Class : 6 Red
Theme : Investigating Materials
Learning Area: Food Preservation
Learning objective: Pupils should learn:-
1.2 To synthesize the concept of food preservation.
Learning outcomes: Pupils should be able to:-
1. describe ways to preserve food.
2. give examples of food for each type of food preservation.
Duration of time: 60 minutes
SPS : observing, communicating, making inferences, experimenting, predicting
MS : 1. Handle specimen correctly and carefully.
2. Clean science apparatus.
Previous knowledge: Pupils had learnt about food spoilage.
Scientific attitudes & noble values: Being cooperative, being thankful to God.
Resources: fresh fish, salted fish, papaya, milk, vegetables, flash cards, salt, sugar, vinegar, bottle, worksheet, mahjung paper.
| Step/ Activities | Content | Procedure | Teacher’s Classroom Language |
| Introduction (5 minutes) | To attract pupils (observing) |
| P: Good morning, teacher. T: Good morning, class. How are you today? P: Fine, thank you. T: Ok, class. Please look here. What can you see? P: Fish, teacher. T: Good, now can you tell me which food will last longer? Pupils give their answers. Teacher shows a fresh fish. T: How do we keep the fresh fish so that is will last longer? Pupils give their answers. |
| Development I (15 minutes) | Name the methods of preservation. (Observing, communicating) |
| Teacher shows each type of food one by one and asks: T: Class, can you tell me how to keep this food so that it will last longer? Pupils give their own answers. T: Very good. This method is called freezing/ smoking/ drying/ pickling/ salting/ bottling/ canning/ pasteurizing/waxing/ vacuum packing/ cooling. |
| Development 2 (20 minutes ) | Experiment (Experimenting, observing) |
· Cut the fruit into pieces. · Mix the fruit with salt. · Wash and rinse the fruit. · Put the fruit into concentrated sugar solution. · Add some vinegar. · Seal the bottle tightly.
| T: Please sit in your own groups. The group leaders please come in front and take your apparatus. T: Please follow the instructions given in the worksheet. T: Please write your report of this activity in your Science Practical Book. |
| Development 3 (15 minutes) | Discussion (Communicating, making inferences) | 1, Teacher and pupils discuss the steps of pickling. 2. Teacher explains the function of sugar and vinegar in the process. 3. Teacher shows the flash cards about the steps and asks pupils to rearrange the steps. 4. Teacher distributes the worksheets to each pupil. 5. Pupils hand it up at the end of lesson. | T: Can you tell me why we need to put the fruit into concentrated sugar solution and vinegar? Pupils give their answers. T: Can you predict what will happen to the papaya if we do not preserve it? P: It will get spoil. T: Now, can you rearrange the steps of pickling which you have just done? T: Class, please complete this worksheet now and hand up at the end of lesson. P: No problem, teacher. |
| Closure (5 minutes) | Writing the methods of preservation. (communicating) |
| T: Before ending our lesson today, I would like to call a few of you to come in front. T: I want you to write the methods of preservation for these four types of foods. Four volunteers come out and write the answers on the mahjung paper. T: Well done. T: Please hand up your worksheet now and thank you. |
