Materials, Flowcharts, Eggs

WALT (We Are Learning To)

• Understand the difference between materials and ingredients in food technology.
• Create and use flowcharts to map out a making process.
• Prepare and cook scrambled or fried eggs on wholegrain toast safely.
• Reflect on our cooking experience to identify likes and possible improvements.

Success Criteria

• Identify materials vs ingredients accurately.
• Complete a clear and logical flowchart of the cooking process.
• Follow safety and hygiene rules during cooking.
• Work cooperatively during cooking rotations with one stovetop.
• Use provided worksheets meaningfully while waiting.
• Reflect thoughtfully on the cooking process.

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Curriculum Alignment (Te Marautanga o Aotearoa - Ngā Tae o te Mātauranga Māori)

Learning objectives (Ngā Whāinga Ako)

• Hangarau (Technology) Phase 2 / Tau 4-6
  • Mahi kai: Understanding kai materials and ingredients, including their purpose and source.
  • Ngā tukanga: Use of flowcharts/map to sequence making processes.
  • Haumarutanga: Apply knowledge of hazards and safe practices during kai mahi (food technology).
  • Whakaatairikā (Reflection): Describe, explain and reflect on their making process.

Competencies (Ngā Pūkenga)

• Kotahitanga (Working Together)
• Whakaaro nui (Critical thinking)
• Māramatanga (Understanding, e.g. of materials and processes)
• Whakaatu (Communicating clearly through drawings, oral language and writing)

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Grouping Strategy

• Students paired heterogeneously to balance year levels and language abilities.
• Pairs rotate through cooking and worksheet tasks to manage stovetop safely.

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Lesson Breakdown (150 minutes total)

Timing	Activity	Details & Resources
0-10 min	Intro and WALT	Whakarāpopototanga: Introduce lesson goals in te reo Māori and English. Use visual aids to explain materials vs ingredients, with examples (egg, toast, salt vs frying pan). Emphasise kupu hauora/haumarutanga (safety words).
10-25 min	Explicit teaching: flowcharts	Model a flowchart on whiteboard for making eggs on toast, showing step-by-step order. Explain symbols and arrows. Use flowchart worksheet for guided whole-class completion of an example.
25-40 min	Students create own flowchart	Each pair uses the flowchart worksheet to map out their chosen cooking process (scrambled or fried eggs). Teacher circulates, provides prompts, scaffolds using te reo and visuals to support emergent English and te reo speakers.
40-50 min	Safety and hazards	Go through safety hazards worksheet as a class. Use real examples (hot stovetop, knives). Discuss personal and food hygiene. Roles for cooking teams established.
50-120 min	Cooking rotations	Pairs rotate through stovetop cooking in 3 groups (4 pairs per group, 2 waiting/doing worksheets) with teacher support. Station 1: Cooking (eggs on toast) – max 2 pairs managing stovetop at once. Station 2: Independent worksheet rotation with provided worksheets: - Colouring-in related to food tech. - Crossword using cooking terms and kupu Māori. - Ingredients and tools list template to fill in. - Safety hazards review worksheet. Teacher manages timer and rotation, provides one-on-one support. Eating is incorporated during cooking rotations once food is ready — students sit in pairs with bubbles spaced.
120-135 min	Clean-up & Roles	All pairs participate in structured chore roles (washing dishes, wiping surfaces, putting away ingredients). Use role sheets to clarify expectations. Maintain te reo use by reinforcing kupu for cleaning tasks (e.g. horoi - wash, whakarite - tidy).
135-150 min	Reflection & sharing	Students complete the reflection sheet (“Things I liked”, “Things I would change”) independently or with buddy help, using sentence starters in English and te reo Māori. Group share of reflections in te reo simple phrases encouraged but English accepted. Teacher collects sheets for formative assessment on understanding of process, safety, and materials vs ingredients.

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Differentiation Ideas

• Language support: Visual vocabulary cards for ingredients, materials, safety words. Sentence starters on reflection sheet. Pairing higher speakers with beginners for peer support in bilingual context.
• Behaviour: Clear, short instructions with visual timers. Break tasks into concrete steps. Positive reinforcement and clear routines for rotation and clean-up. Frequent movement breaks if needed.
• Learning needs: Provide hands-on materials for flowchart creation (cut and paste steps). Simplified flowchart template for some students. Oral instead of written reflections if needed.

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Assessment Opportunities

• Formative: Observation of pair discussions and flowchart completion to check understanding sequence and materials/ingredients.
• Safety demonstration during cooking.
• Reflection sheet to assess understanding and self-awareness on process.
• Listening during group chats for te reo use and understanding.

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Teacher Notes / Tips

• Prepare ingredients and equipment ahead in labelled containers.
• Model te reo for cooking terms and safety consistently.
• Use a visual timer or countdown to manage rotations.
• Scaffold technique demonstrations slowly and explicitly.
• Monitor hygiene closely during cooking.
• Keep calm and redirect quickly: use gentle reminders in te reo with English support.
• Encourage positive peer interaction, praise effort and use “kia kaha” for encouragement.
• Manage stovetop use carefully — always adult supervised.
• Use physical movement and hands-on tasks to keep engagement high.
• Use cooperative learning strategies politely requiring turn-taking and sharing.

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This lesson blends practical food technology skills with clear cognitive supports and language scaffolding, reflecting the values and competencies of Te Marautanga o Aotearoa. It incorporates multiple te reo opportunities and culturally responsive pedagogy in a small rural bilingual classroom context. The flowchart and reflective activities deepen understanding of process and promote critical thinking consistent with the curriculum’s kaupapa and principles.

If you want, I can also suggest specific vocabulary lists or phrases in te reo to support your bilingual teaching style!

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If you would like, I can provide the lesson plan also in te reo Māori or with bilingual vocabulary suggestions. Just ask!

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References:
Curriculum principles and teaching strategies taken from Te Marautanga o Aotearoa; emphasis on technology, food technology, safety, and flowcharts for Years 4-6. Plans reflect teaching sequence, reflection, and scaffolding strategies recommended for Phase 2 learners in bilingual/multilevel environments