RPH 1

Download as pdf or txt
Download as pdf or txt
You are on page 1of 3

RPH SET 1

LESSON PLAN
SUBJECT SCIENCE WEEK

CLASS 5 ASTRO TIME

DATE DAY

THEME: MAINTENANCE AND CONTINUITY OF LIFE


LEARNING AREA : NUTRITION AND FOOD TECHNOLOGY
CONTENT STANDARD

STANDARD
LEARNING
2.5 Food Processing 2.5.1 Communicate about food
Technology processing technology

At the end of the lesson,


students will be able to:

1. Make a presentation about


the methods involved in
producing various food
products.
LEARNING OBJECTIVES

SUCCSESS CRITERIA

2. Describe the chemicals


used in food processing.

3. Discuss the impact of


chemical use in food
processing on human and pet
health issues.

TEACHING AND LEARNING STRATEGIES


RPH SET 1

The teacher displays various pictures of different foods using a slideshow.


INTRODUCTORY ACTIVITY

(Example: Frozen raw meat, fresh milk, bread, pickled vegetables, etc.)

The teacher asks the students the following questions:

i. Based on your knowledge, can these foods be eaten after one month?

ii. What do you think will happen if we still eat the food?

iii. Based on your existing knowledge and experience, how do you store
these foods for a longer period?

Students are divided into 4 groups. Each group is given 8 example pictures
of food.

The teacher gives clear instructions on what the students need to do,
referring to the textbook and additional notes:
(a) Identify the meaning and methods of food processing.
(b) Identify the chemicals used to process the food.
(c) Nutritional content of the food.
(d) Benefits and drawbacks of the food for consumers.
(e) Record all findings/results of their discussions in their workbook/practical
book/worksheet/mahjong paper.
MAIN ACTIVITY

(f) Students make a presentation.

After receiving instructions from the teacher, in their respective groups,


students discuss and record their prior knowledge and hypotheses about the
freshness level and storage methods of the food samples given to them.
They also refer to the textbook/additional notes from any source to gather
information.

Each group displays the results of their discussion. A representative from


each group presents their findings/discussions to the class.

The teacher leads a discussion on the information presented, encouraging


students to think critically and compare their prior knowledge with the
information presented.
RPH SET 1

The teacher helps students analyze the accuracy of their prior knowledge
based on the new information discussed and corrects any misconceptions.
Students engage in practical activities related to food preservation. For
example, they can conduct simple experiments where they try to preserve
small quantities of perishable food items (e.g., a slice of bread or fruit) using
various methods (e.g., refrigeration, freezing, drying).

After the activity, students discuss and compare the effectiveness of different
preservation methods and relate their findings to prior knowledge.

The teacher reintroduces the question asked during the Engage phase.
CLOSURE

The teacher facilitates a class discussion where students share the


understanding they have gained and draw their conclusions about the effect
of food storage/maintenance on its freshness level.

You might also like