Form: Level:

407 Intermediate

Date: 29/8/2013 (Thursday) Time: 11.20 a.m.-12.30p.m. (1h10m)

Subject: Biology Theme: Investigating the physiology of living things Topic: 6.0 Nutrition

Objective: Applying the concept of balanced diet Learning Outcomes: At the end of the lesson, students should be able to: Determine the energy value in food samples Moral values: Being thankful to God, Realizing the scientific is a means to understand nature, practising healthy living, being cooperative, being honest and accurate in recording and validating data. Educational Emphasis: Science process skills- Observation, Communicating, Experimenting, Measuring and using numbers Manipulative skill- using and handling science apparatus and materials properly Instructional Aids/ materials: Laptop, Liquid-Crystal Display (LCD) projector, distilled water, groundnut, cashew nut, plasticine, cotton wool, Boiling tube, thermometer, retort stand, long pin, measuring cylinder, Bunsen burner, electronic balance, wind shield, record sheet/proposal, white board, marker pen, pictures of men. Previous Knowledge: 1. Students have basic knowledge about source and importance of energy. 2. Students have knowledge in calculating the energy value in foods

References:

Azmah Rajion, Gan, W.Y. & Manoharan a/l Subramaniam (2005). Biology form 4. Selangor: Bakaprep Sdn. Bhd. Form 4 Bio-score module Azmah Rajion, Gan, W.Y. & Manoharan a/l Subramaniam (2005). Biology form 4 Practical book. Selangor: Bakaprep Sdn. Bhd. Teaching Procedures: Stage Set induction ( 5 minutes) Instructional Activities 1) Teacher greets students 2) Teacher shows a picture of two men (same height and age). 3) Teacher asks students 3) Students respond to teachers questions. with these questions: -which one is heavier? -what is the method that can we use to check their weight? -what is the method that can we use to calculate their weight? 4) Teacher tells students that as weighing is the best way to see which one of the people is heavier, thus same goes to energy value in food. There is a way that can be use to see which one of the food that is high energy content. 5) Teacher tells students that today experiment is about the energy value of groundnut and cashew 5) Students listen to teachers explanation and prepare on the lesson. 4) Students listen to teachers explanation. Learning Activities 1) Students teacher 2) Students see the picture.

the

greet

the

nut. -deficiency excessiveness Development (15 minutes) 1) Teacher in foods. -definition - the unit of energy is Joule (J) -the formula to calculate: Energy value: Mass of water (g) x increase temperature (C) x 4.2 (J/g/C) Mass of food (g) recaps last 1) Students listen to and

lesson about energy value

teachers explanation.

Activity 1 (30 minutes)

2) Teacher divides students into 6 groups (3 groups for girls and 3 groups for boys) 3) Teacher sheet of distributes procedure explains a to

2) Students

divide

themselves into 6 groups.

3) Students

receive

the

procedures sheet. 4) Students listen to

each student. 4) Teacher about the procedure by draw the diagram on whiteboard. 1. 2. 3. 4. Weigh the groundnut and record its weight. Fill boiling tube with 20 ml of distilled water. Clamp the boiling tube to the retort stand. Record the initial temperature of the teachers explanation

water in the boiling tube. 5. Spike the groundnut firmly at the end of the pin which mounted on some plasticine. 6. Ignite the groundnut by holding it in the flame of a Bunsen burner 7. Then immediately place it beneath the boiling tube to heat the water. 8. 9. Stir the water gently with thermometer. Record the final temperature, that is, the highest temperature reached as soon as the groundnut has stopped burning. Repeat the procedure using the cashew nut. Calculate the energy value of groundnut and cashew nut using the formula 10. Tabulate the results in the table 5) Teacher asks each group to make sure they have all the desk. apparatus and materials needed on their 5) Students make sure they have all the apparatus and materials needed on their desk.

6) Teacher asks students to set up their apparatus. 7) Teacher checks their hypothesis that written in their proposal. 8) Teacher asks students to start carry out the experiment. 9) Teacher asks students to record their observation in their proposals table. 10) Teacher asks students to clean-up their tables after experiment is completed. Activity 2 (15 minutes) 11) Teacher asks student to get back into their groups and discuss to calculate the nut. 12) Teacher 13) Teacher groups asks asks each each energy value of groundnut and cashew

6) Students apparatus.

set

up

their

7) Students let the teacher checks their hypothesis that written in their proposal. 8) Students carry out the experiment. 9) Students observation record in their their

proposals table. 10) Students clean-up their tables after experiment is completed. 11) Students note. receive the

12) Students respond to the teachers question. 13) Students respond to the teachers question.

groups result. conclusion

whether the hypothesis is accepted or not based on the result. 14) Teacher students questions discusses the given in with the 14) Students discuss with post-lab teacher about the postlab questions.

laboratory manual. The questions are: 1. Suggest three ways in which you can improve the apparatus set-up in order

to obtain a more accurate result. 2. What form of energy is released burn? 3. Is all by the energy released groundnut when the groundnut and cashew nut

and cashew nut used to heat the water? Give a reason for your answer. 4. Why is the knowledge of energy values in food samples important? 5. Name the class of food that the highest energy Conclusion ( 5 minutes) value. 1) Teacher summarizes and concludes the lesson. 1) Students listen to the

teachers summary and conclusion.

Follow-up activity: Teacher asks each student to complete the report about the experiment and asks them to hand on the report for marking on the next lesson. Self-evaluation:

Supervisors comments: