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Malaysian Traditional Food Main Subject: Social Study Age group: 5 years…

- - - - Identify nasi lemak as an example of Malay food heritage.
      - Describe at least 3 out of 6 ingredients of Nasi Lemak (rice, eggs, cucumber, anchovies, peanuts and sweet sambal) using their sense such as smell and taste.
  - - - 10 minutes
        
        The teacher start the class by showing a banana leaf and asks the children, " Have you seen food serve on a banana leaf before?
        
        After children answer, the teacher shows the ingredients of Nasi Lemak one by one, including rice, egg, cucumber, anchovies, peanuts and sweet sambal.
        
        The teacher asks, " When you see all these ingredients together, what dish do you think they can make?"
        3.Then the teacher introduce Nasi Lemak as a traditional Malay food and explains that it is part of Malaysian food culture.
        
        The teacher allows the children to observe and briefly smell and taste the ingredients.
        
        The teacher introduce the taste and texture of each ingredient using simple word such as soft, crispy, salty, sweet and spicy.
        
        For example, "the sambal is spicy" and "the cucumber is fresh."
    - - 20 minutes
        
        The teacher prepares a plate with banana leaf and six Nasi Lemak ingredients: rice, egg, cucumber, anchovies, peanuts and sambal.
        
        The teacher arrange six children in one group and sit around the activity area.
        3.Children will be blindfolded and teacher will randomly gives one ingredient and a spoon for them to taste the food to each child.
        
        Children start smell and taste their assigned ingredient and describe what they can smell and taste.
        
        Children may use simple words to describe such as salty, spicy, soft, crunchy, or sweet.
        
        The teacher ask guiding questions such as, "What does it taste like?", "Is it soft or crunchy?" and hat do you think the ingredient is?"
        
        After children have their answer, they remove their blindfolds.
        
        The teacher places different food models of the Nasi Lemak ingredients on the table.
        
        Each child identifies the ingredient they tasted and selects the matching food model.
        
        Children place their selected food model onto the banana leaf to build their own Nasi Lemak.
        
        Teacher reveals the correct ingredients and checks whether the children have identifies them correctly.
        
        After that, teacher asks, "What have we made together?"
        
        Children identify the completed dish as nasi Lemak.
        
        The teacher may conduct the activity for another round by allowing the children to smell the ingredients without tasting them, making the activity more challenging and encouraging them to identify the ingredients using the sense of smell.
    - - 5 minutes
        
        The teacher tells the children, "You have become Nasi Lemak Food Detectives today!"
        
        The teacher shows one ingredient model at a time and asks the children to describe one characteristic of the ingredient.
        
        For example, "It is salty and crispy" for anchovies and "it is crunchy and fresh" for cucumber.
        
        The teacher recalls, "What Malaysian food did we learn about today?"
        
        The children answer, "Nasi Lemak"
        
        The teacher ends the lesson by saying, "Today, we learned about Nasi Lemak, a traditional Malay food that is part of Malaysia's food heritage."
- - - - Recognize Tangyuan as a traditional Chinses food and describe its connection to family reunion and togetherness.
        
        Demonstrate an understanding of ordering which is arrange three different sizes of Tangyuan (big, medium and small) from big to small.
  - - - 20 minutes
        
        The teacher prepares a large bowl of glutinous rice flour and water, with a tablespoon placed beside the bowl, and guides the children to add 4 tablespoons of flour and 2 tablespoons of water into their own bowls.
        
        The children follow the teacher’s instructions to measure and add the ingredients into their bowls.
        
        The teacher demonstrates how to gradually add water to the flour and gently mix and knead it until it becomes a soft dough.
        
        The children start to mix, knead and press the dough using their hands.
        
        After they done making the dough, the teacher asks the children to make three Tangyuan, three medium Tangyuan, and three small Tangyuan and arrange it in order from big to small on their own plate.
        
        The children pinch different amounts of dough to control the size and roll the dough between their palms to form round Tangyuan.
        
        While children making Tangyuan, the teacher may encourages the children to compare their Tangyuan by asking, “Which Tangyuan comes first?”, “Which one is the last?” and “Which one is in the middle?”
        
        After children succeed arrange the Tangyuan in order, they are required to say out loud the size together by pointing at their own Tangyuan. For example, “ This is big Tangyuan, this is medium Tangyuan and this is small Tangyuan, I arranged it from big to small.”
        
        To make the activity more challenging, the teacher can conduct another round by mixing all the Tangyuan together and ask children to observe carefully the size and arrange it in order again.
    - - 10 minutes
        
        The teacher start the lesson by showing a large bowl of dry, white glutinous rice flour.
        
        The teacher lets the children pass the bowl around to feel the dry powder.
        
        The teacher lets the children to guess what they going to make using the flour.
        
        The teacher then tells a short and engaging story while showing three different size of Tangyuan : " Long ago in China, the winter was freezing cold. Families couldn't go outside, so they decided to make Tangyuan. The Tangyuan are round, and their round shape represents “Tuanyuan” (团圆), which means family reunion and being together. Eating warm Tangyuan together brings warmth, love and happiness!.”
        
        Then the teacher introduces the activity: “ Today we want to make our own Tangyuan with different sizes!”
        
        The teacher then arrange three different size of Tangyuan from big to small and introduce the concept ordering is to arrange something in sequence.
    - - 10 minutes
        
        The teacher recalls the lesson by asking; “ What traditional Chinese food that we learned today?” And “What Tangyuan means?”
        
        The children answer that Tangyuan means that reunion and all family members being together.
        
        Children may share their experience with Tangyuan such as whether they have trying Tangyuan before or who they like to eat Tangyuan with.
        
        Then the teacher reinforced the concept ordering again by asking: “ Do you still remember how to arrange Tangyuan in order?”
        
        Children answer: “ Big, medium and small.”
        
        The teacher ends the lesson by serving the cooked Tangyuan made by children.
- - - - Recognise roti canai as an example of Malaysian Indian food heritage.
        
        Use their fingers, hands and palms to flatten, stretch, and fold the roti canai dough with teacher guidance.
  - - - 10 minutes
        
        The teacher brings a covered plate with a roti canai inside to the classroom.
        
        Then the teacher asks children: “ When we talk about Indian food, what is the first food that comes to your mind?”
        
        The teacher says: “Today I brought one Indian food can you guess what is it?”
        
        The teacher give hints while the children guessing such as, “ It is something flat and crispy.” , “ It can be stretched and folded before it is cooked.” And “ This food looks like can fly when people make it!”
        
        After that, the teacher reveals the food and introduces the name “Roti Canai”
        
        The teacher asks children: “ Have you seen or eaten Roti Canai before?” and “Do you know how Roti Canai is made?”
        
        The teacher shows a short video of how people flattened, stretched and folded the dough.
        
        The teacher explains that Roti Canai is an Indian traditional food and people will stretched until it become thin so that it will taste crsipy.
        
        The teacher says, "Today, we are going to be little Roti Canai makers to make out own Roti Canai!"
    - - 20 minutes
        
        The teacher use pretend play to let children practice the action.
        
        the teacher says, " Now everyone has an invisible Roti Canai dough!" let's learn how to make it flat!"
        
        The teacher then demonstrates the action one by one and children follow. For example, use palm to flatten the dough, use hand to stretch and use finger to fold the dough.
        
        After children familiar with the action, each child are given one piece of roti canai dough.
        
        The teacher says: "Now we can start making our own roti canai!"
        
        The teacher guides the children step-by-step how to gently press the dough suing their palm.
        
        The teacher says: " Press, press, press!"
        
        Children follow the teacher to use their palm to press and flatten the dough.
        
        Then the teacher continues by saying: "Now stretch it!" while using both hand to carefully stretch the dough.
        
        Children follow and gently stretch the dough using both hands.
        
        After all children have stretch their dough, the teacher demonstrates how to fold the dough in to a square.
        
        Children gently fold their dough using their fingers.
        
        The teacher walks around and encourage children to use their finger, hands and palm to make the roti canai.
        
        The teacher can also asks guiding question such as, " How can you make your roti canai flat?"
        
        The teacher provide guidance and enough time for children to make their roti canai.
        
        After all children success making the roti canai, the teacher praise them and collect their roti canai to cook.
        
        roti canai dough
    - - 5 minutes
        
        The teacher gathers the children together and asks, "What food did we learn about today?" and "Where does Roti Canai come from?"
        
        The teacher reinforce that Roti Canai is originally came from India and is one of Malaysian traditional food.
        
        The teacher recalls: "Do you still remember how to make the roti canai?"
        
        Children answer while showing the actions.
        
        The teacher ends the lesson by serving their own cooked roti canai.
- - - - Recognise Ayam Pansuh as an example of Iban food heritage.
        
        Create a simple Ayam Pansuh artwork using various materials such as toilet paper roll, coloured paper and tissue.
  - - - 10 minutes
        
        The teacher shows the children a real piece of bamboo and asks: “ Children, do you know what this is?”
        
        The children observe and give their answers.
        
        The teacher allows the children to touch the bamboo and asks, “How does it feel? Is it hard or soft?”
        
        The children touch the bamboo and describe how it feels.
        
        The teacher shows a covered container and says, “I have something special inside. Can you guess what food is inside?”
        6.After children guessing, the teacher slowly opens the container and reveals the Ayam Pansuh.
        
        The teacher introduces, “This is Ayam Pansuh, a traditional food of the Iban community in Sarawak. The chicken is cooked inside bamboo.”
        
        The teacher asks, “Have you ever seen food cooked inside bamboo before?”
        
        The children share their experiences.
        
        Then the teacher asks children to observe what ingredients they can see from the Ayam Pansuh.
        
        The teacher then introduces that there are two main ingredients which is chicken and tapioca leaves, a type of vegetable.
        
        The teacher says, “Today, we are going to make our own Ayam Pansuh!”
    - - 20 minutes
        
        The teacher gives each child a paper plate, one toilet paper roll, one piece of green coloured paper and three pieces of tissue.
        
        The teacher explains that the toilet paper roll will represent the bamboo used to cook Ayam Pansuh, the coloured paper will represent the tapioca leaves and the tissue will represent the chicken.
        
        The teacher demonstrates how to tear a piece of tissue and crumple it into a small ball and put it inside the toilet paper roll to represent the chicken. And also demonstrate how to tear the green coloured paper into thin strips to represent the tapioca leaves.
        
        Children start create their own Ayam Pansuh using their imagination.
        
        Children are allowed make different shapes of chicken and tapioca leaves.
        
        Teacher walks around and asks engaging questions such as: “ What did you put inside your bamboo?”, What does the tissue represent?” or “What ingredients do you have inside your bamboo?”
        
        Children continue working on their artwork.
    - - 10 minutes
        
        The teacher places all the children’s Ayam Pansuh artwork on the table.
        
        The teacher says: “Welcome to our Ayam Pansuh Art Gallery!”
        
        Children walk around the classroom and look at their friends art work and share their idea with each other.
        
        After that, the teacher gathers the children together and ask: “What food did we learn about today?” And “Where does Ayam Pansuh come from?”
        
        The children answer the question.
        
        The teacher ends the lesson by serving the real Ayam Pansuh for children to try.
- - - - Recognise Linopot as an example of Kadazan-Dusun food heritage
        
        Name at least three out of four Linopot ingredients correctly. ( Hill rice, yam, sweet potato and tarap leaf.)
  - - - 10 minutes
        
        The teacher brings a real Linopot wrapped in a tarap leaf.
        
        The teacher asks: “What do you think is inside the leaf?”
        
        The children express their ideas.
        
        The teacher unwrap the Linopot slowly and introduce it is a traditional of Kadazan-Dusun community in Sabah. And people enjoyed it during Kaamatan Harvest Festival.
        
        The teacher asks children to observe and taste it and guess what are the ingredients that mixed with the hill rice.
        
        Children answer the question while observe, smell and taste the Linopot.
        
        The teacher explains that is made by mixing hill rice with ingredients such as yam and sweet potato, and then wrapping the mixture with tarap leaf.
        
        Then the teacher shows the ingredients flash cards one by one with the ingredient’s pictures and it’s names.
        
        The teacher pronounce each word clearly and asks children to repeat the word.
        
        The teacher repeats the words again by pointing at the real food such as the rice, the yam and sweet potato cubes inside and the tarap leaf.
        
        Then the teacher randomly points at an ingredient and asks children to say the name.
        
        The teacher says: “today we will become an explorer and find the ingredients to make the Linopot!”
        
        Linopot show for chilren
    - - 20 minutes
        
        The teacher prepares four picture cards with the ingredients picture without it’s name and hids the picture cards inside the classroom.
        
        The teacher tells the children: “ Ouh no! The ingredients for your Linopot are missing! Let’s find them!”
        
        Children start finding the picture cards inside the classroom.
        
        After children found all the picture cards, they bring it back to the teacher.
        
        And then the teacher will take out a tarap leaf with the ingredients name cards warped inside it.
        
        The teacher slowly unwrapped the tarap leaf and ask children to match the picture cards and its name cards. The cards have
        velcro to stick them together.
        
        Teacher asks questions such as: “What do you think this ingredient is?” Or “This picture is a green colour leaf, do you know what is its name?”
        
        After children matched all the ingredients, the teacher asks children to put all the ingredients cards into the tarap leaf.
        
        The teacher wrapped the cards with the tarap leaf and shake it while saying: “ Let’s mix all the ingredients together!”
        
        Children can take turns to experience mixing the ingredients.
        
        After that, the teacher secretly replaced the Linopot with real Linopot.
        
        The teacher opens the leaf and reveals the real Linopot, saying: “Ta-da! Our Linopot is ready!”
    - - 5 minutes
        
        The teacher recalls the Linopot ingredients by randomly showing a picture card and children need to say out loud the name.
        
        The teacher asks: "Where does Linopot comes from?" and "When do people usually eat Linopot?"
        
        The children answer together: "Linopot comes from the kadazan-Dusun community, and people eat it during Kaamatan Harvest Festival."
        
        The teacher ends the lesson by serving the Linopot to children.