Healthy Wrap Preparation

Overview

Lesson 13 of 30 in From Fruit to Baking. Students follow a recipe, practise safe grating and slicing, prepare fresh fillings, assemble a balanced wrap, and demonstrate hygienic food-handling routines.

Learning intentions

WALT…

• follow a recipe accurately and organise ingredients and equipment.
• use a grater and knife safely for a food-preparation task.
• select and combine ingredients to make a balanced, appealing wrap.
• demonstrate hygienic food handling before, during and after preparation.

Success criteria

• I can wash my hands, prepare my workspace and handle food hygienically.
• I can grate and slice ingredients using safe techniques.
• I can follow the recipe and assemble a wrap neatly.
• I can explain how my wrap includes a range of nutritious food choices.

Curriculum links

• Technological practice: planning, making and evaluating a food outcome for a user.
• Food technology: safe, hygienic preparation and appropriate use of tools, equipment and ingredients.
• Health and physical wellbeing: making informed food choices and understanding balanced eating.
• Key competencies: managing self, participating and contributing, thinking, and relating to others.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and learning focus Open with the introduction and food-safety slides. Show a completed wrap and ask: “What makes this wrap healthy, safe to prepare and enjoyable to eat?” Briefly share the learning intentions and success criteria. Establish that food must not be eaten until the teacher has checked the preparation area.

2. 5–12 minutes – Hygiene and safety demonstration Use the hygiene and safe-tool demonstration slides while modelling handwashing, tying back hair, removing jewellery, cleaning the bench and keeping raw and ready-to-eat foods separate. Demonstrate the claw grip for slicing and how to hold food safely when grating, including stopping before fingers reach the grater. Students identify one unsafe action and explain how to correct it.

3. 12–16 minutes – Recipe and team organisation Distribute the healthy wrap preparation worksheet to each student or pair. Read the recipe together, checking quantities, order of steps and equipment. Allocate roles within groups of four or five: hygiene checker, ingredient organiser, grater, slicer and assembler; students must communicate and rotate roles where practical.

4. 16–30 minutes – Prepare fillings Students wash hands, collect equipment and prepare the fillings. They grate suitable vegetables such as carrot or cheese and slice soft vegetables such as cucumber or capsicum, following the demonstrated techniques. The teacher circulates with the worksheet checklist, pausing work immediately to correct unsafe tool use, poor hygiene or overcrowded benches.

5. 30–36 minutes – Assemble the wrap Return to the assembly and balanced-wrap slides. Students spread the base, add a sensible amount of protein or dairy, vegetables and other selected fillings, then fold or roll the wrap securely. They complete the worksheet prompts: “Which food groups are represented?” and “What would you change to improve the wrap?”

6. 36–41 minutes – Evaluate and tidy Students place their wrap on a labelled plate for teacher checking before tasting. In pairs, they use the worksheet to evaluate appearance, texture, flavour, practicality and hygiene, then taste only when permitted. Groups wash, dry and return equipment, wipe benches and dispose of food scraps correctly.

7. 41–45 minutes – Plenary and exit response Use the review and exit-question slides. Invite a few students to explain one safe technique and one choice that helped make their wrap balanced. Students complete the final worksheet reflection, including a confidence rating and one next step for improving food preparation.

Resources

• the healthy wrap introduction, demonstration and review deck
• the healthy wrap preparation worksheet
• Wraps or tortillas
• Prepared vegetables and other approved fillings
• Graters, chopping boards, knives and spreaders
• Plates, bowls, serving utensils and measuring equipment
• Handwashing supplies, sanitiser and paper towels
• Aprons or protective clothing
• Food-waste and rubbish containers
• Teacher-approved recipe and ingredient quantities

Assessment

• Observe handwashing, bench hygiene, safe knife and grater use, and correct handling of ready-to-eat food.
• Check the completed worksheet for accurate recipe sequencing, food-group reasoning and evaluation of the finished wrap.
• Use student explanations during the plenary to assess understanding of hygiene, safety and balanced food choices.

Differentiation

• Provide a visual, simplified recipe sequence and pre-measured ingredients for students who need support with reading, organisation or working memory.
• Pair students strategically and assign a clearly defined role; allow students with motor needs to assemble, measure or complete the hygiene-checking role instead of using a sharp tool.
• Demonstrate each tool again beside the workstation and use colour-coded equipment or verbal prompts such as “stop, stabilise, slice”.
• Extend confident students by asking them to redesign one filling combination for a specific user, justify the change nutritionally and explain how it could reduce food waste.