KS1 Topic: Great Fire of London Block G: Bakery Session 2 Bakers! As the dough needs to prove this session will need to be started early in the day and concluded at the end of the school day. National History: To be taught about significant, national events beyond living memory. Curriculum Teaching To understand the significance of the Great Fire of London by considering ‘The Monument’. Objectives National D&T: To select from and use a range of equipment to perform practical tasks. Curriculum Teaching To bake two different types of bread. Objectives Resources Weblinks Ingredients and baking equipment http://baskersfunfoods.blogspot.co.uk/2009/06/sourdough-without-starter.html - Sour for 2 recipes; Bread Review sheet; dough recipe; http://www.themonument.info/history/introduction.html - Home page for Delicious Plain White Bread and the monument; Sour Dough bread; Construction http://upload.wikimedia.org/wikipedia/commons/7/7f/The_Monument_to_the_Great_Fir kits; Building bricks; Labels for e_of_London.JPG - Clear image of Monument; captions for models; Play dough; http://upload.wikimedia.org/wikipedia/commons/3/31/Monument_top_restored.JPG - Boards and tools. Image Top of Monument. Whole class: Show image of The Monument; ask chn to discuss with Talking Partner what they think it is, where it might be and why it’s there. Take 3 or 4 suggestions from pairs at random, although correct answer may be given straight away! Use home page for the monument to skim-read its history, pausing to reinforce points of interest such as ‘the Monument is 61m high, the exact distance between it and the site in Pudding Lane where the fire began’. Ask chn: ‘If you were building a monument to commemorate the GFoL what would you do? What would be significant to include?’ Take some suggestions. ‘One of our tasks today is to think about that and build a model to show our ideas’. Continue: ‘As we all know the GFoL started in the King’s baker house in Pudding Lane. Today we are going to make and bake real bread! And I wonder what type of bread, rolls, cakes would look like in an imaginary Bakers – we are going to invent some as well using play dough, so remember they are only pretend! Whole class: divide into 4 groups (mixed ability) Carousel of tasks 1. Teaching Assistant in Cooking Area: make Delicious Plain White Bread! (see recipe resource sheet). 2. Teacher (or volunteer parent): make Sour Dough Bread. 3. Independent Activity: use construction kits / bricks to design and build a model ‘Monument’. Chn display models with a written caption explaining the reason for their design: It’s red and orange because flames are that colour. 4. Independent Activity: with play dough, shape and make an assortment of bread, buns and cakes for a Baker’s Shop; write a price list. Plenary In pairs chn play with the play dough models, pretending to buy and eat (photo opportunity). Then, still in pairs, Adult each child talks about their Monument model, describing any symbolic feature or design. Ask chn to volunteer their support - partner’s model if they consider it special in any way; They explain their reason. Display models and captions; Take cooking & photos for evidence portfolios. preparing Please note: this may need to be concluded at a separate time. bread, leave Continue: ‘Now for the bread!’ With a fanfare produce a whole loaf of each type of bread, the plain white and the 1 loaf of sour dough. Ask for observations; let individuals describe how both types look, smell, sound when base is tapped. each type Record words to produce word bank. Slice bread and serve to chn; how does it feel (texture), taste? Chn describe whole, slice the others the feel and taste; add these words to word bank. Read the words altogether, add any others that may be ready to suggested. Explain how to fill in the tables. ‘We will be baking again ready to serve bread in our ‘Experience the taste. Great Fire of London Room’, but which one?’ Ask chn to complete the tables on worksheet and then to draw a conclusion by making a choice as to which bread should be baked for the GFoL display at conclusion of topic, Block H. Explain that you will read each one and add up the votes to see which bread is the chosen winner. Outcomes Children will  Make, eat and compare 2 different types of bread  Design and construct a Monument to symbolize the Great Fire of London  Write caption to explain their model – aids teacher assessment of individual’s understanding

© Original resource copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. We refer you to our warning, at the foot of the block overview, about links to other websites.