Date: 24/06/2016
Unit/Lesson Title: Assignment introduction.
Rationale:
Through a study of food
and its applications in
domestic, commercial,
industrial and global
settings, students will
explore their interest
within a specific cultural.
Students will develop the
ability to design, produce
and evaluate situations
involving food and culture.
Prior Knowledge
Students will have
examined a variety of
cultures that have had an
impact on the Australian
eating habits since the first
fleet.
Lesson duration: 50 minutes Stage: 5 Year: 10 Class: Food Technology
Syllabus Outcomes Syllabus Content
5.6.1 Examines the relationship between food, technology and Students will investigate and examine the food habits of a
society based on multicultural influences including; effects of specific culture that has had an impact on the changing nature
immigration on lifestyle and food habits. The types of foods and of Australian cuisine.
flavourings, preparation and cooking methods. As well as the
cultures geographical, social, religious and technological
advancement.
1.3 The lesson outcomes were based
around the students diverse cultural
backgrounds that sought to incorporate
global issues and inclusivity within the
classroom environment.
Risk Assessment Resources
Trip hazards, close area to move around in. -Smart board
-White board and markers
Liquids or foods near electrical equipment, electric shock,
-Power point presentation
electrocution.
-Computer room access
-Assessment hand-outs
-Written hand-outs that are required for copying hand written
work
Lesson Time Teachers Role Students Role Assessment
Outcomes Strategies
5.1 this activity allowed for a summative
assessment on the students ability to
Selecting an 5 Introduction Welcome the students to class and mark roll. Using peer
understand the strategies and approaches
influential and self-
Minutes needed to achieve a successful mark on their
culture, assessment
assessment.
students will Body strategies
investigate 3.3 Modelling the assessment helps students
the country Teacher will introduce the assignment task to the Students can ask any clarifying questions know and
gives students a range of
and apply students and explain that we will be assessing the they may have. recognise the
expository ad inquiry based
appropriate teachers work as a class using the same rubric that standards
strategies for learning.
terminology, 40 students will be assessed on. This allows the they are
resources and minutes assessment rubric to be modelled for students. aiming for.
a broad range 2.3 Students will Students have the opportunity to view Helping
of media to engage in the resources and the appropriate computer
Teacher will go through the points of the rubric students to
accurately understanding of based technologies to confidently and
and discuss what we will be looking for. understand
communicate assessment of learning competently use a range of media to the next steps
ideas. through the link The teacher will play the slid all the way through produce a design project. in learning
between the curriculum first. and planning.
and the assessment set As a class will go over the work slid by slide and Based on
Class discussion.
through the rubric. write down awarded points that they see as fair setting
based on the rubric. learning goals
2.6 Using various ICT to enhance Develop reflection skills based on set goals with students
Teacher asks students what could have been done
students learning and expand and expectations of their work. and how they
better. Does the back ground make the writing too
curriculum learning. are to achieve
hard to see? 5.2 This task provides students with
Is the timing right? them.
timely feedback as their questions are
Is the music to loud or too soft?
clarified along the way, through their
learning progression.

5.3 This assessment task was put
together collaboratively with the
supervising teacher. Using it in class to
have the students mark my pre made
assessment was to allow them to
understand how the rubric works.
Review/
5 minutes Conclusion
Lesson Evaluation
Teacher will ask students to look for any elements
that they think they might use in their own
assignment.
Students re to take responsibility for their
Teacher will direct students that they will come
work and follow school policy on in class
around with an assessment task register.
assessments.
Teacher directs students that they can now start
their research.
Students present their workbooks for
Teacher directs class to pack up, leave their books
evidence of learning. Stand behind their
out and hand in their USB to the teacher.
chairs waiting to be dismissed.