6172RB Science a STEM approach Year 2 low res watermark

Earth and space sciences
OUR RESOURCEFUL WORLD
Lesson 2
Lesson plan
Introduction:
1. Divide the class into groups of six and give each group a pad of sticky notes. Ask students What
food products do we eat or use? As a group, students think of as many different food products as
possible and record each one on a separate sticky note. After two minutes, display the mini poster,
‘What food products do we eat or use?’ on page 84 and encourage students to add more ideas to
their sticky notes. Stop the students after a few minutes. QP PA
2. As a group, students decide which of Earth’s resources we get food from (plants and animals). Ask
students to sort the food items recorded on their sticky notes into two groups—food from plants
and food from animals. QP PA
Development:
3. Using a think-pair-share, ask students How do different foods get from their natural environment to
our homes? Share their ideas. QP
4. In groups of three, assign students a product for them to role-play how the product gets from the
farm to their fork. Students need to decide on three basic steps for each of them to role-play; i.e.
farmer picks apple, worker juices apple, shop sells it. Suggested simple food products are apple
juice, potato chips, banana bread, cereal, cheese, fruit salad and peanut butter. QP PC PA
5. Divide the class into eight groups and give each group one iPad® with a QR scanner on it and
one pre-prepared card from page 85. Using an A3 piece of paper folded in half, students copy
one question from their pre-prepared card onto each half of the page. Under the first question,
students work as a team to brainstorm and record examples of Earth’s resources that we use for
certain food products. Students then discuss the second question and scan a QR code to watch
a video showing how a specific food gets from a farm to your house. Students discuss the steps
described during the video, to choose and record, using words or images, five main stages in
the production of their given food. Note: These videos were produced in the United Kingdom by
Tesco as part of the Food to fork series. For this reason, it is recommended that students are taught
that these processes are used in many countries around the world, including Australia.
QP PC PA
Differentiation
• Less capable students may be encouraged to draw images of different food products or
contribute orally to mixed-ability groupings. Alternatively, they may be grouped together and
assisted by an adult.
• More capable students may be encouraged to write explanations for each step of the process.
6. Pair a group that researched food products from animals with a group that researched food
products from plants. When paired, each group takes a turn to read each question and share the
information recorded on their piece of paper with the other group. E
Reflection:
7. Using a think-pair-share, one student explains how food products that come from animals get
from a source (their environment) to our supermarkets and subsequently to our houses. The
other student must listen and clarify misunderstandings. Students swap roles to explain how food
products that come from plants get to our supermarkets and houses. E C
© R.I.C. Publications
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R.I.C. Publications® – www.ricpublications.com.au 978-1-925431-95-7 YEAR Science:
2 A STEM APPROACH 83