Thursday B – Period 4: Year 7 Food Technology (Theory) 28/06/18

Unit/Lesson Title: Food for Healthy Eating/Labelling Lesson Duration: 75 minutes (1 period) Stage: 4 Year: 7 Class:
Rationale: Students are to learn Syllabus Outcomes: Syllabus Content
about food labelling, what they 4.4.1 Explains the impact of Students learn about:
need to include, be able to identify innovation and emerging  Innovation and emerging technologies relating to tools, material,
the requirements, and how to technologies on society and the techniques or products in each area of study
create one of their own for a recipe environment.  The impact of innovation and emerging technology on society and the
they have cooked this term. environment

Prior Knowledge: Students need to Risk Assessment: Students learn to:

have a basic level of knowledge on -Ensure there is correct lighting to  Identify and describe a selected innovation or emerging technology in
food labelling – that they exist, and prevent eye-strain. each area of study of Built Environments, products and Information
can list some of the things that they -Ensure students are sitting in their and Communications
contain. seat properly to avoid back and  Explain the impact of innovations and emerging technologies on
neck strain. society and the environment including new ICTs
Resources: White board, white board markers, booklets, pens, projector, picture of food label, laptops, various food products.
Specific Teaching Target: That students can identify what is on a food label and why it needs to be there.
Learning Time Teaching Assessment
Content/Learning Experience Class Organisation
Outcomes Guide Strategies Techniques
Introduction
The ability of 5 mins Teacher to ask the class to enter the classroom in an Oral instruction. Students to enter Observation of
students to listen orderly fashion, collect their booklets from the front the classroom and students entering
to instructions and of the classroom, sit down at a table, placing their sit down at the the classroom and
work on the bags under the table. tables. getting prepared
assigned task Teacher to introduce the class to the lessons for the lesson.
independently – content – pages 41-43 - having them start on the
without teacher find-a-word, while attendance is marked.
guidance or
assistance.

The ability of 10 mins
students being able
to remain
respectful while
someone reads and
actively participate
in class discussion.
Body
Teacher to instruct students to stop working on the Oral instruction, Students to remain Observation of
find-a-word and move their attention to page 42 class discussion seated in their students to listen to
‘Food Labelling’, and ask a student to read the first and the use of the groups around the instructions and
paragraph. projector. tables. actively participate
Teacher to continue reading through the list of in class discussion.
requirements for food labelling, and discuss them
with the class, referring to the picture of a food
3.3 – Incorporating a range of teaching strategies for
label on the board (a clearer picture of one in their
booklets) Resource – clearer picture of the yoghurt students to remain engaged.
displayed in the booklet.

The ability of 10 mins Teacher to ask students to turn to page 43 ‘Activity’ Oral instruction Students to remain Observation of
students to work and ask them to label the requirements that are and class seated in their students being able
independently, displayed on the pictured food label. Teacher to discussion. groups around the to work
followed by a class then go through them with the class. tables. independently, and
discussion of also participate in
answers. class discussion.

The ability of 20 mins Teacher to then hand out packaged food between Oral instruction, Students to remain Observation of
students to identify the tables, and have students check that they meet individual seated in their students being able
the requirements the food labelling requirements that have just been investigation, class groups around the to apply their
and analyse a food discussed. discussion, oral tables. knowledge to
product label Teacher to then bring up a picture of ‘How to feedback from identifying labelling
relating to the understand food labels’ and have students asses the teacher, oral requirements.
requirements. Also labels of the packaged food provided, referring to opinions from
the ability of the picture on the board. Teacher to go through students. 3.4 – A practical/hands-on approach
students to each of the packaged food with the students as a to learning about food labels.
understand the class, where students will explain how their
nutritional values packaged food meets the food labelling
on food product requirements and the recommendations of the
labels. nutritional value. Resource – How to understand
 food labels – Australian Government: National
Health and Medical Research Council.

The ability of 25 mins Teacher to read through the next activity of page 43 Oral instruction Students to remain Observation of
student to apply ‘ICT Task’, where students will now create their own and feedback. seated in groups students working
their knowledge to food label for a food product they have made in around the tables. independently and
a design task class. efficiently.
independently.
Conclusion
The ability of 5 mins Teacher to ask students to save their work, pack up Oral instructions. Students to work Observation of
students to work their tables, cover the tables with the cloths and put together to pack up students packing up
together to pack all chairs up before they leave. the classroom. the classroom.
up the classroom.
End of lesson.
Transitions to next lesson: For the next lesson, students will learn about Marketing food products.