Lesson Plan Rubric Samantha Suver 1 Lesson Plan Budgeting for Groceries Name

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					                                                                                    Samantha Suver 1


                           Lesson Plan: Budgeting for Groceries

Name: Samantha Suver


           Parts                                       Attributes
Title of lesson plan       Lesson title: Budgeting for Groceries
Grade/Length of lesson
                           Course: Personal Family Development (PFD)

                           Subject: Family and Consumer Science

                           Length of lesson: One 45 minute class period.
General Goals for entire   The child will be able to apply guidelines for buying specific
unit                       foods after completing a unit on grocery shopping.

                           The child will be able to explain the use of food labels, unit
                           pricing, open dating, and government grading after completing a
                           unit on grocery shopping.

                           The child will be able to evaluate food stores to determine where
                           to shop for the most cost efficient prices by the end of the lesson.

(1) Specific Objectives    The child will be able apply their understanding of the food guide
for one day – at least     pyramid by creating a balanced meal plan when given a set budget
three                      by the end of the lesson.
    Cognitive, affective
      psychomotor          The child will construct a shopping list for all recipes on their
  (Use ABC style – see     menu while not exceeding a given a budget of $50.
       Blackboard)
                           The child will create a menu for a well balanced meal for 4-6
                           people while not exceeding a given budget of $50.

TEKS Objectives for one    TEKS 122.42 C.7 (a) The student applies management principles
        day                in meeting nutritional needs. The student is expected to describe a
                           variety of consumer food-buying strategies.

                           TEKS 122.42 C.7 (f) The student applies management principles
                           in meeting nutritional needs. The student is expected to analyze
                           food costs and budgeting needs.

                           TEKS 122.42 C.7 (g) The student applies management principles
                           in meeting nutritional needs. The student is expected to design a
                           variety of daily menus.
                                                                                   Samantha Suver 2


Context/Modifications       Prior knowledge:
                            Students should understand how to use the food guide pyramid
                            and its role in creating a balanced diet.

                            Modifications or provisions for students with special needs:
                             For students with special needs, they may be paired up with a peer
                            tutor for the individual assignments.

                            If completing the assignment on their own they may have their
                            budget increased to make it easier to stay within the parameters of
                            the assignment.


(2) Introduction            Materials needed
(Anticipatory Set/Focus )       Guess that Price Power point

                            Instructional Steps:
                            1. After introducing the students to the idea of the game, the
                                instructor will then allow the students to guess the price of
                                each of the ingredients on the second page of the power point.
                                (Similar to the game “Check out” from the price is right).

                            2. After the students have attempted to guess the prices of an item
                               the instructor will reveal the actual price of the items to the
                               students.

                            3. After all the students have completed guessing all of the items
                               it is time to move onto the guided practice

Setting Expectations        At this point after completing my introduction or anticipatory set, I
                            would write the goals that I have established for the day on the
                            board, and explain to them that this is what we are doing today and
                            that although there will be a lot of group work involved, I would
                            require them to stay on task and complete there assignments. That
                            I am excited about the lesson and I know they will enjoy it as well,
                            this is why they should follow the directions and stay on task.

(4) Guided Practice         After the power point the teacher will then tie in this information
(practicing concepts        by showing the students how they will complete their group
presented in a structured   activity. The guided practice will be completed by first connecting
environment with close      the lesson to the introduction activity, and then asking the class
supervision)                questions, when the students are called on to answer the teacher
                            will use a verity of questioning techniques to ensure that students
                            are reaching true understanding of the materials that are being
                            shared.
                                                         Samantha Suver 3


Depending on the students responses the teacher should use
probing, prompting, divergent questions, convergent questions,
and open ended questions to facilitate the child’s learning thought
questioning.

The teachers portion of the dialog should sound something like the
following:

Remember the grocery items from the power point? They were
each from the grocery list I created for simple well balanced meal
plan. Each of these items is an important ingredient I will need to
create the meal I have planned for my fictional family tonight. On
the power point I listed the prices from only one store. What if I
had only $20 dollars to prepare the meal?

How are some ways that I could prepare the same meal on $15?
Would it be appropriate to substitute another item in my recipe or
meal?
Does it matter what kind of item I use?
Why?
Can you give me an example?
What else?
So instead of carrots, you think we should substitute pasta?
Is this correct?
In the beginning I said that the meal was for a well balanced meal,
if we substituted pasta for carrots would the meal still be
balanced?
Is there a tool we can use to see what kind of foods should be in
our diet?
What about portion sizes?
How would you use the food guide pyramid to ensure that the
foods you substitute would be equivalent to the food that was
originally on your meal plan?


Questioning should continue until students have a basic
understanding of :

How to use comparison shopping to find the best price for a
grocery item (compare store flyers, go to the store and compare
prices, or use online sources to compare prices).

That if they cannot afford every item on their grocery list then it is
appropriate to substitute an item that offers comparable nutritional
quality. And that they can use the food guide pyramid to do so.
                                                                                   Samantha Suver 4


                           Students should be familiar with how to use the food guide
                           pyramid to create a healthy meal plan before the lecture. So the
                           instructor should only briefly touch on how to use the guide to
                           subtitle it in the meal plan they will be creating.

                           If they are not you may want to take this moment to re-teach.

                           (This activity should ideally take around 13 minutes)

Checking for               Throughout the lesson the teacher will assess the students
Understanding              understanding by asking individual students and groups open
Used during or after       ended questions.
lesson
(3) Lesson Input – Heart   Today’s lesson plan is based on discovery learning.
of the Lesson
(information presented     Group Activity: Develop Your Own Meal plan on a Budget
through one or more
teaching strategies with   Materials:
any technology or other       A copy of the food pyramid
supports)                     Paper
                              Pen
                              1 calculator for each student
                              Comparison worksheet
                              Shopping list
                              1 computer with internet access

                           Instructional Steps:
                           1. Students will be allowed to get into groups of 4. (allow
                              students 1 minute to get into groups, if they have not found a
                              group assign them one.) As a group they should select a
                              reporter to fill in the worksheets, a time keeper, to keep track
                              of time, a president to make sure they are on task, and
                              researcher which select which stores to visit while online)

                           2. Each student should use their knowledge of the food pyramid
                              to work with their group to create a simple balanced meal for
                              4-6 people, keeping in mind that they will only be given $50.
                              (10 minutes)

                           3. After the students have created there meal, they will be
                              allowed to use a computer to access online grocery stores in
                              order to compare where they will be able to find the best price.
                              (The children should use the comparison worksheet to
                              complete this section of the assignment). (10 minutes)
                                                                                       Samantha Suver 5


                             4. If the student finds that they are not going to stay under their
                                budget of $50, and then they will need to readjust there meal
                                plans to exclude or substitute for a less expensive dish. (3
                                minutes)

                             5. After the group has completed found a meal plan that fits their
                                budget they should list the items on their shopping list.(can be
                                done by the “reporter” as activities are completed)

                             6. Students are to turn in their shopping lists, comparison
                                worksheets, and final meal plan, and recipes as a group making
                                sure that everyone’s names are on the top of every page. (1
                                minute)

(5) Reteaching               After reviewing student’s group assignments, the teacher can re-
 (additional explanation     teach the sections of the lesson that the individual students are
of lesson concepts)          having difficulty with. After assessing each students individual
                             needs the teacher should approach the re-teaching in the manor
                             that will be most beneficial to that child, for example maybe the
                             child will need to repeat the assignment on there own with
                             modifications that simplify the objectives. Instead of an entire
                             meal maybe that student could come up with one healthy dish on
                             $10 dollars. So that they are still getting the heart of the material,
                             nutrition and managing money.

                             While walking around during the individual assignments, the
                             teacher can observe if the students are having difficulty
                             understanding or being able to complete a section on their own,
                             the teacher should take that opportunity to re-teach the student the
                             section they are having difficulty with.

                             (this is to be completed during the group activitiy)

(6) Conclusion (Closure)     The closure will be an informal oral class discussion over the
(utilizing the criterion     materials the students have reviewed during the lesson. The
aspect of the objective to   teacher should use open ended questions to facilitate a discussion.
assess understanding         If a student gives only short answers then the instructor should
                             employ probing techniques to ensure that the student has a
                             significant understanding of the course content.

                             (5 minutes)
                                                                                    Samantha Suver 6


(7) Independent Practice/    (homework) if needed or required by district or school
Application                  Apply what has been learned
(practicing concepts
presented independently            For one week the student will complete a food diary in
with occasional                     which they will track of what grocery’s there family buys,
monitoring)                         where they buy it, and how much they spend.

                                   At the end of the unit the students will use this diary to
                                    evaluate how their family could create an improved budget
                                    using the techniques they have used within the classroom
                                    in a 1 page paper. Students should give specific examples.

                             (2 minutes to assign homework)

Assessment/Mastery
Check                        The conclusion and assessment will be combined for an
(utilizing the degree        observational assessment of the students understanding of the
aspect of the objective to   lesson content. As stated above in the conclusion section
assess understanding)
                             “The closure will be an informal oral class discussion over the
                             materials the students have reviewed during the lesson. The
                             teacher should use open ended questions to facilitate a discussion.
                             If a student gives only short answers then the instructor should
                             employ probing techniques to ensure that the student has a
                             significant understanding of the course content.”

                             The students will be formally assessed at the end of the unit.

Materials                    ALL materials needed to implement the lesson are listed: Books,
                             surveys, assessments, manipulative, etc. Include technology
                             requirements/resources.

                                   Power point
                                   A copy of the food pyramid
                                   Paper
                                   Pen
                                   1 calculator for each student
                                   Comparison worksheet
                                   Shopping list
                                   1 computer with internet access
                                                                                Samantha Suver 7


Reflective Critique       After the teacher has presented their lesson plan they should
One page                  critique there lesson by asking themselves the following questions:

                          What did you like or would change the next time?
                          How did students respond?

Individual Presentation   Individual’s presentation style
                          Voice quality
                          Knowledge of content
                          Interactive
                          Audience attention

References
                          Evans, J. (2008). Creating a Household Dinner Menu. Retrieved
                          April 12, 2009, from
                                 suite101.com:
                                 http://personalbudgeting.suite101.com/article.cfm/creating
                                 _a_household_dinner_menu

                          Evans, J. (2008). How to Make a Shopping List. Retrieved April
                          12, 2009, from
                                 suite101.com:
                                 http://personalbudgeting.suite101.com/article.cfm/how_to_
                                 make_a_shopping_list

                          Graham, M., Moore, T. (2009). Menu Math. Retrieved April 9,
                          2009
                                from:http://www.create.cett.msstate.edu/create/classroom/l
                                plan_view.asp?articleID=112#handout1

                          Majeski, K. (2000). #1692. Grocery Shopping and Budgeting.
                          Retrieved April 12, 2009,
                                   from Teachers.net:
                          http://teachers.net/lessons/posts/1692.html

                          Meyer, J. (2008). Shop 'Til You Drop: Food for Thought.
                          Retrieved April 9, 2009 from
                                  Teachersfirst.com:
                          http://www.teachersfirst.com/winners/shopdrop.cfm

                          Whelan, S. (2008). How to Budget and Save Money in the
                                 Kitchen. Retrieved April 10, 2009, from suite101.com:
                          http://family-
                          budgeting.suite101.com/article.cfm/how_to_budget_and_save_mo
                          ney_in_the_kitchen
Samantha Suver 8

				
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