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:By the end of this unit students will adjust traditional recipes to include bush foods. They will also prepare meals in pairs. They will cover the following:* The implications of under and over nutrition of Aboriginals in Australia throughout history Influence of food selection on health with

an emphasis on migrant influences Selection of nutritious bush foods Properties of protein foods, herbs and

spices from around the world Methods and equipment used in the

preparation and processing of bush foods and the role of technology

Physical and nutritive effects of preparation and processing

Presentation and service of a meal for a particular style of service

OUTCOMESFocus Outcomes 5.3.2 justifies food choices by analyzing the factors that influence eating habits5.5.1 selects and employs appropriate techniques and equipment for a variety of food-specific purposes5.5.2 plans, prepares, presents and evaluates food solutions for specific purposes5.6.1 Examines the relationship between food, technology and society

Core outcomes:Food Preparation and Processing5.1.1 demonstrates hygienic handling of food to ensure a safe and appealing product5.1.2 identifies, assesses and manages the risks of injury and OHS issues associated with the handling of Food5.4.1 Collects, evaluates and applies information from a variety of sources

Nutrition and Consumption5.3.1 describes the relationship between food consumption, the nutritional value of foods and the health of individuals and communities

Focus Area: Food in AustraliaLength of Unit: 12 WeeksResources: Blake, G. et.al., Food Technology First. 2006. Pearson SydneyWeihen, L, Aduckiewicz, J & Amys, J, 2000, Investigating Food Technology, Heiemann, Victoria.Dengate, B, Ridgewell, T, Mortimer, T, Braybon, J & Harch, C, 1995, Focus on Junior Food Technology, Jacaranda, Queensland.King j, Redfern J, Food Technology, the essential ingredient, 1997, Hodder ed.ATSIC, Indigenous Australia, Resource FolderSullivan c, Meredith s, Weihen L, 2004, Food Technology stage 5, Heinemann

Useful Websites:www.foodsafetycentre.com.auwww.foodstandards.gove.auwww.newcrops.auwww.letsgo.comhttp://www.natsiew.nexus.edu.au/www.redochregrill.com.auwww.frogandtoad.com.auwww.austmus.gov.au/teacher_resourceswww.marimari.comhttp://www.globalgourmet.com/food/egg/egg0597/bushtuck.html


http://www.globalgourmet.com/food/egg/egg0597/bushtuck.html

http://www.marimari.com/

http://www.austmus.gov.au/teacher_resources

http://www.frogandtoad.com.au/

http://www.redochregrill.com.au/

http://www.natsiew.nexus.edu.au/

http://www.letsgo.com/

http://www.newcrops.au/

http://www.foodstandards.gove.au/

http://www.foodsafetycentre.com.au/

Possible stockists:Lifespan – ph 1300654336 Castle HillBurbushco – ph 02 65569656The Dillybag - PO Box 581 Cooray QLD 4563VideosBush Foods - ClickviewFood for thought – Wildtucker From bush Tucker to bruschetta

http://www.frogandtoad.com.au/aboriginies/bushtucker.htmlGood site. Info, menus, bush tucker food.http://www.theepicentre.comfactshttp://www.abc.net.au/rural/nt/features/nt_features_bush_tucker_nutrition_project.htmhttp://www.uts.edu.au/new/archives/1998/february/09.htmlwarrigal greenshttp://www.csiro.au/promos/ozadvances/Series14Bush.htmhttp://www.geocities.com/Heartland/Garden/8279/bushtucker/more.htmlcompanies, recipeshttp://shop.dining-downunder.com/shop to order foodshttp://www.nt.gov.au/health/healthdev/health_promotion/bushbook/volume2/chap3/nutritional value of bush foods, traditional diethttp://www.amonline.net.au/teachers_resources/background/bush_food01.htm


http://www.amonline.net.au/teachers_resources/background/bush_food01.htm

http://www.nt.gov.au/health/healthdev/health_promotion/bushbook/volume2/chap3/

http://shop.dining-downunder.com/

http://www.geocities.com/Heartland/Garden/8279/bushtucker/more.html

http://www.csiro.au/promos/ozadvances/Series14Bush.htm

http://www.uts.edu.au/new/archives/1998/february/09.html

http://www.abc.net.au/rural/nt/features/nt_features_bush_tucker_nutrition_project.htm

http://www.theepicentre.com/

http://www.frogandtoad.com.au/aboriginies/bushtucker.html

Stage 5: Year Teacher: Week Syllabus

OutcomeA student can

Syllabus Content Integrated learning experiences, instruction and assessment (Resources)

Evidence of Learning (Feedback)

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Students learn about:

Students learn to:

1 5.1.1

5.1.2

food safety and hygiene practices including– personal

hygiene– food hygiene– safe work

practices

demonstrate safe, cooperative and hygienic work practices

assess food handling requirements for a variety of situations

describe legislation specifically linked to food safety

Introduction – Food safety and hygieneTeacher:

Explains the importance of food safety and hygiene. Presents Health Department rules of kitchen hygiene and describes the importance of legislation linked to food safety.

Presents stimulus material illustrating a range of safety hazards in the kitchen.

Provides students with Food Technology Safety Rules.

Explains to students the importance of Occupational Health and Safety and covers the necessary materials that students will be tested on.

Demonstrates making damper, highlighting safe and hygienic work practices, with an emphasis on safe oven use.

Students: Discuss the importance of food safety and

hygiene and identify legislation linked to food safety.

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.

Oral responses, discussions and observations demonstrate student understanding of the significance of food safety and hygiene practices.

Teacher provides oral feedback to students during discussions.

Students accurately complete written and oral OH&S tests.

Teacher marks tests

Students are re-tested prior to completing practical work if gaps in OH&S knowledge are evident.

2-35.6.1 use of foods native

investigate traditional Foods native to AustraliaTeacher:






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Students learn to:

5.5.1

5.5.2

to Australiaand contemporary use of native/bush foods

modify a recipe to include traditional ingredients/bush foods

Presents introductory video on aboriginal foods ‘Food for thought series – ‘Wild Tucker.’ Or similar bush foods video

Distributes notes on food collection, preparation etc. and explains the jigsaw method of note making.

Discusses the contemporary use of native/bush and provides a catalogue of ingredient options for recipe modification activity.

Provides each group with a basic recipe that needs to be modified to include traditional ingredients/bush foods. (eg, biscuit, muffin, damper etc.)HAND OUT ASSESSMENT TASK- bush foods pamphlet due about week 5

Students: View video and complete video worksheet

on Aboriginal foods. Use jigsaw method to record notes on

food collection, preparation etc. Develop a mind map on the contemporary

use of native foods and participate in class discussion.

In groups modify the recipe provided by the teacher to include native/bush ingredients.

Discuss and compare the nutritive value of kangaroo meat and other meats.

Student’s responses to video worksheet and class discussions show their ability to identify traditional and contemporary use of native/bush foods.Teacher provides oral feedback during discussions on the contemporary use of native foods.

Student’s recipe modification demonstrates their ability to identify the use of foods native to Australia.






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Students learn to:

Teacher provides oral feedback to students during their recipe modification.

5.1.15.1.25.5.15.5.2



practices methods and

equipment used in the preparation and processing of food


demonstrate appropriate selection of techniques and equipment in food preparation

Practical Application 1- In groups modify a basic biscuit or muffin recipe using ‘bush foods’

Evaluate the taste of each modified food. OrKangaroo and lamb kebabs taste test and evaluate

Debate - Should Australians should include kangaroo meat in their diet?

Student’s preparation of the modified native food demonstrates their ability to work safely, cooperatively and hygienically. Students participate in self-evaluation and peer evaluation after the practical.

4-5 5.3.15.3.25.6.1

early European influences including

– diet of early Europeans

– introduction of new foods to Australia

discuss the impacts of early European influences (impact of migration on food habits)

consider the nutritional implications to indigenous Australians of less traditional food being eaten as a consequence of European settlement

Early European InfluencesTeacher:

Explains the impact of early European influences, particularly British.

Prepare a cloze passage on English influences.

Lead a brainstorming activity to compile a list of foods eaten by indigenous Australians and a list of foods eaten by Early Europeans.

Compare the lists and discuss the implications to indigenous Australians of food introduced as a consequence of European settlement.

Discuss the key terms of compare and contrast and demonstrate a short script.

Give students a recipe used in the early

Completion of cloze passage demonstrates understanding of the food habits of the early settlers.

Student’s written task demonstrates their ability to identify the impact of early European influences on food habits and indigenous health.

Teacher marks compare and contrast written task.






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Students learn to:

1900’s – Shepherd’s Pie, demonstrates the skills involved.

Wartime food – discussion and questions5.3.2 basic ingredients

used in food preparation including– protein rich

foods– carbohydrate

rich food– fruit and

vegetables– fats and oils– herbs– spices

the role of technology in the preparation of food domestically and the social implications

explain how different cuisines are created by varying basic ingredients and techniques

discuss social implications of technological developments in domestic food preparation equipment

Students: Discuss the diet of the early Europeans

and how this influenced the diet of early settlers.

Complete cloze worksheet on the diet of the early settlers.

Participate in a brainstorming activity compiling list of foods eaten by indigenous Australians and foods eaten by Early Europeans.

Discuss and compare the nutritive value of bush foods to that of the early settlers, classifying foods into the healthy eating 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

Discussion of what is technology and how is has impacted on our food choices and health.

Student’s preparation of Shepard’s Pie shows their ability to recognize new foods to Australia and develop their Occupational Health and Safety skills in the practical environment

Teacher provides each student with a practical mark.

5.1.1 food safety and demonstrate safe, Practical Application 2 – wattleseed






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Students learn to:

5.1.25.5.15.5.2

hygiene practices including– personal




cooperative and hygienic work practices


damper/shepherds pieDiscuss the pieces of technology that is used for this practical

6-7 5.3.25.6.1

multicultural influences including– effects of

immigration on lifestyle and food habits

– types of foods and flavourings

– preparation techniques and cooking method

identify the major multicultural influences on contemporary Australian diets

investigate/examine the food habits of a specific culture

Multicultural InfluencesTeacher:

Identify cultures that have influenced the contemporary Australian diet

Organise an excursion to the Italian Forum in Leichhardt

Compile a list of cultures that immigrated to Australia suitable for students research assessment task.

Read case study ‘Lebanese Food Habits, HiTech p 118

Provide each student with the assessment sheet and explain it to students.

Read poem ‘ I’am a Aussie’ Students:

In groups, develop mind maps on each of the major cultural groups in Australia and ways that each has influenced the Australian contemporary diet.

Participate in excursion and observe the influence of the Italian culture

Discuss the case study on Lebanese food

Student’s mind maps will demonstrate their ability to identify multicultural influences on Contemporary Australian diets.

Oral feedback on mind

map.

Excursion report will demonstrate a deep understanding of the influence of Italian migrants on Australian food.Written feedback on report






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Students learn to:

habits and complete questions Complete the task on the influence of a

particular culture Multicultural Task.

Create a poem, jingle/ song for presentation to class

Student’s a poem, jingle/ song task will demonstrate their research skills and ability to identify multicultural influences on Contemporary Australian diets Teacher provides written feedback to students

5.1.15.1.25.5.15.5.2







Practical Application 3 –Italian cultural dish (Bacon and mushroom risotto)

In the practical students apply cooking methods from Italian culture

8-9 5.3.3 evolution of an Australian cuisine

discuss the defining characteristics of

Evolution of an Australian cuisine

Teacher :

Student’s responses to the comprehension worksheets will






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Students learn to:

Australian food

design, plan and prepare safe food items, which reflect the changing nature of Australian cuisine

Read and discuss case study, Neil Perry, Rockpool Hi Tech, p119

Provides students with comprehension worksheets on the evolution of an Australian cuisine.

Lead class in a discussion on the factors that influenced the changing nature of the Australian cuisine.

Provide recipe books that contain Contemporary Australian cuisine for investigation by students

Food time line in Australia

Students:

Read and discuss case study Complete the comprehension worksheets

provided by the teacher. Investigate recipe books and make notes

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 Australian cuisine

Students look at various website of food companies and create a timeline eg. Arnotts, Rosella, Aeroplane jelly

demonstrate their ability to identify the evolution of an Australian cuisine.

Student’s discussion response shows their ability to identify the defining characteristics of Australian food.Teacher provides oral

feedback to students

during written work

Student’s ability to draw a timeline demonstrates their ability to understand the evolution of the Australian cuisine.






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Students learn to:

5.1.15.1.25.5.15.5.2







Practical application 4 – Apple crumble and vanilla custard

Practical application demonstrates student’s ability to design, plan and prepare safe food items.Teacher will provide verbal and written feedback on their practical assessment task.

10-11

5.3.2 influences on food selection including– physiological– psychological– geographical

(topography/climate)

– social– economic– technological– religious– media/

advertising

examine the influences on food selection and changes in eating habits

assess the relative impact of current circumstances on food selection

examine the impact of media on food selection

The Influences on food selectionTeacher: Initiates class discussion on influences

students have on their food selection Teacher sets up stimulus material around the

room with activities related to each of the above areas.

Explain to students that they are to create a table on social and technological factors influencing the foods we choose to eat and give their own personal examples to support each factor.

Student: Participates in class discussion on what

influences their food choices. In groups students will be working through the

activities related to each of the influences on food choices. Each group will rotate around the room until each of the influence has been covered.

Create a table on social and technological

Student’s written responses show their ability to identify a range of influences on their food selection.

Teacher provides oral feedback to students on their responses to the activities on influences on food selection.

Summary of information in table form demonstrates understanding of factors influencing food choices

Teacher provides






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Students learn to:

factors influencing the foods we choose to eat and give their own personal examples to support each factor.

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(b) Who does the advertisement target? (c) What methods are used to persuade the

buyer?(d) Would it influence your food selection?

Why?Report your findings to the class.

Students present one factor of the influences on food selection and present to classProduce a extended response on four factors influencing food selection.

written and oral

feedback to students

Student’s ability to respond to the advertisement demonstrates their understanding of the impact of media on food selection.

5.1.15.1.25.5.15.5.2







Practical application 5 –Own cultural meal

Experiment: sensory value of food – taste testing

12 5.6.1 factors affecting current consumption

relate changes in consumption patterns to their social,

Factors affecting current consumption patternsTeacher

Student’s ability to respond to the questions on the work sheet






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Students learn to:

patterns including– social– economic– nutritional– environmental

food consumption in Australia and the impact this has on nutrient intake and health

changes in consumption patterns in relation to processed and unprocessed food

economic, nutritional and environmental impact

relate the impact of changes in food consumption patterns to health

conduct an advanced web search using appropriate search engines to identify trends in food consumption

tabulate data using a

The greatest change in the Australian eating pattern is the consumption of foods eaten outside the home. Discuss this with the class. Focus question – What affect will this have all the nutritional status of Australians.

Provide stimulus material to show comparison of home cooked meal to a similar meal prepared commercially

Distribute work sheet on ‘The Changing Food Pattern’ Read through it with students. Discuss answers with the class.

Distribute case studies that identify the reasons for changing food patterns.

Provide graphs to illustrate data changes in food consumption. Teacher power point presentation

Student: Participate in class discussion. Compare home cooked and commercially

prepared meals Answer the questions on the work sheet

‘The changing food pattern’. Discuss responses as a class.

Homework – complete case studies on reasons for changing food habits and classify the reasons as social, economic, nutritional or environmental.

Answer the questions on the work sheet ‘Reasons for changing food patterns. In groups discuss your responses.

Complete a search on the changing consumption of food in Australia, eg meat, sugar, fruit and vegetables.

demonstrates their understanding of the changing food consumption pattern and the reasons for changing food patterns.

Teacher moves around the class and provides oral feedback to students on their responses to the questions and then provides feedback to the whole class when discussion of answers takes place.

Student’s answers to questions on statistics demonstrate their ability to interpret graphs.Teacher provides oral feedback






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Students learn to:

spreadsheet and generate graphs for analysis

Suggest reasons for changes. (or teacher powerpoint presentation)

If time allows: In work books record the statistics on food consumption in the last 10-15 years.

EXTENSION development of

food production and processing from both historical and contemporary perspectives

investigate the development of the Australian food industry in consideration of food-related technologies that have emerged over time

Development of food production and processing

Teacher: Discuss the development of food related

technologies and their impact on the Australian food industry

Instruct students to work in pairs to investigate the development of one of the following:

- 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 summarise the main points on the chart provided.

Student’s ability to devise a powerpoint presentation demonstrates their understanding of the development of the Australian food industry.

Teacher and peers to provide oral and written feedback

5.1.15.1.25.5.1

food safety and hygiene practices including

demonstrate safe, cooperative and hygienic work

Practical Application 6 – lamingtons or chocolate brownies

Teacher provides each student with a practical mark






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Students learn to:

5.5.2 – personal hygiene

– food hygiene– safe work



practices



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