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Year 9 Food Specialisation Lifestyle Diets

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Year 9 Food Specialisation Lifestyle Diets

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This padlet serves as a comprehensive lesson plan for an engaging and informative session on introduction to cooking and safety for Grade 7 students. Through carefully crafted activities, assessments, and homework, students will learn about the basics of food production and safe practices in the kitchen.

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Students will identify and understand basic kitchen safety rules and the importance of food hygiene. They will also become familiar with common kitchen equipment and its appropriate use.

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Learners will be introduced to basic food preparation techniques, including measuring, cutting, and mixing ingredients. They will comprehend the role of each technique in cooking.

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Demonstrate how to measure ingredients accurately using different kitchen tools. Engage students in activities to practice measuring liquids and solids.

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Showcase various cutting techniques using vegetables or fruits. Students can practice on play-food models for safety.

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Conduct a quiz on kitchen safety and equipment to assess understanding. Include questions on safety do's and don'ts, and tool identification.

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Have students demonstrate a simple food preparation task, ensuring they apply the safety rules and techniques learned.

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Students will gain an understanding of the basic nutritional needs and how they vary among individuals. They will learn about the different food groups and their role in a balanced diet.

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By the end of the lesson, students will be able to analyze dietary choices and their impact on personal health, identifying healthy eating habits.

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Assign students to practice reading nutritional labels on food products to identify key nutrients and make healthier food choices.

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Begin with a discussion on what constitutes 'nutrition' and why it's essential for our health. Engage students in a conversation about their own dietary habits and knowledge.

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Introduction, Overview of Nutrients - Nutrition Essentials | @LevelUpRN

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Use Padlet to create a collaborative activity where students classify various foods into the correct food groups. This fosters collaboration and helps reinforce their understanding of food groups.

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How can I use this Sorting Food Groups KS1 Activity?

Our Sorting Food Groups KS1 Activity is ready to use instantly, helping you to save time on planning and preparation. To begin using, simply download and print.

At the point of download, you'll have the option to choose from various versions of this resource - such as our black and white version (perfect for saving on ink and printing costs!), our editable version, and our easy cut version, so you can conveniently tailor this resource to your teaching needs.

This set of lovely sorting cards allows your children to sort and match images of particular food groups. There's also a handy answer sheet included, so you can easily mark this activity or even ask the children to peer assess each other's work!

You could even display these completed colourful sorting cards around your classroom or learning space to help promote the continuous learning of this topic long after the initial lesson has taken place. Why not make them part of a display corner and place them around our lovely, illustrated Food Display Banner?

For more great resources, check out the Healthy and Unhealthy Food Pictures Sorting Activity and Cooking And Nutrition PowerPoint. You can also help with visual consolidation of information with a colouring sheet like this one here, and facilitate writing tasks with our Pear Page Border.

You might like this lovely food groups photo PowerPoint too! This is perfect for whole-class teaching. There are lots of food-related games activities that you can download, such as these Dairy Flashcards.

More like our Sorting Food Groups KS1 Activity:

Here at Twinkl, we have plenty of fantastic resources about food groups available to download across our website. For some ideas on what to try out next, see our list of top recommended related resources below:

Our visually engaging Food Groups PowerPoint is great to use for whole-class teaching. You could begin the lesson with this presentation, and then follow up with our fun and hands-on sorting activity to test children's understanding.

Or, to discover our complete collection of resources on this topic, visit our dedicated Food Teaching Resources Page: it's filled with fun and engaging worksheets, games, PowerPoints, and more! And, there's a Food Activities for EYFS page here, too.

Best of all, all of our resources have been made by qualified teachers, so you can rest assured that the material you are providing is high quality, accurate, up to date, and in line with the National Curriculum.

What are the main food groups?

The five main food groups include:

The food groups featured in our Sorting Food Groups KS1 Activity are:

The above video is from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

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Our Sorting Food Groups KS1 Activity is ready to use instantly, helping you to save time on planning and preparation. To begin using, simply download and print.

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Introduce a game where students match nutrients with their functions and sources. This can be done through an interactive website or a physical card game in class.

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Games tagged “nutrition” - Match The Memory

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Assign students to track their meals for a week and analyze the nutritional value, discussing their findings in small groups. Encourage them to use online tools for calculating nutritional content.

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myfood24 - Quick and easy to use nutritional analysis software

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Quick & easy to use nutrition software. Track, monitor & analyse nutrient intake. Created & validated by academics. For research, teaching & healthcare.

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Conduct a class debate on different diet trends and their effects on health. This encourages critical thinking and applies their knowledge on nutrition.

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Introduction

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

General Capabilities in the Australian Curriculum

In the Australian Curriculum, the general capabilities are addressed through the content of the learning areas. General capabilities are identified where they are developed or applied in the content descriptions. They are also identified where they offer opportunities to add depth and richness to student learning via the content elaborations, which are provided to give teachers ideas about how they might teach the content. Icons are used to indicate where general capabilities have been identified in learning area content descriptions and elaborations.

Teachers are expected to teach and assess general capabilities to the extent that they are incorporated within learning area content. State and territory education authorities will determine if and how student learning of the general capabilities is to be further assessed or reported.

General capabilities materials are presented to help teachers develop a shared understanding of the nature, scope and sequence of the general capabilities in the Australian Curriculum and to help teachers plan for students' development of the general capabilities in school and classroom learning programs.

The materials for each general capability include:

an introduction that describes the nature and scope of the capability, its place in the learning areas and its evidence base

organising elements and sub-elements that underpin a learning continuum

a learning continuum.

Learning continua have been developed for each capability to describe the relevant knowledge, skills, behaviours and dispositions at particular points of schooling. Within each of the capabilities, specific behaviours and dispositions have been identified and incorporated into each learning continuum as appropriate.
Using the learning continua Personalising learning
Students need opportunities to develop capabilities over time and across learning areas. What is learnt in the early years supports all subsequent learning. The learning continua map common paths for general capability development while recognising that each student's pace of development may be influenced by factors such as their prior experience, sense of self in the world and cognitive capacity.

Learning continua typically, but not exclusively, align with years of schooling. Stages in each learning continuum are labelled from Levels 1 to 6 to emphasise that the continuum presents a sequence of learning independent of student age.

For Literacy, Level 1 is divided into five sub-levels: 1a, 1b, 1c, 1d and 1e. Levels 1a-1d represent the development of early literacy skills with a particular emphasis on communication. For Numeracy, Level 1 is divided into two sub-levels: 1a and 1b; to represent the progression from early numeracy to numeracy skills. For Personal and Social capability, Level 1 is divided into two sub-levels: 1a and 1b. Level 1a describes the development of awareness of self and others and Level 1b describes the skills or actions to accompany those understandings about self and others.

For more information on using the general capabilities continua to personalise learning for students for whom English is an additional language or dialect, students with disability and gifted and talented students see Student Diversity.
Viewing on the website
Each general capability learning continuum is available online in two views:

expected learning across the levels in a table format

expected learning for each level in turn, in text format .

Users can also see which general capability elements and sub-elements are addressed in the content description by selecting the capability icon.

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Introduction

Critical and creative thinking represent 2 important ways of thinking that work together to help students inquire into the world around them.

Critical thinking involves students analysing and assessing possibilities against criteria for judgement. They construct and evaluate arguments, and use information, evidence and logic to draw reasoned conclusions and to solve problems.

Creative thinking involves students learning to generate and apply new ideas, and see existing situations in new ways. They identify alternative explanations and possibilities, and create new links to generate successful outcomes.

Dispositions such as inquisitiveness, reasonableness, intellectual flexibility, open- and fair-mindedness, and a readiness to try new ways of doing things are enhanced by critical and creative thinking. Students consider alternatives and develop persistence throughout the learning continuum.

Structure

The Critical and Creative Thinking learning continuum is organised into 4 elements, as shown in Figure 1:

Inquiring

Generating

Analysing

Reflecting.

Circle with lightbulb in middle and text in 4 sections

Figure 1: Critical and Creative Thinking elements

Inquiring

This element is organised into 2 sub-elements:

Develop questions – students narrow or expand the focus of their thinking and explore ideas and concepts critically and creatively. When they develop different kinds of questions, students can further their inquiry. They can find more information about a topic and form a better understanding of how something works or why something is the way it is.

Identify, process and evaluate information – students seek information from a range of sources, make decisions about expert or personal opinion and understand which sources are trustworthy, relevant and useful.

Generating

This element is organised into 3 sub-elements:

Create possibilities – students explore and combine ideas to create innovative solutions, and adapt and present ideas in new ways, as they engage with learning area content.

Consider alternatives – students examine different and creative ways to approach tasks, and make recommendations on preferred options and actions.

Put ideas into action – students experiment with ideas, modify and adapt approaches, and evaluate options and actions in a range of situations.

Analysing

This element is organised into 3 sub-elements:

Interpret concepts and problems – students interpret concepts, ideas, theories and problems, and deconstruct them into their component parts, to gain a deeper understanding of the context or situation.

Draw conclusions and provide reasons – students reach a conclusion or make a choice for action by connecting to learning area knowledge and understanding. The act of justifying a conclusion also requires the provision of a reason or the development of an argument in support of the conclusion or action.

Evaluate actions and outcomes – students consider the choices made when they solve problems or attempt learning area tasks, and evaluate solutions and outcomes to help plan for future action.

Reflecting

This element is organised into 2 sub-elements:

Think about thinking (metacognition) – students identify, describe and evaluate the thinking and learning strategies that they use to complete activities. They reflect on the ways that their thinking, and the approaches they take, may be influenced by external contributions or viewpoints.

Transfer knowledge – students make connections between their current knowledge and skills, and new contexts where they can adapt and use what they already know and can do. Both critical and creative thinking are involved, and new contexts can include other learning areas of the curriculum.

Key connections

General capabilities support and deepen student engagement with learning area content and are best developed within the context of learning areas.

English

Humanities and Social Sciences

Health and Physical Education

Languages

Mathematics

Science

Technologies

The Arts

Downloads

General capabilities documents and glossaries are available on the downloads page.

General capabilities downloads

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F–10 Curriculum overview

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ACARA acknowledges the Traditional Owners and Custodians of Country and Place throughout Australia and their continuing connection to land, waters, sky and community.

We pay our respects to all Aboriginal and Torres Strait Islander Peoples, histories and cultures, and to Elders past and present.

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​Age-appropriate pedagogies (AAP) support early years teachers to apply a range and balance of teaching approaches and characteristics of quality teaching in their classroom practice.​​

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​Age-appropriate pedagogies offer a research-driven and custom-built language about effective early years pedagogies and a decision-making framework that supports teachers to select and employ a range and balance of approaches and characteristics, when teaching to:

actively engage children in purposeful learning experiences

enhance learning outcomes

build positive dispositions towards learning, now and in the future.

AAP is evidence-based and flexible in nature. It supports teachers to plan and make decisions about teaching and learning experiences that are responsive to the child, teacher, context, curriculum and evidence of learning within and across diverse educational environments. It plays a key role in supporting successful transitions and enhancing Kindergarten to Year 2 continuity and alignment.

A whole school approach to pedagogy

The P-12 Curriculum, assessment and reporting framework (P-12 CARF) situates effective pedagogy as an integral part of systematic curriculum delivery through requirements outlined in A whole school approach to pedagogy. Professional learning resources on the Assessment and Moderation hub guide schools to build understandings about AAP and engage with A whole school approach to pedagogy with an AAP lens.

Research

The Foundation paper: Age-appropriate pedagogies for the early years of schooling provides the evidence base that informs teacher practice. Read the Foundation paper or the Foundation paper summary.

The age-appropriate pedagogies Progress and Implementation Reports outline findings and key messages from regions, schools and teachers implementing age-appropriate pedagogies. Read the Age Appropriate Pedagogies Program Progress Report 2016 and Age Appropriate Pedagogies Implementation Report 2016.

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prep pedagogy; early years practice; age-appropriate pedagogies; foundation paper; aap; aap queensland

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Age-appropriate pedagogies support early years teachers to apply a range and balance of teaching approaches and characteristics of quality teaching in their classroom practice.

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The Australian Curriculum, Version 9.0 sets the expectations for what all young Australians should be taught, regardless of their background or where they live.

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How we want the students to feel.....

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What is the SAMR Model and what does it look like in schools?

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Applying the SAMR model to aid your digital transformation - Jisc

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SAMR can help you identify which digital practices have become embedded in your curriculum and whether they are starting to bring about digital transformation.

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Healthy eating curriculum ideas | Healthy Eating Advisory Service

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A collection of engaging teaching resources and websites to teach food and nutrition in line with the Australian Health and Physical Education curriculum.

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In this sequence of lessons, students learn all about the 6 essential nutrients and the role of food in our bodies. They then do a fun and practical activity to reproduce an Asian pork salad recipe, where they identify the nutritional quality of each ingredient. There is also a mix and match card activity for those who finish early.

Year 9 & 10 Design and Technologies

Investigate and make judgments on how the principles of food safety, reservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating (ACTDEK045)

Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions (ACTDEP050)

Lesson 1

Students are given both handout sheets and work sheets.

Initially the teacher will introduce the lesson and assess students prior knowledge and understanding by asking questions such as:

Why is it important to eat a variety of healthy foods?

What are nutrients?

What are the 6 essential nutrients?

Teacher then chooses random students to read each paragraph of the handout sheet 'The 6 essential nutrients'. After briefly discussing each nutrient group, students complete the short answer response questions for 'The 6 Essential Nutrients'.

After discussing the answers for the previous worksheet, the teacher then outlines and provides background information about the 3 main functions of food in the body:

1. Growth and development

2. Provide energy

3. Protect and regulate body processes

Students are then guided to complete the worksheet 'Food Nutrient Groups'

Lesson 2

Students participate in a practical activity and prepare and produce Asian Pork Salad. After the experience, students must indicate what nutrients are present in each of the ingredients by ticking the initials that correspond with the nutrient.

Extension or assessment - Mix and match nutrition cards are presented to students. - Students use the mix and match activity cards to illustrate their understanding of the 6 essential nutrients and their sources (ACTDEK045)

Observation of students demonstrating Safety in the Technology Kitchen (ACTDEP050)

Student worksheets are assessed by teacher and students are given feedback (ACTDEK045)

Literacy testing of students reading and comprehension (ACTDEK045)

Students use the mix and match activity cards to illustrate their understanding of the 6 essential nutrients and their sources (ACTDEK045)

If you like this lesson plan, or have an idea to improve it, please consider sharing it on Twitter, Pinterest and Facebook or leave a comment below.

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Australian Curriculum Lessons Admin Account

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Design and Technologies - Nutrients in Foods Lesson Plans (Year 9/10) - Australian Curriculum Lessons

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Summary of Lesson Plans: In this sequence of lessons, students learn all about the 6 essential nutrients and the role of food in our bodies. They then do a fun and practical activity to reproduce an Asian pork salad recipe, where they identify the nutritional quality of each ingredient.

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Welcome to 2018 - a new year and a new beginning!

This is the time of year that is almost magical to me - a time to open a new calendar that's blank. The story of our life for this year has yet to be penned. That calendar is beckoning you to a year full of possibility and dreams ready to be achieved. For many, this includes the desire for weight-loss.

Lifestyle Changes in Place of Fad Diets

Unfortunately, many fad diets and quick fixes will take advantage of your determination. They'll tempt you with their products, plans and programs. So, how do you tell the differences between fad diets and lifestyle changes?
Fad Diets / Quick Fixes

Promise fast and easy results

You are dependent on them

Results are temporary

Associated with giving something up

You find yourself miserable

Unfortunately, can result in weight gain when you stop

The feeling that it will eventually "end"

Lifestyle Changes

Realistic changes

Slow progress, but permanent

You don't need anyone to be successful long-term

Learning moderation, not deprivation

You may be uncomfortable at first, but not miserable

If you stop, your weight actually maintains

There is no end - this is your new life!

Here's a great example to see the two apart. I always use the example of milk.

Say you're consuming four glass (16 oz) of whole milk per day. A fad diet says, "No more milk - only drink water!" Now, that is giving up a product (dairy) and doing it overnight! It's jarring, and for somebody that adores milk, that's hard! You're miserable missing your milk and you eventually may just go back to consuming it. In a fad diet, we unfortunately have a tendency to feel as though we are a success or failure.

Now, a lifestyle change is different. We negotiate what you are willing to do. The key is that whatever you do to get the weight off, you will do the rest of your life to keep it off. So, the choice and goal must be your own - not dictated by a third party. Therefore, the conversation begins. You may ask yourself, "Well, have I ever tried two percent milk before?" (Note: we didn't go straight to skim).

A "Step One" Goal for a lifestyle change may look like this:

Goal this week: I will continue to consume four glasses (16 oz) of milk per day, but instead of whole milk, I will consume two percent milk as an alternative.

Note: You didn't give up milk; you made progress. A lifestyle change is about progression, not perfection. You aren't going to be perfect, but you can progress. Would you lose weight faster if you just gave it up and only consumed water? Sure! But, you may be miserable and miss it, which might compel you to return to your previous behavior and gain the weight back. With a lifestyle change of choosing to consume two percent milk, even if you quit the rest of your goals for achieving weight-loss, you would continue to consume two percent milk - all because you changed your lifestyle.

With a lifestyle change, there isn't a belief of overnight perfection. It's about enjoying your life and making progressive changes toward your goals. Small changes. Healthy changes that you can do for the rest of your life with the result of weight-loss as a side effect.

Therefore, I challenge you to look at your 2018 goals for weight-loss. Are these changes that you intend to do for the rest of your life? If not, you may need to reassess them to ensure your goals are lifestyle changes.

As always, you've got this. A lifestyle change is hard, but it's so worth it.
Kimberly Schorn, MS, RDN, CSSD, LDN, EP-C, EIM(2) is the owner of a Private Practice located in North Carolina, specializing in weight management. As an individual who has struggled with weight her entire life, weight management is truly a passion of hers. This passion and motivation has created Kimberly quite a following on social media and throughout the country. She provides services in-person and virtually all across the country. She is known for her infections personality and motivation. For more on Kimberly, please visitwww.DefyNutritionHP.com.

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Lifestyle vs. Fad Diets: It's All about Sustainability

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If you're trying to manage your weight in 2018, are you using fad diets or long-term lifestyle changes? Here's how you can tell the difference.

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Fad diets are based on little scientific evidence. They promise quick and easy weight loss or considerably improved health.

Rigid food rules and blaming certain foods, food groups or nutrients as the cause of weight gain are common themes of fad diets.

Fad diets rely more on a 'one-size-fits-all' approach.

Instead of scientific evidence, fad diets make claims based on testimonials.

Health risks from following a fad diet include nutrient deficiencies, fatigue, weight regain and disordered eating.

The best approach to weight loss and health is to follow a long-term, healthy and balanced eating plan and to keep active. A dietitian can support your weight loss goals with a personalised eating plan.

5 minute read

A fad diet is an eating plan that often promotes quick and easy weight loss or radically improved health.

Fad diets can be tempting as they offer a quick fix to either real or perceived problems. But they have little scientific evidence to support their claims.

Like all fads, different diets go in and out of fashion. There are always new diets emerging to replace the previous ones that failed. Sometimes these diets seem to work for a while, but often their success is short-lived. Then another diet takes the spotlight.

Thanks to social media, the reach of fad diets has grown. Influencers and celebrities can have a dramatic impact on large audiences by promoting so-called 'easy solutions'. Yet the quality of their advice is often highly questionable and potentially unsafe and harmful. Trusted nutrition advice is best given by a qualified dietitian.

How to recognise a fad diet

Every fad diet is unique in how it is promoted. Some restrict fats or carbohydrates. Others limit serving sizes. Others focus on food combinations or specific foods that need to be eaten or avoided.

They are generally difficult to follow as they are not based on usual eating patterns. They are generally not scientifically supported with little evidence behind them.

Fad diets will often:

give restrictive options for what foods are allowed or not allowed to be eaten

ban or demonise certain foods as being the cause of weight gain and ill health

promise quick and easy weight loss with little effort

ignore dietary recommendations or even blame dietary guidelines for health and weight problems

recommend using a single food consistently as the key to the diet's success

claim specific foods can 'burn fat'

focus only on your appearance rather than on health benefits

recommend 'detoxing' or avoiding foods in certain combinations

use mostly testimonials as evidence of the diet's effectiveness

are endorsed by celebrities or celebrity doctors

recommend the same diet for everyone without accounting for specific needs

require expensive supplements, shakes and pills.

Examples of fad diets

There isn't a complete agreement on what diets are and are not fads. The table below lists examples of some of the more popular diets that have been considered fads.

Our body is designed to run optimally by eating in the same way as the assumed eating patterns of our Palaeolithic ancestors

Evolutionary arguments don't hold up

Needlessly excludes healthy high-fibre grains and legumes

Has an unhealthy focus on 'good' and 'bad' foods

It can be expensive and is hard to maintain because of its strict food rules

Not all diets are fads

Diets that may have been considered fads in the past can gain acceptance as scientific evidence evolves to support their adoption in certain situations. Very-low-carbohydrate diets are one example. A person with diabetes may choose to follow it to help manage diabetes with the support of a dietitian.

Very-low-energy diets (VLEDs) are another example that when done under appropriate supervision and for medical or health reasons, they can work to help achieve more dramatic short-term weight loss.

And the evolving trend of intermittent fasting may be seen to be moving out of the area of 'fad' as scientific evidence builds that it can represent a viable option for some people.

The problem with fad diets

The biggest issue with fad diets is that they can encourage the idea of a diet as a short-term behaviour, instead of a sustainable lifelong change. But there is no magic bullet when it comes to nutrition and health.

And when fad diets demonise particular foods or food groups, this can create an unhealthy relationship with food. This may lead to disordered eating and eating disorders.

Many fad diets do lead to initial weight loss, but these diets cannot be followed long term as most find the food rules too restrictive. This creates a vicious 'yo-yo' dieting cycle of weight loss followed by almost inevitable weight regain.

Because they often cut out nutritious foods, fad diets may cause the following problems:

Inadequate vitamin and mineral intake

Dehydration

Weakness and fatigue

Nausea and headaches

Constipation.

Fad diets that cut out food groups or nutrients may also mean that you miss out on the protective health effects of a balanced eating plan.

There is also a concern when a person turns to a fad diet who has real health problems like diabetes, heart disease or cancer or is in a vulnerable stage of growth and development and may not be giving themselves the best nutrition possible. Likewise, for an athlete, a fad diet may not be fuelling their performance as well compared to a diet that addresses all of their nutrition core needs which are often different to the general population.

Forget fad diets

When it comes to losing weight, there is no 'one-size-fits-all' dietary approach. The key is an eating pattern that is sustainable over time with a focus on eating well for good health.

So instead, take a longer-term view of your health based on advice from the Australian Dietary Guidelines.

And seek expert advice and support from an Accredited Practising Dietitian (APD).

Instead of following the latest fad diet, focus instead on nutritious food and being active. This will give you more energy and leave you feeling healthier.

Diets for good health or weight loss should be well planned. An Accredited Practising Dietitian (APD) can help you meet your individual needs.

We recommend seeing a dietitian if you:

need nutritional advice to help ensure you're meeting your individual nutrient requirements

would like a personalised eating plan to help improve your eating habits

feel you have a poor psychological relationship with food and your body and struggle with making positive food choices

want to get off the fad diet roundabout

have specific nutritional needs, such as during pregnancy or for children.

Accredited Practising Dietitians (APDs) are university-trained nutrition experts. They can help you with personalised, easy-to-follow and evidence-based advice.

APDs are Australia's most trusted dietetics professionals.
Find a dietitian

If the claims of a fad diet seem too good to be true, then they probably are.

The costs of following a fad diet include nutrient deficiencies, fatigue, weight regain and a poor relationship with food that can lead to disordered eating.

The better alternative to fad diets is to make small, achievable, lifelong changes to your lifestyle and eating habits.

This health advice page was peer-reviewed by an Accredited Practising Dietitian (APD) in January 2023.

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A fad diet is an eating plan that often promotes quick and easy weight loss or radically improved health. Fad diets can be tempting as they offer a quick fix to either real or perceived problems. But they have little scientific evidence to support their claims.

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Healthy eating curriculum ideas | Healthy Eating Advisory Service

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A collection of engaging teaching resources and websites to teach food and nutrition in line with the Australian Health and Physical Education curriculum.

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Australian Food and Fibre Production Map

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A map that shows where different food and fibre production occurs in Australia. This map indicates where most of Australia's main agricultural and livestock is grown and bred. The map comes in a coloured version as well as black and white. Use with the Australian Food and Fibre Production worksheet.

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Getting to Know Our Class Lesson Plan for 5th Grade

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This Getting to Know Our Class Lesson Plan is suitable for 5th Grade. Fifth graders introduce themselves to their classmates by making a PowerPoint presentation. They each are required to produce a six-slide presentation with photographs, graphics, and text.