Course Name

Grade Level

Subject Represented (highlight)

Pastry Chef

Writing

GOALS

• The student will create a blog or online newsletter called “The Upper Crust”.  
• The student will research various production topics related to quick and yeast breads for the newsletter.
• The student will self reflect on the project.

OBJECTIVES:

• The student will create an online blog/website that covers all 4 assigned topics.
• The student will compare and contrast various leavening agents.
• The student will distinguish between various methods of mixing.
• The student will outline the production steps to making yeast breads.
• The student will describe the process of fermentation.

PRIORITY STANDARDS:

8.1.5  Create an employment portfolio to communicate food production and services knowledge and skills.

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

TIME FRAME

• This lesson usually takes three to four 48 minute class periods, which can be scattered throughout the bread unit.
• Topics can be assigned to correlate with applicable labs.

MATERIALS (Broken Down By Pathway):

• Internet Access
• Computer Access
• Upper Crust Project

PROCEDURE:

1. Students will be given time in class to research the topics and build the online newsletter.
2. Assign the topics to correlate with the labs applicable to the topic.

:ASSESSMENT:

The rubric is linked here – page 3 of document

Course Name

Grade Level

Subject Represented (highlight)

Cake Decorating

11,12

Writing

GOALS

• The student will complete a portfolio of all their cake decorating projects that demonstrates growth and includes reflection of the process.

OBJECTIVES:

• The student will reflect on their progress throughout the semester.
• The student will compare and contrast various types of frostings.
• The student will evaluate their projects with respect to skill level and difficulty.
• The student will create an online portfolio of their projects that includes photos of all projects, self reflections, and project descriptions.

PRIORITY STANDARDS:

8.1.5  Create an employment portfolio to communicate food production and services knowledge and skills.

TIME FRAME

• This lesson is an ongoing process throughout the semester

MATERIALS (Broken Down By Pathway):

• Internet access
• Computer
• Digital Camera – on laptop or cell phone
• Portfolio Assignment

PROCEDURE:

1. Students should build the shell of their portfolio.  They may create a blog, website, etc.
2. Students should take pictures of their progress for each project including the finished product.
3. At the end of each unit, students should update their online portfolio with the pictures from that unit.
4. Also on the digital portfolio, students should reflect on their skills, difficulty level, success, and challenges within that unit.

:ASSESSMENT:

Students will be assessed on the completion of each unit within the portfolio.

Course Name

Grade Level

Subject Represented (highlight)

Child Development

9-12

Math                    Writing

OBJECTIVES:

• The students will be able to identify the functions and terminology associated with breastfeeding by scanning the QR codes, reading the information then listing the key terms/main concepts on their notesheet.   
• The students will be able to collaborate and discuss the key concepts with their peers by creating a magnet on canva.com or any digital media.
• The students will be able to make an inference about breastfeeding by creating a sales pitch to display support for the breastfeeding community.  

PRIORITY STANDARDS:

• 12.2.4-Analyze the influences of life events on individuals’ physical, emotional, social, moral and cognitive development
• 12.3-Analyze strategies that promote growth and development across the lifespan.

TIME FRAME:

• This lesson will last approximately 48 minutes/1 class period

MATERIALS:

• Projector
• Chromebooks
• Cell Phones
• Writing Utensil
• Note Card
• 5 Question Exit Slip (Copies)
• Bell Ringer
• QR Code Fill in the Blank (Copies)
• QR Code Fill in the Blank Key
• QR Codes (Already Laminated-2 Copies)
• Feeding Magnets Project (Rubric Attached

PROCEDURE:

• QR Code Activity

1. 1. 1. 1. You will take the eleven, numbered QR Code Laminated Sheets and place them around the classroom making eleven stations. There will be two copies of each number to allow more than one student to be at each station at a time.
         2. Mention to the students that this activity will require for them to use their chromebooks or their cellphones. Allow them to choose which one they would prefer to use. On their Chromebooks they can use the link https://www.the-qrcode-generator.com/ or they can search for a FREE QR Code Reader App on their cellphones. The link above will be in posted on their Daily Agenda on Schoology.
         3. You will pass out the QR Code Fill in the Blank worksheet to each student.
         4. Tell the students that they will have to take their QR Code Fill in the Blank, their technology of choice, and a writing utensil to walk around the room to visit each of the eleven stations.
         5. At each station the student will use their piece of technology and scan the QR Code. Once they scan the QR Code a brief paragraph of information will pop up on their piece of technology. They will read it and then fill in the blanks on their QR Code Fill in the Blank worksheet. They must get through each station to have their worksheet completed.
         6. This will take approximately 15 minutes.  

• Feeding Magnets Project

1. 1. 1. 1. Open up and display the Feeding Magnets Project on the projector. Mention to the students that they can view and follow along on their Chromebooks. The Feeding Magnets Project will be posted on their Daily Agenda on Schoology.
         2. Read the Feeding Magnets Project document out loud to the students.
         3. Tell the students “The purpose of the magnet is to offer support and provide information to expecting mothers about breast milk and breastfeeding!”
         4. Read over the Rubric and explain the 5 main criteria they will be graded on.
         5. Allow the students to work in groups of two for this project.
         6. Pass out a note card to each group. Remind them that each note card is for them to to write a 3-4 sentence summary on the importance of supporting breastfeeding mothers and how their magnet conveys that.
         7. Allow the students the majority of the class period to have as work time.
         8. Check in with each group to see if they have any questions or need clarification.

• Review QR Code Fill in the Blank Worksheet

1. 1. 1. Take the last ten minutes of class to review the worksheet as a class.
      2. Go through each section and explain further to allow the students to understand and visualize what each section means.

ASSESSMENT:

1. 1. First, Key Questions: Post them on the board for the students to read.
      1. Key Questions:
         • Now that we have learned this how many of you would like to breastfeed your children? Why?
         • What is most difficult for breastfeeding mothers? Why do breastfeeding mothers need support?
         • What is something you will take away from this?
         • What is something you learned that surprised you?
   2. Ask the students to pull out a sheet of paper and a writing utensil.
   3. Read the key questions out loud and ask the students to answer these questions in a paragraph.
   4. Tell the students that the paragraph must meet at least half a page. This will allow for me to check for understanding on the importance of breastfeeding, the role society plays into breastfeeding and to view their personal opinions through their writing.
   5. Secondly, Graded rubric for the magnet on page 2 of the Feeding Magnets Project.
      1. This will allow for the teacher to view their magnet and read their notecard to check for their notecard summary, required information, creative design, supportive detail/information, and to reflect on their presentation. Overall to allow the teacher to view if the objectives have been met.

Course Name

Grade Level

Subject Represented (highlight)

Taste of Teaching

9-12

Math                    Writing

OBJECTIVES:

• Students will be able to clarify, express, and demonstrate their thoughts and ideas during the discussion activity.
• Students will be able to compare and contrast various teaching techniques from each of the documentaries.
• Students will be able to model appropriate small group behavior.
• Students will be able to create a concept for their genius hour project while creating a poster.
• Students will be able to critically think about their Genius Hour topics.
• Students will be able to collaborate with group members to come up with solutions.
• Students will be able to reflect on past schooling experiences.

PRIORITY STANDARDS:

Content Standards:

1.2 Demonstrate transferable and employability skills in community and workplace settings.

4.1 Analyze career paths within early childhood, education and services.

4.2 Utilize developmentally appropriate practices and other child development  theories when planning for early childhood, education, and services.
4.3 Demonstrate integration of curriculum and instruction to meet children’s age appropriate development.

4.4 Demonstrate a safe and healthy learning environment for children

4.5 Demonstrate techniques for positive collaborative relationships with children

4.6 Demonstrate professional practices and standards related to working with children.

7.3 Demonstrate professional behaviors, skills, and knowledge in providing family and community services.

Common Core Learning Standards:

SL.11-12.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

WHST.11-12.9. Draw evidence from informational texts to support analysis, reflection, and research.

TIME FRAME:

• This lesson will last approximately 48 minutes/1 class period

MATERIALS (Broken Down By Pathway):

• Presentation
• Discussion Activity

PROCEDURE:

1. The class will begin with a short discussion and brainstorming activity about the two documentaries that we watched this year (Ron Clark + Most Likely to Succeed).
2. Students will brainstorm the differences between these schools/classrooms and a traditional classroom.
3. Then, we will compile a list of the “pros” and  “cons” of school. After this, I will introduce the Genius Hour project to the students. Students then will begin their poster of their project for the Gallery Walk, which will take place on Monday and Tuesday.
4. Students will get into groups and place themselves around the room.

• During the discussion, students will look at and speak to one another, while one student serves as the scribe for the discussion.

ASSESSMENT:

Formative: Check-ins throughout the period will take place to assess student knowledge and retention.

Summative: Students will complete their Genius Hour gallery walk poster, which will be the summative assessment for this lesson (due Friday).

Course Name

Grade Level

Subject Represented (highlight)

Preschool

9-12

Math                    Writing

GOALS

• For students to communicate effectively.

OBJECTIVES:

• Students will be able to clarify, express, and demonstrate their thoughts, ideas, and emotions during the modified circle reflection activity.
• Students will be able to compare and contrast various teaching techniques and opportunities by evaluating the scenarios.
• Students will be able to model appropriate circle protocol during the reflection activity.
• Students will be able to apply concepts and ideas from the reflection circle to their upcoming lesson plans.

PRIORITY STANDARDS:

Content Standards:

4.1.6 Analyze the role of professional organizations in education and early childhood.

4.2.5 Analyze strategies that promote children’s growth and development

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

Common Core Learning Standards:

SL.11-12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

TIME FRAME:

• This lesson will last approximately 48 minutes/1 class period

MATERIALS:

• Critical Friends Handout
• Slides Presentation

PROCEDURE:

1. The class will begin with students participating in a modified circle activity. During this, students will reflect on the past week with the preschoolers and how various lessons went. We also will touch on other aspects of the normal “running” of the preschool and answer any questions that need to be answered.
2. Then, students will get into groups of 2-3, which they will select, and participate in a lesson plan critique/reflection. During this, groups may look a little different because some students have taught and some students have not. For those who have taught, they will ask their peers a series of questions about  their lesson plan. For those who have not taught, they will share their lesson plan with their peers and their peers will have to answer a series of questions about their lesson plan. Then, each student will fill out a separate Google Form. If time allows, students will take the last few minutes to work on their upcoming lesson plan materials or their modules for their ECE Level 1 Credential.

ASSESSMENT:

Formative: Check-ins throughout the period will take place to assess student knowledge and retention.

Summative: Students will complete a Google Form, which will serve as their summative assessment.

Course Name

Grade Level

Subject Represented (highlight)

Culinary Basics

9-12

Math                    Writing

OBJECTIVES:

• Students will be able to define a 12 different vocabulary words related to the Mise en Place unit.
• Students will be able to create a short clip describing and demonstrating their vocabulary word or a comparison between two of the vocab words.
• Students will be able to apply their knowledge of the vocabulary words onto past/future lab opportunities.
• Students will be able to recall Mise en Place vocabulary terms.

PRIORITY STANDARDS:

• 7.3.2 Demonstrate professional and ethical collaborative relationships with colleagues, support teams, participants, and families.
• 8.5.2 Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies.
• SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
• WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
• 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.

TIME FRAME:

• This lesson will last approximately 48 minutes/1 class period

MATERIALS:

• iPads

PROCEDURE:

1. 1. The class will begin with a very brief group discussion about yesterday’s Snicker-doodle lab. In general, this class is somewhat reluctant to speak in front of one another, so I focus on this discussion after each lab.
   2. I then will explain the agenda and objectives of the day:
      1. Rotation Style Activity
         1. Unit Vocabulary Chart: Students will all start with the same assignment and then move on as they complete it.

• Review: Students will play the game “Heads Up” on the provided iPads to review the terms and concepts.
• Create: Students will get to choose between 2 options: 1) Create an Aurasma, 2) Create a Comparison using Canva.

*Throughout the rotation activity, students will move to the station that they choose; there is no particular order after the first activity.

• Upon students arrival, they are directed to open up their Chromebooks and access the Daily Agenda. The Daily Agenda has the outline for the class period, as well as links to the resources that they will be using.
• During the discussion, students first talk amongst their tables and partners and then they move into a whole class discussion.
• Throughout the stations activity, students will work with their partners and move through the stations as they see fit. Once they grasp the content from station 1, they can move to any station to reinforce their knowledge.

ASSESSMENT:

Formative:

• Students will be formatively assessed on their completion of the vocabulary chart.
• Students are also formally assessed at the end of the period with guiding questions in a short, whole class discussion.

Summative:

• Students will be summatively assessed on the completion of the activity as a whole and their completion of the self-grading rubric.

Course Name

Grade Level

Subject Represented (highlight)

Culinary Basics

9-12

Math                    Writing

OBJECTIVES:

• Students will be able to define a 12 different vocabulary words related to the Mise en Place unit.
• Students will be able to create a short clip describing and demonstrating their vocabulary word or a comparison between two of the vocab words.
• Students will be able to apply their knowledge of the vocabulary words onto past/future lab opportunities.
• Students will be able to recall Mise en Place vocabulary terms.

PRIORITY STANDARDS:

• 7.3.2 Demonstrate professional and ethical collaborative relationships with colleagues, support teams, participants, and families.
• 8.5.2 Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies.
• SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
• WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
• 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.

TIME FRAME:

• This lesson will last approximately 48 minutes/1 class period

MATERIALS:

• iPads

PROCEDURE:

1. 1. The class will begin with a very brief group discussion about yesterday’s Snicker-doodle lab. In general, this class is somewhat reluctant to speak in front of one another, so I focus on this discussion after each lab.
   2. I then will explain the agenda and objectives of the day:
      1. Rotation Style Activity
         1. Unit Vocabulary Chart: Students will all start with the same assignment and then move on as they complete it.

• Review: Students will play the game “Heads Up” on the provided iPads to review the terms and concepts.
• Create: Students will get to choose between 2 options: 1) Create an Aurasma, 2) Create a Comparison using Canva.

*Throughout the rotation activity, students will move to the station that they choose; there is no particular order after the first activity.

• Upon students arrival, they are directed to open up their Chromebooks and access the Daily Agenda. The Daily Agenda has the outline for the class period, as well as links to the resources that they will be using.
• During the discussion, students first talk amongst their tables and partners and then they move into a whole class discussion.
• Throughout the stations activity, students will work with their partners and move through the stations as they see fit. Once they grasp the content from station 1, they can move to any station to reinforce their knowledge.

ASSESSMENT:

Formative:

• Students will be formatively assessed on their completion of the vocabulary chart.
• Students are also formally assessed at the end of the period with guiding questions in a short, whole class discussion.

Summative:

• Students will be summatively assessed on the completion of the activity as a whole and their completion of the self-grading rubric.

Course Name

Grade Level

Subject Represented (highlight)

Culinary Basics

9-12

Math                    Writing

OBJECTIVES:

• Students will be able to identify abbreviations for various measuring increments.
• Students will be able to compute half of each ingredient.
• Students will be able to demonstrate and practice equivalent rules.
• Students will be able to demonstrate and practice proper measuring techniques.
• Students will be able to implement their lab plans during the pre-measuring stage of the Choice Cookie Lab.

PRIORITY STANDARDS:

• 8.2– Demonstrate food safety and sanitation procedures.
• 8.3– Demonstrate selecting, using, and maintaining food production equipment.
• 8.5.3 Utilize weights and measurement tools to demonstrate knowledge of portion control and proper scaling and measurement techniques.
• 8.6– Demonstrate implementation of food service management functions.
• RST.9-10.7. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words

TIME FRAME:

• This lesson will last approximately 48 minutes/1 class period

MATERIALS:

• Cookie ingredients
• Cookie mats
• Reflections

PROCEDURE:

1. Upon entering the room, students open up to my Schoology site and access the Daily Agenda. The Daily Agenda encompasses the schedule for the day, important links (if any).
2. Students also partake in very specific lab procedures, which will be seen during the premeasuring activity for the choice cookie lab.

Students will enter the room and open up their Chromebooks to Schoology. They will independently work on the bell work question, which will take 2-3 minutes. Once students are done, I will know that they are ready to start the discussion because their Chromebooks will be closed. We will go over the answer and check in with a few different people to see what answers they got.

After this, we will begin our measuring and equivalents activity. Students will each have their own whiteboard and work independently or in their groups (depending on the question) to solve and answer the various questions posed. After each question, I will call on multiple students to hear their reasoning and explanation.

The culminating equivalents activity will be done as a table- each students will receive a recipe and will have to half, quarter, or double the recipe. They will do this as a group and one group will be selected to share their answers and explain their reasoning.

Students then will take their lab plans and begin premeasuring for the Choice Cookie Lab. Students will apply and practice their knowledge of equivalents, as well as their appropriate measuring skills. After students label all of their bags and have their bags completely prepped, they will clean up and get checked out, per our usual lab routine. Once students are at their seat, they will complete a GoogleForm exit ticket, which is also located on Schoology.

If time allows, we will go over the agenda for the remainder of the week and into next week.

ASSESSMENT:

Formative Assessments: Questions throughout, bell work task

Summative Assessments: Exit ticket (google form), premeasuring for cookie dough.