Thursday, 10 November 2011

Lesson 23

Lesson 23: Food Preservation Project

Learning Objective

Synthesising the concept of food preservation

Syllabus Correlations

· Theme: Investigating Materials

· Learning Area: Food Preservation

· Learning Objective: Synthesising the concept of food preservation

Learning Outcomes:

Pupils should be able to:

· design and carry out a project to preserve a given food.

Concept(s) Introduced:

· some food are suitable for certain types of food preservation.

Skills Covered:

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

Vocabulary/ New Words:

· flavour, preservation, food spoilage

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 how to preserve a given food.

Teaching Strategies

Set Induction

Give pupils on how to preserve meat and fish. Assume the refrigerator is out of order. Ask pupils to give suggestions on how to preserve the fish or meat for them to last longer. Encourage pupils to discuss and list the ways. Play the introduction component. Tell pupils that we can preserve food to make it last longer.

Component: Introduction

Step 1

Play the content component. Ask pupils how bananas can be preserved from being rotten. Teacher introduces the examples of ways to preserve bananas. One way is by making bananas into chips. Ask pupils whether they have seen banana chips being made. Explain that banana chips are deep-fried and are coated in sugar or honey. Another way is to make smoked bananas. Ask pupils whether they have seen smoked bananas being made. Explain that it involves drying bananas, requires a regulated heat and forms a protective coat on the food.

Play the content component. Ask pupils how tapioca is preserved. Explain what items are needed and the procedures involved. Ask pupils how tapioca chips are made. Explain what items are needed and the procedures involved.

Play the video content. Ask pupils whether any kind of food preservation can be suitable for all kinds of food. Encourage pupils to give reasons. Play the content component. Teacher explains to pupils some foods are not suitable for certain kinds of preservation. Help pupils to give other examples. List them out and present the reasons to the class.

Component: Content

Step 2

Play the activity component. Help pupils to drag and drop the steps to rearrange them into the correct sequence.

Pupils need to identify the steps on how mangoes can be pickled; rearrange the steps on how fish can be salted. Pupils need to drag and drop the pictures of these steps into the correct sequence. Pupils can discuss with their friends to do this activity.

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

Conduct an activity. Ask pupils to think of a way to save the half of an apple for tomorrow. They should consider:

What does refrigeration do for an apple?

What happens when an apple is not refrigerated?

What might happen if the apple is left on the table and eaten in a few days?

Give reasons why plastic bag is needed to wrap it up. Ask pupils to discuss and present to the class.

Component: Extension


Conclude the lesson by playing this component to further reinforce understanding of the lesson. Help pupils to carry out a project on food preservation to preserve a given food.

Component: Summary

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