Bush Tucker

Technology and Applied Studies
Food Technology
Stage 5
Unit: We are Australians
Year:
Semester
Teacher:
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STAGE FIVE: YEAR
Unit Title:
Unit Description: OUTCOMES
By the end of this unit students will adjust Focus Outcomes
traditional recipes to include bush foods. 5.3.2 justifies food choices by analyzing the factors that influence eating habits
They will also prepare meals in pairs. They 5.5.1 selects and employs appropriate techniques and equipment for a variety of food-specific
will cover the following: purposes
* The implications of under and over nutrition 5.5.2 plans, prepares, presents and evaluates food solutions for specific purposes
of Aboriginals in Australia throughout history 5.6.1 Examines the relationship between food, technology and society
• Influence of food selection on health with
an emphasis on migrant influences Core outcomes:
• Selection of nutritious bush foods Food Preparation and Processing
• Properties of protein foods, herbs and 5.1.1 demonstrates hygienic handling of food to ensure a safe and appealing product
spices from around the world 5.1.2 identifies, assesses and manages the risks of injury and OHS issues associated with the
• Methods and equipment used in the handling of
preparation and processing of bush Food
foods and the role of technology 5.4.1 Collects, evaluates and applies information from a variety of sources
• Physical and nutritive effects of
preparation and processing
• Presentation and service of a meal for a Nutrition and Consumption
particular style of service 5.3.1 describes the relationship between food consumption, the nutritional value of foods and the
health of individuals and communities
Focus Area: Food in Australia

Length of Unit: 12 Weeks
Resources: Useful Websites:
Blake, G. et.al., Food Technology First. 2006. Pearson Sydney www.foodsafetycentre.com.au
Weihen, L, Aduckiewicz, J & Amys, J, 2000, Investigating Food www.foodstandards.gove.au
Technology, Heiemann, Victoria. www.newcrops.au
Dengate, B, Ridgewell, T, Mortimer, T, Braybon, J & Harch, C, 1995, www.letsgo.com
Focus on Junior Food Technology, Jacaranda, Queensland. http://www.natsiew.nexus.edu.au/
King j, Redfern J, Food Technology, the essential ingredient, 1997, www.redochregrill.com.au
Hodder ed. www.frogandtoad.com.au
ATSIC, Indigenous Australia, Resource Folder www.austmus.gov.au/teacher_resources
Sullivan c, Meredith s, Weihen L, 2004, Food Technology stage 5, www.marimari.com
Heinemann http://www.globalgourmet.com/food/egg/egg0597/bushtuck.html
Possible stockists: http://www.frogandtoad.com.au/aboriginies/bushtucker.html
Lifespan – ph 1300654336 Castle Hill Good site. Info, menus, bush tucker food.
Burbushco – ph 02 65569656 http://www.theepicentre.com
The Dillybag - facts
PO Box 581 Cooray QLD 4563 http://www.abc.net.au/rural/nt/features/nt_features_bush_tucker_nutrition_project.htm
Videos http://www.uts.edu.au/new/archives/1998/february/09.html
Bush Foods - Clickview warrigal greens
Food for thought – Wildtucker http://www.csiro.au/promos/ozadvances/Series14Bush.htm
From bush Tucker to bruschetta http://www.geocities.com/Heartland/Garden/8279/bushtucker/more.html
companies, recipes
http://shop.dining-downunder.com/
shop to order foods
http://www.nt.gov.au/health/healthdev/health_promotion/bushbook/volume2/chap3/
nutritional value of bush foods, traditional diet
http://www.amonline.net.au/teachers_resources/background/bush_food01.htm
Stage 5: Year Teacher:
Week Syllabus Syllabus Content Integrated learning experiences, Evidence of Learning REG
Outcome
A student instruction and assessment (Resources) (Feedback)
can Students learn Students learn to:
about:
1 5.1.1 • food safety and • demonstrate safe, Introduction – Food safety and hygiene Oral responses,
hygiene practices cooperative and Teacher: discussions and
5.1.2 including hygienic work • Explains the importance of food safety observations demonstrate
– personal practices and hygiene. Presents Health Department student understanding of
hygiene rules of kitchen hygiene and describes the the significance of food
importance of legislation linked to food safety and hygiene
– food hygiene • assess food handling
safety. practices.
– safe work requirements for a
• Presents stimulus material illustrating a
practices variety of situations Teacher provides oral
range of safety hazards in the kitchen.
• Provides students with Food Technology feedback to students
• describe legislation Safety Rules. during discussions.
specifically linked to • Explains to students the importance of
food safety Occupational Health and Safety and Students accurately
covers the necessary materials that complete written and oral
students will be tested on. OH&S tests.
• Demonstrates making damper,
highlighting safe and hygienic work Teacher marks tests
practices, with an emphasis on safe oven
use. Students are re-tested
Students: prior to completing
• Discuss the importance of food safety and practical work if gaps in
hygiene and identify legislation linked to OH&S knowledge are
food safety. evident.
• Highlight safety hazards from the stimulus
material. Develop safety rules from the
hazards highlighted.
• Discuss Food Technology safety rules.
• Complete relevant Occupational Health
and Safety test.
• Observe demonstration given by the
teacher and identify the safe and hygienic
work practices.
Outcome
about:
2-3 • investigate traditional Foods native to Australia
5.6.1 • use of foods native and contemporary Teacher:
to Australia use of native/bush • Presents introductory video on aboriginal
foods foods ‘Food for thought series – ‘Wild
Tucker.’ Or similar bush foods video
• Distributes notes on food collection,
5.5.1 preparation etc. and explains the jigsaw
method of note making.
• Discusses the contemporary use of
5.5.2 native/bush and provides a catalogue of
ingredient options for recipe modification
activity.
• modify a recipe to • Provides each group with a basic recipe
include traditional that needs to be modified to include
ingredients/bush traditional ingredients/bush foods. (eg,
foods biscuit, muffin, damper etc.)
HAND OUT ASSESSMENT TASK- bush
foods pamphlet due about week 5
Students: Student’s responses to
• View video and complete video worksheet video worksheet and
on Aboriginal foods. class discussions show
their ability to identify
• Use jigsaw method to record notes on
traditional and
food collection, preparation etc.
contemporary use of
• Develop a mind map on the contemporary
native/bush foods.
use of native foods and participate in
Teacher provides oral
class discussion.
feedback during
• In groups modify the recipe provided by discussions on the
the teacher to include native/bush contemporary use of
ingredients. native foods.
• Discuss and compare the nutritive value
of kangaroo meat and other meats.
Student’s recipe
modification
demonstrates their ability
Outcome
about:
to identify the use of
foods native to Australia.
Teacher provides oral
feedback to students
during their recipe
modification.
5.1.1 • food safety and • demonstrate safe, • Practical Application 1- In groups modify a Student’s preparation of
5.1.2 hygiene practices cooperative and basic biscuit or muffin recipe using ‘bush the modified native food
5.5.1 including hygienic work foods’ demonstrates their ability
5.5.2 – personal practices • Evaluate the taste of each modified food. Or to work safely,
hygiene Kangaroo and lamb kebabs taste test and cooperatively and
evaluate hygienically.
– food hygiene
Debate - Should Australians should include Students participate in
– safe work kangaroo meat in their diet? self-evaluation and peer
practices • demonstrate evaluation after the
• methods and appropriate selection practical.
equipment used in of techniques and
the preparation and equipment in food
processing of food preparation
4-5 5.3.1 • early European • discuss the impacts of Early European Influences Completion of cloze
5.3.2 influences including early European Teacher: passage demonstrates
5.6.1 – diet of early influences (impact of • Explains the impact of early European understanding of the food
Europeans migration on food influences, particularly British. habits of the early
– introduction of new habits) • Prepare a cloze passage on English settlers.
foods to Australia influences.
• consider the nutritional • Lead a brainstorming activity to compile a
list of foods eaten by indigenous Student’s written task
implications to demonstrates their ability
Australians and a list of foods eaten by
indigenous Australians to identify the impact of
Early Europeans.
of less traditional food early European
• Compare the lists and discuss the
being eaten as a implications to indigenous Australians of influences on food habits
consequence of food introduced as a consequence of and indigenous health.
European settlement European settlement.
Teacher marks compare
Outcome
about:
• Discuss the key terms of compare and and contrast written task.
contrast and demonstrate a short script.
• Give students a recipe used in the early
1900’s – Shepherd’s Pie, demonstrates
the skills involved.
• Wartime food – discussion and questions
5.3.2 • basic ingredients • explain how different Students: Student’s preparation of
used in food cuisines are created • Discuss the diet of the early Europeans Shepard’s Pie shows
preparation by varying basic and how this influenced the diet of early their ability to recognize
including ingredients and settlers. new foods to Australia
– protein rich techniques • Complete cloze worksheet on the diet of and develop their
the early settlers. Occupational Health and
foods
• Participate in a brainstorming activity Safety skills in the
– carbohydrate practical environment
rich food compiling list of foods eaten by
indigenous Australians and foods eaten
– fruit and Teacher provides each
by Early Europeans.
vegetables student with a practical
• Discuss and compare the nutritive value
– fats and oils of bush foods to that of the early settlers, mark.
– herbs classifying foods into the healthy eating
– spices pyramid. Investigate some major health
concerns of the aboriginals eg diabetes,
heart disease
• Produce a piece of writing to i)Compare
Aboriginal foods to foods of the early
settlers and ii)Discuss the impact of
European eating habits on the health and
traditions of indigenous Australians. Some
students to read theirs out to the class.
• Students complete worksheet via the
internet on wartime foods
• discuss social
• the role of implications of Discussion of what is technology and how is has
technology in the technological impacted on our food choices and health.
preparation of food developments in
Outcome
about:
domestically and the domestic food
social implications preparation equipment
5.1.1 • food safety and • demonstrate safe, Practical Application 2 – wattleseed
5.1.2 hygiene practices cooperative and damper/shepherds pie
5.5.1 including hygienic work Discuss the pieces of technology that is used
5.5.2 – personal practices for this practical
hygiene
– food hygiene
– safe work
practices • demonstrate
• methods and appropriate selection
6-7 5.3.2 • multicultural • identify the major Multicultural Influences Student’s mind maps will
5.6.1 influences including multicultural influences Teacher: demonstrate their ability
– effects of on contemporary • Identify cultures that have influenced the to identify multicultural
immigration on Australian diets contemporary Australian diet influences on
lifestyle and • investigate/examine • Organise an excursion to the Italian Contemporary Australian
food habits Forum in Leichhardt diets.
the food habits of a
– types of foods • Compile a list of cultures that immigrated
specific culture Oral feedback on mind
and flavourings to Australia suitable for students research
– preparation assessment task. map.
techniques and • Read case study ‘Lebanese Food Habits,
cooking HiTech p 118
method • Provide each student with the Excursion report will
assessment sheet and explain it to demonstrate a deep
students. understanding of the
• Read poem ‘ I’am a Aussie’ influence of Italian
Students: migrants on Australian
food.
• In groups, develop mind maps on each of
Written feedback on
the major cultural groups in Australia and
report
ways that each has influenced the
Outcome
about:
Australian contemporary diet.
• Participate in excursion and observe the
influence of the Italian culture
• Discuss the case study on Lebanese food Student’s a poem, jingle/
habits and complete questions song task will
• Complete the task on the influence of a demonstrate their
particular culture research skills and ability
Multicultural Task. to identify multicultural
• Create a poem, jingle/ song for influences on
presentation to class Contemporary Australian
diets
Teacher provides written
feedback to students
5.1.1 • food safety and • demonstrate safe, Practical Application 3 –Italian cultural dish In the practical students
5.1.2 hygiene practices cooperative and (Bacon and mushroom risotto) apply cooking methods
5.5.1 including hygienic work from Italian culture
5.5.2 – personal practices
hygiene
– food hygiene
– safe work
Outcome
about:
8-9 5.3.3 • evolution of an • discuss the defining Evolution of an Australian cuisine Student’s responses to
Australian cuisine characteristics of the comprehension
Australian food Teacher : worksheets will
demonstrate their ability
• design, plan and • Read and discuss case study, Neil Perry, to identify the evolution of
Rockpool Hi Tech, p119 an Australian cuisine.
prepare safe food
items, which reflect the • Provides students with comprehension
worksheets on the evolution of an Student’s discussion
changing nature of
Australian cuisine. response shows their
Australian cuisine
• Lead class in a discussion on the factors ability to identify the
that influenced the changing nature of the defining characteristics of
Australian cuisine. Australian food.
• Provide recipe books that contain Teacher provides oral
Contemporary Australian cuisine for
investigation by students feedback to students
• Food time line in Australia
during written work
Students:
• Read and discuss case study Student’s ability to draw a

timeline demonstrates
• Complete the comprehension worksheets
their ability to understand
provided by the teacher.
the evolution of the
• Investigate recipe books and make notes Australian cuisine.
on current ‘Australian cuisine’
• Engage in class discussion about the
influences on the changing nature of the
Australian cuisine.
• In pairs draw a timeline of the major
developments in diet and food technology
that have influenced the Australian
cuisine, students are to include food
habits today.
• In pairs, plan a lunch menu for Australia
day that reflects the changing nature of
Outcome
about:
Australian cuisine
• Students look at various website of food
companies and create a timeline eg.
Arnotts, Rosella, Aeroplane jelly
5.1.1 • food safety and • demonstrate safe, Practical application 4 – Apple crumble and Practical application
5.1.2 hygiene practices cooperative and vanilla custard demonstrates student’s
5.5.1 including hygienic work ability to design, plan and
5.5.2 – personal practices prepare safe food items.
hygiene Teacher will provide
verbal and written
– food hygiene
feedback on their
– safe work practical assessment
practices • demonstrate task.
10- 5.3.2 • influences on food • examine the influences The Influences on food selection Student’s written
11 selection including on food selection and Teacher: responses show their
– physiological changes in eating •Initiates class discussion on influences ability to identify a range
– psychological habits students have on their food selection of influences on their
– geographical • Teacher sets up stimulus material around the food selection.
(topography/cli • assess the relative room with activities related to each of the
mate) above areas. Teacher provides oral
impact of current feedback to students on
– social
circumstances on food • Explain to students that they are to create a
– economic table on social and technological factors their responses to the
selection activities on influences on
– technological influencing the foods we choose to eat and
– religious give their own personal examples to support food selection.
• examine the impact of each factor.
– media/advertisi
media on food Student:
ng
selection • Participates in class discussion on what
influences their food choices. Summary of information
• In groups students will be working through the in table form
demonstrates
Outcome
about:
activities related to each of the influences on understanding of factors
food choices. Each group will rotate around the influencing food choices
room until each of the influence has been
covered. Teacher provides
• Create a table on social and technological
factors influencing the foods we choose to eat written and oral
and give their own personal examples to
support each factor. feedback to students
• Homework Activity – Select an advertisement
from any form of media – for example
television advertisement, radio, magazine,
poster etc. and answer the following questions:
(a) Describe the information provided Student’s ability to
(b) Who does the advertisement target? respond to the
(c) What methods are used to persuade the advertisement
buyer? demonstrates their
(d) Would it influence your food selection? understanding of the
Why? impact of media on food
Report your findings to the class. selection.
Students present one factor of the influences on

food selection and present to class
Produce a extended response on four factors
influencing food selection.
5.1.1 • food safety and • demonstrate safe, Practical application 5 –Own cultural meal
5.1.2 hygiene practices cooperative and
5.5.1 including hygienic work Experiment: sensory value of food – taste
5.5.2 – personal practices testing
hygiene
– food hygiene
– safe work
Outcome
about:
12 5.6.1 • factors affecting • relate changes in Factors affecting current consumption Student’s ability to
current consumption patterns patterns respond to the questions
consumption to their social, Teacher on the work sheet
patterns including economic, nutritional • The greatest change in the Australian demonstrates their
– social and environmental eating pattern is the consumption of understanding of the
– economic impact foods eaten outside the home. Discuss changing food
– nutritional this with the class. Focus question – consumption pattern and
– environmental What affect will this have all the the reasons for changing
nutritional status of Australians. food patterns.
• Provide stimulus material to show
comparison of home cooked meal to a Teacher moves around
similar meal prepared commercially the class and provides
• Distribute work sheet on ‘The Changing oral feedback to students
Food Pattern’ Read through it with on their responses to the
students. Discuss answers with the questions and then
class. provides feedback to the
• Distribute case studies that identify the whole class when
reasons for changing food patterns. discussion of answers
• Provide graphs to illustrate data changes takes place.
in food consumption. Teacher power
point presentation Student’s answers to
• food consumption in • relate the impact of Student: questions on statistics
Australia and the changes in food demonstrate their ability
• Participate in class discussion.
impact this has on consumption patterns to interpret graphs.
• Compare home cooked and commercially
nutrient intake and to health Teacher provides oral
prepared meals
health feedback
• Answer the questions on the work sheet
‘The changing food pattern’. Discuss
responses as a class.
• Homework – complete case studies on
• conduct an advanced reasons for changing food habits and
• changes in classify the reasons as social, economic,
consumption web search using
appropriate search nutritional or environmental.
Outcome
about:
patterns in relation to engines to identify • Answer the questions on the work sheet
processed and trends in food ‘Reasons for changing food patterns. In
unprocessed food consumption groups discuss your responses.
• Complete a search on the changing
• tabulate data using a consumption of food in Australia, eg
spreadsheet and meat, sugar, fruit and vegetables.
generate graphs for Suggest reasons for changes. (or teacher
analysis powerpoint presentation)
If time allows: In work books record the statistics
on food consumption in the last 10-15 years.
EXTENSION • investigate the Development of food production and Student’s ability to devise
• development of development of the processing a powerpoint presentation
food production and Australian food demonstrates their
processing from industry in Teacher: understanding of the
both historical and consideration of food- • Discuss the development of food related development of the
contemporary related technologies technologies and their impact on the Australian food industry.
perspectives that have emerged Australian food industry
• over time • Instruct students to work in pairs to Teacher and peers to
investigate the development of one of the provide oral and written
following: feedback
- Stoves
- Refrigerated transport
- Flour milling
- Production
- Refrigeration
- Appliances and convenience
• Provide a blank chart for students to
record results
Student:
Investigate the development of food technologies
using the internet as your research tool. Present
your information and graphics to the class in the
form of a powerpoint presentation. Students
Outcome
about:
summarise the main points on the chart provided.
5.1.1 • food safety and • demonstrate safe, Practical Application 6 – lamingtons or chocolate Teacher provides each
5.1.2 hygiene practices cooperative and brownies student with a practical
5.5.1 mark
including hygienic work
5.5.2 – personal practices
hygiene
– food hygiene
– safe work

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Bush Tucker

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Technology and Applied Studies

Focus Area: Food in Australia

• Read and discuss case study Student’s ability to draw a

Students present one factor of the influences on

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