[HEALTH EDUCATION UNIT PLAN]

Content Area: Food Safety Age Level: 12th Grade

http://www.foodsafety.gov/keep/basics/clean/

Jake Bauscher

Previously Covered Material Link:

Overarching Unit Behavioral Objectives and Life Skill(s)

Cognitive After listening to the lecture and watching the videos, the students will be able to name three risks of food safety.
Psychomotor After listening to lecture and participating in group activities and web quest, the students will select three effects or tips that were
mentioned in reflection prompts to ensure proper food safety.
Affective Upon completion of the WebQuest on food safety, the students will develop a long-term goal to demonstrate proper food safety skills in
future behaviors.
Life Skill The student will demonstrate advocacy of food safety through the use of proper decision making skills to enhance health.
Day 1
Pre-test: 5 Questions
Intro activities: Word
Search
http://foodsafety101.wikis
paces.com/file/view/crossc
ontaminatepuzzle.pdf/1058
56607/crosscontaminatepu
zzle.pdf
Activity Class Poster:
Students will develop a
poster describing the best
steps for food safety/food
hygiene.
Homework
How safe is your kitchen?
Answer 10 question survey

Day 2
Entry Ticket
Safe kitchen assignment
Lecture
The lecture will be based off
of a PowerPoint covering
basic information regarding
food allergies, health beliefs,
food preparation and food
safety.
Worksheet -highlighting the
PowerPoint
Assign WebQuest Groups
Students will be given an
exit ticket that asks specific
questions about the Web
Quest.

Day 3
Pop Quiz
Review from previous 2 days
of material
Role-Play Situations
Students will be in small
groups simulating advocacy
situations dealing with food
prep/food safety.
Exit Ticket
How can they use the advocacy
skills in real life situations.
NHES or WI-DPI
Standards Addressed 1,2,7,8
7.12.1, 7.12.3, 8.12.4

Day 4
Lecture with videos
The lecture will be
based on the influences
of food safety from
parents, media, peers,
television etc. These
videos will help explain
the necessity of proper
food safety.
The students will be
given a worksheet to fill
out based on their
thoughts from the
variety of video clips.

Day 5
Presentations
The students will be
presenting their Web
Quest to the class.
The students will be
graded off of a rubric
that was provided when
the project was
introduced.

[HEALTH EDUCATION UNIT PLAN]

about kitchen and bring to
class tomorrow.
NHES or WI-DPI
Standards Addressed 1,2
1.12.1, 1.12.5, 2.12.1,
2.12.7

NHES or WI-DPI
Standards Addressed 1,2
1.12.1, 1.12.5,1.12.7, 2.12.2,
2.12.9

Day 6

Day 7

Last Presentation
The students will be
presenting their Web Quest
to the class.

Unit Test
The students will be
completing a unit test on
Food Safety. The test will
consist of T/F, multiple
choice, fill in the blank, and
short essays.

The students will be

graded off of a rubric that
was provided when the
project was introduced.
Review Jeopardy
Students will be separated
into two different groups.
Then will be asked a
variety of questions
covering the material for
the unit test.

NHES or WI-DPI
Standards Addressed
4,5,7,8- 4.12.3, 5.12.6,

Exit Ticket
-Create one long term goal
you would like to strive for
involving Food Safety/Food
Preparation.

NHES or WI-DPI
Standards Addressed 1,2,
4,6
4.12.2, 6.12.3

Jake Bauscher
NHES or WI-DPI
Standards Addressed
1,2 1.12.3, 1.12.7,
2.12.3, 2.12.6

Day 8

Day 9

NHES or WI-DPI
Standards Addressed
4,5,7,8- 4.12.3, 5.12.6,
7.12.2, 8.12.2

Day10

[HEALTH EDUCATION UNIT PLAN]

Jake Bauscher

7.12.2, 8.12.2

http://foodsafety101.wikispaces.com/file/view/crosscontaminatepuzzle.pdf/105856607/crosscontaminate
puzzle.pdf
http://www.foodsafety.gov/keep/basics/clean/
Research and Data Resources:

http://homefoodsafety.org/quiz
http://www.health.state.mn.us/foodsafety/sos/sos.pdf

Materials List: instructor and

student materials needed
Differentiation for varied abilities

Infusion of Multicultural materials

Gender Specific or Gender Neutral
Unit Assessment Plan
Pre-assessment
Day 1
Day 2

Teaching Todays Health 9th Edition

Computer lab, flash drive, writing utensil
Gift/Talented: Readings will be more on specific food safety content. These students will also be given
more opportunities to get involved in community research on food safety.
Special Needs: Mild Autism and Mild Dyslexia- Students will be provided modified time, modified study
guides/tests and they will also be provided a teacher assistant when needed.
Within this unit we will cover a variety of information pertaining to different backgrounds relating to
food safety as well has discuss history behind personal food hygiene between a variety of different races.
Gender Neutral
Please identify formative and summative assessments used and also indicate the
impact on students overall unit grade
Pre-test on food safety
Formative- Pre-test and food hygiene activity poster will demonstrate their knowledge
on food safety.
Formative- Filling out kitchen survey and worksheet as well as understanding the
lecture material.

% Unit Grade
0%
5%
10%

[HEALTH EDUCATION UNIT PLAN]

Day 3
Day 4
Day 5
Day 6
Day 7
Post-assessment

Jake Bauscher

Formative- Review pop quiz will demonstrate the content learned in previous 2 days
and demonstrating advocacy in role-playing.
Formative- Filling out worksheet and understanding video concepts.
Summative-Web Quest presentations, demonstrates knowledge of food safety.
Summative-Web Quest presentations, demonstrates knowledge of food safety.
Summative- Unit Test- students will be assessed on their ability to use their cognitive
knowledge by completing the exam.
The student demonstrates advocacy and proper refusal skills.

10%
10%
15%
15%
35%
0%

Instructor Reflection
1. How will your students be productively engaged in the development of the identified life skill?
Response: The students will remain engaged through a variety of group activities, video interactive worksheets, and web quest presentations.

2. What informal assessment activities are planned as a formative measure to check for understanding of either content or life skills?
Response: Pre-test, quizzes, worksheets, exit tickets and entrance tickets are used to check for understanding throughout the class.

3. What formal assessment activities are planned as a summative measure of the unit objectives?
Response: WebQuests and the Unit test will help decipher were the class stands for meeting the unit plan objectives.

4. Describe why you selected the instructional materials you have included in this particular unit?
Response: I selected this material because I think it has a variety of approaches to understanding the topic and I believe this gives the student the
best opportunity to become more knowledgeable about Food Safety.