Healthy Eating - Year 8 Home Economics Unit Level 5

Week

Lesson

Topic

Description

1

1-2

Introduction to unit

• Teacher explains the content of the unit, including assessment tasks and criteria for assessment.
• Students individually complete a KWHL table to identify what they already know and would like to learn in Home Economics.

Introduction to the kitchen

Brainstorm safety rules

• Teacher outlines requirements for practical work (e.g. bringing apron, container etc. to class).
• Teacher explains procedures for working in the kitchen (e.g. demonstration, ingredient collection, production, clean up).
• Teacher shows students equipment (e.g. where it is stored, how it is to be used).Teacher leads a brainstorm activity of safety rules using sticky notes.

3-4

Production: Baked potatoes

• Following teacher demonstration of processes, students produce baked potatoes to identify safety and hygiene practices and become familiar with working in the kitchen environment.
• Teacher leads discussion of hygiene procedures (e.g. wash hands, tie hair up, cleaning benches, washing dishes).
• Students prepare and bake potato and select from a range of accompaniments (e.g. grated cheese, chopped chives, bacon).
• Students identify the risks and safety considerations (e.g. knife handling, use of oven mitts) associated with the preparation of each ingredient. 

2

5-6

Introduction to design briefs, specifications and evaluation criteria

• Teacher discusses the purpose of design briefs, specifications and evaluation criteria.
• Use pita bread wraps as an illustrative example as follows.  Specifications in the teacher-developed design brief relate to convenience (e.g.  minimal preparation time), method of serving (e.g. ease of eating, requirement for refrigeration), ratio of each type of ingredient (e.g. three vegetables, one protein source and two condiments)
• Design brief is displayed on whiteboard or in PowerPoint presentation.
• Students work as a class to identify the specifications from the design brief and brainstorm questions to evaluate how the wrap meets the specifications. 
• Students complete a flow diagram outlining how they plan to complete the production of the pita wrap.

7-8

Production: Pita bread wraps

• Students produce Pita bread wraps, referring back to the design brief, specifications and evaluation criteria and production plan, which includes safety and hygiene requirements.
• Students evaluate their Pita bread wraps using the evaluation criteria established in the previous lesson.

3

9-10

Introduction to the stir-fry dish design task (1)

Development of the design brief, specifications and evaluation criteria

• Teacher explains design scenario 1 – designing a stir-fry
• Teacher explains the use of the 5Whys and 1How strategy and using this strategy, leads students in the development of the design brief for a stir-fry.
• Students with teacher guidance identify the constraints (aspects that must be addressed) and considerations (flexible aspects).
• Students with teacher guidance identify the evaluation criteria, justify why each criteria is important and outlines a test to check if the stir-fry meets the criteria. One or more criteria must include reference to nutritional content.

11-12

Brainstorm ideas 

Investigation: Stir-fry ingredients

• The class brainstorm ideas using sticky notes that focus on the types of stir-fry they could develop. 
• Students cut out pictures from magazines of stir-fries (e.g. vegetables, meats, noodles) and identify potential ingredients and their combinations. Students annotate the pictures, identifying the appealing attributes that could potentially be used in their own designs
• Students use the Internet to research recipes. Possible websites include Better Health Channel, Go for your life and Go for 2 & 5.  

4

13-14

Generation of design options

Justification of preferred option
Develop food order

• Students draw two design options and annotate them to show ingredients, use of colour and serving suggestions.
• Students evaluate each option using a SWOT analysis
• Students use the SWOT analysis to determine which option to produce. 
  
• Students complete the food order worksheet (listing all needed  ingredients and quantities).

15-16

Production: Gourmet hamburgers

• Students produce gourmet hamburgers using supplied ingredients and processes demonstrated by the teacher
• Teacher assists students to identify the main nutrients contained in the main ingredients and outline their uses in the body (e.g. mince meat provides protein for growth, bread roll provides carbohydrates for energy). The Australian Guide to Healthy Eating (AGHE) links foods to the nutrients they contain, such as  breads and cereals contain CHO for energy.

5

17-18

Production plan

Risk assessment

• Students complete a Gantt chart that outlines the steps and time required to produce the stir fry. 
• Teacher assists students to complete a risk assessment sheet, to identify production hazards and outline ways the hazards can be minimized.

19-20

Production: Stir-fry

• Students produce the stir-fry dish and refer to the production plan and safety and hygiene procedures.
• Teacher and/or students photograph each stage in production of the stir fry dish using a digital camera.

Evaluation

• Students evaluate the stir-fry dish using a PMI analysis and the previously developed evaluation criteria; one criterion should contain some reference to nutritional content.

6

21-22

Presentations

• Students use presentation software such as PowerPoint to develop a nutrient profile of the designed stir-fry using information from the Australian Guide for Healthy Eating.
• Students develop a promotion for the stir fry and its suitability for adolescents by identifying the nutrients needed for growth/activity.

23-24

Intro. to design task (2) Canteen snack

Creation of mood board

• Teacher explains design scenario 2 – developing a snack to sell at the canteen. Reference can be made to the canteen guidelines for Victoria, especially the categories of food www.education.vic.gov.au/management/
  schooloperations/healthycanteen/default.htm
• Students use text and images from magazines to develop an inspiration page that stimulates ideas.
• Students can refer to the above website for information on making recipes healthier. It also contains recipe ideas.

7

25-26

Investigation: Eating habits

• Teacher assists students to develop a survey to investigate the healthy foods they and other students enjoy eating.
• Teacher discusses with students a definition of ‘healthy foods’ and examples, such as low fat, high fibre, etc.
• Students survey a year 7 class about their eating habits and the factors that affect their food in particular, their selection of snack foods at school.

27-28

Discussion

Development of a design brief for the development of a healthy canteen snack, its specifications and evaluation criteria

• Teacher organises students to complete a Fishbowl activity to discuss the interview findings
• As a class, use the results from the survey to assist with the formulation of the design brief for the development of a healthy canteen snack
• Develop evaluation questions drawn from the information in the design brief such as 'Is the snack suitable as a snack to be sold by the canteen?'

8

29-30

Production: Orange loaf

• Students produce an orange loaf using supplied ingredients and processes demonstrated by the teacher
• As a class, discuss whether the orange loaf contains ingredients that are ‘healthy’ and whether students think it is suitable as a snack to be sold by the canteen. Students use the Australian Guide to Healthy Eating or Healthy Canteen Kit as a basis for determining if it is suitable to be sold in the school canteen, for example, is it a red, amber or green food.

31-32

Brainstorm ideas for a healthy canteen snack

Investigation: Recipes

• In small groups, students brainstorm ideas for a healthy canteen snack using a concept map
  
  
• Students use the Internet, magazines and recipe books to identify recipes that could be used for a healthy canteen snack

9

33-34

Development of design options

Justification of preferred option

• As a class, use the 5Whys and 1How strategy to develop a design brief for a healthy canteen snack.
• Teacher leads class discussion to identify the constraints (aspects that have to be addressed) and considerations (aspects that are flexible)
• Students identify the evaluation criteria, justify why each is important and describe a test to check if the product meets the criteria
• Teacher refers to the Australian Guide to Healthy Eating  and the Healthy Canteen Kit when establishing the evaluation criteria

35-36

Production plan  and food order

Risk assessment

• Students devise a production plan using a flow chart and complete the food order chart including ingredient quantities
  
  
• Students complete a risk assessment sheet, identifying production hazards and outline minimisation strategies

10

37-38

Production: Healthy snack

• Students produce the healthy canteen snack following the production plan and safety and hygiene procedures
• Teacher and/or students photograph each stage of the production process using a digital camera

39-40

Evaluation

Completion of folio work

• Students evaluate the healthy canteen snack produced in the previous lesson using thinking tools selected by the students
• Students complete any outstanding components of the task. 

End of unit evaluation

• Students identify the knowledge and skills developed over the course of the unit using a reflective self assessment sheet.

Domain

Dimension

Assessment can be based on the following evidence

Design, Creativity and Technology

Investigating and designing

Producing

Analysing and evaluating

Folio work for design task/scenario (1) Stir-fry and Healthy canteen snack (2)

Design brief and specifications

Evaluation criteria

Design options, annotations and selection of preferred option

Production plan and food order

Risk assessment

Production work including adherence to safety and hygiene

Testing food and responding to evaluation criteria

Health and Physical Education

Health knowledge and promotion

Survey of healthy eating choices

PowerPoint presentation (Nutrient profile and marketing for the stir fry)

Evaluation of healthy canteen snack

Personal Learning

Managing personal learning

Production plan and food order

Gantt chart

Thinking Processes

Reasoning, processing and inquiry

Creativity

Reflection, evaluation and metacognition

Brainstorming

5Whys and 1How

SWOT Analysis

Fishbowl activity

Flow chart

PMI

Reflective self assessment sheet