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.