Australian

Curriculum (AC)
UNIT PLANNER 2016
Unit title and outline: Subject and Year level: Date:
Term 2, Week 1 8 Home Economics BOYS 30/4/18
6-week study about the importance of
vegetables and incorporating them into Teacher: Sarah Carter Time frame and duration:
students’ diets. 1 x 90 minute

Term 1 – Students focused on the Australian
Health Food Guideline

Aims: What are the educational aims?

The educational aims for this topic is for students to-
- Have a sound understanding of the Australian Health Guidelines
- Know how to identify ingredients and place them in the correct food group
- To be confident to experiment with recipes and add and subtract ingredients
- To understand the health properties of vegetables
- To understand some positive and negative traits about food
- To be safe and confident in the kitchen

Outcomes: What will students be able to do by doing this unit?

By the end of this 6-week unit students will be able to-
- Critically evaluate recipes, identifying the health benefits
- Become confident using different cooking techniques in the kitchen
- Create their own recipe of either baked potatoes or quaesadilla incorporating 5 vegetables or legumes

Unit Big Picture questions:
- Will students be able to critically analyse and reflect upon recipes with the knowledge of the Australian Health
Guidelines?
- Will students develop the skills to apply their understanding of vegetables to recreate a recipe?
- Will students develop an understanding of how to use and identify healthy and not so healthy choices in foods?

AC Achievement Standards:
Years 7 and 8 Achievement Standards

Design Technologies
By the end of Year 8, students explain factors that influence the design of products, services and environments to meet
present and future needs. They explain the contribution of design and technology innovations and enterprise to society.
Students explain how the features of technologies impact on designed solutions and influence design decisions for each
of the prescribed technologies contexts.
Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or
opportunities. They develop criteria for success, including sustainability considerations, and use these to judge the
suitability of their ideas and designed solutions and processes. They create and adapt design ideas, make considered
decisions and communicate to different audiences using appropriate technical terms and a range of technologies and
graphical representation techniques. Students apply project management skills to document and use projectplans to
manage production processes. They independently and safely produce effective designed solutions for the intended
purpose.

Health and Physical Education
By the end of Year 8, students evaluate strategies and resources to manage changes
and transitions and investigate their impact on identities. Students evaluate the impact on wellbeing of relationships
and valuing diversity. They analyse factors that influence emotional responses. They investigate strategies and practices
that enhance their own, others’ and community health, safety and wellbeing. They investigate and apply movement
concepts and select strategies to achieve movement and fitness outcomes. They examine the cultural and historical
significance of physical activities and examine how connecting to the environment can enhance health and wellbeing.
Students apply personal and social skills to establish and maintain respectful relationships and promote safety,
fair play and inclusivity. They demonstrate skills to make informed decisions, and propose and implement actions that
promote their own and others’ health, safety and wellbeing. Students demonstrate control and accuracy when
performing specialised movement sequences and skills. They apply movement concepts and refine strategies to suit
different movement situations. They apply the elements of movement to compose and perform movement sequences.


Assessment (for, of and as learning): What evidence is needed to demonstrate student learning?
Students will be assessed throughout the unit through-
- Students’ safety skills and their ability to cook using appropriate equipment that is correctly prepared and
cooked
- How well students work individually and collaboratively
- How well students understood the importance of vegetables and the ways in which they can be incorporated
into many recipes and meals
Content descriptors:
Design and Technologies
• Investigate the ways in which products, services and environments evolve locally, regionally and globally and
how competing factors including social, ethical and sustainability considerations are prioritised in the
development of technologies and designed solutions for preferred futures (ACTDEK029 - Scootle )
• Analyse how motion, force and energy are used to manipulate and control electromechanical systems
when designing simple, engineered solutions (ACTDEK031 - Scootle )
• Analyse how food and fibre are produced when designing managed environments and how these can become
more sustainable (ACTDEK032 - Scootle )
• Analyse how characteristics and properties of food determine preparation techniques and presentation
when designing solutions for healthy eating (ACTDEK033 - Scootle )
• Analyse ways to produce designed solutions through selecting and combining characteristics and properties of
materials, systems, components, tools and equipment (ACTDEK034 - Scootle )

Health and Physical Education
• Investigate the impact of transition and change on identities (ACPPS070 - Scootle )
• Evaluate strategies to manage personal, physical and social changes that occur as they grow older (ACPPS071 -
Scootle )
• Practise and apply strategies to seek help for themselves or others (ACPPS072 - Scootle )
• Investigate and select strategies to promote health, safety and wellbeing (ACPPS073 - Scootle )
Resources: What major resources are needed?
- Whiteboard
- PowerPoint
- Kitchen equipment and food
- Recipe books
General Capabilities
Literacy Numeracy
Comprehending texts Calculating and Estimating
Grammar Knowledge Recognising and using patterns and relationships
Visual Knowledge Using fractions, decimals, percentages, ratios and rates
Composing texts Using spatial reasoning
Word Knowledge Interpreting and drawing conclusions from statistical information.
Text Knowledge Using measurement
Critical and creative thinking ICT Personal and social
Inquiring – identify, explore, organise Applying social and ethical protocols and capability
information and ideas practices Self-awareness
Generating ideas, possibilities and actions Investigating with ICT Self-management
Reflecting on thinking and processes Creating with ICT Social awareness
Analysing, synthesising and evaluating Communicating with ITC Social management
reasoning and procedures Managing and operating ICT

Intercultural understanding Ethical understanding
Recognising culture and developing respect Understanding ethical concepts and issues
Interacting with and empathising with others Reasoning in decision making and actions
Reflecting on intercultural experiences and taking Exploring values, rights and responsibilities
responsibility
Cross-Curriculum Priorities

Aboriginal and Torres Strait

Living communities Identity People Culture Country/place
islander histories and cultures

Asia and Australia’s engagement Asia and it’s diversity Achievements and contributions of the peoples of Asia
with Asia Australia/Asia engagement

Sustainability Systems World views Futures

All tasks will be written on the board for students who require extra support and
may need to continuously refer to the task outline.

Challenging components in recipes are demonstrated and all homework
tasks/assignments are displayed as examples.
Differentiation and extension
strategies: Accommodations to Often the tasks have various options within (e.g. choose a food or recipe),
meet individual learning needs therefore students can choose foods and methods that appeal to them.

A variety of equipment and food are used to allow all students to experiment and
extend their practices.

To extend students, further experimentation is encouraged.

P.E – Health and Well-being

Links to other curriculum areas Society and the Environment – supporting local business by buying foods from
them, eating vegetables in season

• Did students seem instantly engaged when I introduce new

recipes/concepts?
• Did students seem eager to begin cooking?
• Did students have more existing knowledge about kitchen practices and
vegetables than I thought?
• Was the classroom layout appropriate for the class activities?
• Did students engage well with this topic by working individually and with
Evaluation: What is important to
peers?
review, reflect on?
• Should I have split the class into groups, or did the class work well as a
whole?
• Did I communicate tasks effectivity, or was there confusion?
• Did students understand how to manipulate the food and recipes given?
• Did students complete the tasks appropriately?
• Were students engaged throughout the whole lesson, or only parts?
• Did my lesson plan and structure occur how I planned?















Unit Outline

Relevant
Tasks, activities, resources AC Purpose
descriptors

Week 1 Wednesday Lesson 1/2: Prac – Baked Potato/
Introduction to Year 8 Home economics
- Recapping what was done last term
- Practical cooks - Introduction to year 8 Home
- 5 food group task with ingredients Economics
- Intro to new practical - Pre-assessment of what students
- Baked potatoes remember of last term
- Give instructions - For students to practice their oven
- Talk through the recipe- identifying challenges skills
- Lay out the ingredients - Practice following a recipe with
Task 1 changes
- Give instructions/ recipes - Giving an example of a not so healthy
- Aprons recipe for the students to improve
- Wash hands
- Students can begin
- Circle the classroom and provide support
Task 2
- After practical ask questions about what went well –
did they like the potatoes, if not why
- Good feedback of the prac and their enjoyment
HOME WORK
- Give the homework and talk through the steps and
what is expected
- Baked potato with 3 serves of vegetables instead of 1
- Recap what the homework task was
- the class in the tables of the recipes and why
Week 2 Wednesday Lesson 1/2: Prac - Duet of Dips

- Recap that we are focusing on getting vegetables into

our diet and ways in which to do it

- Dips are one way
- Highlighting another way of
- Does anyone really like dip here? What is your
incorporating veggies through dip
favourite and why?
- Practice their oven and food
- Have all ingredients and equipment ready to go
processor skills

- To practice how to work cleanly and
Task 1
effectively
- Give instructions/ recipes
- To brainstorm other vegetables that
- Aprons
could be made into dips
- Wash hands

- Students can begin

- Circle the classroom and provide support
- To reflect upon sauces and
Task 2
condiments they eat and enjoy
- Monitor pack up and if time while students are eating
- Reading food labels
as them reflection questions
- Numerical skills of ordering
- Do you like it? Why?
- Work as a team to complete the task
- Does it need more or less of any ingredient?

- Would you make this at home?

HOME WORK

- Give the homework task that asks students to go into

the fridge at home and collect items that have salt,

fat and sugar but are disguised in other words

- Summaries the lesson and the key points

Task 3
- Which sauces do you really like?
- What do you have with them?
- Recap what the homework task was
- Collect homework – will go through it if time
- Deliver information about sauces and food labels
- Hidden ingredients, salts, sugars
Task 4
- All students get a sauce and they have to order
themselves from the healthiest option to the least
healthy using the labels and looking for ingredients
Task5
- One at a time the girls state their sauce and what its
label content discloses and what an alternative option
would be instead
- Summarise what we have learnt and the key
information – that there are healthy alternatives to
sauces that are better for you
Week 3 Wednesday Lesson 1/2: Prac – Chilli con carne
- Recap that we are focusing on getting vegetables into
our diet and ways in which to do it - Work cleanly and efficiently
- Learning how to make transferable recipes and using - Handle meat appropriately
transferable ingredients - Think about transferable ingredients
- Does anyone make chilli at home? and recipes
- What do you put in it?
Task 1
- Give instructions/ recipes
- Aprons
- Wash hands - Understand portion sizes and the
- Students can begin importance of balance between the
- Circle the classroom and provide support foods consumed
Task 2 - Introduction to the assignment
- Monitor pack up and if time while students are eating - Support students in what is expected
as them reflection questions - Introduction to a design brief
- Do you like it? Why?
- Does it need more or less of any ingredient?
- Would you make this at home?
- What else could you but this chilli mix with? –
transferring the recipe to other alternatives
HOME WORK
- Give the homework and talk through the steps and
what is expected
- Summaries the lesson and the key points
Task 3
- Discuss what portion sizes mean?
- What is the recommended amount for different age
groups
- Recap what the homework task was
- Collect homework – will go through it if time
- Deliver information on portion sizes
Task 4
- Introduce the assignment
- Talk through the assignment sheet and what is
expected
- Ask for clarification and questions
Task 5
- Do some online research of flavours and some recipes
 you like that you might want to adapt
- Can email Mrs Mooney for clarification and she will
pass it on to me
- Hand out and discuss creating a design brief of what
you aim to achieve
HOMEWORK
- To research and write the recipe you want to cook
- Due Wednesday the beginning of the lesson
Week 4 Wednesday Lesson 1/2: Prac – Bruschetta
- Recap that we are focusing on getting vegetables into
our diet and ways in which to do it
- Learning how vegetables can be incorporated into all - More ways of getting vegetables into
meals students’ diets
- Can have a bruschetta for breakfast - Brainstorm alternative vegetable
- Learning about what flavours go with which foods options
- Does anyone eat bruschetta or order when they go - Evaluation of recipe
out? - Focus on creative skills to design
- What are some flavours and ingredients you like on individual recipes
your bruschetta?
- Focusing on practicing their skills using the grill
Task 1 - Understanding the difference
- Give instructions/ recipes between good and bad fats and oils
- Aprons - The importance of having fats and oils
- Wash hands - Identifying which fats and oils we
- Students can begin regularly eat
- Circle the classroom and provide support - Thinking about healthy alternatives
Task 2 - Identify issues with their recipe and
- Monitor pack up and if time while students are eating improve it if need be
as them reflection questions
- Do you like it? Why?
- Does it need more or less of any ingredient?
- Would you make this at home?
- What else would be a nice alternative to these
ingredients?
- Could you add extra veggies/protein/dairy?
HOME WORK
- Discuss that the homework is finalising their recipe as
on Thursday we need a hard copy of your ingredients
list and materials as they need to be ordered as half
of you are doing your final cook
- Summaries the lesson and the key points
Task 3
- Discuss what we think are sources of oils and fats?
- Deliver information on oils and fats and what some
good and bad sources are of them
Task 4
- Place all different sources of oils and fats on the table
for students to write down which ones they eat
regularly and what they eat them with
Task 5
- In pairs talk about the common fats and oils that are
in both diets and refine the list
Task 6
- Come back as a class and discuss what each pair put
down
- Suggest some healthy alternatives to the oils and fats
the eat
- Say that everything is in balance and that it does not
 mean to cut out all the bad fats and oils but there are
alternatives
- Recap the main points
- They are to bring a printed copy of their recipe and
cook it to the best of their ability
Week 5 Wednesday Lesson 1/2: Prac for half the group
- Recap that you are either cooking a queasier or baked
potatoes and are incorporating at least 5 vegetables
into the recipe you created
- As all are making something different ensure you are
patient and share with others
- Be tiny and do your own dishes
Task 1
- Give instructions/ recipes and show students where
their ingredients are
- Aprons - Recap on assignment
- Wash hands - Working collaboratively
- Students can begin - Reflection skills
- Circle the classroom and provide support - Analysis and reflection skills
- Take notes during the prac to see cleanliness/proper
skills
- Remind them to plate up
- Take photos of all the completed food
Task 2
- Monitor pack up and if time while students are eating
as them reflection questions
- Do you like it? Why?
- Does it need more or less of any ingredient?
- Was this how you thought it would taste?
Task 3
- Explain what is means to be reflective upon a prac
- Hand out a reflective/ analysis sheet
- Go through it and show how to write a reflection
Task 4
- Students write their reflection in the lesson
- Circle the class and help the students if they need
- Not a long reflection
- It is a practice for your final reflection that goes with
the prac photos and your design brief
Task 5
- Come back as a class and ask if there are any
questions
- Remind them that on Monday it is your assessment
cook
- Be ready with the amended recipe if you changed it
HOME WORK
- To write up your final reflection and hand it up week
6 Wednesday

Week 6 Wednesday Lesson 1/2: Prac -Assessment

- Prepare half the students who are cooking
- Get them excited about the prac – not nervous

Task 1

- Give instructions/ recipes and show students where

their ingredients are
- Aprons
- Wash hands
- Students can begin
- Circle the classroom and provide support without
helping
- Take notes during the prac to see cleanliness/proper
skills - To cook their own recipe correctly
- Remind them to plate up and safety
- Take photos of all the completed food - To be clean and follow the method
Task 2 correctly
- Monitor pack up and if time while students are eating - To reflect upon their own practice
as them reflection questions - To learn how to use feedback
- Congratulate them on working hard and completing - Use the feedback for their final
the vegetable unit reflection
HOME WORK - Complete a final assessment
- To write up your final reflection and hand it up week
7 Wednesday
Task 3
- Explain its my last lesson and that you will hand up
your reflections to Mrs Moony and she will pass them
on to be for grading and I will give them back to you

 YEAR 8 ASSESSMENT TASK UNIT TWO
5 VEGETABLES AND LEGUMES POTATO OR QUESIDILLA PRACTICAL
APPLICATION
TASK:
Plan and prepare a quesadilla or baked jacket potato that:
• Contains at least 5 vegetables and legumes. (different colours and parts of plant)
• Encourages the eating of less refined foods. (whole-meal wrap, eating the skin of the potato etc.) and
therefore is low in fat, sugar and salt

TO DO
1. Choose either the Quesadilla and Stuffed Potato recipe used in class to make .
2. Investigate vegetables, beans and legumes and decide which ones would combine well and which you
would like to eat.
3. Use the old recipe as a planning sheet and write changes on it to ensure you meet the aim of the task,
taking care not to have too much of one item.
4. Type up a recipe using the example format on page 3.
5. Print off and submit, ON WEEK 4 IN, keeping one copy for yourself.
6. Try and negotiate to trial the recipe at home, you could serve it to your family for dinner.
7. Complete the food practical application at school on MONDAY WEEK 6
8. Write an evaluation using the proforma provided as a guide. THIS IS DUE THE NEXT LESSON
AFTER THE PRACTICAL MONDAY WEEK 7
9. ATTACH THIS SHEET TO YOUR EVALUATION along with a photo of your product that you can
access at school via teacher resources.

ASSESSMENT LINKS TO ACARA ( Year 7 and 8 achievement standards)

TECHNOLOGIES
• Students explain how the features of technologies impact on designed solutions and influence design decisions for each of
the prescribed technologies contexts.
• Students create designed solutions for each of the prescribed technologies contexts based on an evaluation of needs or
opportunities

HEALTH AND PHYSICAL EDUCATION

• Students investigate strategies and practices that enhance their own and others’ health and wellbeing.

CRITERIA FOR SUCCESS GRADE COMMENT

RECIPE
• Planning to ensure there are 5
vegetables and legumes of different
colours and part of plant
• Format to serve 1 using guides for
quantities to avoid wastage,
encouraging sustainability
• Set up as a procedure
• Edited (spelling, grammar)

PRACTICAL APPLICATION
• Independent in completing procedures
safely and correctly
• Organised demonstrating personal
hygiene, evidence of recipe analysis in
collecting equipment, then accurately
 measuring and collecting ingredients.
• Management of work space, techniques
and processes
• Evidence of quality control in
preparation, taste and presentation.
• Safe work practices followed to manage
the temperature danger zone, avoid
cross contamination and injury

EVALUATION
• Identification and evaluation of
processes
• Management and organisation and
analysis of how these factors impact end
result
• Edited and to format on proforma

OVERALL
STUDENT FEEDBACK HERE:
Suggest a grade for your practical application based on an A meeting the practical criteria in excellent
depth, a B being good and a C being satisfactory.
GRADE:
Reasons: