FOOD COMPONENTS VII Science Objectives Students 1 name
FOOD COMPONENTS VII (Science) Objectives : Students 1) name and identify different substances. 2) describe the role of healthy food in life. 3) develop healthy food habits. Lesson plan Expected outcomes : Students MUST 1) Acquire the skill of testing the main food component in a given food sample 2) Understand why food habits differ from one region to other. SHOULD 1) Recall the importance of fibre and water in our food. 2) Relate his knowledge to his regular eating habits. COULD 1) Explain the importance of Balanced diet. 2) Formulate Balanced food from the locally available inexpensive food material.
Conceptual understanding CCE competencies explain the importance food to all living beings Students give examples of roughages give reasons why water is considered a necessary component of food identify the components of food to be preferred in quantity and frequency differentiate between Balanced food and junk food. Asking questions & making hypothesis Formulate inexpensive balanced diet from locally available food material Experimentation Testing main components of food in the given food sample Information skills & projects Collect some samples of pulses, grains etc. and display them with relevant information.
Communication through drawing& model making Appreciation & aesthetic sense Application in daily life Develop the 3 -D balanced food pyramid. Appreciate the beauty of colour, size, shape and variety of vegetables and fruits Develop healthy food habits in daily life Grow kitchen gardens of leafy vegetables to show bio diversity.
Starter activity 1 Identify the following …. Show these one by one…
Have the students write their names vertically on a paper; on the left hand side Activity 2 Challenge them to come up with a food item, that starts with each letter in their names. Ask them to circle the food items they believe to be nutritious. draw a line through the food items which they think non nutritious. put a question mark next to the foods, they are not sure about. S I T A Samosa -----Apple ? ? Ask the students to read out what they have written and encourage them to do so. NOTE : If the students went wrong in marking the above symbols against the food items in their list , take it easy. It is not necessary to correct them and give answers in this activity.
Activity 3 My daily food…. . Ask the students to make a sheet of paper into four sections. And label the sections Ask them to write any two of their favourite dishes and one they dislike most Breakfast Lunch F : 1)-------2) ---- -d : ------- These three activities help the teacher to test the previous knowledge of the students and know about their dietary habits, to plan his strategy to develop the lesson. F : 1)-------2) ---- -d : ------- Snacks Ask some of the students to read out their activity. Dinner Now announce the topic to be introduced Now we are going to discuss about….
FOOD COMPONENTS
What is the most essential thing that makes this car run? Driver/ wheels/engine/petrol Do these two living beings need the same thing for their activities? Yes / no What is commonly needed for these three activities? : FOO D Energy Food is essential for all living beings. . . Growth Health Fuel / Food / Energy :
For some reason if you did not eat food for two days, how would you feel? More active than before/normal/hungry/weak Look at the following statements: We can switch off our body, when we like to, as it is a machine The organs in our body work during the day time only Some organs in our body work round the clock or 24 x 7 True / False/not sure Mention few organs that work even while we are asleep Can you name any others? What about Our body needs continuous supply of energy Open discussion
Nutrition Facts Serving size 28 g Servings Per Container about 6 Amount per Serving Calories 170 Calories from Fat 130 % Daily Value* Total Fat 15 g 23% Saturated Fat 1 g 5% Trans Fat 0 g Monounsaturated Fat 9 g Cholesterol 0 mg 0% Sodium 160 mg 7% Total Carbohydrate 6 g 2% Dietary Fibers 3 g 12% Sugars 2 g Protein 6 g Vitamin A 0% Calcium 6% Vitamin C 0% Iron 6% * Percent Daily Values are based on a 2. 000 calorie diet. Your Daily Values may be higher or lower depending on your calorie needs. Calories 2. 000 2. 500 Total Fat Less than 65 g 80 g Sat Fat Less than 20 g 25 g Cholesterol Less than 300 mg Sodium Less than 2, 400 mg Total Carbohydrate 300 g 375 g Dietary Fiber 25 g R e a d i n g F o o d L a b e l s Know the components of your food
Carbohydrates bread, pasta, roti, cereals Provides energy Protein meat, fish, pulses, milk, nuts, beans Muscle building Fats meat, cheese, fish, oil Provides and stores energy
Vitaminsfruit, veg Minerals- fruit, veg, milk Fibre- cereals, veg Water- drinks, fruit, vegetables
• Dietary fibre (Roughages) • • Dietary fibre is a type of carbohydrate found exclusively in plants. Unlike other types of carbohydrate, it is not digested in the small intestine. Fruits and vegetables rich in fibre Sources of dietary fibre • whole grain cereals • oats; • beans; • lentils; • fruit and vegetables; • nuts and seeds. • Free bowel movement • prevents constipation Peels of some fruits and vegetables
Why is Water considered as one of the food components? • Sources of water • Water can be found in food and drinks. • It has been estimated that roughly 20% of water consumed is from food (e. g. soups, yogurt, fruit and vegetables), while 80% is from drinks (water, milk and fruit juice). Why does our body need water? • it acts as a lubricant to help the food move in our digestive tract. • Helps in digestion • Helps in many other body processes.
How do we know that a certain component is present in a given food sample? Test for carbohydrates (starch) Place the sample on watch glass Add two drops of iodine solution to it Will turn blue black if starch is present Test for Protein Add a few drops of copper sulphate and a few drops sodium hydroxide Test for fat Na. OH Cu. So 4 Turns purple in the presence of protein Crush some groundnuts into a mass Rub it on a white paper. A grease spot appears on the paper. The paper will turn translucent in the presence of fat Generally every food item contains all these components, but in varied proportions.
Look at the pictures of people of different age and doing different types of work All these people need the same quantity and the same type of food. True / False The quantity food to be taken depends on the age and the nature of work of the individual.
Eskimos - Arctic • • Whale Seal Caribou Berries
Maasai tribe –African plains • • Cow milk Blood Maize (a crop) Sometimes meat
Pygmy tribe – Amazon jungle • • Wild plants (vegetables) Sloth/birds Fish Wild fruits
Tuareg tribe - Desert • • Camel milk Porridge Goat’s cheese Wild fruits
For each tribe: Write which nutrients they are getting. (Y) Write which nutrients they aren’t getting. (N) Tribe Carbo hydrate Protein Fat Vitamins Activity minerals Eskimo Maasai Pygmy Tuareg From the above observations infer which of these tribes is getting more number of components and is relatively healthier. Why couldn’t these people eat the same type of food…. . ? Food habits of people depend on climatic conditions and cultural practices. Can you explain why some people are vegetarians and some other non vegetarians?
To be healthy, we need all the components of food, Do we need all the components in equal quantities, for better health ? • p • C • V • F • M EQUAL PROPORTIONS OR VARIED PROPORTIONS
Look at this food serving…. . Are all the food items are of the same type. . ? Are all the food items are of the same quantity…? Is it necessary to eat different food items. . ? What will happen if we take only one or two food items regularly for a long time? Can you name the food items in the above picture. . ? This diet contains all the nutrients in required quantities. This is called BALANCED FOOD. What are the required quantities or right proportions of food components to balance our food ?
Sparingly Moderately Plenty /liberally Adequately Cheese, butter etc Nutrient % required oils, Animal foods Carbohydrate 33 33 Fruits, (Leafy) vegetables, Vitamins & minerals Fibre 15 Proteins 12 Fats 07 Cereals, Pulses, Milk etc. , Vegetable salad every day Balanced food This can be represented like a pyramid
Should the Balanced food contain a number of food items? Is this rich man’s food? Can a poor man afford it? How can a poor man fulfill the food requirements of his body at no extra cost? By taking • Dal • Rice • Roti • Green vegetables • Little oil and • Jaggery.
ACTIVITY Prepare a 3 -D model of food pyramid with card boxes of different sizes Stick cut out pictures of different food items on the out side faces of the boxes. Label the boxes ‘adequately’, ‘plenty’ and so on. Encourage the students to decorate it on their own. Creativity Invite suggestions from the students on alternative designs in making a vegetable smiley
GOOD EATING HABITS • Avoid over eating • Avoid junk foods. • Eat to be healthy, not to be unhealthy. GOOD COOKING HABITS • Wash the fruits or vegetables before eating or cutting. • Don’t wash the pieces of vegetables after cutting. • No over-cooking. • No re-heating.
Activity Identify the nutrients in the above food groups….
Activity Eating and staying healthy Ask the students to prepare two lists on a sheet of paper. What I usually eat Healthier options 1)-----2)------ Pledge by the students I …………………of class …… promise to try healthier options and eat ZERO WASTE breakfast, lunch, and dinner as a token of my concern towards conservation of Bio-diversity. Ask them to make a pledge to try to stay healthy. Activity Have the students list as many food products they have seen advertised in TV commercials. Signature of the parent Signature
Guide the students to draw the concept map of the topic food components Food components
Thank you! Disclaimer: The images and clipart presented here are from secondary resources and have been used by the author for purpose of teaching only. (pixshark. com; en. wikipedia. org, naturalgrocers. com, images. google. com, clipart. com)
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