Creating a Sampuru Model

Overview

In lesson 12 of 25, students apply their research about a Japanese dish by designing and creating a realistic sampuru (食品サンプル, shokuhin sanpuru). They use familiar Japanese food vocabulary and culturally appropriate language to present the dish, explain key features and reflect on how sampuru communicate information in Japanese food culture.

Learning intentions

• WALT understand the purpose and features of Japanese food replicas.
• WALT create a realistic sampuru based on a researched dish.
• WALT use Japanese words and sentence structures to describe food and ingredients.
• WALT present information and opinions about our model to others.

Success criteria

• I can create a sampuru that clearly represents my researched dish.
• I can label or describe at least three features of my dish using Japanese.
• I can explain what the dish is and why it is significant or appealing.
• I can listen respectfully and respond to questions during a group presentation.

Curriculum links

• Understanding and responding to spoken, written and multimodal target-language texts.
• Applying knowledge of language systems to understand and respond in Japanese.
• Communicating with others in familiar contexts using culturally appropriate language.
• Creating spoken, written and multimodal texts for familiar communicative purposes.

Lesson structure (60 minutes)

1. 0–7 min · Hook and cultural context. Teacher opens with the sampuru hook and cultural context slides, showing striking examples of realistic Japanese food replicas and asking, “Why might a restaurant display a model instead of a photograph?” Students discuss what information the models communicate and identify dishes they recognise.

2. 7–15 min · Model and language preparation. Teacher demonstrates the success criteria and revises useful language from the unit, including 「これは＿＿です」(This is ___), 「＿＿が入っています」(It contains ___), 「＿＿がおいしそうです」(It looks delicious) and 「＿＿と思います」(I think ___). Students study the visual examples, rehearse pronunciation with a partner and select vocabulary needed for their dish using the sampuru planning and language worksheet.

3. 15–22 min · Plan the model. Teacher places students in groups of three or four, explains safe use of materials and assigns roles such as designer, materials manager, builder and language/presentation manager. Students complete the worksheet plan, sketch the dish, list its ingredients and decide how to make the colour, texture, shape and serving presentation look realistic.

4. 22–45 min · Create the sampuru. Teacher circulates, checks that each model is based on research and prompts students to use Japanese while collaborating, referring back to the model-making instructions and design checklist. Groups construct their food replica, add details such as sauces, toppings or garnishes, and prepare a small Japanese label or information card. Students may use the phrase 「手伝ってください」(Please help me) when requesting assistance.

5. 45–55 min · Gallery presentations. Teacher displays the groups’ models and uses the presentation prompts and gallery-walk slides to structure short presentations. Each group presents its dish in Japanese and English support as needed, explaining the name, ingredients, appearance and one cultural or personal connection; classmates listen and ask one question or leave one positive observation.

6. 55–60 min · Reflection and exit check. Teacher returns to the reflection and plenary slide and asks students to complete the final section of the sampuru reflection and presentation checklist. Students write one Japanese sentence describing their dish, identify one successful design choice and state one improvement for the next lesson.

Resources

• the sampuru hook, teaching and plenary slide deck
• the sampuru planning and language worksheet
• Research notes or completed dish investigation from previous lessons
• Air-dry clay, modelling dough or papier-mâché
• Cardboard, paper plates, foil, skewers and recyclable containers
• Paint, brushes, coloured paper, glue and scissors
• Aprons or table coverings and cleaning materials
• Student devices or printed reference images, if available

Assessment

• Observe group planning and construction using a checklist: accurate dish representation, purposeful design choices, collaboration and safe material use.
• Listen for appropriate Japanese vocabulary, rehearsed sentence structures and culturally respectful presentation language.
• Collect the completed worksheet reflection as an exit check. Students should include one accurate Japanese sentence and identify one design decision linked to their research.

Differentiation

• Provide a dyslexia-friendly worksheet with clear sans-serif font, generous spacing, short instructions, visual vocabulary, coloured overlays if used by students and the option to respond orally or through labelled drawings.
• Support learners with a word bank, romanisation alongside Japanese script where appropriate, sentence starters, modelled pronunciation and mixed-ability groups with clearly assigned roles.
• Allow students with fine-motor, sensory or physical needs to take responsibility for design, labelling, photography, language rehearsal or presentation, and provide adapted tools or pre-cut materials.
• Extension students write a short blog post about their dish, including its name, ingredients, appearance, cultural context, an opinion and a recommendation using Japanese vocabulary from the unit.