Year 7 Food Booklet v3 12.12.12 - St James Web viewStarter. Activity. Below are a few safety rules....

St James School

Year 7Food Technology

Name: ………………………………………….

Form Group: ………………

Technology Group: ……………………………

Food Technology Teacher: ………………………………………….

What is this Scheme of Work about?Year 7 Food Technology –St James School 2012/13 LRB 1

Food Technology is one area within Design and Technology. In Food Technology you will learn how to cook and how to make informed decisions about your diet and health. You will also learn how and when to shop for food and how to store food safely. The content in the booklet covers the following four areas:

Cooking skills Wise food shopping Diet and nutrition Safety and hygiene.

What do these symbols mean?You will find the following symbols posted throughout the booklet. The symbols tell you of a particular activity that you need to complete.

The Chef’s Hat - Cooking ActivityThe Chef’s hat means that there is a cooking activity to complete. This focuses on your food preparation skills and will give you opportunities to practice food hygiene, food preparation, knife skills, cooking skills and experiment with ingredients.

The A+ Symbol - Assessment for LearningThere are lots of opportunities for you to reflect on your progress and improve your work before your teacher awards you a final level. Read the Level Descriptors carefully. The Level Descriptors tell you exactly what you need to do to get a good level in this unit.

Year 7 Food Technology –St James School 2012/13 LRB 2

What level did you get in the last SoW?

Minimum target level for this SoW?

Scheme of Work

Week Lesson 1 Lesson 2 Homework1/2 Introduction

Safety in the Kitchen The 4Cs to Good Food

Hygiene Equipment

Starter: Do you know what’s good for you?

The Eatwell Plate Why do we eat food? Breakfast Nutrients Demonstration: Fruit

Fusion

Equipment Equipment word

search Spelling words

3/4 Practical: Fruit Fusion Washing up

Using the cooker Demonstration: Fairy

Cakes. (creaming method)

5/6 Practical: Fairy Cakes Demonstration: Fruit/Cheese Scones (rubbing in method)

Going shopping Price Comparison

Evaluation and Review Fairy Cakes

7/8 Practical: Cheese/Fruit Scones

Demonstration: Jam tarts Evaluation and Review Cheese/Fruit Scones

5-a-Day9/10 Practical: Jam Tarts Demonstration: Pizza

V is for vegetable Plan of making – Design

your own pizza

Evaluation and Review Pizza

11/12 Practical: Pizza Evaluation of Review – Pizza

Self-assessment of practical cooking skills

Were you paying attention?

Student Survey


AssessmentDuring Food Technology you will be assessed on your theoretical knowledge and your practical skills.

Record your grades on this sheet.

Assessment Theory level

Practical level

Total level

General Safety

General Hygiene

Equipment

Washing up

Fruit Fusion

Fairy Cakes

Scones

Jam Tarts

Pizza


Safety in the KitchenLearning ObjectivesBy the end of this task you should be able to:

list safety rules for working in the Food Technology room; know how to use the fire blankets in the Food Technology room.

Keywords: safety, hazards, dangerous, prevention.

The Food Technology classroom is one of the most dangerous rooms in the school. There are 25 students using hobs, ovens, electrical appliances, hot water and knives. Therefore, everyone must agree on some simple safety rules to prevent accidents from happening.

Starter ActivityBelow are a few safety rules. Use a post-it note to spot potential hazards in the classroom, and then write a safety rule. Attach the post-it note to the place where the hazard might occur. Discuss these with the class.

Safety Rules

1. Do not run.

2. Work quietly at all times.

3. Listen carefully to all instructions given to you.

4. Put bags and coats on the pegs by the classroom door.

5. Always push stools under the tables.

6. …………………………………………………………..

7. …………………………………………………………..

8. …………………………………………………………..

9. …………………………………………………………..

10. …………………………………………………………..

Fire SafetyIt is unlikely that a fire will start in the classroom. However, it is important for everyone to know what to if there is a fire.

1. Where are the fire blankets located?

2. What are the fire blankets used for?

3. What should you do if there is a fire? Who should you tell? Where should you go?

Self Assessment.Level:

Teacher Assessment.Level:


The 4C’s for Good Food Hygiene

Learning ObjectiveBy the end of this activity you should know the 4C’s for good food hygiene.

Keywords: hygiene, food poisoning, cross-contamination, temperature, (use the word bacteria rather than germs.)

Food hygiene is about preventing food poisoning. Food poisoning bacteria can grow very quickly in food if it is not handled properly, cooked properly or stored properly. There are laws which control how food manufacturers can prepare and sell food.

The 4C’s

1. C_____________

2. C_____________

3. C_____________

4. C_____________




Equipment

Why would you use each of the following pieces of equipment?

Sieve………………………………………………………….………………………………………………………….

Fish slice………………………………………………………….………………………………………………………….

Chopping board………………………………………………………….…………………………………………………………. Grater

………………………………………………………….………………………………………………………….

Cook’s knife………………………………………………………….…………………………………………………………. Mixing bowl

………………………………………………………….………………………………………………………….

Saucepan with lid………………………………………………………….………………………………………………………….

Blender………………………………………………………….………………………………………………………….

Scales………………………………………………………….………………………………………………………….

Measuring jug

………………………………………………………….………………………………………………………….


Equipment

Complete the following sentences using the words at the bottom of the page.

1. A _____________________ and a ________________________ to chop ingredients.

2. Vegetables should be peeled using a _________________________ not a chef’s knife.

3. A __________________ is used to scrape a mixing bowl.

4. To measure 150ml of milk you would use a __________________________ .

5. To measure 150g of flour you would use a ___________________ .

6. To stir soup in a saucepan you would use a __________________ .

7. To grate cheese you would use a __________________ .

8. To remove lumps from flour and aerate the flour you would use a _______________ .

9. To cool baked foods such as cakes and muffins you would put the food on a ____________________ .

Missing words

measuring jug chef’s knife wooden spoon

sieve spatula scales

grater chopping board vegetable peeler

cooling rack

Common Spelling Errors in Food TechnologyCircle the correct spelling

Nife Knife

Vegetables Vegatables

Ingredients Ingrediants

Potatoe Potato

Potatoes Potatos

Self-raising flour Self-raising flower

Meal Meel

Brekfast Breakfast

Sorcepan Saucepan

Hygiene Hyjene

Sereal Cereal

Design Desine

Healthiest Helthiest


Cinnamon Cinamon

Apricots Apprecots

Equipment Wordsearch

There are the names of twelve pieces of kitchen equipment hidden in the grid below, can you find them?

s a u c e p a n d t

c k r o f z s s o i

t r s l i c s o m n

e e k a l w o b o s

v t a n r e b e u y

e t j d i a h b l a

i u u e z f l a d r

s c g r a t e r s t

n i p g n i l l o r

j a b s p a t u l a

WordsRolling pin Colander Spatula Grater

Fork Jug Cutter Knife

Sieve Saucepan Tray Bowl




Washing Up

Fill in the missing words

To wash up properly you will need:

1. A plastic …………………… ……………….

2. ……………… ……………….. to kill bacteria and remove grease.

3. A ………………………. to scrub stubborn foods.

4. A ………………………. to wipe the equipment in the soapy water.

5. …………………….. to help remove grease.

6. A ……………………… to dry the dishes.

7. Stack up all the dirty equipment at the side of the ………………………

8. Fill the saucepans and cooking dishes with water and leave to ……………

9. Wash …………………. and cutlery first so they do not smear.

10. Do not put …………………… into the washing up bowl as you cannot see them when you into the bowl.

11. Drain the dishes ………………………………………… on the draining board.

12. Wash all work surfaces with a …………………….wrung in hot soapy water.

Missing words

dishcloth glassware scourer tea towel

hot water washing up bowl soak sink

knives upside down detergent cloth

How should you leave your sink at the end of each lesson?




The sink should be left clean and dry.No food scraps in the bottom of the sink.The washing up bowl and detergents are put neatly away.

Dirty teatowels and dishcloths should be put into the laundry basket ready for washing.

Why do we eat food?

Task: In pairs complete the activity below by brainstorming all the reasons for why we eat food. Then brainstorm reasons why it is important to eat breakfast.


Why do we eat food?

Why is it important to eat breakfast?

Breakfast really is the most important meal of the day!

Breakfast can help give us the energy we need to face the day, as well as some of the vitamins and minerals we need for good health. Some people believe that skipping breakfast will help them loose weight. This is not true. In fact to have a healthy weight you should not skip meals but should have regular well balanced meals.

Read this article published by The Breakfast Cereal Information Service on 25 June 2008.

Teenage Breakfast Skippers Undermining Healthy Development

Source: http://www.breakfastcereal.org/teenagebreakfast.html

Four out of ten teenagers are regularly skipping breakfast and missing out on vital daily nutrients. Research released by the Breakfast Cereal Information Service shows that, although the majority of UK adults understand the importance of breakfast for improving physical and mental performance (65%) and believe it to be the most important meal of the day (60%), 40% of teenagers are still ignoring the benefits.

When they do eat breakfast, four out of five (81%) teenagers opt for a bowl of breakfast cereal, which is also the way the majority of teenagers consume milk (75%). However parents report that a number of factors are consistently preventing their teenage children from eating breakfast in the morning, with:

Just over half of teenagers claiming not to be hungry (51%) Almost half getting out of bed too late (49%) More than two in five complaining that they can't be bothered to eat breakfast (44%)

As a result, experts warn that teenagers are missing out on important nutrients.

Prof. Tom Sanders, Head of Nutritional Sciences at Kings College London, comments: "There is a worrying trend for kids to skip breakfast and not consume milk. A cereal breakfast makes a major contribution to some key nutrients such as fibre, riboflavin, folate and calcium that are often in short supply in the overall teenage diet. These nutrients help maintain health as well promote growth and development.

"Breakfast cereal with low fat milk makes a good start for the day especially during the exam period because a carbohydrate rich meal in the morning improves mental performance."

Dr Judith Bryans, Director and Registered Nutritionist at The Dairy Council, said: "Calcium requirements are highest during the teenage years as the majority of our bones are formed during this period. Unfortunately, the most recent diet and nutrition survey suggests that many teenagers do not get enough calcium. Having a bowl of breakfast cereal with milk would help them to increase their calcium intake along with many other nutrients their bodies need for good health."

ActivityMake a list of good and unhealthy breakfast food choices. Your teacher will discuss these with the class.

Good breakfast food ideas Unhealthy breakfast food choices


Making Activity 1: Fruit Fusion

Fruit Fusion is also called fruit salad, it is not only healthy and easy to make but it tastes great. Simply prepare and chop up a mixture of different fruits and place into a bowl or serving dish. Here are some suggestions for fruits you could include, but when choosing your fruits think about how the individual colours will mix together, you should be aiming to make a colourful attractive fruit salad.

Bananas Apples Melon kiwi Blueberries Pineapple Grapes Strawberries Raspberries Peaches

Learning ObjectivesBy the end of this task you should be able to:

use a range of basic equipment, e.g. chopping board, knife, spoon; prepare and cut a range of fruit e.g. peeling; bridge hold and claw grip; measure liquids accurately using a measuring jug; make a tasty fruit fusion.

Design BriefDesign and make a fruit fusion using fruits that are currently in season.

ActivityBuying fruit in season is an economical way of shopping. For example, strawberries are cheaper in the summer than in the winter. Buying fruit in season is also better for the environment because it means that the food has not been flown in by aeroplane and it hasn’t been grown in hot houses.Make a list of fruits in season.

Summer Fruits Autumn Fruits

Winter Fruits Spring fruits

Recipe writing sheetName of dish: Date of practical:


Objective:

Ingredients: (List the quantity and type needed.) Equipment:

Method: (Explain how to make the recipe step-by-step.) Notes: (During your practical session note what you might do differently or improve)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Evaluation: Evaluate your finished productAssessor What went well? How to improve?Student/peer commentSelf assessment

Teacher comment

Progress indicator (RAG) Current

working levelLevel awarded for task;

Assessment for Learning: Working towards…

Level 3 -Choose the correct equipment when making your product.

Level 4 -Write step-by-step plans and select appropriate equipment.

Level 5 -Write detailed plans, changing them where appropriate.

Homework: Nutrients - What a body needs

Learning ObjectiveBy the end of this activity you should:

be able to use textbooks and the Internet to research information, know the function of different nutrients on the body,


know good food sources for different nutrients.

Keywords: research, information source, nutrients.

1. Complete the table by listing healthy breakfast foods where each nutrient is found.2. Draw a line to match the nutrient/food source to the function of the nutrient on the body. The first one

has been done for you.

Nutrient Breakfast foods where the nutrient is found

Function (job) in the body

Protein Eggs, ham, sausages, bacon, milk, cheese, baked beans.

Healthy gums and skin.Heals wounds and stops infection.

CarbohydrateStarchy and wholegrain foods are the best.

For healthy sight and skin.

Fats Healthy blood, helps to form red blood cells, which carry the oxygen.

Vitamin A Build strong bones and teeth

Vitamin B1 A good source of energy.

Vitamin B2 Helps digestion.Prevents constipation.

Vitamin C Build and repair muscle tissue, hair, skin and nails.

Vitamin D . For growth and health of eyes and mouth.

Minerals - calcium Helps the body use food for energy. Helps nerves.

Minerals - iron Protects body organs. Concentrated form of energy.

Fibre Forms strong bones and teeth.

Assessment for Learning□ Working towards Level 3 – I used one information source to find correct information.

□ Working towards Level 4 – I used more than one source to find and correct information and recorded this in detail.


Starter Activity - Do you know what’s good for you?

1. What is the most important meal of the day?a) Breakfastb) Break/ Morning teac) Lunchd) Dinner

2. How many portions of fruit and vegetables should you eat each day?

a) 2 portionsb) 3 portionsc) 5 portionsd) 7 portions

3. How regularly should teenagers exercise?a) Once a monthb) Once a weekc) Twice a weekd) Once a day

4. Which food is the highest in Vitamin C?a) Milkb) Orangesc) Bananasd) Sprouts

5. Potatoes, pasta, breads and cereals have high amounts of this nutrient.

a) Carbohydratesb) Proteinc) Fatd) Minerals

6. How many cups of water should you have every day?

a) 1 to 3 cupsb) 3 to 6 cupsc) 6 to 8 cupsd) 8 to 10 cups

7. How many serves of fish should we eat each week?a) Once a fortnightb) Once a weekc) Twice a weekd) Once a day

8. How many glasses of low-fat milk or a calcium fortified substitute should teenagers drink each day?

a) Half each dayb) One a dayc) Two a dayd) Three a day

9. Which type of fat is the worst for us to eat?

a) Polyunsaturatedb) Monounsaturatedc) Saturatedd) Hydrogenated (trans-fats)

10. How many teaspoons of sugar are typically found in a can of fizzy drink?

a) 3 to 6 teaspoonsb) 6 to 7 teaspoonsc) 5 to 8 teaspoonsd) 8 to 10 teaspoons

11. What condition is excessive consumption of salt linked to?

a) Cancerb) Influenzac) Strokes, heart attacks and heart failured) Obesity

12. What is the maximum amount of salt recommended for adults per day?

a) 6 gramsb) 12 gramsc) 18 gramsd) 24 grams

13. Most of the salt we consume comes from:a) Naturally occurring salt in foodb) Salt added at the tablec) Salt added during cookingd) Processed foods

14. In the UK, what is the biggest cause of death of women?

a) Old ageb) Breast cancerc) Heat disease and stroked) Accidents and injuries

15. Which of the following foods has been highlighted as helping to cut your risk of heart disease as part of a healthy diet?

a) Lean steakb) Oily fish (eg. Tuna and salmon)c) Chickend) Pasta

Your score out of 15=


The eatwell plate shows the types and proportions of foods we need to have a healthy and well balanced diet. It shows how much of what you eat should come from each food group. This includes everything you eat during the day, including snacks. Look at the eatwell plate to see how much of your food should come from each food group. You don’t need to get the balance right at every meal. But try to get it right over time such as a whole day or week.

Record the food that you ate yesterday on the table below.

Fruit and Vegetables Breads, rice, potatoes, pasta (starchy foods)

Meat, fish, eggs, beans Foods and drinks high in fat and/or sugar

Milk and dairy foods

Year 7 Food Technology –St James School 2012/13 17

Using the Cooker

Learning ObjectiveBy the end of this activity you should be able to:

identify the parts of the cooker and explain how each part is used in cooking food; explain the nutritional effect of different types of cooking; know how to use the cooker safely.

Keywords: grill, fry, boil, simmer, steam, bake, preheat, heat conductor.

Activities1. Label the parts of the cooker.

2. Which part of the cooker would be used to cook the following?

Steamed vegetables ………………………………. Poached eggs ………………………………….

Toast ………………………………………………. Grilled sausages ……………………………..

Roast meat ………………………………….. Muffins ………………………………………….

3. Which method of cooking is the healthiest – baking, grilling or frying? Explain why.

4. When cooking on the hob, why should you always stir with a wooden spoon and not a metal spoon?

5. What is preheating and why must you always preheat an oven before using it?

6. When taking food out of the oven, why should you use oven gloves and not a tea towel?


Making Activity 2: Fairy Cakes

Learning ObjectivesBy the end of this activity you should be able to:

weigh and measure ingredients accurately, e.g. flour, margarine, sugar; use an oven safely; use the creaming method; divide a mixture evenly between the cake cases

.Ingredients· 75g self raising flour· 50g caster sugar· 50g soft margarine· 1 egg· 75g dried fruit

Equipmentweighing scales, measuring spoons, mixing bowl, wooden spoon, spatula, non-stick bun tray, 12 paper fairy cake cases

Method1. Pre-heat oven at 190oC, Gas Mark 52. Cream together the sugar and margarine3. Gradually add the beaten egg4. Sieve and fold in the flour5. Stir in the flavourings6. Spoon the mixture into paper cases7. Place in oven, 15-20 minutes8. Place on a cooling rack

Top tips Use different types of dried or fresh fruit e.g. dried apricots, fresh banana or glace cherries Try adding a little spice such as cinnamon or ginger

SkillsUsing the oven Claw grip Creaming Dividing Weighing/measuring



Objective:



1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Teacher comment




Level 3 -I chose the correct equipment and completed the task

Level 4 -I overcame problems and suggested improvements

Level 5 -I adapted my recipe and used my own knowledge to solve problems that arose

Evaluation and Review: Fairy Cakes


Name 3 different ingredients that could be used to make these fairy cakes.

1 ………………………………………………..

2 …………………………………………………

3 ………………………………………………..

Suggest 3 different topping ingredients that could be put onto the top of these cakes once they have cooled to make them look more appetising.

1………………………………………………..

2 …………………………………………………

3 …………………………………………………

Identify which parts of the Eatwell Plate the fairy cakes would fall under? Can you think of how the cakes could be made more healthy?.………………………………………..………………………………………..………………………………

………………………………………..………………………………………..………………………………

………………………………………..………………………………………..………………………………

………………………………………..………………………………………..………………………………

Tick the appropriate box on the hedonic scale for your product.

Hedonic scale Like a lot Like a little Neutral Dislike a little Dislike a lot

Fairy Cakes

1. What did you like about your product? (Be specific about taste, texture and appearance.)

2. What did you dislike about your product? (Be specific about taste, texture and appearance.)

3. What did your family think of your product?


Making Activity 3: Cheese or Fruit Scones

Learning ObjectivesBy the end of this activity, you should be able to:

weigh and measure ingredients accurately; Prepare ingredients, grating; Roll out the dough to a uniform shape use the oven safely;

Ingredients· 250g self raising flour· 40g butter or margarine· 125ml semi-skimmed milk For Cheese Scones add;· 75 g hard cheese (grated)· 1 x 5ml spoon (tsp)

mustard powder (optional)For Fruit Scones add;· 25g sugar · 75g currants or sultanas EquipmentBaking tray, scales, chopping board, knife, grater, measuring jug, mixing bowl, wooden spoon, rolling pin.

Method1. Preheat the oven to 2100C or gas mark 72. Sieve the flour into the bowl. If making cheese scones sieve in the mustard.3. Rub in the butter or margarine into the flour until it resembles breadcrumbs1. If making cheese scones, stir in the cheese.2. If making fruit scones, stir in the sugar and dried fruit.3. Make a well in the middle of the flour and gradually stir in enough milk to form a soft dough4. Place the dough on a lightly floured work surface5. Shape the dough to about 2cm thick6. Using a cutter cut the scones7. Place the scones onto a baking tray and brush the top with a little milk8. Bake for 12-15 minutes until golden brown9. Allow to cool on a cooling rack

Top tips· Make fruit scones – add 25g sugar and 75g currants or sultanas before the milk and leave out the cheese and

mustard.· Add different herbs and spices to change the flavour

SkillsWeighing/ measuring Using a oven Grating Rolling out Combining/

Mixing



Objective:



1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Teacher comment



Assessment for Learning: Working towards…Level 3 - I have explained what went well and what didn’t go well.

Level 4 - I have written an evaluation with strengths, weaknesses or suggestions for improvement.

Level 5 - I have written an evaluation and included strengths, weaknesses and suggestions for improvement.

Evaluation and Review: Cheese or Fruit Scones


Name two ingredients that could be changed in your scones to make them healthier

1 …………………………………………………

2 ………………………………………………….

Suggest two ingredients you could serve scones with (one for sweet scones and one for savoury scones)

………………………………………..

………………………………………..

Name two different occasions where savoury scones could be served. Suggest the type of scones you would have.

1 …………………………………………………

2 …………………………………………………

Suggest two different combinations of fruits and other flavourings that could be used in a sweet scone.

1 ………………………………………………..

2 ………………………………………………..

Tick the appropriate box on the hedonic scale for your product. Hedonic scale Like a lot Like a little Neutral Dislike a little Dislike a lot

Scones

1. What did you like about your product? (Be specific about taste, texture and appearance.)Taste -Texture -

Appearance -



4. Suggest at least two improvements that you would make to your product. Be specific about the ingredients that you would use or how you would change the method and what impact you would expect this to have.


Going Shopping

1. Plan a weekly_______________.

2. Always go with a _________ and stick to it, otherwise you end up buying things

that you don’t need and then later throw them away and you don’t buy the things

that you do need and end up doing short trips to the corner store.

3. Check the ________________ and the _______________ to see what ingredients you already have.

4. Have a ______________. Know exactly how much you can spend.

5. Keep _________ ____________ ___________ stocked up. Rice, spaghetti, pasta, tinned tomatoes,

flour, eggs, stock cubes, dried herbs and spices will keep for a while. You can turn just about any

vegetable into a healthy meal using a combination of the basics.

6. Buy in ___________ if you’ve got somewhere to store it.

7. Cut back on __________ – it’s expensive. Try eating vegetarian meals several times a week (think

pasta or chili beans). You can also make minced meat go further by adding beans and lentils.

8. Turn _________ ___________ into meals. We throw 6.7 million tonnes of food away every year in the

UK. Nearly ¼ of it has not even been touched. It’s an opportunity to be creative.

9. Look for ______________ but don’t buy them unless they’re things you will use and eat.

10. ________ cereals are a bad buy. Lots of money for no nutrition. Look for whole grain cereals with low

sugar.

11. _______________ the prices of different brands.

12. Avoid trips to the ___________ __________ and the petrol station. These are some of the most

expensive stores.

13. Read_____________. Avoid trans fat, hydrogenated oils, sugar, saturated fat and salt. Look for fibre,

good fats, protein, vitamins, calcium.

14. Avoid ____________ ____________ and frozen dinners. These are expensive.

15. Drink_____________. Soft drinks are expensive and high in sugar. Water is cheap and good for you.

Missing words

bulk specials fridge sugar

pantry compare menu water

list long lasting basics corner store labels

left over’s budget ready meals meat


Price ComparisonCalculate the cost of home made versus ready made muffins

Price of 12 Fruit Scones at Sainsbury’s = approx. £2.40

Now calculate the cost of making 12 scones yourself.Example:£0.90 / 1500g = 0.006p per gram of flour0.06p x 250g flour= 15p (15p for 250g of flour)

Ingredients/ Quantity

(in grams, ml or number)

Price Cost per unit Quantity needed to make 12

Price to make 12 at home

1.5kg SR flour 90p 90/1500g=0.06 250g 0.06x250= £0.15

250g butter or margarine 69p 40g

1L semi-skimmed milk £1.09 125ml

1000g sugar 98p 25g

500g currants or sultanas £1.29 75g

TOTAL=

Questions1. Explain why it costs more to buy the scones ready made from the shop than it does to make them yourself?

2. List three advantages of making the scones yourself?1.2.

3.

3. Suggest ways a manufacturer might try to make the scones cheaper.



Ingredients to make 12. 200g flour 100g butter 2/3 tablespoons of water Filling – jam/lemon curd

Method

1. Preheat the oven to 180 C or gas mark 4.2. Place the flour, butter and salt into a large clean bowl.3. Rub the butter into the flour with your fingertips until the mixture resembles fine breadcrumbs, working as quickly as possible to prevent the dough becoming warm.4. Add the water to the mixture and using a cold knife stir until the dough binds together, add more cold water a teaspoon at a time if the mixture is too dry.5. Place the pastry onto a lightly floured work surface and roll to 0.5cm thickness. Using a pastry cutter, cut circles from the pastry. Gently press one disc into each hole. 6. Place a heaped teaspoon of jam or lemon curd into the pastry lined tins. Be careful not to overfill as the jam will spill out when hot and burn.7. Repeat until all the pastry is used up - you can squish the pastry trimmings back together and reroll several times.8. Bake in the preheated oven for 15 mins or until golden brown. Remove from the oven and leave to cool completely, do not eat while hot or you may burn your mouth, the jam stays hot for a long time.

Don’t forget a container to take your jam tarts home in

Feeling adventurous? You could…. Cut shapes to use as lids.

Vary the jam that you use or make your own.

We will learn the rubbing in methos and carefully combining ingredinets.

Making activity 4: Jam Tarts


Objective:



1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


Teacher comment




Level 3 -I chose the correct equipment and completed the task

Level 4 -I overcame problems and suggested improvements

Level 5 -I adapted my recipe and used my own knowledge to solve problems that arose

Evaluation and Review: Jam Tarts


Name two ways that you could vary your recipe

1 …………………………………………………

2 ………………………………………………….

If you were to make this for a children’s party how could you modify it? (think about how it could be presented differently)

………………………………………..

………………………………………..


Jam/lemon tart


Appearance -





Making Activity 5: Pizza

Learning ObjectivesBy the end of this activity, you should be able to:

weigh and measure ingredients accurately; Prepare ingredients, slicing, chopping, grating etc; Roll out the dough to a uniform shape use the oven safely;

Ingredients· 225g self raising flour· 1/2 teaspoon salt· 4-5 tablespoons water· 3 tablespoons of Tomato puree or 400g tinned · tomatoes· A range of toppings ; e.g. sliced peppers, · mushrooms, grated cheddar or sliced mozzarella, cooked bacon, tinned sweetcorn, sliced ham or

cooked bacon, salami, pineapple.

EquipmentBaking tray, scales, chopping board, knife, grater, measuring jug, mixing bowl, wooden spoon, rolling pin.

Method1. Mix the flour and salt into a bowl . Make a well in the centre and pour in the water. Mix to a soft but not sticky

dough. Add either a bit more water if it is too dry or a bit more flour if it is too sticky.2. Sprinkle some flour onto the work surface and knead the dough until smooth. 3. Roll out to a circle, the size of a dinner plate4. Spoon over the tomato puree if using. If using tinned tomatoes drain off the liquid before spreading them over

the pizza base5. Scatter your chosen ingredients over the pizza base, putting the cheese on last. 6. Bake for 15 minutes until the base looks cooked and the cheese is golden brown 7. A baking tray/ tin foil tray or suitable container approx. 20cm x 30cm

Top tips· Add some herbs to your pizza base with the flour· Try some different topping combinations· Try some different types of cheeses

SkillsWeighing/ measuring Using a oven Grating Claw and bridge

gripRolling out Combining/

Mixing


V is for Vegetable

Vegetables are an excellent source of vitamins and minerals and fibre. They should be an essential part of our daily diet. Vegetables may:

bulb vegetables grow underground with shoots growing above ground eg. garlic, spring onions leafy vegetables are plants leaves that you eat eg. lettuce stem vegetables are edible stalks of plants eg. celery tubers grow underground and we eat the root of the plant eg. potatoes, parsnip root vegetables are also vegetables that we eat the root of but they have a stem or stalk above ground

eg. carrots, ginger some vegetables are fruits. These vegetable contain seeds and are ideal for stuffing. Eg tomato,

avocado.

Name these vegetables and find out if they are root, stem, bulbs, leafy vegetables, tubers or fruits.

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5-a-Day

Fruit and vegetables are a good source of many vitamins and minerals, yet most of us don't eat enough of them. There is mounting evidence that people who eat lots of fruit and vegetables are less likely to develop chronic diseases such as coronary heart disease and some cancers. Fruit and vegetables are also low in fat.

How much is one portion?ONE portion = 80g = any of these

1 apple, banana, pear or other similar sized fruit2 plums or similar sized fruit½ grapefruit or avocado1 slice of large fruit, such as melon or pineapple3 heaped teaspoons of vegetables (raw, frozen or tinned)3 teaspoons of beans and pulses (however much you eat, beans and pulses count as a maximum of

one portion a day3 heaped teaspoons of fruit salad (fresh or tinned in fruit juice) or stewed fruit1 heaped tablespoon of dried fruit (such as raisins and apricots)1 handful of grapes, cherries and berriesA dessert bowl of saladA glass (150ml) of fruit juice. (However much you drink, one glass of fruit juice counts for one portion a

day.)

When is the best time to buy vegetables?The best time to buy vegetables is when they are in season. It’s cheaper and buying vegetables in

season is better for the environment because the vegetables haven’t been flown over by plane and they haven’t been grown in green houses. Complete the table below by writing the list of vegetables in the correct season.

Asparagus Aubergine Broccoli Brussel Sprouts

Cabbage Carrots Cauliflower Courgette

Beans Leeks Lettuce Potatoes

Onions Parsnip Pumpkin Tomato

Spinach Swede Sweetcorn Watercress

Winter Fruits and Vegetables Autumn Fruits and Vegetables

Summer Fruits and Vegetables Spring Fruits and Vegetables


Design your own pizza

Plan of Making for PizzaDesign your own pizza recipe and add at least 2 toppings to the pizza. Plan how you are going to make it. You can use a recipe to help you but you need to include any changes to your plan.

Recipe writing sheet Name of dish: Date of practical:

Objective:



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D&T @ ST J AMES

Evaluation and Review: Pizza

Name 2 ingredients that could be changed in your Pizza to make it healthier

1 …………………………………………………

2 ………………………………………………….

If you were to make this for a children’s party how could you modify it? (think about how it could be served differently)

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Pizza


Appearance -






Teacher comment




Level 3 - I have written an evaluation with strengths, weaknesses or suggestions for improvement.

Level 4 - I have written an evaluation and included strengths, weaknesses and some suggestions for improvement.

Level 5 -I have written an evaluation and included strengths, weaknesses and detailed suggestions for improvements.


Self-Assessment of Practical Cooking Skills in Food Technology

Wor

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well Ne

eds

impr

ovin

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Organisation

I came to the lesson ready to cook.I had my ingredients and got my equipment ready.I followed the recipes correctly.I worked orderly, was not messy, used a scrap bowl and kept my work area organised and tidy.I managed my time effectively to complete the tasks.Hygiene and safetyI washed my hands before and during cooking.I wore an apron, tied my hair back and removed jewellery.I removed my blazer and jumper and rolled my sleeves up.I cleaned my area, washed the dishes, packed the dishes away and put wet cloths in the basket.Food preparation skillsI can use a range of basic equipment. e.g. knife, graterI can use the bridge hold and claw grip to slice, chop and dice food.I can peel and grate a range of ingredients.I can measure liquids accurately using a measuring jug.I can weigh solids accurately using scales.I used the creaming method to make the fairy cakes.Cooking

I can use the cooker safely.I can manage saucepans on the hob and keep the handles turned in.I used oven gloves to remove trays from the oven/grill.I can control the temperature of the hob to boil and simmer.I can use the oven to bake foods.Final dish

I used a range of ingredients to make a high quality product. (Good appearance, taste, texture, nutrition and fit for purpose.)TargetsList two targets that you need to improve on when cooking?

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Were you paying attention?

Complete this quiz to find out how much you remember from your study of food technology.Answer each question by choose the most correct answer.

1. The most important thing in food technology is:(a) to wash your hands(b) personal hygiene and safety(c) to check that food is stored in the

refrigerator(d) to keep water away from electrical

appliances.

2. The temperature of the refrigerator should be:(a) -18oC(b) 0 to 5 oC(c) 0 to 10 oC(d) 38 oC

3. Foods that are most likely to give you food poisoning are also known as:

(a) protein foods(b) animals foods(c) rice, meat and chicken(d) high risk foods

4. Breakfast is the most important meal of the day because:

(a) it gives you energy, vitamins and minerals to concentrate

(b) it is a cheaper alternative to eating lunch(c) it helps us to loose weight(d) it is healthier than eating crisps and

chocolate for break.

5. The healthiest method of cooking is:(a) baking(b) grilling(c) boiling(d) steaming

6. How many cups of water should you drink every day?

(a) 1 to 3 cups(b) 3 to 6 cups(c) 6 to 8 cups(d) 8 to 10 cups

7. How many serves of fish should you eat each week?

(a) Once a fortnight(b) Once a week(c) Twice a week(d) Once a day

8. How many glasses of low-fat milk or a calcium fortified substitute should teenagers drink each day?

(a) Half each day(b) One a day(c) Two a day(d) Three a day

9. Eating too much fat, salt and sugar can lead to:(a) heart disease(b) obesity(c) stroke(d) all of the above

10. What is the maximum amount of salt recommended for adults per day?

(a) 6 grams(b) 12 grams(c) 18 grams(d) 24 grams

11. Most of the salt we consume comes from:(a) Naturally occurring salt in food(b) Salt added at the table(c) Salt added during cooking(d) Processed foods

11. The meaning of the word ‘savoury’ is:(a) Sweet foods. eg cakes, biscuits, fruit.(b) Not sweet eg. Meat, vegetables(c) Hot foods. eg Spaghetti Bolognese(d) Breakfast foods served with milk

12. Cous cous:(a) is a cereal grain that grows on plants(b) is small seeds that grow on plants(c) is finely ground wheat(d) is tiny balls of pasta

13. The role of raising agents in food production is to:(a) to give a light soft texture.(b) to make the food look good.(c) to make cakes look well rounded.(d) to make foods taste good.

14. The most dangerous temperature for meat, chicken and dairy food to be stored in would be:

(a) the freezer(b) the refrigerator(c) room temperature(d) a hot oven.

15. What is the main function of protein in the diet?(a) Build and repair muscle tissue including

hair, nails and skin(b) Give you energy(c) Transport oxygen in the blood(d) Strengthen teeth and bones.

Your score /15


Student Survey

DO NOT WRITE YOUR NAME ON THIS FORM

WHAT DO YOU THINK ABOUT LESSONS INFOOD TECHNOLOGY?

Stronglyagree

Agree Disagree StronglyDisagree

Lessons were prepared well

I understood what I need to do in the lessons

I feel I have learned useful things

I know my target level

I know what I have to do to meet my target level

Lessons began on time

I feel I was encouraged to work well

The teacher marked my book at least once during the unit

My teacher provided constructive comments for improvement

Students are encouraged to behave appropriately

I enjoyed doing this project

Which recipes did you enjoy making?

Like a lot Like a little Neutral Dislike a little Dislike a lot

Fruit FusionFairy CakesSconesPizzaMacaroni Cheese

What suggestions do you have for improving the unit?

Thank you for completing this survey. It will help the Food Technology Department to improve this subject.


Year 7 Food Booklet v3 12.12.12 - St James Web viewStarter. Activity. Below are a few safety rules....

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Transcript of Year 7 Food Booklet v3 12.12.12 - St James Web viewStarter. Activity. Below are a few safety rules....