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    RPH 4

    Uploaded by

    Hunn Min

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    © All Rights Reserved
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    RPH 4

    Uploaded by

    Hunn Min
    6 views3 pages

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    © © All Rights Reserved

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    Copyright:

    © All Rights Reserved
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    6 views3 pages

    RPH 4

    Uploaded by

    Hunn Min

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 3

    RPH SET 4

    LESSON PLAN
    SUBJECT SCIENCE WEEK

    CLASS 5 ASTRO TIME

    DATE DAY

    THEME: MAINTENANCE AND CONTINUITY OF LIFE


    LEARNING AREA : NUTRITION AND FOOD TECHNOLOGY
    CONTENT STANDARD

    STANDARD
    LEARNING
    2.5 Food Processing 2.5.1 Communicate about food
    Technology processing technology

    At the end of the lesson,


    students will be able to:

    1. Make a presentation about


    the methods involved in
    producing various food
    products.
    LEARNING OBJECTIVES

    SUCCSESS CRITERIA

    2. Describe the chemicals


    used in food processing.

    3. Discuss the impact of


    chemical use in food
    processing on human and pet
    health issues.

    EACHING AND LEARNING STRATEGIES


    RPH SET 4

    The teacher presents various food images using a slideshow. (Examples:


    raw meat, fresh milk, rice, fresh vegetables)
    INTRODUCTORY ACTIVITY

    i. The teacher poses general questions to stimulate curiosity and critical


    thinking:
    ii. Based on these food images, come up with relevant questions related to
    their processing. Ensure that these questions can be explored through
    investigation.
    iii. Now, how can you explore these questions?

    *The teacher needs to ensure that the questions posed by the students align
    with the lesson objectives for today.

    Based on 2(i), students will be divided into small groups known as ‘The Food
    Investigators,’ based on the themes of the questions they have thought of.
    Then, they will plan investigation steps, including identifying relevant sources
    and ultimately carrying out their investigation. The teacher facilitates the
    students without influencing their choices in planning the investigation.
    However, the teacher can provide or suggest reference sources if requested
    by the students, to assist them in conducting their investigation. Each
    MAIN ACTIVITY

    group's investigation findings will be presented.

    The teacher facilitates a discussion after each presentation, encouraging


    other students to ask questions and provide feedback.

    During the presentation session, the teacher asks about the reference
    sources used by the students. Here, the teacher acts as a moderator to
    ensure the validity of those reference sources. The aim is to encourage/train
    students to conduct investigations following proper procedures and to
    practice scientific values (evidence/data-based). The teacher should also be
    prepared to address students' misconceptions and be able to correct them.
    CLOSURE

    Before ending the class, the students reflect on their open investigation
    experiences and share their views: i. What were the most significant
    discoveries or challenges during your independent investigation? ii. Did your
    RPH SET 4

    investigation results today change your understanding of food processing?


    iii. What other aspects of food processing would you like to explore after
    going through today's investigation? iv. How can you apply the new
    knowledge you gained through the investigation to make choices about
    ‘processed food’ in your daily life?

    The teacher facilitates a class discussion where students share their


    reflections and questions, celebrating the various paths they took in their
    open investigations.

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