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)

Owning Your own Home G8 L-4

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

Lesson: 4
Subject: Home Management
Unit: Sustaining Forces
Grade: 8
Topic: Owning a Home
Time: Six 30 minutes sessions

Objectives:
At the end of the lesson students will be able to:
1. List important points to bear in mind when planning to purchase or build a home
2. List and explain the meaning of various terms associated with acquiring a home.
3. Draw or select from picture their dream house and write about it.

Concepts:
Families need a place to live and every head of a family should try and provide shelter for the rest of members, because it is one of the basic needs.
Skills:
Observation, writing, drawing surveying

Focus Question:
Your mother and family are thinking of owning a home. They are not certain if they should buy an old house, buy a new house or build one of their own. Tell them the advantages of all the three.

Teaching Method:
Skit, demonstration miming, writing questioning, discussion grouping, surveying, research
Instructional Aids:
Brochure, from housing institutions, text books, pictures
Reference:
Caribbean Home Economics in Action, Lending institution brochures

Content Outline:
1. Methods of acquiring homes in Jamaica
2. Buying, building. Leasing, renting
3. Lending institutions, (National Housing trust) Victoria mutual, Jamaica National, Building, societies, Commercial banks.
4. Advantages and disadvantages of building, leasing renting buying old or new homes

5. Points to bear in mind when seeking a home
a. neighbourhood---------b. Adequacy of living space.--------------c. Age of the home and property
e. style of architecture----d. Functionality of plumbing and lighting,--- f. Community amenities

6. Advantages and disadvantages of buying an old or new home in Jamaica
New------------------------------------------------Old
Modern plumbing and lighting ---------------------older plumbing
New neighbourhood--------------------------------older neighbourhood
Larger space ---------------------------------------smaller space
New location ---------------------------------------old location
7. Advantage and disadvantage of building your own home
Advantage----------------------------------------Disadvantage
Build what you want------------------------------Need to have all the funds
Make changes as you go along--------------------Hampered by funding
The whole family can have an input----------------Land may be leased home is not permanent

8. Terms use in house acquisition
Free hold- house and lad owned by purchaser
Lease hold -house is owned land is leased
Title-a certificate showing the individual has a right to the property
Deed -a legal document stating the transfer of property to another

9. Financing terms
Loan- sum borrowed from a lender
Principal-The exact sum borrowed
Interest-the money paid on the principal
Mortgage- legal contract between lender and borrower
Down payment- first payment on the property usually20=30% of the value
Closing cost- lawyer’s fees, stamp duty and other fees.

Procedure:
1. Teacher questions class on types of housing in their community. How many students live in rented homes? Leased property home and on own land homes.
2 Ask students to give their views as to which of the above in item I. is better and give reason for their choice.
3. Class discussion on all points above.
4. Visiting lending agencies, collection of brochure and compare offers.
2 students draw or collect pictures of their dream home and write sentences about them

Evaluation:
Use fill in the missing letter in words discussed in lesson in sentences
My mother is looking F-an—ng to purchase a home.


Author:(Soy Criada) Juliet Christie Murray