Standards+Level+4+(5-6)

Level 4 (Grade 5-6) __**The Arts:**__ advertising brochures. In pairs, ask students to go through and choose a convenience or fast food. Have pairs investigate the food and identify and record: • the ingredients that make up the food and where they belong on the Australian Guide to Healthy Eating • reasons why people would eat this food.
 * Convenient Food** have the the students as a class, discuss with students the types of convenience or fast foods that are available. List these on the board. Ask students to explain what makes these foods fit into this category. Provide students with a selection of magazines, newspapers, catalogues or

Information about fast foods can be found at http://www.healthykids.nsw.gov.au/topics/2013.html

Ask pairs to summarise a list of advantages and disadvantages associated with their convenience/fast food. Ask students to consider and record ways this food could be made healthier e.g. using more salad as a filling for hamburgers. Discuss responses as a class. •As a class, hold a discussion based around the following: • Can convenience foods be nutritious or healthy (everyday foods)? Why? How do you know? • Would fast foods be an occasional or everyday food? Why? • How do you know if a fast food is an everyday food? • Should the fast food supplier indicate if a food nutritious? What about if it’s a sometimes food? Explain.

__**Design Creativity and Technology:**__
 * Your Choice of Sandwhich**. In pairs, ask students to discuss what makes a sandwich nutritious. Ask each pair to list the ingredients of an ideal nutritious sandwich. How do you know it is nutritious? Have students draw and label their sandwich and write a few sentences about the nutritional content of their sandwich.Students can refer to the Australian Guide to Healthy Eating and Dietary Guidelines for Children and Adolescents in Australia as a guide. Have each pair present their sandwich to the whole group; come up with a name for their sandwich and market it to the class. Why is it the most nutritious? How does it fit into The Australian Guide to Healthy Eating? As a class, decide on ‘Nutritious Designer Sandwiches’ to make. List the main ingredients and organise ingredients to be available for students to make nutritious sandwiches for a special class lunch. Place students in small groups to make the sandwiches. Alternatively, students can make sandwiches from coloured paper and display on a paper plate. Discuss why these sandwiches are a healthy choice. Make sure students have parental permission to participate in this activity and make note of any allergies the students might have. Have students publish their recipes for inclusion in a parent information brochure or in the school newsletter.

__**English:**__ in **In the news** students undertake a research activity on an issue in the local community and report to the class using a multimedia slide-show presentation. Students develop an action plan to address the issue and write an article which could be published appropriately. Students use multimedia software to compose, record and revise their report. Students take and identify photographs and sound to use in their slide shows and enhance the presentation. During the research they use strategies such as brainstorming, planning, questioning, interviews, note making, action planning, composing and revising, and they refine their editing skills through improving their own texts. Students learn how context, purpose and audience shape and influence written texts. They set personal goals and evaluate their own learning and social interactions throughout the unit. This unit provides opportunities for students to demonstrate achievement against the standards in Interpersonal Development, Personal Learning, Civics and Citizenship, English, Information and Communications Technology (ICT) and Thinking Processes.

__**Health and Phyiscal Education:**__ In **Race Across Australia**, students are to break into teams and attempt to travel across Australia. The students are to run around the school for 15 minutes every day for the duration of the unit, then record, add, multiply and graph their results on a map of Australia. Students are to multiply their progress by 100 to assure that they progress across the country. This unit provides students with chances to achieve and demonstrate standards in mathematics, physical education and geography.

__**Geography:**__ In **Race Across Australia**, students are to break into teams and attempt to travel across Australia. The students are to run around the school for 15 minutes every day for the duration of the unit, then record, add, multiply and graph their results on a map of Australia. Students are to multiply their progress by 100 to assure that they progress across the country. This unit provides students with chances to achieve and demonstrate standards in mathematics, physical education and geography.

__**Mathematics:**__ In **Race Across Australia**, students are to break into teams and attempt to travel across Australia. The students are to run around the school for 15 minutes every day for the duration of the unit, then record, add, multiply and graph their results on a map of Australia. Students are to multiply their progress by 100 to assure that they progress across the country. This unit provides students with chances to achieve and demonstrate standards in mathematics, physical education and geography.

__**Science:**__ In **Out of this world**, students learn about the solar system. Working in groups, students collect information (through day and night observations) on the solar system and complete an in-depth study of one aspect, for example, a study of a stars, planets or meteorites. They use a range of reference sources including the Internet and apply the information to produce an information brochure and multimedia presentation to promote tours to their destination. This unit provides opportunities for students to demonstrate achievement against the standards in Interpersonal Development, Personal Learning, Science, Communication, Design, Creativity and Technology, Information and Communications Technology and Thinking Processes.