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Beans, Beans and more Beans

CURRICULUM (Year 3 Technology)

 

Knowledge and understanding

Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)

  • exploring, playing with and testing materials for their appropriateness,

  • considering the impact of environments on users, for example a school vegetable garden.

 

Processes and production skills

Select and use materials, components, tools, equipment and techniques and use safe work practices to make designed solutions (ACTDEP016) (Assigned Descriptor)

  • selecting and using materials, components, tools, equipment and processes with consideration of the environmental impact at each stage of the production process

 

Cross- Curriculum priorities:

Sustainability: understanding the ways social, economic and environmental systems interact to support and maintain human life.

 

General Capabilities:

Literacy, numeracy, critical and creative thinking, and personal and social capabilities will be implemented throughout the unit.

 

Links to other Key Learning Areas:

Science:  Biology of plants and environmental sustainability

SOSE:  Pose questions and investigations in local natural environments sustained by certain activities.

Useful Links

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Brunei Science. (2011). Life Cycle of a Bean Plant 80. [You Tube]:  https://youtu.be/fInh3iWv1LE

Department of Agriculture and Fisheries. (2014).

 

Green beans:  https://www.daf.qld.gov.au/plants/fruit-and-vegetables/vegetables/green-beans

 

Gardening Australia. (2014). Fact Sheet: Peas, Beans and Leafy Greens. http://www.abc.net.au/gardening/stories/s3250806.htm

 

Green Harvest Organic Gardening Supplies. (2016). Organic Seeds.  http://greenharvest.com.au/SeedOrganic/VegetableSeeds/Beans.html

 

Yates. (n.d.). How to grow beans:  http://www.yates.com.au/vegetables/grow/how-to-grow-beans/#yX93JEFItt22joPb.97

The growing of plants as a food source is an enjoyable activity necessary for the sustainability of human life. In this unit of work, students will research and observe the life cycle of a bean plant. They will plan and prepare seeds for planting, and develop and use ongoing care strategies to determine which bean plant is most suited to our climate.  Over the course of a term students will observe and reflect on the bean plants growth and yield of beans to assist their reflection. 

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Additionally, this learning experience is designed to assist students to develop understandings of the human role in sustainability of the environment and the safe work practices required for design processes.

TEACHING AND LEARNING

The bean plant belongs to the "Leguminosae" family and is one of the largest families of flowering plants. The bean plant  provides an ideal experimental model for students to study plant growth and development as seeds germinate within a very short period of 5 - 7 days.  The task eplicitly links Design and Tehnologies, Science and SOSE curriculums, together with the cross-curriculum priority of Sustainability,

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In the unplanned occurrence that a students plants might not grow, students will demonstrate their reasonings in the reflective phase of the task.  Alternatively, the student may be buddied with another student for observation and reflection purposes.

Students are able to:

  • select types of bean seeds and use techniques and tools to undertake the task

  • plan and sequence main steps in the planting and production process of beans

  • develop and follow their own production and care procedures to support sustainability

  • follow guidelines to apply safe practices when with tools and equipment

  • evaluate the growth and yield of bean plants and dentify which plants were the most suitable and justify this opinion.

  • reflect on learning to identify new understanding

 

Teachers will be able to:

  • develop a shared understanding of the curriculum expectations identified as part of the planning process.

  • identify, gather and interpret the information provided in student responses

  • give students opportunities to ask follow-up questions and share their learning observations or experiences

  • emphasise continuous progress relative to their previous achievement and to the learning expectations

Suggested Implementation Plan

References

Australian Assessment and Reporting Authority. (2015). Design and Technologies (v. 8.1). Retrieved May 1, 2016 from http://www.australiancurriculum.edu.au/technologies/design-and-technologies/curriculum/f-10?layout=1

 

Clip Art: 

Beans. (Public Domain). Retrieved May 29, 2016 from https://www.google.com.au/search?q=creative+commons+clip+art+beans&biw=1821&bih=829&tbm=isch&tbo=u&source=univ&sa=X&ved=0ahUKEwjBgrHasP7MAhVIp5QKHREvCb8QsAQIHA&dpr=0.75#imgrc=sgKF8s_OhYd8uM%3A

Green Beans. (Creative Commons - CC0 public domain dedication). Retrieved May 29, 201 from http://www.cloudclipart.com/clipart/other-clipart/green-beans-detail

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