Date:
|
|
Class:
|
|
Theme:
|
Investigating materials
|
Unit:
|
4 Food Preservation
|
Lesson:
|
1 (b) Make it last
|
Learning
Objective
|
1.2 Synthesizing the concept of food preservation
|
Learning
Outcomes:
|
Pupils are able to:
1. Give
reasons why each way of food preservation is used
2. State
what food preservation is
|
Science
Process Skills:
|
Observing, communicating
|
Resources/
Teaching
Aids:
|
Textbook
|
Moral
Values:
|
Having an interest and curiosity towards the
environment, Being cooperative
|
Vocabulary;
|
Drying, pickling, heating, vacuum packing, pickling, freezing, bottling,
canning, pasteurizing, salting, smoking, waxing
|
Activities:
|
1. Pupils
discuss and explain why the above ways are used to preserve food
2. Pupils
discuss that food preservation is a process of slowing down food from
becoming bad
|
Thursday, January 26, 2012
Food Preservation (b) Make it last
Food Preservation (a)( Make it last)
Date:
|
|
Class:
|
|
Theme:
|
Investigating materials
|
Unit:
|
4 Food Preservation
|
Lesson:
|
1 (a) Make it last
|
Learning
Objective
|
1.2 Synthesizing the concept of food preservation
|
Learning
Outcomes:
|
Pupils are able to:
1. Describe
ways to preserve food
2. Give
examples of food for each type of food preservation
|
Science
Process Skills:
|
Observing, communicating
|
Resources/
Teaching
Aids:
|
Textbook, scroll board/
mahjong paper
|
Moral
Values:
|
Having an interest and curiosity towards the
environment, Being cooperative
|
Vocabulary;
|
Drying, pickling, heating, vacuum packing, pickling, freezing, bottling,
canning, pasteurizing, salting, smoking, waxing
|
Activities:
|
1. Pupils
discuss in groups and complete a mind map
2. Pupils
give examples of food for each type of food preservation
3. Pupils
write down notes into their exercise book
4.
|
(b) Mighty Microbes
Date:
|
|
Class:
|
|
Theme:
|
Investigating materials
|
Unit:
|
4 Food Preservation
|
Lesson:
|
1 (b) Mighty Microbes
|
Learning
Objective
|
1.1
understanding food spoilage
|
Learning
Outcomes:
|
Pupils are able to:
1. State
the microorganisms can spoil food
2. State
the conditions for microorganisms to
grow
|
Science
Process Skills:
|
Observing, communicating, making inference,
predicting, controlling variables
|
Manipulative
skills:
|
1. Use
and handle science apparatus and substances
2. Handle
specimen correctly and carefully
3. Clean science apparatus
|
Resources/
Teaching
Aids:
|
Rice, milk, fruits, fish, vegetable, textbook,
teacher’s notes
|
Moral
Values:
|
Having an interest and curiosity toe=wards the environment
|
Vocabulary;
|
Microorganisms , nutrient, water, air, acidity,
temperature
|
Activities:
|
1. Pupils
do their experiment
2. Pupils
carry out an activity
3. Pupils
discuss and conclude
4. Pupils
write down notes into their exercise book
|
Food Preservation
Date:
|
|
Class:
|
|
Theme:
|
Investigating materials
|
Unit:
|
4 Food Preservation
|
Lesson:
|
1 (a) Mighty Microbes
|
Learning
Objective
|
1.1
understanding food spoilage
|
Learning
Outcomes:
|
Pupils are able to:
1. Describe
what spoilt food is
2. Identify
characteristic of spoilt food
|
Science
Process Skills:
|
Observing, communicating
|
Manipulative
skills:
|
1. Use
and handle science apparatus and substances
2. Handle
specimen correctly and carefully
3. Clean science apparatus
|
Resources/
Teaching
Aids:
|
Rice, milk, fruits, fish, vegetable, textbook,
teacher’s notes
|
Moral
Values:
|
Having an interest and curiosity toe=wards the environment
|
Vocabulary;
|
Spoilt food, unsafe, smell, taste, colour, texture,
mould
|
Activities:
|
1. Pupils
observe samples of spoilt food
2. Pupils
discuss and conclude
3. Identify
characteristic of spoilt food (smell, taste, colour, texture and mouldy)
|
(b) Watch your Speed!
Date:
|
|
Class:
|
|
Theme:
|
Investigating force and Energy
|
Unit:
|
3 Movement
|
Lesson:
|
Watch your Speed!
|
Learning
Objective
|
2.1 Understanding speed
|
Learning
Outcomes:
|
Pupils are able to:
1. State
what speed is
2. Solve
problems using the formula
|
Science
Process Skills:
|
Controlling variables, observing, communication,
measuring and using numbers, interpreting data
|
Resources/
Teaching
Aids:
|
Textbook, teacher’s note, chart and schedule
|
Moral
Values:
|
Being
honest and accurate in recording and
validating , Having critical and analytical thinking
|
Vocabulary;
|
Measurement, calculating, move, measure
|
Activities:
|
1. Discussion:
a. Speed
is a measurement of how fast an object moves
b. Speed
can be calculated by using the formula
2. Speed
–distance/ time
3. Solving
problems using the formula
4. Pupils
do exercise from textbook
|
Watch your Speed!
Date:
|
|
Class:
|
|
Theme:
|
Investigating force and Energy
|
Unit:
|
3 Movement
|
Lesson:
|
Watch your Speed!
|
Learning Objective
|
2.1 Understanding speed
|
Learning Outcomes:
|
Pupils are able to:
1.
State that an object which moves faster
travels a longer distance in a given time
2.
State that an object which moves faster takes
a shorter time to travel in a given distance
|
Science Process Skills:
|
Controlling variables, observing, communication,
measuring and using numbers, making inference
|
Resources/
Teaching Aids:
|
Textbook, teacher’s note three pieces of brick, a
few text book, stop watch, ruler
|
Moral Values:
|
Being
honest and accurate in recording and
validating , Being systematic
|
Vocabulary;
|
Speed distance, faster, slowest, race
|
Activities:
|
1. Compare
the distance traveled in a given time by two moving object
2. Compare
the time taken by two moving objects to travel in given distance
Discussion:
1. An
object which moves faster takes a longer distance in given time
2. An
object which moves faster takes a shorter time to travel in given time.
|
(B) Reducing and increasing Friction
Date:
|
|
Class:
|
|
Theme:
|
Investigating Force and Energy
|
Unit:
|
2 : force
|
Lesson:
|
4(b) Reducing and increasing Friction
|
Learning Objective
|
1.3 Analyzing Friction
|
Learning Outcomes:
|
Pupils are able to:
1.
State the advantages of friction
2.
State the disadvantages of friction
|
Science Process Skills:
|
Observing, making inferences and communicating
|
Resources/
Teaching Aids:
|
Textbook
|
Moral Values:
|
1.
Being
cooperative. Having an interest and curiosity towards the environment and
thinking rationally
2. Appreciating
the contribution of science
And technology.
Being flexible and open minded
|
Vocabulary;
|
Advantage and
Disadvantage
|
Activities:
|
1. Pupils
suggest various advantages and disadvantages
of friction
2. Pupils
write down notes into their exercise book
|
Reducing and Increasing Friction
Date:
|
|
Class:
|
|
Theme:
|
Investigating Force and Energy
|
Unit:
|
2 : force
|
Lesson:
|
4 Reducing and Increasing Friction
|
Learning Objective
|
1.3 Analyzing Friction
|
Learning Outcomes:
|
Pupils are able to:
1.
Describe ways to reduce friction
2.
Describe ways to increase friction
|
Science Process Skills:
|
Observing, making inferences and communicating
|
Resources/
Teaching Aids:
|
Textbook
|
Moral Values:
|
1.
Being
cooperative. Having an interest and curiosity towards the environment and
thinking rationally
2. Appreciating
the contribution of science
And technology.
Being flexible and open minded
|
Vocabulary;
|
Reduce, increase, lubricants, ball bearing,
rollers, cushion, grip
|
Activities:
|
1. Pupils
carry out activities to study the effect of friction by rubbing palms with
and without oil
2. Pupils
suggest various way to increase friction
3. Pupils
suggest various way to reduce friction
4. Pupils
write down notes into their exercise book
|
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