Class : 6 - TERM I- Supplementary - Spices of India

LESSON PLAN FOR THIS LESSON IS GIVEN AT THE END OF THE ANSWERS.

 Class 6 : TERM I- Supplementary  - Spices of India 

Answer the following questions.

1. Why do we add spices to food?
   ➔ We add spices to food to balance nutrition, keep us healthy, and add flavour and nutrients without fat or calories.
2. Which spices are used a lot in Indian food?
   ➔ Cumin, mustard, pepper, cloves, fennel, cinnamon, and turmeric are used a lot in Indian food.
3. Which parts of a plant are collected as spices?
   ➔ Flowers, leaves, roots, bark, seeds, and bulbs are collected as spices.
4. What are the uses of spices?
   ➔ Spices add flavour to food, help preserve food, balance nutrition, keep us healthy, and are also used in medicines.
5. What happened after Columbus discovered America?
   ➔ After Columbus discovered America while searching for India and pepper, he found chilli, and his voyage led to new explorations and changes in the spice trade.

B. Choose the best option.

1. People say curry comes from a Tamil word ‘kari’ which means ___________________.
   ➔ (b) sauce
2. Pepper is also known as ___________________.
   ➔ (b) black gold
3. ___________________ wrote about cinnamon in 2700 BC(BCE).
   ➔ (a) Chinese
4. The Greeks, Romans and Egyptians all bought cinnamon from _______________.
   ➔ (c) India

B. Choose the best option.

1.People say curry comes from a Tamil word ‘kari’ which means ___________________.

a) soup b) sauce c) sambar

2.Pepper is also known as ___________________.

a) liquid gold b) black gold c) white gold

3.___________________ wrote about cinnamon in 2700 BC(BCE).

a) Chinese b) Indians c) Japanese

4.The Greeks, Romans and Egyptians all bought cinnamon from _______________.

a)      Japan b) South America c) India

 

1. People say curry comes from a Tamil word ‘kari’ which means b) sauce.
2. Pepper is also known as b) black gold.
3. a) Chinese wrote about cinnamon in 2700 BC(BCE).
4. The Greeks, Romans, and Egyptians all bought cinnamon from c) India.

 

C. Compare the travel maps of Vasco da Gama and Columbus.

 

 

Vasco da Gama's journey 1497-1499	Christopher Columbus's journey 1492-1504
Portugal  Calicut  Black Pepper	Portugal  South America  Chilli

Fill in the table with the prompts. Frame sentences with the help of the table.

Sailor	Vasco da Gama	Columbus
Year of travel
Started from
Reached
Explored
Taken away

 

 

Sailor	Year of travel	Started from	Reached	Explored	Taken away
Vasco da Gama	1497-1499	Portugal	Calicut	India	Black Pepper
Christopher Columbus	1492-1504	Portugal	South America	South America	Chilli

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• Vasco da Gama started his journey from Portugal between 1497 and 1499. He reached Calicut in India and explored India, taking away black pepper.
• Columbus started his journey from Portugal between 1492 and 1504. He reached South America and explored South America, taking away chilli.

 

Look at the pictures and read the given information.

 

D. Look at the table carefully. Then complete the points below.

1.                  The paddy plants are given manure after _______________.

2.                  The plants take ___________________ days in ripening phase.

3.                  It takes 10 days to ___________________ the rice.

4.                  The rice grains have to be ___________________ and then stored.

5.                  We ___________________ the grains for ___________________ days before boiling.

1. The paddy plants are given manure after 35 days.
2. The plants take 30 days in the ripening phase.
3. It takes 10 days to harvest the rice.
4. The rice grains have to be dried and then stored.
5. We ¹ water the grains for 35 to 90 days before boiling.   

E. Talk in groups. Then share your thoughts with the class.

• Do you usually eat all the food served to you? If not, what are the reasons? When you eat lunch at school, which are the dishes you don't eat or waste?
➔ I try to eat all the food served to me. Sometimes, if the food is too spicy or has an ingredient I don’t like, I may not finish it. At school, I sometimes waste very spicy dishes or dishes with too much oil.

• Why do you avoid certain food items?
➔ I avoid certain food items because they may be too spicy, oily, or I might not like the taste. Sometimes, I also avoid food that smells strange or looks stale.

• Can you think of ways to reduce the amount of food wasted in your school?
➔ Yes! We can take only as much food as we can eat, share extra food with friends if possible, and create awareness about the importance of not wasting food. We can also encourage students to bring food from home that they know they will like and finish.

• Have you seen or known anyone in need of food? Have you helped them? How?
➔ Yes, I have seen people near my locality who need food. Sometimes, we give them packets of food or fruits. We also donate during festivals and special days.

• Take a pledge in your group not to waste food
➔
"We pledge that we will not waste food.
We will take only what we can eat.
We will respect the food we receive and remember those who have less.
We promise to share and care.
We pledge to value food and not waste it!"

 

 

STEPS TO SUCCESS

1.                  Four of the following five are alike in certain ways and so form a group. Which is the one that does not belong to that group?

a) Garlic b) Sesame c) Mustard d) Olive e) Corn

1.                  In a certain code language if KBOVBSZ is the code word for JANUARY, what is the code word for OCTOBER?

a)PDUBCFS b) PDUPCFS c) BDUPCFB d) PDUPCFM

1. The one that does not belong to the group is d) Olive. Garlic, sesame, mustard, and corn are typically considered spices or grains used in a similar way in cooking. Olive is a fruit from which oil is extracted.
2. If KBOVBSZ is the code word for JANUARY, let's analyze the pattern:
• J (+1) = K
• A (+1) = B
• N (+1) = O
• U (+1) = V
• A (+1) = B
• R (+1) = S
• Y (+1) = Z

The pattern is that each letter is shifted forward by one position in the alphabet. Applying this to OCTOBER:

• O (+1) = P
• C (+1) = D
• T (+1) = U
• O (+1) = P
• B (+1) = C
• E (+1) = F
• R (+1) = S

Therefore, the code word for OCTOBER is a) PDUBCFS.

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LESSON PLAN

Lesson Plan: Spices of India

Lesson Title: Spices of India (Term I - Unit 3 Supplementary)

1. Learning Objectives: By the end of this lesson, students will be able to:

• Identify the historical and cultural significance of spices in India.
• Explain how spices contribute to food's flavor, nutrients, and health benefits.
• Recognize key figures and voyages associated with the global spice trade, such as Vasco da Gama and Christopher Columbus.
• Understand the economic value of spices in ancient and medieval times.
• Name several Indian spices and their general uses.

2. Learning Outcomes: After learning this unit, students will be able to:

• Appreciate the rich history and global impact of Indian spices on cuisine and exploration.
• Discuss the journey of certain food items and spices to India.
• Relate geographical discoveries to the demand for spices.
• Analyze the importance of food and the value of avoiding waste.

3. Introduction:

• Begin by asking students: "What is your favorite dish to eat?".
• Then, ask: "Do you know what makes your food taste so good?" or "Why do we add spices to food?".
• Follow up with: "Have you ever wondered where some of the ingredients in our food came from, or how they arrived in India?".

4. Reading and Understanding:

• The teacher will guide students to read the "Spices of India" text (pages 150-153).
• Students will read the sections in pairs or individually, underlining new words.
• They will then find the meanings of these new words, such as: "soul of food," "balance nutrition," "voyages of modern history," "conquer the spice trade," "colonization," "profitable trade," "readily available," "risked their lives," "expensive," "prized spice," "cultivated," "exported," "appreciated the fragrance and taste," and "levying tax". They can use a dictionary or the provided digital glossary for correct pronunciation and visualization of words.
• In-text questions will be used for discussion to check and develop comprehension skills.

5. Mind Map:

            click the map

• Students will work in groups to create a mind map or flow chart titled "The Journey of Spices."
• The mind map should include:
  • Central Idea: Spices of India.
  • Branches: Importance (flavor, health, nutrition), Key Spices (pepper, cinnamon, cardamom, cloves, ginger, mace, nutmeg, turmeric, cumin, mustard, fennel), Historical Trade (with Mesopotamia, China, Sumeria, Egypt, Arabia, Greeks, Romans, Egyptians, Venetians), Key Explorers and their Discoveries (Vasco da Gama to Calicut for black pepper, Christopher Columbus to South America for chilli).
  • Connections: Show how the trade led to voyages and global interactions.

6. Consolidation and Presentation:

• The teacher will lead a class discussion to summarize the main points:
  • Spices are the soul of Indian food, adding flavor, nutrients, and promoting health.
  • They have a rich history of trade, dating back 7000 years, even before Greek and Roman civilizations.
  • The desire for spices, especially black pepper, spurred major voyages like those of Vasco da Gama and Christopher Columbus, profoundly impacting global history and leading to colonization.
  • Spices were once incredibly valuable, sometimes costing more than livestock, though their availability and cost have changed over time, they remain essential in kitchens worldwide, especially Indian ones.

7. Reinforcement:

• Discussion on "Do You Know?" facts:
  • Chilli facts: Cultivation in Ramanathapuram, Tamil Nadu; known as Govai-mirchi; spread from Goa to India/Sri Lanka.
  • Saffron: High cost due to intensive labor (75,000 flowers for 1 pound).
  • Health benefits: Red peppers for Vitamin C, mint for upset stomach.
  • Sugarcane: One of the earliest plants grown by Indians.
• ICT Corner Activity: Guide students to play the "Spices Game" as described in the source to reinforce their knowledge about spices.
• Connecting to Self: Initiate a discussion about food waste, using the prompts provided, and emphasize the importance of valuing food and helping those in need.

8. Evaluation:

• a) Lower Order Thinking Question (LOT): "According to the text, what is the Tamil word that the term 'curry' is said to come from, and what does it mean?".
• b) Middle Order Thinking Question (MOT): "Explain how Christopher Columbus's search for spices led to an unexpected discovery. What spice did he find?".
• c) Higher Order Thinking Question (HOT): "In the Middle Ages, spices were incredibly expensive and people risked their lives for them. How do the sources suggest that the perception and value of spices have changed in modern times, and what does this change signify?".

9. Remedial Teaching:

• For slow learners, provide simplified summaries of each section.
• Use visual aids such as large pictures of different spices and their plants, as well as simplified maps of trade routes.
• Implement paired reading activities where stronger students can help explain concepts to their peers.
• Focus on key vocabulary words and ensure understanding through repeated exposure and context examples.
• Utilize the digital glossary for auditory and visual reinforcement of new words.
• Engage them in short, structured discussions using the "In-Text questions" to build comprehension.

10. Writing:

• Students will choose one of the following writing tasks:
  • Write a short paragraph (50-70 words) describing the importance of spices in Indian food, focusing on flavor and health benefits.
  • Imagine you are a spice merchant from ancient India. Write a short journal entry (50-70 words) about a typical day of trading spices.
  • Write a short recipe for a simple dish (e.g., spiced tea or a basic vegetable curry) that incorporates at least two spices mentioned in the lesson, explaining why each spice is used (e.g., for flavor, color, health).

11. Follow Up:

• Homework/Assignment: Students will complete Project C (page 154): "Compare the travel maps of Vasco da Gama and Columbus. Fill in the table with the prompts: Sailor, Year of travel, Started from, Reached, Explored, Taken away."
• Activity: Encourage students to ask their family members about their favorite spices and how they are used in their household's cooking. They can share their findings in the next class.

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