Lesson Plan : Powerpoint Presentations



|Unit Title: |Catering Unit | Number of Lessons: |13 | Time: (in weeks) |9 |

|Name: | Mrs. Chelsea Zeman | Subject(s): | Applied Skills (Period 1 & 2) | Grade(s): |8 |

|Rationale: |This unit is designed to give students the opportunity to experience and practice organizing and running a mini event. There are multiple skills required in organizing and |

| |running successful events including, effective communication, problem-solving, creativity, technology, leadership and motivation. The skills that you will learn during this |

| |unit are skills that can be applied to many other aspects in life, such as jobs, high school, university, college, and much more. |

|Project Overview: |Students will be placed into teams of four. At the end of the unit, during class time, the team will create an appetizing meal for approximately 25 students. Each person |

| |will be assigned a role within their group, which they will be held accountable for during the process of the project. The groups will be given $30 for which they must |

| |produce a budget of all the ingredients. They will also be required to design a business logo and create a menu for their event. |

|PLOs from IRPs: |Problem-Solving |

|Applied Skills 11 PLOs |• use appropriate problem-solving models in the design of products, the provision of services, the development of systems, and the utilization of ideas |

| |• analyse and use appropriate problem solving strategies and critical thinking when resolving problems in a variety of contexts |

| |• identify and apply appropriate knowledge, skills, and attitudes when making choices and defending decisions |

| |• use appropriate criteria and standards to assess and evaluate products, services, systems, and ideas |

| |Communication |

| |• use effective communication skills when gathering and sharing information independently and in groups |

| |• select appropriate information gathering and communication tools when solving problems related to applied skills areas |

| |• use appropriate multimedia and information technology in presentations |

| |Technology |

| |• use appropriate technologies in a variety of applied contexts |

| |• maintain an orderly and safe environment when engaged in a variety of activities |

| |• identify and evaluate the impact of technology on the way information is gathered, problems are solved, and work is done |

| |Self and Society |

| |• demonstrate an ability to assess the impact that acquiring applied skills can have on personal and career choices |

| |• demonstrate a positive attitude toward lifelong health and well being |

| |• demonstrate a willingness to participate independently and interdependently in a productive environment |

|Prerequisite Concepts and |The unit will cover all of the concepts and skills required to successfully complete the catering project. |

|Skills: | |

|Teacher Preparation Required: |Contact Okanagan College Catering to arrange for class to possibly come observe them working, or contact Pearsons Deli to see if they would come be a guest speaker. |

|Extensions to Unit: |If time permits a section on advertising may be added to the unit, where they learn a sample of advertising techniques and then create an advertisement for their catering |

| |businesses. |

|Resources: |Laptops will need to be reserved for a number of classes and or computer labs. |

| |Lunchroom kitchen will be used on the day of the cooking labs. |

Overview of Lessons:

|Lesson # |- PLOs in lesson |Teacher Activities |Student Activities |Assessment Strategies |Materials |

|and Title |- Specific lesson objectives | | | |(Specific to This Lesson) |

| |(swbat) | | | | |

|Business and Workplace |PLO: Communication: Use |Introduction and “Get to Know Me” worksheets |Students fill out ‘Get to Know Me’ |Student’s participation and |PowerPoint presentation |

|Qualities & Skills |effective communication | |worksheets. |collaboration in brainstorm |Projector |

|(1 class) |skills when gathering and |PPT lecture – review of Unit and topics to be|Brainstorm |activity |‘Get to Know Me’ worksheet|

| |sharing information |covered |Class discussion |Participation during class |Chart paper |

| |independently and in groups | |Note taking |discussion (attention, focus, &|Markers and felts |

| |Self & Society: Demonstrate |Web chart brainstorming qualities needed to |Commonalities activity |listening skills) |Extra paper for Exit slips|

| |an ability to assess the |be successful in business or the workplace | |Exit Slips | |

| |impact that acquiring applied|(e.g., leadership, commitment to customer | | | |

| |skills can have on personal |service, creativity, communication skills, | | | |

| |and career choices |honesty, integrity) and discuss why each is | | | |

| |SWBAT: |important. | | | |

| |Identify and describe skills | | | | |

| |& qualities needed to work in|Commonalities activity (developing | | | |

| |a business or to run a |interpersonal skills) | | | |

| |successful business | | | | |

| | |CLOSURE: Explain what exit slips are. Exit | | | |

| | |slip: 3 W’s | | | |

|Overview of Catering Project /|PLO: Communication: Use |Explain catering workbook and worksheets |Students fill out their personal goals |Listening & focus during lesson|Student Catering workbook |

|Personal Goals |effective communication |included in the workbook |of the catering project (student |Completion of personal goals |PPT explaining goals and |

|(1 class) |skills when gathering and | |workbook) |worksheet |student workbook |

| |sharing information |Provide details of catering project and |KWL activity | |Extra paper to write Exit |

| |independently and in groups |requirements | | |slips |

| |Problem-Solving: Identify and| | | | |

| |apply appropriate knowledge, |PPT Explaining the purpose of goals and get | | | |

| |skills, and attitudes when |Ss to fill out their goals worksheet | | | |

| |making choices and defending | | | | |

| |decisions |CLOSURE: KWL of catering: Get students to | | | |

| |SWBAT: |write on sticky notes, and place on the | | | |

| |Plan and set specific goals |poster paper in the appropriate column | | | |

| | |Exit slip: List three students with whom you | | | |

| | |would like to work with on the catering | | | |

| | |project. Be sure to write your name at the | | | |

| | |top. | | | |

|Nutrition labelling |PLOs: Self & Society |Intro: Have a few food packages at the front |Watch Label Reading video and take |Monitor students listening and |Food packages |

|(1 - 2 classes) |Demonstrate an ability to |of the class and point out the nutrition |notes |focus skills during video |Laptops or computer lab |

| |assess the impact that |label on them and ask if anyone ever reads |Ss go to |Completion of online quiz |Projector to watch video |

| |acquiring applied skills can |these. | of label category |Internet |

| |have on personal and career | |uet/nutrition/cons/index-eng.php |worksheet |Student’s need their |

| |choices |Class discussion on the importance of eating |then summarize the content of each | |catering workbook which |

| |SWBAT: |healthy |category into the worksheet provided in| |contains the category |

| |Read food nutrition labels, | |the catering workbook | |worksheet |

| |identifying and understanding|Watch Label Reading 101 6.41min video |Visit interactive nutrition labelling | | |

| |all the different label | |website and complete online quiz | | |

| |categories | | | | |

| |Understand the importance of |Do a word wall on the nutrition table | | | |

| |eating well, a healthy |categories | | | |

| |lifestyle, and giving to | | | | |

| |others |Closure: Red, Yellow, & Green exit slip | | | |

|Teamwork, Collaboration, & |PLOs: Communication: |Assign Ss to their catering business group |Ss complete their team goals worksheets|Completion of team goals |Student workbooks |

|Brainstorm |Use effective communication |and Ss pick their dates for cooking lab |Ss get together with their groups and |worksheet |Extra paper for students |

|(1 class) |skills when gathering and |(P1 either April 3, 9, 10, or 12) (P2 either |brainstorm recipe ideas |Observe how well students are |to make web charts for |

| |sharing information |April 5, 11, 12, or 16) |They can check this website for top 8 |collaborating within their |possible meals and recipes|

| |independently and in groups |Discuss types of team goals |recipes |groups | |

| |SWBAT: |Ss complete their team goals worksheet | how groups make their | |

| |Plan and set team specific |Find out Ss who have allergies |IQLcMWJtE/b.8514369/k.BEBC/8_most_popul|final choice in picking their | |

| |goals |Game: Review of nutrition labels. Situate |ar_recipes_of_2012.htm?utm_medium=email|meal plan | |

| |Practice their teamwork |desks in a horse shoe. Deck of cards with a |&utm_source=Recipe_Canola_EN_January_24| | |

| |skills |letter on each. Two people start. Flash the |_2013&utm_campaign=Special_Offers_Recip| | |

| | |card and the first person to come up with one|e_Canola | | |

| | |word that relates to nutrition label gets to |s | | |

| | |move on. |In their catering groups students will | | |

| | |Talk about the common rules of brainstorming |visit to look| | |

| | |(help them know how to conduct their |up food items to possibly use for their| | |

| | |discussion) |meal and to compare nutrition labels | | |

| | |Collect as many ideas as possible from | | | |

| | |everyone. | | | |

| | |All ideas are listed. | | | |

| | |No discussion until brainstorming is | | | |

| | |complete. | | | |

| | |Do not judge or criticize any idea. | | | |

| | |Build upon ideas. | | | |

| | |Set a time limit. | | | |

| | | | | | |

| | |Ss get in groups to brainstorm and research | | | |

| | |recipe ideas. Ss select their meal. | | | |

|Business Names, Logos, & |PLO: d), f) i |Hook: Questions: |Note taking |Assess listening & focus during|PowerPoint presentation |

|Slogans |SWBAT: |What does the drawing on the board (the Nike |Groups look at worksheet of popular |lesson |Projector |

|(2-3 classes) |Understand the importance of |swoosh) represent ? |business logos and analyze them. What |Completion of popular logos |Laptops or computer lab |

| |a business name, logo, and |What other symbols for companies can you |makes them unique, memorable, etc. |worksheet |Popular business logos |

| |slogan |name? |In their groups students visit logo |Participation in group work |activity worksheet |

| |Create a company name and | |site to see various types of logos |How well students are |Poster paper |

| |slogan |PPT lecture: Define key terms logo and | |collaborating within their |Felts, markers, glue |

| |Design a logo |slogan. Explain the importance of a business | and focus while creating| |

| |Develop their creativity |name, logo and slogan |tml |logos | |

| |skills | | | | |

| |Practice their teamwork |PPT: Explain the types of logos (font-based, |Groups create their business name, | | |

| |skills |symbol, initial, & abstract); Discuss steps |logo, and slogan on a poster paper | | |

| | |and things to consider when designing a logo,|which will be posted on the classroom | | |

| | |i.e. what message do you want your logo to |wall | | |

| | |convey? |** Ss will have the next class to work | | |

| | | |on their posters | | |

| | |Ss complete popular business logos worksheet.| | | |

| | | | | | |

| | | | | | |

| | |When Ss finish their business logo, name, & | | | |

| | |slogan have students complete the peer | | | |

| | |assessment and self-assessment | | | |

|Introduction to Microsoft |PLO: Technology |Demonstration/lecture on Microsoft Excel and |Practice using Excel by replicating the|Assess student’s suggestions |Laptops |

|Excel & Budgets |• use appropriate |budgets. What is a budget and why do we use |personal budget handout |and participation in opening |Internet |

|(2-3 classes) |technologies in a variety of |budgets? | |discussion |Excel Budget (Practice |

| |applied contexts |Give Ss the excel handouts to learn how to | |Monitor and observe students |Worksheet) |

| |• maintain an orderly and |make a spreadsheet. See website for handouts:| |while they are replicating the |Excel handouts |

| |safe environment when engaged| |personal budget worksheet | |

| |in a variety of activities |?id=4802 | |Review student’s worksheets, | |

| |• identify and evaluate the | | |checking formulas and cell | |

| |impact of technology on the |Closure Questions: What is the purpose of a | |formatting | |

| |way information is gathered, |budget? Why is it important to use Excel when| | | |

| |problems are solved, and work|budgeting? | | | |

| |is done | | | | |

| |SWBAT: | | | | |

| |Demonstrate understanding of | | | | |

| |Microsoft Excel program | | | | |

| |application | | | | |

| |Read and comprehend Excel | | | | |

| |terminology | | | | |

| |Understand the importance of | | | | |

| |a budget | | | | |

|Grocery Budget |PLO: b), c), d) |Explain grocery budget assignment (KLO has a|In their catering groups students will:|Assess students Excel budget |Projector |

|(1-2 class) |SWBAT: |budget of $30 per group) |using grocery store flyers and websites|sheets, checking formulas and |Laptops or computer lab |

| |Demonstrate understanding of |Ss work in their groups to complete their |( ) search for|cell formatting; within budget |Student’s need their |

| |Microsoft Excel program |grocery budgets |their catering meal ingredients online | |catering workbook which |

| |Develop problem solving | |They will gather all of the prices and | |contains the nutritional |

| |skills when preparing budgets| |enter them into Excel to create their | |worksheet |

| |Learn to find prices of foods| |grocery budget | | |

| |and practice reading | |Look up the nutritional values to be | | |

| |nutrition labels using flyers| |entered into the catering workbook menu| | |

| |and grocery websites | |nutritional chart) | | |

|Menu Design |PLO: a) & d) |Explain the design a menu assignment |Group discussion |Assess students suggestions and|Projector |

|(1 -2 classes) |SWBAT: |Closing: Reflection Exit Slip - two things |Groups work on creating and designing |participation in opening |Laptops or computer lab |

| |Work collaboratively with |they learned and one thing they want to learn|their catering menu |discussion questions |Internet |

| |their groups to create a menu| | |Cooperation during group work | |

| |design | | |on creating menu | |

| | | | |Exit slip | |

|Safety in the Kitchen |PLO: e) i |Play 18min Kitchen and Food Safety Meals in |Watch Safety in the Kitchen video |How well students are listening|Kitchen and Safety Meals |

|(1 class) |SWBAT: |Minutes video |Fill out Meals in Minutes worksheet |and focused during video |in Minutes video |

| |Learn the steps to set up and|Time for students fill out their worksheets |included in catering workbook |Completion of Meals in Minutes |Meals in Minutes worksheet|

| |clean up for the kitchen and |Take Ss to kitchen to show them around and |Ss take a tour of the kitchen |worksheet |(included in student’s |

| |equipment when making a meal |where all the equipment and utensils are | | |catering workbook) |

| |Identify what to do and not |kept. | | |Laptops |

| |to do when in the kitchen and| | | | |

| |preparing meals | | | | |

|Cooking lab |PLO: demonstrate a positive |Experiential learning: students work together|Two groups will be preparing meals in |Assess how well students are |Ensure lunchroom kitchen |

|(3 classes) |attitude toward lifelong |in their groups to prepare a meal for the |the lunchroom kitchen (8 students) |working together as a team |is available for cooking |

| |health and well being. |rest of the class |The rest of class will be playing the |while they are preparing the |lab days |

| |SWBAT: |While waiting for the meals, the rest of the |interactive jeopardy game reviewing the|meals |Possibly videotape |

| |Practice making healthy meals|class will be playing games |catering unit while waiting for the |Check that students are doing |students cooking |

| |Build their teamwork skills |Hand out peer evaluations for the cooking lab|meal |their assigned roles for |Ensure students have all |

| |and cooperating as a group to| |Class fills out peer evaluation rubric |cooking and helping out where |of their ingredients |

| |prepare a meal for their | |for the two groups that prepared the |needed |Games for rest of class to|

| |classmates | |meals on that day | |play while waiting |

| |Develop time management & | |The two cooking groups are to fill out | |Evaluation form for class |

| |organizational skills | |an evaluation form for their own groups| |Evaluation checklist form |

| | | | | |cooking groups |

|Debrief & Reflection |Self and Society |Class discussion on what the students thought|Students fill out their self assessment|Review students |PowerPoint of Jeopardy |

|(1 class) |• demonstrate an ability to |of their cooking day |forms in their catering workbooks; did |self-assessments |game |

| |assess the impact that |Ss play an interactive jeopardy game which |they meet their goals; did they think | |Student’s need their |

| |acquiring applied skills can |reviews the topics learned throughout the |their team met their group goals etc. | |catering workbook which |

| |have on personal and career |catering unit |Students complete exit slip | |contains the |

| |choices | | | |self-assessment worksheet |

| |SWBAT: |Exit Slip: One thing they liked about the | | | |

| |Reflect on their catering |overall catering unit and one thing they | | | |

| |projects; what they learned |would do differently | | | |

| |about themselves | | | | |

Reflections/Revisions (if necessary, continue on separate sheet):

Cooking Lab Group Checklist Evaluation Form

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