Lesson Plan Form s15

Lesson Plans Bethany Riddle -- Room 101 Nov. 9 - 13, 2015 Healthy & Safe Food (Periods: 1,3, 7) Focus: Muffins from mix. 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 M serving sizes and ingredient 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 O 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 contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions N 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 A will work within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. Y 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 their skill level and interest. Resources: SMART Board, Kitchens, Lab Journal

Focus: Soft snicker doodle cookies. 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 T specific serving sizes and ingredient 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 U 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 contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions E under which bacteria grow. 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 will be on the board. Students D will work 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 Y which ever fits their skill level and interest. Resources: SMART Board, Kitchens, Lab Journal

Focus: Soft snicker doodle cookies. 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 W specific serving sizes and ingredient 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 E 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 contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions D 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 E will work 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 D which ever fits their skill level and interest. A Resources: SMART Board, Kitchens, Lab Journal Y

Focus: Grilled cheese and soup. 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 T specific serving sizes and ingredient 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 H 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 contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions U under which bacteria grow. 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 will be on the board. Students S will work 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 A which ever fits their skill level and interest. Y Resources: SMART Board, Kitchens, Lab Journal

Focus: Baked Potatoes. 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 F serving sizes and ingredient 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 R 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 contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions I 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 A will work within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. Y 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 their skill level and interest. Resources: SMART Board, Kitchens, Lab Journal Lesson Plans Bethany Riddle -- Room 101 Nov. 9 - 13, 2015 Financial Management (Periods: 3, 5) Focus: Depository Institution. Standard 3: Demonstrate Personal Financial Literacy, Advanced Benchmark B: Evaluate financial institutions and services to meet valued ends, Descriptor 1: Establish criteria to evaluate various financial services including: a. Types of savings and investing accounts, b. types of checking, credit and debit accounts, c. online and M electronic banking practices, d. fraud or identity protection. 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 board. Students N will add vocabulary words to their lists. Then we will use a power point to guide our discussion about depository institutions. Students will complete guided notes and a worksheet. D Differentiation: Learning Environment. All students will write down vocabulary words, complete notes, complete a worksheet, and participate in discussion. If students are not A participating I will ask them questions and get them engaged in the conversation. Y Resources: SMART Board, Vocabulary words, guided notes, worksheet, power point. Assessment: Students will be assessed based on the completion and correctness of vocabulary, notes, and the worksheet.

Focus: Depository Institution. Standard 3: Demonstrate Personal Financial Literacy, Advanced Benchmark B: Evaluate financial institutions and services to meet valued ends, Descriptor 1: Establish criteria to evaluate various financial services including: a. Types of savings and investing accounts, b. types of checking, credit and debit accounts, c. online and T electronic banking practices, d. fraud or identity protection. 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 E will add vocabulary words to their lists. Then we will use a power point to guide our discussion about depository institutions. Students will complete guided notes and a worksheet. S Differentiation: Learning Environment. All students will write down vocabulary words, complete notes, complete a worksheet, and participate in discussion. If students are not D participating I will ask them questions and get them engaged in the conversation. A Resources: SMART Board, Vocabulary words, guided notes, worksheet, power point. Y Assessment: Students will be assessed based on the completion and correctness of vocabulary, notes, and the worksheet.

Focus: Mix from baking isle.. 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 W specific serving sizes and ingredient 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 E 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 contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions D 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 E will work 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 D which ever fits their skill level and interest. A Resources: SMART Board, Kitchens, Lab Journal Y

Focus: Electronic 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). H 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 U board. Students will write down vocabulary words, complete a scenario in groups, complete notes from a discussion using a power point, and play a trivia game in groups. R Differentiation: Learning Environment. All students will participate in the group scenario, and trivia game. Each student will take notes and participate in the discussion. If S students are not getting involved I will ask them questions to help them focus and pay attention. D Resources: SMART Board, power point, scenarios, vocabulary words, trivia game A Assessment: Students will be assessed on their correctness and completion of notes as well as their participation in the trivia game. Y

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 F serving sizes and ingredient 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 R 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 contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions I 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 A will work within their lab group to find a recipe, bring in food, and make the food correctly. Students will complete the lab journal. Y 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 their skill level and interest. Resources: SMART Board, Kitchens, Lab Journal Lesson Plans Bethany Riddle -- Room 101 Nov. 9 - 13, 2015 Nutrition & Wellness II (Periods: 8) Focus: Chicken Broccoli and rice casserole.. 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 M serving sizes and ingredient 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 O 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 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 each person does to contribute to the group so their jobs can correlate with their Y ability. 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: Chicken Broccoli and rice casserole.. 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 T serving sizes and ingredient 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 U 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 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 each person does to contribute to the group so their jobs can correlate with their A ability. 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: Buffalo chicken dip.. 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: Study for Test. 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 T sizes and ingredient 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 H 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 contamination and cross contamination at home and in the work place. 3.4.2 prevent food safety risks by controlling conditions under U which bacteria grow. 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 will be on the board. Students S will take the test. D Differentiation: Learning Environment. All students will take the same test. Students on IEP’s will have accommodations if necessary. A Y Resources: SMART Board, Test. Assessment: Students will be assessed on the test.

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.