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Queensland Curriculum, Assessment and Reporting Framework

Unit planner templateSchool Name: Fundale Primary School

Unit title: ‘Fruit Salad for Grandma’

KLA(s): Technology Year level(s): Year 2 Duration of unit: 5 weeks

Identify curriculum Technology: Design and Technology Focus and Overview Technology: Digital Technology

Design and Technologies Knowledge & Understanding

Explore how plants and animals are grown for food, clothing and shelter and how food is selected

and prepared for healthy eating (ACTDEK003).

Elaborations

Exploring which plants and animals can provide food or materials for clothing and shelter and what

basic needs those plants and animals have.

Foundation – Year 2 Overview:

Learning in Design and Technologies builds on concepts, skills, processes in the Early Years Learning

Framework, revisiting, strengthening and extending these as needed. Early year’s students explore and

investigate technologies – materials, systems, components, tools, equipment – including their purpose and

how they meet personal and social needs within local settings. Students develop an understanding of how

society and environmental sustainability factors influence design and technologies decisions. Students

evaluate designed solutions using questions. They begin to consider the impact of their decisions and of

technologies on others and the environment including in relation to preferred futures. They reflect on their

participation in a design process. This involves students developing new perspectives and engaging in

different forms of evaluating and critiquing products, services and environments based on personal

preferences. (Australian Curriculum, Technology Curriculum Foundation – Year 2 overview, 2015)

Digital Technologies Knowledge and Understanding Identify, use and explore digital systems (hardware and software components) for a purpose

(ACTDIK001).Elaborations:

Playing with and using different digital systems for transferring and capturing data, for example using tablet to take photograph of a grandparent and recording an interview with them about life in the past.

Exploring and using digital systems for downloading and storing information, for example knowing how to download images from a website and inserting them into a document; saving and retrieving data.

Digital Technologies Processes and Production Skills Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003).

Elaborations:Using common software to present data creatively, for example as a slideshow, movie, sounds, image,

chart, word art, poster or drawing.

Foundation – Year 2 Overview

Learning in Digital Technologies builds on concepts on concepts, skills, and processes in the Early Years

Learning Framework. It focuses on developing foundational skills in computational thinking and an

awareness of personal experiences using digital systems. Students will have had opportunities to create a

range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate

a map or recording science data with software applications. Students will learn about common digital

systems and patterns that exist within data they collect. Students will organise, manipulate and present this

data, including numerical, categorical, text, images, audio and video data, in creative ways to create

meaning. Students use the concept of abstraction when defining problems, to identify the most important

information, such as the significant steps involved in making a sandwich. They begin to develop their design

skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying

steps in process or controlling robotic devices. Students describe how information systems meet

information, communication and/or recreational needs. Through discussion with teachers, students learn to

apply safe and ethical practice to protect themselves and others as they interact online for learning and

communicating. (Australian Curriculum, Technology Curriculum Foundation – Year 2 overview, 2015)

QCAR Professional Development Package

Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email: [email protected]; Website: www.qsa.qld.edu.au© The State of Queensland (Queensland Studies Authority) 2023 Copyright protects this work. Please read the Copyright notice on our website. of 10


‘Fruit Salad for Grandma’ Unit Overview

In this unit plan ('Fruit Salad for Grandma'), students will develop inquiry skills to discover and explore the importance of eating healthy, whilst discovering where food comes from and how it can be prepared for healthy eating. Most children will have eaten fruit as an individual item like an apple or an orange but they may not have experienced where it has come from prior to being made into a fruit salad. So they will be enthusiastic about the possibility of learning about where fruits come from whilst they learn about the lots of different tastes “all at once” when they decide on their own special mixture for a fruit salad for Grandma. This unit introduces exploration of how plants are grown for food, clothing or shelter and how food (fruits) are selected and prepared for use in the production of a simple food product. The children will design a fruit salad procedure and make a fruit salad procedure they have researched and developed themselves using digital technology to create and present their procedures. Students will identify, use and explore digital systems to collect, explore and sort data and present the data creatively. The students in small groups will research and investigate where fruits come from and select the best fruits to put into a fruit salad for Grandma’s visit. Students will investigate the features and qualities of a variety of fruit and make selections based on their choices. The students will use digital technologies such as Ipads/digital cameras to capture photographs of the process of making fruit salad and will use desktop or laptop computers to research and upload fruit images. This will be the student’s way of researching and collecting data on fruit choices, the process for creating a fruit salad procedure and the process for making fruit salad. The students will also have further opportunities to explore their world through a range of activities and real-life learning to support the knowledge they will develop through making fruit salad. There are a total of 10 lessons over 5 weeks, which equal 2 lessons per week. One lesson per week is aimed at theory based learning and the other lesson is for practical hands on learning. This unit also makes connections to aspects of the English, Mathematics, Science and HPE curriculum content areas.

General Capabilities Cross Curricular Priorities Numeracy Recognise and use patterns and relationships

- Interpret data displays

Literacy - understanding learning area vocabulary- Comprehend texts - Navigate, read and view learning area texts - Interpret and analyse learning area texts- Compose texts - Compose spoken, written, visual and multimodal learning area texts

Critical and Creative Thinking - Identify and clarify information and ideas - Organise and process information

- Consider alternatives

- Imagine possibilities and connect ideas

- Seek solutions and put ideas into action

ICT

Investigating with ICT

- Define and plan information searches - Locate, generate and access data and information - Select and evaluate data and information

Creating with ICT- Generate ideas, plans and processes - Generate solutions to challenges and learning area tasks

Managing and operating ICT- Select and use hardware and software

- Understand ICT systems

Aboriginal and Torres Strait Islander histories and cultures

Sustainability- When students identify and critique a problem, need or opportunity; generate ideas and

concepts; and create solutions, they give prime consideration to sustainability by anticipating and balancing environment and social impacts.




Differentiation

Teachers take account of the range of their students’ current levels of learning, strengths, goals and interests and make adjustments where necessary through addressing prior knowledge. The three-dimensional design of the Australian Curriculum,

comprising learning areas, general capabilities and cross-curriculum priorities, provides teachers with flexibility to cater for the diverse needs of students and to personalise their learning.

This unit is a hands-on and visual unit requiring small group and individual work. Teachers are expected to provide differentiation for students with special needs, students who require further scaffolding, as well as extension work for gifted students.

Additional Technology support will be required for most students dependent on their technology skills. Throughout this unit, students have the opportunity to show understanding through theory and practical environments. This allows the students

opportunities to further develop their skills, knowledge and understanding, but also allows space for teachers to effectively cater for differentiation by providing multiple opportunities to teach and learn new skills in both a theoretical and practical sense.

Within this unit, there are no set time limits per lesson to allow for flexibility and in turn, differentiation. This means these lessons can be short or long, or possibly even run over an additional learning sequence. However, the theory and practical go hand in

hand and work most effectively if they are completed on a weekly basis.

Develop assessment Make judgmentsType of assessment What will be assessed When it will be assessed Purpose of assessment Assessable elements

Formative assessment

Students will use digital systems to research and select healthy fruits for a fruit salad and design a procedure in a small group that best suits the qualities of the fruits chosen and the criteria for Grandma.

This process will be captured through a series of photographs using the digital camera or an ipad.

Fruit Salad procedure will be designed and presented within a slide presentation format using Word or PowerPoint.

The task is for each groups design procedure to make a bowl of fruit salad to present to the other children in the class. The design of the procedure should match the requirements of the group as revealed by their own research and recorded in their specification featured in the Grandma’s Fruit Salad Webquest specifications.

Student’s abilities to respond to key concepts focused on over the 5 week unit. Students will be assessed on:

1. Fruit choices – healthy, taste, size, compatibility

2. Procedure design – matches the procedure format

3. Procedure presentation – Word or slideshow

4. Procedure meets the requirements set out in the Webquest.

During the final week of the unit – week

5. In this week students will have

completed all necessary skills and

understandings that are required of

them to successfully complete their

assessment task.

This unit and assessment will allow teachers to see students in a

working classroom environment, as well in a practical, hand-on

working environment and for students to understand how

where fruits come from and how they can be used to make a

procedure and how resource availability influences the

design of a product. Students reflect on prior knowledge as

the basis from links to the HPE and Science units.

Teachers have the opportunity to assess students in both

technologies areas. The assessment utilises the general

capabilities as well as cross- curriculum priorities.

Theory and Practical Knowledge and UnderstandingDesignCreateCommunicate




Sequence of learningLearning experiences Options for adjustments to support

differentiation Resources

Week 1 of 5:Lesson 1: Importance of Eating Healthy?Theory:Overview of importance of eating healthy. Discussion the importance of eating healthy and making healthy food choices for our everyday eating and cooking. Discuss food pyramid and the types of healthy foods. Discuss good and bad choices.Practice:Whole class create a healthy food pyramid and then individually.Lesson 2: What Fruit is That? (My favourite fruit)Theory:Introduce a variety of fruits to the class by asking questions about fruit that they cannot see because the fruit is in a bag. E.g.: Which fruit is yellow and must be peeled before you can eat it? (banana) Which fruit has a hairy green skin? (kiwi) Which fruit is too sour to eat on its own? (lemon) Which fruit can be red or green or yellow when it is ripe? (apple). Ask ‘What is your favourite fruit and record results of class in a tally table and then create a class picture graph of results.Practice:Create class and individual ‘Pictographs’ for my favourite fruit (Maths – Data representation).Conduct a fruit guess and then in small groups have students come up with ‘Who Am I?’ puzzles for peers to guess.Week 2 of 5:Lesson 3: Where does Fruit come from? Theory:Discuss the idea of where each piece of fruit has come from. How fruit is grown for food, clothing or shelter. Discuss the basic needs of fruit plants. Have a look at a virtual fruit farm or plan a field excursion to a local orchard or have guest speak (Fruit Farmer) come to the school. Discuss sustainability practices that a farmer may use on the fruit farm. Visit an apple farm if possible. Watch Kindergarten field trip to apple orchard - https://www.youtube.com/watch?v=UPCKUOB1QiU and ‘Growing Apples’ video at http://splash.abc.net.au/home#!/media/30276/growing-apples Discuss fruit used by Aboriginal and Torres Strait Islander peoples in their food preparations and where they get them from e.g. not a farm – gathering – Explore bush tucker.Practice:Students create timelines for a piece of fruit/apple.Lesson 4: Healthy Fruit Choices - Procedures/RecipesTheory:Discuss how foods and fruits can be selected and prepared for healthy eating. Discus utensils needed to prepare fruit salad.Discuss fruit how fruit could be used in cooking – what recipes do you know that have fruit in them?Discuss the idea of a fruit salad and mention these important elements: taste, texture, colour and the seasonal availability of fruits that cannot be stored; including frozen fruit, dried fruit and canned fruit.Watch ‘Telmo and Tula’ make fruit salad video - https://www.youtube.com/watch?v=aS3nLa6-VpE Practice:Fruit taste – students taste a variety of fruit and create a T Chart of favourite fruits and least favourite fruits.Week 3 of 5:Lesson 5: Procedure OutlinesTheory:Discuss the important features of a procedure (ingredients, utensils, method) and look at various different designs on

Students with disabilities/students that require further scaffolding.

Aboriginal and Torres Strait Islander considerations – http://www.aboriginalculture.com.au/bushfoods.shtmlMixed small grouping.

Clearly demonstrate each task and model behaviours.

Flexible timing.

Visual Fruit Salad procedures examples as well as the expected procedure template required.

Visual chart reminders for behaviour and safety requirements.

Recognition and praise for accomplishments.

Additional scaffolding for students with limited technology skills using teacher aide support or peer pairing/grouping with individuals with strong technology skills.

Use other digital technology applications for students with limited technology skills e.g. videoing, drawing app. or use Ipad app ‘DIY Recipe’ to present their data.

Parent Permission – note home to parentsCheck for allergies

Discuss internet safety. Have visual reminder chart.

Scaffolding support.

Provide teacher aide support as required for each group.

Additional technology tools to assist with adjustments can be sourced from here at http://cooltoolsforschools.wikispaces.com/Home

Additional differentiation ideas for gifted and talented can be obtained from:http://www.curriculumsupport.education.nsw.gov.au/beststart/gats/case/index.htm

How Kids follow instructions -

Week 1Importance of Eating HealthyFood Pyramid – view at https://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

What fruit is that?A selection of fruits available locally, including some of the fruit that the children eat at home, and several unfamiliar fruits, pictures of fruit and fruit salad.Types of fruits - http://www.freshforkids.com.au/fruit_pages/fruit.html

Data representation – Pictograph - http://primaryschoolict.com/pictograph/

Week 2Where does fruit come from?Fruit farm videos, virtual farm visit, excursion visit arrangements, farm posters and books or a special visitor.Growing Apples video - http://splash.abc.net.au/home#!/media/30276/growing-apples Apple Orchard visit video - https://www.youtube.com/watch?v=UPCKUOB1QiU

Bush tucker - http://www.aboriginalculture.com.au/bushfoods.shtmlhttp://splash.abc.net.au/home#!/media/30798/understanding-bush-foods

Healthy fruit choices – Procedures/recipesExamples of different fruit recipes - http://www.freshforkids.com.au/recipes/recipes.asp http://www.freddyfit.co.uk/kids/recipes/simple-fruit-salad.php http://bushtuckerrecipes.com/ Sample procedure outlinehttps://www.tes.co.uk/teaching-resource/recipes-for-fruit-salad-3005778 Word document example..\Assessment\Fruit Salad Procedure.docx

How to Make fruit salad video:https://www.youtube.com/watch?v=aS3nLa6-VpE



https://www.youtube.com/watch?v=aS3nLa6-VpE

https://www.tes.co.uk/teaching-resource/recipes-for-fruit-salad-3005778

https://www.tes.co.uk/teaching-resource/recipes-for-fruit-salad-3005778

http://bushtuckerrecipes.com/

http://www.freddyfit.co.uk/kids/recipes/simple-fruit-salad.php

http://www.freshforkids.com.au/recipes/recipes.asp

http://splash.abc.net.au/home#!/media/30798/understanding-bush-foods

http://splash.abc.net.au/home#!/media/30798/understanding-bush-foods

http://www.aboriginalculture.com.au/bushfoods.shtml

https://www.youtube.com/watch?v=UPCKUOB1QiU


http://splash.abc.net.au/home#!/media/30276/growing-apples

http://primaryschoolict.com/pictograph/

http://www.freshforkids.com.au/fruit_pages/fruit.html

https://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

https://www.eatforhealth.gov.au/guidelines/australian-guide-healthy-eating

http://www.curriculumsupport.education.nsw.gov.au/beststart/gats/case/index.htm

http://www.curriculumsupport.education.nsw.gov.au/beststart/gats/case/index.htm

http://cooltoolsforschools.wikispaces.com/Home

http://www.aboriginalculture.com.au/bushfoods.shtm

https://www.youtube.com/watch?v=aS3nLa6-VpE

http://splash.abc.net.au/home#!/media/30276/growing-apples




internet, videos, in books etc. Show and model completion of a simple fruit salad procedure in both Word and slideshow.Practice:In groups students use Ipad App ‘Recipe DIY’ to explore procedure features and create a procedure.Lesson 6:Technology fun - Explore Creative Ways to Display Procedures Theory:Show students how to use Ipad to take photos and allow them time to explore with each other in small groups taking photos of fruits. Discuss tips for taking good photos.Saving photos and uploading to folder on computer – students to practice this skill.Students shown how to create and present procedures in PowerPoint Slideshows and Word documents – shown examples of procedures in each application.Practice:Students use computers to explore the features of PowerPoint and Word.Students use computers to practice uploading and saving photos into a folder.Week 4 of 5:Lesson 7: Webquest – Fruit Salad for GrandmaIntroduce students to webquest platform and demonstrate how to use it as a whole class on whiteboard (guided instruction) and then permit individuals (consider overall technology skills of class). Explain the requirements of the assessment and allow each group to discuss and start to draft ideas.

Research healthy fruits for a fruit salad procedure using the internet. Considering Grandma’s false teeth. Take photos using a tablet/Ipad of fruit ingredients – upload photos to team folder Together make the fruit salad and take photos of what you do – upload photos to folder Create fruit salad procedure using procedure template using a word document or a PowerPoint slideshow with

uploaded photos. Must have 7 – 10 slides. All documents must have 8 -9 photos. Share presentation with the class

Practice:Student’s in small groups start to research, select fruits, photographs and draft procedure on a template worksheet.Lesson 8: Creating PowerPoint’s/Word continuedPractice: Students continue to create their fruit salad procedures using digital systems.Week 5 of 5Lesson 8: Making Fruit Salad - Cooking DayPractice: In small groups students make Grandma’s fruit salad according to their procedure design. Students evaluate what worked well and what do not work well by carefully looking and tasting. Students to discuss with peers how they could make improvements. Each member of group should record their findings in their workbook.Lesson 9: Fruit Salad Presentation TimePractical:Each group to share their ‘Fruit salad for Grandma’ presentations with the whole class and provide feedback for each

group. Every student in group should participate in the presentation.

All word documents and slideshow presentations will be compiled into a ‘Fruit Salad for Grandma’ recipe book for

word documents or into a “Fruit Salad for Grandma’ recipe box on the ‘Apples to Fruit Salad’ webpage for others to

access and use.

http://www.pediatricservices.com/prof/prof-07.htm Week 3Procedures OutlinesIpad App. ‘Recipe DIY’ plus Ipads https://itunes.apple.com/us/app/recipe-diy/id757914920?mt=8%3Fink

Technology FunComputers with PowerPoint accessIpads/Digital cameras for photo funTechnology tools can be sourced from here at http://cooltoolsforschools.wikispaces.com/Home

PowerPoint ppt example ..\Assessment\Healthy Fruit Salad.pptx

Word document example ..\Assessment\Fruit Salad Procedure.docx

Tips for taking good photos - http://home.bt.com/techgadgets/phonestablets/six-easy-tips-for-taking-great-photos-on-your-ipad-11363861529620?s_cid=con_cic_aff_affwin_vidAJM_broadband&vendorid=AJM&utm_source=Affwin&utm_medium=Ref&utm_campaign=Affiliate&awc=3041_1432934627_32e6d9bd41f95adedffe7092295b45d6

How to create a PowerPoint - https://www.youtube.com/watch?v=OyoeGSFmI4E&feature=youtu.be or https://www.youtube.com/watch?v=al_2rkApq_c&feature=youtu.be

Week 4Webquest & Creating PowerPoint’s/Word Computers with internet accessWhiteboard with access to internetProcedure worksheet templates‘Fruit Salad for Grandma’ http://questgarden.com/174/26/6/150512155041/

Week 5Fruit Salad cooking dayVariety of fruits and utensilsIpads for photos

PresentationsWhiteboard with computer access to display group presentations



http://questgarden.com/174/26/6/150512155041/

https://www.youtube.com/watch?v=al_2rkApq_c&feature=youtu.be

https://www.youtube.com/watch?v=al_2rkApq_c&feature=youtu.be

https://www.youtube.com/watch?v=OyoeGSFmI4E&feature=youtu.be

https://www.youtube.com/watch?v=OyoeGSFmI4E&feature=youtu.be

http://home.bt.com/techgadgets/phonestablets/six-easy-tips-for-taking-great-photos-on-your-ipad-11363861529620?s_cid=con_cic_aff_affwin_vidAJM_broadband&vendorid=AJM&utm_source=Affwin&utm_medium=Ref&utm_campaign=Affiliate&awc=3041_1432934627_32e6d9bd41f95adedffe7092295b45d6



http://cooltoolsforschools.wikispaces.com/Home

https://itunes.apple.com/us/app/recipe-diy/id757914920?mt=8%3Fink

https://itunes.apple.com/us/app/recipe-diy/id757914920?mt=8%3Fink

http://www.pediatricservices.com/prof/prof-07.htm


Assessment – - Fruit salad creations- Grandma’s fruit salad procedures - slideshow

presentations or word document presentations.

Additional teaching idea support can be accessed from the ‘Apples to Fruit Salad’ Symbaloo file https://www.symbaloo.com/mix/applestofruitsalad

Use feedbackWays to monitor learning and assessment

All pieces of students work will be placed into the ‘Apples for Fruit Salad’ webpage recipe box under heading ‘Fruit Salad for Grandma. Students will glue all evidence of work into class recipe book called ‘Fruit Salad for Grandma’. From here, the book will be used for formative and summative assessment purposes, as well as an opportunity for teachers to provide feedback to students through written/verbal comments. Students are able to look at their scrapbooks at any point to view their feedback and have a one-on-one discussion with the teacher or teacher aide about their progress. All word documents and slideshow presentations will be compiled into a ‘Fruit Salad for Grandma’ recipe book for word documents or into a “Fruit Salad for Grandma’ recipe box on the ‘Apples to Fruit Salad’ webpage for others to access, provide feedback and use.



https://www.symbaloo.com/mix/applestofruitsalad


Year: 2

Australian Curriculum:Technology

Text Type:Multimedia Presentation

Date of assessment:Week 10

Background

Fruit is an important part of the Food Pyramid and healthy eating. It can be eaten individually or can be mixed together to create new tastes. It can be used to explore how plants are grown for food and how it is selected and prepared for healthy eating as a procedure for healthy eating.

TaskYour task is to work small groups to design a fruit salad procedure to make for Grandma’s visit that you have researched and developed yourself.You will consider:

Research healthy fruits for a fruit salad procedure using the internet. Considering Grandma’s false teeth.

Take photos using a Tablet/Ipad of fruit ingredients – upload photos to team folder. Together make the fruit salad and take photos of what you do – upload photos to team folder. Create fruit salad procedure using procedure template using a word document or a PowerPoint

slideshow with uploaded photos. Must have 7 – 10 slides. All documents must have 8 -9 photos. Share presentation with the class.

Every child should participate in the presentation throughPresenting the findingsAnswering questions from the class or Showing and explaining their work allocation e.g. Cook 1 - 4




Criteria

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Name

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