Fruit Smoothie Making

Overview

Lesson 9 of 30 in From Fruit to Baking. Students apply accurate measuring, food-safety procedures and safe equipment operation to prepare a fruit smoothie, then clean and sanitise their work area.

Learning intentions

• WALT measure ingredients accurately and follow a recipe.
• WALT use a blender safely and responsibly.
• WALT apply personal, food and workplace hygiene practices.
• WALT evaluate the quality and process of our smoothie.

Success criteria

• I can wash my hands, prepare food safely and prevent cross-contamination.
• I can measure ingredients accurately and follow the recipe sequence.
• I can operate the blender safely with adult supervision.
• I can clean, sanitise and leave my workstation ready for the next group.

Curriculum links

• Develop and test a food product for a specified purpose and user.
• Apply practical knowledge of materials, ingredients, tools and equipment.
• Use planning, processing and evaluation to make an informed food technology outcome.
• Build the key competencies of managing self, participating and contributing, thinking, and relating to others.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect and introduce the task Welcome students at the workstation and explain that today they will make a fruit smoothie safely and hygienically. Open with the hook and learning-intention slides and ask: “What could make a smoothie unsafe, unpleasant or unsuccessful?” Briefly check allergies, dietary requirements and the agreed recipe.

2. 5–12 minutes – Demonstrate safety and technique Use the safety and process slides while demonstrating handwashing, tying back hair, cleaning the bench, accurate measuring and safe blender use. Emphasise that the lid must be secured, hands and utensils stay out of the jug, the blender is switched off before opening, and students must follow teacher instructions. Demonstrate how to disassemble only the parts approved for washing.

3. 12–16 minutes – Organise groups and plan Place students in five groups of five. Assign rotating roles: hygiene checker, equipment manager, measurer, blender operator and recorder/cleaner. Distribute the smoothie process and evaluation worksheet; students record their group members, ingredients, measurements, safety reminders and role allocation before collecting equipment.

4. 16–31 minutes – Prepare and blend smoothies Groups wash hands, sanitise their bench, collect ingredients and measure carefully. Students prepare fruit using safe techniques, add ingredients in the demonstrated order, check the lid and operate the blender only when the teacher gives permission. The teacher circulates, checks measurements and observes safe practice; students record any adjustments on the smoothie process and evaluation worksheet.

5. 31–38 minutes – Taste, evaluate and improve Groups taste a small sample, considering appearance, aroma, texture and flavour. They discuss whether the smoothie meets the purpose and intended user, then complete the evaluation section of the smoothie process and evaluation worksheet: one successful decision, one problem and one realistic improvement. Where appropriate, groups may adjust the flavour or consistency safely.

6. 38–43 minutes – Clean and sanitise Follow the cleaning and close-down slides. Groups scrape food waste into the correct bin, wash and rinse equipment, sanitise benches, dry and return equipment, and check the floor and sink area. The teacher inspects each workstation before students leave it.

7. 43–45 minutes – Plenary and reflection Return to the final reflection slide. Ask students to share one action that improved safety and one measurement or process decision that affected the smoothie. Collect the smoothie process and evaluation worksheet and use a quick show of hands for confidence with measuring, blending and cleaning.

Resources

• the smoothie-making slide deck
• the smoothie process and evaluation worksheet
• Fruit selected for the class recipe, such as banana, berries or mango
• Liquid ingredient, such as milk, yoghurt or juice
• Measuring cups and spoons
• Blender and approved accessories
• Chopping boards and age-appropriate knives
• Bowls, cups, spoons and serving equipment
• Food-safe sanitiser, paper towels, cloths and rubbish/recycling bins
• Aprons, hair ties and teacher-approved allergy-safe alternatives

Assessment

• Observe each student using a simple checklist: hand hygiene, accurate measuring, safe knife and blender practice, cooperation and responsible equipment use.
• Check the worksheet for accurate recording, understanding of the process and a relevant evaluation.
• Inspect the completed workstation for effective washing, sanitising, drying and storage.

Differentiation

• Provide a visual recipe sequence, photographed equipment guide and pre-portioned ingredients for students needing support with reading, organisation or fine-motor tasks.
• Pair students strategically and give clear, repeated instructions using short steps; allow oral responses on the worksheet where writing is a barrier.
• For EAL learners, pre-teach key terms such as measure, blend, sanitise, cross-contamination and consistency, supported by images and gestures.
• Extend confident students by asking them to justify the ingredient order, calculate the total quantity made or propose a safe improvement for a particular user.