Practical Soup Making

Year Level

Year 7 (Western Australian Curriculum aligned)

Duration

60 minutes

Class size

20 students

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WALT (We Are Learning To)

• Prepare soup safely with emphasis on knife and stove safety.
• Develop practical culinary skills through hands-on cooking.
• Collaborate effectively in groups, adapting roles to meet individual needs.
• Present a soup recipe to peers (extension activity).

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Curriculum Alignment

• Western Australian Curriculum: Technologies - Design and Technologies (Years 7 and 8)

• AC9TDE8P03: Select, justify and use suitable materials, tools, equipment, skills and processes to safely make designed solutions.

• AC9TDE8P04: Develop design criteria collaboratively, including safety and sustainability.

• AC9TDE8K06_E5: Explain safe work practices for specific equipment/materials.

• Emphasis on safe use of knives and stoves as per content elaborations on managing risks and personal protective equipment (PPE).

• General capabilities:

• Personal and Social capability: cooperative teamwork and effective communication.

• Literacy: following procedural text safely and clearly.

• Critical and Creative Thinking: troubleshooting in cooking tasks and recipe adaptation.

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Learning Objectives

1. Demonstrate safe use of knives and stove equipment to prepare soup ingredients.
2. Collaborate in groups with assigned roles (e.g., cutter, stove monitor, mixer, cleaner).
3. Follow a sequential soup-making process respecting hygiene, safety, and culinary techniques.
4. Reflect on safety practices and hygiene during food preparation.
5. For extension: Develop and present a simple soup recipe to the class.

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Resources and Materials

• Fresh vegetables (e.g., carrots, potatoes, onions)
• Soup stock (vegetable or chicken)
• Appropriate knives (e.g., paring and chef’s knife)
• Chopping boards (coloured for hygienic practices)
• Stoves with bowls/pots
• Safety equipment (oven mitts, apron, gloves)
• Printed easy-read recipes with dyslexia-friendly fonts and layout
• Cleaning materials (cloths, sanitisers)
• Presentation materials (optional for extension)

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Lesson Structure and Timing

Time	Activity	Details & Differentiation
0 - 10 mins	Introduction and Safety Briefing	WALT, importance of hygiene and safety; discuss knife and stove safety rules. Use visual aids and simple phrases for clarity. Dyslexia-friendly handout.
10 - 15 mins	Demonstration of Knife Skills and Stove Use	Teacher demonstrates safe chopping and stove operation. Use step-by-step language.
15 - 20 mins	Group Formation & Role Allocation	Form 4 groups of 5; assign roles (cutter, stove handler, mixer, cleaner, safety monitor). For diverse learners, adapt roles to comfort and ability; allow peer support.
20 - 55 mins	Hands-on Soup Preparation	Follow the recipe stepwise; teacher circulates to monitor safety and provide help. Encourage communication within groups.
		Differentiation: Groups can choose ingredient quantities to adjust challenge. Discreet provision of additional support.
55 - 60 mins	Clean Up and Reflection	Groups clean work areas; discuss safe practices observed. Quick group sharing of key safety points learned.
Optional/Extension (home or extra time)	Recipe Presentation Preparation and Sharing	Students prepare a short oral or visual presentation of their soup recipe with key safety hints included. Advanced learners encouraged to explore seasoning and presentation ideas.

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Safety Focus

• Knife Safety: Hold knives correctly, use chopping boards, cut away from body, never leave knives in sink.
• Stove Safety: Use oven mitts, keep handles inwards, never leave stoves unattended, manage heat carefully.
• Hygiene: Handwashing before/during cooking, clean chopping boards between ingredients, no cross-contamination.
• Incident procedures reviewed before practical begins.

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Differentiation Strategies

• Assign roles to match students’ motor skills and confidence; e.g., stove monitor for less confident with knives.
• Use visual step-by-step instructions showing pictures for each phase.
• Provide dyslexia-friendly recipe handouts with clear fonts, spacing, and icons.
• Pair students as “safety buddies” for peer support.
• Scaffold explanations verbally and visually; repeat key safety points.

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Extension

• Students interested in deeper learning develop and present a soup recipe to the class.
• Include a discussion of ingredient choices, nutritional benefits, or cultural soup variations.
• Use digital tools (e.g., slide presentation or video) to enhance engagement.
• Encourage creative design of recipe cards incorporating images and stepwise instructions.

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Assessment

• Formative:
• Observation of safe handling of knives and stove.
• Participation in group roles and teamwork.
• Ability to follow procedural steps.
• Summative (Optional for Extension):
• Presentation of a clear, safe soup recipe with rationale for ingredient and method choice.
• Reflection on safety and practical cooking experience.

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Teacher Reflection Notes

• Monitor group dynamics to ensure equitable participation.
• Reinforce safety reminders as needed during cooking.
• Consider pairing students with higher skill for peer mentoring.
• Use feedback from students for continuous improvement in practical safety lessons.

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This lesson plan integrates hands-on culinary skill development with a robust safety framework, aligned with the Western Australian Curriculum’s expectations for Years 7 and 8 Design and Technologies. It empowers students to be safe, collaborative, and innovative in food preparation while accommodating diverse learning needs. The extension task enriches higher achievers with communication and design competencies. This practical and inclusive approach aims to excite young learners while building lifelong safe cooking habits.