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Bubble and Squeak
Grade
Level(s):
3-5
Submitted
by:
Trudi O'Shaughnessy, General Teacher |
This unit is about
increasing the children's understandings that food changes as a result of
both chemical and technological processes. They will observe changes to
food through observation, experimentation and cooking. The children will
observe and classify everyday materials using various criteria. They
identify and describe changes in materials through cooking. This is a 4
week unit.
Objectives:
CHEMICAL SCIENCE
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CSF 1.1 Describe using
appropriate language scientific explorations of the chemical physical,
and natural world. |
MATERIALS TECHNOLOGY
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CSF 1.1 Identify the
characteristics and uses of some of common materials.
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CSF 1.2 Generate ideas
for and processes materials to make simple products. |
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CSF 1.1 Describe what
it means to be healthy and how aspects of our environment can promote
health. |
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CSF 1.2 Identify the
range of people, services and products that help us stay healthy and
safe. |
SPEAKING AND LISTENING
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CSF 1.1 Listen to and
produce brief spoken texts that deals with familiar ideas and
information. |
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CSF1.2 Using speaking
and listening appropriately for classroom situations.
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CSF1.3 Use basic
linguistic structures and features when speaking or listening in a
variety of classroom situations. |
READING:
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CSF 1.1 Read and
respond to simple texts with familiar content and predominantly oral
language structures. |
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CSF 1.2 Compare
experience and knowledge with information and ideas in texts.
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CSF 1.3 Use some basic
linguistic structures and features when reading. |
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CSF 1.4 Use a range of
sources of information to make meaning from text. |
WRITING
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CSF 1.1 Produce simple
written texts that convey an idea or measure. |
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CSF 1.2 Identify the
purpose of own and others; writing. |
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CSF 1.3 Use
conventional written symbols for expressing ideas and information.
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CSF 1.4 Use a range of
ways to record ideas and information. |
Plan:
Outline:
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Making of Banana
Smoothies.
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Discussion on safety
requirements.
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Discussion on Hygiene.
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Making of cup cakes.
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Watching and recording
changes to milk, cheese, yogurt, and butter over a week.
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Making of butter.
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Sweet corn, pop corn,
corn thins, cornflakes and corn chips.
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Making of ANZAC
biscuits.
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Making of chocolate
crackles during Literacy block.
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Making of pizza
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Making of apple pies.
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Making of different
breads.
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Making of vegetable
soup.
Plan:
Week 1:
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Discussions on hygiene
and safety in the kitchen. |
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Make Banana Smoothies.
General discussion on the taste and texture of banana smoothies.
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Discussions on the
changes to the Procedural writing of banana smoothies.
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Make cup cakes.
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Cloze activities.
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STEPS; celebrations
choosing the right ingredients and equipment and labeling.
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Read Kids in the
Kitchen. Discuss safety in cooking. |
Week 2:
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Discussions of the
differences between the types of corn and their usage. What processes
has corn undergone, why? |
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Discussions on changes
to dairy products. |
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Procedural writing;
Making butter. By beating with handbeater, electric beater and marbles
in an cream jar. Writing changes to dairy products over two, three
weeks. |
Week 3:
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Read
The Doorbell Rang.
Make Anzac cookies or other types of cookie. General discussions
pertaining to the changes that have occurred to the ingredients and the
final product. |
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Procedural writing.
Making of cookies. |
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Illustrations and
labeling of different pieces of equipment and ingredients.
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Week 4:
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Read Four and twenty
blackbirds. |
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Dramatization. Make
tarts. |
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Read
Stone Soup. Make
soup, |
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Procedural writing of
soup. |
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Mural Four and Twenty
blackbirds. |
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Labeling. Different
types of flour and bread. |
Comments:
The children really
enjoyed this unit. Many children do not have the opportunity to cook. It
gave us many opportunities to read a variety of text to introduce factual
text. |
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