Fruit Salad Preparation

Overview

Lesson 4 of 30 in From Fruit to Baking. Students read and follow a recipe, practise safe food preparation, assemble an individual fruit salad cup, and clean and sanitise their workstation.

Learning intentions

• WALT read and follow a food preparation recipe in the correct order.
• WALT use peelers and knives safely and hygienically.
• WALT prepare and present an individual fruit salad cup.
• WALT explain why cleaning and sanitising are important in food technology.

Success criteria

• I can identify the ingredients, equipment and steps in the recipe.
• I can wash my hands, use equipment safely and prevent cross-contamination.
• I can peel and chop fruit into suitable, reasonably even pieces.
• I can assemble my fruit salad and leave my workstation clean and sanitised.

Curriculum links

• Develop practical knowledge of materials, ingredients, tools and equipment through food preparation.
• Use planning and processing skills to follow a recipe and produce a food outcome.
• Make informed decisions about hygiene, safety, presentation and suitability for users.
• Develop technological practice through clear instructions, responsible action, reflection and evaluation.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and connect to prior learning Display the lesson goals and show a prepared fruit salad cup using the introduction and hook slides. Ask: “What could make this food unsafe, unattractive or difficult to eat?” Students briefly share one idea with a partner, then recall learning from the previous lesson.

2. 5–12 minutes – Recipe and safety teaching Distribute the fruit salad recipe and preparation record. Read the recipe together and identify ingredients, equipment, sequence words and serving instructions. Use the recipe-reading and safety slides to model handwashing, tying back hair, removing jewellery, carrying a knife safely, using a peeler away from the body, keeping food on the board, and placing waste in the correct bin.

3. 12–17 minutes – Teacher demonstration Demonstrate the complete process without rushing: wash hands, check the recipe, prepare the workstation, peel if required, hold fruit securely using a “claw” grip, make controlled cuts, and place prepared fruit in a clean cup. Model how to avoid touching ready-to-eat fruit with dirty hands or equipment. Show the expected size, presentation and clean-up standard using the demonstration and success-criteria slides.

4. 17–32 minutes – Practical preparation Students work in pairs at food-preparation stations, with each student making one fruit salad cup. One student reads and checks the recipe while the other prepares, then they swap roles. Students use the equipment and ingredients provided, recording a tick beside each completed step on the fruit salad recipe and preparation record. Circulate continuously, checking knife technique, safe spacing, hygiene and students’ ability to follow the sequence.

5. 32–37 minutes – Assemble and evaluate Students assemble their individual cups, considering colour, variety, portion size and ease of eating. They complete the short evaluation on the fruit salad recipe and preparation record: one successful aspect, one safety or hygiene action, and one improvement for next time. Students may taste their own portion only after the teacher confirms that hands, equipment and work areas are clean.

6. 37–43 minutes – Clean and sanitise Use the clean-up sequence and workstation checklist to guide the routine. Students scrape waste into the correct container, return ingredients, wash and dry equipment, wipe benches, apply sanitiser as directed, and leave floors and sinks clear. Partners check one another’s workstation against the success criteria while the teacher completes a final safety inspection.

7. 43–45 minutes – Plenary Revisit the learning intentions with the plenary questions. Students answer: “Which recipe step helped you most?”, “What was one safe knife or hygiene action?”, and “Why must a workstation be sanitised?” Collect worksheets as students leave or retain them for the next lesson.

Resources

• Ingredients: washed fruit selected for the recipe, such as apples, bananas, kiwifruit, oranges or grapes
• Individual serving cups and spoons
• Chopping boards, peelers and suitable student knives
• Bowls, measuring or serving utensils, and food-safe containers
• Handwashing facilities, paper towels, aprons or protective clothing
• Food-safe sanitiser and cleaning cloths
• Waste and recycling containers
• the fruit salad preparation slide deck
• the fruit salad recipe and preparation record
• Teacher allergy and dietary-information record

Assessment

• Observe each student using the recipe, knife and peeler safely, maintaining hygiene and working cooperatively.
• Check the completed worksheet for correct sequencing, safety understanding and a relevant evaluation.
• Inspect each fruit salad cup and workstation for suitable preparation, presentation, cleanliness and sanitisation.

Differentiation

• Provide a visual step sequence, read the recipe aloud, pre-measure portions and pair students carefully for learners needing additional support.
• Use colour-coded equipment or ingredient labels and demonstrate one cutting action at a time for students with coordination or processing needs.
• Provide sentence starters on the worksheet, such as “I kept food safe by…” and “Next time I would…”. Allow oral responses where writing is a barrier.
• Challenge confident students to justify the order of the recipe steps, suggest a presentation improvement, or explain how their choices reduce food-safety risks.
• Support EAL learners with gesture, photographs of equipment, repeated key verbs and partner rehearsal before practical work.