TAMBAR SPRINGS PUBLIC SCHOOL

Healthy Living and Gardening Program

Healthy Living Program

How this initiative was bornFor the last 2 years the students at the school have been growing their own vegetables and cooking their own lunch once a week. To give the students the variety of cooking experiences they need, the Luscious Lunches Restaurant initiative was adopted.

The restaurant “Luscious Lunches” is open for lunch every third Wednesday of the Month and consists of a two-course meal. By opening a restaurant for the community the students have been able to further develop their knowledge and skills in both areas of food preparation and cooking. The students run the restaurant from start to finish, this includes choosing the recipe, converting recipes, shopping for ingredients, preparing and cooking the food, setting the tables, plating and serving the meals and cleaning up. Through this program the students have the opportunity to sit, eat, and have conversations with members of the wider community.

All students from Kindergarten to Year 6 are fully involved in every process and are very proud of what they can now produce.

The community has embraced this initiative and the students are now cooking food for their families at home.

NSW Syllabus Outcomes

Literacy Early Stage 1 Stage 1 Stage 2 Stage 3

A. communicate through speaking, listening, reading, writing, viewing and representing*

ENe-1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction

EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations

EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts

EN3-1A communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

E. learn and reflect on their learning through their study of English

ENe-12E demonstrates awareness of how to reflect on aspects of their own and others’ learning

EN1-12E identifies and discusses aspects of their own and others’ learning

EN2-12E recognises and uses an increasing range of strategies to reflect on their own and others’ learning

EN3-9E recognises, reflects on and assesses their strengths as a learner

Number

Communicating MAe-1WM describesmathematical situations usingeveryday language, actions,materials and informalrecordings

MA1-1WM describesmathematical situations and methods using everyday and some mathematical language,actions, materials, diagrams and symbols

MA2-1WM uses appropriateterminology to describe, andsymbols to represent,mathematical ideas

MA3-1WM describes andrepresents mathematicalsituations in a variety of waysusing mathematicalterminology and someconventions

Addition and Subtraction

MAe-5NA combines,separates and comparescollections of objects,describes using everydaylanguage, and records using informal methods

MA1-5NA uses a range ofstrategies and informalrecording methods foraddition and subtractioninvolving one- and two-digit numbers

MA2-5NA uses mental andwritten strategies for addition and subtraction involving two-, three-, four- and five-digitnumbers

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

Fractions and Decimals MAe-7NA describes twoequal parts as halves

MA1-7NA represents andmodels halves, quartersand eighths

MA2-7NA represents, models and compares commonly used fractions and decimals

MA3-7NA compares, orders and calculates with fractions, decimals and percentages

Volume and Capacity MAe-11MG describes andcompares the capacities ofcontainers and the volumes ofobjects or substances usingeveryday language

MA1-11MG measures,records, compares andestimates volumes andcapacities using uniforminformal units

MA2-11MG measures,records, compares andestimates volumes andcapacities using litres,millilitres and cubiccentimetres

MA3-11MG selects and usesthe appropriate unit toestimate, measure andcalculate volumes andcapacities, and convertsbetween units of capacity

Mass MAe-12MG describes andcompares the masses ofobjects using everydaylanguage

MA1-12MG measures,records, compares andestimates the masses ofobjects using uniform informalunits

MA2-12MG measures,records, compares andestimates the masses ofobjects using kilograms andgrams

MA3-12MG selects and usesthe appropriate unit anddevice to measure themasses of objects, andconverts between units ofmass

SCIENCE AND TECHNOLOGY

Strands and substrands

Early Stage 1 Stage 1 Stage 2 Stage 3

Content

develop knowledge, understanding of and skills in applying the processes of WorkingScientifically

STe-4WSexplores theirimmediatesurroundings byquestioning, observingusing their senses andcommunicating toshare theirobservations and ideas.

ST1-4WSinvestigatesquestions andpredictions bycollecting andrecording data,sharing and reflectingon their experiencesand comparing whatthey and others know

ST2-4WSinvestigates theirquestions andpredictions byanalysing collecteddata, suggestingexplanations for theirfindings, andcommunicating andreflecting on theprocesses undertaken

ST3-4WSinvestigates byposing questions,including testablequestions, makingpredictions andgathering data todraw evidencebasedconclusionsand developexplanations

develop knowledge of the Natural Environment through understanding about the

STe-7NEobserves, using theirsenses, how dailyand seasonalchanges in theenvironment affectthem and otherliving things

ST1-8ESdescribes someobservable changesthat occur in the skyand landscapeST1-9ESidentifies ways thatpeople use sciencein their daily lives to

ST2-8ESdescribes someobservable changesover time on theEarth’s surface thatresult from naturalprocesses andhuman activityST2-9ES

ST3-9ESexplains rapid change atthe Earth’s surfacecaused by naturalevents, using evidenceprovided by advances intechnology andscientific understanding

PhysicalWorld, Earth and Space, and Living World

care for theenvironment and theEarth’s resources

describes howrelationships betweenthe sun and the Earthcause regularchanges

develop knowledge of the Natural Environment through understanding about the PhysicalWorld, Earth and Space, and Living World

STe-8NEidentifies the basicneeds of livingthings

ST1-10LWdescribes externalfeatures, changes inand growth of livingthingsST1-11LWdescribes ways thatdifferent places in theenvironment providefor the needs of livingthings

ST2-10LWdescribes that livingthings have life cycles,can be distinguishedfrom non-living thingsand grouped, based ontheir observablefeaturesST2-11LWdescribes ways thatscience knowledgehelps peopleunderstand the effectof their actions on theenvironment and onthe survival of livingthings

ST3-10LWdescribes howstructural features andother adaptations ofliving things help themto survive in theirenvironmentST3-11LWdescribes somephysical conditions ofthe environment andhow these affect thegrowth and survival ofliving things

Earth and Its Surroundings

ESES1.6 Explores and identifies ways the environment influences their daily lives.

ESS1.6 Identifies and describes ways in which people and other living things depend upon the earth and its environments.

ESS2.6 Identifies some of the features of the solar system and describes interactions that affect conditions on earth.

ESS3.6 Recognises that the earth is the source of most materials and resources, and describes phenomena and processes, both natural and human, that form and change the earth over time.

PERSONAL DEVELOPMENT, HEALTH AND PHYSICAL EDUCATIONStrands and substrands

Early Stage 1 Stage 1 Stage 2 Stage 3

Interacting INES1.3 Relates well to others in work and play situations.

INS1.3 Develops positive relationships with peers and other people.

INS2.3 Makes positive contributions in group activities.

INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

Personal Health Choices

PHES1.2 Displays basic positive health practices.

PHS1.12 Recognises that positive health choices can promote well-being.

PHS2.12 Discusses the factors influencing personal health choices.

PHS3.12 Explains the consequences of personal lifestyle choices.

Program OverviewRestaurant Focus

Restaurant FocusMenu ChoicesCostingMenu conversionsFood preparationCooking techniques

Menu Choices/CostingThe students need to read through menus and choose what they would like to cook. They will have to think of what is in season, the cost of ingredients, numbers of people eating at the restaurant and the students need to think about how healthy the menu is for you.Menu ConversionsThe students will need to convert the menu (they mainly serve 4-6) to feed upwards of 24 people. To do this the students need to use their multiplication, addition and subtraction skills to work out amounts neededFood PreparationThe students need to identify what needs to be done and how long it will take to produce each course. They need to concentrate hard on the safe food handling and personal cleanliness when cooking for other people. All fresh produce (bought or picked) needs to be thoroughly washed. Students are to continually wash their hands and wear gloves where applicable. The students understand that all food needs to be covered and stored appropriately.The students also need to prepare the tables, ensuring cutlery is in the correct

spot and serviettes, salt and pepper and water is on the table.The students need to think carefully about how they want to present the food on the plate and develop a system to make it happen.

Cooking TechniqueDepending on the recipe chosen the students will be continually developing a variety of skills such as:Chopping, dicing and slicingmixing and foldinggrating and crushingboiling and simmeringkneadingAll the students “Take turns” in participating in every area.The students also need to use the language of cooking when completing a task or talking to adults or peers

The school kitchen garden has been a part of the school for the past six years. During that time it has been a low maintenance, experimental garden with students tending to it at their own leisure and during lunch breaks.

During term three this year, the school decided to design and plan a more productive kitchen garden where the students take responsibility and look after the garden.

At this stage it is still a low cost garden, which is being run with donations from community members. We have used tanks and other garden materials donated by the community, but have been lucky enough to receive a large amount of gardening equipment, a worm farm and some garden beds from the learn and earn Woolworths promotion.

The school has applied for some grants to assist in the expansion of the garden but as it is very small scale, there has been no success thus far.

Garden FocusPlanting seeds and seedlingsPlanning and designing garden bedsMaintaining and harvesting produceUsing language specific to gardens

Planting seeds and seedlings

The students decided on the produce that they wanted to grow over the summer period. After discussing sustainability the students made garden pots out of newspaper which they planted the seeds into. They were left to grow in the pots and will be planted into the kitchen garden as seedlings.

Planning and designing garden beds

The students need to consider the produce that they have chosen and the amount of space available in the kitchen garden. It is important for them to think about the size that the plant will reach and allow enough space for that. They also need to think about specific plants that they have and what they require, for example, corn plants need other corn plants close by so that they can be pollinated. Succession planting is another concept that the students need to consider. They need to ensure that the plants keeps producing fruit, so some plants may need to be planted every few weeks. Also, vegetable crop rotation is important because if the same plant is grown in the same patch of soil each year it may develop a disease and the health of the soil will deteriorate. Therefore, the students need to learn about the different vegetable families so that they are aware of what can be planted after each year’s crop.

Maintaining and harvesting produce

The students have already been preparing the garden beds, ready for the seedlings to be planted. They have spread horse manure and also blood and bone to ensure the soil is healthy. Over the top they have spread a thick layer of Lucerne mulch. Throughout the term, the students will have to water the garden, but they will also have to monitor how they are growing. If they notice a bug eating a crop, they will have to identify what the pest is and research how to get rid of it using natural remedies, which they will make themselves.It is also important for the students to make sure that they are aware of how to tell when fruit is ready to be picked.

Using language specific to gardens

It is vital that throughout this unit, students begin to use garden specific terminology. For example, when we planted seeds, we discussed what germination was and now it would be expected that most students would use that terminology during further discussions. Garden specific language also refers to plants, parts of a plant, plant families, fertiliser, garden implements, mulch etc

Garden Focus

Healthy LivingHealthy LivingIdentifying the “Good things” to GrowVitamins in foodsIdentify what the foods actually help your bodyphysical activity

Identifying “Good” things to grow

The students are now starting to identify what they want to grow and why. They are identifying things that are quick to grow and those that do not need any preparation to eat. eg Cherry Tomatoes, watermelon and snow peas

The students are gaining an understanding of what they could grow at home and not have to be concerned about preparing the food.

Vitamins in foods, Identify what the foods actually help your body

The students will be able to understand what foods hold what vitamins and what certain vitamins do for our bodies. They will identify the essential vitamins and minerals that their growing bodies need, and then identify what they can grow in the garden to meet those needs.

physical activity

The students will learn that physical exercise is essential to a healthy lifestyle and that it is not only through sport games that it is achieved. gardening is another great way to achieve this.

The students will identify different ways that you can “Get Active”. Walk , ride to school, go for a horse ride, mow the lawn, garden.

The students will then be keeping a diary of all the physical exercise they do in a day and then a week.

New KitchenAt the end of 2014 we were lucky enough to be able to put a kitchen in the hall. The kitchen is fantastic and has enough room for all students to be preparing food at the same time.

The students will continue to garden on a Tuesday afternoon, but the school will be split and half the students will go to the kitchen, ensuring the new kitchen I utilised once a week.

Cooking Focus The students who are in the kitchen on a Tuesday will be preparing and making a variety of healthy food that will be good for their lunch boxes in term one. This will then encourage the students to make their own recess and move away from processed food.The students will also be preserving and pickling produce from the garden.The wider school community will come in on Tuesday afternoons and cook with the students. This will strengthen the relationships between the students and wider school community, while passing on scrumptious recipes.

Garden Focus The garden focus will not change dramatically; the students will be weeding, propagating, harvesting and planning.