10 FOOD NUTRITION AND ENTERTAINMENT: SUSTAINABILITY TASK

INDIVIDUAL TASK (MODIFIED)

 Action Plan
 Practical
 Evaluation

TASK 1: ACTION PLAN / POWERPOINT

Design Brief

To identify key issues of food consumerism, how it is Impacting a sustainable future and demonstrate how changes can be made to aid sustainable eating.
Individually prepare a sustainable main meal (main meal or dessert) that reflects a swap of an unsustainable ingredient and swapping for a more sustainable
alternative.

Design Criteria

Your meal must:

 Dish selected must demonstrate changes for sustainability

 Demonstrate food safety and hygiene skills.
 Be completed within 70 minutes, including preparation, serving and clean up.
PART 1: Research

 Research suitable recipes for sustainable meals. Keep in mind your design criteria.
 Once you have selected your recipe and have checked how it meets the design criteria, discuss the recipe decision with your teacher to confirm.

Insert Recipe Below

PART 2 – Power Point:

Create a PowerPoint presentation that you would use to demonstrate how you will justify your decision of a sustainable meal and meet the design criteria (in the table
below). By explaining how it reflects a swap of an unsustainable ingredient and swapping for a more sustainable alternative.

What to include in your PowerPoint - Include pictures where appropriate

Intro slide ‘Sustainable Swap’.

Discussion of why each factor is important to the problem solving of the task:

Slide 1: Dish selected must demonstrate changes for sustainability.

-Refer to design criteria.
-Identify one key issue of food consumerism. (i.e. factory farming).
- How is this issue impacting a sustainable future?
Discussion -What changes can be made to aid this food consumerism issue?
of factors: - (Use a reference).
(Minimum
of 3 Slide 2: Demonstrate food safety and hygiene skills.
slides). -Refer to design criteria.
-Why is food safety and hygiene important? What might happen if it is not done correctly.

Slide 3: Be completed within 70 minutes, including preparation, serving and clean up.
-Refer to design criteria.
-Think about your skill level. A recipe may say 40 minutes to complete however this may be different for you.
- Time plan
-All components including clean up need to be finished by 90 minutes.
Your Slide 4: State your dish chosen.
decision
Justify how your decision specifically addresses each influencing factor.
Justify
Slide 6: Dish selected must demonstrate changes for sustainability.
 -What ingredient did you swap for a more sustainable option?
-How is this ingredient more sustainable? (Use a reference).

Slide 7: Demonstrate food safety and hygiene skills.

-What will you do to ensure you use safe work practices and hygiene skills? What are these skills?

Slide 8: Be completed within 70 minutes, including preparation, serving and clean up.
-- How does your recipe meet the time – look at prep and cooking total time. What does it add up to?
- What will help with your time management. (Workflow plan).

References Include the web address (URL), title, author or creator (website name), the date it was written, and the date you accessed the site.
(2
Minimum)

TASK 3: FOOD ORDER

Complete food order for 1 serve. See your teacher.

PART 4: WORKFLOW

Complete a workflow plan for your practical.

Equipment needed:
 Time plan: 10-minute intervals from when your practical time starts to when it ends.
Time: What you need to be doing

TASK 2: PRACTICAL
Produce the sustainable meal you have planned.

TASK 3: EVALUATION

Evaluation Scaffold (400 words or 3 minute oral)

Introduction of meal chosen

 Was your choice of recipe sustainable? Explain.

 What ingredients were swapped (substituted) for sustainability purposes and why? Explain.
 Did the overall quality of the meal represent year 10 standards? Explain.
 Discuss the sensory qualities of your meal by using the Taste, Texture, Appearance and Aroma. Use diagram provided below.
 Did your meal turn out as expected? Explain.
 Would you present your meal differently next time? Give details.

Personal hygiene
  How well did you practice high standards of personal hygiene throughout the practical? Give examples and explain why you need to do this.
 Did you have any hygiene mishaps? Discuss in detail.

Safe food handling and storage

 How well did you handle the high risk ingredients in your recipe? Explain.
 How did you minimise bacteria growth during the practical? E.g. safe storage, keeping and serving food at correct temperature, minimising food kept in the danger
zone,etc
 How did you prevent cross contamination during the practical? Explain why you need to be aware of this practice.
 How did you overcome any problems during the practical?

Time management/ preparation

 Did you know how to prepare the recipe? If not, how did you resolve this issue? – Time plan and workflow plan.
 Did you use your time effectively during the practical? Were you prepared? If not, why?
 Did you finish making the recipe within the time restraints? If not, why?
 Were you able to follow the recipe correctly? Explain. Did it affect the final product? If so, how did you resolve this issue?
 How can you improve your meal and the way you worked next time?

Technology - Equipment

 Did you have all the necessary equipment to make the recipe? If not, how did you resolve this issue?
 Did you know how to correctly use all of the equipment needed to make your recipe? If not, how did you resolve this issue?

Overall

 What were the positive things that happened during the task?

What improvement would you make if you made the meal again?
REMINDER of Australian Curriculum Achievement Standards:

 Students evaluate the features of technologies and their appropriateness for purpose. (Evaluation)
Need to include discussion of equipment:

 What were some of the main pieces of equipment used and why were they important to the practical?
 Did you know how to correctly use all of the equipment needed to make your recipe? If not, how did you resolve this issue? Have you used this specific equipment
before?
 Discuss some safety points you followed when using certain equipment.

 Identify changes necessary to designed solutions. (Evaluation)

 Personal Hygiene/Safe Food Handling/Collaboration/Time Management/Preparation?

 Were you happy with your specific dietary meal? What changes would you make to improve? – To make it more appealing in presentation, flavour,
colour texture (design criteria)

_____________________________________________________________________________________

Australian Curriculum Achievement Standards:

 They create and connect design ideas and processes of increasing complexity and justify decisions. (Action Plan)
 They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans
when necessary. (Workflow Plan + Practical)
 They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose. (Practical)
 Students evaluate the features of technologies and their appropriateness for purpose. (Evaluation)
 Identify changes necessary to designed solutions. (Evaluation)
Performance Standards

Design and Technologies Min Partial Satisfactory Good Excellent

achievement achievement achievement achievement achievement
ACTON PLAN
 They create and connect design ideas and processes of increasing complexity and justify decisions.
Students justify how their selected recipe meets the
design brief via the specific design criteria.
WORKFLOW PLAN
 They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans
when necessary.
Completion of workflow plan
PRACTICAL
 They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans
when necessary.
 They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.
Safely produce and demonstrate practical application
skills
EVALUATION
 Identify changes necessary to designed solutions.
Evaluate practical
10 Food & Hospitality Assignment: Swap for Sustainability
Australian Curriculum Achievement Standards:
 They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments
to plans when necessary.
 They select and use appropriate technologies skilfully and safely to produce high-quality designed solutions suitable for the intended purpose.

Student Name/s: .....................................................................................................................................................................

Name of food produced: ..........................................................................................................................................................
SAFE MANAGEMENT PRACTICES A B C D E

 Personal Hygiene (hair, hands, apron, shoes, etc.)

 Environmental hygiene – work area kept clean (cleaning as they go, de-cluttering bench)

 Demonstrated ‘safe food’ handling practices (avoid cross contamination)

 Demonstrated safe work practices (behaviour and general kitchen safety, no running, no towel whipping)

 All equipment left clean and returned to its place of storage (cupboards and drawers in order after practical)

 All steps in the recipe are followed in logical order and with independence

 Plating – suitable and attractive

PRACTICAL APPLICATION A B C D E

 Demonstrated safe and appropriate use of technology confidently and successfully

 Application of knowledge and practical skills (measuring, dicing, heat control)

 Working with partner effectively (sharing tasks, communicating)

 Time management (food served and kitchen cleaned in time for dismissal)