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Royal Russell Food Technology Year 9 Lessons
Royal Russell Food Technology Year 9 Lessons
There are a lot of terms to define throughout the course: Start your glossary here
Term Definition
Assessment for Learning
‘Plan Prepare and make a range of multicultural finger foods that could be served at a party.
The finger foods should be made using ingredients and cooking techniques which lower the
total and saturated fat, sugar and salt’
2. Write what you think the brief is expecting you to do as a Food Technologist.
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
3. What are your personal goals for this task? What do you want to prove by the end?
4. Types of research: Describe each type of research then identify, from the mind map, which methods of
research would be best suited to find out the information.
Method of Which aspects will be researched from mind
Explanation of research & advantages
Research map analysis?
Mood board
Shop
survey
Product
Analysis
Practical
Investigations
Questionnaire
Interview a
specialist
Food
modelling
Assessment for Learning
5. Using these 3 types of question styles, create a questionnaire to find the answers to your questions.
Open
Closed
Multiple choice
6. Create a small mood board with pictures of product which are suitable for the given brief:
7. Analyse the pictures above. LIST the characteristics that make party food a successful product:
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
9. Make a list of what makes a product suitable to be served as a canapé product. (You may add more later)
Assessment for Learning
List reasons why packaging is so important to the consumer and the manufacturer:
Packaging & the consumer Packaging and the manufacturer
Complete a full analysis of the materials used in the packaging of the product:
Packaging Materials Reason why this material is used
If your canapé product came in packaging with a photo, compare the differences. You may wish to include
photos of both:
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
List the types of information that you have found on the label. Then decide whether it is compulsory by law to
include it or if it is voluntary, justify your response where needed.
Label information Example from packet C V
Choose 2 ingredients that you don’t really know about and find out about their function in the product.
Ingredient Function
Using the traffic light nutrition panel, evaluate the product and suggest improvements for the areas that are
not green.
Assessment for Learning
Sensory Analysis
(VIDEO: http://youtu.be/KhVhN350fQ0)
Remind yourself of the 5 senses & examples of adjectives which can be used to describe foods eaten.
Select 8 words that you think would be used to describe the various sensory properties of your canapé.
Using the sensory descriptors above, taste and rate your canapé against each descriptor and give a score out of
5. Create a star chart and analyse the strengths and weakness of the product:
Strengths:
Weaknesses:
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
Review what you have highlighted as ‘weaknesses’ of the product. These can then be identified as areas for
development. Explain below how you could possibly improve the product so that they would become strengths.
You would be wise to offer 2 -3 suggestions per area of improvement.
Area for development Suggestions for trialling improvements
Explain how useful you believe this method research is when you are designing your own product:
After completing the packaging and sensory analysis today, what were other questions that came up? What
other information do you need to find out in regards to designing, making and packaging your new canapé?
How will you find out this information?
The new questions raised Method of research to find out
Assessment for Learning
Learning question: What do you think is the importance of practical investigations as a method of research?
Heston Blumenthel is one of Britain’s leading creative food scientists and cooks. Watch the following video
(http://youtu.be/VN2snMPi3sc) and take notes:
How does he find out what consumers want from a Peking Duck?
List the practical investigations, experiments and trials that Heston and his team carry out.
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
What other methods of research does Heston employ throughout his search for the perfect Peking duck?
Method of research Outcomes of research and/ or decisions made
Technologies seen or
What role does technology play in Heston’s investigations?
mentioned
The Task
Assessment for Learning
Think about: What aspects need to change when scaling up or scaling down a product’s recipe?
Specifically for producing a party quiche product, which aspects do you think should be investigated before
producing a whole batch of mini quiches?
Your objective is to successfully make a batch of 12 mini quiches. The product may be of any flavour
combination of your own choosing. You will need to reformulate the recipe on the previous page to ensure that
your new quiche products will be successful as canapé products:
1. Insert a photo of your finished product then evaluate it using your 5 senses:
APPEARANCE (SIGHT)
AROMA (SMELL)
FLAVOURS (TASTE)
TEXTURES (FEEL)
SOUNDS (HEARING)
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
2. Explain 3 aspects that you would change to make your product better next time. Give an example of how
you would make this improvement. (Think about the healthiness of the product too)
Aspect that you would change / improve How you would change / improve that aspect.
1
3. What were some of the safety & Hygiene aspects that you needed to watch out for in today’s recipe?
SAFETY HYGIENE
4. How could your product be further developed in order to meet the needs of other people and groups
People:
Changes:
5. As part of advanced KS3 you need to be able to identify ingredients which have healthier alternatives. Look
at the list of ingredients in the original recipe and choose 4 ingredients to change.
Ingredient: Salt Cream Butter White Flour
Alternative:
Why is it healthier?
6. Having a look through your responses in the evaluations that you have completed. Which further
investigations or trials would you need to complete to make the perfect quiche canapé product?
Area to improve Possible trials or experiments you would use.
Assessment for Learning
3. Design Criteria for the new canapé product: Write a list of all the ESSENTIAL aspects that your new product
MUST contain and a list of the DESIRABLE criteria.
Look at all of the research that you have done to complete this list:
The essential qualities of the canapé product MUST…
4. List 6 possible ideas that could be produced that would match your design criteria written above. Include
the source of the recipe. Make sure that the source of the recipe is reliable! Ensure that the recipe is in
metric measure (grams, kilograms, millilitres)
5. Complete a chart that is similar to this one for your design ideas. Fill in the design criteria across the top and
design ideas down the side. Cross or tick if they’re suitable.
a canapé
Must be
product
Specification:
Design Idea
Pizza Wheel
(School recipe)
6. Using internet images, fully annotate pictures of the 6 possible design ideas that you have identified.
Remember to name each product, and outline the details of ingredients, dimensions, shapes, finishes and
other notes such as nutrition and functional properties.
7. Collect the recipes for the 6 design ideas / scan / screen capture and attach to this lesson ready for next
session.
Explain the importance of a design specification and the resulting concept screening
Assessment for Learning
Lesson: Party time! – Concept screening a canapé idea. Pizza wheels – practical
By the end of today’s lesson you will have: Success Criteria ??
The importance of screen testing a product
Understood: before selecting it as a product to develop.
Batch consistency with canapé products
Learned about: including accuracy and time management.
Create a batch of quality products which are
Challenged yourself by: suitable to be served as a canapé product.
Focussed on literacy: Concept, concept screening, puff pastry, sprinkle
Focussed on numeracy: Hot oven, timing
Today’s Lesson Work Tonight’s Independent Work
You will be creating Pizza Wheels as a practical using a standard Complete any work that was incomplete this lesson.
component puff pastry product. It will be your choice of the Add the literacy focus words to your vocabulary lists.
fillings and it should be suitable as a screen testing for your brief. Make sure that you are fully prepared with the recipes for the
possible design ideas that you have chosen last week.
Ingredients Process.
½ small pepper (finely chopped) 1. Preheat the oven to 180oC.
15g chopped fresh parsley 2. Combine the peppers, parsley, oregano, ham and cheese in a
2 tablespoons fresh oregano bowl.
100g finely chopped ham or salami or 3. Spread the tomato paste onto each sheet of pastry, leaving a 2cm
a mixture of both border along one side.
60g grated cheddar or mozzarella 4. Sprinkle the peppers mixture evenly on top.
60g tomato puree (paste) 5. Roll up the pastry, leaving the plain 2cm edge until last.
2 sheets ready-rolled puff pastry, 6. Brush the edge lightly with water and seal the pastry closed.
thawed. 7. Cut each roll into 1cm rounds and place onto greased oven trays.
8. Bake for 20 minutes or until golden.
FUNCTIONS OF INGREDIENTS
Ingredient Functions in the body (Nutritional) Functions in the Pizza Wheels
Peppers
Parsley
Ham / Salami
Cheese
Tomato paste
Puff Pastry
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
Explain how this product is suitable for the design brief given and the specification that you have written.
Complete a full sensory analysis of the product including areas that need developing and how you would
develop:
Sensory Areas to improve and suggestions for
Sensory analysis
Property improving the product.
Aroma
Appearance
Textures
Flavour &
Taste
Lesson: Party time! – Selection of design idea & planning for making
By the end of today’s lesson you will have: Success Criteria ??
The importance of careful planning in order
Understood: to be organised for a successful outcome.
Extracting information from the recipe and
Learned about: from prior knowledge and experiences.
Creating a fully detailed plan of work
Challenged yourself by: including trades order for chosen idea.
Focussed on literacy: Preparation, mise-en-place,
Focussed on numeracy: Quantities of ingredients, dimensions of products, number of equipment
Today’s Lesson Work Tonight’s Independent Work
You came up with a list of 6 design ideas that you compared the Complete any work that was incomplete this lesson.
product against the specification and decided on their suitability You are to create observation tables and/or questionnaires to
as a canapé product. ensure that you have sufficient feedback from consumers about
Today you are going to choose one design idea which you will your prototype. You must include sensory analysis and be
take through to make as a prototype. prepared to ask for areas that need improving. Think about how
the product must meet the specification as well.
2. Draw the design idea you are going to create in 3-D, colour.
a. Using detailed labels (annotation) show how your quiche will meet the design criteria.
b. Have you included dimensions? Colour? Clean lines?
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
TRADES ORDER
Fruit & Vegetables Butcher / Fish Monger Dry store / pantry
Bakery
TIME PLAN
Safety, hygiene & quality
Time Processes
controls
Assessment for Learning
1. Insert a picture of your final prototype and annotate it fully to demonstrate how it meets the specification.
2. Consumer feedback on your product: Each tester of your product should give a score out of 5
Criteria Tester 1 Tester 2 Tester 3 Tester 4 Average
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
How I worked following the time plan Even better next time if…
How I worked with quality controls Even better next time if…
What I thought of the overall end product Even better next time if…
What I thought about the overall practical Even better next time if …
Your turn to be teacher: Give yourself a grade for the practical session out of 10. Justify your grade.
Assessment for Learning
1. Open up Food for a PC and input the ingredients and their correct quantities.
Nutritional Analysis:
2. Complete a full nutritional analysis for the main nutrients: Fibre, Salt, Carbohydrate, Protein & Fat.
3. Complete a nutritional analysis of the main vitamins and minerals which are present in the dish as outlined
by the program.
4. Copy and paste the traffic light data for ‘snacks’ and analyse each of the colours. Include way in which to
improve the product including the green aspects – how could it be improved even further. Give good, solid
examples with justification for their inclusion.
Sensory Analysis:
5. Last lesson during the making and for the independent work at home, you were asked to seek the opinion of
4 people and yourself for the sensory analysis. You were to find out the average score. Using the raw
information in the chart from last lesson, input that information on Food For a PC.
6. Copy and paste the chart generated showing the average responses into your document.
7. Fully analyse this feedback including the strengths and the weaknesses. Where ever the product did not
receive a ‘5’ you MUST comment and suggest improvements with plausibility, accuracy and sensibility.
8. Use the label tab to create a design of a packaging net for your final prototype. You should consider the
annotations very carefully including the use of appropriate packaging design materials and show evidence of
environmental concerns. (http://www.nhs.uk/Livewell/Goodfood/Pages/food-labelling.aspx is a great point of
reference)
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
Look at the following label which has sections circled. Label each component on the packaging that MUST
be present by law: (reference: http://www.food.gov.uk) <<HERE>>
2.
I could change the minced beef with ... Explain why the recipe says COVER the filling?
1.
2.
I could use this recipe to make different flavoured pies List all the possible hazards which could cause food
by adding ... poisoning in this recipe.
1.
2.
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
Use the cartoon, temperatures & vocabulary to help explain the process of gelatinisation..
60oC Gel
Gelatinisation
Absorption
80oC Suspension
Starch granules
100oC Thickening
Research to find 3 other recipes which use gelatinisation as a process, include the reference.
Obviously, if the pie filling boils at 100oC the flour will fully gelatinise and as a consequence upon cooling it
will form a __________. Which methods are best for cooling a mixture down quickly?
At home
In Industry
In order to make the pies next week, you will have to use the defrosted pie filling. How will you do this
safely?
Assessment for Learning
COSTING A
PRODUCT
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
You are going to finish this project and be ready to submit it next lesson upon entry to the class. You
must conclude this project with an overall summary of what you have done, learned, proven, discuss the
successes and areas of improvement. Discuss the final product and how it could be extended further to
make new and different varieties. Good luck!
You may wish to use diagrams and illustrated which are fully annotated to show how you could extend
the range of this product.
PLANNNING OF CONCLUSIONS
Assessment for Learning
Ingredients Process
The cold party pie mixture 1. PREHEAT oven to 210oC (gas mark 7)
1 packet ready rolled shortcrust pastry 2. GREASE a patty cake tin.
1 packet ready rolled puff pastry 3. Using a pastry cutter, CUT rounds of the shortcrust pastry that
2 tablespoons of water are slightly larger than the base.
1 egg + 1 tablespoon milk. (Beaten 4. EASE the pastry rounds into the tins.
together) 5. PLACE a tablespoon of mixture into the pastry cases.
6. Using a pastry cutter that is the size of the patty cake tin, cut
rounds of the puff pastry.
7. Using your finger, DIP into the water and run your wet finger
around the edge of the puff pastry round.
8. PRESS gently into the rim of the short crust pastry to ensure that
it is joined.
9. BRUSH tops of pie with egg glaze, Sprinkle with preferred
topping.
10. BAKE in oven for 15 minutes, reduce temperature to 170oC for
another 15 minutes or until golden brown.
11. SERVE with preferred sauce.
1. LIST the possible ingredients you could use to make the pies look more appetizing or higher qualities on top
of the pie lid as a finish.
2. How could you use the puff pastry differently to affect the finish of the party pies?
3. How would you serve these pies if produced for an opening night at a theatre?
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
7. Explain 3 aspects that you would change to make your product better next time. Give an example of HOW
you would make this improvement. (Think about the healthiness of the product too)
Aspect that you would change / improve How you would change / improve that aspect.
1
8. What were some of the safety & Hygiene aspects that you needed to watch out for in today’s recipe?
SAFETY HYGIENE
9. How could your product be further developed in order to meet the needs of other people and groups
People:
Changes:
10. As part of the advanced KS3, you need to be able to identify ingredients which have healthier alternatives.
Look at the list of ingredients in the recipe and choose 4 ingredients to change.
Ingredient: Salt Cream Butter White Flour
Alternative:
Why is it healthier?
11. Review your responses in the evaluations that you have completed. Which further investigations or trials
would you need to complete to make the perfect party pie canapé product?
Area to improve Possible trials or experiments you would use.
Assessment for Learning
Lesson: Dinner Time! – A quick two course meal for two people - Planning I
By the end of today’s lesson you will have: Success Criteria ??
How to transfer learned skills to bigger and
Understood: more complicated tasks.
The process to plan a 2 course meal for 2
Learned about: people to enjoy.
Planning a meal that is suitable and
Challenged yourself by: demonstrates a high level of skill for KS3.
Focussed on literacy: Planning, design ideas, progress, skills
Focussed on numeracy: Quantities
Today’s Lesson Work Tonight’s Independent Work
You are going to complete a quick Design and Make project Start typing up your final copy of this project. Also, on the recipes
based on a new brief that would follow on from the canapé that you have selected to make, identify the safety and quality
product. You will be planning and organising yourself very controls which are necessary to observe to ensure that the final
quickly. product is of high quality and safe to eat.
The Task
You have been requested to plan, prepare, make and serve a two course meal to serve friends
for a special occasion.
To do this successfully, you will have to choose the two courses, decide on the dishes to serve, find their recipes,
decide where to buy the ingredients, plan the practical session to make sure all the dishes are ready when they
are needed! You will also have to consider how you are going to serve the dish to make sure it is attractive and
appetising.
When you are cooking, you will need to show how carefully, safely and hygienically you can cook. You will also
show off how you can cook using the skills that you have learned in this course. Your finished product will be
photographed so that you can prove how well you cooked and presented it.
You will be able to discuss at least three ways to make recipes cheaper for friends and families to make.
For the last part of the recipe, you are going to create a ‘PROOF’ file that you have been able to share your
cooking skills, recipes and ideas with other people. You may have a photo of you showing someone how to cook
something, people enjoying your food, they may write an email or letter to explain what the food was like and
how you cooked it and how you explained to them about what you have learned and achieved in your cooking
classes.
After reading through this scenario can you identify the main objectives which will be assessed?
1.1
2.1
2.2
2.3
2.4
3.1
4.1
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
Recipe #1 Recipe #2
Ingredients: Ingredients:
Method: Method:
Bakery
INGREDIENTS PROCESSES
500g chicken drumettes or wings 1. Mix all of the ingredients for the marinade together.
80mL vegetable oil 2. Place chicken in the marinade. Soak for as long as possible.
80mL honey 3. PREHEAT oven to 180oC
80mL soy sauce 4. Place chicken and marinade in an oven proof dish.
80mL sweet chilli sauce 5. BAKE chicken for 30 minutes or until it is dark brown and well glazed.
1 teaspoon sesame seeds 6. Prepare your serving dishes ready for the chicken.
4 cloves garlic, crushed 7. USE a temperature probe to check that chicken has reached an
1cm ginger, grated. internal temperature of 75oC.
THE SERVING PLATTER Find out why it is important that the chicken reaches
Draw and label how you will present the chicken. 75oC in the middle of the thickest part?
Sauces? Garnish? Salad?
Someone at the event commented on how good your chicken pieces are. They have recommended that it could be
used as a main meal.
Think about how you could change this recipe (engineer) and what you could serve it with to make it a main meal.
Use sketches to help explain your answer.
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
12. Explain 3 aspects that you would change to make your product better next time. Give an example of how
you would make this improvement. (Think about the healthiness of the product too)
Aspect that you would change / improve How you would change / improve that aspect.
1
13. What were some of the safety & Hygiene aspects that you needed to watch out for in today’s recipe?
SAFETY HYGIENE
14. How could your product be further developed in order to meet the needs of other people and groups
People:
Changes:
15. As part of advanced KS3 you need to be able to identify ingredients which have healthier alternatives. Look
at the list of ingredients in the original recipe and choose 4 ingredients to change.
Ingredient: Salt Cream Butter White Flour
Alternative:
Why is it healthier?
16. Having a look through your responses in the evaluations that you have completed. Which further
investigations or trials would you need to complete to make the perfect Chinese canapé product?
Area to improve Possible trials or experiments you would use.
Assessment for Learning
Lesson: Dinner Time! – A quick two course meal for two people - Planning 2
By the end of today’s lesson you will have: Success Criteria ??
How to transfer learned skills to bigger and
Understood: more complicated tasks.
The process to plan a 2 course meal for 2
Learned about: people to enjoy.
Planning a meal that is suitable and
Challenged yourself by: demonstrates a high level of skill for KS3.
Focussed on literacy: Planning, design ideas, progress, skills, dovetail
Focussed on numeracy: Quantities, timing, simultaneous
Today’s Lesson Work Tonight’s Independent Work
Having identified the safety and quality controls in your recipe, To complete the final copy of the work that you have planned in
you are today to write up the timed work plan for your practical today’s class. Prepare yourself for the next week’s practical
next session for your 2 course meal. session including familiarising yourself well with the recipes &
In the second lesson you are to analyse your chosen recipes equipment. You may consider doing a practice run at home &
against the Eat Well Plate to ascertain how healthy they are. taking photos as proof of sharing and explaining the ideas.
Looking at the 2 recipes. You will be guided on how to ‘dovetail’ the steps in the recipes to make sure that
the 2 dishes can be made at the same time to ensure an effective use of the allocated 90 minutes.
Use the Eatwell plate to classify the ingredients of both of the recipes ready to analyse.
In a paragraph, explain the nutritional properties of the ingredients that you have used in the recipe:
Explain, with examples, how a family can ‘Cook Economically’. Think about ways that money can be saved.
Assessment for Learning
Lesson: Dinner Time! – A quick two course meal for two people - Production!
By the end of today’s lesson you will have: Success Criteria ??
The importance of being prepared and
Understood: organised when cooking a 2 course meal
Time control, quality assurance and their
Learned about: importance to product quality food.
Producing a two course meal of high quality,
Challenged yourself by: well presented dishes at high level KS3.
Focussed on literacy: Planning, design ideas, progress, skills
Focussed on numeracy: Quantities
Today’s Lesson Work Tonight’s Independent Work
All of your hard work and planning is about to pay off! You are Write up the complete assignment, ready for submission upon
ready to enter the cook off zone! entry to the classroom next session.
Using all of your effective planning, you are going to prove your
organisation and high skills of preparation, cooking and plating Study for your unit test.
of a two course meal for two within 90 minutes.
PHOTO PHOTO
Explain how your 1st dish was well presented Explain how your 2nd dish was well presented
Explain the feedback that others have given you about the finished dish. What feedback did the teacher/s give
you? Other students? Your guests?
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
For the final part of this project, you are to produce a ‘Proof File’ for the sharing of information that you
have produced whilst you have studied this subject.
Photos of you cooking with friends and family, including an annotation and brief description of the
recipe.
A letter / email from people that you have cooked for throughout the course and shared your
recipes with.
A copy of a ‘sent’ email to someone that you know to share a recipe that you have cooked or
cooking tips to help them to cook the recipe as intended.
A screen capture of an SMS or two about food that you have cooked and feedback from the people
who tried it.
You need to collect at least 4 pieces of proof that you have been sharing your ideas, recipes and food with
other people!
You need to make sure that your assignment is perfectly detailed should you wish to achieve the set
criteria.
Re-read your work thoroughly checking for grammar, spelling and punctuation.
Check that you have all your diagrams and photos, coloured, titled and annotated as required.
Ensure that your responses are detailed, justified with excellent examples.
Be confident with your presentation and be proud of the work that are submitting.
Assessment for Learning
List all of the fatty and sugary foods from all 3 recipes in this box.
Saturated Fats
Explain why saturated fats are less List the ingredients which contain Explain how fat is important for our
healthy than unsaturated fats: saturated fats bodies. ( 3 positive aspects)
1.
2.
What’s another negative effect of Which ingredients could be
too much fat in the diet? swapped for the saturated fats?
3.
Sugar
Explain some positive aspects to What are some negative effects of How could you reduce the sugar
using sugar in cooking eating too much sugar as part of a content of sweet foods without losing
daily diet? the ‘sweet’ taste?
Energy Balance
Term Definition
PROGRESS: What I now know that I didn’t know before &/or what I can do now that I hadn’t done or couldn’t do before
Term evaluation
What went well this term?