Lesson plan form - miamieast.k12.oh.us



| Lesson Plans Bethany Riddle -- Room 101 Apr 13 -17, 2015 |

| | |Careers (Periods: 1,4, 7) | |

| | |Focus: Diving into spending plans. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark A: Establish individual and family financial | |

|M | |goals, Descriptor: 2, Illustrate spending and savings plan for fixed, flexible, and periodic expenses. | |

|O | | | |

|N | |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. Spending plans Shake Up (Skittles on a board to indicate income). Vocabulary Word Search. Go over Vocabulary words in word search. | |

|A | | | |

|Y | |Differentiation: Learning Environment. All students will participate in the spending plan shake up and will go over the vocabulary words. I will call on | |

| | |students to help them focus if they are distracted. | |

| | |Resources: SMART Board, Spending Plan Shake Up Board, Skittles | |

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

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| | |Focus Red Lobster Biscuits. . Standard. 6: Ensure Food Safety, Introductory Benchmark A: Recognize importance of proper food and beverage handling techniques | |

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

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

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

|S | |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: Learning Environment. 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: Spending Plan. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark A: Establish individual and family financial goals, | |

|W | |Descriptor: 2, Illustrate spending and savings plan for fixed, flexible, and periodic expenses. | |

|E | | | |

|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 | |

|N | |will be on the board. Power Point about spending plans. Students take notes. Create a monthly spending plan. Spending plan will include: Gross Income, Net| |

|E | |Income, and how much of their income would be used for major and minor expenses using the percentages in power points and how much they actually think they | |

|S | |would spend in each category | |

|D | | | |

|A | |Differentiation: Learning Environment. All students will go through the power point and take notes. | |

|Y | |Resources: SMART Board, Power point over spending plans, Spending plan worksheet | |

| | |Assessment: All students will be assessed based upon the completion and correctness of their spending plan worksheet. | |

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| | |Focus: Money BINGO. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark A: Establish individual and family financial goals, | |

|T | |Descriptor: 2, Illustrate spending and savings plan for fixed, flexible, and periodic expenses. | |

|H | | | |

|U | |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 | |

|R | |will be on the board. All students will play money BINGO to review for the vocabulary quiz. | |

|S | | | |

|D | |Differentiation: Learning Environment. All students will play BINGO and review for the quiz. If students are not actively involved I will have that person be | |

|A | |the bingo caller. | |

|Y | |Resources: SMART Board, Bingo boards, Vocabulary info. | |

| | |Assessment: All students will be assessed later on the vocabulary quiz. | |

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| | |Focus: Finance Quiz & Checking account and debit card simulation. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark B: Illustrate | |

|F | |financial institutions and services to meet financial goals. Descriptor 2: Demonstrate financial transactions such as check writing, account reconciliation, | |

|R | |savings, investing, deposits, and withdrawals. | |

|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 take the quiz. Then students will do the following: Endorsing a check. Writing a check. Monthly statements. Balancing | |

|Y | |a checkbook. Checking account safety. Practice writing checks and balancing a check book. Power Point and student packet. | |

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| | |Differentiation: Learning Environment. All students will take the open note quiz. Then students will learn about checking accounts and will complete a packet | |

| | |of writing checks. | |

| | |Resources: SMART Board, Checking account power point, Check writing packet | |

| | |Assessment: Students will be assessed based upon the completion and correctness of the check writing packet. They will also be assessed on the correctness of | |

| | |the quiz. | |

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| Lesson Plans Bethany Riddle -- Room 101 Apr 13 -17, 2015 |

| | |Healthy Living (Periods: 3, 5) |

| | |Focus Peanut Butter Cookies. . Standard. 6: Ensure Food Safety, Introductory Benchmark A: Recognize importance of proper food and beverage handling techniques|

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

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

|N | |(a-g), 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 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: Learning Environment. 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. |

| | | |

| | |Focus Peanut Butter Cookies. . Standard. 6: Ensure Food Safety, Introductory Benchmark A: Recognize importance of proper food and beverage handling techniques|

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

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

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

|S | |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: Learning Environment. 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. |

| | | |

| | |Focus Pie Dough / Pudding Pie. . Standard. 6: Ensure Food Safety, Introductory Benchmark A: Recognize importance of proper food and beverage handling |

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

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

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

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

|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 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: Learning Environment. 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. |

| | | |

| | |Focus Pie Dough / Pudding Pie. . Standard. 6: Ensure Food Safety, Introductory Benchmark A: Recognize importance of proper food and beverage handling |

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

|H | |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, |

|R | |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 be given the recipe and instructed. During the lab they will keep the kitchen clean and organized. Students will complete|

|Y | |the journal before leaving class. |

| | |Differentiation: Learning Environment. 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. |

| | | |

| | |Focus Chicken bacon ranch pizza. Standard. 6: Ensure Food Safety, Introductory Benchmark A: Recognize importance of proper food and beverage handling |

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

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

|I | |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) |

|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 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: Learning Environment. 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 Apr 13 -17, 2015 |

| | |Child Development (Periods: 8) |

| | |Focus Adjusting to parenthood & Bringing Home Baby Video. Standard 9: Nurture and Care for Children, Advanced Benchmark C: Identify how parents and families |

|M | |prepare for prenatal, birth, and infant care. Descriptor 5: Interpret handling of postnatal issues from various points of view |

|O | | |

|N | |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 class we will talk about and discuss how parents handle adjusting to being a parent, how other family members adjust, emotions, |

|A | |postpartum depression, and adoption. Students will get into groups to read and discuss articles about postpartum depression and birthmarks. Then we will |

|Y | |discuss the articles as a large group. Then we will watch part of Bringing Home Baby video and discus. |

| | |Differentiation: Learning Environment. All students will participate in the discussions about postpartum depression and birthmarks but they will be in small |

| | |groups. |

| | |Resources: SMART Board, |

| | |Assessment: All students will be assessed on the information later on the test and will be assessed based upon participation. |

| | | |

| | |Focus Red Lobster Biscuits. . Standard. 6: Ensure Food Safety, Introductory Benchmark A: Recognize importance of proper food and beverage handling techniques |

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

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

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

|S | |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: Learning Environment. 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. |

| | | |

| | |Focus Bringing Home Baby Video. Standard 9: Nurture and Care for Children, Advanced Benchmark C: Identify how parents and families prepare for prenatal, |

|W | |birth, and infant care. Descriptor 5: Interpret handling of postnatal issues from various points of view |

|E | | |

|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 |

|N | |will be on the board. As a class we will talk about and discuss how parents handle adjusting to being a parent, how other family members adjust, emotions, |

|E | |postpartum depression, and adoption. Students will get into groups to read and discuss articles about postpartum depression and birthmarks. Then we will |

|S | |discuss the articles as a large group. Then we will watch part of Bringing Home Baby video and discus. |

|D | |Differentiation: Learning Environment. All students will participate in the discussions about postpartum depression and birthmarks but they will be in small |

|A | |groups. |

|Y | |Resources: SMART Board, |

| | |Assessment: All students will be assessed on the information later on the test and will be assessed based upon participation. |

| | | |

| | |Focus: Understanding Infants. Standard 9: Nurture and Care for Children, Advanced Benchmark D: Relate theory and research of child growth and development, |

|T | |Descriptor 1: Identify typical development milestones (e.g. physical, intellectual, social, moral, ethical, emotional) by: a. describing developmental |

|H | |expectations of infants, toddlers, preschool age, and adolescents. |

|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. . As a class we will discuss infants including what is typical, development, reflexes, motor skills, body development, intellectual |

|D | |development, Piaget’s theory, intellectual, moral, and social development. |

|A | | |

|Y | |Differentiation: Learning Environment. All students will participate in the discussion. If students are not paying attention I will ask them questions to help|

| | |them focus. |

| | |Resources: SMART Board, Parenting Book |

| | |Assessment: All students will be assessed at a later date on the test. |

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| | |Focus: Review for Test. Standard 9: Nurture and Care for Children, Advanced Benchmark C: Identify how parents and families prepare for prenatal, birth, and |

|F | |infant care. Descriptor 2: Examine conditions needed for parental and baby health throughout pregnancy and birth. |

|R | | |

|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. Students will review and study for the test. |

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

|Y | |Resources: SMART Board, Test |

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

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