Cross-Curricula Mapping: Topic- FOOD through the Years and Disciplines (see notes)

Year 8 Outcomes- Suggested Lesson Schedule
1. Lesson 6 (1hr) Body Systems for Food Processing- The Human Digestive system
  1. Basic Digestion Flow Chart Printable: http://www.facsecoalition.org/exemprograms/aafcsexpprograms2005/.directory/WingerDigestion%20Flowchart.htm
  2. Students outline the basic structures of the human digestive system.
2. Lesson 7 (2hr) Comparing Digestive Systems (Hebivore, Carnivore, Omnivore)
  1. Animal Digestion Web Page: Herbivores and Carnivores http://www.kidcyber.com.au/topics/anidigestion.htm
  2. Students draw comparisions between the difference digestive systems and relate these difference to the food eaten.
3. Lesson 8 (1hr) Understanding Chemical and Physical Changes Along the Digestion Pathway
  1. Physical and Chemical Changes During Digestion-Lesson Plan Idea http://www.cpalms.org/Public/PreviewResourceLesson/Preview/35644
  2. Students follow the digestion of food to understand the differences between phsyical and chemical changes.
4. Lesson 9 (2hr) Chemistry of Common Food Compounds (NaCl and citric acid)
  1. Making Salt by Direct Combination Method (demo) http://www.docbrown.info/page03/AcidsBasesSalts06d.htm
  2. Video: Simple Chemical Reactions- Bill Nye http://www.youtube.com/watch?v=PlwuxpMh8nk
  3. Students see that chemical compounds are found in many common foods and that chemical transformation is common in food production and food digestion. Linking chemistry to coomon placed items in life.
Year 9 Outcomes- Suggested Lesson Schedule
1. Lesson 10 (2 hr) Human Digestive System - Exploring the System Deeper
  1. Detailed Digestive System Web 2.0 Quiz http://www.purposegames.com/game/1918
  2. 'Making Poo Practical' video demonstration http://www.youtube.com/watch?v=aemI64NAK08
  3. Students further on from their Year 8 study of digestion to explore the processing of food through the digestive system in greater detail.
2. Lesson 11 (2hr) Energy Flow, Food Chains/Webs and Future Sustainablility- Examining Detail
  1. TED-ED Video- Dead stuff: The secret ingredient in our food chain - John C. Moore http://www.youtube.com/watch?v=KI7u_pcfAQE
3. Students will recap on year 7 food chains and examine more complex systems and requirements to maintain these systems. Local ecosystems will be investigated.
Year 7 Outcomes - Suggested Lesson Schedule
1. Lesson 1 (1hr)- We're All Food Somewhere (Exploring food chains)
  1. Slideshare An Intro to Food Chains http://www.slideshare.net/elkissn/introduction-to-food-chains
2. Lesson 2 (2hr) Chemistry in the Kitchen- Forming mixtures from pure substances
  1. The Chemistry of Baking http://nzic.org.nz/ChemProcesses/food/6D.pdf
3. Lesson 3 (1hr) Chemistry in the Kitchen 2- Seperation in Food Production
4. Lesson 4 (2hr) Research and Present- Human Food Production and the Outcomes (Palm Oil)
  1. News Article from The Guardian 'Orangutan experts plead for Australian food manufacturers to reject Palm oil' http://www.theguardian.com/environment/2014/aug/22/orangutan-experts-plead-for-australian-food-manufacturers-to-reject-palm-oil
  2. Students access the damage food production has on the world
5. Lesson 5 (1hr) Sustainable agriculture and Renewable Energy go hand in hand
  1. Sustainable Agriculture http://www.sustainabletable.org/866/sustainable-agriculture
  2. Students develop links between food production and renewable energy.
6. Students are introduced to food chains and the connections between all things in an ecosystem
7. Students will understand the difference between pure sustances and mixtures while making cakes
Biology
1. Interactions between organisms can be described in terms of food chains and food webs; human activity can affect these interactions (ACSSU112)
  1. using food chains to show feeding relationships in a habitat
  2. constructing and interpreting food webs to show relationships between organisms in an environment
  3. classifying organisms of an environment according to their position in a food chain
  4. researching specific examples of human activity, such as the use of fire by traditional Aboriginal people and the effects of palm oil harvesting in Sumatra and Borneo
2. Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce (ACSSU150)
  1. identifying the organs and overall function of a system of a multicellular organism in supporting the life processes
  2. describing the structure of each organ in a system and relating its function to the overall function of the system
  3. examining the specialised cells and tissues involved in structure and function of particular organs
  4. comparing similar systems in different organisms such as digestive systems in herbivores and carnivores, respiratory systems in fish and mammals
3. Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)
  1. describing how the requirements for life (for example oxygen, nutrients, water and removal of waste) are provided through the coordinated function of body systems such as the respiratory, circulatory, digestive, nervous and excretory systems
4. Ecosystems consist of communities of interdependant organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
  1. considering how energy flows into and out of an ecosystem via the pathways of food webs, and how it must be replaced to maintain the sustainability of the system
Chemistry
1. Mixtures, including solutions, contain a combination of pure substances that can be separated using a range of techniques (ACSSU113)
  1. recognising the differences between pure substances and mixtures and identifying examples of each
  2. investigating and using a range of physical separation techniques such as filtration, decantation, evaporation, crystallisation, chromatography and distillation
  3. exploring and comparing separation methods used in the home
2. Chemical changes involves substances reacting to form new substances (ACSSU225)
  1. identifying the differences between chemical and physical changes.
  2. identifying evidence that a chemical change has taken place.
  3. Investigating simple reactions such as combining elements to make a compound
Earth and Space Science
1. Some of Earth’s resources are renewable, but others are non-renewable (ACSSU116)
  1. elaborations considering what is meant by the term ‘renewable’ in relation to the Earth’s resources considering timescales for regeneration of resources.