Tradition Opportunity Innovation Success Year 7 Technology … · 2019-10-11 · Food Technology...

TOPIC: Food – Healthy muffin design project MARKS: /90

SUBMISSION REQUIREMENTS: 7 TEC B1, Ms Stokes: MONDAY 7th May, Week 2 Term 2 – Muffin practical

lesson and packaging TUESDAY 8th May, Week 2, Term 2- design folio

7 TEC H, Ms Lawlor: WEDNESDAY 9th May, Week 2, Term 2 – Muffin practical and packaging FRIDAY 11th May, Week 2, Term 2- design folio

This assessment task will be completed in class using the student’s workbooks.

WEIGHTING: 30%

OUTCOMES TO BE ASSESSED:

4.1.1 - Applies design processes that respond to needs and opportunities in each design project.

4.3.2 – Demonstrates responsible and safe use of a range of tools, materials and techniques in each design project

4.5.2 – Produces quality solutions that respond to identified needs and opportunities in each design project

DIRECTIONAL VERBS:

Applies: use, utilise, employ in a particular situation

Demonstrate: to show a skill or ability

Produce: to make or create

TASK DESCRIPTION: This is an in class task with two parts. Each student will complete a design folio. Students will bake their

healthy muffins in pairs. They will produce the piece of packaging individually.

Students are required to apply the design process as they work through activities in their design folio to

design a healthy muffin recipe and packaging. The recipe will be used to produce a batch of muffins during

a practical lesson. During the practical lesson students will apply many different techniques and tools

while cooking their muffin recipe. They will also demonstrate the safe and responsible use of appropriate

cooking tools and techniques.

The design situation is:

Healthy muffins are often advertised as being nutritious and full of ingredients which will provide you with

long lasting energy. But often hidden in these muffins is a lot of sugar and fat. While it’s ok to have some

sugar and some fat on occasion it is not a good idea to eat a lot of them all the time.

CAMDEN HIGH SCHOOL Tradition Opportunity Innovation Success

Year 7 Technology Mandatory Food Technology Assessment Task 2018

The design brief is:

You have been asked to design a healthy muffin recipe which contains small amounts of sugar and fat. It

must also be delicious! Your muffin recipe may be sweet or savoury. You may want to design a muffin to

suit a dietary need such as vegetarian, gluten free or dairy free.

You must also design packaging to hold one of the muffins you produce when you bake your muffin recipe

at school. The packaging must promote your muffin and include the following:

Name of muffin

Nutritional information

Ingredients list

Price

Use by date

Image of muffin or clear window to see muffin through

PART A: Design Folio (50 marks) Complete all of the activities in the design folio section of their booklet. These activities are:

1. Design situation

ACTIVITY: Discuss the design situation as a class, record the design criteria and

considerations/limitations of the design project (1 mark)

2. Design brief

ACTIVITY: Discuss the design brief as a class, record the design criteria and

considerations/limitations of the design project (1 mark)

3. Investigation and research

ACTIVITY: What is a recipe: discuss and record information on the parts of a recipe (2 marks)

ACTIVITY: Abbreviations: decode the abbreviations that appear on a range of recipes (2 marks)

ACTIVITY: Cookery terms: define a range of cookery terms (2 marks)

ACTIVITY: Muffin break: investigate and compare different types of muffins (2 marks)

ACTIVITY: Muffin packaging types: list pros and cons of different packaging types (3 marks)

4. Possible solutions/developing ideas

ACTIVITY: Brainstorm flavour combinations for your healthy muffin (2 marks)

ACTIVITY: Brainstorm and describe four clear ideas for your healthy muffin (4 marks)

ACTIVITY: Brainstorm, sketch and label three clear ideas for your packaging 3 marks)

5. Selecting the best idea

ACTIVITY: Choose your best idea for a healthy muffin, describe it and draw a coloured picture of

how you will present it with labels of the different elements. Explain why it is the best idea

(3 marks)

ACTIVITY: Choose your best idea for the packaging, sketch it in 3D, colour and label it. Include all

requirements as listed in the design brief (3 marks)

6. Testing and experimentation

ACTIVITY: Record the types of equipment and cooking methods you have used during practical

lessons that would be applicable for baking muffins (4 marks)

ACTIVITY: Conduct two experiments on the types of materials possibly used for packaging (4

marks)

7. Production

ACTIVITY: Complete a workflow plan of the tasks that you and your partner will do when baking

your healthy muffins (2 marks)

ACTIVITY: Write an order of construction for your packaging (2 marks)

ACTIVITY: Produce a recipe for your healthy muffin idea (5 marks)

Your recipe must include:

- Name of healthy muffin

- Names of you and your cooking partner

- List of ingredients and quantities

- List of equipment

- Method, steps of how to bake the muffin

8. Final evaluation

ACTIVITY: After you have baked your healthy muffin and produced your packaging you must

respond to the questions about the success of your healthy muffin recipe, batch of muffins and

packaging and improvements that can be made (5 marks)

PART B: Healthy muffin cooking practical and packaging (40 marks) Working with your cooking partner you will produce a batch of muffins using the recipe you have

developed in class. You will also produce a piece of packaging for one muffin. You will also competently

apply a range of appropriate tools and techniques during the practical lesson and the production of the

packaging. Finally, you must demonstrate how to safely and responsibly use these tools and techniques.

For the MUFFIN RECIPE AND PRACTICAL LESSON you must:

Produce a batch of your Healthy Muffins (10 marks) by:

- Bringing a copy of your recipe to the practical lesson and following it accurately

- Complete all tasks within the practical lesson (1 hour)

- Baking a batch of muffins that look delicious and have excellent flavour and texture

Demonstrate that you can use all cooking equipment safely and responsibly (10 marks) by:

- Being safe and responsible when using all cooking equipment

- Being safe and responsible when performing all cooking techniques

For the MUFFIN PACKAGING you must:

Produce a piece of packaging that will hold one of the muffins you bake (10 marks) by:

- Making a piece of packaging that holds one freshly baked (hot) muffin

- Including all of the required information: name of muffin; nutritional information; price; use by

date; ingredients list; image of muffin or clear window to see the muffin through

Demonstrate that you can use all equipment safely and responsibly (10 marks) by:

- Being safe and responsible when using ICT

- Being safe and responsible when using equipment such as scissors, glue or tape

ASSESSMENT CRITERIA: You will be assessed on your ability to:

Competently apply the stages of the design process in a design portfolio to design and produce the healthy muffin recipe and packaging

Use four or more cooking tools that are appropriate to your healthy muffin recipe

Use four or more cooking techniques that are appropriate to your healthy muffin recipe

Use ICT appropriately and safely

Use three or more pieces of construction equipment when making the packaging

Show that you can be safe and responsible when cooking in the Healthy Muffin practical lesson

Show that you can be safe and responsible when making the Healthy Muffin packaging

Create a Healthy Muffin recipe that meets the criteria in the design brief

Bake a batch of muffins that have followed the Healthy Muffin recipe

Create a piece of packaging that holds one fresh (hot) muffin

ASSESSMENT MARKING CRITERIA

PART A: Design folio – Student understands the design situation and

design brief and identifies the design criteria, considerations and

limitations

Mark

Identifies all of the design criteria, considerations and limitations in the design folio 2

Identifies some of the design criteria, considerations and limitations in the design folio 1

PART A: Design folio – Student investigates and researches information on parts of a recipe

Investigates all of the parts of a recipe and records the responses in the design folio 2 Investigates some of the parts of a recipes and records some responses in the design folio 1

PART A: Design folio – Student investigates and researches abbreviations of measurements found in a range of recipes

Investigates all of the abbreviations found in a range of recipes, their full words and records

all of the information in the design folio 2

Investigates some of the abbreviations found in some recipes, their full words and records

all of the information in the design folio 1

PART A: Design folio – Student investigates and researches a variety of cookery terms found in a range of recipes

Investigates all of the cookery terms, accurately defines them and records all information in

the design folio 2

Investigates some of the cookery terms, defines them and records some information in the

design folio 1

PART A: Design folio – Student investigates and researches the benefits of different ingredients in Muffin Break products

Investigates two versions of two different muffins, compares the nutritional benefits and

records all information in the design folio 2

Investigates two versions of at least one muffin, compares some of the nutritional

information and records some of the information in the folio 1

PART A: Design folio – Student investigates and researches a range of packaging materials and lists the pros and cons of each

Investigates all of the packaging types listed, provides three pros and three cons for all

packaging types and records all information in the design folio 3

Investigates most of the packaging types listed, provides two or more pros and two or more

cons for most packaging types and records most information in the design folio 2

Investigates some of the packaging types listed, provides one or more pros and one or more

cons for some packaging types and records some information in the design folio

1

PART A: Design folio – Student develops ideas by brainstorming possible

flavour combinations MARK

Develops possible ideas for the healthy muffin by brainstorming flavour combinations for all

ingredients listed in the design folio activity 2

Develops possible ideas for the healthy muffin by brainstorming flavour combinations for

some ingredients listed in the design folio activity 1

PART A: Design folio – Student develops four possible ideas for their healthy muffin Develops possible ideas for the healthy muffin, through the inclusion of:

o Four creative and clearly described ideas for a healthy muffin recipe 4

Develop possible ideas for the healthy muffin, through the inclusion of:

o Three creative and clearly described ideas for a healthy muffin recipe

OR

o Four ideas that show limited creativity and have a brief description

3

Develops possible ideas for the healthy muffin, through the inclusion of:

o Two creative and clearly described ideas for a healthy muffin recipe

OR

o Three ideas that show limited creativity and have a brief description

2


o One creative and clearly described idea for a healthy muffin recipe

OR

o Two ideas that show limited creativity and have a brief description

1

PART A: Design folio – Student develops three possible ideas for their packaging


o Three creative and clearly 3D sketched ideas for muffin packaging including all

requirements listed in the design brief 3


o Two creative and 3D sketched ideas for muffin packaging including most requirements

listed in the design brief

o OR

o Three ideas sketched in 3D with some of the requirements listed in the design brief

2


o One sketched idea for muffin packaging including some requirements listed in the design

brief

OR

o Two ideas sketched in basic detail including one or two of the requirements from the

design brief

1

PART A: Design folio – Student selects the best idea for their healthy muffin recipe Selects the best solution for the healthy muffin, through the inclusion of:

o An extremely creative and clearly described idea for a healthy muffin

o A neatly produced colour drawing of how your healthy muffin will be presented when

baked

o Clear labels of the different parts of your styling

o A clear explanation, referencing the design criteria, of why you have chosen the idea

3

Selects the best solution for the healthy muffin, through the inclusion of:

o A creative idea for a healthy muffin

o A colour drawing of how your healthy muffin will be presented when baked

o Labels of most of the different parts of your styling

o An explanation of why you have chosen the idea

2


o A basic idea for a healthy muffin which may not be creative

o A drawing of how your healthy muffin will be presented when baked

o Labels of some of the different parts of your styling

o An unclear explanation of why you have chosen the idea

1

PART A: Design folio – Student selects the best idea for their packaging


o An extremely creative idea for the packaging

o A neatly produced 3D colour drawing of how your packaging will look

o Clear labels of the different parts of your packaging

o A clear explanation, referencing the design criteria, of why you have chosen the idea

3


o A creative idea for the packaging

o A 3D colour drawing of how your packaging will look

o Labels of the different parts of your packaging

o An explanation, referencing some of the design criteria, of why you have chosen the

idea

2


o An idea for the packaging

o A 2D drawing of how your packaging will look

o Some labels of the different parts of your packaging

o A brief explanation, which may not reference the design criteria, of why you have

chosen the idea

1


PART A: Design folio – Student experiments with four cooking techniques

and four pieces of cooking equipment

Mark

Experiments with four cooking techniques and four pieces of cooking equipment, through

the inclusion of:

o Accurate and detailed information on four cooking techniques, relevant to the healthy

muffin, recorded in the design folio

o Accurate and detailed information on four pieces of cooking equipment relevant to the

healthy muffin, recorded in the design folio

4


the inclusion of:

o Accurate information on four cooking techniques, relevant to the healthy muffin,

recorded in the design folio

o Accurate information on four pieces of cooking equipment relevant to the healthy

muffin, recorded in the design folio

3


the inclusion of:

o Information on four cooking techniques recorded in the design folio

o Information on four pieces of cooking equipment recorded in the design folio

2


the inclusion of:

o Incomplete information on four cooking techniques, which may not be relevant to the

healthy muffin, recorded in the design folio

o Incomplete information on four pieces of cooking equipment, which may not be relevant

to the healthy muffin, recorded in the design folio

1

PART A: Design folio – Student conducts two experiments on packaging materials Conducts two experiments on packaging materials to select the best possible materials,

through the inclusion of:

o Two accurately completed experiments with all information recorded in the design folio

o Two samples of materials with evidence of the experiment conducted on them

4

Conducts two experiments on packaging materials to select the best possible materials,


o Two completed experiments with all information recorded in the design folio

o At least one sample of materials with evidence of the experiment conducted on it

3

Conducts at least one experiment on packaging materials to select the best possible

materials, through the inclusion of:

o At least one completed experiment with most information recorded in the design folio

o At least one sample of materials with evidence of the experiment conducted on it

2

Conducts two experiments on packaging materials to select the best possible materials,


o One partially completed experiment with some information recorded in the design folio

1

PART A: Design folio – Student produces a workflow plan for the practical lesson Produces a workflow plan to be used during the healthy muffin practical lesson, through the

inclusion of:

o A complete list of tasks to be done during the practical muffin

o Accurate duration of each task listed in workflow plan

2

Produces a workflow plan to be used during the healthy muffin practical lesson, through the

inclusion of:

o A list of some tasks to be done during the practical muffin

o Duration of some tasks listed in workflow plan

1

PART A: Design folio – Student produces an order of construction for the packaging Produces an accurate order of construction for the packaging including all steps in the

correct order 2

Produces an order of construction for the packaging including some steps required to

construct the packaging 1


PART A: Design folio – Student produces a recipe for their healthy muffin Mark

Produces, to an outstanding level, a recipe for the healthy muffin, through the inclusion of

all of the following:

o Name of the healthy muffin

o Names of the students baking the muffin

o A complete and accurate list of ingredients and quantities

o A complete and accurate list of equipment

o A clearly written and accurate method for cooking the muffin

5

Produces, to a high level, a recipe for the healthy muffin, through the inclusion of four of

the following:



o A complete list of ingredients and quantities

o A complete list of equipment

o A clearly written method for cooking the muffin

4

Produces, to a sound level, a recipe for the healthy muffin, through the inclusion of three of

the following:



o A list of ingredients and quantities

o A list of equipment

o A method for cooking the muffin

3

Produces, to a basic level, a recipe for the healthy muffin, through the inclusion of two of

the following:



o An incomplete list of ingredients and quantities

o An incomplete list of equipment

o An incomplete method for cooking the muffin

2

Produces, to a limited level, a recipe for the healthy muffin, through the inclusion of one of

the following:



o An incomplete and inaccurate list of ingredients and quantities

o An incomplete and inaccurate list of equipment

o A poorly written and inaccurate method for cooking the muffin

1


PART A: Design folio – Student evaluates their healthy muffin design and

final product

Mark

Evaluates, to an outstanding level, the healthy muffin design, final product and packaging,


o All questions answered in extensive detail within the design folio

o Positive and negative aspects of the healthy muffin design, final product and packaging

are discussed

o Appropriate improvements suggested for the healthy muffin recipe and packaging

5

Evaluates, to a high level, the healthy muffin design, final product and packaging, through

the inclusion of:

o All questions answered in detail within the design folio

o Positive and negative aspects of the healthy muffin design, final product and packaging

are discussed

o Appropriate improvements suggested for the healthy muffin recipe and packaging

4

Evaluates, to a sound level, the healthy muffin design and final product, through the

inclusion of:

o All questions answered within the design folio

o Some positive and negative aspects of the healthy muffin design, final product and

packaging are discussed

o Improvements suggested for the healthy muffin recipe and packaging

3

Evaluates, to a basic level, the healthy muffin design and final product, through the

inclusion of:

o Most questions attempted with minimal information within the design folio

o Two or more positive and negative aspects of the healthy muffin design, final product

and packaging are discussed

o One improvement suggested for the healthy muffin recipe or packaging

2

Evaluates, to a limited level, the healthy muffin design and final product, through the

inclusion of:

o One or two questions answered using a few words each

o One or two positive or negative aspects of the healthy muffin design, final product and

packaging are discussed

o No improvements suggested for the healthy muffin recipe or packaging

1


Total marks for PART A: Design folio

Mark

1. Design situation and design brief /2

2. Investigation and research – what is a recipe? /2 3. Investigation and research – abbreviations of measurements

/2

4. Investigation and research – definitions of cookery terms /2 5. Investigation and research – Muffin Break investigation /2 6. Investigation and research – Muffin packaging pros and cons /3 7. Possible solutions – flavour combination brainstorming /2 8. Possible solutions – four possible ideas for muffin recipe /4 9. Possible solutions – three possible ideas for packaging /3 10. Selecting the best idea – muffin recipe /3 11. Selecting the best idea – muffin packaging /3 12. Testing and experimentation – cooking equipment and methods /4 13. Testing and experimentation – packaging materials /4 14. Production – workflow plan /2 15. Production – recipe /5 16. Production – packaging order of construction /2 17. Evaluation /5

TOTAL MARK /50


PART B: Healthy muffin practical lesson – Student produces a batch of

muffins using their recipe

Mark

Produces, to an outstanding level, one batch of healthy muffins, through the inclusion of:

o A carefully and accurately followed recipe that you have supplied

o All tasks are completed to an excellent standard during the practical lesson

o An excellent quality batch of muffins is baked within the time frame

9-10

Produces, to a high level, one batch of healthy muffins, through the inclusion of:

o A carefully followed recipe that you have supplied

o All tasks are completed during the practical lesson

o A high quality batch of muffins is baked within the time frame

7-8

Produces, to a sound level, one batch of healthy muffins, through the inclusion of:

o A recipe that you have supplied is mostly followed during the practical lesson

o Most tasks are completed during the practical lesson

o A batch of muffins is baked within the time frame

5-6

Produces, to a basic level, one batch of healthy muffins, through the inclusion of:

o A recipe that you have supplied is not closely followed

o Some tasks are completed during the practical lesson

o A batch of muffins is mostly cooked within the time frame

3-4

Produces, to a limited level, one batch of healthy muffins, through the inclusion of:

o A school supplied recipe is not closely followed

o One or two tasks are completed during the practical lesson

o A batch of muffins is not baked within the time frame

1-2


PART B: Healthy muffin practical lesson – Student demonstrates

responsible and safe use of tools and techniques

Mark

Demonstrates, to an outstanding level, responsible and safe use of cooking tools and

techniques, through the inclusion of:

o The safe and responsible use of all cooking tools used during the Healthy Muffin

practical lesson

o The safe and responsible use of all cooking techniques used during the Healthy Muffin

practical lesson

9-10

Demonstrates, to a high level, responsible and safe use of cooking tools and techniques,


o The safe and responsible use of at least four cooking tools used during the Healthy

Muffin practical lesson

o The safe and responsible use of at least four cooking techniques used during the

Healthy Muffin practical lesson

7-8

Demonstrates, to a sound level, responsible and safe use of cooking tools and techniques,


o The safe and responsible use of at least three cooking tools used during the Healthy


o The safe and responsible use of at least three cooking techniques used during the

Healthy Muffin practical lesson

5-6

Demonstrates, to a basic level, responsible and safe use of cooking tools and techniques,


o The safe and responsible use of at least two cooking tools used during the Healthy


o The safe and responsible use of at least cooking techniques used during the Healthy


3-4

Demonstrates, to a limited level, responsible and safe use of cooking tools and

techniques, through the inclusion of:

o The safe and responsible use of one cooking tool used during the Healthy Muffin

practical lesson

o The safe and responsible use of one cooking technique used during the Healthy Muffin

practical lesson

1-2


PART B: Healthy muffin packaging – Student produces a piece of

packaging for one muffin

Mark

Produces, to an outstanding level, a piece of packaging for one muffin, through the

inclusion of:

o A well-constructed and well finished package with neat finishes and joins

o All required information is featured on the package and accurate to the muffin recipe

o A finished piece of packaging which exactly matches the final design featured in the

design folio

9-10

Produces, to a high level, a piece of packaging for one muffin, through the inclusion of:

o A well-constructed package with neat finishes

o All required information is featured on the package and accurate to the muffin recipe

o A finished piece of packaging which matches the final design featured in the design

folio

7-8

Produces, to a sound level, a piece of packaging for one muffin, through the inclusion of:

o A finished package with neat joins

o Most required information is featured on the package and accurate to the muffin

recipe

o A finished piece of packaging which mostly matches the final design featured in the

design folio

5-6

Produces, to a basic level, a piece of packaging for one muffin, through the inclusion of:

o A mostly finished package with some poorly finished joins

o Two or three required pieces of information are featured on the package and are

partially accurate to the muffin recipe

o A mostly finished piece of packaging which is similar to the final design featured in the

design folio

3-4

Produces, to a limited level, a piece of packaging for one muffin, through the inclusion of:

o A poorly constructed and partially finished package

o One or two pieces of required information are featured on the package they are not

accurate to the muffin recipe

o An unfinished piece of packaging which does not match the design featured in the

design folio

1-2


PART B: Healthy muffin packaging – Student demonstrates responsible

and safe use of tools and techniques

Mark

Demonstrates, to an outstanding level, responsible and safe use of packaging

construction tools and techniques, through the inclusion of:

o The safe and responsible use of all packaging construction tools used during the

production of the package

o The safe and responsible use of all construction techniques used during production of

the package

9-10

Demonstrates, to a high level, responsible and safe use of packaging construction tools

and techniques, through the inclusion of:

o The safe and responsible use of most packaging construction tools used during the


o The safe and responsible use of most construction techniques used during production

of the package

7-8

Demonstrates, to a sound level, responsible and safe use of packaging construction tools


o The safe and responsible use of some packaging construction tools used during the


o The safe and responsible use of some construction techniques used during production

of the package

5-6

Demonstrates, to a basic level, responsible and safe use of packaging construction tools


o The unsafe and irresponsible use of most packaging construction tools used during the


o The unsafe and irresponsible use of most construction techniques used during


3-4

Demonstrates, to a limited level, responsible and safe use of packaging construction tools


o The unsafe and irresponsible use of packaging construction tools used during the


o The unsafe and irresponsible use of all construction techniques used during the


1-2


Total marks for PART B: Healthy muffin recipe, final product and

packaging

Mark

1. Production of muffin using recipe /10

2. Demonstrates safe and responsible use of tools and techniques /10

3. Production of muffin packaging /10 4. Demonstrates safe and responsible use of tools and techniques in the production of packaging /10

TOTAL MARK /40

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Tradition Opportunity Innovation Success Year 7 Technology … · 2019-10-11 · Food Technology...

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