An Introduction to Food

Year 7 Home Economics

Gawler and District College B-12
 Food Overview
Week Topic Practical/Skill Focus

Week 1 Welcome to the Kitchen! Safety and Hygiene

Safety and Hygiene

Week 2 Getting To Know Your Food Coleslaw with Garlic and

Herb Dressing - Knife skills

Week 3 Making Healthy Food Pancakes - Using electric

Choices frying pans

Week 4 The Story of Farming - Seasonal Noodle Stir-fry -

Paddock to Plate Using the stovetop

Week 5 Cooking Skills Showdown! Design Your Own Dish - All

A MasterChef Experience previous skills
 Week 1 - Welcome to the Kitchen! Safety and Hygiene
Tasks Checklist
Put an ‘X’ in the box next to the following tasks once you have completed them.

Task To Completed Completed? Teacher Check

Kitchen Equipment Quiz

Measuring Equipment

Spot the Kitchen Hazards

Safety in the Domestic Kitchen

Safety Operating Procedures

 Kitchen Equipment Quiz
Task: The teacher is going to show you 20 pieces of equipment that are commonly used in the
kitchen. As you are shown each piece of equipment, write down what you think it is called.
Afterwards, the teacher will tell you what each piece of equipment is actually called and you can find
out if you’re right or wrong.

Equipment Number What I think it is called What it is actually called

10

11

12

13

14

15

16

17

18

19

20
Measuring Spoons
Measuring spoons can be used to measure both solid and liquid ingredients. To measure with
measuring spoons, scoop up whatever you are measuring and then use the flat side of a butter knife
to level it off.
Measuring Spoon Metric Measurement

¼ teaspoon 1.25ml

½ teaspoon 2.5ml

1 teaspoon 5ml

1 tablespoon 20ml

Measuring Cups
Measuring cups can be used to measure both solid and liquid ingredients. To measure with measuring
cups, use a spoon to scoop up whatever you are measuring and fill the measuring cup until it is
slightly overfilled. Use the flat side of a butter knife to level it off.
Measuring Cup Metric Measurement

¼ cup ~60ml

⅓ cup ~80ml

½ cup 125ml

1 cup 250ml

Measuring Jugs
Measuring jugs are generally only used to measure liquid ingredients. They come in a range of sizes,
but are all marked with lines to show the volume at different levels. To measure with measuring jugs,
place a measuring jug on a steady flat surface and pour the liquid you are measuring into it until the
liquid reaches the correct line. Make sure to read the measuring jug at eye level, as reading from an
angle can lead to an incorrect measurement.

Scales
Scales are mostly used to measure solid ingredients, but they can also be used to measure liquid
ingredients sometimes as well. Most modern kitchen scales are electronic and have buttons for
different functions, such as:
● The on/off button - to turn the scales on or off.
● The tare/zero button - to return the measurement on the screen to zero (an example of when
you might use the tare/zero button is when you are weighing something in a bowl, as you will
need to make sure the weight of the bowl is not added to the total weight).
● The mode button - to switch between different units of measurement (e.g. grams, ounces).
 Measuring Equipment
Task: Using the information about measuring equipment on the previous page, label the pictures of
measuring equipment below, then select the best piece of measuring equipment to demonstrate each
of the measurements that follow.

Measurement to demonstrate (use water) Tick once checked by teacher

20ml

1.25ml

25ml

⅓ cup

50ml

125ml

¼ cup

200ml

250g

100g
 Spot the Kitchen Hazards
Task: Find as many kitchen safety hazards as you can in the image below, then fill out the table that
follows, listing each hazard and explaining what makes it dangerous.

What is the hazard? Why is it dangerous?

 Safety in the Domestic Kitchen
Task: As a class, watch the ‘Safety in the Domestic Kitchen’ video and answer the following questions.

Clothing/Personal Hygiene

What was Scott doing wrong in the

clothing area?

Why is it dangerous to wear baggy or loose

clothing?

What type of shoes should you wear?

What was Claire doing wrong in the

clothing area?

Why shouldn’t you chew gum?

When should you wash your hands?

Why shouldn’t you wear rings?

What should you wear over your clothing?

Preventing Cuts

List 10 things to remember 1. 6.

when handling knives or
sharp objects.
2. 7.

3. 8.

4. 9.

5. 10.

What should you do if you

get a minor cut?
 Preventing Burns and Scalds

What type of heat is a burn

caused by?

List 5 ways to prevent burns. 1. 4.

2. 5.

3.

What type of heat is a scald

caused by?

List 5 ways to prevent scalds. 1. 4.

2. 5.

3.

What should you do if you

get a superficial burn?

What should you do if there

is a fat/oil fire?

Why shouldn’t you put out a

fat/oil fire with water?

Electrical Equipment

List 3 things you should 1.

watch out for when using
electrical equipment. 2.

3.

What should you do before

using electrical equipment?
What should you do after?

What should you do if

someone is getting an
electrical shock?
 Lifting

List 2 things you should 1.

do when you are lifting
something. 2.

Kitchen Hygiene

List 5 tips about kitchen 1.

hygiene.
2.

3.

4.

5.

The Golden Rules

What are the 4 golden rules

to remember?
 Safety Operating Procedures
Task: Safety Operating Procedures (SOPs) are information sheets that tell us how to use equipment
safely. Use the Oven SOP on the previous page to answer the following questions.

1. What is the first and most important rule on the Oven SOP (or on any SOP)?

2. What do you think ‘Pre-operational Safety Checks’ means?

3. List 2 Pre-operational Safety Checks on the Oven SOP.

4. What do you think ‘Operational Safety Checks’ means?

5. List 3 Operational Safety Checks on the Oven SOP.

6. What do you think ‘Potential Hazards and Injuries’ means?

7. List 3 Potential Hazards and Injuries on the Oven SOP.

8. What might happen if you put an unsuitable material in the oven?

9. Why do you think it is important to get the teacher’s permission before using an oven?
 Week 1 Rubric
Achievement Assessment Below Above
At Standard Achievement
Standard Criteria Standard Standard

Demonstrate Understanding Poor Satisfactory In-depth

skills to make of kitchen understanding understanding understanding
informed safety and of kitchen of kitchen of kitchen
decisions, and hygiene. safety and safety and safety and
propose and hygiene. hygiene. hygiene.
implement
actions that Ability to Able to suggest Able to suggest Able to suggest
promote their suggest 5 or less at least 6 10 or more
own and reasonable reasonable reasonable reasonable
others’ health, actions to stay actions to stay actions to stay actions to stay
safety and safe in the safe in the safe in the safe in the
wellbeing. kitchen area. kitchen area. kitchen area. kitchen area.

Communicate Use of Can use Can use Can use

to different subject-specific subject-specific subject-specific subject-specific
audiences using vocabulary vocabulary to vocabulary to vocabulary to
appropriate (words specific correctly correctly correctly
technical to the Food identify 1-7 identify 8-14 identify 15+
terms. subject area) to pieces of pieces of pieces of
identify kitchen kitchen kitchen kitchen
equipment. equipment and equipment and equipment and
some most all measuring
measuring measuring equipment.
equipment. equipment.

Teacher Comments/Feedback: Week 1 Total Grade

___/15
(___%)
 Week 2 - Getting to Know Your Food
Tasks Checklist
Put an ‘X’ in the box next to the following tasks once you have completed them.

Task To Completed Completed? Teacher Check

Sensory Vocabulary

Sensory Analysis Practise

Food Alphabet

Sensory Analysis of Practical

Task: Think of as many adjectives (describing words) as you can to describe the different sensory
characteristics of food and put them in the boxes below. Each box has an example to get you started.

Appearance (Look) Aroma (Smell)

Fizzy Fresh

Sensory Vocabulary

Smooth Salty
Texture (Feel) Flavour (Taste)
 Sensory Analysis Practice
Task: The teacher will explain what a sensory analysis is and how to do one. After this, you will be
given two different foods to analyse and have a go at doing some sensory analyses yourself.

Food being analysed: _________________________

1 2 3 4 5
(Very bad) (Neutral) (Very good)

Appearance
(Look)

Texture
(Feel)

Aroma
(Smell)

Flavour
(Taste)

Comments:

Food being analysed: _________________________

1 2 3 4 5
(Very bad) (Neutral) (Very good)

Appearance
(Look)

Texture
(Feel)

Aroma
(Smell)

Flavour
(Taste)

Comments:
 Food Alphabet
Task: Think of as many different foods as you can starting with each letter of the alphabet and fill out
the table below.

A N

B O

C P

D Q

E R

F S

G T

H U

I V

J W

K X

L Y

M Z
 Sensory Analysis for Practical
Task: Complete a sensory analysis for the coleslaw practical by filling out the sensory analysis table
below and then answering the questions that follow.

1 2 3 4 5
(Very bad) (Neutral) (Very good)

Appearance
(Look)

Texture
(Feel)

Aroma
(Smell)

Flavour
(Taste)

Why did you give your coleslaw that score for appearance? Describe what your coleslaw looked like.

Why did you give your coleslaw that score for texture? Describe what your coleslaw felt like.

Why did you give your coleslaw that score for aroma? Describe what your coleslaw smelled like.

Why did you give your coleslaw that score for flavour? Describe what your coleslaw tasted like.

What was your coleslaw like overall? What is the total score out of 20 that you gave it?
 Coleslaw with Garlic and Herb Dressing
Serves 2

Ingredients to Prepare Individually

● 1 garlic clove, finely crushed
● ½ carrot, cut julienne and brunoise
● 1 large cabbage leaf, cut chiffonade
● ½ celery stick, cut paysanne
● ½ red onion, finely diced
Ingredients to Prepare in Pairs
● 4 T mayonnaise
● 2 t fresh parsley, finely chopped
● 2 t fresh coriander, finely chopped
● Salt and pepper, to taste

Method
1. Combine the garlic, mayonnaise, herbs and salt and pepper in a small bowl. Cover and
refrigerate for at least 20 minutes.
2. In a large bowl combine the carrot, cabbage, celery and red onion.
3. Add the mayonnaise mixture to the vegetable mixture and stir until the vegetables are evenly
coated.
4. Serve the coleslaw chilled on its own or as an accompaniment to another dish.

Recipe Abbreviations
T/Tbsp = Tablespoon
t/tsp = Teaspoon
C = Cup
 Week 2 Rubric
Achievement Assessment Below Above
At Standard Achievement
Standard Criteria Standard Standard

Communicate Use of Poor use of Satisfactory use Excellent use of

to different subject-specific subject-specific of subject-specific
audiences using vocabulary vocabulary to subject-specific vocabulary to
appropriate (words specific describe vocabulary to describe
technical to the Food sensory describe sensory
terms. subject area) to characteristics sensory characteristics
describe of food (1-2 characteristics of food (6+
sensory words per of food (3-5 words per
characteristics sense). words per sense).
of food. sense).

Use of Can use Can use Can use

subject-specific subject-specific subject-specific subject-specific
vocabulary vocabulary to vocabulary to vocabulary to
(words specific correctly correctly correctly
to the Food identify 20 or identify 21-40 identify 41 or
subject area) to less foods. foods. more foods.
identify foods.

Teacher Comments/Feedback: Week 2 Total Grade

___/10
(___%)
 Week 3 - Making Healthy Food Choices
Tasks Checklist
Put an ‘X’ in the box next to the following tasks once you have completed them.

Task To Completed Completed? Teacher Check

Food Groups Sorting

Serving Sizes

Healthy Substitutes

Cooking Terminology

Understanding and Modifying Recipes

 Food Groups Sorting
Task: Sort the following foods into the correct food group, then think of two of your own foods to add
to each food group as well.

Apple Bread Chicken Potato Banana Donut

Cheese Egg Celery Chocolate Pasta Milk
Lollipop Rice Steak Cream Carrot Watermelon
Yoghurt Oats Chips Grapes Fish Lettuce

Fruits Vegetables Grains

Lean Meats and Proteins Dairy Only Sometimes Foods

 Serving Sizes
Task: Using the information about serving sizes for different food groups on the previous page, work
out how many serves of each different food there is and complete the table below.

Amount of Food Food Group Number of Serves

2 cups of cos lettuce Vegetables

1 medium pear Fruits

3 slices of cheddar cheese Dairy

6 large eggs Lean Meats and Proteins

1 cup of cooked brown rice Grains

1 and a half cups of soy milk Dairy

1 medium potato Vegetables

65g of roast lamb Lean Meats and Proteins

1 cup of muesli Grains

Fruit salad made with: 1

medium banana, 1 medium
Fruits
apple, 1 medium orange and 2
small kiwi fruits
 Healthy Substitutes
Task: Find more healthy foods that could replace the different foods in the table below, then answer
the questions that follow. You can use your laptop to do some research if you like.

Less Healthy Food More Healthy Substitute

White bread

Full cream milk

Chips

White rice

Fruit loops

Pork belly

Salted peanuts

Halloumi cheese

Why is the healthy substitute for white bread better for you?

What are some other healthy substitutes you could have for fruit loops besides the one you chose?

Why is halloumi cheese considered to be a less healthy cheese?

Do you think it would be easy for someone to substitute foods and have a more healthy diet?
Why/Why not?
 Cooking Terminology
Task: Below is a list of different words used in cooking to describe certain actions. Based on what you
know, come up with a definition (a meaning) for each word. You can use your laptop if you get stuck.

Word Definition

Aerate

Add

Beat

Bake

Blend

Boil

Baste

Chop

Cream

Chill

Dice

Drizzle

Drain

Freeze

Fry

Fold

Grate

Grill

Grease

Glaze

Heat
Ice

Infuse

Juice

Knead

Ladle

Mix

Melt

Marinate

Mash

Poach

Pickle

Puree

Peel

Preheat

Roast

Roll-out

Simmer

Steam

Slice

Saute

Sift

Shred

Toss

Whisk

Whip

Zest
 Understanding and Modifying Recipes
Task: As a class, look at a recipe to understand the different parts and how they should be formatted,
then identify and label the different parts of the Triple Chocolate Brownies recipe below. Following
this, answer some questions about how the recipe could be modified to be more healthy.

Triple Chocolate Brownies (____________________)

Makes 16 Pieces (____________________)

(____________________)
● 200g dark chocolate, chopped
● 200g unsalted butter, cubed
● 3/4 cup (155g) brown sugar
● 3 eggs, whisked
● 100g milk chocolate bits
● 100g white chocolate bits
● 3/4 cup (115g) plain flour

(____________________)
1. Preheat the oven to 170°C. Line a 18cm (base) square cake pan with non-stick baking paper.
2. Place the dark chocolate and butter in a medium microwave-safe bowl. Microwave on
medium, stirring every minute, for 1-2 minutes until melted. Set aside to cool slightly.
3. Add the sugar and eggs to the chocolate mixture and mix until combined. Stir in the milk
chocolate bits, white chocolate bits and flour until well combined. Pour into the pan.
4. Bake for 25 minutes or until crumbs cling to a skewer when inserted. Set aside to cool
completely.

Do you think there are any healthy ingredients in the recipe? Which ingredients and why?

Are there any ingredients in the recipe that would be considered unhealthy? What could you use
instead of these ingredients to make the recipe healthier?

Instead of changing ingredients altogether, do you think there are other ingredients you could add to
make the recipe a bit better for you? What would you add and why?
 Pancakes
Serves 2-3

Ingredients
● 1 egg
● 1 C milk
● ½ tsp vanilla extract
● ¼ tsp ground cinnamon (optional)
● 1 C self-raising flour
● 3 Tbsp caster sugar
● Canola oil spray
● Maple syrup, to serve
● Fresh fruit (e.g. banana, berries, lemon), to
serve

Method
1. In a large measuring jug, whisk together the egg, milk and vanilla extract.
2. Sift the flour and cinnamon (if using) together into a large bowl. Add the caster sugar and
whisk to combine.
3. Make a well in the centre of the flour mixture and pour in the milk mixture. Whisk the two
mixtures together until just combined.
4. Heat the electric frying pan to a medium high heat and spray with the canola oil.
5. Put ¼ cup of the pancake batter in the frying pan and cook for 2 minutes or until large bubbles
appear on the surface of the pancake. Flip the pancake and cook for another 1-2 minutes.
6. Place the pancake onto a plate and cover with a clean, dry tea towel to keep it warm. Repeat
the process with the rest of the pancake batter.
7. Serve the pancakes warm with a drizzle of maple syrup and some fresh fruit.

Recipe Abbreviations
T/Tbsp = Tablespoon
t/tsp = Teaspoon
C = Cup
 Week 3 Rubric
Achievement Assessment Below Above
At Standard Achievement
Standard Criteria Standard Standard

Explain factors Understanding Poor Satisfactory In-depth

that influence of how some understanding understanding understanding
the design of foods can be of how some of how some of how some
products, healthier than foods can be foods can be foods can be
services and others based healthier than healthier than healthier than
environments on their others. others. others.
to meet characteristics.
present and
future needs.

Create and Ability to Poor ability to Satisfactory Excellent ability

adapt design modify a recipe modify a recipe ability to to modify a
ideas, make and explain and limited modify a recipe recipe and
considered how these explanation of and satisfactory in-depth
decisions. modifications how these explanation of explanation of
make the modifications how these how these
recipe more make the modifications modifications
healthy. recipe more make the make the
healthy. recipe more recipe more
healthy. healthy.

Communicate Use of Can use Can use Can use

to different subject-specific subject-specific subject-specific subject-specific
audiences using vocabulary vocabulary to vocabulary to vocabulary to
appropriate (words specific correctly correctly correctly
technical to the Food identify some identify most identify all
terms. subject area) to parts of a parts of a parts of a
identify parts of recipe and recipe and recipe and
a recipe and correctly correctly correctly
describe describe some describe most describe all
cooking cooking cooking cooking
actions. actions. actions. actions.

Teacher Comments/Feedback: Week 3 Total Grade

___/15
(___%)
 Week 4 - The Story of Farming - Paddock to Plate
Tasks Checklist
Put an ‘X’ in the box next to the following tasks once you have completed them.

Task To Completed Completed? Teacher Check

Questions for Agriculture

Sorting by Season

Farming Research Task

 Questions for Agriculture
Task: This week we will be visiting the Agriculture yard to learn more about how they grow food and
raise animals. Come up with 5 questions that you could ask about farming below and then take notes
about the answers in the section that follows.

Questions
1.

2.

3.

4.

5.

Notes
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
 Sorting by Season
Task: Using the information about the seasonality of fresh produce in Australia on the previous page,
sort the following fruits and vegetables into the seasons when they are available. If one is available in
more than one season, just write it in as many seasons as you need to.

Mushrooms Grapefruit Asparagus Blackberries Spinach Rockmelon

Apricot Eggplant Peach Cauliflower Pineapple Turnip
Artichoke Orange Capsicum Cherry Broccoli Honeydew

🌞 Summer 🌞 🌸 Spring 🌸

⛄ Winter ⛄ 🍂 Autumn 🍂
 Farming Research Task
Task: Choose a culture from anywhere in the world and use your laptop to do some research about
their farming practices to answer the questions below. You can choose an ancient culture if you like.

What culture have you chosen? Why did you choose this culture?

What are the main crops farmed by this culture?

Are there any animals farmed by this culture? What animals are they?

Does this culture use any special farming techniques? What techniques do they use?

Is the way this culture farms sustainable? Why/Why not?

Does Australia get any food imported from this culture?

Write some interesting facts about the farming practices of this culture.
 Seasonal Noodle Stir-fry
Serves 2

Ingredients
● 1 cake of rice noodles
● 1 T vegetable oil
● 1 garlic clove, minced
● ½ brown onion, diced
● A selection of 3 different seasonal vegetables
● 2 T of water
● 2 T of sweet soy (Kecap Manis)
● 1 t of oyster sauce

Method
1. In a medium saucepan bring water to the boil and cook the rice noodles until soft. Strain and
set aside.
2. Heat oil in a frying pan and the garlic, cook for 2 minutes, stirring frequently.
3. Add the vegetables and water and cook, stirring, until the vegetables are cooked to your liking.
4. Add the sweet soy and oyster sauce and stir for 30 seconds.
5. Finally stir through the noodles, turn off the heat and serve.

Recipe Abbreviations
T/Tbsp = Tablespoon
t/tsp = Teaspoon
C = Cup
 Week 4 Rubric
Achievement Assessment Below Above
At Standard Achievement
Standard Criteria Standard Standard

Explain factors Understanding Poor Satisfactory In-depth

that influence how culture understanding understanding understanding
the design of influences of how culture of how culture of how culture
products, farming influences influences influences
services and practices. farming farming farming
environments practices. practices. practices.
to meet
present and Understanding Poor Satisfactory In-depth
future needs. of how location understanding understanding understanding
and climate of how location of how location of how location
influence the and climate and climate and climate
types of crops influence the influence the influence the
grown. types of crops types of crops types of crops
grown. grown. grown.

Teacher Comments/Feedback: Week 4 Total Grade

___/10
(___%)
 Week 5 - Cooking Skills Showdown! A MasterChef
Experience
Tasks Checklist
Put an ‘X’ in the box next to the following tasks once you have completed them.

Task To Completed Completed? Teacher Check

Design Your Own Dish

Practical Evaluation
 Design Your Own Dish
Task: Find a recipe for a savoury or sweet dish you would like to make that showcases at least 2 of the
cooking skills you have learnt throughout food and print it out. Use your chosen recipe to help you
answer the questions below.

What dish have you chosen to make? Why did you choose this dish?

Are there any ingredients you would like to add to your chosen dish? Why?

Are there any ingredients you would like to remove from your chosen dish? Why?

What cooking skills does your chosen dish showcase? How does it showcase these skills?

What equipment will you need to make your chosen dish?

How long do you think it will take to make your chosen dish?

Draw a picture of how you would like your chosen dish to be presented.
 Practical Evaluation
Task: Reflect on your performance during the Design Your Own Dish practical and answer the
questions below.

How do you think you went in the practical overall? Were you successful or unsuccessful and why?

What went well during the practical?

What challenges did you face during the practical?

What did you do to overcome these challenges?

What are 3 things you could improve on if you were to do the practical again?
 Week 5 Rubric
Achievement Assessment Below Above
At Standard Achievement
Standard Criteria Standard Standard

Create The chosen The chosen The chosen The chosen

designed dish showcases dish only dish showcases dish showcases
solutions for the skills learnt showcases one 2-3 of the skills all 4 of the skills
each of the throughout or none of the learnt. learnt and
technologies food. skills learnt. possibly
contexts based additional
on an skills.
evaluation of
needs.

Apply project Documentation Poor Satisfactory Excellent

management related to the documentation documentation documentation
skills to chosen dish, with basic with with in-depth
document and including the information for satisfactory information for
use project recipe, the each of the information for each of the
plans to skills being documentation each of the documentation
manage showcased, an components or documentation components.
production equipment list, with some components.
processes. and an documentation
estimated components
timeline. missing.

Independently Ability to Able to Able to Able to

and safely demonstrate demonstrate demonstrate demonstrate
produce kitchen safety basic kitchen satisfactory excellent
effective and hygiene safety and kitchen safety kitchen safety
designed practices while hygiene and hygiene and hygiene
solutions for producing the practices, with practices practices
the intended chosen dish. possibly some without being without being
purpose. reminders. reminded. reminded.

Teacher Comments/Feedback: Week 5 Total Grade

___/15
(___%)
Final Grade
Overall Food Grade
___/25
Week 1 Grade + Week 2 Grade + Week 3 (___%)
Grade + Week 4 Grade + Week 5 Grade