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Cookie Science

Published November 3, 2017 | By Jennifer Maldonado

Culinary Basics

Primary Subject Area and Grade Level:

Students in this class range from grade 9-12. The primary content area for this lesson is Culinary Arts, however other content areas are reflected/seen throughout the lesson.

Interdisciplinary Connections:

(1a: Demonstrating Knowledge of Content and Pedagogy)

Students will be utilizing and practicing various science based skills when evaluating and hypothesizing a cookie’s content based on an experimental variable. They also will be practicing English/Language Arts when writing and reflecting on the multiple cookies and their overall appearance and outcome.

Lesson Duration:

(1e: Designing Coherent Instruction)

This lesson will last approximately 45 minutes.

Relevance/Rationale:

(1b: Demonstrating Knowledge of Students)

Students have been learning about different ingredient functions and how they effect the overall outcome of a food product. In this 3 day lab experience, students will have learned, practiced, applied, and then evaluated a recipe as well as a final product. This lesson is the culminating activity to wrap up the concept of ingredient functions and how it effects an end product.

Outcomes/Objectives:

(1c: Setting Instructional Outcomes)

-Students will be able to identify the experimental variable in the Chocolate Chip Cookie experiment.

-Students will be able to evaluate cookies based on their physical features as well as their ingredients.

-Students will be able to hypothesize outcomes based on experimental variables.

Students will be assessed both formally and informally throughout this three day lab experience. On day one, students are planning and watching the demonstration video. This is an informal assessment of the student’s knowledge of the recipe, as well as the planning process. On day two, students are measuring all ingredients (using proper measuring techniques) and making their cookie dough to store overnight; this is an informal way to assess their knowledge of recipe flow as well as overall comprehension. Day three of this lab utilizies higher level thinking where students are applying, creating, analyzing, and evaluating to demonstrate their knowledge of the recipe as well as ingredient functions.

Content Standard(s) and/or Common Core Learning Standard(s):

(1c: Setting Instructional Outcomes)

8.2- Demonstrate food safety and sanitation procedures.

8.3- Demonstrate selecting, using, and maintaining food production equipment.

8.5- Demonstrate commercial preparation for all menu categories to produce a variety of food products.

8.5.1- Demonstrate professional skills in safe handling of knives, tools, and equipment.

8.6- Demonstrate implementation of food service management functions.

8.5.10- Prepare breads, baked goods, and desserts using safe handling and professional preparation techniques.

9.2.5- Demonstrate practices and procedures that assure personal and workplace health and hygiene.

9.3.5- Analyze recipe/formula proportions and modifications for food production.

9.5.3- Prepare food for presentation and assessment.

9.5.6- Conduct sensory evaluations of food products.

SL.11-12.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Use of Formative Assessment to Inform Planning:

(1f: Designing Student Assessments)

The goals of the formative assessment is to assess students on their knowledge of ingredient functions, their ability to successfully carry out a three day lab, and their ability to evaluate a final product by look and taste. The formative assessment goals directly correlate with the Chocolate Chip Cookie Lab Analysis, which the students will complete on their chromebooks.

Class Information:

(1b: Knowledge of Students)

This class consists of 30 students. The class breakdown is as follows:

Male: 9

Female: 21

Freshman: 7

Sophomore: 11

Junior: 4

Senior: 8

Students w/ IEPs: 4

Overview:

(1a: Demonstrating Knowledge of Content and Pedagogy)

All students are applying the knowledge of Ingredient Functions (learned previously) and will be applying it to the Chocolate Chip Cookie Lab and analysis. Each group will be applying their knowledge of ingredient functions, as well as analyzing the different cookies from each group. After analyzing the cookies, each student will then be evaluating the cookies by sight, taste, and ingredient. All of these findings will be typed into a chart on their chromebooks. These tasks require multiple levels of thinking; they will be applying knowledge, analyzing, and evaluating.

Technologies and Other Materials /Resources:

(1d: Demonstrating Knowledge of Resources)

Students will be using a variety of equipment and resources throughout this lesson. Students will be utilizing kitchen equipment, both small and large. They also will be using their Chromebooks, as well as various supplies located around the room for each station (ex. butcher paper, markers, etc.).

Grouping Strategy:

(1e: Designing Coherent Instruction)

Students are able to pick their own groups. Students then have the chance to work with someone they feel they can work well with. This gives them the responsibility to take charge of their learning and what works best for them.

Academic Vocabulary:
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

-Leavener→ rising agent

Lesson Procedures:
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

Students will sanitize their stations, wash their hands, and clean up their workspace. After that, students then will roll out their cookies and put them in the oven.
While cookies are in the oven, students will begin to work on their Analyzing Cookies Chart; in this chart, students will hypothesize what cookies will look and taste like, based on the experimental variable.
When all cookies are out, each group will give out one of their cookies to each table. Students then will let cookies cool and clean up their kitchens.
After all kitchens and bins have been checked out, students then will work on filling in the remainder of their chart, which encompasses: what the cookies look like and what the cookies taste like. They then will reflect on their hypotheses and the end results.

Differentiation:

(1e: Designing Coherent Instruction)

-Each kitchen will be making a different version of the Chocolate Chip Cookie

-They will be able to evaluate/analyze the cookie in multiple ways, which touches on different learning styles: by taste, by appearance, and by the different ingredients in the recipe.

Assessment Criteria for Success:

(1f: Designing Student Assessments)

Formative: Various check in with students through three day lab experience, lab planning sheet

Summative: Chocolate Chip Cookie Analysis/Evaluation assignment

Anticipated Difficulties:

(1a: Demonstrating Knowledge of Content and Pedagogy)

The students’ ability to follow and carry out the cookie recipe correctly dramatically affects the overall goal of the lesson because if a cookie does not turn out, then groups do not have the resources at their fingertips (as anticipated) to complete their assignment. To counteract this situation, I will have each group make short informational sheets about their cookies just in case they do not turn out correctly. These informational sheets will contain various answers, found on the internet.

Reflections:

(4a: Reflecting on Teaching)

How can I increase communication between students?
How can I help students make choices/decisions without doing it for them?
What are some more ways/resources I can give students to deepen conversation and force them to question their thinking?

Posted in Culinary, Family Consumer Science | Tagged 11

Preschool: Reading with Young Children

Published November 3, 2017 | By Dana Thomas

Objective(s) with Taxonomy:

–Apply: Students will be able to translate concepts learned in Preschool 1 about reading to young children into the videos they will be creating.

–Understand: Students will be able to summarize important things to know about reading to young children.

–Create: Students will be able to plan and create a video about how to read to preschoolers.

Tasks, O-E Questions, & Time Estimates

Prompt: What ways can teachers adapt their lessons to fit the needs of a student with a learning disability? How can you do this in our preschool?

-Relevance: Preschool 2 students are doing a presentation on Learning Disabilities.

Check in with Preschool 3 projects- each student is working independently throughout the semester on a project that is due at the end of the semester.

-10 minutes

Learning Disabilities

Presentation on Learning Disabilities for Preschool 2 students→ sit on the carpet and have presenters holding the laptop and presenting.

Preschool 3 students will be working on a scenario where they have to adapt various lessons for students with disabilities. They can work on this together at one table. The scenarios relate to what they know about learning disabilities and adaptations in the classroom.

*Preschool 2 and 3 students will be working on these tasks simultaneously. Once the presentation is done, we will reconvene and start on a project all together.
-20 minutes

Cross-Curricular Project

Project with Mrs. Kirby’s class about reading to preschool students. Give students handout with explanation and read through it→ creating a resources for Mrs. Kirby’s Written and Oral Communications 1 class about reading to preschool aged children.

Question: What do you think cross-curricular means?

Review reading to preschoolers with infographic→ this will refresh what students learned in Preschool 1
Students will each write one tip on the board about reading to young children. Then we will go over them as a class and discuss them. After the discussion we will choose what we want to be our top five rules to share with Mrs. Kirby’s class.
Break students into 5 groups and assign them a rule→ each group will make a video about each rule with an example. They must say why it is important to follow the rule.

-45 minutes

Example Reading

Each group will choose a book and record a member reading it following all of the rules. This will be a resource of how to read a book to young children for the Written and Oral Communications 1 class.

-14 minutes

Closure

3rd block will be working on the other aspects of the project (making the handouts and looking through our books). Next week, we will focus on putting it all together and publishing it in an eBook format for Mrs. Kirby’s class.
-1 minute

Assessment:

Students came up with 5 rules for reading to preschoolers in the third activity.

National Standards for FCS Education:

4.3.2: Implement learning activities in all curriculum areas that meet the developmental needs of children.

4.3.4: Demonstrate a variety of teaching methods to meet individual needs of children.

Common Core State Standards:

CCSS.ELA-Literacy.RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Materials:

iPads for each group, props for videos

Accommodations/Modifications/Adaptations:

Learning Disability → break up the information into chunks for the student; provide a guided copy of the article.

Contingency Plan:

Lengthened:

-Have students start looking for books in our classroom that fit into the themes/motifs.

Shortened:

-Do not have the students read and record them reading.

Associated visuals used in this lesson:

Cross-Curricular Project Description
iPads
Children’s books
List of themes and motifs from To Kill a Mockingbird
Reading Aloud to Children infographic
Preschool Scenarios

Posted in Early Child Development, Family Consumer Science | Tagged 11

Mfg career pathway research assignment

Published November 1, 2017 | By Michael Matticks

Type of Activity

Research various manufacturing careers.

Outcomes

Understand the different types of manufacturing related career fields
Assess job outlook and type of compensation for a given field

Materials/Supplies

Chromebooks, internet access, Google Slides presentation

Activity

Teacher will present “Careers in Manufacturing” by TMA in order to introduce various fields to all students.
Students will pick a product in their every day life and research how that product is made. This will lead them to a give manufacturing field to research.
Questions to answer.

What product did you decide to research?
What material(s) is it made out of typically?
What process is used to create it? (HOW is it made?)
What is the title of the person who makes it? (Machinist, welder, operator, etc…)
How much can they make? (per hour, per year)
Provide a link to an online visual that shows the manufacturing process. (Picture, video (just show 1 min), etc…)

Students will put together a short slideshow which answers these questions and highlights the process and field and then present to class a brief 1-2 minute presentation on their field/topic

Evaluation

Students will be evaluated using a rubric for their presentation.

Posted in Uncategorized | Tagged 11

Child Development: Fine/Gross Motor Skills

Published November 1, 2017 | By Jennifer Maldonado

Child Development:

GOALS

To educate students on the various way to foster and enrich the areas of development for toddlers.

OBJECTIVES:

Identify the importance of a stimulating environment & the benefits it has on the areas of development.
Differentiate between fine and gross motor skills

PRIORITY STANDARDS:

12.2-Analyze conditions that influence human growth and development
12.3-Analyze strategies that promote growth and development across the lifespan.

RATIONALE/RELEVANCE:

This lesson is an introductory lesson for the Toddler unit. It allows students to explore various ways in which toddlers primarily develop during years 1 through 3. We will discuss the physical, emotional, intellectual, and social impacts of the types of development and their importance during this unit. To promote development toddlers must have a stimulating environment to assist in their development. This lesson will allow students to zone in on and understand the importance of fine and gross motor skills and apply it to the various areas development of toddlers.

MATERIALS:

Station 1:

String
Beads

Station 2:

Q-tips
Ziploc bag filled with paint
Shaving cream

Station 3:

Numbers paper

Station 4:

Tongs
Egg carton
Pom pom balls

Station 5:

Clothespin
Cotton balls
Paper
Tray
Paper plates

Station 6:

Bucket
Bean bags

Station 7:

Hula hoops

Station 8:

Balls

Station 9:

Tic tac board
Bean bags

Station 10:

3 bowls (small/medium/large)
Bean bags

PROCEDURE:

Greet students
Review daily agenda/instructions
Students will think/pair share on what is a fine/small motor skill is and what a gross/large review as a class. Remind them that during this period, both gross and fine motor skills improve dramatically. Keep in mind that not all children develop physical skills at the same time.
Introduce the stations activity students will be participating in. Explain what the students will be doing at each station and the process for each station.
After discussing each station, display a list of the groups on the board. Students will start at the station of the number they were given. Students will get into their groups and begin!
Students will complete the various activities and will also be answering application questions for their activity.

As students are completing the stations with their group, teacher is facilitating. Students will have about 3 to 4 minutes at each station and will rotate to the next station number.
Students will be instructed to organize the last station they were at and return to their seats.

Teacher puts up the final questions plus they will be on their paper for students to reflect on and answer as they leave. Students will individually complete the lesson summary and we will discuss the objective of the lesson as a class.

CLOSURE

We will discuss (whole group) the importance of a stimulating environment for toddlers. Individual answers to the summary question will be used for individual evaluation and competency of the importance of a stimulating environment/understanding of fine and gross motor skills.

ASSESSMENT:

Informally assess students by participation and observation during the stations activity.
Formally assess students through completion of the questions presented for each station and through the unit exam.

Posted in Early Child Development, Family Consumer Science | Tagged 11

Health Career Choices

Published November 1, 2017 | By Dana Thomas

Health Career ChoicesKey Topics
– Career Information
– Future Trends
– Reduction of Bias
– Self-Awareness

Objectives:
– Students will be able to identify various Health Career Choices.
– Students will be able to discuss different Health Care Careers.
Activity
For this activity, students brainstorm a list of careers in healthcare.
• Ask students to create a list of the 20 most interesting health careers to them. Ask students to think beyond the traditional choices of doctor and nurse.
• Once students have created their lists, create a master list on the chalkboard.
• As a class, use Bureau of Labor Statistics to find the average salaries of these workers in your state. Also find the educational requirements for the most popular health career choices of the class.
• Place the career choices along with the salaries on a bulletin board. These should be ranked from highest to lowest salary. You might also post the educational requirements for each career.
Preparation
Materials needed:
– Bureau of Labor Statistics
– Chromebook

Time needed:
• One or two 45-minute class period(s)
Discussion
Discussion questions to consider asking students include:
• Does the starting salary increase with the level of education required?
• Other than salary, what other rewards might health care workers realize on their job?
Variation
• Refer to a recent list of fastest growing jobs (available through your state’s Division of Employment and Training or Bureau of Labor Information).
• Identify the jobs in health care.
• Why are health care careers growing so rapidly?
• Using the local yellow pages, note the number of males and females in health related careers (e.g., physicians, dentists). Are the numbers equal? If not, why not?
Visit your area career and technical center.

• Identify all health-related occupations for which career and technical graduates are prepared.
• Using the major organs and sensory systems of the body, have students list medical specialists who would be involved with the care of that system. An example would be sense of sight – health care professionals:
o ophthalmologist
o optometrist
o optician
o physician

Posted in Family Consumer Science, Health Science | Tagged 11

Special Right Triangles & Offsets

Published June 23, 2017 | By Tristan Kumor

Special right triangles are a topic explored in geometry and applied frequently in pre-calculus, but also has use in the world of plumbing. When pipes are being ran either under the ground or along the ceiling of a building there are often obstacles in their way. So a pipe might need to continue it’s path, but might need to go around a wall, another pipe, a light fixture, etc. An offset is a way a plumber can keep the pipe going and avoid such obstacles. They would need to cut the pipe in advance to make sure it would travel the proper distance so that it can diagonally avoid any object and still continue it’s path in the most efficient way possible. Thus, special right triangles are involved. Plumbers often use pipe fittings that are 45 degrees, 30 degrees, and 60 degrees and perform calculations based on these angles to calculate what is called the “travel” or the diagonal distance the pipe travels. A plumber can also use those angles to calculate the “set” which is the distance two pipers are apart from one another and the “advance” which is the distance between pipes in terms of the path of what is traveling in the pipe. So one can see the connection between the right triangle geometry and what a plumber does in the field. Below are some resources for calculating the set, advance, and travel and it’s connection to geometry.

Plumber to Right Triangles

Posted in Math in CTE/Geometry in Construction | Tagged 11

Video Advertisement for Web Design Lesson Plan

Published June 22, 2017 | By Neil Posmer

Video Advertisement for Web Design Lesson Plan:
Description: Students will create a small business website and create a video advertisement for it that they will post to the web page.
Objectives:
• Students will learn about effective advertisement using multimedia on web pages.
• Students will use digital recording devices.
• Students will learn to upload mp4 files to websites for use.
• Students will also use Google accounts to upload videos to You Tube.
• Students will learn how to copy code from You Tube files and embed the code for usage on web pages.
• Students will learn how to make adjustments the HTML coding to adjust the size of videos for appropriate sizing.
• Students will create a small business web page that includes a video advertisement page that they created.
Materials Needed: Computers with Adobe Dreamweaver, video recording devices. and internet access:
Process:
• Introduction to creating videos using recording devices such as Smart Phones.
• Learn to upload the videos as MP4 files to local network folders and flash drives.
• Learn to upload videos to You Tube.
• Transfer the videos to the webpage and adjust the size to be appropriate for the web page.
• Create a small business web page that includes a video advertisement.
Evaluation and Assessment:
Students will be evaluated on the lesson based upon following directions, creativity, craftsmanship, composition and effort using the Web Design project rubric.

Posted in Business, IT, Marketing, Web Development | Tagged 11

Shepard Failey Lesson for Computer Graphics II

Published June 22, 2017 | By Neil Posmer

Shepard Fairey Lesson Plan:
Description: Using a drawing or photo (Portrait or Image collage), students will create their own poster/ flyer/ sticker depicting their interests (image collage- music, sports, celebrities, fashion, etc.) or a portrait (of themselves).
Objectives:
• Students will learn about the artwork of Shepard Fairey.
• Students will discuss how popular culture and their own interests are valid sources for art-making.
• Students will create their own poster/ flyer/ sticker using Adobe Illustrator.
Materials Needed: Computers with Adobe Illustrator, Microsoft Suite and internet access:
Process:
• Introduction to Shepard Fairey and his artwork.
• We will review work previously done in Computer Graphics I using Photoshop and model how we can transfer work done into Photoshop into Illustrator.
• Discuss the use of vector graphics and different types of file formats for print and electronic distribution.
• Understand design principles for magazines, logos, and political advertisements.
• Create a collage of different visual images using visual elements such as colors and symobols that are usually associated with this topic and how they are usually depicted, clean lines, ornate details, etc. These will serve as criteria for the final artwork.
Evaluation and Assessment:
Students will be evaluated on the lesson based upon following directions, creativity, craftsmanship, composition and effort using the Computer Graphics II project rubric.

Posted in Business, Marketing | Tagged 11

Tools & Equipment

Published January 24, 2017 | By Patti Farlee

This activity was created as a result of the DVR reading in the content area workshop.

Culinary Tools and Equipment Activity

Posted in Uncategorized | Tagged 11

Paired Tire Rotation

Published January 24, 2017 | By David Weishaar

SUBMITTED BY: David Weishaar

STRATEGY NAME: Paired Tire Rotation

PURPOSE/ OBJECTIVES: Beginning Auto students will pair up to research, perform, and document a full tire rotation on a vehicle

MATERIALS NEEDED: Vehicle, Lift, Tools, Computer with Internet, Shopkey, Work Orders

PROCESS: The students will pair up to complete a tire rotation. Students will be assigned a vehicle that needs to be placed on a lift for service. Once the students establish the vehicle’s year, make, and model they will look up proper specs and procedures. The paired students will double check their work to make sure that every step was completed correctly. After they successfully finish the tire rotation, students will write up work order of service and speak with the customer.

Students will pick partners to work out in the lab.
Students will be assigned a vehicle to work on..
Students will use Shopkey to look up proper procedures and technical specification.
Students will perform their tire rotation, and their partner will double check the work.
The students will create an invoice that outlines all the services performed on Shopkey. They will print 3 copies:
1. 1 copy to the customer
2. 1 copy to the business office
3. 1 copy records for the auto shop
Students will speak with customer about the work that was completed

Beginning Auto students will get real world feel and hands on experience completing a tire rotation. Students will have a partner to work on the car with. This lesson will develop problem-solving skills and force students to work outside their comfort zone to find solutions. Students will also get a perspective of writing up work orders and speaking with customers.

Posted in Uncategorized | Tagged 11