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Food Glorious Food Assessment Task

Portfolio section: Healthy Lunch

Name: ____________________________

Class: _______________________________________________________________

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Healthy Lunch for Adolescents

Design Situation Many adolescents struggle to find information that accurately assists them to understand their specific nutritional requirements. The Australian guide to healthy eating, including the five food groups, was developed by the Australian government in order to educate all Australians about making healthy food choices.

Design Brief You are to complete the portfolio by researching and outlining the correct information regarding the five food groups. In pairs you are to design, make and prepare a healthy lunch box food suitable for a teenager using the ingredients supplied. The lunch box food item must incorporate foods from each of the five food groups and be quick and easy to prepare.

Design Brief Analysis The design brief is asking me to:

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Research and

Planning

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Read the following information and answer the questions. The Australian dietary guidelines There are five principal recommendations featured in the Australian Dietary Guidelines. Each Guideline is considered to be equally important in terms of public health outcomes.

Guideline 1

To achieve and maintain a healthy weight, be physically active and choose amounts of nutritious food and drinks to meet your energy needs

• Children and adolescents should eat sufficient nutritious foods to grow and develop normally. They should be physically active every day and their growth should be checked regularly.

• Older people should eat nutritious foods and keep physically active to help maintain muscle strength and a healthy weight.

Guideline 2

Enjoy a wide variety of nutritious foods from these five groups every day:

• Plenty of vegetables, including different types and colours, and legumes/beans

• Fruit • Grain (cereal) foods, mostly wholegrain and/or high cereal fibre varieties, such

as breads, cereals, rice, pasta, noodles, polenta, couscous, oats, quinoa and barley

• Lean meats and poultry, fish, eggs, tofu, nuts and seeds, and legumes/beans • Milk, yoghurt, cheese and/or their alternatives, mostly reduced fat (reduced fat

milks are not suitable for children under the age of 2 years)

And drink plenty of water.

Guideline 3

Limit intake of foods containing saturated fat, added salt, added sugars and alcohol

a. Limit intake of foods high in saturated fat such as many biscuits, cakes, pastries, pies, processed meats, commercial burgers, pizza, fried foods, potato chips, crisps and other savoury snacks.

• Replace high fat foods which contain predominantly saturated fats such as butter, cream, cooking margarine, coconut and palm oil with foods which contain predominantly polyunsaturated and monounsaturated fats such as oils, spreads, nut butters/pastes and avocado.

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• Low fat diets are not suitable for children under the age of 2 years.

b. Limit intake of foods and drinks containing added salt.

• Read labels to choose lower sodium options among similar foods. • Do not add salt to foods in cooking or at the table.

c. Limit intake of foods and drinks containing added sugars such as confectionary, sugar-sweetened soft drinks and cordials, fruit drinks, vitamin waters, energy and sports drinks. d. If you choose to drink alcohol, limit intake. For women who are pregnant, planning a pregnancy or breastfeeding, not drinking alcohol is the safest option.

Guideline 4

Encourage, support and promote breastfeeding

Guideline 5

Care for your food; prepare and store it safely

Outline 5 key takeaway ideas from the Australian dietary guidelines: (make a summary of the key points)

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The key to eating well is to enjoy a variety of nutritious foods from each of the Five Food Groups. These Five Food Groups make up the Australian Guide to Healthy Eating. Foods are grouped together because they provide similar amounts of the key nutrients of that food group. For example, the key nutrients of the milk, yogurt, cheese and alternatives food group include calcium and protein, while the fruit group is a good source of vitamins, especially vitamin C. To meet the nutrient requirements essential for good health, you need to eat a variety

from each of the five food groups daily, in the recommended amounts. It is not necessary to eat from each food group at every meal. In fact, in some instances, you only need to eat some of the foods in each food group a couple of times a week. Take a look at Guideline 2 and discover the wide variety of choices within the five groups. It is also important to enjoy a variety of foods within each of the Five Food Groups because different foods vary in the amount of the key nutrients that they provide. For example, in the vegetables and legumes food group, orange vegetables such as carrots and pumpkins contain significantly more vitamin A than other vegetables such as white potatoes. Let’s take a look at the Five Food Groups and discover

the incredible variety and the abundance of choice there is when eating from these groups.

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Food Group: Vegetables and Legumes

Fill in the blanks.

What is the recommended serving size for this group in kilojoules, KJ?

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or

75grams is equal to (______ cup) cooked vegetables or

1 cup____________________________________________________________________________

Identify 5 different types of vegetables listed above.

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Food Group: Fruit

A standard serve of fruit is equivalent to __________________ grams

How many apples are equal to one serve? ______________________________________________

Suggest why dried fruit and fruit juice are recommended to be consumed ‘only occasionally’?

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Food Group: Grains (cereal) food

Identify 5 different cereal foods and their serving size in grams.

1.

2.

3.

4.

5.

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Food Group: Lean meat and poultry, fish, eggs, nuts and legumes and beans

Identify the types of red meat included in a 65g serve.

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How much cooked or canned legumes/beans is equal to a 500 -600KJ portion?

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If you were having eggs on toast for breakfast, how many eggs could you have in one serving size?

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Food group: Milk, yoghurt, cheese and or alternatives

Which foods are listed as alternatives to milk, cheese and yoghurt?

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How much of each food group should I eat per day?

The dietary patterns in the table below provide the nutrients and energy needed for all children and adolescents of average height with sedentary to moderate activity level

Recommended daily intake table

Children Vegetables and

legumes Fruit Grains (cereal)

Lean meat, fish, poultry, eggs, nuts, seeds,

legumes, beans

Milk, yoghurt, cheese &

alternatives

Allowance for additional serves

from any food group*

Girls 4-8 years 4.5 1.5 4 1.5 1.5 0-1

Girls 9-11 years 5 2 4 2.5 3 0-3

Boys 4-8 years 4.5 1.5 4 1.5 2 0-2.5

Boys 9-11 years 5 2 5 2.5 2.5 0-3

*additional allowance for taller or more active individual

Adolescents Vegetables and

legumes Fruit Grains (cereal)

Lean meat, fish, poultry, eggs, nuts, seeds,

legumes, beans

Milk, yoghurt, cheese &

alternatives

Allowance for additional serves

from any food group*

Girls 12-13 years 5 2 5 2.5 3.5 0-2.5

Girls 14-18 years 5 2 7 2.5 3.5 0-2.5

Boys 12-13 years 5.5 2 6 2.5 3.5 0-3

Boys 14-18 years 5.5 2 7 2.5 3.5 0-5

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Refer to the recommended daily intake table:

1. Highlight the 14 -18 year old daily serves row for both girls and boys. 2. Why do you believe boys are allowed more additional serves (last

column) of food compared to girls?

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3. Some foods don’t fit in to the 5 food groups because they are not necessary for a healthy diet. These are called discretionary foods. Only eat in small amounts and only sometimes.

What types of food are included in this category?

Higher added sugars

Higher fat Higher fat and added sugars

High alcohol

Energy drinks Fruit drinks Honey Jams, marmalade

Bacon, ham Butter, cream, ghee Certain tacos, nachos, enchilada Crisps

Biscuits Cake Chocolate/Bars Dessert custards

Beer Liqueurs Mixed alcoholic drinks Port

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Higher added sugars

Higher fat Higher fat and added sugars

High alcohol

Some sauces Sugar Sugar confectionary Sweetened soft drinks and cordials Sweetened waters Syrups

Dairy blends Frankfurts etc Meat pies Pastry Pizza Potato chips Quiche Salami/mettwurst Some processed meats Some sauces/dressings Spring roll

Doughnuts Ice cream Iced Buns Muesli bars Puddings Slices Some confectionary Some sauces/ dressings Sweet muffins Sweet pastries Sweet pies and crumbles

Sherry Spirits Wines

4. According to the daily intake table (the one you highlighted) how many serves of discretionary/additional foods should make up part of the daily diet for a teenager who is active or tall?

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Girl______________________

5. Identify two healthy snacks a teenager could choose in place of a discretionary food. _____________________________________________________________________

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Producing and

Implementing

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Brainstorm your ideas for a healthy lunch box on this page. You may

include images and text. (Use the information you have learnt about the 5 food groups to help you.)

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Food Groups

Find pictures of foods that belong to each food group and paste them onto the following pages.

Vegetables Fruit

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5 Food Groups Grains Lean meat/poultry/fish

Milk/yoghurt/cheese

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Lunch box food ingredients for an adolescent. WATCH THE FOLLOWING PREZI PRESENTATION IN CANVAS BEFORE YOU START https://prezi.com/pgjtnigsqzmf/lunch-box-for-an-adolescent-inspo/?utm_campaign=share&utm_medium=copy

Your lunch box meal can only include foods from this list.

HIGH LIGHT THE FOOD ITEMS YOU WISH TO SELECT (per pair)

Select 1 food item only Select 6 food items Select 2 food items

4 slices of wholemeal bread ½ cucumber 30g grated cheese

2 wraps ½ carrot ¼ c baked beans

4 rice cakes 1 celery stick 2 slices chicken

¾ c boiled rice ¼ capsicum 50g tofu

2 Lebanese bread 1 handful of rocket 2 slices tasty cheese

2 wholegrain bread roll 1 handful baby spinach 2 slices ham

2 cos lettuce leaves 1T sour cream

2 slices beetroot 1 T cream cheese

6 green grapes

½ Apple

4 cherry tomatoes

2 Nori sheets

1/4c tinned corn

½ c shredded cabbage

3 button mushrooms

¼ avocado

Optional Salad dressing ingredients (you may select all)

½ T lemon juice 1/2T olive oil ½ t honey 1t soy sauce

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Lunch box for an adolescent (IDEA 1)

Recipe Name _____________________________________________________________

Ingredient list

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Method

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Lunch box for an adolescent (IDEA 2)

Recipe Name _____________________________________________________________

Ingredient list

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Method

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Lunch box for an adolescent (final idea)

Final Idea: This will be the recipe you prepare on the day of the assessment.

You will be marked on your ability to produce an appealing lunch box, the nutritional value of the lunch and safe and hygienic handling of food.

Recipe Name _____________________________________________________________

Ingredient list

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Method

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Costing your lunch meal

• Highlight the food items you require • Add up all the food items selected to find the total cost for your lunch box meal.

2 slices wholemeal bread $ 1 ¼ avocado 70c

1 wrap 65c 30g cheese 25c

3 rice cakes 60c 1 egg 65c

¾ boiled rice $1:50 1 sliced chicken 80c

¾ c quinoa $1:80 50g tofu 55c

½ cucumber 20c ¼ c baked beans 35c

½ carrot 20c 2 slices ham 30c

1 celery sticks 40c 1/2T lemon juice 5c

¼ capsicum 60c 1/2T olive oil 10c

Rocket 70c ½ t honey 5c

Spinach 70c 1 wholegrain bread roll 50c

2 lettuce leaves 60c 1 T sour cream 30c

2 slices beetroot 30c 1 T cream cheese 25c

6 green grapes 25c 1 lebanese bread 40c

½ apple 45c 1 slice tasty cheese 10c

4 cherry tomatoes 30c

1 nori sheet 25c

¼ tin corn 25c

½ c shredded cabbage 45c

5 mushrooms 50c TOTAL COST = $

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Safety and Hygiene Check list Prepare a hygiene and Safety checklist of what you need to be aware of during your practical assessment.

Hygiene check list Safety check list

Identify the tools you will use when preparing your lunch box meal.

Tool Used for Sketch

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Key Food Preparation Terms

These are usually at the start of the method and may be terms such as, fry, slice, beat, stir, melt, chop, simmer, and season.

What you need to do

1. Read through your recipe and highlight the key terms.

2. List the key terms

3. Define each term (Use the glossary found in your workbook)

4. Make sure you can do what is asked. For example, if the recipe asks you to beat the egg, would you know how to do this?

Key terms listed in my recipe

Key Term Meaning

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Work flow plan

Prepare a work flow plan outlining all the steps required to complete your practical assessment task . You have 50 minutes in total. (one lesson )

Time Preparation step

Wash hands, collect equipment and ingredients

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Testing and

Evaluating

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This is where you get a say about your performance on this task.

Core Instructions:

List your strengths and weaknesses in this assessment task and identify how you could improve.

For example: finishing practical on time, outcome of finished product, nutritive value and suitability for an adolescent’s lunch box.

Above Level Instructions:

Discuss your strengths and weaknesses in this assessment task and identify how you could improve.

Strengths Weaknesses

Opportunities for future success( how could you improve) at least 4 ideas

/10

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Final Evaluation

Outline the tasks were you responsible for during the practical. /1

Outline the tasks your partner was responsible for during the practical. /1

Do you feel you worked well together? Explain why. /2

Were you pleased with the final product you made? Give reasons. /3

Did your product meet the design brief criteria? Explain how. /3

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Criteria Possible mark Mark obtained Design brief analysis (OC1)

5

Completion of pages 5-14 (OC1)

16

Brainstorm page (OC1)

5

5 food groups collage (OC1)

5

Idea 1 and 2 (OC1)

10

Final Idea (OC1)

5

Evaluations (OC1)

20

Costing (OC2)

3

Safety and Hygiene checklist(OC2)

5

Food Preparation terms (OC 2)

5

Work flow plan (OC2)

5

PRACTICAL LESSON (OC3) • Able to follow recipe • Worked as a team- (

tasks shared) • Equipment cleaned

and returned • Food is appealing-

(colour, plating) • Finished on time

10

PRACTICAL LESSON (OC4)

• Follows health and safety

• guidelines Selected correct tools and appliance for food preparation

• Work area left clean

6

Total 100 / 100

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Marking Criteria

OUTCOME 1 (4.1.1)

Has knowledge and skills in designing, producing and evaluating

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OUTCOME 2 (4.2.1)

Generates and communicates creative design solutions

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OUTCOME 3 (4.5.2)

Manages and produces a quality solution

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OUTCOME 4 (4.3.2)

Selects and uses tools, materials and techniques appropriate for a design

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TOTAL

/100

Teacher comment:

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