1: Introduction To Pulses And The International Year Of Pulses
P. 4LESSON PLAN 11:IntroductiontoPulsesand the International Year of PulsesPrimary Schoolchildren – Ages 8-11Aims:To introduce the idea of pulses (grain legumes) as edible parts of a plant.Objectives: Students will identify and recognise the different parts of plants that are edible. Students will collaboratively create a class display, characterising plant crops through nutritional value. Students will consider the importance of the UN promotion of pulses.Resources:1. (a) Diagram of the edible parts of plants (b) Plant part labels and examples for each (all fromthe teacher pack).2. (a) Set A & B: Blank flash-cards, (b) Details of nutritional facts of a variety of foods derivedfrom plants (all from the teacher pack).Suggestions for further development:The class display can be continued as an ongoing project with pupils adding more detail as the seriesof lessons continues. Pupils could find or make extra resources at home for any of the edible plants theyhave discussed in class, or any others that they may be interested in, to stick to the display.All pulsesare edibleparts of aplant.
P. 5LESSON PLAN 11:IntroductiontoPulsesand the International Year of lore the pupils’ knowledge of the different parts of plants that areedible: what different parts of plants have you eaten? Explain to yourpupils how the edible parts of plants are categorised and what thedifferent categories are, with examples in each (resource 1a).Ask the pupils to write down a type of food (plant) they have eatenon a piece of paper, and place onto the correct plant part label(resource 1b). You can spread these labels out around the room. Howmany pupils have eaten the following (‘pulses’ or ‘legumes’): kidneybeans, chickpeas (the main ingredient in hummus), navy beans (oftenused to make ‘baked beans’), butter beans, mung beans (also knownas ‘beansprouts’ after germinating), broad beans, lima beans, lentils(often used to make ‘dhal’)? Compare their answers to other seeds theymay have eaten. Does the comparison surprise them in any way?Teacher note on pulses: the seeds of plants can be sub-divided intoseveral catagories, including ‘pulses (or legumes)’, ‘cereals’ and ‘nuts’.10minsIn pairs, pupils will use resource 2 to create flash-cards for five different foods(derived from plants); extracting key information from tables in order to fill inthe relevant nutritional data on the cards. Teacher needs to distribute either setA or B vegetables to different pairs of children.10minsPairs of pupils play ‘top-trumps’ with their set of cards against another pair(A vs. B) - can you select a nutritional category for which you have a higherquantity than your opponents? If you can then you win their card. The pairwhich has collected the highest number of cards after a set time, wins.10minsWhole class activity: starting with their flash-cards, pupils build-up a classdisplay, showing the different categories of edible plants.The following website can be used to find the full nutritional contentof a huge number of different foods. The search box is particularlyuseful: tionGrains, lentils and pulses are all widely available to buy in grocerystores, supermarkets and health food stores.Extension: add any additional details from the resource sheets (resource 2) orfrom the internet. Pupils can perform further research at home and add to thedisplay in subsequent lessons.Which vegetables and pulses are the pupils’ favourites, which do they eat theleast, and which do they know least about? Reflecting on this discussion, askpupils to select a type of vegetable to make a short promotional sketch/advertto inspire their classmates to eat more of that vegetable. What might it beimportant to include in the promotion? Listen to some of the pupils promotions.Explain that the UN chooses different food-types to promote globally – whymight they do this, and why do you think pulses have been chosen for thisyear’s promotion (the UN International Year of Pulses)?
P. 6LESSON PLAN 1Resource1a.The edible parts of a plantLEAFFLOWERSEEDSSTEMROOTSFRUIT
P. 7LESSON PLAN 1Resource1b.Plant part labels and examples for eachROOTSTEMLEAF Beetroot Asparagus Cabbage Carrot Celery Chicory Turnip Leek Lettuce Cassava Onion Kale Radish Potato SpinachFLOWERFRUITSEED Broccoli Strawberry Lentil Bergamot Tomato Broad Bean Cauliflower Mango Pea Chamomile Orange Rice Dill Pomegranate Wheat
P. 8LESSON PLAN 1Resource2a.Blank Flash Cards (Pack sFibreFibreProteinProtein75
P. 9LESSON PLAN 1Resource2a.Blank Flash Cards (Pack breFibreProteinProtein105
P. 10LESSON PLAN 1Resource2a.Blank Flash Cards (Pack FibreFibreProteinProtein1477
P. 11LESSON PLAN 1Resource2a.Blank Flash Cards (Pack tesFibreFibreProteinProtein180
P. 12LESSON PLAN 1Resource2a.Blank Flash Cards (Pack eFibreProteinProtein167
P. 13LESSON PLAN 1Resource2a.Blank Flash Cards (Pack sFibreFibreProteinProtein75
P. 14LESSON PLAN 1Resource2a.Blank Flash Cards (Pack breFibreProteinProtein105
P. 15LESSON PLAN 1Resource2a.Blank Flash Cards (Pack FibreFibreProteinProtein1477
P. 16LESSON PLAN 1Resource2a.Blank Flash Cards (Pack tesFibreFibreProteinProtein180
P. 17LESSON PLAN 1Resource2a.Blank Flash Cards (Pack eFibreProteinProtein167
P. 18LESSON PLAN 1Resource2b.Nutritional InformationChickpeasTomatoCarrotCabbageAsparagus
P. 19LESSON PLAN 1Resource2b.Nutritional InformationLentilsStrawberryBeetrootSpinachOnion
LESSON PLAN 1 1: Introduction to Pulses and the International Year of Pulses Primary Schoolchildren – Ages 8-11 Aims: To introduce the idea of pulses (grain legumes) as edible parts of a plant. Objectives: Students will identify and recognise the different parts of plants that are edible.
1. Pulses can count as either a vegetable or protein source. 2. Pulses provide a good source of protein. 3. Pulses are an excellent source of dietary fiber. 4. Mostpulses are a good source of iron. 5. Pulses are natural sources of zinc, magnesium, and choline. 6. Pulses are natur
ix KENA Value Chain Roadmap fo R pul ses ] figuRes f igure 1 : strategic objectives of the roadmap and related impact xvi f igure 2 : global pulses production and area harvested, 2003–2013 17 f igure 3 : pulses production by region, average 2009–2013 18 f igure 4 : share of pulse varieties in global production ( %) – 2004 and present 18 f igure 5 : exports of pulses, 2004–2014 ( us .
forced through the turbine meter and this flow causes the turbine meter blades to spin. The turbine meter MUT produces pulses from the rotation of the turbine blades, which are picked up by a detector and counted. Calibrator Pulses, P C [Pulses] P C is the number of pulses generated from the linear encoder on the calibrator reading the etched
Today’s Topics Recap of adiabatic pulses Small tip approximation Excitation k-space interpretation Design of 2D excitation pulses -Spiral pulse designRecap of Adiabatic Pulses-A special class of RF pulses that can achieve uniform flip angle -Flip angle is independent of the applied B1 field -Slice p
Figure 1: 4-phase interleaved buck boost converter with PV generator. 1 0.5 0 (a) PWM pulses applied to SW1 1 0.5 0 (b) PWM pulses applied to SW2 1 0.5 0 (c) PWM pulses applied to SW3 1 0.5 0 (d) PWM pulses applied to SW4 0 IL1 I L2 I 3 I 4 t1 t2 t3 t4 t5 t6 t7 t8 (e) Inductor current Fig
Introduction 1.1 Course Mission Generation of ultrashort pulses: Nano-, Pico-, Femto-, Attosecond Pulses Propagation of ultrashort pulses Linear and nonlinear effects. Applications in high precision measurements, nonlinear optics, optical signal processing, optical communications, x-ray generation,. 1.2 Pulse Characteristics
work/products (Beading, Candles, Carving, Food Products, Soap, Weaving, etc.) ⃝I understand that if my work contains Indigenous visual representation that it is a reflection of the Indigenous culture of my native region. ⃝To the best of my knowledge, my work/products fall within Craft Council standards and expectations with respect to
standards) R MF NO DESCRIPTION TYPE SYMBOL 01 42 00 detail indicator, dashed circle, 2.5 mm (3/32") text, typical R 01 42 00 detail indicator, dashed rectangle, 2.5 mm (3/32") text, typical R 01 42 00 detail indicator for small conditions, 45 degree arrow, 2.5 mm (3/32") text, medium line R 01 42 00 dimension line: continuous, thin line with medium line for terminator R 01 42 00 dimension line .
