Hypothetical

lesson plan to be taught on the 5th May 2015

period 2
Class: SU4

Time: Start: 9:55am

Date: 5th May 2015

Finish: 10:50am

Special Unit 4
Key Learning Area: Technology Mandatory (food
technology) Special Education unit: Life Skills

Lesson Topic: Practical: Making scrambled eggs on toast based on the food pyramid

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

Students have prior knowledge and understanding of the food pyramid and hygiene
Some students will be reading a recipe for the first time
Students will have prior knowledge of use with knives

Syllabus Outcome(s):
One or two only. Please note the syllabus
reference number AND write out in full.

- LS 3.1 Recognises safe and unsafe
conditions when undertaking design projects.

- LS 3.2 Selects the appropriate tools,
equipment and materials for specific design
projects.

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s). Quote
syllabus numbers. Must be clear, specific, observable. Curriculum
Content Strands may be used as headings.

By the end of this lesson, the students will:

- Make scrambled eggs on toast by following the recipe and attention to
WH&S with assistance of teachers aid and teacher. LS 3.1

- Use cooking techniques in the preparation of the meal to be presented
(scrambled eggs on toast) LS 3.2

Any safety issues to be considered:

Attention to WH&S (such as knife safety, electric frypan
safety, toaster and hygiene)
Teachers aid must be present during these stages
General room safety whilst walking around.

Assessment:
Strategies which will be used to assess learners
attainment of learning outcomes. Should be
linked to each learning indicator.


- Students will be assessed on their participation
in the practical class


- Students will be required to answer the
activities on the handout supplied together as a
class

Resources: List resources you used preparing the lesson AND those used in the lesson implementation.

Board of Studies NSW Technology Mandatory Food technology 2003 Life skills Years 7 10: Syllabus. Sydney:
BOS

Bass high School (equipment and food supplies)

Georgia Mourtsis 17/5/2015 8:26 PM

Comment [1]: 1.5
This demonstrates they way I have planned the
lesson with taking in account the students prior
knowledge

Georgia Mourtsis 17/5/2015 8:26 PM

Comment [2]: 5.1
Here I have designed a lesson using the NSW
Technology Mandatory life skills syllabus.

Georgia Mourtsis 17/5/2015 8:26 PM

Comment [3]: 5.1
Formative assessment strategies to asses the learners
understanding of the intended learning outcomes

Georgia Mourtsis 17/5/2015 8:26 PM

Comment [4]: 4.4
This demonstrates the safety strategies to support a
safe environment for students

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LESSON SEQUENCE
Lesson Content / Indicators of Learning (What Timing
is Taught):
(mins)
Note key skills, concepts and values addressed
in each section. Link to your Indicators of
Learning.

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and what
students (Ss) will do.

Resources and Organisation:

In lesson plans with students as Ss and Teacher as T

- Ss line up outside classroom and wait to enter classroom.
- Check Ss protective gear (Tuesday are sport days).
- Ss go to their benches and are asked to place their bags
underneath.
- Ss go and wash their hands and return to their seats.
- Mark the roll.
- When settled Ss will be told by T they are making
scrambled eggs on toast, hand out recipe to students.
- Allocate Ss in pairs and direct them to their work stations
which are lettered A,B,C,D.
- T aid will assist group A, supervising T will assist group B,
prac T will assist group C and remaining prac T will assist
group D.

INTRODUCTION

The process involved in preparing
Scrambled eggs on toast
- WH&S requirements

Q. What must we do before we touch food?
A. Wash hands

Q. What ingredient fits into the grains and
cereals?
A. Bread

Q. What ingredient fits into the vegetables?
A. Mushrooms and Tomato

Q. What ingredient fits into dairy?
A. Eggs and Cheese

-

9:55
15mins

Teachers aid on hand to assist

students.
Supervising teacher on hand to
assist students.
Equipment and utensils
including: chopping boards,
wooden spoon, toaster, knives,
electric frypan.
Ingredients for scrambled eggs
on toast: bread, eggs,
mushrooms, tomato, cheese
and butter.
Bass High school food
technology labs.

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10:10
20mins

Georgia Mourtsis 17/5/2015 8:26 PM

Comment [6]: 4.2
This demonstrates my knowledge of strategies to
organise classroom activites

Georgia Mourtsis 17/5/2015 8:26 PM

Comment [7]: 1.6
This demonstrates my knowledge for teaching
strategies that support learning of students with
disability.

DEVELOPMENT

Remind students of safe workspaces in order
to not harm themselves and other students.
Eg. What colour chopping board to chop
vegetables on, hands clear of hot frypans and
away from knives.

Georgia Mourtsis 17/5/2015 8:26 PM

Comment [5]: 4.2
This demonstrates my knowledge of strategies to
organise classroom activities

Having been given their recipes Ss in pairs will follow the

images that show the steps. Ts aid will be present to assist
students during the process.

Steps that will be taken are as follows:
1. Slice the mushrooms. Chop up the tomato
2. Break the eggs into a bowl add the salt and beat
with a whisk
3. Put mushrooms in a frypan with the butter. Heat
until lightly browned.
4. Put in tomato and pour egg mixture

Equipment and ingredients for

scrambled eggs.
Recipe

Georgia Mourtsis 17/5/2015 8:25 PM

Comment [8]: 2.2
Organising content with a resource of a recipe into
effective learning and teaching sequence

5.
6.
7.
8.

When egg starts to cook mix it together.

Sprinkle cheese over once egg is cooked
Place 2 slices of bread in the toaster.
Once toasted spread some butter on the toast
and put on a plate.
Add eggs on top of toast.

9.


Ts aid will work with one group to assist students in safe

practices and preparation methods, the other teachers will
do the same with their groups.

Georgia Mourtsis 17/5/2015 8:17 PM

Comment [9]: 3.4
An example of a resource designed to asses intended
learning outcomes

CLOSURE

Discuss what has been learnt through the
lesson.

Q. What was the most difficult part of the
recipe?

Q. Is this a recipe that you feel you can cook
by yourself?

Recap on the food pyramid

Q. How many vegetables were used in our
scrambled eggs?
A. Two

10:30
10mins

10:40
10mins




10:50






Q. How many servings is this equivalent to your
daily needs?

A. Two servings

Ss are to have finished making the scrambled eggs and

return to their benches to eat their food.
Once food is eaten as a group Ss and T discuss the areas of
the food pyramid learnt in the lesson.
Ss must clean up the workstations before they leave the
classroom. T goes around and checks all areas.
Ss take the recipe with them to have as reference for
future.
Ss are dismissed from class.
T farewells Ss.

Students given handout and

complete sheet in class.
Students keep recipe for future.
Georgia Mourtsis 17/5/2015 8:25 PM
Comment [11]: 2.2
This reiterates students about the practical lesson
and creates a closure.

Georgia Mourtsis 17/5/2015 8:25 PM

Comment [10]: 3.5
Verbal communication strategies of discussion are
used to engage students in the classroom

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Evaluation: Observed Year 7 Practical Food Technology Class Period

Student Teachers Evaluation (write reflections on the following):

Assessment of Learning Outcomes

To what extent did the learners achieve the intended learning outcomes?

The students achieved the learning outcomes by undertaking a practical lesson where they cooked what they had chosen to do as part of their
multicultural cookbook assessment. The teacher provided a choice for the students to select any culture and to then gather recipes from it and
develop a multicultural cookbook. The learning outcomes were achieved in this lesson because of the students prior knowledge of following a
recipe, gathering ingredients and equipment and their class attendance.

Describe the evidence you have for this.

The students completed the recipe they had prepared for within the practical lesson. One group made brownies another group made manoush (a
Lebanese oregano pizza). These recipes were chosen by the students, which would then become a part of their assignment. They had to prepare
and make their food, take a photo of it and design a recipe page for their cookbook.

Outline the follow-up to this lesson for the learners.

The students will need to have the photo from their practical so they can work on their recipe page layout during their next lesson. Groups that
didnt have their ingredients for the practical will need to complete their recipes at home, generally because practical lessons are never one after
the other.

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Evaluation of Teaching

Identify the teaching strategies / learning experiences that were most effective. Explain why.

The TAS department decided to split the year seven Design and Technology students into boy and girl classes. The teachers observed and came to
a conclusion that the students learn better when they were split into single genders. This strategy has shown results and is effective in the school
but only applied to year sevens. The students were more focused in the single gendered class, which enabled them to get their work done
individually and as a group.

Identify the teaching strategies / learning experiences that were least effective. Explain why.

The students that did not have their ingredients to cook during this practical lesson had to work in their groups using resources the teacher had
brought into the class. However the volume of the groups escalated within the lesson, this made the room very noisy. The teacher did ask the
students to settle down, they responded but shortly after they were back to talking loudly again.

How appropriate was the timing throughout the various sections of the lesson? Why?

Timing is crucial during practical lessons, as some recipes may take longer than a standard class period to complete and can interfere with the
students next class or break. One group had to nominate two students to stay back and finish their recipe, the students had to get the teacher to
fill a form explaining why they will be late to their next class. The lesson introduction was short, the students started their development however
due to Tuesdays being sport days the classes are shorter which can affect the practical lesson. The teacher did mention during the development of
the lesson how much more time was left before the class was over and the students were working as hard as they could to try and complete their
task.

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Describe how the selection and use of resources supported learning in the lesson

The teacher provided cookbooks, her computer, two other laptops and the password to the Wi-Fi so students that didnt have their ingredients
with them were able to work on their multicultural cookbook. The resources provided helped the students carry on with their multicultural
cookbook assignment rather than just doing it at home. Some students do not have the resources which makes it hard for them to complete the
task out of school.

Identify what motivated the students. Explain why.

A key indicator that motivated the students was shown through their excitement to cook; as soon as the class was allowed to come into the
classroom they put their bags away and gathered their cooking utensils and ingredients. The groups that had their ingredients were more
motivated in class where as the groups that forgot their ingredients had to work on their cookbooks on a computer work but werent as excited.
The physical environment of food technology laboratories creates an exciting atmosphere; students were making use of their benches and had
control because they knew what they were doing and how to do it. The students looked like they belonged in the classroom because they were
confident in what they were doing; for example knowing where all the utensils were to start their recipe.

The teachers attitude and the tone of her voice made students get involved with the lesson.

The teachers attitude is of an authoritative manner, she is encouraging and caring. She was positive and she showed enthusiasm right from the
beginning of the class. She was pleased with the students that brought their equipment to make the recipes during the practical class but was
disappointed with the groups that did not come prepared even though they knew they were going to have a practical class. The tone of her voice
was projecting in a positive and exciting manner to the group that brought their equipment and was very encouraging once they took control to
make their recipe. However for the students that did not come prepared she was disappointed but she did encourage the students in a positive
manner to carry on with their cookbook on the computers she provided, the aspect of having resources along with her positive attitude was
effective as the students got involved with the lesson in a different way.

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Identify the classroom management strategies that were most effective. Explain why.

Strategies that were visible during the lesson from the teacher were enthusiasm, humor and approachability. She allowed the students to choose
their own groups, which gave them a feeling of control. The teacher was enthusiastic towards the students that brought their ingredients to class
but was disappointed with the students that forgot their items at home. However she made a joke about the ingredients being at home and the
students laughed with her and they understood that it was inconvenient for them to leave what they needed at home.

She would constantly walk around the room and go to the groups that were cooking and would ask them how their recipe is going; the groups that
did not have their stuff she sat with them and helped them work on their cookbooks. Considering the teacher is approachable the students were
not afraid to tell her that they left their items at home thus she gave them the option on working on their cookbook assignment using the
resources she brought in for example the computers and cookbooks. Students were cooperating with each other amongst their groups, which
demonstrated co-operative learning. Amongst their groups they had allocated who was to do what throughout the recipe.

What was most satisfying about the lesson?

The most satisfying part of the lesson was when the students had finished; they completed the task and were happy with the outcome. Their
completion of the task gave positive energy this pleased the teacher as the outcomes were met and the students gained further knowledge.

Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

Time management would have been the prime area of focus for this lesson. Considering the classes are shorter due to sport some students were
late for their next class. I would have paid more attention to the students recipe to see if it could be made during the practical lesson. For future
lessons I would sit down with the students and discuss whether the recipe could be made otherwise another would have to be considered to fit
into the time of the lesson. Writing down the time left on the board could be a strategy because not only would I tell it to the class they would
then be able to see it and work towards it.

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