Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.

Healey

OConnor Catholic College, Armidale

SUBJECT: TECHNOLOGY, MANDATORY PROGRAM updated 4 January 2016

Topc: Cyberfood 2016 YEAR LEVEL: 8 TC

An electronic approach to nutrition.
TIME ALLOCATION:
TERM 1
UNIT OUTLINE: Using Media Technologies, students design, create and publish an information site to promote healthy eating to
10 weeks
teenagers.
As part of the research for the design project, students will undertake a series of food technology tasks to generate images and
recipes for their web site. Media technologies will be used to capture images of the completed healthy foods and these will be
downloaded into the designed web page. Students will create the web site using KEYNOTE. The presentation will be emailed to the
teacher for viewing by other students. Students will record design processes in a design folio which will be used to monitor and
record progress throughout the design project

Area of Study: Design specification: Technologies:

Information and communications Promotional Design Information Technologies
Media Technologies
Food Technologies
OUTCOMES
Focus Outcomes: Contributing Outcomes:
4.1.1, applies design processes that respond to needs and opportunities in 4.1.2, describes factors influencing design in the areas of study of Built
each design project Environments, Products, and Information and Communications
4.2.1, generates and communicates creative design ideas and solutions 4.2.2, selects, analyses, presents and applies research and experimentation
4.3.1, applies a broad range of contemporary and appropriate tools, materials from a variety of sources
and techniques with competence in the development of design projects 4.5.1, applies management processes to successfully complete design
4.3.2, demonstrates responsible and safe use of a range of tools, materials projects
and techniques in each design project 4.6.1 applies appropriate evaluation techniques throughout each design
4.5.2 produces quality solutions that respond to identified needs and project
opportunities in each design project

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 Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey

Literacy and Numeracy Focus

Literacy Strategies Numeracy Strategies
This unit of work incorporates the following literacy strategies:
Vocabulary (see end of program) This unit of work incorporates the following numeracy strategies:
Procedural Texts eg recipes Guide for healthy eating (pie chart concept) and Five Food Groups Models
Terminology and Jargon and Symbols used in Food Preparation Design of a daily plan based on above allocations (calculation of serving sizes for age
Recipe Sequencing Activity group)
Cloze Passages Number and Measurement in practical lessons
Matching Measurement terminology
Using metric measurement.

Information and Communication Technology

This unit has as its focus the construction of an electronic information package utilisong a range of Ipad apps.
It introduces the students to the Tools, Techniques and Materials of Information and Media Technologies.

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 Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey
Book resources Multimedia and web sites
Youtube video clips stored on Edmodo group folder
Rochford, J. Technology for Years 7 and 8: A Students Web sites links stored on EDMODO yr 8 folder (constantly being updated)
Workbook.
Hawker Brownlow Education, Computer Activities Through the APPS: skitch, edmodo, my fitness pal, pic collage, snapseed
Year.
Wizard Books, The Computer Classroom: The Internet. A
Handbook for Students.
Carrucan, Crewe, Matthews, Matthews The Internet Manual for
students: Building a Website.
Worsley, T. Word for PC. Heinemann Step by Step
Powers, G.W. Computing Studies
Wilson, C. Exploring computing Studies
Fawcett, L. Food Technology Issues,
Waddell. Lets Look at Food.
Hledik, S. Home Economics: A Workbook.
Ridgwell, Skills in Home Economics: Food.
Heath, MacKenzie, Tully. Food by Design Book One.
Australian meat and Live Stock Corporation Food for Life

Catholic Principles and Values

Throughout the teaching of this unit of work, teachers are
committed to the fostering of students sense of personal
achievement and abilities. The Catholic Principles and Values
that feature in this unit are:
Life and Dignity of the Human Person
Rights and Responsibilities (choosing healthy foods)
Stewardship of Gods Creation (sustainable food products, avoid
packaged food)
Call to Family, Community, and Participation (cooking for the family,
eating together)
Sacredness of Self (maintain optimum health )
Differentiation of the Curriculum
Extension: As all computer work is individual, students will achieve the design brief
solution at their own level. Some students will create a simple web page whereas
others will create an enhanced product.
Strategies for Mixed Abilities:
In the event of a student with identified learning needs being in the rotation, the
student is given additional support by the Special Needs Teacher on staff. Use of
group work results in a style of peer tutoring in the classroom. Students are
assisted in practical sessions by both the classroom teacher and the Kitchen
Assistant. On occasions where students are required to design or select menu
items for a particular purpose, individuals needs and capabilities are taken into
account by the supervising teacher.
There are no funded students in the Term 1 2016 unit.

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 Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey
AssessmentPlan
PracticalWork
EFolioWork
KEYNOTEDesign
EndofTermTest
TheCommonAssessmentTaskthattakesplaceinthisunitis:Researchandapplicationtask3Dprintingoffood.

Additional Needs Adjustment Table:

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

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 Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey
Work buddy
Seating location
Positive reinforcement and encouragement (merits)

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Wk Students learn about:
Students learn to:
1 What is Design and Technology
4.1.1 Analysing needs, problems and
opportunities
4.1.2 Establishing criteria for success
4.2.1 Using a design folio
4.2.1 Generating creative ideas
Producing design solutions
4.3.1
4.3.2
Tools, materials and techniques of Food
Technologies
2 The functions and correct and safe use of a
variety of food utensils and techniques
For all practical lessons:
Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey
Establish a design process that
responds to an identified need and
opportunity
Use a folio to record and reflect
on design ideas and decisions
establish criteria for successful
achievement of needs and
opportunities
Select and correctly use a variety
of appropriate utensils and
appliances to prepare quality
products for a design project
Integrated learning experiences, instructions and assessment Registrati
on
Teaching/learning activities Evidence of learning and
feedback
Revision jigsaw (EDMODO) Complete the process
accurately
Class: Students demonstrate
Introduction to the design brief. (electronic folio to understanding by contributing
be loaded onto edmodo) questions to the discussion
Students:
format the design brief (located on Edmodo into
work folder. (to acquaint students with the approach
used to format all pages) LIT
analyse the design brief. Via work processing activity
on EDMODO. Save a copy to the FOLIO
in groups of two or three create a list of criteria for
success based on the brief and limitations
Add to FOLIO
Students: Completion of accurate diagram
prepare a diagram of the food lab, identifying where
equipment and utensils are stored.
Revise from Yr 7
Class: Students demonstrate
revise safety in the food labs. (Edmodo and understanding by contributing to
booklet) the discussion
Students:
Students identify hazards in
identify food lab hazards in a variety of scenarios.
case study
Complete safety rules is in the design folio.
DEMONSTRATION AND PRACTICAL1 : Pear and Students select appropriate
Berry Muffins utensils and appliances to
prepare quality products
Teacher demonstrates: Students satisfactorily complete
the safe use of food lab tools and equipment measurement comprehension
including stove, cook top, knives etc. activities
measuring tools (scales, measuring spoons, cups Students demonstrate
understanding of safety rules in
and jugs). NUM
the food tech lab
undertake safety test to demonstrate the safe use of
stove, cook top and knives. Competency test results
recorded.
complete a series of measurement activities.
(homework task) LIT/NUM
Class: Students demonstrate
discuss hygiene in the food lab (personal and understanding by contributing to
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Wk Students learn about:
Students learn to:
3 Information technology tools and
techniques for collecting, organising,
analysing, storing, processing and
displaying information
Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey
Select and use techniques suitable
for the purpose of the design
project
Integrated learning experiences, instructions and assessment Registrati
on
environmental). the discussion
Students:
identify hygiene risks in a number of scenarios. Students identify hazards in
identify facilities and processes available in the food case study
lab to reduce the risk of food contamination (wash
basins, cleaning routines, bins etc.)
PRACTICAL SKILLS ASSESSMENT: Stirfried
chicken and fried rice prac
Students: Students log in and create
Become familiar with the PAGES and KEYNOTE folders
app on ipads. Students complete a simple
word processing activity LIT
Save a copy of the folio onto pages.
Review word processing skills. Copy the design
brief and analysis from Edmodo into a Pages
document. The document must include borders, font
changes, inserted clipart, spell check and Images
Save document in personal folio folders.
Open a page in KEYNOTE (IPAD APP)

Recipes, including the format and
abbreviations used
4 Research good nutrition and healthy
lifestyles for teenagers
Select, interpret, modify/develop
recipes for a design project a
range of recipes
Models for healthy living
Students: Students complete a simple
word processing activity Rewrite
in small groups investigate a range of recipes and apple scrolls in recipe layout
comment on the ease of understanding in each form LIT
style. Ipad app recipe lite
brainstorm a list of features common to easy to read
recipes. Link to procedural style texts.
rewrite a difficult recipe into a procedural text format.
(apple scrolls in resource booklet) LIT
modify a recipe so that it is healthier for teenagers
and written in an easy to read style.
Word process recipe blanks to use in web page
DEMONSTRATION AND PRACTICAL : Apple
Scrolls (further practical sessions see table at
end of program)
Students:
brainstorm, What is healthy food? and write
answers on the whiteboard.
Class:
discuss the concepts of good nutrition and healthy
lifestyles.

Energy balance and obesity Students: Students complete activities in

Plan a days healthy eating compare models for healthy eating and determine (booklet)
Plan a lunch the major nutrients, food properties and message Nutrition Pre Test (edmodo)
promoted (models could include 4 functions, Aust
guide to healthy eating, five food groups.
(booklet)

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 Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey
Wk Students learn about: Integrated learning experiences, instructions and assessment Registrati
Students learn to:
on
Plan a days healthy eating. (booklet). Add to
keynote NUM
Video report options: watch video Supersize me
and generate a video report.
Video report the fat files
Play the Energy Balance game/2016 electronic
version using my fitness pal.
Board notes : energy and Obesity
ASSESSMENT OPTION 1: Plan a 5 food group
lunch: plan, order and prepare own choice.
ASSESSMENT OPTION 2: teen magazine letter re
nutrition LIT

5 Researching and evaluating ideas Critically examine food Students:

ongoing evaluation of design ideas and photography on the web
decisions Use criteria for success to reflect
on the design process used and
solutions
analyse food photography pictures on the web. Completion of homework activity
View youtube clips on styling on manipulation/ storage and
retrieval of photos
prepare notes on food photography skills and
Students demonstrate ability to
techniques (background items, lighting, angles used, download photographs
and food stylist tricks).
analyse a set of images in a display folder to
comment on the features of the captured images.
Complete analysis work page.
draw a food stylist sketch for homework of the food
task to be undertaken this week, demonstrating how
you would like your food task to be photographed.
Place in design folio.

Photograph all pracs to use in keynote. Annotate

with SKITCH or similar

developing criteria for success as a tool for
assessing design development and
production
ongoing evaluation of design ideas and
decisions
apply criteria for success in
decision making during the
development of each design
project
analyse selected Internet web sites. The sites are to be Students contribute their
evaluated using a set criteria including: use of colour, assessment of web sites viewed
graphics, text styles, page organisation, web links, ease
of use. Findings are to be recorded in folio.
PMI: what makes a good food website good?, e.g. no. of
recipes, photo requirements, demonstrated word
processing skills, links, word art and graphics).

Information technologies The Internet Discuss: where do we get our nutrition advice from.
Navigate through a series of food sites. For whom
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 Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey
Wk Students learn about: Integrated learning experiences, instructions and assessment Registrati
Students learn to:
on
are they written? How do you know this?
Create and develop ideas establish criteria for successful Class: Completion of story board for
1. Generating creative ideas achievement of needs and discuss the use of story boarding as a planning tool for web site
2. Communicating ideas opportunities design. LIT
3. Experimenting and testing ideas Incorporate time frames on Storyboard.

6 Information technology tools Select and use techniques
appropriate for the purpose of the
design project
Teacher: Conduct self evaluation
Demonstrates how to use KEYNOTE. throughout production SELF
Students: REFLECTION TOOL
progress through a series of activities in KEYNOTE
Students: Students demonstrate ability to
Use resource booklet (completed in theory lessons) to insert hyperlinks
provide content for he keynote presentation. Place in Share keynote using apple TV
storyboard in design folio. to check for layout features

6-13 Producing design solutions : Develop and apply action, time Students: Completion of suitable web site
and budget plans Individually, generate information page using meeting set criteria
Suitable materials, tools and techniques Skill Practice and refine skills KEYNOTE. The student must: Complete storyboard
development and refinement create a home page
Apply design process
Construction steps create content pages (storyboard)
Importance of ongoing evaluation Produce quality solutions
download captured food images into recipe pages
manipulate images with cropping etc to suit recipe page
use graphics and word art
link the pages (internal and external hyperlinking)

Use storyboard to assist progress

Evaluating ideas and solutions
Self assess and peer assess
design solutions
Students: Self and peer evaluation of web
compare their design solution with the criteria developed sites
in the design brief. Record their observations.
complete a variety of evaluation activities.
provide verbal feedback to other design teams in the form
of peer assessment when recipe web sites are viewed on
the school intranet.
ASSESSMENT: e-folio work is submitted to the teacher Teacher allocates final marks
for assessment. and comments
ASSESSMENT : End of term test (Edmodo) and student
evaluation (google forms)

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 Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey
Wk Students learn about: Integrated learning experiences, instructions and assessment Registrati
Students learn to:
on

Vocabulary Pracs, (2 DOUBLE PER CYCLE) Date

Nutrition 1. Apple Scrolls (procedural text, revising
Dietary measurement and safety)
Energy 2. Apple pancakes/ savoury French toast
Hygiene 3. Cheesy stuffed potatoes
Recipe 4. Creamy veg pasts
Measuring 5. Asian beef kebabs
Tablespoon 6. Vietnamese rice paper rolls
Teaspoon 7. Zucchini slice
Metric 8. Chicken noodle omelette/ Mee Goreng
Pyramid 9. Zucchini cake
Healthy 10. Lemon chicken and fried rice
Vegetables 11. Self design pyramid lunch/Fruit Smoothie
Spatula 12. Caramel self saucing pudding (a treat)
Whisk

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:

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 Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey

Notes

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Year 8 CYBERFOOD. OConnor Catholic College, Armidale. Teacher: A.Healey

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