Title of unit of learning:
Farm to plate
This case study is based on a unit of work written by
Melissa Reid
Region: South Western Sydney
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
Farm to Plate
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Situational Analysis
The school has a population of 935 students, with 68% from a non-English speaking
background. This unit was developed for a K/1 composite class comprising 8
Kindergarten students demonstrating high abilities in Literacy and Numeracy.
Learner profile
Within this Kindergarten class, 1 student was identified as demonstrating a high level of
reading proficiency within the initial Best Start Assessment. Similarly, 13 students in the
Year One cohort had been identified as operating beyond stage expectations in 2011.
This unit provided opportunities for all students to engage in learning experiences that
provided breadth and depth of understanding, rather than simply providing a condensed
representation of farms and their purpose.
Aboriginal Perspectives
Specific reference (through symbols) has also been made to the 8 Aboriginal Ways of
Learning throughout this unit of work.
Story sharing: Encourages the sharing of knowledge and understanding through narrative. It
encourages deeper understanding as it ensures children are making knowledge
connections with their own experiences/lives.
Learning Maps: A clear visual representation of the path that learning is going to take. They
give purpose and direction to the lesson sequence by providing students with a “big picture”
of the unit to come. They also encourage students to reflect on previous learning and to
track future learning.
Land links: Increases student engagement by connecting learning with the land. This is
especially successful if connected with the local environment that students can directly
relate to.
Deconstruct/Reconstruct: Encourages students to look at the big picture. It means they will
be reflecting on knowledge and then relating and applying this knowledge to other
concepts/situations.
Symbols/ images: The use of visual representations to support verbal and written content.
Particularly effective for visual-spatial learners.
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Farm to plate
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
Non-linear methods: Encourages students to approach content from different perspectives
and to demonstrate understanding in different ways. It demonstrates an understanding that
knowledge can be structured and presented in different ways.
Non verbal: The idea that learning does not always have to happen as a result of
conversation and direct verbal explanation. It supports learning through a hands on
approach with concrete materials. The idea that you need to see it and do it yourself before
you truly understand it.
Community Links: Encourages the involvement of community members and elders in the
planning of programs and implementation to ensure that the content being taught is
culturally relevant and meaningful for all involved. It also encourages group work.
Curriculum Design
The unit was differentiated with the backward-mapping approach to curriculum design.
The process began with using the syllabus outcomes to identify the macro-concepts and
enduring understandings and continued with the development of core and contributing
questions that would direct this learning (see the following table and the concept map).
All learning experiences were linked to weekly modelled and shared reading
experiences.
Unit Focus: How do the products we receive from farms affect our daily lives?
Focus Question: How do farms meet our needs?
Macro Concept: Products and services ; Social systems and structures ; Positive Health Choices
Enduring Understandings:
Products can be made, processed or grown.
We get a number of necessary products from farming.
These products are grown and then processed.
These products help keep us healthy by providing us with needs
Desired Results
Foundation Statement: Students identify the needs of living things and explain how these needs are met. They explore built
environments designed to suit the needs of the users. Students describe and apply production processes using a range of
materials and techniques to grow, make or process changes. They acquire information by observing and discussing visual
information such as animation, as well as reading, listening to and analysing the content of written texts. Students produce
simple texts that demonstrate an awareness of the basic grammar and punctuation needed. They write with an increasing
awareness of the nature, purpose and conventions of written language. Students describe balanced eating habits and make
simple decisions in relation to health.
Core Outcomes
SSES1 - Identifies ways in which their own needs and the needs of others are met, individually and
cooperatively
BES1.1- Identifies and discusses how built environments suit the needs of users.
ESS1.6 - Identifies ways in which people and other non living things depend upon the earth and its
environments
PSES1.5 - Recognises the relationship between everyday products and people’s needs
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
Farm to Plate
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PHES1.12 - Displays basic positive health practices
WES1.9 - Engages in writing texts with the intention of conveying an idea or message
Extended Outcomes
SSES1 - Explains ways in which their own needs and the needs of others are met, individually and
cooperatively
BES1.1 - Explores how built environments suit the needs of users.
ESS1.6 - Explores ways in which people and other non living things depend upon the earth and its
environments
PSES1.5- Explains the relationship between everyday products and people’s needs
PHES1.12- Explains and justifies basic positive health practices
WES1.9- Engages in writing texts with the intention of conveying an idea or message
Content
Learn to (skills)
Learn about (knowledge)
Basic
Discuss/describe
production processes of farm products
Abstract
Discuss/describe
balanced eating habits
Display/demonstrate
understanding of the importance of farming
Identify
needs of living things
Make decisions
In relation to their health
Content
Explore/Evaluate
how farms meet the needs of consumers
Complex
Explain
production processes of farm products
Abstract
Contributing Questions
What are our basic needs? How will we get them from farms?
What are a farm's needs? How will we maintain them?
What products can we get from a farm? How do these products meet our needs?
What processes do these products undergo in order to get them from the farm to the shelf?
Where do these processes take place? Why are these processes necessary?
Extended Questions
How have these processes changed with the introduction of technology?
Would produce from a farm be enough to keep us healthy?
What do we need to maintain a healthy lifestyle?
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Farm to plate
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
Pre-test
Learning experiences
Prior to the production of this unit, the following activities were completed to find out student background information and prior knowledge on the
necessary topics.
Create a mind map with information transferred onto a class chart (after meaningful discussion) to ensure that understood concepts
are not repeated. This also ensures that students' curiosities are addressed throughout the unit of work.
(In the mind map completed here, a student spoke about cranberry farms because he had seen an advertisement on television that showed a
cranberry farm. For this reason, the unit includes opportunities for students to discuss and learn about less known farm such as trout farms,
cranberry farms and kangaroo farms)
Draw an outline of a person on a piece of butchers paper. Students to discuss what makes us healthy (gives a good understanding of student
background knowledge in the area of personal healthy).
Prior to implementation of the unit, co-construct a learning map with students. A learning map will give purpose and direction to the
lesson sequence by providing them with a “big picture” of the unit to come. It also encourages students to reflect on previous learning
and to track future learning. Creativity is encouraged.
Lesson Sequence
Important teaching note: The majority of students hold the belief that a farm is comprised of ALL farm
animals in one area and don’t understand the actual purpose of a farm. A farm is: land or water
devoted to the raising of animals, fish, plants etc for the purpose of rearing products to be consumed or
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
Farm to Plate
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utilised. It is important to make students aware of the fact that different farms provide us with different
products based on what kind of farm it is, and that not all farms have animals
Learning experiences
Key concept 1: Farms provide more than just meat, milk and eggs.
Discuss student understanding of a farm
What is a farm?
Who runs a farm? What is the role of a farmer?
What kinds of farms are there? Do farms only have animals? Do farms usually have ALL farm animals on them? (refer to important note
below)
How does a farmer keep his farm 'healthy'? Who can help a farmer if an animal is sick? Discuss needs of fruit/vegetables/crops to stay
healthy. Do they have the same needs as people/animals? How do farmers look after their needs? (water, food/fertiliser, pesticides,
protection from birds ie scarecrows)
Do animals/plants/people have the same needs? How are plant / animal needs met compared to ours? (Expressed through a graphic
organiser such s a Venn diagram)
Farm animals:
What are the common farm animals we know about? What products do we get from them? What do we use these products for?
* chickens- meat, eggs, feathers, manure
* sheep- meat, wool
* pigs- meat
* goats- meat, milk
* cows- meat, milk, leather, manure
* horses- discuss how horses are used for services, not products
Note: It is important to explain to students that animals are bred for specific purposes; ie: a chicken that is farmed for egg production will not be used for meat production
as well. Different farms are created for different products.
What processes do these products go through to get them from the farm to the shelf?
Why are these processes necessary?
Fruit/vegetable/crop farms
What are the common fruit/vegetable/crop farms that we know about? What products do we get from them? What do we use these products
for?
Note: Students may need greater support in understanding the concept that these are classified as farms.
What processes do these products go through to get them from the farm to the shelf?
Why are these processes necessary?
Discuss other less known farms ie trout farms, kangaroo farms, cranberry farms, turf farms etc. What products do we get from these farms?
Why do you think there are farms for these products?
Extension: What would happen if we did not have farms? Where would we get these products from? Reflect on how this was done in the past
when “farms” were not around.
Key concept 1- Dairy farms help meet our dietary needs
Use the website: http://www.dairy.edu.au/discoverdairy/Teachers to support the following learning
Discuss the idea that animals can provide different products, and that one particular animal is usually produced for one purpose/product only.
Discuss the difference between dairy cattle/cows (bred to make large quantities of milk) and beef cattle/cows (bred to produce meat) and
what we get from each of these types of cows.
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Farm to plate
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
Dairy farms
How do cows make milk? How do we get milk from cows?
Look at diet of cows. Discuss cows having four stomachs and why they need them. How many stomachs do humans have? Why do you think
they are different?
http://www.dairy.edu.au/discoverdairy/Teachers/From-Farm-to-Plate-Module/About-Dairy-Cows.aspx
Extension: What are the similarities/differences between human and cow diets and digestive system. Complete a Venn diagram to
demonstrate.
How does milk get from the cow to the shops? Discuss each of the steps of the process. Why are these steps important? What effect would it
have on the milk if these steps were not completed? Could the milk still be used if these processes were not completed?
http://www.dairy.edu.au/discoverdairy/Teachers/Games-Interactives/Milk-Cycle-Game.aspx
Milk as a versatile product. What can milk be turned into? Look at the process of how milk is turned into butter, ice cream, yoghurt, cheese etc
Make a number of products that begin from milk/milk products
ie butter, ice cream (how to make ice cream in 5 min)
http://www.dairy.edu.au/discoverdairy/Teachers/From-Farm-to-Plate-Module/Do-It-Yourself-Dairy.aspx
Extension Question: Show photos of farms from the local area many years before from times prior to machinery. How do you think the “cow
to shops” process differed in these times? (ie milking by hand, churning by hand etc). What effect would this have had on the amount of milk and
milk products that would have been produced at each farm? Would that work today?
Embedded Assessment
Criteria for assessing learning
Students will be assessed on their ability to:
Students are to paste the process of milk production into their book
in the correct order. They can label each phase of the process if they
desire.
Extended task
correctly sequence the process of "cow to shops"
discuss each of the steps within the process
Students will be assessed on their ability to:
Students are to demonstrate their understanding of the process of
how milk gets from the farm to the shops in their own way.
demonstrate a clear understanding of the "farm to plate" process
explain each of the steps within the process
Product Modifications/Multimodality
Students to choose any method of representation that they feel will best express their understanding of the milk production process. Eg. flow
chart, mind map, explanation, diagram, verbal etc
Key concept 2- How do farm products help meet our needs?
Revisit “needs”. What would happen if we weren’t; provided with our needs?
Discuss each in detail, and reflect on how farms help provide these needs.
Shelter: What is shelter? Is a roof over our head enough to provide adequate shelter? What else do we need to fulfil our shelter needs?
Water: What is water? Where does water come from?
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
Farm to Plate
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Food: What is food? Look at the healthy food plate and discuss what each of the parts of the healthy food plate are.
How do farm products help provide us with each of these needs?
Create class visual on each of the needs. Discuss how each of these needs may be met by products from farms. Discuss how these
products meet these needs. Are there any farm products that meet more than one of our needs? Discuss.
Can ALL of our needs be met by farm products? Which ones can’t be? (if these can be met by different less known farms ie tree
farms then discuss this fact)
Extension: Have students complete a diet log to reflect on their eating habits. Students may analyse their diet log and determine which foods
they need to be eating more/less of. They can plan how they may do this.
Key concept 2- Dairy products meet our dietary needs by providing us with calcium
Discuss the healthy food plate. Look specifically at milk, yoghurt, cheese portion)
http://www.health.gov.au/internet/healthyactive/publishing.nsf/content/eating
What are dairy foods (milk, yoghurt, cheese)? Where do we get them from? What do we get from these products (calcium)? Why do we need
calcium? How much we need to have unbeatable bones?
http://www.dairy.edu.au/discoverdairy/Teachers/Unbeatable-Bones-Module/Dairy-for-Bones.aspx
Extension: What can we do for people who have allergies/intolerances? Where can they get their calcium from? Where do we get these foods
from (products produced on different farms)?
Embedded Assessment
Criteria for assessing learning
Students will be assessed on their ability to:
demonstrate that dairy products are important for health
The Australian Health Organisation is trying to encourage children to
improve their health by making positive health choices. There is a
competition out for the best presentation of why and how dairy
products help meet our needs.
show how much dairy is needed for improved health
identify 2-3 foods that are classed as dairy products
Product Modifications/Multimodality
Students can make a poster, powerpoint presentation or prezi to express their ideas.
Extended task
Criteria for assessing learning
Make the same poster/powerpoint/prezi, but consider the
calcium needs of children with allergies/intolerances to
dairy.
Students will be assessed on their ability to:
explain why calcium is important for health
demonstrate that calcium is available in a number of dairy and
non dairy forms
identify 2-3 foods that are high in calcium
Reflection
Creating a differentiated unit of work enabled me to respond to the wide range of
abilities, learning styles and needs within my composite class. Students were highly
engaged in learning experiences, as they offered opportunities for complexity and
connection. Links were easily made to other key learning areas and students
experienced learning as integrated, purposeful and meaningful.
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Farm to plate
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
© State of New South Wales, Department of Education and Communities, 2012
NSW Curriculum and Learning Innovation Centre
Farm to Plate
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