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Home Economics Jss1 First Term

HOME ECONOMICS JSS1 FIRST TERM

THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING AND

TEXTILE FOOD AND FOODS AND NUTRITION.

WEEK ONE

INTRODUCTION TO HOME ECONOMICS

PERFORMANCE OBJECTIVE

Students should be able to;

1.
Explain the meaning of Home Economics
2.
Discuss the areas of Home Economics
3.
State the relationship of Home Economics to other subjects.

CONTENT

Home economics, also known as family and consumer sciences, is a field of education,
which concerns itself with management and economics of the community and home.
Although it was mostly meant for girls and young women, these days, all genders are
involved in home economics classes.

Other names that are used for this subject are the domestic economy, human sciences and
home science.

AREAS OF HOME ECONOMICS

1.
Cooking
Since food preparation was central to homemaking, cooking is one of the earliest disciplines
in home economics

Early home economics programs teach women how to cook a balanced meal, and also
include food safety and preservation. Additionally, they study how to properly set a table and
learn how to host meals, not only for their immediate families but for larger groups as well.

This element of traditional economics still exists today for both men and women in culinary
schools, culinary programs for family and consumer sciences students, and in nutrition
degrees. It can also be called Food and Foods and Nutrition.
2.
Child Development

In addition to cooking and nutrition, home economics students are taught how to rear
children.

This includes learning about the stages of child development and how to correctly respond to
children at each stage.
3.
Education and Community Awareness

Since women were the first educators for their children, teaching them basic reading and
math skills before they entered school, it was significant for them to understand how best to
teach these skills. Moral and ethical lessons are also paramount.
4.
Home Management and Design

Early women who studied home economics learned the elements of design in order to better
decorate and care for their homes. This area of study also included cleaning and
organization, which was significant because homemakers were expected to keep the house
clean and organized.
5.
Sewing and Textiles

Sewing was significant to the lesson plans because many women sewed not only their own
clothes but clothes for their children. Patterns require certain types of materials, an
understanding of textiles was useful.
 6.
Budgeting and Economics

In addition to cooking, child-rearing, home planning and sewing, home economics students
learned how to budget. Because women did all, or most, of the family shopping, they were
expected to understand how to spend wisely and make the most judicious use of available
funds.
7.
Health and Hygiene

In addition to caring for the home, students who studied home economics learned how to
properly care for sick family members. This included sanitation, keeping the sick family
member fed and quarantined from the healthy, and at-home treatments for common illnesses.

RELATIONSHIP OF HOME ECONOMICS TO OTHER SUBJECT

The Home Economics syllabus (social and scientific) provides students with
knowledge, understanding, skills and attitudes necessary for managing their own
lives, for further and higher education and work. The learning experiences in home
economics develop flexibility and adaptability in students, prepare them for a
consumer-oriented society and provide a learning foundation for a wide range of
careers in food, textiles, science, design, social studies and tourism.
The subject is an applied subject combining theory with practice. It is concerned with
the management of resources (material and human) to meet the physical,
emotional, intellectual, social and economic needs of individuals and families. The
study of home economics emphasises the interdependent relationships that exist
between individuals, families and their immediate and distant environments. This
revolves in other subjects like mathematics, economics, social sciences and other
relative subjects.

HOME ECONOMICS JSS1 FIRST TERM

WEEK TWO

THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING AND

TEXTILE FOOD AND FOODS AND NUTRITION
HOME ECONOMICS AND NATIONAL DEVELOPMENT

PERFORMANCE OBJECTIVES

The student should be able to ;

1.
State the career opportunities involved in Home Economics
2.
Importance of Home Economics to an individual, family and the nation.

CONTENT

Home economics covers a wide variety of topics that are related to home
management, such as nutrition, child development, interior design and food
preparation. Therefore, there are several career options that involve one or more
aspects of home economics. Explore some of the related career options below.

Career opportunities Involving Home Economics

a.
Interior Designers

As the name implies, interior designers use home economics in the form of interior design as
they plan and decorate indoor spaces. These designers work closely with their clients to plan
projects that may include choosing paint colours, furniture, light fixtures and other
furnishings for homes and/or businesses. Interior designers must also be aware of budgets
and timelines for their work and ensure that the client is happy with the end result. These
designers need a bachelor's degree in the field.
b.
Dietitians and Nutritionists

Dietitians and nutritionists apply the nutritional side of home economics to their work with
their clients. They help people improve their overall health by examining the food choices
they are making and then educating them on proper nutrition and healthy eating habits.
These professionals may help their clients plan meals according to personal budgets, discuss
the role of nutrition in managing various health conditions and closely monitor a client's
progress. Dietitians and nutritionists usually need a license and at least a bachelor's degree in
the field.
 c.
Chefs and Head Cooks

Chefs and head cooks utilize the food preparation skills often taught in home economics, as
well as planning financially for the meals they are creating. Chefs and head cooks plan
menus, maintain inventory and ensure that they use the highest quality ingredients for their
customers. They oversee the work of other cooks and kitchen staff members and make sure
that their kitchens comply with all health and safety regulations. Chefs and head cooks can
learn their trade on-the-job, through apprenticeships, or choose to earn a degree from
culinary school, community colleges and other post-secondary institutions.
d.
Childcare Workers

Childcare workers use the child development aspect of home economics as they work to care
for children of various ages. Typically, they are watching children while the children's
parents or families are working, which may require them to dress and feed children, take
older kids to school and help with homework. These workers also plan fun, age-appropriate
activities for the children in their care and ensure their safety until the parents are available to
care for them. Depending on the state and/or the employer, some childcare workers do not
need formal education, while others need certification in a field like early childhood
development.
e.
Budget Analysts

Budget analysts take the financial side of home economics and home budgets to the next
level as they plan budgets for various institutions. They must carefully monitor the
organization's spending and check budgets and project proposals for accuracy and
compliance with current laws and regulations. Budget analysts also try to plan for the
institution's future financial needs and stay in close contact with management concerning the
budget and finances. Most of these professionals need at least a bachelor's degree, but some
may need a master's degree.
f.
Tailors, Dressmakers and Custom Sewers
Tailors, dressmakers and custom sewers use many of the textile and sewing skills taught in
home economics as they create and alter different pieces of clothing. These workers may
design new pieces for clients, repair worn out or damaged clothing and make alterations like
hemming sleeves or pant legs. They typically are skilled in sewing by hand and with a
sewing machine. Most of these workers do not need formal education and learn their craft on-
the-job.

Importance of Economics to an Individual

1.
It helps to teach individuals how to live well In their environment.
2.
It helps the Individual to get prepared for the role of a home-maker.
3.
Individuals who study Home Economics can take up careers In-home
management, food and nutrition, clothing and textile.
4.
It helps to create awareness about the dangers of food poisoning and it
teaches them to prepare and preserve food with care.
5.
It equips the individual with knowledge, skills, and attitudes that will enable him
or her cope with the problems of health, environmental sanitation and over-
crowding.
6.
It teaches individuals how to spend his or her money wisely.

Importance of Home Economics to the Family

1.
It can help family members to get along very well with one another.
2.
It teaches the family how to plan, cook, serve and eat good food.
3.
it helps members of the family prepare for their expected roles in society.
4.
it helps the family to manage their homes effectively.
5.
Home Economics helps to train family members in child care. It also teaches
them how to cope with some of the health and social problems such as poor
diet, delinquency and drug abuse.

Importance of Home Economics to the Nation

1.
Home Economics helps to raise a healthy nation through good food and
nutrition, clothing and body care.
 2.
It helps the nation to reduce poverty, crime, prostitution and other vices
associated with youths. This is because its knowledge provides many jobs for
youths who are qualified and interested to work.
3.
It helps to improve the economy of a nation. Home Economics products bring
money into the nation in many ways, as those gainfully employed also pay
taxes to the government used in developing the nation.
4.
It provides a variety of jobs for people thereby creating a working nation.

HOME ECONOMICS JSS1 FIRST TERM

WEEK THREE

THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING AND

TEXTILE FOOD AND FOODS AND NUTRITION

GOOD GROOMING

PERFORMANCE OBJECTIVES

Students should be able to:

1.
Identify the parts of the body that require grooming
2.
Describe ways of caring for the body

CONTENT

Personal hygiene is keeping the body clean and helps prevent the spread of germs.
Grooming is caring for fingernails and hair examples of these activities would be
styling hair, shaving, trimming and painting fingernails. Maintaining good health also
includes the following areas: Nutrition, Leisure/recreation opportunities, sleep, and
exercise. Grooming is keeping the body clean and having a neat appearance.
Good grooming practices require the regular cleansing of hair, skin, nails, and feet,
as well as wearing clean clothes.

THE BODY SYSTEMS AND FUNCTIONS

The body systems, their primary functions, and some representative organs included in each
system are listed below:

Body System Primary Function Or

Respiratory Breathing

Cardiovascular/Circulatory Blood circulation

Digestive Processing food

Endocrine Hormone production An

inc

Urinary Waste elimination

Reproductive Reproduction

Nervous/Sensory Communication between and coordination of Ne

all the body systems

Se

Integumentary Protects against damage

Muscular/Skeletal Provides form, support, stability, and

movement to the body

Hematopoietic/Lymphatic Blood production, maintenance of fluid

balance, and defence against disease

BASIC PARTS OF THE BODY INCLUDE:

A. The Face

1.
eye, nose, mouth, ear, cheek, chin, nostril, eyebrow, eyelid, eyelash, lips.
Mouth - you use your mouth to talk, to eat and to breathe.

Nose - You can smell things with your nose. You can also breathe through your nose.

Nostrils - these are the two holes in your nose

B. The Arm and Hand

2.
finger, palm, wrist, forearm, elbow, upper arm, shoulder, thumb

The Hand and Fingers

3.
hand
4.
thumb
5.
index finger
6.
middle finger
7.
ring finger
8.
little finger (informal: pinky finger)
9.
nail

10.knuckle

C. The Leg and Foot

1.
knee, leg, shin, calf (muscle), ankle, heel, foot, toe

ankle - the joint between your leg and your foot.

CARE OF THE BODY

The body is delicate and requires constant care and check-ups. We should not
neglect the body’s needs especially the physiological aspects of our body which are:
the face, the hands and fingers and the leg and foot. The internal organs of the body
are also kept in good shape by various means, nutrition and exercise being the
major means. The following are various ways to take care of our body:
1. Eat a healthy diet with food from all of the food groups: dairy, fruits and
vegetables, grains and protein. Food provides vitamins and minerals your body
needs, like calcium and iron. Start each day with breakfast, and choose healthy
snack food between meals. Limit the amount of sugar in your diet, and drink water.

2. Clean your body by taking a bath or shower. Wash your entire body from head to
toe, including your face, and wash your hair regularly. A clean body is healthier,
smells fresh and makes you feel good about yourself. Let your parents know if you
are ready for deodorant and skincare products.

3. Brush and floss your teeth after meals and snacks. If you take good care of your
teeth, they can last your whole life. Healthy teeth have fewer cavities and less
plaque build-up. Keep your breath fresh by keeping your teeth and gums clean.

4. Control germs by washing your hands often with soap, especially if you or
someone near you is not feeling well. Wash your hands before meals, after using
the bathroom, after taking out the garbage and after blowing your nose. Wash your
hands before setting the table or touching food, and cover your mouth and nose
when you sneeze or cough.

5. Exercise your body every day by finding ways to stay active. Play games that
involve jumping, running and playing. Take walks, go swimming or help out with
household chores. Exercise and physical activity keep your heart healthy,
strengthen bones, help you to stay in shape and improve your thinking processes.

6. Get enough sleep. Your body needs sleep to get ready for the next day. Your
brain needs sleep so you can concentrate, remember and solve problems. While
you are asleep, your body is growing, finding new ways to fight illness and building
strength.

Things You'll Need;

3.
Soap
4.
Shampoo
5.
Toothbrush
 6.
Toothpaste
7.
Floss
8.
Washcloth
9.
Towel

HOME ECONOMICS JSS1 FIRST TERM

WEEK FOUR

THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING AND

TEXTILE FOOD AND FOODS AND NUTRITION.

PUBERTY

PERFORMANCE OBJECTIVES

Students should be able to:

1.
Explain the meaning of puberty
2.
Describe the signs of puberty in boys and girls

CONTENT

What is puberty?

Puberty is the period during which growing boys or girls undergo the process of sexual
maturation. Puberty involves a series of physical stages or steps that lead to the achievement
of fertility and the development of the so-called secondary sex characteristics, the physical
features associated with adult males and females (such as the growth of pubic hair). While
puberty involves a series of biological or physical transformations, the process can also
affect the psychosocial and emotional development of the adolescent.

What age does puberty start in girls and boys?

The onset of puberty varies among individuals. Puberty usually occurs in girls between the
ages of 10 and 14, while in boys it generally occurs later, between the ages of 12 and 16.

CHANGES IN GIRLS DURING PUBERTY

Puberty generally starts earlier for girls, sometime between 8 and 13 years of age. For most
girls, the first evidence of puberty is breast development, but it can be the growth of pubic
hair. As her breasts start to grow, a girl will initially have small, firm, tender lumps (called
buds) under one or both nipples; the breast tissue will get larger and become less firm in
texture over the next year or two. Dark, coarse, curly hair will appear on her labia (the folds
of skin surrounding the vagina), and later, similar hair will begin growing under her arms.
The first signs of puberty are followed 1 or 2 years later by a noticeable growth spurt. Her
body will begin to build up fat, particularly in the breasts and around her hips and thighs, as
she takes on the contours of a woman. Her arms, legs, hands, and feet will also get bigger.
The culminating event will be the arrival of menarche, her first period (menstruation).
Depending on the age at which they begin their pubertal development, girls may get their
first period between the ages of 9 and 16.

CHANGES IN BOYS DURING PUBERTY

The physical changes of puberty for a boy usually start with enlargement of the testicles and
sprouting of pubic hair, followed by a growth spurt between ages 10 and 16 — on average 1
to 2 years later than when girls start. His arms, legs, hands, and feet also grow faster than the
rest of his body. His body shape will begin to change as his shoulders broaden and he gains
weight and muscle.

A boy may become concerned if he notices tenderness or swelling under his nipples. This
temporary development of breast tissue is called gynecomastia and it happens to about 50%
of boys during puberty. But it usually disappears within 6 months or so. And that first crack
in the voice is a sign that his voice is changing and will become deeper. Dark, coarse, curly
hair will also sprout just above his penis and on his scrotum, and later under his arms and in
the beard area. His penis and testes will get larger, and erections, which a boy begins
experiencing as an infant, will become more frequent. Ejaculation — the release of sperm-
containing semen — will also occur, It is called Nocturnal emission or Wet dreams.

Many boys become concerned about their penis size. A boy may need reassurance,
particularly if he tends to be a later developer and he compares himself with boys who are
further along in puberty. If a boy is circumcised, he may also have questions about the skin
that covers the tip of an uncircumcised penis
PERSONAL HYGIENE DURING PUBERTY

Puberty causes all kinds of changes in your body. Your skin and scalp may suddenly get oily
very easily. Every day it seems you have new hair growing in different places. At times, you
seem to sweat for no reason — and you may notice there are odours where you never had
them before.

I. Oily Hair

The hormones that create acne are the same ones that can make you feel like you're suddenly
styling your hair with a comb dipped in motor oil. Each strand of hair has its own sebaceous
(oil) gland, which keeps the hair shiny and waterproof. But during puberty, when the
sebaceous glands produce extra oil, it can make your hair look too shiny, oily, and greasy.

Washing your hair every day or every other day can help control oily hair. Dozens of
shampoos are available in drugstores and supermarkets for you to choose from — most
brands are pretty similar, although you might want to try one that is specially formulated for
oily hair. Use warm water and a small amount of shampoo to work up a lather. Don't scrub or
rub too hard — this doesn't get rid of oil any better and can irritate your scalp or damage
your hair. After you've rinsed, you can follow up with a conditioner if you like; again, one
for oily hair might work best.

II. Sweat and Body Odor

Perspiration, or sweat, comes from sweat glands that you've always had in your body. But
thanks to puberty, these glands not only become more active than before, but they also begin
to secrete different chemicals into the sweat that has a stronger smelling odour. You might
notice this odour under your arms in your armpits. Your feet and genitals might also have
new smells. The best way to keep clean is to bathe or shower every day using mild soap and
warm water. This will help wash away any bacteria that contribute to the smells. Wearing
clean clothes, socks, and underwear each day can also help you to feel clean. If you sweat a
lot, you might find that shirts, T-shirts, socks, and underwear made from cotton or other
natural materials will help absorb sweat more effectively. If you're concerned about the way
your underarms smell, you can try using a deodorant or deodorant with antiperspirant.
Deodorants get rid of the odour of sweat by covering it up, and antiperspirants stop or dry up
perspiration.

III. Body Hair

Body hair in new places is something you can count on — again, it's hormones in action.
You may want to start shaving some places where body hair grows, but whether you do is up
to you. Some guys who grow facial hair like to let it develop into a moustache and beard.
Some girls may decide to leave the hair on their legs and under their arms as is. It's all up to
you and what you feel comfortable with. If you do decide to shave, whether you're a guy or
girl, you have a few different choices. You can use a traditional razor with shaving cream or
gel or you can use an electric razor. If you use a regular razor, make sure the blade is new
and sharp to prevent cuts and nicks. Shaving cream and gel are often a better bet than soap
because they make it easier to pull the razor against your skin. Some of the newer razors
contain shaving gel right in the blade area, making even beginners feel comfortable shaving.

HOME ECONOMICS JSS1 FIRST TERM

WEEK 5

THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING AND

TEXTILE FOOD AND FOODS AND NUTRITION.

ADOLESCENCE
PERFORMANCE OBJECTIVES

Students should be able to:

Explain the meaning of Adolescence

CONTENT

Adolescence is the period of transition between childhood and adulthood. It includes some
big changes—to the body, and to the way a young person relates to the world. People in this
phase are called Adolescent.

The many physical, sexual, cognitive, social, and emotional changes that happen during this
time can bring anticipation and anxiety for both children and their families. Understanding
what to expect at different stages can promote healthy development throughout adolescence
and into early adulthood.

Children who are entering adolescence are going through many changes (physical,
intellectual, personality and social developmental). Adolescence begins at puberty, which
now occurs earlier, on average, than in the past. The end of adolescence is tied to social and
emotional factors and can be somewhat ambiguous.

What are the physical changes of adolescence?

There are three main physical changes that come with adolescence:
1.
The growth spurt (an early sign of maturation);
2.
Primary sex characteristics (changes in the organs directly related to
reproduction);
3.
Secondary sex characteristics (bodily signs of sexual maturity that do not
directly involve reproductive organs)

What are the intellectual changes of adolescence?

Adolescent thinking is on a higher level than that of children. Children are only able to think
logically about the concrete, the here and now. Adolescents move beyond these limits and
can think in terms of what might be true, rather than just what they see is true. They are able
to deal with abstractions, test hypotheses and see infinite possibilities. Yet adolescents still
often display egocentric behaviours and attitudes

What are the social and emotional changes of adolescence?

Adolescents are also developing socially and emotionally during this time. The most
important task of adolescence is the search for identity. (This is often a lifelong voyage,
launched in adolescence.) Along with the search for identity comes the struggle for
independence.

CHALLENGES OF AN ADOLESCENTS
1.
Biological Challenges

Adolescence begins with the first well-defined maturation event called puberty.
Included in the biological challenges are the changes that occur due to the release
of the sexual hormones that affect emotions. Mood changes can increase, which
can impact on relationships both at home with parents and siblings and socially or at
school.

2.
Cognitive Challenges

It is believed that adolescence is the time when young people develop cognitively
from “concrete operations” to “formal operations”. So they are able to deal with
ideas, concepts and abstract theories. However, it takes time for confidence to build
with using these newly acquired skills, and they may make mistakes in judgement.
Learning through success and failure is part of the challenge of the learning process
for the adolescent.
Adolescents are egocentric, they can become self-conscious; thinking they are
being watched by others, and at other times want to behave as if they were on a
centre stage and perform for a non-existent audience. For example, acting as a
music idol, singing their favourites songs in their room, with all the accompanying
dance steps. Adolescents live in their private world where they may think they are
invincible and cannot be hurt. However, this could also be because at their age, they
have not had to deal with many deaths and the mortality of the human spirit is not a
reality yet. This is all a part of the complex process of becoming a separate and
unique individual.

Unfortunately, these beliefs can lead them to believe that no-one is capable of
understanding them, or know how they are feeling. This aspect could have important
implications for counsellors. The psychological challenges that the adolescent must
cope with are moving from childhood to adulthood. A new person is emerging,
where rules will change, maybe more responsibilities will be placed on him/her so
that a certain standard of behaviour is now required to be maintained. Accountability
is becoming an expectation from both a parental and legal concept.

During adolescence, the process of individuation occurs, which involves the development of
relative independence from family relationships, with the weakening ties to objects and
people who were previously important to the young person, coupled by increased capacity
and societal expectation to assume a functional role as a member of adult society.

As adolescents continue their journey of self-discovery, they continually have to adjust to

new experiences as well as the other changes happening to them biologically and socially.
This can be both stressful and anxiety-provoking. It, therefore, is not surprising that
adolescents can have a decreased tolerance for change; hence it becomes increasingly more
difficult for them to modulate their behaviours which are sometimes displayed by
inappropriate mood swings and angry outbursts.

NEEDS OF AN ADOLESCENT
An individual’s needs and problems influence his development to a great extent.
Adolescence is a crucial period in the life of an individual with its characteristic needs and
problems of adjustment. Every adolescent has certain needs, the satisfaction of which is
essential to his continued physical and other aspects.

1.Intellectual needs

There are rapid changes in adolescence’s mind as well as their bodies. It is a time
when they learn to think in different ways.
Sometimes the new ability to think for themselves may lead to arguments between
them and their parents, and may also lead to them disagreeing with others.
Adolescence can solve problems in the same

2.Emotional needs

The hormone changes that are responsible for targeting puberty also have an effect
on emotions, they can have mood swings, be excited one minute and depressed the
next. They may show strong feelings and emotions at certain times; this is because
the hormone in their body causes moods to change. They may also be more
sensitive on certain matters and may get very defensive and aggressive towards the
person that is making the remark. They will be more self-conscience of their body
because of the physical changes that are happening, this is because their self-
esteem is affected by puberty also.

3.Social needs
Independence from parents, early adolescence teenagers like to do things together
in groups. Adolescence begins to look for a partner as the start to reach sexual
maturity and they may start to experience sexual relationships. Adolescences think
more about what is ‘right and wrong’ they learn that they are responsible for their
own actions and that there are consequences for the actions that are bad, they
begin to question things that are going to affect them. Adolescence will also be
affected by friends this is when peer pressure affects teenagers, their friends may
think it's ok to pressure them into drinking.

Test : Home Economics Jss1 First Term Mid-Term Assessment

Correct Option is in bold

1 . Home economics was made for _____ in the past?

○ Boys
○ Girls
○ Both

2 . There are ____ areas of Home economics?

○ 6
○ 5
○ 7

3 . Home economics is a broad subject more relative to ________?

○ Food and food and nutrition

○ Tiling and plumbing
○ Skills and catering

4 . Sanitation is an example of _____ area of Home economics?

○ Budgeting and Economics

○ Child Development
○ Hygiene and health

5 . Home economics is also known as _____?

○ Consumer science
○ Social science
○ Food and nutrition

6 . Home Economics is vital for plumbing jobs?

○ True
○ False
○ No idea

7 . One of these is not a career opportunity in Home Economics?

○ Banking
○ Prostitution
○ Catering

8 . Does Home Economic expose an individual to versatile ideas?

○ False
○ True
○ No idea

9 . Home Economic ___ the national economy?

○ Tarnish
○ Alleviate
○ Reduce

10 . Home Economic is necessary for the Family?

○ No idea
○ False
○ True

11 . Good hygiene makes the body ______?

○ Fit
○ Weak
○ Dull

12 . One of the things needed to keep the body clean is all these except ______?

○ Floss
○ Brush
○ Nail

13 . The body parts has ______ groups according to the note above?
○ 4
○ 5
○ 3

14 . Does the ________ system have the kidneys?

○ Urinary
○ Endocrine
○ Nervous

15 . ________ is the act of keeping the body clean?

○ Cleanliness
○ Personal hygiene
○ Shaving

16 . Personal hygiene during puberty is _____?

○ Necessary
○ Optional
○ Not needed

17 . Facial and pubic hair growth begins in _____?

○ Boys
○ Girls
○ Both
18 . Menstruation begins in _______?

○ Boys
○ Girls

19 . Girls begin puberty at what age?

○ 11 and 17
○ 10 and 14
○ 17 and 19

20 . _____________ is the process of sexual maturation?

○ Teen
○ Ripe age
○ Puberty

21 . There are _______ types of changes that affect an adolescent?

○ 3
○ 4
○ 5

22 . _____ types of challenges face the adolescent?

○ Cultural and intellectual

○ Cognitive and physical c
○ Biological and Cognitive
23 . An adolescent has _____ swings occasionally?

○ Anger
○ Hunger
○ Mood

24 . Adolescence is the transition from puberty to _______?

○ Teenage hood
○ Adulthood
○ Childhood

25 . There are ____ categories of an adolescent's needs?

○ 3
○ 4
○ 5

26 . Degreasers contain _______ solvents?

○ Organic
○ Inorganic
○ Natural

HOME ECONOMICS JSS1 FIRST TERM

WEEK SIX
THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING AND
TEXTILE FOOD AND FOODS AND NUTRITION

SEWING TOOLS AND EQUIPMENT

PERFORMANCE OBJECTIVE

Students should be able to:

1.
List the different groups of sewing tools and equipment
2.
Describe the use of each sewing tool and equipment
3.
State the guidelines for choosing sewing tools and equipment.

CONTENT

Sewing tools are those tools which do not require the use of electricity, these are tools that
are used manually or by hand such as scissors. Tools would be referring to smaller objects
you work with using your hand's ex: seam ripper, measuring tape, shears etc while Sewing
Equipment are the heavy-duty items such as the sewing machine an iron, serger, steamer.
Both the tools and equipment are necessary for sewing.

These are certain pieces of equipment that you require for sewing. These various simple
sewing tools and equipment can be grouped according to their uses.

GROUPS OF SEWING TOOLS AND EQUIPMENT

1.
Cutting tools
2.
Measuring tools
3.
Tracing tools
4.
Pinning tools
5.
Sewing tools
6.
Miscellaneous tools

1. Cutting tools: These tools are used for cutting through fabric, seams or hems and they
include
i. Cutting scissors, which are just average scissors and are used for a variety of things in the
sewing world.

ii. Bent handled shears are made from high-quality steel that maintains a sharp cutting edge.
The 7-12” blades move quite smoothly, cutting the full length of the blades, and they can be
used on almost any fabric.

iii. Pinking shears are popular for zigzag sewing or decorative edges and to finish seams.
The pinking shears cut an edge that will not ravel.

iv. Thread clippers are a handy little spring-loaded tool that cuts the thread.

v. And a seam ripper is a way to remove the thread that is sewn into any fabric without
tearing the fabric.

2. Measuring Tools These tools are generally used for taking measurements. They include:

i. A measuring tape, which is a ruler that fits in your pocket and, because of its flexibility,
allows you to measure around objects, such as a waistline. A tape measure can also measure
up to great distances.

ii. A sewing gauge or hem gauge are a couple of different tools used to measure short
distances. They are only 6” long, so are commonly used for hemming.

iii. A yardstick can be used for measuring straight, longer distances and for checking grain
lines.

iv. A hip curve, just as it sounds, measures areas like the hips, lapels, neck, arms, and
anywhere you need to create curved long lines;

v. And an L-square, which is used to transfer measurements from an original pattern to the
fabric you are creating, is an essential tool for a sewer. To define the L-square is a little more
complicated, so make sure you learn all you can about this important sewer’s tool and be
sure you have your math skills in place.

3. Tracing tools: Tracing tools are used for marking out the fabric and they include:
i. Tailor’s chalk and a chalk pencil are used for marking directly on the fabric and can easily
be brushed off when the work is complete.

ii. A tracing wheel, whether serrated or smooth, can be rolled onto fabrics to create designs
and lines.

iii. Carbon paper, a wax-papery material, lays under the tracing wheel and transfers the
design from the wheel to the fabric.

iv. A liquid marking pen does the same job as chalk, but it comes in a variety that can be
washed out or one that fades within a 48 hour period of time.
After marking your design or fabric, the right cutting tools are necessary to make the perfect
pattern and garment.

4.Pinning and Sewing tools: these include those basic sewing tools such as ;

i. A pincushion holds bare pins and needles for easy grabbing keeps them in one place
neatly, and helps to prevent accidents.

ii. Needles are the actual sewing tool. When threaded, a needle binds the thread to the fabric
thus holding your creation together.

iii. Threads of a variety of colour and thickness will be used in abundance by a person in this
industry.

iv. A thimble serves as a guard for the finger that pushes the needle when sewing;
You can choose from a variety of sewing machines. Different sewing machines have
different capabilities depending on the model. Guided by the hands of a capable sewer, a
sewing machine makes the job easier and quicker. It also allows for specialized stitching,
such as buttonholes and zig-zag.

Types of Needles

Needles are available in different sizes and types

Sharp: This is for average length with a small eye. Used mostly for hand sewing
Between: A short one with a small eye
 Crewel and embroidery: These have eyes that are easy to thread. They are
used for embroidery as the name implies
Machine needles: Used only with the sewing machine
Thimble
Sewing machine
Sewing thread

5.Sewing Bag or Box

This is a special container used for packing the small sewing equipment tools, and aids such
as thread, tailor’s chalk e.t.c when a box is used, items should be orderly arranged in it. A
sewing kit is a collection of small sewing tools and equipment properly arranged in a sewing
box or bag.

6. MISCELLANEOUS EQUIPMENT

i. Iron is a tool used to remove wrinkles from the fabric before, during and after sewing;
ii. An ironing board allows fabrics and garments to be freely ironed and is designed to handle
the heat of an iron.

And a sewing table is necessary for laying out your patterns, fabrics, and for keeping your
tools all in one place. You might prefer a table that can be lowered or raised, depending on
whether you prefer to sit or stand.

iii. Sewing Machine: A sewing machine is a machine used to sew fabric and materials
together with thread.

GUIDELINES FOR CHOOSING SEWING TOOLS AND EQUIPMENT

Choose tools and equipment with smooth edges to prevent snagging in fabric
It should be accurate and easy to read
Choose a tape measure that will not fray or stretch i.e plastic tape
Choose marking equipment that will not leave permanent marks on the fabric
Choose cutting equipment i.e scissors and shears that will not rust i.e stainless
steel
Choose equipment with good and durable hand Miscellaneous tools.
HOME ECONOMICS JSS1 FIRST TERM

WEEK SEVEN

THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING AND

TEXTILE FOOD AND FOODS AND NUTRITION.

SEWING PROCESSES I

PERFORMANCE OBJECTIVES

Students should be able to;

1.
Explain the meaning of stitches
2.
Classify stitches into temporary and permanent permeated decorative
3.
State the uses of stitches

CONTENT

A stitch is a loop of thread or yarn resulting from a single pass or movement of the needle in
sewing, knitting, or crocheting. It is an essential technique used in sewing. Stitches are the
fundamental elements of sewing, knitting, embroidery, crochet, and needle lace-making,
whether by hand or machine. A variety of stitches, each with one or more names, are used
for specific purposes..

Stitch Types can be classified into six main categories:

1.Class 100 - Chain Stitch

2.Class 200 - Hand Stitch

3.Class 300 - Lock Stitch

4.Class 400 - Multi-thread Chain Stitch

5.Class 500 - Over-edge Chain Stitch

6.Class 600 - Covering Chains Stitch

 1.Class 100: Chain Stitches

The stitch types in this class are formed from one or more needle threads and are
characterised by intralooping. One or more loops of thread are passed through the
material and secured by intralooping with a succeeding loop after it is passed
through the material. Since each loop is in this way dependent on the succeeding
one, stitches in this class are insecure and if finishing end of the thread is not
passed through the last loop or separately through the fabric, or if a stitch is broken,
it unravels very easily. The stitches are formed using a blind looper.

· Stitch type 101 - Single thread chain stitch is used normally when the easy
withdrawal of the thread is required (e.g. basting). Application: Basting, Button
Sewing, Bar Tacking, Bag Closing, Button Hole & Decorative Stitching.

· Stitch type 103 - This stitch formation is commonly known as a single thread
blind hemming or felling stitch. It is produced using a curved needle, which passes
left to right through a single or double (hem) folded piece of material, entering and
leaving, from the same side of the fabric, carrying a needle thread which is
intercepted by a blind looper as it exits the fabric on the right-hand stroke. This
thread is then carried right to left, back to the needle and interloped prior to needle
penetration. While the needle fully penetrates the inside single or double hem, the
other fabric is only partially for a portion of its thickness. As the term “blind hemming
” implies, the opposing side to the penetrated seam should show no evidence of a
stitching line. Application: hemming, belt loops, padding operations and felling.
 Class 100 Stitches

· Stitch type 104 - This stitch formation is widely used for attaching buttons,
snap fasteners, trouser cuff tacks, etc. Normally these machines have a fixed cycle
of stitches. A selection of 8, 16, or 32 stitches is most common, with 2 or 3 typing
stitches at the end of the cycle to prevent unravelling of the stitch formation, the
selected number dependant on the type and size of the button (2 or 4 holes, flat or
shank) and principally dependant on the type and weight of the garment. While 16
stitches would be adequate for a shirt or blouse 18/ 20 ligne button, you would need
32 stitches to secure a 50 ligne button to a trench coat. (40 ligne = 25 mm diameter
approx).

2.Class 200: Hand Stitches

The stitch types in this class originated as hand stitches and are characterised by a
single thread which is passed through the material as a single line of thread, and the
stitch is secured by the single line of thread passing in and out of the material.

Hand stitching is used at the expensive end of garment production because the
consumer expects it at that price. In some cases, machines have been developed to
simulate hand stitching, the best example being stitch type 209 which is used
around the outer edges of tailored jackets. This is referred to as pick stitching.

3.Class 300: Lockstitch

The stitch types in this class are formed with two or more groups of threads and
have for a general characteristic the interlacing of the two or more groups. Loops of
one group are passed through the material and are secured by the thread or threads
of a second group. One group is normally referred to as the needle threads and the
other group as bobbin threads. The interlacing of thread in stitches of this class
makes them very secure and difficult to unravel.

· Stitch Type 301 – Commonly referred to as straight lockstitch or Single Needle

Lockstitch (SNLS); with a single needle thread and a single bobbin thread, is the
commonest stitch used in the clothing industry.

Lockstitch has enough strength for most purposes. It has the same appearance
on both sides, an advantage denied to virtually all other stitch types and of
significance in the assembly process of garments, especially where top-stitching is
required as well as in seams joining of facings, collars, pockets and many similar
garment parts. The stitch is secure because the breaking of one stitch in wear will
not cause the whole row to unravel and additionally the end of a line of stitching can
be secured by reversing or ‘back-tacking’.

· Stitch Type 304 – Is commonly used for attaching trimmings such as lace and
elastic where a broad row of stitching is needed. It is commonly used to provide a
secure but stretchy stitch for the edges of stretch bras and other corsetry.
· Stitch Type 306 - Two Thread Lockstitch blind-stitch using one needle thread
and one bobbin thread. This is more secure than the traditional 103 stitch type. It
finds application in hemming and seaming lining to shell fabric.

· Stitch type 309 – Is a combination of lockstitch on the top side and zigzag
stitch on the bottom side, due to the fact that there two-needle but just one bobbin
supplying thread to form the stitch. Not much in use, as the bobbin needs to be
frequently changed owing to the fact that it supplies thread to both the needles.

· Stitch Type 315 - Two thread three-Step zigzag lockstitch using one needle
thread and one bobbin thread. Typical uses: seaming, topstitching, cover-stitching,
knits or woven’s where wide coverage or greater stretch is required. Typically used
in foundation garments.
 Stitch Type 316 – Commonly known as Double Needle Lockstitch (DNLS)
. Here the top and bottom view of the seam is the same. It has two lines of lockstitch
being produced parallel to each other and simultaneously by 2 needles, which are
supplied by the under-threads from their respective bobbins.

4.Class 400: Multi Thread Chain Stitches

The stitch types in this class are formed with two or more groups of threads and
have for a general characteristic the interloping of the two groups. Loops of one
group of threads are passed through the material and are secured by interlacing and
interloping with loops of another group. One group is normally referred to as the
needle threads and the other as looper threads.

5.Class 500: Overedge Chain stitch

 The stitch types in this class are formed with one or more groups of threads and
have as a general characteristic that loops from at least one group of threads pass
around the edge of the material. The most frequently used of these stitch types have
one or two needle threads and one or two looper threads and they form a narrow
band of stitching along the edge of the fabric with threads intersecting at the edge
and preventing the fabric from fraying. All have high elasticity, they do not unravel
easily, and a trimming knife on the machine ensures a neat edge prior to sewing.

6.Class 600: Covering Chain stitch

Stitch types in this class are formed with three groups of threads and have for a general
characteristic that two of the groups cover both surfaces of the material. Loops of the first
group of threads (needle thread) are passed through loops of the third group already cast on
the surface of the material, and then through the material where they are interloped with
loops of the second group of threads on the underside of the material. The second and third
groups are usually referred to as the top cover threads and the bottom cover or looper threads.

BASIC TYPES OF STITCHES

There are two basic types of stitches and they include ;

A. TEMPORARY STITCHES:

Tacking or basting is a temporary stitch used for holding two or more layers of
fabric together before a permanent stitch is made. Usually, the stitch is worked from
right to left, starting with a knot in a contrasting colour thread, so that it can be easily
removed. There are several types of tacking stitches, four of them are

1. Even tacking

2. Uneven tacking

3. Diagonal tacking

4. Tailor's tacking
1. Even Tacking :

Use a thin needle and start the stitch with a knot. The stitches are of equal length
about •' on both sides of the material. Many numbers of longer stitches can be done
at a time. This is used for tacking seams & other details which must be held securely.

2. Uneven Tacking:

In this, the stitches on the upper side is •' or at least twice that on the underside (• ').
This stitches can be used for longer folds & seams. This is comparatively stronger
than even tacking. Use this type of tacking as a guideline or where there is little or
no strain.

3. Diagonal Tacking:

While attaching two or more layer of fabrics this type of stitch is made about • ' apart
before making machine stitch.

Work stitches through the material at right angles to the fabric edge so that a
diagonal or slanting stitch is made on the upper side and a vertical stitch is made on
the underside.
4. Tailor's Tacking:

Start tacking using a double thread of contrasting colour, so that they can be easily
seen. Tack through the double layer of fabric along the seam lines using even
stitches of •' length apart, leave them as loop without pulling it tight. After completing,
raise the upper layer of fabric slightly and clip the thread between the layers. So that
the thread tuft, will remain on both the layers of fabric and remain as a guideline.
This is especially used for marking details between patterns such as dart markings
and pleat markings

B. PERMANENT STITCHES
Permanent hand stitches are worked instead of machine stitches. They are
permanent and serves the purpose. Permanent stitches are divided into Running
stitch, Backstitch, Overcast stitch, Overhand stitch and Whipping.

1. Running Stitch

Running stitches are usually 1/8 inch or less in length. Work by taking several
stitches on a long needle as the fabric permits. Very fine running stitches replace
machine stitching on seams used in lingerie, blouses and infants clothes.

2. Back Stitch

Back Stitch resembles machine stitch on the right side, but unlike machine stitch, it
overlaps on the wrong side. Take a running stitch 1/8 inch long, and reinsert the
needle at the end of the first stitch and bring it forward on the underside and up
through the surface one stitch length beyond the previous stitch. Repeat for the next
stitch. Backstitches are used to replace broken machine stitches and also for
beginning and ending of embroidery and applique.

3. Over Cast Stitch

Overcast stitches are worked to keep the raw edges from fraying and may be done
on single or double edges. Hold the raw edges of the seams with the thumb and
fingers of the left hand. Insert the needle from behind the raw edge and 1/8 inch
below it. Space the stitches evenly and twice as far apart as they are deep.

4. Overhand Stitch

Overhand stitches are similar to overcast but are made in the very edge of the
fabric and 1/16 inch apart. Insert the needle straight toward you and use a short and
very fine needle in order to pick up tiny stitches. Overhand stitches are used to apply
lace or to make flat invisible seams where two folded edges join.

5. Whipping
Whipping is done with a single thread of matching colour. Fold the hem allowance
and work from right to left with the needle, catch one or two threads of the fabric and
one or two threads along the fold of the hem. The stitches should not be seen on the
right side of the fabric. The whipping stitch should be placed • an inch apart.

USES OF STITCHES

1. It is used for joining two or more pieces of materials together.

2. It is used for mending clothes.

3. It is used for embroidery, making design and decoration.

WEEK NINE

THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING AND

TEXTILE FOOD AND FOODS AND NUTRITION.

HEALTHY FEEDING AND EATING PRACTICES I

PERFORMANCE OBJECTIVES

Students should be able to:

1.
Mention healthy feeding and eating practices
2.
State the effect of healthy feeding practices.

CONTENT

The food you eat can affect your health and your risk for certain diseases. To eat
healthier food, you may need to change some of your daily habits. You also may
need to change some things in your environment. Your environment includes
everything around you, like your home or the place you work.

What is Food?
Food is what people and animals eat to survive. Food usually comes from animals
and plants. It is eaten by living things to provide energy and nutrition. The food
contains nutrition that people and animals need to be healthy. The consumption of
food is normally enjoyable for humans. It contains protein, fat, carbohydrates,
vitamins, water and minerals. Liquids used for energy and nutrition are often called "
drinks". If someone cannot afford the food they go hungry. Healthy eating means
eating a variety of foods that give you the nutrients you need to maintain your
health, feel good, and have energy. These nutrients include protein, carbohydrates,
fat, water, vitamins, and minerals. Nutrition is important for everyone. When
combined with being physically active and maintaining a healthy weight, eating well
is an excellent way to help your body stay strong and healthy

Below are some healthy feeding practices necessary for good health

1.
Keep more fruits, low-fat dairy products (low-fat milk and low-fat yoghurt),
vegetables, and whole-grain foods at home and at work. Focus on adding
healthy food to your diet
2.
Drink Water always especially before and after eating.
3.
Use food in season
4.
Don't skip or delay meals, and be sure to schedule your snacks. If you ignore
your feelings of hunger, you may end up eating too much or choosing an
unhealthy snack. If you often feel too hungry, it can cause you to focus a lot on
food.
5.
Avoid Food with too many calories
6.
Take enough rest and exercise too.

Healthy feeding habits are those ethics carried out before and after eating. Some
essential feeding habits are outlined below:

1.
Chew your food for at least 10 seconds before swallowing.
2.
Pack a homemade lunch/breakfast for school, make sure it includes a nutritious
snack (e.g cut fruits, plain or oat biscuits).
 3.
Eat slowly, it takes a few minutes for the brain to realize the stomach is full.
4.
Drink a glass of water or have a bowl of soup to avoid overeating.
5.
Schedule your meal times/eat on time.
6.
Get more fibre (e.g whole grains and legumes).
7.
Eat smaller meal portions.
8.
Drink more water.
9.
Eat a variety of food types per meal.
10.
Choose foods that are steamed, braised or grilled instead of deep-fried.

Some unhealthy feeding habits include :

1.
Overconsumption of foods high in sugar, fat and salt.
2.
Eating unhealthy snacks.
3.
Eating when not hungry.
4.
Refusal to eat vegetables or fruits.
5.
Eating too fast.
6.
Being picky eaters (eating a limited diet).
7.
Eating while watching TV, playing video/PC games, etc.
8.
Overeating & comfort eating.
9.
Drinking too many sugary drinks.
10.
Skipping breakfast and eating at irregular hours.

Conclusively, Good feeding and eating practices are necessary for a healthy
lifestyle. And helps the body fight against various diseases and infections. We
should all try and put these practices into action.

HOME ECONOMICS JSS1 FIRST TERM

WEEK EIGHT

THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING AND

TEXTILE FOOD AND FOODS AND NUTRITION.

MAKING OF BASIC STITCHES

PERFORMANCE OBJECTIVES

Students should be able to:

1. Make specimen about the different types of stitches.

CONTENT

Stitching which is also called embroidery involves your creativity, passion, originality,
uniqueness, and knowledge as to different ideas of stitches and how you will apply them in a
textile. The following are the different basic stitches and how they are made :

1. The Running Stitch

This stitch is the most basic of all the hand-sewing stitches and if you have any experience
with sewing at all, you likely already know how to perform this stitch. It’s a great stitch to
know for quickly mending clothing.
1.
Start by taking your threaded needle through the back of the fabric (the wrong
side)
2.
Once the knot at the end of the thread has hit the fabric, make a stitch by
putting the needle back down in the fabric about a centimetre away in the
direction you want to stitch and pulling all the way through
3.
Bring the thread back up through the fabric and repeat

2. The Basting Stitch

This stitch is just the running stitch but longer. Instead of making your stitches a centimetre
apart, make them ¼ inch to ½ inch apart from each other.

The basting stitch will go even faster than the running stitch once you get into a flow.

3. The Cross Stitch (Catch Stitch)

You’ve probably have heard of cross-stitching before. Cross-stitching is suitable for
finishing hems and for designs that are front-facing. This stitch is slightly more nuanced than
the running or basting stitches, but it’s simple once you get the hang of it.

All you’re doing with a cross-stitch is making X’s in the fabric:

1.
Pull the thread up through the back of the fabric until the knot catches on the
fabric
2.
Make a diagonal stitch to the left about a centimetre away
3.
Bring the needle up through the back of the fabric, about a centimetre
backwards from the where the thread went in last, and a centimetre to the left
of where the last stitch began
4.
Make a stitch diagonally across the last stitch, so it makes an X
5.
Pull the thread through and repeat.

Make sure you keep these stitches loose and even.

4. The Backstitch
Before the age of sewing machines, this stitch was used to create all clothing. Layer after
layer of back stitches created a pattern of threads that people could wear. It’s a strong stitch.
1.
Start by making a small stitch
2.
Insert the needle back into the end of that stitch, where you just pulled the
thread out
3.
Make another stitch and repeat.

These stitches should look like they’re overlapping.

5. The Slip Stitch

This stitch is useful when you’re trying to sew hems so that you can’t see stitches. It’s good
for patchwork.
1.
This stitch is meant to be through the fold of the fabric. Even if you’re just
working with one fabric, you can fold the bottom of the fabric up underneath
2.
Pin your hem to make sure you sew in a straight line
3.
Bring the needle through the fold of the hem and then up through the top
crease of the fabric
4.
Pull the needle through just a few threads at the same point, but don’t pull the
needle all the way through the fabric like you would with the other stitches
5.
Pull the needle back into the fold near where you drew it out the first time
staying parallel to the fold
6.
Repeat steps one through five.

You’ll want your stitches to be about a ½ inch apart and loose.

6. The Blanket Stitch (Buttonhole Stitch)

This stitch, as you may have been able to gather from its name, is useful for finishing the
edges of blankets or for creating buttonholes.
1.
Push the needle in from the back of the fabric and pull all the way through
2.
Rather than bringing the needle right through the front like you would do with
the other stitches, bring the needle through the back of the fabric again
 3.
You’ll have created a loop by pulling the needle through the back of the fabric
twice. Pull the needle right through the loop
4.
Repeat steps one through three, keeping stitches about a centimetre apart if
you’re working on a blanket.

7. The Standard Forward/Backward Stitch

When you’re ready to move off of the hand stitching and onto sewing machine stitching, this
is the first stitch you need to know.
1.
Start by straight stitching ? to ? inch away from the edge of the fabric
2.
Backstitch the forward stitch over the pinned seam
3.
Do step two in reverse
4.
Repeat steps one through three

8. The Zigzag Stitch

Most sewing machines will have a zigzag stitch option. You won’t need to go over the fabric
multiple times with this stitch as it’s solid and will keep seams from fraying. It’s also a great
stitch for making buttonholes.
1.
Set your sewing machine to the zigzag stitch
2.
Adjust the machine to get the width and length of the stitch you desire
3.
Press the pedal slightly so the device works slowly and guide the fabric as it
works
4.
Sew to the end of the fabric without stitching over the same place twice

9. Blind Hem Stitch

This stitch is mainly a mix of straight stitches and zigzag stitches. It’s perfect for hemming
and mending, especially because it’s nearly invisible. The purpose with this stitch is to either
sew two pieces of fabric together or the fold of one fabric together.
1.
Make two or three straight stitches
2.
Make one wide zigzag stitch (cross-stitch)
3.
Repeat

10. The Buttonhole Stitch

While the zigzag stitch is good for stitching buttonholes, most sewing machines have the
capability to create buttonholes with a special foot attachment or a pre-programmed
buttonhole setting.

1. Put the buttonhole foot on the machine (if you have one)

2. Measure and mark where your buttonhole will go on the fabric

3. Put the presser foot on one end of the buttonhole

4. Zigzag stitch-up (or down, depending on what side of the buttonhole you started
on) to the other end of the buttonhole
5. Zigzag stitch down (or up) to the side of the buttonhole where you started your
stitching

6. Take a seam ripper to open up the area between the stitches, and voila, you have
a buttonhole.

HOME ECONOMICS JSS1 FIRST TERM

WEEK TEN

THEME: FAMILY LIVING AND RESOURCE MANAGEMENT/CLOTHING AND

TEXTILE FOOD AND FOODS AND NUTRITION.

Healthy Feeding And Eating Practices II

PERFORMANCE OBJECTIVE:

Students should be able to;

1.
Identify food additive and harmful substances that should not be taken into the
body.
2.
State the effect of harmful substances in the body.

CONTENT

Food is any substance that we take into the body. It is a very essential factor for our
day to day lives. We need food to:

a.
Be healthy
b.
Be able to carry out our daily activities
c.
To fortify our body system
d.
For growth and development
e.
To curb diseases.
However, there are some things which are added to our food even while we cook or
eat them. These things can either be harmful or beneficial to our health. They are
called Food contaminants when they are harmful to our body or Food additives
when they are beneficial to the body.

FOOD ADDITIVE

A food additive is any of the various chemical substances added to foods to produce specific
desirable effects. Additives such as salt, spices, and sulfites have been used since ancient
times to preserve foods and make them more palatable. With the increased processing of
foods in the 20th century, there came a need for both the greater use of and new types of
food additives. Many modern products, such as low-calorie, snack, and ready-to-eat
convenience foods, would not be possible without food additives.

Types of food additives

The different types of food additive and their uses include:

i. Anti-caking agents – stop ingredients from becoming lumpy.

ii. Antioxidants – prevent foods from oxidising, or going rancid.

iii. Artificial sweeteners – increase the sweetness.

iv. Emulsifiers – stop fats from clotting together.

v. Food acids – maintain the right acid level.

vi. Colours – enhance or add colour.

vii. Humectants – keep foods moist.

viii. Flavours – add flavour.

ix. Flavour enhancers – increase the power of a flavour.

x. Foaming agents – maintain uniform aeration of gases in foods.

xi. Mineral salts – enhance texture and flavour.

xii. Preservatives – stop microbes from multiplying and spoiling the food.

xiii. Thickeners and vegetable gums – enhance texture and consistency.

xiv. Stabilisers and firming agents – maintain even food dispersion.

xv. Flour treatment – improves baking quality.

xvi. Glazing agent – improves the appearance and can protect food.

xvii. Gelling agents – alter the texture of foods through gel formation.

xviii. Propellants – help propel food from a container.

xix. Raising agents – increase the volume of food through the use of gases.

xx. Bulking agents – increase the volume of food without major changes to its
available energy.

Why Are Food Additives Used?

Frequently, food companies use food additives in order to ensure that their products are
stable and uniform. Most food we buy at the grocery store isn't very fresh, and one thing
about food is that it never stays good for very long; so in this day and age where most of the
food we eat is not fresh, food additives are added abundantly. There are many other reasons
for food additives being used as well.

Food additives can be used as a preservative, no-calorie sweetener, colour, flavour, fat
replacer, nutrient addition, emulsifier, stabilizer, thickener, pH control, leavening, anti-
caking agent, humectant (to hold in moisture), dough strengthener, and enzyme preparation.

Misuse of food additives

Food additives such as colourant, sweetener, and flavour enhancer are
often misused in street food. They are frequently used in excessive amount,
resulting in a concentration above its maximum level. Street food vendors do not
pay much attention to the label and instruction to use the additive. This can cause
potential harm in the body. Some harm it can cause when misused include:

a. Digestive disorders – diarrhoea and colicky pains.

b. Nervous disorders – hyperactivity, insomnia and irritability.

c Respiratory problems – asthma, rhinitis and sinusitis.

d. Skin problems – hives, itching, rashes and swelling.

DETECTION OF FOOD ADDITIVES

Food additives need to be checked for potential harmful effects on human health
before they can be used.

1. Label

To check what additives are in foods, read the label. All food ingredients, including
any additives, must be listed on the label of a food. The ingredients are listed in
descending order of ingoing weight. Food additives are grouped into classes
according to their function.

2. Class name

Food additives are grouped into classes according to their function. For example, all
colour additives are used to colour food. Some food additives have more than one
use. It can be used as an antioxidant, and also as an emulsifier. Where an additive
is capable of being classified in more than one class, the most appropriate class
name is used on the label of a food. In some cases there are optional or alternative
class names For example, some thickeners can also be called modified starches.
Some additives do not have a legally defined class name.
3. Code numbers

Most food additives have code numbers. Code numbers use less space on labels
than names of additives. They also help avoid the confusion caused by some
additives having more than one name, or additives with similar names. Enzymes
and flavours are not required to be specifically named, or identified with code
numbers. These additives are required to be labelled by their class name only.
Some code numbers may have an “E” in front of them. This means that the food is
labelled for the European Union market.

Note that Vitamins and minerals are not classified as additives, under the Food
Standards Code. Some vitamins and minerals have a code number, however, as
they are also used as food additives. An example of this is Ascorbic acid (vitamin C),
which is an antioxidant but can also be added as a vitamin to some foods.

FOOD CONTAMINANTS

Food contamination is generally defined as foods that are spoiled or tainted because
they either contain microorganisms, such as bacteria or parasites, or toxic
substances that make them unfit for consumption. A food contaminant can be
biological, chemical or physical in nature, with the former being more common.
These contaminants have several routes throughout the supply chain (farm to fork)
to enter and make a food product unfit for consumption.

Chemical food contaminants that can enter the food supply chain include pesticides,
heavy metals, and other alien chemical agents. Therefore, the consumption of
contaminated foods causes illness in millions of people and many die as a result of
it. This scenario makes “food contamination” a serious issue.

TYPES OF FOOD CONTAMINANTS

There are a number of reasons that can lead to food contamination. However, food
contamination falls under four different categories which are:
A.
Biological contamination
 B.
Chemical contamination
C.
Physical contamination
D.
Cross-contamination

A.BIOLOGICAL CONTAMINATION

Biological contamination is one of the common causes of food poisoning as well as

spoilage. Contamination of food items by other living organisms is known as biological food
contamination. During biological contamination, the harmful bacteria spread on foods that
you consume. Even a single bacterium can multiply very quickly when they find ideal
growth conditions. Not just bacteria, but also their process of multiplying can be quite
harmful to humans. The common places where you can find bacteria are:
1.
Dust
2.
Raw meat
3.
The air
4.
The human body
5.
Pets and pests
6.
Clothes of food handler
7.
Kitchen clothes

The best way to avoid food contamination is by washing the food items with a vegetable and
fruit cleaner and wash the kitchen cloths on a regular basis.

B. PHYSICAL CONTAMINATION

When harmful objects contaminate the food it leads to physical contamination. At times,
food items can have both physical and biological contamination. Physical contaminants such
as rats, hair, pests, glass or metals, which can contaminate food and make it unhealthy. Some
of the safety tips that you can follow when handling food items to prevent food
contamination are:
1.
Hair-Tie your hair when handling food
2.
Glass or Metal-Clean away cracked or broken crockery and utensils to avoid
contamination
3.
Fingernails-Keep your fingernails short or wear clean gloves when handling food
 4.
Dirt-Wash fruits and vegetables with a Vegetable and Fruit Cleaner to remove
dirt
5.
Jewellery-Wear minimum jewellery when preparing food

C. CHEMICAL CONTAMINANTS

Chemical contaminants are one of the serious sources of food contamination. These
contaminants can also lead to food poisoning. Pesticides present in fruits and
vegetables are one of the main sources of contamination. In addition, kitchen
cleaning agents, food containers made of non-safe plastic, pest control products
also lead to food contamination. Though we make it a point to wash fruits and
vegetables thoroughly, however, plain water can’t remove all the contaminants.
Some kitchen appliance uses ozone disinfection technology that removes
contaminants from the surface of the fruits and vegetables to make it safe for
consumption.

D. CROSS-CONTAMINATION

This type of contamination can lead to a number of health problems. Cross-contamination

takes place when pathogens are transported from any object that you use in the kitchen. Dirty
kitchen clothes, unclean utensils, pests, raw food storage can lead to cross-contamination.
Here are some of the ways to avoid cross-contamination:
1.
Personal Hygiene- Thoroughly wash your hands and face when handling food.
Coughing, sneezing or even touching your hair can lead to cross-contamination
2.
Utensils- Use separate utensils to prepare different types of foods. Avoid using
the same chopping board and knife for ready to eat foods
3.
Storing Food- Make sure raw foods don’t come in contact with ready to eat
foods. Cover and store raw foods below cooked foods to prevent cross-
contamination.
4.
Disposing Waste- Make sure you store and seal garbage correctly to prevent
cross-contamination. Clean and sanitize the waste bins to prevent infestation
risk.
Examples of some harmful food

1. Sugary drinks

Added sugar is one of the worst ingredients in the modern diet. However, some sources of
sugar are worse than others, and sugary drinks are particularly harmful.

Alternatives

Drink water, soda water, coffee, or tea instead. Adding a slice of lemon to water or soda
water can provide a burst of flavour.

2. Most pizzas

Pizza is one of the world’s most popular junk foods.

Most commercial pizzas are made with unhealthy ingredients, including the highly refined
dough and heavily processed meat. Pizza also tends to be extremely high in calories.

Alternatives

Some restaurants offer healthier ingredients. Homemade pizzas can also be very healthy, as
long as you choose wholesome ingredients.

3. White bread

Most commercial bread are unhealthy if eaten in large amounts, as they’re made from refined
wheat, which is low in fibre and essential nutrients and may lead to rapid spikes in blood
sugar

Alternatives

Whole-grain bread is healthier than white bread.

4. Most fruit juices

Fruit juice is often assumed to be healthy. While juice contains some antioxidants and
vitamin C, it also packs high amounts of liquid sugar. In fact, fruit juice harbours just as
much sugar as sugary drinks like Coke or Pepsi — and sometimes even more.

Some fruit juices have been shown to have health benefits despite their sugar content, such
as pomegranate and blueberry juices.

However, these should be considered occasional supplements, not an everyday part of your
diet.

5. Sweetened breakfast cereals

Breakfast cereals are processed cereal grains, such as wheat, oats, rice, and corn.

They’re especially popular among children and frequently eaten with milk.

To make them more palatable, the grains are roasted, shredded, pulped, rolled, or flaked.
They’re generally high in added sugar.

The main downside of most breakfast cereals is their high added sugar content. Some are so
sweet that they could even be compared to candy.

Alternatives

Choose breakfast cereals that are high in fibre and low in added sugar.

6. Fried, grilled, or broiled food

Frying, grilling, and broiling are among the unhealthiest cooking methods.

Foods cooked in these ways are often highly palatable and calorie-dense. Several types of
unhealthy chemical compounds also form when food is cooked under high heat.

These include acrylamides, acrolein, heterocyclic amines, oxysterols, polycyclic aromatic

hydrocarbons (PAHs), and advanced glycation end products (AGEs).

Alternatives
To improve your health, choose milder and healthier cooking methods, such as boiling,
stewing, blanching, and steaming

7. Pastries, cookies, and cakes

Most pastries, cookies, and cakes are unhealthy if eaten in excess.

Packaged versions are generally made with refined sugar, refined wheat flour, and added
fats. Shortening, which may be high in unhealthy trans fats, is sometimes added.

These treats might be tasty, but they have almost no essential nutrients, copious calories, and
many preservatives.

Alternatives

If you cannot stay away from dessert, spring for better yoghurt, fresh fruit, or dark chocolate.

8. French fries and potato chips

Whole, white potatoes are very healthy. However, the same cannot be said of French fries
and potato chips. These foods are very high in calories, and it’s easy to eat excessive
amounts. Several studies link French fries and potato chips to weight gain.

Alternatives

Potatoes are best consumed boiled, not fried. If you need something crunchy to replace
potato chips, try baby carrots or nuts.

9. Stale foods

Stale foods are foods that are spoilt and very unhealthy to take into the body.

Nutritive value of foodstuff decreases with time (e.g vitamin content of fruits &
vegetables decreases over a period of time)
Microbial growth can lead to the development of toxins in food, which can cause
food poisoning. rate of microbial growth is dependent on various factors such as
moisture content of food (free water activity), storage conditions, type of
packaging etc.

Alternatives

Food should be eaten as fresh as possible to get all its health benefits.

Test : Home Economics Jss1 First Term Final Assessment

Correct Option is in bold

1 . Sewing tools are grouped in _____?

○ 5
○ 6
○ 7

2 . ______ is used to measure the hips?

○ Hip curve
○ Hip rule
○ Hip stick

3 . Needles and thimbles fall under ______ group?

○ Pinning tools
○ Cutting tools
○ Marking tools

4 . ______ is not a tracing tool?

○ Tailor's chalk
○ Scissors
○ Tracing wheel

5 . ________ can be used to draw straight lines and check grain chains?

○ Tracing wheel
○ Yardstick
○ Ruler

6 . ______ stitch is good for sewing buttonholes?

○ Zigzag stitch
○ Running stitch
○ Basting

7 . ______ is perfect for hemming?

○ Blind hem
○ Running stitch
○ Backward stitch

8 . _____ is a longer type of running stitching?

○ Back-stitch
○ Basting stitch
○ Zig zag stitch

9 . Stitching involves ______?

○ Incompetence
○ Unfocused
○ Creativity

10 . Food contains _______ classes of nutrients?

○ 6
○ 5
○ 4

11 . ______ means eating a variety of foods that give you the nutrients you need to maintain your
health, feel good, and have energy?

○ Healthy eating
○ Junk eating
○ Impromptu eating

12 . Minerals and ______ are also a food type?

○ Blood
○ Juice
○ Vitamins
13 . _________ are those ethics carried out before and after eating?

○ Healthy feeding habits

○ Healthy chewing habits
○ Healthy feeding practices

14 . Stale foods are good for the body?

○ Yes
○ No
○ No idea

15 . There are ____ types of food contaminants?

○ 3
○ 4
○ 2

16 . Whole grain bread is healthier than white bread?

○ Yes,
○ No
○ No idea

17 . _______ is involved in food additive detection?

○ Numbers
○ Lid
○ Label

18 . _____ is generally defined as foods that are spoiled or tainted because they either contain
microorganisms, such as bacteria or parasites, or toxic substances that make them unfit for
consumption?

○ food additive
○ Food contamination
○ Food abuse

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