Wrap Design Challenge

Overview

Lesson 14 of 30 in From Fruit to Baking. Students design an appealing, healthy wrap for a chosen audience, selecting fillings and presentation features and justifying their decisions using sensory, nutritional and practical criteria.

Learning intentions

• WALT identify the needs of a chosen audience.
• WALT select suitable wrap fillings using sensory, nutritional and practical criteria.
• WALT communicate a design idea clearly through annotated sketches.
• WALT explain and justify design decisions using relevant food technology language.

Success criteria

• I can describe my chosen audience and their needs.
• I can choose fillings that contribute to a balanced, appealing wrap.
• I can annotate a clear design with ingredients, presentation features and preparation considerations.
• I can justify at least three choices using sensory, nutritional or practical reasons.

Curriculum links

• Technological practice: identifying a need or opportunity, developing a design concept and communicating a proposed outcome.
• Food technology: considering nutritional value, sensory properties, function, safety and suitability for users.
• Designing and developing solutions: generating ideas, making informed decisions and responding to feedback.
• Key competencies: thinking; managing self; participating and contributing; relating to others; using language, symbols and texts.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook and audience challenge Open with the introduction and hook slides. Show two contrasting wrap concepts and ask: “Which wrap would you choose, and why?” Briefly introduce the challenge: design one healthy wrap for a specific audience, such as a busy student, younger child, athlete or vegetarian family member.

2. 5–12 minutes – Unpack the criteria Use the criteria and sensory vocabulary slides to discuss what makes a successful wrap. Clarify sensory criteria such as colour, flavour, texture, aroma and appearance; nutritional criteria such as variety, vegetables, protein, energy and limiting excess salt or saturated fat; and practical criteria such as cost, availability, preparation time and ease of eating. Students suggest examples and non-examples.

3. 12–16 minutes – Model a design decision Model a quick design for a chosen audience, thinking aloud: “For a student eating at lunchtime, I want contrasting colours, a filling that is satisfying and ingredients that will not make the wrap difficult to eat.” Demonstrate how to annotate a sketch with ingredients, quantities or preparation notes, presentation features and reasons. Students may refer to the Design Thinking Process Cards for prompts while planning.

4. 16–32 minutes – Individual design task Distribute the healthy wrap design worksheet. Students choose an audience, brainstorm possible fillings, select a final combination and draw an annotated wrap design. They must include a wrap base, at least three fillings, one presentation feature and three written justifications. Circulate to question decisions: “How does this meet your audience’s needs?” and “What sensory experience will this ingredient provide?”

5. 32–40 minutes – Peer feedback and refinement In pairs, students explain their design to a partner using the “audience, sensory, nutrition and practicality” headings. Partners give one strength and one useful suggestion. Students revise one part of their design, clearly showing the change on the worksheet. Use the peer-feedback and refinement slides to display sentence starters.

6. 40–45 minutes – Share and assess Invite three or four students to present their design and one key justification. Students complete the self-check on the healthy wrap design worksheet and hand it in. Close with the question: “Which design decision most improved the wrap for its audience?” Use responses to identify concepts needing reinforcement in the next lesson.

Resources

• the wrap design challenge slide deck
• the healthy wrap design worksheet
• the Design Thinking Process Cards
• Projector or interactive display
• Pencils, coloured pencils and erasers
• Whiteboard and markers
• Optional ingredient images or classroom food examples
• Design vocabulary: sensory, nutritional, audience, presentation, practical

Assessment

• Formatively assess discussion responses for understanding of audience, sensory and nutritional criteria.
• Check each worksheet for a clearly identified audience, suitable filling choices, an annotated design and three justified decisions.
• Listen to peer feedback and note students who need support distinguishing nutritional claims from personal preference.

Differentiation

• Provide a choice board of familiar fillings and audience examples for students who need help beginning.
• Offer sentence starters: “I chose ___ because it will taste/feel/look…”, “This is nutritious because…”, and “My audience needs…”.
• Allow students to label a partially completed template or explain ideas orally before writing; provide vocabulary and visual ingredient prompts for EAL learners.
• Extend confident students by requiring consideration of seasonality, food cost, packaging or dietary restrictions, and by comparing two possible wrap designs before selecting one.