FACULTY OF EDUCATION

DAILY LESSON PLAN

Student Teacher: Onneile Segolodi ID (UB): 201903171 Program: Bed Science
Class : 4D Topic: Food Tests School: Mmadinare Senior Secondary School
Date : 23-June-2023 Time : 80 minutes

RATIONALE
Food tests involve specific laboratory techniques and procedures. By introducing students to
these tests, they become familiar with basic laboratory skills such as handling equipment,
preparing solutions, performing measurements, and following safety protocols. By teaching
students about food tests, they gain knowledge about the presence and importance of different
nutrients in their diet. This awareness can help them make informed choices about their food
intake and develop a balanced diet, which is essential for overall health and well-being
LESSON OBJECTIVE
1. Carry out tests for starch (iodine solution), reducing sugars (Benedict’s solution),
protein (Biuret test), and fats (ethanol).

MATERIALS AND AIDS

1. Food samples (e.g., potato, bread, apple, milk, egg) 8. Hot water bath
2. Iodine solution 9. Beakers
3. Benedict’s solution 10. Droppers
4. Biuret reagent 11. Pipettes
5. Ethanol 12. White tiles or paper towels
6. Test tubes 13. Lab coats
7. Test tube rack 14. Gloves

LESSON CONTENT
1. Demonstration and experiment for:
a. Starch test (iodine solution)
b. Glucose test (benedict solution)
c. Protein test ( biuret test)
d. Fats test (ethanol)
Stages and Time Teaching and Learning Activities Purpose of activities
Introduction The teacher begins the lesson by The purpose is to get
5minutes asking students to imagine they are students to be engaged and
food detectives investigating the provide answers about what
nutritional secrets hidden in different they already know about the
foods. content of different food
By conducting tests, you can uncover substances.
whether they contain starch, proteins,
glucose, or fats, just like detectives
gather evidence to solve a mystery.
1. What food contain starch,
glucose, proteins and fats?
2. Where do you think you can
check if the you have stated
above contain starch, glucose,
proteins and fats?

Development 1 If you were a food detective, what These questions encourage

Concepts and tools or tests would you use to students to think about the
knowledge determine if a food contains starch? different tests used to detect
development What are some examples of starchy starch, proteins, glucose, and
30 minutes foods that you can think of? fats in food. They also
How would you test a food to see if it prompt students to consider
contains proteins? What would be the the importance of these
clues that indicate the presence of nutrients in our diet and how
proteins? they contribute to our
Can you name a few protein-rich overall health and well-
foods that you commonly eat? being.
What test or method would you use to
detect the presence of glucose in a
food sample?
Why is glucose an important nutrient
for our bodies?
How could you investigate whether a
food contains fats? What signs might
indicate the presence of fats in a
food?

The teacher now asks students to get

into groups and each group present
about one of the food tests
experiments.
Fats Test
Proteins Test
Glucose Test
Starch test
Development 2 The teacher now demonstrate to the When conducting food tests
Knowledge and class about the food test experiment for proteins and fats, the
skills development and asks students questions about the experiments helps to engage
experiment. students and encourage them
40minutes to discuss their observations.
Experiment and questions will be The experiment along with
asked when testing for starch(iodine questions will facilitate a
test), reducing sugars (Benedict’s meaningful discussion about
solution), protein ( Biuret test) and their observations during the
fats (ethanol) tests.

Demonstration: Iodine Test for Starch Food tests help students to

Now that the groups have presented understand the composition
the teacher will ask students some of various food items and
questions before doing the provide insights into their
experiment nutritional value.
1. What colour is the iodine
solution? The purpose is to teach
2. What colour change have you students skills on how to
observed? perform experiments in a
3. What does the blue-black laboratory.
colour change indicate?
4. What do we do if we have a Encourage students to
solid food sample instead of a provide explanations based
solution? on their understanding of
starch, glucose, proteins and
1. Prepare a starch solution by fats and how the specific
dissolving a small amount of starch in tests work. Allows students
water. to relate their observations
2. Place a few drops of the starch to the composition and
solution into a test tube. nutritional value of different
3. Add 3-5 drops of iodine solution to food types.
the test tube and observe any colour
change.
4. Explain that a blue-black colour
indicates the presence of starch after
the students have answered the
questions.

Experiment: Testing for Starch

Now the students will perform the
experiment
Provide students with a potato, bread,
or any other starchy food sample.
Instruct students to crush or grind a
small portion of the food sample
using a mortar and pestle.
Transfer the crushed sample into a
test tube and add a few millilitres of
water.
Mix well and filter the mixture to
obtain a clear liquid.
Follow the steps demonstrated earlier
to perform the iodine test using the
filtered liquid.
Record the results and discuss the
findings as a class.
Discussion: Questions and
Observations.

Ask students to explain their

observations during the iodine test.
Encourage them to think about the
reasons behind the colour change and
its significance.

Demonstration: Benedict’s Test for

Reducing Sugars

Prepare a reducing sugar solution by

dissolving a small amount of glucose
or any other reducing sugar in water.
Transfer a small portion of the
solution into a test tube.
Add a few drops of Benedict’s
solution to the test tube.
Place the test tube in a hot water bath
for a few minutes.
Observe any colour changes, ranging
from blue to orange, indicating the
presence of reducing sugars.

Experiment: Testing for Reducing

Sugars
Provide students with a fruit or fruit
juice sample (e.g., apple, orange
juice).
Instruct them to crush or blend a
small portion of the fruit sample and
filter it to obtain a clear liquid.
Perform the Benedict’s test using the
filtered liquid.
Record the results and discuss them
as a class.

Procedure and Demonstration for

Protein Test:
a. Add a small amount of the food
sample to a test tube.
b. Add a few drops of biuret reagent
to the test tube.
c. Observe any changes in colour or
formation of a precipitate.

Procedure and Demonstration for

Fat Test:
a. Add a small amount of the food
sample to a test tube.
b. Add a few drops of ethanol
solution to the test tube.
c. Gently shake the test tube, add a
few drops of water.
d. Observe any changes in colour or
separation of layers.

After conducting the tests for all the

food samples, the teacher leads the
students into a discussion using the
following questions:
1. What did you observe when
you added biuret reagent to
the food samples? Did all the
samples show the same result?
Why or why not?
2. How did the colour or
formation of a precipitate in
the protein test indicate the
presence of proteins in the
food samples?
3. What did you observe when
you added ethanol solution to
the food samples? Did all the
samples show the same result?
Why or why not?
4. How did the change in colour
or separation of layers in the
fat test indicate the presence
of fats in the food samples?
5. Were there any samples that
did not show any change in
colour or precipitate
formation? What do you think
could be the reason behind
this?

1. What were the colours

 obtained for positive test
Conclusion results for starch, glucose, The purpose of concluding a
5 minutes proteins and fats? topic on food tests is to
2. What reagents are used for summarize the key findings
each food test? and outcomes of the tests
conducted. It provides a
clear and concise summary
of the results obtained,
highlighting any significant
-State all the food tests with their observations or trends.
reagents and their methodologies.
Homework To make students to recall
what they have learnt and
seen during the experiments.