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ESDGC Design Technology Healthy Sandwich Snacks Year 4.

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Presentation on theme: "ESDGC Design Technology Healthy Sandwich Snacks Year 4."— Presentation transcript:

1 ESDGC Design Technology Healthy Sandwich Snacks Year 4

2 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 Collect data for a frequency table Organise data Present data Sorting items Learning Objectives Skills Possible Teaching ActivitiesLearning 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

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6 Collect data for a frequency table Organise data Present data Sorting items Learning Objectives Skills Possible Teaching ActivitiesLearning 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 * *

7 What is in my lunchbox?

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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. FoodFrequency Sandwiches *Ham 5 *Tuna1 *cheese2 * Chocolate spread1 Sausages1 Chicken Sausages1 Crisps4 Yoghurt5 Aero Mousse2 Chocolate bar8 Fruit (banana, grapes, apple, pear) 7 Water (flavoured)1 Fruit squash/juice8

10 Learning Objectives Skills Possible Teaching ActivitiesLearning 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 its a cheap, nourishing accompaniment, in LDCs its 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, Rachels 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

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12 Evaluating and tasting different breads

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14 Learning Objectives Skills Possible Teaching ActivitiesLearning 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

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16 Learning Objectives Skills Possible Teaching ActivitiesLearning 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 Learning Objectives Skills Possible Teaching ActivitiesLearning 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 Learning Objectives Skills Possible Teaching ActivitiesLearning Outcomes Thinking Skills techniques Resources 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 Learning Objectives Skills Possible Teaching ActivitiesLearning 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 Morgans 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

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