Year 7
Food Technology
2017
Name: _____________________
Class: ____________________
YEAR 7 – Level 1/2
Planning for practice
Outline a general plan to support the development of an outcome, identifying appropriate steps and resources
Achievement
Achievement with Merit
Achievement with Excellence
Use planning tools to guide the
technological development of an
outcome to address a brief.
Use planning tools to manage the
technological development of an
outcome to address a brief.
Use planning tools to effectively
manage the technological
development of an outcome to
address a brief.
Achieved
Merit
Excellence
Identify key stages
Identify materials, components and or software required
Record planning stages
Reviewing progress (meeting stages and resources required)
Outcome Development & Evaluation
Investigate a context to communicate potential outcomes. Evaluate these against attributes: select and develop an
outcome. Evaluate the outcome in terms of the need/opportunity.
Achievement
Achievement with Merit
Achievement with Excellence
Use design ideas to produce a
conceptual design for an outcome to
address a brief
Use informed design ideas to
produce a conceptual design for an
outcome to address a brief involves
Use refined design ideas to produce
a conceptual design for an outcome
to address a brief involves:
Achieved
Merit
Excellence
Describe potential outcomes (drawings, models, verbally)
Evaluate design ideas against attributes
Select an outcome to produce
Produce an outcome that addresses the brief
Evaluate the outcome against the attributes
Trialling, to inform selection of materials and/or components
Evaluate how well the outcome met the given need or opportunity
Verdon College Year 7 Food Technology
General Housekeeping
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Student are not to help themselves to food or ingredients from the pantry or fridge
Shoes must be worn at all times in the food preparation rooms
Hair must be tied up
No running in the room
You are to work with your assigned partner for theory and practical lessons, unless
instructed otherwise by the teacher.
Entry routines are as follows
Do not enter the room unless your teacher is present
No outside hats, cell phones or other digital devices out unless instructed by your
teacher – put these in your bag
Once entering get prepared for learning – get books and pens out. Place bags under
your desk and out of the way
At the start of practical lessons: Bag and jackets go to the front of the room, put on
an aprons, thoroughly wash and dry hand and sit at your desk waiting for instructions
As careful planning and preparation is the key to successful practical work, the following
will also apply:
 Students not properly prepare will not do practical sessions
 Students must sit down to each their prepared food and use a plate and cutlery
 Bring your own “take-away” containers
Kitchen Responsibilities
After creating a delicious meal, your kitchen will need tidied for the next class. Each of
your unit members will have a job to do. Each time you cook the jobs rotate around so
everyone will get a go at each job
Washer
Rinsed dishes, stacks dishes, fills up sink with detergent, washes dishes, empties sink and
puts any food scraps from the sink in the rubbish.
Dryer
Dries dishes, puts dishes away in correct area, wipes down kitchen sink.
Wiper
Wipes the working each down, wipes down the kitchen bench (once dishes are dried) and
brooms floor
2nd Dryer
Politely ask the teacher if they have any special jobs – if no then help the dryer.
Food Technology contract
I ______________ agree to follow the rules of the Food technology room and agree to
complete my role in my kitchen unit to a high standard
Date: ________________
Signed: ______________________
Lesson 1 – Hygiene & Food Safety
Food Safety: Why is it important?
Food poisoning is an illness people get from contaminate food. It leads to
vomiting, abdominal pain and diarrhoea. Plea who do not practice
good food safety cause this.
For example: We wash our hand to kill bacteria so it does not contaminate
our food
1.
Keep long _______________ tied back
2.
___________ hand before starting work with
food, between dandling raw and cooked foods, after visiting the
toilet, blowing your __________ or touching your face. Dry on a
clean ___________.
3.
Keep all ____________ covered with a plaster.
4.
____________ all work surfaces with hot water and detergent.
5.
Cover clothing with a ___________ apron.
6.
Use separate equipment for raw meat and raw fruit and
__________________.
Fill in the gaps using these words.
Nose cuts
towel
vegetables
wash
clean
hair
clean
Lesson 2 – Fruit Kebabs
Fruit Kebabs
Ingredients
2-3 pieces of “in season” fruit
(eg kiwifruit, apple, banana)
Lemon juice
2 T yoghurt
1.
2.
3.
4.
Equipment
Knife
Chopping board
Peeler
Bamboo skewers
Peel and cut the fruit into bite sized chunks (wash first if necessary).
Brush white fruits with lemon juice.
Thread each piece of fruit onto the bamboo skewers arranging for colour and texture.
Serve on a plate with yoghurt.
STUDENT ASSESSMENT CHECKLIST
Tick each hygiene practice when completed
YES

1. Washed your hands before preparing food.
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2. Worn a clean apron.
___
3. Tied your hair back if appropriate.
___
4. Not licked your fingers or eaten during preparation of food.
___
5. Washed hands after blowing nose, scratching hair, etc.
___
6. Used appropriate equipment.
___
7. Wrapped rubbish correctly.
___
8. Washed the dishes.
___
9. Left the kitchen clean and tidy.
___
10.
Put laundry in washing basket
___
Lesson 3 – Dishwashing
Flow chart- Washing up!
** Washing up relay
Lesson 4 – French Toast
Ingredients
2 eggs
½ c milk
4 slices toast bread
1 T oil for frying
1.
2.
3.
4.
5.
6.
Equipment
Measuring spoons
Bowl
Whisk
Frying pan
Fish slice
Break egg into bowl.
Add milk.
Whisk until evenly mixed and frothy.
Dip each slice of bread into egg mixture till evenly coated on both sides.
Heat oil in fry pan.
Fry bread on both sides until golden brown. Cut bread diagonally to make triangles. Serve.
Cinnamon Toast
Add 1 t cinnamon and 2 T sugar to the egg/ milk mixture
Activities
1. Make a list of the foods suitable to serve with this dish.
2. What other types of bread could be used?
3. Can French Toast be made in advance?
4. How could you make French Toast look more
appealing?
Lesson 5 – Breakfast
Starting With Breakfast
Breakfast means ‘breaking the fast’. A fast is a time when no food
is eaten. Breakfast is the first meal of the day and breaks an
overnight fast which could be as long as 16 hours.
What if you miss breakfast?
Research shows that repeatedly missing breakfast over a long
period of time can affect behavior and performance at school and
at work. Skipping breakfast has been associated with low blood
sugar and insulin levels in the morning and these low levels may be
linked to poor problem-solving abilities later in the morning. Teenagers and younger adults often skip breakfast but
may feel hungry in the middle of the morning, so eat fatty and sugary snacks and drinks such as crisps, doughnuts
and fizzy drinks.
Some schools are offering breakfast as well as school lunch for their students.
Nutritional value of breakfast.
Breakfast should supply 25% of our daily intake of energy and nutrients.
What do people eat for breakfast?
In New Zealand people eat cereals, toast and or a drink or cooked meal. 5% eat nothing at all. A healthy breakfast is
a part of a healthy diet. A bowl of cereal with milk for breakfast can supply many important nutrients, including
vitamins and minerals. Some cereals are high in carbohydrate and may provide fibre, so they form part of a healthy
eating plan.
TASK
- Carry out a survey to find out what people eat for breakfast
- Record your results in graph form
Post box activity: Breakfast Survey
Go around the room and answer the questions about the breakfast you ate that morning.
Breakfast Survey - Now answer the following questions.
How many ate breakfast? ___________________________________
How many ate NO breakfast? ________________________________
What was the most popular drink for breakfast? _________________
How many had toast?______________________________________
How many had a breakfast cereal?____________________________
How many had fruit? ______________________________________
How many had yoghurt? ___________________________________
How many had a cooked breakfast? __________________________
Why do people in your class eat breakfast?
_______________________________________________________________________________________
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What stops people in your class from eating breakfast?
_______________________________________________________________________________________
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Lesson 6 – Hash browns
Ingredients
1 large potato, peeled and grated
1 T chopped parsley or chives
1 T flour
1 egg
Salt and pepper
Oil for frying
1.
2.
3.
4.
5.
Equipment
Grater
Frypan
Fish slice
Measuring spoons
Wooden spoon
Place the grated potato in a clean teatowel and squeeze out the liquid from the potato.
Place potato in mixing bowl with parsley or chives, flour, egg, salt and pepper and mix together well.
Heat a little oil in a frypan and place spoonfuls of the mixture carefully into the oil.
Cook over medium heat for 5 minutes on each side until golden brown.
Drain on paper towels if necessary. Serve with tomato or sweet chilli sauce.
Makes 6
Questions:
Why do you think the grated potato is squeezed out in a tea towel before use?
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What is the function of the egg in this recipe?
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How could the hash browns be kept warm until serving time?
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What other breakfast foods could be served with the hash browns?
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Lesson 7 – Breakfast around the world
“Why should we eat
breakfast?”
Lesson 8 – Brunch Toasties
Ingredients
1 egg
2 slices ham
½ tomato
1 T finely chopped onion
1 c grated cheese
Seasoning
4 slices toast bread
Equipment
Bowl
Measuring cup
Chopping board
Sharp knife
Fork
Oven tray
Bread and butter knife
1. Preheat oven to fangrill 180 degC. Make sure the oven shelf is positioned on the second rung from
the top.
2. Break egg into a bowl. Beat with a fork.
3. Chop ham and tomato into small pieces. Add to the egg.
4. Stir in chopped onion, cheese, salt and pepper.
5. Toast the bread slices on an oven tray, on one side, under the grill.
6. Spread the cheese mixture on the untoasted side of the bread.
7. Grill again until bubbling and golden.
Lesson 9 – Food Pyramid
Go fish game
Lesson 10 – Omelette
Ingredients
2 eggs
1 T water
Pinch salt
Pinch pepper
2 slices ham
¼ c grated cheese
Equipment
Bowl
Small frypan
Fish slice
Chopping board
Sharp knife
Fork
1. Break eggs into a bowl. Add water, salt and pepper. Beat with a fork.
2. Chop ham into small dice. Set aside.
3. Heat frypan over medium-high heat for a few minutes. Add 1-2 t oil and swirl around to cover base
of pan evenly.
4. Pour egg mixture into the pan. As egg begins to set, tilt the pan and draw the edge of the omelette
towards the centre letting the uncooked egg run to the edge.
5. When all of the egg looks just set, sprinkle the ham and cheese over half of the omelette and fold the
other half over.
6. Tilt the pan and slide the omelette onto a plate. Garnish and serve.
Lesson 11 – My food pyramid
Lesson 12 – Fruity muffins
Ingredients
Equipment
2 c flour
Muffin tray
2 t baking powder
Bowl
½ c sugar
Measuring cups
125 ml oil
Measuring spoons
1 egg
Measuring jug
180 ml milk
Wooden spoon
½ - 1 c drained canned fruit eg. fruit salad, pears, apricots, peaches, mangoes
Spray oil
1.
2.
3.
4.
5.
6.
Prepare muffin tray by spraying with oil.
Sift flour, baking powder and sugar into a large bowl.
Whisk the oil, egg and milk together.
Add the wet ingredients to the dry ingredients. Fold in gently until just moistened. Do NOT overmix.
Spoon into muffin tray.
Bake at 210°C for 15 – 20 minutes.
Lesson 13 – Breakfast Basics
a) Match list A with list B
List A
List B
1. Breakfasts are important because
orange juice
2. Breakfast helps keep you
quick
3. Your body needs energy until
eggs
4. A good breakfast pattern is:
. or fruit juice
you will not have eaten
for at least eight hours

Cereal,
spreads

Protein dish e/g/
awake and energised
until mid-morning

Bread &
fruit

Beverage e.g
lunch time
5. Food should be
. to prepare & cook.
milk & sugar
b) Answer the following questions:
1. Did you have breakfast this morning? If not why not?
2. If you were in a great hurry and could not stick to a good breakfast plan like the one above, suggest
what you could eat on the way to school, that is nutritious as well as energy giving.
3. If you had to chose what you could have for breakfast what would you choose?
4. What might prevent you from having your breakfast choice?
5. Make a crossword, or word find, using a minimum of ten words associated with breakfast.
Why have changes
occurred between the
generations breakfast
choices?
Advantages & Disadvantages of these changes?
Advantages (Positives)
Disadvantages (Negatives)
Lesson 14 – Bacon Brunch muffins
Ingredients
1 rasher (100g) bacon
1c flour
1t baking powder
Pinch salt
¾ c grated tasty cheese
1 egg
½ c milk
Oil spray
1.
2.
3.
4.
5.
6.
7.
8.
Equipment
Chopping board
Sharp knife
Measuring cups
Measuring spoons
Measuring jug
Bowl
Fork
Metal spoon
Muffin tray
Preheat oven to 200 degC.
Chop the bacon.
Sift the dry ingredients into a large bowl. Add grated cheese.
Use a fork to mix the egg and milk together in a small bowl.
Add chopped bacon with the milk and egg mixture to the bowl of dry ingredients.
Fold together, taking great care not to over mix.
Spoon the mixture into sprayed muffin pans.
Bake for 10 -12 minutes or until centre springs back when pressed.
Lesson 15 – Technology?
“What
is
Technology?
Technology is made ___________ people, _________ people, ___________ a purpose
2.
Fill in the table
List 10 items
List 10 activities
1.
1.
2.
2.
3.
3.
4.
4.
5.
5.
6.
6.
7.
7.
8.
8.
9.
9.
10.
10.
3. Put a tick beside any of the above that include technology.
4. Complete the following:Technology is an
that meets a
and an
by developing

(a thing that is made, eg surf wax)

(ways we do things)

(surroundings, made or developed by people eg surf club)
need
environments
systems
products
activity
opportunity
5. Suggest a product, system or environment that has been designed (or that you might design) to help
the following:
Product, system,
environment
Product, system,
environment
A farmer
A Gardener
A beekeeper
A teacher
A robot
A baby
A tramper
A rock band
A blind person
A year 7 student
TECHNOLOGICAL PRACTICE
Terms we use - Match the words and definitions in each column
Term
Definition
A. Testing, modelling,
trialling
ideas
B. Initial ideas that
show your
thoughts
C. Gathering
information and
using it
When planning food items
a) Look in recipe books and
think about what you eat at
home
b) Write down how you can
improve the dish next time
you make it
c) You only have 30 minutes
to prepare and cook before
serving
4. Research
D. When we reflect
upon the final product
d) Practice making breakfast
dishes
5. Concept
E. Problem to be
solved
e) It must be “healthy” and
taste good
1. Issue
2. Brief
3. Stakeholder
6. Attributes
7. Constraints
8. Plan of
action
9.
Development
10 Evaluate
F. Someone who has
an interest in
the product
G. How you are going
to carry out
the work
H. What the final
product must
have
I. Short statement that
sets out the
task to be solved
i) Write out a food order, list
of equipment needed, and
how you will make the dish
J. What you can or
can’t use or do
j) Adolescents’ often skip
breakfast
f) Develop a breakfast for
people on the run
g) Make a list of breakfast
dishes that may be suitable
h) A classmate who is going
to eat the dish produced
Attributes:
Lollipop Attributes
Sight
Sound
Taste
Touch
Smell
Lesson 16 – Pizza Buns
Ingredients
2 burger buns
2 T margarine
¼ c tomato sauce or relish
Pinch pepper
8 slices salami
1 c grated cheese
½ t oregano
Equipment
Measuring spoons
Measuring cup
Bread and butter knife
Chopping board
Sharp knife
Grilling tray
1. Preheat grill to fan-grill 180deg C.
2. Cut buns in half. Spread each half with margarine.
3. Arrange buns margarine side up on grill tray. Grill until golden. Remove grill tray from oven
carefully, using oven mitts.
4. Spread tomato sauce or relish over toasted buns.
5. Top each bun with 2 slices salami and top with grated cheese.
6. Sprinkle a little oregano over each bun.
7. Put back under the grill until bubbling and golden.
Questions
1. Name 3 other ingredients that could be used in topping for the buns.
2. What could be used on a vegetarian pizza bun?
3. What is another Italian herb that is similar in use as oregano?
Lesson 18 – Dreamy Fruit Smoothie
Ingredients
250 ml milk
1 t maple syrup or icing sugar
2 T yoghurt
½ c chopped canned fruit
eg. mangoes, peaches, fruit salad
½ c frozen berries or 1 banana
Equipment
Measuring spoons
Measuring cup
Measuring jug
Stick blender (or food processor)
Large bowl
1. Measure all ingredients into large bowl.
2. Liquidise with stick blender (or in food processor) until mixture looks thick and smooth.
3. Pour into two tall glasses and decorate if wished.
Lesson 20– Apple Fritters
Ingredients
½ c flour
Pinch salt
2 t sugar
1 egg
½ c milk
2 apples
Oil for frying
Icing sugar for dusting
Equipment
Measuring spoons
Measuring cup
Measuring jug
Chopping board
Peeler
Bowl
Sieve
Fish slice
1.
2.
3.
4.
5.
6.
Sift flour, salt and sugar into a bowl.
Mix egg and milk in a cup with a fork. Add to flour mixture and stir until smooth.
Peel, then grate the apples onto a chopping board.
Stir grated apple into the batter mixture.
Heat oil in frypan over medium-high heat.
Drop large spoonfuls of the mixture into the pan. When bubbles appear in the surface, flip them over
and cook until golden.
7. Dust with icing sugar and serve.
Questions
1. Name other fruits that could be used in fritters instead of apples.
2. Spices are often used to enhance the flavour of dishes containing fruit. What spices would be
suitable for use in this recipe?
3. List 2 safety rules for frying.
This assessment task is to be completed individually, but everyone will work with a partner in
practical activities.
DESIGN BRIEF:
Design and make a delicious breakfast or brunch dish.
SPECIFICATIONS:
The product MUST
 Demonstrate understanding of the Healthy Food Pyramid
 Be based on a recipe that I have learnt to make in Food Tech
 Show my creativity eg. changes have been made to the flavour or appearance to make
it differ from the original recipe
 Appeal to young people
STAKEHOLDERS: _______________________________________________________
(Me and my partner)
MY BREAKFAST/BRUNCH PRODUCT IDEAS (CONCEPTS):
Name of product 1.
Description
Name of product 2.
Description
MY CHOSEN CONCEPT:
I will make concept ________ (with my partner’s help) because:
_____________________________________________________________________
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MY RECIPE:
Name of product:
Ingredients needed:
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____________________________________________________________
Method of preparation (in steps):
______________________________________________________________________
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Equipment needed:
______________________________________________________________________
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PRODUCT ATTRIBUTES:
These are the things I want my product to have to make it successful. When I have made
my product, I will be able to evaluate it’s success by looking for these attributes.

________________________________________________________________

________________________________________________________________

________________________________________________________________
WORK PLAN:
My partner and I will share the following tasks when making my product:
My tasks
My partner’s tasks
HYGIENE PRACTICES:
I will make sure that we are working with food hygienically by:

________________________________________________________________

________________________________________________________________

________________________________________________________________
SAFETY PRACTICES:
I will make sure that we are working safely in the Foods room by:
 ________________________________________________________________

________________________________________________________________

________________________________________________________________
MY BREAKFAST/BRUNCH PRODUCT:
Photos:
EVALUATION: We evaluate to see how successfully your product meets the need or not
MY PRODUCT HAD TO
YES/NO
 Demonstrate understanding
of the Healthy Food
Pyramid

 Be based on a recipe that I
have learnt to make in Food
Tech
 Show my creativity eg.
changes have been made to
the flavour or appearance
to make it differ from the
original recipe
 Appeal to young people
WHY/WHY NOT
The flavour of my product was … (describe)
My partner (stakeholder) said it tasted …
The texture of my product was …
My partner (stakeholder) said the texture was …
The appearance of my product was …
My partner (stakeholder) said it looked …
The aroma of my product was …
My partner (stakeholder) said it smelled …
If I made this recipe again, I would change …
My partner and I managed/did not manage (cross out one) to get the recipe made within the
time available. This was because … (explain)
The thing/s I enjoyed most about this food technology project were … (describe)
I would rate my breakfast/brunch product as ____ on a scale of 1–5 (1=poor, 5= excellent).
How well did your design meet the need to make a delicious breakfast or brunch dish