Activity Introduction

icecreamQuick summary: Students synthesise what they have learned about palm oil and consumption by researching products that use sustainably sourced palm oil and finding recipes that use these products. They then create a recipe card that communicates information about sustainably produced palm oil and how others can act on this issue.

WWF-Logo-small1This lesson has been developed in partnership with WWF-Australia. WWF has been working to promote the transition away from conventional palm oil production to Certified Sustainable Palm Oil that conserves forests, protects species, and secures livelihoods.

 

Essential questions:

  • What are the key issues relating to palm oil production and consumption?
  • What is the relationship between palm oil consumption and the environment?
  • What is sustainability and what is the relationship between palm oil consumption and sustainability?
  • What is my role as a consumer of palm oil and why should I make choices about buying products containing palm oil?
  • Why are there trade-offs associated with making decisions about consuming palm oil?
  • How can I use my consumer power to affect positive change with regards to palm oil?
  • How can I use the Internet to help me find out more about palm oil production and consumption?
  • How can I share my knowledge about palm oil production and consumption with my community?
  • How can I take action to ensure a more sustainable future for palm oil?

21st century skills:

social action skills

Australian Curriculum Mapping

Content descriptions:

Year 5 HASS

  • Types of resources (natural, human, capital) and the ways societies use them to satisfy the needs and wants of present and future generations (ACHASSK120)
  • Influences on consumer choices and methods that can be used to help make informed personal consumer and financial choices (ACHASSK121)
  • Work in groups to generate responses to issues and challenges (ACHASSI102)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI105)

Year 6 HASS

  • The effect that consumer and financial decisions can have on the individual, the broader community and the environment (ACHASSK150)
  • Work in groups to generate responses to issues and challenges (ACHASSI130)
  • Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI132)
  • Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions (ACHASSI133)

General capabilities: Critical and Creative Thinking, Personal and Social Capability.

Cross-curriculum priority: Sustainability OI.3, OI.5, OI.6, OI.7.

Relevant part of the Year 5 HASS achievement standards:

Students identify and describe the interconnections between people and the human and environmental characteristics of places, and recognise the effects of these interconnections on the characteristics of places and environments. They work with others to generate alternative responses to an issue or challenge and reflect on their learning to independently propose action and present their ideas, findings and conclusions in a range of communication forms using discipline-specific terms and appropriate conventions.

Relevant part of the Year 6 HASS achievement standards:

Students recognise why choices about the allocation of resources involve trade-offs and explain why it is important to be informed when making consumer and financial decisions. They reflect on their learning to propose action in response to an issue or challenge and describe the probable effects of their proposal and present ideas, findings, viewpoints and conclusions in a range of communication forms that incorporate source materials, mapping, graphing, communication conventions and discipline-specific terms.

Topic: Sustainable Palm Oil, Consumption.

Unit of work: Sustainable Palm Oil.

Time required: 60+ (this lesson could take between four and six sessions).

Level of teacher scaffolding: High – lead students in project planning and project execution.

Resources required: Student Worksheet – one copy per student OR computers/tablets to access the online worksheet. Device capable of presenting a website to the class. Recipe books for students to research recipes. Materials for making recipe cards (pens and paper OR computers and printer). Ring binder for compiling recipes into a recipe book. Palm oil factsheet.

Digital technology opportunities: Digital sharing capabilities.

Keywords: Palm oil, sustainable palm oil, ingredients, recipes.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

chocolateTeacher preparation

Overarching learning goal: Students recognise that their own actions as consumers can impact on the environment. They also understand that they can communicate messages about the impacts of palm oil on people and environments to members of their own community, and can encourage others to act on this issue.

Teacher content information: Palm oil is an edible oil that comes from the fruit of oil palm trees (Elaeis guineensis). It is a highly versatile oil, used as an ingredient in many foods, cosmetics and cleaning products that you find in your supermarket.

Palm oil production and consumption continues to grow: globally we now use over 50 million tonnes per year and this figure is expected to grow by another 50% by 2050. This growing global demand for palm oil has driven development of vast plantations in key growing countries in South East Asia, as well as in emerging areas of production, such as West Africa and Latin America.

While the communities and countries

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