Sample unit of work
Microorganisms in food production
The sample unit of work provides teaching strategies and learning experiences that facilitate students’ demonstration of the dimensions and objectives of Science in Practice. It demonstrates:
· organisation and development of a unit that could be used within a course of study
· aspects of the underpinning factors particular to this unit
· a focus for the unit, in a context based on one or more of the electives
· identification of the relevant concepts and ideas and associated subject matter from the core topics
· a teaching and learning sequence that:
outlines effective teaching strategies
supports achievement of the objectives described in the dimensions of this syllabus
shows alignment between core subject matter, learning experiences and assessment.
Overview
Unit overviewTitle of unit: Microorganisms in food production
Unit description (focus):
The purpose of this unit is to investigate procedures in making common food and drink products that use microorganisms in their production. Students will gain an understanding of the biology and chemistry of microorganisms in the food industry. They will create food products (e.g. cheese, bread, ginger beer, yoghurt) to learn about useful applications of microorganisms, and the importance of recognising and following safe work practices and industry standards to avoid the growth of harmful microorganisms.
Time allocation:
Unit 7, Semester 4, 25 hours
Identified curriculum from the syllabus
Dimensions and objectivesKnowing and understanding / · describe and explain scientific facts, concepts and phenomena in a range of situations
· describe and explain scientific skills, techniques, methods and risks
Analysing and applying / · analyse data, situations and relationships
· apply scientific knowledge, understanding and skills to generate solutions
· communicate using scientific terminology, diagrams, conventions and symbols
Planning and evaluating / · plan scientific activities and investigations
· evaluate reliability and validity of plans and procedures, and data and information
· draw conclusions, and make decisions and recommendations using scientific evidence
Electives
This unit is developed from the electives Science for the workplace (Elective 1) and Discovery and change (Elective 5) and incorporates learning experiences from aspects of Biology and Chemistry.
Core topics
Core topic 1: Scientific literacy and working scientifically
Concepts and ideas / Knowledge, understanding and skills
Scientific literacy
Informed participation in a technologically and scientifically advanced society requires scientific literacy (C1.1). / · relevant facts and concepts of Biology, Chemistry, Earth and Environmental Science or Physics that explain various phenomena in different contexts
· scientific knowledge needed to discuss relevant contemporary scientific issues
· evidence-based arguments
Scientific methodology
Scientific methodology Involves asking questions about the natural world and systematically collecting and analysing data to address the question (C1.2). / · variables:
dependent
independent
controlled (and the importance of controlled variables)
measurement
· reliability, accuracy and precision:
technology use
sources of error
· results:
patterns, trends and anomalies
Core topic 2: Workplace health and safety[1]
Concepts and ideas / Knowledge, understanding and skills
Workplace safety
Workplace safety rules are Required for working in a scientific area (C2.1). / · workplace health and safety requirements and safe operational scientific procedures
· workplace health and safety documents, e.g.
safety data sheets (SDS)
standard operating procedures (SOP)
relevant Australian standards
Risk assessment
Risk assessments are Conducted to identify hazards and prevent potential incidents; and hazard reports are conducted to identify concerns and prevent harm (C2.2). / · hazard identification, assessment and reporting (in the laboratory and the field)
· hazardous substances — reading labels and SDS
· administrative control for hazardous substances and situations
Safe working procedures
Safe working procedures are essential when participating in scientific activities and taking precautions will reduce the potential of incidents and injuries (C2.3). / · personal protection equipment (PPE)
· surroundings adapted to meet safety requirements
· precautions to prevent injury, e.g. when handling glass and/or hot objects
· correct SOP when:
using hazardous substances
handling and using a range of tools, technologies and equipment
handling biological materials such as live animal and plant specimens, microorganisms and materials for dissection
working in the laboratory and in the field
Core topic 3: Communication and self-management
Concepts and ideas / Knowledge, understanding and skills
Communication
Participation in contemporary Australian society and work requires clear and appropriate oral and written communication (C3.1). / · communication in a scientific context:
using scientific terminology
recording accurate and thorough data using appropriate formats
· communication in a workplace:
using language for the workplace
following oral and written instruction and information
giving clear oral and written communication
using technology to communicate information clearly andconcisely
Self-management
Self-management skills are required inthe workplace, laboratory and field (C3.2). / · work with minimal supervision:
following safe work practices when carrying out procedures
recognising industry standards
applying work ethics
· team work in the workplace:
communicating interpersonally
self-organising
identifying collective goals
defining and allocating roles
persisting
· organisation and preparation of materials and/or equipment forself and others
· time management — completing tasks within agreed timeframes
Problem-solving
Development of problem-solving skills that allows for initiative in the planning and organisation of activities (C3.3). / · problem-solving skills including:
clarifying issues and problems to frame a possible problem-solving process
working systematically through issues
generating alternative approaches
modifying and refining ideas when circumstances change
applying knowledge and problem-solving skills to new contexts
analysing and synthesising information to inform a course ofaction
Assessment
Assessment: Microorganisms in non-alcoholic ginger beer[2]Assessment technique / Project
Dimensions assessed / Knowing and understanding
Analysing and applying
Planning and evaluating
Description of instrument / Students use biological and chemical scientific understanding, practical scientific skills, research processes and methods to produce non-alcoholic ginger beer.
They investigate and explain the variables that effect yield, carbonation, colour and other observable properties.
Students work in a small team of 3to 5 with minimal supervision, demonstrating self-management skills.
This task has two components; students submit their responses as individual work.
· Component 1: Written — journal.
Students document the process of making ginger beer in a variety of different ways. Their journal should show:
SOP and risk assessment
plans and procedures
documented collection of data and observations
analysis of data and relationships.
· Component 2: Multimodal — a short video.
Students produce a video that:
describes the processes for creating ginger beer.
explains the relevant biological and chemical facts and concepts
evaluates the process
draws conclusions about the variables, ingredients and processes to improve the yield.
Assessment conditions / · Written component: 500–900 words
· Multimodal component: 3–6 minutes
Teaching and learning sequence
Teaching strategies and learning experiences[3]Unit orientation
Teacher:
· explains the significant learning goals for the unit in the context of the topic
· introduces the knowledge, understanding and skills that students will learn (C1.1, C1.2, C2.1, C2.2, C2.3, C3.1, C3.2, C3.3)
· outlines the assessment:
the unit is comprised of four different food production sections: bread, cheese, non-alcoholic ginger beer and yoghurt
the food production sections will overlap:
§ bread — half a day with baking
§ cheese — extended lessons of preparation, brining, wrapping and maturation, six weeks or more for the whole process (depending on variety)
§ non-alcoholic ginger beer — one lesson to make, another to bottle, then leave two weeks before drinking
§ yoghurt — one lesson to make then leave overnight before eating
students are required to document their production processes for each of these, but only the ginger beer production will be used for the Project assessment. Documentation can include notes, data tables, diagrams, sketches, photographs and/or video.
Students:
· describe and explain the scientific facts, concepts, phenomena they will learn about and the skills techniques, methods and risks minimisation they will apply in the unit (C1.1, C1.2) by:
constructing and continually adding to throughout the unit, a class glossary using a collaborative document, describing and explaining key knowledge, understanding and skills using accurate scientific terminology, diagrams, conventions and symbols (C1.1, C1.2, C2.1, C2.2, C2.3, C3.1, C3.2, C3.3)
developing an individual graphic organiser, using concept mapping software, that shows the relationships between key learning throughout the unit; e.g. linking the carbon dioxide produced by yeast fermentation to bread rising during baking — see Blowing up a balloon with yeast — demonstration then practical investigation (C1.1, C1.2)
· investigate and describe a range of microbes, bacteria, fungi (e.g. yeast, moulds) (C1.1)
· audit the food in their home, list foods that use microbes in their production (C1.1)
· discuss class protocols, such as workplace health and safety procedures, maintenance of equipment and the importance of hygiene and general housekeeping (C2.1)
· identify and describe new equipment — function, reasons for use, required safety and maintenance, and sterilisation techniques (C2.3)
· identify and describe the roles and responsibilities when in the work environment, including safety and shared workspace and effective communication (C2.2, C2.3, C3.1, C3.2)
· list the PPE and other safety requirements for various food industries (C3.3).
Blowing up a balloon with yeast — demonstration then practical investigation
Teacher:
· demonstrates the procedure[4] (C2.1, C2.2, C2.3)
· discusses relevant biological and chemical science facts and concepts (C1.1) including:
the yeast breaks down the sugar
carbon dioxide is produced which increases the pressure and fills the balloon
equivalent processes in food production, such as the holes in bread
· models a pre-prepared multimodal presentation on the demonstration to revisit this component of the assessment, showing:
the application of scientific skills in the processes for creating the product (C1.2)
how to explain of the use of microbes in the process (C1.1)
communication using scientific terminology, diagrams, conventions and symbols (C3.1)
drawing conclusions about the effect of variables involved (C1.1, C1.2).
In groups, students:
· propose methods or procedures to test variables that might affect the volume of gas produced by the yeast; e.g. temperature, size of container, pH, type of ‘yeast food’ (C1.2)
· plan an investigation to test one of the identified variables (C1.2)
· apply scientific skills to undertake their investigation (C2.1, C2.2, C2.3)
· draw a conclusion about the effect of the variable they tested (C1.1, C1.2).
Field work[5] — excursion to local food production facility
Teacher:
· organises a trip to a local brewery/microbrewery, distillery, vineyard, cheesemaker, dairy or bakery
· prepares a partially populated ‘combination notes’, ‘Cornell notes’ or ‘guided notes’ for students to use during the excursion.
Students:
· observe the processes and equipment used at the facility (C2.1, C2.2, C2.3)
· take notes, describing and explaining the facts, concepts, skills, methods, techniques and workplace health and safety processes they observe (C1.1, C1.2, C2.1, C2.2, C2.3, C3.1, C3.2)
· augment their notes with annotated digital photographs (with prior permission of the business owner).
Bread making
Teacher:
· outlines learning goals and success criteria
· asks students to recall what they already know about the topic, referring back to Blowing up a balloon with yeast — demonstration then practical investigation
· shows students a variety of breads (e.g. unleavened, leavened) analysing ingredients including preservatives and the presence of microbes (C1.1)
· applies and demonstrates SOP for equipment, analysing a range of risks associated with each, considering the hierarchy of hazard control and the safety of working with the equipment (C2.1, C2.2, C2.3).
Students:
· safely follow a set procedure to make bread (C2.1, C2.2, C2.3)
· document the process including ingredients, steps taken, temperatures required at different stages, making qualitative observations, and noting any errors and anomalies (C1.2)
· reflect on learning, answering questions such as: Did I achieve my learning goal? Why / Why not?
Reciprocal teaching and feedback
This activity uses the bread making for reciprocal teaching and to practice delivering a multimodal presentation, in preparation for the assessment.
Teacher:
· provides class time for a reciprocal teaching and feedback activity
· outlines the task, making clear the expectation and the importance of team work, interpersonal communication, self-organisation, time management, and defining and allocating roles
· teaches students how to ask for, understand and use the feedback provided
· leads discussion of the relevant aspect if the standards the students should be referring to
· monitors students’ feedback to each other, ensuring it is accurate
· monitors student use of equipment and progress.
Students:
· prepare a small presentation about making bread:
outlining and explaining qualitative observations at various stages, and linking to specific biological and chemical processes (C1.1, C1.2)
calculating yield ((mass of bread)⁄(mass of ingredients)×100)[6] (C1.2)
· in pairs, engage in reciprocal teaching and feedback on the presentation
· reflect on learning, answering questions such as:
What went well?
What is one thing I from the feedback would like to improve upon?
Cheese making
Teacher:
· outlines learning goals and success criteria
· selects type of cheese and explains maturation process required (aged cheeses take two or more weeks to ripen, depending on the variety, e.g. 5–6 weeks for Camembert)
· describes, explains and applies workplace safety, risk assessment and safe working procedures when demonstrating SOP for each process and piece of equipment
· monitors student use of equipment and progress throughout the cheese making.
Students:
· investigate and describe the role of different bacteria and fungi in specific cheeses
· undertake a homework activity — going to the dairy section at a grocery store to classify and compare the varieties of cheeses on sale
· analyse the ingredients of different cheeses — mapping the relationships of nutritional content (fat, salt, protein, calcium, etc.) to the cheeses