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Washington State Snap-Ed Curriculum Fidelity for Continuous ImprovementLesson Assessment Tool for — Food Smarts Workshop: Kids 5 week, 60 minutes—Week 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 minutesTopic 1: GO, SLOW, STOP!YesNoComments and/or ChangesGo, Slow, Stop -Instructor Guide p.85Workbook p. 24.Ask which foods are healthy to eat every day? Which are best to avoid? Review examples of each from handout. Ask students what foods they would add to each group? Line up several different types of foods that fall into “whole foods,” “minimally processed,” and “overly processed” categories. Ask participants:What are the differences between these foods?How are they made? Could they be made at home? How many ingredients does each have?Define whole foods: natural and unprocessed.Describe benefits.Brainstorm different ways to process food. Workbook p. 24- Have students complete exercise with new examples they can think of. Options:Give each group a whole food and have them list different processed foods that come from that whole food. Give examples of highly processed food and think what the original whole foods might be. Chewing gum? Hot chips? Soda? Time Goal: 10 minutesTopics 2 and 3***Pick two of the following***Option 1: Three Little PigsYesNoComments and/or ChangesAsk students:What foods can we eat to make our bodies as strong and healthy as possible?Workbook p. 25: Ask question provided, and have students draw pictures of foods that belong in each category.Option 2: 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.Discussion questionsWhich plant parts do you think you eat the most?What plants have more than one part you can eat? (examples: fruits and vegetables with edible seeds, carrots and carrot tops, celery and celery root.)Option 3: Grain GameYesNoComments and/or ChangesGrain Game- Instructor Guide p. 86Workbook p. 32: Explain directions. In pairs, 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 ChangesBean Game -Instructor Guide p. 86Workbook p. 33Explain 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 students how to search for a particular bean or grain on . These web pages include information on storage, cooking, and related recipes. Option 5: Fueling Your Brain YesNoComments and/or ChangesWorkbook p. 29: Review. How can eating whole foods help your brain?Breakfast- Choose to eat a healthy, balanced breakfast instead of sugar and caffeine. Review Instead of…Try… diagram for breakfast and lunch.Time Goal: 20 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: 25 minutesMaterials and SuppliesYesNoComments and/or ChangesUsed Materials and supplies -Visual Aids-Posters-Teaching Supplies-Optional: Instructor Guide p. 38. List of Additional Handouts. 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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