1. Content Descriptor
1.1. Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene (ACTDEK022)
1.2. Experiment with tools and equipment, combining ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits
2. Theme
2.1. Safe practices in the kitchen environment
2.1.1. Safe handling, preparation and storage of perishable goods
2.1.2. Safe management of situations and utensils with health and physical risk potentials
3. Australian Technologies Curriculum
3.1. Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene (ACTDEK022)
3.2. Experiment with tools and equipment, combining ingredients and techniques to design and make food products or meals for selected groups for healthy eating taking into consideration environmental impacts and nutritional benefits
3.3. Investigate the role of food preparation in maintaining good health and the importance of food safety and hygiene (ACTDEK022)
4. Focus Questions
4.1. • What have we learned about food preparation so far?
4.2. • Do you guys enjoy pizza?
4.3. •What kind of items would you need to cook a pizza?
4.4. •What different kind of pizzas are there/what’s your favourite pizza topping?
4.5. •What do vegetarians eat?
4.6. •What do omnivorous people eat?
4.7. •Does everybody know what he or she is doing?
4.8. • What ingredients do you have on your list?
4.9. •Is this item vegetarian?
4.10. •Is this item healthy or unhealthy? Why?
4.11. •Is the chicken pizza healthy? Why?
4.12. • Is the vegetarian pizza healthy? Why?
4.13. • What kind of health risks are involved in making a pizza? How can we minimise these risks?
4.14. • What kind of safety risks are involved? How can we minimise these risks?
4.15. • What’s the safest way to use a pizza cutter?
4.16. • Did you find equal cutting easy?
4.17. •What safety issues are there when cooking a pizza?
4.18. • What makes each pizza healthy/unhealthy?
5. Materials Required
5.1. Pizza cutter
5.2. Play-dough
5.3. Writing paper
5.4. Blackboard/smart board
6. Cross Curriculum Learning Experiences
6.1. Health & Fitness
6.1.1. Identify actions that promote health, safety and wellbeing (ACPPS006)
6.1.2. Examine health messages and how they relate to health decisions and behaviours (ACPPS021)
6.1.3. Explore actions that help make the classroom a healthy, safe and active place (ACPPS022)
6.1.4. Investigate and select strategies to promote health, safety and wellbeing (ACPPS073)
6.1.5. Develop skills to evaluate health information and express health concerns (ACPPS076)
6.2. History
6.2.1. Identify questions to inform an historical inquiry (ACHHS100)
7. Instructions
7.1. Introduction
7.1.1. Have the children sit on the mat
7.1.2. Open up a discussion forum focusing on what the students have learned thus far. This discussion will be moderated and kept relevant by the teacher
7.1.3. Enquire as to whether the children enjoy pizza
7.1.4. Use the subsequent discussion to explore what the children know about pizza. This should include; equipment required to make a pizza, risks evident throughout the process and ways to minimise these risks, whether they think pizza is healthy and why
7.1.5. Open a discussion about different varieties of pizza ultimately leading into vegetarian pizzas
7.1.6. Offer a brief discussion about the difference between vegetarians and omnivores
7.1.7. Ensure children know that they are just two different diets, not a commentary or attack on an individuals character
7.1.8. Explain the activity for the day – that the students will compile a list of ingredients they would like on a chicken pizza in groups based on their seating arrangement, these groups will be used throughout the remaining lessons
7.1.9. Explain the activity for the day – that the students will compile a list of ingredients they would like on a vegetarian pizza in groups based on their seating arrangement
7.1.10. Convey that the lists will be amalgamated with the ultimate intention of the class making both a chicken and a vegetarian pizza
7.1.11. Mention that there will also be an activity with play-dough so the student’s can show that they can employ safety practices
7.1.12. Dismiss the student’s to their respective seats to begin the list, informing them that they will have five minutes to do so
7.2. Body
7.2.1. Circulate room whilst the students compile their lists, fielding questions and offering relevant input
7.2.2. Address class concerns and verify student comprehension
7.2.3. Notify the students that there’s one minute left after the initial four
7.2.4. Call time and have the children pay attention to the front board
7.2.5. Have the students offer ingredients they have noted whilst compiling a list on the front board
7.2.6. Circulate from one group to another answer by answer
7.2.7. Establish two lists; a vegetarian pizza ingredients list and a chicken pizza ingredients list
7.2.8. Each food item will be divided into a healthy and unhealthy category
7.2.9. A discussion will then be activated to explore whether each pizza is healthy and why
7.2.10. Announce to the children that next lesson, they will be working together to make a vegetarian and a chicken pizza in the future
7.2.11. Once the list is complete, reflect on the risks of making a pizza including kitchen safety, and health risks
7.2.12. Explain that each group will collect a piece of play-dough to shape into a pizza base which they will then attempt to divide equally using a pizza slice
7.2.13. Ensure the children that you expect to see them working together and using the pizza cutters safely and any unsafe behaviour will mean exclusion from the pizza-eating
7.2.14. Have one child from each group collect the play-dough and the pizza slice
7.2.15. Have them form and cut the play-dough
7.2.16. Circulate the room ensuring safe behaviour is first and foremost
7.2.17. Monitor that all play-dough pizzas are being divided equally and that each student gets a turn at slicing the pizza
7.3. Conclusion
7.3.1. Upon satisfactory completion of the cutting task, have one student from each group roll up the play-dough and return the tools to the front of the class
7.3.2. Discuss if the students found cutting the pizza equally easy
7.3.3. Reflect on the safety expectations again
7.3.4. Reflect on the subject of health again
7.3.5. Ask the students if there’s anything else they learnt during the process
7.3.6. Inform the students that they will be working in groups to make a recipe for each type of pizza
7.3.7. Thank the students for their participation