EMT203 Lesson Planning

Assessment item 2

Sean Librando 11575360

 EMT203 Lesson Plan 1

Title: Tuck Shop Tasters Unit Length: 20 weeks Cohort: Year 7- 8 Mandatory
Design specification: Food
Area of study: Products Technologies: Food Technologies
Design
Unit description: Using Media Technologies, students design, create and publish a healthy food item that could be sold at the school canteen. The food
product may be either a sandwich, roll or wrap. 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 food product. Media technologies will be used to capture images of the completed healthy food product and these will
be uploaded on the class group Edmodo page. Students will record design processes in a design folio which will be used to monitor and record progress
throughout the design project.

Design project:
Using new knowledge from lessons students are to design a
healthy food item that could be sold at the school canteen.
Students are required to design a new sandwich, roll or wrap.
Assessment will be based on aspects of the following syllabus outcomes:
4.1.1 - applies design processes that respond to needs and opportunities in each design
project
4.1.2 describes factors influencing design in the areas of study of Built 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 from a
variety of sources

4.3.1 - applies a broad range of contemporary and appropriate tools, materials and
techniques with competence in the development of design projects

4.3.2- demonstrates responsible and safe use of orange of tools, materials and
techniques in each design project.

4.5.1 applies management processes to successfully complete design projects

4.5.2 produces quality solutions that respond to identified needs and opportunities in
each design project

4.6.1 - applies appropriate evaluation techniques throughout each design project

Board of Studies, NSW, p. 22, (2003)

SEAN LIBRANDO 11575360 1

Outcomes Syllabus outcome: Students learn about: Students learn to:
4.1.2 Describes factors influencing  Factors affecting design  Examine factors affecting
design in the areas of study of Built - Function design in the areas of study
Environments, Products, and Information - aesthetics of Built Environments,
and Communications. Board of Studies, - human form Products, and Information
NSW, p. 22, (2003) - scale and Communications
- ergonomics
- ethical  Describe the factors affecting
- environmental design in the development of
- legislation including OHS each design project
- cost Board of Studies, NSW, p. 22, (2003) Commented [SL1]: 3.1.1 outlines challenging learning
- socio-cultural goals of the lesson
- resource availability
- physical and material properties
- safety
Board of Studies, NSW, p. 22, (2003)

SEAN LIBRANDO 11575360 2

 Lesson- Related Theory
60mins
10 minutes  Overview of the planned lesson is
displayed and explained to students
 Revisit the design brief. A reminder to
students of what the brief entails.
 Brief discussion of the key factors
effecting design; function, aesthetics,
ethical, environmental, legislation
including OHS, cost etc. Teacher is to
drawing the student’s attention to
legislation factors as the factor being
looked at for the lesson.
 Discuss and determine how this factor
may affect the final food product
design.
15 minutes  Discuss role of the school canteen and
the nutrition policies and guidelines for
their school and canteen.
 Analyse and discuss the foods of the
school canteen and how the food can be
group according to the nutrition
policies and guidelines for their school
20 minutes and canteen.
 according to the nutrition policies and
Students research and identify their
15 minutes
favourite sandwich filling or spread.
Class Activity
Class discussion, whereby students
follow the discussion via notes accessed
through Edmodo class group page and
displayed on smart board. Story sharing
amongst the class group to encourage
student engagement. 8 ways Aboriginal
Pedagogy strategy.
Class participates in guided reading.
Students access the Healthy School
Canteen Strategy information resource
through class Edmodo group page.
*Appendix 1.
EAL/D students have access to text prior
to the lesson to conduct pre-reading task.
Students work in groups (4 Students per
group) Analyse school canteen menu
and utilise coloured markers or pencils
to identify food items and the food
group of which the product belongs to
guidelines for their school and canteen.
(allow 10mins) Followed by class
discussion of findings.
Student utilise the internet to find a
picture of their favourite sandwich
spread or filling and identify the food
ICT Resources Commented [SL2]: 3.4.1 select and use resources
 Smart board School Learning Support
 Internet access Officer as required.
 Edmodo class group access
The key factors effecting
design, uploaded to Edmodo
 Computer lab or mobile
devices (iPad or laptop)
 Smart board
 Internet access
 Edmodo class group access
Commented [SL3]: 1.3.1 & 1.4.1 teaching strategies
Guided reading sheet from
‘Fresh Tastes @ School’ NSW
Healthy School Canteen
Strategy CANTEEN MENU
PLANNING GUIDE
Resource PDF uploaded to
Edmodo class group page.
Obtained from https://healthy-
kids.com.au/school-canteens/
*Appendix 1 Commented [SL4]: 1.3.1 EAL/D literacy strategy
Printed copies of school
canteen menu, obtained from
canteen coloured markers or
pencils (green, orange and red)
 Computer lab or mobile
devices (iPad or laptop)
 Smart board
 Internet access
 Edmodo class group access
SEAN LIBRANDO 11575360 3
group it belongs to according to the
nutrition policies and guidelines for their
school and canteen. Post picture and
information on class Edmodo group
page.

SEAN LIBRANDO 11575360 4

 EMT203 Lesson Plan 2

Title: Tuck Shop Tasters Unit Length: 20 weeks Cohort: Year 7 Mandatory
Design specification: Food
Area of study: Products Technologies: Food Technologies
Design
Unit description: Using Media Technologies, students design, create and publish a healthy food item that could be sold at the school canteen. The food
product may be either a sandwich, roll or wrap. 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 food product. Media technologies will be used to capture images of the completed healthy food product and these will
be uploaded on the class group Edmodo page. Students will record design processes in a design folio which will be used to monitor and record progress
throughout the design project.

Design project:
Using new knowledge from lessons students are to
design a healthy food item that could be sold at the
school canteen. Students are required to design a new
sandwich, roll or wrap.
Assessment will be based on aspects of the following syllabus outcomes:
4.1.1 - applies design processes that respond to needs and opportunities in each design project
4.1.2 describes factors influencing design in the areas of study of Built 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 from a variety of
sources
4.3.1 - applies a broad range of contemporary and appropriate tools, materials and techniques
with competence in the development of design projects
4.3.2- demonstrates responsible and safe use of orange of tools, materials and techniques in each
design project.
4.5.1 applies management processes to successfully complete design projects
4.5.2 produces quality solutions that respond to identified needs and opportunities in each
design project
4.6.1 - applies appropriate evaluation techniques throughout each design project
Board of Studies, NSW, p. 22, (2003)

Outcomes Syllabus outcome: Students learn about: Students learn to:

4.3.1 applies a broad range of
contemporary and appropriate tools,
materials and techniques with
competence in the development of
design projects
Board of Studies, NSW, p. 22, (2003)
 recipes including the format
and abbreviations commonly
used
Board of Studies, NSW, p. 22,
(2003)
 select, interpret and/or
modify/develop recipes for a
design project
Board of Studies, NSW, p. 22,
(2003)

SEAN LIBRANDO 11575360 5

 Lesson- Related Theory
60mins
 Overview of the planned lesson is
5 minutes displayed and explained to students
 Revisit the design brief. A reminder to
students of what the brief entails and
the progress of which students are
expected to achieve at this point of
time. Students should have identified
their ingredients they wish to use for
their food product by this stage.
 Discuss the structure of a recipe, the 5
main elements of a recipe that include
10 minutes - Title
- Serving size
- List of ingredients
- Method steps or Procedure
- Suggested serving variations
 Including the format, other elements
such as the abbreviations commonly
used will be explained.
10 minutes
 Display a sample recipe with the 5 main
elements identified and highlights
 Procedural writing will be examined
with an emphasis on word choice. The
15 minutes
use of verbs in the method steps/
procedure.
Class Activity
Information displayed for student on
whiteboard/smart board.
Teacher explains the layout of a recipe,
engaging students to participate in the
discussion by asking questions relating
to the topic and encouraging overall
class participation.
Students to complete Recipe structure
document with information displayed
from sample recipe.
Differentiation- Cloze passage available
Students will be asked to provide
feedback and answers to help identify
the elements of the sample recipe
displayed.
Student refer back to the sample recipe,
in particular the method steps/procedure.
Discuss with students the steps that need
to be followed to create the recipe. At
this point, stress word choice as an
ICT
 Smart board
 Internet access
 Whiteboard
 Computer lab access is
required for this lesson
 Smart board
 Internet access
 Edmodo class group access
 Smart board
 Internet access
SEAN LIBRANDO 11575360
Resource Commented [SL5]: 3.4.1 resources including ICTs
School Learning Support
Officer as required. Commented [SL9]: 3.4.1 student engagement
Assessment outline sheet as
well as modified life skills
outline as required Commented [SL10]: 1.5.1 differentiation
Recipe structure word
document accessed through Commented [SL6]: 3.3.1 collaborative learning
Edmodo class group account.
A printed version will be made
available as required.
*Appendix 2
Sample recipe, accessed from
www.taste.com.au
A printed version should be
made available as required. Commented [SL7]: 1.5.1 differentiation
3.3.1 teaching strategy
3.4.1 resources
6
 extremely important aspect of writing a
procedure. Inform students that they
need to use a variety of appropriate
verbs to describe the process or steps in
a procedure. Have students identify the
verbs used in the sample recipe.
(e.g., chop, stir, dump, cut, plop, pour,
and heat). Also discuss the use of
appropriate sequencing when creating a
list of steps for a procedure. Prompt Computer lab access
students to identify examples of words Internet access
that indicate sequence or time, such as Edmodo class group access
Students will the commence producing their first, next, then, after and finally. Recipe template to be uploaded
20 minutes method steps required to complete their to Edmodo as well as printed
food product. Using their list of ingredients, students templates made available.
will identify which step to carry out in *Appendix 3
which order, using their new knowledge
of procedural writing. Recipe template
would be provided via Edmodo class
group account. A paper copy will also
be made available to students.

* differentiation- Scaffolded recipe

template may be provided to students Commented [SL8]: 1.5.1 differentiation

SEAN LIBRANDO 11575360 7

 EMT203 Lesson Plan 3

Title: Tuck Shop Tasters Unit Length: 20 weeks Cohort: Year 7- 8 Mandatory
Design specification: Food
Area of study: Products Technologies: Food Technologies
Design
Unit description: Using Media Technologies, students design, create and publish a healthy food item that could be sold at the school canteen. The food
product may be either a sandwich, roll or wrap. 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 food product. Media technologies will be used to capture images of the completed healthy food product and these will
be uploaded on the class group Edmodo page. Students will record design processes in a design folio which will be used to monitor and record progress
throughout the design project.

Design project:
Using new knowledge from lessons students are to design a
healthy food item that could be sold at the school canteen.
Students are required to design a new sandwich, roll or wrap.
Assessment will be based on aspects of the following syllabus outcomes:
4.1.1 - applies design processes that respond to needs and opportunities in each design
project
4.1.2 describes factors influencing design in the areas of study of Built 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 from a
variety of sources

4.3.1 - applies a broad range of contemporary and appropriate tools, materials and
techniques with competence in the development of design projects

4.3.2- demonstrates responsible and safe use of orange of tools, materials and
techniques in each design project.

4.5.1 applies management processes to successfully complete design projects

4.5.2 produces quality solutions that respond to identified needs and opportunities in
each design project

4.6.1 - applies appropriate evaluation techniques throughout each design project

Board of Studies, NSW, (2003)

SEAN LIBRANDO 11575360 8

Outcomes Syllabus outcome: Students learn about:
4.3.1 Applies a broad range of contemporary Materials
and appropriate tools, materials and techniques  characteristics and
with competence in the development of design properties of foods
projects. Board of Studies, NSW, (2003) appropriate to a design
project
Tools
 specific tools related to
food technologies
 the functions and correct
and safe use of a variety of
contemporary food utensils
and appliances used for
 cutting
 measuring
 preparation, processing
and cooking
 recipes including the
format and abbreviations
commonly used
Board of Studies, NSW, p. 22, (2003)
Students learn to:
 identify common properties of food
within each of the food groups
 select and prepare food for a
design project
 select and correctly use a
variety of appropriate food
utensils and appliances to
prepare quality food items
for a design project
 select, interpret and/or
modify/develop recipes for a
design project
 select and use techniques
appropriate for the purposes
of a design project
Board of Studies, NSW, p. 22, (2003)
SEAN LIBRANDO 11575360 9
 Lesson- Related Theory
double lesson
120mins
120 mins  Overview of the practical lesson is
displayed and explained to students
 Review PPE equipment to be worn
whilst in the kitchen.
 Students are to create their food product
following the recipe designed in
previous lessons.
 Students are to photograph stages of the
production of their food product, and
these pictures to be included in the
design folio.
Class Activity ICT Resource
Kitchen Assistant
School Learning support
Officer as required
Students will be grouped and expected A copy of rules for safety and
to work collaboratively within a hygiene will be made
designated work space, sharing utensils, accessible.
cooking equipment and cleaning *Appendix 4
responsibilities as well as assisting one
another in time management.
Before students begin, they must
demonstrate clean and hygienic food A copy of each student’s recipe.
practice by washing their hands and
sanitising their workbenches.
IPads, Digital camera, phone
Students are expected to collect camera
ingredients required for their food
product as per recipe. Utilizing the
appropriate measuring equipment
students are only to collect the required
quantities of the ingredients.
The Teacher, kitchen assistant and
School Learning Support Officer/s aid
students as required.
The teach will observe the correct and
save use of the specific tools and
appliances related to food technologies
used for
 cutting
 measuring
 preparation, processing and
cooking
SEAN LIBRANDO 11575360 10

 Students will evaluate their food
product upon completion. Sensory
evaluation will include taste, smell,
appearance and texture.
Students are to complete the evaluation
form provided upon the completion of
the food product, the form then should Evaluation form
be included as part of the design folio. *Appendix 5
A picture of the final product will also  Mobile device (iPad)
be uploaded to the class group Edmodo  Internet access (WIFI)
page.  Edmodo class group
access
SEAN LIBRANDO 11575360 11
 Rationale
I have prepared lesson plans as part of the Food Technologies component of the Year 7-8 Technology
(Mandatory) syllabus. The first lesson plan has been designed to achieve syllabus outcome 4.1.2, which will
contribute to enabling students to describe factors influencing design in products, food products in particular.
Board of Studies, NSW, (2003). This lesson promotes active and cooperative learning as the students engage
in a whole class discussion before working in small groups to reinforce the content previously discussed in a
hands-on exercise whereby students participate in a collaborative learning space. Collaborative learning
pedagogy allows the students to build a better understanding and make further sense of the information already
discussed in the larger class group. Woolfolk, (2008) Students are also are provided with an opportunity to
develop literacy skills as they participate in the whole class guided reading activity incorporated in the lesson.
Students will learn to become familiar with terminology related to the design project as they further develop
the skills to evaluate information and construct text for specific audiences at various stages of design
development. Board of Studies, NSW, (2003).
The second lesson plans is designed to achieve syllabus outcome 4.1.2 which will allow students to apply a
broad range of contemporary and appropriate tools, materials and techniques with competence in the
development of design projects, as students learn about recipes including the format and abbreviations
commonly used, students learn to select, interpret and/or modify/develop recipes for a design project. Board
of Studies, NSW, (2003). Through the technique of explicit teaching and with a focus of student centred
learning, students are given the opportunity to expand their specialised vocabulary. Board of Studies, NSW,
(2003). Using technological literacy students will develop the skills and understanding of designing and
creating their own recipe. Department of Education and Communities. (2012)
The third lesson plan has been designed to achieve Food technologies syllabus outcome 4.3.1 Board of Studies,
NSW, (2003). This lesson is a practical based lesson where students are required to produce their food product
prototype for testing and evaluation. Students will ‘select and correctly use a variety of appropriate food
utensils and appliances to prepare quality food items for their design project’. Board of Studies, NSW, (2003).
Numeracy is also used in determining the quantity of the ingredients needed to create their food product.
Department of Education and Communities, (2014). Upon completion of their prototype, students will then
evaluate the success of their food products. This lesson promotes students to develop their skills within a
collaborative and project-based learning environment. Students will be challenge throughout this project-
based learning and students will seek out answers to question that are posed to them by fellow students. Larmer
& Mergendoller, (2010)
As Information and Communication Technologies (ICT) will assist students to achieve educational outcomes
more efficiently, Board of Studies, NSW, (2003). The lesson plans incorporate a variety of ICT applications
including word processing which assists student with planning, data collection and recording, as well as the
presentation of design folios, graphics in the form of existing images, assisting in design development and
presentation and electronic communication in the researching of information and software management done
through the Edmodo class group account. It is believe by incorporating more multimedia (computers) it can
create a rich learning environment where student really thrive. Betts, (1994) The Use of different ICT provides
flexibility to meet individual needs, Clarke & Pittaway, (2014).
The lesson plan activities have targeted many key competencies, students are given the opportunity to develop
and expand their higher-order thinking skills necessary for further education, work and everyday life Board
of Studies, NSW, (2003). The competencies are achieved through communication, both in groups and online
using the Edmodo class group account; collecting, analysing and organizing information with the research
task; working in teams; solving problems using mathematical ideas and techniques during the practical lesson;
and by using technology made available to the students. Board of Studies, NSW, (2003).
The lesson plans have been designed in consideration with diversity and inclusion for all students. There is
consideration that students have different learning abilities and may require extra support with some tasks.
SEAN LIBRANDO 11575360 12
The incorporation of ICT in the classroom provides the flexibility to meet the individual needs and abilities
of each student. Clarke & Pittaway, (2014). Allowances such as resources with larger font, tinted or colored
paper for vision impaired students and wearing microphones for hearing impaired students can be made
available to ensure that every student is fully involved in all class activities, Ashman, (2015). The assistances
of School Learning Support officers has also been taken into consideration. Group work also fosters inclusion
and diversity as students of different abilities work together and support each other to achieve a desired
outcome.

SEAN LIBRANDO 11575360 13

 Appendix
Appendix 1- Guided reading sheet

@ School

NSW HEALTHY SCHOOL CANTEEN STRATEGY

The role of canteens
In recent years, Australia has seen increasing levels of overweight and obesity in children and young people.
We now have a situation where one in four children are overweight or obese. This is a serious issue as
overweight and obesity carries a greater risk of a number of immediate and long-term health problems. Weight
gain is usually a result of eating too much food, or the wrong type of food, combined with doing too little
physical activity. To combat the increasing levels of overweight and obesity, the NSW Government launched
the Prevention of Obesity in Children and Young People: NSW Government Action Plan 2003-2007 in October
2003. Many areas for action have been identified within this plan. One key action area is ‘Healthier Schools’.
Schools are ideal settings to educate about healthy food choices and physical activity. School canteens can
provide a substantial proportion of a child’s daily nutritional intake if both lunch and snacks are regularly
purchased from the school canteen.
The school canteen provides the means by which children and adolescents can put into practice the nutrition
messages they are being taught in the classroom. The canteen can model healthier food choices that are tasty,
interesting and affordable. This can influence food choices at school and in the wider community.

The Canteen Menu Planner is a tool designed to assist those involved in planning school canteen menus. You
will see three categories: RED, AMBER and GREEN. This is the food spectrum – a visual guide that shows
you where certain foods fit on the menu. Each part of the spectrum has key words that describe how these
foods fit on the menu and help to guide menu planning.

RED ‘Occasionally’
Do not sell these foods on more than two occasions per term.

AMBER ‘Select carefully’

Do not let these foods dominate the menu and avoid large serve sizes.

GREEN ‘Fill the Menu’

Encourage and promote these foods in the canteen

What is an ‘Occasional’ food day?

Within the NSW Healthy School Canteen Strategy a food that fits into the RED segment is limited in its sale
to two occasions per term. Special events that involve the canteen and the broader school community would
be the best choice for this purpose. An appropriate occasion to sell RED foods might be a mufti day, sausage
sizzle or mid-term cake stall. Within the Strategy, if two of these days were chosen in the same term, they
would represent the two occasions when RED foods were sold.

SEAN LIBRANDO 11575360 14

https://healthy-kids.com.au/school-canteens/

SEAN LIBRANDO 11575360 15

Appendix 2- Recipe structure word document

Recipe Structure

A recipe is a set of instructions on how to do something- how to prepare a particular food

dish.
A recipe follows the procedural text format.
There are five sections to a recipe.

1. Title;

2. Serving size;

3. List of ingredients;

4. Method steps;
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Suggested variations;

_______________________________________________________________________________________________

SEAN LIBRANDO 11575360 16

Appendix 3 - Recipe template

Recipe Sheet for Food technology

Name of Dish: __________________________________________________Serves:_________

Quantity Ingredient Utensils and equipment needed
(QTY)

Method Steps

Suggested serving variations

 Wash up, clean and sanitise bench tops.

SEAN LIBRANDO 11575360 17

Appendix 4 - Rules for safety and hygiene

Rules for Safety and Hygiene

 Always wear a clean apron for protection
 Always wear appropriate footwear
 Wash your hands with soap and water prior to handling
food
 Cuts must be covered
 Tie back long hair
 Keep your work area clean. Tidy up as you work.
 Always wipe up spillage IMMEDIATELY
 Use safe & correct procedures when handling knives.
 Carry knife with the blade pointed downwards
 Always use knives on a board
 Collect ingredients on a tray, plate or in a bowl, do not
use your hands.
 Never run in the kitchen.
 Do not lick your fingers when preparing food.
 Keep electrical equipment away from sinks & water.
 Place saucepan handles facing in from the stove
 Always use protection oven mitts to remove oven trays
from the oven.
 Never lean over a pot of hot liquid as you may receive
steam burns.

SEAN LIBRANDO 11575360 18

Appendix 5 - Evaluation form

Tuck Shop Tasters Evaluation

Rate the different sensory attributes of your Tuck Shop tasters Food Product.
On a scale of 1-5, 1 being the lowest score 5 being the highest score circle the required score and
don’t forget to include a comment.

Did your Food product turn out as planned from your folio? YES NO

Appearance -

1 2 3 4 5

Comment ________________________________________________________________________

_________________________________________________________________________________

Smell -

1 2 3 4 5

Comment ________________________________________________________________________
_________________________________________________________________________________

Taste

1 2 3 4 5

Comment ________________________________________________________________________

_________________________________________________________________________________

Texture

1 2 3 4 5

Comment _________________________________________________________________________

_________________________________________________________________________________

What did you like most about your product and what would you change?

_________________________________________________________________________________

_________________________________________________________________________________

SEAN LIBRANDO 11575360 19

 References
Ashman, A. (2015). Education for Inclusion and Diversity (5th Ed.). Melbourne, Victoria, Australia:
Pearson Australia.
Betts, F (1994) ‘On the birth of the communication age: A conversation with David Thornburg’,
Educational Research, 17 (1): 1-11.
Board of Studies NSW. (2003). Technology (Mandatory) Years 7-8 Syllabus. Sydney: Board of Studies
NSW.
Clarke, M., & Pittaway, S. (2014). Marsh's Becoming a Teacher (6 Ed.). Frenchs Forest, NSW, Australia:
Pearson Australia.
Larmer, J., & Mergendoller, J. (2010). Seven essentials for project-based learning. Alexandria: Educational
Leadership.
NSW Department of Education and Communities. (2014). Literacy Continuum 7-10.
NSW Department of Health & NSW Department of Education and Training 2004, ‘Fresh Tastes @ School’
NSW Healthy School Canteen Strategy CANTEEN MENU PLANNING GUIDE https://healthy-
kids.com.au/school-canteens/
Woolfolk, A (2008) Educational Psychology, 11th Ed, Allyn & bacon, Boston.

SEAN LIBRANDO 11575360 20