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Assessment Task 2
Assessment Task 2
Lesson planning
Unit/Lesson Title Recipe format, abbreviations and Lesson duration 50 minutes Stage 4 Year 8 Class Food Technology
modification
Rationale Syllabus Outcomes Syllabus Content
Students learn to 4.3.1. Applies a broad range of contemporary and appropriate Students learn about:
understand the format tools, materials and techniques with competence in the -Recipes including the format and abbreviations
of recipes and the development of design projects commonly used
abbreviations used
within recipes and also, Students learn to:
how to modify a recipe -Select, interpret and/or modify/develop recipes for
when increasing the a design project
measurements.
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
2 mins Introduction -Teacher has class enter the classroom, sit down, -Students enter classroom, sit down
and gather equipment needed for the class. and grab equipment out of their
bags.
3 mins -Teacher to give overview of class content and -Students to ask any questions for
aims for the lesson. clarification of class content and
aims.
8 mins Body -Teacher to hand out strips of paper which -Students to rearrange strips of
contain the different sections of a recipe, and ask paper to their understanding of the
class to rearrange the strips in the correct order. correct order of a recipe.
8 mins -Teacher to ask students at random what they -Students to read their strips, and Observation
had for each step, and to write correct format on have the teacher write the correct of students
board format answers
Students 3 mins -Once the whole format of the recipe has been -Students are to glue strips in order,
understanding identified, teacher is to instruct the class to glue in work books
the format strips in book, in order
1 min -Teacher to handout a piece of paper that -Students to accept the piece of
contains information on the abbreviations used paper, and take notice of what is on
within recipes (1C = 1Cup), to each student. the paper.
Understanding 6mins -As a class, the teacher is to read out the contents -Students to read along with the Observation
of of the sheet, ensuring students have an teacher, to gain knowledge on the of students
abbreviations understanding of the abbreviations, and students abbreviations, and when students engagement
are encouraged to ask questions for clarification. need clarification, they are of new
encouraged to ask for it. knowledge
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
1 min -Teacher asks class to glue sheet in work books, -Students are to glue sheet into
and continue to study after class for practical work books and continue to study it
lessons. after class.
9 mins -Teacher hands out the last activity for the lesson -Students are to work together to Observation
which is a recipe that needs to be modified to modify the recipe. of teamwork
cater for double the amount of the recipe. The
teacher is to also advise that students may work
together.
Understanding 5 mins -Teacher is to display the answers of the recipe, -Students are asked to direct their
of on a PowerPoint presentation displayed on the attention to the PowerPoint slide,
modification smartboard revealing the answers to the work
sheet.
4 mins Conclusion -Teacher is to encourage all students with any -Any students needing clarification Observation
questions from the whole lesson for clarification. of anything from the days lesson is of
encouraged to ask questions. reassurance
Lesson Evaluation
The first part of this lesson involving the strips of paper was used as an alternative to taking notes. It engages the students more effectively, in
particular a student with a learning difficulty of concentration and reading and writing. The second part of the lesson does involve reading
from a sheet, but copious amounts of information are non-existent, making it simple learning. The final section allows students to work on
teamwork, by pairing up or working in groups.
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
Through the use of observation from the teacher within the classroom, you are able to notice how students respond to instructions, and how
they work (NSW Government, n.d.b.). In this lesson in particular, observation is to take place when students answer – taking notice of the
students who don’t engage in conversation, and taking notice of those who do. Observation is also taken place when students are learning
new information, when working together in pairs or small groups, and when they need reassurance. With these observations, the results can
then be reflected within future lessons, such as, instead of asking for volunteers, pick students who tend to shy away from class discussions, by
getting them involved, and getting used to being involved, you could help their learning in food technology and becoming more confident in
speaking up.
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
Unit/Lesson Title Safety and Responsibility Lesson duration 50 minutes Stage 4 Year 8 Class Food Technology
Rationale Syllabus Outcomes Syllabus Content
Students learn about 4.3.2. Demonstrates responsible and safe use of a range of Students learn about:
safety and responsibility tools, materials and techniques in each design project Responsible behaviour in working environments
within the kitchen Students learn to:
Manage risk when developing design projects
Prior Knowledge Risk Assessment Resources
-Students to have general knowledge of safety within -Eye strain: ensure correct lighting as students are -Work books
the kitchen concentrating on a smart board screen -Pen
-Students to have prior knowledge of how to use a -Smart board
smart board -Glue stick
Lesson Time Teachers Role Students Role Assessment
Outcomes Strategies
2 mins Introduction -Teacher to ask class to enter room, sit down -Students to enter classroom, sit down
and grab required equipment for class. and grab everything they need for the
lesson out of their bag.
5 mins -Teacher to give a brief review of last lesson, -Students to ask questions for clarification
and to give an overview of the current lesson if unsure of lesson content and aims.
content and aims.
Activity to 10 mins Body -Teacher to hand out a fill-in-the-blanks work -Students to attempt fill-in-the-blanks Observation of
introduce sheet on safety within the food lab, and allow work sheet as a pair or a group of three. students
knowledge students to attempt in pairs, or groups of working
of food three.
safety in
food lab
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
-Teacher to go through work sheet with the -Students to go through work sheet as a Observation of
10 mins class, asking students for answers, and giving class, filling in where they didn’t get an students
clarification if needed. answer, asking for clarification. participation of
discussion
4 mins -Teacher to move to a smart board and -Students to glue fill-in-the-blank work
display a picture of a hazardous food lab. sheet in work booklet while teacher sets
up picture on smart board.
Allowing 15 mins -Teacher to ask students to volunteer to -Students to volunteer to go up and Observation of
students to come to the smart board and identify a identify hazards on the smart board using students
identify hazard within the picture of the food lab a smart board pen and to then explain participation
hazards in using a smart board pen, and then get the why. towards
the food lab student to explain why. interactive
activity
4 mins Review/ -Teacher to ensure that all hazards are -Students to ensure that they recognise
Conclusion identified from the smart board activity, and hazards from the smart board activity,
that students have an understanding of that they have an understanding of safety
safety within the food lab, and are able to in the food lab and are able to identify
identify hazards. hazards
Lesson Evaluation
With one student in the class who suffers from learning difficulties, where they find it difficult to concentrate for long lengths of time, and to
read and write copious amounts or work, the first part of the lesson plan is an effective way of easing into the lesson, with a fill-in-the-blanks
worksheet, that has been modified with pictures and smaller sentences for the student to comprehend the information easier. The second
part of the lesson is very practical based, allowing students to become more involved and excited for the lesson. By having students come up
to the board and circling with a pen, it is found much easier for the student with learning difficulties to use the mouse, as they can view what
they are doing from a reasonable distance, instead of being up close to the smart board, and straining their eyes – it can be tough to
concentrate on smart board or computer screens already, so it is not ideal to have them that close to the smart board. The fact of getting up
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
from their seat and getting in front of an audience also allows them to develop confidence in interaction, preventing that feeling of being left
behind.
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
In this lesson, observations were made of students working together, the participation of students within the interactive activity involving the
smart board, and the participations of students whilst a class discussion was happening. Through observations, teachers can keep track of
what students are confident and competent in, and what students aren’t. You can then build from these observations and conclusions to
improve lessons, to ensure all students are reaching their potential in the lessons and the subject as a whole (NSW Government, n.d.a.).
Another observation that may be made is how the other students behave and work within the same classroom as a student with severe
learning difficulties. Are they constantly being interrupted? Aer they not receiving enough attention for the help they need? Are they being
distracted by the student with learning difficulties? Are they being supportive towards the student with learning difficulties?
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
Unit/Lesson Title Healthy Modification of Recipe Lesson duration 50 Stage 4 Year 8 Class Food Technology
minutes
Rationale Syllabus Outcomes Syllabus Content
Students are to re-write a 4.5.2. Produces quality solutions that respond to Students learn about:
recipe to make it healthier identified needs and opportunities in each design -Construction steps that contribute to a quality solution.
and suitable for teenagers. Students learn to:
project.
-Apply a design process that responds to needs and
opportunities for each design project.
Prior Knowledge Risk Assessment Resources
-What ‘healthy’ means -Eye strain: Ensure students are in a well-lit classroom -Work books
-Use of a computer; and are sitting ergonomically to the computer. -Individual recipes
including Microsoft Word -Electrocution: Review safety around computers and -Notes on healthy choices
and the internet power points/plugs. -Computer
-Safety around computers
and power points/plugs
Lesson Time Teachers Role Students Role Assessment
Outcomes Strategies
5 mins Introduction -Teacher to instruct students to sit at -Students to sit at a computer and Observation of
a computer, and give an overview of listen to lesson content and aims. intent to listen and
the lesson, covering lesson content Students are to ask any questions for learn.
and aims. clarification.
5 mins Body -Teacher to instruct students to log -Students to log into their computers, Observe those who
into their computers and open a word open a word document and open the can/t competently
document, along with the internet. internet. follow instructions.
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
2 mins -Teacher to hand out all different -Students to receive and read the
unhealthy recipes to each student. recipe they are given.
-First step to 15 mins -Teacher to instruct students to use -Students to identify what is considered Observe those who
constructing a general knowledge, notes and to unhealthy through general knowledge, can work
final design research on the internet, healthy notes and internet, and to research independently, and
product; alternatives of the ingredients in the healthier alternatives. If unsure of an those who need
researching recipe. If any student is finding great instruction or what to research, assistance.
needs of difficulty, they are asked to raise their students are to raise their hand.
teenagers hand, and wait for the teacher.
-Another step 15 mins -Teachers instruct students to re-type -Student to type up their new healthy Observe the
towards a final the recipe (as the healthier version) recipe on a word document, and save students who can
design product onto the word document, and save it the document as their name in the work without
as their name, in the public folder public folder ‘Year 8 Food Technology’. assistance, when
‘Year 8 Food Technology’. using Microsoft
Word
5 mins -Have students log off the computer -Students to log off from their
and have a discussion as a class– a computers and engage in discussion on
review of the lesson. the current lesson.
-Work going 3 mins Review/ -Teacher to explain that they will print
into a design Conclusion it off for next lesson, to go into the
portfolio students design portfolios.
Lesson Evaluation
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
This lesson is set in a computer room, and because of this, it is not the same as teaching in a normal classroom. The teacher needs to be more
available to students, as they are going off to pursue independent work on the computers. The student with learning difficulties is
accompanied by a teacher’s aide to provide full attention for the whole lesson, to the one student who needs it. The teacher’s aide is not there
to do the work for the student. But to be a motivator and helper when needed. It’s just a little extra help for the teacher to provide attentions
to all students of equal opportunity and time.
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
they have complete the task, because without the help of the teacher’s aide, the student may not have had an equal chance of committing and
finishing the activity.
An overview starts the lesson, ensuring students are informed of the lesson content and aims. This needs to be clear for students as they are
participating in independent work in this lesson. If the student is unsure, they are to ask the teacher at any given time, because if they don’t
know something, they are going to become stuck, and eventually fall behind. A teacher needs to ensure they are approachable to a student to
prevent a student from coming to them for help.
Observations made from this class was particularly focusing on student’s behaviour and work ethic in a computer room – a different
environment can mean different ways of teaching and addressing the class. The observations from this class can determine whether or not, it
was deemed successful; have the students benefit from a computer lab lesson, being able to work independently and efficiently. Did it benefit
the student with a learning difficulty? Do they work better in a different class room environment?
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Student Number: 11577474 Name: Alanah Williams EMT203 Assessment 2
References
Clarke, M., & Pittaway, S. (2014a). Meeting the Diverse Needs of Students. In Clarke, M., & Pittaway, S (Eds.), Marsh’s Becoming a Teacher (pp.
245-264). French Forest, NSW: Pearson Education.
Clarke, M., & Pittaway, S. (2014b). Pedagogy, Teaching and Learning. In Clarke, M., & Pittaway, S (Eds.), Marsh’s Becoming a Teacher (pp. 181-
206). French Forest, NSW: Pearson Education.
NSW Government. (n.d.a.). Designing effective learning and assessment. In NSW Education Standards Authority. Retrieved from:
http://syllabus.nesa.nsw.edu.au/support-materials/desiging-programming/
NSW Government. (n.d.b.). Differentiated programming. In NSW Education Standards Authority. Retrieved from:
http://syllabus.nesa.nsw.edu.au/support-materials/differentiated-programming/
NSW Government. (n.d.c.). Integrating ICT capability. In NSW Education Standards Authority. Retrieved from:
http://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/
NSW Government. (n.d.d.). Planning for effective learning and assessment. In NSW Education Standards Authority. Retrieved from:
http://syllabus.nesa.nsw.edu.au/support-materials/planning-programming/
Queensland Government. (2008). Literacy the key to learning. In Framework for action 2006-2008. Retrieved from:
http://education.qld.gov.au/publication/production/reports/pdfs/literacy-framework-06.pdf
Trevallion, D. (2008). Where did the design go in Design and Technology Education? In H. Middleton & M. Pavlova (Eds.), Exploring technology
education: Solutions to issues in a globalised world, 2(pp. 172-179). QLD: Griffith University. Retrieved from:
http://primo.unilinc.edu.au/CSU:alma7144329120002351
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