EMT203 ASSESSMENT 2 Due Date: Wednesday 14 th October

Lesson Plan Activities Brenton Hawken 11538282

EMT203

Assessment 2

Lesson Plan Activities

Brenton Hawken
11538282

Word count: 2194

Due Date: Wednesday 14th

October 2015

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EMT203 ASSESSMENT 2 Due Date: Wednesday 14 th October
Lesson Plan Activities Brenton Hawken 11538282
Design Project

Pie Perfection (food project) - Design and produce a new flavored pie for a newly
established pie shop in town. The pie can be sweet or savoury. Keep a design portfolio to log
your product development.

These lesson activities are intended for a Year 8 technology mandatory class and are based on
the research/ designing phase of the project. Students will work in pairs of two for the
duration of this project, developing separate design portfolios. This design project will last
for the duration of one term.

Lesson 1: Market research (50 minutes)

Outcomes Syllabus outcome: Through involvement in planned

4.2.2 Selects, analyses, presents and activities, students should be able to:
applies research and
experimentation from a variety of
sources (Board of Studies, NSW,
2003, p. 24)
Use the internet to conduct market
research on pies
Identify, interpret and evaluate
data from a variety of sources
Use effective research methods to
identify needs and opportunities
and locate information relevant to
the development of design
projects (BOS NSW, 2003, p. 24)

Lesson activities

Classroom activities ICT included:

Teacher directs students to computer lab
and settles students. Teacher presents a
brief overview of the lesson. Students are
to complete three small tasks in todays
lesson:
1) Create a mind map
2) Develop a survey
3) Upload and share mind maps and
surveys to the Edmodo online class
account for other class members to
view and complete
Teacher directs students to watch a short
YouTube clip on the Smartboard
explaining why it is important to
undertake market research on their pies
Teacher directs students to the online
Edmodo class account where they will
find resources to complete todays
activities.
Edmodo online class account
Survey Monkey online program
MindMeister online mind mapping
software
Smartboard
YouTube clip:
https://www.youtube.com/watch?v
=Zq391bgs6h0 (2 minutes 14
seconds)
Students supplied with an online
worksheet via Edmodo, with
flexible questions used to guide
student research. Questions focus
on market research aspects i.e.

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EMT203 ASSESSMENT 2 Due Date: Wednesday 14 th October
Lesson Plan Activities Brenton Hawken 11538282
- Primary/secondary research
- Qualitative research
Using the online mapping software Computers/internet
MindMeister, students to create a mind Edmodo online class account
map that encompasses aspects of market MindMeister online mind mapping
research. Use the worksheet questions software
provided to guide research.
When students mind map is complete
and teacher deems it to meet class
outcomes, students may upload it to the
Edmodo class account for other students
to view
Now having an understanding of what Computers/internet
market research is, students are to Survey Monkey online software
develop an online survey using Survey
Monkey to conduct primary market
research for their pie prototypes. This
will provide an insight into the demand
of a proposed new pie idea.
When survey is complete and teacher
deems it to meet the lesson outcomes,
students may upload it to the Edmodo
class account for other students to fill out.
Towards the end of the lesson, teacher
asks students to save work and log off
computers. Teacher begins a class
discussion, asking students questions that
summarise what they have learnt about
market research i.e.
- Why market research is important,
what the benefits are and what
information is gained via market
research.

Resources:

Edmodo online class account

MindMeister online mind mapping software
Survey Monkey online software
Information sheets
Worksheets
Computers/internet
Smartboard
Youtube Clip: What is Market Research? An Informative Presentation.
https://www.youtube.com/watch?v=Zq391bgs6h0

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EMT203 ASSESSMENT 2 Due Date: Wednesday 14 th October
Lesson Plan Activities Brenton Hawken 11538282
Lesson 2: Product development/Prototype
120 minutes (Double period)

Outcomes Syllabus outcome: Through involvement in planned

4.3.1 Applies a broad range of
contemporary and appropriate
tools, materials and techniques with
competence in the development of
design projects (Food technologies)
(BOS NSW, 2003, p. 30)
activities, students should be able to:
Select and prepare food for a
design project by developing a pie
prototype
Select and correctly use a variety
of appropriate food utensils and
appliances to prepare quality food
items for a design project
Learn about the functions and
correct/safe use of a variety of
contemporary food
utensils/appliances used for
cutting, measuring, preparation,
processing and cooking (BOS
NSW, 2003, p. 30)

Lesson activities

Classroom activities ICT Included

Teacher invites students into kitchen and
explains the outline of the lesson
Students are to produce and evaluate their
final pie prototypes

NOTE: Students are required to have appropriate

safety equipment including apron and leather
footwear to be able to participate in this practical.
Students who do not have correct equipment will be
directed to another room and required to continue to
work on the theory components of their design
portfolio.

Before students begin, they must demonstrate

clean and hygienic food practice by washing
their hands and sanitising their workbenches
Teacher invites students to the front of the
kitchen to collect ingredients needed to make
the prototype of their pies. Students to make 5
miniature (party) pie prototypes
In pairs, students work on creating their pie
prototype following the recipes they have
produced themselves.
Teacher to walk around the classroom and
assist students. Teacher is to observe student

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EMT203 ASSESSMENT 2 Due Date: Wednesday 14 th October
Lesson Plan Activities Brenton Hawken 11538282
safety in the kitchen as high-risk utensil such
as knives and ovens are being used.
Students are to photograph various stages of Students using technologies
the prototype development including a in the form of digital
finished product, to add to the final design cameras/ mobile phones in
portfolio, showing the prototype in its various the classroom for learning
stages
Upon completion of pie prototypes, students
are to clean and sanitise work area, wash any
used dishes, utensils and equipment.
In pairs, students are to discuss and provide a All Student evaluation
final evaluation of their pie with a brief worksheets can be accessed
statement on how they think their pie turned from the Edmodo online
out. They should use sensory testing (taste, class account on student
smell, sight, and touch) in their evaluations. tablet/phone devices through
Students are to then make their way around a Wi-Fi connection.
the room, evaluating 5 other pie prototypes as
a potential consumer. Access the online
evaluation sheet through the Edmodo online
account and fill it out on tablet/phone devices.
Again, sensory testing (taste, smell, sight, and
touch) should be used in the evaluations.
Teacher to settle students and call for the pairs
to present their final pie evaluations to the
class.
Students to provide constructive feedback and
comments on each of their class members
pies.

Resources:

School Kitchen
Ingredients to make pie prototypes
An apron/protective leather shoes
Kitchen utensils (knives, baking trays, measuring cups etc.) and equipment (ovens)
Camera
Tablet and phone devices
Edmodo online class account
Online evaluation worksheet

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EMT203 ASSESSMENT 2 Due Date: Wednesday 14 th October
Lesson Plan Activities Brenton Hawken 11538282
Rationale:

The first lesson plan has been designed to achieve syllabus outcome 4.2.2, developing
students skills in identifying, interpreting and evaluating data from a variety of sources
(BOS NSW, 2003, p. 24). Using computers and the Internet, students are required to conduct
market research on their new pie ideas. This is achieved through primary research (organising
a survey), and secondary research that involves investigating what others have found in their
primary research and creating a mind map to present this information.

The second lesson plan has been designed to achieve Food technologies syllabus outcome
4.3.1 (BOS NSW, 2003, p. 30). This is achieved through a practical based lesson where
students are required to produce their final pie prototype for testing and evaluation. Students
will select and correctly use a variety of appropriate food utensils and appliances to prepare
quality food items for their design project (BOS NSW, 2003, p. 30). Upon completion of
their prototype, students will then evaluate the success of their pies.

Active learning strategies give students an equitable chance to engage their minds regularly
(Bellanca, 2009), and is incorporated into both lesson plans. During the first lesson, students
are invited to use the computers and Internet to answer market research questions provided on
a worksheet used to guide student learning. This inquiry-based style of learning enables
students to learn by doing. The internet provides excellent opportunities for students to
undertake inquiry projects (Clarke & Pittaway, 2014, p. 201). During the concluding minutes
of the lesson, the teacher prompts a class discussion. Students have the opportunity to reflect
on their work and seek clarification on any misunderstood concepts. The second lesson
involves student centred learning and asks students to develop and create their pie prototypes.
Students are in control of their learning as their projects enables them to make genuine
choices (Clarke & Pittaway, 2014, p. 204).

Cooperative and problem-based learning has been used in both lesson plans as collaborative
pedagogies. As students are in pairs, cooperative learning requires input from all students to
achieve the desired result. Group work promotes skills development and stimulates learning,
as students need to interact with and support each other in completing the overall task
(Clarke & Pittaway, 2014, p. 141). The second lesson promotes skills development through
group work and project-based learning. The key feature of this lesson is to focus on finding
out answers to questions posed by the students through project-based learning. (Larmer &
Mergendoller, 2010). Students have the opportunity to do this through the development of
their final pie prototypes and the individual and class evaluations at the end of the lesson.

Lesson plans one and two both address and provides opportunities for students to extend their
general capabilities. Literacy and numeracy enrichment is encouraged in both lessons. The
first lesson provides students with an opportunity to develop capability in critical and
creative thinking as they learn to generate and evaluate knowledge, clarify concepts and
ideas, and solve problems (Australian Cirruculum Assessment and Reporting Authority,
2010) through a research based approach. The teamwork approach in both lessons allows
students to develop their personal and social capability as they learn to establish and build
positive relationships, make responsible decisions and work effectively in teams (ACARA,
2010).

The first lesson asks students to research and answer a series of questions related to the
market research area of their design. Research activities form an important part of the design

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EMT203 ASSESSMENT 2 Due Date: Wednesday 14 th October
Lesson Plan Activities Brenton Hawken 11538282
process when students develop design projects (BOS NSW, 2003, p. 65) and this task aims to
develop student research skills. Students are provided with an online handout through the
class Edmodo account, which guides their learning and ensures they are meeting the desired
outcomes of the lesson.

Literacy activities have been included in both lesson plans. The first lesson asks students to
use the internet to find market research on their proposed pie ideas. This is a comprehension
based activity that involves students responding to, interpreting, analysing and evaluating
texts (NSW Department of Education and Communities, 2014). It develops students skills in
evaluating the credibility and reliability of textual sources found on the internet while
interpreting texts that present challenging ideas and issues (NSW DEC, 2014). The second
lesson focusses on aspects of speaking as it asks students to present their pie evaluations to
the class. This involves using oral language to communicate with others in a range of
contexts, and listening actively and attentively when interacting with others (NSW DEC,
2014).

Numeracy is emphasized in the second lesson as it is an important tool for planning and
completing (O'Leary, 2010) the final pie prototype. In the development of solutions to
design problems, students use numeracy concepts such as size, proportion and measurement
as tools to assist in the communication of design ideas (BOS NSW, 2003, p. 19). Students
have the opportunity to develop their time and volume skills as they perform operations with
time units mentally and convert between metric units of volume and capacity (NSW DEC,
2014) during this practical lesson.

A variety of information and Communication Technologies (ICTs) such as Edmodo,

MindMeister, SurveyMonkey and YouTube have been used in the lesson plans to develop
students ICT capability. These ICTs will assist students to achieve educational outcomes
more efficiently and with greater quality through the development of analytical,
organisational and problem solving skills (BOS NSW, 2003, p. 18). The ICTs used are
appropriate and effective to use in a year 8 Technology mandatory class. The Edmodo
network allows teachers to share content and manage communication with students, while the
MindMeister software allows students to organise their research and present it in a
methodical and easily understood format.

These lesson plan activities have targeted many key competencies, which gives students the
opportunity to develop and expand their higher-order thinking skills necessary for further
education, work and everyday life (BOS NSW, 2003, p. 19). This is achieved through
communication, both in groups and online using Edmodo; collecting, analyzing and
organizing information through research tasks; working in teams; solving problems using
mathematical ideas and techniques; and by using technology (BOS NSW, 2003, p. 19).

These lesson activities have been designed in consideration with diversity and inclusion for
all students. They recognise that students have different learning abilities and may require
extra support with some tasks. The implementation of ICTs in the classroom provides the
flexibility to meet the individual needs and abilities of each student (Clarke & Pittaway,
2014, p. 188). Adjustments such as larger font, tinted or colored paper (vision impaired) and
wearing microphones (hearing impaired) can be made to ensure that every student is fully
involved in all class activities (Ashman, 2015, p. 7). Group work also fosters inclusion and
diversity as students of different abilities work together and support each other to achieve a
desired outcome.

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EMT203 ASSESSMENT 2 Due Date: Wednesday 14 th October
Lesson Plan Activities Brenton Hawken 11538282
References
ACARA. (2010, December 8). Australian Curriculum, Assessment and Reporting Authority;
Australian Curriculum. Retrieved October 10, 2015, from General Capabilities:
http://www.australiancurriculum.edu.au/generalcapabilities/overview/general-
capabilities-in-the-australian-curriculum

Ashman, A. (2015). Education for Inclusion and Diversity (5th ed.). Melbourne, Victoria,
Australia: Pearson Australia.

Bellanca, J. (2009). 200+ Active Learning Strategies and Projects for Engaging Students'
Multiple Intelligences (2 ed.). Calif, Corwin: Thousand Oaks.

BOS NSW. (2003). Technology (Mandatory) Years 7-8 Syllabus. Sydney: Board of Studies
NSW.

Clarke, M., & Pittaway, S. (2014). Marsh's Becoming a Teacher (6 ed.). Frenchs Forest,
NSW, Australia: Pearson Australia.

Larmer, J., & Mergendoller, J. (2010). Seven essentials for project-based learning.
Alexandria: Educational Leadership. Retrieved October 9, 2015, from
http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?sid=36309
60e-e485-41bd-9089-de71877a38f6%40sessionmgr4001&vid=3&hid=4214

NSW Department of Education and Communities. (2014). Literacy Continuum 7-10.

Retrieved October 12, 2015, from https://interact2.csu.edu.au/bbcswebdav/pid-
527891-dt-content-rid-1155838_1/courses/S-
EMT203_201560_W_D/7_10_lit_cont%281%29.pdf

NSW Department of Education and Communities. (2014). Mathematics K-10 Continuum of

Key Ideas. Retrieved October 12, 2015, from
https://interact2.csu.edu.au/bbcswebdav/pid-527891-dt-content-rid-
1155832_1/courses/S-EMT203_201560_W_D/Numeracy_Continuum_2014.pdf

O'Leary, J. (2010). Numeracy in Design and Technology. Clayton South, Victoria , Australia:
Blake Education.

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