Fibres

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Plan of Work for Period Ending Day----Month------Year

Lesson: 9

Subject: Clothing and Textile

Unit:

Grade: 9

Topic: Fibers

Time: Two 90 minutes sessions

Objectives: At the end of the lesson student should be able to:

1.Tell what are fibres

2. Name Fibres of fibres

3. Classify fibres using burning test

4> Write some of the characteristics of named fibres

Concepts:

It is important to know about fibres so as to make the right choice when constructing an item and also to ensure proper laundering

Skills: Classifying fibers experiment and recording findings

Focus Question:

You plan to make a table runner for your mother , What is the best fabrics you would use?

Explain why , supporting your choice with your knowledge of the characteristics of the fibre

That makes up the fabric

Teaching Method: Experimenting, research, discussion Questioning,

Instructional Aid: Bunsen burner , fibers of various types , report sheet

Reference: Text ,Home Economic in Action , other supporting texts



Content Outline:

!. -Fibres are classified according to the source from which they come

-Natural fibres come from natural sources which maybe animals or plants

Manmade fibres come from are are manufactured fibres

2.Plant fibres are fibres that come from plants they are reffered to vegetable or cellulose

Because the are composed from woody vegetable substances called cellulose.

fibres from plants include cotton from the cotton plant, flax from the flax plant, hemp from hemp stem., sisal from the leaves of the agrave plant, coir from coconut husk, jute, from the jute plant, pina, from pineapple leaves.

Fibres From Animals sources are also called protein fibres, these include silk from the cocoon of the silk worm, wool from sheep, hair fibres such as mohair. The best quality hair fibre comes from the Merino sheep.

Mineral Fibres these include asbestos which comes from rock. It is however no longer recommended for clothing, metallic fibres which are made from metals. glass fibres.

Man made fibres are also called synthetics are manufactured with the use of chemical. They may be made from only chemicals substances or mixed with natural substances. To produced what is called regenerated fibres. E.g. glass is manufactured from sand but the fibre is restricted only to household articles and furnishing.

Some others are Nylon viscose, acetate triacetate, polyester, acrylic ,and modacrylic.

Identifying of Fibres: this is done in several ways

1. Visual inspection this is the first step and is not a very accurate method as many manmade fibres are made to look like natural fibres.

2. Length of Fibres are made from staple fibres but some can be twisted into filament fibres

If a yarn is untwisted you will see the length of, cotton, wool ,length of the staple fibres

3. Sheen lusture or lack of lusture can be easily determined by sight and touch.

4. Texture the weight and texture of fibres can be identified by sight and toucg you can feel if the fabric is soft m coarse, soft, smooth, stiff or flexible.

5. Burning test this is used to identify the chemical composition of a fibre. The way the fibre behaves when a flamed and the results after burning will give an ideaof its origin whether it is natural or man made
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Fibers and the burning test
Fibres  Cotton Linen Silk (pure wool nylon polyester acrylic Viscose rayon	Flame reaction burn quickly,  with yellow flamme burns slower than cotton yellow ,flame burns melts                            slowly,sputters small slow flickersm sizzles and curl melts and burns quickly burns slowly, melts flame rappidly splutters and melts burns quickly,	Odor burning paper burning paper burning hair or  feather smells like hair,or feather small like celery like burning meat slightly sweetish like burning meat	Residue Light  feathering grey ash  black if  cottonis mercised ash feathery grey ask round crisp shinny black beads crushes easily crisp dark ash irregular shape shape crushes easily round hard , tough grey  beads round  hard brittle;black beads light grey feathery ash

Procedure:

-Teacher brings scrap book of sample of fabric to class allow student to observe and touch them.

-Revision of natural fibres done in grade seven .Class discussion on how to obtain these fibres

-Teacher allows students to carry out burning test and record findings.

-Students will be give names of fabric to research their characteristics apart from what they found from the burning test.

Student will be asked to complete table below explain the fabrics they would choose to make a particular article

Example

article natural manmade Reason of choice Name of fabric



Kitchen towel √ Absorbs water, cheap cotton

Table cloth √ Crisp heavy linen

curtain √ Crease resistant

Dries easily polyester



-Making the 48 game fibre cards

Play game matching fibres to properties

Complete the table
article Kitchen towel table cloth curtains	natural  √ √  -	man made - -  √	reason absorbs water,cheap crisp, heavy crease resistant	fabric cotton linen polyester

Evaluation:

Answering question on lesson by filling in the missing letters in related words, and completing sentences.

Pastry Making

Plan of Work for Period Ending Day----Month------Year

Lesson: 8

Subject: Food and nutrition

Unit: Entrepreneurship                                                                                                              

Grade: 9

Topic: Pastry making

Time: Two 90 minutes sessions

Objectives: At the end of the lesson student should be able to:

List the basic ingredients used in pastry making

1. List at least four different types of pastry

2. List 4 rules of pastry making and reasons for these rules

3. Make and item using short crust pastry

Concepts:

For pastry to have good texture and good flavor it is best to mix shortening and butter and do not over roll or or handle.

Skills: Pastry making, rolling ,rubbing in fat

Focus Question:
Your mother want to make some pastry items for a tea party. Give her a list of the possible items she could serve. Choose one of them to make for her using short crust pastry.

Teaching Method:
Demonstration. Question and answer,

Instructional Aid:
Pastry making tools, rolling pin, flour dredger, pastry board, pastry cutter pallet knife,
Ingredients: flour water butter shortening, salt ice water , lime juice etc.
Reference:
Food and nutrition, Anita Tull.

Content out line:
-What is pastry-A mixture of fat flour liquid salt
-Pastry may be enriched by adding eggs, cheese yeast ,milk
-Basic pastry making Rules:
-Use plain flour except for suet pastry (use baking flour )
-Ensure that ingredients and utensils are cold
-Roll pastry in one direct do not over roll
-Do not over handled
-Always allow pastry to relax before using


<><><><><><><><><><><><><><><><><>                                                                       Types Of Pastry

Pastry Name                                                       uses Short Crust                                                       tarts, pies                                                                          cheese pastry                                                                           flan                  Flakey pastry                                                      cream horns                                                                            rollover                                                                            turn overs                                                                            volaulent pies                                                                            cream crust                                                                            Russian fish pies Rough fuff                                                             Same as Flakey Choux pastry                                                        chocolate exclairs                                                                             profiteroles                                                                             choux buns suet pastry                                                                           steamed puddings                                                                            rolly polly                                                                            kidney pies                                                                            baked jam puddings                                                                                             Pastry Short crust Flakey pastry Choux pastry Suet pastry  Fat ½lb ¾lb 20zs 1/2lb Flour   1lb 1lb 2 ozs 1lb liquid 4tbsp 16tbsp 1 pt 1/2pt salt ½tsp ½ tsp 1/2tsp 1 tsp  Faults in pastry -------cause Hard pastry --ingredients too warm, over kneading,Incorrect proportion oven Temperature Blistered pastry --Uneven addition of water oven Temperature too high insufficient or uneven rubbing in of fat. Pastry not well flaked--Oven temperature too cool. MixtureMixture too dry uneven addition of fat and rolling and folding (flaky pastry) Pastry not well risen ----Uneven addition of fat, uneven  rolling and folding, pastry was tlted in oven.insufficient cooking time- incorrect incorrect oven temperature(choux Pastry) Pastry fragile and crumble------ too much fat over rubbing the fat in  when cooked into flour, too little water Pastry has shrink during cooking -------pastry has been stretched during preparation, and rolling Procedure: -Teacher brings samples of foods made to class (short crust) (Suet pastry) (flaky pastry) -Teacher questions students on what they think the crust s are made of. -Teacher cuts samples for student to investigate with the use a magnifying they will look at colour, flakes, texture, flavor (those who wish may taste for flavor) -Teacher and class discuss different types of pastries and the measurement for each in relationship of fat to flour. -Teacher demonstrates s the process of short crust pastry making while student follow making sure that all rules of pastries are followed (see method in reference literature.) -Pastry may be baked blind. If do the bottom must be pricked with a fork to aid the escape of air -The student will use the pastry to make coconut open tarts (gizzards). Evaluation: Oral questioning on the procedure e.g. names of pastry, rules. Proportion of fat to flour. Tasting pastries for flavor and texture

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Table setting

Plan of work for period ending Day--- Month--Year---
Lesson :plan   9
Subject: Home Management
Unit: Resources
Topic: Table Setting
Grade: 7
Time: Two 90 minutes session
Objective : At the end of the lesson students will be able to :
1. Set a place for a basic meal – lunch
2. Set a place setting for a breakfast3. Identify different sizes of plates.                                                                        
4. Identify different types of fork

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Instructional Aid
Text book of picture showing table setting, table appoints and table linen.

Reference:
Text Preparing for Exam and Beyond. Home Economics for Caribbean Schools

Instructional Method
Game (Who can do it the best), Discussion, demonstration, questioning, dramatization.
Concept: Using table appointment play very important part of social graces and etiquette

 Focus Question
Your friend is planning a three course meal and a heavy breakfast who will be spending a night at a morning. She does not know what table appoint to use or how to set the cover. Show by setting and explaining the purpose of each table appoint.

Skill: table setting, polishing table appointments

Content Out line
1. Menu writing
2. Table appointment needed
3. A cover takes up 24-30 inches for each individual
4. In the hotel “Cover” is regarded as preparing setting the table for a specific number of individuals e.g. cover for 20- means you will be serving 20 individuals.
5. Correct names of each appointment                                                         
6.Terms Use: Cutlery, flatware, China ware, glass, napkin, table cloth, side plate, place plate, tumblers, wineglass, demitasse etc.
7.Types of forks, knives spoons (Text Preparing for Exam and Beyond. Home Economics for Caribbean Schools)
8.The menu usually dictates the table appointments to be set.
9. How to polish, table appointment (hold with one end of a towel then polish the exposed part of the appointment with the other end of the towel to remove spots and let them sparkle, such as glasses and silver ware.
10. Placing the appointment correctly – fork left ,knife and spoon, right . water glass above knife. ( Breakfast, cup & saucers to the right). Dessert fork spoon,and knife above dinner plate
 Side plate, above or to the left of forks. Napkin immediately to left of fork, or place on place plate folded in decorative style or place in class to be truly decorative.

Procedure
1.Class discussion on reasons why we need to set tables for meals, The difference between American and European use of knives and forks ( American use knife to cut food and use the fork in the right , European use the fork in the left at all times.).
2.Writing of menu main course, two and three course breakfast
3.Practicing how to polish table appointments. Identifying various appointments
4 Setting the table for each of the menu above.
5.Students put themselves in to groups and play the   
who can do it better .

5.Students take photos of their cover print them and display them in the next class.
Get free table setting photo for you class.

Evaluation
Assessing and marking the group activity,
Students label table appointments and write a sentence about each.

Author :(soy Criada) Juliet Christie Murray

Use of Basic Stitches

Subject: Clothing and Textile

Grade:  7
Unit:  Creating and making
Topic: Types of Stitches
Time: 2 90 minutes sessions

Objective : At the end of the lesson students should be able to
1. Identify at least four (4) basic stitches
2. Name at least four (4) basic
3. Use at least three (3) stitches to be used on their pin cushion

Instructional Aid:
Text book: Home Economics in Action
Sample of seams, needles
Skills: Making even and uneven busting, running stitches
Concept :
You are about to make a pin cushion .what are the stitches you would use to make it
Reference:
Home Economics in Action Page 92-93
Home Economics – A Caribbean Approach
Teaching Method
Modeling, question and answer, demonstration

Content:
Temporary Stitching and their basic functions

- Tacking stitches ----are very simple and easily removed

- Even tacking stitches -----are the same on both sides of fabric

- Uneven tacking----- sometimes called long and short stitches

-------------------------two long stitch followed by on long stitch

- Basting-------------- even and uneven basting used to join

-------------------------layer fabric- space & stitches are same

- Uneven –----------------stitches and space are not the same

- Diagonal------------ used to keep layer of fabric in place until they

----------------------are sewn together. They are good for appliqué and quilting

Permanent Stitching

- Permanent stitches : they are used to join, neaten, holding finished edges.

- Back stitch: stitching seam ----- takes stress

- Running stitch - stitching seam with low resistance

- Hemming stitch - holding all hems

- Over casting – making seam neat and closing openings

- When doing temporary stitching a knot is use to fasten off and about three (3) inches of thread is left at the end

- When doing permanent stitches a back stitch may be used, no knot is used, or three (3) stitches of the same stitch under construction placed in one place may be used the end of the thread must be worked reverse in the seam for neatness.

- Fastening on or fastening means where the stitches begin and end

- Machining-- is a permanent stitch done by a machine. They can be straight, zig-zag.

- Specialized machine will do other specials stitches such as serging, hemming and embroidery

Procedure:

- Teacher and students discuss stitches and student will look at diagram of each in text

- Teacher will allow students to do each stitch on the pin cushion as they progress in the construction
    after giving live demonstration.

Evaluation:
- Check list were the sizes right
- was the fastening on and off done correctly
- Were the stitches firm and spacing right
- Simple written multiple choice questions

Author:(Soy Criada)Juliet Christie Murray

Constructing a square cushion

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

Lesson: 7

Subject: Class project

Unit: Creating and making

Grade: 9

Topic: Making a square cushion

Time: Two 90 minutes sessions

Objectives: At the end of the lesson student should be able to:

1. Select and straighten fabric suitable for making cushion

2. Measure and make pattern for cushion

3. Cut out cushion

4. Make frill for pattern

5. Assemble pattern and stuff cushion

Concepts:

Cushions forms part of the decoration in a room, are very versatile and can liven up a dull room that otherwise could be seemed as drab.

Skills:

Measuring, cutting, making frills and attaching frills.

Focus Question:

Your bedroom looks very dull what item that is fairly cheap you could make to lively up your room?

Teaching Method:

Demonstration, instructional, practical application

Instructional Aid:

Sewing Tools. Magazines with pictures of cushions, fabrics

Reference:

Content Outline

-Cushions comes in various sizes and styles, such as square, round, heart, cylindrical

The most common standardize sizes are 2x12 and 15x15

Cushions may be decorated using cord piping, tassels, frills, smacking or lace

-To make frills for a cushion the fabric use for the gathers must be two times the circumference of the cushion.

-Frills may be finished 2-3 inches on cushions.

-cushion may be stuffed with batten or sponge.

-A stuffing bag should be use in order to make laundering more easier when cushions get dirty

Procedure:

-Class discussion on types, style and purposes of cushions, teacher shows students samples

-Student makes a diagram of the cushion they will make.

-Using news paper students under teacher’s guidance make a pattern of a cushion 15x 15 with a 2 ½ ins frill

-Students bring fabric and teacher shows how to straighten by pulling a weft thread and cut along the pull.

-Students lay our pattern pieces using the most economical fold so as to have adequate amount for the frill.

-Students cut out cushion and with teachers guidance construct frill to fit the circumference of the square cushion.

-Attaching frills to on the right side of 1 using basting stitches making sure that the open edges at both ends of frill have been joined before together attaching.

-Attaching side 2 to side 1 and frill, with right sides facing each other leaving a four inches opening to insert cushion bag and filling.

-Permanent stitch by hand or machine making sure that the frills are stitched right around on side 1 but 4 inches is not stitched on side 2.

-Turn cushion on right sides; Insert a 15x15 cotton bag. Put stuffing in this bag on till cushion is firm.

Using a slip hem close the 4 ins, opening.

Evaluation

Following students’ practical work and assessing stage by stage of the construction.

Written exercise. Explain the steps in constructing a cushion with frills.

Author:(Soy Criada) Juliet Christie Murray
                                                                     Cushion styles
circle                                                      heart                                         square

                                                    

                                                                                                                                       

                                                                                                                         

Principles Of Making soups

Plan of Work for Period Ending Day----Month------Year

Lesson: 6

Subject: Food preparation and service

Unit: Resources

Grade: 9

Topic: Principles of making soup

Time: Two 90 minutes sessions


Objectives: At the end of the lesson students should be able to

1. Explain what soup is

2. Function of soup as a part meals

3. Explain the process of soup making

4. Know how to make a bouquet garnish

5. Students will know what stock is and how to make it.

6. Make a cream soup

Concepts:

Soup is a nourishing dish which may be served as an appetizer or as a main dish depending on the type of soup

Skills:
 soup making, making puree, garnishing soup, making bouquet garni

Focus Question:

Your mom is sick in bed and has no appetite but needs something nourishing what dish could you give her as a hot meal?

Teaching Method:
Demonstration, questing and answer, practical exercises

Instructional Aid:
Recipe book, school cook book, vegetables, bouquet garni

Reference:
Text Food and nutrition, AnitaTull meat,

Content Outline
1. Soup is a class of food used to form part of a meal, often used as appetizer and in some case as main course. It is often used as a nourishing meal for the sick or convalescent. Many use it as a method of introducing babies to eating from the family pot.

2. All soups need stock as a base which is usually made with meat, bones, peas, or vegetables and water.

3. Soup should be non greasy. Trim off all fat from meat, before making stock, skim off remaining fat when stock is cooked. A paper napkin is very helpful to remove the last drop of fat. Easier yet, boil stock before hand and put in refrigerator to cool the fat will sleep and can be easily removed.

4. Classification of soup:

i. Thick soup – cream soups, chowders, pepper pot

ii. Clear or clarified consommé, clear broth

iii. Mixed soup – soups with vegetables and ground provisions

a. Some countries the mixed soups are called stews because they contain pieces of meats and different vegetables and may contain noodles.

b. In cream soups vegetable is pureed and added to the brought if the vegetable does not contain enough starch a thickening agent such as flour is used. In most cream soups milk or cream is added in the last 3- minutes of the final stage of cooking.

c. In consommé the stock is clarified to remove any thing that will discoluor,(egg shell is usually used )

Serving soup

Soup placed on a table for individuals to serve themselves is placed in a tureen.

Soups served individually are served in soup bowels place on plates called under liners.

d. Cream soups are usually served with biscuits bread, cheese sticks etc.

e. Cream soups are usually garnished with crotons, grated cheese chopped parsley, etc.

f. Crotons are cubed bread fried to golden brown.

g. -Serve ½ pint of soup for one person

Standard measurements for preparing soups

For every 575 ml -1 pint of stock or water add 1lb vegetable, or ½ lb meat fish, poultry or 4 ounces pulse.

Procedure:

1. Students read focus question and supply answer.

2. These will be discussed.

3. Teacher explains to students the process of making soups including use of a bouquet garni for seasoning (seasoning place in a muslin bag)

4. Students decide on two cream soups of their choice and make it.

5. Teacher and students make recipe for cream soup

6. Students make soup along with teacher’s instructions.

7. Students make garnish and serve soup.

Evaluation:

Tasting soup  for testure , flavour, body etc.
Students do simple test on the standard for soup.


Author:(Soy Criada) Juliet Christie Murray

Safety using kitchen tools

Subject: Home Management

Unit: Safety
Grade : 8
Time: Two 90 minutes ses
Topic: Safety when working with food                            Free kitchen tools photos

Objective: At the end of the lesson students will :
- Be aware of the many different types of incidents that can happen in the kitchen
- Able to use knife correcting and place safety for cleaning
- Know the rules when moving hot liquids and pots
- Know and practice safety rules when using electrical equipment
- How to manage cookers and stove.
- Pay special attention to the use of gas drums and matches.
- Make a safety chart for the kitchen

Concept : Practicing safety measures in the home will minimize accident in the kitchen.

Instructional Aid:
Safety Chart, text book- Caribbean Home Economics in action.

Skills:
Writing, identifying and practicing safety measures
Focus question:
Mary says she has never heard about accidents in a kitchen. Tell her what are some of the accidents that can happen in the home, and identify methods of controlling or preventing them.

Teaching Methods: Question and answer. demonstration, dramatization

Content- out line:
See pages 59-61 in Caribbean Home Economics in Action

Points to consider
a.Safety in using kitchen knives eg.
1. always cut on a cutting board
2. always hold the knife handle
3. never put  knife in water when washing
4. To avoid accidents store knife in a special drawer or a rack

b. when using hot pans:
- always tell others in the way when you are about to move a hot pot
- never place rear edge of table
- never pour water into hot pot
- cool before placing in water to prevent burning by the steam
- never place container of hot liquid on the floor, or near edges of counter or labels

c. when using Electrical Equipment eg.
- Read and follow manual :
- Never stand on wet floor to plug in or plug out when using
- Replace frayed wire on appliance.
- Never let cords dangle over counter edges
- Use dry hands to plug or unplug
- Never put metal or anything in your toaster.

Safety Using Cooker:
- Place away from windows and curtains
- Place coal pot on a safety sheet or concrete counter
- Wipe up grease spill immediately
- Do not leave, pot holder and towels near a flame
- Make sure matches sticks are put out properly before discarding
- Turn off gas, oil and electricity when not in use
-Light matches before turning on gas
Safety using glass ware and China ware
- Do not use crack or chopped glassware or china
- Wrap broken pieces before putting them in the garbage bin
- Use soft damp paper to pick up splinter – never use a mop
- Store dish and glasses where they are easily reached to prevent accidents

Safety for kitchen floors
- Wipe up all liquid spill immediately
- Make sure all floor cover lay flat and cannot cause persons to trip
- Keep toys out of the kitchen
- Vegetables and fruit skin must be removed same time.
- Wear low heels in the kitchen
- Wear no flammable aprons
- Keep insecticide and other dangerous liquids out of the kitchen

Procedure:.
teacher  let students examine a photo in text book and get them to identify
.Things that can compromise safety.
.Students divide into groups and make a tables of the various items listed above
and come up with strategies as the measure to take when using and operating.
.Students will report to class in the form of a skit on one specific chosen area
.Students use text book to see if they had covered all the danger areas, if not they will discuss them with teacher and class.


Evaluation: Student make safety charts
write sentences on safety measures and illustrate where possible

Author:(Soy Criada)Juliet Christie Murray

Cooking with egg, milk, cheese G8 L-5

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

Lesson: 5

Subject: Food and nutrition

Unit: Sustaining Forces

Grade: 8

Topic: Cooking with Egg , Milk, and Cheese

Time: Six 30 minutes sessions

Objectives:

At the end of the lesson students should be able to:

1. List the nutrient value of egg , milk and cheese

2. Explain the physical changes that takes place when egg, milk, and cheese are exposed to heat

3. Make dishes with egg milk and cheese

4. Explain two ways of testing eggs for freshness.

5. Draw and label the parts of the egg.

Concepts:

Eating foods made from Eggs , milk and cheese is one easy way of ensuring that high biological protein is supplied to the body

Skills:
Cooking of the above foods, organizing, developing recipes,

Focus Question:
Your father eats boiled egg every time he eats eggs, Can you find some other interesting ways of preparing eggs in combination with milk and cheese

Teaching Method:
Questioning, and answer , demonstration, research, grouping , practical exercises

Instructional Aid:
Test book, recipe books eggs, milk, cheese, tools

Reference:
Food and nutrition, Anita Tull, Home Economics in Action

Content Outline:

Milk
-Products make from milk are cheese, creams, dried milk, skim milk. Condensed milk, evaporated milk and Long Life Milk
-Milk shelf life is improved by pasteurization exposing it to high temperature of162°F the cool rapidly 50°F

Cheese
Is a by product of milk and contain the same nutrients in a more concentrated form
Uses-in cookery garnish, sauces, flans, horsd’oeuvrs, pastry, sandwiches
Types of cheese
Hard processed-(cheddar)Light pressed-(Lancashire)
Acids curds-(cottage cheese)Blue veined-(blue stilton)
Processed cheese, Cream cheese

Eggs
 Grading Eggs are graded from 1-7 or put into classes A,B,C according to their weight
Nutrient value- Eggs , will give a good supply of protein and calcium, vitamin D, and A, some vitamin B , and fats, but poor in vitamin C.
Testing eggs for freshness: water or light test
Effects of heat  Egg, becomes opaque ,coagulates> thickens, toughens,;brittle and hard to digest.
Function of egg in cooking.
Trapping air-cake making,
Thickening –custards
Lightening-mouse and soufflé’s.
Emulsifying—mayonnaise
Binding—fish balls, meat loaf
Coating- fried fish, chicken
Glazing- baked produce
Enriching-pudding,pastry etc


Procedure:

1. Teacher ask for a show of hands to indicate who like egg ,milk, and cheese
2. Class discussion on dishes that student know which have in these foods.
3. Experimenting with all three food to see how they react when exposed to heat taking note of the presence of protein.
4. Making of egg custard using milk and egg, using all three foods to make scrambled eggs and omelets.
5. Teaching of the different uses of eggs, using recipe books to find examples
6. Setting up experiment to test freshness of eggs.
7. Setting up experiment to show why eggs should not be eaten raw because can invade egg through the preamble shell.
8. Students copy diagram and label the parts of an egg.
9. Creating and making dishes with egg milk and cheese.
10. Take home exercise -Making of cards with functions of egg and a dish to match

Evaluation:
Evaluating egg , milk and cheese dishes made by students,
Simple quiz e.g. explain how could I protect fish cakes from breaking while cooking

Author:(Soy Criada) Juliet Christie Murray

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,

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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

Pattern symbols and pattern Making

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

                                                 
Lesson: 6
Subject: Clothing and textile
Unit: Technology
Grade: 7
Topic: Pattern making
Time: Two 90 minutes sessions

Objectives:
At the end of the lesson students will be able to :
1. Students will be able to draw and label different  
     types of lines used in design
2. Draw, name and explain the basic pattern
      drafting symbols
3. Make a pattern of a pin cushion.
4. List the necessary tools needed to draw a pattern

Concept
Making and using a pattern is one method of ensuring that all items made are similar having a standard size.
Skills:
Pattern drafting, measuring, balancing, observing.
Focus Question:
A store saw the pin cushion you made at school and ordered 25 from you. How can you ensure that the ones you make will all have the same size and design?

Teaching Method:
Demonstration, questioning, discussion. explaining
Instructional aid,
Paper, measuring tape, ruler, pencils books.
Reference:
Home Economics for Caribbean Schools.

Content Outline
1. A pattern is the representation of the item one wishes to construct. There can be many pieces or just one piece.
2. Types of lines that may be used in pattern designing
Curved line, horizontal. Diagonal , vertical, circular lines.
3. Pattern symbols
_____________________________ Straight grain line enables the lining up of pattern corectly with    
                                                            drafting symbols   
----------------------------------------Stitching line, identify where to stitch the fabric

(___________________________) center fold line- lay on fold of fabric

____________________________ Cutting lines cut out shape from fabric

Notch  a diamond shape symbol used for matching patter pieces
Circle   used as balance or placement of button , pocket etc.
Tools used for pattern making in sewing
90° ruler. Curve ruler, straight edge ruler, paper. Pens and pencils. Circular shape.
In commercial patterns there is an instruction sheet telling how to use the pattern to construct the item.

Procedure:
1. Teacher allows students to read focus questions and describe how they will solve the problem.

They will make  a pattern for the item they select.
2. Tecaher shows studen a sample of a commercial pattern
     Students practice to drawdifferent types of lines and identify them on garments that they are  
      wearing.or on the commercial pattern
3. Teacher shows students a sample pin cushion. And tell them that is the one they will create a pattern for
4. Class discussion on pattern symbols and their function
5. Students with teacher instructions will make their own pattern and put on the correct pattern symbols

Evaluation:
Marking and critiquing students' pin cushion patterns(teacher and students)

Author:(Soy Criada) Juliet Christie Murray

Labour Saving Devices G7 L-3

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

Lesson: 3
Subject: Home Management
Unit: Resources
Grade: 8
Topic: Labour saving Devices (simple and advanced tools)
Time: Two 90  minutes sessions

Objectives:
A the end of the lesson students should be able to:
1. Differentiate between simple and advanced tools.
2. Give reasons why it is important to use labour saving devices .
     in the home
3. Make two lists one for advanced tools and one for advanced
      tools.

4. Collect pictures and make a scrap book of simple and .
      advanced tools
5. Draw /label parts of the stove and refrigerator.
6. Clean and pack a refrigerator and clean the stove.
Concepts:
Using the correct tools and equipment not only saves time but gives efficiency
Skills:
Researching, identifying and classifying tools. Labeling andcleaning of equipment
Focus Question:
Your mother keeps using the greater and the cooking knife to do almost everything in the kitchen, You told her you will give her a blender but she keeps saying that her knife and greater work better. How can you convinced that a blender would of great help to her?

Teaching Method:
Questioning, demonstration, researching, class presentation.
Instructional Aid:
Live props of tools and equipment text book, pictures,
Reference                                                                             
Caribbean Home Economics in Action

Content Outline:

1. Simple tools are usually operated manually while advanced need some form of fuel and mechanical power.
2. Advanced tools are geared at reducing time and energy and usually give a better product or finishing to a  
     product

3. Points to consider when purchasing appliances for the home
a. The size of the family
b. Who will be using the appliance?
c. Cost and performance capabilities
d. Material appliance is made of
e .Warranty and guarantee
f. Do the appliances come with an instructional manual?
4. Useful Labour saving devices use in the home.
a. Vacuum cleaner, floor polisher, washing machine, food mixer food processor, blender juicers , toaster ,    microwave, electric knife, knife sharpener, cream maker, dish washer,

Procedure

1. Teacher sets out a number of simple and advanced tools and get students to put them in categories of simple and advanced tools.
2. When they are through teacher will get from students the criteria that they used in classifying them.
3. Teacher gets students to name other simple and advanced tools used in the home.
4. Discussion on points to bear in mind when going to buy advanced tools ,equipment and appliances.
6. Students,collect newspaper ads. and brochures ,visit store and report on brand, cost, size, strength and
     availability of appliances

7. Discussion, naming and identifying parts of the stove and refrigerator through the word game I spy;
8. Students separate into groups and unpack, clean and repack the refrigerator, also clean the stoves in the
     .home economics lab
0.  Makeing of a scrap book of simple, semi advanced and advanced tools.

Evaluation:
-Observation and recording of  students efficiency in doing practical work and delivery of research report
-Students fill in a simple facts sheet on prosperities of simple and advanced

Author:(Soy Criada)Juliet Christie Murray

Rules For Making Salads G9 L-4

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

Lesson: 4
Subject: Food preparation and service
Unit: Resources
Grade: 9
Topic: Salads Making
Time: Six 30 minutes sessions

Objectives:
At the end of the lesson students should be able to;
1. Give a definition for salad
2. Name and explain the parts of a salad
3. State the different categories of salads.
4. Make a fruit or vegetable
5. Make a simple salad dressing.

Concepts:
Salad form a very important part of meals because they are major ways of getting vitamins and minerals
Skills:
Decorating, cutting, arranging, cleaning vegetables shredding, slicing

Focus Question:
Your friend is not fond of salads and does not want to eat them. Explain to her the importance of eating salads. Tell her the different types of salads from which she could choose.

Teaching Method:
Questioning and answer, Discussions, demonstration, practical work
Instructional Aid:
Text book, sample of salads. Live props. Charts of fruits and vegetable,
Reference:
Text books Home Economics for school a Caribbean approach, Food, Anita Tull, cook books

Content Outline
1. Salads are important parts of meals. They add colour, variety, texture and flavor to meals.
2. They provide nutrients such as carotene found in green and yellow vegetables.
3. Vitamin c is contained in raw vegetables and citrus fruits, Carbohydrates are in root vegetables
4. Protein is in main meal salads from meat fish, nuts pulse, egg, cheese
Uses of salads
1. They act as appetizers, and substitutes for cooked meals
2. Serve as accompaniment to meats and fish dishes
3. Use as main dish salads with, meat, chicken, ham etc.
Qualities of a good salad
1. Must have a crisp , unhandled appearance
2. Foods should retain their shape
3. Ingredients should be thoroughly chilled
4. Vegetables must be crisp
Parts of a salad
1. Base –the first part of a salad
2. Body-the main part of the salad
3. garnish- the edible food used to decorate
4. dressing- no salad is complete without it which is usually sharp and tangy to the taste.
Point to bear in mind when preparing salads
a. Vegetables must be properly washed to remove insect and residue
b. Fruits and vegetables must be fresh
c. Salads should be prepared last and covered in special containers or saran wrap.
d. This way there will be reduction of nutrient loss from enzyme reacting with oxygen thus reducing browning.

Procedure:
1. Teacher passes out picture with different types of salads
2. Students will describe them and say what they think of them
3. Teacher draws to student attention the various sections of the salad
      and guides them in identifying the various parts of a salad.

4. Class discussion on salads what are they ,types, and occasions and purposes of use
5. Students make a plan /design in their books for an arranged salad that they will prepare
6. Discussion on dressing. Commercial dressings such Russian, mayonnaise, combination dressing, French
     dressing. Dressing all have as their main ingredients sugar, vinegar and sometimes fat or their substitutes.   
     Other ingredients may be combined to stabilize them such as starches ,egg and milk.

 7. Making of garnishes, such as carrot curls, tomato rose, escellion curls.Place in iceed water to form and
      hold shapes


Evaluation:
Making of arranged and toss salads. Making and using garnishes.


Author:(Soy Criada) Juliet Christie Murray)