YEAR 5 FOOD TECHNOLOGY
This unit introduces students to the different systems for production in the food industry such as growing, harvesting, processing, packaging, transporting, marketing, consumption, and disposal of food and food-related items. Some key vocabulary students will learn include: conventional food system, alternative food system, whole foods, processed foods, food kilometres
Course and Assessment Overview 2019
From land or sea to landfill
⦿ This learning task introduces students to the production process of food or food systems.
⦿ Conventional and alternative food systems are highlighted in this learning task.
⦿ Conventional systems are based on maximizing efficiency or ‘an economy of scale’ so that we pay less for the item in the supermarket and overall production is increased e.g. most food sold in supermarkets. The conventional food system has made it possible for people to eat a much wider variety of foods than their grandparents. However, because conventional systems are based very heavily on fossil fuels like coal, gas and diesel and the use of fertilizers to maintain good supply, they can also cause problems with greenhouse gas emissions and other pollution.
⦿ Alternative food systems include things such as:
o Local food systems that reduce food transportation and try to
have fewer people between the farmer and the consumer e.g.
farmers’ markets, direct marketing. o Organic food systems that grow produce without the chemical
pesticides and fertilizers of conventional food systems, and livestock that are reared without antibiotics and growth hormones.
o Fair trade systems where the producers have greater control over the conditions of trade and get a greater fraction of the sale price. This is often used in developing countries that produce products such as coffee and cocoa.
|Task 1 Week 3: shopping bag analysis|
Where did that food come from?
⦿ This learning task focuses on whole foods, processed foods and the key differences between the two.
EG. Plant and animal products are used in everyday life for food, clothing and shelter
|Long weekend (1 March-5 March)|
Explore the relationship between food and health and investigate basic nutritional concepts
Develop food preparation skills to foster lifelong healthy eating behaviours
Theoretical tasks undertaken in whole class and small groups to introduce healthy eating concepts
Carnival : WEDNESDAY WEEK9
Task 2: small groups to prepare a healthy food item focusing on food preparation techniques
Making healthy choices, by looking at Week 1-3’s content of using local services
Evaluate use of preparation techniques to critique dishes. Make considered food choices
Shop for healthy food
⦾ shopping skills
⦾ diversity and variety
⦾ effect of processing techniques
⦾ added nutrients and variety to diets
Task 3 week 3: Meal planning
Connections to the land
⦾ farm production
⦾ Farm products
|6-8||Built a healthy lunchbox||Taste testing|
|9-10||Work on assignment and in class healthy cooking||Task 4: Healthy eating project|
Food and fibre production
⦾ Investigate how and why food and fibre are produced in managed environments.
|4-6||Investigate characteristics and properties of a range of materials, systems, components, tools and equipment and evaluate the impact of their use.|
|7-10||Being healthy, safe and active||Exercise activity|
|Community and interacting for health and wellbeing|
Contributing to healthy and active communities
|6-7||In class poster||Task 5 : Poster|
|8||Storyboard of food and revision of year|
This document is subject to revision.
The Year ___ Syllabus for _________________________ can be found on the SCSA website.
-Define a problem, and set of sequenced steps, with users making a decision to create a solution for a given task
– Identify available resources
– Develop and communicate alternative solutions, and follow design ideas, using annotated diagrams, storyboards and appropriate technical terms
– Work independently, or collaboratively when required, to plan, safely develop and communicate ideas and information for solutions