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OConnor Catholic College You are what you eat Program

FOOD TECHNOLOGY
OConnor Catholic College, Armidale
Topic: You are what you Eat YEAR 10
Unit Description: Knowledge of nutrition is integral to making healthy food choices. Students will examine the nutritional components
of food and food developments aimed at enhancing health, the impact of food consumption on nutrition and explore ways of meeting Length: 15 weeks
nutritional requirements to maintain optimum nutrition or manage nutritional issues. Updated 4/13/2016
Anne Healey
Food trends influence food selection, food service and food presentation. Students will examine historical and current food trends and
explore factors that influence their appeal and acceptability. Students will plan, prepare and present safe, appealing food that reflects
contemporary food trends.

Core: Nutrition and Consumption

Outcomes:
Core Outcomes Focus Area Outcomes
A student: A student
5.3.1 describes the relationship between food consumption, the nutritional value 5.3.2 justifies food choices by analyzing the factors that influence eating habits
of foods and the health of individuals and communities. 5.5.1 selects and employs appropriate techniques and equipment for a variety of
5.4.1 collects, evaluates and applies information from a variety of sources. food-specific purposes
5.4.2 communicates ideas and information from a variety of sources. 5.5.2 plans, prepares, presents and evaluates food solutions for specific purposes
5.6.2 evaluates the impact of activities related to food on the individual, society 5.6.1 examines the relationship between food, technology and society.
and the environment.
Literacy Strategies:
Vocabulary
Procedural Texts eg recipes, Terminology, Jargon and Symbols used in food preparation, Sequencing Activity/Jigsaw, Information Transfer, Concept map, Note Taking,
Comprehension Tasks, Cloze Passage, Matching, Labelling, Mind Mapping Design Brief, Paired Reading Design Brief, Independent construction of text, Recounts,
Brainstorming

Numeracy Strategies:
Number and Measurement in practical lessons and Design Brief
Calculation of food orders Design Brief
OConnor Catholic College You are what you eat Program

Information and Communication Technology


Students using a word-processing package generate a recipe for their chosen food item/meal. (ICT)
Assessment task: present a multimedia project on nutrition throughout the lifecycle
(Additional Content)As part of the Assessment task prepare images for the product package. Present this as a finished visual image using digital technologies. (ICT)

Resources
Texts
CATHOLIC PRINCIPLES & VALUES
Fawcett, M. and Lee, L. (1995) Food Tech Issues, Throughout the teaching of this unit, teachers are committed to the fostering of students sense of personal
McGraw Hill, Sydney. achievement and abilities, the encouragement of cooperation and sharing in practical lessons and group work and
respect for the environment, resources and environmental suitability when designing and making items. In this
Weihen, L., Aduckiewicz, J. and Amys, J. (1995) unit students are also explicitly taught skills to plan for a healthy diet.
Investigating Food Technology, Heinemann, Sydney. Love of God and Love of Neighbour
Life and Dignity of the Human Person
Aspin et al (2004) Food Technology First, Pearson Rights and Responsibilities
Longman, Sydney
Stewardship of Gods Creation
Sullivan, C, Meredith, S and Weihen L (2004) Hi Tech Sacredness of Self
Food Technology Stage 5, Heinemann, Sydney
Special Needs: 2016 no special
Extension
Audio Visual needs students identified
- The Nutrients Additional content Any student with identified
- Anorexia (10 mins) marketing of current food trends learning needs is given additional
Fries with That the obesity epidemic food styling and photography for marketing through print or electronic support by the Special Needs
ICT media Teacher on staff. Use of group
FLAPA (Food Law and Policy Australia) work results in a style of peer
http://www.ausfoodnews/com.au/flapa/ tutoring in the classroom.
Students are assisted in practical
Additional content
sessions by both the classroom
Barnett, A. (2002) Trends in Food Technology: teacher and the Kitchen
Designing and making food, Heinemann, Oxford. Assistant. On occasions where
students are required to design or
select menu items for a particular
purpose, individual needs and
capabilities are taken into account
by the supervising teacher.

Additional Needs Adjustment Table:


OConnor Catholic College You are what you eat Program

STUDENT NAME
STRATEGY
Provide scaffolds for assessment tasks
Provide scaffolds for assignments
Reduce quantity of work
Extra time for tasks
Vocabulary list-emphasise definitions and key words
Give directions orally as well as in writing
Alternate presentation formats
Limit the number of words to a page
Word finders
Model Responses
Alternate assignments
Presentation-poster
Use mind maps
Use multiple choice questions
Use visuals in preference to text
Use diagrams to simplify information
Use cloze passages
Arrange peer support or group work to support the task
Special provisions for assessment/exam tasks
Adjustments to class organisation
The use of technology
Handouts of notes
Reducing the number of questions to answer
Work buddy
Seating location
Positive reinforcement and encouragement (merits)
OConnor Catholic College You are what you eat Program
OConnor Catholic College You are what you eat Program

Core: Nutrition and


Consumption

Students learn about Students learn to Integrated learning experiences, instructions and assessment Registration
Modifications
Teaching /Learning activities Evidence of Learning and Feedback
Weeks 1 - 4 Introduction to unit: course outcomes, Students demonstrating safe,
requirements and expectations. cooperative and hygienic work
Food safety and hygiene Demonstrate safe, cooperative and Class brainstorming on what constitutes practices during practical
practices including: personal hygienic work practices personal and food hygiene and safe work experiences. Students will be
hygiene, food hygiene and safe practices. continually assessed throughout the
work practices year.
Practical experience: quiche to
challenge hygiene and safety skills

Nutritional components of food Explain the role of the nutritional Class discussion and worksheets on Students worksheets
food nutrients group: components of food in the body nutrients: nutrition booklet
Proteins What are they? 2016 students keep journal of
Carbohydrates Where do we find them? learning.
Lipids Why do we need them?
Vitamins Students make notes in a table on each
Minerals nutrient (name of nutrient, function and
Water food sources)
Vitamin poster
DVD The Nutrients
Edmodo pretest Record in booklet

Weeks 5 and 6
The role of fibre in the diet Describe the significant role of Teacher led discussion on what fibre is Practical experience: Noodle
fibre in the diet and its role in the diet. Brainstorm Omelette/brown rice risotto and
examples of foods containing fibre. Carrot Cake
Note taking, fibre experiment, Students evaluate their diet (2016
worksheet. My fitness pal app) from the past 3
Ipad app (diet record) days in terms of dietary fibre and
Foods which are developed to Discuss the role of nutritionally Define/Discuss the role these foods the nutrients worksheet.
enhance healthy eating modified foods in the diet have in the diet. Juice making (record by-products)
including: HW Students identify 5 functional
-probiotics Discuss current developments in the Definition of probiotics and functional foods from the supermarket or home.
-functional foods nutritional modification of food foods using text. Report on
OConnor Catholic College You are what you eat Program

Super foods YT Video Processing (Yakult 1 items identified


Evaluate superfood claims probiotic) 2 why they were/would be
Modified Eggs, high fibre bread etc purchased
(functional foods)
Tasting and research

Students learn about Students learn to Integrated learning experiences, instructions and assessment Registration
Modifications
Teaching /Learning activities Evidence of Learning and Feedback
Weeks 6 - 8
Implications of under and over Outline conditions of over and under Class discussion, using text, on the Practical experience: Low Fat
nutrition and diet related nutrition with reference to at least characteristics of under and over chicken and chips. And peach clafouti
disorders such as two diet related disorders nutrition and its implications. Note
-type 2 diabetes taking. Worksheet.
-coeliac disease Demo: cream to butter
-obesity Explore the incidence and reasons Individual research on diet related ASSESSMENT TASK 7: Diet
-anaemia for eating disorders in women and disorders using texts. Use Internet to Related Disorders
-osteoporosis men investigate the incidence of eating 2013/2014 task: lifecycle nutrition
-coronary heart disease disorders in men and women in (see sheet)
-hypertension Australia. and lifecycle pracs
-colon cancer
Weeks 9 Describe the nature of anorexia and Video 10 mins HW: What would you do if you
Anorexia and restrained eating how it compares with other forms of Discussion and case study questions (use thought one of your friends was
disordered eating text) anorexic? Write a one page report.
Predict causes and effects of Sticky notes activity YT clips and read
Anorexia resource sheet. Record notes

Students learn about Students learn to Integrated learning experiences, instructions and assessment Registration
Modifications
Teaching /Learning activities Evidence of Learning and Feedback
Week 10 - 11 Move to Food
Nutrition labelling: Analyse the nutritive content of Discussion and note taking on nutrition Product
-health claims food using labels and nutrition tables labelling OH Students investigate a food package Development
-legal requirements Worksheet Whats the package telling in detail and complete worksheet
you? GI: What is it? How is it useful?
-labelling symbols such as GI Discuss the value to consumers of Research: What is the GI?
and Heart Tick endorsed labelling symbols
OConnor Catholic College You are what you eat Program

Week 12 - 13
Nutritional requirements of Outline the special nutritional Students are organised into groups. Practical experience: Students
different stages of the requirements at different stages of Each group is issued with a recipe prepare dish for a stage of the
lifecycle the lifecycle for both females and suitable to a specific stage of the lifecycle
-pregnancy males lifecycle. Groups refer to knowledge
-lactation gained in AT to identify features of the Healthy Dips for Adolescents
-infancy recipe that make it suitable for given New AT for 2013 : multimedia
-childhood group. presentation Lifecycle Nutrition
-adolescence
-adulthood Lifecycle buffet prac Students to introduce and justify
-aged PRAC: Healthy dips to snack on their prac
Kumara wraps
Selection of nutritious foods Design, plan and prepare balanced
diets for various stages of the
lifecycle
Week 13 - 14 ABS stats
Changes in consumption Identifying major trends of protein Class discussion on the meaning of
patterns in relation to versus carbohydrate foods, processed and unprocessed food.
processed and unprocessed processed and unprocessed foods Worksheet on evaluating processed and
food. and hidden sugar consumption. unprocessed foods.
Use text to make a summary of changes
in consumption patterns in Australia

Food additives research


Week 15 - 16
Food consumption in Australia Relate the impact of changes in food Brainstorm/mindmap: What foods are In pairs, find one article to present
and the impact this has on consumption patterns to health Australians eating in greater amounts? to the class that highlights the
nutrient intake and health Use internet Google news- to results of eating greater amounts of
(covered in Roos to Roasts) investigate recent health articles certain foods on our health.
Note taking on findings Extension: use CDROM or internet
tables to analyse nutrients in food
Influences on food selection Outline how diet can assist in Cut and paste activity
and the subsequent effects on preventing and managing dietary Case study in text.
health disorders
HW: in one page students outline how
National guidelines for healthy Identify broad guidelines for Teacher led discussion on healthy eating a healthy diet can assist in preventing
eating including the national healthy eating to promote optimal and the governments role. and managing dietary disorders
dietary guidelines for children health and prevent disease Worksheet on the dietary guidelines for
and adolescents. children and adolescents and guide to Students investigate a food company
healthy eating on the internet to determine whether
OConnor Catholic College You are what you eat Program

Argument: guide vs pyramid they have a nutrition/ health policy.


Report back to class.
Literacy activity
AT8 Topic Test

Prac register
Apple crumble ans spring rolls (fibre)
Chicken and Hokkien noodle (general nutrition)
Apple and carrot juice (fibre)
Kumara mexican bean wraps
Healthy dips to snack on (teens)
Low fat chicken and chips
gluten experiment
Lifecycle buffet

Teacher Unit Evaluation


Likert scale 1 (-very good) to 5 (- poor)
How did the unit rate? 1 2 3 4 5 N Comments
/a
Meeting needs of all ability levels
Maintenance of student interest
Achievement of outcomes
Suitability of resources
Suggested time
Suggested modification to future units

Teacher Signature and Date:


OConnor Catholic College You are what you eat Program

Notes
OConnor Catholic College You are what you eat Program