BEED 9 REVIEWER

I. FAMILY

 What is a family?
 a social group made up of parents and their children
 a group of people who come from the same ancestor
 a group of people living together ; household
 Nature of a Family
 The primary function of the family is to ensure the continuation of society,
both biologically through procreation, and socially through socialization. Given
these functions, the nature of one's role in the family changes over time.
 The Function of Families
 physical maintenance and care of family members;
 addition of new members through adoption or procreation;
 socialization of children;
 social control of its members;
 production, consumption and distribution of goods and services;
 affective nurturance (love).
 Parents’ Role in the Family
 Parents are responsible to provide the necessary food, clothing, shelter, and
medical care insofar as they are able. They are equally responsible for
providing sound education and sound knowledge of their religion as well as
the moral training of their children.
 The Nurture Role
 In the nurture role, you take care of your children’s basic needs, such as food,
medical care, shelter, clothing, etc., as well as give love, attention,
understanding, acceptance, time, and support.
 The Structure Role
 The other part of your job as a parent is to provide “structure” for your
children. In this role, you give direction, impose rules, use discipline, set
limits, establish and follow through with consequences, hold your children
accountable for their behavior, and teach values.
 What is the difference between family and society?
 Family is the basic unit of society as it is the building block to what we call
society.
  Relationship Between Self and Family
 Self-esteem can be affected by many factors, such as school, friends, and
internal factors; however, the family's role in shaping self-esteem seems to be
fundamental. The family is one of the most important elements that play a role
in shaping human character. Humans, from birth until death, grow in the
family.

II. DIETARY LIFE

 Key facts
 A healthy diet helps to protect against malnutrition in all its forms, as well as
noncommunicable diseases.
 Healthy dietary practices start early in life.
 Energy intake (calories) should be in balance with energy expenditure.
 Limiting intake of free sugars to less than 10% of total energy intake is part of
a healthy diet. A further reduction to less than 5% of total energy intake is
suggested for additional health benefits.
 Keeping salt intake to less than 5 g per day helps to prevent hypertension,
and reduces the risk of heart disease and stroke in the adult population.
 Nutrition and Health
 Nutrition is a critical part of health and development. Better nutrition is related
to improved infant, child and maternal health, stronger immune systems, safer
pregnancy and childbirth, lower risk of non- communicable diseases (such as
diabetes and cardiovascular disease), and longevity.
 Healthy children learn better. People with adequate nutrition are more
productive and can create opportunities to gradually break the cycles of
poverty and hunger.
 Malnutrition, in every form, presents significant threats to human health.
 Importance of Good Nutrition
 Reduce the risk of some diseases, including heart disease, diabetes, stroke,
some cancers, and osteoporosis
 Reduce high blood pressure
 Lower high cholesterol
 Improve your well-being
 Improve your ability to fight off illness
 Improve your ability to recover from illness or injury
 Increase your energy level
 Human being and food
 A food is something that provides nutrients. Nutrients are substances that
provide: energy for activity, growth, and all functions of the body such as
breathing, digesting food, and keeping warm; materials for the growth and
repair of the body, and for keeping the immune system healthy.
 Why We Need to Eat Well?
 Good meals- Eating good food, especially with family and friends, is one of
the pleasures of life. We all know that people who eat healthy, balanced diets
are likely to have:
a. Plenty of energy to work and enjoy themselves;
b. Fewer infections and other illnesses.
c. Children who eat well usually grow well. Women who eat well are likely
to produce healthy babies. That is why it is important to know which
combinations of foods make good meals and what the different food
needs of different members of the family are.
 Foods and Nutrients
a. Foods provide nutrients so we can grow and be active and healthy
b. Nutrients are substances that provide: energy for activity, growth, and
all functions of the body such as breathing, digesting food, and keeping
warm;
c. Materials for the growth and repair of the body, and for keeping the
immune system healthy.
 2 kinds of nutrients
 Macro (big) nutrients that we need in large amounts. These are:
a. carbohydrates (starches, sugars and dietary fibre);
b. fat
c. proteins
 Micro (small) nutrients that we need in small amounts. There are manyof
these but the ones most likely to be lacking in the diet are:
a. minerals - iron, iodine and zinc
b. vitamins - vitamin A, B-group vitamins (including folate) and vitamin C.
 Meal planning
 Meal planning is the simple act of taking some time to plan any number of
your meals for the week.
3 REASONS WHY MEAL PLANNING IS IMPORTANT:
a. Time
b. Health
c. Money
  The Food Pyramid
 Balanced diet is a key to stay healthy. Follow the "Healthy Eating Food
Pyramid" guide as you pick your food. Grains should be taken as the major
dietary source. Eat more fruit and vegetables. Have a moderate amount of
meat, fish, egg, milk and their alternatives. Reduce salt, fat/ oil and sugar.
Trim fat from meat before cooking. Choose low-fat cooking methods such as
steaming, stewing, simmering, boiling, scalding or cooking with non-stick
frying pans. Also reduce the use of frying and deep-frying. These can help us
achieve balanced diet and promote health.
 Methods of cooking
 Dry Heat Cooking works without the presence of any moisture, broth, or
water. Instead, it relies on the circulation of hot air or contact with fat to
transfer heat to foods.
 Moist Heat Cooking as the name indicates, moist heat cooking relies on the
presence of liquid or steam to cook foods. This method can be used to make
healthy dishes without any added fat or oil.
 Combination Cooking utilizes both dry and moist cooking methods. Foods are
cooked in liquids at low heat for an extended period of time, resulting in a fork
tender product.

III. TEACHING METHODS, TECHNIQUES, AND STRATEGIES

 What is Constructivism Approach?

 Constructivism ‘is an approach to learning that holds people actively construct
or make their own knowledge and that reality is determined by the
experiences of the learner’ (Elliot et al., 2000, p. 256).
 Considered as asocial process in which the learners construct meaning
through the “interaction” of prior knowledge and new learning events.
 Constructivism approach is anchored on the belief that every individual
construct and reconstruct meaning depending on past experiences.
Two types of constructivism
 Cognitive constructivism – learners must inductively discover and transform
complex information if they are to make it their own.
 Social constructivism – emphasizes the importance of social interaction and
cooperative learning in constructing both cognitive and emotional images of
reality.
The role of a teacher in a constructivist classroom
 In a constructivist classroom the teacher role is to prompt and facilitate
discussion.
  The teacher main focus should be on guiding student by asking questions. It
will lead them to develop their own conclusions on the subject.
 Collaborative Approach
 Collaborative learning is the educational approach of using groups to
enhance learning through working together. Groups of two or more learners
work together to solve problems, complete tasks, or learn new concepts.
Different forms of collaborative learning
 Discussion
 Shared tasks
 Games
 Information exchange
 Drama or role play
Example of collaborative learning technique
 Think – Pair – Share- encourage individuals participations and is applicable
across all grade level and class size.
 Round table- allow students to access prior knowledge, recall information,
and practice communication skills.
 Jigsaw- gives students practice in acquisition and presentation of new
material in reviews, and in informed debate
 Concept- mapping allows students working in groups in way of illustrating the
connection that exists between terms or concept covered in course of
material
 Demonstration Method
 A teaching method used to communicate an idea with the aid of visuals such
as flip charts, posters, power point, etc.
 A process of teaching someone how to make or do something in a step-by-
step process.
 As you show how, you “tell” what you are doing.
Two types of demonstration method
• Method Demonstration - Shows how to do something
 Result Demonstration - Show by example the results of some practice
Five steps in demonstration method
 Exploration Phase – giving explanation that are more comprehensive and are
aligned to the lesson's objective.
 Demonstration Phase – showing the needed steps with accuracy to help
students to develop the skills.
 Student Performance Phase – return demonstration of the learners is required
to practice the skills demonstrated by the teacher.
 Instruction-Supervision Phase – provision for enough time to do the activity
  Evaluation Phase – learners display whatever they have done.
Advantages and Disadvantages
 Advantages
a. Understood easily.
b. Permits teaching of theory with practice.
c. It helps in achieving psychomotor objectives
d. Familiar with apparatus
e. Special Skills
 Disadvantages
a. Good demonstrators are rare.
b. Restrict on certain kinds of teaching.
c. Result demonstration takes time.
d. Required large amount of preliminary preparation.
e. Danger of student being dishonest
 Inquiry-based Approach
 Inquiry based learning places an emphasis on finding answers through
discovery.
 Spontaneous and self-directed exploration.
Four Levels Of Inquiry-Based Approach
 Confirmation Inquiry – give students a question, its answer and the method of
reaching the answer. Their goal is to build investigation and critical thinking
skills, learning how the specific method works.
 Structured Inquiry – give students open questions and an investigation
method. They must used the method to craft an evidence-backed conclusion.
 Guided Inquiry – give students an open question. Typically in groups, they
design investigation methods to reach a conclusion.
 Open Inquiry – give students time and support. They pose original questions
that they investigate through their own methods, and eventually present their
results to discuss and expand.
 Technology in the Classroom
 Technology in the classroom Technology also has the power to transform
teaching by ushering in a new model of connected teaching. This model links
teachers to their students and to professional content, resources, and
systems to help them improve their own instruction and personalize learning.
 Direct Instruction Approach
 The teacher directly tells or shows or demonstrates what is to be taught.
The steps are:
a. “Watch me and listen to me”
b. “Let’s do it together”
c. “Do it as I watch”
 Laboratory Method
 Laboratory method or activity method leads the students to discover
mathematical facts. It is based on the principal of learning by doing, learning
by observation and proceeding from concrete to abstract. It is only the
extension of inductive method.
Steps in Laboratory Method
 Preparation/ Introductory Step
a. Review of past lesson relevant to the present for apperception and
motivation.
b. Raising and defining the work to be done.
c. Expected learning outcomes.
 Actual Work Period
a. Students work under the supervision of the teacher.
b. Students may work individually or in groups attacking the same
problem.
c. The work may last for a single study period or for days.
d. If work is experimental, or no- experimental variables must be
constant.
 Culminating Activities
a. Reporting what is worked on by individuals or groups in plenary
session of class.
b. Questions, Discussions, generalizations, conclusions are made.
Advantages
 Students learn by doing and come in contact with the raw data or material
object in teaching learning process.
 Develop the power of observation and reasoning.
 Develop team work.
 Joyful and interesting.
 Student becomes independent.
 Clearly understand the subject matter.
Disadvantages
 It is expensive.
 Time consuming, all the topic of maths cannot be done by this method.
 Does not give much training in verbal expression and when the same
equipment is used most of the time. It's use become mechanical. Used
without much thinking anymore.
 Integrative Approach
 A well-organized anchored on real life situation that include learners interests
and needs creating a variety of meaningful activities and learning
experiences.
 It paves the way to connecting what is learned in school to real life world
rather than isolated facts and information.
Three Modes of Integrative Teaching Approach
 Content-Based Instruction
a. The integration of content learning with the language teaching aims.
b. Refer to concurrent study of language and subject matter.
 Thematic Teaching
a. Provides a broad framework for linking content and process from a variety
of discipline
 Focusing Inquiry
a. Interdisciplinary approach that uses questions to organize learning.
b. Student-centered and teacher-guided instructional approach that engages
students in investigating real world problem.