Delivery
This unit was presented for the first time to Jacquey's 2006 Year 7 classes. The delivery was done on one day - from 9:30am (or earlier if buses arrive earlier) to 2:15pm with a 20 and 30 minute break.
Work on this unit began with the reading and comparing of the nutritional information of four packets of two-minute noodles.
The class then deconstructed a packet of noodles, with discussion of how several ingredients can combine to make different flavours and the use of chemical additives, such as large amounts of sodium.
Jacquey had planned to have the students sieve the flavouring to help analyse the ingredients, but found the contents too fine. This, however, led to a discussion on packaging, as it was noted that the cover illustration showed chunks of vegetable which weren't actually inside.
Jacquey then sieved a packet of dehydrated instant soup so students could see the seasoning and vegetable parts. Introducing the digital scales used in the Year 9 workroom showed the students that small amounts of food can be measured accurately and enables them to realise how little seasoning is actually needed for a relatively large quantity of food - a warning against using excessive amounts of seasoning in their own recipe.
The students then examined a range of dehydrated and freeze-dried foods and their packaging. They put some apples and kiwifruit in the dehydrator to observe the drying process. Jacquey marked one piece of apple, weighed it on the digital scales and re-weighed it three times during the day. At the end of the day the fruit, although not completely dehydrated, was eaten by the students so they could note how the flavour had intensified during this process.
Experimentation on a selection of dehydrated foods that can be rehydrated was then conducted by the class using hot and cold liquids. They then identified ingredients that would add value to the noodles in the form of nutrition, flavour and appearance.
To make a label for their package, the students identified the labelling requirements, including the need to meet both legal and aesthetic requirements.
Jacquey Neilson: "Eleven days of noodles is not boring for me as every class comes up with something different."
Each student made up a flavouring sachet using a range of foods. While cooking their noodles, using both the stove-top and the microwave, they tested and adjusted for flavouring balance part-way through. After a final sensory testing of their noodle flavourings, the students made up another individual seasoning mixture; these were sealed using the impulse sealer.
At the end of the day the class evaluated their completed noodle project against the brief specifications and their personal goals. Worksheets have the same vocabulary that Diana uses with her classes, so that students become familiar with it. Jacquey puts a strong emphasis on individual evaluation and reflection to ensure students really understand what they have been doing.
A sheet covering deconstruction of a packet of noodles was completed and taken home for parents. Often the children are asked "What did you cook?" - this is a way of showing them that cooking is part of Food Technology but the students are there to do a lot more.
A communication notebook is used to give the classroom teacher a brief report about how the class worked and to inform them about any particular issues relating to the class.
