Lesson 19

Lesson 19: Spoilt Food

Learning Objective

Understanding food spoilage

Syllabus Correlations

· Theme: Investigating Materials

· Learning Area: Food Preservation

· Learning Objective: Understanding food spoilage

Learning Outcomes:

Pupils should be able to:

· describe what spoilt food is;

· identify characteristics of spoilt food.

Concept(s) Introduced:

· what spoilt food is;

· characteristics of spoilt food.

Skills Covered:

· Observing, classifying, making inferences, interpreting data, making conclusions, comparing and contrasting.

Vocabulary/ New Words:

decayed, spoilt food, unpleasant smell, unpleasant taste, mould, spoilt food, food poisoning

Value(s) Incorporated:

· Having an interest in and curiosity about the environment.

· Being diligent and persevering.

· Realising that science is a means to understand nature.

· Thinking rationally

· Analysing the things around us

Materials Needed:

-

Point(s) to Note:

Explain and give example of characteristics of spoilt food

Teaching Strategies
Set Induction	Show video on food we have everyday. Teacher explains to pupils that we need food everyday to keep us alive. There are many types of food we eat everyday. Encourage pupils to name their favourite food. Ask pupils what will happen if food is left for a long period of time. Explain to pupils that spoilt food is harmful to our human body and affects our health. Discuss food that will spoil easily. Component: Introduction
Step 1	Play the content component. Pupils watch the videos in this component. Video shows how an apple spoilt when left on the table for a period of time. Play the content component. Ask pupils what is spoilt food. Explain to pupils that taking spoilt food is hazardous to our body. Highlight to pupils that we can identify spoiled food by the method of seeing, tasting and smelling the food. Ask pupils what is the effect of spoilt food to our health. Ask pupils whether they have seen or eaten spoilt food before. Play the content component. Ask pupils what will happen if the food is left unpreserved for few days. Teacher explains to pupils that the food will turn bad. Play the content component. Ask pupils what the characteristics of spoilt food are. Ask pupils to describe how the food looks, tastes and smells like. Play the content component. Explain the characteristic on unpleasant smell. Ask pupils what the examples of spoilt food that have unpleasant smell are. Explain to pupils that the smell is caused when food is left at room temperature for a period of time. Ask pupils to describe the smell of spoilt egg and bread. Play the content component. Explain the characteristic on unpleasant taste. Ask pupils what the examples of spoilt food that have unpleasant taste are. Ask pupils to describe the smell of spoilt milk and fruits. Play the content component. Explain the characteristic on change in colour. Ask pupils what the examples of spoilt food that have change in colour are. Ask pupils to describe the colour of spoilt bread, milk, meat, seafood, fruits, vegetables and rice. Play the content component. Explain the characteristic on change in texture. Ask pupils what the examples of spoilt food that have change in texture are. Ask pupils to describe the texture of spoilt fruits, meat, milk, rice and seafood. Play the content component. Explain the characteristic on mouldy. Ask pupils what the examples of spoilt food that becomes mouldy are. Ask pupils to describe how spoilt bread, rice and fruits look like. Play the content component. Teacher makes a summary of the different types of characteristics of spoilt food. Component: Content
Step 2	Play the activity component. Prompt pupils to carry out activity to prepare spoilt bread. Encourage pupils to form small groups. Follow the steps in the preparation. Carry out the observation with the prepared sample. Pupils of each group can take turn to present their findings. Suggest some other sample preparations and carry out the same observation steps. Discuss the result in the class. Play the activity component. Given an example of spoilt food, encourage pupils to tick answers that are correct for the characteristic of that spoilt food. Click the check button to verify the answer. Discuss some other additional examples with the pupils. Component: Activity
Step 3	There are five questions in this component covering the learning outcomes. Questions 1 to 3 are objective questions. Q4 is a drag and drop activity. Pupils drag and drop the correct answers for the questions. Q5 consists of true or false questions. Pupils need to identify whether the statements are true or false. Use evaluation sheets to assess the pupils’ understanding of this lesson. Component: Evaluation
Step 4	A case study of how fruits like oranges that are not grown in Malaysia can maintain its freshness when shipped to us. Highlight to pupils that one of the ways to preserve oranges freshness is through refrigeration. Encourage pupils to carry out a study on ways of preserving different types of fruits. Discuss their findings in the class. Component: Extension
Conclusion	Conclude the lesson by playing this component to further reinforce understanding of the lesson. Help pupils to give characteristics of spoilt food. Emphasise that spoilt food is unsafe to consume. Component: Summary