Lesson Plan Form s2

Lesson Plans Bethany Riddle -- Room 101 Nov. 23 - 27, 2015 Healthy & Safe Food (Periods: 1,3, 7) Focus: Pizza Rolls. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient M substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Outcome 3.4 Food safety and sanitation, 3.4.6 Apply personal food safety and sanitation processes and procedures to prevent O contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under which bacteria grow. 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 will be on the board. Students will work D within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. A Differentiation: Learning Environment. All students will cook within their lab group. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits Y their skill level and interest. Resources: SMART Board, Kitchens, Lab Journal Assessment: Students will be graded off of the completion of their lab journal as well as their behavior and willingness to participate and work in their group.

Focus: Planning Meals. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient T substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Strand 3: Food and nutrition, Outcome 3.1 nutritional information, Competencies 3.1.1 describe sources of nutrients and their U contributions to dietary needs. 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 will be on the board. As a large group we will S discuss meal planning and why it is important. Students will complete a worksheet about meal planning. In groups students will create a 7 day nutritious menu using cookbooks as a reference. D Differentiation: Learning Environment. All students will be involved in the large group discussion and in the group menu planning. If students are not getting involved I will call on them to answer A questions. Y Resources: SMART Board, Planning Meals Worksheet, Cookbooks Assessment: All students will be assessed on the completion and correctness of the worksheet and the seven day menu.

Focus: Planning Meals. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient W substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Strand 3: Food and nutrition, Outcome 3.1 nutritional information, Competencies 3.1.1 describe sources of nutrients and their E contributions to dietary needs. 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 will be on the board. As a large group we will N discuss meal planning and why it is important. Students will complete a worksheet about meal planning. In groups students will create a 7 day nutritious menu using cookbooks as a reference. E Differentiation: Learning Environment. All students will be involved in the large group discussion and in the group menu planning. If students are not getting involved I will call on them to answer S questions. D Resources: SMART Board, Planning Meals Worksheet, Cookbooks A Assessment: All students will be assessed on the completion and correctness of the worksheet and the seven day menu. Y

Focus: Planning Meals. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient T substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Strand 3: Food and nutrition, Outcome 3.1 nutritional information, Competencies 3.1.1 describe sources of nutrients and their H contributions to dietary needs. 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 will be on the board. As a large group we will R discuss meal planning and why it is important. Students will complete a worksheet about meal planning. In groups students will create a 7 day nutritious menu using cookbooks as a reference. S Differentiation: Learning Environment. All students will be involved in the large group discussion and in the group menu planning. If students are not getting involved I will call on them to answer D questions. A Resources: SMART Board, Planning Meals Worksheet, Cookbooks Y Assessment: All students will be assessed on the completion and correctness of the worksheet and the seven day menu.

Focus: Ungame. Strand 1 Career Development, Outcome 1.1 Personal and professional skills, Competencies 1.1.5 apply problem solving and critical thinking skills to issues when making decisions and formulating solutions. Outcome 1.3leadership and communication, Competencies 1.3.3 Identify and use verbal, nonverbal, and F active listening skills to communicate effectively. 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 will be on the D board. Students will play the ungame in groups to work on their communication skills. A Differentiation: Learning Environment. All students will be playing the same game. I will create the groups. I will be circulating around the room to help guide discussions. Y Resources: SMART Board, Ungame Assessment: Students will be assessed based on their willingness to participate and stay focused during the game. Lesson Plans Bethany Riddle -- Room 101 Nov. 23 - 27, 2015 Financial Management (Periods: 3, 5) Focus: Online Banking. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark B: Illustrate financial institutions and services to meet financial M goals, Descriptor 1: Choose banking charges and services (e.g., savings, pre-paid credit cards, debit, electronic check conversion, electronic banking services). O 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 N board. Students will write down vocabulary words, complete notes from a discussion using a power point, and play a trivia game in groups. D Differentiation: Learning Environment. All students will participate in the trivia game. Each student will take notes and participate in the discussion. If students are not A getting involved I will ask them questions to help them focus and pay attention. Y Resources: SMART Board, power point, vocabulary words, trivia game Assessment: Students will be assessed on their correctness and completion of notes as well as their participation in the trivia game.

Focus: Online Banking. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark B: Illustrate financial institutions and services to meet financial T goals, Descriptor 1: Choose banking charges and services (e.g., savings, pre-paid credit cards, debit, electronic check conversion, electronic banking services). 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 will be on the E board. Students will write down vocabulary words, complete notes from a discussion using a power point, and play a trivia game in groups. S Differentiation: Learning Environment. All students will participate in the trivia game. Each student will take notes and participate in the discussion. If students are not D getting involved I will ask them questions to help them focus and pay attention. A Resources: SMART Board, power point, vocabulary words, trivia game Y Assessment: Students will be assessed on their correctness and completion of notes as well as their participation in the trivia game.

Focus: Waffles.. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient W substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Outcome 3.4 Food safety and sanitation, 3.4.6 Apply personal food safety and sanitation processes and procedures to prevent E contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under which bacteria grow. 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 will be on the board. Students will work N within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. E Differentiation: Learning Environment. All students will cook within their lab group. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits S their skill level and interest. D Resources: SMART Board, Kitchens, Lab Journal A Assessment: Students will be graded off of the completion of their lab journal as well as their behavior and willingness to participate and work in their group. Y

Focus: Choosing to save. Standard 3: Demonstrate Personal Financial Literacy, Intermediate Benchmark B: Illustrate financial institutions and services to meet financial goals, Descriptor 1: Choose banking charges and services (e.g., savings, pre-paid credit cards, debit, electronic check conversion, electronic banking services), Descriptor 5: T Illustrate examples of borrowing and saving practices that impinge on the value of money. 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 will be on the R board. Students will play bingo with the vocabulary words. Students will take notes as we discuss savings by going through a power point. S Differentiation: Learning Environment. All students will participate in the trivia game. Each student will take notes and participate in the discussion. If students are not getting involved I will ask them questions to help them focus and pay attention. All students will participate in bingo. D A Resources: SMART Board, power point, vocabulary words Y Assessment: Students will be assessed on their correctness and completion of notes as well as their participation in bingo.

Focus: Bring Your Own.. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient F substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Outcome 3.4 Food safety and sanitation, 3.4.6 Apply personal food safety and sanitation processes and procedures to prevent R contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under which bacteria grow. 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 will be on the board. Students will work D within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. A Differentiation: Learning Environment. All students will cook within their lab group. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits Y their skill level and interest. Resources: SMART Board, Kitchens, Lab Journal Assessment: Students will be graded off of the completion of their lab journal as well as their behavior and willingness to participate and work in their group. Lesson Plans Bethany Riddle -- Room 101 Nov. 23 - 27, 2015 Nutrition & Wellness II (Periods: 8) Focus: Yeast Rolls.. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient M substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Outcome 3.4 Food safety and sanitation, 3.4.6 Apply personal food safety and sanitation processes and procedures to prevent O contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under which bacteria grow. 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 will be on the board. Students will work D within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. A Differentiation: Learning Environment. All students will cook within their lab group. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits Y their skill level and interest. Resources: SMART Board, Kitchens, Lab Journal Assessment: Students will be graded off of the completion of their lab journal as well as their behavior and willingness to participate and work in their group.

Focus: Yeast Rolls. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient T substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Outcome 3.4 Food safety and sanitation, 3.4.6 Apply personal food safety and sanitation processes and procedures to prevent U contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under which bacteria grow. 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 will be on the board. Students will work S within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. D Differentiation: Learning Environment. All students will cook within their lab group. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits A their skill level and interest. Y Resources: SMART Board, Kitchens, Lab Journal Assessment: Students will be graded off of the completion of their lab journal as well as their behavior and willingness to participate and work in their group.

Focus: Swedish Meatballs Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient W substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Outcome 3.4 Food safety and sanitation, 3.4.6 Apply personal food safety and sanitation processes and procedures to prevent E contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under which bacteria grow. 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 will be on the board. Students will work N within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. E Differentiation: Learning Environment. All students will cook within their lab group. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits S their skill level and interest. D Resources: SMART Board, Kitchens, Lab Journal A Assessment: Students will be graded off of the completion of their lab journal as well as their behavior and willingness to participate and work in their group. Y

Focus: Swedish Meatballs Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient T substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Outcome 3.4 Food safety and sanitation, 3.4.6 Apply personal food safety and sanitation processes and procedures to prevent H contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under which bacteria grow. 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 will be on the board. Students will work R within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. S Differentiation: Learning Environment. All students will cook within their lab group. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits D their skill level and interest. A Resources: SMART Board, Kitchens, Lab Journal Y Assessment: Students will be graded off of the completion of their lab journal as well as their behavior and willingness to participate and work in their group.

Focus: Bring Your Own. Strand 3: Food and nutrition, Outcome 3.5: Food preparation, Competencies 3.5.1 Evaluate the physical, biological and chemical makeup of foods and the effects on food preparation. 3.5.2 Develop recipes that preserve nutrient values and promote healthy eating patterns. 3.5.5 Adjust and convert recipes to achieve specific serving sizes and ingredient F substitutions. Outcome 3.3 Food selection, Competencies 3.3.5 select nutritious food choices at home and when dining out, 3.3.7 Create daily food plans that meet current USDA dietary guidelines and contribute to healthy eating habits. Outcome 3.4 Food safety and sanitation, 3.4.6 Apply personal food safety and sanitation processes and procedures to prevent R contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under which bacteria grow. 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 will be on the board. Students will work D within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. A Differentiation: Learning Environment. All students will cook within their lab group. However the groups choose what they cook so they can make complicated dishes or simple dishes which ever fits Y their skill level and interest. Resources: SMART Board, Kitchens, Lab Journal Assessment: Students will be graded off of the completion of their lab journal as well as their behavior and willingness to participate and work in their group.