Professional Documents
Culture Documents
Class: Year 7 Food Technology Date: 20. 11 .17 Time: Start: 9:30 am Finish: 10:30 am
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have an understanding of key terms used within the kitchen (e.g. misplace, hazard, hygiene) and are familiar with key equipment names and uses (e.g knife,
chopping board, oven). They have completed a worksheet on safety rules while working within a kitchen.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:
(One or two only. Please note the syllabus Behaviours that contribute toward achievement of Strategies which will be used to assess
reference number AND write out in full). outcome(s). learners’ attainment of learning outcomes.
Quote syllabus numbers. Must be clear, specific, observable. Should be linked to each learning indicator.
Curriculum Content Strands may be used as headings.
- 4.1.1 Demonstrates hygienic handling of food By the end of this lesson, the students will:
to ensure safe and appealing product - Formative assessment- Ss add their already
- Planning and making quality, safe and nutritious food items, existing knowledge to the Popplet board.
using a range of food preparation tools, equipment and
techniques.
- Informal summative assessment- discussion
between T and Ss at the end of each activity.
- List and identity important food and hygiene hazards.
- Observes and notes students understanding
- Explain why a particular action or activity might cause a hazard. through questioning during the lesson.
- Understand how to work safely and hygienically in the food - Assess and observe Ss competency of food
technology classroom. safety and personal hygiene knowledge through
worksheets.
Any safety issues to be considered: Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Ensure all bags are at the front of the room to
avoid trip hazards. Class role
Ensure no obstructions to movement. Individual access to laptops/computers with internet access.
Ensure students are seated correctly and chairs Activity Worksheets in Workbooks (p. 3-4 and p. 23):
are pushed in when not seated.
• Food Safety in the Kitchen (p. 3)
Monitor students while on computers to ensure
safe and ethical use of ICT. • Personal Hygiene (p. 4)
Lesson Sequence
Lesson Content / Indicators of Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
Learning (What is Taught): (How it is taught)
(mins)
Note key skills, concepts and Write detailed steps showing what the teacher (T) will do
values and what students (Ss) will do.
addressed in each section. Link to
your Indicators of Learning.
INTRODUCTION
Stimulate and gain students interest in T: At the door, greets Ss as they walk into classroom. Marks Class role
food safety and hygiene. role.
Individual access to laptops/computers with internet
T gets a greater understanding of T: Asks Ss to log onto their Popplet account and complete access.
9:30 am –
students existing knowledge through question asked. Has website open and displayed on
9:45 am Smartboard files loaded prior to lesson
Popplet board. smartboard for Ss.
(15 mins) T involves as many students as possible within
Ss: Add examples and information to the Popplet board. discussion.
Q. List examples of food safety and T and Ss: openly discuss answers to question. T reads out
personal hygiene practices that one points Ss have added on the board. Ss explain the
should follow in the kitchen. importance of their points.
A. Always wash hands, have clean T: Introduces todays lesson topic to Ss. Explains that today
uniform, always clean all dirty they will be looking at food safety and personal hygiene that
equipment, use different chopping is important when working within the kitchen. Key terms of
boards. food safety, hazard, risk and personal hygiene are defined.
DEVELOPMENT
Develop an understanding of potential Video Activity- Smartboard
food safety hazards and personal
9:45 am – T: Loads ‘What not to do in the kitchen’ YouTube video on What not to do in the kitchen/health and safety Video
hygiene practices within the kitchen.
9:55 am smartboard. Asks students to carefully watch video. (5 mins 38 secs)-
(10 mins) T: Pauses the video when a hazard or risk is identified. Asks https://www.youtube.com/watch?v=IA8IW5abQTg
Identifies and explains how to prevent Ss to explain what the person has done wrong in the video.
these hazards from occurring, Distribute workbooks to students
Ss: Identify and explain the hazard.
T and Ss: Summary of key points in video is discussed at Pens and Pencils
end.
T moves around classroom giving oral feedback,
assisting those who need help.
Worksheet Activities-
Prepared questions
T: Hands out Ss Workbook. Asks Ss to individually complete
Food Safety in the Kitchen and Personal Hygiene Food Safety in the Kitchen Worksheet (p. 3 of
Why is it important to maintain a clean
worksheets on pages 3-4. workbook).
working area when preparing food?
As Ss are completing the worksheet, T moves around the
Why are good personal hygiene Personal Hygiene Worksheet (p. 4 of workbook)
9:55 am – class giving oral feedback and making themselves available
practices so important?
10:15 am if Ss needs assistance.
How can you prevent hazards while (20 mins) Pizza Muffins Recipe (p. 23 of workbook)
Ss: Complete worksheet.
cooking in the classroom?
T: Goes through completed worksheets with Ss. Gives
What do you think is most important to
students opportunity to fill in any unidentified hazards and
remember about food safety and
ask any necessary questions. Asks Ss how they can avoid
personal hygiene practices and why?
certain hazards within the classroom.
Ss: Fill an any missing hazards. Answers T questions and
ask questions for greater understanding.
Pizza Muffins Activity-
What safety practices should you
follow when using an oven. T: Informs Ss that next lesson will be a practical lesson
where in their pairs they will make pizza muffins.
What does T stand for in food
measurements? Asks Ss to turn to pizza muffin recipe on p. 23 of workbook.
What other measuring cups can I use 10:15 am – T: Goes through recipe with Ss to ensure they understand
if I cannot find a ½ measuring cup in 10:25 am the key steps and safety concerns when completing the
my bay? (10 mins) recipe.
What is the importance of weighing T: Explains to Ss the importance of weighing and measuring
and ratios when cooking? ingredients within recipes. Discusses measuring cup ratios,
grams and common measurements used within food
technology.
Quizzes Ss understanding of kitchen safety and measuring
of ingredients.
CLOSURE
Students developed an in depth T: Asks Ss to list and explain the key points of today’s lesson Computers/laptops and socrative website
understanding of food safety hazards using exit slip on socrative website.
T notes those who mention food safety and personal
and good personal hygiene practices
T and Ss: Discuss why it is important to follow such practices hygiene.
within a kitchen through visual and 10:25 am –
within the kitchen and the consequences of not.
theoretical learning. 10:30 am
T: Encourages Ss to watch food handlers preparing meals
(5 mins)
and identify any food safety hazards they breach or assess
What is the importance of maintaining their personal hygiene practices. E.g. At home or in
good hygiene practices and restaurants.
minimizing food safety hazards?
T: Reminds Ss that next lesson is a practical. Reminds
students to bring a tea towel and container for muffins.