1. “Healthy Sandwich Snacks”
ESDGC
Design Technology
“Healthy Sandwich Snacks”
Year 4

2. Design Technology : Healthy Sandwich Snacks Year 3 / 4
Collect data for a frequency table
Organise data
Present data
Sorting items
Design Technology : Healthy Sandwich Snacks Year 3 / 4
Key : blue text refers to Design and Technology Skills
green text refers to added eco - sustainability issues
red text refers to added Internationalising learning
Learning Objectives
Skills
Possible Teaching Activities
Learning Outcomes
Thinking Skills techniques
Resources
Key Question 1 :
identify a healthy, balanced diet
do the pupils eat a healthy balanced diet ?
food can be divided into different groups
how do sandwiches fit into a healthy balanced diet
use 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 + sugar
Pupils 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 ideas
Talking partners
Discussion groups
Create a plate dividing it into 1/3’s
Sorting activity
Diamond ranking charts
Balance of Good Health plate poster
Homework sheet
Sorting sheet

6. Possible Teaching Activities Learning Outcomes
Learning Objectives
Skills
Possible Teaching Activities
Learning Outcomes
Thinking Skills techniques
Resources
Key Question 2 :
create a frequency table of items in lunchboxes
present data appropriately
people 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 * *
Collect data for a frequency table
Organise data
Present data
Sorting items

7. What is in my lunchbox?

9. 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
Sausages
Chicken Sausages
Crisps 4
Yoghurt
Aero Mousse
Chocolate bar 8
Fruit (banana, grapes, apple, pear) 7
Water (flavoured)
Fruit squash/juice

10. Possible Teaching Activities Learning Outcomes
Learning Objectives
Skills
Possible Teaching Activities
Learning Outcomes
Thinking Skills techniques
Resources
Key Question 3 :
to know there is a wide variety of breads from different cultural traditions
investigate bread products according to their qualities and properties
use appropriate vocabulary to record evaluations
investigate 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, fillings
Draw 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 sandwich
Talking partners
Evaluating skills
Recording skills
Giving opinions – devise a method to rate each bread
Discussing reasons for preferences and explaining the difference between eating and tasting
Selection of breads
Selection of spreads
100 SmartBoard lessons YR5
Antibacterial handwash
Disinfectant for tables
cloth
Cutting board
Knife
Plates
Labels

12. Evaluating and tasting different breads

14. Where does bread come from?
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 skills
Presentation skills
Access to internet for research

16. Possible Teaching Activities Learning Outcomes
Learning Objectives
Skills
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 content
conduct a tasting test
use senses to decide food preferences
identify what makes a filling appetising – combinations of ingredients
identify 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 sandwiches
Visit Londis, Co-Op, and Farm Shop.
Record variety of sandwiches available with prices
Talk to managers about where sandwiches come from – Londis from kerry Foods – Warwickshire,
Co-op from Hazelwood Food Services – Warrington, Farm Shop from Cheshire / Anglesea
Teacher to buy a few sandwiches – cheap,BLT,Tikka etc
On 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 issues
Focus 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 fillings
Identify sandwiches that are of
good value ( cheap + filling),
exotic ( many food miles ),
local (fewer food miles)
Visit 3 shops selling sandwiches
Recording variety of sandwiches in a survey accurately
Asking questions
Making comparative statements
Conduct an evaluative tasting
Reflective PMI and Venn Diagram
Identify features of sandwiches that are
Value
Exotic
Local
Risk assessment
Adults 1:8 pupil
Survey sheet
Bought sandwiches including some of value, exotic and local ingredients
Sandwich review sheets
Tasting sheet
Word bank
Venn diagram

17. Comparing the variety of sandwich fillings available in different shops
The Farm Shop, St Asaph

18. Possible Teaching Activities Learning Outcomes
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 solving
Feedback using peer assessment traffic lights
Evaluation
Research using internet shopping site
Record costs as a shopping list
Calculate price of one sandwich
Design work sheet
Internet access
Shopping basket worksheet

19. Possible Teaching Activities Learning Outcomes
Learning Objectives
Skills
Possible Teaching Activities
Learning Outcomes
Thinking Skills techniques
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Key question 6 :
write a logical, sequenced set of instructions
observe food preparation techniques
make sandwich safely
possibly modify design by evaluating as they make it
quality depends on skill, accuracy and care
record and evaluate against original design criteria
repeat 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 sandwich
Write 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 away
Demonstrate 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 triangle
Diamond 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, clingfilm
Refridgerate ingredients
Evaluation sheets

20. Possible Teaching Activities Learning Outcomes
Learning Objectives
Skills
Possible Teaching Activities
Learning Outcomes
Thinking Skills techniques
Resources
Key Question 7:
Use to communicate with link school in France for a purpose
Compare results of data collection
Reflect 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?
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 to collect data.
Comparing and analysing data
Access to ICT suite