Risk Factors In Raw Food Items Contamination for Primary 5

Class: Primary 5
term: 3rd Term
Subject: Pre-Vocational Studies
Curriculum Theme: Home Economics
Previous Lesson: Meaning Of Food Safety
Topic: Risk factors In Raw Food Items Contamination
Content/Learning Area: Biological: Mole, fungi, etc, Chemical: pesticide, toxin, etc, Physical: stones, metal rust, etc
Time Allocation: 40 minutes

Performance Objectives

By the end of the lesson, pupils should be able to:

• Cognitive Domain: explain the three types of contamination that affect raw food items.
• Affective Domain: Show concern for avoiding harmful substances in raw food.
• Psychomotor Domain: Identify examples of contaminated food items from visual aids.
• Social Domain: Participate in group discussions on how to keep food safe from contamination.

Reference Materials

The following resources were used in planning this lesson:

• 9 Years Basic Education Curriculum
• Abuja Educational Resource Centre Scheme of Work
• NAPPS National unified Scheme of Work
• Online Information from: wikipedia – Food contaminant
• Relevant Textbooks

Instructional Materials

To deliver this lesson,the teacher will use the following: Chart showing contaminated food samples,Real samples of safe and contaminated food items,Flashcards for biological,chemical and physical contaminants,Whiteboard and markers,Pictures of fungi,rust,pesticides,and foreign objects

Rationale for the Lesson

This lesson is critically important as it helps pupils identify dangerous substances in raw food and how to avoid eating contaminated items.

Prerequisite/Previous Knowledge

Pupils have seen raw food items at home and understand that some foods can spoil or look unusual.

Lesson Content

Risk Factors In Raw Food Items Contamination

Contamination of food means that harmful things enter the food and make it unsafe to eat. Raw food can be contaminated by different things we cannot always see.

Biological Contaminants: These are living things that can make food spoil or cause sickness.The following are biological contaminants:

1. Mould
2. Fungi
3. Bacteria
4. Yeast
5. Worms

Chemical Contaminants: These are harmful substances from chemicals that can enter raw food. These include:

1. Pesticides
2. Toxins
3. Insecticides
4. Cleaning agents
5. Chemical sprays

Physical Contaminants: These are things that are not food but can get mixed with food. Examples are:

1. stones
2. sand
3. Hair
4. Rust from metal
5. Pieces of glass

Risk Factors for Raw-food Contamination

Raw food can be contaminated by dirty hands, unsafe water, soil, animal waste, pests, unclean tools, leaking packages, chemicals or contact with ready-to-eat food. Warm temperatures and long storage can allow some microorganisms to multiply.

Wash hands and suitable produce, separate raw meat from cooked food, keep utensils clean, store food at safe temperatures and cook foods thoroughly where required. Washing reduces surface dirt but does not make every unsafe food safe.

Teaching Methods

To deliver this lesson,‌ ⁤the teacher will⁤ adopt⁤ the following methods: Discussion, lecture, Explanation, Visual aids, Group Work, Exhibition

Instructional Procedures

To deliver this lesson, the teacher will adopt the following steps:

Step 1: Introduction

Time: 5 min
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, displays a mouldy bread and clean bread, then asks pupils which one is safe to eat and why.
Pupils’ Activity: Pupils observe, respond, and express opinions.

Step 2: Biological Contaminants

Time: 7 min
Teaching Skill: Explanation, Visual
Teacher’s Activity: Teacher explains biological contaminants using charts, shows pictures of mould, fungi and worms.
Pupils’ Activity: Pupils look at pictures and listen carefully.

Step 3: Chemical Contaminants

Time: 7 min
Teaching Skill: Explanation
Teacher’s Activity: Teacher discusses harmful chemicals and shows flashcards of pesticides and sprays.
Pupils’ Activity: Pupils identify items and mention where they’ve seen them.

Step 4: Physical Contaminants

Time: 6 min
Teaching Skill: Demonstration
Teacher’s Activity: Teacher displays real samples like sand, stones, and rust and explains how they can enter food.
Pupils’ Activity: Pupils observe, ask questions, and touch safe samples.

Step 5: Note-Taking

Time: 5 min
Teaching Skill: Writing
Teacher’s Activity: Teacher dictates the lesson content and guides pupils to copy notes correctly.
Pupils’ Activity: Pupils copy notes into their books.

Step 6: Evaluation/Review

Time: 5 min
teaching Skill: Questioning
Teacher’s Activity: Teacher asks pupils questions on the three types of contamination and their examples.
Pupils’ Activity: Pupils answer questions orally and in writing.

Objective-aligned checks:

1. explain the three types of contamination that affect raw food items.
2. Show concern for avoiding harmful substances in raw food.
3. Identify examples of contaminated food items from visual aids.

Step 7: Conclusion

Time: 5 min
Teaching Skill: Instructional, Social
Teacher’s Activity: Teacher summarizes the lesson, praises active pupils, and encourages them to always check raw food before use.
Pupils’ Activity: Pupils reflect on the lesson and share what they learnt.

Lesson Keywords

• Contamination – When something dirty or harmful enters food
• Biological – From living things like fungi or bacteria
• Chemical – harmful substances like pesticides
• Physical – Things like stones or sand in food
• Pesticide – A chemical used to kill pests

Lesson Evaluation

To evaluate the learning, the teacher asks pupils to:

1. Define food contamination
2. List three biological contaminants
3. name two chemical contaminants
4. Mention two physical contaminants
5. Say one way to avoid food contamination
6. pick the contaminated food sample from given examples

Assignment/Homework

(There is no Assignment/homework in the attached lesson note)

Differentiation

• For slower learners: The teacher will support slower learners by using real-life examples and simplified language
• For advanced learners: faster learners will lead group discussions.
• For visual/auditory/kinesthetic learners: (There is no visual/auditory/kinesthetic learners differentiation in the attached lesson note)

Note for Teachers

Ensure that visual aids are clear and safe for classroom use. Use real or relatable examples to make the topic practical.