mrs pinnock assignment

8/7/2019 mrs pinnock assignment

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Demonstration Lesson Plan

Name: Shantel Gordon

Subject: Food and Nutrition

Grade: 9

Theme: Using Creative Skills in Pastry Making

Topic: Pastry Making

Date: May 18, 2010.

Time: 35 minutes

General Objective: students should be knowledgeable about the different techniques used in

pastry making.

Problem: making flaky pastry

Specific Objective: at the end of the lesson the students should be able to:

1. List the procedures used in making flaky pastry.2. Follow the procedures for making flaky pastry

Content Outline:

Outline the procedure for the preparation of flaky pastry

y Use a strong flour to ensure gluten content to provide elasticityy Pastry Fat should be use instead of regular faty The fat should be diced in pea size and be coldy Cold water should be usey Pastry should be rolled in a rectangular shapey Dough should be put to rest for at least three times after each roll


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y At each rolling out point divide fat into three equal portions and dot 2/3 fat on two partsand roll out

y Pastry dough should not be handled too muchy Rolling should be done lightly with short strokesy The board and the pin must be lightly flouredy Pre-heat oven before baking pastry

Follow the procedures for making the flaky pastry:

1. Sift flour and salt into a bowl2. Divide fat into three equal portions3. Rub in 1/3 of fat and mix in cold water and lemon juice4. Form a soft ball and roll dough into a rectangular shape, wrap in plastic wrap and put in

refrigerator to rest for about 10-15 minutes.

5. After dot the second third of remaining fat on 2/3 of the dough leaving a fat free marginaround edges.

6. Fold in three starting, starting with pastry section without fat.7. Make second roll so that there will be alternate layers of pastry fat.8. Use rolling pin or sides of hands to seal open sides.9. Roll pastry into rectangular shape. Repeat dotting on last 1/3 of fat. Fold and seal edges

as before and re-flour board as required.

10.When fat is incorporated roll to required shape for cutting.11.Glaze pastry and bake in preheated oven until golden brown.


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NB.A richer colour may be obtained by glazing pastry with beaten eggs.

Design Brief:

a. Statement of the problem-will the students be able to use the procedures given to make the flaky pastry?

b. Functions

-to help students become more aware of the various techniques used in pastry making

c. Resources

* Power point- displaying procedures in preparing flaky pastry

* Tools/utensils used in pastry making

d. Technology

-the use of a gas stove and refrigerator

Points to consider

-will the students be able to understand the techniques used in pastry making?

-will the students be able to use the procedures given to make flaky pastry?

Planning and Solution

Introductory activity: students will be asked to find a partner, then they will be asked to view

power point on making flaky pastry.

Developmental Steps:

1. The teacher will make reference o the introductory activity that was done at the initialstage of the lesson. The students will then be asked to discuss what they understand from

the power point.


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2. Students will be asked to stand in a semi circle and read the directions while the teacher

will demonstrate the procedures in making flaky pastry to make sausage rolls.

The teacher will then show the students finished products (sausage rolls)

DO SAY

1. Sift flour and salt into a bowl

2. Rub 1/3 fat into flour

3. Add cold water gradually and mix with afork to distribute evenly to form a ball

4. Place dough in refrigerator so it will restfor ten minutes

5. After remove and roll in rectangular shapeand dot the other other 2/3 of fat on pastry.

Then roll lightly, fold and seal edges with

hands

6. Place to rest once more

7. After roll out using the same procedure asbefore and put to rest once more.

8. After remove and do final rolling out andwrap sausages inside and slice pastry and

This will Inco-operate air into the ingredients

This is done until it resembles bread crumbs

The cold water will bind the ingredients together

This will cause the g luten strands to relax

This is where the pastry dough is expanded using the rolling

pin and pastry board and the air will be trapped inside when

the edges are sealed.

This will again relax gluten strands


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seal at edges with water.

9. Placed on prepared baking sheet and put tobake for 20 minutes.

Bake at 425oF/220oC

Evaluation 1: Each student will be asked to stand individually and the teacher will ask them

questions based on the topic to see what they have learnt. Students will also asked to write a one

page paper on what they have learnt for assignment.


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Demonstration Lesson Plan


Subject:Clothing and Textiles

Grade: 9

Theme: Making and modeling

Topic: Making up a half scale blouseDate: May 18, 2010

Time: 30 minutes

General Objectives: students should know the procedures used in making up a blouse.Problem: Making a blouse.

Specific Objectives: At the end of the lesson students should be able to:(i) List the types of notions used on a blouse.(ii) Outline the procedures used in making a blouse.

Content Outline:List the types of notions used on a blouse.

y Buttons

y Thready Interfacing

Outline the procedures used in making a blouse.

y Work darts if anyy Apply interfacing to front facing and collary Join back to front at shoulder seamsy Construct collary Attach the collar to neckline and neateny Construct Sleevesy Join side seams and neateny Set in sleeve and finish seamy Prepare lower edge for hemmingy Hemy Work button holesy Attach buttonsy Final press

Design Brief:

Statement of the problem

-Will students be able to understand and follow the procedures outlined to make theblouse?

Functions-Help students be more aware of the procedures used to make a blouse and the various

notions used.

Resources

*Tools and equipments used to make blouse.*Notions used to make up a blouse


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Technologythe use of sewing machines

Points to consider- will students be able to identify the different notions used in making the blouse- will students be able to understand the outline used to construct the blousePlanning and SolutionsIntroductory Activity- students will be given an handout with different notions to be useon a blouse and with the procedures used in blouse making.

Developmental Steps(i) The teacher will ask each student to put away the handouts and list the notions use to

make a blouse without looking on the handout.(ii) The teacher will then asked the students to form a semi circle around her while she

demonstrates how to make a half scale blouse to them.

Do Say

1. 1Iron the fabric

2. Work darts if any3. Apply interfacing to front facing

and collar.

4. Attach collar to neckline andneaten

5. Construct Sleeves

6. Join side seams and neaten

7. Set in sleeve

8. Prepare lower edge for hem

9. Hem10. Work buttonholes11. Attach buttons

The fabric should be iron first in order totake out wrinkles.

This is based on the design you are working

with.The interfacing should be pressed onto

fabric.

First baste on the collar, then stitch it on

after which neatens it by grading it.

First run a row of gather stitch on the top orcurve area of the sleeve, at the bottom of

the sleeve stitch permanent stitch 1/8 inch.

Pin under arm of collar.

Sew side seams together and neaten it witha permanent seam.

Before setting in sleeve ensure it fits into

the shoulder after it fits in baste in thesleeve then sew it in.

Do this by permanent stitch 1/8 inch of

lower edge

Permanent hem 1inch of lower edge usingyour hand with needle and thread.

Use machine to make button holes

Sew on buttons with hands, needle andthread.Press the blouse the last time.


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12. Do final PressEvaluation 1: Students will be given a short quiz with five questions.

Quiz1. Name five parts of the machine?2.

List some notions used on a shirt blouse?3. Name some tools and equipments used in making shirt blouse?

4. Outline Procedures to make up a shirt blouse?Answer

1. Five parts of the machine are:y Presser footy Spool piny Feed dogy Bobbin casey Hand wheel

2. Some notions used on shirt blouse are:y Buttonsy Thready Interfacing

3. Some tools and equipments used in making a shirt blouse are:y Scissorsy Needley Sewing machiney Nippery Tape measure

4. Procedures used to make shirt blouse are:y Work darts if anyy Apply interfacing to front facing and collary Join back to front at shoulder seamsy Construct collary Attach the collar to neckline and neateny Construct Sleevesy Join side seams and neateny Set in sleeve and finish seamy Prepare lower edge for hemmingy Hemy Work button holesy Attach buttonsy Final press

Evaluation 2:


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Theory Lesson Plan


Grade 7

Theme Keeping Healthy

Topic Personal and Kitchen Hygiene

Duration 40 mins

Date: May 18, 2010

General Objectives: To allow students to be knowledgeable about personal hygiene and how it

will prevent them from catching variety of diseases.

Problem: Understanding the principles underlining why we should keep a good personal

hygiene.

Specific Objectives: At the end of the lesson students should be able to:

i. explain what is personal hygieneii. list five basic resources that help us to keep a good personal hygiene

iii. discuss the importance of good personal hygieneContent Outline:

What is personal hygiene?

Personal hygiene is the proper care and maintenance of a person, which help to protect them

from various viruses and diseases.

Five resources used in keeping good personal hygiene.

1. Toothbrush- this is used to keep the teeth clean and keep the breath fresh.2. Deodorant- this is a substance which prevents unpleasant bodily odours3. HairBrush and Comb- these are used to groom the hair.4. Bathroom soap- this is used to keep the body fresh


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5. Shampoo- used to wash the hair so it will be cleanImportance of good personal hygiene

Good personal hygiene is important because it help persons to smell fresh, look clean and

prevent them from catching viruses and diseases.

Design Brief


Some students may not be aware of the consequences they can face if they do not practice

good personal hygiene.

Function:

Personal hygiene protects and prevents the human body from various diseases and

viruses.

Resources

y Materials- Charts with pictures resources that help us to practice good personalhygiene. Power point presentation on how some of these resources are used.

y Miscellaneous- Dyer, R., Maynard, N., Home Economics, A CaribbeanApproach, Book 1.

Points to considery will students be able to explain what is personal hygiene?y Will students be able to list or identify resources used to help maintain

good personal hygiene?

y Will students be able grasp the importance of good personal hygiene?


Introductory Activity

Students will watch a video showing the disadvantages of not having a good personal hygiene

after which we will have a discussion.


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Step 1 Based on the introductory activity each student will be asked to write one paragraph

explaining what personal hygiene is after which each student will stand and read what they have

written. After which we will discuss what personal hygiene is.

Step 2 Students will be given the opportunity to view a chart with some of the resources used to

practice good personal hygiene. After which students will be asked to form group of twos, each

group will be asked to write down the uses of one of the resources and stand and talk about it.

Step 3 Each student will be asked to list resources used to help us practice personal hygiene after

which they would write how five of these resources are used.

Step 4 teacher and students will have a discussion on the importance of good personal hygiene

and why they should practice it.

Evaluation 1 Students will be placed in groups of three. One group will be asked to come up

with a skit about personal hygiene, another group will be asked to make up a song and the last

group will be ask to make a dub poem about personal hygiene


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Theory Lesson Plan


Grade 7

Theme Spice up your life

Topic Herbs and Spices

Duration 40 mins

Date: May 18, 2010.

General Objectives: To allow students to know and differentiate between herbs and spices andthere uses.

Problem: understanding the differences between herbs and spices.

Specific Objectives: At the end of the lesson student should be able to:

i. Differentiate between herbs and spices.ii. List seven types of herbs and seven types of spices.

Content outline1. What are herbs?

Herbs are the leaves of annual and perennial shrubs valued as medicine, seasoning and scents.

2. What are Spices?Spices are aromatic seasonings derived from the bark, root, fruits or berries of perennial plants,

and used to flavor both sweet and savoury dishes.

3. Types of herbs and SpicesHerbs Spices

i. Celery Nutmegii. Thyme Cinnamon

iii. Bay Leaf Pepperiv. Escallion Gingerv. Mint Curry Powder

vi. Chime Clovesvii. Parsley Mustard Seed

Design Brief



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Some studentsnot be aware of the difference between herbs spices and might think thetwo are the same.

Function

Herbs and spices are used to add flavor and improve to a variety of dishes.

ResourcesMaterials- Charts showing the definition of herbs and spices.

Miscellaneous- text book, Marchand C., Milez I., et al.,Home Economics for

Caribbean Schools, cxc Food and nutrition: A two Year course

Points to consider:

y Will students be able to differentiate between herbs and spices?y Will students be able to list types of herbs and spicesy Will students know what the different herbs and spices are used for?



Students will be asked to view a video tape with a song on herbs and spices.

Step 1Based on the introductory activity student should be able formulate definitions of herbs

and spices. They will be given two minutes to do this. Each students will read there definitions.

Then we will discuss.

Step 2 Students will be asked to view a display with different types of herbs and spices. In group

of two students will be asked take one herb and one spice from the display and tell what it is.

Step 3 Teacher and students will have a discussion on the uses and difference of herbs and

spices.

Step 4 Students will be asked to list seven herbs and spices and write the uses of each after

which a discussion will follow.

Evaluation 1 Persons will play a game called Unscramble Me. Each student will be given abag with letters and they will be asked to make a word or name of a herb or spice. The first

students to make a word will be awarded with a token.


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Practical Lesson Plan

Name Shantel Gordon

Subject Food and Nutrition

Grade 10

Topic CakesDate May 18, 2010

Duration 2hrs 40mins

General Objectives: To allow students to understand principles underlying cake making.

Specific Objectives: At the end of the lesson should be able to:

i. Choose appropriate ingredients and equipments for cake makingii. Apply all safety rules and hygiene practices of the lab

iii. Follow directions to prepare cake using whisking method (Swiss Roll)iv. Organize serving areav. Serve items appropriately

Reference: text book, Bennon M., Schedule B., Introductory Foods, Twelfth Edition.

Instructional Material: Power point listing ingredients and procedures to be used in preparing

cake using whisking method.

Methodology: Practical

Prior Knowledge: Most students are familiar with different kinds of cake.

Content Outline

Appropriate ingredients tools and equipment for Strawberry Swiss Roll170ml (2/3cup) Flour

150g 3 Eggs125ml cup Granulated Sugar

2.5 ml tsp Vanilla Essence15ml 1Tbsp Hot Water

75ml 5T bsp StrawberryJam1 12x 8 Baking Tray1 Liquid Measuring Cup1 set measuring spoon1 Grease Paper1 damp table towel

1 Hand Mixer1 Metal Spoon

1 Sieve1 Utility Knife


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Instructions to prepare Strawberry Swiss Roll

Preheat oven at 220 degrees Celsius

Step 1.Grease then line Swiss roll pan

Step 2. Sift flour. Put eggs and sugar in large bowl over pan of hot water and whisk untilmixture is thick and creamy.

Step 3. Remove from heat and add essence. Sift half of flour over egg and fold in

carefully.

Step 4. Repeat with remaining flour, and add water to make a pouring consistency

Step 5. Turn into prepared pan and spread mixture out to corners.

Step 6. Bake at once at 2200C (425

0F) for 7 to 10 minutes until well risen, light,

golden and springy to touch.

Step 7.Have ready a sheet of paper dredged with sugar over a damp cloth.

Step 8. Turn cake out on sugared grease paper at once, remove lining paper; trim crisp

edges and spread with warm jam.

Step 10. Roll up sponge from short side, making the first turn firm and then rolling

lightly.

Decorate and serve dishes appropriately

y Decorate Swiss roll with whip cream and strawberry on topy Place on a platter and serve

Safety Rules

y Light match before turning the knoby Wipe spills immediatelyy Turn pot handle insidey Hold pots with a pot holdery Use oven mitt when removing ore putting things in oven

Hygiene Practices

y Wash hands before preparing mealsy Wear a clean apron/ lab coat ( preferable white)y Hair should be covered properlyy No talking when preparing mealsy Nails should be short and clean.

Time Plan


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Time Method of work and Preparation

7:50- 8: 20 Collect and wash all tools and equipment. Put to drain. Put on lab coat and head

covering. Weigh and measure ingredients. Observe safety procedures of the lab. Preheat

oven at 220 degrees Celsius. Tidy work area.

8:20- 9:00 Put eggs and sugar in large bowl over pan of hot water and whisk until mixture is thickuntil mixture is thick and creamy. Remove from heat and add vanilla. Clean work area.

9:00- 9:30 Sift half of flour over egg mixture and fold in carefully. Repeat with remaining flour and

add water to make a pouring consistency. Turn into prepared pan and spread mixture out

to corners.

9:30- 9:45 Put to bake in already preheated oven for 7 to 10 minutes until well risen and light

brown. While damp a cloth and spread out then spread out a grease paper over it and

dredge with granulated sugar.

9:45- 10:00 Check on cake and remove from oven place on cooling rack to cool and peel off lining

paper from off it. Put jam to melt over medium heat or in microwave.

10:00- 10-30 Place sponge on sugared paper, shape edges with a knife, spread jam on sponge.R

olltightly in damp cloth and place in refrigerator for about 10 minutes. Set up serving area

and clean work area.

10:30- 10: 45 Remove Swiss Roll from refrigerator garnish and serve. Teacher will evaluate students

Swiss Roll. Teacher will make suggestions where necessary.

Evaluation 1

Teacher will use a rating scale to grade students Swiss Roll.

Strawberry Swiss Roll

Key: 5 = excellent, 4= very good, 3= good, 2= fair, 1= poor. Points to consider.

Features/

Areas

1 2 3 4 5

level of

sponginess in

Swiss roll

Appropriate

colour/ texture

Suitable flavor

Appropriate

use of garnish

Suitable andappropriate

serving

equipments


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and utensils

Proper hygiene

Attitude and

conduct while

working in lab.

Evaluation 2:


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Practical lesson Plan

Name Shantel Gordon

Subject Clothing and Textiles

Grade 10

Topic Design in Clothing textiles

Sub- topic BatikDesign

Date May 19, 2010.

Duration 2hrs 40mins.

General objective Students should be able to fully understand the concepts, principles

and procedures underlying the application ofBatik design tofabrics.

Specific objectives At the end of the lesson students should be able to:1. observe safety precautions by working with hot wax.2. Choose appropriate tools and equipment.3. follow the procedures for working the batik printing.

References Text book, New Complete Guide to Sewing. Step by step techniquesfor making clothes and home accessories.

Instructional Material Fabric, Candle wax, Paint brush, fabric dye,

Iron, Ironing board, Greased paper, embroidery thread, scissors,

Methodology Practical

Previous Knowledge Some students are already familiar with using batik method to

apply design to fabrics.

Content outline

Procedures for working the Batik printing.

1. Collect the necessary materials to work with. .2. Decide on your design and draw it with a pencil.

3. Place wax paper underneath the fabric so that it does not stick to the


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surface you are working on.4. Apply wax to the area you do not want to be dyed and put to dry.

5. After wax has been dried create a crackle effect on the fabric to createcracks on the wax.

6. Place fabric in warm water with desired colour dye.

7.A

llow fabric to dry8. Place greased paper over fabric and iron to remove wax.

Developmental Steps

Step 1

Students will be instructed to view PowerPoint for safety

precautions of putting on the gears while working with

batik. They will be informed that this help to protect their

clothing for damaging.T

hey will also be informed to coverthe work area that they will be working on. The candle will

be put to melt.

Step 2

Students will be asked to arrange their tools and

equipments used for preparing batik printing.

Step 3

Students will be asked to draw a design on the fabric to

apply the wax. Teacher will walk around to ensure thatstudent does exactly that.

Step 4

Students will be asked to apply their drawings to follow theprocedures on the board for working batik.

Step 5

After which they will put batik to dry, then peel off wax..

Time Plan

Time Order of Work

7:50- 8:00 am Put on safety gears such as an apron. Set up work area and collect all toolsand equipments that will be needed to prepare batik design.


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8:00- 8:30 am Draw design on cotton fabric for batik printing. Put wax to melt.

8:30-9:00 am Remove wax from flame. Apply wax to design, using a paint brush.

9:00- 9:30 am After take fabric with design outside and place in the sun to dry.

9:30- 10:00 am Clean up work area.. Remove batik from sun. Place on iron board with grease

paper on top and below. Remove the wax.

10:00- 10-30 am Neatly press and label. Put on display. Do final cleaning up.

Evaluation 1Teacher will evaluate students work using a rating scale.

Criteria Scores Students score

Creativity in design 5mrks

Attractive colours

5mrks

Effective demonstration of skills. 10mrks

Neatly labelled 5mrks

Time management skills and

cleanliness of work area.

5mrks


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Demonstration Theory Lesson Plan

Name Shantel Gordon

Subject Food and Nutrition

Topic Cake Making

Date May 17, 2010

Grade 10


General Objective To allow students to develop an understanding in the techniques used inCake making.

Specific Objectives At the end of the lesson the students should be able to:1. Classify cakes according to the method of mixing used.2. name five types of cakes.3. List ingredients used in cake making4. List some tools and utensils used in cake making5. Function of main ingredients used in cake making6. follow the procedures for making Swiss Roll.

References Introductory Foods

Instructional Materials Charts- with the classification of cakes according to mixing.Photos displaying samples of each cake. Powerpoint with

information on the tools and equipments used in cake making.

Methodology Questions and answers and discussion.

Previous Knowledge Some students are already familiar with some types of cakes.

Content Outline:

y Classification of cakes according to method used to prepare them.y Plain orRubbed in methody Rich or Creamedy Spongey Melted fat or Gingerbready All-in-one or one stage

Five types of cakes

y Rock buns


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y Swiss Rolly Gingerbready Orange Cakey One Stage Cake

Main Ingredients used in cake makingy Floury Eggsy Sugary Liquid

Tools used in cake making

y Sieve-this is used o in-cooperate air in the ingredients. (flour)y Measuring spoons/ cups- these are very important instruments used not only in

pastry making, but many other jobs in the kitchen. These are used to get accurate

measurement of ingredients to have proper food products.

y Wooden Spoony Hand Mixery Metal Spoon

Function of the main ingredients used in cake making Flour- is used for structure/shape of the pastry Fat- improves tenderness and flavor, gives finer and more uniform grain and a moist,

silky texture.

Liquid- help with the gelatinization of starch, the development of gluten and formsteam to help the mixture rise.

Egg- added to trap air, help emulsify fat in creamed mixtures, add colour, nutritionalvalue, help set the cake in its risen position by the coagulation of the egg protein.

Guidelines for cake making

y Read the recipe carefully before startingy Collect all the utensils and ingredients you need before startingy Baking tins should be of the correct size and suitably preparedy Weigh and measure all ingredients accuratelyy

Never add a little extra for good measurey The oven should be at correct temperature before the cake is put in.y Make sure the oven shelves are level and in the correct positiony Record the time at which you put in the cake in the oven and time the baking period.y Do not open the oven door before the cake has set.


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Procedures for making Strawberry Swiss Roll:1. Grease and line baking sheet.2. Sift flour. Put eggs and sugar in large bowl over pan of hot water and whisk until mixture

is thick and creamy.

3. Remove from heat and add essence. Sift half of flour over egg mixture and fold incarefully.

4. Repeat with remaining flour and add water to make a pouring consistency.5. Turn into prepared pan and spread mixture to corners.6. Bake at once at 220oC (425oF) for 7 to 10 minutes until well risen, light, golden and

springy to touch.

7. Have ready a sheet of paper dredged with sugar over a damp cloth.8. Turn cake out on sugared paper at once, remove lining paper; trim crisp edges and spread

with warm strawberry jam.

9. Roll up sponge from short side, making the first turn firm and then rolling lightly.

Introductory ActivityStudents will view PowerPoint on cake making. Then they will be asked questions about what

they have learnt from the PowerPoint. After which we will have a discussion about the topic.


Step 1 Charts will be place on board with the classification of the differentmethods of mixing used in cake making. Students will be asked to read it,then bother teacher and students will discuss the different procedures or

methods.

Step 2 Students will be asked to name some types of cakes that they know. The teacher willwrite their responses on the board. After which the teacher will five cakes of her choice andshow students pictures to indicate each.

Step 3 Students will be asked about if they know the main ingredients used in

cake making and tell their functions. After which the teacher will write themain ingredients used on the board and there functions. After which


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students will ask to take ten minute and read there text books to see if theycan gather additional information.

Step 4 Students will be asked if they can give and describe some tools used in

cake making. Selective students responses will be highlighted. The

teacher will supply the students with handouts pertaining to the function(use) of each tool. The students will be expected to read the functions asthey discuss it among each other, before reading out loud and discussing it

with the teacher. The teacher will at this point allow students to view adisplay area with tools used in cake making.

Step 5 Students will be asked about the functions of the main ingredients used in

cake making. The teacher will write it down on the board. She will explainthem to the class.

Step 6 The students will then be asked to come forward and stand in two semi-

circles at the teachers demonstration area.T

he teacher follow proceduresstep by step as the students read, to demonstrate making the Swiss Roll

Cake. The teacher will then show the students finished products

Demonstration of how to make Swiss rolls using whisking method

DO SAY1 Sift flour into a bowl

2 Put eggs and sugar in large bowl over panof hot water and whisk until mixture is

creamy.3 Remove from heat and add essence. Sift

flour over egg mixture and fold incarefully.

4 Pour mixture into prepared pan.5 Have ready a sheet of paper dredged with

sugar over a damp cloth.

6 Heat strawberry jam.

This will Inco-operate air into the

ingredients

This is done to Inco-operate air in the

mixture.

The essence will add flavor to the mixture.

While sifting and folding in cooperates air.

Bake at 220oC/425

oF for 7 to minutes.

This is is to roll sponge on.

So it will be spreadable.

Evaluation 1:Students will be asked to write an essay on cake making. It should include :

y Types of cakesy Method used in cake making

y Tools and Equipmentsy Main Ingredients use

y Functions of each ingredients.y Procedures to follow when making cakes

Students will be given twenty minutes for this activity after which teacher will collect

paper and mark each.


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Demonstration Theory Lesson Plan

Name Shantel Gordon

Subject Clothing and textile

Topic Designs on clothing

Date May 17, 2010

Grade 10


General Objectives: To allow students to be knowledgeable about the principles underlying the

Batik design.

Specific Objectives:A

t the end of the lesson students should be able to:i. Define the term Batik.

ii. List tools and equipments used when working the Batik design.iii. List some items batik design is used on.iv. Follow procedures used when doing batik design.

Reference: Caribbean Home Economics in Action 2, Heinemann

Instructional Material: Cover up gears, Tjanting(traditional tool used for applying wax),

Fabric, Candle wax, fabric dye, Iron, Ironing board, Greased paper, embroidery thread, scissors.

Methodology:Hand outs, Video, practical, questions and answers.

Previous Knowledge: A small amount of students is aware ofBatik design.

Content Outline:

What is Batik design?

Batik design is a resist method of dyeing, it is done by applying hot wax to drawing or design on

fabric with a type of brush known as the tjanting.

List tools and equipments used when working the Batik design?

Bucket Brush (tjanting) Grease Paper Scissors


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Fabric Thong Dye Iron and ironing board

List some items Batik is used on?

Scarves Fashionable garments such as blouses, shirts, pants etc Upholsteries and other household items

Procedures for working Batik design?

1. Draw the pattern on the fabric and apply the hot wax to the fabric using brush orspecial tool called tjantang.

2. When the wax is cool, crumple the fabric to crack the wax.3. Immerse the fabric in cold-water dye4. Re-paint some areas with wax and re-dye in other colours if you desire.5. Remove the wax using hot iron and layers of greased paper.6. Place fabric in sun to dry.



Students will be given the opportunity to watch a video showing and telling about the history of

Batik design. While video is playing students should listen carefully and write down all the

information they can gather because at the end, the teacher will ask question on what they have

learnt.

Step 1: The teacher will ask each students formulate a definition forBatik and stand read it one

by one. After which the teacher will write her definition on the board. The students will be asked

to write the teachers definition.

Step 2: Students will be given handouts with names and pictures of tools used in Batik design.

Teacher will ask students if they are familiar with any of the tools on the handouts. Teacher will

allow students to cut out the pictures and information on the handouts and paste it inside their

books.


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Step 3: Students will be given an opportunity to view a power point with items that are design

with Batik design. After which students will be placed in groups of two, each group will be given

a back with jumble letters. They should try and formulate words as they relates to Batik design.

The first group to formulate a word will be provided with fabric to do their batik design on.

Step 4: Students will be instructed to form a circle around teacher while she demonstrates

procedures on how the batik design is done.

Demonstration for working Batik design.

Do Say

1. Draw the pattern on the fabric andapply the hot wax to the fabric

using brush or special tool called

tjantang.2. When the wax is cool, crumple the

fabric to crack the wax.

3. Immerse the fabric in cold-waterdye

4. Re-paint some areas with wax andre-dye in other colours if you

desire.

5. Remove the wax using hot iron andlayers of greased paper.

6. Place fabric in sun to dry.

Drawing will be one of your choice, the hot wax

will be spread over the drawing on the fabric.

The wax cannot be crumpled unless it is cool.

Dye should be one a colour of your choice.

You will repaint some areas as desire if you need

multi-colour on fabric

Evaluation 1:

Students will be given a short quiz with five questions, each questions will value five marks.

Quiz

1. Formulate a definition ofBatik?2. List five tools and equipments used in batik design?3. List five items batik design is used on?4. Outline five procedures to follow when doing batik design?5. Sketch a picture of the tjanting?


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Answers

1. What is batik design? Batik design is a resist method of dyeing, it is done byapplying hot wax to drawing or design on fabric with a type of brush known as the

tjanting

2. List five tools and equipments used in batik design? Fabric, Dye, Thong, Bucket,Grease Paper

3. List five items batik design is used on?Shirts, Pants, Skirts, Sofa, Sheets

4. Outline five procedures to follow when doing batik design?y Draw the pattern on the fabric and apply the hot wax to the fabric using brush

or special tool called tjantang.

y When the wax is cool, crumple the fabric to crack the wax.y Immerse the fabric in cold-water dyey Re-paint some areas with wax and re-dye in other colours if you desire.y Remove the wax using hot iron and layers of greased paper.

5. Sketch a diagram of the tjanting?


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Demonstration Practical Lesson Plan


Subject: Foods and Nutrition

Grade: 10

Topic: Bread Making

Sub-topic: Dinner Rolls

Date: May 18, 2010

Time: 2 Hours

General objective: To develop students knowledge on bread making and to allow them to use

their skills in making a dinner roll.

Specific objectives:At the end of the lesson students should be able to:

1. Define the term bread.2. State six possible faults found in bread making.3. Identify tools and equipments used in bread making.4. List main ingredients used in bread making.5. Outline general rules for bread making.6. Follow procedures to make dinner rolls.

Content Outline:

Bread is a food made of flour, yeast, water, sugar mixed together and baked.

Six faults found in bread making:

y Heavy texturey Uneven shapey Tough crusty Pale crusty Sour tastey Heavy wrinkled loaf

Tools and equipments used in bread making:

y Measuring cups and spoony Bowlsy Loaf tins/baking traysy Pastry brushy Sievey Bread basket

Main ingredients used in bread making:


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y Yeasty Floury Sugary Milky Salty Eggsy Fat

General rules for bread making:

1. Warm conditions must be maintained throughout bread making. Coldness willretard the action of yeast.

2. Intense heat during yeast during preparation is to be avoided as this will kill theyeast and stop the leavening action.

3. Bread dough require a great deal of manipulation to develop elasticity anddistribute the raising agent.

4. To avoid a tough, heavy product, allow enough time for fermentation to takeplace.

5. A well baked loaf has a hollow sound when knocked.

Procedures to make dinner rolls

1. Heat milk; add salt, butter and 2tsp sugar. Allow to cool to luke warm.2. Add yeast and 1 tsp sugar to tepid water and dissolve.3. Beat eggs and add milk mixture to dissolved yeast.4. Stir in flour to make a soft dough5. Knead lightly and placed in greased bowl6. Cover with cling wrap, place in a warm area to double in size7. After double in size, punch down with fist and knead with finger tips, cover again

and put to proof.

8. Remove and re knead on floured board, scale and cut and shape.9. Place on grease baking tray, rest on stove top for ten minutes so it will double in

size.

10.After 10 minutes remove and place in oven. Bake at 2300C/4500F for 15 minutes.


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Resources:

y Power point presentation with definitions of bread and the six faults foundin bread making with pictures of each faults.

y Power point with tools and equipments used in bread making.y Chart with main ingredients used in bread making.y Handout with procedures to follow when making dinner rolls.

Planning and Solutions


Students will be asked to view a video tape on bread making. After the teacher will question

students about what they have learnt from the video.

Step1

Students will be given 5 seconds to formulate a definition for the term bread. After which

teacher will randomly select five students to share their definition with the class. Then the

teacher will write her definition on the board.

Step2

Teacher will ask students to think of some faults that can be found in bread making. After they

will be given the opportunity to view PowerPoint with faults found in bread making. Students

will be given the opportunity to write faults in their books.

Step3Students will view powerpoint with tools and equipments used in bread making. After which

teacher and students will have a discussion after.

Step 4

A chart will be placed on the board with the main ingredients used in cake making. A discussion

will be held on the function of each. After which students will be given some word cards with

words from tools and equipments used in cake making and ingredients used. Each students will

stand and explain what their word is used for.

Step5

Students will be asked to form a semi circle around teacher, so she can demonstrate how to

dinner rolls. After which students will do a practical and make dinner rolls.


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Demonstration Chart

DO SAY

1. Heat milk, add salt, butter and 2tspsugar. Allow to cool to luke warm.

2. Add yeast and 1 tsp sugar to tepidwater and dissolve.

3. Beat eggs and add milk mixture todissolved yeast.

4. Stir in flour to make a soft dough5. Knead lightly and placed in

greased bowl

6. Cover with cling wrap, place in awarm area to double in size

7. After double in size, punch downwith fist and knead with finger

tips, cover again and put to proof.

8. Remove and re knead on flouredboard, scale and cut and shape.

9. Place on grease baking tray, reston stove top for ten minutes so it

will double in size.

10.After 10 minutes remove andplace in oven.

Milk should be luke warm to prevent killing of the

yeast. Hot temperature kills yeast. The sugar is like

a feeding to yeast.

Dough should be kneaded with finger tips and

should not be over kneaded because this will cause

it to be tough.

Dough should be cover so it will trap air and

moisten.

It should be punched down to remove air bubbles.

Should be scale so that you will get equal size.

Rest on stove to proof. Brush with egg was for a

nice glaze.

Bake at 2300C/4500F for 15 minutes.

Evaluation 1: Students will do a practical so teacher will see if they have learnta score sheet

will be used to grade students, students will be working in pairs.

Time Order of work


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7:30 to 8:00 A.M

8:00 to 8:30A.M

8:30 to 9:00A.M

9:00 to 9:30A.M

9:30 to 10:00A.M

Students will be instructed to put on appropriate safety gear (lab coat and head

gear). The students will then collect all correct tools/utensils; then weigh andmeasure the ingredients to be used for the product. Preheat ovens to proof and

bake dinner rolls.

The teacher will check if the students collected the correct tools and

equipment that will be needed. And if all further preparation has been carriedout. The teacher will then instruct the students to begin

The preparation of the dough. After which students will place dough in warmarea to proof.

Students will wash up and tidy work area. After which they will remove

dough from warm area and punch down. And knead lightly on floured boardonce more. Then form in a ball, cover with cling wrap and put in warm area to

proof once more.

Students will clean work area once more. Then remove dough and knead lightly with

finger tips. The scale and shape dough and place on prepared baking sheet. Put to on

stove top to proof and glaze with beaten egg. After place in preheated oven and bake

at 2300C/450

0F for 15 minutes.

Remove from oven put to cool and serve.

Score Sheet

Key: 5 = excellent, 4= very good, 3= good, 2= fair, 1= poor. Points to consider.

Features/

Areas

1 2 3 4 5

Transfer of

knowledge

colour/ texture

Suitable flavor

Appropriate

use of garnish

Suitable and

appropriateservingequipments

and utensils

Proper hygiene

Attitude and

conduct while

working in lab.


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Demonstration Practical Lesson Plan


Subject:Clothing and Textile

Grade: 10

Topic: Creation in making

Sub-topic: Making up a A-line skirt

Date: May 18, 2010

Time: 2 Hours

General Objectives: Students should be aware of guidelines that should be followed in order to

order to assemble the A-line skirt.


i. Define terms related to skirt making.ii. Name some types of skirts

iii. List notions used on a-line skirts.iv. Follow procedures used when making the a-line skirt.

Content Outline:

Terms related to skirt making with definition.

Notching- a technique that involves cutting wedges from the seam allowance of concaveand inward curves.

Stay stitching- A row of directional stitching placed just inside certain seams lines toprevent them from stretching out of shape during handling and garment construction.

Top stitching- machine stitches done from the right side of a garment for either adecorative effect or functional reasons, or sometimes for both at the same time.

Some types of skirts are:

A-line Flared Pegged orDraped Circular

Notions used on a-line skirts are:

Fabric Zipper


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Interfacing Thread Hook and eye/Velcro/buttons

Procedures used to make A-line skirt:

i. Join center back in preparation for the zipper.ii. Finish the seam using turn and stitch.

iii. Insert the zipper.iv. Stitch the dartsv. Stitch side seams and finish the seams using the same turn and stitch.

vi. Make up and attach the waist band.vii. Work invisible hem.

viii. Attach waist band and put on fasteners (hook and eye).Resources:

o Charts with definition of terms used.o Power point with name and pictures of different types of skirts.o Chart with a list and example of some notions used on skirts.o Handouts with procedures used to make up a-line skirt.



Five students will be asked to stand and dip in a bag with terms as it relates sewing, each student

will read aloud to the rest of the class. After which students will play musical cheer called ride

the rhythm, with the words given.

Step 1

Students will be given the opportunity to view PowerPoint with name and pictures of different

types of skirts. They will be allotted five minutes to write the information from the PowerPoint.

The teacher will walk around to see if students wrote the information.

Step2

A student will be asked to put up chart with a list of notions used on skirts. This will be followed

by a discussion. Then students will ask to write off notes off charts in their notebooks.

Step 3

The teacher will randomly select students to stand and tell what they have learnt thus far.


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Step4

Students will ask to form a semi circle around teacher, so she can demonstrate to them how to

make up a half scale a-line skirt.

Demonstration chart

DO SAY

i. Join center back in preparation for thezipper.

ii. Finish the seam using turn and stitch.iii. Insert the zipper.iv. Stitch the dartsv. Stitch side seams and finish the seams

using the same turn and stitch.

vi. Make up and attach the waist band.vii. Work invisible hem.

viii. Attach waist band and put on fasteners(hook and eye).

Pressing should be done at each step. The zipper

should be baste in or pin on before stitching.

This will prevent fabric from fraying and will give

a neat look.

Darts should be stitched from top to the end,

leaving a long piece of thread at each end, so the

darts can be tapered.

Interfacing should press onto waistband; the

waist band must be basted on before stitching

down, to see if it fits.

Step 5

To see how well students were paying attention. They will be given the opportunity to make up a

half scale skirt.

Time Order of work

7:30 to 8:00 A.M

8:00 to 8:30A.M

8:30 to 9:00A.M

Each student will be asked to sit around a machine. They will be handed

fabric that is already cut out and press. They will be given threads andbobbins too. Teacher will check machines before students begin to sew.

Students will baste in there zipper, and stitch in zipper. After which they will

press. They will work darts and taper at each end. Press flat.

After they will join side seams and finish seams with turn and stitch. They

press seams flat and open.


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9:00 to 9:30A.M

9:30 to 10:00A.M

Students will make up waistband by pressing on interfacing, and then baste it on.After which they stitch it on. Then hem with invisible hem.

Sew on hook and eye. Do final press. Label and present to teacher.

Evaluation1


Neatness in stitching 5mrks

Correct measurement of each

seams 5mrks Neatly labelled 5mrks

Time management skills. 5mrks

Transfer of prior knowledge. 5mrks


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Practical Theory Lesson Plan

Name Shantel Gordon

Subject Clothing and textile

Topic Designs on clothing

Date May 17, 2010

Grade 10


General Objectives: To allow students to be knowledgeable about the principles underlying the

Batik design.


i. Define the term Batik.ii. List tools and equipments used when working the Batik design.

iii. List some items batik design is used on.iv. Follow procedures used when doing batik design.

Reference: Caribbean Home Economics in Action 2, Heinemann

Instructional Material: Cover up gears, Tjanting(traditional tool used for applying wax),

Fabric, Candle wax, fabric dye, Iron, Ironing board, Greased paper, embroidery thread, scissors.

Methodology:Hand outs, Video, practical, questions and answers.

Previous Knowledge: A small amount of students is aware ofBatik design.

Content Outline:

What is Batik design?

Batik design is a resist method of dyeing, it is done by applying hot wax to drawing or design on

fabric with a type of brush known as the tjanting.

List tools and equipments used when working the Batik design?

Bucket Brush (tjanting) Grease Paper Scissors Fabric Thong Dye


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Iron and ironing board

List some items Batik is used on?

Scarves Fashionable garments such as blouses, shirts, pants etc Upholsteries and other household items

Procedures for working Batik design?

7. Draw the pattern on the fabric and apply the hot wax to the fabric using brush orspecial tool called tjantang.

8. When the wax is cool, crumple the fabric to crack the wax.9. Immerse the fabric in cold-water dye10.Re-paint some areas with wax and re-dye in other colours if you desire.11.Remove the wax using hot iron and layers of greased paper.12.Place fabric in sun to dry.



Students will be given the opportunity to watch a video showing and telling about the history of

Batik design. While video is playing students should listen carefully and write down all the

information they can gather because at the end, the teacher will ask question on what they have

learnt.

Step 1: The teacher will ask each students formulate a definition forBatik and stand read it one

by one. After which the teacher will write her definition on the board. The students will be asked

to write the teachers definition.

Step 2: Students will be given handouts with names and pictures of tools used in Batik design.

Teacher will ask students if they are familiar with any of the tools on the handouts. Teacher will

allow students to cut out the pictures and information on the handouts and paste it inside their

books.

Step 3: Students will be given an opportunity to view a power point with items that are design

with Batik design. After which students will be placed in groups of two, each group will be given


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a back with jumble letters. They should try and formulate words as they relates to Batik design.

The first group to formulate a word will be provided with fabric to do their batik design on.

Step4:

Students will be able to carry out what they have learnt by doing a practical.

Time Plan

Time Order of work

7:30 to 8:00 A.M

8:00 to 8:30A.M

8:30 to 9:00A.M

9:00 to 9:30A.M

9:30 to 10:00A.M

Students will pre-prep by drawing the design they want to put on their

fabrics. Wax will we put to melt.

Students will apply hot wax on the design on fabric. When the wax is dried

up, students will crumple fabric to crack wax.

After which they will immerse fabric in bucket with cold water dye. They

can dip fabric in various colour dyes to get multi coloured.

Students should fabric in sun to dry. Do cleaning up.

Remove fabric from sun, lay on iron board, cover with grease paper and

iron to remove wax. Neatly label and present to teacher.

Evaluation:


Transfer of procedure to do batikdesign

5mrks

Colour chosen based on colour

wheel chart 5mrks

Neatly labelled 5mrks

Time management skills. 5mrks


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Practical Theory Lesson Plan

Name Shantel GordonSubject Clothing and textileTopic Designs on clothing

Date May 17, 2010

Grade 10Duration 2hrs 40mins

General Objective To allow students to develop an understanding in the techniques used inCake making.

Specific Objectives At the end of the lesson the students should be able to:7. Classify cakes according to the method of mixing used.8. name five types of cakes.9. List ingredients used in cake making10.List some tools and utensils used in cake making11.Function of main ingredients used in cake making12.

follow the procedures for making Swiss

Roll.

References Introductory FoodsInstructional Materials Charts- with the classification of cakes according to mixing.

Photos displaying samples of each cake. Powerpoint withinformation on the tools and equipments used in cake making.

Methodology Questions and answers and discussion.

Previous Knowledge Some students are already familiar with some types of cakes.

Content Outline:

y Classification of cakes according to method used to prepare them.y Plain orRubbed in methody Rich or Creamedy Spongey Melted fat or Gingerbready All-in-one or one stage

Five types of cakes

y Rock bunsy Swiss Rolly Gingerbready Orange Cakey One Stage Cake

Main Ingredients used in cake making


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y Floury Eggsy Sugary Liquid

Tools used in cake making

y Sieve-this is used o in-cooperate air in the ingredients. (flour)y Measuring spoons/ cups- these are very important instruments used not only in

pastry making, but many other jobs in the kitchen. These are used to get accuratemeasurement of ingredients to have proper food products.

y Wooden Spoony Hand Mixery Metal Spoon

Function of the main ingredients used in cake making

Flour- is used for structure/shape of the pastry Fat- improves tenderness and flavor, gives finer and more uniform grain and a moist,silky texture.

Liquid- help with the gelatinization of starch, the development of gluten and formsteam to help the mixture rise.

Egg- added to trap air, help emulsify fat in creamed mixtures, add colour, nutritionalvalue, help set the cake in its risen position by the coagulation of the egg protein.

Guidelines for cake making

y Read the recipe carefully before startingy Collect all the utensils and ingredients you need before startingy B

aking tins should be of the correct size and suitably preparedy Weigh and measure all ingredients accuratelyy Never add a little extra for good measurey The oven should be at correct temperature before the cake is put in.y Make sure the oven shelves are level and in the correct positiony Record the time at which you put in the cake in the oven and time the baking period.y Do not open the oven door before the cake has set.

Procedures for making Strawberry Swiss Roll:10.Grease and line baking sheet.11.Sift flour. Put eggs and sugar in large bowl over pan of hot water and whisk until mixtureis thick and creamy.12.Remove from heat and add essence. Sift half of flour over egg mixture and fold in

carefully.

13.Repeat with remaining flour and add water to make a pouring consistency.14.Turn into prepared pan and spread mixture to corners.15.Bake at once at 220oC (425oF) for 7 to 10 minutes until well risen, light, golden and

springy to touch.


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16.Have ready a sheet of paper dredged with sugar over a damp cloth.17.Turn cake out on sugared paper at once, remove lining paper; trim crisp edges and spread

with warm strawberry jam.18.Roll up sponge from short side, making the first turn firm and then rolling lightly.

Developmental steps


Step 1 Charts will be place on board with the classification of the differentmethods of mixing used in cake making. Students will be asked to read it,

then bother teacher and students will discuss the different procedures ormethods.

Step 2 Students will be asked to name some types of cakes that they know. The teacher willwrite their responses on the board. After which the teacher will five cakes of her choice and

show students pictures to indicate each.

Step 3 Students will be asked about if they know the main ingredients used incake making and tell their functions. After which the teacher will write the

main ingredients used on the board and there functions. After whichstudents will ask to take ten minute and read there text books to see if they

can gather additional information.

Step 4 Students will be asked if they can give and describe some tools used incake making. Selective students responses will be highlighted. The

teacher will supply the students with handouts pertaining to the function(use) of each tool. The students will be expected to read the functions as

they discuss it among each other, before reading out loud and discussing itwith the teacher. The teacher will at this point allow students to view a

display area with tools used in cake making.

Step 5 Students will be asked about the functions of the main ingredients used incake making. The teacher will write it down on the board. She will explain

them to the class.

Step6Students will be given the opportunity practice what they have learnt by doing a practical.

Time PlanTime Order of work

7:30 to 8:00 A.M

8:00 to 8:30A.M

8:30 to 9:00A.M

Students will pre-prep by weighing and measuring all ingredients and

preparing all baking sheets. They will also preheat oven at 220 degrees

Celsius or 425 degrees Fahrenheit.

Students will put eggs and sugar in large bowl over pan of hot water andwhisk until mixture is creamy.

After which they will remove from heat and add essence. Sift flour over

egg mixture and fold in carefully to trap air. Pour into prepared pan spreadto sides and put to bake immediately for 7 to 10 minutes. Clean up.


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9:00 to 9:30A.M

9:30 to 10:00A.M

Damp a cloth and spread out on clean area, then place a sheet of wax or

grease paper on top of the damp towel and dredge paper with granulated

sugar. Remove roll from oven and turn out on prepared grease paper,

spread melted jam and roll Swiss roll and place in refrigerator for ten

minutes.Clean up and set up serving area. Remove Swiss roll from refrigerator,

decorate and serve.

Evaluation 1Criteria Scores Students score

Transfer of procedure to do make

Swiss roll

5mrks

Taste / flavour5mrks

texture 5mrks

Attractiveness 5mrks

mrs pinnock assignment

Documents