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
Fawcett, M. and Lee, L. (1995) Food Tech Issues,
McGraw Hill, Sydney.
Weihen, L., Aduckiewicz, J. and Amys, J. (1995)
Investigating Food Technology, Heinemann, Sydney.
Aspin et al (2004) Food Technology First, Pearson
Longman, Sydney
Sullivan, C, Meredith, S and Weihen L (2004) Hi Tech
Food Technology Stage 5, Heinemann, Sydney
Audio Visual
- The Nutrients
- Anorexia (10 mins)
Fries with That the obesity epidemic
ICT
FLAPA (Food Law and Policy Australia)
http://www.ausfoodnews/com.au/flapa/
Additional content
Barnett, A. (2002) Trends in Food Technology:
Designing and making food, Heinemann, Oxford.
CATHOLIC PRINCIPLES & VALUES
Throughout the teaching of this unit, teachers are committed to the fostering of students sense of personal
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
unit students are also explicitly taught skills to plan for a healthy diet.
Love of God and Love of Neighbour
Life and Dignity of the Human Person
Rights and Responsibilities
Stewardship of Gods Creation
Sacredness of Self
Special Needs: 2016 no special
Extension
needs students identified
Additional content Any student with identified
marketing of current food trends learning needs is given additional
food styling and photography for marketing through print or electronic support by the Special Needs
media 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, 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
Weeks 1 - 4
Food safety and hygiene
practices including: personal
hygiene, food hygiene and safe
work practices
Students learn to
Demonstrate safe, cooperative and
hygienic work practices
Integrated learning experiences, instructions and assessment
Teaching /Learning activities
Introduction to unit: course outcomes,
requirements and expectations.
Class brainstorming on what constitutes
personal and food hygiene and safe work
practices.
Registration
Modifications
Evidence of Learning and Feedback
Students demonstrating safe,
cooperative and hygienic work
practices during practical
experiences. Students will be
continually assessed throughout the
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
Foods which are developed to
enhance healthy eating
including:
-probiotics
-functional foods
Describe the significant role of
fibre in the diet
Discuss the role of nutritionally
modified foods in the diet
Discuss current developments in the
nutritional modification of food
Teacher led discussion on what fibre is
and its role in the diet. Brainstorm
examples of foods containing fibre.
Note taking, fibre experiment,
worksheet.
Ipad app (diet record)
Define/Discuss the role these foods
have in the diet.
Definition of probiotics and functional
foods using text.
Practical experience: Noodle
Omelette/brown rice risotto and
Carrot Cake
Students evaluate their diet (2016
My fitness pal app) from the past 3
days in terms of dietary fibre and
the nutrients worksheet.
Juice making (record by-products)
HW Students identify 5 functional
foods from the supermarket or home.
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
Week 10 - 11
Nutrition labelling:
-health claims
-legal requirements
-labelling symbols such as GI
and Heart Tick
Students learn to
Analyse the nutritive content of
food using labels and nutrition tables
Discuss the value to consumers of
endorsed labelling symbols
Integrated learning experiences, instructions and assessment Registration
Modifications
Teaching /Learning activities Evidence of Learning and Feedback
Move to Food
Discussion and note taking on nutrition Product
labelling OH Students investigate a food package Development
Worksheet Whats the package telling in detail and complete worksheet
you? GI: What is it? How is it useful?
Research: What is the GI?

Week 12 - 13
Nutritional requirements of
different stages of the
lifecycle
-pregnancy
-lactation
-infancy
-childhood
-adolescence
-adulthood
-aged
Selection of nutritious foods
Week 13 - 14
Changes in consumption
patterns in relation to
processed and unprocessed
food.
Week 15 - 16
Food consumption in Australia
and the impact this has on
nutrient intake and health
(covered in Roos to Roasts)
Influences on food selection
and the subsequent effects on
health
National guidelines for healthy
eating including the national
dietary guidelines for children
and adolescents.
OConnor Catholic College You are what you eat Program
Outline the special nutritional
requirements at different stages of
the lifecycle for both females and
males
Design, plan and prepare balanced
diets for various stages of the
lifecycle
Identifying major trends of protein
versus carbohydrate foods,
processed and unprocessed foods
and hidden sugar consumption.
Relate the impact of changes in food
consumption patterns to health
Outline how diet can assist in
preventing and managing dietary
disorders
Identify broad guidelines for
healthy eating to promote optimal
health and prevent disease
Students are organised into groups. Practical experience: Students
Each group is issued with a recipe prepare dish for a stage of the
suitable to a specific stage of the lifecycle
lifecycle. Groups refer to knowledge
gained in AT to identify features of the Healthy Dips for Adolescents
recipe that make it suitable for given New AT for 2013 : multimedia
group. presentation Lifecycle Nutrition
Lifecycle buffet prac Students to introduce and justify
PRAC: Healthy dips to snack on their prac
Kumara wraps
ABS stats
Class discussion on the meaning of
processed and unprocessed food.
Worksheet on evaluating processed and
unprocessed foods.
Use text to make a summary of changes
in consumption patterns in Australia
Food additives research
Brainstorm/mindmap: What foods are In pairs, find one article to present
Australians eating in greater amounts? to the class that highlights the
Use internet Google news- to results of eating greater amounts of
investigate recent health articles certain foods on our health.
Note taking on findings Extension: use CDROM or internet
tables to analyse nutrients in food
Cut and paste activity
Case study in text.
HW: in one page students outline how
Teacher led discussion on healthy eating a healthy diet can assist in preventing
and the governments role. and managing dietary disorders
Worksheet on the dietary guidelines for
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