Applewood Preparatory School Pulses Portfolio 2016 · Pulses Portfolio 2016 • Applewood is an independent school situated in the Elgin valley in the Western Cape. This year we have
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Applewood Preparatory School Pulses Portfolio 2016
• Applewood is an independent
school situated in the Elgin valley
in the Western Cape. This year we
have taken on the challenge of
working towards our Platinum
Status. In order to achieve this
status, we are to incorporate the
International Year of the Pulses
into our classrooms in the form of
projects. Each grade approached
this challenge from a different
perspective.
Eco – committee Mrs Di Tuttelberg and Mr
Allan Hart headed up our
team which involves all of
our wonderful teachers.
OUR MISSION STATEMENT
QUALITY HOLISTIC EDUCATION WITH FAMILY-BASED
VALUES
Founded on family values and innovative teaching methods,
Applewood Preparatory School
is committed to delivering quality holistic education.
A vibrant, child-orientated curriculum
– benchmarked against international best practice –
is combined with an inclusive approach,
whereby all pupils are encouraged and enabled to participate
in the full range of activities offered by the school.
The emphasis is on the development of thinking skills,
communication skills and discovery learning,
with pupils actively involved in the learning experience.
Environmental and outdoor education programmes enjoy
extensive attention.
A strong sense of community and social responsibility is instilled
in the pupils.
English is the medium of instruction
and whilst Applewood has a Christian ethos,
we strive to accommodate the needs of pupils from all religious
and cultural backgrounds.
Parents are encouraged to be active participants in the life of
the school.
Grade 7 NS Pulses were introduced to the class by explaining
what it is (what other names it goes by) and the
many uses it has for mankind. 1. Pulses and Nitrogen
The link between Pulses and Nitrogen is explained
within context of the Nitrogen Cycle.
2. Pulses and pH
The facts about soil pH and plant growth was explained
and learners had to fully understand the concept of
Acidity and Alkalinity as well as the pH scale.
Learners had to collect soil samples from different
locations and these were tested to determine the pH for
each.
3. The effect of pulses on ground soil's pH level.
Soil samples of 9 different pots where beans (pulses)
were going to be planted were taken before the bean
plants were planted. It was found that all but 1 of the
pot's soil pH levels was below 7 which made the soil
acidic.
The following graph shows the average pH level of soil in which
the plants grew over a period of 10 weeks. It is clear that a
steady increase in the pH level from 4.9 to 7 has resulted over
time.
Considering that the pH scale spreads from 1 (very acidic)
to 14 (very alkaline) there seems to be a gradual increase
towards a neutral number (7.5).
According to our findings Pulses have the ability to help
neutralize soil and improve the overall condition for soil to
improve soil quality and growth for plants!
Grade 6 NS We looked at:
The different parts of a plant.
The different plant storage organs
The different food groups and a healthy diet
Tested plant storage organs for: starch,
sugars, protein and fats and oils
We grew Broad Beans over a 6 week period
and measured their growth. This project is
still ongoing.
Photo showing the plant storage organs that had lots of
starch. From top to bottom and left to right: Apple,
Lentils , Kidney beans, Red speckled beans and potato
Actual Results of the sugar test: From left to right.
Note that we had no reaction from our pulses
indicating that they do not contain sugar
Pupil’s workbook above of protein test.
Actual experiment: We found out that the pulses we tested
all contained protein!
Grade 5 NS :
Hydroponics….Planting
for the future
The Grade 5 class then combined their knowledge of pulses with
the needs of the future with regards to space and hydroponic
ideas. We decided to grow pulses in a vertical garden. We grew
broad beans as this was a pulse that could be planted during
Winter. We also recycled 2 litre bottles as planters.
Hydroponics is a method of growing
plants using mineral nutrient solutions,
in water, without soil. The method can be
implemented in places where the soil
type is not ideal for the desired crop. In
addition, the technique can be used in
roof top farming and therefore is very
useful in areas with limited space such as
urban areas.
Pulses are a Water Efficient Source of
Protein
Many pulse crops are adapted to dry
environments, making them well-suited
for areas that are prone to drought.
Grade 4 NS
Pulses recipe book
Introductory presentations by
local dietician, Cath Boome –
2 presentations were given
Importance of a balanced diet -
healthy foods, new food pyramid
Food and diet through the ages -
history of pulses
The value of pulses in a healthy,
balanced diet
Positive impact of growing
pulses on our environment,
relating to feeding growing world
populations and food security in
the future
Roasted Red Pepper and Lentil Hummus Recipe
INGREDIENTS
2 cans chickpeas , drained and rinsed
(400g each)
3 garlic cloves, finely diced
1/4 cup tahini paste
1/3 cup cooked green or French lentils
1 1/2 tsp salt
1 tsp smoked paprika
3 tsp olive oil
3 tbsp lemon juice
goat/feta cheese for garnish
1 jar roasted red peppers, drained and
patted dry (or roast a few fresh peppers in
the oven and peel)
• Front covers had to be designed, as well as all other
components of a book, including a contents page and an
index. Recipe books will be up for sale to parents of the school
and other interested parties.
Children used their knowledge of
pulses to do a lot of guided as
well as independent research,
looking for recipes that meet the
criteria of a balanced diet. They
gained a better understanding of
the role of pulses in keeping
them healthy, as well as the
impact of growing pulses on
sustainable farming practices
and future food security .
They had to compile a recipe
book comprising of starters &
salads, side dishes, main
courses, and desserts. Pulses
had to form an integral part of
each recipe.
Grade 3 Xhosa and
Afrikaans Class
Making peanut butter!
Ibhotolo zeembotyi zomhlaba –
Peanut butter/
Grondboontjiebotter
Siyenza iisandwich nebhotolo
yeembotyi zomhlaba
We made sandwiches with
peanut butter
Ons maak toebroodjies met
grondboontjiebotter
Itheko leembotyi zomhlaba – Peanut party - Grondboontjie partytjie
Grade 2: Mankind’s
Ancient Love Affair
With Pulses
The Grade 2 class learnt about the History
of pulses, which ancient civilizations used
pulses in their diets, why they still eat these
pulses and how they prepare dishes using
pulses.
In groups they had to research different
cultural dishes and pulses. They then had to
make cultural food dishes and present these
to the class to taste, as well as share
information they researched.
France
Egypt
India Mexico
Grade 1:
Using cooperative
learning we learnt all
about pulses.
• During cooperative learning we brainstormed some meal
ideas. All children had the opportunity to create (design)
a healthy meal, using any pulse as their main ingredient.
Objectives:
Lentils are high in protein, iron and fibre
Identify and sorting pulses – lentils, split
peas, beans
Pinch – fine motor control
Pulses: dried beans, lentils, chickpeas,
baked beans and peas
They are high in protein to build muscles
High fibre to make your tummy go
Low fat – healthy – 1 of 5 a day
The grade 1 class prepared and cooked their own lentil
soup!
Now that all of Grade 1’s know and understand the
‘superfood power’ of Pulses, we have designed a
poster to promote the healthy benefits of Pulses.
In the following lessons, the children were keen to plant their
own beans. They were responsible for looking after it and
ensuring it gets watered regularly.
Each child kept a bean diary to record the growing progress of their
bean. They have now taken it home, hoping to pick the fruit over the
school holidays.
Applewood Art Class
Introduction
For our pulses and lentils project I
went on a search for the best pulse
varieties to colour. We used food
colouring to change different size
white beans into fabulous colours to
create our beautiful Mandalas. I
chose Mandalas as a theme- to
reflect the pattern and design used
in the Traditional “Madiba shirts”
and Shwe-Shwe fabrics of our rich
South African culture. These
designs show a proud link to our
Heritage, which we celebrate on the
24th Of September.
These are just a few of our
beans and pulses that we
coloured. We successfully dyed
different beans to create yellow,
red, purple, blue, shades of
green, orange.
Shades of brown and white
were also used by keeping
some natural
Materials: White beans, Small white beans,
Brown lentils, Red lentils, Red speckled
beans, Split peas.
Food colouring, zip lock bags, tissue lined
drying boxes.
First we poured different bean types into
Ziploc bags and added a few drops of
chosen food colouring.
Kids love this part- to shake the sealed
bags with colour inside, to coat each bean.
We decided to colour our beans to reflect
the great
“Rainbow Nation”.
We left some varieties natural, like red
speckled beans, green spilt peas, and red
lentils, so we could use the natural colours
found in these pulses too.
Once coated, we allowed them to dry for a
day or so, until we needed them.
We spoke about health benefits of pulses,
and the fact that they are a cheap source
of protein for the mass population in our
country.
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