This first artifact is a food safety lesson that I taught last semester.
Lesson Plan Title: Kitchen and Safety Basics
Date: October 29, 2019
Subject: Practical and Applied Arts Grade: 7/8
Topic: Basic Food Safety Essential Question: How can the skills you learn today help you become lifelong learners?
Materials: Paper, pen, worksheets, PowerPoint, YouTube video
| Stage 1- Desired Results |
| What do they need to understand, know, and/or able to do? Students will need to understand the proper safety precautions to take while cooking or baking. They should also be able to do basic math skills for proper measuring. Broad Areas of Learning: Students will learn the basic skills required for cooking and baking. They will use lifelong skills such as math to understand basic measuring strategies. Students will use these skills to cook and bake when they are older and for the rest of their lives. With this basic knowledge of cooking they will become lifelong learners as they expand their cooking knowledge and learn how to apply it. Cross-Curricular Competencies: Think and learn critically- Students will be able to become critical thinkers when I ask them important health and safety questions. They will need to use their rational to determine what is acceptable and not acceptable behaviour in the classroom and kitchen. Outcome(s): 1.1 To examine the steps involved in food preparation and to establish guidelines for working together in class. PGP Goals: 2.6 demonstrates ability to use technologies readily, strategically and appropriately; |
| Stage 2- Assessment |
| Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps. Today students will not be formally assessed as it is a class strictly about learning the basics of food safety. I will be the one giving them the information. We will be doing a worksheet and watching a video with a class discussion. I plan to keep track of who has offered an answer today and I am going to bring a bag of candies and give them to whoever volunteers and answer no matter if it is right or wrong. I am looking for the engagement and participation of every student. |
| Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned. This is the first lesson in the unit and today is only a class about learning the basics of cooking and cooking safety. They will not be formally assessed. In the next lesson where they are using what they have learned to cook is when they will be formally assessed. |
| Stage 3- Learning Plan Motivational/Anticipatory Set (introducing topic while engaging the students) At the beginning of class, students will be given a worksheet with true or false questions about basic food health and safety. They will work independently to try and answer all of the questions. The purpose of this is for me to see where everybody in the class is at with understanding the basics of cooking. As I understand currently, most students have never cooked or baked anything. This will be good to see if they still know basic cooking and safety knowledge even if they have never done anything in the kitchen. (10 mins) Main Procedures/Strategies: Next, I will show a PowerPoint that will answer their worksheet questions as well as introduce them to new knowledge and new concepts. Before each question is answered on the PowerPoint, I will ask students what they think and then reveal the answer. Every student who has an answer will receive a candy. (20 mins) Adaptations/Differentiation: Students who need adaptations will receive the worksheets in simplified terms or the answer keys. Closing of lesson: The end of the lesson will be based on a video. I am going to show the students a video about things not to do while cooking. While they are watching, I want them to write down anything that they see that she has done wrong. Once we have watched it once through, we are going to watch it together again and this time I want them to tell me to stop the video when they see something wrong and then we will explain what was done wrong and why. (20 mins) https://www.youtube.com/watch?v=IA8IW5abQTg |
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
My second artifact is a rubric I made for a Home economics class I taught last semester.
| Level 1 | Level 2 | Level 3 | Level 4 | |
| Prior Knowledge | Student did not use prior knowledge learned in class to follow instructions | Student somewhat used prior knowledge learned in class to follow instructions | Student shows a considerable amount of use of prior knowledge to follow instructions | Student shows an exceptional amount of the use of prior knowledge to follow instructions |
| Behaviour | Student did not display good behaviour and was not using time efficiently | Student displayed somewhat good behaviour and barely used time efficiently | Student was mostly on good behaviour and mostly used their time efficiently | Student was on exceptional behaviour and used their time efficiently. |
| Instructions | Student did not follow instructions given by the teacher or on the recipe | Student somewhat followed instructions given by teacher and on the recipe | Student mostly followed instructions given by the teacher and on the recipe | Student followed instructions exceptionally given by the teacher and on the recipe |
| Safety | Student did not follow safety precautions and was not acting in a safe manner | Student followed somewhat safety precautions and was somewhat acting in a safe manner | Student mostly followed safety precautions and was mostly acting in a safe manner | Student accurately was following safety precautions and was acting in a safe manner |
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