13 Going into production
SAFETY: this activity should be carried out under supervision, and children should be briefed fully on health and safety.
You could set up a number of mini production lines for making crisps in the classroom. It may be impractical for the whole class to be making crisps at once, but three groups of five at a time would be more manageable. Assuming a class of 30, this would leave three groups of five as observers and evaluators of the production run. The groups could then change over.
Those who are evaluating would need to decide, in advance, how the evaluation should be carried out and what criteria should be used. They should be encouraged to draw up an observation sheet to remind them what they are looking for and on which they can record their observations. They should share this with the team being observed. How will they evaluate the efficiency and effectiveness of the production line? How will they feed back to the production team about their performance in a constructive way?
14 Volume production
Through the activities above, pupils can work on a small scale production process to make their crisps. However, they need to be aware that, for volume production in industry, the same processes are carried out on a larger scale. This is shown on the From Potato to Packet poster.
Using the poster as a visual prompt, talk through the implications of different scales of production with the class, and refer pupils back to their own experience of running and evaluating a production line. Ask pupils to make a list of those aspects of the process that would be different when working on a larger scale. Can they say why they would be different?
15 Putting them to the test
It is important for pupils to evaluate:
- the finished product against the design specification
- the production system they set up
Evaluation of the finished crisps could be done by carrying out user tests against particular sensory criteria. The observation teams from the earlier activity can be used to evaluate the production system. However, pupils should also discuss their own views of how they worked as a team and how they contributed as individuals to the team effort.
16 Pack it up
There are many issues related to packaging which are relevant for pupils at this stage. You could ask them to produce a specification for the packaging - including appropriate packaging materials, graphic design and labelling information. A mock-up could be produced, possibly incorporating existing crisp packets to save time. Pupils could also consider the issue of how packaging generates rubbish, and balance this against the essential nature of packaging (i.e. food safety and the protection of food). They could think about how consumers and manufacturers can take responsibility for the environment.
17 Nutrition matters
The nutritional content of the snack which pupils have made could be calculated. This may be done using food tables or a nutritional software programme. Pupils can look at existing nutrition panels from crisp packaging to see the way in which this information might be represented and recorded. Then they can compare the nutritional analysis of their own crisps with purchased crisps. Are there any differences? If so, how can these be explained?
18 Cost counts
Pupils could compare the retail cost of a packet of crisps with the cost of the raw ingredients used to make the crisps. (They could also cost an equivalent quantity of their own crisps.) What are some of the hidden costs which might explain the difference in price, and which must considered by large scale crisp manufacturers?
Useful resources
1. Characteristics of Good Practice in Food Technology, OFSTED/DfEE, 1996, available from HMSO booksellers on 020 7873 9090, £10.95.
The book exemplifies features of good practice in food technology for key stages 1-4.
2. Key Stage 1 & 2 design and technology: the new requirements, QCA, 1995, £2.00.
Qualifications & Curriculm Authority, Newcombe House, 45 Notting Hill Gate, London , W11 3JB
Tel: 020 7509 5555
Fax: 020 7509 6666
Email: info@qca.org.uk
3. The Institute of Packaging provides information and resources for schools.
The Institute of Packaging , Sysonby Lodge, Nottingham Road , Melton Mowbray, Leicestershire, LE13 0NU
Tel:01664 500055
Fax:01664 564164
Email: info@iop.co.uk
4. British Nutrition Foundation provides food and nutrition resources for primary schools.
British Nutrition Foundation (BNF), High Holborn House, 52-54 High Holborn, London , WC1V 6RQ
Tel: 020 7404 6504
Fax: 020 7404 6747
Email: postbox@nutrition.org.uk
5. The National Association of Teachers of Home Economics (NATHE) offers membership and publishes a number of resources to support food and textile technology, including a resource list.
National Association of Teachers of Home Economics (NATHE), Hamilton House, Mabledon Place , London , WC1H 9BJ
Tel: 020 7387 1441
Fax: 020 7387 3230
Email: nathe@globalnet.co.uk
6.The Design & Technology Association (DATA) offers membership and publishes a number of resources to support primary design and technology.
The Design & Technology Association,
16 Wellesbourne House, Walton Road , Wellesbourne, Warwickshire , CV35 9JB .
Tel: 01789 470007
Fax: 01789 841955
Email: DATA@data.org.uk
| All schools and other educational institutions have permission to reproduce From Potato to Packet for use within the school or institution. |