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| LO 1.9 | LO 2.2 | |||||||||
7. Production
Learners must bring along all the ingredients, packaging and advertising material for their stall. All food must be precooked, but must be put together in front of the panel. Learners must explain what they are doing while they are working.
A microwave oven is very handy for warming fast food meals.
| LO 1.15 | ||||
8. Evaluation
Evaluate your fast food meal in the following categories:
The panel will receive an evaluation sheet from the educator.
| LO 1.13 | ||||
| Learning Outcomes(LOs) |
| LO 1 |
| TECHNOLOGICAL PROCESSES AND SKILLS The learner will be able to apply technological processes and skills ethically and responsibly using appropriate information and communication technology. |
| This is demonstrated when the learner: |
| investigates:1.1 investigates the background context, the nature of the need, the environmental situation, and the people concerned when given a problem, need or opportunity set in a nationally relevant context; |
| 1.3 develops and performs practical tests in the technological areas (Structures, Processing, and Systems and Control); |
| 1.4 uses appropriate technologies and methods to: |
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| designs:1.5 writes or communicates a short and clear statement or a design brief in response to a given identified situation for the development of a product or system; |
| 1.6 lists product and design specifications and constraints for a solution to an identified or given problem, need or opportunity based on most of the design key words listed below: |
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| 1.7 generates several alternative solutions and writes notes, ideas that show some links to the design brief and specifications; |
| makes:1.9 develops a plan for making that outlines all of the following: |
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makes:1.9 develops a plan for making that outlines all of the following:
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| 1.10 chooses and uses appropriate tools and materials to make products by measuring, marking, cutting or separating, shaping or forming, joining or combining, and finishing different materials accurately using appropriate techniques; |
| 1.12 uses safe working practices and shows awareness of efficient ways of using materials and tools; |
| evaluates:1.13 tests and evaluates the products or systems with objectivity, based on objective criteria linked to the design brief, specifications and constraints, and suggests sensible improvements or modifications; |
communicates:1.15 presents ideas using two-dimensional or three dimensional sketches, circuit diagrams or systems diagrams that include all of the following features:
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| LO 2 |
| TECHNOLOGICAL KNOWLEDGE AND UNDERSTANDING The learner will be able to understand and apply relevant technological knowledge ethically and responsibly. |
| This is demonstrated when the learner: |
| structures:2.1 demonstrate knowledge and understanding of frame structures: |
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| processing:2.2 demonstrates a knowledge and understanding of how materials can be processed to change or improve their properties by adapting them to suit particular purposes: |
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| LO 3 |
| TECHNOLOGY, SOCIETY AND THE ENVIRONMENT The learner will be able to demonstrate an understanding of the interrelationships between science, technology and the environment. |
| This is demonstrated when the learner: |
| indigenous Technology and Culture:3.1 compares how different cultures have solved similar problems and relates the differences to the culture and values of their societies; |
| impact of Technology:3.2 expresses and details opinions about the positive and negative impacts of products of Technology on the quality of people’s lives and the environment in which they live. |
ACTIVITY 1
Food Group
Examples
Main Nutrient
Function of Main Nutrient
2. Examples of goals:
ACTIVITY 2
This activity covers the technological process. Learners can work in groups of 2 or 3. Groups can draw a map of the country they will represent. Countries such as Spain, Greece, Mexico, the USA, the RSA and France all have well-known fast foods. Make cards with the names of the different countries on them and let the learners draw.
The idea is that the learners will plan and erect a fast food stall for the show.
1. The activity can be done on an A4 page. The name of the members of the company, the name of the business and the logo of the business must appear on the page.
2. Compare the staple food and fast foods of two countries / cultures. A class discussion / summary on the board in order to summarise all the countries’ staple foods and fast foods, will be very useful.
3. Photocopy the research pages and give them to the learners to be completed. It is important to give the learners sufficient time for research seeing that a great deal of the research must be done at the businesses themselves.
4. The group must produce ideas of possible fast foods in order to select a final fast food product.
5. During their planning, learners must keep in mind all the facets that have been mentioned in the module. Special emphasis must be placed on the costing and the selling price of the product. Learners will thus be able to calculate the profit per item.
6. Seeing that it is a group presentation, the learners must be thoroughly prepared. Therefore it would be meaningful for the learners to complete a flow chart to illustrate their production line. Encourage learners to decorate their stall (table) and to have a poster with a sketch of their product and its price.
7. If you have the necessary facilities, you could allow the learners to prepare their food in class, but you would have to give them extra time. The other option is that the food can be prepared at home, and only be assembled during the presentation.
8. Learners can write their own evaluation by reading the specifications again and using them as criteria. Learners can evaluate the taste, texture and appearance, and make recommendations and improvements.
An evaluation sheet such as the one that has been attached can be given to the panel:
| Company: | |
| Members: | |
| Time: |
| Final product: | Mark Out of 10 |
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| TOTAL MARK (out of 100) : |
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