Science Lesson Plan-Food Spoilage April 2008

DAILY LESSON PLANDAILY LESSON PLANClass: 6 ExtremeDate: 8 May 2008Day: ThursdayTime: 8.00 a.m. - 9.00 a.m. (1 hour)Number of Students: 35 students

Theme: Investigating MaterialsLearning Area: Food PreservationLearning Objectives: 1.1 Understanding Food SpoilageLearning Outcomes: After the lesson, students should be able to:

1. describe what spoilt food is.2. identify the five characteristics of spoilt food (i.e. an unpleasant smell and taste, a changed colour and texture,

mouldy)3. give the three symptoms of food poisoning.

Prior Knowledge: Food that is not kept properly can get spoilt and become inedible.

Scientific / Thinking Skills: 1) Students need to make observations using their senses of smell and sight regarding the state of spoilt food. 2) Students need to define operationally the meaning of spoilt food. 3) Students communicate their observations in the form of a table with descriptions and drawings.

Scientific Attitudes and Noble Values:1) Appreciating and practicing clean and healthy living with regards to the food they eat. 2) Work cooperatively in their groups to plan their test. 3) Being responsible about the safety of oneself, others and the environment.

Dr. Ng Kee Chuan – IP Gaya 1

Teaching and Learning Materials / Resources: Canned food, fresh, bad and dried fish wrapped in newspaper, fresh, rotting and dried vegetables, fresh and spoilt tomatoes, fresh and rotten eggs, fresh and mouldy bread, fresh and spoilt milk, yogurt, good and bad cooked rice, magnifying glass (enough for 5 stations)

DEVELOPMENT/ TIME / CONTENT

TEACHING AND LEARNING ACTIVITIES NOTESTEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

I. Orientation /Set Induction(5 minutes)

Food that is not kept properly can get spoilt.

1. Teacher shows two packages of fish wrapped in plastic and newspaper. Teacher asks: What do you think is wrapped in this packet?

2. Teacher shows Pack A containing a fresh fish and Pack B containing a dried fish wrapped in newspaper.

3. After un-wrapping the newspaper, teacher asks students to choose what kind of fish they prefer to eat, dried or fresh fish and what style of cooking they like: fried, steamed, or raw! Teacher gets some to tell how their mother cooks fish. Teacher gets a student to help him count and record the results of the simple survey on the white board.

4. Which type of fish is easier to keep? Fresh or raw? Why?

One student helps the teacher to count and record the results of the simple survey. Other students indicate their preferences.

Observing.




II. Eliciting Ideas(15 minutes)

Possible ways to identify spoilt food.

Teacher shows different types of food to the class. He asks this question and get them to discuss in Cooperative Learning (CL) groups and record the group’s agreed answer.

Eliciting Idea Question: How do you know which food is still good to eat? What will you look out for?

Students are free to give their ideas and opinions. They write down their suggestions in their science laboratory book in the form of a simple graphic organizer or concept map. Students play different roles in their cooperative groups according to the teachers instructions:

No. 1 – encouragerNo. 2 – recorderNo. 3 – reporterNo. 4 – checker and runner.

Generating ideas.

Work cooperatively.

III. Restructuring Ideas (25 minutes)

Spoilt food has one or more of the following characteristics: An unpleasant

smell A changed colour A changed texture Mouldy

Teacher sets up different stations around the class. Each station has sets of the same kind of food (some fresh, spoilt/rotting and dried). The students go to each station in their cooperative groups and record which food is spoilt and which is still good in the form of a table which they design themselves. They also need to record the reason they say so and where possible sketch the good and bad food using colour pencils. Teacher gives them a few minutes to discuss and draw up their

Each group goes to each station and makes their observations and conclusions. They cooperate in doing different things like discussing, recording their observations and drawing their sketches.

Using the Team Stand-N-Share method, students present their findings while teacher facilitates their presentation and gives his feedback when necessary.

Observing. Define

operationally. Communicating Responsible for

safety Work

cooperatively

5 Stations of food.

Teacher provides a pail of water for




table.

Before starting the visit to the various stations in circular fashion, teacher strictly warns the students not to taste any of the food but only use their sense of smell and sight to make their decisions. Students will still play their various appointed roles in their CL groups.

students to wash their hands if they handled the spoilt food.

IV. Application of Ideas(10 minutes)

The dangers of spoilt food and the signs and symptoms of food poisoning (stomach ache, vomiting and diarrhoe).

Teacher conducts the dialogue and brainstorming session:1. What are some ways in which your

mother tries to keep food from spoiling?

2. What happens if you eat spoilt food without realizing it?

3. Have you ever suffered from food poisoning before? What are some of the signs and symptoms of food poisoning?

4. What are some ways in which you can prevent food poisoning?

Students give suggestions and share their experiences.

Appreciate and practice clean and healthy living

V. Reflection /Closure(5 minutes)

Reflection questions asked by the teacher:1. What are some of the new ideas and

concepts which you have learnt today? When did you learn it and

Students discuss the teacher’s questions in CL and reports back to the class.

Group evaluation.




how?2. What are the science process skills

that you have used while doing your experiment? When did you use it?

Teacher gives feedback and comments where necessary.

Teacher’s Reflection:

I found that the various groups could carry out their observations but they had some trouble drawing their sketches especially in getting the right colour as they had limited choices of colour in their pencil case. I had to really keep an eye on them so that they do not taste any of the food. I had to keep reminding them not to taste at all and was rather worried when I saw some students dipping their finger and touching some of the spoilt food. That was difficult to control as children being children they were sorely tempted. Apart from that, some groups took longer in certain stations with their work and thus could not complete in time before the signal to change happened.

The next time:1. I must appoint a “policeman / health officer” in each group so who will be responsible to stop any of

the group members from tasting the food. 2. I should also appoint a task master in each group who will keep time and get the group to complete

their work at each station.3. I must also provide gloves for the students who handle the food.

Nevertheless, I was happy that the students were able to design their own tables and make their observations. I was pleasantly surprised at their creativity and resourcefulness. This gives me confidence to allow them more autonomy and independence when they do the investigation for the next lesson.


Science Lesson Plan-Food Spoilage April 2008

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