PR-6171IRE Science A STEM Approach - 1st Class

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Lesson 6 Materials IT’S A STRETCH Lesson Plan Introduction: 1. Show pupils a picture of a cheesecake which contains sliced strawberries, whipped cream, a crushed biscuit base, a chilled cheese centre and so on. (Copy from the No-bake Cheesecake Recipe) . Ask pupils to describe what actions might have been used to make this cake. How did the cheesecake become this shape? What was done to the strawberries? How was the base of the cheesecake made? What other actions are used in cooking that change the materials? Have you helped out in the kitchen? What job did you get to do? 2. Pupils predict what actions will be required to change the ingredients in a cheesecake by completing Question 1 on page 119. The actual changes column will be completed after the cooking lesson. The answers are: crushing, melting, beating, whipping and slicing. Development: 3. Pupils will take part in a cooking lesson where they will get the opportunity to perform a variety of actions that change the ingredients. Pupils will need to observe and pay attention to the actions as they will record them later. Use a simple no-bake cheesecake recipe such as the recipe on page 120. Depending on class size and help available, this could be done with half the class in one group and the other half with another adult helper, or in three groups if more help is available. Note: The teacher should prepare the gelatine/boiling water mix before class so that it is able to cool down for use in the recipe and to avoid children handling boiling water. Note: If possible, record a video of the cooking session, either by asking an adult assistant or a responsible pupil. The video can then be replayed to the pupils during the Reflection. Also take digital photographs of each stage of the cooking process. These too can be referred to in the concluding part of the lesson. 4. After making the cheesecake, pupils complete the Actual change made column on the table on page 119 and the remainder of the questions. Discuss any differences between what they predicted and what actually happened. Differentiation • Some pupils may need support to complete the exercise on page 119. • Challenge pupils to write a short recount describing the changes that they observed throughout the cooking experience. Reflection: Viewing sample 5. While the cheesecake sets, play the video (if recorded) to pupils to remind them of what happened. As they watch, ask them to call out what changes they were making to an ingredient. 6. Show the photographs of each stage of the cooking process and ask pupils to describe the physical changes that were being made to the ingredients. Labelled photographs can be added to the working wall. 118 Science: A STEM APPROACH 1st CLASS 978-1-912760-15-2 Prim-Ed Publishing – www.prim-ed.com
Materials IT’S A STRETCH Lesson 6 1. What actions do you think you will need to use to change some of the ingredients to make a cheesecake? Ingredients Change predicted Actual change made Packet of biscuits Butter Cream cheese Cream Strawberries 2. I helped by 3. Name two ways that cooling was used in the recipe. 4. Write one way these ingredients can be changed when cooking. tomato onion cheese chocolate nut Cheesecake Recipe Viewing sample Prim-Ed Publishing – www.prim-ed.com 978-1-912760-15-2 1st Science: 119 CLASS A STEM APPROACH
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6171IR 174/9 Viewing sample
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Foreword Science: A STEM Approach (
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STEM Teaching Science: A STEM Appro
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PR-6171IRE Science A STEM Approach - 1st Class

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