Class: Year 7 Food Technology Key Learning Area: Design and Technology

Date: 07/06/2013

Time: 1:55pm-2:55pm

Lesson Topic: Introduction to Year 7 Food Technology/Introduction to Kitchen Practice

Recent Prior Experience This is the first high school Food Technology experience the class has had. This is the first class of a technology they have from their technology cycle.

Syllabus Outcome(s) 4.32 Demonstrates responsible and safe use of a range of tools, materials and techniques in each design project. -

Indicators of Learning for this lesson manage risk throughout the design process associate equipment with its appropriate uses maintain equipment and tools in working environments -

Assessment Create a mind map on the board for rules on Cooking Safely worksheet where students, through a discussion, will fill in Completion of OnGuard Safety tests

Any safety issues to be considered -

Resources Rochford J., 2004 Technology for Years 7 & 8 Workbook: Nourish pg.1-10 P. Clarke et al. 2011. Whole Food 2 (Year 9 Text book)

Students need to complete OnGuard before any practical lessons commence.

LESSON SEQUENCE Lesson Content / Indicators of Learning INTRODUCTION Introduce myself, seat the class and begin the introduction activity. Timing 1:55 Teaching Strategies / Learning Experiences Resources and Organisation

T will hand enough booklets for each row to hand back and Nourish booklet (pg. 2) Ss will remain quiet and seated. T says that to get to know each other say your name and one interesting fact about yourself. (e.g. Riley and I enjoy playing Football.) T tells students that every time they put their hand up they need to say their name before they say what they want just to assist the teacher to familiarise names Nourish booklet (pg. 2)

Hand out the Nourish booklets to each student. Read out paragraph from page one of Nourish booklet. Q: Why are you studying Technology? (Booklet Page 2) Food

2:15

T reads the paragraph Food Habits change as a result of Nourish booklet (pg. 2) economical.. Ss sit and listen.

Ask Ss to fill out the four bubbles in the mind map on Page 2 answering the question. Then T asks openly for some students for their responses.

A: To learn techniques to use when cooking, to cook food, to learn about food flavours that work. DEVELOPMENT Begin Cooking Safely information sheet on Page 3 of the Booklet.

2:20

T starts to read the textbox on Page 3 of the Booklet. T Nourish booklet (pg. 3) adds some information for more emphasise the safety element of Food Tech. T reads the first paragraph then asks Ss to read a Nourish booklet (pg. 4) utensil/equipment each starting at the front on the class. T however makes it clear ...if you wouldnt like to read say

Read the information on Equipment and Utensils on page 4.

2:23

pass.... Look at the techniques listed on page 5 and 6. Q: How do you decide what cutting technique to use? A: Bridge cutting needs more support because it is round and holding it on both sides stops it from rolling. Claw cutting if used for stopping the food from sliding whilst cutting. Outline each stage of the Design Process T tells the Ss that their Design Situation will be about a problem they have to solve about a cupcake recipe. 2:40 2:35 T asks Ss to read a technique each beginning from where Nourish booklet (pg. 5-6) the last page left off. Ss read a technique each then move on. After the allocated Ss had read How to use a grater emphasise the importance of safety and keep your fingers straight as well as to not grate too small of objects. After the Ss have read How to use a vegetable peeler, stress how easy it is to cut yourself when using one.

T explains how a Design situation is a statement of what Nourish booklet (pg. 7) the project is about or for. T reads Design Brief box and explains how its something that students will have to think about themselves. T moves on to explain Design parameters/limitations, being things that you need to stick to throughout the Process e.g. time, money, skill, and equipment. T explains the Investigation stage is where the Ss need to generate ideas. Evaluation also takes place at this stage. T outlines the decision or final solution phase where a final choice/design decided on. After this stage, is the making stage where the product is constructed. Following the Making stage comes evaluation stage and Marketing.

T makes it very clear that throughout The Design Process constant Evaluation takes place to make sure the design fits that of the Design Brief. Q: For the first log, what did we do this lesson? A: We did the introduction to nourish and we went through Equipment, safety, The Design Process, and WHS. CLOSURE T tells students to read Work Health and Safety worksheet on pg.10. Q: What is some of the health and safety equipment you can think you will see in the schools kitchen? A: Fire Extinguishers, Fire blankets, Signs for direction when an incident occurs, first aid kit, exit sign, PPE. 2:53 T goes through the answers with the class and Ss share their answers. T informs students that every lesson a log needs to filled in. Nourish booklet (pg. 8-9)

T asks students to fill in their first log of this lesson. Ss copy the teachers writing off the board.

Nourish booklet (pg. 8)

2:50

T tells students to fill in the spaces on the sheet and answer Nourish Booklet (pg. 10) the question. Ss fill out the spaces provided on the sheet.

2:55

T asks students to stand up behind their tables, tells them that next lesson they will be doing the OnGuard Safety tests, and dismisses them.