HE

DirectorateforQualityandStandardsinEducation CurriculumManagementandeLearningDepartment
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HOMEECONOMICSCURRICULUMUNITSFORM1
HE7.1 HE7.2 HE7.3 HE7.4 HE7.5 HE7.6 DiscoveringHomeEconomics PyramidPower SmartSnacking BreakfastTime! Sweetendings Rollupyoursleeves!
CurriculumManagementandeLearningDepartmentHomeEconomics2011
Subject:
HomeEconomics Form1
Unitcodeandtitle:HE7.1DiscoveringHomeEconomics
Strand/s: Food,Nutrition&Health Choice&ManagementofResources Objectives
UnitDuration:10sessionsof40minutes(7hours)
Theteacherwillhelpstudentsto: 1. ExploreHomeEconomicsasanareaofstudy. 2. Identifythemainfactorsthatcontributetogoodhealthandwellbeing. 3. Demonstratepersonalhygienepracticesinthefoodlab. 4. Classify,identifytheproperuseandtakepropercareofthemainkitchenequipment. 5. Describethestepsinvolvedinthecorrectprocedureofwashingupanddifferentiatebetweendifferentdishwashingdetergentsandmaterials.
KeyWords
Fieldofstudy,practical, food,nutrition,health, resources,individuals, family,community, sustainablesociety,local, global,disease,micro organisms,bacteria, personalhygiene,diet, exercise,needs,physical, intellectual,emotional, social,tools,equipment, airdrying,ecolabelled cleaningagents.
Pointstonote
ThecentralfocusofHomeEconomics(HE)isthewellbeingofindividuals andfamiliesintheireverydayliving.HEeducationadoptsanaction orientedapproachinempoweringstudentstoactivelymeetanever changingandeverchallengingenvironment.Itguidesthestudentstoattain thelearningoutcomeswhichdelineateconcepts,knowledge,skillsand attitudeswhichtheyshouldacquireanddevelop.Thelearningoutcomes caterforvariousabilitiesthroughdifferentiation.Theactivitiesareintended tohelpstudentsuncoverthedirectrelevanceofthesubjecttotheirpresent andfuturelifeapartfromdevelopinganinterestinthevocationalaspectof thesubject.Uponcompletionoftheplannedactivities,studentswill understandthemainfactorswhichaffecthealthandhowtoeffectively adoptpersonalhygienepractices.Theywillidentify,select,andeffectively useappropriatekitchentoolstoplanandpreparenutritiousmealsin cooperationwithothers.ThisknowledgewillbeusefulbothintheHEfood labandintheirhome.
Resources
IntroductiontoHomeEconomics:ICTequipment Interactive whiteboard [IWB], computer, digital projector. Factors that affect health: Worksheet with graded questions: Factors which affect health and well being. Kitchenequipment:Variousutensilsandappliances usedinthefoodlab. Washing up: Posters displaying steps of process introduced in the topic e.g. Washing up; Dishwashing Checklist Worksheet. Display of various detergents and allpurpose cleaners to includeecolabelledproducts. Personal hygiene: Hand washing technique You tubeclip. A number of hyperlinks to be used as web quests andactivitiestohighlightvariousteachingpoints.
Teachingobjectives Examplesofteachingexperiencesandactivities
Theteacherwillhelp studentsto: defineHome Economicsasanarea ofstudy. (1lesson)
Indicatorsoflearningoutcomes
identifythemain factorsthat contributetogood
Studentscanbegroupedintoteamsandbrainstormforfiveminutestheir Studentswill: DescribeeachofthethreestrandscoveredinHome ownknowledgeofHomeEconomics.IfanIWBisavailable,thetimermaybe usedsoastostimulatestudentstostayfocusedontheshorttask. EconomicsgivingpracticalexamplesofhowHome Economicsissignificantandrelevantatthe Studentsmaythenuploadtheirowncommentsontheinteractiveboardand individual,family,communityandcareerlevel. aclassdiscussionwillensue.Alternatively,thecommentsmaybeleftonhold (Level8) ontheboardandstudentsmayusethewebtofinddifferentdefinitionsofthe ExplaininsimpletermswhattheHomeEconomics subject.Someexamplesofsiteswhichofferappropriatedefinitionsare: programmeofstudyentails,includingreferenceto thethreestrands,namelyFood,Nutrition&Health, http://www.factmonster.com/ Home&familyandtheChoice&Managementof http://answers.askkids.com/ Resources.Givepracticalexampleswithguidanceon http://www.ehow.com/ehowhome/ howHomeEconomicswillhelpthematthe Thestudentscommentsmaythenbediscussedtocompareandcontrastwith individual,familyandcommunitylevel.(Level7) thedefinitionsfoundontheweb,orofferedbytheteacher. IdentifyHomeEconomicsasasubjectthatisstudied atschoolandthatitincorporatesapractical Alternatively,studentsmayidentifyactivities/areasthatareassociatedwith element,mostlyrelatedtoskillsinfoodpreparation. thethreemainstrandscoveredinHomeEconomicsbymakingconnections (Level6) betweenvisualsandthestrandtheybelongto. Namewithhelp,activitiesand/orareasthatare associatedwithanyofthethreemainstrandsof Theteachermaytakeadvantageoftheresourcesavailableinthecommunity toextendthepupilslearningandtheirenjoymentofthesubjectbyinviting HomeEconomicsnamelyFood,Nutrition&Health, guestspeakerstorelatetheirexperienceofhowHomeEconomicshasbeen Home&familyandtheChoice&Managementof pivotalintheirlivesandtowardstheirchoiceofcareer. Resources. (Level5) Studentswill: Theclassisgroupedintodifferentteamsandassignedawebqueston Definehealthanddiscusshoweachofthe differentconceptsofhealthandwellbeing.Theyshouldgothroughthe websitesontheworksheetandjotdownpointstodiscussanddevelopasa dimensionsofhealthaffectsourwellbeing.

healthandwell being. (1lesson)
team.Gradedquestionsonaseparateworksheetmayguidethemthrough theexercise. Asateam,thestudentscanplanandcarryoutashortpresentationwiththeir findingstotherestofthegroups. Duringthepresentation,thestudentsmaymakeuseoftheIWB(ifavailable) toloadshortclipsthattheyfoundduringtheirquestoruploadtheirown notes.Alternatively,theymaymakeuseofdramaandroleplaytodescribe andillustrateimportantpoints. Ifacomputerlabisnotavailable,thisactivitymaybeassignedashomework andstudentscansendtheteacheranemailsharingtheirthoughtsonthe quest.Theymayeventeamupaccordingtotheworksheettheyhavebeen assignedandprepareashortpresentationasclasswork.
Investigatethemainfactorswhichaffecthealthand wellbeinganddevelopanunderstandingofthe relationshipbetweendietandphysicalactivity. (Level8)
Exploretheconceptofhealth,identifythedifferent dimensionsofhealthanddescribebrieflyeachone. Throughaguidedactivity,studentsinvestigatethe mainfactorswhichaffecthealthtolistthreefactors whichcontributetogoodhealth.Emphasizethe importanceofgoodeatingpatternsandphysical activityinmaintaininghealth. (Level7)
demonstrate personalhygiene practicesinthefood lab. (2lessons)
Throughtheuseofwebquests,pupilsresearchthetermpersonalhygiene andcreateaconceptmapofrelevantinformation. ThroughtheuseofaPowerPointpresentationtheteacherwillreviewthe mainareasofpersonalhygienetraits,whichareespeciallyimportantwhen dealingwithfood.Referto: http://www.youtube.com/watch?v=vYwypSLiaTU&NR=1 StudentsidentifywhattheyKnow,whattheyWanttoknow,andwhatthey havelearnedfromthepresentationthroughguidedminitaskscarriedoutas partofthismainactivity.Usingthetemplateprovided,theyidentifythe advantagesofgoodhygieneandconsequencesofunhygienicpractices.
Describeactivitiesthatsupporttheirhealthand identifyfactorsthatpromotehealth.(Level6) Talkaboutbeinghealthyasopposedtobeingsick andidentifygoodeatingpatternsandphysical activityasfactorswhichpromotehealth.(Level5) Studentswill: Discusshowproperhandlingandhygieneisessential withemphasislaidonthepreventionoffood contamination.Reflectontheirpersonalhygiene practices,carryoutpeerassessmentaccordingtoa setofcriteriaidentifiedinthepersonalhygiene checklistandidentifypossiblewaystoimproveor maintaingoodpersonalhygiene.(Level8)
Identifytheimportanceofpersonalhygieneinthe contextoffoodpreparation,anticipatethe consequencesofnotpracticinggoodpersonal hygieneforself,familyandclassmatesandcompilea setofguidelinesandrulesforpersonalhygienein

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classify,identifythe correctuseandtake propercareofthe mainkitchen equipment. (4lessons)
Identifypersonalhygienepracticesthatshouldbe followedtoavoidgettingsick.Talkaboutthe importanceofhandwashingandwithconstant guidance,demonstrateproperhygienepractices whenhandlingfood.(Level5) Studentsbecomefamiliarwithdifferentkitchentoolsandequipmenton Studentswill: websiteindicated.Aninteractivewordsearchmakermaybeusedtocreatea Investigateandevaluatetheuseofdifferenttools wordsearchtocoverkitchenequipmentoranyothertopic.Youmayreferto: andequipmentforaparticulartask.Demonstrate http://www.teachersdirect.co.uk/resources/wordsearches/indexor propercareoftheequipmentindependently. (Level8) http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp Outlinethecorrectandsafeuseofthesmallkitchen Thisactivitycouldbecarriedoutinclassifcomputersareavailable.IfanIWB equipmentwithreferencetoappropriatefood isavailable,itcouldalsobeused.Ifresourcesarenotavailable,activitysheets preparationtechniques(e.g.,stirring,beating, couldbeprintedandusedasalessonstarterinagroupactivity.Aninteractive whipping,chopping)Demonstratepropercareof quizbustermakermaybeusedtocreateaninteractivequizonthetopic.You theequipmentwithminimalguidancetakinginto mayrefertothefollowingwebsite: considerationthematerialtheyaremadeoutof. http://www.teachersdirect.co.uk/resources/quizbusters/quizmaker.aspx (Level7) Throughademonstration,theteacherwillintroduceanumberofcommonly
Studentsbrainstormalistofpersonalhygienerulestofollowwheninthe foodlab/kitchen.Theensuinglistofpersonalhygienerulesforfood preparationcanbedevelopedintoachecklist.Thischecklistcouldbe maintainedduringfuturepracticalinterventionsessions,sothatstudentswill beencouragedandconstantlyremindedoftheimportancetoadhereto appropriatehygienicpracticeswhenhandlingfood.Evidencethattheymeet standardsshouldbenotede.g.correcthandwashingprocedureappropriate clothingandshoes,useofheadgear,nojewelleryandnailpolish. Ingroups,studentswilldevelopcriteriaforachecklistorratingscalethatcan beusedforpeerandselfassessment.
thecontextoffoodpreparation.Carryoutthe correcthandwashingprocedureindependentlyand demonstrateappropriatepersonalhygiene procedurespriorto,duringandfollowingpractical sessionstoensurethathighstandardsare maintained.(Level7)
Exploretherelationshipbetweengermsandfood borneillness,highlighttheimportanceofhand washingandwithminimalguidancedemonstrate properhygienepracticeswhenhandlingfood. (Level6)
Nameanddescribedifferentequipmentneededto useditemsaccordingtoeaseofuse.Particularreferencewillbemadeto commonlyperformedtaskstoinclude:peeling,choppingandcutting,grating carryoutsimpletasks.Demonstratepropercareof andmashing,mixing,bakingandserving.Asanactivity,thestudentsgroupa theequipmentwithmoderateguidance.(Level6) setofequipmentaccordingtothedifferentmaterialstheyaremadeof. Namebasicequipmentneededtocarryoutasimple task.Classifytheequipmentaccordingtothe Studentssearchtheirkitchenfortheutensilbyfollowingthecluesonthe materialsitismadeofnamelyglass,plastic,metal "KitchenTreasureHunt."TheyverifytheiranswersbywatchingaPowerPoint andwood.Describehowcertainequipmentcanbe presentationthatincludesaphotographanddescriptionofeachtoolandhow unsafe,thusshouldbehandledwithcare.(Level5) tocareforeachparticulartool. Theteacherorganizesthestudentsintogroups.Thestudentswillbegiventhe actualtoolsandequipmentusedtocarryoutparticulartasks.Thestudents willthenusevarioustoolstocarryoutthetasksindicatedonworkcards. Theywillthenperformcomparativetestingtoidentifywhichisthebesttool forparticulartasks.Studentsmayalsogiveasupportingargumenttojustify theirchoiceofequipmente.g.validatethechoiceofapeeleroveraknife. Studentsmayrecordothervariablestoincludetimeandrateofeffort involved(1=easy,2=OK,and3=difficult)incarryingoutthisactivity. RemotepreparationHomeormarketresearchtoidentifythemaintypesof Studentswill: describethesteps dishwashingdetergentsandmaterials. involvedinthe Explainindetailtheordertobefollowedwhen correctprocedureof carryingoutthedishwashingprocedure.Washup Usingadisplayofvariousdishwashingdetergentsandmaterialsinclass,the washingupand utensilsandequipmentindependentlykeepingin differentiatebetween studentswillidentifycommonterminologyfoundonthelabelsofdifferent mindsafetyandenvironmentalfactors.Compare variousdishwashing differentcleaningagentsandevaluateaccordingto dishwashingdetergentsandmaterials. detergentsand theirhealthenvironmentalimpactanddraw materials.(2lessons) Emphasisethechoiceofproductswithnonhazardous,organicandbio conclusionsregardingthebestchoicetomake. degradableingredients,recyclablecontainers,andproductsnottestedon Identifythesymbolstolookoutforwhenselecting animals. environmentallyfriendlycleaningagents(Level8) Sortoututensilsinfivegroups,namelyglasses, Theteachercandemonstratethesequenceofworkinvolvedinwashingup cutlery,plates,potsandpansandovendishes. afteraclassdebateonthebestorderofworkwiththemostplausible Explainbrieflytheordertobefollowedwhen
reasons.ThiscouldbesupportedbytheuseofICT. HomeActivityHomeormarketresearchtocategoriseandevaluate differentdishwashingdetergentsaccordingtotheirhealthandenvironmental impact.Asimplechecklistmaybedevelopedandusedforthisparticular activity.
washingupkitchenequipmentandwashuputensils withminimalsupervision.Statebrieflythehealth andenvironmentalbenefitsofchoosingecolabelled detergents.Comparedifferentcleaningagentsand evaluateaccordingtotheirhealthand environmentalimpactbymeansofaguided checklist.(Level7) Provideadetailedlistofitemsrequiredforwashing upkitchenequipmentandwashutensilswith moderatesupervision.(Level6) Listthebasicitemsneededtocarryoutthedish washingupprocedure.Washupsomeutensilswith constantsupervision.(Level5)
DigitalTechnologyEnhancedLearningHomeEconomics Unitcodeandtitle:HE7.1 DiscoveringHomeEconomics

Throughresearchithasbeenclearlyevidentthatintegrateduseoftechnologyenablesawiderangeofpositiveoutcomesforstudents.Inthelightofthis,HomeEconomics subjectmayberemarkablyenhancedifdigitaltechnologyiswiselyutilizedattherightmomentstoenhancethestudent'slearningprocess.Therefore,byintertwiningdigital technologywiththissubjectmayserveasacatalysttoallowthestudentsabsorbmorethesubjectcontentthanever. ThesoftwarebeingsuggestedmayeitherbeaccessedforfreeorthroughalicenceavailablefromCMeLD.ThecategoryisindicatedattheendofeveryURL. 1. DefineHomeEconomicsasanareaofstudy. AnswerGardenplantaquestion,growanswersisaweb2.0basedonlinebrainstormingprogramthatletsthestudent/teacheraliketoputaquestionandthestudents postrelatedanswers.ThesearethenrepresentedintheteachersAnswerGardenintheformofagrowingwordcloud(Link:http://answergarden.ch/3).Thisprogram canbeusedlivetogetherwiththeIWBinordertoinvolvethewholeclass. 2. Identifythemainfactorsthatcontributetogoodhealthandwellbeing. ABChealth&Wellbeingwebsiteoffersquiteagoodnumberofquizzesthatmayaidthestudenttomakebetterdecisionsparticularlyregardingthistopic.Link: http://www.abc.net.au/health/quizzestools/3 3. Demonstratepersonalhygienepracticesinthefoodlab. ZunalFreeWebQuestgeneratorhttp://www.zunal.com3 QuibbloPersonalHygieneInteractiveQuiz(Thiscanbeintegratedaspartofthewebquest)http://www.quibblo.com/quiz/9Jup6Dh/PersonalHygiene3 Alternatively,thestudent/smaybeencouragedtocreateaquizthemselves,http://www.quibblo.com/2 4. Classify,useandtakepropercareofthemainkitchenequipment. Supplementarysite:VideoJugforinstanceHowtosharpenaknifeorHowtoorganizeakitchendrawerhttp://www.videojug.com/search?keywords=kitchen+utensils3 5. Describeandcarryoutthecorrectprocedureofwashingup. VideoJugHowtoLoadaDishwasher:http://www.videojug.com/film/howtoloadadishwasherforthebestresults3
1. 2. 3. 4.
LicenceisavailablefromCMeLD. PubliccloudSigninguprequired. PubliccloudNosigninguprequired. Downloadableprogram.

CurriculumManagementandeLearningDepartmentHomeEconomics2011 9
Subject:HomeEconomics Unitcodeandtitle:HE7.1DiscoveringHomeEconomics Strand/s: Food,Nutrition&Health ChoiceandManagementofResources
Form1
UnitDuration:10sessionsof40minutesTotal:7hours
Objectives:
Theteacherwillencouragestudentsto:
1. 2. 3. 4. 5.
BecomefamiliarwiththecategoriesthatmakeupHomeEconomics. Becomefamiliarwiththemainfactorsthatcontributetogoodhealthandwellbeing. Demonstratepersonalhygienepracticesinthefoodlab. Usethemainkitchenequipmentsafelyandcorrectly. Carryoutthecorrectprocedureofwashingup.
KeyWords
Practical,food,exercise,health, diet,resources,family, community,disease,bacteria, personalhygiene,,equipment, recyclablecontainers,non hazardous(safe),biodegradable.
Pointstonote
ThecentralfocusofHomeEconomicsisthewellbeingofindividuals andfamiliesintheireverydayliving. Theactivitiesareintendedtohelpstudentsuncoverthedirect relevanceofthesubjecttotheirpresentandfuturelifeapartfrom developinganinterestinthevocationalaspectofthesubject. Itisveryimportantfortheteachertoallowtimeforthestudentsto respond.Thisresponsecantaketheformofunaidedand/oraided meansofcommunicationandtheteacherneedstoprovideadequate scaffoldingtechniquestoenablethestudentstorespondaffectively orintentionally. Forlevels1and2,PictureExchangeCommunicationSystem(PECS) andobjectsofreferencecanbeveryuseful.Theteachermayneedto assiststudentsinordertoactivateaswitchespeciallyintheearly stagesofusingaswitch.
Resources
http://www.factmonster.com/science/food/goodnutrition.html http://www.factmonster.com/ipka/A0931190.html http://www.youtube.com/watch?v=vYwypSLiaTU&NR=1 http://www.hygieneexpert.co.uk/HygieneBasicsCategory.html http://teachinglearnerswithmultipleneeds.blogspot.com/2009/0 9/germsandfluprevention.html http://www.washinghands.net/images/signs/handwashingsign 5.jpg Variousutensilsandappliancesusedinthefoodlab. Washing up: Posters displaying steps of process introduced in the topic e.g. Washing up; Dishwashing Checklist Worksheet. Displayofvariousdetergentsandallpurposecleanerstoinclude ecolabelled products. Personal hygiene: Hand washing techniqueYoutubeclip. Anumberofhyperlinkstobeusedaswebquestsandactivities tohighlightvariousteachingpoints.
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Teachingobjectives
Theteacherwill: helpstudentstobecome familiarwiththefourcategories ofHomeEconomics (2lessons)
Examplesofteachingexperiencesandactivities
Teacherwillprovidevariouspicturesandwillaskstudentsto choosethosethattheythinkarelinkedtoHomeEconomics. Theteacherwillencouragestudentstostatewhytheythink thesepicturesarelinkedtoHomeEconomics.Studentspaste picturesonaprojectbookandtheteacherwillleadthemto realisethatthepicturesfallmainlyintothesecategoriesFood, NutritionandHealth,HomeandFamilyLivingandtheChoice andManagementofResources. Someofthestudentswillwriteorcopywordsorphrasesor sentencesaboutthem. Otherstudentswilllookatsomeofthepictures. Theteacherprovidespicturesofpeoplewhoareenjoyinggood healthandofsickpeople.S/hesupportsstudentstodividethe picturesintwogroupsHealthyandLessHealthyandtheytalk aboutwhytheychosethoseparticularpicturesforthe particularheading.Theteachersupportsstudenttowriteor copyshortsentences/pastepicturesaboutsomeofthemain factorswhichaffecthealthandwellbeing,forexamplefood, exercise.Teacherpreparesshorteasyexercisestoconsolidate whatstudenthavelearnte.g.Trueorfalse,Fillin,writea sentenceabouteachpicture. Teacherencouragesstudentstoproduceachartabouteither HealthyEatingorPhysicalActivityandHealth.Somestudents willpastepicturesabouthealthyeating.Otherswilllookatthe pictures. ThroughtheuseofaPowerPointpresentationtheteacherwill reviewthemainareasofpersonalhygienetraits,whichare especiallyimportantwhendealingwithfood.Referto: http://www.youtube.com/watch?v=vYwypSLiaTU&NR=1
IndicatorsofLearningOutcomes
Studentswill: Beabletogiveareasonwhys/hethinksaparticular pictureisassociatedwithstrand1Food,Nutritionand Health(Level4) BeabletochoosecoactivelypicturesaccordingtoStrand1 Food,NutritionandHealth(Level3) BeabletomatchcoactivelyafewpicturestoStrand1 Food,NutritionandHealth(Level2) Acceptandengageincoactiveexplorationwhengiven handsonhandssupport(Level1) Studentswill: Beabletoidentifypicturesofpeoplewhoarehealthyor sickandtalkaboutthemthepictures(Level4) WillbecomefamiliarwithfoodthatisHealthyandLess Healthy(Level3) Matchatleastonepicturetoeachoftheseheadings: HealthyandLesshealthy(Level2) Acceptandengageincoactiveexploratione.g.bylooking atthepictures(Level1)
helpstudentstobecome familiarwiththemainfactors thatcontributetogoodhealth andwellbeing. (2lessons)
helpstudentstodemonstrate personalhygienepracticesin thefoodlab. (4lessons)
Studentswill: Beabletowashhandsproperlybeforehandlingfoodand understandwhythisisimportant(Level4) Befamiliarwiththeimportanceofpersonalhygienewhen

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usethemainkitchenequipment safelyandcorrectly.
(2lessons)
Theteachersupportsstudentstoproduceachartwithpictures/ symbolsaboutalistofpersonalhygienerulestofollowwhenin thefoodlab/kitchene.g.correcthandwashingprocedure appropriateclothingandshoes,useofheadgear,nojewellery andnailpolish. ShowoneofthevideosfromYouTube(themostappropriate forlevel13) http://www.youtube.com/watch?v=vYwypSLiaTU http://www.youtube.com/watch?v=zxlQn7KaCNU&feature=rel ated Thenthestudentswillcoactivelywashtheirownhands.You mayuseoneofthepostersfoundthroughImagesGoogle searchtoremindthestudentsofthehandwashingtechnique. http://www.washinghands.net/images/signs/handwashing sign5.jpg TheteacherencouragesstudentstousepictureGooglesearch tofindpicturesofdifferentkitchentoolsandequipment. Theteacherplacessomekitchenutensilsthatareusedfor peeling,choppingandcutting,gratingandmashing,mixing, bakingandserving.Studentsmatchthepicturestotheactual toolsandequipment.Otherstudentsareencouragedtoidentify thetoolsandtoexplaintheiruse.Otherstudentscould explorecoactivelysomebasictoolsexample,spatula,wooden spoon,choppingboard. Invariousgroups,thestudentswillcoactivelyusevarioustools tocarryoutsimpletasksindicatedonworkcards.Theycan writedownaorcopywordunderthepictureofthetool whethertheyfounditeasyordifficulttouse. http://www.puzzlemaker.discoveryeducation.comThe teachercanalsomakeuseofthislinktocreateownword searchorcrosswordpuzzleusingkitchenequipmentortoolsas thetheme.
preparingfoodandcoactivelycarryoutthecorrecthand washingprocedure.(Level3) Willwashhandscoactivelybyfollowingthesymbolsina washingschedule(level2) Acceptandengageincoactiveexplorationwhengiven handsonhandssupporte.g.towashhandsbefore handlingfood.(Level1)
Studentswill: Showhowtousesomesmallkitchenequipmentcorrectly andsafelye.g.woodenspoon,spatulaetc(Level4) Namecoactivelysomeoftheequipmentneededtocarry outsimpletaskse.g.choppingboardtochopfoodon. (Level3) Coactivelymatchpicturestoequipment.(Level2) Acceptandengageincoactiveexplorationwhengiven handsonhandssupporte.g.mixingwithawoodenspoon. (Level1)
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carryoutthecorrectprocedure ofwashingup. (2lessons)
Theteacherpreparesadisplayofdishwashingdetergentsand materialsinclassS/heexplainsonlyafewsymbolse.g. recyclablecontainers,nonhazardous(safe)andbio degradable.S/heusessimplelanguage,visuals,flashcardsand symbols.Teachershowsvideohowtowashanddrydishes. S/heshowsanddiscussesvideowithstudentsSomestudents maywashcoactivelysomeplastic/wooden/stainlesssteel utensils http://www.youtube.com/watch?v=rUANGr4sQlY&feature=rela ted Somestudentsmaycoactivelytouchandsmellthedifferent detergentsthataresafetohandlesuchaswashingpowder, washingtablets,dishwashingliquidandtablets.
Studentswill: Coactivelywashsomeutensils(Level4) Befamiliarwiththedetergentsneededtowashup. (Level3) Coactivelymatchsomeutensilswithpicturesinthefive groups,namelyglasses,cutlery,plates,potsandpansand ovendishes(Level2). Acceptandengageincoactiveexplorationofthewashing detergents(Level1)
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Subject:HomeEconomics Unitcodeandtitle:HE7.2PyramidPower Strand/s: Food,Nutrition&Health Objectives

Theteacherwillhelpthestudentsto: 1. Understandandexplainthethreemainfunctionsoffood. 2. ClassifyfoodsaccordingtotheCINDIFoodGuidePyramid:eatmore,eatmoderatelyandeatleast. 3. FamiliarisethemselveswiththetwelveCINDIDietaryGuidelinesandwithhowthesecanbeputintopractice. 4. Planavarietyofsimple,healthypackedlunchessuitableforateenager. 5. Prepareandserveonehealthy,packedlunchsuitableforateenager.
Form1
KeyWords
Energy,warmth, growth,repair,protect, CINDIFoodGuide Pyramid,CINDIDietary Guidelines,balanced, variety,packaging, preparationsheet, orderofwork,food preparationskills.
Pointstonote
Foodisvitaltolife.Itenablesthebodytogrow,toreplacewornout anddamagedpartsandtofunctionnormally.Theteacherusesthe scaffoldingapproachtomovefromknowntounknownconcepts. TheconstructivistapproachisalsousedtointroducetheCINDIFood GuidePyramid,whichassistsintheselectionofthefoodgroups requiredforhealthynutrition.Thiswillbereinforcedandpractised throughhandsonfoodpreparationactivities. TheCINDIDietaryGuidelinesareintroducedatthisstage,wherethe studentsarefamiliarizedwithsixofthetwelvestepsnecessaryfor action.Thesetwelvestepsarerevisitedeachyear,thusdeployingthe spiralpedagogicalapproachwherestudentscontinuetobuildon previousknowledge.
Resources
Functionsoffood:ComputerwithPhotoStory,PowerPoint, AutoCollage,shoppingbagwithemptyfoodpackaging, threesetsoffoodriddles. Thefoodpyramid:ComputerwiththeMagicPowerPoint, picturesoffoodandablankfoodpyramidforeachgroup, envelopeswithfoodcardsineach,threeplasticcontainers labelled,EatMost,EatModerately,Eatleast,pictures depictingthetwelvedietaryguidelines,situationcardsfor CINDIguidelinesactivity,twelvenumbercards,setof questionsabouteachguideline,fooddiarytemplate. Demonstration:Apron,headgear,suitablepackaging materialsandcontainers,examplesofmethodstokeepthe lunchfresh,ingredientsandequipment.Practicalsession: Apron,headgear,digitalcamera.
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Teachingobjectives
Theteacherwillhelp studentsto: understandandexplain thethreemain functionsoffood. (2lessons)
Throughabrainstormingsession,studentscomeupwithdifferent reasonswhyweeatfood.Thiscouldbecarriedoutasawholeclass activity,ingroupsorinpairs.Atthisstage,allideasarelistedonthe board;nonearediscardedordiscussed.Thestudentscancreatea PhotoStoryshowingapictorialrepresentationofwhyweeatfood. Thefunctionsoffoodarediscussedandexplainedthroughan interactivePowerPointpresentationtoexplainthemainfunctionsof food.Anactivitywherestudentswilllearnthatdifferentfoodshave differentfunctionsinthebodymayfollow.Theteacherassemblesa shoppingbagwithaselectionofemptyfoodpackaging(e.g.milk cartons,yoghurttubs,mozzarellapackets,eggcartons,pasta/rice packets,breadwrappers,cerealboxes,tunacans,pulsespackets,nuts packetsetc.).Theteacherwillpreparethreesetsofriddlesthatallow studentstoguessdifferentfoods.Eachsetcorrespondstoafunction offood.Eachriddlewillstartwiththefunction(e.g.Thisfoodwill helpyoutogrowThisfoodwillgiveyouenergyetc)andcontinue withcluesthathelpstudentsguessthefood.Studentswillbe organizedintothreegroups.Eachgroupwillguessdifferentfoods relatedtoonefoodfunction.Oncethestudentsguessthefoodsthey willdrawthefoodfromtheshoppingbag.Theteacherwillobtain feedbackfromeachgrouptorecapitulatetheactivity.Inmixed abilitygroups,thestudentsproduceachartpossiblyusingAuto Collage.Themoreablestudentscanalsoincludetext.Thetopiccould befurtherreinforcedthroughahomeworkactivitywherestudents createacomprehensivetopicweb. StudentsaregivenvariouspicturesofdietaryguidessuchastheUK EatWellplate,theUSMyPyramid,theWHOCINDIfoodpyramidetc. Ingroupstheyareaskedtodiscussthereasonforthedevelopmentof suchguidesbyHealthAuthorities.Theyarealsoledtopickoutthe
Studentswill: Discusssimilaritiesamongstfoodshavingthesame function,makingreferencetothefoodgroups;outline consequencesinthecaseofexcessandlackof.(Level8) Explainthedifferentreasonswhypeopleeataswellaslist andexplainthethreemainfunctionsoffood.(Level7) Recognisethatdifferentfoodcategoriesprovidedifferent functionsinthebody.(Level6) Beawarethatfoodisessentialforlifeandthatithas importantfunctionsinthebody.(Level5)
classifyfoodsaccording totheCINDIFood GuidePyramid:eat most,eatmoderately
Studentswill: Analyseaspectsoftheirdietandprovidemeaningful proposals,givingreasons,formodificationsifnecessary. (Level8)

15
andeatleast. (2lessons)
guideusedinMalta.
Differentdietaryguidescanbeobtainedfromthefollowing websites:http://www.food.gov.uk/multimedia/pdfs/publication/eatw ellplate0907.pdf/http://www.mypyramid.gov/ Thestudentsareorganizedintogroupsoffour.Eachgroupis providedwithpicturesofdifferentfoodsandablankCINDIfood pyramid.Thestudentsbuildthefoodpyramidbyplacingthepictures inthecorrectsectionsofthepyramid.Theaboveactivitycouldalso becarriedoutusingITresourcesadraganddropactivityon PowerPoint.Thiscanbecarriedoutasawholeclassactivityifonly onecomputerandascreen/interactivewhiteboardareavailableor ingroupsiftheteacherhasaccesstoacomputerforeachgroupof students.Arelaygamecanbeusedasarecapitulationactivity.The teacherpreparestwosetsofcardseachdepictingadifferentfood. Eachsetwillhaveadifferentcolouredbackgroundandwillbeplaced inaplasticenvelope.Thesewillbeplacedatoneendoftheroom. Theteacherwillalsoprepareasetofthreesmallcontainers correspondingtothethreelevelsofthepyramid(i.e.labelledeat most,eatmoderately,eatleast)whichwillbeplacedattheotherend oftheroom.Thestudentsareorganizedintotwoteams.Eachteam willlineupinasinglefile.WhentheteachersaysGothefirst studentinthelinewillgototheplasticenvelope,takeafoodcard, walk/runtotheplasticcontainersandplacethecardinthecorrect container.Oncethefirstpersonisdone,thesecondpersonwilldo thesame.Thisiscontinueduntiloneteammanagestouseallthe cards.Oncetherelayiscompleted,theteacherwillgothroughthe cardsanddeterminethewinningteam.(Thisactivitycanbe conductedoutsidetheclassroome.g.intheyard).
Categoriseandpositiondifferentfoodsintothefivefood groupsandexplain,givingreasons,whydifferentfoodsare placedaccordingly(Level7) Recognisethatsomefoodshavesimilarcharacteristicsand identifywithreasonswhichfoodstoeatmost,moderately, andleast.(Level6) Classifyfoodintohealthyandlesshealthyandgivea simplereasonforsomeofthefooditems.(Level5)
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familiarisethemselves withthe12CINDI DietaryGuidelinesand withhowthesecanbe putintopractice. (2lessons)
Studentsareputintofourgroups.Eachgroupisgiventhreedifferent Studentswill: pictureseachportrayingoneoftheCINDIguidelines.Inthiswaythe Modifyanumberofsnacks/mealstoensurebalanceby wholeclasswouldhavecoveredthetwelveguidelines.Studentsdiscuss includingfoodsfromthedifferentfoodgroups.(Level8) thepicturesandcomeupwithaguideline/recommendationforeach pictureafterhavinganalyzedit.Thegroupsthensharetheirworkwith ListatleastsixoftheCINDIdietaryguidelinesandgive theclass,afterwhichtheworkcompiledbyeachgroupisdisplayedas examplesofhowthedietaryguidelinescouldbeputinto onewholetodemonstratethetwelveCINDIguidelines.Thestudentsare practice.(Level7) placedinmixedabilitygroups.Eachgroupisassignedadietaryguideline. Studentsdiscusswayshowtoputeachguidelineintopracticeand Identifycomponents/substancesinfoodthatarepositive presenttheirworkonaPowerPoint.Thentheteacherdisplayseach tohealthandothersthatneedtobereducedwith groupsworkonthescreen/interactivewhiteboardanddiscussesitwith guidance.(Level6) therestoftheclass.Eachgroupisprovidedwithacasestudy.Thesemay includesituationsaboutdifferentindividualsconsumingvarioussnacks/ Identifybehaviours/lifestylesthatcanaffecthealthwith mealsatdifferenttimesoftheday.Studentshavetoimprovesnacks/ mealstobeinlinewiththeCINDIguidelines.Arepresentativefromeach promptingfromtheteacher.(Level5) grouppresentstheirwork.Asafollowup,theclassisinvolvedinalottery styleactivity,whichisplayedwith12numbers,oneforeachCINDI guideline.Theteacherpreparesasetofgradedquestionsforeach guideline.Thuseachguidelinewillbeaccompaniedbyasetofeasy, mediumanddifficultquestions.Astudentfromeachgroupdrawsa numberandthegroupisaskedthecorrespondingquestionbythe teacher.Thestudentsineachgroupchoosethelevelofdifficultyofthe question.Apossibleactivitythatcouldbeassignedforhomeworkisthat studentskeepathreedayfooddiary(thiscouldbetwoweekdaysand oneweekendday).Thestudentscanchooseoneoftheguidelinesand writedownthewayshowtheymanagedtoputtheguidelineinto practice.Forahigherorderactivity,studentscanalsoidentifythe problemsthattheyencounteredinputtingtheguidelinesintopractice andwhattheydidtoovercometheseproblems.Studentswillgive feedbackrelatedtotheirfooddiarywhentheyareinclass.
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plansimple,healthy packedlunchesfora teenager. (2lessons)
Remotepreparation:Studentsareaskedtofindoutaboutthe differenttypesofbreadavailableonthemarket.Theycanbe encouragedtogotoshopsortoresearchonlineandgetpicturesor photosofdifferentbreadsthatcanbeusedtomakepackedlunches. Inclass,studentspresenttheirfindingstotheirpeersanddiscuss variousideasforbalancedandvariedpackedlunchese.g.breadswith healthyfilling,vegetablesalads,pasta/couscoussalads,piesetc.The teacherfocusesonplanningabalancedlunchthatcontainsfoods fromthedifferentfoodgroupsintherightamounts.Thediscussion onbreadisfurtherconsolidatedbyadisplayofbreadswhichis preparedbytheteacher.Thismayincludeavarietyofshapeslike breadbuns/rolls,pittabread,wraps,slicedbreadetc.andalso differenttypessuchaswholemeal,white,multigrainetc.Students willbeinvolvedinademonstrationofavarietyofbreadswithhealthy fillingse.g.traditionalobbiejt;ricotta,lettuce,tomato;chicken, colouredpeppers,bejniet;egg,cheese,coleslaw.Studentswillhave agoatpractisingthevariousskillsbyhelpingtheteacherpreparethe packedlunches.Foraselectionofhealthybreadfillingstheteacher canaccesstheHELPDocumenton http://www.education.gov.mt/ministry/doc/help_healthyeating.htm Todemonstratechoppingandgratingtechniquesaswellasassembly ofvarioussandwichestheteachercanaccesstheBritishNutrition Foundationwebsite:FoodaFactofLifeandaccessthevideos availablehttp://www.foodafactoflife.org.uk/site.aspx?siteId=19&t=3
Adisplayissetupinclasswithsuitablepackagingmaterials/ containersavailableonthemarketthatkeeplunchesfreshand appetizingandthatcanbeusedtopackthelunchesprepared. (NOTE:Thislessonwillfocusonvariedbreadfillings.Otheroptions suchassaladsanddipswillbepreparedduringthelessonabout healthysnacks).
Studentswill: Choosedifferentpackedlunchesforpeoplewithdifferent dietaryrequirementsandchoosesuitablepackaging keepinginmindenvironmentalandpracticalfactors. (Level8) Suggestavarietyofhealthypackedlunches,givingsimple reasonstojustifythehealthbenefitorotherwiseof differentpackedlunchesandidentifytheparticular packaging,fromavariety,suitablefordifferenttypesof packedlunches.(Level7) Recognisethatapackedlunchshouldincludedifferent healthyfoodsanddrink;listsuitablepackagingthathelps tokeepthepackedlunchfreshandappealing.(Level6) Distinguishbetweenpackedluncheswhicharehealthyand otherswhicharelesshealthyandareawarethatapacked lunchneedssuitablepackaging.(Level5) Planindetailahealthysnackforateenagerjustifying choiceintermsofnutritionalvalue,likes,cost,safety,time andorganisation.(Level8) Examinedifferenttypesofpackedlunches;chooseand plan,followingalogicalsequence,apackedlunchfora teenager.(Level7) Withguidance,workoutaflowchartforthepreparation ofapackedlunch.(Level6) Putinlogicalorderthestepstofollowforpreparinga packedlunch.(Level5)
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helpstudentsto prepareandserveone healthypackedlunch suitableforateenager. (2lessons)
Studentssetuptheirworkstationsinpreparationforthepractical session.Thestudentsprepareahealthypackedlunch. Theteacherguidesstudentstohaveanorganizedworktopandwill ensurethatstudentsarecarryingouttheproperfoodpreparation skillsandhelpstudentsaccordingly.Teacherpraisesandencourages goodpractice.Thestudentstakephotosoftheirworkandusethem toproducealeafletwhichgivesideasforhealthypackedlunches. Thiscouldbedistributedtootherstudentsintheschoolorpublished ontheschoolwebsite Attheendofthepracticalsessionstudentsareinvolvedinpeerand selfevaluation.Thestudentscanbeprovidedwithasimple worksheetwhichtheycanfillinastheyobservetheirpeersfinished products.Thestudentscancommentonthesuitabilityofthe packagingchosenaswellasontheappearanceofthelunch.Self evaluationshouldalsoincludeotheraspectssuchastaste,textureand aroma.
Followadetailedorderofworkanddemonstrategood foodpreparationskillsindependently.(Level8) Followanoutlinedorderofworkanddemonstrate adequatefoodpreparationskillswithminimalsupervision. (Level7) Followapictorialorderofworkanddemonstratebasic foodpreparationskillswithconsiderablehelp.(Level6) Followapictorialorderofworkanddemonstratebasic foodpreparationskillswithconstantprompting.(Level5) Assesstheirperformanceandfinalproducthighlighting somestrengthsandweaknesses,includingreferencesto organization,safety,sensoryaspectsandoverallresult, suggestingsomeaspectsofimprovement.(Level8) Giveshortevaluativecommentsontheoutcomeofthe practicalbyfillinginaguidedevaluationsheet,highlighting mainstrengthsandweaknessesandidentifyingoneareaof improvementwhenasked.(Level7). Givegeneralshortcommentsontheoveralloutcomeof thepracticalactivityhighlightingsomebasicstrengthand weaknesseswithguidance.(Level6) Identifyoneortwothingsthatwentrightorcouldbe betterinthepracticalassignmentwithpromptingfromthe teacher.(Level5)
DigitalTechnologyEnhancedLearningHomeEconomics Unitcodeandtitle:HE7.2 PyramidPower

Throughresearchithasbeenclearlyevidentthatintegrateduseoftechnologyenablesawiderangeofpositiveoutcomesforstudents.Inthelightofthis,HomeEconomics subjectmayberemarkablyenhancedifdigitaltechnologyiswiselyutilizedattherightmomentstoenhancethestudent'slearningprocess.Therefore,byintertwiningdigital technologywiththissubjectmayserveasacatalysttoallowthestudentsabsorbmorethesubjectcontentthanever.
ThesoftwarebeingsuggestedmayeitherbeaccessedforfreeorthroughalicenceavailablefromCMeLD.ThecategoryisindicatedattheendofeveryURL.
1. Giveabasicexplanationofthethreefunctionsoffood. Mind42isanonlinebasedcollaborativemindmappingapplicationwhichcanbeusedforthedifferentreasonswhyweeatfoodactivity.Thiscanbeaccessed
bothatschoolaswellasathomehttp://mind42.com2 StudentsmaybeallowedtocreateaphotomovieonlinethroughPhotopeachtocomeupwiththeirideasofwhyweeatfoodhttp://photopeach.com
2. Identifywhichfoodstoeatmore,moderatelyandleast;andwhichfoodstoavoidintheCINDIFoodGuidePyramid. DragandDropFoodPyramidonlineactivityhttp://www.dairycouncilofca.org/Tools/MyPyramid/3 FoodPyramidGamehttp://www.scientificpsychic.com/alpha/games/mypyramid.html3
3. FamiliarisethemselveswiththetwelveCINDIDietaryGuidelinesandwithhowthesecanbeputintopractice. FoodJournalAfooddiaryforstudentsthatwanttokeeparecordofwhattheyareeatingandsharethephotoswithotherfellowstudents.
http://www.foodjournaling.com/2
4. Planavarietyofsimple,healthypackedlunchessuitableforateenager. BalancedDietStudentshavetosortthefoodsintotheircorrectfoodgroup.http://foodafactoflife.org.uk2 MakeahealthylunchboxThisonlineactivityaidsthestudentstochoosetherightingredientsforahealthylunchbox.http://foodafactoflife.org.uk2
5. Prepareandserveonehealthy,packedlunchsuitableforateenager. Students may video record the process of a healthy packed lunch, edit the video with http://download.cnet.com/DebugModeWax/300013631_4
10413350.html4.EditedvideocanbeuploadedonYouTubeorbetterVideoJughttp://www.videojug.com2
1. 2. 3. 4.
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Subject:HomeEconomics Unitcodeandtitle:HE7.2PyramidPower Strand/s:Food,Nutrition&Health Objectives:

Theteacherwillenablethestudentsto:
Form1
1. 2. 3. 4. 5.
Becomefamiliarwiththethreefunctionsoffoodandtoidentifyhealthyfood. Identifysomefoodsthattheyneedtoeatmore,moderatelyandleast;andwhichfoodstoavoidintheCINDIFoodGuidePyramid. FamiliarisethemselveswithsomeoftheCINDIDietaryGuidelines. Takepartintheplanningofasimple,healthypackedlunchsuitableforateenager. Takepartinthepreparationofandintheservingofahealthy,packedlunchsuitableforateenager.
KeyWords
Energy,warmth,growth, repair,protect, CINDIFoodGuidePyramid, CINDI balanced,variety, packaging, preparationsheet, orderofwork, foodpreparationskills
Pointstonote
Theteacherusesthescaffoldingapproachtomovefromknowntounknown concepts. TheconstructivistapproachisalsousedtointroducetheCINDIFoodGuide Pyramid,whichassistsintheselectionofthefoodgroupsrequiredforhealthy nutrition.Thiswillbereinforcedandpractisedthroughhandsonfood preparationactivities. TheCINDIDietaryGuidelinesareintroducedatthisstage,wherethestudents arefamiliarizedwithsixofthetwelvestepsnecessaryforaction. Itisveryimportantfortheteachertoallowtimeforthestudentstorespond. Thisresponsecantaketheformofunaidedand/oraidedmeansof communicationandtheteacherneedstoprovideadequatescaffolding techniquestoenablethestudentstorespondaffectivelyorintentionally.The teachermayneedtoassiststudentsinordertoactivateaswitchespeciallyin theearlystagesofusingaswitch.Thismaystartoffwithhandonhandhelpbut shouldbeslowlybereducedtoalessphysicalprompts.Thephysicalprompting shouldbereducedovertimesothateventuallythestudentcanusetheirswitch withoutanyphysicalprompting.Forlevels1and2,PictureExchange CommunicationSystem(PECS)andobjectsofreferencecanbeveryuseful.
Resources
http://gaagdnewsletter.sitesuite.ws/page/nutrition_for_kids. htmlfoodthatprovidesenergy,strongbonesetc http://www.foodafactoflife.org.uk/CreatorActivity.aspx?sit eId=19&sectionId=75&contentId=245Interactivegameon food http://www.foodafactoflife.org.uk/Activity.aspx?siteId=14& sectionId=61&contentId=56 makeahealthyfoodlunchboxinteractivegame http://www.foodafactoflife.org.uk/Activity.aspx?siteId=14& sectionId=61&contentId=57 http://www.foodafactoflife.org.uk/Activity.aspx?siteId=14& sectionId=61&contentId=58smartchoicesforfood throughoutdayInteractivegame Athometheteachercanaccessthewebsite http://www.priorywoods.middlesborough.sch.uk/ Inthissiteonefindsresourcesforvarioussubjectsfor studentswhoareatLevel1.Thismighthelptheteacherin planningforthesestudents.
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Teachingobjectives
Theteacherwill: supportstudentstobecome familiarwiththethree functionsoffoodandto identifyhealthyfood. (2lessons)
Theteacherasksstudentstolookuppicturesofchildreneatinghealthy food;childrenwhoareeatingjunkfood;childreneatingsweets;childrenin poorcountriesandofsickchildrenthroughtheGooglesearchengine.S/he asksthemtotalkaboutthepicturesleadingthemtotalkaboutwhyweeat foodandaboutthefunctionsoffood.S/heshowstheCINDIFoodforfuel PyramidfromYoutubetoconsolidatethemainfunctionsoffood Theteachersupportsstudentstocoactivelylookupandmatchpicturesof foodthatprovidesenergy,strongbonesetc. Theteacherwillassembleashoppingbagwithaselectionofemptyfood packaging(e.g.milkcartons,yoghurttubs,eggcartons,pasta/rice packets,breadwrappers,tunacans,pulsespackets,nutspacketsetc.). Studentswillcoactivelysortthemaccordingtofunction.Otherstudents willsmell,touchandtastehealthyfoods. TheteacherasksstudentstolookuppicturesoftheCINDIfoodpyramid andchoosetheonetheylikebest.StudentsmatchfooditemstotheCINDI foodpyramid. Theteacherprintsthediagramofthefoodpyramidandsomestudents matchpicturestoitemsonthefoodpyramid. Teacherprovidesshoppingbagwithaselectionofemptycartonsandthey sortthemaccordingtothefoodpyramid.Theytalkaboutwhichofthese foodtheyshouldeatmore,moderatelyorless. Thentheylookuptheinteractivegameaboutsortingfood.Some studentswillshowinterestinwhatotherstudentsaredoing. Theteacherasksthestudenttofindtheweblinkwheretheyfindan interactivegame,Howtoprepareahealthylunchbox.Theyconsultthe CINDIfoodpyramid.Aftercoactivelyplayingthegameseveraltimes,they opentheirownlunchbox. Theteacherencouragesthemtolookcriticallyatthecontentsoftheirown lunchboxanddecidewhethertheyneedtochangeanythingbyconsulting
Studentswill: Coactivelymatchdifferentfoodstotheircorrect function,forexamplemilkandcheeseforstrongbones. (Level4) Nameatleastonereasonwhypeopleeat.(Level3) Coactivelymatchfoodwiththeirpicture(level2) Acceptandengageincoactiveexplorationbyshowing interestinwhatisgoingonaroundthemandwilltaste andsmellexamplesofhealthyfood (Level1) Name12food/beverageitemstoeatmost, moderately,andleastandpointtoEatMost/EatLeast whenasked..(Level4) CoactivelylabeltheCINDIfoodguidepyramid(Level3) Matchcoactively,picturesoffoodonthefoodpyramid withfooditems(Level2) Acceptandengageincoactiveexplorationbyshowing interestintheactivitiesandletLSAgivehandsonhands support.(Level1)
enablestudentstoidentify whichfoodstoeatmore, moderatelyandlessinthe CINDIFoodGuidePyramid. (2lessons)
helpstudentstofamiliarise themselveswithsomeofthe CINDIDietaryGuidelines (2lessons)
Coactivelymodifyasnacktomakeitmorebalancedby includingfoodfromthedifferentfoodgroupswithsome support.(Level4) Beabletomakechoicesforahealthylunchboxwith support.(Level3) Becomefamiliarwithandidentifyatleastonehealthy food/beverageitemwithsupport(Level2)

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enablestudentstotakepart intheplanningofasimple, healthypackedlunchfora teenager. (2lessons)
theCINDIfoodpyramid.Somestudentswillworkinpairs. Teacheruploadsthesiteswherethroughaninteractivegamethestudents havetomakesmartchoicesforeatinghealthily.Inthenextinteractive game,studentshavetomakechoicesfordifferentmealse.g.forbreakfast, forlunchetc. Somestudentswillsmell,taste,andtouchfoodthatishealthytoeat. Theteacherdisplaysthedifferenttypesofbreadavailableonthemarket. Thismayincludeavarietyofshapeslikebreadbuns/rolls,pittabread, wraps,slicedbreadetc.andalsodifferenttypessuchaswholemeal,white, multigrainetc.Studentstalkaboutwhatkindofbreadtheypreferandthe fillingthattheyprefer. Studentswillcoactivelylookuppicturesfromtheweborlookatphotosof differentbreadsthatcanbeusedtomakepackedlunches.Teacherleads thediscussionandreferstotheCINDIfoodpyramidtofindoutwhether thestudentschoicesareinfacthealthychoices. Studentswillbeinvolvedinademonstrationofavarietyofbreadswith healthyfillingse.g.traditionalobbiejt;ricotta,lettuce,tomato; chicken,colouredpeppers,bejniet;egg,cheese,coleslaw.Studentsin variousgroupswillhaveagoatpracticingthevariousskillsbycoactively preparingapackedlunch. Somestudentswillsmellandtastesomeoftheingredients. Theteacherencouragesstudentstopreparethetools/equipmentneeded, aswellastheingredientstomakeahealthylookuppackedlunch. Studentsmaylookatpicturesofhealthylunchestobeabletodecidethe kindoflunchtheywillprepare.. Thestudentsprepareahealthypackedlunch.Theteacherguidesstudents tohaveanorganizedworktopandwillensurethatstudentsarecarrying outtheproperfoodpreparationskillsandhelpstudentsaccordingly. Teacherpraisesandencouragesgoodpractice.Thestudentstakephotosof theirwork.Coactivelytheygiveareasonwhythelunchtheypreparedis healthy
Acceptandengageincoactiveexplorationbyshowing interestinwhatisgoingonandletLSAguidethemin clickingthemousewhenviewingwebsites. (Level1) Coactivelydistinguishbetweenluncheswhichare healthyandotherswhicharelesshealthy,with support.(Level4) Coactivelylistsomeoftheingredientsthatareneeded toprepareapackedlunch.(Level3) Coactivelychooseasuitablepackagetowrapapacked lunchforateenager.(Level2) Acceptandengageincoactiveexplorationbysmelling andtastingingredientsthatareusedforapackedlunch. (Level1)
enablestudentsinthe preparationofandinthe servingofahealthypacked lunchsuitablefora teenager. (2lessons)
Coactivelygiveonegoodreasonwhythepackedlunch isconsideredhealthy.(Level4) Coactivelyfollowasimpleorderofwork(Level3) Followasimpleorderofworkwithplentyofsupport includingsymbolsandpictures.(Level2) Acceptandengageincoactiveexplorationbylookingat theirfriendswhoaremakingapackedlunch. (Level1)
Subject: HomeEconomics Unitcodeandtitle:HE7.3SmartSnacking Strand/s: Food,Nutrition&Health Home&FamilyLiving Form1 UnitDuration:10sessionsof40minutes(7hours)
Objectives: Theteacherwillhelpstudentsto: 1.Explorethenotionofahygienicfoodlabanddiscusstheimportanceofgeneralrulesforfoodlab/kitchenhygiene. 2.Describecommoncausesofaccidentsinthekitchenandexplainpreventivemeasures. 3.Reviewtheroleofsnacks,andgivesuggestionsofhowtheycanbeincludedinthedailydiet. 4.Prepare,cookandservehealthysnacksanddrinkssuitableforteenagers. 5.Outlinetheprocessinvolvedincarryingoutaninvestigation.
KeyWords
Safety,hygienicpractices, cleanliness,disinfectants, disease,prevention, hazards,dangerous substances,injury,eating habits,eatingpatterns, traditional,seasonal,local produce,mealtimes, hungerpangs,cravings,junk food,fastfood,nutrient dense,investigation,aim, planofaction,topic.
Pointstonote
Thisunitseekstoinstilinstudentsasenseofresponsibility towardsfoodsafety,byadoptingproperfoodhandlingand hygienetopreventfoodcontaminationanddisease.Itis essentialthatstudentsrecognizethepotentialsafety hazardsinthefoodlab/kitchensetting.Explorationof safetymeasuresmaypreventcommonaccidentsandhelp studentstoavoidinjurytothemselvesorothers.The practicalcomponentofthisunitwillhighlightthe nutritionalvalueofsnackswhileprovidingtheopportunity toconsolidatethehygieneandsafetyconceptspresented earlierthroughahandsonpracticalintervention. Emphasiswillbeplacedontheinvestigativecomponent.
Resources
Kitchenhygiene:ICTequipment.TheMultiplicationSong;aYou tubevideoclip.Matchingactivityworksheetonfoodlab/kitchen hygienechecklist. Kitchensafety:SpotthedangerWorksheet,Safetyfoodlab posters.Itemsfoundinthefoodlabthatcouldbepotentially hazardousthroughmisuse.Gradedcasestudiesofdifferent hazardoussituations.GuestSpeakertoaddresshealthand safetyissues. Snacks:Illustratedrecipebooks;workcards. Investigation:CriteriaforinvestigationGuide DeBono,E.(1999)SixThinkingHats,London:Penguin. ActivityWorksheet/Hotpotatoesquiz/Crossword.
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Teachingobjectives
Theteacherwillhelp students: explorethenotionofa hygienicfoodlaband discusstheimportance ofgeneralrulesfor foodlab/kitchen hygiene. (2lessons)
Studentswill: Discussfoodhygienerulesinthefoodlabandapplytheserules whenpreparingfood.Identifyandconverseaboutpossible consequencesofpoorfoodhygiene.(Level8) Discussthemainreasonsfortheimportanceoffoodhygiene withemphasisonfoodpreparation,handlingandsampling.List rulesforhygieneinthefoodlab/kitchenandfollowtheserules whenpreparingfood.(Level7) Givethemainreasonsfortheimportanceoffoodhygiene. (Level6) Understandwhatfoodhygieneis.(Level5)
Studentswillbrainstormthenotionofahygienicallycleanfood lab.Students,ingroups,writedowntheirfeedbackanda rapporteurfromeachgroupcommunicatesbacktotheclass. TeachercanprojectthestudentsmainpointsonanIWB,if available.Inthesamegroupsasbefore,studentsdiscussthe importanceofkitchenhygiene,toresultinthedrawingupofa listoftipsonfoodlab/kitchenhygiene.Studentssharewhat theyhavediscussedwiththeclass.Furthertothisactivity, studentscompilealistofrulestobefollowed.Theteacher createsdifferentcasestudieswhichdealwithcommon unhygienicpracticesinfoodpreparationareas.Studentswillact assanitaryinspectorsandinpairsoringroups;attempttosolve thedifferentcases(graded).Ashortvideoclip(The MultiplicationSong)canbedownloadedfrom http://www.youtube.com/watch?v=5Xi2Nc1UicQandshownto studentseitherasanicebreakertopromptdiscussion,orto illustrate(inafunway)themannerinwhichmultiplicationof bacteriaoccurs. SpottheDangerSimulationActivity.Remotepreparation: describecommon causesofaccidentsin Teachercreatespotentialhazardscommonlyfoundinafoodlab thekitchenandexplain suchaspanhandlesprotrudingoutwardsandkitchentowels preventivemeasures. closetothehobsetc.Theteachergroupsstudentsinteams. Eachteamidentifiesandliststhepotentialsafetyhazards.A (2lessons) reportofthefindingsistobepresentedtotherestoftheclass byeachteam.Studentsmayuploadtheircommentsonthe IWBorpresentashortPowerPointpresentation.Alternatively, theymayuseroleplayintheclassroomtopointoutthechanges thatneedtobecarriedoutforasaferfoodlab.Students,with
Studentswill: Listsafetymeasurestopreventcommonaccidentsinthe kitchenandjustifytheimportanceofeach.Evaluateandassess familiarenvironmentssuchastheirownkitchenathome,for potentialdangers.Predictanddiscussconsequencesof hazardoussituationsinthefoodlab/kitchen.Createaneffective ensembleofsafetypromotionalmaterialtogeneratean exhibitioninclassorthecorridoroutsidethefoodlab.(Level8) Identifycommoncausesofaccidentsinthefoodlab/kitchen andlistsafetymeasurestopreventcommonaccidentsinthe
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thehelpoftheteacher,identifywhatsafetymeasuresshouldbe takentopreventaccidentsandcompilealistofsafetyrulesthat shouldbefollowedtokeepthefoodlabsafe.Thefollowing websitescanbeusedforfurtherreference: http://cyh.com/HealthTopicsDetailsKids.aspx?p=335&np=288&i d=1685 http://www.cookeryonline.com/Resource/Kitchen%20Health%2 0%2620Safety.htm Studentsmaythendesignaposterwiththesesafetyrulestobe putupinaprominentplaceinthefoodlab. http://www.ehow.com/list_7548554_kitchensafetyposter ideas.html Thesepostersmayalsobedisplayedinthecorridorleadingto thefoodlab,sostudentswillbeawareofthesesafety precautionsevenbeforeenteringtheroomitself.Thisactivity couldalsobeplannedtogetherwiththeArt/ICTteachersand HealthandSafetySupportteacherstopromotethemeteaching andcollaboration.Thelinkbetweendifferentareasinthe curriculummayalsoenhancecreativityinstudentsand teachers.Forbackgroundinformationteacherscoulduse: http://www.ehow.com/safetybydesign/ http://www.lessonplanet.com/search?keywords=kitchen+safety +posters&media=lesson Casestudiesofdifferenthazardsoraccidentsaregiventoteams oftwostudentswhoaretofindsolutionstodifferentsituations. Thecasestudieswillcaterfordifferentabilitiesandwillrequire studentstograspconceptswhichincludeorganizinginformation andideasinrelationtosafetyandaccidentprevention. Studentswillpredictconsequencesofcertainbehavioursand hazardsandmoveontoapplicationofconceptstonew
foodlab/kitchen.Discussandsolvecasesofdifferent circumstancesexemplifyinghazardoussituations.Communicate andpromotesafetymeasuresinthekitchen,byusingdifferent mediainacreativemanner. (Level7) Detectsafetyhazardsinthefoodlab/kitchen. Discussandamalgamatedifferentideas,toproduce promotionalsafetyposters.(Level6) Showunderstandingthatsomeitemsinthe kitchencanbeunsafeifnotusedproperlyandwithcare. (Level5)
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situations. HomeActivityStudentscanassesstheirownkitchenathome andwriteaboutanyunsafeareas,potentiallydangerous practicesorhazardousitems.Studentsmayillustratetheir findingsoruseadigitalcameratophotographtheirfindingsand presenttheminashortPowerPointoraPhotoStory.Theaim oftheseactivitiesistostimulateclassdiscussiononhowto reducethesehazardsandhelpstudentarticulatewaysand meanstoavoidhazardsandinjuryinthekitchen.Suchan activitymaycaterforavarietyofabilities. School/ClassActivityAguestspeakermaybeinvitedto addressanyHealthandSafetyIssueswhichtheHEteachermay deemfit.Thisactivitymaybealsoextendedtoincludeparents. Theteachercandividethestudentsintogroupsanddistribute Studentswill: reviewtheroleof snacks,andgive casestudyworkcards.Thestudentswillidentifysnackssuitable Fillinaflowchartindependently,includingthestepsinvolved suggestionsofhow fordifferentsituations.Thestudents,ingroups,mayusea inpreparingthechosensnack.Listindetailchangesand theycanbeincludedin digitalcameratofilmorphotographpopularhealthyandless improvementstheycouldmaketotheirsnackstomakethem thedailydiet. healthysnacksamongstthemselves.Illustratedrecipebooks healthier.(Level8) (2lessons) couldbemadeavailable.Eachgroupmaythenuploadtheir Namefoods/disheswhichcanbeservedassnacksandplana shortclipsorphotographsontheIWBorcomputersanduse simplehealthysnackforateenager.Fillinaflowchartwith differentmeans(differentiation)tocommunicatetheir helpandguidance,includingthestepsinvolvedinpreparingthe commentsonthechoiceofsnackstotherestofthegroups. chosensnack.Givereasonstojustifythehealthbenefitsof Healthieralternatives:Studentscansuggestsmallchangesto popularsnacks.(Level7) popularsnacksthatmakeanutritionaldifference.Theteacher Giveasimplereasontojustifythehealthbenefitsofpopular maycarryoutademonstrationduringwhichs/hewillpreparea snacksandidentifysituationswhensnacksareusuallytaken. selectionofsnackssuitableforteenagerse.g.avarietyof (Level6) healthydipsasbigillaservedwithavarietyofvegetablesticksor Definethetermsnack.Identifyhealthyandlesshealthysnacks. (Level5) tomatoesfilledwithbigilla;salmon/tuna/spinachandrikotta patties;selectionofvegetableandfruitsalads.Ideally, traditional,seasonalandpossiblylocallyproducedingredients
prepare,cookand servehealthysnacks anddrinkssuitablefor teenagers. (2lessons)
wouldbeencouragedsothattheconceptofsustainabilityis highlighted.(tintaappa,iritalqatta).Theuseofthe blenderwillbedemonstrated.Safetyprecautionsandthe cleaningprocedurewhenusingtheblendershouldbe highlighted.Studentswillfillinflowchartwiththesteps involvedinpreparingthechosensnacks.Studentscancarryout ashortinterviewwithagrandparentoranelderlyneighbourto discoverpopularsnacksofthepast.Theycanmodifythese recipestomakethemhealthierandthentheycansharethem witheachother. Toconsolidatethelearningoutcomes,thestudentswillbe askedtoprepareasimple,healthysnackanddrinkfora teenager.Studentswillbeguidedtousetheblenderinasafe andappropriateway.Studentswillbeprovidedwith opportunitiesforreflectionandevaluationontheprocessand outcomeofthepracticalsession.
Studentswill: Followadetailedorderofworkanddemonstrategoodfood preparationskillsindependently.Usetheblender independentlywithsupervisionwhenpreparingthesnack and/ordrink.(Level8) Followanoutlinedorderofworkanddemonstrateadequate foodpreparationskillswithminimalsupervision.Usethe blenderwithconstantsupervisionwhenpreparingthesnack and/ordrink(Level7) Followapictorialorderofworkanddemonstratebasicfood preparationskillswithconsiderablehelp.(Level6) Followapictorialorderofworkanddemonstratebasicfood preparationskillswithconstantprompting.(Level5) Assesstheirperformanceandfinalproducthighlightingsome strengthsandweaknesses,includingbasicreferencesto organization,safety,sensoryaspects,nutritivevalueandoverall result,suggestingsomeaspectsofimprovement. (Level8) Giveshortevaluativecommentsontheoutcomeofthe practicalbyfillinginaguidedevaluationsheet,highlighting mainstrengthsandweaknessesandidentifyingoneareaof improvementwhenasked.(Level7) Givegeneralshortcommentsontheoveralloutcomeofthe
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carryoutthe investigation. (2lessons)
practicalactivityhighlightingsomebasicstrengthandweakness withguidance. (Level6) Identifyoneortwothingsthatwentrightorcouldbebetterin thepracticalassignmentwithpromptingfromthe teacher.(Level5) Studentswill: Theteachermayconductabrainstormingsessioninclassto Identifyarangeofideasfortopicchoiceindependentlyand compileacollectionofwordsthatsetsoffstudentstoreflect aboutdifferentthinkingstrategies.Thefollowingquestionsmay accessthesuitabilityoftheseideasforfurtherdevelopment. promptstudentstostartexploringwaysandmeansto Drawuparelevantaimindependentlyandpresentaplanof investigateatopicWhatdoweknow?,Whatdowefeel? actionwhichiswellorganisedanddetailed.Select,assimilate Whatideashavewegot?Whatisouraim?(DeBono,E. andpresenttheinformationfoundindependently.(Level8) Identifyarangeofideasfortopicchoiceanddrawuparelevant (1999)SixThinkingHats,London:Penguin). aimwithhelp.Outlinewithguidancethemainstepsinvolvedin Studentswithguidancewilldrawarelevantaim. Usingaflowchart,theteacherwillpresentthemainsteps carryingoutaninvestigativetask.Presentaplanofactionwhich involvedincarryingoutaninvestigation.Studentswillthenhave iswellorganisedbutnotdetailed.Conductresearchonthe toarrangethestepspresentedinchronologicalorderinan chosentopicwithminimalhelp.(Level7) Identifywithhelpatopicforfurtherdevelopment.Briefly,list activityworksheet(PlanofAction). themainstepsrequiredwhencarryingoutaninvestigativetask. Theteachermaydeviseasimplequizoracrosswordto reinforcethetermsanddefinitionsusedduringthemainsteps Carryoutbasicresearchandwritedownafewsentencesonthe oftheinvestigation.Thisactivitymayhelpsomestudents chosentopicwithhelp.(Level6) understandbetterandinternalizeabstractconcepts.Referto Talkabouttheirknowledgeonagiventopicforinvestigation. Findpicturesonthechosentopic.(Level5) http://hotpot.uvic.ca/ HomeActivityStudentswillconductresearchtoproduce betweenonetothreepagesofresearchonthechosentopic. Emphasiswillbemadeontheuseofvarioussourcesin conductingresearchandproducingoriginalmaterial.
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DigitalTechnologyEnhancedLearningHomeEconomics Unitcodeandtitle:HE7.3 SmartSnacking

Throughresearchithasbeenclearlyevidentthatintegrateduseoftechnologyenablesawiderangeofpositiveoutcomesforstudents.Inthelightofthis,HomeEconomics subjectmayberemarkablyenhancedifdigitaltechnologyiswiselyutilizedattherightmomentstoenhancethestudent'slearningprocess.Therefore,byintertwiningdigital technologywiththissubjectmayserveasacatalysttoallowthestudentsabsorbmorethesubjectcontentthanever.
1.
Listanddiscusstheimportanceofgeneralrulesforkitchenhygiene. The students as a team may brainstorm for a hygienically clean food lab using XMind which can be downloaded from http://www.xmind.net/4. This brainstormmaybedonecollaborativelyinvolvingthewholeclassbyprojectingitonaIWB. Describecommoncausesofaccidentsinthekitchenandexplainpreventivemeasures. AsasupplementaryexercisethestudentsmayparticipatefortheEatSafeonlinequiztospotwherebacteriacanlurkandmultiplyinthekitchen. Additionally,thestudentswillgettoknowofotherrisksandeventuallyhowtoavoidthemhttp://www.eatsafe.com/game.htm3 FreePosterMakerisanonlineprogramthatletsthestudentstocreatefreeaposterandthentheycaneithersharethemonlineordownloadtheposterand printit.http://freepostermaker.com/3 Identifyanddistinguishbetweenhealthyandlesshealthypopularteenagesnacks. Additionallytothevideorecordingorphotographingsession,thestudentsmaythenbeaskedtouploadthevideoonYouTubeanditmaybeembeddedas partofanonlinePreziinteractivepresentation.http://prezi.com2 Prepare,cookandservehealthysnacksanddrinkssuitableforteenagers. StudentsmaybeaskedtouseMakeBeliefsComixinordertocreatearowofthreecomicsslideoranumberofsuchrowsdescribingthesafetymeasures neededwhenusingablender.http://www.makebeliefscomix.com/Comix/3 Outlinetheprocessinvolvedincarryingoutaninvestigation. QuizStarisanonlineresourcetocreateandmanageonlinequizzes.Preferablytheteachershouldcreatethequizandassignittothestudents.Theonline programprovidesanautomaticreportgeneratortoviewthestudentsscore.http://quizstar.4teachers.org/2
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Subject:HomeEconomics Unitcodeandtitle:HE7.3SmartSnacking Strand/s: Food,Nutrition&Health Home&FamilyLiving

Objectives: Theteacherwillenablestudentsto:
Form1
1. 2. 3. 4. 5.
Listanddiscusstheimportanceofgeneralrulesforkitchenhygiene.
Befamiliarwithcommoncausesofaccidentsinthekitchenandtakepreventivemeasures. Identifyanddistinguishbetweenhealthyandlesshealthypopularteenagesnacks. Participateinthepreparation,cookingandservinghealthysnacksanddrinkssuitableforteenagers. Befamiliarwiththeprocessinvolvedincarryingoutaninvestigation.
KeyWords
Safety,hygienicpractices, cleanliness,disinfectants, disease,prevention, hazards,dangerous substances,injury,eating habits,eatingpatterns, traditional,seasonal,local produce,mealtimes,hunger pangs,cravings,junkfood, fastfood,nutrientdense, investigation,aim,planof action,topic.
Pointstonote
Thisunitseekstoinstilinstudentsasenseofresponsibilitytowardsfoodsafety,by adoptingproperfoodhandlingandhygienetopreventfoodcontaminationanddisease.It isessentialthatstudentsrecognizethepotentialsafetyhazardsinthefoodlab/kitchen setting.Explorationofsafetymeasuresmaypreventcommonaccidentsandhelp studentstoavoidinjurytothemselvesorothers.Thepracticalcomponentofthisunitwill highlightthenutritionalvalueofsnackswhileprovidingtheopportunitytoconsolidate thehygieneandsafetyconceptspresentedearlierthroughahandsonpractical intervention.Emphasiswillbeplacedontheinvestigativecomponent. Itisveryimportantfortheteachertoallowtimeforthestudentstorespond.This responsecantaketheformofunaidedand/oraidedmeansofcommunicationandthe teacherneedstoprovideadequatescaffoldingtechniquestoenablethestudentsto respondaffectivelyorintentionally.Theteachermayneedtoassiststudentsinorderto activateaswitchespeciallyintheearlystagesofusingaswitch. Forlevels1and2,PictureExchangeCommunicationSystem(PECS)andobjectsof referencecanbeveryuseful.
Resources
http://www.youtube.com/watch?v=4M_rD Wdtzus&feature=related http://www.youtube.com/watch?v=_lSsy9H lM1A&feature=related http://www.youtube.com/watch?v=YoIYzLu U30g&feature=relmfu howtoavoidcontamination/killbacteria http://www.firesafetyforkids.org/dangercha llenge_kitchen.htmlGame Bigswitch Thefollowinglinksmaybeaccessedbythe teacherwhenpreparingdifferentiated lessonsforlevels13.Onefindsexamplesof teachingstudentsattheselevels http://wwwpriorywoods.middlesbrough.sch .uk/ http://www.jcsrs.edu.hk/ http://www.discoveryeducation.com
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Teachingobjectives
Theteacherwillenable studentsto: listanddiscussthe importanceofgeneralrules forkitchenhygiene. (2lessons)
Theteacheroroneofthestudentscarriesoutanexperimentaboutthe importanceofhandwashing.S/hecovershandwithgreenglittertorepresent germs.Theteacher/studentsneezes,coughs,shakeshandsandgiveshighfives andstudentstrackhowtheglitterisbeingspreadtootherpeople,theirclothing andaroundtheroom.Thestudentsareaskedtolistwhatcouldhavebeendone toavoidthespreadofglitter/germs,aswellaswhattheycandotoeliminatethe spreadofgerms.Somestudentsmaydrawanexampleofhowgermsarespread bybeingremindedaboutwhathappenedintheexperiment. TheteachershowsoneortwovideosfromYouTubeaboutbacteriaandwhatto dotoavoidcontamination.ForexampleThesneeze.Videoshavetopassona clearmessagethatgermsarepassedonfromonepersontoanother. http://www.youtube.com/watch?v=qKiQA5efPg&feature=relateed andFoodSafetyMusicMicrobesMedleyAnimation http://www.youtube.com/watch?v=1EkehFkhWf4&feature=related Teacherleadsdiscussionaboutthevideos. TheteacherguidesthestudentstolookuppicturesonthewebthroughGoogle searchaboutfoodhygiene. Thestudentswriteabouttheimportanceoffoodhygieneinthekitchen. Teacherasksthestudenttoobservehercarefullywhileshepreparessomefood inthefoodlab.Onpurposeshecreatespotenthazardscommonlyfoundina foodlabsuchaspanhandlesprotrudingoutwardsandkitchentowelscloseto hobsetc.Sheasksthemtoidentifythepotentialhealthhazards. Studentsmakealistofthesehealthhazards. TeacherencouragesstudenttolookuppicturesthroughGooglesearchofsafety inthekitchen,kitchenpostersandchildrenindangeroussituationsinthe kitchen.Thestudentschoosesomepictures(about5)andtheyhavetotalkabout thepictures.Theypastethepicturesintheirfileandmaywriteafewsimple sentencesaboutthemorasimplecaption. Thestudentslookupthewebsitewheretheyengageinaninteractivegame
Studentswill: Discusssomeofthemainreasonsfor theimportanceoffoodhygiene. (Level4) Befamiliarwithsomeofthemain reasonswhyfoodhygieneisimportant. (Level3) Beawareofkitchenhygiene.(Level2) Acceptandengageincoactive exploratione.g.byclickingon computer.Bigswitchmaybeuseful. (Level1)
describecommoncausesof accidentsinthekitchenand explainpreventive measures. (2lessons)
Studentswill: Nameanumberofsafetymeasuresto preventcommonaccidentsinthe kitchen.(Level4) Identifythreecommoncausesof accidentsinthefoodlab/kitchen. (Level3) Beawarethattheremaybeaccidentsin thekitchen.(Level2)
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aboutfiresafetyinthekitchen Lifeskills:CookingsafelySafetyinthekitchen http://www.cgtell.info/lsk/lsksafe.php
Theteacherasksthestudentswhataretheirfavouritesnacks.Teachershows powerpointabouthealthyandunhealthysnacks. Teachershowsthempicturesofhealthysnacksandthestudentsidentifythe ingredientsthatmakeupthesesnacksTeacherencouragesthemtocompare theirfavouritesnackswiththehealthysnackstoevaluatewhethertheirchoiceis healthy.S/heshowsthefollowingcliptoconsolidatethetopichealthyeating. Thestudentscanmakeuptheirownsongbysubstitutingthefooditemswith otherhealthysnacks.TheFoodSongclipandtheMealSong: http://www.youtube.com/watch?v=UaqISEs_uj0&feature=fvwrel http://www.youtube.com/watch?v=pZEzvhXQRw&feature=relmfu Theteachermaycarryoutademonstrationinthepreparationofaselectionof snackssuitableforteenagerse.g.avarietyofhealthydipssuchasbigilla,salmon andtuna;spinachandrikottapatties;selectionofvegetableandfruitsalads,tin taappa,iritalqatta.Studentsmayhelpinthepreparationofthedips. Toconsolidatethelearningoutcomes,thestudentswillbeaskedtopreparea participateinthe simple,healthysnackanddrinkforateenager. preparation,cookingand Theteacherpreparesseveralingredientsandundersupervisionstudents servinghealthysnacksand drinkssuitableforteenagers. preparethesnack. Studentswillbeguidedtousetheblenderinasafeandappropriateway. (2lessons) StudentsmayuseBigSwitchattachedtotheblendertoblendfruitorvegetables. Studentswillbeprovidedwithopportunitiesforreflectionandevaluationonthe processandoutcomeofthepracticalsession. identifyanddistinguish betweenhealthyandless healthypopularteenage snacks. (2lessons)
Acceptandengageincoactive exploratione.g.byparticipatinginthe interactivecomputergamewith supportfromtheLSA.Bigswitchmay beusefultoo.(Level1) Studentswill: Namesomehealthyandlesshealthy snacks.(Level4) Giveatleastonesimplereasonto justifythehealthbenefitsoffive popularsnacks.(Level3) Nameonehealthysnack.(Level2) Acceptandengageincoactive exploratione.g.byshowingsome interestinwhatsgoingon.(Level1)
Studentswill: Prepareasimplehealthysnack.. (Level4) Prepareasimplehealthysnackwith moderatesupervision.(Level3) Choosesomeingredientsforahealthy snackwithguidance.(Level2) Acceptandengageincoactive exploratione.g.bypressingtheBig Switchtostarttheblender.(Level1)
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carryouttheinvestigation. (2lessons)
Theteachersetsthestudentsafamiliartopice.g.ThefoodPyramidandinforms themthattheyhavetodoaprojectaboutit. S/heencouragesthemtoidentifywhattheywouldneedtostarttheprojectand statewhytheyhavemadesuchachoice. S/heshowsthemfromwheretofindrelevantinformation. S/hesupportsthemastheystartworkingontheirproject.
Studentswill: Drawuparelevantplantoconduct researchwithhelp.(Level4) Beabletolookuptheinformation undersupervision(Level3) Becomefamiliarwiththeideathatto beveryhealthyonehastoeathealthy food.(Level2) Acceptandengageincoactive exploratione.g.byobservingwhat otherstudentsaredoing.(Level1)
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Subject: HomeEconomics
Form1 UnitDuration:10sessionsof40minutes(7hour)
Unitcodeandtitle:HE7.4BreakfastTime! Strand/s:Food,Nutrition&Health Choice&ManagementofResources
Objectives: Theteacherwillhelpstudentsto: 1. Definetheconceptofsustainability,identifyandconstructpracticaltipsonreducingtheircarbonfootprintwhenchoosingandpreparingfood. 2. Explaintheimportanceofhavingdailybreakfast. 3. Planasimplehealthybreakfast. 4. Prepare,cookandserveahealthybreakfast. 5. Choose,planandimplementoneinvestigativetechnique.
KeyWords
Globalwarming, environment,breakfast, breakfastcereals, ingredients,equipment, flowchart,carbon emissions,carbon footprint,sustainability, foodmiles,sensory evaluation,nutrition information,foodlabelling.
Pointstonote
Sustainabilityisanimportantconceptwhichshouldpermeatethroughoutthe HEcurriculum.Breakfastisatopicwhichneedstobesustainedinearly adolescencesincepublishedresearch(Currieetal.,2006),revealedthatalmost halfofMalteseteenagersarenotconsumingadailybreakfast.Thus,healthy breakfasthabitsneedtobereinforced. Theconstructivistparadigmfostersanimportancetostartfromwhatthe studentsarealreadyfamiliarwithandthisistheapproachadoptedinthe lessons.Thetopicsthendelveintomoreunfamiliarterritorythroughtheuseof realia,interactiveactivitiesand/orgroupwork.Collaboration,developmentof oralskills,goodpresentationtechniquesandcreativityarealsofostered.They alsoenablethemtobecomeactiveparticipantsintheirownlearning. Incongruencewithconstructivism,ICTwillbeintegral.Thevideoclipsusedare suitablefordifferentiatedlearningandmixedabilitygroups.Weblinks, includinginteractivelinks,arealsoacomponentoftheselessons.
Resources
Sustainability:Realialocalmilkandyoghurt cartons,foreignmilkandyoghurtcartons, locallygrownfruitsandvegetables,foreign importedfruitsandvegetables,foodswith minimalandexcesspackaging. Thefinalpartofthesustainabilitylesson shouldideallybeconductedinacomputer labwherestudentscanworkinpairsona computer. Breakfast:Differentbreakfastcerealboxes, equipmentandingredientsforbreakfast menus. Laptop,projectorandinternetaccess. Practical:digitalcamera.
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Teachingobjectives
Theteacherwillhelp studentsto: definetheconceptof sustainability,identifyand constructtipsonreducing theircarbonfootprint whenchoosingand preparingfood. (2lessons)
Studentswatchavideoclip: http://www.youtube.com/watch?v=FIhnDvb7Exo&feature=related Studentsarethenactivelyengagedinaclassroomdiscussiononclimatechange wheretheydebateandbrainstormontheirowncarbonemissions,including foodrelatedones(foodmiles,packaging),andhowtheirdailylivesandactions contributetoclimatechange.Thefocusshouldbeonhowourcarbon emissionsarecontributingtoclimatechange. Crosscurricularapproach:Studentswouldbefamiliarwiththeseconcepts fromtheirPrimaryschoolingandotherSecondarysubjectssuchasscience. Studentswatchasetofminivideoclips.Thetermcarbonfootprintisnot conveyedasyet. http://www.youtube.com/watch?v=D8eCbDbu8 http://www.youtube.com/watch?v=m7JlaHeZnP0 Groupwork:Inmixedabilitygroups,studentsidentifytheobjectiveoftheclips andthemessagetheyaretryingtoconvey,inrelationtotheearlierdiscussion. Thiscanbedoneonagivenworksheet.Groupsgivefeedbacktotherestofthe class.Carbonfootprintisdefined.
Studentswill: Calculatetheircarbonfootprintonline. Define,explainandshowapplicationof foodsustainability.Defineinsimpleterms foodmileswithreferencetocarbon footprintlabels,carbonemissionslabels andcarbonneutrallabelsonfood packaging.(Level8) Explaintheimpactofcarbonemissionson theenvironmentanddefinecarbon footprint.Withsomeassistance,calculate theircarbonfootprintonline.Definefood sustainabilityinsimpletermsandpropose waysofbeingsustainableduringfood planningandpreparation.Showbasic awarenessoffoodmiles.(Level7) Identifywithhelp,differentsourcesof carbonemissionsandcalculatetheir carbonfootprintwithmoderateassistance. (Level6) Identifywithhelp,simplewayshowtheir dailyactionsmayhaveanegativeinfluence ontheenvironment.Calculatewith assistancetheircarbonfootprintusinga simplefootprintcalculator.(Level5)
Activity:Studentsareactivelyinvolvedincalculatingtheircarbonfootprint throughacarbonfootprintcalculatorwhichwillmakethemawareoftheir impactontheenvironment. Studentscandiscovertheircarbonfootprintviathefollowinglinks: http://www.carbontrust.co.uk/Pages/Login.aspx?returnUrl=%2fcutcarbon reducecosts%2fcalculate%2fcarbon footprinting%2f_layouts%2fctassets%2faspx%2fcarbonfootprintcalculator%2fco 2calculator.aspx http://www.carbonfootprint.com/calculator.aspx http://footprint.wwf.org.uk/ Inordertocaterfordifferentiatedlearning,teachercanprepareasimpler
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Footprintcalculatoractivity(usingPowerPoint). Activity:Fromadisplayofrealia,studentsareactivelyengagedinidentifying whicharethesustainablefoodchoicesandtheyjustifytheirchoice.Aclass discussioncanfollowandstudentsconstructwaysofhowtheycanbe sustainableduringHEdemonstrationsandpracticalsessions.Carbonfootprint labels,carbonemissionslabelsandcarbonneutrallabelsonfoodpackaging shouldbehighlighted.Alternatively,thesesymbolsmaybeshownona PowerPointoronlaminatedpicturecards.
explaintheimportanceof havingadailybreakfast. (2lessons)
Creativepair/groupwork:Inmixedabilitypairsorinthrees,studentscreatea leaflettargetedforeithertheircaregiversorteenagersonhow families/themselvescanmakesustainablefoodchoicesandreducetheircarbon footprintwhenchoosingandpreparingfood. Homeconnectivity:studentsareencouragedtopassonthesustainable messageswithintheirfamiliesandtolookforthecarbonemissionslabelson foodproductsandonelectricitybills. Groupwork:Startsthelessonwithaminisurveyaboutbreakfasthabits.Amini surveyaboutbreakfasthabitsisconductedinclass.Resultscanbeshownona simplebarchart.Studentscollaborateinthreemixedabilitygroupsonthe followingsuggestedthemes:Group1:importanceofbreakfast;group2: differentfood/beverageitemswhichcanbeeatenforbreakfast;group3: differenthealthybreakfastmenus. StudentscanmakeuseoftheInternettoconductresearch.Studentswill communicateafiveminutepresentationtotheirpeers. ClassactivityInvestigativepeer/groupwork:Studentschooseacountryoftheir preferencefromthefollowingwebsite: http://www.cuisinenet.com/digest/breakfast/map_world.shtmlanddelveinto thefoodstypicallyconsumedforbreakfast.Thisactivityhelpsstudents appreciatetheexcitingvarietyoffoodofferedindifferentpartsoftheworld.It couldserveasaminiprojectaspartofamulticulturalschoolevent. Nutritionalanalysis:Inpairs,studentsareactivelyinvolvedinanalyzingand
Studentswill: Analysedifferenttypesofbreakfasts andbreakfastcerealsintermsof nutritionandhealth,cost,timeand suitabilityforparticulardietary requirements.(Level8) Justifythebenefitsofdailybreakfast. Identifydifferenttypesofbreakfasts andbreakfastcerealsandchoose givingreasons,thehealthieroptions. (Level7) Explaininsimpletermstheimportance ofhavingdailybreakfast.Withhelp suggestdifferenthealthybreakfasts. (Level6)
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interpretingthenutritionalinformationofdifferentbreakfastcerealpackets andthenchoosethehealthybreakfastcereals(mightbeprovidedbystudents themselves).
planasimplehealthy breakfast. (2lessons)
prepare,cookandservea healthybreakfast. (2lessons)
Studentswatchavideoclipwhichhighlightswhybreakfastisconsideredtobe themostimportantmealoftheday,benefitsofconsumingbreakfastand nutrientswhichshouldbeeateninlargequantitiesatbreakfasttime: http://www.youtube.com/watch?v=06PHE5IMBQo Thisdemonstrationwillserveaspreparationfortheactualpracticalsession whichwillfollow,whereallstudentspreparetheirownpreferredhealthy breakfastmenu. Workstationswiththeneeded(weighed)ingredientsandtheequipment necessarytomakedifferentbreakfastoptionsaresetup,withtheinvolvement ofthestudents.Differentstudentspreparethedifferenthealthybreakfasts. Somesuggestionsinclude,pancakeswithfreshfruit,scrambledeggontoast, toastwithhealthyfillinge.g.rikotta,tomatoesandgratedcheese,orangeand apricotcerealbar,fruitsmoothies,mixedfruitjuice,milkshakes,smoothies. Oncethebreakfastoptionsarereadystudentsgoroundthestationsandcarry outsensoryanalysistestingaccordingtodifferentfoodcharacteristiccriteria; i.e.aesthetics,aromatextureandtaste. Practicalsession: Studentsmoveattheirownpaceandsomerelaxingbackgroundmusiccanbe played. Throughoutthisactivitystudentstakeitinturnsandtakephotosoftheir colleagueswhilstgoingthroughtheprocessofpreparingtheirbreakfastandof thefinalproduct.Thiscanbedoneusingthedigitalcameraprovided.
Definebreakfastinsimpletermsand identifythecommonfoodsthatare consumedduringbreakfasttime. (Level5)
Studentswill: Planindetailahealthybreakfastfora teenagerjustifyingchoiceintermsof nutritionalvalue,likes,cost,safety, timeandorganisation.(Level8) Examinedifferenttypesofbreakfasts; chooseandplan,followingalogical sequence,asimplehealthybreakfast forateenager.(Level7) Withguidance,workoutaflowchart forthepreparationofasimplehealthy breakfast.(Level6) Putinlogicalorderthestepstofollow forpreparingasimplehealthy breakfast.(Level5) Studentswill: Followadetailedorderofworkand demonstrategoodfoodpreparation skillsindependently.Usetheblender independentlywithsupervisionwhen preparingthesnackand/ordrink. (Level8) Followanoutlinedorderofworkand
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Attheendofthepracticalsession,studentsevaluatetheirproduction.Thisis importantasitwillhelpstudentstothinkcritically.Throughthefollowinglink: http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=19&sectionId=83&conten tId=308studentscanfillanexcelchartaccordingtodifferentcriteria(i.e. aesthetics,aroma,texture,taste)andstardiagramsaredrawnautomatically online.Thisisanefficienttoolwhichhelpstogatherandanalysedatathrough ICT. Alternatively,intheabsenceofInternetaccess/ICT,aworksheetcanbegiven forstudentstosketchtheirstardiagrammanually. Afterthepracticalactivity,thestudentscandownloadthephotostakenduring thepracticalsessiononacomputerandwiththehelpofaMicrosoftPhoto Storytheycancreateadigitalpresentation.Thephotostorycanbeuploaded ontheschoolswebsite.TheHeadteachercouldinformtheschoolstudents aboutthisinitiative.
demonstrateadequatefood preparationskillswithminimal supervision.(Level7) Followapictorialorderofworkand demonstratebasicfoodpreparation skillswithconsiderablehelp.(Level6) Followapictorialorderofworkand demonstratebasicfoodpreparation skillswithconstantprompting.(Level5) Assesstheirperformanceandfinal producthighlightingsomestrengths andweaknesses,includingbasic referencestoorganization,safety, sensoryaspects,nutritivevalueand overallresult,suggestingsomeaspects ofimprovement.(Level8) Giveshortevaluativecommentsonthe outcomeofthepracticalbyfillingina guidedevaluationsheet,highlighting mainstrengthsandweaknessesand identifyingoneareaofimprovement whenasked.(Level7) Givegeneralshortcommentsonthe overalloutcomeofthepracticalactivity highlightingsomebasicstrengthand weaknesswithguidance.(Level6) Identifyoneortwothingsthatwent rightorcouldbebetterinthepractical assignmentwithpromptingfromthe teacher.(Level5)
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choose,planand implementone investigativetechnique. (2lessons)
Carryingoutsurveyscanbeausefulwayofgettingstudentstointeract,collect, analyse and discuss primary data. Students will have the opportunity to plan andconducttwodifferentinvestigativetechniquesandthenchooseonetouse intheirinvestigation. Singlelesson:Survey Remote preparation: Before the lesson arrangements can be made with another teacher (can be of a different subject cross curricular approach for example during an English lesson) for HE students to survey a group of other students. Groupwork: Students conduct a class survey as part of group work. In mixed ability groups, students devise a few questions (approximately 58) about any topicfromtheHEForm1syllabus.Thesequestionsarethenaskedtotheother studentsandanswersarerecordedonanappropriatesheet.Thefindingsare kepttobeanalyzedinUnit5.
Studentswill: Givedetailedandjustifiedreasonsfor choosingatechniqueandcarryout techniqueinaneffectivemanner.(Level8) Giveaccuratereasonsforchoosinga techniqueandcarryouttechniqueina competentmanner.(Level7) Givereasonsforchoosingatechniqueand withguidancecarryouttechniqueina satisfactorymanner.(Level6) Carryouttechniqueinarestricted/ superficialmanner.(Level5)
Singlelesson:Fieldwork Theotherlessoncanbedevotedtomarketresearch.Theteachercaneither make arrangements with a nearby supermarket and/or grocer. If this is not available the market research can be conducted at any other shop (e.g., ironmongery, confectionery, detergent shop). Alternatively, the school tuck shop operator can be contacted and the procedure can be explained and executedhere.Ingroups/pairsstudentsconductthemarketresearch(tocater for differentiated learning, different worksheets can be prepared: pictorial, simple fillingin of main criteria or more detailed). The results of this market researcharethenanalyzedinUnit5.
Application: Students will think about their investigation title to choose and designtheinvestigativetechniquewhichtheywillconductwithanappropriate targetaudience.
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DigitalTechnologyEnhancedLearningHomeEconomics Unitcodeandtitle:HE7.4 BreakfastTime!(Unit4)

Throughresearchithasbeenclearlyevidentthatintegrateduseoftechnologyenablesawiderangeofpositiveoutcomesforstudents.Inthelightofthis,HomeEconomics subject may be remarkablyenhanced if digital technology is wisely utilized atthe right momentsto enhance the student's learningprocess.Therefore,byintertwining digitaltechnologywiththissubjectmayserveasacatalysttoallowthestudentsabsorbmorethesubjectcontentthanever.
1. Definetheconceptofsustainability,identifyandconstructpracticaltipsonreducingtheircarbonfootprintwhenchoosingandpreparingfood. SufficienteLearningtoolsalreadymentioned.
2. Explaintheimportanceofhavingdailybreakfast. StudentsmaybeaidedifMyNatisusedtoassistthemfortheNutritionalanalysishttp://www.myfoodrecord.com/mynat/2
3. Planasimplehealthybreakfast. GliffyisanidealonlineprogramthatletsthestudentstocreatetheirownflowchartsinaWeb2.0environment.Additionallytheycanblogandsharetheir
flowcharts.http://www.gliffy.com2 Studentsingroupsmaybeaskedtoprepareavirtualbreakfastthroughthissitehttp://www.123peppy.com/play/breakfastcookinggame3
4. Prepare,cookandserveahealthybreakfast. Supplementarytothephotostory,thestudentsmayprepareaphotocollageusingthesamephotoswithanPhotovisi,http://www.photovisi.com3Once
thedigitalphotomontageiscreated,itmaybesenttotheteachersemailaddress.Theteachermaychoosethebestanduploadthemontheschool websiteordownloaded,printedandpeggedonaHomeEconomicsnoticeboard.
5. Choose,planandimplementoneinvestigativetechnique. Videorecordingtheresearchsessionandcreateablogofthestudentsfindings.http://www.Youtube.com2

1. 2. 3. 4.
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Subject:HomeEconomics Unitcodeandtitle:HE7.4BreakfastTime! Strand/s:Food,Nutrition&Health Choice&ManagementofResources

Objectives: Theteacherwillenablestudentsto:
Form1
1. 2. 3. 4. 5.
Identifysomeitems/activitiesduringfoodpreparationincreaseourcarbonfootprintandbecomefamiliarwithpracticaltipshowtoreduceit. Becomeawareoftheimportanceofhavingdailybreakfast. Helpintheplanningofasimplehealthybreakfast. Helpinthepreparation,cookingandservingahealthybreakfast. Participatewithinagroupintheplanningandimplementingofoneinvestigativetechnique.
KeyWords
Globalwarming,climatechange, environment,breakfast, breakfastcereals,ingredients, equipment, flowchart,carbonemissions, carbonfootprint,sustainability, foodmiles,sensoryevaluation, nutritioninformation,food labelling.
Pointstonote
SustainabilityisanimportantconceptwhichshouldpermeatethroughouttheHEcurriculum. BreakfastisatopicwhichneedstobesustainedinearlyadolescenceThus,healthybreakfast habitsneedtobereinforced. Theconstructivistparadigmfostersanimportancetostartfromwhatthestudentsare alreadyfamiliarwithandthisistheapproachadoptedinthelessons.Thetopicsthendelve intomoreunfamiliarterritorythroughinteractiveactivities,elearningandgroupwork. Collaboration,developmentoforalskills,goodpresentationtechniquesandcreativityare alsofostered.Theyalsoenablethemtobecomeactiveparticipantsintheirownlearning. Itisveryimportantfortheteachertoallowtimeforthestudentstorespond.Thisresponse cantaketheformofunaidedand/oraidedmeansofcommunicationandtheteacherneeds toprovideadequatescaffoldingtechniquestoenablethestudentstorespondaffectivelyor intentionally.Theteachermayneedtoassiststudentsinordertoactivateaswitchespecially intheearlystagesofusingaswitch.Forlevels1and2,PictureExchangeCommunication System(PECS)andobjectsofreferencecanbeveryuseful.
Resources
Sustainability:localmilkandyoghurt cartons,foreignmilkandyoghurt cartons,locallygrownfruitsand vegetables,foreignimportedfruitsand vegetables,foodswithminimaland excesspackaging. Breakfast:Differentbreakfastcereal boxes,equipmentandingredientsfor breakfastmenus. Laptop,projectorandinternetaccess. Practical:digitalcamera,computerlab
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Teachingobjectives
Theteacherwillenable studentsto: identifysomeitems/activities duringfoodpreparation increaseourcarbonfootprint andbecomefamiliarwith practicaltipshowtoreduceit. (2lessons)
Besidesvideoclips,theteacherprovidespicturesthat,verysimply,helptoconvey theconceptoncarbonemissionse.g.blackfumesfromvans.Pictureswithsimple captionsofitems/activitiesthatcontributetowardsclimatechangecanbestuckon thestudentsfileforfuturereference. TeacherandLSArephraseinsimplelanguageimportantpointsthatcomeoutofthe groupdiscussionaidedbyvisualresourcese.g.videoclips,3Dmodelsandencourage studentstoparticipate.Teacherpresentsthestudentsanadaptedformofthe worksheet. In addition to the differentiated ppt, teacher prepares a chart with pictures and symbols that show items such as a cooker, food packages and the respective amountofcarbonemissionsthatareproducedduringthepreparationofameal.As students are calculating their carbon footprints they may refer to this chart to reinforce the concept. The leaflet produced by students may be modified by containingpicturesandsymbolsalongwiththetext. Teacherencouragesstudentstotalkaboutwhattheyhaveeatenforbreakfast.To understandbettertheresults,surveyfindingsareenteredonapictographaswell. Towersofinterlockingblocksagainstfoodpicturescanbeusedaswelltoshow resultsevenmoreconcretely.Teacherputsstudentsingroup2todiscussbreakfast foodandbeverageitems.TeacherandLSAencouragestudentstoparticipateinthe discussion.Theymaypromptbyaskingsimplequestionsorbycueingtheinitial sounds.Supportisalsogivenwhenusingtheinternet.Studentswillalso communicateapresentationconsistingofasentenceortwowithsupportif necessary. Studentsaremadeawareofhealthybreakfastcerealsbyprovidingpicturestostick intheirpersonalfile.TeachershowsvideocliptostudentsHealthysnackswith BrittanyandBriannastudentstalkaboutit. http://www.youtube.com/watch?v=GJLTBe9Qad8&feature=related.S/he encouragesthemtoeatsuchfoodforbreakfast.Thecooperationofparentswillbe needed.
Studentswill:
Listthreesourcesofcarbon emissions(Level4) Listonesourceofcarbon emissionsandlooksforcarbon footprintlabelsonpackaging. (Level3) Befamiliarwithitemsthat contributetocarbonemissionfrom anumberofpictures.(Level2) Acceptandengageincoactive explorationbyshiftingeyesfrom onepersontoanotherwhile watchingactivities.(Level1)
becomeawareofthe importanceofhavingdaily breakfast. (2lessons)
Studentswill: Understandbreakfastisan importantmeal.Beableto mentionfourhealthybreakfast fooditems.(Level4) Beabletoselectthreehealthy breakfastfooditemsoutofagroup ofsix.(Level3) Dosimpletasksinthepreparation ofbreakfastsuchaspassinglight equipmentorfood(spoon,fork, bread).(Level2) Acceptandengageincoactive explorationbyhandlingbreakfast fooditems.(Level1)
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helpintheplanningofa simplehealthybreakfast. (2lessons)
Teachergivesstudentsadetailedchartofabreakfastplan. Thepreparationsequence,equipmentandingredientsarepictorialrepresentations andsimpletext. Duringthedemonstration,teacherandLSAsupportstudentstoparticipateatthe workstationmakingreferencetothepictorialflowchart. Finallystudentsareencouragedtousetheirsensestobeabletocommentonthe differentbreakfastoptions. Theycanbeencouragedtosaywhethertheylikethepresentationofthefood, whethertheylikethetextureandthetasteaswellasthesmell.
helpinthepreparation, cookingandservingahealthy breakfast. (2lessons)
Practicalsession:teacherencouragesstudentstoprepareasimplebreakfast independentlyasmuchaspossible. Somestudentsmayformpartofagroupandparticipatebyhandingingredientsto otherstudentswhenaskedorbyhelpingtoservethebreakfast. Otherstudentsmayjustlookattheotherstudentsandtheyareparticipateby tastingandsmellingthefooditemsused. Attheendofthepracticalsession,studentsareencouragedtoevaluatetheir productioncoactively.Somestudentsmaybeabletonameonestrengthofthe healthybreakfast. Teacherwillthengivethemamodifiedcharttofill.
Studentswill: Coactivelyfillaflowchartwith picturesofahealthybreakfast menuwhicharechosenfroma givennumberofpictures(Level4) Coactivelychoosepicturesthatwill beusedtofillaflowchartofa healthybreakfastmenu(Level3) Coactivelychoosesomenutritious foodandbeverageitemsthatcan beusedforahealthybreakfast (Level2) Acceptandengageincoactive explorationbyallowingadultto guidetheirhandsinanactivity. (Level1) Studentswill: Nameonestrengthofthehealthy breakfast(level4) Helpinthepreparationofasimple, healthybreakfast.(Level3) Performsomeofthetasksrequired toprepareabreakfastmeal (Level2) Acceptandengageincoactive explorationbyallowingadultto guidetheirhandsinanactivity. (Level1)
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participatewithinagroupin theplanningand implementingofone investigativetechnique. (2lessons)
Teacher/LSA revises a H.E. topic that students have achieved most in. Coactively theyparticipateinthepreparationofthequestionsaspartofasurvey. Teacher/LSAmodelsthefirst2questionsforstudentstobeawarewhatisexpected ofthem. Thestudentwillalsoberesponsibletoasksomequestionsandticktheanswerwhen thegroupconductsthesurvey. Symbols such as thumbs up for yes, thumbs down for no and a head shake for so andso,maybeusedwithstudentswhohavedifficultytoreadprint.
Studentswill: Workinagrouptopreparethe questionsofthesurvey,asksome questionsandtickcorrectanswer. (Level4) Beresponsibletoaskacoupleof questionsduringthesurvey. (Level3) Participatecoactivelyinthesurvey bytickinganswersusingsymbolsif necessary.(Level2) Acceptandengageincoactive explorationbyobservingpeers activity.(Level1)
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Subject: HomeEconomics Unitcodeandtitle:HE7.5Sweetendings Form1 Strand/s:Food,Nutrition&Health Choice&ManagementofResources
Objectives:
Theteacherwillhelpstudents: 1. Weighsolidsandmeasureliquidsaccurately. 2. Planasimple,traditional,modifieddessertandahealthydrinkusingmilkandfruit. 3. Prepareasimple,traditional,modifieddessertandahealthydrinkusingmilkandfruit. 4. Presentfindingsusingappropriaterepresentationtechniquesandinterprettheresults.
KeyWords
Weighing,measuring,unitsof measure,traditional,measuring spoons,measuringcups, measuringjug,heaped,rounded, levelled,balancescales,digital scales,springbalance,modified, bargraph,tally,marketresearch, survey/questionnaire.
Pointstonote
Thestudentcentredapproachadoptedinthisunitwillhelpstudents acquirelifelongskills.Skillsgainedinweighingandmeasuringare basicskillsnecessaryforfoodpreparation,whichdeterminethe outcomeofarecipeintermsoftaste,texture,appearanceand aroma.Theinvestigativeworkwillhelpstudentstogainskillsin analysisanddiscussionofresults. Studentswillbeactivelyengagedinthelearningprocessthrougha varietyofhandsonactivitieswhichpertaintoaconstructivist paradigm.TheuseofICThelpstofacilitatethelearningprocessby makingitfunandeffective.Utilisingsuchanapproachinvitesthe studentstoanalyse,reflect,articulateandworkinacollaborative spirit.
Resources
WeighingandMeasuring:Twocakesone preparedfollowingabasicrecipeandone preparedwithextraflour,templateforfood packagingactivity,IWB,PowerPoint presentation:UnitsofMeasuring/weighing solidsandliquids,differentmeasuring /weighingequipment,differentfooditems, containersfilledwithwaterdistributedinfour workstations,flashcardsexplainingworkto bedoneineachworkstation,digital projector. Demonstration:Aselectionofrecipe books/recipecards,ingredients,equipment. Practical:Ingredients,equipment,digital camera/camcorder. Investigativework:Aselectionofempty cerealboxes.
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Teachingobjectives
Theteacherwillhelpstudents: weighsolidsandmeasureliquids accurately. (4lessons)
Preparetwohealthycakes,onemadewiththerightquantitiesand onemadeusingalargeramountofflour
Studentswill: Explainthedifferencebetweenalevel, roundedandaheapedspoon.Explainthe importanceofaccuracyin Theclassroomissetupwithfourworkstations.Eachworkstation weighing/measuringtoproducesatisfactory willincludedifferentmeasuringequipment(e.g.differentweighing resultsandtheimplicationsofinaccuracy. scales,measuringspoons,measuringjugs,measuringcups)and (Level8) suitablefoods(solidse.g.flour,sugarandliquidse.g.water)tobe Identifydifferentunitsofweighing/ measured/weighed. measuringnamelygrams,kilograms,cups, spoons,millitres,litres,pints,cupsaswellas Asanintroductoryactivity,studentsareinvolvedinatastingpanelof demonstrateabilitytoweighandmeasure differentcakes.Studentsareprobedtoidentifythedifferences ingredientsaccuratelyandindependently. betweenthesetwocakesintermsoftaste,texture,aromaand (Level7) appearance,thecauseofthisdifferenceandpossiblesolutionsfor Beabletoestimatetheweightand measurementofbasicfood,aswellaslist betterresults.Emphasisislaidontheimportanceofcorrect basicequipmentusedforweighingand weighingandmeasuringofingredients. measuring.Beawarethatgramsand kilogramsareusedtoweighsolidsandthat Studentsareaskedtobringtwodifferenttypesoffoodpackaging litresandmillitresareusedtomeasure fromhome.Theylocatetheweightonthepackagingandcompare liquids.(Level6) theunitsofmeasureused.Thisinformationisfilledonatemplatein Beawarethatweighingscalesareusedto pairsoringroups.Informationisthencollatedontheboard/IWB weighsolidsandmeasuringjugsareusedto whichcanthenbesaved,printedandgiventothestudents. measureliquids.(Level5) InteractivePowerPointPresentationusingdraganddropmacrosto matchthefoodtoitscorrectunitofmeasure. Studentsaredividedintofourmixedabilitygroups.Studentsgo roundtheworkstationsandtogethertheyestimateaccurately measuretheweight/volumeofthedifferentingredientsusingthe equipmentprovided.Studentsineachworkshopareprovidedwitha workcardwithinstructions.Thisflashcardmayalsocontainhigher
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orderquestions.Thegroupswouldthenworkonrotationuntilall thefourworkstationshavebeenvisited. Aftertheworkstationshavebeenvisitedthestudentsdiscussthe prosandconsofusingthedifferentmeasuringequipmentinterms ofaccuracy,practicalityofuseandeaseofcleaning.Thiscanbe doneingroupsorasawholeclassactivity. Eachgroupofstudentsarticulatesasetofthreequestionstotest theirfriendsaboutwhathasbeenlearnt.Thisenablesthemto reflectuponthehighlightsofthelesson.Suchquestionsmaybe utilizedasaconcludingclassquizorasameansofrecapitulation duringthebeginningofthenextlesson. planasimple,traditional,modified Priortothelesson,theteacherorganizestheclassintwogroups. dessertandahealthydrinkusing Eachgrouphastobringtoclassonerecipeaccompaniedbyapicture milkandfruit. ofahealthydessert/drinkmadeusingmilkandfresh/driedfruit. (2lessons) Theteachercouldprovideaselectionofrecipebooksforstudentsto accessinclassshouldtheysorequire. Teacherpreparesahomemadespongetobeusedduringthe demonstration. Thestudentspresenttheirdesserts/drinkstotherestoftheclass. Thedifferentdessertsareincludedinawebdiagramontheboard. Throughaclassdiscussiontheteacherelicitsthereasonswhysuch desserts/drinksarehealthybyfocusingonthebenefitsofmilkand fruit.Alternatively,studentscancompilethisinformation themselvesbyaccessingvarioussourcesofinformationsuchas leaflets,booksorsuitableonlinewebsitessuggestedbytheteacher. Examplesinclude: Studentswill: Modifyatraditionalrecipeusingmilkandfruit tobeinlinewiththeCINDIdietaryguidelines. (Level8) Explainthreehealthbenefitsofmilkandfruit andsuggesthealthydesserts,including traditionalones,anddrinksmadeusingmilk andfruit.(Level7). Giveasimplereasonwhyitisimportantto includemilkandfruitinthedietandsuggest simpledessertsmadewithmilkandfruit. (Level6) Beawarethatbothmilkandfruitare beneficialforhealthandsuggestahealthy drinkusingmilkandfruit. (Level5) Planindetailahealthydessertandadrink justifyingchoiceintermsofnutritionalvalue, likes,cost,safety,timeandorganisation.
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http://www.milk.co.uk/ http://www.nichd.nih.gov/milk/milk.cfm http://www.dole.com/EatRightLanding/Allaboutfruits/tabid/683/Def ault.aspx http://www.freshforkids.com.au/fruit_pages/banana/banana.html Theteacherdemonstratestwomodifiedtraditionalmilkandfruit dessertssuchasthetraditionalMaltesebreadpuddingandatrifle withcustardandfreshfruit(withoutcream)aswellasahealthy drink(e.g.fruitmilkshakes,yoghurtdrinks). Duringthedemonstration,theteacherasksdifferentstudentsto helpoutwiththepreparationofthedessertanddrinkwithaspecial focusonweighingandmeasuringasafollowuptothetheorylesson andtogivethestudentsfurtheropportunitytomastertheskills. Theteachercanprovidestudentswithastructuredandtiered(in termsofability)worksheetwhichcanbefilledinduringthe demonstrationforthestudentstobeactivelyengaged. Studentstastethetwodessertsandevaluatetheoutcomeby referringtotheirsensoryqualities,presentation,healthand environmentalaspects. prepareasimple,traditional, modifieddessertandahealthy drinkusingmilkandfruit. (2lessons) Priortothepracticalsession,theteacherinvitesthestudentswho choosetopreparethefruitandcustardtrifletogetareadymade spongefromhome.Thiscaneitherbepreparedathomeorbought readymadeandsharedbetweenstudents(sizeofeachtrifleapprox. 10cmx15cm). Studentsindividuallysetuptheirworkstationsandprepareforthe practicalsession.Thestudentsprepareatraditionalmodified
(Level8) Examinedifferenttypesofdessertsand drinks;chooseandplan,followingalogical sequence,adessertandadrinkfora teenager.(Level7) Withguidance,workoutaflowchartforthe preparationofadessertandadrink. (Level6) Putinlogicalorderthestepstofollowfor preparingadessertanddrinkusingmilkand fruit.(Level5)
Followadetailedorderofworkand demonstrategoodfoodpreparationskills independently.(Level8) Followanoutlinedorderofworkand demonstrateadequatefoodpreparationskills withminimalsupervision.(Level7) Followapictorialorderofworkand demonstratebasicfoodpreparationskillswith considerablehelp.(Level6)
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dessertandahealthydrinkusingfruitandmilk.Theteacherguides studentstoworkinanorganized,safeandhygienicenvironment, giveshelpwhereneededandpraisesandencouragesgoodpractice. Thestudentscantakephotos/videoofthedifferentstepsinvolved inmakingthedessert/drink.Later,thestudentscanwritecaptions toaccompanyeachphotoanduploadtherecipeontheschool websiteforotherstudentstoaccessandprepareathome. Attheendofthepracticalsession,studentsgoaroundthe workstationsanddiscusstheoutcomesoftheirownandtheirpeers work.
presentfindingsusingappropriate representationtechniquesand interprettheresults. (2lessons)
The teacher conducts a short survey in the classroom to help studentsunderstandbetterhowsimplegraphicalrepresentationsof datacouldbedrawn.Studentsareaskedtoindicatewhattypeof breakfasttheyhadbyashowofhandsinresponsetotheteachers questions.Thisinformationisrecordedontheboardpossiblyusing tallying. Students are challenged to try and identify ways of how such information could be displayed. This can be done in groups. The teacher can show students one way how this is done by drawing a bargraphontheboardandaskingstudentstocomeoutandfillthe appropriatedata.
Followapictorialorderofworkand demonstratebasicfoodpreparationsskills withconstantprompting.(Level5) Assesstheirperformanceandfinalproduct highlightingsomestrengthsandweaknesses, includingbasicreferencestoorganisation, safety,sensoryaspects,nutritivevalueand overallresult,suggestingsomeaspectsof improvement.(Level8) Giveshortevaluativecommentsonthe outcomeofthepracticalbyfillinginaguided evaluationsheet,highlightingthemain strengthsandweaknessesandidentifyingone areaofimprovementwhenasked.(Level7) Givegeneralshortcommentsontheoverall outcomeofthepracticalactivityhighlighting somebasicstrengthandweaknesswith guidance.(Level6) Identifyoneortwothingsthatwentrightor couldbebetterinthepracticalassignment withpromptingfromtheteacher.(Level5) Displaydetailedresultsusingdifferentmodes ofrepresentationanddiscussandinterpret themthoroughly.(Level8) Displayresultsoftheinvestigativetechnique anddiscussthemindetail.(Level7) Displaytheresultsoftheinvestigative techniqueinabargraphandcommentbriefly ontheirfindings.(Level6) Displaytheresultsoftheinvestigative techniqueinasimplebargraphandwrite simplecommentsontheirfindings. (Level5)
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The students, in pairs/groups, can work on the results they had obtained in Unit 4 following the same process. The teacher guides students to choose the most appropriate tool to use depending on their ability, possibly coupling students who could help each other out in such an exercise (buddy system). Students may choose to representtheirdatausingMicrosoftExcel. Asimilarexercise canbe carriedouttocompare thesugar,fatand fibre content of cereals. The teacher can provide empty cereal packets for students to carry out the exercise. Data is again representedusingbargraphs.Inthiswaystudentswouldhavetwo optionstochoosefromfortheirinvestigativework. Studentsareencouragedtocommentontheirfindings.Theteacher canprepareasetofquestions(dependingonthetopic)whichcould encouragestudentstogetactivelyengagedinthisanalysis: Whichitemisthemost/leastpopular? Whatdoesthisfindingtellus? Whichcerealhasthemostsugar/fat/fibre? Whichcerealhastheleastsugar/fat/fibre? Whichwouldyouchooseandwhy?
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DigitalTechnologyEnhancedLearningHomeEconomics Unitcodeandtitle:HE7.5 Sweetendings
Throughresearchithasbeenclearlyevidentthatintegrateduseoftechnologyenablesawiderangeofpositiveoutcomesforstudents.Inthelightofthis,HomeEconomics subjectmayberemarkablyenhancedifdigitaltechnologyiswiselyutilizedattherightmomentstoenhancethestudent'slearningprocess.Therefore,byintertwining digitaltechnologywiththissubjectmayserveasacatalysttoallowthestudentsabsorbmorethesubjectcontentthanever. ThesoftwarebeingsuggestedmayeitherbeaccessedforfreeorthroughalicenceavailablefromCMeLD.ThecategoryisindicatedattheendofeveryURL. 1. Weighsolidsandmeasureliquidsaccurately. Studentsmaybeaskedtoprepareavirtualcake,usingthissitehttp://www.123peppy.com/play/chocolatebrownies3 2. Planasimple,traditional,modifieddessertandahealthydrinkusingmilkandfruit. Digitalvideorecordingofthewholeprocessofthedessertandthehealthydrink,narrateoverthevideosusingWax2.0asavideoeditingsoftware. http://www.videohelp.com/~debugmode/wax20e.zip3 3. Prepareasimple,traditional,modifieddessertandahealthydrinkusingmilkandfruit. SufficienteLearningtoolsalreadymentioned. 4. Presentfindingsusingappropriaterepresentationtechniquesandinterprettheresults. SufficienteLearningtoolsalreadymentioned.
1. 2. 3. 4.
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Subject:HomeEconomics Unitcodeandtitle:HE7.5Sweetendings Form1 Strand/s:Food,Nutrition&Health Choice&ManagementofResources Objectives:

Theteacherwillenablestudentsto: 1. 2. 3. 4.
participateinweighsolidsandmeasuringliquidsaccurately. participateintheplanningofasimple,traditional,modifieddessertandahealthydrinkusingmilkandfruit. participateinthepreparationofasimple,traditional,modifieddessertandahealthydrinkusingmilkandfruit. helppresentfindingsusingappropriaterepresentationtechniquesandinterprettheresults.
KeyWords
Weighing,measuring,unitsof measure,traditionalmeasuring spoons,measuringcups, measuringjug,heaped, rounded,levelled,balance scales,digitalscales,bargraph, tally,survey/questionnaire.
Pointstonote
Thestudentcentredapproachadoptedinthisunitwillhelpstudents acquirelifelongskills.Skillsgainedinweighingandmeasuringarebasic skillsnecessaryforfoodpreparation,whichdeterminetheoutcomeofa recipeintermsoftaste,texture,appearanceandaroma.Theinvestigative workwillhelpstudentstogainskillsinanalysisanddiscussionofresults.
Resources
WeighingandMeasuring:Acakeprepared followingabasicrecipe.Acakeprepared withextraflour,templateforfood packagingactivity,IWB,PPTs,picturesfor pictograph,colouredinterlockingcubes, differentandadaptedmeasuring Studentswillbeactivelyengagedinthelearningprocessthroughavariety /weighingequipment,differentfooditems, ofhandsonactivities.TheuseofICThelpstofacilitatethelearningprocess workstations,flashcardswithinstructions bymakingitfunandeffective. foreachworkstation,digitalprojector. Demonstration:Aselectionofrecipe Itisveryimportantfortheteachertoallowtimeforthestudentsto books/recipecards,ingredients, respond.Thisresponsecantaketheformofunaidedand/oraidedmeans equipment. ofcommunicationandtheteacherneedstoprovideadequatescaffolding Practical:Ingredients,equipment,digital techniquestoenablethestudentstorespondaffectivelyorintentionally. camera/camcorder. Theteachermayneedtoassiststudentsinordertoactivateaswitch Investigativework:Aselectionofempty especiallyintheearlystagesofusingaswitch. cerealboxes Forlevels1and2,PictureExchangeCommunicationSystem(PECS)and objectsofreferencecanbeveryuseful.
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Teachingobjectives
Theteacherwillenable studentsto: weighsolidsandmeasure liquidsaccurately. (4lessons)
Teacherpreparesflashcardswiththewordsgood,bad,soft,hard,tasty, etc.Thestudentstouchandtastethecakesthatlookgood,tastebad, hard/softtothetouchetc.Whileteacherisdiscussingthedifferentcakes, studentsareencouragedtopointtothecardthatmostdescribesthecake andputitnexttotheappropriateone. Teacherpresentsstudentswithvariousfoodpackaging.Invariousgroups, studentsareencouragedtolookfortheweight/capacityinformation.Then studentssortthemaccordingtosolidsorliquidstobeawareofthe differentmeasuringunits.Followingthat,theywillbeaskedtoselectall thesolids/liquidsthatareequalinweightorcapacityandgroupprovide studentswithdifferenttypesofmeasuringequipment.Afterhaving assimilatedthis,scales(preferablydigital)canbeusedtocompareallthe measuringtechniques.Whenstudentsareaskedtoestimatethe weight/volumeofaningredient,theycandothisthroughmultiplechoice questions. Teacheradaptsconventionalmeasuringjugswhereonlyoneofthe measuresishighlighted.Teachergivesstudentsaselectionof34jugs andasksthemtogiveherIkgofflour.Studentwillhavetodecidewhich containertofill.Thisexercisecanberepeatedtoexposestudentsto differentweightsandcapacity.Studentsareencouragedtofeeltheweight andbeawareofwhatisheavyandwhatislight.Measuringjugs,cupsand othercontainersmayallbeusedwithadaptationstothem. Teacherpresentsstudentswith34simplerecipesofhealthydesserts anddrinks,andencouragesstudentstochooseone.Somestudentsmay needaversionoftherecipewithsymbolsorpictures(Boardmaker images)Teachersupportsstudentstopresenttheirchoicetotherestof theclass. Teacherprovidesstudentswithpicturesthatrepresentthebenefitsof fruitandmilktogetherwithotheronesthatshowwhathappenstoour bodyifourdietlacksmilkandfruit.Twobigenvelopes,oneofwhichhasa pictureofmilkandfruitstuckontheoutside,aregiventothestudentsso thatduringtheclassdiscussiontheychoosethecorrectpicturesandplace
Studentswill: Tellthedifferencebetweenawellmade cakeandabadlymadeonebyusingtheir senses.Beawarethatdifferentmeasuring unitsareusedformeasuringsolidsand liquids(Level4) Tellthedifferencebetweenawellmade cakeandabadlymadeonebyusingtheir senses.Willbabletodistinguishbetween lightandheavy,fullandempty.(Level3) Attempttotellthedifferencebetweena wellmadecakeandabadlymadeoneby usingtheirsenses.(Level2) Acceptandengageincoactiveexploration byshowingsignificantreactionswhen tastingthecakes(Level1)
planasimple,traditional, modifieddessertandahealthy drinkusingmilkandfruit. (2lessons)
Studentwill: Identifyatleasttwobenefitsoffruitandone ofmilk.Nameonehealthydessertandone healthydrinkwheremilk/fruitisthemain ingredient.(Level4) Identifyeitheronebenefitoffruitsorone benefitofmilk.Nameeitherahealthydessert orahealthydrinkwheremilk/fruitisthemain ingredient.(Level3) Beawarethatitishealthytoeatfruitanddrink milk.Participatewithsupportinthemakingof
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Tohelpinthepreparationofa simple,traditional,modified dessertandahealthydrinkusing milkandfruit. (2lessons)
themintheirrespectiveenvelopes. Studentscanbegivensimilartaskstoreinforcewhattheyhavealready learnt.E.g.Intheirfilestheycanhaveasectionwithahealthylooking personandanotherwithanunhealthylookingonewheretheycanstick thesameandsimilarpicturesusedintheprevioustask. Studentswillparticipateduringtheteachersdemonstrationlessonwithor withoutsupport. TeacherandLSAguidestudentsintofollowingtherecipespointingout factsandinformationlearnedfromthepreviouslessonstoreinforcethem inpractice. Studentstoworkingroupssothattheywillbeabletoparticipate coactively.Theymayhandingredientstootherstudents,orputthe ingredientstobeweighedonthescale,orbringtoolse.g.graterfrom cupboard. Studentswillbeallowedtomakeuseofadaptedmeasuringequipment usedinpreviouslessons. Otherstudentswillfollowtheactivitiesoftheotherstudents.
therecipeduringdemonstrationlesson. (Level2) Acceptandengageincoactiveexplorationby cooperatingwithLSAtoparticipateinthe demonstrationsessionbyhandsonhands support.(Level1) Studentwill: Listtheingredientsandequipmentneededto maketherecipe.Willcoactivelyparticipatein thepreparationoffoodsuchasweighing, measuringandgrating.(Level4) Willhandtheingredientstostudentsingroup thatneedtobeweighed,measuredor grated(Level3) Beawareofsomeoftheingredientsusedinthe recipebutneedhandsonhandssupportto carryoutmosttasksinfollowingtherecipe. (Level2) Engageincoactiveexplorationbyshowing significantreactionswhenhandlingingredients andequipment.(Level1) Beabletoplotdatausingpictographsand interlockingblocksandbeabletoreplyto questions,suchasWhichfoodwasthe most/leasteatenatbreakfasttoday?(Level4) Beabletoplotdatausingpictographsand interlockingblocks(Level3) Beabletoplotdatausingpictographsand interlockingblockswithhandsonhands support.(Level2) Acceptandengageincoactiveexplorationby showingsignificantreactionswhenhandling blocks.(Level1)
topresentfindingsusing appropriaterepresentation techniquesandinterpretthe results. (2lessons)
Teacher encourages students to participate in the discussion. Data in the bar graph will be represented by pictures and students can be asked simple questions such as, Which food was the most/least eaten at breakfasttoday?Thepictographwillbethenaddedtothestudentsfile. Teacher prepares interlocking blocks of 3 different colours to represent, sugar,fatandfibre.Studentsareencouragedtobuildtheblocksandplace theminfrontoftherespectivecerealpacketsinsteadofcompletingabar graph.Theyaremadeawarethateverytimetheirbuddyiscolouringabar, they add a block. They are also encouraged to observe the length of the blocksandthebarssothattheywillattempttoanswerquestionssuchas, Whichcerealhasthemost/leastsugar/fat/fibre?
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Subject: HomeEconomics Unitcodeandtitle:HE7.6Rollupyoursleeves! Strand/s:Food,Nutrition&Health Choice&ManagementofResources Form1 UnitDuration:10sessionsof40minutes(7hours)
Objectives
Theteacherwillhelpstudents: 1. Describethecooker,itsfunctions,safeuseandcare. 2. Identifytheingredientsneededfor,andexplaintherubbinginmethodofcakemaking. 3. Deviseaflowchartforthemakingofafruitcrumble,usingtherubbinginmethodtopreparethetopping. 4. Prepareafruitcrumblethatisinlinewiththedietaryguidelines,usingtherubbinginmethodtopreparethetopping. 5. Carryoutanevaluationoftheirinvestigativework.
KeyWords
Cooker,ingredients, equipment,chopping, peeling,slicing,coring, measuring,weighing, mixing,flowchart,dietary guidelines,hygiene, safety,hob,grill,oven, gas,electric,induction, layering,sift,rubbingin, cakemaking, breadcrumbs,topping, crumble,bake,strengths, weaknesses,roomfor improvement.
Pointstonote
Cubingisastudentcentredpedagogicaltoolwithintheconstructivist paradigmwhichlendsitselfwelltomanyHEtopics.Itenablesstudentsto approachandlearnaboutatopicthroughsixdiverselearningprocesses. Cubingisidealformixedabilitygroupsandcatersformultipleintelligences. Thetopicofthecookerinthisunithasbeenplannedusingthecubing approachasanexemplarofhowcubingcanbeutilised.Throughthis approachthetopicofthecookerwillbetackledinamannerrelevantand meaningfulforthestudents.Thelessonaboutthecookerwillalsobea preparationforthesubsequentrubbinginmethodlesson,demonstration andpracticalsession. Reflection,discussion,collaboration(groupwork,peertopeerinteraction) andprojectbasedteachingandcooperationwillbeacorecomponentof thisunit.HomeconnectivityandICTwillalsobeintegrated.Thisunitwill continuetofosteracriticalandanalyticalapproachtodecisionmakingand problemsolving.Thebuddysystemisusedintheinvestigationlesson.
Resources
Cooker:Flashcards(displayinghob,grill,oven, controlknobs)pergroup;casestudy(onecopy foreachgroup).Cubingstep6ideally conductedinacomputerlab. Rubbingin:PowerPointpresentation,recipe cardsformodification,namesofingredientson flashcards,interactivequiz,stepsofthe rubbinginmethodonflashcardsfor sequencing,situationcards. Demonstration:Digitalcamera. Investigation:objectstobeevaluated(e.g. simplechildrensbook,gadgetsetc.).
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Teachingobjectives
Theteacherwillhelp students: describethecooker,its functions,safeuseand care. (2lessons)
Cubingstep1.Describeit:GroupworkInmixedabilitygroups,eachgroup isassignedacookerinthefoodlab.Asetoffourflashcards(hob,grill,oven, controlknobs)aregiventoeachgroup.Studentshavetoattachthe flashcardsonthedifferentpartsofthecooker. Cubingstep2.Associate(connect)it:Ingroups,studentslookintothemain partsofthecookerandassociatethemtotheirfunctions.Onthebackof eachflashcard,studentswritedownthefunctionsofeachpartofthe cooker.Inordertocaterfordifferentiatedlearning,jumbledupfunctions canbepreparedbytheteacherandgiventosomeofthegroups.Students havetoconnectthefunctionstoeachofthecookerpart. Cubingstep3.Compareit:Homeconnectivity:APowerPointisloaded whichfeaturesthegroupedphotosofthestudentshomecookers(Remote preparationusingICTstudentstakeaphotoofthecookerattheirhome andemailittotheteacherwhomountsthemonaPowerPoint.Students whocannottakephotosoftheirhomecooker,canbringapictureofa cookerinstead).Classdebate:Studentsdebateonthedifferenttypesof cookersandcomparethem(electric,gas,induction). Cubingstep4:Analyseit:Studentsaregivenacasestudyofateenagerwho isincorrectlyusingandcleaningthecooker.Thecasestudyalsoincludes unsafepracticesconductedbythisteenager.Ingroups,studentshaveto analysethecasestudy,identifytheincorrectproceduresandsuggested amendmentsforthesafeandcorrectuseofthecooker.Thecasestudies shouldincludebothtextandpicturessoastocaterformixedabilities. Cubingstep5:Applyit:CreativityTeacherinformsstudentstoimagine thatatimetravelmachineisbringingsomecavementoourtime.Theyhave neverseenacooker!TheirtaskistogenerateaPowerPointpresentationor Photostory(inmixedabilitygroups)highlightingthedifferentpartsofthe cookerandtheirfunctionsandalsotogivethecavemenideasofdifferent foods/dishesthatcanbecookedonthe:hobs,grill,oven.Studentshaveto
Studentswill: Describeindetailthecleaningofthecooker usingdifferentmethodsandidentifyunsafe usesofthecookerfromagivencasestudy, whilstsuggestingsafeandcorrectpractices. (Level8) Identifyandcomparedifferenttypesofcookers (electric,gas,induction)andexplainthebasic functionsofeachofthemainpartsofthe cooker.Describeinbriefthecleaningofthe cooker,proposedifferentdishes/foodthatcan becookedon/inthedifferentpartsand highlightunsafeusesofthecookerfromagiven casestudy.(Level7) Nameandlabelthemainpartsofthecooker, namelythehob,oven,grillandcontrolknobs. (Level6) Identifythecookerinthefoodlaborfromaset ofimagesandstateitsbasicfunction.(Level5)
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identifytheingredients neededfor,andexplain therubbinginmethodof cakemaking. (2lessons)
endthepresentationwithaSafetyCookerSlogan! Cubingstep6.Argueforit:Studentspresenttheirpresentationstotherest oftheclass.Peertopeerevaluation:Studentsareencouragedtobecritical friends,appraiseandcritiquethefourdifferentpresentations. APowerPointpresentationcanbeusedtohighlightthemaintheoretical Studentswill: aspectsofmakingcakesusingtherubbinginmethod.Thefollowinglinkis Modifyrecipesoftherubbinginmethodof alsoausefulteachingaid: cakemakingtomaketheminlinewiththe http://www.youtube.com/watch?v=zPNTk9hzMBM dietaryguidelines,givingreasonsforeach Studentsarethenactivelyinvolvedinaninteractivequiz(usingHotPotatoes modification.(Level8) andtheIWB/PowerPoint)torecapitulatethemainpoints.Questionswill Outlinetheingredientsneededandexplain varyfrommultiplechoicetomoreelaboratequestionsaccordingtoabilities. themethodusedtomakecakesusingthe rubbinginmethod.(Level7) Groupwork:Mixedabilitygroupsmaybegivendifferentrecipecardsfor Putasequenceofpicturesinlogicalorder, makingitemsusingtherubbinginmethod(toincludescones,rockbuns, identifyingthebasicstepstobefollowed lemon/orangebiscuits,digestivebiscuits).Studentsareengagedinaltering whenmakingcakesusingtherubbingin theingredientsandmodifyingthemaccordingtothedietaryguidelines,e.g. method.(Level6) addfruit,uselesssugar(usesultanasordriedapricotsinstead).Tocaterfor Selectthebasicingredientswhichareused mixedability,studentsmaybegivenachoiceofingredientsfromwhichto tomakerubbedincakesfromarealiaof choose.Studentsthenworkingroupstoputasequenceofpicturesin ingredients,photosorpictures.(Level5) order,torepresentthemethodofcakemakingforeachitem.Some studentswillbeencouragedtoexplaintheimportanceoftheskillcoveredin eachstepandtohighlightthenutritionalvalueofvariousingredientsused.
Usingwww.wikihow.orgstudentssearchforafruitcrumblerecipe,andedit ittomakeitinlinewithdietaryguidelines.Situationcardscanbeprovided tothestudentstoguidethemontheirtask,e.g.toincreasefibrecontent (addwholemealflouroroats),tolowersugarcontent(addsultanas),to lowerfatcontent,altertexture/addextracrunch(addnuts/muesli/seeds). Studentscanmakeuseoftheinternet(andvariouscookerybooks)to researchthedifferentingredientswhichcanbeused.Lowerabilitycan chooseingredientswhichcanbeaddedfromalist(withpictures).The modifiedcrumblerecipecanthenbepublishedonwww.wikihow.org.
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deviseaflowchartfor themakingofafruit crumble,usingthe rubbinginmethodto preparethetopping. (2lessons)
StudentsconductaHotPotatoesQuizorPowerPointusedintheprevious lesson,inordertoreinforcelearningontherubbinginmethodofcake making.Thefollowinglinkshowingthestepsinthemakingofafruitcrumble cabeshown: http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=82&con tentId=277 Themakingofafruitcrumbleisdemonstrated.Studentsparticipateduring thedemonstration,reinforcingthelearningofpreviousunits:e.g.weighing andmeasuring,preparingfruit.Studentsareencouragedtotakephotosin ordertocreateaPhotostoryonthemakingafruitcrumble.Photostaken canthenbeuploadedbythestudents(athomeorintheschoollab)ona SocialNetworkingSiteGroupspecificallysetupforthispurpose. Twodifferentcrumblescanbeprepared(iftimelogisticsareanissue, teachercanpreparemostingredientsforthesecondcrumblebeforehand). Studentsidentifyandanalysehowdifferentcombinationscanbeusedfora fruitcrumbletoaffectsensorycharacteristics.E.g.taste:appleandsultana forasweetertaste;frozenberries;texture:oats,seeds,nutsforacrunchier texture.Sensoryanalysistestingaccordingtodifferentfoodcharacteristic criteriaisconducted. Whilstthecrumbleisbeingbaked,ideasforservingaccompanimentsare examinedinaccordancetothedietaryguidelines.Thismayincludecustard, icecream,naturalyoghurt,chocolateyoghurt..(Forcustard,areadymade onecanbeprovidedbutstudentsmayalsorefertowhattheylearntinUnit 5). Studentsdraw(sketch)thefruitcrumblethattheywillbepreparinginthe nextpracticalsession,labellingtheingredientstheywillbeusing. Creatingtheflowchart:Studentscanprepareamagazinewriteup(with photosofeachstep,obtainedduringthedemonstration)onhowtomakea
Developadetailedplanforthemakingofafruit crumblejustifyingchoiceintermsofnutritional value,likes,cost,safety,timeandorganisation. (Level8) Examinetheuseofdifferentfruitinthe preparationoffruitcrumbles;chooseandplan, followingalogicalsequence,afruitcrumble usingtherubbinginmethodforthetopping. (Level7) Withguidanceworkoutaflowchartforthe preparationofafruitcrumble.(Level6) Putinlogicalorderthestepstofollowfor preparingafruitcrumble.(Level5)
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Theteacherwillhelp studentstopreparea fruitcrumblethatisin linewiththedietary guidelines,usingthe rubbinginmethodto preparethetopping. (2lessons)
fruitcrumble.Tocaterfordifferentiatedlearning,somestudentscancarry outthisactivitybyusingmainlypictures,whilstotherswillbeabletooutline theimportanceofthemainsteps. AMicrosoftPhotostory(digitalpresentation)isuploaded(thiscaneitherbe theworkofthestudents,whichtheyhadforhomeworkthepreviouslesson, orelseonepreparedbytheteacher). Practicalsession Whilstpreparingthecrumble,thestudentswillhavetheopportunityto refertothePhotostoryincaseofdifficulty.Furthermore,thebackground musicwiththePhotostorywillhelpsetthesceneandrelaxthestudents duringthepractical.Afterthepracticalsession,thestudentscanpairupto evaluateeachotherswork(peerevaluation).Achefoftheweekmaybe nominated! HomeConnectivity ForHW,thestudentsneedtoevaluatetheirperformance(asperlearning outcomes)andadditionallycanobtainthefeedbackofatleast3persons (includingthemselves)tofillinasensoryanalysistest(stardiagram conductedinUnit4).Anopportunityforpostingcommentsmayalsobe madethroughthecreationofanonlinecommunityoflearners,where studentscandiscusstheirresultsinanonlinegroup(orexistingsocial network).
Studentswill: Followadetailedorderofworkand demonstrategoodfoodpreparationskills independently.(Level8) Followanoutlinedorderofworkand demonstrateadequatefoodpreparationskills withminimalsupervision.(Level7) Followapictorialorderofworkand demonstratebasicfoodpreparationskillswith considerablehelp.(Level6) Followapictorialorderofworkand demonstratebasicfoodpreparationskillswith constantprompting.(Level5) Assesstheirperformanceandfinalproduct highlightingsomestrengthsandweaknesses, includingbasicreferencestoorganization, safety,sensoryaspects,nutritivevalueand overallresult,suggestingsomeaspectsof improvement.(Level8) Giveshortevaluativecommentsonthe outcomeofthepracticalbyfillinginaguided evaluationsheet,highlightingmainstrengths andweaknessesandidentifyingoneareaof improvementwhenasked.(Level7) Givegeneralshortcommentsontheoverall outcomeofthepracticalactivityhighlighting
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somebasicstrengthandweaknesswith guidance.(Level6) Identifyoneortwothingsthatwentrightor couldbebetterinthepracticalassignmentwith promptingfromtheteacher.(Level5) Studentswill: carryoutanevaluationof Allstudentswouldhavecompletedtheirinvestigations(throughprevious Assesstheirinvestigativeworkindependently theirinvestigativework. unitsandworkfromhome)andthefinalstepoftheinvestigation highlightingstrengthsandweaknessesincluding (2lessons) (evaluation)isexecutedinthisunit.Thislessonreinforceswhatan referencesto:realizationofaims,planningand evaluationisallaboutandstudentsaretrainedinevaluativeand organization,choice,executionandanalysisof communicationskills. researchtechniqueandoverallpresentation, Buddysystem:Inpairs,studentsaregivenanitemwhichtheyhaveto evaluate:e.g.achildrensbook,agadget,abagorpieceofclothingora givingsomesuggestionsforimprovements. leaflet. Conductpeertopeerevaluation.(Level8) Studentsanalysetheitemandtheyhavetolistonaworksheetpreparedby Giveevaluativecommentswithminimal theteacherthestrengthsandweaknesseswhichtheycanidentifywithinthe guidanceontheoutcomeoftheirinvestigation, givenobject.Tocaterfordifferentiatedlearningandmultipleintelligences, highlightmainstrengthsandweaknessesand indicateoneareaforimprovement.Present somestudentscanverballyarticulatetheirevaluation,otherscan theirinvestigationusingabasicPowerPoint draw/sketchtheidentifiedstrengthsandweaknesseswhilstotherscan presentationorPhotostory.(Level7) write. Completeasimpleevaluationsheetwith Eachpaircanpresenttheirevaluationtotherestoftheclassandaclass moderateguidanceandpresenttheir discussionfollowsduringwhichstudentsmayproposestrategiesforroom forimprovement. investigationinasimpleformat(chartora simplePowerPointpresentation).(Level6) Studentsapplytheirevaluationskills(strengths,weaknesses,roomfor Fillinasimpleandpictorialevaluationsheet improvement)fortheevaluationoftheirinvestigation.Buddysystem:To caterfordifferentiatedlearningsomestudentsareguidedbyotherpeers. withconstantguidanceandtalkabouthow theymadetheirinvestigationinsimpleterms. Studentspresenttheirinvestigationinfrontoftheirclassmatesthrough verbalarticulation,PowerPointpresentation,Photostoryorapictorialchart. (Level5) Studentsevaluatetheirpeersinvestigations:Criticalfriendsandcritiqueand appraiseotherinvestigations.
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DigitalTechnologyEnhancedLearningHomeEconomics Unitcodeandtitle:HE7.6 Rollupyoursleeves!

Throughresearchithasbeenclearlyevidentthatintegrateduseoftechnologyenablesawiderangeofpositiveoutcomesforstudents.Inthelightofthis,HomeEconomics subject may be remarkablyenhanced if digital technology is wisely utilized atthe right momentsto enhance the student's learningprocess.Therefore,byintertwining digitaltechnologywiththissubjectmayserveasacatalysttoallowthestudentsabsorbmorethesubjectcontentthanever. ThesoftwarebeingsuggestedmayeitherbeaccessedforfreeorthroughalicenceavailablefromCMeLD.ThecategoryisindicatedattheendofeveryURL. 1. Describethecooker,itsfunctions,safeuseandcare. AsforCubingstep3,thepresentationcanbedevelopedusingPreziwhichpermitsstudentstoworkincollaborationonthesameworkandsharedor embeddedontheschoolwebsite.http://prezi.com/2 2. Identifytheingredientsneededfor,andexplaintherubbinginmethodofcakemaking. VideoJugisanalternativewebsitetowikihowwherethestudentscansearchforfruitcrumblerecipes.http://www.videojug.com/3 3. Deviseaflowchartforthemakingofafruitcrumble,usingtherubbinginmethodtopreparethetopping. Studentscancreateaflowchartonlineandcollaborateinrealtimeusinghttp://flowchart.com2forthemakingofthefruitcrumblerecipe. PreferablythevoiceovermayberecordedusingAudicity.Thenafterediting,somebackgroundinstrumentalmusiccanincluded.Afterthatthepictures maybeaddedthroughPhotostoryandtimedaccordingtothesequencedvoiceover. 4. Prepareafruitcrumblethatisinlinewiththedietaryguidelines,usingtherubbinginmethodtopreparethetopping. GroupRecipesRecipeandFoodSocialnetworkingisanidealsocialnetworkwherethestudentscanputtheircommentsregardingtheoutcomeoftheir practical.http://www.grouprecipes.com2 5. Carryoutanevaluationoftheirinvestigativework. SufficienteLearningtoolsalreadymentioned.
1. 2. 3. 4.
LicenceisavailablefromCMeLD. PubliccloudSigninguprequired. PubliccloudNosigninguprequired. Downloadableprogram

Subject:HomeEconomics Unitcodeandtitle:HE7.6Rollupyoursleeves! Strand: Food,NutritionandHealth ChoiceandManagementofResources Objectives

Theteacherwillenablestudentsto: 1. 2. 3. 4. 5.
Form1
Nameandlabelthemainpartsofthecooker,andbecomefamiliarwithitsfunctions,safeuseandcare. Identifytheingredientsneededfor,andexplaintherubbinginmethodofcakemaking. Deviseaflowchartforthemakingofafruitcrumble,usingtherubbinginmethodtopreparethetopping. Prepareafruitcrumblethatisinlinewiththedietaryguidelines,usingtherubbinginmethodtopreparethetopping. Carryoutanevaluationoftheirinvestigativework.
KeyWords
Acquired Cooker,ingredients, equipment,chopping,peeling, slicing,coring,measuring, weighing,mixing,flowchart, dietaryguidelines,hygiene, safety. New Hob,grill,oven,gas,electric, induction,layering,sift, rubbingin,cakemaking, breadcrumbs,topping, crumble,bake,strengths, weaknesses,roomfor improvement.
Pointstonote
Topicswillbetackledinamannerrelevantandmeaningfulforallstudentsthrougha cubingapproach.Reflection,discussion,collaborationandprojectbasedteachingand cooperationwillbeacorecomponentofthisunit.HomeconnectivityandICTwillalso beintegrated.Thisunitwillcontinuetofosteracriticalandanalyticalapproachto decisionmakingandproblemsolving. Itisveryimportantfortheteachertoallowtimeforthestudentstorespond.This responsecantaketheformofunaidedand/oraidedmeansofcommunicationandthe teacherneedstoprovideadequatescaffoldingtechniquestoenablethestudentsto respondaffectivelyorintentionally.Theteachermayneedtoassiststudentsinorder toactivateaswitchespeciallyintheearlystagesofusingaswitch.Thismaystartoff withhandonhandhelpbutshouldbeslowlybereducedtoalessphysicalprompts. Thephysicalpromptingshouldbereducedovertimesothateventuallythestudentcan usetheirswitchwithoutanyphysicalprompting.Forlevels1and2,PictureExchange CommunicationSystem(PECS)andobjectsofReferencecanbeveryuseful.
Resources
Cooker:Remotepreparation usingICT DemonstrationandPractical: Apron,headgear,ingredients, equipment,digitalcamera. Investigation:Remote preparationobjectstobe evaluated(e.g.simplechildrens book,gadgetsetc.). Studentsprepareamini PowerPointpresentation, Photostoryorpictorial presentationportrayingtheir investigation.
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Teachingobjectives
Theteacherwillenable studentsto: nameandlabelthemainparts ofthecooker,andbecome familiarwithitsfunctions,safe useandcare. (2lessons)
Theteacher/LSAshowstheobjectofreference(whichwaschosenatbeginningofyear, e.g.awoodenspoon.ThisinformsthestudentthatthelessonisHomeEconomics).The studentisshownbigsymbols/pictureofhob,grillovenandcontrolknobs.Heistaken nearacookerandshownoneoftheflashcards.Studentispromptedtopoint(eye gazeorbyhandorfinger)atthepartofthecookerthatisshownontheflashcard. Otherstudentswillpointfingeratpartofthecookerwhentheteachernamesapartof thecooker.Otherstudentswilllabeladiagramofacooker. Apowerpointonabigscreenshowingpicturestakenathomeofthestudentsfamily andhis/herhomecooker,his/herfathercookingandcheckingthathandlesarenot protruding,his/hermothercheckingthatthecookerisoff,his/herfatherwashingthe cookerwhilehis/hermotheriswashingtheplates,etc.Thestudentchangestheslides byusingabigswitch.
Indicatorsoflearning outcomes
Studentswill: Coactivelynameandlabelthe mainpartsofthecookerandon adiagram(Level4) Coactively,nameandlabelthe mainpartsofthecooker, namelythehob,oven,grilland controlknobs.(Level3) Matchatleastone picture/symboltocorrect cookerpart.(Level2) Acceptandengageincoactive exploratione.g.usingbigswitch tochangeslides.(Level1) Identifytheingredientsneeded fortherubbinginmethodof cakemaking.(Level4) Coactivelyidentifysomeofthe ingredientsneededforthe rubbinginmethodofcake making.(Level3) Handingredientstoteacher whenasked.(Level2) Acceptandengageincoactive exploratione.g.showsinterest iningredients.(Level1)
identifytheingredientsneeded for,andexplaintherubbingin methodofcakemaking. (2lessons)
TheteacherandLSAprepareaseriesofcardswithpicturesoftheingredientsthatare usedinmakingacakewiththerubbinginmethod.Asetofplasticbowlseach containingthedifferentingredients(e.g.flour,margarine,sugar,water)arealso prepared.Thestudentisshownthecardwhilemakingthesignfortheingredientor thestudenthimselfcanbeencouragedtomakethesign/clickthebigswitchwhen he/shehearsthenameoftheingredient.Theteacher/LSAengagesthestudentin coactiveexplorationoftheingredientsbyseeingandtouchingalltheingredients, smellingandeventastingthem(ifappropriate). Theteachercouldalsoengagethestudentincoactiveexplorationusingcards/symbols andactualingredientsthatcouldbeaddedtothemixturetomakethedifferent versionssuchasraisins,sultanas,driedapricotsetcandthens/hecanindicateher/his preference.
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deviseaflowchartforthe makingofafruitcrumble, usingtherubbinginmethodto preparethetopping. (2lessons)
Theteachercanusethefollowinglinkonabigscreenwhichshowsthevariousstepsin themakingofafruitcrumble. http://www.foodafactoflife.org.uk/Sheet.aspx?siteId=20&sectionId=82&contentId=277 Theteacherthendemonstratesthemakingofafruitcrumble.Studentsare encouragedtoparticipateduringthedemonstrationwhereappropriateexamplee.g. byweighingandmeasuringorbyhandingtheingredients. Studentscanbeencouragedtotouchandtastesomeoftheingredients.Theycanalso touch/tastetheingredientsafterrubbingin. Photosofafruitcrumble.Theteacherencouragesthestudenttoshowapreference whetherhewouldlikeasweetertaste(bytastingsultanasandappleswhere appropriate)oracrunchiertexture(bytastingnutsetcwhereappropriate) Whilstthecrumbleisbeingbaked,ideasforservingaccompanimentsareexamined. Thestudenttastesthevariousoptionstoservethecrumblewith,e.g.custard,ice cream,naturalyoghurt,chocolateyoghurt,chocolatesauce. Sensoryanalysistesting:Oncethecrumblesarereadystudentsareencouragedto carryoutsensoryanalysistestingaccordingtodifferentfoodcharacteristiccriteria;i.e. aesthetics,aromatexture,taste.
Studentswill: Coactivelyputasequenceof picturesinorder,showingthe correctstepsinmakingthefruit crumble.(Level4) Studentparticipatesby weighingandmeasuringthe ingredients.(Level3) Studentshowspreferencefor servingaccompaniments (Level2) Acceptandengageincoactive explorationwhenpresented withthedifferentingredients. (Level1) Prepareafruitcrumbleby followingtheflowchartand Photostoryundersupervision (Level4). Coactivelyprepareafruit crumblebyfollowingtheflow chartandPhotostory(Level3). Attempttoperformthestepsin preparingthecrumbleby allowingLSAtogivehimhand onhandsupport.(Level2) Acceptandengageincoactive explorationbytasting.(Level1)
prepareafruitcrumblethatis inlinewiththedietary guidelines,usingtherubbingin methodtopreparethe topping. (2lessons)
StudentwatchesastepbystepMicrosoftPhotostoryonthemakingofafruitcrumble. Teacher/LSAalsoshowsstudenttheflowchartanddiscussesthestepsreferringtothe ingredients,equipmentandmethod. Studentstartsmakingthecrumblefollowingtheflowchartand/orPhotostory. Teacher/LSAallowsthestudenttobeasproactiveaspossiblebyprovidingspecial cookingequipment,flashcards,symbols,signs,etc.Reminding,cueing,prompting,and handonhandsupportmayalsobenecessaryforthestudenttobeabletoperformthe task.Encouragementandlotsofpraisearealsoneeded. Studentjoinshispeerstoevaluatethecrumblestheyhavemade.TeacherandLSA encouragestudenttouseallthesenseswherepossibleandcloselyobserveall reactions.
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enablestudentstocarryoutan evaluationoftheir investigativework. (2lessons)
Teacher/LSAhelpstudentstochoosesuitablesubjectstoevaluatee.g.ahandbag,a pairofshoes,softdrinks,havingadogforapet,etc.Aworksheetwithapictureofthe subjecttobeinvestigatedisgiventothestudentwhilehisbuddyisgivenonelikethe restoftheclass.Bothworksheetswillhavetwocolumns.Themodifiedworksheetwill havetwosymbols,athumbsupandthumbsdowntorepresentthestrengthsand weaknessesrespectively.Teacher/LSAmayprobestudentswithquestionstomake themthinkabouttheprosandcons.Thesearethenlistedunderthecorrectcolumnsin theformofasymbol,picture,drawing,asimplesentenceorbypointing. Lateronthestudentandhisbuddycanpresenttheirevaluationtotherestoftheclass tobediscussedandtofindoutifthereisstillroomforimprovement
Identifyatleasttwostrengths andtwoweaknessesinagiven item(Level4) Identifyatleastonestrength andoneweakness.(Level3) Usesensoryinformationto identifyastrength/weakness andexpresslike/dislikeverbally. (Level2) Acceptandengageincoactive explorationandreactpositively ornegativelytoitembeing investigated.(Level1)
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DirectorateforQualityandStandardsinEducation CurriculumManagementandeLearningDepartment

Strand/s: Food,Nutrition&Health Choice&ManagementofResources Objectives

identifythemain factorsthat contributetogood

healthandwell being. (1lesson)

Investigatethemainfactorswhichaffecthealthand wellbeinganddevelopanunderstandingofthe relationshipbetweendietandphysicalactivity. (Level8)

demonstrate personalhygiene practicesinthefood lab. (2lessons)

Identifytheimportanceofpersonalhygieneinthe contextoffoodpreparation,anticipatethe consequencesofnotpracticinggoodpersonal hygieneforself,familyandclassmatesandcompilea setofguidelinesandrulesforpersonalhygienein

classify,identifythe correctuseandtake propercareofthe mainkitchen equipment. (4lessons)

thecontextoffoodpreparation.Carryoutthe correcthandwashingprocedureindependentlyand demonstrateappropriatepersonalhygiene procedurespriorto,duringandfollowingpractical sessionstoensurethathighstandardsare maintained.(Level7)

Exploretherelationshipbetweengermsandfood borneillness,highlighttheimportanceofhand washingandwithminimalguidancedemonstrate properhygienepracticeswhenhandlingfood. (Level6)

reasons.ThiscouldbesupportedbytheuseofICT. HomeActivityHomeormarketresearchtocategoriseandevaluate differentdishwashingdetergentsaccordingtotheirhealthandenvironmental impact.Asimplechecklistmaybedevelopedandusedforthisparticular activity.

DigitalTechnologyEnhancedLearningHomeEconomics Unitcodeandtitle:HE7.1 DiscoveringHomeEconomics

LicenceisavailablefromCMeLD. PubliccloudSigninguprequired. PubliccloudNosigninguprequired. Downloadableprogram.

Subject:HomeEconomics Unitcodeandtitle:HE7.1DiscoveringHomeEconomics Strand/s: Food,Nutrition&Health ChoiceandManagementofResources

BecomefamiliarwiththecategoriesthatmakeupHomeEconomics. Becomefamiliarwiththemainfactorsthatcontributetogoodhealthandwellbeing. Demonstratepersonalhygienepracticesinthefoodlab. Usethemainkitchenequipmentsafelyandcorrectly. Carryoutthecorrectprocedureofwashingup.

helpstudentstobecome familiarwiththemainfactors thatcontributetogoodhealth andwellbeing. (2lessons)

helpstudentstodemonstrate personalhygienepracticesin thefoodlab. (4lessons)

Studentswill: Beabletowashhandsproperlybeforehandlingfoodand understandwhythisisimportant(Level4) Befamiliarwiththeimportanceofpersonalhygienewhen

preparingfoodandcoactivelycarryoutthecorrecthand washingprocedure.(Level3) Willwashhandscoactivelybyfollowingthesymbolsina washingschedule(level2) Acceptandengageincoactiveexplorationwhengiven handsonhandssupporte.g.towashhandsbefore handlingfood.(Level1)

carryoutthecorrectprocedure ofwashingup. (2lessons)

Studentswill: Coactivelywashsomeutensils(Level4) Befamiliarwiththedetergentsneededtowashup. (Level3) Coactivelymatchsomeutensilswithpicturesinthefive groups,namelyglasses,cutlery,plates,potsandpansand ovendishes(Level2). Acceptandengageincoactiveexplorationofthewashing detergents(Level1)

Subject:HomeEconomics Unitcodeandtitle:HE7.2PyramidPower Strand/s: Food,Nutrition&Health Objectives

classifyfoodsaccording totheCINDIFood GuidePyramid:eat most,eatmoderately

Studentswill: Analyseaspectsoftheirdietandprovidemeaningful proposals,givingreasons,formodificationsifnecessary. (Level8)

familiarisethemselves withthe12CINDI DietaryGuidelinesand withhowthesecanbe putintopractice. (2lessons)

plansimple,healthy packedlunchesfora teenager. (2lessons)

Adisplayissetupinclasswithsuitablepackagingmaterials/ containersavailableonthemarketthatkeeplunchesfreshand appetizingandthatcanbeusedtopackthelunchesprepared. (NOTE:Thislessonwillfocusonvariedbreadfillings.Otheroptions suchassaladsanddipswillbepreparedduringthelessonabout healthysnacks).

helpstudentsto prepareandserveone healthypackedlunch suitableforateenager. (2lessons)

DigitalTechnologyEnhancedLearningHomeEconomics Unitcodeandtitle:HE7.2 PyramidPower

2. Identifywhichfoodstoeatmore,moderatelyandleast;andwhichfoodstoavoidintheCINDIFoodGuidePyramid. DragandDropFoodPyramidonlineactivityhttp://www.dairycouncilofca.org/Tools/MyPyramid/3 FoodPyramidGamehttp://www.scientificpsychic.com/alpha/games/mypyramid.html3

4. Planavarietyofsimple,healthypackedlunchessuitableforateenager. BalancedDietStudentshavetosortthefoodsintotheircorrectfoodgroup.http://foodafactoflife.org.uk2 MakeahealthylunchboxThisonlineactivityaidsthestudentstochoosetherightingredientsforahealthylunchbox.http://foodafactoflife.org.uk2

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Subject:HomeEconomics Unitcodeandtitle:HE7.2PyramidPower Strand/s:Food,Nutrition&Health Objectives:

enablestudentstoidentify whichfoodstoeatmore, moderatelyandlessinthe CINDIFoodGuidePyramid. (2lessons)

helpstudentstofamiliarise themselveswithsomeofthe CINDIDietaryGuidelines (2lessons)

Coactivelymodifyasnacktomakeitmorebalancedby includingfoodfromthedifferentfoodgroupswithsome support.(Level4) Beabletomakechoicesforahealthylunchboxwith support.(Level3) Becomefamiliarwithandidentifyatleastonehealthy food/beverageitemwithsupport(Level2)

enablestudentstotakepart intheplanningofasimple, healthypackedlunchfora teenager. (2lessons)

enablestudentsinthe preparationofandinthe servingofahealthypacked lunchsuitablefora teenager. (2lessons)

Coactivelygiveonegoodreasonwhythepackedlunch isconsideredhealthy.(Level4) Coactivelyfollowasimpleorderofwork(Level3) Followasimpleorderofworkwithplentyofsupport includingsymbolsandpictures.(Level2) Acceptandengageincoactiveexplorationbylookingat theirfriendswhoaremakingapackedlunch. (Level1)

Subject: HomeEconomics Unitcodeandtitle:HE7.3SmartSnacking Strand/s: Food,Nutrition&Health Home&FamilyLiving Form1 UnitDuration:10sessionsof40minutes(7hours)

prepare,cookand servehealthysnacks anddrinkssuitablefor teenagers. (2lessons)

carryoutthe investigation. (2lessons)

DigitalTechnologyEnhancedLearningHomeEconomics Unitcodeandtitle:HE7.3 SmartSnacking

Subject:HomeEconomics Unitcodeandtitle:HE7.3SmartSnacking Strand/s: Food,Nutrition&Health Home&FamilyLiving

describecommoncausesof accidentsinthekitchenand explainpreventive measures. (2lessons)

Studentswill: Nameanumberofsafetymeasuresto preventcommonaccidentsinthe kitchen.(Level4) Identifythreecommoncausesof accidentsinthefoodlab/kitchen. (Level3) Beawarethattheremaybeaccidentsin thekitchen.(Level2)

aboutfiresafetyinthekitchen Lifeskills:CookingsafelySafetyinthekitchen http://www.cgtell.info/lsk/lsksafe.php

Unitcodeandtitle:HE7.4BreakfastTime! Strand/s:Food,Nutrition&Health Choice&ManagementofResources

explaintheimportanceof havingadailybreakfast. (2lessons)

interpretingthenutritionalinformationofdifferentbreakfastcerealpackets andthenchoosethehealthybreakfastcereals(mightbeprovidedbystudents themselves).

planasimplehealthy breakfast. (2lessons)

prepare,cookandservea healthybreakfast. (2lessons)

Definebreakfastinsimpletermsand identifythecommonfoodsthatare consumedduringbreakfasttime. (Level5)

choose,planand implementone investigativetechnique. (2lessons)

DigitalTechnologyEnhancedLearningHomeEconomics Unitcodeandtitle:HE7.4 BreakfastTime!(Unit4)

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Subject:HomeEconomics Unitcodeandtitle:HE7.4BreakfastTime! Strand/s:Food,Nutrition&Health Choice&ManagementofResources

becomeawareofthe importanceofhavingdaily breakfast. (2lessons)

helpintheplanningofa simplehealthybreakfast. (2lessons)

helpinthepreparation, cookingandservingahealthy breakfast. (2lessons)

participatewithinagroupin theplanningand implementingofone investigativetechnique. (2lessons)

Subject: HomeEconomics Unitcodeandtitle:HE7.5Sweetendings Form1 Strand/s:Food,Nutrition&Health Choice&ManagementofResources

Followadetailedorderofworkand demonstrategoodfoodpreparationskills independently.(Level8) Followanoutlinedorderofworkand demonstrateadequatefoodpreparationskills withminimalsupervision.(Level7) Followapictorialorderofworkand demonstratebasicfoodpreparationskillswith considerablehelp.(Level6)