Class: 8Tech 4

Date: 28th April 2015

Time: 50 Minutes
Start: 9:05
Finish: 10:05
Lesson Topic: Food Technology Practical Making hot, rich potato salad

Key Learning Area: Technology

Recent Prior Experience:
Students have been given a copy of the recipe to look over prior to attending class. The students have participated in 5 practical lessons this year,
as well as all having 2 terms of food technology in stage 4.
Syllabus Outcomes:
Indicators of learning for this lesson:
Assessment:
5.1.1 demonstrates hygienic
Students should be able to utilize all equipment effectively
Students will complete the
handling of food to ensure a safe and
and safely.
recipe given to them in
appealing product
Students should be able to comprehend and act in
advance.
5.1.2 identifies, assesses and
accordance with any instructions written and given to them.
The teacher will observe
manages the risk of injury and WHS By the end of the lesson, the students will:
the students ability to
issues associated with the handling
Sequentially follow the recipe given to them.
perform appropriately with
of food
Watch the demonstration by the teacher.
the equipment given to
5.5.1 selects and employs
Make the dish that the recipe states.
them.
appropriate techniques and
Use all equipment required for creating the dish, in an
The teacher will observe
equipment for a variety of foodappropriate manner.
the students engagement in
specific purposes
the demonstration. They
can ask the students
questions during the
demonstration and the rest
of the class to ensure they
were paying attention.
No formal assessments will
be set.
Any safety issues to be considered: Resources:
The students must be extremely
BOSTOS
careful and be aware of their
Food Tech Focus

surroundings whilst in the kitchens.

The students will be using a hot
oven and stovetop, as well as using
sharp knives. Students have the
ability to burn or cut themselves
during the lesson. The students must
also ensure they arent using broken
equipment or leaving cords hanging
from benches for others to trip on.
Lesson Content/ Indicators of
Learning (What is taught):
Introduction
Identify what food groups are
being utilized in the lesson.
Q. What food group does potato fall
under?
A. Although potatoes contain a high
amount of carbohydrates, it falls
under the vegetable category.

Equipment and materials;

o Kitchen (Knives, oven, stove top, saucepan, chopping board, bowl, whisk and ovenproof
dish.)

Timing

Teaching Strategies/Learning
Experiences:

Resources and organization:

10 mins

T will stand outside the cooking

kitchen, waiting for the S to line up
and have their recipes and containers
out.
T praises students for lining up
outside and being ready for the
lesson.
T instructs Ss to enter the kitchen, put
their containers and recipes on the
bench and get out their aprons.
T praises Ss for getting their aprons
out quickly and instructs them to
stand around the main demonstration
bay.
T will introduce the recipe (which the
Ss were instructed to read prior to

Demonstration bay: T will have all

ingredients set out in correct
amounts. T will additionally have
all equipment needed laid out (E.g.
knife, whisk)

coming to class).
Development
Q. Are any students having
difficulties with their recipe?
A. (The individual student could
have a different answer)

20 mins

30 mins

T starts demonstration at the main

bay.
T explains to the Ss that they need to
boil the water and cook the potatoes
first as they take a long time to cook.
T then demonstrates how to cut the
bacon, shallots and parsley.
T shows the Ss how to cook then cut
the bacon, then how to add all the
ingredients into the oven proof dish
at the end.
T then instructs the boys to return to
their designated bays, first they must
put the whole potatoes on the boil,
followed by cooking the bacon. (If
the potatoes are bigger than golf
balls, the Ss should cut them in half
as they have a small amount of time
to get the task done.)
T explains that while one S is
cooking the bacon and potatoes, their
partner can begin to chop up the
parsley, shallots and prepare the
dressing.
T checks up on all Ss and asks them
individual questions about their

Individual bays: knife, pot,

saucepan, cutting board, bowl,
whisk.

techniques and knowledge of the

food theyre preparing.
Closure
Q. What are some alternative
ingredients you could use to make
the meal healthier?
A. You could replace ham for the
bacon, or try and use a fat reduced
butter.

40 mins

T instructs Ss to put their dishes in

the oven.
T then ensures all bays start to wash
up all equipment used and clean up
their benches.
Ss are asked more questions about
the lesson, such as What are some
alternative ingredients you could use
to make the meal healthier?
Once Ss put their food into their
containers and have cleaned up their
designated areas, theyre able to sit
and eat their prepared foods.

Washing up detergent, tea towel,

oven proof dish.
Ensure all dishes are in the oven by
10:45 in order to have enough time
to clean up all equipment and
divide up their dishes between the
food bays.

Hot, rich potato salad

Preparation time: 20 mins
Cooking time: 25 mins
Serves: 2-3
Ingredients
Salad:
3 rashes of bacon
750 grams small desiree potatoes
2 shallots, sliced thinly
2 tablespoons parsley, chopped
teaspoon salt
pinch of black pepper
Dressing:
1/3 cup melted butter
1 tablespoon Dijon mustard
2 tablespoons white wine vinegar
Method:
1. Preheat oven to 180c.
2. Trim the rind from the bacon and grill or pan-fry until crisp. Allow bacon to
cool then chop it into small pieces.
3. Place whole potatoes into a saucepan of simmering water and cook until just
tender. Do not let their skins break away too much. Drain and cool.
4. Make the dressing by whisking all ingredients together in a jug. Keep warm
until required.
5. Cut potatoes into quarters and place into an ovenproof dish with three quarters
of the bacon bits and the spring onion, parsley, salt and pepper. Pour in the
dressing and toss gently. Sprinkle the remaining bacon and place in oven for
approximately 10 minutes or until warmed through. Serve hot.
Retreived from Food Tech Focus Lois Aspin, Geraldine Blake, Rosalie Gualtieri,
Amber Fanning and Rachel Cornius Randall.

Observed/Taught Lesson
Technology Food Technology
Year 9
Evaluation of Teaching
Identify the teaching strategies / learning experiences that were most and least
effective. Explain why.
There are multiple strategies that can be utilised by a teacher in order to be an efficient
and effective educator. One strategy that I learnt throughout these weeks was
differentiating your students. By knowing the students name, and some of their
strengths and weaknesses, youre able to assist them easily as well as get their
attention when needed. It is important that the students know they can rely on you and
form a teacher-student relationship. An additional strategy that I used was to find
other means than yelling. It was interesting to see how different supervising teachers
react when an individual student is misbehaving, some choose to ignore them, send
them outside or raise their voice. All strategies are reasonable, however, I noticed that
boys in particular do not respond well when yelled at. It is important to know that as a
teacher, raising your voice should not be the first option, if you are constantly yelling,
it will eventually loose its effect and the students will learn to never respond to it.
Many of the students took this as an opportunity to create an argument with the
teacher or misbehave more. Quite often, I thought it wouldve been more appropriate
if the teacher had pulled the student aside and had a discussion with them about their
behaviour and the consequences it has on his peers. It is not always possible to do so;
therefore taking privileges away or giving them punishments can also be a more
effective strategy than raising your voice.
How appropriate was the timing throughout the various sections of the lesson?
Why?
As my lesson was a food technology class, I had to be extremely accurate in terms of
timing. The particular recipe we were cooking involved 20 minutes just for the
potatoes to boil, as well as cutting, preparing and baking at the end. If the students
werent paying attention during the demonstration, it would have pushed back the
entire class, causing them to miss out on their food or be late to their next class.
Establishing a time line before the class is a productive way to ensure your lesson
flows smoothly, however, this time line should not be seen as concrete, you need to be

able to adjust the lesson if needed.

Describe how the selection and use of resources supported learning in the lesson.
There is usually little choice on resources when teaching in a kitchen, as a teacher you
must determine the recipe prior to the class and ensure all students have access to it
during the lesson. It is important that students have responsibilities, therefore, the
teacher could instruct them to print or write out their recipes and bring them to their
next class. Including specific equipment on the recipe allows the students to visualize
and plan out what they need to use and how they will complete all the tasks needed
for the meal.
Identify what motivated the students. Explain why.
From my observations, students are often motivated to complete their work when they
are passionate or enthusiastic about a topic. Subjects like food technology and woodwork are generally electives, therefore, the student have chosen them because they
have a desire to learn more. For alternative subjects such as English or Mathematics,
many students struggle to be enthused. It is the teachers responsibility to manipulate
the lesson to suit the students. Teachers can do this by using an individuals name in a
question, instructing them to write about their hobby or watching a movie on their
favourite actor/actress.
Identify the classroom management strategies that were most effective. Explain
why.
The most effective strategy in managing a classroom is to be prepared, as a teacher
you must ensure you know your plan for each and every lesson in order for it to run
smoothly. Lessons such as food technology, it is imperative that you are prepared as a
teacher. This not only includes recipes and research, but equipment and ingredients. If
you arent prepared, neither are the students. This is when students take the
opportunity to misbehave and converse with other students.
What was most satisfying about the lesson?
The most satisfying situation from the lesson was the overall outcome, the students
all behaved extremely well and all their dishes were successfully made. Each student
enjoyed the dish that they were able to prepare between themselves, and all equipment

was washed and put away with 3 minutes to spare, leaving enough time for discussion
on the ingredients, methods and flow of the lesson.
Based on these reflections, outline the steps you should now take to improve your
teaching in future lessons.
Certain steps that I could improve on for further lessons would be my interaction
during a demonstration and the level of my voice. Often in a kitchen it is hard to
project your voice loud enough for the students to hear, I found it difficult getting the
attention of the students when needed and would have to go around to different
sections within the room. Having a key word or a clap could be used to grab the
students attention, when using that word all students would know to stop what they
are doing and pay attention to what the teacher has to say.
I also thought it was important to get the boys more involved in the demonstration. As
I was nervous, I did a lot of the demonstration without asking the boys questions
along the way. By including interactive questions or getting the students to help out
with the demonstration, they become more motivated and enthusiastic about the
lesson.