Delicious Dips and Dippers

Delicious Dips and Dippers

Year 2 - Delicious Dips and Dippers

ABOUT THE UNIT

Children will learn about the variety of dips and dippers that exist, the origins of some of them and the occasions on which they might be eaten. Children will explore dips and dippers by tasting them, expressing preferences, finding out what ingredients they contain, looking at how they are made and what they are called. Children will develop knowledge of ingredients, equipment and making skills, as well as their sensory vocabulary. They will learn about fruits, vegetables and dairy foods in the context of healthy eating, through the Balance of Good Health. Children will suggest a purpose for their dips and dippers and design and make a product to fit this purpose. Children will learn about and apply hygiene and safety rules. They will use equipment safely and appropriately to make their dips and dippers and show consideration for presentation. They will evaluate what they have made reflectively.

Prior learning
It would be useful if children:
-have some experience of working with food and food equipment, e.g. have completed Unit 1C Eat more fruit and vegetables
-can name a number of familiar foods, especially fruits, vegetables and dairy foods. / Vocabulary
In this unit, children will use words and phrases relating to:
-designing, e.g. base, ingredients, mixture, purpose, presentation
-making, e.g. garlic press, blender, grate, crush, stir, mix, layer, marble
-knowledge and understanding, e.g. dip, dipper, fruit, vegetables, dairy, food groups, Balance of Good Health, hygiene, safety
-sensory testing, e.g. lumpy, smooth,
minty, fruity, bitter, creamy, thick
sweet, rough, grainy. / Resources
-pictures of different types of dips and dippers, e.g. fruit dips and dippers, savoury dips and dippers, dips and dippers from different countries, a fondue set
-a selection of dips and dippers to taste, with appropriate bowls and tasting spoons
-a selection of different soft cheeses
-ingredients and recipes
-plastic table covers, antibacterial cleaner, hand wash, washing up facilities, aprons
-tools and equipment, e.g. knives, chopping boards, graters, garlic presses, bowls, spoons, whisks, a blender
-a large world map

EXPECTATIONS

at the end of this unit

Most children will:

understand that there are many different types of dips and dippers, that they are made from a range of ingredients, that many originate from different countries and can be eaten on different occasions; be able to name and describe some dips and dippers and express preferences using sensory vocabulary; relate ingredients to the Balance of Good Health; suggest a purpose for their product and plan their work; select and combine foods in a thoughtful way to make their product meet a purpose or occasion; follow hygiene rules and use equipment safely; evaluate their product against its original purpose in a reflective way; evaluate the work of others with sensitivity.

Some children will not have made so much progress and will:

be aware that there are different dips and dippers, that they are made from different ingredients and can be eaten on different occasions; relate some of the ingredients to the Balance of Good Health; with support - suggest a purpose for and plan how to make their dip and dippers, combine ingredients to produce a product; follow hygiene rules and use equipment safely; talk about their final product.

Some children will have progressed further and will:

talk confidently about dips and dippers, describing them and where some of them come from, e.g. the food chain; demonstrate a good command of sensory vocabulary, confidently sort ingredients into the correct food groups, show good control of equipment and consideration for safety; plan and produce a product

that is well considered and attractive; evaluate their product in detail and have clear ideas about how to improve what they have done or what they would like to try in the future.

Year 2

Focus – Food

Delicious Dips and Dippers

Investigation, disassembly and evaluative activities

· essential activities

Ø optional activities

Objectives / Activities / Outcomes
To know that there are a number of different types of dips and dippers which can be eaten on different occasions.
To know that many dips originate from different countries and are eaten in many different ways. / · Discuss dips and dippers with the children. What are dips and dippers? Have they tried any? How many types of dip or dipper can they think of?
· PP 1 Show children some dips and dippers and discuss on what occasions they might be eaten, e.g. snack, party, Greek meal.
· SB 1 Discuss where some dips originate and when and how they might be eaten in that country, e.g. raita – India, Guacamole – Mexico, hummus – Greece. Find the countries on a map. / To be able to name or describe one or more dip (and dipper) and say on what occasion it might be eaten.
To be able to give an example of a dip and pinpoint the country from which it originates on a world map.
To develop a sensory vocabulary and express preferences.
To enjoy tasting different foods. / · Allow the children to taste some dips and experiment with different dippers, e.g. Dips – raita, salsa, hummus, guacamole, fondue. Dippers - toast, crackers, vegetable sticks, pitta bread, pretzels (unsalted).
· SB 2 and WS 1 to 4 Help children to develop a sensory vocabulary to describe the appearance, odour, taste and texture.
· Ask children to share and explain their preferences. / To be able to use sensory words to describe their taste experiences.
To be able to talk about their favourite dips and dippers, giving reasons.
To enjoy the tasting task.
To understand that dips are made from a number of different ingredients, which are combined together.
To understand what a dipper is and from what it could be made. / · SB 3 and PP 2 Discuss with the children the ingredients in a range of dips. Can they guess what they might contain? Show children the raw ingredients for various dips.
· Explain that dips are often made with a main base ingredient, with other ingredients and flavourings added, e.g. cream cheese, yogurt, tomato, fruit. Dippers are ingredients that are used to scoop the dip and are often fruit and vegetables, bread or crackers. / To be able to explain that a dip is made from a number of different ingredients.
To be able to explain what a dipper is and give some examples of what it could be made from.
To know that foods can be sorted into 5 food groups.
To be able to sort a number of raw ingredients in to the correct food groups.
To know they have to eat a balance and variety of foods from the different food groups to stay healthy. / · TN 1 and SB 4 and 5 Teach children that foods can be sorted into 5 groups. Show children the Balance of Good Health model and, using the ingredients from one of the dips as a demonstration, help the children identify to which groups the dip (and dipper) ingredients belong. Repeat this with other dips and dippers. You could allow children to practice sorting ingredients into the food groups themselves using the following worksheet WS 5.
· Talk with children about the need to eat a balance and variety of foods from the different food groups in order to stay healthy. / To be able to explain that food can be sorted into 5 food groups.
To be able to sort a number of commonly known ingredients into food groups.
To be able to explain in simple terms they need to eat a balance and variety of foods from the different food groups to stay healthy.

Year 2

Focus – Food

Delicious Dips and Dippers

Focused Practical tasks

· essential activities

Ø optional activities

Objectives / Activities / Outcomes
To know the different hygiene rules that have to be followed before any cooking starts.
To know how to use equipment safely.
To know which ingredients used in dips must be stored in the fridge, and why. / · PP 3 Discuss and demonstrate the hygiene rules, e.g. tie long hair, aprons on, wash hands, clean surfaces.
· TN 2 Discuss and demonstrate safety procedures when using equipment, e.g. knives, grater, garlic press.
· SB 6 Discuss which of the dip and dipper ingredients must be stored in the fridge. Children could suggest the ingredients from a display or the SMART board activity could be used. / To be able to name hygiene rules that need to be followed before cooking starts.
To be able to give an example of a safety precaution that must be taken when using different kitchen equipment, e.g. a sharp knife.
To be able to give examples of dip and dipper ingredients which must be stored in the fridge.
To be familiar with appropriate making vocabulary and sequence of work, e.g. cut, slice, stir, mix, crush, press. / · R 1 to 6 Demonstrate how to make a few of the dips, e.g. hummus, cheese and guacamole. During the demonstrations, encourage the children to think about ingredients that could be added to dips, e.g. grated carrot and chopped pepper. Allow some children to join in. Work together to investigate the creative ways in which a dip could be presented, e.g. layered, blended or marbled, and ways in which dippers could be shaped. / To understand and use making vocabulary.
To be aware of the making process for a dip.
To demonstrate the safe use of equipment. / · Let children practice some of the skills demonstrated and produce different dips and dippers. / To use given equipment safely and accurately to make a dip and dippers.
To be able to describe and compare similar foods. / Ø Carry out some testing, e.g. comparing home-made and shop-bought varieties of hummus or different varieties of cream cheese. Can children tell the difference? Which do they prefer? / To identify differences between similar foods.
To understand that food is bought from markets, shops and supermarkets and some people grow fruit and vegetables at home. / Ø Visit a market, shop or supermarket. Prepare a task to encourage children to look closely at the food, draw or describe foods that could be used in a dip or as a dipper. Encourage them to use this as an opportunity to think about ingredients they could add to their dips. / To be able to talk about where food is produced and bought.

Year 2

Focus – Food

Delicious Dips and Dippers

Design and make assignment

· essential activities

Ø optional activities

Objectives / Activities / Outcomes
To be able to identify a purpose for their dip. / · Discuss with the children the sort of dips and dippers they might make. Identify a purpose for their dip, e.g. snack, picnic, end of term party, cultural event.
· Talk about the ingredients they might add to their dips (or make their dippers from). Remind children of how dips and dippers can be presented, e.g. layered, marbled, shaped. / To be able to say what their dip is for and give one or more examples of how this purpose will influence their design ideas.
To know what to consider when planning how to make a dip and dipper.
To be able to identify which foods belong in each food group.
To use illustrations or notes to plan their making work. / · SB 7 Plan a dip with the children as a demonstration. Talk through all the considerations, e.g. ingredients, equipment and method.
· SB 8 Look at the Balance of Good Health model with the children and identify which food groups are represented in the demonstration dip. P 1 Use a Balance of Good Health poster* to help children think about ingredients they could add to their dips. Remind children of the previous work undertaken looking at and making different dips and dippers.
· WS 6 Help the children develop a way to record a plan of what they will do, perhaps through illustrations and notes. Guide the children to thinking about the ingredients, equipment and methods that will be needed. SB 9 It may be useful to start with a basic recipe, allowing children to make modifications. / To be able to contribute ideas and suggestions to a plan. To be familiar with the considerations needed when planning a dip with dippers.
To be able to help sort some foods into their correct food group.
To be able to communicate their design ideas through drawings and note the ingredients, equipment, and method they intend to use to make their dips and dippers.
To be able to select and use equipment and ingredients appropriately.
To make a dip and dippers.
To work safely and hygienically. / · Help children to get organised for their cooking. Ensure that they follow the necessary hygiene and safety steps. Encourage them to follow the plan they made by choosing the ingredients and equipment they planned to use.
· It might be useful to pair children so while one child carries out an action such as cutting, the other child checks that it is being done safely, e.g. fingers out of the way. / To select the appropriate equipment and ingredients.
To demonstrate they are able to use equipment correctly when making dips and dippers.
To demonstrate they are able to work safely and hygienically.
To evaluate their work in terms of how well it serves the purpose they intended and meets their plan.
To be able to evaluate the work of others in a positive and sensitive way. / · Ask children to explain what they did and talk about what went well and what could have been improved. Ask them to talk about whether their dip meets its original purpose.
· Help the children evaluate their work against the plan they made and record what went well and what could be improved.
· The children could taste and evaluate each others dips and dippers. Children should be encouraged to offer positive and helpful comments, showing sensitivity for the feelings and efforts of others. / To be able to explain how their work does or does not meet their original purpose.
To be able to evaluate their work against their plan, noting what was successful and what could be improved.
To taste others children’s products and offer positive, helpful comments.