ESDGC

Design Technology“Healthy Sandwich Snacks”

Year 4

Design Technology : Healthy Sandwich Snacks Year 3 / 4

Key : blue text refers to Design and Technology Skills green text refers to added eco - sustainability issuesred text refers to added Internationalising learning

Collect data for a frequency tableOrganise dataPresent dataSorting items

Learning Objectives Skills

Possible Teaching Activities

Learning Outcomes Thinking Skills techniques

Resources

Key Question 1 :identify a healthy, balanced dietdo the pupils eat a healthy balanced diet ?food can be divided into different groupshow do sandwiches fit into a healthy balanced dietuse appropriate language related to food products* Food –classifying food groups * Designing : generating ideas, *Investigating products

Why do we eat sandwiches ?What do you think is a good sandwich ? Use diamond ranking thinking skills. (Without any prompting of ideas or help - to establish a knowledge base-line for future comparison.)Discuss : what is a balanced diet.Obj: What is the balance of Good Health :1/3 fruit + vegetables, 1/3 bread + cereals, 1/3 meat + fish, dairy + milk, fat + sugarPupils to compile a food diary for a week as homework and then sort their menus into the 5 groups.Discuss the results of the sorting sensitively.How do sandwiches fit into a balanced diet ?

Diamond ranking chart to identify most important and least important factors of a sandwich.Think – pair – share ideasTalking partnersDiscussion groupsCreate a plate dividing it into 1/3’sSorting activity

Diamond ranking chartsBalance of Good Health plate posterHomework sheetSorting sheet

Collect data for a frequency tableOrganise dataPresent dataSorting items

Learning ObjectivesSkills

Possible Teaching Activities Learning Outcomes Thinking Skills techniques

Resources

Key Question 2 :create a frequency table of items in lunchboxespresent data appropriatelypeople have different preferences

•Number skills •* Interpreting graphs, diagrams

What is in your Lunchbox ?

Ask all pupils with packed lunches to create a frequency table / data base of the contents. Photograph them.Use ICT to produce a suitable presentation of results.Group together : sandwiches, savoury items, crisps, yoghurt, fruit, chocolate bars, drinks.Discuss suitability of presenting information in pie charts, bar charts etc. use of colour in peer assessment pairs.Sort items into Healthy and Unhealthy columns

Peer assessment * *

What is in my lunchbox?

A frequency chart to include number skills

Nine people in Year 4 looked in their lunch boxes and we made a frequency table of what was in them at the start of our Healthy Sandwiches Project.

Food Frequency

Sandwiches*Ham

5

*Tuna 1

*cheese 2

* Chocolate spread 1

Sausages 1

Chicken Sausages 1

Crisps 4

Yoghurt 5

Aero Mousse 2

Chocolate bar 8

Fruit (banana, grapes, apple, pear)

7

Water (flavoured) 1

Fruit squash/juice 8

Learning ObjectivesSkills

Possible Teaching Activities

Learning Outcomes Thinking Skills techniques

Resources

Key Question 3 :to know there is a wide variety of breads from different cultural traditionsinvestigate bread products according to their qualities and propertiesuse appropriate vocabulary to record evaluationsinvestigate different spreads according to their qualities and properties:

*Designing and making * Evaluating products

What is in a sandwich ?Discuss what a sandwich is made up of: bread, spread, fillingsDraw a sketch of an exploded sandwich showing elements.In talking partners, list as many types of bread as poss.Which are their favourites? Why?Discuss the importance of bread – wealthy countries it’s a cheap, nourishing accompaniment, in LDC’s it’s a major sustenance.Many cultures produce bread, but it can look, taste and be used in different ways.Discuss what senses (criteria) we can use to evaluate different breads ; appearance, shape, smell, texture taste.Undertake an evaluation of as many breads as possible.Discuss language used to describe breads – offer a word bank, possibly generated by the class. Note Health and Safety issues when dealing with food: note allergies, clean hands, tied back hair, surfaces, plates.Give ratings or opinions. Discuss in talking partners.Repeat evaluation of different spreads ; Flora, Lurpak, Rachel’s organic butter, mayonnaise etc. Discuss.

Draw a labelled sketch of a generic sandwichTalking partnersEvaluating skillsRecording skillsGiving opinions – devise a method to rate each breadDiscussing reasons for preferences and explaining the difference between eating and tasting

Selection of breadsSelection of spreads100 SmartBoard lessons YR5Antibacterial handwashDisinfectant for tablesclothCutting boardKnifePlatesLabels

Evaluating and tasting different breads

Learning Objectives

Skills

Possible Teaching Activities Learning Outcomes Thinking Skills

techniques

Resources

to know there is a wide variety of breads from different countries and cultural traditions

Where does bread come from?

Use a map of the world to label where each bread type originates from. Global identification.

Group research + discuss how the bread is intended to be used : soak up soup, scoop sauce, hold food, wrap etc. In groups, present cultural differences researched

Finding locations on World map

Labelling map clearly + appropriately

Research skillsPresentation skills

Access to internet for research

Learning ObjectivesSkills

Possible Teaching Activities

Learning Outcomes Thinking Skills techniques

Resources

Key Question 4 :conduct a survey of 3 shops in St Asaph to compare variety of sandwiches sold ask shops about the production and sourcing of sandwiches identify a variety of sandwiches in structure and contentconduct a tasting testuse senses to decide food preferencesidentify what makes a filling appetising – combinations of ingredientsidentify aspects of value, exotic, food miles* Developing design* Evaluating products

What variety of Sandwiches can you buy in St Asaph?Undertake a risk assessment of a shopping trip to St A.Create a survey template to record range of sandwichesVisit Londis, Co-Op, and Farm Shop. Record variety of sandwiches available with pricesTalk to managers about where sandwiches come from – Londis from kerry Foods – Warwickshire, Co-op from Hazelwood Food Services – Warrington, Farm Shop from Cheshire / AngleseaTeacher to buy a few sandwiches – cheap,BLT,Tikka etcOn return pupils to write a reflective summary and comparison : best/least range, most/least expensive, freshest, food miles etc. Discuss how sandwiches are packed and stored : which materials are used, where are they kept, what happens to unsold sandwiches ?Examine the Sandwich review sheet. Discuss features.Conduct a tasting on sandwiches bought using table.See previous Health and Safety issuesFocus on being objective in comments – use word bank, Ban words like nice, good, tasty, nasty,Complete a reflective PMI giving reasons and explanations for opinions. Complete a Venn diagram – like/dislike fillingsIdentify sandwiches that are of good value ( cheap + filling), exotic ( many food miles ), local (fewer food miles)

Visit 3 shops selling sandwichesRecording variety of sandwiches in a survey accuratelyAsking questionsMaking comparative statementsConduct an evaluative tastingReflective PMI and Venn DiagramIdentify features of sandwiches that are Value Exotic Local

Risk assessmentAdults 1:8 pupilSurvey sheetBought sandwiches including some of value, exotic and local ingredientsSandwich review sheetsTasting sheetWord bankVenn diagram

Comparing the variety of sandwich fillings available in

different shops

The Farm Shop, St Asaph

Learning Objectives

Skills

Possible Teaching Activities

Learning Outcomes

Thinking Skills techniques

Resources

Key Question 5 : design a healthy

sandwich to a theme form design criteria research costing

using a website* Developing ideas

for designing and making

* Showing detail of designs: *sequencing manufacture

Design a healthy sandwich to a theme

Divide class into groups – value, exotic, local – explain the people have different criteria for selecting a sandwich.

Discuss criteria for sandwich.Ask pupils to design a sandwich on their

theme using one bread, one veg/fruit to make it healthy, one meat, fish or dairy.

Draw a labelled expanded diagram of design.

Discuss, feedback and peer assess using traffic lights.

Evaluate design and modify if necessary to filling criteria.

Use internet ( Asda.com) to price ingredients of design.

Record shopping list and price of one sandwich.

Teacher to buy a selection of ingredients – pupils to bring in what they can.

Group communication and planning

Problem solvingFeedback using peer

assessment traffic lights

EvaluationResearch using internet

shopping siteRecord costs as a shopping

listCalculate price of one

sandwich

Design work sheetInternet accessShopping basket

worksheet

Learning ObjectivesSkills

Possible Teaching Activities

Learning Outcomes Thinking Skills techniques

Resources

Key question 6 :write a logical, sequenced set of instructionsobserve food preparation techniquesmake sandwich safelypossibly modify design by evaluating as they make itquality depends on skill, accuracy and carerecord and evaluate against original design criteriarepeat question : what is a good sandwich? * Designing and making * Showing detail of designs:* Sequencing manufacture *Selecting and using appropriate tools and materials* Evaluating work as it develops

How to make a themed sandwichWrite instructions to make a sandwich as Homework.Word process a selection anonymously for comparison, peer assess for features of recipe instruction writing.Write instructions specific to their own sandwich design.Prepare for “The Make”+ensure hygiene rules are observed+prepare work area+ prepare ingredients needed+ sequence activities of preparation+ensure careful preparation of a quality product+combine selected ingredients to create sandwich+clear awayDemonstrate how to prepare bread with spread and simple ingredients for filling – safe use of knives.Allow pupils to select tools and utensils for safety and effectiveness.Reinforce purpose and theme of the sandwich design.Taste and evaluate own sandwich according to criteria.Complete a reflective PMI triangle on task noting different criteria of value, exotic and local (few food miles) sandwiches.Complete diamond ranking chart : What is a good sandwich ? Look for changes in opinions. Will pupils add healthy, local ( fewer food miles ) ingredients as a result of discussions over the topic?

Write detailed step by step instructions, inc. ingredients, and equipment.Collaborative work in theme groups. Safely make sandwich.Record evaluation of sandwich referring to criteria.Clear away and wash up.PMI triangleDiamond ranking – re-examine ranking importances. Discuss.

Equipment : chopping boards, knives, plates,bowls, graters, salad whizzer, Baby Belling cooker, frying pan, tongs,oven gloves, antiseptic spray, cloths, washing up liquid, hand wash, tea towels, clingfilmRefridgerate ingredientsEvaluation sheets

Learning ObjectivesSkills

Possible Teaching Activities

Learning Outcomes Thinking Skills techniques

Resources

Key Question 7:Use E-mail to communicate with link school in France for a purposeCompare results of data collectionReflect on any cultural similarities and/or differences (Internationalising the curriculum)*Communication skills* Number skills * Interpreting graphs, diagrams

What do pupils in France eat in their lunch boxes?E-mail Ysgol Esgob Morgan’s link school in France – Robion. Ask for photographs, frequency tables, data bases or any other information about what they eat in school – school meals vs packed lunches.Make comparisons – similarities and differences tables

Purposeful use of E-mail to collect data.Comparing and analysing data

Access to ICT suite