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Intended
Students will be able to list ingredients tasted. Students will be able to compare ingredients tasted to
Success
those written on the box.
Criteria
Activity a) Pre-activity discussion:
Instructions As a class brainstorm the kinds of ingredients you might find in muesli bars on the board. Have pictures of
some examples to aid if students are having difficulties – HO 1 – PowerPoint Presentation
INITIAL
b) In groups:
TEACHING
Divide students into 5 groups. Each table will have 3 mystery plates with a tasting of 3 different muesli
ACTIVITY:
bars. Students are to taste from each plate and then fill out what they think they can taste using HO 2
MUESLI BAR
INGREDIENTS c) In groups:
AND TASTING Give out HO 3 that will show anonymously the ingredients for each of the 3 muesli bars.
Students are to match with what they think and name each of the mystery plates.
Students are to answer:
The most popular ingredient I found was __________________________________________________
d) Wrap-up discussion
As a class, students are to give feedback on what they think they tasted, what each of the mystery muesli
bars are and finally what product is the most commonly found.
Teacher
Notes
Resources needed:
Knowledge of any students who may have allergies
X 3 Handouts (HO), PowerPoint presentation, whiteboard and markers, 3 varieties of muesli bars broken
in 28 bite size pieces individually wrapped and put into plastic bags = 7 bags in total
This activity can also be used for analysis of any number of ingredients in other food products. Ie
biscuits, sandwiches, yoghurts and so on.
Cross-curricular: As a writing activity students could write about their experiences in their draft
writing books calling on adjectives to describe the tastes.
An example:
Today I tasted three muesli bars. One was chocolate and raspberries. It was delicious.
Follow on activities:
This lesson could be used as a starting point to gather information that then would lead onto 2 more
lessons using multiple strands and their components. For example:
Lesson 2: students creating their own unique muesli bar (Strand: Technological Practice –
outcome, development and evaluation)
As a pre-activity to this lesson some time could be spent discussing the effects of different
ingredients and those who suffer allergies.
Lesson 3: students analysing the packaging that muesli bars come in (Strand: Technological
knowledge – modelling)
A) A breakdown of all packaging used
B) Working together to come up with new packaging that is environmentally and economically
better
Evaluation Teacher Evaluation Student Evaluation /AT Evaluation
Comments Lesson completed Tuesday 20th March Student feedback:
From 1.45pm to 2.50pm Excited - “ooooh wow!”
Level: Year 3 and Year 4 – 28 students Sharing - “Mrs Mills do you want the extra piece? (Trey Year 3)
This lesson was chosen to go in conjunction with this class’s Delight - “Yeah we’ve got chocolate! We’ve got chocolate!!!” (Jack
inquiry: LOVE FOOD HATE WASTE.
Year 4)
From the beginning I understood the excitement for this idea after
Analytical discussion - “oh ….. a little bit of nuts” (Connor Year 3)
initially discussing it with my AT’s (I have a shared AT classroom).
This excitement was carried over by the students. They really seem
to love technology lessons so from the go were eager to see what I
AT Edwina Mills
had in store for them. “A lot of preparation went into her planning and the children were
engaged and focussed and chatty. Mrs Milani roamed around the
I really put a lot of effort into planning this lesson which I feel aided classroom, stopping at each table during the taste testing,
me substantially as I was confident with my WALT and the topic encouraging them to think carefully what was in each bite and then
itself. helping record their answers.” (AT Edwina Mills).
While there was a lot to do, we covered the entire lesson in the Students achieved the achievement objective in both their
time given, without feeling the need to rush. Students followed the discussions and the work completed on the worksheet.
instructions and work sheet confidently. I did have to stop them a “Children were focussed and worked hard at identifying the
couple of times to make sure they were completing the task as I different ingredients for each bar.
noted a few children in their excitement weren’t writing as When all the tasting was completed Mrs M brought the children to
requested. the mat, ingredients were discussed and each muesli bar was
Clear instructions were given and Mrs M was prepared to revisit introduced.
the handout sheet when children became a little confused.” (AT The ingredients in the bar that children were not familiar with
Edwina Mills). were, was shared on a PowerPoint and good general discussion
was held.” (AT Edwina Mills).
The additional PowerPoint pictures were great in keeping the
children on track as well as helping those who were lesson
confident to have a say.