Learners and the Learning Environment
As a connections teacher, I have two 8th grade classes. At Russell Middle, those classes are referred to as 8-1 and 8-2. I see 8-1 on Mondays, Wednesdays, and Thursdays. I see 8-2 on Tuesdays, Wednesdays, and Fridays. Classes are 70 minutes, except on Wednesdays, they are 35 minutes.
Our classroom’s culture is one of mutual respect, high expectations, and strong relationships. My goal is for the classroom to be a comfortable learning space for students. I want them to feel comfortable with their peers and with me. I work hard to get to know each of my students, and I try to share personal information about myself within reason.
My classroom is very large with many features specific to a family and consumer sciences lab. I have four rows of tables that face a white dry-erase board in the front of the room with the standard, essential question, vocabulary, and daily instructions. Students enter the classroom, sit down, read their instructions for the day, and write their bell work in their agendas while I enter their classmates and monitor the hall. Behind the four rows of tables are 14 desktop computer stations and three kitchenettes. To the right of the white board is a laundry room.
The only access to technology my students have is the 14 desktop computers and one overhead projector. My goal is to get more technology as I work at the school, but since I am new, it may take a while to build my inventory.
Our classroom’s culture is one of mutual respect, high expectations, and strong relationships. My goal is for the classroom to be a comfortable learning space for students. I want them to feel comfortable with their peers and with me. I work hard to get to know each of my students, and I try to share personal information about myself within reason.
My classroom is very large with many features specific to a family and consumer sciences lab. I have four rows of tables that face a white dry-erase board in the front of the room with the standard, essential question, vocabulary, and daily instructions. Students enter the classroom, sit down, read their instructions for the day, and write their bell work in their agendas while I enter their classmates and monitor the hall. Behind the four rows of tables are 14 desktop computer stations and three kitchenettes. To the right of the white board is a laundry room.
The only access to technology my students have is the 14 desktop computers and one overhead projector. My goal is to get more technology as I work at the school, but since I am new, it may take a while to build my inventory.
The following files are samples of Family and Consumer Sciences content and/or lesson plans created in my Instructional Technology course.
Podcast
This is a podcast I created to teach my students about listeriosis. Students then created their own podcasts using Audacity and shared them with the class. View my lesson plan or contact me for more details.
Lesson Plan | |
File Size: | 58 kb |
File Type: | doc |
Cooking Tutorial
All of my students have websites that they update after every unit or subunit. This lesson plan uses those websites to allow students to teach others how to prepare meals using culinary arts concepts.
The lesson plan is attached, and a student example can be found here.
The lesson plan is attached, and a student example can be found here.
pedersen-_a7.docx | |
File Size: | 539 kb |
File Type: | docx |
Webquest
These are samples from a webquest I created to evaluate my students' understanding of meal planning using MyPlate.
pedersen-_a5.docx | |
File Size: | 299 kb |
File Type: | docx |
Etiquette and Food Preferences Concept Map | |
File Size: | 455 kb |
File Type: | jpg |
Lesson Plan 1 | |
File Size: | 1293 kb |
File Type: | docx |
OPENER:
MINI LESSON
Definitions:
Etiquette: The customary code of polite behavior in society or among members of a particular profession or group.
Table Service: tableware consisting of a complete set of articles (silver or dishware) for use at table.
Food Preference: greater liking for one food or meal alternative over another
Food Practices: the regular activities associated with meal times
Reflection Questions:
What table manners do you think are the most important?
How does your family serve dinner?
Why do you eat what you eat?
What foods do you eat most often?
ACTIVITY:
Assignment:
1. Choose a country (other than the United States). Sign up with Mrs. Pedersen to be sure you do not choose the same country as a classmate. First come, first serve!
2. Research the etiquette, table service, food practices, and food preferences of individuals from that country.
3. Create a concept map with the information. Use images, color coding, definitions, examples, and more! Be creative, and make your concept map appealing. Here is an example of a concept map on American etiquette, table service, food preferences, and food practices.
Definitions:
Etiquette: The customary code of polite behavior in society or among members of a particular profession or group.
Table Service: tableware consisting of a complete set of articles (silver or dishware) for use at table.
Food Preference: greater liking for one food or meal alternative over another
Food Practices: the regular activities associated with meal times
Reflection Questions:
What table manners do you think are the most important?
How does your family serve dinner?
Why do you eat what you eat?
What foods do you eat most often?
ACTIVITY:
Assignment:
1. Choose a country (other than the United States). Sign up with Mrs. Pedersen to be sure you do not choose the same country as a classmate. First come, first serve!
2. Research the etiquette, table service, food practices, and food preferences of individuals from that country.
3. Create a concept map with the information. Use images, color coding, definitions, examples, and more! Be creative, and make your concept map appealing. Here is an example of a concept map on American etiquette, table service, food preferences, and food practices.
4. Write a summary about your concept map. You will be presenting with the class!
5. Check your work using the checklist below. Be sure to add any missing elements. Turn in your completed checklist and summary.
5. Check your work using the checklist below. Be sure to add any missing elements. Turn in your completed checklist and summary.