Lesson Plan Format
Class: 10XFT Date: 20/4/2010 Time: Start: 8:52am
Key Learning Area: Food Technology Lesson Topic: Food Trends
Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
Students have learned about the reasons why food trends emerge (They completed a fill in the blanks worksheet titled How Food Trends Start, which
addresses contributors such as immigration, lifestyle changes and technological advance).
Students also did a case study on Leonard’s Chicken which addresses some of the Food Trends (particularly prepared fresh products) to be further studied.
Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:
One or two only. Please note the syllabus Behaviours that contribute toward achievement of outcome(s). Strategies which will be used to assess
reference number AND write out in full. Quote syllabus numbers. Must be clear, specific, observable. learners’ attainment of learning outcomes.
Curriculum Content Strands may be used as headings. Should be linked to each learning indicator.
By the end of this lesson, the students will:
- 5.3.2 justifies food choices by analysing - Discriminate between a number of different food trends by - Completion of worksheet where they are to
the factors that influence eating habits having knowledge of their description, application and what trend match up food trend terms with their
the products is in response to. descriptions and relevant examples.
Assessed on whether they completed it and
- Provide appropriate examples for each food trend the attempt they made.
- Analyse current food trends by identifying the advantages and - Individual student participation in class
disadvantages of each thus exploring the implications of each on discussion.
individuals and society.
Any safety issues to be considered: Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Ensure there is enough room at the front of the Food trend example pictures with blue tack on back, ready to stick
classroom for students to assemble their chairs Whiteboard markers
Food trend worksheet: 1 copy per student, plus teacher master sheet
Scissor safety scissors and glue sticks
Blake et al. (2004). Food Technology First. Pearson Longman. Melbourne.
Board of Studies NSW (2003). Food Technology Years 7 – 10: Syllabus. Sydney: BOS
Scaffold of food trend mind map to be written up before commencement of lesson
Summary of advantages and disadvantages table.
Lesson Content / Indicators of Learning Timing Teaching Strategies / Learning Experiences: Resources and Organisation:
(What is Taught): (mins) (How it is taught)
Note key skills, concepts and values Write detailed steps showing what the teacher (T) will do and
addressed in each section. Link to your what students (Ss) will do.
Indicators of Learning.
Ss enter the classroom
T ask to bring their chairs and take a seat at the front of the
Discriminate between a number of room.
different food trends by having
knowledge of their description, 8.52 T greets Ss back from holidays and introduces myself; explain
application and what trend the products what I am doing and what they’ll be learning in the lesson. The definition of a food trend
is in response to already written up on the board with
T reviews Ss prior knowledge: “I understand that you have the specific trends around it like a
completed a worksheet on how food trends are started which mind map layout, ready for example
covered factors like migration, technological advances, the to be stuck up and pros and cons
media, restaurant trends like portion sizes and ingredients.” listed. Refer to scaffold hard copy.
“Today we’re going to be looking at a number of food trends
and some examples.
You’ll notice on the board is the trends we’ll be looking at and I
want to start with organic produce…
- Analyse current food trends to identify Teacher introduces organic ingredients and shows students
the advantages and disadvantages of pictures of organic foods
each thus exploring the implications of
each on individuals and society T: Has anyone tried organic foods? Do you think they taste
better? Do they look any different to non-organic produce?
1. Organic ingredients and produce 8.55 T prompts brief discussion of the advantages and Write adv. & disadvantages in a
disadvantages of organic foods. table format on whiteboard.
(If students don’t respond prompt them to think about things (Refer to advantages and
like nutrient value, price, and environmental factors. If students disadvantages summary sheet to
still are unresponsive, provide suggestions through prompt discussion on)
questioning e.g. “Do you think organic foods are cheaper or
more expensive?” “What about nutritional value? Do they offer
more in terms of nutrients?”
2. Genetically Modified Food 9:00 T introduces genetically modified foods:
Q: Do you notice any differences in “You probably haven’t come across many genetically modified
appearance? foods as they haven’t typically sold or marketed as being
A: No, because in most cases genes aren’t genetically modified food, particularly in Australia. However
modified to change their appearance but to they may be an ingredient in other food products, particularly
alter a property which otherwise is a imported.”
downfall of the plant/animal
T prompts discussion on advantages and disadvantages
3. Heat and Serve Meals 9:05
T shows pictures of heat and serve meals and asks what they
Q: Do you think they are easier to store? have in common
A: Yes, packaging such as cans and Ss: They all only require to be heated before being served,
cardboard boxes are easier to stack and which mean they belong in the heat and serve meal trend.
store. (However this creates unnecessary T explains trend, asks students why they think it became a
waste from packaging) trend.
Ss advantages in technology, busy lifestyle, cater for those
with low cooking skills
T leads into the advantages and disadvantages discussion
4. Prepared Fresh Food Products 9:10 T shows picture of prepared fresh foods and asks what the
difference between these foods and heat and serve meals
Ss They have had some preparation done before sale,
however, food that needs to be served hot, still need to be
cooked by the consumer, rather than merely heated in the
oven or microwave.
T “so many of the advantages and disadvantages will be
similar to heat and serve meals.”
5. Fresh Herbs and Spices 9:15 T introduces herbs and spices and asks why the think this has
Q: What is the difference between a spice become a trend when it is just an individual ingredient not a
and a herb? processed product or had any modifications to it.
A: A herb is described as the leafy part of Ss multicultural society has influenced cooking styles and
the plant, whereas spices are generally cuisines, restaurant trends.
obtained from the seeds, fruits, roots or T “what are the advantages and disadvantage of using fresh
bark. herbs and spices in cooking?”
Ss advantages: enhanced flavour, better for your health than
salt to add flavour, presentation/garnish.
Disadvantages: expensive, short shelf life, subject to
availability T hovers around to check students
T praises Ss answers and involvement in discussion are working and monitor their
9:20 T explains works sheet and asks if there are any questions *ASSESS
Ss go back to their desks and complete worksheet.
9:40 T calls for students to pack up. Review over what has been
covered in the lesson and what they will cover next lesson
(topic more in depth)
T thanks students for their cooperation and participation.
Ss return borrowed scissors and glue
T asks permission from a few Ss to collect their completed
work sheets to photocopy for evidence.
Student Teacher’s Evaluation (write reflections on the following):
Assessment of Learning Outcomes
To what extent did the learners achieve the intended learning outcomes?
Describe the evidence you have for this.
Outline the follow-up to this lesson for the learners.
Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most effective. Explain why.
Identify the teaching strategies / learning experiences that were least effective. Explain why.
How appropriate was the timing throughout the various sections of the lesson? Why?
Describe how the selection and use of resources supported learning in the lesson.
Identify what motivated the students. Explain why.
Identify the classroom management strategies that were most effective. Explain why.
What was most satisfying about the lesson?
Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.
Colleague teacher’s comments: (Reference could be made, for example, to planning and preparation,
knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom
management, catering for individual needs, use of resources, etc.)