Lesson Plans Bethany Riddle -- Room 101 Sept. 19 - 23, 2016
Healthy & Safe Food (Periods: 1,2,5, 7)
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Y / Focus: Egg processing and experiment. Strand 3: Food and nutrition, Outcome 3.1: Nutritional information, Competencies 3.1.1: Describe sources of nutrients and their contributions to dietary needs. Competencies 3.1.4: Calculate nutrient values of meals based on food labels of products and ingredients. Outcome 3.3: Food Selection, Competencies 3.3.7: Create daily food plans that meet current USDA dietary guidelines to contribute to healthy eating habits.
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. Students will get into small groups to diagram the inside of a real egg. Students will complete a worksheet about the egg process.
Differentiation: All students will diagram an egg and complete the worksheet about the egg process. Students can help one another if they get stuck.
Resources: SMART Board, Egg Processing Worksheet, Eggs
Assessment: All students will be assessed on diagraming an egg and completing the worksheet.
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Y / Focus: Food Lab Safety / Kitchen Tool Bingo. Strand 3: Food and nutrition, Outcome 3.4: Food safety & sanitation, competencies 3.4.6: Apply personal, food safety and sanitation processes and procedures to prevent contamination and cross contamination at home and in the workplace.
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. As a large group we will discuss safety in the kitchen as well as lab procedures. If there is time we will play kitchen tool Bingo in order to review kitchen tools.
Differentiation: All students will be involved in the large group discussion about safety and lab procedures. If students are not getting involved I will call on them to answer questions or demonstrate lab procedures.
Resources: SMART Board,
Assessment: During the lesson students will be participating in a large group discussion about safety and lab procedures. I will check for their understanding during the discussion.
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Y / Focus: Egg Dishes Video From America’s Test Kitchen. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns.
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. Students will watch a video about preparing eggs. They will answer questions while the video is playing.
Differentiation: All students will watch the video and answer the video questions.
Resources: SMART Board, America’s Test Kitchen Video, Video Questions.
Assessment: Students will be assessed on the completion and correctness of the video questions.
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Y / Focus: Place Settings. Strand 3: Food and nutrition, Outcome 3.6 Dining etiquette, Competencies 3.6.1 compare formal and informal dinning settings, 3.6.2 identify the components of place settings, 3.6.5 apply social and dinning etiquette rules that reflect the setting, 3.6.8 explain the responsibilities of a host and guest.
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. Students will participate in a group discussion about table settings and why it important to know the informal and formal way to set a table. Students will practice setting the table.
Differentiation: All students will be involved in the large group discussion about table settings. If students are not getting involved I will call on them to answer questions.
Resources: SMART Board, Table Setting handout (informal & formal), kitchens, and tables
Assessment: During the lesson students will be participating in a large group discussion about table settings. I will check for their understanding during the discussion. Students will also practice setting the table for an informal and a formal event.
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Y / Focus: Scrambled Eggs. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns.
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. Students will be given the recipe and instructed. During the lab they will keep the kitchen clean and organized. Students will complete the journal before leaving class.
Differentiation: All students will do the same thing. Students will work in groups and can help one another. The teacher will be in the kitchens to answer question and make sure all students are actively involved.
Resources: SMART Board, Recipe, Kitchens
Assessment: All students will be assessed based on the completion of their lab journal. If there are behavior problems points will be deducted from the journal grade.
Lesson Plans Bethany Riddle -- Room 101 Sept. 19 - 23, 2016
Personal Wellness (Periods: 6)
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Y / Focus: Food Plate/Nutrition. Strand 3: Food and nutrition, Outcome 3.1: Nutritional information, Competencies 3.1.1: Describe sources of nutrients and their contributions to dietary needs. 3.1.5: Identify suitable ingredient substitutions to meet special dietary needs. Outcome 3.5: Food preparation, Competencies 3.5.2: Develop recipes that preserve nutrient values and promote healthy eating habits. Outcome 3.3: Food Selection, Competencies 3.3.7: Create daily food plans that meet current USDA dietary guidelines to contribute to healthy eating habits.
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. Students will participate in a large group discussion over nutrition. Students will discuss how to incorporate a healthy diet.
Differentiation: Process & learning environment. All students will be involved in the large group discussion. Small group discussions may also be utilized to help students at different levels.
Resources: Anatomy of MyPyramid CD that contains power point presentation, educators guide, guided notes, SMART Board, and Internet.
Assessment: During the lesson students will be participating in a large group discussion about nutrition. I will check for their understanding during the discussion. Students will also be taking notes.
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Y / Focus: Peermanship. Strand 2 Family Development. Outcome 2.7 Child Growth and Development. Competencies 2.7.7 Compare peer influences experienced at various developmental stages. Strand 1 Career Development. Outcome 1.1 Personal and professional skills. 1.1.6 Identify the correlation between emotions, behavior and appearance and manage those to establish and maintain professionalism. Outcome 1.3 Leadership and communication. 1.3.3 Identify and use verbal, nonverbal, and active listening skills to communicate effectively.
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. Show 2 short clips to introduce interpersonal relationships. Each group will receive a confiscated note. The group will discuss the note and what the students should do. Each group will present their note and solution to the class. Each student will complete “What matters in Friendship” worksheet. Large group discussion about worksheet. We will discuss the definitions of peermanship. Students will get into groups and act out the seven scenarios and how to handle them.
Differentiation: Process & learning environment. All students will be involved in the large group discussions. Small group discussions may also be utilized to help students at different levels.
Resources: What matters in friendship WS, Peermanship ws, scenarios, confiscated notes, SMART Board, and Internet.
Assessment: During the lesson students will be participating in a large group and small group discussion.. I will check for their understanding during the discussion. Students will also be completing peermanship ws, what matters in friendship ws, and coming up with solutions to scenarios.
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Y / Focus: Peermanship. Strand 2 Family Development. Outcome 2.7 Child Growth and Development. Competencies 2.7.7 Compare peer influences experienced at various developmental stages. Strand 1 Career Development. Outcome 1.1 Personal and professional skills. 1.1.6 Identify the correlation between emotions, behavior and appearance and manage those to establish and maintain professionalism. Outcome 1.3 Leadership and communication. 1.3.3 Identify and use verbal, nonverbal, and active listening skills to communicate effectively.
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. Show 2 short clips to introduce interpersonal relationships. Each group will receive a confiscated note. The group will discuss the note and what the students should do. Each group will present their note and solution to the class. Each student will complete “What matters in Friendship” worksheet. Large group discussion about worksheet. We will discuss the definitions of peermanship. Students will get into groups and act out the seven scenarios and how to handle them.
Differentiation: Process & learning environment. All students will be involved in the large group discussions. Small group discussions may also be utilized to help students at different levels.
Resources: What matters in friendship WS, Peermanship ws, scenarios, confiscated notes, SMART Board, and Internet.
Assessment: During the lesson students will be participating in a large group and small group discussion.. I will check for their understanding during the discussion. Students will also be completing peermanship ws, what matters in friendship ws, and coming up with solutions to scenarios.
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Y / Focus: No Bake Cookies Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Outcome 3.4 Food safety and sanitation, 3.4.6 Apply personal food safety and sanitation processes and procedures to prevent contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under which bacteria grow.
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. Students will work within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal.
Differentiation: Learning Environment. All students will cook within their lab group. All students will make and eat hamburgers.
Resources: SMART Board, Kitchens, Lab Journal
Assessment: Students will be graded off of the completion of their lab journal as well as their behavior and willingness to participate and work in their group.
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Y / Focus: Bring Your Own. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Outcome 3.4 Food safety and sanitation, 3.4.6 Apply personal food safety and sanitation processes and procedures to prevent contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under which bacteria grow.
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. Students will work within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal.
Differentiation: Learning Environment. All students will cook within their lab group. All students will make and eat hamburgers.
Resources: SMART Board, Kitchens, Lab Journal
Assessment: Students will be graded off of the completion of their lab journal as well as their behavior and willingness to participate and work in their group.
Lesson Plans Bethany Riddle -- Room 101 Sept. 19 - 23, 2016
Nutrition & Wellness II (Periods: 3, 8)
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Y / Focus: Fast Food. Standard 1: Advocate a healthy lifestyle, Intermediate Benchmark D: Analyze restaurants and their menus related to healthy lifestyle, Descriptor 1: Review restaurant menu items for nutrient content
Lesson Delivery: Students will be told at the beginning of class what the goals are for the lesson. Standards will be on the SMART Board. Focus of lesson will be on the board. As a large group we will discuss fast food and how often each student eats fast food. We will also discuss and look at the calories and nutritional value of various fast food items.
Differentiation: All students will be involved in the large group discussion about fast food. If students are not getting involved I will call on them to answer questions
Resources: SMART Board, Fast food menus/calories, fast food information
Assessment: During the lesson students will be participating in a large group discussion about Fast Food. I will check for their understanding during the discussion.
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Y / Focus: Planning Meals. Standard 1: Advocate a healthy lifestyle, Introductory Benchmark B: Demonstrate use of problem solving to make healthy food choices for a healthy body, Descriptor 1: Establish criteria for making daily food choices to meet valued outcomes (e.g. health, economics, and aesthetics)