Design a Healthy Snack

Overview

Students investigate how food can be selected and prepared for healthy eating, then collaboratively design a colourful, appealing snack for a primary-school lunchbox. They use sensory descriptions, sustainability considerations and a simple visual algorithm to communicate the preparation sequence.

Learning intentions

Students will:

• describe how food choices can support healthy eating
• identify ways food can be prepared safely and attractively
• sequence the steps needed to make a designed food solution
• use digital tools and scientific vocabulary to communicate a design idea

Success criteria

• I can select ingredients and explain why they are suitable for a healthy snack.
• I can describe food using sensory words such as colour, aroma, texture and taste.
• I can show clear, safe steps for preparing my snack.
• I can use a digital tool or visual program to communicate my idea.

Curriculum links

• Design and Technologies — selecting and preparing food for healthy eating.
• Design and Technologies — sequencing steps to make designed solutions individually and collaboratively.
• Science — creating texts to communicate findings and ideas using scientific vocabulary and digital tools.
• Digital Technologies — implementing simple visual programs involving sequence, input and decisions.

Lesson structure (50 minutes)

1. 0–5 min · Hook and discussion. Teacher displays the opening food-choice image showing two different lunchbox snacks and asks, “Which snack might help a child feel ready to learn, and what evidence supports your choice?” Students discuss with a partner, then share observations about ingredients, colour, packaging and preparation.

2. 5–12 min · Direct teach. Teacher uses the healthy snack teaching slides to introduce variety, balance, fresh and minimally processed foods, food safety, sustainability and sensory appeal. Model thinking aloud: “I choose carrot sticks because they add colour and crunch; I wash them before preparation and use a reusable container.” Students help sort possible ingredients into “helps my design”, “use carefully” or “ask an adult first”, explaining their reasoning.

3. 12–17 min · Digital algorithm model. Teacher demonstrates on the board or classroom device a simple visual sequence: choose ingredients → wash hands → wash food → cut or assemble safely → present → clean up. Add a decision such as “If the food needs cutting, ask an adult or use a safe tool; otherwise continue.” Students identify the order, one safety action and one decision. Revisit the algorithm example and safety prompt.

4. 17–32 min · Collaborative design task. Teacher places students in groups of four and assigns roles using the group role cards. Each group receives the healthy snack design planner and chooses a snack concept, such as a vegetable-and-hummus cup, fruit skewer, yoghurt-and-fruit cup or wholegrain wrap. Students record ingredients, healthy-choice reasons, sensory descriptions, sustainability ideas and a numbered preparation sequence. They draw a labelled presentation design and identify any step requiring adult support. No food is consumed during this lesson.

5. 32–42 min · Digital communication. Teacher models how to turn the group’s sequence into a short digital flowchart, slide, drawing or block-based program. Students use a classroom-approved digital tool to create a visual algorithm with at least five ordered steps and one safety decision. Where devices are limited, one student operates the device while others read, check and suggest improvements. Groups test their sequence by having a partner “act it out” and revise any unclear step. Teacher refers to the digital task instructions and checklist.

6. 42–47 min · Share and peer feedback. Teacher invites several groups to present their design and asks the audience to identify one healthy choice, one safety step and one appealing sensory feature. Students give feedback using “Two stars and a wish”: two successful features and one practical improvement, such as reducing packaging or making a step clearer.

7. 47–50 min · Exit reflection. Teacher displays the plenary questions and distributes the learning intention exit ticket slips. Students complete: “One ingredient choice that supports healthy eating is…”, “One safety step is…”, and “Our algorithm needed a decision when…”. Collect planners, digital work and exit slips.

Resources

• the healthy snack and digital design slide deck
• the healthy snack design planner
• the group role cards
• the learning intention exit ticket slips
• Classroom computers or tablets
• Approved flowchart, drawing or block-based programming tool
• Ingredient and food image cards
• Pencils, coloured pencils and rulers
• Interactive whiteboard or projector

Assessment

• Listen during the hook and sorting discussion for accurate explanations of healthy choices, preparation and food safety.
• Check each planner and digital artefact for suitable ingredient choices, sensory vocabulary, sustainability thinking, a logical sequence and a clear safety decision.
• Use the exit ticket to identify students who can connect a food choice, preparation step and algorithm decision; reteach sequencing or safety vocabulary as needed.

Differentiation

• Provide picture-based ingredient choices, a word bank, sentence starters (“I chose… because…”, “First…, next…”) and a partially completed sequence for students requiring support.
• Pair students strategically and allow oral recording, speech-to-text, drawing or shared scribing. Ensure digital tools have enlarged text, strong contrast and accessible input options.
• Explicitly model unfamiliar vocabulary and use gestures or real images for EAL learners; accept labelled drawings alongside written explanations.
• Extend confident students by adding two decision points, including a food-waste reduction strategy, or comparing their design with a processed alternative using evidence from a nutrition label.
• Maintain inclusive group roles that do not depend on reading, fine-motor skill or device access. Avoid assumptions about dietary practices and provide ingredient examples that can be adapted for allergies, cultural requirements and medical needs.