Activity Introduction

Quick summary: In this lesson, students are introduced to the industries and processes that get food from farmers’ fields into our homes. The lesson begins by introducing students to the idea of processed food. It shows how heavy processing can allow manufacturers to add sugar into our foods, even when it’s not really necessary. Students then move deeper into food processing, looking at the different steps that are taken to bring food all the way to our homes. They identify potential spots along the way where sugar might be added into those foods, and then reflect on the different jobs and industries involved in producing and selling food. 

Learning intentions:

  • Students understand what sugar is and where it comes from
  • Students understand the effects of sugar on the body
  • Students understand how too much sugar can negatively affect our bodies. 

21st century skills: 

CommunicatingProblem FindingProblem SolvingTeam Work

 

 

 

 

Australian Curriculum Mapping

Content descriptions: 

Year 5 HASS

  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
  • Organise and represent data in a range of formats including tables, graphs and large- and small- scale maps, using discipline-appropriate conventions (ACHASSI096)
  • Work in groups to generate responses to issues and challenges (ACHASSI102)
  • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

Year 6 HASS

  • Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI123)
  • Organise and represent data in a range of formats including tables, graphs and large- and small- scale maps, using discipline-appropriate conventions (ACHASSI124
  • Work in groups to generate responses to issues and challenges (ACHASSI130)
  • Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI131)

Syllabus outcomes: HT3-5, GE3-4.

General capabilities: Critical and Creative Thinking.

Relevant parts of Year 5 achievement standards: 

Students locate and collect data from a range of primary sources to answer inquiry questions. They sort, record and represent data in different formats, including large-scale and small-scale maps, using basic conventions.

Relevant parts of Year 6 achievement standards: 

Students locate and collect useful data and information from primary sources. They interpret data to identify, describe and compare distributions, patterns and trends.

Topic: Consumption.

This lesson is part of the wider unit of work SugarByHalf – HASS – Years 5-6. 

Time required: 60 mins.

Level of teacher scaffolding: Medium – facilitate class discussion and activities.

Resources required:

Keywords: sugar, produce, farming, food, processed sugar, added sugar. 

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

Worksheets

Teacher Worksheet

Teacher Preparation

Learning intentions: Students understand...

  • … what sugar is and where it comes from
  • … the effects of sugar on the body
  • … how too much sugar can negatively affect our bodies. 

Success criteria: Students can…

  • … identify different sugars and where they are found
  • … identify how different sugars affect the body
  • … give examples of health issues that arise from the overuse of sugar.

Teacher content information: SugarByHalf (https://www.sugarbyhalf.com/) promotes action to reduce sugar-related diseases so that Australians live better, stronger and healthier lives.

Their message is simple: to reduce added sugar consumption by half. Eating too much added sugar is a key driver of serious health problems including obesity, type 2 diabetes, heart disease, tooth decay, dementia and mental health conditions. A poor diet also puts children behind their peers, impacting their brain development, sleep and ability to learn. Poor diet choices ultimately mean t

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