do their fellow students know about the subject matter?

How well have they used their chosen medium?

What is unique or eye catching about their visual style?

What concepts about the subject matter have they chosen to emphasize?

Have they missed anything?

Students view and listen to presentations of other students’ work samples and enjoy a day of showcasing what has been discovered about preparing and cooking nutritious, flavoursome, aesthetically pleasing food that might have been wasted.

To progress to the next lesson students need to:

Produce and publish their recipe with their procedure and drawn, photographed or digital work samples that explain and document foods used and the processes used in creating their recipe.

Lesson Feedback: Class reflects and provides feedback on the lesson.

Support

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LESSON 10: Debrief

Stage 3 - Working Technologically

Use creative thinking techniques, including brainstorming, mind-mapping, sketching and modelling

Refine ideas in responding to feedback from others

Learning Goals Assess the results of the research undertaken to produce recipes using food that might otherwise be wasted, and deliver illustrations of the steps involved in cooking with a labelled drawing and supporting procedure.

Whole-class activity Students reflect on their learning and all aspects involved researching and designing recipes that can be created using food that might go to waste, and deliver their illustrations of the steps involved in cooking with those foods in a labelled drawing supported with a procedure describing how to cook with something rescued from school or home. Students consider the following criteria: Was the writing informative and educational? How do they feel they represented their recipe(s), procedure(s), labelled drawing(s) and research? Students identify and describe what the most surprising thing they learned. Students evaluate their work samples and write about whether their work:

matched the definition of the task, and

educated others about healthy eating and preventing food waste.

Students ask questions like “what would you do differently next time?” Students write about the quality of their planning, their finished work samples and whether they enjoyed the tasks.

Extension Using optional extension activity some students design and produce the Cookbook incorporating all student’s recipes Students plan the launch of the Cookbook. Students design invites for the launch of the Cookbook.

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Evaluation Students evaluate their design and the processes followed to create it. Resource 1.7.

What worked well in the design process? What didn't work so well?

What would you do differently next time?

What did you learn from working in STEM groups?

Students share their reflections in small groups.

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Stage 3 – The Living World Students: Explain how foods are produced sustainably in managed environments for health and nutrition ST3-5LW and ACTDEK021 Experiment with food tools, equipment, combining ingredients and techniques to design and make food products or meals for healthy eating ACTDEK021

Whole-class activity – Cooking Recipe Booklet Cold: Crunchy Noodle Salad Preparation time: 15 minutes Skills: mixing, grating, knife skills

OR Recipe Booklet Hot: Tortilla Wraps with Butter Bean Hummus Preparation time: 35 minutes Cooking time: 10 minutes Skills: working with heat, mixing and slicing Recipe must be divided amongst group to be completed in time.

Discuss how this recipe is ideal for using food that might otherwise go to waste.

With the assistance of additional volunteers and using cooking equipment provided by OzHarvest, students experiment with food tools, equipment and ingredients and design and make ‘Crunchy Noodle Salad’ OR ‘Tortilla Wraps with Butter Bean Hummus’.

If time permits students watch: YouTube video How to knead and shape dough (2.24 min) https://www.youtube.com/watch?v=mV79PRiNfuQ&list=PLHPLFedu_d0T7kCWOoQnCksdZq2cHSeRr&index=5

Support Where needed teacher, parents, carers or OzHarvest Volunteers will work with students and support their involvement in managing their own and others safety when preparing food and working safely with equipment.

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Reflection

Questions to guide reflection:

To what level did students achieve the learning outcomes?

How effective were the activities in helping students to understand key concepts and achieve the learning outcomes?

How did the teaching strategies and activities facilitate student engagement?

How could the unit be improved to enhance student engagement and learning?