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Unit/Lesson Title Food Technology- Fried Rice Dem/prac Lesson duration 110 mins Stage 4 Year 7 Class 7.

ge 4 Year 7 Class 7.1 Lilly Commented [LS1]: 3.2.1 Plan, structure and
Rationale Syllabus Outcomes Syllabus Content sequence learning programs
Students will further Students Learn about Plan lesson sequences using knowledge of
4.3.2 demonstrates responsible and safe use of a range of student learning, content and effective
develop the skills to
tools, materials and techniques in each design project • risk management strategies teaching strategies.
demonstrate responsible • responsible behaviour in working environments
and safe use of a range of • Work Health and Safety practices Sequential lesson consisting of cooking
tools, materials and 4.3.1 applies a broad range of contemporary and appropriate • the safe and responsible use of materials, tools and demonstration followed by a practical
techniques in each design tools, materials and techniques with competence in the techniques in each design project lesson
project. Students will apply development of design projects
• specific tools related to food technologies
a broad range of
• the functions and correct and safe use of a variety of
contemporary and
contemporary food utensils and appliances used for
appropriate tools, materials Learning Intentions- the safe, hygienic and responsible use of
and techniques with materials, tools and techniques in Food technology. • cutting
competence in the • measuring
development of design • preparation, processing and cooking
Learning success- Use tools, materials and techniques in a • recipes including the format and abbreviations commonly
projects relating to food
technology.
responsible and safe manner when producing the fried rice dish used
Student will also develop a according to the recipe provided. Students Learn to
better understanding of • manage risk when developing design projects
how to select, interpret • Use tools, materials and techniques in a responsible and safe
and/or modify/develop manner in each design project.
recipes for a design • select and correctly use a variety of appropriate food utensils
project. and appliances to prepare quality food items for a design
project
• select, interpret and/or modify/develop recipes for a design
project Commented [LS2]: 3.1.1 Establish
challenging learning goals
Prior Knowledge Risk Assessment Resources Set learning goals that provide
Kitchen safety and • Ensure ‘explicit’ instruction is provided in: - how to work achievable challenges for students of
hygiene, appropriate safely in relation to extreme temperatures (e.g. boiling water, varying abilities and characteristics.
Fried Rice recipe
methods of food hot ovens) - appropriate emergency responses - the safe Fried Rice ingredients Commented [LS3]: 3.5.1 Use effective
processing, preparation handling of food and liquid heated in the microwave (e.g. classroom communication
and storage steam)
Kitchen facilities Demonstrate a range of verbal and non-
• Keeping the kitchen and equipment clean - the safe handling White board verbal communication strategies to
of food and equipment, including knives and electrical School Learning Support Officer as required support student engagement.
equipment - the correct procedure to light gas stoves. Aboriginal Education Officer as required
• For students with known food allergies, refer to the PPE Commented [LS4]: 3.4.1 Select and use
Anaphylaxis Guidelines for NSW State Schools and, if resources
relevant, your school’s Anaphylaxis Risk Management Plan. Demonstrate knowledge of a range of
• Ensure equipment is clean and sanitised and does not have resources, including ICT, that engage
cracks and damage. students in their learning.
• Ensure knives are sufficiently sharp to allow for easy cutting,
and stored in a way that allows safe selection.
• Ensure equipment and implements are stored safely and
securely when not in use.
• Use appropriate equipment when heating or cooling
materials quickly (e.g. use ovenproof dishes and trays).
• Appropriate safety aids (including guards, oven cloths, safety
steps, glass racks and mobile trolleys) for safe handling,
lifting and carrying.
Lesson Time Teachers Role Students Role Assessment
Outcomes Strategies
• Meet students at the entrance of kitchen. Students
Introduction will be instructed to apply PPE, including shoes, Students to apply PPE before entering the Teacher
Sean apron and hairnet. questioning/
kitchen Student
3- 5 mins • Once settled, students will be instructed to enter the
Responses
kitchen, wash their hands and gather around the (Diagnostic)
demonstration counter Students to enter kitchen, washing their Commented [LS5]: 3.5.1 Use effective
Formative classroom communication
hands before moving toward their cooking Demonstrate a range of verbal and non-
• Mark the class roll assessment
bay – give
verbal communication strategies to
support student engagement.
Overview of lesson is documented on whiteboard feedback to
and explained to students; whole class
and
individuals
Teacher to provide overview of lesson;
• Fried Rice demonstration
• Production of Fried Rice recipe Ask clarifying questions Teacher
• Tasting of Fried Rice questioning/
• PMI activity- Plus, Minus and interesting. Student Commented [LS6]: 3.2.1 Plan, structure and
Responses sequence learning programs
(Diagnostic) Plan lesson sequences using knowledge of
Demonstration student learning, content and effective
Students Students gather around cooking teaching strategies.
develop an
10-25mins • Explicit instructions are given during the demonstration area
demonstration as the teacher models the Sequential lesson consisting of cooking
understanding Body demonstration followed by a practical
of how to Sean processes of the Fried Rice recipe. lesson
manage risk • Model correct placement and use of electric
when fry pan Commented [LS7]: 3.5.1 Use effective
classroom communication
developing • Students are asked to acknowledge their Demonstrate a range of verbal and non-
design projects. understanding of each process as it is verbal communication strategies to
Use tools, Students to participate in reading the recipe support student engagement.
completed through directed questioning
materials and Teacher
techniques in a questioning/
responsible and Differentiation, a copy of the recipe may be handed Ask clarifying questions Student Commented [LS8]: 3.5.1 Use effective
safe manner in to students and/or assisting SLSO as required Responses classroom communication
during demonstration. Demonstrate a range of verbal and non-
each design Students to acknowledge understand of (Diagnostic) verbal communication strategies to
project. expectations and instructions. support student engagement.
Topic and skills to discuss
• Knife skills and safety
Students • Fry pan use and safety
develop an 25-55 mins
• Cross contamination
understanding Formative
of how to select • Coagulation process assessment
and correctly Ask clarifying questions – give
use a variety of Teacher to acknowledge feedback through positive feedback to
appropriate body language to encourage further class Students to acknowledge understand of whole class
food utensils participation
expectations and instructions.
and Commented [LS9]: 3.5.1 Use effective classroom
and appliances individuals communication
to prepare Demonstrate a range of verbal and non-
quality food verbal communication strategies to
Differentiation, instructions may be repeated to support student engagement.
items.
ensure student clearly understand each task of the
recipe
Commented [LS10]: 3.5.1 Use effective
Formative classroom communication
At the completing of the demonstration students assessment Demonstrate a range of verbal and non-
will be instructed to move to their cooking bays to – give verbal communication strategies to
start the production of the Fried Rice as per recipe feedback to support student
provided. whole class Commented [LS11]: 3.3.1 Use teaching
and strategies
Order of processes; individuals Include a range of teaching strategies.
Review/ • Students to gather utensils required to
Conclusion
measure and collect ingredients.
Sean
• Students are instructed to have the teacher
inspect the correct placement of their Students to participate in practical task
frypan in their cooking bay before being
permitted to collect their ingredients.
• Explicit instructions given to students of Ask clarifying questions
moving in clockwise direction when
collecting ingredients and the use of
measuring equipment.
55-110 mins • Students instructed to collect ingredients
and return to their cooking bay
• Students will then proceed producing Fried
Rice recipe
• At the conclusion of the cooking process
students are permitted to consume their
dish
• Students must rinse, wash and dry their
dishes. Electric fry pans are to be wash last,
ensuring terminal is not submerged in the
water.
Students are instructed to utilise their time
efficiently to allow for time to rinse and clean
dishes and wipe down benches. No dishes are to be
put away until inspected by a teacher. Commented [LS12]: 3.2.1 Plan, structure and
sequence learning programs
Active supervision is required, assistance provided Plan lesson sequences using knowledge of
student learning, content and effective
to individuals and groups as required. teaching strategies.
Students participate in tasting of the Fried
Rice and complete PMI task.
Commented [LS13]: 3.3.1 Use teaching
strategies
Students instructed to participate in tasting of the Students share their PMI feedback. Include a range of teaching strategies.
Fried Rice and complete PMI

Teacher facilitates class discussion as students


share their PMI sheets. Commented [LS14]: 3.3.1 Use teaching
strategies
Final clean and sanitising of bench top and sink is Include a range of teaching strategies.
to occur before being dismissed.

Lesson Evaluation
Time management issues;
• Move through the processes quicker
• Hurry the students along-

1. When entering the kitchen


2. Applying PPE
3. when gathering ingredients
4. get students

Be move descriptive during each process.


Have a plan b, if students finish early
Make sure EVERY student is listening when you address the class. Commented [LS15]: 3.6.1 Evaluate and
improve teaching programs
Profession Standards Addressed Demonstrate broad knowledge of strategies
1.1, 2.1, 2.3, 3.5 that can be used to evaluate teaching
programs to improve student learning.