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Saturday, October 10, 2009

Breakfast Planning and making G8 L6


Plan of work for period ending day----month------year-----

Lesson: 6

Subject: Food and Nutrition
Unit: Creating and making
Grade: 8
Topic: Breakfast Planning and making
Time:  Two 90  minutes sessions

Objectives:
At the end of the lesson students will be able to:
1. Identify and list the categories of food that are classified as breakfast foods
2. Identifying different types of breakfast
3. Make a heavy breakfast using eggs.

Concepts:
Breakfast is the first meal after a long night fast and should be nourishing to sustain one through the morning.

Skills:
Breakfast planning and making e.g. preparing a cereal and fruit,drink or salad

Focus Question:
Your friend dislikes eating in the mornings. Give her two reasons why eating breakfast is necessary. Prepare a simple break showing her how easy it is to prepare.

Teaching Method:
Demonstration, questioning, discussion, dramatization.

Instructional Aid:
Chart with sample menu of different types of breakfast
Food, cereal, fruits, flour, eggs, oil etc.

Reference:
Food and Nutrition Anita Tull. Home Economics in Action

Content Outline.
Breakfast item may consist of food items in all the categories below or just from some
depending on the type of breakfast choosen.


Breakfast Menu


Fruit


juice
slices
whole
salad

   Cereal-


Porridge
   commercial
cereals,
starchy
bananas,
etc.

Protein


Fish, eggs,
ham sausage
sardines,
cod fish, fritters
etc

Quick bread:


Scones,
Baking.soda breads
dumpling.
Banana breads
Biscuits
pancakes



Other bread stuff

starchy
foods
breadfruits
green bananas
yam

Hot Beverages

Milo.
Cocoa,
coffee,
tea,
milk,
<> 

Types of Breakfast


Light
Fruit
Cereal
Tea

Medium
Porridge
Fruit
Scrambled eggs
Toast
Milo

heavy
Fruit juice
Oats porridge
Fried Fish
Fried dumplings
Hot cocoa

-Revision rules for writing menu
-List protein first unless it is breakfast where juice and cereal comes first.
Starch comes next
Vegetables,
Sweet
Beverage last.

Procedure:
1. Teachers questions students on what they ate for breakfast and why this meal is called breakfast
2. These will be listed on chalk board and students group them in a semantic mapping chart.
3. From this group students use another chart to identify from these groups foods that are suitable for
    breakfast     
4. These will later be grouped in to groups under the categories of breakfast food as stated in
     In content above.
4. Students and teacher analyze each group of foods to seed what nutrient supply.
5. Students will be guided as to the different types of breakfast, what each category entails and
      which activity group each would be most suitable.
6. Students practice writing the three types of breakfast.
7. Students make plans for making a heavy breakfast in practical class

Evaluation:

Students analyze each other menus and practical work
Was the menu correctly written?
Was the choice of foods good?
Was the area clean and tidy?
Was the food attractively presented?
Did all students participated


Author:(Soy Criada)Juliet Christie Murray

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