Change from Home Economics to Food technology

Want to know how to change from teaching Home Economics  to  Food Technology ?

This diagram shows the basic principles for developing a Food Technology Unit.

                                              

Food Standards Australia New Zealand has a nutrition panel calculator that is a very valuable tool to use in the Food technology classroom. Other than Food Works the FSANZ nutrition calculator  works a treat for designing nutrition labels on packaging.

Have you ever visited the Biotech learning Hub? Worth looking at as it keeps us up to date with the latest developments in all things biotechnology related.

Today I have discovered an excellent website on canning food in Australia. This year I will most definitely let my students look at this as a case study for the externals. They have used the "Watties" case study on Techlink and this website can be a great source of extended knowledge.

 Best Kiwi beef fillet steak sandwich
                                                     The 'some' approach
Set your oven to 200 C
'Some'  beef fillet steaks: sprinkle with Tuscan seasoning and 'some'  smoked sweet paprika - don't be shy! Rub in some olive oil and start heating up the element.


Caramelised onion: 'Some'  onion sliced, seared in olive oil. Add a dash of brown sugar and 'some' balsamic vinegar, slowly cook until onions are soft caramelly, taste and add some salt and pepper to taste.


With your element and frying pan smoking hot, sear the fillet on both sides. Be careful the paprika tends to burn quickly. When nicely browned on both sides transport to oven and cook for a further 7minutes. That is if you want it rare to medium.


Build the fillet steak into a sandwich of great fresh homegrown bread sliced and rubbed with garlic and olive oil, fresh salads, soft cheese of your choice and why not finish it off with some of Peter Gordon's roasted feijoa chutney? 

 

What is out there?

In my quest of trying to find websites that could help my with some resources I came across:
http://www.tes.co.uk. Became a member for free, they have all my details and I have yet to find a teaching resource from them. I am sure it is possible but it is hidden and there is no way I could get to it. let me know how should anyone manage to get through.
 http://www.tes.co.uk

Any Home Economics teacher who wants to have a go at a Food Technology unit has to visit the Toolbox!  This is the big picture of which topics to cover in your theory lessons!

 http://www.techlink.org.nz/Case-studies/Classroom-practice/Teaching-Practice/cp807-food-technology-toolbox/index.htm

Creamy Beetroot Gelato

Zest of 1 lemon

1/3 c sugar

1/3 c water

1 c    cooked beetroot puree

2 T    corn syrup

1/3 c cream, lightly whipped

Method:

1. MIx zest with a little bit of sugar and set aside.
2. Heat sugar and water together in a small sauce pan until sugar has dissolved. Cool.
3. Stir in beetroot puree and zest mixture, stir to help cool down.
4. Transfer to shallow dish and refrigerate until cold.
5. Fold in whipped cream.
6. Use ice cream machine to churn and then place in the freezer.

Trying to find vegetable ice-cream recipes for my Y12 vegetable unit and I couldn't find any that was worth while. So I'll share what I have and see what the students can come up with.

Creamy Pumpkin Gelato

Zest of 1 lemon

1/3 c sugar

1/3 c water

1 c    cooked mashed pumpkin

2 T    corn syrup

1/3 c cream, lightly whipped

Method:

1. MIx zest with a little bit of sugar and set aside.
2. Heat sugar and water together in a small sauce pan until sugar has dissolved. Cool.
3. Stir in pumpkin mash and zest mixture, stir to help cool down.
4. Transfer to shallow dish and refrigerate until cold.
5. Fold in whipped cream.
6. Use ice cream machine to churn and then place in the freezer.

PS. I mash the pumpkin with a stick blender to minimize all graininess. 

Great Food Science resources! I own the complete range. I include them in my program but find them most useful for product development. http://mufti.massey.ac.nz/default.aspx.

Techlink food showcase

http://www.techlink.org.nz/student-showcase/food-and-biological/c-monster.htm

How exciting, today we met with a representative from the NZ Royal society for Science and Technology. We have to prepare for a presentation to education delegates from Oman. They are very interested in the Food Technology CREST project that we participate in. So next week our students will share their stories about the products they developed. CREST is an amazing project and it is through CREST that students become independent learners. It is enquiry based and integrated learning at its best. Students are given a brief, follows the technology process to develop a solution to an identified need.Throughout the process they rely on research and feedback from specialists to allow them to make informed choices in their decision making. Consequently developing a product that is fir for purpose.

Codes of practice HACCP - document the food safety of your process

Process flow diagram	Process description	Potential hazards	Is this hazard severe?	Critical control points	Corrective actions when CCP is not under control
(Start and end of process) (Action) (Inspect)	Describe the actions taken in each step of the production flow diagram.	Identify if the hazards are biological, chemical or physical.	How likely can it occur? How serious are the consequences?	E.g. time and temperature parameters.	What to do to bring the process back into control.

Food Technology in NZ secondary schools are taking the lead.
This article on Food Technology education shows how teachers of the subject in Australia practice a different form of technology than technology professionals and the wider community of food science. With the Mufti Kits now available from Massey University Food Technology practice in New Zealand schools are more suitably aligned for pathways into university and the wider profession of food science and technology.

How do we do modeling in Food Technology? The remark has been made that we do not model enough in Food Technology. Maybe this could be a guide for in - class use.

Modeling in food product development

Once you have decided upon a final concept the project moves into the

concept development stage.

Q: What happens in the

concept development stage?

A: Further evaluation, testing , trialing, and reviews to ensure that the outcome

 is 

fit for purpose.

To demonstrate modeling in your project:

<Before you do the final prototype model your product in terms of their nutritional value.  See: http://www.foodstandards.gov.au/foodstandards/nutritionpanelcalculator/

<Analyse your ingredient list to find the perfect ingredient to ensure the

optimum product formulation.

E.g. which fat gives the best product, butter or margarine?  Do a recipe trial of both fats and evaluate the outcome. It is always good to justify your decision making.

<Work out the cost of your product. See:

http://www.menucoster.co.nz/public/login

If you have worked out the cost of your product you can see if it fits with in the budget of your target market

Does it meet their needs financially?

How does the new product compare with current market products?

So is it fit for purpose? 

How about I share some recipes with you?

In my opinion when a recipe has a little worksheet that my students can complete while I am demonstrating the dish, they tend to pay more attention because I am sharing the answers while I am cooking. Voila, a very focussed class!

Smoked Chicken Confit & Mushroom Tarte tatin
2 frozen puff pastry sheets, thawed
2 smoked chicken breasts ( skin on)
250 g brown mushrooms
15 ml olive oil
2 shallots, finely sliced
50 g creme fraiche
10 g chopped flat leaf parsley
1 egg, lightly beaten
Micro salad leaves for garnishing


Method:

1. Pre-heat the oven to 220 degrees C.
2. Line  and grease 4 x (11cm) tart pans with foil.
3. Cut four rounds of the pastry (same size as the top diameter of tart pans).
4. Refrigerate until needed.
5. Remove chicken skin and set aside.
6. Shred chicken meat and set aside. 
7. Remove mushroom stalks and chop.
8. Cut mushroom caps into 5mm slices and gently sear in oil for two minutes, remove and drain on kitchen paper.
9. Add extra oil to pan and sear mushroom stalks and onion.
10. Add creme fraiche and cook for 30 seconds.
11. Stir in chicken meat, seasoning and parsley. Remove from heat.
12. Arrange mushroom slices on bases of pans, top with filling then pastry circles.
13. Brush pastry with egg wash and bake for 15 minutes.
14. Place chicken skins under grill to crisp.
15. Allow tarts to cool, then invert onto individual plates.
16. Serve topped with salad and pieces of crisp skin.

Food Hygiene Hazards

Give an example of the sources of each of the following hazards:

Chemicals on food:

____________________________________________________________________________________________________________________________________________________

Chemicals in the kitchen:

____________________________________________________________________________________________________________________________________________________

Vermin:

____________________________________________________________________________________________________________________________________________________

Disease carrying insects:

____________________________________________________________________________________________________________________________________________________

Evaluating current market products

Tool to evaluate current market products (CMP)

Attributes	Product 1:	Product 2:	Product 3:
Who is this product aimed at? (Target market)
List the ingredients
Does the product have any nutritional claims?
Explain the packaging
What is the shelf life?
How does the packaging protect the product?
In your opinion – What is the best marketing attribute of the packaging?

                                                                                                                          

Project planning

Tools for Planning  :RASCI model

For every step of your planning project, you should define the following:
R	Responsible The team member who is ultimately responsible for delivering the project and/or tasks correctly
A	Accountable The team member with ultimate accountability and authority; this is the member to whom “R” is accountable
S	Supportive The persons or team who are needed to do the real work
C	Consulted Any person whose input adds value and, or contribution is essential
I	Informed Who needs to notified of results or actions taken but not involved in the decision- making process

Activities / Tasks	Teacher	Mentor	Team members
			1	2	3