Lesson plan form



| Lesson Plans Bethany Riddle -- Room 101 Mar. 23 - 27, 2015 |

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

| | |Focus: Pregnancy and the Three Trimesters. Standard 9: Nurture and Care for Children, Advanced Benchmark C: Identify how parents and families prepare for | |

|M | |prenatal, birth, and infant care. Descriptor 3: Differentiate three trimesters of prenatal development related to what parents must be prepared to handle. | |

|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 discuss what happens during pregnancy, details about each trimester, and what happens to the fetus during each month | |

|A | |of gestation. | |

|Y | |Differentiation: Learning Environment. All students will participate in the discussion. If students are not staying focused I will ask them questions to keep| |

| | |them engaged. | |

| | |Resources: SMART Board, Parenting book, 3trimester handout, Month by month handout. | |

| | |Assessment: All students will be assessed on the test over the material. | |

| | | | |

| | |Focus: Pregnancy and the Three Trimesters. Standard 9: Nurture and Care for Children, Advanced Benchmark C: Identify how parents and families prepare for | |

|T | |prenatal, birth, and infant care. Descriptor 3: Differentiate three trimesters of prenatal development related to what parents must be prepared to handle. | |

|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 class we will discuss what happens during pregnancy, details about each trimester, and what happens to the fetus during each month | |

|D | |of gestation. | |

|A | |Differentiation: Learning Environment. All students will participate in the discussion. If students are not staying focused I will ask them questions to keep| |

|Y | |them engaged. | |

| | |Resources: SMART Board, Parenting book, 3trimester handout, Month by month handout. | |

| | |Assessment: All students will be assessed on the test over the material. | |

| | | | |

| | |Focus: Preparing for birth & items for baby. Standard 9: Nurture and Care for Children, Advanced Benchmark C: Identify how parents and families prepare for | |

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

|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 discuss preparing for birth. Everything from maternity leave, where to give birth, and the hospital bag. Then we | |

|E | |will discuss baby items what is needed and what is just nice to have. We will talk about how to save money on baby items and how much it cost to buy baby | |

|S | |items. | |

|D | |Differentiation: If students are not focused I will ask them questions to refocus their attention. | |

|A | |Resources: SMART Board, | |

|Y | |Assessment: All students will be assessed on the test over the material. | |

| | | | |

| | | | |

| | |Focus: Prenatal Care Electronic Babies. Standard 9: Nurture and Care for Children, Advanced Benchmark C: Identify how parents and families prepare for | |

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

|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. As a class we will discuss prenatal care including nutrition drug use, and doctor appointments. | |

|S | |Differentiation: If students are not focused I will ask them questions to refocus their attention. | |

|D | |Resources: SMART Board, | |

|A | |Assessment: All students will be assessed on the test over the material. | |

|Y | | | |

| | | | |

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

|F | |Descriptor 3: Differentiate nutrition, wellness, and safety needs of pregnant women, infants, and children by: a. evaluating nutrition recommendations and | |

|R | |guidelines, b. explaining essential medical care, including check-ups, c. identify appropriate sleep and physical activity for healthy growth, d. examining how| |

|I | |technology impacts growth and development | |

|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. As a class we will discuss preventative medical care, treating common childhood illnesses, hospitalization, childproofing rooms, | |

| | |protection against accidents, personal safety, vehicle safety, giving first aid, handling specific emergencies, and treating injuries. After the entire | |

| | |chapter is discussed students will grab a book off the shelf and answer questions | |

| | |Differentiation: If students are not focused I will ask them questions to refocus their attention. | |

| | |Resources: SMART Board, | |

| | |Assessment: Students will be assessed based on answering questions on page 344 under the Check Your Understanding questions 1-10. (Creative Living – Chapter | |

| | |23 – Care and safety of children | |

| | | | |

| Lesson Plans Bethany Riddle -- Room 101 Mar. 23 - 27, 2015 |

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

| | |Focus Oatmeal cookies/oatmeal scotchies. Standard. 6: Ensure Food Safety, Introductory Benchmark A: Recognize importance of proper food and beverage handling |

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

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

|N | |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: 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 Oatmeal cookies/oatmeal scotchies. 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 |

|U | |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, |

|S | |Descriptor 3: 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. |

| | | |

| | |Focus Baked Chicken and Noodle Casserole. 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: 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 Baked Chicken and Noodle Casserole. 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: 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: Test and notebook check. Standard. 1: Advocate a healthy lifestyle, Introductory Benchmark C: Describe food intake patterns related to healthy lifestyle|

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

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

|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 test. |

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

| | |Resources: SMART Board, Test, Notebook Check Rubric |

| | |Assessment: Students will be assessed on the test and the notebook check. |

| Lesson Plans Bethany Riddle -- Room 101 Mar. 23 - 27, 2015 |

| | |Child Development (Periods: 8) |

| | |Focus: Genetic Disease Project. Standard 9: Nurture and Care for Children. Advanced Benchmark C: Identify how parents and families prepare for prenatal, |

|M | |birth, and infant care. Descriptor 1: Evaluate healthy characteristics of pre-pregnancy mothers and fathers to facilitate a healthy birth. |

|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. Each student will choose a genetic disease. They will create a power point and a 1 page paper about the disease. The power point will |

|A | |be presented to the class. |

|Y | |Differentiation: Learning Environment. All students will create a power point and a paper. Some students will be able to work with a partner. |

| | |Resources: SMART Board, Genetic disease rubric, library |

| | |Assessment: All students will be assessed based on their power point and paper. Students will also be assessed on the test about genetic diseases. |

| | | |

| | |Focus: Genetic Disease Project. Standard 9: Nurture and Care for Children. Advanced Benchmark C: Identify how parents and families prepare for prenatal, |

|T | |birth, and infant care. Descriptor 1: Evaluate healthy characteristics of pre-pregnancy mothers and fathers to facilitate a healthy birth. |

|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. Each student will choose a genetic disease. They will create a power point and a 1 page paper about the disease. The power point will |

|D | |be presented to the class. |

|A | |Differentiation: Learning Environment. All students will create a power point and a paper. Some students will be able to work with a partner. |

|Y | |Resources: SMART Board, Genetic disease rubric, library |

| | |Assessment: All students will be assessed based on their power point and paper. Students will also be assessed on the test about genetic diseases. |

| | | |

| | |Focus: Genetic Disease Project. Standard 9: Nurture and Care for Children. Advanced Benchmark C: Identify how parents and families prepare for prenatal, |

|W | |birth, and infant care. Descriptor 1: Evaluate healthy characteristics of pre-pregnancy mothers and fathers to facilitate a healthy birth. |

|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. Each student will choose a genetic disease. They will create a power point and a 1 page paper about the disease. The power point will |

|E | |be presented to the class. |

|S | |Differentiation: Learning Environment. All students will create a power point and a paper. Some students will be able to work with a partner. |

|D | |Resources: SMART Board, Genetic disease rubric, library |

|A | |Assessment: All students will be assessed based on their power point and paper. Students will also be assessed on the test about genetic diseases. |

|Y | | |

| | | |

| | |Focus: Genetic Disease Project. Standard 9: Nurture and Care for Children. Advanced Benchmark C: Identify how parents and families prepare for prenatal, |

|T | |birth, and infant care. Descriptor 1: Evaluate healthy characteristics of pre-pregnancy mothers and fathers to facilitate a healthy birth. |

|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. Each student will choose a genetic disease. They will create a power point and a 1 page paper about the disease. The power point will |

|S | |be presented to the class. |

|D | |Differentiation: Learning Environment. All students will create a power point and a paper. Some students will be able to work with a partner. |

|A | |Resources: SMART Board, Genetic disease rubric, library |

|Y | |Assessment: All students will be assessed based on their power point and paper. Students will also be assessed on the test about genetic diseases. |

| | | |

| | |Focus: Genetic Disease Project. Presentation. Standard 9: Nurture and Care for Children. Advanced Benchmark C: Identify how parents and families prepare for |

|F | |prenatal, birth, and infant care. Descriptor 1: Evaluate healthy characteristics of pre-pregnancy mothers and fathers to facilitate a healthy 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. Each student will choose a genetic disease. They will create a power point and a 1 page paper about the disease. The power point will |

|A | |be presented to the class. |

|Y | |Differentiation: Learning Environment. All students will create a power point and a paper. Some students will be able to work with a partner. |

| | |Resources: SMART Board, Genetic disease rubric, library |

| | |Assessment: All students will be assessed based on their power point and paper. Students will also be assessed on the test about genetic diseases. |

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