Lesson Plans Bethany Riddle -- Room 101 Oct 3 - 7, 2016
Healthy & Safe Food (Periods: 1,2,5, 7)
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Y / Focus: Fats. Strand 3: Food and nutrition, Outcome 3.1 nutritional information, Competencies 3.1.1 describe sources of nutrients and their contributions to dietary needs. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out.
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 the fats. Students will complete a worksheet.
Differentiation: Learning Environment. All students will be involved in the large group discussion about fats. If students are not getting involved I will call on them to answer questions.
Resources: SMART Board, Fats Worksheet
Assessment: Students will be assessed on the completion and correctness of the fat worksheet.
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Y / Focus: Quick Breads. 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. 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. Outcome 3.1 nutritional information, Competencies 3.1.1 describe sources of nutrients and their contributions to dietary needs.
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 different types of quick breads. Students will complete a worksheet.
Differentiation: Learning Environment. All students will participate in the discussion and will complete the worksheet. If students are not getting involved in the discussion I will refocus them by asking questions.
Resources: SMART Board, Quick Bread Worksheet
Assessment: All students will be assessed based on the completion and correctness of the worksheet.
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Y / Focus: Quick Breads video. 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. 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. Outcome 3.1 nutritional information, Competencies 3.1.1 describe sources of nutrients and their contributions to dietary needs.
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 watch a video and discuss quick breads. Students will answer questions while watching the video.
Differentiation: Learning Environment. All students will answer the video questions while they watch the video.
Resources: SMART Board, America’s Test Kitchen Quick Bread Video
Assessment: All students will be assessed based on the completion of the video questions.
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Y / Focus: Walking Tacos 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. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits their skill level and interest.
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: Pancakes/Waffles. 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. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits their skill level and interest.
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 Oct 3 - 7, 2016
Personal Wellness (Periods: 6)
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Y / Focus: Nonverbal Communication. Strand 1 Career Development. Outcome 1.1 Personal and professional skills. Competencies 1.1.1 Identify the knowledge, skills, and abilities necessary to succeed. 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. 1.3.9 Identify advantages and disadvantages involving digital and or electronic communications. -Students will take communication quiz and score themselves. We will have a discussion about how everyone scored and types of communication (Assertive, influencer. Thinker). 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: Role play info, 4 communication styles, rate your communication style communication tips, improving communication skills, 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 complete rate your communication style.
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Y / Focus: Nonverbal Communication. Strand 1 Career Development. Outcome 1.1 Personal and professional skills. Competencies 1.1.1 Identify the knowledge, skills, and abilities necessary to succeed. 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. 1.3.9 Identify advantages and disadvantages involving digital and or electronic communications. -Students will take communication quiz and score themselves. We will have a discussion about how everyone scored and types of communication (Assertive, influencer. Thinker). 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: Role play info, 4 communication styles, rate your communication style communication tips, improving communication skills, 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 complete rate your communication style.
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Y / Focus: Grilled Cheeses & soup. 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: Walking Tacos.. 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. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits their skill level and interest.
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: muffins from mix. 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.