Hawker Food – Design and Technology, Food Specialisation Level 9-10 1

HAWKER FOOD

Lesson Plan

The Department of Education and Training Victoria (DET) and the Victorian Curriculum and Assessment Authority (VCAA) conducted a project in 2015 to collect ideas from the classroom as evidence-based practice

of digital learning in Victorian Curriculum: Design and Technologies from one class at Methodist Ladies College.

As you read the teacher’s story, you will discover the digital tools used to enable learning in the classroom, what strategies worked well and what advice they have for others. The teacher story contains a lesson plan, teacher reflections and tips, and student work samples.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 2

Contents Hawker Food ........................................................................................................................................... 3

Learning intention ............................................................................................................................... 4

Description .......................................................................................................................................... 4

How will digital learning be integrated into this lesson? .................................................................... 4

Lesson procedure (five lessons) .............................................................................................................. 5

Lesson 1: Investigating ........................................................................................................................ 5

Lesson 2: Investigating ........................................................................................................................ 6

Lesson 3: Generating and Planning and managing ............................................................................. 6

Lesson 4: Producing ............................................................................................................................ 6

Lesson 5: Evaluating ............................................................................................................................ 7

Further information ............................................................................................................................ 7

Student Work Sample ............................................................................................................................. 8

My destination .................................................................................................................................... 8

Investigating ........................................................................................................................................ 8

Generating ........................................................................................................................................ 12

Preferred design option .................................................................................................................... 13

Planning and managing and producing ............................................................................................ 15

Evaluating .......................................................................................................................................... 16

Teacher Story ........................................................................................................................................ 19

Indicators of success ......................................................................................................................... 19

Student reflection ............................................................................................................................. 19

Kim’s tips ........................................................................................................................................... 19

Hawker Food – Design and Technology, Food Specialisation Level 9-10 3

Hawker Food Aim: To assess understanding of the design processes through exploring cuisines of various Asian countries

Level: 9-10

Curriculum links: Design and Technologies

Strands and substrands

• Technology contexts • Food specialisations • Creating designed solutions • Investigating • Generating • Producing • Evaluating • Planning and managing

Content Descriptions

• Investigate and make judgements on how the principles of food safety, preservation, preparation, presentation and sensory perceptions influence the creation of food solutions for healthy eating VCDSTC058

• Critique needs or opportunities to develop design briefs and investigate and select an increasingly sophisticated range of materials, systems, components, tools and equipment to develop design ideas VCDSCD049

• Apply design thinking, creativity, and innovation and enterprise skills to develop, modify and communicate design ideas of increasing sophistication. VCDSCD050

• Work flexibly to safely test, select, justify and use appropriate technologies and processes to make designed solutions. VCDSCD051

• Evaluate design ideas, processes and solutions against comprehensive criteria for success recognising the need for sustainability. VCDSCD052

• Develop project plans to plan and manage projects individually and collaboratively taking into consideration time, costs, risk and production processes VCDSCD053

Achievement Standard

By the end of Level 10 students explain how people working in design and technologies occupations consider factors that impact on design decisions and the technologies used to create designed solutions. They identify the changes necessary to designed solutions to realise preferred futures they have described. When creating designed solutions for identified needs or opportunities students evaluate the features of technologies and their appropriateness for purpose for one or more of the technologies contexts.

Students create designed solutions for each of the prescribed technologies contexts based on a critical evaluation of needs or opportunities. They establish detailed criteria for success, including sustainability considerations, and use these to evaluate their ideas and designed solutions and processes. They generate and connect design ideas and processes of increasing complexity and justify decisions. Students communicate and document projects, including marketing for a range of audiences. They independently and collaboratively apply sequenced production and management plans when producing designed solutions, making adjustments to plans when necessary. They select and use appropriate technologies skillfully and safely to produce quality designed solutions suitable for the intended purpose.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 4

Learning intention Students will explore the cuisines of various Asian countries and satisfy a design brief by using the design processes to create their own designed solution of a hawker-style

food product.

Description Students will create a hawker-style food product to meet the requirements of a design brief and record their

creation of a design solution on a wiki page.

How will digital learning be integrated into this lesson? The unit content is delivered via a class wiki – an interactive web space – and explicit use of ICT using digital

tools such as Pinterest, AutoCollage and Thinglink.

• Wikis are a collaborative website that collects and organises content, created and revised by its users. The teacher creates a class wiki. There are a range of tools that can be used to create online collaborative spaces such as Global2 blogs, Google Sites and OneNote.

• The teacher also creates a Pinterest board on hawker foods. The Pinterest board is used to show a board of hawker foods from a range of cuisines. Pinterest is also used for compiling and organising

images and brainstorming ideas. The visual nature of Pinterest is a good stimulus for students and engages them.

• The program AutoCollage will be used by the students to create a collage of their research—it is an image processing program that enables students to automatically create a collage using a number of digital images. Creating a visual image of the cuisine of the country of their choice will assist students

to be inspired to create an authentic product. Ensure that all students have AutoCollage installed on their computer.

• Thinglink is a web 2.0 tool that provides students with the ability to turn any image into an interactive graphic. Students can use Thinglink to create multiple ‘hot spots’ on specific parts of an image and turn the image into a multimedia resource that can include video, audio or a link to any website. The

resultant image can be embedded into any blog or website. Thinglink requires student login, so ensure you have appropriate permissions and are aware of terms and conditions. Annotated visuals can also be done in PowerPoint, Google draw, or an infographic.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 5

Lesson procedure (five lessons) Lesson 1: Investigating Introduce the topic by showing Vietnamese Street Food - Luke Nguyen.

Then introduce the design brief to students. Ask student to identify the specifications (constraints and

considerations) in the design brief.

Pinterest

Link to Pinterest boards on wiki and provide an opportunity for students to view Pinterest boards for brainstorming ideas. Ask students to reflect on:

• What is hawker food? • What are the characteristics of hawker food?

Ask students to log on to the class wiki and begin to create their own page by documenting their reflections of

the questions and also undertake an investigation of Asian countries and their cuisines. Students are to decide which country in Asia they plan to investigate further.

AutoCollage software (eduSTAR)

Briefly describe the AutoCollage software, and instruct students that they are to select eight Creative Commons images of hawker food to create a collage to visually represent cuisine of the country of their choice

Hawker Food – Design and Technology, Food Specialisation Level 9-10 6

and upload the collage to their wiki page. Alternatively students could take their own photos to include in the collage.

Lesson 2: Investigating Ask students to research cuisine and ingredients from their chosen country in Asia. Provide some guidance regarding suitable websites and searching techniques. Specifically students need to identify the characteristics of the cuisine of their selected Asian country, including three main ingredients, one cooking technique and two

sauces or accompaniments.

Resources for investigation

Spice Inc

Asia Society- Photos: What’s your favorite Asian street food?

Asia Society- Video: 'Perennial Plate' Filmmakers condense culinary odyssey across India

Lesson 3: Generating and Planning and managing Ask students to develop and communicate a range of possible original ideas of food items that could meet the

design brief. Ask students to weigh up options, consider alternatives and communicate various design ideas and decide on which preferred option they will use to create their hawker-style food

Suggest that they could use graphical representation techniques to present this information such as Mind Maps or tables.

Thinglink

Briefly describe Thinglink, and instruct students that they are to use Thinglink to annotate a picture of their preferred design option –– they need to provide reasons why this option has been selected and how it meets the requirements of the design brief. Alternatively, students could use a drawing package such as SketchUp to

sketch their preferred food option.

Ask students create a recipe, food order and select appropriate packaging for their preferred option.

Lesson 4: Producing Provide students with the opportunity to trial, test and modified their original recipe to create a prototype at

home and record this on a smartphone. Ask students to take a photo or video of their designed solutions and upload this photo or video to their wiki page, and to describe any modifications they will make.

Supervise students as they create their original hawker-style food in class. Ask students to take a photo or video of their original designed solution with the selected packaging and upload this photo or video to their collaborative space.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 7

Lesson 5: Evaluating Ask students to evaluate their original hawker-style food product using a star diagram and a written evaluation of their product using the characteristics identified in the brief. Thinglink can be used to annotate the finished product to show how it met the design brief.

Also ask students to evaluate how well they contributed to the production activity and also the suitability of the selected packaging.

Instruct students to add all their evaluations to the wiki page.

Further information • British Nutrition Foundation –Sensory evaluation

• Pinterest

• Thinglink

• Google Sketch Up

• DET Collaborative Spaces

Hawker Food – Design and Technology, Food Specialisation Level 9-10 8

Student Work Sample

My destination

Design brief: Your task is to investigate, generate, plan and manage, produce and evaluate a hawker-style food

from an Asian destination that will be sold at a hawker-style food stall during lunchtime Hawker food is ready-to-eat food sold in a street or market by a hawker or vendor, often from a portable food booth or cart. You are required to produce two serves of your hawker-style food and the appearance, aroma and flavour of your food should be appealing and interesting so that local people are encouraged to buy your food. The ingredients that

are used in your selected food should be authentic to your chosen country. An accompanying side dish and sauce should be provided. The hawker-style food must be a savoury food and able to be prepared within 75 minutes for assessment.

Investigating

Specifications

Considerations

• Sold at a roadside stall

Constraints

• Hawker-style food

• Authentic to a particular Asian cuisine • Side dish or sauce as accompaniment • Must be savoury • Prepared in 75 minutes

The country that I am undertaking my cooking school experience is in India. I chose it because I love cooking and eating curries and other Indian food but I haven't necessarily had that many chances to cook it. I also feel

like Indian cuisine gives me lots of room to be creative and has many possibilities in terms of ingredients.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 9

Indian food

Characteristics of Indian cuisine

Each region of Indian has its own style of cooking and distinct flavours. The North is known for tandoori and korma dishes; the South for hot and spicy foods; the East specialises in chilli curries and the West uses coconut

and seafood, whereas the Central part of India is a blend of all. The majority of India’s population practises Hinduism, so vegetarianism is common. A meal can typically consist of rice, accompanied by vegetables sautéed with spices, dhal which is a blend of pulses, and unleavened bread. Indian cooking is built around spices that are widely cultivated according to the region.

For example, cardamom, cloves and peppers are harvested mainly in the south, while chillies and turmeric

come mainly from Rajasthan, Kashmir and Gujarat. The period of British colonial rule influences the food of India by blending eastern spices into western food. Examples include kedgeree (a rice and lentil breakfast dish), mulligatawny (‘pepper water’) soup and the curry. Curry is a catch-all term used originally to refer to any sauced dish of spicy meat, fish or vegetables and is probably an adaption of the Tamil word ‘kari’ meaning

‘sauce’

Hawker Food – Design and Technology, Food Specialisation Level 9-10 10

Three (3) main ingredients from Indian cuisine that could be found in a hawker-style food

This is garam masala. It is a traditional Indian ingredient which is a combination of spices. It is widely used in Indian cooking to add flavour. Garam masala is mainly used in Northern India and across most of the Asian cuisine. It will be used as a spice in my curry to flavour the sauce.

Mint is a very common ingredient in Indian cooking as it often provides a cool and refreshing change from spicy, hot curries. It is often used as a garnish and will be in the yogurt sauce in my curry to refresh the palate.

Coconut milk is used a lot in Indian cuisine, specifically curries, as it adds a rich and full flavour. It also complements the spices that are added to the curry. In my dish it will be in the curry to add a basic and rich flavour.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 11

One (1) cooking technique from Indian cuisine that could be found in my recipe

The cooking technique in my dish is deep frying. Deep frying

is used in Indian cuisine for many things such as samosas.

Two (2) sauces or side dishes from Indian cuisine that could be found in my recipe

This is a yoghurt, mint and coriander sauce/dressing, commonly known as a raita. It is commonly used in Indian cuisine as it soothes the palate after a spicy, hot curry. In my pizza it will be drizzled on top.

Roti is a very common accompaniment in Indian cuisine and a lot of Asian cuisines. It is a type of bread, but it is flat and pancake shaped. It will be the base of my pizza and in a square shape instead of a circular shape.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 12

Generating Three design options were developed. The preferred design option is outlined below. I used Thinglink to detail my decision making.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 13

Preferred design option Chicken Tikka Masala ‘pizza’

Marinade ingredients

1/4 level tsp ground cloves 1/4 level tsp ground cumin

1/2 tsp sweet paprika 1/2 tsp garam masala 1/4 lemons 1 cloves of garlic

1/2 tsp finely chopped ginger 2 heaped tbsp natural yoghurt 200g skinless boneless chicken breasts

Sauce ingredients

1/2 white onion 1 clove of garlic

1/4 chilli powder 1/2 tsp sweet paprika 1/2 tsp garam masala 1 tsp ground coriander

1 tsp turmeric 200g tin of crushed tomatoes 75ml chicken stock 200g tin of light coconut milk

Garnish/other ingredients

1/4 cup greek yoghurt

2 tbsp chopped mint 1/4 cup fresh coriander 1/4 sweet potato 2 roti sheets

Oil

Method

1. Put the cloves, cumin, paprika and garam masala into a large bowl. 2. Finely grate in the zest of the lemon, squeeze in its juice, chop the garlic and add, peel and finely grate in

the ginger, and add the yoghurt and 1/2 teaspoon of sea salt. 3. Cut the chicken breasts into chunks, then massage marinade into the meat. 4. Cover the bowl in gladwrap and place in fridge whilst you prepare the sauce. 5. When ready to assemble, fry meat in saucepan with oil until cooked through and tender.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 14

To make sauce

1. For the sauce, peel the onions and garlic, then finely slice. Add chilli powder. 2. Put it all into a large pan on a medium-high heat with oil and fry until golden. 3. Add the ground coriander, turmeric, paprika and garam masala. Cook for 2 minutes 4. Pour in the tomatoes and stock. Simmer for 5 minutes, then stir in the coconut milk. 5. Simmer until a thick consistency and season

For garnish

1. Cut potato very finely into strips. 2. Fry in oil in pan until crispy and golden. Blot with paper towel to reduce excess oil 3. Wash coriander and mint leaves and chop coarsely 4. Mix into yogurt.

To assemble

1. Cut roti into square 2. Spread sauce along bottom of roti, add meat on top. 3. Drizzle yogurt mixture on top in a zig zag pattern. 4. Sprinkle fresh coriander on top then add a small amount of potato crispies on top.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 15

Packaging

The packaging required for my hawker-style food: My product will be served in a small Styrofoam box as it is convenient and covers it fully. It is also the right size (small) and can be held easily. Additionally, if the product

steams, it wouldn't soften the box like cardboard.

Planning and managing and producing My reflections from feedback received

Testing and evaluating my design idea by trialling my recipe at home.

My experience and any modifications needed as a result of the production of the prototype

Skills required: Overall it was good to familiarise myself with the recipe, so I can make it more fluently on the day.

Use of time: The trial went well overall, however it took a bit longer than 75 mins. This was because I had to cook and marinate more chicken, which took a substantial amount of time. I also had to fry up 8 pieces of roti,

which took up some time as well. Hopefully in the prac, this will decrease the time to make the total time under 75 mins. I first combined the marinade with the chicken and let that sit until cooking time. I then made the sauce and let that thicken while I prepared all the other elements and ingredients. While the sauce was thickening, I cut and fried the sweet potato, washed the coriander and made the yogurt dressing.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 16

After that, I cooked the chicken and assembled the dish. I found it challenging to keep track of all the elements, which is why I need to be organised in the prac.

Sensory properties: The sweet potato crispies went well, however there was only a small amount of them. In

the prac I hope to make more of them so that it is more prominent in the texture.

Family member's feedback

• Mum: Nice presentation and variety of colours. Flavour is well rounded with a variety of textures.

• My brother: A good combination of flavours. The sweet potato topping was nice, but there could have been more of it.

• Dad: It was good.

Modifications needed

• Change the ratio of fresh coriander to sweet potato on top to make it have less coriander and more sweet potato.

• Don't overload the pan with chicken so it stays hot, crisps it up and doesn't boil it and releases the juices.

• Once the sauce is on, ensure that I start on other elements to save time.

Evaluating Evaluating the final product

Hawker Food – Design and Technology, Food Specialisation Level 9-10 17

Did my hawker-style food have authentic ingredients for Indian cuisine?

My dish contained garam masala, coconut milk and mint. These are all typical ingredients in Indian cooking as it either provides flavour or a cool sensation in comparison to the spice.

Did my hawker-style food have an enticing aroma?

I thought my hawker style food did have an enticing aroma, as the scent of all the spices together, fried off

were very aromatic and typical of Indian food.

Did my hawker-style food have vibrant colours?

My dish did have very vibrant colours because firstly the colour of the roti was a neutral golden colour, which provided a base colour for all the different ingredients. The colour of the sauce was a vibrant orange colour, which was the typical colour of the curry. The coriander on top provided a nice contrast to the orange colour of the sauce, and the potato crispies (orange/brown) on top tied in the sauce to the garnish.

Did my hawker-style food look appealing to a potential customer?

I think that it did look appealing as the vibrant colours enticed the customer. Also the freshness of the

coriander on top really made it look fresh and appealing. The potato crispies on top also added a certain appeal to the dish, as they are a crunch which is much needed in the dish.

Did my hawker-style food have the authentic flavours for Indian cuisine?

The flavours of the dish had appropriate flavours for Indian cuisine, as the mixture of all the spices and the yogurt was a familiar, Indian flavour. The coolness and creaminess of the raita complimented the hot sauce, which is also typical of Indian cuisine. Seeing as I also marinated the chicken, it doubled the punch in the

flavours and spices.

Did I use my time efficiently when preparing my hawker-style food?

I think that I did use my time effectively, as I made sure I was on time to the lesson and I got started straight away. I also had a clear idea of what I was going to do and knew my recipe well. I think that the trial run at home really helped, as I didn't get it done in time then, but in the lesson, I actually finished early. I also made sure I did what I needed to differently to the trial, like doing other things when the sauce was thickening up.

What modifications would I make to my hawker-style food or my method of preparation or serving?

Overall I was pretty happy with the outcome of the dish. However the one thing I would have changed is the

time in which I fried the chicken. I would have done it right before serving, to ensure that it was warm. Although I did it a little early, the heat from the sauce compensated for it. The portion size was a little large for a street stall food item as it was a little difficult to handle.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 18

What did I learn about myself as a result of the experience at the cooking school?

I learnt the importance of the trial at home, as it provides a time in which I could trial the recipe and fix anything that was wrong with it. I also recognised the importance of familiarising yourself with the recipe, as it

saves time in the prac. The prac also meant that I could do things differently in the prac and I knew what I was doing.

What did I learn about a class mate's hawker-style food?

I tried Nikki's dumplings. I thought that the flavours were typical of a Chinese cuisine, and the dipping sauce enhanced the flavour of the filling. The filling was nice and moist as well, and not as dry as I thought it was going to be. I learnt that the flavour of Chinese cooking is very salty and contains lots of ingredients. Overall I

really enjoyed the dumplings.

How did the cooking school experience affect my thoughts about Indian cuisine?

I haven't necessarily had the chance to cook much Indian food, but I absolutely love it. I loved having the chance to produce my own Indian dish in a different way to how it would usually be presented. My thoughts have changed in a sense that I have realised that Indian cuisine contains a lot of spices and aromatic ingredients.

Hawker Food – Design and Technology, Food Specialisation Level 9-10 19

Teacher Story Kim is a teacher of Home Economics at Methodist Ladies’ College. Kim challenged herself to find an innovative way to assess her Year 9 students in their elective unit.

Kim’s learning intention was to expose her students to a range of ICT tools that would allow them to research and present their work. To do this, Kim exposed them to AutoCollage, Thinglink and Pinterest.

Kim explains that students in this elective had to research an Asian country and then follow the design processes to create their own hawker-style food.

‘To document this process I wanted to move away from a class blog that I had been using previously. The wiki allowed each student to create their own page that could be viewed by the whole class. I could observe the progress of each student’s work and offer support and suggestions as could their peers’.

By using the wiki, students could upload Creative Commons images and videos of their prototype.

By using AutoCollage and Pinterest, to assist her students to find a connection to hawker foods from around

the world, Kim believes that students were inspired to design their own product. After brainstorming the characteristics of hawker food using Pinterest, Kim’s students were tasked with finding images of hawker food from the Asian cuisine of their choice.

Indicators of success The focus of these lessons was to engage students in a technology-rich experience to record their creation of a designed solutions. The success of this was evident through the quality wiki pages that they created. Students were inspired by the wiki pages of their peers. They also found the visual nature of the wiki page more

satisfying and the immediacy of loading up images and videos appealing.

Student reflection Katrina: ‘The wiki is a great way to not only work on projects but to submit them too. It reduced the number of

paper worksheets and hard copies we needed to take home, reducing the amount of work lost. It also reduced the load we had to carry to and from school. Using the wiki was an easy way to complete our work as including photos and information was quick to put down. It also meant there was no excuse for losing our work!’ The wiki saved unneeded printing and prevented wasting paper. It was a convenient way for us growing up in the

21st century to complete our work.

Kim’s tips

• Explore Creative Commons to access photographs that are legally able to be used and shared. • To get started with Thinglink you need to import a picture. After selecting a picture tap it to add interactive

‘pinmarks’. Each ‘pinmark’ that you add through the app can include text and or video links. When you've

finished adding pinmarks you can keep it private in your ThingLink account’