DAILY LESSON PLAN

Class: 6 Extreme
Date: 8 May 2008
Day: Thursday
Time: 8.00 a.m. - 9.00 a.m. (1 hour)
Number of Students: 35 students

Theme: Investigating Materials

Learning Area: Food Preservation
Learning Objectives: 1.1 Understanding Food Spoilage
Learning Outcomes:
After the lesson, students should be able to:
1. describe what spoilt food is.
2. identify the five characteristics of spoilt food (i.e. an unpleasant smell and taste, a changed colour and texture,
mouldy)
3. give the three symptoms of food poisoning.

Prior Knowledge: Food that is not kept properly can get spoilt and become inedible.

Scientific / Thinking Skills:

1) Students need to make observations using their senses of smell and sight regarding the state of spoilt food.
2) Students need to define operationally the meaning of spoilt food.
3) Students communicate their observations in the form of a table with descriptions and drawings.

Scientific Attitudes and Noble Values:

1) Appreciating and practicing clean and healthy living with regards to the food they eat.
2) Work cooperatively in their groups to plan their test.
3) Being responsible about the safety of oneself, others and the environment.

Dr. Ng Kee Chuan – IP Gaya 1

Teaching and Learning Materials / Resources:
Canned food, fresh, bad and dried fish wrapped in newspaper, fresh, rotting and dried vegetables, fresh and spoilt
tomatoes, fresh and rotten eggs, fresh and mouldy bread, fresh and spoilt milk, yogurt, good and bad cooked rice,
magnifying glass (enough for 5 stations)

DEVELOPMENT/ TEACHING AND LEARNING ACTIVITIES NOTES

TIME / CONTENT TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
I. Orientation / 1. Teacher shows two packages of fish One student helps the teacher • Observing.
Set Induction wrapped in plastic and newspaper. to count and record the results
(5 minutes) Teacher asks: What do you think is of the simple survey. Other
wrapped in this packet? students indicate their
Food that is not kept 2. Teacher shows Pack A containing a preferences.
properly can get spoilt. fresh fish and Pack B containing a
dried fish wrapped in newspaper.
3. After un-wrapping the newspaper,
teacher asks students to choose
what kind of fish they prefer to eat,
dried or fresh fish and what style of
cooking they like: fried, steamed, or
raw! Teacher gets some to tell how
their mother cooks fish. Teacher
gets a student to help him count and
record the results of the simple
survey on the white board.
4. Which type of fish is easier to keep?
Fresh or raw? Why?

Dr. Ng Kee Chuan – IP Gaya 2

 DEVELOPMENT/ TEACHING AND LEARNING ACTIVITIES NOTES
TIME / CONTENT TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
II. Eliciting Ideas Teacher shows different types of food to Students are free to give their • Generating
(15 minutes) the class. He asks this question and get ideas and opinions. They write ideas.
them to discuss in Cooperative Learning down their suggestions in their • Work
Possible ways to (CL) groups and record the group’s science laboratory book in the cooperatively.
identify spoilt food. agreed answer. form of a simple graphic
organizer or concept map.
Eliciting Idea Question: How do you
know which food is still good to eat? Students play different roles in
What will you look out for? their cooperative groups
according to the teachers
instructions:

III. Restructuring Teacher sets up different stations
Ideas around the class. Each station has sets
(25 minutes) of the same kind of food (some fresh,
spoilt/rotting and dried). The students
Spoilt food has one or go to each station in their cooperative
more of the following groups and record which food is spoilt
characteristics: and which is still good in the form of a
• An unpleasant table which they design themselves.
smell They also need to record the reason
• A changed colour they say so and where possible sketch
• A changed texture the good and bad food using colour
• Mouldy pencils. Teacher gives them a few
minutes to discuss and draw up their
No. 1 – encourager
No. 2 – recorder
No. 3 – reporter
No. 4 – checker and runner.
Each group goes to each • Observing.
station and makes their • Define
observations and conclusions. operationally.
They cooperate in doing • Communicating
different things like discussing, • Responsible for
recording their observations safety
and drawing their sketches. • Work
cooperatively
Using the Team Stand-N-Share
method, students present their 5 Stations of food.
findings while teacher facilitates
their presentation and gives his Teacher provides
feedback when necessary.

Dr. Ng Kee Chuan – IP Gaya 3

 DEVELOPMENT/ TEACHING AND LEARNING ACTIVITIES NOTES
TIME / CONTENT TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
table. a pail of water for
students to wash
Before starting the visit to the various their hands if they
stations in circular fashion, teacher handled the spoilt
strictly warns the students not to taste food.
any of the food but only use their sense
of smell and sight to make their
decisions. Students will still play their
various appointed roles in their CL
groups.
IV. Application of Teacher conducts the dialogue and Students give suggestions and • Appreciate and
Ideas brainstorming session: share their experiences. practice clean
(10 minutes) 1. What are some ways in which your and healthy
mother tries to keep food from living
The dangers of spoilt spoiling?
food and the signs and 2. What happens if you eat spoilt food
symptoms of food without realizing it?
poisoning (stomach 3. Have you ever suffered from food
ache, vomiting and poisoning before? What are some of
diarrhoe). the signs and symptoms of food
poisoning?
4. What are some ways in which you
can prevent food poisoning?
V. Reflection / Reflection questions asked by the Students discuss the teacher’s Group evaluation.
Closure teacher: questions in CL and reports
(5 minutes) 1. What are some of the new ideas and back to the class.
concepts which you have learnt
today? When did you learn it and
how?

Dr. Ng Kee Chuan – IP Gaya 4

 DEVELOPMENT/ TEACHING AND LEARNING ACTIVITIES NOTES
TIME / CONTENT TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
2. What are the science process skills
that you have used while doing your
experiment? When did you use it?

Teacher gives feedback and comments

where necessary.

Teacher’s Reflection:

I found that the various groups could carry out their observations but they had some trouble drawing their
sketches especially in getting the right colour as they had limited choices of colour in their pencil case. I
had to really keep an eye on them so that they do not taste any of the food. I had to keep reminding them
not to taste at all and was rather worried when I saw some students dipping their finger and touching
some of the spoilt food. That was difficult to control as children being children they were sorely tempted.
Apart from that, some groups took longer in certain stations with their work and thus could not complete
in time before the signal to change happened.

The next time:

1. I must appoint a “policeman / health officer” in each group so who will be responsible to stop any of
the group members from tasting the food.
2. I should also appoint a task master in each group who will keep time and get the group to complete
their work at each station.
3. I must also provide gloves for the students who handle the food.

Nevertheless, I was happy that the students were able to design their own tables and make their
observations. I was pleasantly surprised at their creativity and resourcefulness. This gives me confidence
to allow them more autonomy and independence when they do the investigation for the next lesson.

Dr. Ng Kee Chuan – IP Gaya 5