|Description||Year 5 DT topic - Bread|
|File 1||32_DT - Bread.doc|
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This unitprovides an opportunity to develop childrens understanding of, andskills in, working with food through a range of activities relatedto bread products. They gain knowledge and understanding frominvestigating existing products and exploring the functions andproperties of ingredients. They then draw on this knowledge whendesigning and making their own bread products. They use a range ofskills and techniques using basic food tools and equipment andtaking account of appropriate safety and hygiene issues.
It ishelpful if the children have:
an awareness of basic food hygiene andusing equipment safely
experience of investigating existingproducts to inform design ideas
experience of evaluating food productsaccording to appearance, texture and taste
weighing and measuringskills
This unitbuilds on Units 1C Eat more fruit and vegetables and 3B Sandwichsnacks.
It alsobuilds on Science Units 3A Teeth and eating and 3CCharacteristics of materials.
In thisunit, children will use words and phrases relating to:
designing e.g. evaluating,investigation, preferences, profile, specification, criteria, fairtest, costing
making e.g. ingredients, quantities,shaping, mixing, topping, kneading, proving, baking, cookingmethod, grilling, boiling, frying, glazing
knowledge and understanding e.g. yeast,wheat, grain, flour, dough, crust, rise
- names of tools and equipment
- sensory characteristics e.g. texture, doughy,crisp, chewy, yeasty, stretchy, elastic
- food safety e.g. hygiene, bacteria, mould,decay, food poisoning
range of bread products and breadrecipes
flours white, strong, granary andwholewheat
small quantities of added ingredients e. cheese,onion, herbs, spices, dried fruits, seeds, apples,bananas
tools and equipment e.g. weighing scales, mixingbowls, chopping boards, measuring jugs, graters, spoons, rollingpins, pastry brush, bread tins, baking trays, dinnerknives
access to an oven
plastic table covers, antibacterial cleaner,hand-washing and washing up facilities, aprons
computer, CD-ROM or access towebsites
at the end of this unit
have usedtheir experiences of food ingredients and cooking methods to helpgenerate ideas; have explained why they have chosen certain foodsand processes; have produced an order of work and chosen equipmentappropriately; have made and evaluated their bread product againstobjective design criteria; have a clear understanding of issuesrelated to food safety and hygiene
some children will nothave
havedesigned and made a bread product with support and guidance; haveindicated why choices were made after discussion with the teacher;have demonstrated some skills when making the product
some children willhave
have usedfindings from their investigative work to draw up a specificationfor a new bread product; have drawn on their understanding of thecharacteristics and properties of foods to select appropriateingredients; have worked accurately to make bread products thatmatch the sensory properties required; have implementedimprovements as the design developed
Knowledge,skills and understanding
Developing,planning & communicating ideas
1agenerate ideas forproducts after thinking about who will use them and what they willbe used for, using information from a number of sources, includingICT-based sources
1bdevelop ideas andexplain them clearly, putting together a list of what they wanttheir design to achieve
1cplan what theyhave to do, suggesting a sequence of actions and alternatives, ifneeded
1dcommunicate designideas in different ways as these develop, bearing in mind aestheticqualities, and the uses and purposes for which the product isintended
Workingwith tools, equipment, materials and components to make qualityproducts
2aselect appropriatetools and techniques for making their product
2bsuggestalternative ways of making their product, if first attemptsfail
2ffollow safeprocedures for food safety and hygiene
Investigative,Disassembly and Evaluative Activities (IDEAs)
To know that thereis a wide variety of bread products from a variety of culturaltraditions
To know that breadproducts are an important part of a balanced diet & can be eaten indifferent ways
To investigate &evaluate bread products according to theircharacteristics
To use anappropriate vocabulary to describe bread products
Visit fromWarburtons to introduce the Bread topic to Year 5.
1)Introduce thechildren to 8 different types of bread from a variety of culturaltraditions (pitta, white, wholemeal, garlic naan, granary,baguette, focaccia & soda).
2)In groups,children to investigate the texture, flavour & appearance ofeach.
3)Children torecord their responses in a table: write a comment & provide a starrating from 1 (poor) to 5 (excellent).
Homework- Complete abread survey for one week (to be input into a database & used at alater date).
A range of breadproducts
1)Refer back to thebread tasting session. With the children, agree on star ratings forthe appearance, texture & taste of each bread type. Compare thecost of each bread type & calculate the cost per 100g. Grade eachbread from 1 (cheap) to 5 expensive).
2)Children to makea star profile for each bread type. Bring class back together &discuss:
- What do theshapes tell us about the bread?
- Is there arelationship between cost/flavour and texture /appearance?
- What shape wouldthe ideal bread have?
3)Help the childrento interpret the graph for each one; are there anypatterns/trends?
Wrappers frombread products
FocusedPractical Tasks (FPTs)
Toknow about the processes involved in making breadproducts
Tounderstand that the properties and quantities of ingredients willaffect the final product
Tofollow safe procedures for food safety & hygiene
1)Demonstrate how tomake a basic bread mixture. (Explain kneading, proving, breadrising & yeast - a plant that makes bubbles of carbon dioxide whenmixed with flour & warm water.)
2)Explain that thereare different types of flour, yeast, etc. that could be used andthat different ingredients could be added, e.g. fruit, sugar,chocolate chips, etc. Ensure that the children understand that theaddition of different ingredients will cause the end product tochange.
3)Children tocomplete written exercise based on their observations ofbread-making.
Evaluatingprocesses and products
3areflect on theprogress of their work as they design and make, identifying waysthey could improve their products
3bcarry outappropriate tests before making any improvements
3crecognise that thequality of a product depends on how well it is made and how well itmeets its intended purpose
During the keystage, pupils should be taught the Knowledge, skills andunderstanding through:
5ainvestigating andevaluating a range of familiar products, thinking about how theywork, how they are used and the views of the people who usethem
5bfocused practicaltasks that develop a range of techniques, skills, processes andknowledge
5cdesign and makeassignments using a range of materials, including electrical andmechanical components, food, mouldable materials, stiff andflexible sheet materials, and textiles
Design& Make Assignment (DMA) Design and make a new bread product for aspecific occasion or person
To use aspecification to clarify ideas
To plan what hasto be done
1)Children to decidein pairs or small groups what kind of bread they want tomake.
2)Children to drawup a simple specification identifying the type of bread product,how it might be used and the criteria for evaluation.
Thebread product for ... should be ...? What are the most importantfeatures? How are you going to achieve this? How will it meet theneeds of the person/occasion?
3)Ask the childrento modify or adapt the basic recipe (which may be stored as text ona disk) by indicating the type of flour, extra ingredients and thestage in the process that these would be added. What would happenif ...? How much will you need? What will it look/tastelike?
Toinvestigate & evaluate bread products according to theircharacteristics
Touse an appropriate vocabulary to describe bread products
Todemonstrate accurate, effective & appropriate use of equipment,using safe & hygienic working practices
Tounderstand that the properties and quantities of ingredients willaffect the final product
Touse ICT for research purposes
Group1 to bake theirown bread with me.
Groups 2 &3 Use the internetto research how wheat is farmed and how bread is made
In pairs,children to complete guided internet research tasks to find outabout:
- How breadis made at a commercial bakery
Tools andequipment e.g. weighing scales, mixing bowls, chopping boards,measuring jugs, graters, spoons, rolling pins, pastry brush, breadtins, baking trays
Access to anoven
Plastic tablecovers, antibacterial cleaner,
hand-washing &washing up facilities, aprons
Ingredients (somesupplied by the children)
Use the internetto research how wheat is farmed and how bread is made
MicrosoftPowerPoint presentation Food Safety (from the British NutritionFoundation website: www.nutrition.org.uk)
Group2 to bake theirown bread with me.
Group1 Use the internetto research how wheat is farmed and how bread is made (seeabove)
Group3 Food hygienetask
Children tolook at PowerPoint presentation Food Safety.
Design aFood Safety poster, encouraging others to think carefully before,during and after handling food.
Group3 to bake theirown bread with me.
Groups 1 &2 Food hygienetask (see above)
Toevaluate a product against the original designspecification
Children toevaluate the bread against the specification and to indicate anyimprovements that could be made.