Write on the board the Question "What is Food Technology?".

Ask the students to look at the question and think about it - tell them to try ignoring the word technology and the word food to think about the question in a different way.

Ask the students to write on a post it note 5 words they can think of that may be used in an answer to the question.

Record the students words in a brainstorm for the whole class to see.

Discuss with the students what food technology means and what they will be covering in the class. Perhaps a good time to go over the unit outline with them.

Have students select from the class list 15 - 20 words that they feel best suits a definition of "Food Technology". Have the students put their words into a word cloud - Hint if they write the words Food Technology at least 4 times it will come up larger and as a main word. 

Students can use these printed word clouds as title pages for their books.

Ask students to imagine a world without rules.

Using a noisy round robin have them list all the good things that would/could happen in this imaginary world.

Have the students use the same technique to list all the bad things that would/could happen in a world without rules.

Ask the students to consider and record in their books "Why do we have rules?". Ask students to share their best reason with a partner and then they will have to tell the class what their partner said.

Discuss with the class some of the rules they have for their kitchens at home. Discuss why some of these rules would be the same for school and why we have different rules.

Students record school rules for kitchen on the thinking about dangers in the kitchen sheet. 

Have students choose 1 rule to turn into a safety poster to display in the classroom.

Discuss the term "Personal Hygiene" with the students and what it means overall and in the kitchen. Discuss why Personal Hygiene is important in a kitchen when preparing food.

Have students in pairs or groups look at the poster of the chef and give examples of why this is poor hygiene practice and what could be the result. 

Students complete the personal hygiene sheet individually after working in a group. 

Discuss these scenarios with the students:

• Apples kept in a cupboard.
• Ice blocks left out of the freezer.
• Milk left out of the fridge.
• Fish not placed in the fridge.
• Bananas put in the fridge.

Read the information aboutthe temperature danger zone and complete the thermometer activity.

Write the definition of the word "hazard" on the board and discuss the meaning with the class.

Give students a picture of kitchen hazards and in groups have them identify all the hazards they can see with a marker pen. Each person in the group takes a turn at circling a hazard and as they circle it they need to say why it is a hazard.

Students repeat the process individually by identifying the hazards, choosing 10 and recording in their books why they are hazards/what could happen - and which rule protects people from injury due to this hazard.

Brainstorm with the students what are some potential injuries that could happen in the kitchen.

Discuss and have students record basic first aid that they will need to know when in the kitchen.

Have students complete a kitchen safety test to demonstrate their understanding of kitchen safety before they are allowed to cook in the kitchen.

An example that you may want to use is in the 'Kitchen_Safety_Quiz.pdf'.

Introduce the students to the school kitchens by having them go on an object hunt in the kitchen where they have to find where objects are kept in the kitchen and identifying the name of them.

Start by giving the students the following work sheet and have them identify the names of each of the objects.

When they have identified the names of each of the objects have them walk around the student kitchens to find each of the objects and where they live. Have them draw up a table in their books a five column grid with the headings - In drawers, in bay cupboards, in back storage cupboard, on bench, other. Get the students to list each of the items on their sheet on their grid as they find them in the kitchens stating where the objects go.

Students can also draw a map of the kitchens labelling the bay numbers and the main areas eg back storage cupboard, fridge, bag area, prep room, fire extinguisher, power points for turning on ovens, oven mits, chopping boards, trays.

For a few minutes at the beginning of lessons introduce students to a How To . . . Activity covering the fundamental skills they will need when working in the kitchen. Have students illustrate each how to activity in a section in the back of their book with a quick description to confirm their learning.

How to Activity suggestions:

How To . . . . . tie up an apron.

How To ......... Wash Hands.

How To ......Wash Up.

How To........collect ingredients for a recipe.

How To....... measure dry ingredients.

How To....... measure liquid ingredients.

How To . . . . . use the scales and weigh ingredients.

How To...........use a knife.

How To . . . . . . wash a knife.

How To..........peel vegetables.

How To..........cut an onion

Discuss with students what is the purpose for using an abbreviation. Have them brainstorm some abbreviations that they know of.

Talk about Kitchen specific abbreviations and what they mean.

Have the students complete the abbreviation match as a reminder of what these terms mean when they use them later on in recipes.

Give students examples of different procedure texts and have them come up with a definition of what is a procedure text. 

Give the students a cut up recipe (e.g. scones) and have them organise the recipe into the correct order from their definitions they developed in the previous activity.

Give a demonstration to the students for the preparation of a recipe they are going to prepare (e.g: Anzac Biscuits). Have them write out the recipe as a procedure text as the demonstration happens.

Have the students follow their recipe to prepare a dish in a practical lesson.

At the end of this lesso.n students will have a word bank of words that they can use in their reflections to describe food.

Give students the Attribute word cards to sort out in paris under the headings.

Have students record the words on the cards in their books as a reference list to use when writing their own reflections.

Have students use their word lists to describe some foods.

Have students reflect on the food they prepare during the practical lesson (a good idea is to have them take a photo of their food so they can include it in their reflection).

Give the students feedback on their reflections so that they can make improvements to their work.

Have students complete a quiz that gets them to examine their lifestyle and make an assumption about how healthy they are and what they could do to improve.

Write the statement "Eat a Variety of Foods Every Day" up for the students to see.

Ask the students to consider what this means and write it down in their book.

Students share their answer with a partner.

Partners give feedback to each other with something they think was said well in their partners statement and something that they would have done differently.

Partners share each others information with the rest of the class.

Have a look at the Guidelines for "Eat a Variety of Foods Every Day"

Ask students to identify what types of foods are in the largest section, middle sections and smaller sections. What type of foods are on the outside of the eating plate.

Get the students to label the food groups:

Have students identify which section these foods would go in:

Yoghurt, pineapple, nuts, cucumber, lollies, lamb chop, milk, bread, cheese, meat patty, egg, corn flakes, tuna, banana, spaghetti, margarine, potato, rice, sugar.

Ask the students to consider why is it we have to eat?

What does food do for us?

Give them a copy of the 4 functions of food sheet to put into their books. 

Have students go back to the enjoy a variety of foods and have them label each section of the "Enjoy a Variety of Foods" as to the main function each group performs.

Class discussion about when someone eats the right foods every day in the right amounts what is going to happen?

Have students theorise on a drawing of a person what happens to different areas (eg: brain, breath, sleep, bones, organs, energy, weight, attitude, hair, teeth, eyes, gums, posture, skin, muscles, height and behavior) of body/behaviour when they are healthy.

Give the students an imaginary diet of a 'person' for a couple of days/meals and have them identify the foods that are eaten and where they come from in the variety of foods template.

Make sure the diet is not balanced for each menu and have the students theorise what might happen to this person if they ate this way all the time.

Have the students keep a diary of all the foods they eat in a period of time.

Get the students to mark on a blank food wheel the food groups that their food came from with their diary.

Get them to write 2 positives and 1 or 2 concerns about their diet for the period of the diary.

Get them to write 1 comment about how they could have improved their diet/health after looking at the results.

Give the students a blank copy of the Eat a Variety of Foods Every Day and a copy of the school canteen menu.

Students number each of the items on the canteen menu and then record on their blank Eat a Variety of Foods sheet where each food from the canteen would belong using their numbers or writing each food out individually.

Get the students to rate on a ranking ladder the tips for healthy eating from what they think is the most important to the least important.

When they have rated the tips get the students to pledge things they are going to do to have a healthier diet.

Get the students to plan a balanced days eating for breakfast, lunch, dinner and snacks.

Have them check that their diet plan is healthy by marking all the foods on the "Eat a Variety of Foods chart.

Have students plan a healthy balanced meal, find the recipes and cook it as a home assignment.

As students have looked at the importance of healthy eating they are now going to spend the next few lessons focusing in on the different nutrients and what they do for the body. As this is a major factor in the Senior Nutrition class this is only going to be a brief introduction to the nutrients that the students will cover.

Divide the students into different categories to individually research information about nutrients. The categories are: Fats, Proteins, Water, Carbohydrates, Vitamins and Minerals. A suggestion might be to give students a specific vitamin ( B or C) and a specific mineral (calcium or iron)

Give the students a set of focus questions they will have to research for their nutrient. These questions might be: Name of the Nutrient, What foods are good sources for this Nutrient, What the nutrient does for the body, What happens if the body doesn't get this nutrient, How much of the nutrient does a person need each day.

Have students for into groups according to the nutrient they researched. They can use their research information on Nutrients to create a PowerPoint presentation to teach the other students in the class about their nutrient.

While students are presenting information about their Nutrient have the rest of the class record notes on the Nutrient.

This activity will enable students to demonstrate what they have leaned about nutrients.

Students will choose a dietary deficiency disease to research and present information about on a poster.

While watching "Willy Wonka and the Chocolate Factory", have the students record the different foods seen in the film on the "Eat a Variety of Foods Wheel".

When finished watching the film have the students to answer a number of focus questions about the film and food consumed in the film.

Suggested questions are included on the attached sheet.

Class discussion about what things every box/container of food has to have on it?

Give students some food items and have them identify things that all the items have in common and theorise why they think they have it.

Things that the students should come up with should include:

Weight

Use by date

Ingredients

Place of Origin

Storage

Address

Nutritional Information

Allergy Advice

Give students a copy of the Food Labelling worksheet 'Food_Labelling.pdf' and see how many of the items they could identify.

Get them to record/theorise for each of the items why they would need to be on the food products.

Have students examine the required nutritional information panel on foods and explain what they mean.

Ask they students to look at the two different systems available and answer the questions in pairs or groups:

Have the groups share their responses with the rest of the class.

Have students examine different food packagings by listing on a table:

a definition or description

properties

functions

good foods

not good for

This could be done through examining products with packaging.

The objective for this activity is for students to understand that a lot of food that is consumed in Australia has an influence from other countries of the world.

Have them identifty a number of different foods and where they come from in the world using research.

The aim of this lesson is to have students think about where their food comes from and the source.

Have the students categorise foods into animal and plant sources.

Have them theorise and discuss the process of common foods and the stages that they go through from the beginning until they get to their plate.

Get the students to choose one product and create a food chain of the steps it goes through to become a product that can be eaten. Get the class to do one together and then have students work either individually or in pairs on another product.

How a Microwave Works

Class discussion / brainstorm of what they already know about a microwave.

Students record this information in the K section of a KWL chart about a microwave.

Have the students write down at least one or two points in the W section on what they what to know about the workings of a microwave.