Project Pizza Launch

Your Design Brief - you have been asked to develop and make a new range of Pizzas aimed at a target group of Teenagers.

How often do you eat pizza?

Your tasks will include

Analysing the sustainability attributes of exiting frozen pizzas

Developing and making a range of inventive and original pizza ideas

Trialling out the inventions on students in the school

Designing and developing a new corporate image for packaging

Making the packaging nets

Social,, environmental and moral impact of products Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

The aims - Encourage consumption of local, seasonal and organic food

Empower young people to engage in important issues that affect our planet

Questions - Look at the pizza box left over from the frozen pizza

Is there such a thing as a healthy pizza?

Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

probably not!

We don't typically think of pizza as a component of a healthy diet because it is high in total fat, saturated fat, sodium and calories. This is important to remember when planning family menus because high-fat diets lead to being overweight and obese.

So what about our frozen pizza?

What is a Carbon footprint?

Task 1

Write down two reasons why we need to reduce our carbon footprint

Write down two countries that are raising the worlds carbon footprint the most

Write down two countries that create the least carbon footprint

What have you noticed?

Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

AfL - The worst scenario

AfL - The best scenario

Task 2 Now using the maps of the world,

glue them down to the A3 sheets and analyse where the ingredients on the pizza boxes or Data sheets – where have they come from?

Draw a line to each of the countries from the UK and write up the notes at the bottom of page 50 stating where raw ingredients come from. Look at the example.

Extra marks try to work out the mileage

Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

Where have the ingredients come from, what are the implications?

Pepperoni pizza

Ham and pineapple pizza

Task 2

One stick down the maps and begin to draw up a travel line for each ingredient

One stick down the images of each ingredient One begin to draw a travel line on the local map

to show the ingredients sourced locally

One begin to look at the information on CO2 and start to write up some investigation notes

The greater the information the greater the mark

Lesson objective To understand how food can come from a sustainable source

Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

The pineapple is native to Central and South America, where symbolic carvings of its form were found in pre-Incan ruins. It is almost 500 years since Christopher Columbus “discovered” the pineapple, which he received in exchange for trinkets from Indians on the Caribbean island of Guadeloupe.

The two leading states in fresh market tomato production (2004) in acres are Florida (42,000) and California (37,000), and in production at 1,000 cwt. of fruit in Florida (15,120) and California (10,730).

The leading state for processing tomato (2004) production is California at 281,000 acres with Indiana (256,450 acres) and Ohio (149,630 acres) being the next two leading states. The tons of processing tomato produced in California is 11,672,000, and in Indiana 8,300 and Ohio 6,200.

Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

Today Spain is the world's leading producer and consumer of ham. Some 38.5 million hams and shoulders are processed each year, and every Spaniard eats nearly 5 kg of ham a year - twice as much as in Italy, second among the consuming countries.

Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

Top Ten Wheat ProducersBelow are the leading wheat

producers for the 2005-6 season. The top 10 producers accounted for over two-thirds of global wheat harvests.

China … 96.2 million tonnes (15.4% of global wheat production)

India … 72 million (11.5%)United States … 57.1 million (9.1%)Russia … 45.5 million (7.3%)France … 36.9 million (5.9%)Canada … 25.5 million (4.1%)Australia … 24.1 million (3.8%)Germany … 23.6 million (3.8%)Pakistan … 21.6 million (3.4%)Turkey … 21 million (3.4%)

Read more at Suite101: Top Ten Wheat Countries: Prices for Grain Exports & Imports Surge as 2007 Crop Outlook Dims http://internationaltrade.suite101.com/article.cfm/top_ten_wheat_countries#ixzz0h2q1xxI7

In chillies the major producing countries are India, China, Peru, Bangladesh, Hungary and few others. Production of major countries are growing at CAGR 5.2 percent. World trade in chillies is put at 400,000 metric tonnes. Indian share in global production range from 50 to 60 percent, China and Peru are growing fast and Hungary shows a de-growth. Peru and China are dominating world paprika trade. However India is the only one source for hot chillies.

Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products

Israel is known as Europe’s winter garden, thanks to its favourable climate, which allows the production regions to grow peppers and other key vegetables at a time of year when crops in northern and central Europe are almost frozen. However, despite the bonus of mild daytime temperatures and intense light, even on the shortest days of winter, water resources are scarce in a country where turning desert into fertile land is little short of miraculous.

AfL out of 20 marks

You are going to be given marks for the following: Analysing data 3 marks Researching some good facts 3 marks Creating a clear and attractive display with all

the facts - up to 5 marks Creating some notes and features of the

reasons why we should buy locally - 5 marks The overall presentation of your work - 4 marks

AfL – What have your group found out?

The aim was to:

Encourage consumption of local, seasonal and organic food

Empower young people to engage in important issues that affect our planet

Product lifecycle is sometimes used to describe

how long a product will last before it wears out.

It may also be used to explain the time taken for a product to become obsolete.

What does obsolete mean? Have you ever heard the term the product

has ‘built in obsolescence’? Extension work -

Lesson objective – to be able to take into consideration the ethical issues relating to the design and manufacture of products