2 lessons plan – Essay Example

LESSON PLAN ……………….. ……… College ………………………………. …………………. LESSON PLAN Family and Consumer Science LESSON Food,food safety and Nutrition
GRADE LEVEL: 6th Grade
SUBJECT AREA: Science
TIME ALLOCATION: 55 Minutes
OBJECTIVES:
With the help of teacher’s explanation and students’ group activity, students will be able to understand some of important elements to family science such as food, nutrition and food safety etc.
As 6th Grade students will be prompted to think about the consumer world and the importance of family concerns regarding food, food safety and nutrition.
Following a small group-work in which students will be grouped in to five small families and will be given an assessment regarding food, nutrition and food safety from their views of family set-ups, they will be able to identify how food, food safety and nutrition become significant matters of concerns to families.
STANDARDS:
Life Science: Grade 6 pg. 128
Characteristics and Structures of Life
Teacher will help students think about their daily food, and their general impacts on the health. They will be asked to list out few of their common foods in order to make them think of how they each positively or negatively impact their bodies.
TEACHER ACTIVITY
STUDENT ACTIVITY
GROUPING OF STUDENTS & RATIONALE:
Students will be organized in to five distinct groups. This will help them think about family set-up and help them view family as a ‘small organization’. They will be asked to think from an Organizational view point so that they will be able to identify ‘food, food safety and nutrition’ as an important organizational function for the family.
Teacher will explain why families have to concern food, food safety and nutrition.
Teacher will analyze how each family from the student-groups think about food safety, which specific kind of food they each prefer for the family members. This can help the teacher understand the perception of students about food and nutrition.
MATERIALS:
10 packages of different food brands.
30 worksheets and 5 main sheets to be given to the family-group leader.
PRIOR KNOWLEDGE NEEDED:
The group activity is purely based on students’ general idea and knowledge, and especially from the very basic understandings of their own families. They are expected to have a prior knowledge about food, and factors that are often considered by families for selecting them etc.
STUDENT PROFILE
Out of the total 30 students, each six students will grouped in to one. Grouping will be based on the random-selection by the group-leader, who will be first selected according to normal-grouping criteria.
MODIFICATIONS TO MEET INDIVIDUAL STUDENT NEEDS:
Grouping has been designed with a view to helping all the students think a while about the factors that may determine the food selection within a family system, and to make them discuss in detail some of their ideas and knowledge that they already have.
INSTRUCTIONAL MODELS & RATIONALE
This lesson includes three different teaching activities, they are 1) instructional in the beginning by lecturing the lessons, 2) evaluative through the grouping in the second and 3) assessment by oral questioning as well as reflective methods.
PROCEDURE AND ACTIVITIES:
1. Pre-activity: instructional with active participation.
After the teacher’s greeting, teacher should start ask what they have eaten in the morning and finding the differences in the food. Asking students ‘Why all of your foods differ from each others’ will help students think that there are some concerns from family to family in regard to food selection. Students are to actively participate in their view about it.
Transition:
Teacher explains the importance of family and consumer science with help of factors like food, food safety and nutrition. Teacher also details why different families go for different foods.
2. Activity: Begin by selecting six leaders and grouping all the students in to six. All will be given work-sheets and the leaders will have to note-down main ideas shared by group members through their own worksheets.
Activity Guided Lecturing:
Teacher will evaluate the group-activity and help students understand how and why each group preferred a specific food to the other and how each member in all the families may influence the decision of the family leader.
3- evaluation:
Oral questioning will be used as a method for evaluating the lesson being taught.
TIME ALLOCATIONS
10 Minutes
10 minutes
20 minutes
10 minutes
5 minutes
SUMMATIVE ASSESSMENT:
Worksheets given to students will be part of the summative assessment tool that the teacher used to assess students understanding as well as knowledge in the specific area.
REFLECTIONS:
Responses from the teacher, after the lesson has been completed and will be filled in later
LESSON PLAN- 1: Family and Consumer Science
LESSON TITLE: Family Financial Management
GRADE LEVEL: 6th Grade
SUBJECT AREA: Science
TIME ALLOCATION: 55 Minutes
OBJECTIVES:
Followed by the lesson, students will be able to know the financial management system within a family setting and its relation to family and consumer science.
As 6th Grade students will be encouraged to think about money, spending and financial requirements of all of their families, they will be able to think wisely about the relevance of financial management within a family setting.
With the help of an interesting computer game, students will be prompted to think why some of them they don’t want to spend more, while some others simply spend more and some others tend to save.
STANDARDS:
Life Science: ………………………..
Characteristics and Structures of Life
Students will be motivated to think about family financial management, especially with help of a computer game.
TEACHER ACTIVITY
STUDENT ACTIVITY
COMPUTER GAME & RATIONALE:
Students will be given a small flash-file computer game, in which they will have to pick up money as much as they can within the stipulated time. Once they collected money, they will be prompted to select any of the given options. Options available in the game are: 1) Buy necessary things, 2) buy necessary as well as unnecessary things, 3) buy very less items and save balances in the bank.
Teacher will explain why different families spend in different levels.
Teacher will make notes of different levels of spending the students did in their game.
Teacher will help students how and why each of them differ in the way they spend money.
MATERIALS:
30 computers and game made in flash.
PRIOR KNOWLEDGE NEEDED:
Students will be given an easier computer game, prepared in flash file, and their psychological as well as behavioral approach towards financial management will be analyzed.
STUDENT PROFILE (To identify how each group of students relates to the activity).
Each student will be provided one computer either in the lab or in the class room itself.
INSTRUCTIONAL MODELS & RATIONALE
This lesson includes three different teaching methods. They -1) instructional in the beginning by lecturing the lessons, 2) evaluative through the grouping in the second and 3) assessment by oral questioning.
PROCEDURE AND ACTIVITIES:
1. Pre-activity: instructional with active participation.
After the teacher’s greeting, teacher will give brief introduction about today’s topic and will instruct them how to work in the game that will be given to them.
Transition:
Teacher will explain the relation of family financial management with family science and will detail the importance of it in relation to each of their families.
2. Activity:
Begin with instructions given to students regarding the game that they have to use. Students will open game and they will collect money as much as they can. Once they finished collecting money, they will have to spend it for buying necessary or unnecessary items and to save money in the bank.
Activity Guided Lecturing:
Teacher will analyze the results, prepare notes containing each students’ name and their performance in the gaming, in relation to how good they are in spending or saving.
Once the results are ready, teacher will inform them the differences in their spending as well as saving and will make them aware of why and how each family differs in the way of their spending as well as saving money. This will help students the need, perspectives and theoretical base of family financial management.
3- evaluation:
Oral questioning will be used as a method for evaluating the lesson being taught.
TIME ALLOCATIONS
5 Minutes
10 minutes
25 minutes
10 minutes
5 minutes
SUMMATIVE ASSESSMENT:
Computer game is used as an effective method of summative assessment.
REFLECTIONS:
Responses from the teacher, after the lesson has been completed and will be filled in later
References
Jensen, E, 2008, Super teaching: over 1000 practical strategies, Fourth Illustrated edition, Corwin Press