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  • Resource Overview

    A fun way for students to engage with food technology from home in an online setting or withing the classroom!

    A great activity where students adjust a snack food recipe and make it more nutritional. This task was created to challenge and engage students working in Technology Mandatory and/or Design and Technologies.

    This task provides students with the opportunity to participate in a recipe challenge that they can use in the world outside the classroom. Students have the opportunity to investigate an existing snack recipe and transform it into their own nutritious snack recipe.

    This assists students to gain the knowledge that even their favourite foods can be nutritious and that they can eat a healthy balanced diet that is nutrient-rich. There are a range of activities to complete including a poster design challenge to extend student’s critical and creative thinking.

    Students are also provided with a self-check to strengthen their evaluating skills.

    This is designed to be a task that students can complete from home during the COVID-19 pandemic or alternatively students can complete this task in the classroom.

    This task can be easily printed out and given to students. It can be differentiated for individual student’s needs at the discretion of the teacher.

    Pack includes:

    • 7-page PDF and Word Document with NSW syllabus links and ACARA links
    • Example recipe and answers
    • Student activity
    • Student self-check

     

    Relevant to:

    Year 7 and 8 Technology Mandatory Materials Technology

    • designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities TE4-1DP
    • plans and manages the production of designed solutions TE4-2DP
    • develop criteria to evaluate design ideas, processes and solutions, the functionality, aesthetics and a range of constraints, e.g. accessibility, cultural, economic, resources, safety, social, sustainability, technical (ACTDEP038, ACTDIP027, ACTDIP031) DT ST
    • investigate and communicate how a recipe can be improved to enhance nutritional value, and justify the recipe adjustment, for example: (ACTDEP039) DT
      • using wholemeal flour instead of white flour for increased dietary fibre
    • plan nutritious dish(es) to suit a group within society, for example: DT
      • high calcium and iron for adolescents
      • food for cultural celebrations

    Australian Curriculum Design and Technologies

    Year 7 & 8

    • Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques (ACTDEP036)
    • Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability (ACTDEP038)
    • Use project management processes when working individually and collaboratively to coordinate production of designed solutions (ACTDEP039)

     

    Resource Type: Digital Download PDF, Outcome Task

    Digital File Type: PDF (Acrobat) Document File, Microsoft Word Document

     

  • Curriculum

    • New South Wales
    • Australian
    • Technology Mandatory Years 7–8 > Year 7, Year 8 > Material Technologies

      TE4-1DP
      designs, communicates and evaluates innovative ideas and creative solutions to authentic problems or opportunities

      Elaboration


      Technology Mandatory Years 7–8 > Year 7, Year 8 > Material Technologies

      TE4-2DP
      plans and manages the production of designed solutions

      Elaboration


    • Design and Technologies > Year 7, Year 8 > Design and Technologies Processes and Production Skills

      ACTDEP038
      Independently develop criteria for success to evaluate design ideas, processes and solutions and their sustainability

      Elaboration
      • considering how to improve technical expertise
      • developing criteria for success to evaluate the success of designed solutions in terms of aesthetics, functionality and sustainability
      • evaluating designed solutions and processes and transferring new knowledge and skills to future design projects


      Digital Technologies > Year 7, Year 8 > Digital Technologies Processes and Production Skills

      ACTDIP027
      Define and decompose real-world problems taking into account functional requirements and economic, environmental, social, technical and usability constraints

      Elaboration
      • determining the factors that influence proposed solution ideas, for example user age affects the language used for instructions, dexterity affects the size of buttons and links, hearing or vision loss influence captioned or audio-described multimedia as alternative ways that common information is presented on a website
      • identifying that problems can be decomposed into sub elements, for example creating a decision tree to represent the breakdown and relationships of sub elements to the main problem or identifying the elements of game design such as characters, movements, collisions and scoring
      • investigating types of environmental constraints of solutions, for example reducing energy consumption and on-screen output of solutions
      • starting from a simplified system, gradually increase complexity until a model of a real-world system is developed, and record the difficulties associated with each stage of implementation


      Digital Technologies > Year 7, Year 8 > Digital Technologies Processes and Production Skills

      ACTDIP031
      Evaluate how student solutions and existing information systems meet needs, are innovative, and take account of future risks and sustainability

      Elaboration
      • comparing cloud-based information systems to client-based information systems
      • comparing student solutions with existing solutions that solve similar problems, for example identifying differences in the user interface of two adventure games and explaining how these differences affect the usability or appeal of the game
      • considering the effects of e-waste on societies and environments, for example the impacts of toxic chemicals when hardware is disposed of, and the practice of dumping unwanted digital systems overseas, particularly in the Asia region
      • evaluating the success of information systems in meeting an economic, environmental or social objective, for example interviewing a local business owner to find out how effectively their information system supports a business objective such as increasing market share
      • investigating what features of touch input rather than keyboard or mouse input contribute to their success in meeting a wide range of needs, for example mimicking a common movement such as expanding or contracting a hand to change the size of an object on screen, suits users with a range of dexterity
      • judging the quality of a student solution based on specific criteria such as meeting an economic need or contributing to social sustainability


      Design and Technologies > Year 7, Year 8 > Design and Technologies Processes and Production Skills

      ACTDEP036
      Generate, develop, test and communicate design ideas, plans and processes for various audiences using appropriate technical terms and technologies including graphical representation techniques

      Elaboration
      • considering which ideas to further explore and investigating the benefits and drawbacks of ideas, for example using digital polling to capture the views of different groups in the community
      • developing models, prototypes or samples using a range of materials, tools and equipment to test the functionality of ideas
      • documenting and communicating the generation and development of design ideas for an intended audience, for example developing a digital portfolio with images and text which clearly communicates each step of a design process
      • identifying factors that may hinder or enhance project development, for example intercultural understanding
      • producing annotated concept sketches and drawings, using: technical terms, scale, symbols, pictorial and aerial views to draw environments; production drawings, orthogonal drawings; patterns and templates to explain design ideas
      • using a variety of critical and creative thinking strategies such as brainstorming, sketching, 3-D modelling and experimenting to generate innovative design ideas


      Design and Technologies > Year 7, Year 8 > Design and Technologies Processes and Production Skills

      ACTDEP039
      Use project management processes when working individually and collaboratively to coordinate production of designed solutions

      Elaboration
      • explaining and interpreting drawings, planning and production steps needed to produce products, services or environments for specific purposes
      • identifying risks and how to avoid them when planning production
      • investigating the time needed for each step of production
      • organising time, evaluating decisions and managing resources to ensure successful project completion and protection of the work space and local environment



  • Reviews

    Sabina McIntyre

    29/11/2020

    Sonya Hume

    30/11/2020
    Great for Engagement not used yet

    Anonymous

    17/12/2020

Snack Swap Technology Mandatory Outcome Task – Digital

$11.99 GST inclusive

Units Sold: 1

Units Sold: 1
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A fun way for students to engage with food technology from home in an online setting or withing the classroom! A great activity where students adjust a snack food recipe and make it more nutritional. This task was created to challenge and engage students working in Technology Mandatory and/or Design…

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01RDTMSSTM
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  • Technology Mandatory

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