Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 4
Age: 15 years
Duration: 45 minutes
Subject: Food and Nutrition
Curriculum Theme: Food and Nutrition
Previous Lesson: Food Study: Cereal and Grains Types and Value.
Topic: Food Study
Subject Matter: Processing cereals and grains into flour, uses of cereal and grain products, factors for choosing cereals and grains, identifying processed flour, photo album activity on cereals.

Specific Objectives

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

Cognitive Domain:

Define cereals and grains.
List methods of processing cereals and grains into flour.
State various uses of cereal and grain products.
Identify factors to consider when choosing cereals and grains.

Affective Domain:

Appreciate the importance of cereals and grains in daily diet.
Show interest in the processing and uses of different flour types.

Psychomotor Domain:

Identify different types of processed flour by observation.
Participate in creating a photo album of cereals.

Collaborate with peers during group activities.
Discuss openly about the different uses of flour.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Food and Nutrition.
State Unified Scheme of Work for Senior Secondary Schools.
Food and Nutrition for Senior Secondary Schools by P.N. Emeje.
[Link 1]
[Link 2]

Instructional Materials

The teacher will teach this lesson with the aid of:

Samples of processed flour (e.g., wheat, maize, rice, yam flour).
Pictures or charts of various cereal grains (e.g., maize, rice, millet, sorghum).
Simple materials for a photo album activity (e.g., cardboard, glue, scissors, printed cereal pictures).

Rationale for the Lesson

This lesson helps pupils understand how common cereals and grains are turned into flour, which is a staple food in many Nigerian homes. Knowing this process and how to choose good quality products enables pupils to make informed decisions for their families and future careers in food preparation.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of different food groups and the importance of carbohydrates in the diet.

Lesson Content/Board Summary

Processing Cereals and Grains into Flour

What are Cereals and Grains?

Cereals are grasses cultivated for their edible starchy grains. Grains are small, hard, dry seeds, with or without an attached hull or fruit layer, harvested for human or animal consumption.

Methods of Processing Cereals and Grains into Flour

The following are common methods for processing cereals and grains into flour:

Cleaning: Removing impurities like dust, stones, and foreign matter.
Dehulling/Milling: Removing the outer layers (bran and germ) from the grain, leaving the endosperm.
Grinding: Crushing the grain into fine particles using mills or grinders.
Sifting/Bolting: Separating the fine flour from coarser particles.

Uses of Cereal and Grain Products

Cereal and grain products have many uses, including:

Making baked goods like bread, cakes, and biscuits.
Preparing traditional dishes such as pap (ogi/akamu), tuwo, fufu, and semovita.
Used as thickeners in soups, stews, and sauces.
Production of pasta, noodles, and breakfast cereals.
Serving as animal feed.

Factors for Choosing Cereals and Grains

When choosing cereals and grains, consider the following factors:

Appearance: Should be free from pests, mould, discoloration, and foreign matter.
Smell: Should have a fresh, natural smell, not musty or sour.
Moisture Content: Should be dry to prevent spoilage and mould growth.
Nutritional Value: Consider whole grains for higher fibre and nutrient content.
Cost and Availability: Choose affordable and readily available options.
Packaging: Should be well-sealed and undamaged.

Identifying Processed Flour

Processed flour can be identified by its texture, colour, and smell. For example, wheat flour is typically fine and white/cream, maize flour (corn flour) can be yellow and slightly coarser, and rice flour is very fine and white. Different flours also have distinct smells.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them to name some staple foods commonly eaten in their homes. The teacher then guides the discussion towards foods made from cereals and grains, linking it to the topic of flour processing.
Pupils’ Activity: Pupils respond by naming staple foods and participating in the discussion.
Learning Point: Pupils recall prior knowledge about staple foods and are introduced to the lesson topic.

Step 2: Processing Cereals and Grains into Flour

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains what cereals and grains are, using pictures to illustrate different types. The teacher then describes the different methods involved in processing cereals and grains into flour, such as cleaning, dehulling, grinding, and sifting, using simple language.
Pupils’ Activity: Pupils listen attentively, observe the pictures, and ask questions for clarification.
Learning Point: Pupils learn the definition of cereals/grains and the stages of flour processing.

Step 3: Uses of Cereal and Grain Products

Time: 7 minutes
Teaching Skill: Discussion/Brainstorming
Teacher’s Activity: The teacher leads a discussion on the various uses of cereal and grain products in cooking and other areas. The teacher encourages pupils to share examples from their daily lives.
Pupils’ Activity: Pupils actively participate, mentioning foods like bread, pap, tuwo, and other uses of flour.
Learning Point: Pupils identify diverse applications of cereal and grain products.

Step 4: Factors for Choosing Cereals and Grains

Time: 7 minutes
Teaching Skill: Explanation/Questioning
Teacher’s Activity: The teacher explains the important factors to consider when choosing cereals and grains, such as appearance, smell, moisture content, and cost. The teacher asks questions to ensure pupils understand the reasons behind each factor.
Pupils’ Activity: Pupils listen, take notes, and answer questions posed by the teacher.
Learning Point: Pupils learn the criteria for selecting good quality cereals and grains.

Step 5: Identifying Processed Flour

Time: 6 minutes
Teaching Skill: Demonstration/Observation
Teacher’s Activity: The teacher displays different samples of processed flour (e.g., wheat, maize, rice) and guides pupils to observe their distinct characteristics such as colour, texture, and smell. The teacher encourages pupils to describe their observations.
Pupils’ Activity: Pupils observe the flour samples, touch them (if permitted), and describe their characteristics.
Learning Point: Pupils develop practical skills in identifying different types of processed flour.

Step 6: Photo Album Activity on Cereals

Time: 5 minutes
Teaching Skill: Practical/Group Work
Teacher’s Activity: The teacher divides pupils into small groups and provides each group with simple photo album materials and pictures of various cereals. The teacher instructs them to create a mini photo album, identifying each cereal.
Pupils’ Activity: Pupils work in groups to identify and arrange the cereal pictures into a simple photo album.
Learning Point: Pupils reinforce their knowledge of different cereals through a hands-on activity.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define cereals and grains.
List three methods of processing cereals into flour.
Mention four uses of cereal and grain products.
State two factors to consider when choosing cereals and grains.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher briefly summarizes the key points of the lesson, reiterating the importance of cereals and grains and how they are processed into flour. The teacher then assigns homework: “List five common food items made from processed flour in your locality.”
Pupils’ Activity: Pupils listen to the summary and copy the homework.
Learning Point: Pupils consolidate their learning and are given an assignment to extend their knowledge.

Lesson Keywords

Cereals – Grasses cultivated for their edible starchy grains.
Grains – Small, hard, dry seeds harvested for food.
Flour – A powder made by grinding grain, used for baking.
Milling – The process of grinding grain into flour.
Dehulling – Removing the outer casing or hull from grains.
Sifting – Passing flour through a sieve to remove coarse particles.

Differentiation

For pupils who grasp concepts quickly, they can be tasked with researching specific types of flour and their unique properties. For those needing more support, the teacher will provide additional visual aids and simplified explanations, ensuring they can identify at least two types of flour and their uses.

Note for teachers using this lesson plan

Ensure that actual samples of different processed flours are available for pupils to touch and observe. Encourage active participation and real-life examples from the pupils to make the lesson relatable. Safety precautions should be observed when handling food samples.