Lesson plan form



|Lesson Plans Bethany Riddle -- Room 101 November 11 -15, 2013 |

| | |Financial Management (Periods: 2,4) | |

| | |Focus: Electronic Banking. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark B: Illustrate financial institutions and services to | |

|M | |meet financial goals, Descriptor 1: Choose banking charges and services (e.g., savings, pre-paid credit cards, debit, electronic check conversion, electronic | |

|O | |banking services). | |

|N | | | |

|D | |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 | |

|A | |will be on the board. Students will write down vocabulary words, complete a scenario in groups, complete notes from a discussion using a power point, and play| |

|Y | |a trivia game in groups. | |

| | |Differentiation: All students will participate in the group scenario, and trivia game. Each student will take notes and participate in the discussion. If | |

| | |students are not getting involved I will ask them questions to help them focus and pay attention. | |

| | |Resources: SMART Board, power point, scenarios, vocabulary words, trivia game | |

| | |Assessment: Students will be assessed on their correctness and completion of notes as well as their participation in the trivia game. | |

| | | | |

| | |Focus: Online Banking. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark B: Illustrate financial institutions and services to meet | |

|T | |financial goals, Descriptor 1: Choose banking charges and services (e.g., savings, pre-paid credit cards, debit, electronic check conversion, electronic | |

|U | |banking services). | |

|E | | | |

|S | |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 | |

|D | |will be on the board. Students will write down vocabulary words, complete notes from a discussion using a power point, and play a trivia game in groups. | |

|A | |Differentiation: All students will participate in the trivia game. Each student will take notes and participate in the discussion. If students are not | |

|Y | |getting involved I will ask them questions to help them focus and pay attention. | |

| | |Resources: SMART Board, power point, vocabulary words, trivia game | |

| | |Assessment: Students will be assessed on their correctness and completion of notes as well as their participation in the trivia game. | |

| | | | |

| | |Focus: Waffles Descriptor 1: Practice personal hygiene behaviors to prevent food-borne pathogens( a-f), Descriptor 3: Use safe kitchen behaviors to prevent | |

|W | |food-borne pathogens( a-f), Descriptor 4: Explain kitchen sanitation procedures, to prevent cross contamination and food-borne pathogens (a-g), Standard. 1: | |

|E | |Advocate a healthy lifestyle, Introductory Benchmark C: Describe food intake patterns related to healthy lifestyle outcomes, Descriptor 3: Demonstrate | |

|D | |knowledge of basic food preparation) | |

|N | | | |

|E | |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 | |

|S | |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| |

|D | |the journal before leaving class. | |

|A | |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 | |

|Y | |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. | |

| | | | |

| | | | |

| | |Focus: Online Banking. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark B: Illustrate financial institutions and services to meet | |

|T | |financial goals, Descriptor 1: Choose banking charges and services (e.g., savings, pre-paid credit cards, debit, electronic check conversion, electronic | |

|H | |banking services). | |

|U | | | |

|R | |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 | |

|S | |will be on the board. Students will write down vocabulary words, complete notes from a discussion using a power point, and play a trivia game in groups. | |

|D | |Differentiation: All students will participate in the trivia game. Each student will take notes and participate in the discussion. If students are not | |

|A | |getting involved I will ask them questions to help them focus and pay attention. | |

|Y | |Resources: SMART Board, power point, vocabulary words, trivia game | |

| | |Assessment: Students will be assessed on their correctness and completion of notes as well as their participation in the trivia game. | |

| | | | |

| | |Focus: Online Banking. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark B: Illustrate financial institutions and services to meet | |

|F | |financial goals, Descriptor 1: Choose banking charges and services (e.g., savings, pre-paid credit cards, debit, electronic check conversion, electronic | |

|R | |banking services). | |

|I | | | |

|D | |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 | |

|A | |will be on the board. Students will write down vocabulary words, complete notes from a discussion using a power point, and play a trivia game in groups. | |

|Y | |Differentiation: All students will participate in the trivia game. Each student will take notes and participate in the discussion. If students are not | |

| | |getting involved I will ask them questions to help them focus and pay attention. | |

| | |Resources: SMART Board, power point, vocabulary words, trivia game | |

| | |Assessment: Students will be assessed on their correctness and completion of notes as well as their participation in the trivia game. | |

|Lesson Plans Bethany Riddle -- Room 101 November 11 -15, 2013 |

| | |Nutrition & Wellness II (Periods: 3, 5) |

| | |Focus: Study for Test. Standard. 1: Advocate a healthy lifestyle, Introductory Benchmark C: Describe food intake patterns related to healthy lifestyle |

|M | |outcomes, Descriptor 3: Demonstrate knowledge of basic food preparation. . Standard 1: Advocate a Healthy Lifestyle, Advanced Benchmark C: Choose food |

|O | |patterns for healthy lifestyle outcomes, Descriptor 8: Determine the role each nutrient plays in overall body health. |

|N | | |

|D | |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 |

|A | |will be on the board. Students will take the test. |

|Y | |Differentiation: All students will take the same test. Students on IEP’s will have accommodations if necessary. |

| | |Resources: SMART Board, Test. |

| | |Assessment: Students will be assessed on the test. |

| | | |

| | |Focus: Watch cupcake wars / cake competitions. Descriptor 1: Practice personal hygiene behaviors to prevent food-borne pathogens( a-f), Descriptor 3: Use safe|

|T | |kitchen behaviors to prevent food-borne pathogens( a-f), Descriptor 4: Explain kitchen sanitation procedures, to prevent cross contamination and food-borne |

|U | |pathogens (a-g), Standard. 1: Advocate a healthy lifestyle, Introductory Benchmark C: Describe food intake patterns related to healthy lifestyle outcomes, |

|E | |Descriptor 3: Demonstrate knowledge of basic food preparation) |

|S | | |

|D | |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 |

|A | |will be on the board. Students will watch cake and cupcake competitions to start getting decorating ideas for their cakes. |

|Y | |Differentiation: All students will do the same thing. Students will choose a partner. |

| | |Resources: SMART Board, Videos |

| | |Assessment: All students will be assessed based on paying attention to the video and writing down any ideas they have for their cakes. |

| | | |

| | |Focus: Watch cupcake wars / cake competitions. Descriptor 1: Practice personal hygiene behaviors to prevent food-borne pathogens( a-f), Descriptor 3: Use safe|

|W | |kitchen behaviors to prevent food-borne pathogens( a-f), Descriptor 4: Explain kitchen sanitation procedures, to prevent cross contamination and food-borne |

|E | |pathogens (a-g), Standard. 1: Advocate a healthy lifestyle, Introductory Benchmark C: Describe food intake patterns related to healthy lifestyle outcomes, |

|D | |Descriptor 3: Demonstrate knowledge of basic food preparation) |

|N | | |

|E | |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 |

|S | |will be on the board. Students will watch cake and cupcake competitions to start getting decorating ideas for their cakes. |

|D | |Differentiation: All students will do the same thing. Students will choose a partner. |

|A | |Resources: SMART Board, Videos |

|Y | |Assessment: All students will be assessed based on paying attention to the video and writing down any ideas they have for their cakes. |

| | | |

| | |Focus: Test. Standard. 1: Advocate a healthy lifestyle, Introductory Benchmark C: Describe food intake patterns related to healthy lifestyle outcomes, |

|T | |Descriptor 3: Demonstrate knowledge of basic food preparation. . Standard 1: Advocate a Healthy Lifestyle, Advanced Benchmark C: Choose food patterns for |

|H | |healthy lifestyle outcomes, Descriptor 8: Determine the role each nutrient plays in overall body health. |

|U | | |

|R | |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 |

|S | |will be on the board. Students will take the test. |

|D | |Differentiation: All students will take the same test. Students on IEP’s will have accommodations if necessary. |

|A | |Resources: SMART Board, Test. |

|Y | |Assessment: Students will be assessed on the test. |

| | | |

| | |Focus: Bring Your Own. Standard 6: Ensure Food Safety, Introductory Benchmark A: Recognize importance of proper food and beverage handling techniques related|

|F | |to food-borne pathogens, Descriptor 1: Practice personal hygiene behaviors to prevent food-borne pathogens( a-f), Descriptor 3: Use safe kitchen behaviors to |

|R | |prevent food-borne pathogens( a-f), Descriptor 4: Explain kitchen sanitation procedures, to prevent cross contamination and food-borne pathogens (a-g), |

|I | |Standard 1: Advocate a healthy lifestyle, Introductory Benchmark C: Describe food intake patterns related to healthy lifestyle outcomes, Descriptor 3: |

|D | |Demonstrate knowledge of basic food preparation |

|A | | |

|Y | |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: 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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|Lesson Plans Bethany Riddle -- Room 101 November 11 -15, 2013 |

| | |Healthy & Safe Food (Periods: 7,8) |

| | |Focus: Grilled cheese and soup. Descriptor 1: Practice personal hygiene behaviors to prevent food-borne pathogens( a-f), Descriptor 3: Use safe kitchen |

|M | |behaviors to prevent food-borne pathogens( a-f), Descriptor 4: Explain kitchen sanitation procedures, to prevent cross contamination and food-borne pathogens |

|O | |(a-g), Standard. 1: Advocate a healthy lifestyle, Introductory Benchmark C: Describe food intake patterns related to healthy lifestyle outcomes, Descriptor 3: |

|N | |Demonstrate knowledge of basic food preparation) |

|D | | |

|A | |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 |

|Y | |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. |

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| | | |

| | |Focus: Water. Standard 1: Advocate a healthy lifestyle, Advanced Benchmark C: Choose food patterns for healthy lifestyle outcomes, Descriptor 8: Determine |

|T | |the role each nutrient plays in overall body health. |

|U | | |

|E | |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 |

|S | |will be on the board. As a large group we will discuss water and staying hydrated. |

|D | |Differentiation: All students will participate in the discussion about water and they will take notes. I will help students become engaged by asking them |

|A | |questions. |

|Y | |Resources: SMART Board, Water Power Point |

| | |Assessment: All students will be assessed based upon their participation and completion of notes. |

| | | |

| | |Focus: Soft Snicker Doodle cookies / quesadilla Descriptor 1: Practice personal hygiene behaviors to prevent food-borne pathogens( a-f), Descriptor 3: Use safe|

|W | |kitchen behaviors to prevent food-borne pathogens( a-f), Descriptor 4: Explain kitchen sanitation procedures, to prevent cross contamination and food-borne |

|E | |pathogens (a-g), Standard. 1: Advocate a healthy lifestyle, Introductory Benchmark C: Describe food intake patterns related to healthy lifestyle outcomes, |

|D | |Descriptor 3: Demonstrate knowledge of basic food preparation) |

|N | | |

|E | |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 |

|S | |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|

|D | |the journal before leaving class. |

|A | |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 |

|Y | |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. |

| | | |

| | | |

| | |Focus: Soft Snicker Doodle cookies / quesadilla Descriptor 1: Practice personal hygiene behaviors to prevent food-borne pathogens( a-f), Descriptor 3: Use safe|

|T | |kitchen behaviors to prevent food-borne pathogens( a-f), Descriptor 4: Explain kitchen sanitation procedures, to prevent cross contamination and food-borne |

|H | |pathogens (a-g), Standard. 1: Advocate a healthy lifestyle, Introductory Benchmark C: Describe food intake patterns related to healthy lifestyle outcomes, |

|U | |Descriptor 3: Demonstrate knowledge of basic food preparation) |

|R | | |

|S | |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 |

|D | |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|

|A | |the journal before leaving class. |

|Y | |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. |

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|F | |Focus: Kitchen organization. Standard 7: Manage a life plan, Intermediate Benchmark B: Explore time management strategies related to educational, work, and |

|R | |family goals, Descriptor 1: Explore time management techniques that meet educational, work, and family goals. |

|I | |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 |

|D | |will be on the board. As a large group we will discuss why having an organized kitchen helps manage time. We will discuss the best ways to keep a kitchen |

|A | |organized. |

|Y | |Differentiation: All students will participate in the discussion. If a student is not paying attention I will get them involved by asking questions. |

| | |Students will group up based on the type of kitchen they have and discuss the pros and cons of that specific set up. |

| | |Resources: SMART Board, kitchen organization handout |

| | |Assessment: Students will be assessed based on their participation in the large and small group discussions. |

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