www.lessonplan.com.ng 1 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 1 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Revision of last session work SUBTITLE: PERIOD: 1 & 2 DURATION: 80 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Answer most of the resumption test 2. Recall some of the topics KEY VOCABULARY WORDS: revision RESOURCES AND MATERIALS: Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. Past questions from last session examination Students note book BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: Revision/Resumption Test Past questions from last session examination Students note book STRATEGIES AND ACTIVITIES: Class discussion on revision of last term work ASSESSMENT (EVALUATION): 1. Answer most of the resumption test 2. Recall some of the topics WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Answer most of the resumption test 2. Recall some of the topics HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 2 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 2 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu Pregnant /lactating woman SUBTITLE: PERIOD: 1 & 2 DURATION: 80 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Differentiate between pregnant woman and lactating mother 2. Identify the nutritional needs. KEY VOCABULARY WORDS: LACTATING RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: THE PREGNANT WOMEN: The pregnant woman needs extra nutrients in addition to the balance diet she requires. This is because she has to provide for the nutritional need of the baby in the womb. A pregnant woman should eat good balanced meals in order to produce a healthy normal baby. She needs abundant number of proteins to meet her own needs as well as to Produce the growth of fetus because the health of the fetus depends on the mother’s diet. They also need calcium, iodine and iron. The
www.lessonplan.com.ng 3 consumption of vitamins K is essential as to prevent excessive loss of blood during delivery LACTATING MOTHERS: They requires balanced diet like the pregnant woman with more energy requirements to meet additional stress of breast-feeding. She needs to take more fluids like water. DISHES FOR PREGNANT AND LACTATING MOTHERS. Breakfast. ❖ Milk and sugar ❖ Corn/millet pap STRATEGIES AND ACTIVITIES: Activity 1: Group work on pregnant/lactating woman. Activity 2: Field trip to see a dietician or nutritionist at nearby health center or hospital ASSESSMENT (EVALUATION): 1. Differentiate between pregnant woman and lactating mother 2. Identify the nutritional needs. WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Differentiate between pregnant woman and lactating mother 2. Identify the nutritional needs. HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 4 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 2 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Meal planning SUBTITLE: Meaning of meal planning – Importance of meal planning -Factors affecting meal planning PERIOD: 3 DURATION: 40 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Discuss meal planning 2. Enumerate the importance of meal planning 3. State the factors affecting meal planning KEY VOCABULARY WORDS: Meal Planning Health RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: Factors that influence meal planning 1. Age of Family Members: The age of each family member influences his/her nutritional needs. These include children, adolescents, adults and the aged. 2. Occupations or Activities of family members: The work a person does influences his food needs, for instance a manual worker will require more energy foods than sedentary worker 3. Health conditions of family members: Certain foods are not suitable for certain health conditions.
www.lessonplan.com.ng 5 4. Size of the family: The size of the family will determine the quantity of meal to plan for. 5. Seasons of the year: Most food stuffs are seasonal. Foods in seasons are cheaper, fresher and tastier than when they are out of season. Different foods are available for different seasons. 6. Money Availability: The quantity or type of food to plan for, depends on the income of a family. 7. Time Availability: The planner should consider the time available for her to prepare and serve the meal. Guidelines for meal planning 1. The meal must contain all necessary food nutrients. 2. Provide for nutritional needs of all family members in the meal plan. 3. Avoid monotony by varying foods. 4. Make use of foods in season. 5. Buy good quality foods. 6. Plan meals several days ahead of time so as to save money and time. STRATEGIES AND ACTIVITIES: Activity 1: Small group discussion on the meaning of meal planning Activity 2: Students in pairs share the ideas on meal planning Activity 3: Whole class discussion on factors affecting meal planning ASSESSMENT (EVALUATION): 1. Discuss meal planning 2. Enumerate the importance of meal planning 3. State the factors affecting meal planning WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. state two guidelines for meal planning; 2. list the factors that influence meal planning; 3. plan a day’s menu for a family. HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 6 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 3 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu vegetarians SUBTITLE: -Types of vegetarians – Reasons for vegetarian -Meal plan for vegetarian PERIOD: 1 & 2 DURATION: 80 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Identify vegetarians 2. Highlights types of vegetarians 3. Analyze the reason for vegetarian 4 Plan a menu for vegetarian KEY VOCABULARY WORDS: vegetarians Lacto-ovo Lacto RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: Vegetarian Diets Vegetarians are those people who neither eat animal flesh nor fish.
www.lessonplan.com.ng 7 Vegetarians: These are people who do not eat animal flesh or fish. They do not eat meat, fish, poultry, shell fish. They may also abstain from byproducts of animals such as milk, milk produced and eggs. They depend mainly on fruits, vegetables, cereals, grains, nuts and eat eggs but do not take dairy products. TYPES OF VEGETARIANS. There are three types of vegetarians. They are: • Lacto-ovo-Vegetarians: These are people who do not eat the flesh of animals, fish or poultry but take milk and milk products and eggs in addition to vegetables which they consume in generous amounts. • Lacto-vegetarians: These people do not eat the flesh of animals, fish, poultry or eggs. However, they take milk and milk products together with vegetables. STRATEGIES AND ACTIVITIES: Activity 1: Whole class discussion on the meaning of vegetarians Activity 2: Each group of students are to discuss different types of vegetarians Activity 3: Small group will plan a presentation vegetarian menu ASSESSMENT (EVALUATION): 1. Identify vegetarians 2. Highlights types of vegetarians 3. Analyze the reason for vegetarian 4 Plan a menu for vegetarian WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Identify vegetarians 2. Highlights types of vegetarians HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 8 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 3 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu vegetarians SUBTITLE: PERIOD: 3 DURATION: 40 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Identify vegetarians 2. Highlights types of vegetarians 3. Analyze the reason for vegetarian 4 Plan a menu for vegetarian KEY VOCABULARY WORDS: vegetarians Lacto-ovo Lacto RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: REASONS FOR VEGETARIAN. Cultural reasons Religious reasons. Moral reasons.
www.lessonplan.com.ng 9 Physiological reasons. FACTORS TO CONSIDER WHEN PREPARING AND SERVING FOOD FOR VEGETARIANS 1. Season food with garlic, onions, curry, thyme, etc. to make food appetizing. 2. Make sure that food is balance and every food group represented. 3. Garnish with sliced tomatoes, onions, cucumber and egg where necessary. 4. Make sure you include nuts, seeds, and pulses Suggested menu for different types of vegetarians Rice and Egg stew, green beans, Fruit salad and custard sauce STRATEGIES AND ACTIVITIES: Activity 1: Whole class discussion on the meaning of vegetarians Activity 2: Each group of students are to discuss different types of vegetarians Activity 3: Small group will plan a presentation vegetarian menu ASSESSMENT (EVALUATION): 1. Analyze the reason for vegetarian 2. Plan a menu for vegetarian WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Mention different types of vegetarians. 2. State the meaning of special diet. HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 10 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 4 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu Pregnant /lactating woman SUBTITLE: PERIOD: 1 & 2 DURATION: 80 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Differentiate between pregnant woman and lactating mother 2. Identify the nutritional needs. KEY VOCABULARY WORDS: LACTATING RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: THE PREGNANT WOMEN: The pregnant woman needs extra nutrients in addition to the balance diet she requires. This is because she has to provide for the nutritional need of the baby in the womb. A pregnant woman should eat good balanced meals in order to produce a healthy normal baby. She needs abundant number of proteins to meet her own needs as well as to Produce the growth of fetus because the health of the fetus depends on the mother’s diet. They also need calcium, iodine and iron. The
www.lessonplan.com.ng 11 consumption of vitamins K is essential as to prevent excessive loss of blood during delivery LACTATING MOTHERS: They requires balanced diet like the pregnant woman with more energy requirements to meet additional stress of breast-feeding. She needs to take more fluids like water. STRATEGIES AND ACTIVITIES: Activity 1: Group work on pregnant/lactating woman. Activity 2: Field trip to see a dietician or nutritionist at nearby health center or hospital ASSESSMENT (EVALUATION): 1. Differentiate between pregnant woman and lactating mother 2. Identify the nutritional needs. WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Which of the following groups of nutrients does an expectant mother need most a. Carbohydrates, vitamins, fats and oil b. Minerals, fats and oils, vitamin A and iodine c. Protein, iron, Calcium and vitamins d. Carbohydrate, protein, phosphorus and vitamin C 2. High intake of iron-rich foods during pregnancy prevents a. Kwashiorkor b. Anaemia c. Beriberi d. Pellagra HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 12 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 4 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu Pregnant /lactating woman SUBTITLE: PERIOD: 3 DURATION: 40 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Differentiate between pregnant woman and lactating mother 2. Identify the nutritional needs. KEY VOCABULARY WORDS: LACTATING RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: DISHES FOR PREGNANT AND LACTATING MOTHERS. Breakfast. ❖ Milk and sugar ❖ Corn/millet pap. ❖ Omelette /moimoi.
www.lessonplan.com.ng 13 Lunch. ❖ Offal stew with semolina /eba/ amala. ❖ Fresh fruit and milk drink. Dinner. ❖ Fish /vegetable stew. ❖ Fruit salad. ❖ Tuwo shinkafa. STRATEGIES AND ACTIVITIES: Activity 1: Group work on pregnant/lactating woman. Activity 2: Field trip to see a dietician or nutritionist at nearby health center or hospital ASSESSMENT (EVALUATION): 1. Differentiate between pregnant woman and lactating mother 2. Identify the nutritional needs. WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Differentiate between pregnant woman and lactating mother 2. Identify the nutritional needs. HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 14 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 5 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu infant and toddlers SUBTITLE: PERIOD: 1 & 2 DURATION: 80 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Differentiate between infants and toddlers 2. State the characteristics of infants and toddlers that effect their nutritional needs 3. Highlights the guidelines for meeting the nutritional needs of infants and toddlers. KEY VOCABULARY WORDS: NUTRITIONAL INFANTS’ MEAL PLANNING RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: MEAL PLANNING: it is the act of selecting a number of dishes in the family meal or a particular group of people within a specified period. The purpose of meal planning is to ensure adequate nutrient intake and dietary standards.
www.lessonplan.com.ng 15 NUTRITIONAL NEEDS OF INFANTS: At this stage, the infant starts with only breast milk, as the baby is growing, he begins to eat weaning foods. Breast milk is the best nutrients for infants. At infancy stage, the rate of growth is highest and the child is susceptible to infections. Adequate sources of nourishment should be milk. After about 6 months infants can introduce to semi-solid foods. Nutritional requirements of infants. 1. High quality protein in adequate quantity should be given. Protein rich in all essential amino acids should be consumed. 2. Adequate amount of calcium, magnesium, and phosphorus for good bone development. 3. Adequate amount of protective nutrients. E.g. vitamins especially Vitamin. C for prevention of infections and Vitamin. A for eyesight. 4. Vitamin B12 folic acid and iron for blood synthesis STRATEGIES AND ACTIVITIES: Activity 1: Pairs work on infant and toddler’s menu ASSESSMENT (EVALUATION): 1. Differentiate between infants and toddlers 2. State the characteristics of infants and toddlers that effect their nutritional needs 3. Highlights the guidelines for meeting the nutritional needs of infants and toddlers. WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Differentiate between infants and toddlers 2. State the characteristics of infants and toddlers that effect their nutritional needs HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 16 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 5 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu infant and toddlers SUBTITLE: PERIOD: 3 DURATION: 40 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Differentiate between infants and toddlers 2. State the characteristics of infants and toddlers that effect their nutritional needs 3. Highlights the guidelines for meeting the nutritional needs of infants and toddlers. KEY VOCABULARY WORDS: NUTRITIONAL INFANTS’ MEAL PLANNING RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: Nutritional requirements of infants. 1. High quality protein in adequate quantity should be given. Protein rich in all essential amino acids should be consumed.
www.lessonplan.com.ng 17 2. Adequate amount of calcium, magnesium, and phosphorus for good bone development. 3. Adequate amount of protective nutrients. E.g. vitamins especially Vitamin. C for prevention of infections and Vitamin. A for eyesight. 4. Vitamin B12 folic acid and iron for blood synthesis 5. Vitamin B-complex. E.g. B1, B2, B5 and B6 for energy metabolism and development of good appetite. 6. Adequate amount of water to enhance digestion STRATEGIES AND ACTIVITIES: Activity 1: Pairs work on infant and toddler’s menu ASSESSMENT (EVALUATION): 1. Differentiate between infants and toddlers 2. State the characteristics of infants and toddlers that effect their nutritional needs 3. Highlights the guidelines for meeting the nutritional needs of infants and toddlers. WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Highlights the guidelines for meeting the nutritional needs of infants and toddlers. HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 18 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 6 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu Adolescent SUBTITLE: PERIOD: 1 & 2 DURATION: 80 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Discuss adolescent 2. State the characteristics of adolescents 3. Identify the nutritional requirements of adolescent 4. Plan a day’s menu for the adolescent KEY VOCABULARY WORDS: Adolescent Carbohydrates Proteins Menstrual Cycle RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic.
www.lessonplan.com.ng 19 CONTENT: Adolescent: an adolescent is a person between 11 and 20 years of age. It is a period of rapid growth and the individual is usually engaged in energy demanding activities e.g., sports. Therefore, they need food rich in carbohydrates and proteins as a result of the increased energy needs. During this period, sexual maturation is also experienced e.g., girls commence their menstrual cycle. Characteristics Of Adolescents: Physical Growth and Development: Adolescents experience rapid physical growth and development, including changes in height, weight, and the development of secondary sexual characteristics (such as breast development in girls and facial hair growth in boys). This period is marked by the onset of puberty. Hormonal Changes: Adolescence is characterized by significant hormonal fluctuations. These hormonal changes trigger physical transformations associated with puberty and also influence mood, emotions, and behavior. Hormones like estrogen and testosterone play crucial roles. STRATEGIES AND ACTIVITIES: Activity 1: Group work and presentation on adolescent work ASSESSMENT (EVALUATION): 1. Discuss adolescent 2. State the characteristics of adolescents 3. Identify the nutritional requirements of adolescent 4. Plan a day’s menu for the adolescent WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Discuss adolescent 2. State the characteristics of adolescents HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 20 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 6 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu Adolescent SUBTITLE: PERIOD: 3 DURATION: 40 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Discuss adolescent 2. State the characteristics of adolescents 3. Identify the nutritional requirements of adolescent 4. Plan a day’s menu for the adolescent KEY VOCABULARY WORDS: Adolescent Carbohydrates Proteins Menstrual Cycle RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic.
www.lessonplan.com.ng 21 CONTENT: Nutritional Requirements of Adolescents 1. Adolescence is a critical period of growth and development, and proper nutrition plays a pivotal role in ensuring healthy physical, emotional, and cognitive development during this stage of life. Adolescents have unique nutritional needs due to their rapid growth, hormonal changes, and increasing activity levels. Understanding these nutritional requirements is essential for promoting overall well-being. Here are some key aspects of the nutritional needs of adolescents: 2. Caloric Intake: Adolescents require an increased caloric intake compared to childhood, primarily due to their growth spurt. The exact calorie needs vary depending on factors like age, gender, and activity level. Adequate caloric intake is necessary to support growth and provide energy for daily activities. 3. Protein: Protein is essential for muscle growth and repair, as well as for the production of enzymes and hormones. Adolescents need more protein to support their rapid physical development. Good sources of protein include lean meats, poultry, fish, dairy products, eggs, legumes, and nuts. STRATEGIES AND ACTIVITIES: Activity 1: Group work and presentation on adolescent work ASSESSMENT (EVALUATION): 1. Discuss adolescent 2. State the characteristics of adolescents 3. Identify the nutritional requirements of adolescent 4. Plan a day’s menu for the adolescent WRAP-UP (CONCLUSION): The teacher summarizes the key points of the lesson and emphasize the significance of making healthy food choices during adolescence. ASSIGNMENT: 1. Identify the nutritional requirements of adolescent HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 22 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 8 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu: Aged/Elderly SUBTITLE: PERIOD: 1 & 2 DURATION: 80 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Discuss the nutritional requirements for aged/elderly 2. Point out factors that influences the appetite and eating habits of the aged/elderly KEY VOCABULARY WORDS: Vitamin Roughage Appetite Vegetables Digestion RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: THE AGED: These are old people who are characterized by reduced physical activities. They need Vitamin D. Cooking method that aid digestion need to be adopted in preparing meals for the aged. Food that does not digest easily such as oily or fried food should be avoided, A good supply of fruits and green vegetables is necessary to meet the need for folic acid, other vitamin’s roughage.
www.lessonplan.com.ng 23 The aged should remain as active as possible. This help to stimulate digestion and strengthen the muscles. DISHES FOR AGED/ ELDERLY Breakfast. ➢ Moi-moi ➢ Millet pap with milk. ➢ Fruit juice. STRATEGIES AND ACTIVITIES: Activity 1: Group discussion on aged and elderly menu ASSESSMENT (EVALUATION): 1. Discuss the nutritional requirements for aged/elderly 2. Point out factors that influences the appetite and eating habits of the aged/elderly WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: a. Discuss the nutritional requirements for aged/elderly HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 24 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 8 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu: Aged/Elderly SUBTITLE: PERIOD: 3 DURATION: 40 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Discuss the nutritional requirements for aged/elderly 2. Point out factors that influences the appetite and eating habits of the aged/elderly KEY VOCABULARY WORDS: Vitamin Roughage Appetite Vegetables Digestion RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: Physical Health: Chronic illnesses and medical conditions can affect appetite. Pain, discomfort, and difficulty swallowing or chewing can reduce the desire to eat. Medications: Many medications have side effects that can alter taste perception or decrease appetite. Some medications may cause nausea or dry mouth.
www.lessonplan.com.ng 25 Dental Health: Poor dental health, including missing teeth or ill-fitting dentures, can make eating uncomfortable and lead to a decrease in food intake. Digestive Issues: Gastrointestinal problems, such as constipation or acid reflux, can lead to discomfort and reduced appetite. Sensory Changes: Age-related changes in taste and smell can affect the enjoyment of food. Some elderly individuals may find food less flavorful. Social Isolation: Loneliness or social isolation can lead to depression, which may, in turn, affect appetite. Sharing meals with others can enhance the dining experience. Depression and Mental Health: Depression and other mental health issues can lead to appetite changes. Some elderly individuals may lose interest in food or eating. STRATEGIES AND ACTIVITIES: Activity 1: Group discussion on aged and elderly menu ASSESSMENT (EVALUATION): 1. Discuss the nutritional requirements for aged/elderly 2. Point out factors that influences the appetite and eating habits of the aged/elderly WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: Point out factors that influences the appetite and eating habits of the aged/elderly HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 26 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 9 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu SUBTITLE: Manual and sedentary workers PERIOD: 1 & 2 DURATION: 80 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Differentiate between manual workers and sedentary workers 2. Suitable dishes for manual workers and sedentary workers respectively KEY VOCABULARY WORDS: Manual, Sedentary RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: Meal plan for manual, sedentary workers. A sedentary worker is an adult that stays in office. The worker may stay at a position from beginning of the day to the end of work. A sedentary worker may be active mentally and does a lot of writing, yet he/she does not spend energy physically for works. He may have a junior worker that does the running about on his instruction. Here protein is required for maintenance, vitamins, minerals, and water for protection and
www.lessonplan.com.ng 27 regulation of the body, but require a little energy giving foods such as carbohydrate and fatty foods. SUITABLE DISHES FOR SEDENTARY WORKER. Break fast ❖ Tea or coffee. ❖ Fruit juice ❖ Scrambled egg ❖ Bread and butter. Lunch ❖ Beef stew with vegetable ❖ Boiled yam/rice. ❖ Potatoes. ❖ Banana. STRATEGIES AND ACTIVITIES: Activity 1: Group discussion and presentation on manual and sedentary menu ASSESSMENT (EVALUATION): 1. Differentiate between manual workers and sedentary workers 2. Suitable dishes for manual workers and sedentary workers respectively WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 28 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 9 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu SUBTITLE: Manual and sedentary workers PERIOD: 3 DURATION: 40 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Differentiate between manual workers and sedentary workers 2. Suitable dishes for manual workers and sedentary workers respectively KEY VOCABULARY WORDS: Manual, Sedentary RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: SUITABLE DISHES FOR MANUAL WORKERS INCLUDES; Breakfast ❖ Boiled/ fried yam.
www.lessonplan.com.ng 29 ❖ Tea. ❖ Fish/beef stew. ❖ Fruit juice. Lunch. ❖ Pounded yam/ fufu/ eba . ❖ Mixed meat vegetable soup. ❖ Sliced pawpaw. Dinner. ❖ Meat stew ❖ Boiled rice/macaroni ❖ Fruit salad. GUIDELINES FOR EFFECTIVE MEAL PLANNING. ❖ The meal must contain all necessary food nutrients. ❖ Avoid monotony STRATEGIES AND ACTIVITIES: Activity 1: Group discussion and presentation on manual and sedentary menu ASSESSMENT (EVALUATION): 1. Differentiate between manual workers and sedentary workers 2. Suitable dishes for manual workers and sedentary workers respectively WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: Suitable dishes for manual workers and sedentary workers respectively HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 30 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 10 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu SUBTITLE: Diabetic and Hypertensive patients PERIOD: 1 & 2 DURATION: 80 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Explain diabetic patients. 2. Discuss hypertensive patients 3. Discuss hypertensive patients 4. Plan dishes that are suitable for diabetic patients 5. State the guidelines for providing meal for hypertensive patients KEY VOCABULARY WORDS: Diabetic, carbohydrates, patient, Hypertensive RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: Hypertensive Patients This group of people need a balanced diet but should avoid foods rich in sodium and cholesterol or saturated fatty acids. The energy content of the food should also be moderate as they cannot afford to be obese. Such people require about 60 to 90gm protein and 160 to 200kcal energy per day. The sodium consumption should not exceed 40mm per day. These
www.lessonplan.com.ng 31 patients should consume the diets of normal healthy human beings; however, they should not take salt and egg because of their high cholesterol content. They should also reduce or stop the consumption of butter or margarine because they contain a high proportion of saturated fatty acids. They should however consume generous amounts of fruits and vegetables. Diabetic The aim of a diabetic diet is to restrict the carbohydrates intake while meeting normal needs for protein and providing just sufficient energy to maintain normal weight in adults and to allow for growth in children. Thus the daily menu for a diabetic patient should provide about 1800kcal energy and 80g protein. STRATEGIES AND ACTIVITIES: Activity 1: Group work and presentation on diabetic and hypertensive patients ASSESSMENT (EVALUATION): 1. Explain diabetic patients. 2. Discuss hypertensive patients 3. Discuss hypertensive patients 4. Plan dishes that are suitable for diabetic patients 5. State the guidelines for providing meal for hypertensive patients WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. What are special diets? 2. Mention the categories of individuals who need special diets. 3. Distinguish between the different types of vegetarians you know. HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 32 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 10 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu SUBTITLE: Diabetic and Hypertensive patients PERIOD: 3 DURATION: 40 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Explain diabetic patients. 2. Discuss hypertensive patients 3. Discuss hypertensive patients 4. Plan dishes that are suitable for diabetic patients 5. State the guidelines for providing meal for hypertensive patients KEY VOCABULARY WORDS: Diabetic, carbohydrates, patient, Hypertensive RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: Diabetic The aim of a diabetic diet is to restrict the carbohydrates intake while meeting normal needs for protein and providing just sufficient energy to maintain normal weight in adults and to allow for growth in children.
www.lessonplan.com.ng 33 Thus the daily menu for a diabetic patient should provide about 1800kcal energy and 80g protein. Sample daily menu 120ml of orange juice or 4 grapefruit 2 wraps of bean pudding (moimoi) (about 150g). Tea or coffee with milk but no sugar Lunch/Dinner Fish, meat stew or chicken stew (about 60gm) Boiled beans Fruit or vegetable salad. STRATEGIES AND ACTIVITIES: Activity 1: Group work and presentation on diabetic and hypertensive patients ASSESSMENT (EVALUATION): 1. Explain diabetic patients. 2. Discuss hypertensive patients 3. Discuss hypertensive patients 4. Plan dishes that are suitable for diabetic patients 5. State the guidelines for providing meal for hypertensive patients WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Mention two major foods hypertension patients should avoid. 2. Which type of vegetarian is the most difficult to plan a balanced menu for? Give your reasons. 3. Discuss the dietary requirement for an overweight individual who wants to lose some weight. HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 34 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 11 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu SUBTITLE: Invalid and convalescent PERIOD: 1 & 2 DURATION: 80 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Differentiate between invalid and convalescent 2. Analyze the guidelines for invalid and convalescent 3. Plan a menu KEY VOCABULARY WORDS: Convalescent, Underweight, RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: Invalid and Convalescent Diets An invalid is a sick person that is confined to bed while a convalescent is someone recovering or has just recovered from an illness. In both cases, they have very weak intestines. Therefore, their diets must be easily digestible. They need plenty of protein, vitamins and minerals as well as energy foods. Though fat is a highly concentrated form of energy, it is
www.lessonplan.com.ng 35 easily digested and therefore should not be given to the invalid or to the convalescent. Appropriate methods of cooking such as stewing, boiling and steaming that will make the food easily digestible must be used. Some Suggested Meals for Invalids and Convalescents. 1. Milk flavoured with Ovaltine or any beverage. 2. Egg lightly boiled. 3. Moimoi (bean pudding) with pap. 4. Soups e.g., meat, fish or vegetable. 5. Mashed yam/potato/cocoyam cassava 6. Milk pudding including custards bars 7. Fresh fruits or fruit juice. STRATEGIES AND ACTIVITIES: Activity 1: Pairs work on invalid and convalescent menu ASSESSMENT (EVALUATION): 1. Differentiate between invalid and convalescent 2. Analyze the guidelines for invalid and convalescent 3. Plan a menu WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. What are special diets? 2. Mention the categories of individuals who need special diets. 3. Distinguish between the different types of vegetarians you know. HOD/V. P’S COMMENTS AND ENDORSEMENT:
www.lessonplan.com.ng 36 CATERING AND CRAFT LESSON PLAN FOR SS3 FIRST TERM WEEK: 11 DATE: CLASS: SS3 SUBJECT: CATERING AND CRAFT LESSON TITLE: Special menu SUBTITLE: Invalid and convalescent PERIOD: 3 DURATION: 40 mins LEARNING OBJECTIVES: By the end of the lesson, students should be able to: 1. Differentiate between invalid and convalescent 2. Analyze the guidelines for invalid and convalescent 3. Plan a menu KEY VOCABULARY WORDS: Convalescent, Underweight, RESOURCES AND MATERIALS: The Theory of Catering, 11th edition by Hodder Arnold. The Theory of Hospitality and Catering 12thed. By Fossett and Paskins. Book Power Catering Craft Practice for Senior Secondary Schools, book 1-3 combined by Adewumi Olasupo Cosmopolitan Book Services Ibadan. BUILDING BACKGROUND AND CONNECTION TO PRIOR KNOWLEDGE Learners have a prior knowledge of the topic. CONTENT: Convalescents: a convalescent is someone who is recovering gradually from an illness. The same factors considered for the invalids apply to the convalescents. Both the underweight and convalescent need high energy and protein food. Their diet should also be adequate in terms of other nutrients. Such people need about 3000 to 3500kcal energy and 100 120g protein daily. Their food for the day may be as follows: Milk 750 100ml
www.lessonplan.com.ng 37 Meat or Fish 3-5 servings Bread and Cereal/Tubers 8-12 servings Fruits 2-4 servings Fat 90g Deserts 1-2 servings Sample Of Daily Menu Breakfast 1 orange or grapefruit Cereal porridge with milk and sugar 1 or 2 eggs 2-4 slices of bread with butter and jam or marmalade. Tea or coffee with sugar and milk. Lunch/Dinner Meat or fish vegetable stew or meat or fish stew with okra or ewedu. (2-3 pieces of meat), pounded yam, amala or eba, dessert or pudding. STRATEGIES AND ACTIVITIES: Activity 1: Pairs work on invalid and convalescent menu ASSESSMENT (EVALUATION): 1. Differentiate between invalid and convalescent 2. Analyze the guidelines for invalid and convalescent 3. Plan a menu WRAP-UP (CONCLUSION): The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment. ASSIGNMENT: 1. Which type of vegetarian is the most difficult to plan a balanced menu for? Give your reasons. 2. Discuss the dietary requirement for an overweight individual who wants to lose some weight. HOD/V. P’S COMMENTS AND ENDORSEMENT: