FOOD CHOICES AND HEALTH UNIT 1 INVESTIGATING RAW AND PROCESSED FOODS TASK 1

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1 FOOD CHOICES AND HEALTH UNIT 1 INVESTIGATING RAW AND PROCESSED FOODS TASK 1 Food Sc & Tech Yr 11Unit 1 Task 1 0

2 Food Science and Technology Semester Unit 1- Food choices and health TASK 1 Investigating raw and processed foods. Theory 1 Theory 2 Practical 1 Practical 2 1 Safety- Hygiene- Cuts Knife skills Diet Models Fruit Platter Mise en Place Salad Mise en Place 2 Classification of fruit Fruit juices compare Nutrients Poached fruit Stoned Poaching Apple & Pear Crumble core Stewing 3 Classification of Fish - Video 4 Eggs dem rolled pavlova, scotch egg Functions of eggs 5 Carbohydrates- Types Sugar do tastings 6 Carbohydrates- Types Starches Vegetable juices Egg nog/ Milk shake Sugar Sources and Function Honey & Nuts in diet Bread tasting Poached Fish Poaching Frittata Frying-grilling Rolled Pavlova Baking Spaghetti Neapolitan Boiling Bread Rolls - cook Osso Bucco 7 Fibre in our diet Bread Rolls make. Baking 8 Proteins Types Minerals as a and Classes nutrient -Braising 9 Video Cheese tasting Macaroni cheese Boiling - simmering 10 Fats- Types Video Guess Who s Coming To Dinner 11 Meat Experiments Chicken, Meat Tough Tender Fat content of food Tasting Fats and Oil Complete and hand in booklet Task1 Veal in Cream sauce duxelles Shallow fry Chicken Curry- Stew Steamed Fish Steaming Crème Caramel Baking Honey oat bars Baking Nuts Rissotto Simmering Pizza Baking 30 min Roast Chicken Microwave peas & gravy Mini Cheese Cakes Fritters Deep frying Satays- grill Food Sc & Tech Yr 11Unit 1 Task 1 1

3 Unit 1 Food choices and health Unit description This unit focuses on the sensory and physical properties of food that affect the consumption of raw and processed foods. Students investigate balanced diets, the function of nutrients in the body and apply nutrition concepts that promote healthy eating. They study health and environmental issues that arise from lifestyle choices and investigate factors which influence the purchase of locally produced commodities.students devise food products, interpret and adapt recipes to prepare healthy meals and snacks that meet individual needs. They demonstrate a variety of mise-en-place and precision cutting skills, and processing techniques to ensure that safe food handling practices prevent food contamination. Students recognise the importance of using appropriate equipment, accurate measurement and work individually and in teams to generate food products and systems. Unit content This unit includes the knowledge, understandings and skills described below. Nature of food Food as a commodity classification of food animal plant raw processed economic and environmental considerations when purchasing locally produced commodities food availability cost food miles packaging waste Properties of food sensory properties that influence selection and use of raw and processed food appearance texture aroma flavour sound physical properties that influence selection and use of raw and processed food size shape colour volume viscosity effects of processing techniques on sensory and physical properties of food change in appearance change in texture change in flavour Food Sc & Tech Yr 11Unit 1 Task 1 2

4 Nutrition food sources and functions of nutrients and water in the body protein carbohydrates vitamins minerals lipids nutritional requirements of adolescents protein calcium iron use of food selection models and guides to evaluate diets Healthy Living Pyramid The Australian Guide to Healthy Eating Australian Dietary Guidelines importance of a balanced diet and the consumption of a wide variety of foods for health Processing food Food products and processing systems investigate a raw and a processed food product use nutrition cost shelf life devise food products using raw and processed foods adapt recipes to suit a purpose interpret recipes organise food orders and production plans cost recipes produce food products using raw and processed foods select and safely use appropriate equipment, such as knives and hot surfaces measure ingredients using Australian Standard metric measurement demonstrate mise-en-place and precision cutting skills demonstrate safe food handling practices demonstrate various methods of cooking demonstrate teamwork skills, such as communication and collaboration present safe, quality, palatable food evaluate food products developed from raw and processed foods sensory properties the effectiveness of skills, practices or processes use relevant terminology Food Sc & Tech Yr 11Unit 1 Task 1 3

5 Food in society Food issues factors that influence food choices cost food availability family characteristics peer group nutritional value environmental issues that arise from food and lifestyle choices food availability food miles packaging recycling and waste Laws and regulatory codes workplace regulations for safety and health protective clothing and footwear personal hygiene emergency procedures safe food handling practices safe storage of raw and processed foods prevention of cross contamination clean equipment Australian food labelling requirements nutrition information panel percentage labelling name and/or description of the food food recall information information for allergy sufferers date marking ingredients list country of origin barcode weights and measures Food Sc & Tech Yr 11Unit 1 Task 1 4

6 School-based assessment The Western Australian Certificate of Education (WACE) Manual contains essential information on principles, policies and procedures for school-based assessment that needs to be read in conjunction with this syllabus. Teachers design school-based assessment tasks to meet the needs of students. The table below provides details of the assessment types for the Food Science and Technology General Year 11 syllabus and the weighting for each assessment type. Assessment table Year 11 Type of assessment Investigation Directed research in which students plan, conduct and communicate an investigation of an issue related to Food Science and Technology. They apply processes to food-related practices, use a variety of investigative approaches to individually and/or collaboratively collect and interpret primary sources and produce secondary sources. Processes include testing, analysing, evaluating and communicating findings. The investigation can be presented as a written report or a multimedia presentation. Other evidence can include: practical investigations, investigation plans, self or peer evaluations and/or journal reflections. Production A production project in which students explore ideas, design products and/or implement production processes. Students manage a range of production processes, evaluating and modifying them as necessary. This includes making products, prototypes or implementing processes and systems in response to a proposal and evaluating design ideas while managing a range of production processes. Evidence can include: survey results, design ideas, recipes, nutritional values, sensory properties, food products, production plans, production processes, and/or food systems; modifications used to manage quality control, product test results, evaluation tools (target market group) and/or journal reflections. Response Students respond to questions which can require them to refer to stimuli or prompts, such as production practices, case studies, scenarios, and primary and secondary sources. Tasks can be conducted inside or outside class time. Students apply their understandings and skills to analyse, and/or interpret information, solve problems and/or answer questions. Formats can include short and extended written responses and/or oral presentations. Other evidence can include: situation analysis exercises, observation records and checklists, journal entries and/or self, peer or target group evaluations. Weighting 30% 60% 10% Teachers are required to use the assessment table to develop an assessment outline for the pair of units (or for a single unit where only one is being studied). The assessment outline must: include a set of assessment tasks include a general description of each task indicate the unit content to be assessed indicate a weighting for each task and each assessment type include the approximate timing of each task (for example, the week the task is conducted, or the issue and submission dates for an extended task). Food Sc & Tech Yr 11Unit 1 Task 1 5

7 A B Investigation Accurately describes an investigation issue and provides evidence of detailed prior planning. Consistently gathers, organises and interprets information and data from a wide variety of relevant and recent primary and secondary sources. Chooses an appropriate way of presenting data. Summarises findings and presents concise, substantiated information. Maintains a consistent focus throughout the investigation. Forms logical conclusions. Makes comparisons and provides realistic alternative solutions, personal responses and/or recommendations. Format and structure are logical and communicated effectively. Includes clear subheadings and paragraphs as well as various formatting devices, such as tables and graphs. Uses a range of relevant terms with some moderately complex concepts included. Uses in-text author referencing, particularly when referring to models and diagrams, and provides a complete and detailed reference list. Production Performs all practical tasks confidently and efficiently. Consistently demonstrates safe and hygienic work practices and frequently demonstrates initiative, such as predicting problems before they occur. Applies safe food preparation and processing skills appropriately to a wide range of practical activities. Chooses and manages a wide variety of resources, either individually or collaboratively. Devises, modifies and produces food products and implements detailed workflow or production plans. Demonstrates consistent application of decision-making skills and a wide range of self-management and cooperation skills when working collaboratively. Response Considers own attitudes, values and beliefs and those of others when reading and interpreting information. Considers issues and trends in society when reading and interpreting information; provides specific examples. Considers consequences referring to relevant examples. Makes valid choices with detailed justification. Draws logical conclusions substantiated by evidence. Refers explicitly to data. Uses personal observations or research to support arguments and justify claims. Consistently observes and modifies processes and activities. Gives credit to individual group members for their input; emphasises team work and cooperation. Specifies all parts of a task and justifies actions. Identifies leadership qualities in self and others. Discusses new insights. Investigation Describes an investigation issue and provides evidence of prior planning. Gathers, organises and interprets information and data from a variety of relevant primary and secondary sources. Provides well written, clear and detailed explanations; uses relevant supporting evidence. Makes some comparisons and provides realistic solutions, personal responses or recommendations. Provides mostly logical conclusions; gives decisions and makes relevant and realistic recommendations. Communicates information and findings using an appropriate structure and format. Uses several relevant terms. Shows some evidence of in-text author referencing and provides a reference list. Production Performs most tasks safely and efficiently and demonstrates some confidence and initiative. Demonstrates safe and hygienic work practices and frequently demonstrates initiative, such as predicting problems before they occur. Applies safe food preparation and processing skills appropriately to practical activities. Chooses and manages a variety of resources, either individually or collaboratively. Devises, modifies and produces food products and implements workflow or production plans. Demonstrates application of decision-making skills and a wide range of self-management and cooperation skills when working collaboratively. Response Considers own attitudes, values and beliefs and those of others when reading and interpreting information. Considers issues and trends in society when reading and interpreting information; provides some examples. Considers solutions and consequences supported by personal opinions and evidence, including data and relevant examples drawn from own tasks. Makes valid choices with some detailed justification. Offers a specific solution and/or makes recommendations. Observes and analyses processes and activities making evaluations about food products and performance of self and others. Clearly explains the process undertaken. Considers the logistics of preparing a product; reflects on time management; explains strengths and identifies some aspects for improvement. Food Sc & Tech Yr 11Unit 1 Task 1 6

8 Appendix 1 Grade descriptions Year 11 C D Investigation Identifies a simple investigation issue, outlining it in a general way. Includes limited evidence of planning. Gathers, organises and evaluates information and data from predictable, though mostly relevant, primary and secondary sources. Makes general statements with simplistic explanations. Provides an incomplete record with gaps in explanations. Does not substantiate or uses very simple, sometimes conflicting, information as supporting evidence. Makes some simple comparisons. Provides a clear, but fairly general, conclusion with few solutions, personal responses or recommendations. Provides a small amount of analysis and no evaluation or the evaluation is very brief and superficial. Communicates information and findings using a given structure and format. Use of broken sentences, ambiguity and/or excessive repetition interferes with communication. Uses and defines a small number of simple, relevant terms. Little or no in-text author referencing is evident; however, a small reference list is provided. Production Performs simple tasks safely and efficiently and demonstrates increasing levels of confidence. Demonstrates safe and hygienic work practices and sometimes shows initiative. Applies some food preparation and processing skills to a small range of practical activities. Chooses and manages some resources, either individually or collaboratively. Creates and implements workflow or production plans, making modifications as needed. Demonstrates some appropriate decision-making, self-management and cooperation skills when working collaboratively. Response Considers issues and trends in society when reading and interpreting information. Comments in simple ways about how food producers and marketers respond to consumer attitudes. Considers simple consequences, identifies some pros and cons and makes general statements. Draws conclusions and provides some simple justification for decisions, but uses limited supporting evidence with few relevant examples or references to data. Observes and analyses processes and activities, recounts steps and makes simple evaluations. Investigation Identifies an investigation problem, but provides inadequate evidence of planning. Undertakes a very minimal investigation, using given resources. Gathers little information or data from resources. Provides a personal response, but few solutions, conclusions or recommendations or those offered are conflicting or very unclear. Makes some general statements without supporting explanations. Communicates information and findings, but the structure and format are ineffective or inappropriate to the task. Uses simple terminology, some of it incorrectly and frequently reverts to informal language. Provides little evidence of referencing. Production Often does not identify or anticipate health and safety issues or adopt suitable practices. Applies limited food preparation and processing skills to practical activities. Implements simple food products using provided resources but finds it difficult to maintain focus, contribute appropriately and complete basic tasks. Applies only a few appropriate decision-making and self-management skills when working individually or collaboratively. Response Superficially considers issues and trends in society when interpreting information. Draws simple, irrelevant or superficial conclusions with very limited substantiation or justification for decisions and little use of evidence. Makes simple recommendations, but often misjudges, or does not consider, consequences. Observes processes and activities and briefly outlines some choices, but offers little or no analysis or evaluation. Food Sc & Tech Yr 11Unit 1 Task 1 7

9 E Investigation Provides little or no description of an investigation issue and no evidence of planning. Gathers little, or almost entirely inappropriate, information or data from resources. Provides incorrect or no solutions, personal responses or recommendations. Makes generalised statements without supporting explanations. Communicates some information and/or findings, but the structure and format are inadequate or inappropriate for the task. Uses terminology inappropriately or communicates entirely in informal language. Provides no evidence of referencing. Production Does not identify or anticipate health and safety issues or adopt suitable practices. Needs constant assistance. Applies few relevant food preparation and processing skills to practical activities. Typically does not maintain focus, needs close supervision and does not contribute appropriately. Leaves food planning and production tasks incomplete or omits important parts. Demonstrates few or no decision-making or self-management skills when working individually or in groups. Response Has difficulty reflecting on processes and activities or stimulus materials sufficiently to draw valid conclusions or substantiate opinions. Grading Schools report student achievement in terms of the following grades: Grade Interpretation A Excellent achievement B High achievement C Satisfactory achievement D Limited achievement E Very low achievement Food Sc & Tech Yr 11Unit 1 Task 1 8

10 Unit Course Food choices and health Syllabus: School Curriculum and Standards Authority Food Science and Technology * Task Type Investigation Task Weight 15% 15% Task 1 Investigating raw and processed foods - Investigate Task Description Weeks Due Mark Investigate raw and processed foods, food selection models, nutrients and laws related to food packaging & labelling Task 2 Using raw and processed foods Classify foods as raw or processed Economic cost of raw v s processed foods Cost the 2 dishes using Excel Factors that influence food choices Term 1 Week 1 to Term 2 Week 3 Term 2 Week 3 to Week 5 Term 2 Week 2 2 th May 2015 Term 2 Week 5 21 st May Assessment Outcomes Production 30% 30% Task 1 Investigating raw and processed foods Devise & Produce Interpret and prepare a number of recipes that use a combination of raw & processed foods that incorporate various cooking methods Task 2 Using raw and processed foods Devise & Produce Devise,interpret and prepare a meal using a combination of raw & processed foods that incorporates various cooking methods Term 1 Week 1 to Term 2 Week 3 Term 2 Week 3 to Week 5 Term 2 Week 2 2 th May 2015 Term 2 Week 5 21 st May Respons e 10% Task 2 - Using raw and processed foods Evaluate Evaluate the produced meal using a combination of raw & processed foods Term 2 Week 3 to Week 5 Term 2 Week 5 21 st May 10 Food Sc & Tech Yr 11Unit 1 Task 1 9

11 Food Sc & Tech Yr 11Unit 1 Task 1 10

12 Unit 1 Food choices and health Task 1 Investigating RAW and PROCESSED foods ASSESSMENT TYPE: Investigate Production OUTCOMES: Outcome 1: Understanding food Outcome 2: Developing food opportunities Outcome 3: Working in food environments Outcome 4: Understanding food in society UNIT CONTENT: NATURE OF FOOD-Food as a commodity, Properties of food Nutrition PROCESSING FOOD-Food Products and processing systems FOOD IN SOCIETY-Influences, issues and trends. Laws and regulations. TASK DURATION: 11 weeks TASK WEIGHTING:45% Task 1 This unit focuses on the sensory and physical properties of food that affect the consumption of raw and processed foods. Students investigate balanced diets, the function of nutrients in the body and apply nutrition concepts that promote healthy eating Students devise food products, interpret and adapt recipes to prepare healthy meals and snacks that meet individual needs. Part A: Look at sensory and physical properties of raw and processed foods. Part B: Prepare recipes using foods to develop skills required in the hospitality industry What we need to do? Part A: Investigate the sensory and properties of raw and processed foods. 1. Study the food selection models (Healthy Living Pyramid & The Australian Guide to Healthy Eating) to meet the nutrition requirements for good health. 2. Classify foods then look at the physical and sensory properties when raw and processed. 3. Investigate the nutrients and water looking at function, main food sources and nutritional requirements for adolescents. 4. Link foods to these nutrients and investigate the classification, availability, selection, storage, uses and suitable cooking methods for each of these foods. Food Sc & Tech Yr 11Unit 1 Task 1 11

13 Part B: Prepare recipes using foods that are both raw and processed to develop skills required when cooking for other people 1. Prepare and serve recipes using a variety of raw and processed foods looking at how the sensory and physical properties change with cooking 2. Use a variety of cooking methods when preparing these recipes. 3. Display Mise en place skills that relate to each recipe What needs to be submitted for assessment? Due date end week 2 Term2-due 2 th May 2015 Food selection models Classification of foods table Properties of food essay Nutrient work sheets Regular attendance and participation in practical skills classes Part A : Raw and processed foods Food Selection Models 3 models + questions 10 marks each = 30 marks 10 = TOTAL 3 Australian food labelling requirements Properties of food essay 10 marks 2.5= TOTAL 4 Nutrients charts & questions Protein, vitamins, minerals, lipids, carbohydrates & water 10 marks each = TOTAL 4 marks Part B : Prepare recipes using basic foods to develop skills required in the hospitality industry Max possible mark Allocated mark Participate and demonstrate practical skills in class (20 food lessons) 5 marks per recipe = 100 5= per recipe =30 TOTAL /45 Food Sc & Tech Yr 11Unit 1 Task 1 12

14 Nature of food Classification of food Sensory properties Processing food Food Sc & Tech Yr 11Unit 1 Task 1 13

15 Food as a commodity Classification of food Food can be place into 4 groups 1. Animal products 2. Plant products 3. Raw foods 4. Processed foods Write a definition of each group then complete 10 examples of foods that fall into the sub groups. Classification of food Definition Examples Animal products Meat Animal products Plant products Fruit Vegetables Grains Raw foods Processed foods Canned Frozen Dried Pickled/Salted/ Preserves Food Sc & Tech Yr 11Unit 1 Task 1 14

16 Nutritional Content TASTING ORANGE JUICES Type Taste Appearance Texture Packaging Food Sc & Tech Yr 11Unit 1 Task 1 15

17 Stoned Fruit Raw: stoned fruit Processed: poached Processed: tinned Appearance Sensory Properties Texture Aroma Flavour Sound Size Physical Properties Shape Colour Volume Viscosity Food Sc & Tech Yr 11Unit 1 Task 1 16

18 Fish Raw: Fish Processed: Poached Processed: Steamed Processed: Tinned Fish Appearance Sensory Properties Texture Aroma Flavour Sound Size Physical Properties Shape Colour Volume Viscosity Food Sc & Tech Yr 11Unit 1 Task 1 17

19 Raw: Egg Eggs Processed: Frittata Fried Grill Processed: Crème caramel Bake Eggs Processed: Pavlova Appearance Sensory Properties Texture Aroma Flavour Sound Size Physical Properties Shape Colour Volume Viscosity Food Sc & Tech Yr 11Unit 1 Task 1 18

20 Pasta Raw: Processed: Raw: Processed: Rice Appearance Sensory Properties Texture Aroma Flavour Sound Size Physical Properties Shape Colour Volume Viscosity Food Sc & Tech Yr 11Unit 1 Task 1 19

21 Fruit Citrus Core GROUPS/ TYPES Examples AVAILABILITY WHEN IN SEASON In Season Cost In Season EXAMPLES OF PROCESSED PRODUCTS STORAGE OF Commodity And main NUTRIENT content SENSORY PROPERTIES APPEARANCE TEXTURE AROMA FLAVOUR SOUND PHYSICAL PROPERTIES SIZE SHAPE COLOUR VOLUME VISCOSITY Stone Cost In Season Berry Cost In Season Cost Tropical In Season Vine Cost In Season Cost Food Sc & Tech Yr 11Unit 1 Task 1 20

22 FISH GROUPS/TYPES Examples EXAMPLES OF PROCESSED PRODUCTS AVAILABILITY WHEN IN SEASON STORAGE OF Commodity SENSORY PROPERTIES APPEARANCE TEXTURE AROMA FLAVOUR SOUND PHYSICAL PROPERTIES SIZE SHAPE COLOUR VOLUME VISCOSITY Fish In Season Cost Shell fish In Season Cost In Season Crustacea Cost Food Sc & Tech Yr 11Unit 1 Task 1 21

23 Poultry Eggs GROUPS/TYPES Examples EXAMPLES OF PROCESSED PRODUCTS Main NUTRIENT Content STORAGE OF Commodity SENSORY PROPERTIES APPEARANCE TEXTURE AROMA FLAVOUR SOUND PHYSICAL PROPERTIES SIZE SHAPE COLOUR VOLUME VISCOSITY Poultry Eggs Food Sc & Tech Yr 11Unit 1 Task 1 22

24 Function of eggs Complete each section showing the functions Physical Properties of eggs What is coagulation & when does this occur? References Food Sc & Tech Yr 11Unit 1 Task 1 23

25 Bread tasting Sample the various bread types on display and record reactions. As a class, discuss the effects of processing on the nutrient content TYPE OF BREAD COST SENSORY PROPERTIES APPEARANCE TEXTURE AROMA FLAVOUR SOUND PHYSICAL PROPERTIES SIZE SHAPE COLOUR VOLUME VISCOSITY LEVEL OF PROCESSING Effect on nutrient content Food Sc & Tech Yr 11Unit 1 Task 1 24

26 CHEESE TASTING Name of Cheese Type of Cheese Description ie: Colour Flavour Texture Smell Uses Cheddar Philadelphia Gouda Cottage Blue Vein Edam Matured Fruit Camembert Stuck for words? Soft (ripened) Light Yellow Mild, strong Soft Light Cheeseboard Try These - Soft (unripened) Red rind Cream Tangy Cream Mild Fondues Firm, hard Dark Yellow Smoked Rubbery Dry Strong Toppings Processed Holes, Veins Nutty, Lacks Smooth, Crumbly Pungent Salads Blue White Salty Bland Strong Pies Quiche What is the NUTRIENT content of Cheese Explain the best way to 1. Store Cheese 2. Select Cheese _ Food Sc & Tech Yr 11Unit 1 Task 1 25

27 DAIRY PRODUCTS Butter GROUPS/ TYPES EXAMPLES OF PROCESSED PRODUCTS AVAILABILITY WHEN IN SEASON In Season SENSORY PROPERTIES APPEARANCE TEXTURE AROMA FLAVOUR SOUND PHYSICAL PROPERTIES SIZE SHAPE COLOUR VOLUME VISCOSITY STORAGE of Commodity Main NUTRIENTS Cost In Season Milk Cost Yoghurt In Season Cost Cream In Season Cost Food Sc & Tech Yr 11Unit 1 Task 1 26

28 Meat Lamb Main NUTRIENTS EXAMPLES OF PROCESSED PRODUCTS AVAILABILITY WHEN IN SEASON In Season STORAGE OF Commodity SENSORY PROPERTIES APPEARANCE TEXTURE AROMA FLAVOUR SOUND PHYSICAL PROPERTIES SIZE SHAPE COLOUR VOLUME VISCOSITY Cost Beef In Season Cost Chicken In Season Cost References Food Sc & Tech Yr 11Unit 1 Task 1 27

29 Nutrient Study Carbohydrates Lipids Protein Vitamins Minerals Water RDA for adolescents Food Sc & Tech Yr 11Unit 1 Task 1 28

30 CARBOHYDRATES 1. Carbohydrates consist of, and 2. Sources of carbohydrates STARCH SUGAR FIBRE 3. What are some of the physical health effects of over eating sugar & starch? 4. What is the function fibre in the diet? 5. There is no specific guide for the daily intake of carbohydrates (RDA). Explain this statement. 6. What is the difference between a simple carbohydrate and a complex carbohydrate? References- Food Sc & Tech Yr 11Unit 1 Task 1 29

31 NUTRIENT- FATS or LIPIDS FOOD SOURCES FUNCTION RDA for ADOLESCENCE Animal fats Vegetable fats 1. In your own words explain the differences between ANIMAL Fats and VEGETABLE Fats. 2. What is cholesterol and how does this contribute to heart disease? 3.How does over eating of lipids effect our physical health References- Food Sc & Tech Yr 11Unit 1 Task 1 30

32 PROTEIN Proteins are essential for life, they are the building blocks of the body. Proteins are made up of smaller units amino acids. 1. What are the main functions of having protein for the body. High quality protein foods supply most of the essential amino acids give 5 examples of HIGH quality protein foods. Give 3 examples of LOW quality protein foods What is the Recommended Daily Allowance of Protein for Girls Boys Years Years Why are there differences in the RDA? - explain your answer References Food Sc & Tech Yr 11Unit 1 Task 1 31

33 List five foods in each circle that is high in each nutrient and daily requirements for teenagers-sedentary and active. Vitamins A Food Sources(5) Vitamin B complex Food Sources(5) Function RDA Function RDA Vitamin C Food Sources(5) Vitamin D Food Sources(5) Function RDA Function RDA Calcium Food Sources(5) Iron Food Sources(5) Function RDA Function RDA Phosphorus Food Sources(5) Function Food Sc & Tech Yr 11Unit 1 Task 1 32

34 Clickview: Nutrients, the Basics There are 2 types of vitamins and List 3 bodily functions vitamins are need for: Vitamin is made in the body. Only about % of our body weight is made up of minerals. Minerals are found in Teeth yes/no Bones yes/no Muscles yes/no Soft tissues yes/no Blood cells yes/no Nerve Cells yes/no Saliva yes/no Anaemia is caused by the deficiency of List 3 ways iron is lost from the body: In western countries about % of boys and % of girls consume less than half the recommended daily intake for iron and that places them at risk of getting Mostly, calcium in the body is found in the Girls and women should ensure they get enough calcium during the 3 major development stages: Around % of kids between the ages of 10 and 15 consume less than half of the recommended daily intake of calcium. Food Sc & Tech Yr 11Unit 1 Task 1 33

35 WATER as a Nutrient 70% of the body is made up of WATER. It is essential for life. Water is the basis of our body secretions and is needed for a number of body systems for example. List 4 other functions of water in the body How much water should we be consuming daily? (in litres or glasses) List some good sources of water in our diet What advantage does water have over soft drinks? What are the consequences of insufficient water intake? References- Food Sc & Tech Yr 11Unit 1 Task 1 34

36 Food Selection Models Australian Dietary Guidelines Australian Guide to Healthy Eating Healthy Living Pyramid Food Sc & Tech Yr 11Unit 1 Task 1 35

37 AUSTRALIAN DIETARY GUILDLINES 3 marks In 2013 the ADG changed from 9 guidelines to 5 guidelines Guidelines prior to 2013 Changes in marks Explain why you think the above charges have been made to the ADG in marks 2. Why has the 5 th ADG been added? 2 marks 3 Looking at the SERVE SIZES chart for year olds Answer these questions. a. What is the average serve size per day for cereal? 1 mark b. Why is there any increase in serves sizes for this age group? 2 marks 12 4=3 marks Food Sc & Tech Yr 11Unit 1 Task 1 36

38 Food Selection Models Study the Australian Guide to Healthy Eating on the next page then complete the chart 1. Colour the circles and complete the key 2. Place suitable food choices in model 6 excellent choices for Bread & Cereals 5 good choices for Fruit & Vegetables 5 fair choices for Meat Chicken etc. 4 excellent choices for Milk 2. Explain the Strengths of Australian Guide to Healthy Eating model 2 marks Weaknesses of Australian Guide to Healthy Eating model 2 marks 3. Complete the Healthy Living Pyramid then explain the Strengths of the Healthy Living Pyramid 2 marks Weaknesses of the Healthy Living Pyramid 2 marks Food Sc & Tech Yr 11Unit 1 Task 1 37

39 AUSTRALIAN GUIDE to HEALTHY EATING 6 marks Fruit & Vegetables Bread & Cereals Meat & Protein Foods Colour circles- Butter & Fats Milk & Dairy Products EXCELLENT CHOICES GOOD CHOICES BAD CHOICES low- in fat, sugar & salt high in fat & salt, added high in fibre sugar & low fibre Food Sc & Tech Yr 11Unit 1 Task 1 38

40 FOOD SELECTION MODELS HEALTHY LIVING PYRAMID Label each section of the pyramid and place as many examples of food into the correct section 6 marks The Five Food groups Food Sc & Tech Yr 11Unit 1 Task 1 39

41 Food Labelling Requirements for Food & Beverages in Australia. Marks total 4 In Australia, foods must be labelled in accordance with the requirements of the Australian New Zealand Foods Standard Code (RSANZ, 2003) Choose a food label and paste it onto the space below. Identify the requirements for a label. Using the book Nutrition the inside story Chapter 6 Page 64 complete this chart.& Click view Requirements Benefits to the consumer 20marks Food Sc & Tech Yr 11Unit 1 Task 1 40

42 1.What information must be listed in the nutritional information panel. 4 marks 1. 2, On the nutritional information panel, percentage labelling can be listed, explain how this works. 2 marks 3.What are the rules when it comes to the name or description of the food? 2 marks 4.A label must contain information about foods that can cause an allergy how and where on the label must these warnings be? 2 marks Food Sc & Tech Yr 11Unit 1 Task 1 41

43 5.What are the rules for Date Making 2 marks Ingredients List 4 marks Country of Origin 2 marks Food Recall Information 2 marks Weight/measures 1 marks What information is providing in a barcode? 2 marks List the references used 1 marks TOTAL 44 11= 4 Food Sc & Tech Yr 11Unit 1 Task 1 42

44 What s In It For Me? All About Food Labelling During Viewing the Program 1. Who is the regulatory body for food labelling? a. What does this acronym stand for? 2. What is the role of FSANZ? 3. List the responsibilities of FSANZ. 4. What publication sets the food standards? 5. Who can create new food standards? 6. Who enforces the food standards laws? Food Sc & Tech Yr 11Unit 1 Task 1 43

45 7. Why must food labels be truthful and accurate? What does NIP stand for? 8. What products do not require a NIP? 9. What does Best Before mean? 10. What does Use-By mean? 11. How is bread labelled? 12. Explain what Made in Australia and Product of Australia refer to. 13. Why are contact details and lot numbers necessary? 14. In what order should ingredients be listed on a food label? 15. What is a characterising component or ingredient? Food Sc & Tech Yr 11Unit 1 Task 1 44

46 16. When can nutritional claims be made? 17. What may Light be referring to? 18. What are daily percentage intakes based on? 19. What does GI refer to? 20. Which food items can cause severe allergic reactions? 21. What is an example of a disclaimer? a. Why is a disclaimer used on chocolate? 22. When can food additives be used? 23. What does GM stand for? Food Sc & Tech Yr 11Unit 1 Task 1 45

47 24. Explain why irradiation is used on some food products? ho is AQIS? 25. What foods do not require NIP? 26. What needs to be displayed on unpackaged foods? a. What types of food must show this? What symbols might appear on food products? 29 Food recall information needs to be included on labels why? 30 How do the labelling and packaging requirements for food and beverage products in Australia differ? Food Sc & Tech Yr 11Unit 1 Task 1 46

48 Properties of Food Essay At the end of this unit you will have looked at a large number of foods and their properties in both a raw and processed state. Choose one of these foods and discuss the effects of the processing techniques on sensory and physical properties of the food under the headings of Changes in appearance Changes in texture Changes in flavour Include a list of references at the end of you essay. Don t forget to refer to your sensory notes in the front of your book Use this page to help plan you essay. This is just a suggested plan. Introduction Paragraph 1 Changes in appearance Paragraph 2 Changes in appearance Paragraph 3 Changes in flavour Conclusion References Food Sc & Tech Yr 11Unit 1 Task 1 47

49 Food Sc & Tech Yr 11Unit 1 Task 1 48