Bikkie Time
The Bikkie Time unit (divided into session blocks)
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| 12. Technology Research | |||
| Learning Activities / Experiences | Learning Intentions | Resources | Link to Learning outcomes |
| Technology Research Watch the video "Biscuit-making: Mass Production of Food – Arnott's Biscuits". The class may need to watch it several times to get all the information. Suggested activities: Individual or group work • Identify the stages of production • Identify the inputs needed for each stage. • Identify the outputs desired at each stage. • Identify the control points needed -, eg, time temperature, testing. Individually or in pair/groups complete the work sheet on ice cream flow process to gain understanding of a flow process. Using the information identified from the video students are to develop a flow chart similar to the chocolate chippie production flow for this information. This should include control points. Use supporting resources to give students the opportunity to gain some understanding of food legislation and ethics which will impact on control points for food manufacturing. Use supporting resources to give students the opportunity to gain some understanding of HACCP which will impact on control points for food manufacturing. Class discussion Identify the differences between homemade and multi-unit batch production to evaluate the importance of sameness of product related to such things as: creaming thoroughness, colour, size, uniformity, ingredient evenness (eg, chocolate chips ratio per biscuit) when attempting multi-unit batch production within the class environment. Individual student activity Using knowledge and skills students are to develop their own flow process for multi-unit batch production of the final recipe for trialling. Suggested peer assessment activity: • These flow processes could be checked by peer assessment for omissions and or corrections to develop a flow process that the whole class can agree on. • Each groups chose one that best reflects a good flow process for multi-unit batch production. • The teacher could decide on one to use for the final process. Encourage students to record how their technology research went. Write evaluative comments about what they learnt from doing this activity. |
Principles Learning to learn – Introducing knowledge and skills which can be stored as a "toolbox" for future application within student practice and beyond this unit of work. Key Competencies – Using language symbols and text: (using literacy strategies) – Introducing students to the use of flow sheeting in developing a system for a multi-unit batch production process for a biscuit outcome. Context specific knowledge and skills • Develop knowledge, skills and understandings of HACCP and production processes for food production. Food Technology Toolbox Manufacturing Processes • Exposure to real industry production processes, eg, video/ in relation to biscuit making • Develop a detailed block diagram with control points • Understand processing steps required Components of Technology • Technological systems – to understand that control mechanisms can work in ways to enhance the fitness for purpose of technological systems by maximising the desired outputs and minimising the undesirable outputs. Also to understand that interfaces between subsystems have an important role in enabling the technological system to work effectively as a whole. Technological systems: • Explain how processes are controlled to enable the inputs to be transformed to outputs. • As a class, describe examples to illustrate how a technological system's fitness for purpose was enhanced by the use of control mechanisms. • As a class or in groups, identify subsystems within technological systems and explain their properties. Key Competencies Relating to others: • Give students the opportunity to work effectively together to develop a quality marketable outcome. • Introduce students to the use of flow sheeting in developing a system for a multi-unit batch production process for a biscuit outcome. Participating and contributing: • Give students the opportunity to feel part of a common goal; to contribute appropriately as a group member; to make connections with others and to create opportunities for others in the group; to understand that the success and/ or failure of the outcome will affect everyone involved. Components of Technology 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. |
Video: "Biscuit-making: Mass Production of Food – Arnott's Biscuits". HWT – Flow Process.doc (for ice cream) Chocolate chippies production flow control points doc. Develop a literacy resource to support information from food legislation.doc And code of ethics.doc HACCP for food lab.doc HWT – HACCP for Ice cream.doc |
Develop knowledge and skills from the Food Technology Toolbox and Component of Technological Systems within of: HACCP, batch production, flow sheeting, the role of properties (inputs and outputs) in subsetting; and control requirements in a production process in multi-unit batch production. Assessment Strategies focussing on Learning Links: Teacher observations of individual students within a supportive learning environment: Using language symbols and text: Community and participation for the common good: Integrity: Learning to learn: Identify the differences between homemade and multi-unit batch production to evaluate the importance of sameness of product related to such things as: creaming thoroughness, colour, size, uniformity, ingredient evenness (eg, chocolate chips ratio per biscuit) when attempting multi-unit batch production within the class environment. Demonstrate knowledge and skills in developing a production process to allow multi-unit batch production of biscuits to occur within the classroom environment. Assessment Strategy Individual/pair process flow developed Assessment Strategies focussing on Learning Links: Peer and self assessment related to how students: • relate to others • participate and contribute • create a supportive learning environment. Assessment Strategy Portfolio evidence |
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