Design Technology Planning – Greek Yoghurt Lower School – Y3/4

National Curriculum for Design Technology - 2014 Key stage 2 Pupils should be taught to:

Design § use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular

individuals or groups § generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes,

pattern pieces and computer-aided design Make § select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately § select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional

properties and aesthetic qualities Evaluate § investigate and analyse a range of existing products § evaluate their ideas and products against their own design criteria and consider the views of others to improve their work § understand how key events and individuals in design and technology have helped shape the world Technical knowledge § apply their understanding of how to strengthen, stiffen and reinforce more complex structures § understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages] § understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors] § apply their understanding of computing to program, monitor and control their products. Cooking and Nutrition § understand and apply the principles of a healthy and varied diet § prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques § understand seasonality, and know where and how a variety of ingredients are grown, reared, caught and processed.

Learning Objective

Key Teaching Points

Task/Differentiation Key Outcome(s) of Lesson

w/b 2nd Nov 2015

To analyse existing products.

Always check for allergies/intolerances in class before session and adapt ingredients to suit.

Discussion: Where does yoghurt come from? How is it made? Who has eaten yoghurt before? What kind is your favourite? Children should be able to identify which part of ‘The eatwell plate’ yoghurt belongs to. This may lead to a discussion of the eatwell plate. There is a large version in the group room with plastic foods, which could be used as a group activity to identify who can place foods into the appropriate sections. Conduct a ‘yoghurt tasting’ session by blind-tasting five different strawberry yoghurts, giving each a mark out of ten. Investigate whether the most expensive yoghurt is in fact always the tastiest. They record their findings on the ‘Cooking: evaluation sheet’. Investigate types of food from ancient Greece, which would be suitable to use in yoghurt, using an internet search. Children should have the opportunity to taste some traditional ingredients such as, honey, figs, grapes, pomegranates and pine nuts.

Children to design and create an action plan for creating their own Greek yoghurt product. Using ‘My Design’ sheet. What ingredients will they choose from today’s session? HA EXT – Research existing Greek yoghurt products on the internet. Is there a gap in the market? Who are the products mainly aimed at?

• To investigate similar products to get ideas to use as a starting point for an original design

• To know that diary produce comes from animal milk

• To know that food is processed into ingredients for cooking

• To analyse and state a preference about the taste, smell, texture and look of food

• Design a product aimed at a particular group.

w/b 9th Nov 2015

Making a yoghurt product

Always check for allergyies/intolerances in class before session and adapt ingredients to suit.

Demonstrate how to make yoghurt -using milk and fresh, live, yoghurt (see Greek Yoghurt notes), explaining how yoghurt is formed (by bacteria fermenting the milk). Traditional ancient Greek ingredients suitable for yoghurts are:

• Creating plans for others’ to follow

• To write a recipe and know that it can be adapted

• To prepare

apples, oranges, figs, grapes, pears, plums, pomegranates, honey, pine nuts

To make 500ml of yoghurt: ● Heat 500ml of milk in a saucepan to 46ºC (the correct temperature is important) ● Remove from heat and add 3 tablespoons of fresh, live, plain yoghurt. ● Pour the mixture into a thermos flask and leave overnight. ● In the morning it will have thickened and turned into yoghurt.

Children repeat the task experimenting with different types of milk, to see whether different types of milk affect the taste and texture. They try: ● full fat cow’s milk ● skimmed milk ● semi-skimmed milk ● soya or almond milk ● goat’s milk ● flavoured milk (strawberry, banana). Children carry out a yoghurt ‘tasting session’ to gather results of the experiment. Children design and make their own Greek yoghurt, making decisions about: ● type of milk they will use ● ingredients that they will add to the yoghurt ● any ingredient preparation needed, for example, finely chopping, making a puree, etc. They make their yoghurt and then write a recipe using ICT, giving ingredients and exact instructions on how to make an Ancient Greek yoghurt.

ingredients using cutting and shaping tools

• To work safely and hygienically

• To prepare and cook foods using a heat source

16th Nov 2015

Designing packaging for my product

Look at a range of yoghurt products and discuss the things which they all include e.g. ingredients, photos of the fruits inside, cartoon characters on children’s products. Discuss the product audience and ask children to think about what might be included/not included depending on the individual/groups that the product is aimed at. Remind children that it is important to think about this when designing the packaging.

LA – Draw a picture of yoghurt packaging and annotate. MA/HA EXT – Create an advertising campaign for the yoghurt, this could be an advert in a magazine, radio jingle or 50 second TV ad.

• Communicate ideas through annotated sketches

Give children time to discuss pictures/colours etc. with their group. Children draw a diagram of their packaging and annotate with what each component is and why they have chosen to include it.

ICT EXT – Children can use paint/publisher to create a magazine advert or a label for their product and print to stick onto a mock-up yoghurt product.

23rd Nov 2015

To evaluate my own product against others.

Discuss what evaluation is and ask the children to create a list of questions they might answer in order to evaluate their product (in groups of 3). Gather ideas and list on the board. Children then evaluate their product according to the questions displayed.

LA- Express likes and dislikes about own product. Can use evaluation sheet. MA/HA- Evaluate against similar end products produced by classmates. Children could also think about the costing of their product and decide if it is a viable venture.

• Express a preference about the likes and dislikes of their finished product

• Evaluate their product against similar products produced in the class