Lesson 4: Factors that influence food choice (Single Period) AusVELS: Geography- unit examines the personal and

d global patterns of food production and consumption Health- They research patterns of food consumption in Australia and investigate factors that influence food choice Lesson Overview In this lesson students will explore the variety of factors that influence food choice on Australia and overseas, particularly in Asia, thus linking with Australias relationship with Asia cross curriculum priority. In previous lessons students will have gained insight into what constitutes a balanced diet and the unique nutritional needs at the various stages of life. Students will use this prior knowledge to evaluate the effectiveness of the food choices our society makes in accordance with these requirements. Students will also be challenged to put food choice factors into their relevant social and geographical context by looking at food consumption around the globe. This is done with the aim that students will develop a sense of empathy and understanding with various cultures and social factors. Learning Focus Students will explore the variety of factors that influence food choice. Success Criteria Are students able to put food choice factors into their relevant social and geographical context? Are students able to identify the variety of factors that influence food choice? Student Learning Activities Warm- up- Look over the blog posts from the previous lesson and discuss what the students posted on the Tumblr page. As a whole class brainstorm factors that influence food choice in Australia and overseas. Use the video resources as a way of facilitating the brainstorming and enhancing student understanding ( some of the videos are quite long so maybe only show small parts of the video). Imindmap- Using the previous activity as a lead-in students will use the imindmap application to create a mind map. This will challenge students to look more in-depth at the factors that influence food choice and will engage students by providing a platform which encourages creativity and which is visually impressive. Tumblr- Students will do a post lesson reflection on what they learnt from todays lesson Assessment Use the mind map as a source of formative assessment and to gauge whether students are achieving the success criteria of the lesson

Resources Athletes nutritional requirements video ( http://www.youtube.com/watch?v=QN-1cHgLLA8) Culture and religion dictate food choices ( http://www.youtube.com/watch?v=hcTZGnLiYvk) How advertising can affect our food choices ( http://www.youtube.com/watch?v=fUjz_eiIX8k) Got Veggies Tumblr page ( http://gotveggies.tumblr.com/) Imindmap ( http://thinkbuzan.com/products/imindmap/) Lesson Rundown Introduction Once the class is seated introduce the learning topic and learning focus for the lesson- Students will explore the variety of factors that influence food choice Start a brainstorm by asking students what influences their food choices and the food choices of society To help prompt discussion ask students questions such as what makes you choose the food you eat? You should get answers relating to parental influences, peer influences, taste, cost etc Ask the students to look at the topic from a more global point of view- Do people in Asia it the same foods as people in Australia? What about people from remote areas of the world? Show the class the facilitated learning videos (see resources) and then return to the brainstorm to see if the students have any more ideas. Body Introduce the imindmap program and Buzans mind mapping technique- The process of starting out with a central idea (Food choice factors) and branching that idea out into various sub areas. Explain to students that they can use the examples given in the brainstorming exercise Demonstrate what you want the students do- remember to explain to students that they can include pictures in their mindmap While students are creating their mind map walk around the room and give feedback. Conclusion As a whole class ask a few students to share their mind map creations

Lesson 6: Links between diet and current community health issues (Double Period) AusVELS Health- They learn to analyse the links between diet and current community health issues Geography- This unit examines the personal and global patterns of food production and consumption Lesson Overview In this lesson students will explore the links between diet and food consumption and current community health issues such as obesity, diabetes and malnutrition. This class will also focus on patterns of food production and how, in the transition from an agricultural to an industrial society, food production methods have changed. By looking food production methods and how they can impact current community health issues allows this lesson to successfully link the health and geography lessons together. This lesson will also look specifically at the health concerns of Aboriginal and Torres Strait Islander peoples which links with the cross curriculum priority outlined in the Australian curriculum. Learning Focus Students will focus on diet and food production and their links with community health issues. They will also briefly look specifically at the health of aboriginal and Torres Strait Islander peoples. Success Criteria Are students able to identify the links between diet, food production and community health issues? Student Learning Activities Warm- up- Look over blog posts from the previous lesson and discuss what the students posted on the Tumblr page Students will be in tasked with making a brochure which will explore the links between diet, food production and community health issues. To make the brochure students will use My Brochure Maker web application to create and design their brochure. The program provides an easy to use platform and students should find the program user friendly and easily accessible. The brochure will serve as a community health message. As a precursor to the brochure exercise students will look at the statistics relating to health issues and disease in Australia and explore the possible cause, with of course the main focus being diet. Students will also investigate the various community health campaigns such as the swap it campaign. They will use the knowledge gained form this exercise as the source material for their brochures. Assessment At the conclusion of the lesson students will submit their brochure and the teacher will use the following rubric to gauge whether the child has satisfactorily completed the task

Satisfactory

Unsatisfactory

Not Shown

Student understands the links between diet and health issues/ disease. Student can identify prevention strategies designed to address community health issues. Student is competent in the use of the ICT application MyBrochrueMaker The student presents a clear and thoughtful message in their brochure Resources My Brochure Maker (http://www.mybrochuremaker.com/) Swap it campaign (http://swapit.gov.au/) Better Health- Diabetes (http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/ct_diabetes?open) Better Health- Food and nutrition- Diet and Health Issues (http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/hl_foodnutrition?open&cat=Food_and_nutrition_-_Diet_and_health_conditions) Better Health- Aboriginal health issues (http://www.betterhealth.vic.gov.au/bhcv2/bhcpdf.nsf/ByPDF/Aboriginal_health_issues_diabetes/$File/Aboriginal_health_issues_diabetes.pdf) Heart Foundation Australia (http://www.heartfoundation.org.au/Pages/default.aspx) Department of Health obesity statistics (http://www.healthyactive.gov.au/internet/healthyactive/publishing.nsf/Content/overweight-obesity) Birke Baehr: What's wrong with our food system (http://www.ted.com/talks/birke_baehr_what_s_wrong_with_our_food_system.html) Wayne Pacelle: How has food production changed over the last century? (http://dsc.discovery.com/tv-shows/curiosity/topics/wayne-pacelle-howhas-food-production-changed-over-the-last-century.htm) Lesson Rundown Introduction As a warm and to recap the previous lesson visit the Got Veggies Tumblr page and talk about some of the reflections students have done. Introduce the lesson topic by using an inquiry based question such as what causes obesity? Or what causes diabetes? As a class investigate the predetermined website resources to gain further insight into the lesson topic e.g. Better Health, Swap it Body

Once students have explored the key content areas of the topic introduce todays main learning activity i.e. The brochure Perform a demonstration on how to use the My Brochure Maker application and make sure students view the video tutorial Explain the grading rubric so students have a clear understanding of what they need to do to satisfactorily complete the task Set clear expectations on how you wish the students to behave including the desire for students to exercise acceptable self-management skills in regards to ICT use. Conclusion Give students adequate time to wrap up their work including printing off of documents and proof reading. Collect students work at the end of the class.

Lesson 7 Aboriginal and Torres Strait Islander Peoples food production methods (Cross-curriculum priority) AusVELS: Geography: This unit examines the personal and global patterns of food production and consumption, the impact of food production on the natural environment and the potential impacts which related environmental issues have on food security. Health: They research patterns of food consumption in Australia and investigate factors that influence food choice, such as changes in family life. Learning Focus: By participating in a full-day out of school excursion, students investigate the sustainability of Aboriginal Peoples and Torres Strait Islander Peoples food production methods before European colonial presence. Success Criteria: Students can identify the methods of food production used by Aboriginal Peoples and Torres Strait Islander Peoples prior to European colonial presence and can form a judgement on the sustainability of these methods. Pre-Excursion Activities: Think, Pair, Share: what do you know about Aboriginal and Torres Strait Islander tools and technologies Provide each student with a handout (click here) and discuss as a class. Taken from: http://www.tesaustralia.com/teaching-resource/Aboriginal-Technology-and-amp-the-Environment-Tradition-6337707/ Student may receive the information via ICT if preferred (e.g. Students with learning disabilities may prefer the information in this format). Instruction for post-excursion activity: - Small groups of students are given a contention to explore whilst at Brambuk Cultural Centre. Their task is to find as much evidence as they can to support or refute that contention. Students are to utilise the allocated free time during the visit to record their evidence. Students may draw, write or collect available information at the centre (NB: digital images are not to be taken due to cultural sensitivity). - Contention: The traditional food consumption and production method of Aboriginal Peoples and Torres Strait Islander Peoples was more sustainable than the contemporary methods used today in Australia. Excursion Activities: Brambuk National Park and Cultural Centre, Halls Gap http://www.brambuk.com.au/index.htm Its geological history, a culture thousands of years old and its awesome natural environment encourages hands on involvement. Students explore the ways people see Gariwerd and connect with the land. Teachers and students will also be encouraged to understand this distinctive environment from their own perspective. With the guidance of an Indigenous cultural officer, students will participate in a range of interactive activities including: - Boomerang throwing - Bushfoods Discovery Walk - Bush tucker tasting - Didgeridoo Workshop

- Badeema Djilga Creations Post-Excursion Activities: - In their groups, students develop a static presentation about their contention. They explain how each piece of evidence is relevant to the topic and whether the evidence supports the contention or not. - They discuss whether they feel each piece of evidence is reliable and reach a conclusion about their contention based on Brambuk Cultural Centre as a source of information. Extension Activity: Students might be challenged to comment on the nature, purpose and reliability of Brambuk Cultural Centre as a source. Students are challenged to find other sources of evidence to prove or disprove the contention. Assessment: Share Work Hand-up Work Blog Reflections WALT (We Are Learning To) Post-excursion activity Resources/ICT: http://www.tesaustralia.com/teaching-resource/Aboriginal-Technology-and-amp-the-Environment-Tradition-6337707/ http://www.brambuk.com.au/index.htm

Lesson 9 Organic Farming AusVELS: Geography: This unit examines the personal and global patterns of food production and consumption, the impact of food production on the natural environment and the potential impacts which related environmental issues have on food security. Health: They learn to analyse the links between diet and current community health issues, and consider special dietary needs, and ways of improving their own diet. They research patterns of food consumption in Australia and investigate factors that influence food choice, such as changes in family life. Learning Focus: Students investigate organic farming practices and organic food consumption. Success Criteria: Students evaluate organic farming and organic foods and construct an argument either for or against the debate topic People Should Embrace Organic Food Warm-Up/ Introduction: As a class, read the following webpage: Debating Matters (topic: People Should Embrace Organic Food) Inform the class that they will be conducting a lined debate on the topic. Halve the students into two groups- for and against. Student Learning Activities: Provide students with the following Debating Matters Topic Guide to inform their argument. Inform students that the first session will be allocated to students forming their argument. Students may use ICT to further research the topic (reliable sources are linked on the Debating Matters Topic Guide document). In the second session, conduct a lined debate. - A Hot Seat is placed at the top of the lined chairs which a student must sit in to present their argument. - A For argument must be followed by an Against argument and vice versa. - All students are required to contribute. - Before each argument the speaker must say I respect your opinion, however... (written on the board) At the conclusion of the debate, discuss with the class the findings that were presented and ask if any students would like to change their view on the topic. Inform the class of which group presented the more effective argument http://www.debatingmatters.com/topicguides/topicguide/organic_food/ Assessment: Blog reflection WALT (We Are Learning To) Share work Hand up work Resources/ICT:

http://www.debatingmatters.com/topicguides/topicguide/organic_food/