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Washington State Snap-Ed Curriculum Fidelity for Continuous ImprovementLesson Assessment Tool for — Food Smarts Workshop: Youth 5 week, 90 minutes—Lesson 3 Food Processing and Fast Food Educator Self-Assessment Supervisor Assessment CTW Team Assessment Educator(s) Name (s): ______________________________Sub-Contractor: _____________________________Region: _____ County: ______________________________Date of Lesson: _______________Start Time: _________ End Time: ___________ Number of Students: ____________________Program Setting (classroom/grade, food bank, clinic etc.): _____________________________________________________________________________Your review about this session is important. Your description of how the lesson was taught, in relation to the written curriculum, will help us strengthen our program. Please consider each part of the lesson below and indicate if you presented it using yes or no in the space provided. If no, details about why and how you adapted the lesson are important to continuous program improvement. Please complete the assessment tool by the end of the next working day from when lesson was pleted as WrittenYes or NoIf adaptations were made or activity was not done, please describe what was changed and why. Please be as specific as possible.Welcome and IntroductionYesNoComments and/or ChangesIntroduce yourself and this lesson’s topic.Time Goal: 5 minutesTaste Test YesNoComments and/or ChangesProvide bite-sized sample portions of your taste test item (See Taste Test in Instructor Guide p.103- 104). Workbook p. 6: Have students do Taste Testexercise. Ask students to eat slowly and observeusing their five senses. Ask students to sharetheir observations.Follow Instructor Guide p. 103, item #2 under Directions. Once everyone has had a chance to try the item, invite students to share their observations. SMART goal check-in, recordon Goal Tracker p. 9.Time Goal: 10 minutesTopic 1***Pick one of the following***Option 1: GO, SLOW, STOP!YesNoComments and/or ChangesFollow Instructor Guide p. 85.Review Workbook p. 24. Ask students questions provided on page.Review examples of each type from handout. Ask students what foods they would add to each group? Follow Instructor Guide p. 85. See item #1 under Directions. Line up several different types of foods that fall into “whole foods,” “minimally processed,” and “overly processed” categories. Alternately, use the GO, Slow, STOP! Worksheet to introduce the concept.Ask participants what the differences are between these foods. Ask questions found under Directions #2.Define whole foods: natural and unprocessed. See item #3, under Directions.Brainstorm different ways to process food. See item #4 under Directions. Workbook p. 24: Have students complete Go, Slow, STOP! exercise with new examples they can think of.Options. Follow Instructor Guide p. 85. See suggested activities under Options (bottom of page). Option 2: Three Little PigsYesNoComments and/or ChangesWorkbook p. 25: Ask question provided, and have students draw pictures of foods that belong in each category.Time Goal: 15 minutesTopics 2 and 3***Pick two of the following***Option 1: Plant Parts We EatYesNoComments and/or ChangesFollow Instructor Guide p. 98.Workbook p. 45: Alone or with partners students fill in the boxes. You may provide examples of roots and bulbs, leaves, fruits, stems and stalks, seeds, and flowers. Also help them identify the common spice we use that comes from tree bark: cinnamon.Ask Discussion Questions found on Instructor Guide p. 98.Option 2: Make Half Your Grains Whole YesNoComments and/or ChangesFollow Instructor Guide p. 91.Workbook p. 28: Review the handout and diagram with the whole group. Pass out the samples of package labels to individuals or pairs.Explain that they should try to find t list to find products that have whole grains as the first ingredient listed on the ingredient list. These usually have “whole” or “whole grain” in the name, such as “whole wheat” or “whole grain oats.”Ask students questions from Discussion Questions section from p. 91. Adapting for Younger Kids. See bottom of page 91 (Instructor Guide) for ideas on Adapting for Younger Kids.Option 3: Grain GameYesNoComments and/or ChangesFollow Instructor Guide p. 86. Grain Game, Bean Game. Workbook p. 32: Explain directions. In pairs, have students pass around the bag and try to identify the names of each food by placing the corresponding number from the baggie in the space provided on the workbook page. Go over the answers and explain the different ways of cooking the grains. Option 4: Bean Game YesNoComments and/or ChangesFollow Instructor Guide p. 86 Bean Game Workbook p. 33. Explain directions: In pairs, have students pass around the bag and try to identify the names of each food by placing the corresponding number from the baggie in the space provided on the workbook page. Go over the answers and explain the different ways of cooking beans.Optional Grain/Bean Game Addition: IntegrationShow participants how to search for a particular bean or grain on Integration . These web pages include information on storage and cooking, as well as links to related recipes. Time Goal: 20 minutesTopic 4: Fueling Your BrainYesNoComments and/or ChangesWorkbook p. 29: Review. How can eating whole foods help your brain?Breakfast & Lunch: Choose to eat a healthy, balanced breakfast and lunch. Review Instead of…Try… diagram for breakfast and lunch.Time Goal: 10 minutesRecipe Demonstration or ActivityYesNoComments and/or ChangesConduct food demonstration or activity using lesson appropriate recipe.*Record recipe used in comment section.?Ask closing question:Do you notice a connection between different foods you eat and how you feel after eating them? Time Goal: 30 minutesMaterials and SuppliesYesNoComments and/or ChangesUsed Materials and supplies -Visual Aids-Posters-Teaching Supplies-Optional: Use additional handouts from list on p. 38. Write title in comment section.?Please respond to the following questions. It’s important we know the successes and challenges of the lessons you teach. What went well?What challenges did you have?What timing issues did you face?Other (Please add any other remarks or feedback you have)Please contact Maggie Grate at maggie.grate@WSU.edu or at 253-445-4529 if you have any questions about the completion of this form. ................
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