Bikkie Time
The Bikkie Time unit (divided into session blocks)
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| 10. Conceptual Development – functional modelling | |||
| Learning Activities / Experiences | Learning Intentions | Resources | Link to Learning outcomes |
| Review and trial existing recipes. Carry out the making and trialling of existing recipes in pairs/groups then perform a sensory attributes test on each sample in comparison to the class desirable attributes Recipes used will depend on developed conceptual statement and desirable attributes developed from stakeholder feedback. Suggested practicals could include: variety of chocolate chippie biscuit recipes; toll house cookies; brownies. Samples kept: sealed in airtight containers for each recipe batch, labelled and stored securely for testing next lesson. Samples of each given out to each of the groups for testing attributes comparing to desirable attributes sought. Sensory Attribute Tests done in class groups. Samples kept for product testing such as Colour and Storage testing Develop skills in biscuit making in particular: creaming; measuring; ball-forming; uniform sizing. 4-5 recipes selected with evaluating notes on suitability related to brief. Class decide on 2-3 recipes that best suit brief. Trial these 2-3 recipes again. Samples kept: sealed in airtight containers for each recipe batch, labelled and stored securely for testing next lesson. Samples of each given out to each of the groups for testing attributes comparing to desirable attributes sought. Class discusses which best meets the desirable attributes to address the opportunity and why. Present samples to key stakeholders with class' recommendations and reasons why for final decision on their ideal recipe to address the opportunity. Brief specifications can be revised if necessary after the final decision has been made. Encourage students to record how Concept Development went. Write evaluative comments about what they learnt from doing this activity. |
Key Competencies Relating to others – Give students the opportunity to work together to develop a quality marketable outcome. Using language symbols and text (using literacy strategies) – Give students the opportunity to confidently read and interpret recipes to develop quality outcomes. Values Community and participation for the common good – The whole class should to be involved, feel part of the process and have ownership of final outcome. Integrity – Involving students being responsible, accountable and ethical within group and class activities; Excellence – To encourage students to aim high and to persevere in the face of difficulties in developing a quality outcome fit for purpose. Context specific knowledge and skills • Develop knowledge and skills in recipe formulation for functional modelling and prototyping related to biscuit making. • Develop safe, hygienic, ethical practices in developing a biscuit outcome. Food Technology Toolbox • Build cooking skills – making and shaping biscuits. Formulating Techniques • Simple recipe changes driven by refined specifications of developed brief related to ingredients/ process – for multi-unit batch production for a biscuit outcome • Understand processing steps required to make common food products, eg, sieving, beating, creaming, baking (basic cooking terminology) • Basic properties of food introduced within practical tasks – discussion around these – physical nature and functional nature of biscuits Ethics of a Food Technologist • Current ethical issues – Ethics in relation to multi-unit production and selling a biscuit product in the school environment • Food safety – Basic personal hygiene and food handling practices reinforced; simple storage testing; simple attribute testing – related to key desirable attributes. • Instrumental Testing – Colour. Components of Technology Technological modelling – As a class, discuss examples of prototyping used to explain how evidence gathered provided justification for evaluating a Technological Outcome as fit for purpose or in need of refinement. Outcome development and evaluation • Develop a marketable biscuit prototype through idea generation, modelling, stakeholder feedback, and use the information to select and develop the biscuit outcome that best addresses the specifications. • As a class, undertake functional modelling to develop biscuit recipe ideas into a conceptual design for a biscuit that addresses the specifications. Brief development – Develop a class description of the biscuit outcome, including a need or opportunity to address, a conceptual statement, and key attributes defined into performance specifications that reflect authentic stakeholder feedback. Planning for practice – Class planning with opportunities to use a variety of planning tools to manage resources and to reflect and revise for ongoing planning at key progress points. |
Equipment for biscuit making including mixing bowls, flat baking sheets, baking paper, hand-held electric beaters, airtight storage containers Ingredients for biscuit making – consider bulk buying from local foods wholesaler, eg, chocolate chips Chocolate chip cookies doc. Biscuit recipe/books Internet access for recipe research |
Should students source recipes independently from home and other available resources, eg, library, internet? Or will these be done by the teacher? Unit progress: delivering the unit – how is it going? Creating a supportive learning environment Learning enquiry – Losing student interest? Overloading student learning? Time left? Demonstrate an understanding of the safe use of equipment, hygienic handling of ingredients and test samples and ethical practices in food production to meet codes of practice. Develop skills biscuit making. Demonstrate knowledge and skills from the Food Technology Toolbox in setting up and carrying out product and sensory testing. Assessment Strategies focussing on Learning Links: • Teacher observations of individual students within a supportive learning environment. • Using language symbols & text. • Community and participation for the common good. • Integrity. • Learning to learn. Teacher conversations with class / group / individual to encourage excellence – Observations made and comments given to class and individuals to encourage improvement in skills Assessment Strategy Portfolio evidence to show individual reviewing and reflection using planning tools. |
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