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food
and energy
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lesson plan |
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Lesson
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Student
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Content
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Assessment
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Resources
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SACSA Links |
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Key
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Essential
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1
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Food is our energy source. 1. Introductory Activity : Give each student a lolly to eat, then ask them to complete a physical or mental task (eg. Maths puzzle; certain number of push-ups in a set time). Question children about how they felt before and after the lolly. 2. Discuss: What is energy? What types of energy are there? Where do we get our energy? What can we do to prove energy is making a change? Small group discussion reporting back to class. 3. Plan/ design further investigation. Introduction idea of a control group, working scientifically, fair testing. How could we improve introductory activity? How could we test which/whether other foods also give an energy "boost"?
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Study food as a source of energy. Launch the idea of energy in food Plan further investigation.
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Checklist: How did you feel after 2 minutes? After 10 minutes? Why do you think you got excited about the lolly? Etc Recording of student genergyrated questions & ideas. |
Mini Mars Bars or other Sweet |
KC 1 KC2 KC3, KC4 |
Thinking Communicating |
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Lesson
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Student
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Content
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Assessment
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SACSA Links |
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Key
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Essential
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2
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Different foods affect our energy levels. 1. Testing to compare different foods as energy sources. Use sweet & savoury foods & introduce notion that fats are another energy source. Groups sample eg chips/ ice-cream/ raspberry drink/ banana/ donut & report back on which foods give more energy. Class discussion of results 2. Look at food packaging (labels, wrappers) to check energy content (kj per 100g). Compare & order. Could link to SOSE -country of origin, etc.
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Discuss: sugar & fats are energy sources.
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Measuring equal portions of different foods. Group recording of findings
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Specified foods. Kitchen scales
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Measuring equal portions of different foods. Group recording of findings
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Communication |
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Lesson
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Student
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Content
Knowledge
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Assessment
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Resources
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SACSA Links |
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Key
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Essential
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3
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We use energy to affect food: Processing Foods 1. Butter making activity: shake cream & salt in a jar. Observe changes to colour & form. Spread butter on cracker biscuits & eat. Could discuss tongue/ taste buds Discuss energy used (ie. Shaking jar) & alternative forms.
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Demonstrate how use of energy can change the form of food. |
Record observations of changes throughout activity. Measure time taken to produce butter |
Large jars with lids, cream, salt. | KC1, KC2, KC4 |
Thinking
Communicating |
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Lesson
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Student
Activities
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Content
Knowledge
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Assessment
Activities
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Resources
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SACSA Links |
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Key
Competencies
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Essential
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4
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Processing by dehydration 1. Preserving activity: Thinly slice apples & place in electric dehydrator. Observe changes in colour, size, moisture content, etc. Discuss in groups Could try different fruits to compare time needed, results etc.
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As for Lesson 3 | Record
observations & findings.
Taste test! |
Electric dehydrator, utensils (knife, chopping board). Apples |
KC1, KC2, KC4, KC5, KC7 |
Thinking
Communicating |
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Lesson
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Student
Activities
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Content
Knowledge
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Assessment
Activities
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Resources
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SACSA Links |
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Key
Competencies
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Essential
Learnings
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5
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Processing by cooking 1. Cooking activity: "Eggsperiments" a) children work in groups, following a simple meringue recipe & noting changes in form in each step: - separate yolk from white; beat; cook b) how many different ways can you cook an egg? In groups fry/ scramble/ poach/ boil eggs. Report back on energy used, changes to the egg etc. Compare.
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As for lesson 3 |
Follow up worksheet "Eggsperiments" |
Utensils & ingredients as per recipes. Eggs (lots of them!!) Webb, C Science & Technology by design: 1 |
KC4, KC5, KC7 KC2 |
Communication |
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