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During making, the class follows hygiene routines, uses their plan, layers selected fruit in a container, and produces a finished dish.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},490545,1791420811,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":102,"slug":103},6,50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":101,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":101,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144},3985741905716,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","| Year 1 Design & Technology Summer 2 – Preparing fruit and vegetables |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| National Curriculum Objectives:\u003Cbr>• Design purposeful, functional, appealing products for themselves and other users based on design criteria\u003Cbr>• Explore and evaluate a range of existing products\u003Cbr>• Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, peeling] |  |  | Prior Objectives:\u003Cbr>• |  |\n| Lesson 1\u003Cbr>Skill –\u003Cbr>Knowledge – Research\u003Cbr>| Lesson 2 & 3\u003Cbr>Skill –\u003Cbr>Knowledge – Research\u003Cbr>| Lesson 4 & 5\u003Cbr>Skill – Functional skills\u003Cbr>Knowledge –\u003Cbr>| Lesson 6 & 7\u003Cbr>Skill –\u003Cbr>Knowledge-Design\u003Cbr>| Lesson 8 & 9\u003Cbr>Skill – Make\u003Cbr>Knowledge – Evaluate\u003Cbr>|\n| WALT: Investigate the appearance and texture of fruit\u003Cbr>WILF:\u003Cbr>• To be able to describe the texture of fruit\u003Cbr>• Describe the appearance of different fruit\u003Cbr>• Use sensory vocabulary.\u003Cbr>Lesson 1\u003Cbr>Gather 3-5 fruit that have different shapes and textures, e.g. pineapple, banana, kiwi. Without the children seeing, place one of the fruits in a bag and pass the bag around. Allow the children to feel what is inside. Encourage the children to describe what they feel using sensory vocabulary. You may like to talk through and display the Fruit Vocabulary List to help. | WALT: smell and taste a number of different fruits and use sensory vocabulary to describe them.\u003Cbr>WILF:\u003Cbr>• To be able to name a range of different fruit\u003Cbr>• To say something about each fruit.\u003Cbr>• To smell and taste different fruits and use sensory vocabulary to describe them.\u003Cbr>Lesson 2\u003Cbr>Show the Fantastic Fruit PowerPoint and ask the children to name each fruit. Use the promptson the PowerPoint to question the children.\u003Cbr>Organise a tasting session. Choose approximately 5-8 different fruits for the children to sample. Use fruits that the children will be working with to make their fruit dish later. Try to provide a mixture of fresh, canned and dried fruit. Try to include some fruits children are familiar with and some they may | WALT: know how to prepare several fruit in a safe way.\u003Cbr>WILF:\u003Cbr>• To be able to explain how to prepare two different types of fruit.\u003Cbr>Lesson 4\u003Cbr>Demonstrate to the children how to prepare some of the fruit they will be using when they do their food work, e.g. washing, peeling.\u003Cbr>At this age children will be carrying out basic food preparation. This might include the following:\u003Cbr>• Washing fruit;\u003Cbr>• Pulling grapes from a bunch;\u003Cbr>• Peeling and separating a Satsuma;\u003Cbr>• Halving dried apricots with scissors;\u003Cbr>• Scooping the seeds from a pomegranate with a spoon;\u003Cbr>• Slicing a banana with atable knife. | WALT: be able to identify a purpose for their work.\u003Cbr>WILF:\u003Cbr>• To be able to say what they will be making and who it is for.\u003Cbr>Lesson 6\u003Cbr>Set children the challenge of preparing a layered fruit dish for a friend which contains a least two 5 A DAY portions. Talk about when it will be eaten. Will it be:\u003Cbr>• a breakfast, e.g. layered fruit, cereal and yogurt;\u003Cbr>• a fruit salad snack, e.g. layers of different fruit;\u003Cbr>• a dessert, e.g. layers of fruit with yogurt and drizzled with honey.\u003Cbr>Question the children to help them plan:\u003Cbr>• What time of day will this dish be eaten? E.g. breakfast, snack, dessert.\u003Cbr>• What ingredients will you use? | WALT: work safely and hygienically with equipment and ingredients to create a fruit dish.\u003Cbr>WILF:\u003Cbr>• To produce a finished dish, having worked safely and hygienically.\u003Cbr>Lesson 8\u003Cbr>Organise the class and the children for cooking, e.g. aprons on, hands washed. Remind children how to use equipment and how to work hygienically, [e.g. do](e.g. do) not lick fingers.\u003Cbr>Place the children’s plans near where they will be working. Encourage them to follow their plans during making. Allow them to make their dish. It might be more manageable to do this with a group of the class at a time.\u003Cbr>Recording:\u003Cbr>Children produce a finished dish |\n\n\n| Ask ","cbCaivdkkb9QZ0EK","https://ap.wps.com/l/cbCaivdkkb9QZ0EK","pdf",856233,"English","# Year 1 Design & Technology Summer 2 - Preparing fruit and vegetables\n## Lesson 1: Investigate fruit appearance and texture\n## Lesson 2 & 3: Smell and taste; sensory vocabulary\n## Lesson 4 & 5: Safe preparation of fruit\n## Lesson 6 & 7: Plan a layered fruit dish for a friend\n## Lesson 8 & 9: Make the dish and record outcomes","[{\"question\":\"What sensory skills are children expected to develop in the first lessons?\",\"answer\":\"Children learn to describe fruit texture, appearance, smell, and taste using sensory vocabulary, and to name different fruits while giving brief statements about each one.\"},{\"question\":\"What basic food preparation skills are taught at this stage?\",\"answer\":\"Children practise simple, safe preparation such as washing fruit, pulling grapes from a bunch, peeling and separating citrus, halving dried fruit with scissors, scooping seeds, and slicing banana with a table knife.\"},{\"question\":\"How do children plan and make the layered fruit dish?\",\"answer\":\"They plan a layered fruit dish for a friend, considering when it will be eaten (breakfast, snack, or dessert) and which ingredients to use. During making, the class follows hygiene routines, uses their plan, layers selected fruit in a container, and produces a finished dish.\"}]","Year 1 Design & Technology Summer 2 - Preparing Fruit and Vegetables | PDF",1790839006,15]