Grade 5 - FSSAI · 2020. 8. 13. · different test on food adulteration. These tests are mapped...

Grade 5

Note for the teachers

How to conduct the activities

The lesson plan booklet provides you with the detailed information of how to conduct the

different test on food adulteration. These tests are mapped across the curriculum of the

particular grade.

These lesson plans are effective way to enhance the students learning. The teacher will conduct

a short activity session during the class to make students aware about the food adulteration and

its harmful effects.

The lesson plan is divided into five sections: Engagement, Exploration, Explanation, Elaboration,

and Evaluation.

In this first section- Engagement of the cycle, the teacher aims to assess students’ prior

knowledge and to make them attentive for the upcoming session.

The next section- Exploration is of active learning where teacher will encourage students to apply

process skills, such as observing, questioning, and investigating.

The Explanation section enables students to know the science behind the test. This will give all

the answers to their questions of why, what, and how?

The activities in the section- Exploration will encourage students to apply their new

understanding of concepts, while reinforcing new skills/learning. Students are encouraged to

check for understanding with their peers, or to design new experiments or models based on the

new skills or concepts they have acquired. The goal of this phase is to help develop deeper and

broader understandings of the concepts.

The last section- Evaluation gives teacher an idea about how much students have understood the

concept and acquired knowledge of adulteration during the whole activity session.

Apart from this the students will have a better understanding and spread awareness about food

adulteration among the parents and in their locality.

Note: It is advisable to ‘Avoid tasting of food products in class’. The description of the difference

in the taste in adulterated and non-adulterated product could be explained to the child so that

they can guide their parents at home.

FOOD ADULTERATION

Food adulteration refers to the process by which the quality or nature of a given food is altered

through either the addition of adulterants and/or through removal of a vital substance from the

food. Food adulterants refer to the foreign, usually inferior substances added to the food which

may cause harm to the consumer or introduce unknown hazards in the food. Basically, during

food adulteration, small quantities of non-nutritious substances are added intentionally to

improve the appearance, texture or storage properties of the food.

The main type of adulteration is Economically Motivated Adulteration (EMA) which is targeted

towards financial advantages. This is also known as 'Food Fraud'. The various forms of

adulteration or food fraud with a potential to hamper food quality and safety could include the

following:

• Dilution of food

• Substitution (whole or in part) of food with inferior or cheaper quality

substances/ingredients

• Addition of unapproved or illegal ingredients/substances

• Over use in excess of legally prescribed limits) of certain ingredients, additives etc. to

improve appearance, texture or shelf life of foods

• Mislabeling of food with an intent to mislead consumers

• Tampering

• Counterfeiting etc.

Types of Food Adulteration

• Intentional adulteration: The adulterants are added as a deliberate act with intention to

increase profit. For e.g. sand, marble chips, stones, chalk powder, etc.

• Incidental/ Unintentional Adulteration: Adulterants are found in food due to negligence,

ignorance or lack of proper facilities. E.g., pesticide residues as a result of poor agricultural

practices, insect larvae or bird droppings due to poor hygienic practices at processing

level.

General Lab Safety Rules

Everyone should follow the general lab safety rules while working in the laboratory:

1) Be sure to read all fire alarm and safety signs and follow the instructions in the event of

an accident or emergency.

2) Make sure you know where your lab's safety equipment—including first aid kit(s), fire

extinguishers, eye wash stations, and safety showers—is located and how to properly use

it.

3) Lab areas containing carcinogens, radioisotopes, biohazards, and lasers should be

properly marked with the appropriate warning signs.

4) Open flames should never be used in the laboratory unless you have permission from a

qualified supervisor.

5) Make sure you are aware of where your lab's exits and fire alarms are located.

6) Always work in properly-ventilated areas.

7) Do not chew gum, drink, or eat while working in the lab.

8) Laboratory glassware should never be utilized as food or beverage containers.

9) Each time you use glassware, be sure to check it for chips and cracks. Notify your lab

supervisor of any damaged glassware so it can be properly disposed of.

10) Never use lab equipment that you are not approved or trained by your supervisor to

operate.

11) If an instrument or piece of equipment fails during use, or isn't operating properly, report

the issue to a technician right away. Never try to repair an equipment problem on your

own.

12) If you are the last person to leave the lab, make sure to lock all the doors and turn off all

ignition sources.

13) Do not work alone in the lab.

14) Never leave an ongoing experiment unattended.

15) Never lift any glassware, solutions, or other types of apparatus above eye level.

16) Never smell or taste chemicals.

17) Do not pipette by mouth.

18) Make sure you always follow the proper procedures for disposing lab waste.

19) Report all injuries, accidents, and broken equipment or glass right away, even if the

incident seems small or unimportant.

20) If you have been injured, yell out immediately and as loud as you can to ensure you get

help.

21) In the event of a chemical splashing into your eye(s) or on your skin, immediately flush

the affected area(s) with running water for at least 20 minutes.

22) If you notice any unsafe conditions in the lab, let your teacher or lab supervisor know as

soon as possible.

Lesson Plan Index- Grade 5th

S.No Test No.in Food Safety Magic Box Booklet

Test Name Page

No.

1 1 Detection of adulteration of pure milk with Synthetic Milk 01

2 2 Detection of adulteration with coating of minerals oils on

Black Pepper/Cloves

04

3 7 Detection of adulteration with Sand of Talcum in Sago 07

4 8 Detection of adulteration with Common salt in Powdered

Spices

10

5 9 Detection of adulteration with Artificial Sweetener in

Sweat Meats 13

6 84 Detection of adulteration with Lead Chromate in Turmeric

(whole).

15

7 6 Detection of adulteration with Maida in Atta 18

8 69 Detection of adulteration with rhodamine B in sweet potato 21

9 70 Detection of adulteration with Erythrosine color in

watermelon pulp

24

10 55 Detection of adulteration with khesari in arhar/ tur dal 27

11 58 Detection of adulteration with Rhodamine B in Ragi 30

12 74 a) Detection of adulteration with papaya seeds in Black

Pepper (method 1)

b) method 2

33

13 75 a) Detection of adulteration with light black berries in

Black Pepper (method 1)

b) method 2

39

14 80 Detection of adulteration with exhausted Cloves in Clove 45

15 83 Detection of adulteration with Argemone seeds in Mustard

seeds

48

1

Test No: 01 Teacher: Grade: 5 Date:

Test: Detection of adulteration of pure milk with synthetic milk.

Lesson objective: Students will be

1. Aware of the adulterations in the milk.

2. Able to differentiate between the adulterated and pure milk through simple tests.

3. Able to help their parents in identifying the pure and adulterated milk.

Engagement

Time Required: 5 min

Objective: To quickly get the feedback from the students before

the session. To get insight on the understanding and curiosity of

the youth.

Show them some pictures of different milk brands. Ask them the

following questions:

1) What brands milk do they use at their home? Do you have

any idea about the adulteration in food? If yes, can you

give me an example?

2) Why do you think we adulterate food?

(Try to engage them in these questions in order to stimulate their thinking and help them get prior knowledge on this

topic. Tell them in brief what we are going to do today in order to create excitement among the students for the

activity)

Exploration


Perform the activity with the students

This activity is based on the sensory evaluation. Students will use their senses to detect the adulteration in the

sample.

Material required: Milk sample

Steps to be followed are:

1) Ask the students to check the milk sample for altered taste by drinking a little amount of milk.

2) Ask the students to check for texture. Ask them to drop some milk between their fingers and note the

observation.

Discuss with the students what have they observe? Why do they think this happened? What could be the

possible reason behind the observed results?

(Give Students some time to explore their ideas around their observation, singly or in groups)

2

Explanation


Possible observation will be:

1) They will find no difference in the taste and the texture.

2) Students can observe the bitterness in the aftertaste.

3) The sample might give a soapy feeling on rubbing between the fingers.

Explain the students about the observation they got after performing the activity.

Synthetic milk is not milk but an artificial imitation of natural milk with a high degree of adulteration to increase the

volume of milk and thereby the profit. Main components of synthetic milk are water, pulverized detergent or soap,

sodium hydroxide, vegetable oil, salt and urea. Most of these components such as urea, neutralizers and detergents

are very harmful to human health. Presently the preparation of synthetic milk is practiced at village level but it is

steadily spreading to urban areas in various Indian states.

When synthetic milk is made by mixing chemicals and things like soap in natural

milk it can be easily identified by bad taste. It also feels soapy when rubbed and

turns yellowish when heated.

Elaboration

Time required: 5min

Ask the students to collect the samples of the milk from their nearby dairy shops and perform the same steps. This

will help students to extend their understanding of the concept into the real world. In this way they will apply

learnings to their everyday lives.

Evaluation

Time required: 20 min

Give students some task which demonstrates that they have achieved the lesson objective. Discuss related

questions with them. Assess student progress through observations.

Method 1: Assessment questions:

1) What is synthetic milk?

2) Why is adulteration in milk performed?

3) What is the importance of milk for a healthy body?

3

Method 2: Students can compare two milk sample one from any major brands in the market and the other from

local dairy shop. They can check for the difference between the two.

4

Test No - 02 Teacher: Grade: 5 Date:

Test: Detection of adulteration with coating of mineral oil on black pepper/cloves.

Lesson objective: This will help them to have a better understanding about the adulteration in Black pepper/cloves and their harmful effects.

Engagement


Objective: To quickly get the feedback from the students before

the session. To get insight on the understanding and curiosity of

the youth.

Show them some samples of black pepper and cloves. Ask them

the following questions:

1) From where do you buy the groceries for your house

(From local shopkeepers or from the megastore?)

2) Do you have any idea about the adulteration in food? If

yes, can you give me an example?

3) Why do you know about black pepper and cloves?

(Try to engage them in these questions in order to stimulate their thinking and help them get prior knowledge on

this topic. Tell them in brief what we are going to do today in order to create excitement among the students for

the activity)

Exploration


Perform the activity with the students.

This activity is based on the sensory evaluation. Students will use their sense of smell to detect the adulteration in

the sample.


Ask the students to check the black pepper/cloves samples for smell.

Discuss with the students what have they smell? Do they smell kerosene oil? What could be the possible reason

behind the observed results?


5

Explanation



1) They will observe no smell in the sample.

2) Students can observe that the sample gives out kerosene like smell.


According to the Prevention of Food Adulteration (PFA) Act, 1954 [which preceded the Food Safety and Standards

Act (FSSA), 2006], the use of any mineral oil in pepper is prohibited. The mineral oil used for the adulteration in black

pepper is made of burnt diesel, paraffin oil, white petroleum, and other petroleum products. These adulterants are

neither digestible nor soluble. When black pepper is coated with this adulterant, it becomes unfit for human

consumption. This can even lead to cancer in Humans.

The coating of black pepper/cloves with mineral oil is not done for profit. It was used as a fungicide and polishing

agent. However, it is recommended to remove all the mineral oil content by the steaming process before selling it in

the market.

Elaboration


Ask the students to collect the samples of the black pepper/cloves from their homes and perform the same steps.

This will help students to extend their understanding of the concept into the real world. In this way they will apply

learnings to their everyday lives.

As the mineral oil is used as a fungicide and polishing agent. Students can discuss about the harmful effects of

using bad mineral oil and can think about other alternatives.

Evaluation




Method 1: Ask students to gather information about the black pepper and cloves. After that teacher can ask the

following questions to the students in form of a quiz. Divide the class into four groups and play a small quiz session.

a) Black pepper and cloves are originated from which part of the world?

b) Why the coating with mineral oil on black pepper/cloves performed?

6

c) What is the medicinal uses of black pepper and cloves?

d) What is the “Prevention of Food Adulteration (PFA) Act, 1954”?

Method 2: Below are the pictures of some spices. Ask students to identify the name of the spices.

7


Test: Detection of adulteration with sand or talcum in Sago.

Lesson objective: Students will be:

1. Able to differentiate between the adulterated and pure Sago through simple tests.

2. Aware of the adulterations in the Sago products.

3. Able to help their parents in identifying the pure and adulterated Sago.

Engagement


Objective: To quickly get the feedback from the students before the

session. To get insight on the understanding and curiosity of the

children.

Show them some pictures of Sago. Ask them the following

questions:

1) So they use Sago at their home?

2) Do you know any dish made using Sago? If yes, can you give

me an example?

3) What do you know about food adulteration?

(Try to engage them in these questions in order to stimulate their

thinking and help them get prior knowledge on this topic. Tell them in brief what we are going to do today in

order to create excitement among the students for the activity)

Exploration



This activity is based on the sensory evaluation. Students will use their sense of taste to detect the adulteration in

the sample.

Material required: Sago Sample


1) Ask the students to put a little quantity of Sago in mouth.

2) Ask the students to check for texture.




8

Explanation



1) They will observe a smooth texture indicated the absence of Sand/talcum.

2) Students can observe the presence of a grittiness indicates the presence of Sand/talcum.


Sago is a type of starch extracted from the tropical palm stems. Starches are complex carbohydrates which means

they are the long chains of connected glucose molecules. Our body uses glucose as a source of energy.

Sago is mainly extracted from Metroxylon sagu, or sago palm, which is native to many parts of the world, including

Indonesia, Malaysia, the Philippines, and Papua New Guinea. Sago can be purchased in two main forms: flour or

pearls. The flour is pure starch, and the pearls are small balls of sago prepared by mixing the starch with water and

partially heating them.

Talcum powder is made from talc, a mineral made up mainly of the elements magnesium, silicon, and oxygen.

If adulterated with sand and talcum powder while chewing, sago will give a gritty feeling indicating the adulteration

in Sago.

Consumption of talcum powder can lead to talc poisoning which causes symptoms including breathing difficulties,

chest pain, low blood pressure, sickness and diarrhea.

Elaboration


Ask the students to collect the samples of the Sago from their nearby shops and perform the same steps at their

home. Ask them to buy open sago from the shop and a packed one. Try to compare the quality of the two. Note

down their observation and present their experience in front of the class.

This will help students to extend their understanding of the concept into the real world. In this way, they will apply

knowledge to their everyday lives.

Evaluation




9


1) What is Sago commonly known as?

2) Why is adulteration in Sago performed?

3) What is the importance of Sago for our health?

4) What is talcum powder used as an adulterant in Sago?

Method 2: Ask the students to research about the other methods by which they can identify the adulteration in

Sago. Ask them to compare all the methods and perform one method in front of the class.

10


Test: Detection of adulteration with common salt in powdered spices.


1. Able to differentiate between the adulterated and pure powdered spices through simple tests.

2. Aware of the adulterations in the powdered spices.

3. Able to help their parents in identifying the pure and adulterated powdered spices.

Engagement


Objective: To quickly get the feedback from the students before the session. To get insight on the

understanding and curiosity of the youth.

Show them some pictures of some of the spices. Ask

them the following questions:

1) Ask them what all types of powdered spice

are used at their homes?

2) Do you know anything about food

adulteration?

3) If yes, can you give me an example?



the activity)

Exploration



This activity is based on the sensory evaluation. Students will use their sense of taste to detect the adulteration in

the sample.

Material required: Powdered spices sample


Ask the students to taste the sample for addition of common salt. They will examine the taste of the spice.




11

Explanation



1) They will observe no extra salty taste indicates the absence of common salt.

2) Students can observe the presence of extra salty taste indicates the presence of common salt.


Common salt is composed of sodium chloride (NaCl). It is made of sodium and chlorine connected by an ionic

bond. It is present as a deposit in mines and can be also obtained from ocean water by the process of

evaporation. It is further purified and then supplemented with iodine to make iodized salt or table salt.

As it is cheaper as compared to many other spices it is used as an adulterant to increase the mass of the spices.

Also, because of its pure white color common salt can easily be mixed with any color spices.

Adulteration of spices with common salt is not harmful for one’s health however, it reduces the quality and taste

of the spice.

Elaboration


Ask the students to find the details of four major spices used at their home. The details should include the name

of the spice, its botanical name, its manufacturing process, and its uses.

Evaluation





1) Why is common salt used as an adulterant in powdered spices?

2) Why is adulteration in powdered spices performed?

3) What is the importance of spices in our Indian cuisine?

Method 2: Nowadays everything is readily available in the market. Ask the students to collect the information

from their grandmothers about how they prepare the powdered spices before as they are not readily available in

12

the market. They can interact with their grandparents and try to know the process by which they make all the

powdered spices for cooking food.

13


Test: Detection of adulteration with artificial sweetener in sweetmeats.

Lesson objective: This will help them to have a better understanding about the adulteration in sweat meats and their harmful effects.

Engagement


Objective: To quickly engage and attract the students before the session. To get insight on the understanding

and curiosity of the youth.

For engaging students try the technique of “Who else got this answer”?

Ask the student “Do you know anything about sweetmeats or ever heard about it?”

When one student shares a response, don’t necessarily let that be the end of it. Follow up to the class with “Who

else got this answer?” Then students raise their hands if they did. Usually not everyone raises their hand, so then

you can continue by asking a student who didn’t raise their hand, “What answer did you get?” This could turn what

would be a quick answer into a more thoughtful discussion about their thinking processes.

(The idea is to engage the students in these questions in order to stimulate their thinking and help them get prior

knowledge on this topic. Tell them in brief what we are going to do today in order to create excitement among the

students for the activity)

Exploration


Perform the activity with the students.

Note: This method is applicable if artificial sweetener is used in addition to sugar.

This activity is based on the sensory evaluation. Students will use their sense of taste to evaluate the general

taste of the product.

Material Required: Sweetmeats sample


Taste the small quantity of the sample.

Discuss with the students what have they tasted?


14

Explanation



1) Sweet taste and no bitter after taste confirms the absence of artificial sweetener.

2) Sweet taste for a short time followed by a bitter after taste. It confirms the presence of artificial sweetener


If students observed sweet taste with no bitter taste at the end this confirms the absence of artificial sweetener.

If there is an adulteration with the artificial sweetener, it will leaves a lingering sweetness on tongue for a

considerable time and leaves a bitter after taste.

This will confirm the presence of artificial sweetener.

Elaboration


Ask the students to find more about sweetmeats. Where it is used and for what purpose. They can document all

their research about sweetmeats.

Evaluation




Method 1: Ask the following questions to the students:

1) What is sweetmeats?

2) Why we do adulteration in sweetmeats?

3) Is adulteration in sweetmeats harmful for our health? If yes, how?

Method 2:

Conduct a survey on where did you or buy the sweetmeats in your locality. Is there any other options available

which can replace sweetmeats.

15

Test No. 84 Teacher: Grade: 5 Date:

Test: Detection of adulteration with Lead Chromate in turmeric (whole).


1. Able to differentiate between the adulterated and pure turmeric through simple tests.

2. Aware of the adulterations in the turmeric products.

3. Able to help their parents in identifying the pure and adulterated turmeric.

Engagement


Objective: To get feedback from students and judge their knowledge on said subject and gauge curiosity in

conducting said test.

Ask the Students the Following questions:

1. What is the meaning of chromate?

2. What are some of the uses of lead?

3. What is turmeric?

4. Give some of turmeric uses in food and non-food items.

(Try to engage them through this activity to test their prior knowledge and create excitement for the activity to be

conducted. Follow this up with a brief overview of the activity to be conducted today.)

Exploration



Material required:

Turmeric (whole) sample, water, glass


1) Add small quantity of Turmeric (whole) in a transparent glass of water

2) Observe the colour of the solution

Ask students what observation they make they make in the glass. What do they feel is the reason for the

same?

(Give Students some time to explore their ideas around their observation. Observations can be made in groups or

individually.)

16

Explanation


Possible observations will be:

1. No change in colour of the solution

2. Colour of the solution immediately changes and the sample also appears bright in colour.


Lead chromate is a chemical compound, a chromate of lead. It has a vivid yellow color and is soluble in water, and

as a result, is used in paints under the name chrome yellow. Turmeric is a flowering plant, Curcuma longa of the

ginger family, Zingiberaceae, the roots of which are used in cooking.

Raw turmeric is packed with anti-inflammatory properties, which helps relieving symptoms associated with both

Rheumatoid arthritis and osteoarthritis. Further, itcan also be used to treat inflammation caused due to eye

infections.

However, adulterated turmeric contains lead chromate which being water soluble readily dissolves in water and

makes the given water yellow thereby indicating the presence of an adulterant. On the other hand, pure turmeric

is water insoluble and thus the water remains without any colour indicating purity of the turmeric.

Elaboration

Time required: 5min

The given test is a test of solubility consisting of a soluble and an insoluble element. Students can better

understand the logic or the purpose of the given test by conducting a similar test of solubility on a mixture of

broken brown crayons and coffee powder. The results of the test will have direct application in the present

scenario.

17

Evaluation





1. Why is lead chromate used as an adulterant in turmeric?

2. Why is water used in the given test?

3. What is the health benefits of turmeric?

4. What happened if you consume adulterated turmeric?

Method 2: Online exercise

The term “lead Poisoning” has become very common. Divide students into group and ask them to use the

internet to find out various forms of lead poisoning and the harmful effects to not only human beings but also the

environment.

Method 3: Practical Exercise

Lead chromate is a common element in most paints. Ask students to each go to their homes and ask their parents

whether the paint in their house is lead-free or not. Ask them to list the probable issues that they may face

should the paint not be lead free and thereafter create a list of benefits of using lead-free paint for not only the

environment but also human beings.

18


Test: Detection of adulteration with Maida in Atta.

Lesson objective: This will help them to have a better understanding about the adulteration in Atta and its harmful effects.

Engagement


Objective: To quickly get the feedback from the students before the session. To get insight on the understanding

and curiosity of the youth.

Ask the students the following questions:

1) From where did your parents buy the Atta for your

house (From local shopkeepers or from the

megastore?)

2) Did your parents buy packed Atta or purchase it from

wheat mill.

3) Do you have any idea about the adulteration in

food? If yes, can you give me an example?



the activity)

Exploration



This activity is based on the sensory evaluation. Students will use their sense of sight and taste to detect the

adulteration in the sample.

Material required: Sample of Atta


Prepare dough of the Atta and then subsequently prepare Roti/Chapatti. Observe the quantity of water required

to prepare the dough. Students will observe the taste of the chapatti.

Discuss with the students what have they observed? What could be the possible reason behind the observed

results?


19

Explanation



1) When dough is prepared from adulterated Atta, less water is needed to make the dough.

2) The normal taste of chapatti prepared out of whole wheat Atta is somewhat sweetish whereas those

prepared out of adulterated will taste insipid.


Wheat flour is made from wheat by grinding. This makes it usable for human consumption. Different types

of wheat flour are distinguished by the amount of gluten they contain, their color, the parts of the grain used, and

the type of wheat.

Wheat grains comprise of three parts, the bran or the outer covering, the germ or the part of the grain that

germinates to become a new plant, and the endosperm that contains lots of protein. While making the wheat flour

or Atta, whole grains are ground to convert it into flour whereas the Maida is made up of the endosperm part of

the grain which is the starchy white part.

Whole wheat flour use more water while making dough in comparison with white flour or Maida. This is because

the germ and bran that are present in whole wheat flour can absorb more liquid than the endosperm.

All the nutrients of wheat grains are lost during the milling process, then further refining again reduces the nutrient

load, leaving behind only carbohydrates without proteins, iron, folate, fiber, and many other micronutrients.

Hence, Maida is tasteless whereas whole wheat is sweeter in taste.

Elaboration


Ask the students to collect the samples of Atta from shops and perform the same steps. They can record the

observations with regards to taste and color of the roti/chapatti.


knowledge to their everyday lives.

Students can discuss about the disadvantages of consuming adulterated wheat flour and can think about other

options to reduce the adulteration in wheat flour.

20

Evaluation




Method 1:

Ask the students to make a chart to explain the various parts of wheat plant. Ask them to include the property and

importance of each part. Later they can paste one of the best chart papers on their class board.

Method 2: Ask students to find about the other adulterate in wheat flour and methods to detect the adulteration

with that adulterate.

They can give the information about at least 2-3 adulterate in wheat flour.

21


Test: Detection of the adulteration with rhodamine B in sweet potato.

Lesson Objective: Through this test students will be able to differentiate between the adulterated and pure sweet potato. They will be aware of the adulterations in the sweet potato and help their parents and friends in identifying

the pure and adulterated sweet potato.

Engagement


Objective: To increase students’ participation by creating interest and curiosity.

Ask them the following questions:

1) Sweet potato is modified root or stem?

2) How does it taste?

3) What is the best planting season for sweet potato?

4) What kind of risk you take if you eat adulterated food?

5) Why it is important to know whether the vegetable is

adulterated?



the activity)

Exploration



Material needed: Cotton balls, vegetable oil, sweet potato


1) Take a cotton ball soaked in water or vegetable oil (conduct the test with both

water and oil separately).

2) Rub the outer red surface of the sweet potato.

3) Ask students if they observe any change in the colour of the cotton ball.

4) If no then discuss what could be the possible reasons.

5) If yes then discuss what could be the possible reasons.

22




Explanation



1) No colour observed in the cotton ball indicated the absence of artificial color.

2) Cotton ball absorbs the colour and changes appearance to reddish violet indicated the presence of artificial

color.


Sweet potato is a good source of carotenoids and anthocyanin, fibre, anti-oxidants and is a good snacking option.

Rhodamine B (RhB) is the most common artificial dye. It is widely used in

industrial purposes, such as printing and dyeing in textile, paper, paints,

leathers etc. Rhodamine B can cause skin and eye irritation in humans. If

ingest it can cause gastrointestinal irritation with nausea, vomiting and

diarrhea. One of the properties of Rhodamine B that it is soluble in water

and oil.

Water or vegetable oil solubilize the Rhodamine B and it come out with

the cotton surface. As it is bright red in color, it is used to give the outer

surface of sweet potato red color to make them look fresh and healthy.

Rhodamine B

23

Elaboration

Time required: 5min

Ask students to conduct a small survey in their society/building/mohallah that how many of the women are aware

of the adulteration and how do they avoid to eat adulterated food.

Evaluation





1) What are the other food products in which you think people uses Rhodamine B as an adulterant?

2) How can we make people aware of the adulterations in vegetables and other food products?

3) What is the harmful effects of Rhodamine B on human health?

4) What is the harmful effects of Rhodamine B on animals and environment?

Method 2: Ask the students to do the tests with sweet potato in their home and share their findings with the class.

24


Test: Detection of adulteration with Erythrosine colour in watermelon pulp.


1. Able to differentiate between the adulterated and pure watermelon through simple tests.

2. Aware of the adulterations in the watermelon.

3. Able to help their parents in identifying the pure and adulterated watermelon.

Engagement


Objective: To increase students’ participation by creating interest and curiosity.


1) Watermelon is a fruit or vegetable?

2) Does the colour of watermelon affects taste the?

3) What is the best planting season for watermelon?

4) What kind of risk you take if you eat adulterated watermelon?

5) Why it is important to know whether the watermelon is adulterated?



the activity)

Exploration



Material needed: Cotton balls and watermelon


1) Cut the watermelon and take out a piece

2) Rub the cotton ball on the inner succulent (red) part of the water melon.

3) Ask students if they observe any change in the color of the cotton ball.

4) If no then discuss what could be the possible reasons.

5) If yes then discuss what could be the possible reasons.

25




Explanation



1) No color observed in the cotton ball indicates the absence of adulteration.

2) Cotton ball absorbs the color and changes appearance to red indicates the presence of adulteration.

Explain the students about the observation they got after performing the

activity.

Erythrosine is an artificial dye which is used as a food color. It is also known

as Red No. 3. It is a pink-red color dye, which is a derivative of fluorone. It is a

water soluble dye. It is injected inside the watermelon to give them bright

red color.

When the cotton ball is rubbed on the watermelon surface, if it contains

Erythrosine it solubilize and come out with the cotton surface.

Erythrosine Dye

Elaboration

Time required: 5min

Ask students to talk to their friends/relatives who live in different cities or villages regarding this test and gather

the findings. Then they can analyze the findings and share it with the class.

26

Evaluation





1) What are the other fruits and vegetables in which you think people uses Erythrosine as adulterant?

2) Do you think this kind of watermelon or other fruit adulterant is harmful to our environment? If yes how?

3) What is the process of manufacturing Erythrosine dye? Why and how it is harmful for human health?

Method 2: Ask the students to do the tests with watermelon and other fruits in their home and share their findings

with the class.

27

Test no. 55 Teacher: Grade: 5 Date:

Test: Students will learn to conduct investigations to detect adulteration with

Khesari dal in Arhar/ Tur dal (whole and split)


1. Able to differentiate between the adulterated and pure Tur dal through simple tests.

2. Aware of the adulterations in the food grains.

3. Able to help their parents in identifying the pure and adulterated food grains.

Engagement


Objective: To quickly understand their readiness and interest on the topic by asking a few guiding questions. To get

insight on the understanding and curiosity of the children.

To understand what they know about the commonly used dals at home.

Show them some pictures of Arhar/Tur dal and ask them the following questions:

1) What is the color and shape of the Arhar dal? Have you

ever tasted them?

2) Do you have any idea about the adulteration that

happens in food and their products? If yes, can you give

me an example?

3) Why do you think we adulterate food?

4) Can you name one or two dishes which are prepared

using Arhar dal?



the activity)

Exploration



Material required: A small glass plate and little amount of Arhar dal to examine.


1. Take a small quantity of dal (whole or split) in a glass plate.

2. Examine the sample visually.

28

Ask students what have they observed? Why do they think this happened? What could be the possible reason



Explanation



1) If the Arhar dal is round and doesn’t have rough edges, then it is pure quality Arhar dal.

2) If the Arhar dal has rough edges with a little slant on one side and is completely square in shape, then it is

mixed with adulterated Khesari dal.


The addition, removal or replacement of any other adulterant/other ingredient other than its original form, is

called food adulteration.

Arhar dal which is also known as Tur dal is yellow colored lentil which is flat on one side and oblong in shape. It is

also known as Pigeon pea. It is widely used in Indian cooking. Pulses are also rich in proteins which will help in

building strong muscles

Khesari dal, is also yellow colored seeds/lentils. They are square in shape with rough edges and slant on sides.

Khesari dal has been banned by the government of India. According to medical research, consumption of the dal

could lead to paralysis of the lower body as well as numbness in the spine. The above test on adulteration of Arhar

dal containing amounts of Khesari dal can be used to detect the adulteration of any dals.

29

Elaboration

Time required: 5min

Now ask the students more about Arhar dal and Khesari dal, on what they have learnt.

Ask them to conduct the test at their homes and check if Arhar dal used at their home is pure or adulterated.


knowledge in their everyday.

Evaluation


Give student some task which demonstrates that they have achieved the lesson objective. Discuss related



1) Is Arhar dal a food crop or a cash crop? What are the benefits of eating Arhar dal?

2) What is the simple test that we carry out to detect the adulteration of Arhar dal?

3) What is the meaning of adulteration? What is Arhar dal adulterated with?

4) Can you write two or three sentences about Khesari dal?

Method 2: Divide the students into a group of 4-5 students. Ask the students to study and research more about

the Khesari dal and its ban. Ask the students to read newspapers upon them or find matter on the internet about

the Khesari dal and submit it as a project on it.

30


Test: Detection of adulteration with Rhodamine B in Ragi.


1. Able to differentiate between the adulterated and pure Ragi through simple tests.

2. Aware of the adulterations in the Ragi products.

3. Able to help their parents in identifying the pure and adulterated Ragi.

Engagement


Objective: To quickly understand their readiness and interest on the topic by asking a few guiding questions. To get

insight on the understanding and curiosity of the children.

Show them some pictures of Ragi to understand what they know about Ragi and where do people use it.


1. Have you ever heard or eaten anything made of Ragi flour? How does it taste?

2. Do you have any idea about the adulteration in Ragi? If yes, can you share a real life incident?

3. Is Ragi good for health? If yes how?

(Try to engage them in these questions in order to stimulate their thinking and help them get prior knowledge on this

topic. Tell them in brief what we are going to do today in order to create excitement among the students for the

activity)

Exploration



Material required:

A small bowl of water or vegetable oil, cotton ball, and Ragi sample.

31


1) Take a cotton ball soaked in water or vegetable oil.

2) Rub the outer surface of the Ragi.

3) Observe the color on the cotton ball.

Ask students what have they observed? Why do they think this happened? What could be the possible reason



Explanation



1) No color change is observed in the cotton ball.

2) Color of the cotton ball changes to pink/red.


The addition, removal or replacement of any other adulterant/other ingredient other than its original form, is called

food adulteration.

Ragi, is essentially know to help facilitate weight loss. The amounts of fiber, calcium and essential amino acids are

high in Ragi. By consuming Ragi, it helps maintain our blood sugar levels and cholesterol levels.

It is staple food in the South of India. It is prepared either by crushing dried grains or sprouting, drying and then

grinding them.

Rhodamine B is a chemical dye, which is usually mixed with Ragi, to mask the quality and appearance of Ragi.

This dye imparts a red colour on the Ragi grains or its other forms. When we use a cotton ball or vegetable oil, this

coloration is visible leaving the cotton ball red in colour.

By consuming adulterated Ragi mixed with Rhodamine B, which is a dye, can cause harmful effects inside our body.

Further or prolonged consumption causes cancer too.

32

Elaboration

Time required: 5min

Now ask the students more about Ragi, on what they learnt.

Ask them to conduct the test at their homes and check if the Ragi flour used at their home is pure or adulterated.

It will help students to extend their understanding of the concept into the real world. In this way they will apply

knowledge in their everyday.

Evaluation


Give student some task which demonstrates that they have achieved the lesson objective. Discuss related



1) What is Ragi and what are uses of Ragi to our body?

2) What is simple test that we carry out to detect the adulteration of Ragi?

3) What is the meaning of adulteration? What is Ragi adulterated with?

4) Can you explain and write about Rhodamine B?

Method 2: Divide the students intoa group of 4-5 students. Ask the students toprepare small 3-4 pages of project

writing on Ragi, its uses, adulteration and the test. Also explaining the harmful effects of consuming adulterated

Ragi.

33

Test No.- 74 a Teacher: Grade: 5 Date:

Test: Detection of adulteration with papaya seeds in black pepper (method 1).


1. Able to differentiate between the adulterated and pure black pepper through simple tests.

2. Aware of the adulterations in the black pepper products.

3. Able to help their parents in identifying the pure and adulterated black pepper.

Engagement


Objective: To get feedback from students and judge their knowledge on

said subject and gauge curiosity in conducting said test.


1. What are the main foods in which black pepper is used?

2. What is the taste that black pepper adds to food?

3. Give health benefits of black pepper consumption.



Exploration



Material required:

Black pepper sample, water, and glass.


1) Add some black pepper to a glass of water.

2) Observe whether the seeds float or settle down

Ask students what observation they make in the glass. Why do they think this happened? What could be the



individually.)

34

Explanation



1. Seeds settle at the bottom of the glass.

2. Some or all seeds float on the surface of the water.


Black pepper is a flowering vine in the family Piperaceae, cultivated for its fruit, known as a peppercorn, which is

usually dried and used as a spice and seasoning. When fresh and fully mature, it is about 5 mm in diameter and

dark red, and contains a single seed, like all drupes.

Black pepper has anti-inflammatory properties and may improve blood sugar control. Black pepper seeds are

heavier that papaya seeds. Just like a feather and a rock, due to the difference in the weight of the two items, the

lighter of the two (papaya seeds) will float on the surface whereas the heavier (black pepper seeds) will sink to

the bottom of the glass of water thereby distinguishing between adulterated and unadulterated black pepper.

This process is called sedimentation where the heavier component sinks and the lighter one floats.

Elaboration

Time required: 5min

Ask students to conduct a similar test in which oil is added to a glass of water and in another glass where stones

are put in a given glass container. The results of the said test will have direct applicability to the given test which

is based on the difference in weights of the given material.

35

Evaluation





1. What is the role of water in the given test?

2. Why is adulteration in black pepper performed?

3. What is the principle behind the said test?

4. What are the health benefits of black pepper?


Ask the students to use black pepper to flavor their meal and note down the taste. In the same food sample, ask

students to use papaya seeds and note the change in the same. Further, they can also ask their parents the foods

in which papaya seeds/papaya is used and note the taste given by the same in the dish. This test can be

conducted in more than one food item and the results can be catalogued.

36

Test No. 74 b Teacher: Grade: 5 Date:

Test: Detection of adulteration with papaya seeds in black pepper (method 2).





Engagement


Objective: To get feedback from students and judge their

knowledge on said subject and gauge curiosity in conducting

said test.


1. What are the main foods in which black pepper is

used?

2. What are some of the uses of papaya seeds?

3. Give health benefits of black pepper consumption.

4. Give some uses of the various parts of the papaya plant.



Exploration



Material required:

Black pepper sample, white paper, magnifying glass


1) Spread sample of black pepper on a white paper.

2) Observe the appearance of the sample using a magnifying glass.

Ask students what observation they make.


individually.)

37

Explanation



1. Seeds appear brown with a wrinkled surface and a characteristic smell and pungent taste.

2. Seeds appear shrunken with a smooth and oval shape. Colour of seeds is greenish brown or blackish

brown.


Papaya seeds contain a variety of essential micronutrients. They’re especially high in polyphenols and flavonoids,

two compounds that act as antioxidants to help promote better health. Antioxidants fight disease-causing free

radicals to prevent oxidative stress and ward off chronic diseases.

Papaya seeds are used as an adulterant with black pepper because of its similar appearance. It is mixed to

increase the mass of black pepper during packaging.

Black pepper seeds appear brown with a wrinkled surface and a characteristic smell and pungent taste. Whereas,

papaya seeds appear shrunken with a smooth and oval shape. Colour of seeds is greenish-brown or blackish

brown. Thus, the main distinguishing parameter is shape, color and taste and a difference are drawn by the

students using the same.

Elaboration

Time required: 5min

The given test can be better understood if students conduct a test of ground sugar and common salt. Though

identical too look at, due to difference in colour and texture helps differentiate between the two.

38

Evaluation





1. What is the use of the white paper in the given test?

2. What is the use of the black pepper?

3. What is the reason behind adulterating black pepper with papaya seeds and not any other seeds?

4. Even if papaya seeds are not harmful for our health, why we consider it as an adulterant?


Ask the students to use the papaya seeds and black pepper seeds to plant the same in the school premises. Note

the growth of the same 2 plants and how they differ in structure, size, features, etc.

39

Test No. 75 a Teacher: Grade: 5 Date:

Test: Detection of adulteration with light black berries in Black Pepper (method 1).





Engagement


Objective: To get feedback from students and judge their knowledge on

said subject and gauge curiosity in conducting said test.


1. Do you know anything about light black berries?

2. What do you think that this picture is of black pepper or black

berries?

3. Which is the largest producer of black pepper in India?



Exploration



Material required:

Black pepper sample.


1) Press berries with the help of finger.

2) Observe whether the berries break easily or not.

Ask students what observation they make. What do they feel is the reason for the same?


individually.)

40

Explanation



1. Black pepper berries do not break away easily.

2. Light black berries break away easily.


Black pepper is a flowering vine in the family Piperaceae, cultivated for its fruit, known as a peppercorn, which is

usually dried and used as a spice and seasoning. When fresh and fully mature, it is about 5 mm in diameter and

dark red and contains a single seed, like all drupes. Black pepper has anti-inflammatory properties and may

improve blood sugar control.

“Light Berries” means berry that has reached an apparently normal stage of development but the kernel does not

exist and hence they break easily on applying the slightest amount of pressure. The Kernel is the softer, usually

the edible part of a nut, seed, or fruit stone contained within its shell and due to this, the inside of the berry is

hollow and hence it breaks with the application of the slightest amount of pressure unlike in the black pepper

seeds.

Elaboration

Time required: 5min

Ask students to conduct the same experiment with a brittle biscuit and an apple. They would notice how the

biscuit breaks since it is light and airy whereas the apple is made of water and pulp due to which it does not break

with the application of force.

41

Evaluation

Time required: 10min




1. What is the meant by food adulteration?

2. What is the importance of black pepper in our diet?

3. What is the source of black pepper? (pepper plants i.e., pipurnigrum)

4. What are the harmful effects of consuming adulterated black pepper on our health?


Ask students form groups and collect various items from within the school premises and thereafter use varying

amounts of force to note the point at which they break and catalogue the results of the same. Thereafter, they

can also use the internet to find out more about the item chosen by them and thereby learn more about its

characteristics.

42

Test No. 75b Teacher: Grade: 5 Date:

Test: Detection of adulteration with light black berries in black pepper (method 2).





Engagement





1. Give the common name of ethyl alcohol. (ethanol)

2. Give three uses of ethyl alcohol. (solvent, automobile gasoline

additive, distilled spirits)

3. Give three foods containing black pepper.

4. Explain the taste black pepper adds to food.

(Try to engage them through this activity to test their prior knowledge

and create excitement for the activity to be conducted. Follow this up

with a brief overview of the activity to be conducted today.)

Exploration



Material required:

Black pepper sample, ethyl alcohol, and glass container.


1) Float sample of black pepper in Ethyl alcohol (ethanol).

2) Observe whether the sample floats or sinks down.

Ask students what observation they make in the glass. What do they feel is the reason for the same?


individually.)

43

Explanation



1. Black pepper seeds sink and settle at the bottom of the glass.

2. Light black berries float on the surface


“Light Berries” means berry that has reached an apparently normal stage of development but the kernel does not

exist. The kernel is the softer, usually edible part of a nut, seed, or fruit stone contained within its shell and due to

this, the inside of the berry is hollow and hence it floats on the surface due to the lack of weight. On the other

hand, the black pepper seeds, being heavier than the liquid settle at the bottom of the glass. This is the process of

sedimentation where the heavier component settles down and the lighter one floats on the surface due to

difference in their buoyancy as a result of different weights.

Elaboration

Time required: 5min

Ask students to conduct a similar experiment with a mixture of other spices with different size and weight placed

in a glass container. Ask them to observe which one will sink and which one will float. Is it due to the difference in

their weights or there is some other reason behind that?

Encourage them to know more about the science behind sink and float.

44

Evaluation

Time required: 10min




1. What is the purpose of ethyl alcohol in the given test?

2. How the weight of the adulterant and black pepper important in the test?

3. Do you know about FSSAI?

4. Can ethyl alcohol be harmful to health? If yes, how?

5. What are government policies regarding adulteration in food?


Divide the students into various groups. Each group will be required to give a real-life example where the

difference in weights of objects play a very important role in coming to a final decision on a matter. For instance,

in case of a human pyramid, the lightest weighing person is at the top of the pyramid with each level consisting of

heavier weights, heaviest being the lowest.

45


Test: Detection of adulteration with exhausted cloves in cloves.


1. Able to differentiate between the adulterated and pure cloves through simple tests.

2. Aware of the adulterations in the cloves products.

3. Able to help their parents in identifying the pure and adulterated cloves.

Engagement





1. What are cloves?

2. What food items are cloves used it?

3. What is the flavor that cloves add to food?

4. Which is the largest producer of cloves in India? (Tamil Nadu)



Exploration



Material required:

Sample of cloves, Water, and glass.


1) Take some water in a glass and place the sample cloves into it.

2) Observe for the pattern of settling in the glass

Ask students what observation they make in the glass. What do they feel is the reason for the same?


individually.)

46

Explanation



1. Sample settles at the bottom of the glass

2. Some or all of the cloves float at the surface of the water.


Cloves are the aromatic flower buds of a tree. They are native to the Maluku Islands in Indonesia, and are

commonly used as a spice. Cloves are available throughout the year due to different harvest seasons in different

countries. Adulterated cloves are of no use since the oil is extracted.

In addition to their sweet, aromatic flavor, cloves are known for their potent medicinal properties. In fact, animal

studies have found that the compounds in cloves may have several health benefits, including supporting liver

health and helping stabilize blood sugar levels.

Exhausted cloves mean cloves from which the volatile oil has been extracted by distillation and hence, they

become light and float on water. Cloves are made up of 18% oil. Distillation is the process of separating

components of a mixture based on different boiling points. Thus, clove oil has been extracted from the cloves

making them lighter and thereby due to their lesser weight causes them to float on the surface whereas the pure,

unadulterated cloves sink to the bottom due to their heavier weight.

Elaboration

Time required: 5min

A similar and direct application of the said test can be in the case of desalination of water. Students under the

supervision of the teacher can clearly demonstrate the process of desalination of impure water into pure water

47

Evaluation





1. What is meant adulteration in food?

2. Why are the harmful effects of adulteration?

3. Can you find some other methods to detect adulteration in cloves?

Method 2: Online Exercise

Divide students into 5-6 groups. With the help of the internet, ask each student to look up one process in which

distillation is used and explain the same in their own words. (E.g. Crude oil refining, liquefying gases from air,

chemical plants, etc.)


Divide students into groups and ask them to conduct a survey in their neighborhoods about the various foods in

which cloves are used in households, the affordable price for them, the substitutes (if any) and the purpose for

using cloves in food. The results should then be catalogued and presented in a tabular format to make it easier to

analyze.

48


Test: Detection of adulteration with Argemone seeds in mustard Seeds.


1. Able to differentiate between the adulterated and pure mustard seeds through simple tests.

2. Aware of the adulterations in the mustard seeds products.

3. Able to help their parents in identifying the pure and adulterated mustard seeds.

Engagement





1. What are Argemone seeds?

2. What are the foods in which mustard seeds are used?

3. What is the taste obtained from the use of mustard seeds?

4. From which plant are mustard seeds obtained?

5. Which state is the largest producer of mustard seeds?



Exploration



Material required:

Mustard seeds sample, glass plate


1) Take a small quantity of Mustard seeds in a glass plate

2) Examine the sample visually

Ask students what observation they make. What do they feel is the reason for the same?


individually.)

49

Explanation



1. The seeds have a smooth outer surface and once pressed the seeds have an inner whiter surface.

2. Seeds have a grainy, rough surface and are black in colour and when pressed the seeds have a white inner

surface.


Argemone Mexicana seeds contain 22–36% of pale yellow non-edible oil, called Argemone oil or katkar oil, which

contains the toxic alkaloids. On the other hand, mustard seeds are the small round seeds of various mustard

plants. The seeds are usually about 1 to 2 millimetres in diameter and may be coloured from yellowish white to

black. Thus, the former is toxic and harmful to health whereas the latter has benefits such as relief from the

number of migraine attacks you get.

Mustard seeds are very rich in calcium, manganese, omega 3 fatty acids, iron, zinc, protein and dietary fibre.

Thus, mustard seeds are an essential in one’s diet. The distinct colour of the mustard seeds along with the

smooth outer surface makes the distinguishing possible between the mustard seeds and the rough, grainy and

black Argemone seeds.

Elaboration

Time required:5min

The given test consists of a test by visual aid. Thus, students can conduct a test of 2 similar looking items such as

tea leaves and coffee beans mixed together and use visual stimulus to distinguish between the two.

50

Evaluation





1. Where are mustard seeds obtained from?

2. Why is the adulteration in mustard seeds with Argemone seeds performed?

3. What are the guidelines by FSSAI for the adulteration in spices?

4. What is the harmful effects of having adulterated spices?


Ask students to use the given map and mark the soil found in their respective state. Thereafter ask them to list

the characteristics of the soil and the crop that is produced maximum in the same map.

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