lesson plan for technology mandatory (stage 4) web viewlesson plan for technology ... causes of...

Lesson Plan for Technology Mandatory (Stage 4)Food Technology

Class/Stage: 4 Lesson/Period: 1/12 Lesson Length: 50minsTopic/Main Concept/Theme: Introduction to design and technology – Introduction to unit

SYLLABUS CONTENT to be coveredDesign and Technology Mandatory Stage 4

LESSON OBJECTIVES:To give students an understanding of Design and the process that needs to be taken

SYLLABUS OUTCOMES to be covered4.1.1 applies design processes that respond to needs and opportunities in each design project

4.1.2 Describes factors influencing design in the areas of study of Built Environments, Products, and Information and Communications

TEACHING STANDARDS INCLUDED:1.5 Differentiate teaching to meet the specific learning needs of students across the full range

of abilitiesDemonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific

learning needs of students across the full range of abilities.

Students will learn about:Design processes including: producing design solutions

Definition of Design

Students will learn to:Evaluate the design processRecall a definition of design

Cross Curriculum Content

ICT Aboriginal and Indigenous

Work, Employment and Enterprise

Civics and Citizenship

Difference and Diversity

Environment Gender

Key CompetenciesCollecting Analysing

and organising information

Communicating ideas and

Information

Planning and organising activities

Working with others in teams

Using mathematical ideas and techniques

Solving problems Using Technology

Literacy NumeracyReading and Writing in “What is design”

workbook

Considerations/PreparationPrior Knowledge/Experience

Established in lesson

Resources/Materials/Technology

Student work books

WB

Markers

Key Vocab

Design Process

Safety Risk

N/A

Key Questions

See below

STAGE OF LESSON TEACHER ACTIONS STUDENT

ACTIONSQUESTIONING/UNDERSTANDING?

TIME

RESOURCES

Before the Start of the lesson

-Line students up outside classroom-explain they will need a pen or pencil and their technology display folder -ask 2 boys Andrew and Daniel to sit up the front because I had to speak to them several times in the last lesson about keeping their hands to themselves

Line up quietlyPen and folder in handListen to instructions

5 m

1. LINKING-what have they already learnt?-assumed knowledge?-link to last lesson?

-Ask students for ONE PERSON TO PUT THEIR HAND UP and tell me what they have done in previous classes regarding design and technology

-One person to respond to teachers questions-rest of the class quiet and listening

What they have learn, what projects

that may have worked on, What they know about design process

5 m(10)

2.INTRODUCTION Context of the

lesson Expected

outcomes/goals Key question/s

Today we are going to talk about ‘design’ because we are in design and technology.

What we are going to do is look at an accurate definition of ‘design’ and look at the process of ‘designing’

-Respond to teachers questions

Who can tell me what technology is?

Does anyone want to have a go to

explain what ‘design’ is?

5 mins(15)

3. THE BODY Teacher

directed learning?

Independent student inquiry/ learning?

Teacher- Hand out workbook- Ask for student to read the first question- discuss design- ask for volunteer to read case study- now Activity 1.1 on the process of design- write up on the WB the steps and then

copy down the definitions- Activity 1.2- Looking at the Design Problem and

coming up with a Design Solution- Explain that we are skipping all the steps

involved with coming up with the solution to understand what a design problem and a design solution is

- IF students are finished early they can go on with EXTENSION QUESTIONS

Need to gauge how fast students are working whether to cover this now or next lesson:

- Now to look at our work for the next couple of weeks

- Our design problem is:Childhood obesity is becoming a problem in Australia with “The number of overweight children in Australia has doubled in recent years, with a quarter of children considered overweight or obese. Causes of obesity in children include unhealthy food choices, lack of physical activity and family eating habits”. The number 1 factor is: Food choices – such as choosing high fat and sugary foods instead of healthier options. What is our solution going to be?SET FOR HOMEWORK

-one student to read the first question

-class to write answers

- read / listen- copy down the

definitions of design process

- work through activity 1.2

What is something around the room you

can see that has been ‘Designed’?

30 mins(45)

Work books 1

per person

4. CONCLUSION Pack up and

organise Summary of

lesson Future

directions/ linking to next lesson

- Conclude lesson- Summarise what we have learnt about the

definition of design- Link to next lesson about our design

problem and how are we going to develop a solution?

Pack up work books into folderStand behind chairs

5 mins(50)

Lesson Plan

Class/Stage: 4 Lesson/Period: 2/12 Lesson Length: 50minsTopic/Main Concept/Theme: Food Technology – Healthy Eating


LESSON OBJECTIVES:To give students an understanding of Design and the process that needs to be taken

SYLLABUS OUTCOMES to be covered4.1.1 applies design processes that respond to needs and opportunities in each design project

TEACHING STANDARDS INCLUDED:4.1 Support student participationIdentify strategies to support inclusive student participation and engagement in classroom activities.

Students will learn about:Design processes including:

-analysing needs, problems and opportunities-producing design solutions-generating creative ideas

-evaluating ideas and solutions

Students will learn to:Establish a design process that responds to an identified need and

opportunityApply a design process when developing quality solutions

Evaluate design process






Environment Gender




Information





Literacy Numeracy




See below

Key Vocab

Design,

Safety Risk

N/A

Key Questions

See below

STAGE OF LESSON TEACHER ACTIONS STUDENT ACTIONS

QUESTIONING/

UNDERSTANDING?

TIME

RESOURCES


-Line students up outside classroom-explain they will need a pen or pencil and their technology display folder -ask 2 boys Andrew and Daniel to sit up the front seperately


5 m


-Ask students for ONE PERSON TO PUT THEIR HAND UP and tell me what they have done in previous class

Draw up on the WB the steps of the design process while students are giving information from workbook

-One person to respond to teachers questions-rest of the class quiet and listening

What did we do last lesson? What did we learn about

design? Can one student give

a definition of design?

5 m(10)


lesson Expected


Today we are going to put the design process into action with a design problem -Respond to teachers

questions

5 mins(15)

3. THE BODY Teacher directed learning? Independent student inquiry/ learning?

Now to look at our work for the next couple of weeks - Our design problem is:Childhood obesity is becoming a problem in Australia with “The number of overweight children in Australia has doubled in recent years, with a quarter of children considered overweight or obese. Causes of obesity in children include unhealthy food choices, lack of physical activity and family eating habits”. The number 1 factor is: Food choices – such as choosing high fat and sugary foods instead of healthier options. What is our solution going to be?

Work through the design process with the students TICK OFF AS WE GO

1) Design Problem - Go over the problemIDEA GENERATION - WHAT COULD BE A SOLUTION (ON BOARD)2) Narrow down by our limitations -Cost –Abilities – time - MaterialsCome up with a intranet website for storing information and recipes on3) Brief – Teacher to scaffold - Lets as a class come up with a design brief “I am going to come up with a …” “It will be ….”4) Investigation How will we do this?5) Ideas Brainstorm on board6) Evaluation Compare to design problem/brief7) Developing Compare to limitations

Once we have decided on a healthy eating website to encourage children to eat healthy by providing information and recipes

Start the web page format exercise

2) Involvement in Brainstorming process

3) Students to offer suggestions4)Write up a to do list of how we are going to investigate5) generate some ideas of what to include in the website6) evaluate if it meets the design brief/problem7) consider our limitations8) planning what we need to do

If one or two students have finished they can start to write up our about us page including our -who are we-goals-how we are going to achieve them

What are our options? Be creative here

What are our limitations going

to be?

Steps to take sheet

25 mins

Work books

from last week

Sheet for the folio on

the design process and the steps

that we will take


organise Summary of

lesson Future


- Conclude lesson- Summarise what we have learnt about

the definition of design- Link to next lesson about our design

problem and how are we going to develop a solution?


5 mins

Blackboard or

Interactive White

Board for KWL

chart

Lesson Plan



LESSON OBJECTIVES:Students know where the tools are kept and what tools are used in the Food technology room

SYLLABUS OUTCOMES to be covered4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with

competence in the development of design projects4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design

project

TEACHING STANDARDS INCLUDED:4.2 Manage classroom Activities Demonstrate the capacity to organise classroom activities and provide clear directions.

Students will learn about:Specific tools related to food technologies

The safe and responsible use of materials, tools and techniques in each design project

Students will learn to:Select and correctly use a variety of appropriate food utensils and appliances to prepare quality food items for a design project

Use tools, materials and techniques in a responsible and safe manner in each design project






Environment Gender




Information





Literacy NumeracyWriting on the scavenger hunt sheet

Spelling for scavenger sheets




See below

Key Vocab

Safety Risk

N/A

Key Questions

See below



TIME

RESOURCES


-Line students up outside classroom-explain they will need a pen or pencil and their technology display folder -ask 2 boys Andrew and Daniel to sit up the front


5 m


-Ask students for ONE PERSON TO PUT THEIR HAND UP and tell me what they have done in previous class

Draw up on the order for this lesson-Navigating the Kitchen map-Scavenger hunt-Game (who am I)

-One person to respond to teachers questions

-rest of the class quiet and listening

5 m(10)


lesson Expected


Today we are going to work in groups to discover the kitchen

Firstly we need 4 even groups

-Respond to teachers questions

5 mins(15)

3. THE BODY Teacher

directed learning?


TeacherOnce students have put themselves into 4 even groups issue each group with a kitchen map (A3 size) and let them goFirst group finished gets a prize

Wait for everyone to finish

Next game is the Scavenger Hunt

This time the groups will be the people that work in cooking bays together. They will explore their own cooking bay

Teacher to say ingredients one by one for literacy purposes.

Ask for a different volunteer to spell each word up on the board

Once everybody has completed the scavenger hunt sheet call everyone back to desks and explain the rules of the WHO AM I game

As per sheet *BONUS POINTS

Group with the most points gets a prize

Different students Spell each word up on the board

25 mins

Kitchen map (A3)

Scavenger Hunt Sheet

Who am I game sheet


organise Summary of

lesson Future


- Conclude lesson- Summarise what we have done today- Link to next lesson on the computers

(hopefully)


5 mins

Blackboard or

Interactive White

Board for KWL

chart

Lesson Plan for D & T (Mandatory)



LESSON OBJECTIVES:To make fruit kebabs with students

Give students a base knowledge of how to follow a recipeTo use a knife safely


competence in the development of design projects4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design

project



The functions and correct and safe use of a variety of contemporary food utensils and appliances used for -Cutting-Measuring








Environment Gender




Information





Literacy NumeracyWriting recipes out onto recipe scaffold




IngredientsWhite board

Key Vocab

IngredientsMethod

Variation

Safety Risk

Knife injuriesTeach knife skills and safety

Key Questions

What is the safe and responsible way to use a knife and conduct yourself around

the kitchen



TIME

RESOURCES


-Ask students for ONE PERSON TO PUT THEIR HAND UP and tell me what they have done in previous class.

Draw up on the order for this lesson-Knife safety worksheet-knife demonstration-Cook



-Who was here last Friday?

-What did we cook? -How did we cook it?-What procedure did

we follow?

5 m(5)


lesson Expected


We are going to work in pairs to make this dish. Please stand next to the person you will be working with today.

Our Aim of today is to produce a dish suitable for breakfast or a snack throughout the day

Student to select their buddy for today

-Are you 2 going to work well together?

1mins

(6)

3. THE BODY Teacher

directed learning?


Complete knife safety worksheet

Write the recipe on the board and briefly discuss-ingredients-method-number of serves

1 per pair, write out the recipe on to scaffold

Teacher to demonstrate how to collect food-on tray-after you have washed hands, collected apron, wearing hair net.

Return to the front bench for a cutting demonstration on appropriate knife handling

Students to cook

Walk around and ensure everyone is using correct knife techniques

Ensure:-students are cleaning the bench as they go-students are rinsing their dirty, bowls, plates, chopping boards, knife, etc. as they go-students are working safely and responsibly together

write out the recipe on to scaffold

Collect food and take back to your bench.

Come out the front for a demonstration

Cook fruit kebabsClean as you go

-what do we have to do before we collect our ingredients and

start to cook?

What is the risk if I hold the knife this

way?

What is the appropriate way to

pass a knife?

29Mins(35)

Recipe scaffold

knife safety

worksheet


organise Summary of

lesson Future


- 10.50 pack up

- Pack up - Wash up- Put everything away!

Pack up Stand behind chairs

15 mins(50)

Blackboard or

Interactive White

Board for KWL

chart


Class/Stage: 4 Lesson/Period: 5/12 Lesson Length: 50minsTopic/Main Concept/Theme: Food Technology – Healthy Eating (ICT skills)


LESSON OBJECTIVES:*To finish making the format for web page (finish the format and the backgrounds)

*Insert the photos stored on the intranet*Insert your text into the web page (title, serves, ingredients, methods, reasons why)

*Navigation Bar*B-A-N-A-N-A-S web page (why we love bananas)


competence in the development of design projects4.2.1 generates and communicates creative design ideas and solutions

Students will learn about:

Using ICT’s to plan, develop and document design projects

Presenting food for visual appeal

Range, suitability and use of data types including hypertext

Students will learn to:

Use ICT to communicate information including saving a document in various file types and storage locations from within the application

Select and use techniques appropriate for the purpose of a design project






Environment Gender




Information









Computers Computer projector

Key Vocab

Safety Risk

ergonomics

Key Questions



TIME

RESOURCES



Need folders to type up the recipe we cooked last Friday

Everyone to be sitting on the left side of the room!!Please sit at your computer facing me without logging on



-Who wasn’t here last Thursday?

-What did we do?-Lets have a look at

an example *Baileys

5 m(5)


lesson Expected


This lesson we will:Write this up on the boardDraw up on the order for this lesson-Finish format of web page-Research other web pages for ideas

*To finish making the format for web page (finish the format and the backgrounds)*Insert the photos stored on the Intranet

*Insert a photo from the Internet*Insert your text into the web page (title,

serves, ingredients, methods, reasons why)*Navigation Bar

*B-A-N-A-N-A-S web page (why we love bananas)

DIRECT STUDENTS TO STEPS INVOLVED FOR PEOPLE THAT HAVENT FINISHED FORMATLOCATED IN THE WORK AREA

Continue from where you’re up to

Where are you up to in this?

1mins

(6)

3. THE BODY Teacher

directed learning?


Demonstrate how to include hyperlinks in your web page

Once you have finished all these stepsYour job is to research other healthy eating websites to gather ideas about what we should include in our website

Free to log on and work quietly

Teacher to come around and assist students who are struggling

If finished they can start their homework sheet

Multiple intelligences sheet

29Mins(35)


organise Summary of

lesson Future


- Pack up at 2:55 stand behind chair

15 mins(50)


Class/Stage: 4 Lesson/Period: 6&7/12 Lesson Length: 50minsTopic/Main Concept/Theme: Food Technology – Healthy Eating


LESSON OBJECTIVES:To make muffins with students

Give students a base knowledge of how to follow a recipeTo use a knife safely

To use basic cooking method – pan to melt butter, oven to cook muffinsSYLLABUS OUTCOMES to be covered

4.3.1 applies a broad range of contemporary and appropriate tools, materials and techniques with competence in the development of design projects

4.3.2 demonstrates responsible and safe use of a range of tools, materials and techniques in each design project



The functions and correct and safe use of a variety of contemporary food utensils and appliances used for -Cutting-Measuring








Environment Gender




Information









IngredientsWhite board

Pots Muffin trays

Plates

Key Vocab

IngredientsMethod

Variation

Safety Risk

Knife injuriesTeach knife skills and safety

Oven/pot burns Teach about burns and what to

do if it happens

Key Questions

-What is the safe and responsible way to use a knife and conduct yourself around

the kitchen-What is the correct way to follow a

recipe-What is the correct way to use hot

equipment



TIME

RESOURCES



Review:-Knife safety

This week we are going to look at:-Working with hot things in the kitchen

Draw up on the order for this lesson-Recipe study (ready)-Demonstration (steady)-Cook -Take a picture for the website



5 m(5)


lesson Expected


We are going to work in pairs to make this dish. Please stand next to the person you will be working with today.

Our Aim of today is to produce a dish suitable for breakfast or a snack throughout the day

Remember hygiene -wash hands-apron-hairnet

Student to select their buddy for today

-Are you 2 going to work well together?

1mins

(6)

3. THE BODY Teacher

directed learning?


Demonstration of how to collect ingredients-measuring dry ingredients (scrape with knife)

Demonstration of how to cook-melting butter-amount to spoon into the muffin papers-put tray into over and remove (oven mitts)

Demonstration of how to plate up ready for photo

1 per pair, write out the recipe on to scaffold

Teacher to demonstrate how to collect food-on tray-after you have washed hands, collected apron, wearing hair net.

Return to the front bench for a cutting demonstration on appropriate knife handling

Students to cook

Walk around and ensure everyone is using correct knife techniques

Ensure:-students are cleaning the bench as they go-students are rinsing their dirty, bowls, plates, chopping boards, knife, etc. as they go-students are working safely and responsibly together

Watch demonstrations

Collect food and take back to your bench.

Come out the front for a demonstration

Cook MuffinsClean as you go

-what do we have to do before we collect our ingredients and

start to cook?

What is the risk if I hold the knife this

way?

What is the appropriate way to

pass a knife?

To collect ingredients

Have you washed your hands?

Are you wearing PPE?

29Mins(35)

Recipe scaffold


organise Summary of

lesson Future

directions/

- 10.50 pack up!!!- Pack up - Wash up- Put everything away!- People from bays to check other

bays draws for equipment(if time)

Clean upPack up Stand behind chairs

-is this clean?-is it dry?

-is it in the right spot?

15 mins(50)

lesson plan for technology mandatory (stage 4) web viewlesson plan for technology ... causes of...

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