Lesson plan

Key Stage 1Year 1Lesson number: 5Date:

Time: 1 hour

Lesson title: Bring on breakfast – research and design

Learning

Learning objective
To be able to: / Learning outcomes (what we are looking for)
  • carry out research to inform what they will design and make.
/ All pupils will … / carry out research to inform what they will design and make.
Most pupils should … / carry out research and refer to the results to inform what they will design and make.
Some pupils could … / carry out research and do a simple analysis of the results to inform what they will design and make.
  • evaluate a range of yogurts for their dish.
/ All pupils will … / compare a range of yogurt using sensory vocabulary.
Most pupils should … / compare and contrast a range of yogurt using sensory vocabulary.
Some pupils could … / compare, contrast and comment on a range of yogurt using sensory vocabulary.
  • design a simple breakfast dish based on simple criteria for a user and purpose.
/ All pupils will … / design a simple breakfast dish based on simple criteria for a user and purpose.
Most pupils should … / design a simple breakfast dish based on simple criteria for a user and purpose saying why they have chosen some ingredients.
Some pupils could … / design a simple breakfast dish based on simple criteria for a user and purpose giving reasons for their choice of ingredients.

Teaching and learning activities

Activity / Resources and equipment
Starter
Recap with the children what they have learned to date and test them on what they can remember with a few questions about each area.
You have:
  • talked about breakfast and where some breakfast foods come from;
  • discussed 5 A DAY and tasted and described some fruit;
  • prepared some fruit using a fork secure and bridge hold;
  • talked about where fruit and yogurt come from.
Explain to the children that they are now going to start planning a breakfast pot for another class in the school.
Main
Decide together which class in the school you will make the breakfast pot for. Explain that to try and make sure it will be perfect for the class you will make a checklist (list of criteria) of the classes ‘needs’ to follow when you are planning the ‘breakfast pot’. Explain that their breakfast pot will consist of fruit and yogurt layered in a pot.
Revise with the children that they have tasted different fruit, learned how to get ready to cook and how to cut ingredients safely.
Explain that they will be undertaking yogurt tasting to help them plan their own breakfast pot. Provide 4-6 different yogurts. Provide some that are light coloured and some which are dark. (Ensure tasting permission has been agreed in advance.)
Possible yogurt flavour options:
Light coloured:
  • Natural, Apricot, Peach, Vanilla and Gooseberry
Dark coloured
  • Blackcurrant, Cherry and Mixed berry
Set up a tasting session. Children can serve themselves from the small yogurt pots in the middle of the table. They should serve their tasting sample on to their own plate first and then eat it with their own spoon.
Taste the yogurts and talk about them as a class using sensory vocabulary. Encourage the children to compare and contrast the yogurts and talk about the suitability of each for a breakfast pot. Ask the children to think about which they prefer, as well as the children in the other class.
Ask the children to suggest ideas for the list of what they think the breakfast pot will need to be like to be perfect for the chosen class. There is a list of suggested criteria below. You may wish to ask questions to get the children to come up some of these ideas themselves,or they may be forthcoming with their own.
Checklist (design criteria) examples:
The breakfast pot for class x will:
  • include some 5 A DAY to keep them healthy;
  • include yogurt to help keep their bones and teeth healthy;
  • include some of their favourite flavours (fruit and yogurt);
  • be good for breakfast time;
  • look great, so they want to eat it (e.g. layers).
Extension: To help the children meet criteria such as the third point on the list above (include some of their favourite flavours), use a maths lesson to get them to design and carryout a survey on the class to find out about their favourite flavours to feed in to their breakfast pot design. Similarly, for a bullet five (look great, so they want to eat it), children can draw or collect some presentation examples to show the class to find out what appeals to them.
You may wish to provide some guidance on the types of fruit and yogurt the children can use in their design, based on those they have experienced and tasted in the previous lessons.*
Task the children to work in pairs to create their breakfast pot for the other class. Display the checklist (criteria) you have written together and keep bringing children’s attention back to these while they are planning.
The children can record their breakfast pot design on the Breakfast pot design Worksheet. / Parent/carer food permission slip
4-6 different yogurts per group of 6-8 children
Serving spoon for each yogurt
Paper bowl per child
Plastic spoon per child
Water for each child
*Previous lessons covered cutting soft fruit. Also consider availability, cost and storage.
Breakfast pot design Worksheet
Plenary
Ask some of the pairs to share their design ideas.
Talk through the checklist (criteria) and ask the class to give examples of how their design would meet the points on the checklist.
Note: Before the next lesson you will need to check the children’s plans to make sure you have the ingredients and equipment they will need to make their dish.
Related activity ideas
Undertake another yogurt tasting session with different styles of natural yogurts to help children focus on texture.
  • Greek yogurt
  • Natural yogurt
  • Set yogurt
  • Fromage frais

© British Nutrition Foundation 2014