Questions for discussion
Food Origins
1. Discuss with another student the sort of information found on food packaging and labels.
2. What does it mean when products are labelled `made in Australia’?
3. Why is it important for people to know where their food comes from?
4. What happened to some people who ate frozen berries that were imported from China?
5. What did some people say about the labelling of the frozen berries?
6. Describe the new labelling system that is being introduced.
7. When is the new labelling system being introduced?
8. Why have some people criticised the new labelling system?
9. Do you think it is important to know where your food comes from? Why or why not?
10. Will the Government’s new food labels change what you buy? Explain your answer.
Check out the BtN Food Origins resource on the Teachers page
Vote in the Behind the News online poll
Hiroshima
1. Before you watch the BtN Hiroshima story, make some predictions about what you think the story is about.
2. Where is Hiroshima? Locate using Google Maps.
3. During which World War was a bomb dropped on Hiroshima?
4. In your own words, retell the story of Sadako.
5. Describe the devastation the atomic bomb had on Hiroshima and Nagasaki.
6. Where does the power in a nuclear weapon come from?
7. What was the long-term impact of the atomic bombs on Hiroshima and Nagasaki?
8. Why do you think Sadako’s story is important?
9. What has a group of students at a Darwin school made to commemorate the 70th anniversary of the bombing of Hiroshima?
10. How did this story make you feel?
Check out the BtN Hiroshima resource on the Teachers page
Do the quiz on the BtN website
State or Territory
1. What was the main point of the BtN State or Territory story?
2. The Northern Territory used to be a part of
a. Western Australia
b. South Australia
c. Queensland
3. In which year did it become a territory?
4. What is the main difference between a state and a territory?
5. What is the leader of a territory called?
6. Name two other differences between a state and a territory.
7. This is the first time the Northern Territory has tried to become a state. True or false?
8. Why was the idea rejected in the 1980s?
9. What percentage of Australia’s population lives in the NT?
10. If the Northern Territory becomes a state, what do you think is should be called?
Write a message about the story and post it in the comments section on the story page
Alien Hunt
1. Discuss the Alien Hunt story with the class. Record the main points of the discussion.
2. What comes to mind when you hear the word alien?
3. In your own words, describe what the `Breakthrough project’ is.
4. About how much will the project cost?
5. How many years will the project run?
6. What will the scientists use to search for alien life?
7. Scientists think that if aliens do exist, they could be using the same kind of ______frequencies we use.
8. Do you think the `Breakthrough project’ is a good idea? Explain your answer.
9. Do you think there is life on other planets? In pairs, discuss whether you think there might be intelligent life in space.
10. If there is life out there, what message would you send to them?
Write a message about the story and post it in the comments section on the story page
Equine Police
1. Briefly summarise the BtN story.
2. What is the name for the group of police horses and their riders?
3. How long has Zeus been working as a police horse?
4. Describe the role police horses have had in Australia over the years.
5. In a crowd of people, police horses are more effective than ______police officers on the ground.
6. How do they teach horses to gently move people around?
7. What sorts of training exercises do the horses do? Describe.
8. Why is the relationship between the police horse and rider important?
9. Illustrate an aspect of this story.
10. What was surprising about this story?
Write a message about the story and post it in the comments section on the story page.
©ABC 2015
Teacher Resource
Food Origins
1. Discuss with another student the sort of information found on food packaging and labels.
2. What does it mean when products are labelled `made in Australia’?
3. Why is it important for people to know where their food comes from?
4. What happened to some people who ate frozen berries that were imported from China?
5. What did some people say about the labelling of the frozen berries?
6. Describe the new labelling system that is being introduced.
7. When is the new labelling system being introduced?
8. Why have some people criticised the new labelling system?
9. Do you think it is important to know where your food comes from? Why or why not?
10. Will the Government’s new food labels change what you buy? Explain your answer.
What is the difference?
Many consumers want to buy food from a certain country. Statements about where food has been made or grown are found on product labels, packaging or in advertising. Below are some examples:
· Made in Australia
· Product of Australia
· Grown in Australia
· Proudly Australian Owned
· 100% Australian Owned
In pairs, discuss what these terms mean to you, in relation to the origin of the food. What is the difference between each of these statements?
Share and compare your thoughts with the class. Check this website to find out what they all mean and how they are different ACCC for country of origin definitions.
· Are these terms clear? Why or why not?
· Is it important to you to know where you food comes from? Why or why not?
Why is it important to know where your food comes from?
As a class brainstorm a list of reasons why it is important to know where your food comes from. For example:
· freshness
· reduce food miles – smaller carbon footprint
· support local industry
· health and safety
· humane treatment of animals
· sustainable farming methods
· understand the process of food production
· food quality
Students will then order the reasons from most important to least important. Compare and discuss your results with your classmates. Were your priorities similar or different?
Design a poster or infographic which illustrates one or more of the reasons why you think it’s important to know where your food comes from.
Country of origin food labels
Individually or in pairs, examine the Country of Origin Food Labels that the Government is going to make compulsory for food products sold in Australia.
· What is your opinion about the new food labels?
· Will the new labels have an impact on what you buy?
· Why do consumers want labels that clearly show where the food was grown or made?
· Do you think the labels are clear to consumers? Why or why not?
· What changes would you make to the labels? How could they be made clearer? Describe and illustrate.
· Create your own design for the country of origin labelling.
Survey
Design a survey and interview people to find out about what influences their decisions and choices about what they buy in relation to where the product is from. Do they look for Australian made and owned products? Why or why not?
Preparation / Design your survey- Who will you survey? Try to survey a cross section of people (including friends and family, classmates).
- Write questions that you will ask in your survey. Write open-ended questions. Open-ended questions have no right or wrong answer and can’t be answered with a ‘yes’ or ‘no’.
Survey / Conduct your survey and record your results.
Sort / Sort and enter the information you have gathered into a report.
Representation / - What is the best way to represent the data you have collected?
- Summarise the information you have gathered and create a graph, using excel.
- Alternatively draw a diagram or infographic to highlight the survey results.
Analysis / Analyse your results and identify conclusions supported by the evidence. Use the data to answer questions.
- What do the results tell you about country of origin food labels?
- Write a short report explaining the survey results.
- Did you have a big enough sample size? If you surveyed a larger group of people how would this improve the representation of different eye colours?
- What interesting things did the data tell you about the people you interviewed?
ABC News – Government announces new labelling system for Australian food
http://www.abc.net.au/news/2015-07-21/tony-abbott-announces-new-labelling-system-for-australian-food/6636662
Australian Competition and Consumer Commission – Country of Origin
https://www.accc.gov.au/consumers/groceries/country-of-origin
Department of Industry and Science - Country of Origin Food Labels
http://www.industry.gov.au/industry/IndustrySectors/FoodManufacturingIndustry/Documents/Country-of-Origin-Food-Labels.pdf
Behind the News – Food Labelling
http://www.abc.net.au/btn/story/s3953591.htm
Behind the News – Food Standards
http://www.abc.net.au/btn/story/s3699382.htm
©ABC 2015
Teacher Resource
Hiroshima
1. Before you watch the BtN Hiroshima story, make some predictions about what you think the story is about.
2. Where is Hiroshima? Locate using Google Maps.
3. During which World War was a bomb dropped on Hiroshima?
4. In your own words, retell the story of Sadako.
5. Describe the devastation the atomic bomb had on Hiroshima and Nagasaki.
6. Where does the power in a nuclear weapon come from?
7. What was the long-term impact of the atomic bombs on Hiroshima and Nagasaki?
8. Why do you think Sadako’s story is important?
9. What has a group of students at a Darwin school made to commemorate the 70th anniversary of the bombing of Hiroshima?
10. How did this story make you feel?
Class discussion
After watching the BtN Hiroshima story, respond to the following questions:
Sadako’s story
The origami crane has become a symbol of peace, through the story of a Japanese girl called Sadako. As a class or individually read Sadako and The Thousand Paper CranesbyEleanor Coerr. Alternatively, read about Sadako Sasaki’s story here.
Discuss the story and respond to the following questions:
• How did Sadako’s story make you feel?
• What ancient Japanese tradition did you learn about? Describe the legend.
• Why do you think Sadako’s story is important?
Join the Thousand Crane Club
Every year Hiroshima International School receives thousands of paper cranes from schools, organisations and individuals around the world.
Get your school involved in the Thousand Crane Club and make your contribution to peace by folding 1000 cranes to be placed in the Peace Park at Sadako’s monument.
Visit the Thousand Crane Club website for instructions on how to make paper cranes and requirements for how and where to send your paper cranes. There must be 1000 folded paper cranes and they must be strung together in strands no longer than 170cm, which are tied together in a bunch, to be accepted for hanging.
How to fold a paper crane – Instructions
Mind map
Hiroshima Day is a focus for anti-war and anti-nuclear discussions and demonstrations. Every August 6, the City of Hiroshima holds the Peace Memorial Ceremony, to console the victims of the atomic bombs and to call upon world peace.
What are your feelings about the following themes?
• war
• peace and hope
• friendship
• nuclear weapons
Discuss in pairs, recording your ideas, which may be a combination of words, symbols, actions, images or music. Share your ideas as a class recording your responses on a mind map.
Haiku poetry
Write a haiku poem focusing on one or more of the above themes with a reference to the atomic bombing of Hiroshima. Use Read Write Think’s Haiku Starter graphic organiser which allows students to brainstorm a list of words about their chosen theme.
Source: Read Write Think
Creating a culture of peace
• How does your school promote peace and friendship? Do you celebrate International Day of Peace? Are the words respect and cooperation incorporated in your school values? Think of ways that your school community encourages peace and kindness.
• Think of and record the random acts of kindness and peace which you perform at school and at home. What random acts of kindness can you do by yourself, with others, at school, at home or in the community to help others? Reach Out Australia gives some ideas on how you can help spread smiles and bring a smile to your face too.
• Use the BtN comments page to express and exchange your views on peace.
• Create a poster that explores the theme of peace. Display your artworks to celebrate International Day of Peace or enter your artwork in The Children’s Peace Drawings Competition. Alternatively, as a class make a banner, titled ‘Our Dream of Peace’.