Making Damper

Year Level

Year 7

Duration

60 minutes

Context and Curriculum Alignment

This lesson is designed within the Western Australian Curriculum for Technologies, specifically Design and Technologies for Year 7. It addresses practical food preparation skills and cultural knowledge with a focus on traditional Australian bush foods, linking to First Nations peoples' culinary practices.

Relevant Curriculum Content Description

• AC9TDE8P03: Select, justify and use suitable materials, components, tools, equipment, skills and processes to safely make designed solutions.
• AC9TDE8K04: Analyse how food is produced in managed environments and the sustainability of food sources, including traditional First Nations Australian foods.
• Focus on traditional techniques, safe food handling, and collaborative learning environments appropriate for hands-on cooking tasks.
• Emphasises cultural understanding and appreciation of bush foods and traditional recipes as part of Australian culinary heritage.

Learning Objectives (WALT)

• We Are Learning To (WALT):
• Prepare damper using traditional techniques and ingredients.
• Understand the cultural significance of damper and bush foods in Australian history.
• Work collaboratively in small groups to safely and effectively prepare damper.
• Reflect on the preparation process with an emphasis on hygiene, cooking skills, and teamwork.
• Extend learning by compiling cultural recipes incorporating traditional bush foods.

Resources Needed

• Ingredients for damper (self-raising flour, salt, water, optional butter or milk)
• Bowls, mixing spoons, baking trays or campfire cooking facilities (grill or stove)
• Oven or electric hotplates
• Temperature thermometer, timer
• Cleaning materials, hand sanitizer
• Paper and pens for recipe book extension task
• Visual recipe guides printed in dyslexia-friendly format (clear fonts, spacing, and supportive images)
• Projector or whiteboard for cultural background presentation

Lesson Structure

1. Introduction and Context (10 minutes)

• Begin with a brief story or video segment about damper’s origins among First Nations Australians and early settlers, highlighting its role as a staple food (engage cultural respect and awareness).
• Present WALT and outline the lesson flow.
• Recap important hygiene and safety rules when cooking.
• Show visual recipe steps and ingredients, accommodating dyslexic learners with clear, simple text and pictures.

2. Group Formation and Planning (5 minutes)

• Divide the class of 20 into 4 groups of 5 students for collaborative cooking, fostering teamwork and peer learning.
• Assign roles within groups (ingredients measurer, mixer, oven operator, cleaner, timer person) to ensure active participation and manage diverse abilities.
• Encourage verbal planning within groups to sequence the steps.

3. Hands-on Damper Preparation (25 minutes)

• Guide students through the process: measuring flour and salt, mixing with water to form dough, shaping damper, and preparing for baking.
• Circulate to support technique, ensure safety near ovens/stoves, and assist students needing extra help (differentiated support).
• Discuss texture changes and traditional cooking methods (such as baking damper in coals).
• Use questioning strategies to develop understanding of how ingredients and methods affect the final product.

4. Baking and Clean-up (10 minutes)

• Place damper in oven or on hotplate; set timer for baking time.
• While baking, supervise clean-up and reflect with students on teamwork and hygiene protocols.
• Use this time to discuss sustainability of bush foods and ask students to consider how recipes have changed over time.

5. Tasting, Sharing, and Reflection (5 minutes)

• Once damper is cooked, sample and share within groups.
• Discuss the sensory qualities — texture, flavour — and connection to Australian heritage food.
• Prompt students to reflect on what they learned about traditional techniques and group collaboration.

6. Extension Activity and Closure (5 minutes)

• Introduce the task of creating a cultural recipe book featuring bush foods (could be digital or paper-based). This task will extend learning beyond the classroom.
• Encourage groups to plan their recipes including narratives about the cultural significance of the foods.
• Wrap-up by reiterating the WALT and encouraging students to share what they enjoyed or found challenging.

Differentiation Strategies

• Provide dyslexia-friendly recipe sheets that use clear typography and supportive visuals.
• Allow some students to be responsible for verbal instructions or oral planning rather than only written tasks.
• Scaffold recipes by breaking steps into manageable chunks and pairing more expert cooks with beginners.
• Use peer support and tutor prompts to aid students requiring sensory or motor skills assistance.
• For students who finish early or seek more challenge, encourage exploration of other traditional bush food recipes for the extension project.

Assessment

• Observe student participation and engagement during preparation for teamwork and safe practice.
• Monitor technical skills in preparing damper (measuring, mixing, baking).
• Use informal questioning during and after cooking to assess understanding of traditional techniques and food sustainability concepts.
• Review recipe book contributions for creativity, cultural awareness, and presentation skills as an extension assessment.

Teacher Notes

• Prior knowledge: Students will have some experience with cooking basics from previous lessons in the "Culinary Skills Development" unit.
• Safety: Emphasise oven and hygiene safety repeatedly during the lesson.
• Make use of First Nations knowledge sources and, if possible, invite a local Elder or community member to share insights into bush foods for enhanced cultural connection.

This lesson encapsulates practical culinary skill development with rich cultural education, designed to meet Western Australia’s curriculum standards and engage diverse learners through hands-on cooperation and creative extension tasks.