Year 1 & 2 Design Technology: ‘ Eat More Fruit and Vegetables ’ Duration 7 Weeks

Wk Learning Activities Differentiati Assessme Resourc Objectives on nt es 1 -Identify some -Look at a variety of vegetables. Include root The children Conclusions -Wide selection vegetables. vegetables, e.g. carrots, parsnips, potatoes, suede. Also will be working drawn from of vegetables -Learn that in mixed ability their such as:- include leaf vegetables, (e.g. sprouts, cabbage). Potato, carrot, there is a groups. observations Whole group activity- (Class of the parsnip, onion, variety of leek, suede, Name the vegetables and features - stalk, peel, leaves, roots, management: - vegetables. cabbage, vegetables. one group could etc. spinach, -Name parts be making -Where/how are they grown? -i.e. under/on top of the soil. On Key Skills:- broccoli, pictures with a of a Working cauliflower, etc. the white board, can the children draw the vegetable growing in classroom vegetable. together. -Paper/Topic the correct place? i.e.:-a carrot growing under the soil, roots assistant, using books -Find out some of the Communicati down and leaves above the soil. -Drawing tools where they vegetables to on. - : - Investigate the inside of a small group of i.e.:- pencils, grow. Activity make printed Thinking. oil pastels, vegetables. Give the children a selection of the vegetables patterns using -Investigate coloured ‘ready-mix’ the pattern, which have been cut in half. Let them look, feel and smell each pencils, paint). shape and one. crayons. colour. -The children can then draw a picture of one or two of the vegetables and label their drawings (roots, leaves, peel, skin, stalk etc. as appropriate. 2 -Identify some Look at a variety of fruit. Year 1 to do at Vocabulary: -A range of fruits Include fruit such as apple, pear, plum, orange, grapes, melon, least 2 pieces Describe fruit fruits: - e.g. - Learn that of fruit; Year 2 in terms of apple, pear, pineapple, raspberries, and kiwi. there is a to do 3. skin, peel, plum, orange, variety of fruits. -Whole group activity. flesh, seed, melon, -Identify parts Sit in a circle if possible. Look at the fruit and discuss colour, pips, stones, grapes, of the fruit. shapes, and names. etc. pineapple, -know that -Cut some of the fruit to look inside and see where the Key Skills:- raspberries, fruits have pips/stones/seeds are. Discuss the purpose of the seeds and Working kiwi. seeds/pips/ston what happens to them. together. -D.T. books. es/. -Taste some of the fruit. (Have some samples of the fruit cut, Communicati -Drawing -Find out where on. tools. they grow. ready to give out). Taste up to four types of fruit. Thinking. -Soap -Hygiene: - -Activity: - In their books, draw a piece of whole fruit and Year 1 & 2 Design Technology: ‘ Eat More Fruit and Vegetables ’ Duration 7 Weeks

understand the label their picture, i.e.; stalk, leaf, skin. Then next to it draw the importance/rout same type of fruit, cut in half to show the inside. Label their ine of washing drawings, i.e.: pips, flesh, etc. hands before handling food. Wk Learning Activities Differentiati Assessme Resource Objectives on nt s 3 Make coleslaw The children -Involvement White cabbage. Whole group activity will be in discussions. Mayonnaise. -Find out -Discuss things that can be made using fruit and vegetables, working in -Skills in Sliced Bread. that some e.g. jam, sauces, coleslaw, soup, curries, pies, etc. etc. mixed ability preparation of Margarine recipes -Explain that they are going to make coleslaw. groups. veg. Bowls. combine -Show the ingredients they are going to use: - carrot, white -Understanding Spoons. vegetables cabbage and mayonnaise. of importance Graters. together. -Ask what they think they will need to do to the carrot and (Class of preparation Knifes for cabbage (i.e. peel and grate the carrot, chop the cabbage into management:- of surfaces, cutting. very small pieces). Other groups and self. Knives for -Understand can be writing spreading. about Preparation:- out the recipe Vegetable hygiene Work surfaces: - Ensure all surfaces are cleaned thoroughly and method, peeler. when using anti-bacterial wipes/spray, or cover with plastic or with an Key Skills:- Hand and disposable table covers. illustration Communicatio table wipes. handling Children:- while other n. Chopping food. Put on apron, tie back any long hair, remove any watches or group/s is Working boards. together. jewellery, and wash hands. involved in the practical tasks). Ingredients and equipment It can be useful to have some pre-prepared grated carrots and chopped cabbage, particularly with a large class. Group Activity:- Share the tasks amongst the children: - peeling carrots, grating, mixing, and cutting cabbage (done with close adult supervision). When cutting the vegetables ensure the children know the safest way to cut, i.e. using the ‘claw’ or ‘bridge’ method of cutting. Year 1 & 2 Design Technology: ‘ Eat More Fruit and Vegetables ’ Duration 7 Weeks

Mix all the ingredients together approximately three parts carrot to one part cabbage. Add mayonnaise. Give each child a slice of bread which they can spread margarine onto. Put a spoonful of coleslaw on the bread and fold it over, to make a small sandwich to taste.

Wk Learning Activities Differentiati Assessme Resource Objectives on nt s 4 -Know that -Discuss what foods they think are good for us. The children Ability to Cooked fruit and -Make a survey of favourite fruit/vegetables amongst the class. will be describe. and vegetables (Can be by a simple show of hands). working Ability to uncooked are healthy -Discuss how fruit and vegetables can change in colour, taste individually record the foods, such foods. and texture. Look at an example, e.g. cooked and raw carrot. and in mixed results. as:- Look at the colour, (any change?). Pass it around and feel the ability carrot, difference: - soft and squashy as opposed to hard and solid. -Find out groups. Key Skills:- apple, -Taste cooked and raw food, for example carrot, apple, onion, that the onion, tomato. Communicatio consistency, Support will be tomato. -Use a worksheet to record the differences. given to those n texture and Discuss some of the different words to describe texture of the who need it Working taste of food in the mouth, e.g. soft, squashy, crunchy, hard, crispy, with spelling, Paper together. cooked soggy, etc. and to discuss plates fruit/vegetabl Preparation:- different ways e is different Work surfaces: - Ensure all surfaces are cleaned thoroughly to describe Serviettes. taste. to uncooked. using anti-bacterial wipes/spray, or cover with plastic or disposable table covers. Year 1 & 2 Design Technology: ‘ Eat More Fruit and Vegetables ’ Duration 7 Weeks

Children:- Aprons. -Vocabulary Put on apron, tie back any long hair, remove any watches or development jewellery, and wash hands. Table . Ingredients and equipment:- wipes. Due to time constraints it is advisable to have cooked the food shortly before the lesson and allowed it to cool sufficiently Table before tasting. Choose foods which are ideally palatable cooked or raw (this covers if avoids children being totally put off eating vegetables!). needed.

Paper plates and serviettes are useful for both serving the food on (paper plates) and for disposing of any unwanted food after tasting (serviettes).

Wk Learning Activities Differentiati Assessme Resource Objectives on nt s 5 -Understand Designing a fruit salad The children Design Books. that a recipe Explain that they are to make a fruit salad and that they are to will be skills. is a set of design their own - choosing the fruit and how it is to be working Drawing instructions. presented - design an attractive way of presenting the salad. individually Key Skills:- equipment. -Use -Ideas might include a face, a pattern of lines, a pattern of a and in mixed Communica imagination in circle divided into quarters, a house, a car, etc. Make some ability groups. tion order to drawings to show as examples. Creativity. design fruit -All drawings should be labelled to indicate which fruit has been Thinking. salad. used. (This will also become the shopping list reference for the -make their following week!). own -Design individually then decide in groups which one is to be recipe/instruct made. ions of how to -Write a plan of what will be needed and the order in which make the things are to be done. Year 1 & 2 Design Technology: ‘ Eat More Fruit and Vegetables ’ Duration 7 Weeks

salad.

-Re-enforce Making the fruit salad The children By Variety of 6 the -Discuss how they will organise themselves: - remind them who will be Outcome. fruits/vegeta understanding they are working with and what fruits they will need. working in ble of hygiene mixed ability Key Skills:- according to Preparation:- when groups. Working designs. Work surfaces: - Ensure all surfaces are cleaned thoroughly handling food. together. Bowls. using anti-bacterial wipes/spray, or cover with plastic or -work Support will Thinking. Table and disposable table covers. together in a be given in Communica hand wipes. Children:- group. cutting the tion Aprons. Put on apron, tie back any long hair, remove any watches or -create a fruit safely. Hair ties. jewellery, and wash hands. salad by Knives/ Ingredients and equipment:- following a spoon etc. Plastic plates which are sold for picnics/camping are ideal. recipe and It is advisable to have some fruit pre-cut as well as allowing the arranging as Chopping children to cut their own. Cut some in different ways to show per design. boards. how they can be used, i.e. apples and melon can be cut into oblongs. Paper or When cutting the vegetables ensure the children plastic know the safest way to cut, i.e. using the ‘claw’ or plates. ‘bridge’ method of cutting. Hard fruits must be cut with adult supervision. -Keep their chosen design to hand so they can look at it and follow Wk Learning Activities Differentiati Assessme Resource Objectives on nt s the picture.

Group activity Allow the children to select the fruit they need according to their design. They can then work together to cut the fruit into the Year 1 & 2 Design Technology: ‘ Eat More Fruit and Vegetables ’ Duration 7 Weeks

correct shape and arrange it on their plate. -Draw a picture of their completed fruit salad. When they have finished, they can then eat and enjoy. -Afterwards, they can write an evaluation of their fruit salad, indicating whether or not they liked it, and if they had to change anything. 7 -Experience -Make soup Whole class Skills in Raw making -Whole class activity. activity, plus cutting vegetables something -Discuss the vegetables used and what else is added to give individual vegetables. to show. that is cooked more flavour. recording. and includes Talk about what will need to be done to prepare the vegetables, Involvement Pre- ingredients i.e. peel, chop, slice, etc. in the task. prepared other than What else will be added to give the soup more flavour? (Stock vegetables. vegetables cubes, herbs). Key Skills:- (i.e. water, Working Stock Preparation:- stock cubes). together. cubes. Work surfaces: - Ensure all surfaces are cleaned thoroughly using anti-bacterial wipes/spray, or cover with plastic or -Awareness Herbs. disposable table covers. of other Children:- ingredients Large Pan. Put on apron, tie back any long hair, remove any watches or that can be jewellery, and wash hands. added and Hand Ingredients and equipment:- combined to blender. make When cutting the vegetables ensure the children something know the safest way to cut, i.e. using the ‘claw’ or Plastic else i.e. soup. ‘bridge’ method of cutting. Bowls. For speed, it is useful to have some vegetables pre-prepared (depending on quantity required). Spoons. If using a small hob in the classroom, ensure that the cooking area is situated in a place where children are not able to get too Bread. close. An adult will need to supervise the cooking at all times; preferably the soup can be cooking whilst the children are out at playtime. When the vegetables are cooked, blend with a hand blender Year 1 & 2 Design Technology: ‘ Eat More Fruit and Vegetables ’ Duration 7 Weeks

and dilute with warm, pre-boiled water to make the soup a little thinner. The soup will then be ready to be served with a slice of bread.

- The children can record pictorially the stages while the soup is cooking. -Eat the soup and evaluate. Comment on the flavour and texture.