Key Stage 2 Year 4 Lesson Number: 2 Date s1

Lesson plan

Key Stage 2 Year 4 Lesson number: 2 Date:

Time: 1 hour

Lesson title: Lovely lunch – sandwich analysis

Learning Learning objective Learning outcomes To be able to:  name and explain All pupils will … recall one or two reasons that affect food choice. some of the reasons Most pupils name and explain some of the different factors that can affect that can affect food should … food choice. choice. Some pupils name and explain a range of the different factors that can could … affect food choice.  explain what a All pupils will … name some of the features of a healthy lunch. healthy lunch should Most pupils explain what a healthy lunch should include by referring to include by referring should … inclusion of foods from the four main (largest) food groups. to inclusion of foods Some pupils explain, in greater detail and with examples, what a healthy from the four main could … lunch should include by referring to inclusion of foods from (largest) food the four main (largest) food groups. groups.

 give examples of All pupils will … give one example of how to make a sandwich healthier. ways to make a Most pupils give examples of ways to make a sandwich healthier. sandwich healthier. should … Some pupils give and explain a number of ways to make a sandwich could … healthier.

Teaching and learning activities Activity Resources and equipment Starter Note: Children will taste a sandwich in this lesson. Make sure you have checked for any Ingredient allergies, intolerances or other reasons why children may not be able to taste certain check letter ingredients. You could send home a copy of the Ingredient check letter.

Talk about types of sandwiches children have eaten before and when they have eaten these. Occasions might have been:  school;  party;  camping;  picnic;  holiday.

Question the children:  What is your favourite type of sandwich and why? Make a note of the children’s responses. Use this to illustrate that there are a range of personal preferences in the class and reasons for these.  Why do people eat different foods?

Cover some or all of the following possible reasons below:  preferences – likes, dislikes;  medical – allergy/intolerance e.g. nuts, gluten;  beliefs – religion, culture, vegetarian;  availability – in the local region or nationally – include developing countries and food supply;

Summarise that it is really important to think about what others can and like to eat when we are planning food for them or we may make something they cannot eat.

Main Organise the children into groups of four to six around each table. Provide a shop bought Sandwich sandwich for each group. (Note: the school lunch provider might be able to provide some analysis ready-made sandwiches or you could make a few examples in front of the class to sheet demonstrate how they are made. Remember to ensure any sandwiches made are done so safely and hygienically.) Note: There are two pages to Ensure you provide a selection of sandwiches representing different breads and filings. this sheet. The Make sure the ingredients can be seen through the wrappers as the children will not be first page includes a unwrapping them. You could include options such as vegetarian/vegan, gluten free and version with an dairy free. Consider the needs of the children in your class as they will be trying the example and the sandwiches at the end of the lesson. second page does not. You Provide the children with a copy of the Sandwich analysis sheet and talk through what may wish to they will need to do. Explain that a healthy lunch would include foods from three or four of copy these back the main (largest) Eatwell Guide food groups and a drink. Instruct the children that when to back for the they get to the last column of their sheet, they need to look at the food groups which have children so they been included in the sandwich and decide what else is needed to make a healthy lunch have the example and (e.g. a drink, fruit, vegetables, yogurt). also space to analyse up to After the children have analysed a sandwich, the children (or sandwiches) can be rotated seven types of and the activity repeated. When the children have completed their analysis of all or a sandwich. selection of the sandwiches, talk through what they have recorded.

You could display the Eatwell Guide poster (or a slide from the PowerPoint presentation Eatwell Guide in lesson 1 showing the plate) as you discuss where on The Eatwell Guide some of the poster sandwich ingredients belong. Ask the children which sandwiches would be suitable/unsuitable for certain requirements, e.g. a vegetarian, dairy allergy. Are there any sandwiches that members of their families would not be able to eat? Can they explain why?

Can the children remember the name for dishes made with foods from more than one food group? (Composite dishes.) Remind them that sandwiches are a type of composite dish.

Chose one or two of the sandwiches (perhaps ones which do not include any salad or are Chopping on white bread). Talk about how these sandwiches could be made healthier. boards  Reduce the fat: if butter is used, use a low fat spread or no spread if the filling will Bread knives be moist. Avoid or only use a small amount of dressings such as mayonnaise (as Paper towels a guide, a ten pence size portion is sufficient).  Add foods to contribute towards 5 A DAY: include two types of vegetables, or Note: Plastic fruit. gloves can be used if you have  Add more fibre for a healthy digestive system: use a wholegrain variety of any cuts on your bread. hands. Again, remember to change these Explain to the children that they can now try a sample of one of the sandwiches. It would between preparing be useful to have an extra adult in the classroom to help you prepare and distribute the the sandwiches, if sandwiches. You will need to plan in advance for the dietary needs of the children to they contain ensure they are all offered a sandwich option they can sample. ingredients that cannot be eaten by some children Wash your hands thoroughly before preparing food to be eaten by the children. Cut up in the class. the sandwiches so the children can taste them. Remember to use different equipment, and wash your hands in between preparing the sandwiches, if they contain ingredients that cannot be eaten by some children in the class, e.g. ham.

© British Nutrition Foundation 2018 www.foodafactoflife.org.uk Allow the children to taste the sandwiches and discuss their thoughts:  What words could you use to describe the sandwich?  What do you like about it?  What could be improved?  Could you make a better version of this sandwich?  How much does the sandwich cost?  Do you think the sandwich is worth the money?

Plenary Watch videos of the following sandwiches being made and discuss the breads, fillings and techniques involved.

Simple sandwiches Simple  A bacon, lettuce and tomato sandwich being made on freshly sliced granary sandwiches bread.  A salmon and cucumber sandwich being made on a bagel Pockets and wraps Pockets and wraps  A chicken, pepper and chutney pitta pocket.  A hummus and carrot wrap.

Related activity ideas Ask the children to research different types of sandwiches. Gather images of different sandwiches to create a display. You could task specific groups in the class to find pictures of particular types of sandwich. For example:  open sandwiches;  multi-layered sandwiches, e.g. BLT;  toasted sandwiches, e.g. croquet monsieur, panini;  rolls;  pinwheels;  filled pitta bread;  bagels;  flatbread/wraps;  cut out/shaped sandwiches. Sandwich You could use the Sandwich images to get your display started. images