11fstg food advertisement unit 2 task # page 1 · 11fstg – food advertisement – unit 2 task #...

11FSTG – Food Advertisement – Unit 2 Task #

1

Teaching Resource 1

Year 11 General FST Production-

Food Advertisement

1

FSTG - Food Science & Technology

TASK – Production – Food Advertisement

STUDENT NAME: ___________________________________________

Teacher: _____________________________________________________________________

FINAL MARKING

Due Date: __________________________

Date Submitted: _____________________

Submitted To: _______________________

Signature: _________________________

Student Signature: ___________________

--------------------------------------------------------------------------------------------------------------------------------------------------

FOOD SCIENCE & TASK __ Food Advertisement TECHNOLOGY Production

1

STUDENT NAME: __________________________________________________________________

Due Date: _________________________

Date Submitted: ______________________

Submitted To: _______________________

Signature: ________________________

Student Signature:___________________

11FSTG – Food Advertisement – Unit 2 Task # Page 2

TASK # – Production

Food Advertisement

NAME: _______________ _________________ Final Due Date: _________________

Assessment type: Production Task 2 weighting #% of the school mark for this pair of units

Outcomes: Outcome 2 – Developing food opportunities Outcome 4 – Understanding food in society

Task # : Food Advertisement– Production (#%) ( 84 Marks) Food advertisements often influence adolescent food choices. Students will produce a simple, healthy food product using lesser known Western Australian seafood and use a selection of food styling techniques to develop a food advertisement appealing to the adolescent market.

Promotion strategies and food styling information

1. Access the McDonald’s website or your favourite food website and identify 6 strategies they have used to promote foods to children & adults: (e.g. Good photography) https://mcdonalds.com.au/

2. Food Ad Tricks: Helping Kids Understand Food Ads on TV https://www.youtube.com/watch?v=fUjz_eiIX8k

10 Clever Tricks Used in Advertising https://www.youtube.com/watch?v=DEYCvkp0rX0

Part A: Create a mind map (#marks)

Using Microsoft Work, Publisher or other suitable programs to create a mind map:

TOPIC: HEALTHY FOOD FOR TEENAGERS

On your mind map you need to include:

1. Three Nutritional Requirements for teenagers (e.g. Calcium)

Include RDI, what it does in the body and food sources for each

2. 8 factors that affect food choice- (e.g. money)

Give examples for each

3. 6 Western Australian lesser known seafood species (e.g. Australian Sardine, Western Australian Salmon)

Include where they are caught or farmed and 2 dishes for each

Resource: Western Australian Fishing Industry Council website:

http://www.wafic.org.au/our-industry/interactive-map/

https://mcdonalds.com.au/

https://www.youtube.com/watch?v=fUjz_eiIX8k

https://www.youtube.com/watch?v=DEYCvkp0rX0

http://www.wafic.org.au/our-industry/interactive-map/

GEFST – Celebration of Local Foods Task 2 Page 3

http://www.wafic.org.au/wp-content/uploads/2016/12/A2-WAFIC-EDUCATION-POSTER_r15.pdf?65f1d6 Use Western Australian lesser known species of fish to devise and produce a food product.

Part B

1. Select one Western Australian lesser known species of fish and use it as the main ingredient to plan and prepare a simple recipe.

Part C

1. Create a Flyer/Advertisement using the advertising strategies you have recognised for your seafood recipe.

Take a photo of your recipe to place in your advertisement– Make it look attractive!

Using the McDonald’s strategies you have identified, create your own ‘FLYER’ aimed at

teenagers to sell your own food product.

You need to implement a minimal of 5 strategies in your flyer.

Program – Smore.com or Microsoft Publisher or Word

Consider- The layout of your FLYER, the font & text you use, images and colour choice

Part B: Develop a product using WA lesser known local seafood

Part A: What is required for assessment Due date

Mind map Week

Part B: What is required for assessment Due dates

Food order and production plan Week

Prepare and photograph seafood meal Week

Part C: What is required for assessment Due dates

Flyer or Advertisement for seafood recipe Week

http://www.wafic.org.au/wp-content/uploads/2016/12/A2-WAFIC-EDUCATION-POSTER_r15.pdf?65f1d6



1. Using the template to design your meal using Western Australian lesser known local seafood and use it

as the main ingredient to prepare a simple dish. Your one local fish must be the “hero” of the dish.

Individually you are to:

a. Complete a Food Order.

b. You must complete a detailed production plan


Create Your Own Seafood Meal

1 Protein (Pick one)

100g Australian Sardines

100g Soft shell/ broken Prawns

100g Snapper (Crimson, Brownstriped or Moses)

100g Mussels

100g Cuttlefish

Vegetables

1 leaf Lettuce

Handful Spinach, ¼ Bok Choy

¼ Tomato

¼ Carrot

¼ Red Onion, 1 Spring Onion, ¼ Onion

1/8 Capsicum

¼ C Corn, ¼ C Peas

¼ C Broccoli, ¼ C Cauliflower

Carbohydrates

Hamburger Bun

Wrap

Egg noodles, rice noodles

Rice, Quinoa

Fats

Oil

Butter

Dairy

40g Cheese

½ C Milk

¼ C Cream

Other pantry items available

Tomato sauce, BBQ sauce, Sweet chilli sauce,

Soy sauce, Teriyaki sauce, Oyster sauce, Hoi sin sauce

Mayonnaise, mustard

Lemon juice, Lime Juice

Flour, breadcrumbs, eggwash

Include as many of these as you like for flavour:

Salt – Pepper - Crushed garlic – Minced ginger- Parsley – Chilli flakes – Cumin powder – Coriander powder –

Italian herbs – Mixed herbs – Paprika – Smokey paprika- Curry powder – ask your teacher.


Student Recipe Sheet and Production Plan

SUBJECT: _____________________________________ TEACHER: ____________________

STUDENT NAME/S _____________________________________________ BENCH: _________

TO BE COOKED: Date: __________________ Day: ______________________ Period: _____

SELECTED RECIPE: _____________________________________________________________

Resource Book: ______________________________________________________ Page Number: ______

Quantity Ingredient Equipment

METHOD (Identify the major steps in the method and calculate what time this will occur in the lesson. You

should include at least four time points. Work backwards from your serving time.)

Time Activity Who


Time Activity Who


Task #: Mind Map Part A Marking Key

Description of criteria and qualities of student performance Marks

allocated

Marks

awarded

Par

t A

: M

ind

Map

1. Includes nutritional requirements for teenagers

For each requirement:

clear and detailed RDI, functions and food sources 2

satisfactory RDI, functions and food sources 1

2. Factors effecting food choice

For each factor:

clear and detailed example of factors 2

may or may not include examples of factors 1

3. Six Western Australian lesser known seafood species

For each species:

clear and detailed description of fishing or farming with recipe examples 2

satisfactory description of fishing or farming may or may not include recipes 1

TOTAL: Part A /34

CONVERT TO PERCENTAGE /__%

Part B: Recipe plan and production marking key


allocated

Marks

awarded

Par

t B

: P

lan

an

d p

rod

uce

a s

eafo

od

re

cip

e

Evaluates local food product

produces a clear table that fully justifies selection of the range of local commodities used to devise and produce a food product

5

produces a clear table that justifies selection of the range of local commodities used to devise and produce a food product

4

produces a table that justifies selection of a limited range of local commodities used to devise and produce a food product

3

produces a table that identifies a limited range of local commodities used to produce a food product

2

uses local commodities to produce a food product 1


TOTAL /5

PRODUCTION Local Food Commodity 1 = poor, 2 = satisfactory, 3 = very good Max mark

39

1. Works in small production teams to follow and modify the production plan produced in Task 1 Part B

o follows production plan 1 2 3

o modifies production plan 1 2 3

Demonstrates effective teamwork skills

o Negotiation 1 2 3

o Cooperation 1 2 3

o effective communication 1 2 3

o leadership 1 2 3

o decision making 1 2 3

Preparation methods used to produce food products

Completes kitchen mise-en-place

o prepares commodities for food items to be produced as ordered

1 2 3

o prepares pre-prepared food items for heating 1 2 3


Performs kitchen duties

o uses a quality control system to serve standard portions

1 2 3

o plates food attractively 1 2 3

Safe and hygienic work practices when using equipment and appliances

o uses equipment safely 1 2 3

o cleans the kitchen or restaurant 1 2 3

TOTAL /39

TOTAL: Part B /44

CONVERT TO PERCENTAGE /___%

Part C: Advertising flyer marking key


allocated

Marks

awarded


Par

t A

: A

dve

rtis

ing

flye

r 1. Five advertising strategies

five or more advertising strategies used in flyer 2

limited advertising strategies used in flyer 1

2. Layout of flyer

appealing layout includes colour, font size, images and photo of dish 2

layout includes some components may or may not include photo of dish 1

3. Suitability for the teenage audience

clear and detailed flyer aimed at the teenage audience 2

satisfactory flyer may or may not be aimed at the teenage audience 1

TOTAL: Part C /6



Teaching Resource 2

Year 11 General FST Investigation/Production- Celebration of Local Foods


GEFST - Food Science & Technology

TASK 2 – Investigation/Production – Celebration of Local Foods

STUDENT NAME: ___________________________________________

Teacher: _____________________________________________________________________

FINAL MARKING

Due Date: __________________________

Date Submitted: _____________________

Submitted To: _______________________

Signature: _________________________

Student Signature: ___________________

--------------------------------------------------------------------------------------------------------------------------------------------------

FOOD SCIENCE & TASK __ Celebration of Local TECHNOLOGY Production Foods


STUDENT NAME: __________________________________________________________________

Due Date: _________________________

Date Submitted: ______________________

Submitted To: _______________________

Signature: ________________________

Student Signature:___________________


TASK 2 – Investigation/Production

Celebration of Local Foods

NAME: _______________ _________________ Final Due Date: _________________

Assessment type: Investigation and Production Task 2 weighting 20% of the school mark for this pair of units

Outcomes: Outcome 1 – Understanding food Outcome 4 – Understanding food in society

Task 2:Celebration of Local Foods– Part A – Investigation (__%) (15 marks) Part B – Production (__%) (44 Marks)

Food produced in Western Australia is amongst the best in the country. Buy West, Eat Best is a promotional campaign aimed at informing consumers about food products that are grown and processed in Western Australia.

A product that is locally grown and less utilised by consumers is WA grown fish. People are often reluctant to cook with fish for a variety of reasons.

Part A: Investigate local food availability ( Investigation __%) (15 marks)

Investigate the variety and availability of species of fish available locally, prepare a food classification table and identify the reasons why campaigns like Buy West, Eat Best and Buy WA First influence consumers’ food purchasing habits.

Part B: Develop a product from local commodities (Production __%) (44 marks)

Use local species of fish to devise and produce a food product.

Part B

2. Select one local species of fish and use it as the main ingredient to prepare a simple recipe.

3. Using a sensory and physical properties table investigate and examine the sensory and physical properties of the food.

Part A: What is required for assessment Due dates

Definition and food classification table Week

Campaign report Week

Part B: What is required for assessment Due dates

Sensory and physical properties table Week


Part A: Investigate local food availability (__%) (15 marks)

Investigate and write a report on the variety and availability of species of fish available locally, prepare a food classification table and identify the reasons why campaigns like Buy West, Eat Best and Buy WA First influence consumers’ food purchasing habits.

You are provided with a “shopping basket” of locally available natural and processed fish and food products. Complete the following tasks:

1. Define the term ‘local foods’.

2. a) Classify 10 local fish products according to: Species of Seafood natural or processed seasonal availability effect on health.

Record your classification in the table provided. 5 of these fish products have been provided for you. You need to select another 5 of your own choice.

b) Classify 5 local foods according to: food group animal or plant natural or processed seasonal availability effect on health.

Record your classification in the table provided.


3. Investigate the Buy West, Eat Best campaign. http://www.buywesteatbest.org.au/

a) Describe the campaign.

b) Outline the requirements for the use of the campaign logo on fresh and processed foods.

http://www.buywesteatbest.org.au/


c) Discuss the economic and environmental issues that influence consumers to purchase local foods, in particular seafood.

d) Using the information you have gathered in Part A write a report on the variety and availability of species of fish available locally and identify the reasons why consumers do not buy locally, especially seafood. Discuss how campaigns like Buy West, Eat Best and Buy WA First and WAFIC can influence consumers’ food purchasing habits.

Your report must be presented either;

1 page typed, Font Arial, 12 pt, use headings where appropriate and fully referenced using the school referencing guidelines.

2 pages handwritten, use headings where appropriate and fully referenced using the school referencing guidelines.

Draft you report below. Submit this for proofing, before producing you final draft.


2 a) Food classification table

Fish Product Species Natural or processed

Seasonal availability

Effect on health

Mussels

Whole Crimson Snapper

Fremantle Sardines

Frozen Shark Bay Prawn Cakes

Crimson Snapper Fillet


b) Using the Buy West, Eat Best http://www.buywesteatbest.org.au/ and WAFIC http://www.wafic.org.au/ websites select FIVE other Fish local producers/retailers to complete the table

Fish Product Species Natural or processed


Effect on health

http://www.buywesteatbest.org.au/

http://www.wafic.org.au/


c) Using the Buy West, Eat Best website select FIVE other local producers to complete the table.

Food Food group Animal or plant Natural or processed


Effect on health


Part B: Develop a product using local fish

2. Select one local fish and use it as the main ingredient to prepare a simple dish. Your one local fish must

be the “hero” of the dish.

Individually you are to:

a. Complete a Food Order.

b. Cost your Recipe (Your snack must cost no more than $3.00 per person)

c. You must complete a detailed production plan

3. Using a sensory and physical properties table investigate and examine the sensory and physical

properties of the local fish you have used.

(44 marks)


Food Order Sheet

SUBJECT: _____________________________________ TEACHER: ____________________



SELECTED RECIPE: _____________________________________________________________


This sheet is used by the teacher to order the food and the Home Economics Assistant to set up your workbench. Make sure you include every ingredient item in the recipe.

Quantity MEAT COST Quantity FRESH FRUIT & VEGETABLES COST

Quantity GROCERIES

Quantity FRIDGE/FREEZER


SPECIAL EQUIPMENT

Student Recipe Sheet and Production Plan

SUBJECT: _____________________________________ TEACHER: ____________________



SELECTED RECIPE: _____________________________________________________________


Quantity Ingredient Equipment


METHOD (Identify the major steps in the method and calculate what time this will occur in the lesson. You

should include at least four time points. Work backwards from your serving time.)

Time Activity Who


Time Activity Who


Task 2 Part B Sensory and physical properties table

NAME: _____________________________ Recipe ____________________________ Use relevant terminology to describe the properties of each commodity

Commodities Sensory Properties Physical Properties

Flavour Aroma Mouthfeel Appearance Colour Shape Size Viscosity

FishProduct

________________

Use relevant terminology to describe the properties of commodity. Extend this table if required.



Local Food 1

__________________

Local Food 2

___________________



Local Food 3

__________________

Task 2: Local Food Investigation Part A


allocated

Marks

awarded

Par

t A

: Lo

cal f

oo

ds

inve

stig

atio

n

1. Defines ‘local foods’

clear and detailed definition of local foods 2

satisfactory and clear definition of local foods 1

2. Classifies of local fish and foods

tables shows all foods accurately classified into the specified categories

5

tables shows most foods accurately classified into the specified categories

4

tables shows most foods accurately classified into most of the specified categories

3

tables shows some foods classified into some of the specified categories

2

tables shows inaccurate classification of foods 1

3 a) Describes the selected campaign

clear and detailed description of the campaign 2

satisfactory and clear description of the campaign 1

3(b) Outlines the requirements for the use of the campaign logo on fresh

and processed foods

clearly outlines the requirements of using the logo 2

satisfactory outlines the requirements of using the logo 1

3(c) Discusses the economic and environmental issues that influence consumers to purchase local foods

clearly discusses the economic and environmental issues that influence consumers to purchase local foods

2

satisfactory discusses the economic and environmental issues that influence consumers to purchase local foods

1

3(d) Presents a fully referenced and detailed report

referenced, detailed, mostly accurate report 2

poorly referenced, brief report 1

TOTAL: Part A /15


Part B


allocated

Marks

awarded

Par

t B

: D

eve

lop

a p

rod

uct

fro

m lo

cal

com

mo

dit

ies

Evaluates local food product

produces a clear table that fully justifies selection of the range of local commodities used to devise and produce a food product

5

produces a clear table that justifies selection of the range of local commodities used to devise and produce a food product

4

produces a table that justifies selection of a limited range of local commodities used to devise and produce a food product

3

produces a table that identifies a limited range of local commodities used to produce a food product

2

uses local commodities to produce a food product 1

TOTAL /5

PRODUCTION Local Food Commodity 1 = poor, 2 = satisfactory, 3 = very good

Max mark

39

2. Works in small production teams to follow and modify the production plan produced in Task 1 Part B

o follows production plan 1 2 3

o modifies production plan 1 2 3

Demonstrates effective teamwork skills

o Negotiation 1 2 3

o Cooperation 1 2 3

o effective communication 1 2 3

o leadership 1 2 3

o decision making 1 2 3


Completes kitchen mise-en-place

o prepares commodities for food items to be produced as ordered

1 2 3

o prepares pre-prepared food items for heating 1 2 3


Performs kitchen duties

o uses a quality control system to serve standard portions

1 2 3

o plates food attractively 1 2 3

Safe and hygienic work practices when using equipment and appliances

o uses equipment safely 1 2 3

o cleans the kitchen or restaurant 1 2 3

TOTAL /39

TOTAL: Part B /44

CONVERT TO PERCENTAGE /___%

Teaching Resource 3

Assessment Project

for SITHCCC001-Use Food

Preparation Equipment

(adapted from current HGT

assessment project)

SITHCCC101 USE FOOD PREPARATION EQUIPMENT

ASSESSMENT PROJECT

Create two dishes utilising Western Australian lesser known seafood species. You can find the

species to use here: http://www.wafic.org.au/wp-content/uploads/2016/12/A2-WAFIC-EDUCATION-

POSTER_r15.pdf?65f1d6

In your assessment, you must complete and compile the following evidence for your trainer to be

handed in at completion of the assessment.

You are required to:

Planning

1. Create two dishes using at least four precision vegetable cuts

2. Watch and describe in your own words the fish filleting process. Include food

preparation equipment needed for filleting:

http://www.wafic.org.au/resources/species-information-and-recipes/

3. Your two dishes must include one wet and one dry method of cookery (you can find

information on appropriate methods of cookery for snapper in the filleting video).

4. Complete a workflow plan for completing your practical assessment

Preparation

When preparing your two dishes you need to document your use of food preparation

equipment:

1. Make sure your workplace is professionally set up as you have been shown.

2. While you cook, your teacher/trainer will come to your work area and position

your name and date card.

3. With your smartphone or camera, take a photo of your work/cooking area (make

sure to include your name and date card in the picture, your teacher/trainer may

wish to take the picture).

4. Present your dishes within the industry timeframes, precision cutting skills,

utilising presentation standards.

Summary

Attach each photo to a summary, showing the following:

Name the dish/dishes you were cooking while the photo was taken

List all of the hand tools you used



http://www.wafic.org.au/resources/species-information-and-recipes/

List one hand tool (e.g. special knife) you might like to add to your toolbox,

give reasons why

List all utensils used (e.g. pots, pans, cutting board, tongs etc)

List two types of larger equipment present in the kitchen (e.g. oven grill). This

must be different for each of the journal entries. Explain what the larger

equipment is used for. For each one make one comment about its

operation/safety.

SITHCCC101 Use Food Preparation Equipment Assessment Project Summary

Name of Dish (1):

Hand tools used

List one hand tool (e.g. special knife) you might like to add to your toolbox and give reasons why

List all equipment and

utensils used (e.g. pots,

pans, cutting board,

tongs etc.)

List two types of larger

equipment in the

kitchen (e.g. oven/

grill) explain its use,

and one comment on

its operation and

safety.

Attach photos taken to

the bottom of your

summary

SITHCCC101 Use Food Preparation Equipment Assessment Project Summary

Name of Dish (2):

Hand tools used

List one hand tool (e.g. special knife) you might like to add to your toolbox and give reasons why

List all equipment and

utensils used (e.g. pots,

pans, cutting board,

tongs etc.)

List two types of larger

equipment in the

kitchen (e.g. oven/

grill) explain its use,

and one comment on

its operation and

safety.

Attach photos taken to

the bottom of your

summary

Fillet of West Australian Snapper with warm potato and leek salad

Serves 1

Ingredients

180 g fresh West Australian Snapper (Crimson, Brownstriped, Moses) fillet, 15 mm thick and

skin off

plain flour for dusting

50 ml olive oil

¼ lemon

Salad

½ large leek, halved lengthways

750 mL fish stock

2-3 small désirée, foxton or pink eye potatoes

100 ml extra virgin olive oil

¼ Spanish onion, sliced

1 clove garlic, crushed

½ anchovy fillet, finely chopped (brunoise)

8 sugar snap peas, trimmed and (julienned)

50 ml verjuice

1 sprig thyme, leaves picked

1 ripe tomato, skinned, seeded and diced (concasse)

freshly ground pepper and sea salt

fresh chervil, for garnish

Method

1. In a slow oven, braise the leek in the fish stock until tender.

2. Boil potatoes until tender, drain and chill in iced water, then cut in quarters.

3. Heat a heavy-based pan to medium, add half the olive oil and sauté the onion for

30 seconds.

4. Add garlic and anchovies and cook for 30 seconds longer.

5. Season to taste with black pepper then toss through the potatoes, sugar snap

peas and sea salt.

6. Dust fillets with seasoned flour, then heat a separate pan to medium heat.

7. Add the remaining oil and place fish, skinned side down into pan.

8. When fish turns opaque from the pan side up, turn and cook through.

9. Finish with a squeeze of lemon and allow to caramelise lightly off the heat.

10. Remove fish from pan and keep warm.

11. Return pan to heat, removing any black deposits.

12. Add the verjuice to deglaze, then the rest of the olive oil, thyme, drained leek and

tomato.

13. Adjust seasoning to taste.

To serve: Remove leek from liquid and form a circle in the centre of a warmed plate.

Arrange the potatoes inside this, place the fish on top and place tomatoes and other

ingredients from the pan around outside. Garnish with chervil.

Tangy Fish Salad

Serves 4

Ingredients

455g steamed or smoked fish fillets, skinned and cubed

150ml water

grated rind of half a lemon

2 sticks celery, sliced (paysanne)

1 red apple, cored and sliced

30g walnuts or mixed nuts, halved

salt and black pepper

150ml natural yoghurt or fromage frais

mixed lettuce leaves, to garnish

Method

1. Poach the fish in the water for approximately 5-6 minutes, drain and chill.

2. Discard the poaching liquor. Mix the remaining ingredients, except the yoghurt and lettuce

together,

carefully stir in the chilled fish and seasoning.

3. Arrange on a plate, garnish with mixed lettuce leaves and spoon over the yoghurt. May be

served with

brown bread and butter.

11fstg food advertisement unit 2 task # page 1 · 11fstg – food advertisement – unit 2 task #...

Documents