Dangers of Poor Personal Hygiene G7 L-2

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

Lesson:  2
Unit: Resources
Subject: Hygiene
Grade: 7
Topic:
a. Personal hygiene
b. Introduction of the design brief.

Objectives:
. At the end of the lesson students should be able to explain personal hygiene
1. Create a chart to show good personal hygienic practices
2. Prepare a personal hygiene kit
3. Put on a skit on the effects of poor hygienic practices.
4. Make a list of communicable diseases brought on by poor hygienic practices.
5. Try answering the focus question using the design brief.

Time:
1 week of 6 30 minutes sessions
Concepts:
Practicing good hygiene is the first and foremost way of preventing the spread of diseases.
Skills:
Discussing, constructing tables, writing, dramatizing

:Focus Question:
1. Students are always making unkind remarks about Mary because she is always dirty and carries an   unpleasant odor. What can you do to help Mary?
2. You notice that Paul never washes his hand after using the bath room .What could be the result of that? Explain to Paul the dangers.

Teaching Method:
Question and answer, class discussion, brain storming, dramatization, illustration,
Instructional Aid:
Health charts, text books, concrete object for aiding personal hygiene
Reference:
Home Economics a Caribbean Approach, health education flyers and pamplets

Content Outline:
1. Personal hygiene is cleaning of the body and following good hygienic practices to prevent or reducing bacterial growth so as to inhibit the spread of communicable diseases and to enhance good health .
2. Areas of the body needing special attention e.g. (behind ear, under arms, groin, nails, under breast, hair, mouth and teeth.
3. Regularity of changing inner and outer garment.
4. Grooming and washing of hair, body, feet.
5. Reduction of body odor by use of deodorant, soap, tooth brush and paste.
6. Proper hygiene when handling  food after using bath room .


Procedure:
a. Brain storming what is good hygiene.
b. Students give a definition of good hygiene, class discussion and explanation of terms.
c. Students are introduced to the focus question and they will try to answer
d. Teacher introduces the process of using the design brief to solve problems
e. Students separate in group to prepare a skit to answer focus questions
f. Students start planning how and what they will put in a personal hygiene kit.
g. Students present skit to class.
h. Students display their hygiene kit and the class will critique them.

Evaluation:
Students make a chart of good hygiene practices, and do a mini research on
Some of the diseases that affect humans due to poor personal hygiene.

Author(Soy Criada) Juliet Christie Murray

Planning Balanced Meals For families G8 L-3

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

                                                                              

Lesson: 3
Subject: Food and nutrition
Unit: Sustaining Forces
Grade: 8
Topic: Planning balanced meals for the Family.
Time: Six 30 minutes sessions

Objectives:
A t the end of the lesson students should be able to
1. List all six nutrient groups and identify food sources of each
2. List the rules of menu writing
3. Answer questions based on the Caribbean basic Four Food groups and explain why basic 4.
4. Plan simple meals and write the menus

Concepts:
If one is to remain a healthy life style he must consume daily foods from all food groups.
Skills:
Researching, reporting, organizing, defining, categorizing
Focus Question:
Your parents are always going to work very early and coming home very late. They leave you to prepare the meals for the family but, it is always tin mackerel and boiled yam.
1. Explain to them why this is not ideal.
2. Write 3 simple nourishing menus that you could suggests that they allow you to prepare.

Teaching Method:
Question and answer, miming, brain storming, semantic mapping, discussion, role play
Instructional Aid:
Caribbean food charts, text, chart of sample menu, recipes
Reference:
Caribbean Home Economics text books for schools.

Content Outline
Vocabulary: Multi-Mix Principle, staple, cereal, menu, diet
a. Nutrient groups- 6-Protein, Carbohydrates, Fats, Minerals, Vitamins, Water
b. Caribbean food groups - Staples, Food from animals, Peas, beans, nuts legumes
    Dark green leafy and yellow vegetables, Fats and oils, Fruits, Sugars.
c. Caribbean basic four-(1) Staples (2) Food from animals (3) Peas, beans, nuts legumes
(4) dark green leafy and yellow vegetables
N.B The group of sugars are no longer recognized

Procedure:
1. Teacher questions students on foods they like to eat. These will be written on chalkboard
2. Students organize them under the Caribbean food groups.
     Charts of the caribbean food groups will be presented to students. so they can used it see how correct   they were
3. Students name the 6 nutrient groups and identify foods from the Caribbean food groups that contain these  nutrients.
4. Evaluating the groups and identify which has a good quantity of the nutrients repeating.
5. Teacher guides students as to the Caribbean basic 4 and show how to plan 2, 3, and 4 mixes meals to ensure that a balanced diet is maintained.
6. Introducing students to rules of menu writing,
7.  Students create a number of simple menu to ensure that they understand the concepts of balanced diet.
9. Students plan a meal to prepare in class.


Evaluation:
Students plan meals for different time of the day using the multi-mix principle.
They will make plans to prepare the meal , such as writing  market and grocery lists and a list of the equipment needed to prepare and serve the meal .

Author: ( Soy Criada) Juliet Christie Murray

Natural and Manmade Fibers Grade 7( L-5)

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

Lesson: 4
Subject: Clothing and textile

Unit: Resources

Grade: 7

Topic: Natural and manmade fibers

Time: Two 90 minutes sessions

Objectives:

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

1. Name at least 4 natural fibers

2. Tell the source of each

3. Name at least 3 manmade fibers

4. Do burning experiment on different fabrics.

5. List the characteristics of manmade and natural fibers when exposed to flame.

6. Make a table  of fabrics suitable to make certain household items or items of clothing

Instructional aid

Samples of different types of fabrics, text book

Concepts:

The use and function of an item or garment should determine the type of fabric used to construct it.

Skills:

Experimenting, observing, recording, safety in handling flame

Focus Question:

You need to make a pin cushion for your mother and an apron to be worn in the kitchen. Explain the type of fabric you would choose for making both.

Teaching Method:

Demonstration, experimentation, question and answer, grouping

Reference:

Caribbean Home Economics in Action Bk.1

http://phrontistery.info/fabric.html

Content Outline

1.Definition for fibers: natural, manmade (Synthetic)

2.This is the smallest entity that makes up fabric.

3.Fibers are used to make yarn, which make threads and fabrics.

Natural fibers:

Cotton: such as calico, denim, gingham, khaki

Linen: such as Batiste, cash

Silk: such as chiffon, georgette, satin, taffeta,

Wool: mohair, cashmere, broad cloth, cheviot

Man made:

Synthetics: Polyester, nylon, spandex, gabardine

Blends: mixture of manmade and synthetic

Burning test –properties revealed by the burning test.

-Wool and silk smell like burnt feathers. Ash is brittle and crisp

-Cotton and linen smell like paper, ash is soft and powdery

-Polyester, and spandex smell like burnt plastic no ash just hard bead like substances.

Procedure:

1. Teacher allows students to feel different types of fabric, stretching and crushing

2. Teacher asks s student what type of items they would use each to make.

3. Class discussion on types of natural fibers .Teacher shows student a magnified drawing of the fibers. Students will copy them in note books and label.

-Teacher questions students and explain to students about the different fibers and some properties they do not know. Teacher tells them to observe what happens to each fabric when exposed to flame.

-Students tell teachers some of the fabric names they know and try to classify them under one of the types discussed.

- Students create a fabric chart for the class

Evaluation

Students create an individual scrap book. And write at least 2 things they have learnt about each of the fiber studied.

Author: (Soy Criada) juliet Christie Murray

Methods of Cooking, G 9 L-3

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

                                                                                                        

Lesson: 3

Subject: Meal planning and Preparation

Unit: Resources

Grade: 9
Topic:
a. Methods of cookery
b. Cooking Fish
Time: Six 30 minutes sessions

Objectives:
At the end of the lesson students should be able to:
1. Name all the methods of cookery
2. Prepare and cook fish using steaming, baking, frying
3. Make fish fillet from a whole fish
4. Debone a whole fish
5. Identify fish is fresh

Concepts:
Fish is easily cooked because of the structure of its shortened fibers and connective tissues
Skills:
Selecting fresh fish, filleting, deboning, and steaming. Frying .baking
Focus Question:
You are planning a small dinner for friends who only eat fish. Create three different dishes using three different cooking methods

Teaching Method:
Question and answer, practical demonstration, modeling steaming, baking, frying
Instructional Aid:
Text books, tools and equipment used for cooking fish, fish .seasoning and spices
Reference:
Food and Nutrition- Anita Tull : Caribbean home Economics in Action

Content Outline:

-Methods of cooking
Most cooking methods require the application of heat to food in a certain way e.g.
a. moist -- moist heat applied through a medium, boiling. (Steaming, braising, poaching, par boiling, stewing,  braising, pressure cooking, slow cookers, rice cookers,)
b. Dry methods-- heat applied directly to the food (, roasting, grilling, baking)
c. Frying method -- heat applied through the medium of fats and oil, (dry, shallow, deep)
d. Microwave -- heat applied by medium of electromagnetic wave
-Loss of nutrients in food preparation

-Care must be taken when preparing food as nutrients can be loss in the process:
a. Through leaching –diffusing of nutrients in liquids ( B vitamins, minerals
b. Oxidation-over exposure to air-(vitamin C in the presence of oxygen)
c. Enzyme reaction -with oxygen –e.g. (browning of fruits and vegetables)
d. Prolong cooking- and keeping food hot– (vitamins, minerals)

Cuts of fish
Steaks, whole, fillet deboned

How to debone fish
N.B. Fish belly must remain whole
1. Run the knife down the centre bone at the back of fish from the base of the head to the tail on one side.
2. At the tail and base of neck snap the middle bone. Work knife inside of fish until flesh leaves the bone on one side.
3. Repeat the same process on the other side as item 2 above. Pull out centre bone and all the others inside and the back bone all in one. (Fish belly must not be cut).

How to fillet Fish.
a. Remove fish head and cut off tail and fins.
b. Dip your fingers in salt to prevent fish from slipping .Cut down the middle on one side of fish. Gentle ease knife under flesh start from where you cut in the centre. You will get 2 pieces. Turnover and do the same for the other side.
c. If fish is thick gentle run knife beneath the skin and remove it

Methods of steaming
1. Plate -Putting food between two plates over boiling water
2. steamer -especially made for that purpose
3.container  food is cover and place in water.

Methods of baking fish
a. Put into a dish ( basting is required if left opened)
b. Wrap in foil
Methods of frying fish
1. Fish must be dried for frying and can be deep or shallow fried
2. Fillet must be coated in a batter or dust with flour and dipin beaten egg.

Other methods
poaching, grilling, boiling,roasting,brown stewing

Procedure:
1. Class discussion on reasons why we cook food.
2. Discussion on exposure of food to too much heat and air
3. Students read up on different methods of cookery classifying them under (moist, dry, fry.)
4. Student discusses fish and teacher explains what is steak and filet.
5. Read text book on types of fish( oily , white , shell,smoked, preprepared ,fresh water )
6. Research on how to fillet and debone fish
7. Teacher allows students to debone fish under her guidance
8. Teacher teaches students how to prepare a batter for the fish
9. Seasoning and preparing fish using the methods above
10. Garnishing and serving and fish
11. N.B. Fish must always be accompanied by lime /lemon slices as part of the garnish and to squeezed on to improve flavour.

Evaluation
-Observation of how the dishes were prepared and how students applied the skills taught.
-Final presentation of dishes. Questions based on the whole procedure.
-Home work. Look at two methods of cookery from each section and select recipes of dishes that use them in their preparation.

Author:(Soy Criada) Juliet Christie Murray

Sewing Tools and Notions Grade 7 L-4

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

  Lesson :4

Subject: Clothing and Textile
Unit: Resources
Grade: 7
Time: Six 30 minutes sessions
Topic: Sewing tools and notions

Objectives:
At the end of the lessons students should be able to
1. Give definitions of simple tools
2. Give definition for sewing notions
3 Identify sewing notions on different areas of an item
4 .Label sewing tools and equipment
5. Make a list of the different places where sewing needles can be stored safely.
6. Categorize sewing tools according to their function
7. Prepare a scrap book of sewing tools and notions

Concepts
Using the correct sewing tool enables the sewer to do a better job in a shorter time. The correct notion ensures a neater finishing.
Skills:
Categorizing Researching, organizing, labeling, writing. drawing

Focus Question:
Your mother has a number of tools, buttons and snaps she uses to sew. When she wants them she walks all over the house looking for them. What can you say to her or do for her to solve the problems
Teaching Method:
Brain storm, questioning, grouping,
Instructional Aid:
Concrete objects, sewing tools, and notion, pictures
Reference:
Clothing and textile text books

Content Outline:
1 .Definition of sewing tools- advance simple semi advanced
Categorizing tools according to function-

Basic Sewing and Their functions are:

a. Measuring-rulers, tape measure, meter sticks, curve ruler. 90° ruler, hem marker, buttonholee gauge, etc 
b. Marking -, pencils, washable markers, tailors chalk, tailors tacking. marking tapes
c. Cutting-shears, scissors pinking shears, embroidery scissors, cutting rollers etc.
d. Pinning-common pins (flat pins, ball pins, T-pin) pin cushions, magnets
e. Stitching- Needles (Crewels, darners, etc) sewing machines.
f. Pressing- iron, ironing board, tailor’s ham. Sleeve board
g. Specialized tools- loop turners, point formers, seam gauge, bodkin (elastic runner), eyelets hole maker, seam ripper, needle threader, dress form etc
h Storage-hangers, drawers' cupboard

Sewing notions are used to finish, neaten or enhance articles that are sewn especially garment.

Types of sewing notions:
Pillion, batting, fusible web, lac ,bias binding, belting, button , hooks and eyes, Velcro, zippers,
Metallic trims, motif, cording beads, belting,  invisible hem tape,etc.
2. Functions of tools and notions
3.Construction of a table of tools under headings  above  and ctegories below
Name of tool------ Function------- Category- (simple,----Semi advanced,----advanced
.Names of notion--- Functions------ Places used on an item
4.How to make a scrap book for sewing tools.
Procedure:
1. Introduction of lesson using focus question. Brain storm to get answers on definition of tools and notion .Allow students to say how they would solve their mothers’ problems.
2. Ask students which category they would put a pin cushion. Let them draw a few samples on chalk board
3 Allow students to separate in groups and use text to complete the first table above
4. Identifying various notions on clothing in class. Completing table two along with teacher’s supervision such as identify and spelling of unfamiliar objects.
5. Discussion of the scrap book and how it is to be organized.

Evaluation:
Students complete tables and make scrap book. of sewing tools and notions
Answer a simple quiz.

Author:( Soy Criada) Juliet Christie Murray

Feeding the Family- G 8 L-2

Plan of Work for Period Ending Day----Month------Year
Lesson : 2
Subject: Food and Nutrition
Unit: Sustaining Forces
Grade: 8
Time: 6 sessions of 30 minutes
Topic: Feeding the Family

Objectives: At the end of lesson students should be able to:
1. Give an explanation of energy
2. Explain the different forms of energy use within the family
3. Explain what are the methods of giving energy to the body
4. List the basic nutrients found in food
5. Name the nutrients responsible for supplying the body with energy
6. Make a nutrient chart
7. Draw foods from the various food groups and complete a table shoeing their properties

Concepts: The Body needs energy to survive and must get it from food.
Skills:
Classifying, writing, drawing, drawing, constructing tables. Discussion ,Organizing
Focus Question:
How would you explain to a group of housewives the importance of feeding their families meals with adequate nutrients.
Teaching Method: Brainstorm, question and answer
Instructional Aid: Food, charts, Text books,
Reference: Food and Nutrition A. Tull

Content outline:
-Forms of energy readily available to families:
a. Mechanical Energy-motion ( to do work )
b. Heat Energy _thermal (provides warmth)
c. Light Energy - light (illumination)
- Other forms of energy available
a. Chemical
 b. Electrical
c. Nuclear
All forms of energy is related and may be converted into another form
e.g. Wood is a form of chemical, burning changes it to heat and light
e.g Food is a form of chemical which when digested produced heat and and motion
-Nutrition is the science of food. Nutrients are chemical substances in food
-Nutrients are classified into groups.
Nutrient -------------Source----------Function
Carhoydrates           
Fats
Protein
Vitamins
Minerals
Water
-fiber
The first 3 nutrients above will give energy, but protein is too expensive to be used to supply energy

Procedure:
1. Teachers tells the story of the two little girls. Mary and Jane. Jane was only a Step daughter. She was always given the stock to drink while Mary was given the stock with her food. Although Mary got meat, Jane was much healthier.
Students will discuss the possible reasons why this was so.
2. Questioning on what students had for breakfast. List some of these on chalkboard.
   Allow students to says what nutrients the obtained from them.
3. Introduce the food charts and foster discussion on the benefit of each food
4. Bring to students’ knowledge the energy giving nutrients and why protein is not the best choice.
5. Students look for a nutrition chart in their text book and read up on them. Name the functions and   source of the nutrients.
6. Students group foods under groups, grow , go and glow.
7. Students take foods to class and do an experiment properties look. Taste, feel smell
   Using words like bland, sweet, sour, tangy, salty, hard, soft, smooth, coarse, Nice, bad sweet

Evaluation: Complete the nutrient chart above in the content of this lesson



Author:( Soy Criada) Juliet Christie Murray

Courses of a Meal G 9 L-2

Plan of work for period ending day----month----year----
 Lesson:2                                                                                                                                   
 Subject: Food and Nutrition
Unit: Resources
Grade: 9
Topic:
1  Reasons why we eat food
2. Courses of a meal
3 Menu Writing

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

 1. List at least 4 reasons why we eat food
 2. List the different courses of a meal
 3. Write a main course menu

Concepts:
Food is a vital necessity of life and should be planned and prepared properly

Skills:
Organizing, writing, classifying. Menu writing

Focus Questions:
 1. Your friend keeps saying that she doesn’t need to eat food because she can take nutrient tablets. Tell her the reasons why she should eat Food.
2. Explain to a friend who does not know what  is a three course meal .
Teaching Method:
Question answer, class discussion, brain storming, research, and lecture.
 Instructional Aid:
Charts, text books
 Reference:
 Home economics texts

 Content Outline

a. Reasons for eating food.
-1 To sustain life
-For pleasure
-To sustain life
-To maintain body structure
-for health purposes
b.Reasons for cooking food
 For destruction of micro organisms that produce mould and harmful bacteria.
To improve flavor and texture of food , for aesthetic appeal, to make it easier to be digested.

c. Things to keep in mind when planning meals
 -Number of individuals to be served.
-likes and dislikes of individuals.
-Culture and religious beliefs,
- Nutrient content of selected foods

 -Age of the individuals

 -Foods in season

 -Time of the day

d.Rules of menu writing

-A menu is a list of dishes written in the order of which they will be served

-Each dish goes in a separate line

-Each line begins with a capital letter

 -Mention accompaniment

 -Give hint of preparation

 -Write the beverage last

Sample Menu 

Cream of pumpkin  soup                                                                         

French Fried Chicken                                               

Rice and Peas
Sweet Potato Pudding/cherry sauce

Chilled Lime Ade/cracked ice

 e.Courses to a meal

 Depending on the country and culture there may be different courses to a meal,
the French can have as many as 10

The basic ones in western cultures are five courses to  to a meal

 1. Appetizer- (hors d'oeuvre, nibbles, soups salad) starter,

2. Entrée (a welcoming dish for the main course)

3. Main course consist of the protein, cooked /raw veg., starch)

4. Dessert -(sweet part of the meal – cakes, puddings, pies, tarts, cobblers, crisps)

5. Coffee- (strong and black) intended to keeps guest from falling a sleep

Procedure:

-Brain storm on individual topics, Listing of words on c.b.

- Class discussion on each topic.

-Looking at sample menu.

-Writing 3 course menus

-Construction of a table to show dishes which fall under different courses

-one-----------------------------------  Two ------------  Three--------------------Four----------------

 

Appetizer ------------------------Entre ------------Main course------ Dessert--------------
    Five

coffee

Expresso

Pumpkin soup--------------------Spice Fish--------Fried Chicken-----Bread Pudding-----

---------------------------------Tossed salad-------Friut Punch-----------------------------
---------------------------------Rice and Pea-----------------------------------------------

Evaluation

Menu writing

Identification of different course,

writing sentences using words chosen from the lesson.

Author: (Soy Criada) Juliet Christie Murray

Lesson 1 Resources G 9 L-1

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

Lesson:1

Subject: Home management
Unit: Resources
Grade: 9
Time: Six 30 minutes. sessions
Topic: Managing time and resources

Objectives: At the end of the lesson students should be able to:
1. Give a definition for resources
2. Classify resources into natural –manmade, human-non human
3. Write a time plan to show how to do both task of preparing a snack and tidying the kitchen.
4. Write a list of the ingredients and tools necessary for preparing the snack and tidying the kitchen.
5. Write menus of various snacks

Focus Question: You are expecting 3 visitors within the hour. Your kitchen looks very untidy
Make a time plan of how you would prepare a snack for them and at the same time tidy your kitchen before they arrive.
Concept: Planning helps one to conserve time and energy which are vital resources
Reference:Home Economics in Action
Instructional Aid:
Text book, concrete objects in the environment
Skill: Organizing,
observation, writing menu, making a time plan, selecting correct tools to do a job

Content outline:
-Identification of various types of resources
-Classification of resources: human- nonhuman- natural -manmade
-Definition of resource.
-Defining and making a time plan using the format below
    eg.    Time------ Work to be done ------Minutes
                   9:00-9:05 ----prepare work area------------5 minutes
- Writing a sample snack menu.
-Make a list of all the resources needed to make a sandwich and a drink
-Make a list of all the necessary tools, cleaning agent’s ne essay to clean the kitchen.

Procedure:
1. Teacher presents focus question and allows students to discuss and brain storm and quick reference to  the design brief used to solve problems.
2. Classifying resources in categories mentioned above
3. Teacher guides students in identifying human resources e.g.skills, values, attitude, professionalism   knowledge etc.

4. Question students on what is menu and menu writing rules.
5. Teacher guides student on planning and writing a correct snack menu.
6. Student writes up lists of tools and equipment needed to prepare a snack and tidy the kitchen

Evaluation:
Students will plan and write a menu, Write a list of all resources needed
to prepare and serve a snack.


Author: ( Soy Criada ) Juliet Christie Murray

Family Forms and Structures -G 8 L-1

Lesson: 1

Subject: Home and Family Management
Unit: Sustaining Forces
Grade: 8:
Time: Six 30 mins.sessions
Topic:
 a. Family Forms and Structures
b. roles and responsibilities of each member

Objectives:
 At the end of the lesson students should be able to:
1. Give a definition for family
2. List different family forms in Jamaica
3. Explain at least 3types of family types giving example in relationship to family members
4. Construct a picture gram of a family type and write sentences about it
5. Explain the following terms and the possible age boundaries of each group e.g. toddler, adolescent, adult, geriatric.
6. Creation of a table listing family members and the role each member assumes in their families.

Concepts:
The family is very important to a community.It is the basic unit of all cultures and societies' communities
Skills:
Reasoning, creating, sentence making, discussing, constructing table.
Focus Question:
 John was asked if he lives in a family. He said he did not know. How can we
Help John to determine what family type he lives in. He hears these words
On the TV. But does not know what they mean explain that he understands
Toddler, geriatric, adult, adolescent
Teaching Method:
Question and answer, discussion, group activity.
Instructional Aid:
Text books, magazines, cartridge paper, DVD player
Reference:

Content Outline
1. Definition on Family; A group of individuals living together who may be
related by marriage, birth, blood, or adoption, who are socially, emotionally economically connected?
2. Types of Families:
a. Families nuclear-Mother, father , child/children
b. Extended-Mother and or father children and other relatives
c. Single-Parent-Mother/father and child/children
d. Sibling- bigger assumes the responsibility as the head
e. Adopted-a child joins any of the above- legally binding
f. Foster- A child joins any of the above family-not legal binding
g. Blended-with children of different spouse and also children from both spouses
3. Special groups found within a family Toddler, preschool, adolescent.adult, geriatric.

Procedure:
-Teachers throws out to the class the first part of the focus question.
-Class discussion to bring out the import concepts eg. Family types
Students watch Family DVD. On families
- Students then identify the family type in which they reside.
-Students use pictures from magazine to construct the different families.and write short sentences on how they may be identified.
-Discussion of gender socialization within various cultures.

Lesson 2b
- Special assignment: watch two family soap opera and write a short paper on what you think of both family structures.
- Students say what role special characters play.
-From this they will make a table of roles and responsible of family members
Class discussion of the value of living within a family unit.

Evaluation
Short quiz e.g. Which family do you live in? Give reasons explaining your answer. Give John a simple explanation of what a family is.


Author (Soy Criada)Juliet Christie Murray

Components of Home Economics -G7 L-1

Plan of work for period ending-day---nonth---year---
Lesson 1
Unit: Resources

Subject: Resources Of Home Economics
Grade:7
Topic: Components of Home Economics

Objectives:

1. At the end of the lesson students should be able to name the components of home economics
2. They should be able to explain what each means and entails
3. Write 3-5 sentences explaining what home economics entails


Concepts:
Home economics is a wide discipline and is the science of practising good economics in the home
Skills: Observing, listening, discussing, writing, deducing

Focus Questions:
1. You want to become a Home Economist .What would you expect to learn and do as a Home Economists?
2. For each of the areas what are some of the resources and tools you will need in class
while training?
Teaching Methods:
1. Question and answer, observation and recording, grouping, research. lecture.
Instructional Aid:
Live props, the home economics laboratory, note books and writing tools text.
Reference: Home economics for Caribbean Schools, internet related sites

Content Outline
a. Components of Home Economics
b. Nutrition : The science of nutrients in food and how they affect the body
c. Food preparation and service: The preparation and serving food
d. Clothing and Textile :Choice of clothing , designing and construction of clothing
e. Home management: managing the different aspect of the home. eg money, health,
f. Family life : Deals with issues relating to family

Procedure:
• The teacher introduces students to the home economics room and asks them to take a look around. They may make a list of some things they see and want to asks question on.
• Students gather back and explain some of the things they observed.
• They will be asked to explain what they think they will be learning.
• The teacher explains the different components taught in home economics.
Teacher and students brain storm words related to all the components .These will be listed on the c.b.
• The teacher asks students to group into 4 groups and each group will work within an individual area, They will pick out of the  cloud of words on the c.b. words relating to a different areas of Home Economics while adding some of their own.
• .Each child will create his indiciduals list of one area.
• Each member in the group will take one of the areas and the group will make  a reported.
-Students will pick out a task to complete from each area and make a tools and material list.
.The class will construct the tables under the heading      Task ---Material----Tools

Evaluation:
• Each child will write five sentences about what they have learnt about the topic:
• Oral question to facilitate students who do not read and write well.


Author:( Soy Criada) Juliet Christie Murray