Technology in Our Local… · SHS1 General Science

Lesson notes

Learning Objectives

Indicator: 1.4.2.LI.1

By the end of the lesson, learners can:

Identify at least four distinct science processes (e.g., fermentation, gelatinisation, sun drying, milling) involved in the production of a named indigenous food such as gari or aboloo.
Sequence the stages of production of a chosen indigenous food in the correct order, from raw material to finished product.
Explain the scientific reason behind each key stage of production (e.g., why fermentation occurs, why the food is dried, what role heat plays).
Work in mixed-ability groups to design and carry out a small-scale production of one indigenous food, recording observations at each stage.
Use a checklist to match each production stage to the relevant science process and present findings to the class.

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Curriculum details

Strand: Relationships with the Environment (Strand 4)
Sub-strand: Technology in Our Local Industries (4.2)
Content standard: 1.4.2.CS.2 - Explore the production of indigenous food (gari, akyeke, yakeyake. kenkey [Ga or Fante], aboloo, tubaani, dawadawa, etc). 1.4.2.LO.2 Conduct a project on the production of an indigenous food and produce a report.
Indicator: 1.4.2.LI.1 - Investigate the production of an indigenous food to identify the science processes in the stages of production.
Suggested placement: Semester 2, Week 19 (Week 39 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 60

Exemplars (from the NaCCA curriculum)

- Place learners into mixed-ability groups and let the learners design an activity to prepare a named local food.
- Lead learners to visit a place in your community where local food is produced to observe and document the stages of production and the diversity in the foods. Learners will then reflect and make presentations.
- Allow learners, working in convenient groups, to use the internet, books, and journals to brainstorm and write a report on the science processes (fermentation, sun drying, etc.) in the stages of production of the local food.
Teaching and Learning Resources:
- Voice recording device
- Journal from a field trip
- Internet sources (https://www.youtube.com/watch?v=1MtzyxQiqKo, https://www.youtube.com/watch?v=Kc7duzDEa6Y)
- Potash (ash from burnt stalks, cocoa pods, plantain peels etc.), vegetable oil, fire source, saucepan, beaker, weighing scale, common salt, water, and filter paper.
- Camera and voice recording device.
- Journal from field trip.
- YEAR TWO
- Internet resources (http://pubs.sciepub.com/jfs/5/3/3/index.html, http://pubs.sciepub.com/jfs/5/3/3/index.html)
- Local food materials/ingredients
- Checklist of science processes involved in processing local food.
- Writing materials
- Camera
Assessment (1.4.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding.