1. DESIGN AND TECHNOLOGIES YEAR 9/10 NUTS FOR LIFE Learning Experience 2 DESIGN DECISIONS

2. Read the Project task. What are you required to do?
DESIGN CHALLENGE:
As a nutritionist, working for NUTS FOR LIFE, you have been asked to contribute two recipes for an on-line recipe book to promote healthy eating for teenagers. The recipes must showcase nuts as a healthy inclusion, promote healthy eating, promote sustainable futures, be of an appropriate skill level, be able to be produced quickly and be visually appealing. Your recipes must be trialled and presented in a single serve suitable for photographing and priced under $15 a serve. You will need to collaborate with team members to ensure the finished recipe book has a variety of healthy recipes.

3. BACKGROUND INFORMATION
DEFINITION OF NUTS:
According to the Australian Dietary Guidelines,
a nut is a simple dry fruit with one or two seeds in which the ovary wall becomes very hard (stony or woody) at maturity, and where the seed remains attached or fused with the ovary wall. Any large, oily kernel within a shell and used in food may be regarded as a nut. Examples include almonds, pecans, walnuts, brazil nuts, cashew nuts, chestnuts, hazelnuts, macadamia nuts, pine nuts and pistachio nuts.
The term ‘nut’ is applied to many seeds that are not botanically true nuts. These may include cape seed, caraway, chia, flaxseed, linseed, passionfruit, poppy seed, pepita or pumpkin seed, sesame seed and sunflower seed.
Although the peanut is technically a legume, the nutritional composition of the peanut is close to that of tree nuts, and there is research showcasing peanuts health benefits.

4. To do this, you will create solutions by
Investigating and defining
Generating and designing
Producing and implementing
Evaluating
Collaborating and managing.

5. To do this, you will need to follow the Design process.
Part 1:
Produce a mind map to explain how social, ethical and sustainability factors would be considered by a nutritionist when designing healthy recipes for teenagers. Identify the changes necessary to recipes that are readily available to meet the requirements for an on- line healthy recipe book. Include these in the mind map.
Part 2:
Evaluate the features of technologies – cost, time, ingredients, equipment and tools, techniques and processes – that will influence the design of the recipes and the on-line service. Include these in the mind map.
Part 3:
Evaluate the use of nuts to promote heathy eating for teenagers by examining the nutritional value of nuts.
Create suggestions for healthy products that include nuts.
Analyse characteristics and properties of nuts that may affect preparation techniques and presentation.
Develop a Criteria for success table for recipes to be included in the on-line recipe booklet. Include sustainability considerations.
Part 4:
Generate designs for healthy recipes using nuts. Draw/sketch and annotate, using appropriate technical terms, a minimum of four design ideas.
Communicate your ideas to a teenage audience for feedback and adjust as required.
Present your design ideas to your team. Use a Strengths and Weaknesses table to decide which ideas best solve the design challenge.
Justify your team’s decisions.
Generate Production plans to produce the preferred design ideas safely.
Part 5:
Produce your healthy recipes, either at home or at school. Photograph. Annotate the photograph.
Part 6:
Evaluate the process and the product using your Criteria for success. Adjust. Document.

6. Project Part 1 What is a Mind map?
A mind map is a diagram used to visually organize information.
Our mind map will be created around the Design Brief, with representations of ideas such as images, words and parts of words added to the mind map. Major ideas are connected directly to the central concept, and other ideas branch out from those.

7. Example of Mind Map

8. Before we design products
We need to consider the factors that influence design. There has been much in the media about food and fibre production with emphasis on back to basics, paddock to plate … and the need for change.
Watch the video clip ‘Why do we need to change our food system?’(3min46)
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The clip identifies that there are factors that we need to consider at each stage of the food system (Production > processing> distribution > consumption) to achieve healthier food to our growing population and reduce the environmental impact to sustain our current world.

9. ACTIVITY – Think, Pair, Share
Think about the recipes that are available on-line.
What would a nutritionist need to change/adapt in available recipes to meet the needs for current and future health requirements of teenagers?
Task:
In a team of two, brainstorm the changes that may have to be considered for recipes that are available currently. List these. Share with another pair, adding to your list, then share with another group of four to produce a comprehensive list.

10. SOCIAL FACTORS
Biological determinants such as hunger, appetite and taste
Economic determinants such as cost, income, availability
Physical determinants such as access, education, skills (e.g. cooking) and time
Social determinants such as culture, family, peers and meal patterns
Psychological determinants such as mood, stress and guilt
Attitudes, beliefs and knowledge about food such as nutrition knowledge
choice

11. Part 1 (a) Factors that influence decisions ETHICAL FACTORS
Watch the film clip (1min 16) Australian Youth Movement
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How will this information be applied to your project task?
choosing recipes that have ingredients that are fresh and have high nutritional value.
knowing where your ingredients come from – local, seasonal produce.

12. Factors that influence decisions SUSTAINABILITY FACTORS
Food wastage footprint (3min15)
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How will this information be applied to your project task?
Being aware of food waste
Using imperfect fruits and vegetables
Being a careful shopper. Storing goods correctly. Recycling leftovers

13. SUSTAINABILITY FACTORS WHAT DOES SUSTAINABILITY MEAN?
Watch the film clip ‘Sustainability explained’ (2min)
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Class discussion:
Why it is important for nutritionists and others to consider sustainability?

14. Factors that influence decisions SUSTAINABILITY FACTORS
Watch the clip ‘Reduce, reuse, recycle’ (1min40)
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How will this information be applied to your project task?
Being aware of packaging waste
Buying large quantities, instead of many smaller quantities
Choosing recycled packaging, storing leftovers in containers to avoid use of plastic wraps
Selecting fresh rather than frozen foods.

15. Factors that influence decisions SUSTAINABILITY FACTORS
Watch the clip ‘Sustainability Food Miles’ (3min)
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How will this information be applied to your project task?
Food Miles – using local produce where possible.
Grow your own!

16. 8 SIMPLE STEPS TO SUSTAINABILITY
View the poster:
How will this information be applied to your project task?

17. FEATURES OF TECHNOLOGIES
Aesthetics – needs to appeal to a teenager’s senses – look, smell, taste, mouth feel
Cost – needs to be economical and use ingredients readily available
Ingredients – should use fresh, little processing, no preservatives/additives/ colours, limit refined sugars
Equipment and tools – should be readily available
Techniques and processes – consider teenage experience and skill level; if too difficult, it may not be a suitable solution
Time – what time is available to produce the product; quick to produce for a teenager

18. Create your own Mind Map!
DESIGN CHALLENGE
Produce 2 healthy recipes for teenagers for an on-line recipe book for Nuts for Life