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Tomato Sauce: Taste the Difference! Primary Middle Secondary Australian Curriculum General Capability: Ethical Understanding Australian Curriculum General Capability: Personal and social capability Australian Curriculum General Capability: Numeracy Australian Curriculum Cross Curriculum Priorities: Sustainability Priority Cooperative Learning Activity
1. Look at the following article in Good Food
a. What is the cheapest tomato sauce? b. What is the sauce with the lowest sugar content?
2. You are to repeat this test - a blind test to see if you get the same results!
Process: Each student in the class is to bring in ONE bottle of sauce - labelled with your surname on it. Fill out an Excel spreadsheet with the following columns labels: : a. Name of Sauce [initially A - J] b. Sugar content c. Artificial flavours - Y/N d. Preservatives - Y/N e. Cost for 500 millilitre bottle f. Glass or Plastic bottle g. Made in Australia - Y/N h. Product of Australia - Y/N i. Your analysis of taste - sweet, vinegar, salty, bold, strong, rich, good tongue feel [umami], tasteless, Like it/Don't Like it j. 1 - 10 - Lest liked to Best k. Date of expiry
Teacher Instructions 3. Other Resources required: a. 10 pkts of Patty Pans (required 350 patty pans for a class of 30 students). b. 3 pkts of Paddlepop sticks (100 sticks per pkt). These are to be label with students' names. c. 15 blindfolds
4. As the Teacher, you are to put 10 different Tomato sauces [labelled A - J] into 10 patty pans for each student pair. One student is to be the taster and one student the recorder of results. With your partner try each sauce and record your reactions [i and j] in your Excel spreadsheet. . 5. Repeat the process for the second student in each pair. Teacher mix up the sequence of presenting A - J. 6. Teacher will reveal the sauces labelled A - J. 7. Fill out the rest of the Excel spreadsheet.
8. Discuss with a partner and then with the rest of the class about your findings and the "best" Tomato Sauce in your opinion. a. Did you consider whether this was the sauce your family normally ate? b. Whether it was grown in Australia? c. Whether it had glass instead of plastic container? d. The amount of sugar? e. Cost of 500ml f. Did your results reflect what was shown in Good Food? Why? Why not?
9. What has mathematics shown the class about marketing research?
What about "Ugly" Vegetables? Primary Middle Secondary Australian Curriculum General Capability: Ethical Understanding Australian Curriculum General Capability: Personal and social capability Australian Curriculum General Capability: Numeracy Australian Curriculum Cross Curriculum Priorities: Sustainability Priority Cooperative Learning Activity
1. In groups of 3 - 4 students, watch the following article from Landline 11 April 2016 [Archive]. Don't forget to read the transcript as you watch the video.Stop the video after one, two and three minutes and write down the various facts and figures. Confer with each other your notes. Particularly note down information about Sustainability, Economics and Mathematics.
2. Go to the JustVeg. page
2. What was the inspiration for JustVeg.? a. What products have JustVeg developed? b. What is the profit % compared to feeding the "ugly" veg to cattle? c. Why, do you think, JustVeg only sells to Woolies? d. What other products would you, as a group, like from JustVeg?
If you have a worm farm, put this brown paperbag into it. OR If you have a compost bin or heap, put this brown paperbag into it. OR If you have a garden, dig a hole, with scissors make holes in the brown paperbag, and put into the hole in the garden.
Discuss as a class the wastefulness of our families in regard to food.
5. What ideas do you have, as a class, to reduce this
wastefulness? Eg. What other products can you think of to use other
'ugly' vegetables? Buying as needed? 6. Read the following article from The Conversation 26 December 2014, 'Cut-price 'ugly' supermarket food won't reduce waste - here's why'
What stance is this research taking? Is "ugly" veg selling in the main supermarkets now?
Product Examiner: 3 Ways to test if your eggs are fresh Primary Middle Secondary Australian Curriculum General Capability: Critical and creative thinking Australian Curriculum General Capability: Numeracy Cooperative Learning Activity
Teacher
For a more detailed research: You can go to the Market Research Analyst to see the Activities there around the production and sale of eggs. You will be surprised at the range of different eggs.
For this activity, you will require the following resources: a. 3 eggs per group of 4 - 5
students of different expiry dates. b. Option: You can have cage, barn laid or certified free range; or, a combination. c. students' cameras on their mobiles
Students
In groups of 4 - 5 students, you are going to carry out 3 tests to see the freshness of eggs that your teacher has brought. Look at the following website: Backyard Chicken Coops and note down how the 3 tests are carried out. Write down the hypothesis - which eggs will be the freshest? Is there a difference? 2. As a group, you will be allocated 3 eggs: Don't forget to carry out the tests in order so that cracking the egg is the third and final test. Take photos on your mobile to record what you have seen.
3. What were
your observations? Results? 5. Create 3 class results graphs. One for Test 1, Test 2 and Test 3. Which Test was the best test to show if the eggs were "rotten"? Which Test showed the egg was fresh the best?
Optional Extra - Critical Thinking!
What do you think of the findings in this article? The Conversation 16 August 2022
Assembly Line (developed by Try Engineering.org)Also at the Packer Primary Middle Secondary Australian Curriculum General Capability: Personal and social capability Australian Curriculum Cross Curriculum Priorities: Sustainability Priority Cooperative Learning Activity
Teacher Local Copy: Student Worksheets
This lesson demonstrates the power of mass production. Students work in teams to design, construct, test, and redesign an assembly line to manufacture a product as quickly and efficiently as possible to meet the quality control criteria.
Overview Students work individually to assemble a product and then work in teams to design, construct, test, and redesign an assembly line process whose product must meet specific quality control criteria. Students reflect and have a classroom discussion comparing the two approaches.
Assembly Line Lesson Plan Overview
Full Lesson Plan at Try Engineering
How It’s Made Lego
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