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Teacher: Megan Moran |
Grade Level: 9-12 |
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Subject Area: Culinary Arts 1 |
Standards: Idaho Culinary Arts
Program Standards 2.1.1 Analyze foodborne symptoms, illnesses and their causes. National Family and
Consumer Science Standard: 8.2.1 Identify characteristics of major food borne
pathogens, their role in causing illness, foods involved in outbreaks, and
methods of prevention. |
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Objective/Purpose: (The student expectations must
be clearly defined
and in line
with the district/state standards. For the student’s benefit, explain what students will be able to do by the end
of the lesson and why these objectives are important to accomplish.)
Students
will be able to identify food dangers and ways to prevent them. |
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Materials/Resources/Equipment Needed: Newrow, PowerPoint, and ClassKick
for the presentation, YouTube |
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Anticipatory Set: (Before you dig into
the meat of your lesson’s instruction, set the stage
for your students by tapping into
their prior knowledge and giving the objectives
a context. What activities will you
use to focus students on the lesson for the day?) As the students join the class, the following question will be written on the board: “Can you recall a time when you or someone you know became sick from food?”
Students
will answer in chat or using the microphone.
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Instructional delivery: (What information is essential for
the student to know
before beginning and
how will this
skill be communicated to students? This
is the section where you explicitly delineate
how you will present the lesson. Direct
instruction? Small group? Centers? The instruction could include a variety of instructional delivery methods.)
We will
begin the lesson as a whole group to go over why it is important to
understand food safety, and the ways people can make food unsafe. Students will work in small groups to work
through the Food Safety presentation and guided notes, in ClassKick. Groups will be randomly assigned, in
Newrow, and students will be moved to breakout rooms to work and
discuss. |
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Model: (If you will be demonstrating the skill or competence, how will this
be done?) After the Anticipatory Set, the students will be
given a scenario and asked what they think happened. Then will be asked, “Why do you think it is
important to understand food safety?” There will be a group discussion about the ways
people can make food unsafe. |
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Check for Understanding: (Identify strategies to be used
to determine if students have
learned the objective.) ·
Before
students are moved into groups, Polling Tools will be used in Newrow to ask,
“Which of the following in NOT a way people can make food unsafe?” ·
As
students are working, in ClassKick, the teacher will be monitoring their
progress and their guided notes responses.
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Within
ClassKick, the teacher can give students instant feedback. ·
The
teacher will move from “room to room” to answer any questions the students
may have and redirect students, if needed. ·
After
the lesson, the teacher will go through the students’ work in ClassKick and
give them feedback. Students will be
encouraged to fix any incorrect responses.
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Guided Practice: (Under your
supervision, students are
given the chance
to practice and
apply the skills
you taught them
through the instructional delivery.) The Food Safety PPT will be loaded into
ClassKick with the guided notes.
Students will work together to fill in the guided notes, in
ClassKick. Students will be filling in
the answers within ClassKick. This
will allow the teacher to see their progress during class. It is like walking around the classroom,
but virtually. |
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Differentiated Instruction (How
are you going to differentiate the lesson for all learners, such as students
with special needs, English language learners (ELLs), and gifted and talented
learners?) ·
Students have
the opportunity to answer in a variety of different ways. They are not required to use the
microphone, if they would like to respond using the chat feature they
may. ·
Students that
do not feel comfortable working in groups may work individually. ·
All lesson
components are written in student friendly language. ·
All directions
are spoken as well as written. ·
Students are
able to ask for help or ask questions in a variety of ways. They can ask during class, using the
microphone or chat. They can chat to the
teacher, individually. They can ask
their peers. They can write to the
teacher in ClassKick during the lesson, or they can write in ClassKick after
the lesson (the teacher will be going back through each students work). Finally, they can ask for help through an
email. |
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Closure: (What method
of review and
evaluation will be used to complete the
lesson? How will
you wrap up the
lesson by giving
the lesson concepts further meaning for your students?) ·
Students will be brought
back to the “main room” with 2 minutes left of class. The teacher will have the following
question written on the board: “What are three ways food can become
contaminated?” Students will respond in chat or use
the microphone. ·
Students will be
encouraged to ask any questions they may still have at that moment, or they
can write the question in ClassKick.
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Independent Practice: (List the assignment(s) that will be given to the students to ensure they
have mastered the skill without
teacher guidance.) Students only have live classes once a week. Students will need to work, independently,
through the following lessons in the online course: 3.01 Get Organized 3.02 Sanitation and Safety 3.03 Food Poisoning 3.04 Waste Management 3.05 Food Safety Quiz Resources: Learn, L. (2022). Keeping food safe! - The basics of food safety.
In YouTube. https://www.youtube.com/watch?v=nGKv7l3saK4
Twins and Teaching Culinary Arts and FACS Resources. Retrieved
July 10, 2023, from https://twinsandteaching.com/ |
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