Grade 7 - FSSAI...Lesson Plan Index- Grade 7 S.No Test No.in Food Safety Magic Box Booklet Test Name...

Grade 7

Note for the teachers

How to conduct the activities

The lesson plan booklet provides you with the detailed information of how to conduct the

different test on food adulteration. These tests are mapped across the curriculum of the

particular grade.

These lesson plans are effective way to enhance the students learning. The teacher will conduct

a short activity session during the class to make students aware about the food adulteration and

its harmful effects.

The lesson plan is divided into five sections: Engagement, Exploration, Explanation, Elaboration,

and Evaluation.

In this first section- Engagement of the cycle, the teacher aims to assess students’ prior

knowledge and to make them attentive for the upcoming session.

The next section- Exploration is of active learning where teacher will encourage students to apply

process skills, such as observing, questioning, and investigating.

The Explanation section enables students to know the science behind the test. This will give all

the answers to their questions of why, what, and how?

The activities in the section- Exploration will encourage students to apply their new

understanding of concepts, while reinforcing new skills/learning. Students are encouraged to

check for understanding with their peers, or to design new experiments or models based on the

new skills or concepts they have acquired. The goal of this phase is to help develop deeper and

broader understandings of the concepts.

The last section- Evaluation gives teacher an idea about how much students have understood the

concept and acquired knowledge of adulteration during the whole activity session.

Apart from this the students will have a better understanding and spread awareness about food

adulteration among the parents and in their locality.

Note: It is advisable to ‘Avoid tasting of food products in class’. The description of the difference

in the taste in adulterated and non-adulterated product could be explained to the child so that

they can guide their parents at home.

FOOD ADULTERATION

Food adulteration refers to the process by which the quality or nature of a given food is altered

through either the addition of adulterants and/or through removal of a vital substance from the

food. Food adulterants refer to the foreign, usually inferior substances added to the food which

may cause harm to the consumer or introduce unknown hazards in the food. Basically, during

food adulteration, small quantities of non-nutritious substances are added intentionally to

improve the appearance, texture or storage properties of the food.

The main type of adulteration is Economically Motivated Adulteration (EMA) which is targeted

towards financial advantages. This is also known as 'Food Fraud'. The various forms of

adulteration or food fraud with a potential to hamper food quality and safety could include the

following:

• Dilution of food

• Substitution (whole or in part) of food with inferior or cheaper quality

substances/ingredients

• Addition of unapproved or illegal ingredients/substances

• Over use in excess of legally prescribed limits) of certain ingredients, additives etc. to

improve appearance, texture or shelf life of foods

• Mislabeling of food with an intent to mislead consumers

• Tampering

• Counterfeiting etc.

Types of Food Adulteration

• Intentional adulteration: The adulterants are added as a deliberate act with intention to

increase profit. For e.g. sand, marble chips, stones, chalk powder, etc.

• Incidental/ Unintentional Adulteration: Adulterants are found in food due to negligence,

ignorance or lack of proper facilities. E.g., pesticide residues as a result of poor agricultural

practices, insect larvae or bird droppings due to poor hygienic practices at processing

level.

General Lab Safety Rules

Everyone should follow the general lab safety rules while working in the laboratory:

1) Be sure to read all fire alarm and safety signs and follow the instructions in the event of

an accident or emergency.

2) Make sure you know where your lab's safety equipment—including first aid kit(s), fire

extinguishers, eye wash stations, and safety showers—is located and how to properly use

it.

3) Lab areas containing carcinogens, radioisotopes, biohazards, and lasers should be

properly marked with the appropriate warning signs.

4) Open flames should never be used in the laboratory unless you have permission from a

qualified supervisor.

5) Make sure you are aware of where your lab's exits and fire alarms are located.

6) Always work in properly-ventilated areas.

7) Do not chew gum, drink, or eat while working in the lab.

8) Laboratory glassware should never be utilized as food or beverage containers.

9) Each time you use glassware, be sure to check it for chips and cracks. Notify your lab

supervisor of any damaged glassware so it can be properly disposed of.

10) Never use lab equipment that you are not approved or trained by your supervisor to

operate.

11) If an instrument or piece of equipment fails during use, or isn't operating properly, report

the issue to a technician right away. Never try to repair an equipment problem on your

own.

12) If you are the last person to leave the lab, make sure to lock all the doors and turn off all

ignition sources.

13) Do not work alone in the lab.

14) Never leave an ongoing experiment unattended.

15) Never lift any glassware, solutions, or other types of apparatus above eye level.

16) Never smell or taste chemicals.

17) Do not pipette by mouth.

18) Make sure you always follow the proper procedures for disposing lab waste.

19) Report all injuries, accidents, and broken equipment or glass right away, even if the

incident seems small or unimportant.

20) If you have been injured, yell out immediately and as loud as you can to ensure you get

help.

21) In the event of a chemical splashing into your eye(s) or on your skin, immediately flush

the affected area(s) with running water for at least 20 minutes.

22) If you notice any unsafe conditions in the lab, let your teacher or lab supervisor know as

soon as possible.

Lesson Plan Index- Grade 7

S.No Test

No.in Food Safety Magic Box Booklet

Test Name Page

No.

1 15 Detection of adulteration with pulverized soap 01

2 16 Detection of adulteration with urea 04

3 22 Detection of increased acidity and heat stability of milk 07

4 24 Detection of adulteration with starch sources in Ghee/butter 10

5 33 Detection of adulteration with Azo dyes 13

6 37 Detection of adulteration with blotting paper in Rabri 16

7 43 Detection of adulteration with prohibited color like Metanil

yellow

20

8 44 Detection of adulteration with Argemone oil in mustard oil 23

9 53 Detection of adulteration with Dhatura in food grains 26

10 61 Detection of adulteration with urea in Parched rice 29

11 62 Detection of adulteration with lead chromate in pulses/other

grains 32

12 66 Detection of adulteration with boric acid in Maida/rice flour 36

13 92 Detection of adulteration with Metanil yellow in turmeric

powder 40

14 72 Detection of adulteration with starch in Asafoetida 43

15 73 Detection of adulteration with soap stone or other earthly

matter in Hing 46

16 3 Detection of adulteration with brick powder, salt powder or

talc powder in chilli powder 49

17 60 Detection of adulteration with sand soil, insects, webs,

lumps, rodent hair, and excreta in Atta, Maida and rawa 52

18 77 Detection of adulteration with saw dust in chilli powder 55

1

Test No. 15 Teacher: Grade: 7 Date:

Test: Detection of adulteration with pulverized soap in milk sample

Lesson objective: Students will be:

1) Able to differentiate between the adulterated and pure milk through simple tests.

2) Aware of the adulterations in the milk products.

3) Able help their parents in identifying the pure and adulterated milk products.

Engagement

Time Required: 5 min

Objective: To get feedback from students and judge their knowledge on said subject and gauge curiosity in

conducting said test.

Ask the Students the Following questions:

1) What is pulverized soap? From what is it obtained?

2) Did you ever heard about FSSAI?

3) What is adulteration? Do you have any idea why it is performed?

(Try to engage them through this activity to test their prior knowledge and create excitement for the activity to be

conducted. Follow this up with a brief overview of the activity to be conducted today.)

Exploration


Perform the activity with the students

Material required:

Milk sample, hot water, phenolphthalein indicator, and test tube.

Steps to be followed are:

1) Take 10 ml of milk in a test tube.

2) Add 10 ml of hot water followed by 2-3 drops of phenolphthalein indicator.

3) Observe for the colour change.

Ask students what observation they make they make in the test tube. What do they feel is the reason for the

same?

(Give Students some time to explore their ideas around their observation. Observations can be made in groups or

individually.)

2

Elaboration

Time required: 5 min

Perform the same test with different milk sample at home.

Milk is a nutrient-rich, white liquid food produced by the mammary glands of mammals. It is the primary source of

nutrition for infant mammals before they are able to digest other types of food.

Soap is alkaline in nature. Phenolphthalein solution is a pH indicator which gives pink colour under alkaline

conditions.

Explain the students about the observation they got after performing the activity.

Explanation


Possible observations will be:

1) No colour change observed in the solution.

2) Colour of solution changes to red/pink.

3

Evaluation


Give students some task which demonstrates that they have achieved the lesson objective. Discuss related

questions with them. Assess student progress through observations.

Method 1: Assessment questions:

1. How pulverized soap does affects the taste of milk?

2. Why is milk adulterated with pulverized soap?

3. Give two food and two non-food uses of milk.

4. What is the role of the phenolphthalein indicator in the given test?

Method 2: Practical Exercise

Divide students into groups and ask each group to conduct the given test on milk in their own houses. The results

of the same should be analysed and the members of the family should also be made aware of the problems faced

due to adulteration of the milk.

Method 3: Experiment cum online exercise

Dividing the students in 4-5 groups ask each student to obtain for educational purposes the various elements

with which milk is adulterated and detection, reason for adulteration of the same.

4


Test: Detection of adulteration in milk with urea



2) Aware of the adulterations in the milk products.

3) Able help their parents in identifying the pure and adulterated milk powder.

Engagement





1) What is urea? From what is it obtained?

2) Give any two uses of urea.

3) What is adulteration? Do you have any idea why it is performed?



Exploration



Material required:

Milk sample, soybean or Arhar dal powder, and test tube


1) Take a teaspoon of milk in a test tube.

2) Add half teaspoon of soybean or Arhar dal powder and then mix up the contents thoroughly by shaking

the test tube.

3) After 5 minutes dip a red litmus paper in it. Remove the paper after 30 seconds.

Ask students what observation they make they make in the Test tube. What do they feel is the reason for the

same?


individually.)

5

Explanation



1) No colour change observed in the red litmus paper.

2) Colour of red litmus paper changes to blue


Milk is a nutrient-rich, white liquid food produced by the mammary glands of mammals. It is the primary source of

nutrition for infant mammals before they are able to digest other types of food.

Urea is the chief nitrogenous end product of the metabolic breakdown of proteins in all mammals and some fishes.

The material occurs not only in the urine of all mammals but also in their blood, bile, milk, and perspiration.

Urease is an enzyme which can be naturally obtained from Arhar dal or soybean.

Litmus paper is filter paper which has been treated with a natural water-soluble dye obtained from lichens. The

resulting piece of paper, called "litmus paper", can be used as a pH indicator. The red litmus will turn blue when it

comes into contact with an alkaline solution.

Urea is hydrolysed by a urease (obtained from Arhar dal/ soybean) which leads to alkaline solutions and thereby

turns red litmus blue. The change in colour is indicative of the presence of an adulterant whereas no colour change

implies purity in the milk sample.

Elaboration


The given test deals with adulteration of milk in alkaline conditions. To better understand the use of the litmus

paper, a test with Calcium Hydroxide and diluted HCl can be conducted with red litmus paper and results can be

catalogued.

6

Evaluation





1. How does urea affect the taste of milk?

2. Why is milk adulterated with urea?

3. Give two food and two non-food uses of milk.

4. What is the role of the litmus paper in the given test?


Divide students into groups and ask each group to conduct the given test on milk in their own houses. The results

of the same should be analysed and the members of the family should also be made aware of the problems faced

due to adulteration of the milk.



with which milk is adulterated and detection, reason for adulteration of the same.

7

Test No – 22 Teacher: Grade: 7 Date:

Test: Detection of increased acidity and heat stability of milk (Clot-on-Boiling test).

Lesson objective: The objective of this test is to make students aware about the pure and adulterated milk.

Engagement


Objective: To quickly engage and attract the students before the session. To get insight on the understanding

and curiosity of the youth.

Discuss with students whether they know about acidic and basic nature of the substances.

Perform this simple fun experiment with students to clear their concepts

about acid and bases.

1. Take a tablespoonful of turmeric powder. Add a little water and

make a paste.

2. Make turmeric paper by depositing turmeric paste on blotting

paper/filter paper and drying it. Cut thin strips of the yellow paper

obtained.

3. Put a drop of soap solution on the strip of turmeric paper.

Turmeric indicator turns into red color when it is added to a base. And there is no change in the color of indicator

when it is added to acid as well as neutral solutions.

(The idea is to engage the students in these questions in order to stimulate their thinking and help them get prior

knowledge on this topic. Tell them in brief what we are going to do today in order to create excitement among the

students for the activity)

Exploration


Perform the activity with the students.

This method is known as clot-on-boiling test.

Material Required:

Milk sample, test tube, and water bath


1) Take 5ml of milk in the test tube.

2) Put this on boiling water bath for 5 minutes.

3) Remove the tube from water bath without shaking.

4) Note any acid smell or precipitated particles on the sides of the test tube.

8

Discuss with the students what have they have observed?

(Give Students some time to explore their ideas around their observation, singly or in groups)

Explanation


Possible observation will be:

1) No smell or precipitated particles indicated that the milk sample hasn’t got spoilt.

2) Appearance of precipitated particles or acidic smell shows positive test. This indicates that the milk sample

is with increased acidity.

Explain what was observed after performing the activity to the students

If milk is kept as such at room temperature, there will be increase in acidity which is called as developed acidity. If

acidity is increased to more than 0.2 percent, there is coagulation due to heat treatment, which is the result of

dissociation of calcium caseinate salt.

Elaboration


Ask the students to find out the alternative way to prevent the increased acidity in milk at their homes.

Evaluation




9

Method 1: Ask the students to use any online search platform and make a document on why increase in storage

temperature affects the milk quality?

Ask them to note down all the possible reason and submit it as an assignment.

Method 2: Divide the students into smaller groups of 3-4 and ask them to find out about bacteria naturally present in milk.

Method 3: Ask every student to conduct a survey in their respective localities to figure out how many people are

aware of how milk gets spoilt if not stored at appropriate temperatures and if they know how to test it, if not, to

offer assistance.

10

Test No – 24 Teacher: Grade: 7 Date:

Test: Detection of adulteration with starch in ghee/butter.

Lesson objective: Students will be

1. Able to differentiate between the adulterated and pure ghee/butter through simple tests.

2. Aware of the adulterants present in the ghee/butter.

3. Able to help their parents and friends in identifying the pure and adulterated food items.

Engagement


Objective: To quickly engage and attract the students before the session. To get insight on the understanding and

curiosity of the youth.

Play the game “Charades” with the students

This simple but classic game is a great way to encourage your student to get out of their seats and participate in

the lesson.

Select a student to stand at the front of the room and act out a word related to the activity (no speaking allowed).

The rest of the class must then guess what the student is attempting to portray. Other students can shout out their

guesses or put their hands up – depending on your teaching preference! Whoever guesses correctly can act out the

next word.




Exploration


Perform the activity with the students.

Material required: Ghee/butter, transparent glass bowl, Iodine solution


1) Take ½ teaspoon of ghee/butter in a transparent glass bowl.

2) Add 2-3 drops of Iodine solution.

Discuss with the students what have they have observed?


11

Explanation



1) No color change observed.

2) Color of the sample changes to blue.


Plants store glucose as the starch; the cereal grains (wheat, rice, corn, oats, and barley) as well as tubers such as

potatoes are also rich in starch.

Natural starches are mixtures of amylose (10-20%) and amylopectin (80-90%). Amylose in starch is responsible for

the formation of a deep blue color in the presence of iodine.

When we add Iodine solution reagent to ghee and butter, a blue-black color results if starch is present. If starch

amylose is not present, then the color will stay orange or yellow.

Elaboration


Perform this same activity to detect the adulteration with starch sources in other food items.

12

Evaluation




Method 1: Ask the students to use any online search platform and make a document on why it is harmful for us if

we consume adulterated food.

Ask them to note down all the possible reason and submit it as an assignment.

Method 2: Give students a task to collect different ghee/butter samples from different sourecs and perform the

same test with all the samples and then note down all the results. This will help them to understand the quality of

ghee/butter obtained from different sources.

Method 3: Ask students the following questions:

1) Some intentionally added substance that affects the nature and quality of food is called

(food adulteration)

2) Adulteration is done for gains (economic)

3) FSSAI head office is located at (New Delhi)

4) Full form of FSSAI is

13


Test: Detection of adulteration of milk and milk products with Azo Dyes (Metanil

Yellow)



2) Aware of the adulterations in the milk.

3) Able help their parents in identifying the pure and adulterated milk.

Engagement


Objective: To familiarize them with the various forms of adulterants used in milk Ask them about their favourite milkshake flavors

Milk is a common component used for a variety of food items. Its adulteration can cause a large no. of problems if

gone unnoticed.

1) Can we differentiate between adulterated and pure milk by appearance?

2) What all delicacies involve the use of milk?

3) Is it possible to use dyes in items like milkshakes?

4) What are Azo dyes?

(Try to engage them in these questions in order to stimulate their thinking and help them get prior knowledge on

this topic. Tell them in brief what we are going to do today in order to create excitement among the students for

the activity)

Exploration



Material required: Milk, Hydrochloric acid, ether, and test tube.


1) Take 1ml of milk in a test tube

2) Add 1ml ether to the test tube

3) Shake well and the allow the components to stand

4) Presence of coloring would be indicated by yellow color in the ether layer

5) Add some concentrated Hydrochloric acid to the test tube

6) Observe the changes

NOTE-The teacher must supervise the use of harsh chemicals and ensure caution with their use.

Ask students what have they observed? Why do they think this happened? What could be the possible reason

behind the observed results?


14

Explanation



1) No color change would be observed in the ether layer in case there is no adulteration.

2) A change of color to a reddish shade can be seen in the ether layer in case the milk is adulterated by the

use of Azo Dyes.


Milk is a very useful ingredient. Its consumption is for people of all age groups, the consumption of milk plays an

important role for development of children from a very young age. It is rich in proteins, and in other nutrients.

However, when adulterated by azo dyes like Metanil yellow, its consumption can be harmful for one’s health. It

may lead to the swelling of certain cells in one’s body, and other problems.

When there is adulteration due to Azo dyes, the dye gets extracted to a separate layer on reacting with the ether

added. When we add Hydrochloric acid, in case of adulteration, there can be seen a change in the color of the

ether layer to a red/pink. Metanil yellow is a pH level indicator that turns pink or red on interacting with acids. The

dye extracted in the ether layer, here being Metanil Yellow, reacts with hydrochloric acid resulting in the change in

color. In case there is no adulteration; no such change in color can be seen.

Elaboration

Time required: 5min

Ask the students to go back home, take a sample of the above given ingredients and perform the same experiment

under the guidance of an adult.

Evaluation




15


1) What is Metanil Yellow used for?

2) Why does there appear a change in color?

3) Why is ether used?

4) How does Metanil yellow react in the presence of acid?

Method 2: Ask the students to look more into the harmful effects caused due to the use of adulterants such as

Metanil yellow and conduct a study on its effect on people’s general health.

Method 4: Divide the students into smaller groups of 3-4 and ask them to present the adulteration with dyes such

as Metanil yellow and how it goes unsuspected. The discussion can include a skit, or showing the importance of

milk and dairy products as a basic commodity for cooking, and ill effects of adulteration.


aware of such forms of adulteration and if they know how to test it, if not, to offer assistance.

16


Test: Detection of adulteration with Blotting Paper in Rabri.


1. Able to differentiate between the adulterated and pure Rabri through simple tests.

2. Aware of the kind of adulterants in the Rabri.

3. Able help their parents in identifying the pure and adulterated Rabri.

Engagement


Objective: To quickly get the feedback from the students before the session. To get insight on the understanding

and curiosity of the children.

Show them some pictures of different sweets including Rabri. Ask

them the following questions:

1) Have you ever had Rabri? If yes, how does it taste?

2) Do you have any idea about the adulteration in food? If yes, can

you give me an example?

3) Why do you think we adulterate food?

(Try to engage them in these questions in order to stimulate their

thinking and help them get prior knowledge on this topic. Tell them in brief what we are going to do today in order

to create excitement among the students for the activity)

Exploration



Material required: Rabri sample (1g), concentrated HCl (3ml), Distilled water (3ml), glass rod, and test tube.


1) Take a teaspoon of Rabri (1g) in a test tube.

2) Add 3ml of concentrated HCl and 3ml of the distilled water.

(Ask students to handle concentrated HCl carefully only in the presence of the teacher)

3) Stir the content with a glass rod.

Ask students what have they observe on their glass rod? Why do they think this happened? What could be the

possible reason behind the observed results?


17

Explanation



1) No changes observed on the glass rod and it appears relatively clean which means that it would be pure

milk.

2) Fine fibers observed on the glass rod which means that it would be adulterated milk.


Lactose is the major constituent of milk, which is also known as Milk sugar. During the preparation of the Rabri this

milk sugar (lactose) gets concentrated, giving an appropriate texture and taste to the dish. Blotting paper

being a highly absorbent type of paper made up of finely blended cotton cellulose manufactured on special paper

machines is often used as adulterant in Rabri. It perfectly blends with milk to give Rabri like consistency. Hence, to

make consistent thick cream like layers found in Rabri, people use blotting paper as a cheaper substitute of whole

milk. Also, since Rabri is made by heating milk for a long time, adding blotting paper helps in fastening this process

thereby reducing the consumption of LPG gas.

When HCl is added to the Rabri sample, being an acid, it will dissolve all the molecules and break the blotting paper

into fibers. When we stir the mixture with a glass rod the electrons from the glass rod are transferred to the

mixture. Hence, the glass rod loses the electrons and becomes positively charged. When it is brought near

uncharged blotting paper fibers, it induces a negative charge on them resulting in the attraction

of fibers towards the glass rod. This phenomenon is known as “Charging by induction”. Due to this, the fiber pieces

from the mixture will stick on the glass rod confirming the adulteration in Rabri with blotting paper.

Elaboration


Ask the students to collect the samples of Rabri from their nearby sweet shops and perform the same steps. This

will help students to extend their understanding of the concept into the real world. In this way they will apply

knowledge to their everyday lives.

18

Evaluation





1) How does blotting paper help to adulterate Rabri?

2) Why is adulteration performed in Rabri?

3) What is the role of HCl in detecting an adulterant in Rabri?

4) How would you apply your knowledge about detecting adulterants in Rabri elsewhere?

Method 2: Ask the students to highlight the areas on the map of India where Rabri is the most common sweet.

Below are the pictures of some sweets. Kids can highlight the state from where the sweets belongs to.

Ask students to write the names of the other sweets from their native place on the Map.

KHAJA GHEWAR RASGULLA MODAK

19

Method 3: Divide the students in group of 4-5 students. Give them a scenario related to side effects of having

adulterated food and ask them to prepare a short skit of 5-10 min.

20


Test: Detection of adulteration of edible oil with prohibited color like Metanil Yellow


1) Able to differentiate between the adulterated and pure oil through simple tests.

2) Aware of the adulterations in the oil.

3) Able help their parents in identifying the pure and adulterated oil.

Engagement


Objective: To familiarize them with the various ways by which adulteration takes place in oils

Ask them the following questions:

1) Metanil Yellow is a popular dye, and also used as a pH indicator to

decipher the acidity level in substances, do you think it would

affect the edibility of oil?

2) Can we differentiate between adulterated and pure oil by

appearance?

(Try to engage them in these questions in order to stimulate their thinking

and help them get prior knowledge on this topic. Tell them in brief what we are going to do today in order to create

excitement among the students for the activity)

Exploration



Material required: Oil, test tubes, hydrochloric acid, and water.


1) Take 1ml oil in a test tube

2) Add 4ml clear water and shake the test tube

3) Take 2ml of this new mixture and put it in another test tube

4) Add 2ml concentrated Hydrochloric Acid to the second test tube.

NOTE- The teacher must supervise the use of harsh chemicals and ensure caution with its use.




21

Explanation



1) No color change would be observed in the upper layer of the mixture in case there is no adulteration.

2) A color change will be observed, in case of adulteration with the upper layer of the mixture turning

pinkish.


Metanil yellow is a popular substance used as a pH indicator for substances, in contact with acids it turns pink.

However, when ingested, it can be harmful to one’s health. It may cause swelling of certain cells in our body, etc.

However it is used as an adulterant in a variety of yellow colored foods such as oils, dals, ghee, etc. In India, it is

considered to be the largest non-permitted food coloring to be used.

To test for adulteration by Metanil Yellow, Hydrochloric acid is added to the adulterated oil. HCl being an acid

receives an immediate reaction from Metanil Yellow. This reaction will forms a pink colored layer above the oil, as

Metanil Yellow becomes pink on interacting with acids. However, in case there is no adulteration, there would be

no change in the color of Hydrochloric Acid and it would just remain as an upper layer in the test tube.

Elaboration

Time required: 5min

Ask the students to try this experiment with other yellow colored substances, but under the guidance of adults.

Evaluation





1) Is adulteration with Metanil Yellow easily noticeable?

2) How do we test for adulteration with Metanil Yellow?

22

3) What observations and changes can be recorded in case of adulteration?

4) Why do these changes occur?

Method 2: Ask the students to look into the different types of food colorings that are safe to use and ask their

family, friends, and neighbor’s what type they use.

Method 3: Ask the students to form groups of 3-4 students each and present to the class on use of pH level

indicators and also the harms caused due to ingestion of harmful food colorings as Metanil yellow. Also ask them

to discuss and study the uncontrolled use of harmful adulterants as the one discussed above and come up with

ways to solve this problem.

23


Test: Detection of adulteration with Argemone oil in Mustard oil


1) Able to differentiate between the adulterated and pure Mustard oil through simple tests.

2) Aware of the adulterations in the Mustard oil.

3) Able help their parents in identifying the pure and adulterated Mustard oil.

Engagement


Objective: To familiarize them with the various ways by which

adulteration takes place with oils, as also in Mustard oil.

Ask them if any of them have observed their mothers using

mustard oil in the kitchen for cooking? Ask them to learn of its

properties and health benefits

1) Mustard oil is a popularly used edible oil and grocery item,

2) Can we differ between adulterated Mustard oil and pure

Mustard oil by appearance?

3) What is Argemone oil? Does it impact our health in any

manner?



the activity)

Exploration



Material required: Test tube, Mustard oil, Nitric acid


1) Add 5ml of Mustard oil to the test tube

2) To the tube add 5ml of concentrated Nitric acid

3) Shake the components well

4) Observe the result

NOTE-The teacher must look over the use of harsh chemicals and ensure caution with their use.




24

Explanation



1) No color change would be observed in the oil in case of no adulteration.

2) A color change will be observed to a red color, in case of adulteration.


Mustard oil is nutrient rich oil which is used to cook a variety of foods by people. However, Argemone oil, a

common adulterant used with Mustard oil can have negative effects also. Consumption of this oil leads to health

issues and problems, especially among children. It is important to detect any adulteration by the use of this oil to

avoid any health issues.

Nitric acid is added to Mustard oil while testing for adulteration. In case there is Argemone oil present, a salt

present in the adulterant called sanguinarine, which is toxic in nature, reacts with the added acid and form a

compound known as sanguinarine Nitrate. This gives an intense color which may vary from an orange to a yellow

or even a Red. In case there is no adulteration, no such color change can be observed in the sample taken. The

color change happens due to a reaction between a component present in Argemone oil and Nitric Acid.

Elaboration

Time required: 5min

Ask the students to go back home, and pick up oil samples from different sources. Ask the students to perform the

experiment on their own, with the help of adults and with proper care and caution and discuss their observations

with the class.

Note: Students can use Dishwashing liquid gel instead of Nitric acid

Evaluation




25


1) Is adulteration with Argemone oil easily noticeable?

2) How do we test for adulteration with Argemone oil?

3) What observations and changes can be recorded in case of adulteration?

4) Why do these changes occur?

Method 2: Ask the students to highlight the various uses of mustard oil and take a note of all the components in

mustard oil.

Method 3: Ask the students to form groups of 3-4 students each and present to the class a brief presentation on

the experiment and the various uses of Mustard oil.


aware of such forms of adulteration and if they know how to test it, if not, to offer assistance.

26

Test No. 53 Teacher: Date:

Test: Detection of adulteration with Dhatura in food grains


1. Able to differentiate between the adulterated and pure food grains through simple tests.

2. Aware of the adulterations in the food grains.

3. Able to help their parents in identifying the pure and adulterated food grains.

Engagement


Objective: To quickly understand their readiness and interest on the topic by asking a few guiding questions. To

get insights on the understanding and curiosity of the children.

To understand what they know about food grains and Dhatura seeds.Show

them some pictures of Dhatura plant and ask them the following questions:

1) Did you ever see Dhatura plant in your locality?

2) Do you have any idea about the adulteration in food grains? If yes, can


3) Why do you think we adulterate food grains with Dhatura seeds?

4) Name a few common food grains grown in India?

(Try to engage them in these questions in order to stimulate their thinking and

help them get prior knowledge on this topic. Tell them in brief what we are

going to do today in order to create excitement among the students for the

activity)

Exploration



Material required:

Any type of food grains and a small glass plate.


1) Take a small amount/quantity of the sample (food grain) in a glass plate.

2) Examine the sample visually.


behind the observed results? (Give Students some time to explore their ideas around their observation, singly or in groups)

27

Explanation



1) Carefully observe the glass plate containing adulterated materials such as dust, pebble, straw etc.

2) Dhatura seeds are blackish in color and have flat edges. These seeds can be separated out easily by close

visual examination.


The addition, removal or replacement of any other adulterant/ ingredient other than its original form, is called

food adulteration.

Dhatura seeds are obtained from the Dhatura plants, which are wild plants. The plant and seeds are known to be

poisonous and harmful to consume. They contain high levels of toxins such as alkaloids and atropines.

Consumption of Dhatura seeds is fatal to our body.

Food grains are food materials which can’t be consumed readily but need to be cooked or boiled. A few of the food

grains found in India are Rice, Wheat, Maize, Millets, Pulses and Cereals etc. These are grown in fields and

harvested by farmers. Then the food grains are sent for refining and purifying and stored in bags or huge

containers. They are later sold in people in shops and markets.

Food grains are rich in nutrients and fiber. Consuming different types of food grains improves the body

constitution and has benefits such as regulates digestion, lowers the risk of heart, stomach and liver diseases.

Building of strong bones and muscles.

By consuming adulterated food grains which have Dhatura seeds mixed causes problems effecting the brain and

nervous system. Prolong consumption also leads to mental issues.

28

Elaboration

Time required: 5min

Now ask the students more about Dhatura seeds &Food grains and what they have learnt about it.

Ask them to conduct the test at their homes and check if the food grain used at their home is pure or adulterated.

This will help students to extend their understanding of the concept into the real world. In this way they will apply

knowledge in their everyday lives.

Evaluation


Give student some task which demonstrates that they have achieved the lesson objective. Discuss related



1) Explain what food grains are and what are uses of food grains to our body?

2) What is the simple test that we carry out to detect the adulteration of food grains?

3) What is the meaning of adulteration? What is food grains adulterated with in this lesson?

4) Why is conducting the test for adulteration important?

5) Write two lines about Dhatura seeds?

Method 2: Divide the students into a group of 4-5 students. Ask the students to draw the different food grains

and color them and label them. Also ask them to draw food grains which are mixed and adulterated with Dhatura

seeds. By drawing pictures and write short notes below them will make students remembers the color and the

concept of adulteration in food grains.

29


Test: Detection of adulteration with Urea in parched rice.


1) Able to differentiate between the adulterated and pure parched rice through simple tests.

2) Aware of the adulterations in the parched rice.

3) Able help their parents in identifying the pure and adulterated parched rice.

Engagement


Objective: To quickly understand their readiness and interest on the topic by asking a few guiding questions. To get

insight on the understanding and curiosity of the youth.

To understand what they know about Urea or parched rice and where do people use it.

Show them some pictures of Urea and parched rice and ask them the following questions:

1) Have you ever heard or eaten parched rice? In which dishes do people use parched rice?

2) Do you have any idea about the adulteration in food? If yes, can you give me an example?


4) Is urea and parched rice good to consume or no?



the activity)

Exploration



Material required:

Parched rice sample quantity, test tubes (2), water (5ml), milk (small quantity), Soybeans or Arhar dal powder

(small quantity) and red litmus paper.


1. Take 30 numbers of parched rice kernels in a test tube and add 5ml of water in it.

2. Take a teaspoon of milk in a test tube.

3. Add half a teaspoon of Soybeans or Arhar dal powder. Mix up the contents thoroughly by shaking the test tube.

30

4. After 5 minutes, dip a red litmus paper in it. Remove the paper after half a minute.

5. Observe the color change of the litmus paper.




Explanation



1) No color change observed in the red litmus paper, resulting in no adulteration of the parched rice.

2) Color of the red litmus paper changes to blue, resulting in adulteration of the parched rice.


The addition, removal or replacement of any other adulterant/other ingredient other than its original form, is

called food adulteration.

Parched rice is a grain that has been cooked by dry roasting. It is a traditional food. It is used in many Indian dishes

and also preferred as snacks and in sweet dishes also.

Parched rice has good amounts of calories, fat, carbohydrates and proteins. Consuming Parched rice leads to good

digestion; good blood circulation and have many health benefits too.

Urea is a nitrogenous end product. Urea serves an important role in the metabolism of nitrogenous containing

compounds. Usually urea is the metabolic end products of animals and a few fishes. These are highly toxic in

nature and are not for consuming.

Consuming high or regular amounts of Urea leads to major problems in the blood circulation, skin allergies and also

death of the individual.

If Urea is present in the Parched rice, the urease enzyme present in the Arhar dal or raw soybean powder will react

with urea and liberate ammonia. This ammonia is responsible for the change in the litmus paper color to blue

color. By this change in the color of the litmus paper, we can identify the adulteration of the Parched rice.

31

Elaboration

Time required: 5min

Now ask the students more about Parched rice and Urea, on what they have learnt.

Ask them to conduct the test at their homes or nearby shops and check if the Parched rice used at their homes and

shops is pure or adulterated.


knowledge in their everyday.

Evaluation





1) What is Parched rice and what are health benefits of eating Parched rice to our body?

2) What is simple test that we carry out to detect the adulteration of Parched rice?

3) What is the meaning of adulteration? What is Parched rice adulterated with?

4) Can you explain and write about Urea and its harmful effects?

Method 2: Divide the students into a group of 4-5 students. Ask the students to prepare small notes and posters

on harmful effects of consuming urea in food or adulteration of urea in food with pictures and drawings and hang

them or stick them in their classrooms or nearby shops as awareness to people and shopkeepers.

32


Test: Detection of adulteration with Lead Chromate in pulses/ other grains.


1) Able to differentiate between the adulterated and pure pulses through simple tests.

2) Aware of the adulterations in the pulses and other grains.

3) Able help their parents in identifying the pure and adulterated pulses and other grains.

Engagement



insight on the understanding and curiosity of the children.

To understand what they know about Pulses or any other type of grains and also lead chromate and where/why do

people use it.

Show them some pictures of lead chromate and pulses and ask them the following questions:

1. Have you ever heard or eaten anything made of Pulses or any grains? How does it taste?

2. Do you have any idea about the adulteration that happens in food? If yes, can you give me an example?

3. Why do you think we adulterate food?



the activity)

33

Exploration



Material required:

Sample amount of pulses or any other grains, 5ml of water, Concentrated HCl.


1. Shake 5g of pulses/food sample with 5ml of water.

2. Add a few drops of concentrated HCl in it.

3. Observe the change in the color.

Note: Use HCl only in the presence of your teacher.



(Give Students some time to explore their ideas around their observation, singly or in groups. Supervision and care

must be taken when students handle or use concentrated HCL. Should be handled with care.)

Explanation



1) No color change is observed. Resulting in no adulteration.

2) Color of solution changes to pink. Resulting in adulteration of pulses.




Pulses are edible seeds of plants belonging to the legume family. Pulses grow in pods and come in a variety of

shapes, sizes and colors. It is the most staple food in India. The different types of pulses are Pigeon peas, Cow peas,

chick peas, beans, lentils etc. which are all very high on proteins and vitamins.

Eating pulses and consuming them in our balanced diet, regulates the proper functioning of digestion, proper

blood flow and metabolism.

34

Lead chromate is a chemical compound and it has a yellow color and is insoluble in water. Due to its yellow color, it

mixes well with the pulses and other food grains and results in adulteration.

The main use of this compound is for painting purposes.

When lead chromate is mixed or consumed in food, it leads to asthma, eye irritation and damage, perforated

eardrums, respiratory irritation, kidney damage, liver damage, pulmonary congestion and edema, upper abdominal

pain, nose irritation and damage, respiratory cancer, skin irritation, and erosion and prolonged consumption leads

to death of the individual also.

The principle of this test is based on the color change of hexavalent chromate ions under acidic conditions.

Hence, this color change results in the adulteration of the pulses or any food items.

Elaboration

Time required: 5min

Now ask the students more about Pulses and Lead chromate, on what they have learnt.

Ask the students to bring different samples of brands available in the market and test at school itself. Note down the

observation.

Evaluation




35


1) What is the meaning of adulteration?

2) Write about Pulses, its health benefits and what are Pulses adulterated with?

3) What is simple test that we carry out to detect the adulteration of Pulses?

4) Can you explain and write about Lead Chromate and its harmful effects?

Method 2: Divide the students into a group of 4-5 students. Ask the students to collect information from internet

or newspaper about Lead chromate, its harmful effects and food items adulterated with Lead chromate. Ask them

to write or stick this information in their notebooks and submit them as a minor project.

36


Test: Detection of adulteration with Boric acid in Maida/ Rice flour.


1. Able to differentiate between the adulterated and pure Maida/Rice flour through simple tests.

2. Aware of the adulterations in the Maida/Rice flour.

3. Able to help their parents in identifying the pure and adulterated Maida/Rice flour.

Engagement


Objective: To quickly understand their readiness and interest on the

topic by asking a few guiding questions. To get insight on the

understanding and curiosity of the children.

To understand what they know about Maida or Boric acid and

where/how/why do people use it.

Show them some pictures of Maida & Boric acid and ask them the

following questions:

1) Do you find any diffrence in the two pictures. Are you able to tell

the which is Maida and which is Boric acid by seeing the attached

pictures?

2) Do you have any idea about the adulteration in food? If yes, can



4) Is Maida & Boric acid good to consume or no?


thinking and help them get prior knowledge on this topic. Tell them in

brief what we are going to do today in order to create excitement among

the students for the activity)

Exploration



Material required:

1g sample, 5ml water, few drops of Conc. HCl, Turmeric paper strip, test tube.


1) Take 1g of sample in a test tube.

2) Add 5ml of water and shake.

37

3) Add few drops of concentrated HCl.

4) Dip a turmeric paper strip.

5) Observe for any color change on the turmeric paper strip.



(Give Students some time to explore their ideas around their observation, singly or in groups. Supervision and care

must be taken when students handle or use concentrated HCl. Should be handled with care.)

Explanation



1) No color change is observed in the turmeric paper strip. Hence, no adulteration is observed.

2) Color of the turmeric paper strip changes to red. Hence, the adulteration of Maida is observed.




Consuming Maida/Rice flour increases the blood sugar level quickly, thus causing the pancreas to over work.

Addition of boric acid is health hazardous. Boric acid is added to close the pores in case of rice and to enhance the

brightness as well.

This possesses a serious risk to health. When boric acid is added to Maida/Rice flour, adulteration can be

determined by doing the above test.

The solution to be tested is acidified with dilute hydrochloric acid. The turmeric paper is dipped into this solution

and allowed to dry. Depending on the concentration of the Boric acid (Borate), the turmeric paper changes colour

from yellow to orange-red color.

38

Elaboration

Time required: 5min

Now ask the students more about Maida/Rice flour, on what they have learnt.

Ask them to conduct the test at their homes and check if the Maida/Rice flour used at their home is pure or

adulterated.



Evaluation





1) What is simple test that we carry out to detect the adulteration of Maida/Rice flour?

2) What is the meaning of adulteration? What is Maida adulterated with?

3) What is the harmful effects of consuming Boric acid?

Method 2:

Divide the students into a group of 4-5 students. Ask the students to prepare small charts on how to test Maid/Rice

flour if it is pure or adulterated. Even ask them to mention the uses and effects of consuming harmful or

adulterated Maida/Rice flour. Give 3 mins to each team to perform in front of the whole classroom with their

prepared chart.

39

Method 3: Name and mark the three largest rice producing states in India.

40


Test: Detection of adulteration with Metanil Yellow in turmeric powder.


1) Able to differentiate between the adulterated and pure turmeric powder through simple tests.

2) Aware of the adulterations in the turmeric powder.

3) Able help their parents in identifying the pure and adulterated turmeric powder.

Engagement





1) What is turmeric powder?

2) What is the use of Metanil yellow?

3) What is the taste turmeric powder adds to foods?



Exploration



Material required:

Turmeric powder sample, ether, concentrated Hydrochloric acid (HCl), Test tube


1) Take 1gm of turmeric powder in a test tube

2) Add 2ml of ether

3) Add 0.5ml of concentrated HCl

4) Observe for change in colour

Ask students what observation they make they make in the Test tube. What do they feel is the reason for the

same?


individually.)

41

Explanation



1. Observance of pink/yellow colour which disappears on dilution with water

2. Appearance of pink/violet colour which persists


Turmeric is a flowering plant, Curcuma longa of the ginger family, Zingiberaceae, the roots of which are used in

cooking.

Raw turmeric is packed with anti-inflammatory properties, which helps relieving symptoms associated with both

Rheumatoid arthritis and osteoarthritis. Further, it can also be used to treat inflammation caused due to eye

infections.

Metanil Yellow is a dye of the azo class (Azo dyes are widely used to treat textiles, leather articles, and some foods).

In analytical chemistry, it is used as a pH indicator and it has a colour change from yellow to red between pH 1.2

and 2.3 (strongly acidic).

Metanil yellow get extracted into a separate layer when ether is added to it. Further, since Metanil yellow changes

colour from yellow to red in strong acidic conditions, when concentrated HCl is added, it turns red. This shows the

presence of an adulterant in the powder since the pure powder shows a pink/violet colour which disappears on

dilution with water.

Elaboration

Time required: 5min

The given test deals with adulteration of turmeric powder. A test of turmeric powder adulterated with yellow clay

in water can be carried out and the difference in the observations can be catalogued.

42

Evaluation





1. How does Metanil yellow affect the taste of turmeric powder?

2. Why is turmeric powder adulterated with Metanil yellow?

3. Give any two uses of turmeric powder.

4. What is the role of ether in the given test?


Divide students into groups and ask each group to conduct the given test on turmeric powder in their own houses

under the supervision of the teacher. The results of the same should be analysed and the members of the family

should also be made aware of the problems faced due to adulteration of the turmeric powder.



with which turmeric is adulterated and detection of the same.

43


Test: Detection of adulteration with starch in Asafoetida.


1) Able to differentiate between the adulterated and pure Asafoetida through simple tests.

2) Aware of the adulterations in the Asafoetida.

3) Able help their parents in identifying the pure and adulterated Asafoetida.

Engagement





1) What is the most common food item where starch is found?

2) What is the importance of starch in food diet?

3) What is the scientific name of starch?



Exploration



Material required: Asafoetida (1gm), water, glass, Iodine Solution (0.5ml)


1) Add about 1g of Asafoetida sample to a glass of water.

2) Add 0.5ml iodine solution to the mixture.

3) Observe for changes in colour

Ask students what change in colour they observe? Why do they think this happened? What could be the possible

reason behind the observed results?


individually.)

44

Explanation



1. No colour change with the addition of iodine solution.

2. Blue streaks start to appear after the addition of the iodine solution.


Asafoetida is a plant that has a pungent smell and tastes bitter. It is sometimes called "devil's dung." People

use Asafoetida resin, a gum-like material, as medicine. Asafoetida resin is produced by solidifying juice that comes

out of cuts made in the plant's living roots. Starch or amylum is a polymeric carbohydrate produced by most green

plants as energy storage. It consists of many glucose units linked by glyosidic bonds. It is the most common

carbohydrate in human diet and is abundant in staple foods like potatoes, wheat, maize, rice, and cassava.

Unadulterated Asafoetida consists of no starch and due to being soluble in water; it completely dissolves in

the water and has no reaction with the added iodine solution. However, should the Asafoetida be

adulterated with starch, the iodine added would create blue black streaks. The iodine test is used to test for

the presence of starch. Starch turns into an intense "blue-black" colour upon addition of aqueous solutions of the

triiodide anion, due to the formation of an intermolecular charge-transfer complex. In the absence of starch, the

brown color of the aqueous solution remains.

Elaboration


Ask students to conduct the same test with other food items in which starch is present. The reaction of starch with

the iodine solution will have direct applications to the current test for adulteration.

Evaluation




45


1) Why is water added to Asafoetida in the given test?

2) What colour is created with the presence of the starch in the Asafoetida?

3) What is the use of the iodine solution in the given test?

4) Give 2 uses of starch.

Method 2: Questionnaire Type Exercise

Ask the student to go around their neighborhood and ask people some of the following questions:

1) For what all purposes do they use Asafoetida?

2) Do they buy food which has been tested?

3) Do they know the problems faced due to the adulteration of food?

4) How would they tackle adulteration of food?

5) Do they know of any measures undertaken by the government for limiting the adulteration of food?

6) Would individual food testing kits improve the standards of food in the country?

The question may go beyond the above-mentioned ones. Each answer should be recorded and thereafter a clear

conclusion should be drawn by the student.

46


Test: Detection of adulteration with soap stone or other earthy matter in Asafoetida

(hing).


1) Able to differentiate between the adulterated and pure food grains through simple tests.

2) Aware of the adulterations in the food grains.

3) Able help their parents in identifying the pure and adulterated food grains.

Engagement





1) What is the main element present in soap stone? (magnesium)

2) What are the most common kinds of earthen adulterants?

3) What is sedimentation?

4) What is another process usually used with sedimentation in water purification? (decantation)



Exploration



Material required:

Asafoetida, water (lukewarm), glass.


1) Shake the little portion of the sample with lukewarm water and allow to settle.

2) Observe for sediments at the bottom of the glass.

Ask students what observation they make in the bottom of the glass. Why do they think this happened? What

could be the possible reason behind the observed results?


individually.)

47

Explanation



1. No sediments appear at the bottom of the glass

2. Sediments appear at the bottom of the glass.


Asafoetida is a plant that has a bad smell and tastes bitter. It is sometimes called "devil's dung." People

use Asafoetida resin, a gum-like material, as medicine. Asafoetida resin is produced by solidifying juice that comes

out of cuts made in the plant's living roots. Soapstone (also known as steatite or soap rock) is a talc-schist, which

is a type of metamorphic rock (Rocks that have become changed by intense heat or pressure while forming. In the

very hot and pressured conditions deep inside the Earth's crust). It is composed largely of the magnesium rich

mineral talc. Unadulterated Asafoetida is perfectly soluble in water and hence leaves no residue when water

is added to it. However, soap stone and earthy matter are insoluble and do not dissolve in water and due to

this the adulterants settle at the bottom of the mixture (being heavier than water) clearly indicating the

added impurities to the Asafoetida.

Elaboration


Ask students to conduct a similar sedimentation test with water in which mud and stones are added to enable

them to better understand the importance and use of sedimentation as a process of purification.

48

Evaluation





1. Is Asafoetida water or fat soluble?

2. What is the use of sedimentation in the given test?

3. What are the basic uses of Asafoetida?

4. Give 2 uses of soapstone?

5. Name 3 kinds of rocks. (Igneous, metamorphic, sedimentary)


Ask the student to go around their neighborhood and the inhabitants the different kinds of soapstone products

used by them in their houses and create a catalogue of the same which would contain the name of the item, the

cost of the same and reason for the same being made of soapstone, etc.

49


Test: Detection of adulteration with brick powder, salt powder or talc powder in chili

powder.


1) Able to differentiate between the adulterated and pure chilli powder through simple tests.

2) Aware of the adulterations in the chilli powder.

3) Able help their parents in identifying the pure and adulterated chilli powder.

Engagement


Objective: To quickly engage and attract the students before the session.

To get insight on the understanding and curiosity of the youth.

For engaging students try the technique of Ink-pair-Share.

Show them the picture and ask the questions for example what thoughts

are coming in their minds after seeing the picture. Do they know about

the adulteration in food?

Now, make the students to first write their ideas then share what they have with a partner or a group. Here, each

student engages with the question and has opportunity to verbalize their thinking as well.




Exploration



This activity is based on the sensory evaluation. Students will use their sense of sight and touch to evaluate the

general appearance of the product.

Material required: Sample of chilli powder


Take teaspoon of chili powder in a glass of water examine the residue. Rub the residue between papers.

Discuss with the students what have they observed?


50

Explanation



1) When the residue is rubbed and grittiness is felt. This is the indication of the presence of brick

powder/sand in the chili powder.

2) When the white residue is rubbed with a soapy and smooth feel. This is the indication of presence of soap

stone in the chili powder.


Red chilies are one of the most commonly used spices. In their powdered form, they are often used in Indian

curries to add flavor and a rich colour. There was a time when our grandmothers would sun dry fresh red chilies

and then pound them to make the powdered form which was stored and used frequently. Over the years, we've

moved to buying packaged red chili powder for the sake of convenience.

Adulterants are mostly added to powdered spices to increase their bulk and also to enhance their colour. The

most common adulterant for red chili powder is brick powder because it has a similar texture and colour.

Red chili powder may be mixed with artificial colors to give it the bright hue.

If it is artificially colored, when mixed with water will change its colour. It may turn reddish-brown, due to the

presence of brick powder. Pure red chili powder does not really dissolve in water. This is, in fact, the best way to

check for adulterants.

If we find a white residue at the bottom of the glass which has a smooth feel, it could indicate the presence of soap

stone.

Elaboration


Ask students to gather the information about why chilies from different regions have difference in their spiciness?

Evaluation




Method 1:

1) What is meant by adulteration?

2) Why is adulteration performed?

3) What is the full form of FSSAI?

https://food.ndtv.com/food-drinks/essential-spices-to-improve-dishs-flavour-694564

51

Method 2

Make a flow chart of the above performed test and explain it in front of the class?

52


Test: Detection of adulteration with sand soil, insects, webs, lumps, rodent hair and

excreta in Atta, Maida, Suji (Rawa).


1. Able to differentiate between the adulterated and pure food items through simple tests.

2. Aware of the adulterations in the food items.

3. Able to help their parents in identifying the pure and adulterated food items.

Engagement



insight on the understanding and curiosity of the children.

To understand what they know about Atta, Maida and Suji and its

usage?

Show them some pictures of Atta, Maida and Suji and ask them the

following question:

What are Atta, Maida and Suji? For what purpose do we use them?

What is the source of Atta, Maida, and Suji?


thinking and help them get prior knowledge on this topic. Tell them in

brief what we are going to do today in order to create excitement

among the students for the activity)

Exploration



Material required:

A small bag or small quantity of the sample flour. (Atta, Maida and Suji)


Examine the sample carefully and visually.

Ask students what have they observed? Why do they think this happened? What could be the possible reason beh

observed results?


53

Explanation



1) The sample that is clear and has no materials is the pure flour.

2) The sample that contains sand, soil, insects, webs, lumps etc., is the adulterated wheat flour.




Wheat and maize food grains after harvesting are sent to refining, purification and milling. When usually milling

isn’t done properly and the flour containing undesirable materials like sand soil, insects, webs, lumps and excreta,

then it is said to adulterate.

Care needs to be taken to properly refine them, clean. The milling process needs to done correctly and must

remove undesirable materials from the grains or stored flours.

Insects and lumps usually form when the stored flours are not properly dried or contain excess of moisture during

flouring processes.

On consuming adulterated flour, it leads to vomiting, stomach pain, allergies and even food poisoning.

The above mentioned simple test can be done to detect adulteration of Atta, Maida and Suji.

54

Elaboration

Time required: 5min

Now ask the students more about Atta, Maida and Suji on what they have learnt.

Ask them to conduct the test at their homes and check if the wheat flour used at their home is pure or adulterated.



Evaluation





1) Mention a few flour items obtained by wheat and maize food grains?

2) What is the other simple test that we carry out to detect the adulteration of Atta, Maida and Suji?

3) When and where the cultivation of wheat is first started?

4) Find out where you can complain about adulteration in food?

Method 2: Divide the students into a group of 4-5 students. Ask the students to prepare a small chart on the

various wheat and maize flours that they identify at shops and home and write below its uses and benefits of

consuming the pure flours. It can be stuck on the classroom walls and always be remembered.

55


Test: Detection of adulteration with saw dust in chilli powder


1) Able to differentiate between the adulterated and pure chilli powder through simple tests.

2) Aware of the adulterations in the chilli powder.

3) Able to help their parents in identifying the pure and adulterated chilli powder.

Engagement





1) What is saw dust?

2) What is the taste obtained by adding chilli powder to food?

3) What are some of the foods in which chilli powder is used?

4) What are some of the uses of saw dust?



Exploration



Material required:

Chilli powder sa

Grade 7 - FSSAI...Lesson Plan Index- Grade 7 S.No Test No.in Food Safety Magic Box Booklet Test Name...

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Transcript of Grade 7 - FSSAI...Lesson Plan Index- Grade 7 S.No Test No.in Food Safety Magic Box Booklet Test Name...