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= Response is required
Lesson Title-Food Safety- Day 2, during this day the students will bring along their entrance ticket that answered the 10
questions about their at home kitchen safety. Then the students will be shown a powerpoint lecture which will be based off
of basic information regarding food contamination, health beliefs, food preparation and food safety. Once this is complete
the students will be assigned and introduced to their WebQuest projects.
Unit
The student will demonstrate advocacy of food safety through the use of proper decision making skills to enhance health.
This lesson will be taught in the normal health education 50 minute timeframe.
Grade Level
Throughout this lesson the students will be turning in safe kitchen entrance tickets upon arrival, we will then be
moving on to a PowerPoint lecture covering information regarding food contamination, food preparation and food safety.
During this time the students will fill out a worksheet highlighting the PowerPoint. Then the students will be assigned
their WebQuest groups and discuss ideas exchange contact information.
Ability grouping or tracking due to content
As the students are put in to WebQuest groups they will be able to collaborate together and address ideas for their projects.
Health posters that were created on the first day demonstrating knowledge on food safety will be spread out
throughout classroom to provide them with more in depth learning.
The students will be given a worksheet to fill out based on their thoughts from the variety of video clips.
Cognitive objective required
Cognitive - After listening to the lecture and highlighting the worksheet the student will be able to describe multiple steps for ensuring
proper food safety.
Psychomotor - After listening to lecture, and participating in the group activity the student will select a specific topic about food
safety to create a WebQuest for.
Affective - Upon completion of the worksheet on food safety the student will develop a better understanding of some common risks
associated with improper food safety habits.
Depth of Knowledge
12th grade
1. 1.12.1-Predict how healthy behaviors can affect health
status.
2. 1.12.5-Propose ways to reduce or prevent injuries and
health problems.
3. 1.12.7 -Compare and contrast the benefits of and
barriers to practicing a variety of healthy behaviors.
1.1- Functional
2.2- Interactive
3.2- Interactive
4.2- Interactive
5.2- Interactive
Academic Language
The language of education that is different from everyday spoken language. The content specific terms (ex: hygiene, FITT, nutrient
density...) and the process terms (ex: theory, hypothesis, evaluate, compare and contrast) that enable a student to be successful in the
classroom.
*(Verb and noun from behavioral objective plus other related terms, See Marzanos Building Academic Vocabulary - Health Handout)
Evaluate
Food Contamination
Food Preparation
Compare
Correlate
Research
Health literacy
Develop
Food Safety
Demonstrate
Refusal skills
Food Hygiene- a way of preserving and preparing food to
ensure it's safe to eat.
Long-term goals
Pre-Assessment
Prior to this lesson the students were asked to take home a 10 question survey
about their home kitchen. In this survey the students were to answer questions
pertaining to their kitchens food safety and food hygiene. This is the entrance
ticket for Day 2
http://foodsafety101.wikispaces.com/file/view/How+Safe+is+your+Kitchen.do
c
Resource:
http://www.nsf.org/consumer/just_for_kids/food_safety_test.asp
Time: 30 minutes
Materials needed: Worksheet
Activity Description: The students will be able to select a Brief reflection on how this activity will develop your
specific topic for their WebQuest on food safety and fill out students competency in standard(s) selected to target
exit ticket.
during this lesson.
Activity #2= WebQuest Group Collaboration
Time: 15 minutes
During Instruction-Assessment
This may include Guided Practice, Independent Practice, Questioning, structured Observations, etc., including what you will be
looking for.
Post Instruction-Assessment
How will you know if your students understood the lesson? How will assessments provide evidence of student learning relative to the
objectives for the lesson? How will you differentiate assessments for students having difficulty demonstrating their learning as well as
those needing more challenge? How are the assessments aligned to clearly defined benchmarks or criteria for student performance?
*Please include all planned Formative and Summative assessments
Description of Post-Assessment
Formative- The students will be asked to complete exit
ticket identifying specific questions about their WebQuest,
this will provide evidence of student learning from the
lecture/powerpoint.
Summative- After grading completed worksheets there
will be evidence of student performance.
The students will take home their ideas for their WebQuest
and ask their parents which specific topic dealing with
Food Safety they think would be a good candidate for a
WebQuest.
skill(s).
This activity will help parents get involved in showing their
children theirs beliefs in food safety and possibly open
doors for becoming a better food safety advocate.