Standards+Level+1+(Prep)

Level 1 (Prep) __**The Arts:**__ In **Article Scramble**, have small groups of students cut out pictures of foods from magazines, newspapers and catalogues. Plastic play foods, containers, food packets and milk cartons can also be used. Sit class in a circle with two hoops in the middle. Select two different attributes e.g. everyday foods, sometimes foods. Select students to choose foods and put them into the correct hoop. Ask the class whether they agree or not, and whether they can think of any other foods that could fit into that category. Organise the class into small groups. Give each group two hoops. Ask students to sort their pictures into their hoops according to different attributes e.g. • Foods they have tasted, foods they haven’t tasted • Foods they like, foods they dislike • Hot foods, cold foods • Sweet foods, savoury foods • Everyday foods, sometimes foods Ask groups to share their responses (for one or more attributes) with the class. Ask students questions like: • Are there any foods that could go in both hoops? Why? • Are there any foods that do not fit in the hoops? Why?

__**Design Creativity and Technology:**__ **Creative Shadow Work** students learn about sunlight and shadows. Students are able to show how to make shadows, play games with shadows, recognize the light is necessary to make shadows. Use a bright sunny day and level ground, a stick one metre long. The Jumping on shadows game is best played in the early morning or late afternoon when shadows are long. Play the jumping on shadows game. Fix a stick in the ground that measures one metre above ground level. Put a small stone on the end of the shadow of the stick every half hour during the day. At the end of the day see where the shadow has been.
 * Stand so that your shadow is: in front of them, behind them.
 * Touch your shadow, jump on your shadow, shake hands with your shadow, catch shadows on your hands.
 * Work in groups and try to make shadows with four arms and four legs, six arms and six legs.
 * Show how to form shadows of animals with your hands such as butterflies and birds. Hold your hands about 50 cm above the ground. Let the children try in pairs. Draw around the shadows with sticks. How can you make shadows bigger or smaller by moving your hands? [The closer the hands are to the ground, the smaller the shadow.
 * Put a stone on the ground. Show that you can make the shadow of your hands touch it. Walk away from the stone so that the shadow hand still touches it.
 * Draw a circle about five metres across on the ground. Choose four children to show how the game is played. One is the chaser. The other five run around within the circle. The chaser has to jump on the shadow of another child and shout "STOP". That child then leaves the circle until the game is over. The last child caught becomes the chaser in the next game..

__**English:**__ In **Active** **Bush walk** inform the students about a healthy story. Your friend Liam and his family are going bushwalking for a day. They plan to set off in the morning after breakfast. They need to plan what to take for lunch and other snacks during the day. They will have to carry all of their food. It is a very hot day. Liam asks your help to plan what food to take. As a class, brainstorm what types of food Liam could take for lunch. List these on the board or on a chart. Responses could include sandwiches, fruit, drinks, cake, salad, bread rolls. Ask students why they chose these foods. Using different coloured markers, ask students to identify foods as “everyday” or “sometimes’ foods. Ask students to identify how Liam and his family can ensure that the food they eat is kept safe and fresh e.g. carry it in a cool bag, put food in airtight containers. Discuss what other things Liam and his family would need to take? e.g. plates, cups, cutlery. Divide students into small groups. Ask them to role-play the bushwalk including the following: • Liam and his family choosing food and preparing lunch for the bushwalk. • Liam and his family unpacking their lunch. • Liam and his family eating their lunch.

__**Health and Phyiscal Education:**__ In** Healthy Hands ** students represent and further develop their knowledge on eating safe and healthy food. Students eat, and physical Students focus on Ask students what needs to be done before eating and before food is handled and used for cooking i.e. washing hands and foods such as fruit and vegetables. Ask students why this is necessary. Ask students to identify which method of washing their hands worked best. Ask students: • Why should you use soap? • Did it feel different when you used soap? Why? Ask students to trace around one of their hands and add a key understanding or caption to promote the importance of washing hands e.g. ‘You need clean hands before you touch your food’, ‘Wash your hands with soap and water before touching food’.

__**Economics:**__ • This food is called….. • The colour of this food is….. • I would eat this food again because….. • I would not eat this food again because….. • The vegetables I eat at home are …. • The fruits I eat at home are …. • Some different fruits and vegetables I could try are …. • I usually eat __pieces of fruit and__ vegetables each day.
 * The Great Food Test** requires the teacher to collect some foods that the students may not have tasted before, such as tropical fruits and seasonal vegetables, or ask students to bring in fruits or vegetables from home. Show the class the fruits and vegetables and see if they can identify them. Make sure students have parental permission before participating in this activity. If foods come from home, ensure that a selection of different foods is represented. Chop up foods into small pieces and place onto a plate. Parent helpers may be of assistance for this activity. Ask students to select a food that they have not tasted before and then sample that food. Repeat until students have tried a variety of new foods and foods they have tasted before. Ask students to complete the following unfinished sentences:

__**Mathematics:**__ __Mathematics Used__
 * Travelling to School** uses student experiences of travelling to and from school to develop their knowledge of road safety and skills in graphing and mapping. Students conduct surveys and develop pictographs to show how students travel to and from school. They develop a pictorial map of a route they are familiar with, identifying key features along the way. They consider rules and behaviours that make travelling safer. They develop and publish an electronic text to demonstrate road safety knowledge, skills and behaviours.
 * construct and analyse graphs

__**Science:**__ In **Drinking glass garden** students learn how to grow, plant whilst learning how and why plants grow and plants importance to us. Be able to grow seeds in drink-cans and watch them grow.

Use bean seeds and corn grain, two for each child, water, watering tins with holes in the bottom, good garden soil, containers, e.g. tins, coconut shells, wide bamboo, chalk boxes, plastic bottles.
 * Give each child a container. Make holes or splints in the bottom so that water can pass through. Fill the container nearly to the top with soil.
 * Give each child two seeds. Plant each seed 2 to 3 cm deep in the soil, then pour water onto the soil in the tins.
 * Look at your plants each day and notice any changes that take place. Keep the soil damp.
 * Which seeds grow the fastest? [Beans grow faster than corn (maize).] Why do you put water on the soil? [To make the seeds grow.]

