NAAIDT: NAAIDT Project Exchange: Salads and Soups

Salads and Soups
Kent LEA
Submitted by: Paul Shallcross and Jennifer Ayres

Reception	Whole Class Project	Resistant Materials	Engineering
KS1	Individual Project	Graphics	CADCAM
KS2	Short Task	Food	Catering
KS3	Research and Investigation	Textiles	Fashion
KS4	Enterprise activity	ICT	Electronics
Post 16	Product Analysis	Systems and Control	Structures
Embedding ICT in DT

Lesson Context
This is one of three food technology units that focus on understanding materials: this one in year 7 on using and understanding materials; one in year 8 on exploring materials in greater depth; and one in year 9 on critically selecting materials. These units ensure progression in understanding about materials.

This is part of a series of three units in year 7 on understanding materials; there are equivalent units, with similar learning outcomes, on resistant materials and textiles. Together these units are expected to take 15-24 hours. It is important that the department plans as a team so that pupils are able to draw on knowledge, skills and understanding from across the units to reinforce their learning and avoid unnecessary repetition.

Resources Needed
· a collection or pictures/photographs of similar products made from different ingredients and in other times, cultures and countries
· tools and equipment for processing materials/ingredients, eg a food mixer
· tools and equipment for carrying out testing, eg sensory testing
· computers for researching databases and analysing materials/ingredients, eg analysing the nutritional content of food
· The balance of good health (HEA, 1994)
· useful websites, eg
- www.foodlink.org.uk
- www.nutrition.org.uk
- www.ohn.gov.uk

Teacher Preparation
It is helpful if pupils have:
· investigated food products and evaluated their characteristics
· used appropriate vocabulary to describe products, including their sensory characteristics
· compared the processes involved in making baked food products and learnt that there are chemical and physical changes in food
· learnt that ingredients have different characteristics and that the properties and proportion of ingredients will affect the final product
· evaluated the outcomes, and drawn conclusions about the impact of added ingredients and different finishes/shapes on the end product.

Pupils should have gained the above knowledge, skills and understanding in year 5, through unit 5B 'Bread' and unit 5D 'Biscuits' in the key stage 2 scheme of work, or similar projects.

Project Brief
Salads and soups

Health experts recommend that we eat at least five portions of fruit and vegetables each day to keep our bodies healthy and working properly. The chief medical officer's Ten tips for better health, part of the government's 'Our healthier nation' strategy, includes a tip on healthy eating - 'follow a balanced diet with plenty of fruit and vegetables'.

Design and make a new salad or soup, which looks good, appeals to customers and follows the government's advice. It will be sold in food stores.

Design and Manufacture
Pupils gain the knowledge, skills and understanding they need to carry out the DMA successfully through product evaluation activities and focused practical tasks.

They:
* classify foods by their sources, eg animals, crops and plants produced organically, grown locally or imported, by commodity groups and by the plate model in The balance of good health (HEA, 1994)
* consider nutritional information, eg healthy eating guidelines
* mix ingredients with different functional properties and measure and consider the effects of varying ingredients, eg proportion, ratio
* carry out sensory tests to evaluate food products

Differentiation
At the end of this unit

Most pupils will:
select materials/ingredients and components from a given range for particular purposes, considering their working properties, the available tools and equipment, and processes for working with the materials/ingredients; apply their understanding of how materials/ingredients are classified according to their use, origin and properties; recognise that the properties of materials/ingredients and components meet different needs; use their understanding of the limitations of materials/ingredients to guide their ideas and help them make final decisions about which materials/ingredients to use; combine materials/ingredients and components to suit particular purposes, eg adding ingredients to a food product to change its sensory or nutritional characteristics; process materials/ingredients to change their working properties and performance, applying an increasing range of cutting, shaping and mixing techniques, as appropriate.

Some pupils will not have made so much progress and will:
choose the most appropriate materials/ingredients from those available and draw on some previous experience of working with materials/ingredients; explain their choice of materials/ingredients; cut, shape and form materials/ingredients as appropriate; select and use finishing techniques that are suitable for the product's end use.

Some pupils will have progressed further and will:
draw on their knowledge of materials/ingredients and processes; recognise the advantages and disadvantages of particular tools and equipment, and processes; make decisions which resolve conflicting demands, eg cost with the suitability of a material/ingredient for the chosen design; check that materials/ingredients are capable of taking the desired form, have aesthetic appeal, appropriate nutritional value and have other properties needed.

Additional Information
Out-of-school activities and homework
Pupils could:
· examine a collection of similar products, eg soups, sauces, to investigate the use of different materials/ ingredients. They could relate this to functional and aesthetic considerations, and explore how the materials/ingredients have been combined and finished
· develop a flow chart or storyboard explaining a particular processing technique, eg blanching vegetables

Download a WinZip file of the full Y7 SoW

Link URL: http://www.winzip.com