Unit of work in a herb garden from Nowra High School NSW

8/9/2019 Unit of work in a herb garden from Nowra High School NSW

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http://green.net.au/srd/http://www.choice.com.au/defaultView.aspx?id=102314&catId=100165http://www.burkesbackyard.com.au/


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Technology Unit, Curriculum K-12 Directorate, NSW Department of Education and Training

Nowra High School Page 2 of 10

Students learn about: Students learn to: Integrated learning experiences

and resources

Evidence of learning Teacher evaluation

Weeks 12 Introduction to central unit Nowra

High Herbs. Students to indicate ifthey would prefer to undertake 2a or2b.Overview of design process.Brainstorm components ofinvestigating, designing, producing,evaluating.

Review of key concepts learnt inSemester 1.Focus outcome4.1.3

relationship of design to theareas of study of BuiltEnvironments, Products andInformation andCommunications.

different design specialisations.

the nature of work of designersas individuals and collaborators.

identify relationships of designto each area of study.

describe the nature of each ofthe areas of study of BuiltEnvironments, Products andInformation andCommunications.

identify a range of designspecialisations relevant to each

area of study. apply group work and

collaborative strategies toproject development.

Small group design activity,(Design Target Activity Sheet).Presentation to class.

Brainstorm: who uses a designprocess? Designers who work in arange of design specialisations.

In groups, compile a list of designspecialisations linked to each areaof study: Products, Information and

Communications, The BuiltEnvironments. Use resourcesprovided by the school library tohelp compile the lists.

Assessment task: Designersand their work. In groups,students to select one designspecialisation they areinterested in. Research andprepare a PowerPointpresentation on a designer whohas had success in that area ofdesign. (Refer to task outline).

Focus outcome 4.2.1

communication methodsincluding

drawings, sketches andmodels

written reports oral presentations

digital presentations. communication methods

suitable for specific audiencesincluding

users and clients technical experts peers.

communicate informationappropriate to specifiedaudiences.


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Focus outcome 4.1.3

the contributions of females andmales who engage in designand technology.

identify the contribution the

designer makes to theimprovement of everyday life.

Video: Axis Kettle. Designers involved

in product design that is greatlyinfluenced by environmentalsustainability.Internet search: Society forResponsible Design,www.green.net.au/srd. Report on thecontributions being made bydesigners to improve theenvironment.

work and training opportunitiesfor people who engage in

design and technology in eacharea of study.

explore work and trainingopportunities for people who

engage in design andtechnology relevant to eacharea of study.

Guest speaker/s: Work and trainingopportunities within the Shoalhaven

for designers: careers adviser TAFE adviser local designer, e.g. Sydney

Yachts. ex-student/s, e.g. Amy Coulthart,

Drew Rosskelly, Bonnie Rozorio,Jackson Wicks.

Weeks 34

Focus outcome 4.2.1 using ICTs to plan, develop and

document design projects.

compose a design folio for a

specific audience in electronicformat including features suchas tabs, indents, headers andfooters, margins and lineparagraph spacing and usingappropriate layout and graphicdesign.

use word processing featuresincluding page numbering andpage breaks, find and replace,word count, spell check and

thesaurus, columns andsections, insertingtext/object/images.

Introduction to design brief and folio.

Students to compose a design folioon the computer.

Documentation in folio of each

stage of the design processundertaken, to produce qualitysolution.

Focus outcomes 4.1.1 and 4.2.1 design processes including

analysing needs, problemsand opportunities.

needs and opportunities in theareas of study.

establish a design process thatresponds to an identified needand opportunity.

identify needs and opportunitiesthat require solutions in theareas of study.

Brainstorm: requirements of thedesign brief. What is the brief askingyou to do?Develop a mind map of needs andopportunities as determined by thebrief.

Ongoing folio documentation computer generated.
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Weeks 79

Focus outcome 4.3.1Plant ProductionTools specific tools relating to plant

production technologies.

the function, selection andcorrect use of a range ofcontemporary tools used for

planting, managing harvesting

select, maintain and correctlyuse tools and equipment forspecific purposes in designproject development.

Visit to local nursery to researchcultivation, through talk by residenthorticulturalist. Purchase of seed andseedlings.Discussion of cuttings and smallplants (root division) available fromhome.

Handout: Cloze passage gardentools use and the requiredmaintenance for each tool.

Ongoing folio documentation computer generated.

Focus outcome 4.3.2 risk management strategies.

responsible behaviour inworking environments.

Occupational Health and safetypractices

the safe and responsible use ofmaterials, tools and techniquesin each design project.

maintenance of tools and

equipment.

manage risk when developingdesign projects.

use tools, materials andtechniques in a responsible andsafe manner in each designproject.

maintain tools and equipmentincluding computer equipment.

Review sun safety policy. Develop aclass policy to follow when working ingarden.Handout work sheet: How to safelyuse and maintain garden tools.Prepare garden bed, using safe workpractices.

Uses tools, materials andtechniques safely to produceherb garden.

Focus outcome 4.3.1Plant productiontechniques techniques used for:

planting managing harvesting

select and use techniquesappropriate for the purposes ofa design project.

Students to develop cards for thecare and maintenance of the herbsbeing planted, (computer generated).Plant herbs.Formulate a teamwork roster forgarden maintenance.Review prior learning of cultivationand planting, managing andharvesting herbs and informationreceived from nursery.

Participation in gardenmaintenance and planting ofherbs.


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Weeks 1011

Focus outcome 4.3.2 risk management strategies.

responsible behaviour inworking environments

Occupational Health and Safetypractices

the safe and responsible use ofmaterials, tools and techniquesin each design project.

maintenance of tools and

equipment.

manage risk when developingdesign project.

use materials, tools andtechniques in a responsible andsafe manner.

maintain tools and equipmentincluding computer equipment..

Introduction to the Food Technologyroom.Watch video: Safety in the Kitchen.Brainstorm/CAF activity safetyissues both in the use of food (foodhygiene) and in the use of tools andequipment.In teams, design a poster with safetyissues outlined for class display.

Ongoing design foliodocumentation- computergenerated.

Focus outcome 4.3.1Food technologiesMaterials characteristics and properties of

foods appropriate to a designproject.

identify common properties offood within each of the foodgroups.

select and prepare food for adesign project.

Worksheet: food groups and theirproperties. Placement of herbs withinthe healthy eating target.

Focus outcome 4.4.1

innovation and emergingtechnologies relating to tools,materials, techniques or

products in each area of study. the impact of innovation and

emerging technology on societyand the environment.

identify and describe aselected innovation oremerging technology in eacharea of study of Built

Environments, Products andInformation andCommunications.

explain the impact ofinnovations and emergingtechnologies on society and theenvironment including newICTs

Library research/Internet research:Genetic engineering of food, inparticular herb products.

Discussion of the use of geneticengineering (genetically modifiedfood); its purpose; food labelling;consumer concerns.

Review of articles from Choicemagazine the genetically modifiedfood debate, (May 1999, November2002)

Research findings presented asa report in folio computergenerated.

.


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Weeks 1213

Focus outcome 4.3.1Food TechnologiesTools

specific tools related to foodtechnologies.

the functions and correct andsafe use of a variety ofcontemporary food utensils andappliances used for:

cutting measuring preparation, processing

and cooking

recipes including the format andabbreviations commonly used.

select and correctly use avariety of appropriate foodutensils and appliances toprepare quality food items for adesign project.

select, interpret and/ormodify/develop recipes for adesign project.

Investigate the range of tools used infood production and their use Treasure hunt. Location ofequipment and tools. Use oftextbooks to determine their usage infood production.Categorise tools: cutting, weighing,measuring, preparation, processing,cooking.Discuss safe use of tools andcomplete safety worksheet.

Recipe analysis worksheet.

Competently completes safetytest.

Techniques

specific techniques used in food preparation, food processing

cooking food.

presenting food for visualappeal.

select and use techniquesappropriate for the purposes ofa design project

Teacher demonstration of trial recipenumber 1: Chicken Salad withTarragon and Coconut, (N.B. recipesselected will be dependent upon theherbs being grown by each class

group; herbs may be purchased if notyet fully grown in school garden).Teacher demonstration of techniquesprior to each practical experience.Video: Great Food Presentation More than Food on a Plate.Discuss food presentation as an areaof Food Design. Trial foodphotography. Students to use thedigital camera to photograph eachfood item produced, (for use in herb

cookbook).

Uses tools, materials andtechniques safely to producefood products.

Formulation of an appropriate

recipe template to be used incookbook.

Weeks 1416

Focus outcome 4.1.1 design processes including

experimenting and testingideas

producing design solutions.

Contributing outcome 4.2.2

Trial recipes 2 and 3: Cheese andHerb Scrolls; Pasta with Basil Sauce.

Students to form teams of four.Brainstorm categories needed forherb cookbook contents.

Practical participation:completion of trial recipes 2 and3.Students to formulate recipemethod: literacy strategyprocedures.Ongoing folio documentation


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experimentation and testing of

design ideas relationship of experimentation

to success criteria.

apply the results of

experimentation to designingand making when developingeach design project.

use effective research methodsto identify needs andopportunities and locateinformation relevant to thedevelopment of each designproject.

computer generated


skill development andrefinement

construction steps thatcontribute to a quality solution

relationship of quality solutionsto needs and opportunities andthe criteria for success for eachdesign project.

practice and refine skills

needed for design projects. apply a design process that

responds to needs andopportunities for each designproject.

produce solutions reflectingquality standards appropriate toeach design project.

Class negotiation for cookbook

categories.

Each team to select, trial andevaluate two recipes, using the typesof herbs available in the school herbgarden.

Weeks 1719

Focus outcome 4.6.1 developing criteria for success

as a tool for assessing designdevelopment and production.

ongoing evaluation of designideas and decisions.

apply criteria for success indecision making during thedevelopment of each designproject.

use criteria for success toreflect on the design processused and the solutions.

evaluate prior to, during and atcompletion of each designsolution.

Develop an evaluation checklist foreach recipe tested using the criteriaestablished earlier in the process.Trial recipes 4 and 5. Evaluate thesuccess of each product in relation todesign criteria and food designpresentation.Class analysis and evaluation ofrecipes trialled.In practical work groups, compile andword process recipes. Download

digital photographs into each recipe.All groups collate, edit and sortrecipes into one file.Print for final editing by team leader ofeach group.

Ongoing folio documentation computer generated

Folio documentation andevaluation of quality designsolution.

Final selection of recipespresented as a herb cookbook.

Focus outcome 4.1.1

Design processes including evaluating ideas and

solutions.

evaluate design processes Design folio follows a designprocess.Evaluation of quality designsolution in terms of criteriaestablished in brief.


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ethical and responsible design

demonstrate appropriate ethics

and etiquette in relation tocomputer use such as generalcomputer care, passwords, filesecurity, network use, printingand shared resources.

Week 20

Focus outcome 4.1.1

Design processes including risk management.

Focus outcome 4.6.1

final evaluation considering design process used design solutions reflection on learning.

consider long and short termconsequences of design in thedesign process.

self assess and peer assessdesign solutions.

Students undertake a life cycleanalysis of the finished product,(paper). Discuss short and long termimpact upon the environment of thedesign being produced.

Optional: Watch video: RecyclingProcesses.

Printing and binding of recipe books,one per class member.Optional: Printing and binding ofadditional recipe books for sale tostaff and students undertaking unit2b.

Class analysis and evaluation of

finished product Herb Cookbook.

Harvesting of remaining herbs for useby students completing Unit 2b.

Finished design solution.

Documents

Unit of work in a herb garden from Nowra High School NSW