Vegetarian Consumers

Central Washington University

Department of Education

 

Chrissy Lively

 

 

Lesson Title/Focus: Vegetarian Consumers

 

Input: This is a two-day lesson plan. The instructions part will be the first days and the assignment can continue to the second day.

 

Time Frame: This is a two-day (50 minutes per day) lesson plan.

 

Audience: Grades 10-12

 

Instructional Materials Needed: Cardboard, computers, websites on Vegetarians, rubrics, food guide pyramid, examples of meals that Vegetarians can eat, markers, and decorating supplies.

Lesson Objective:

a.       Students will be able to demonstrate examples of Vegetarian dishes.

b.       Students will be able to demonstrate what a complete protein is.

c.       Students will be to identify pros and cons for being a Vegetarian.

d.       EALRS:

Reading

2. The students understand the meaning of what is read.

2.1 Demonstrate evidence of reading comprehension.

2.2 Understand and apply knowledge of text components to comprehend text.

Communication

2. The student uses communication skills and strategies to interact/work effective with

others.

2.1 Uses language to interact effectively and responsibly in a multicultural context.

2.2 Use interpersonal skills and strategies in a multicultural context to work

             collaboratively, solve problem, and perform tasks.

FCS National Standards

2.1 Demonstrate management of individual and family resources such as

             food clothing, shelter, health care, recreation, transportation, time,

             and human capital.

2.2 Analyze relationships between economic system and consumer

             actions.

 

 

NET-S

3. Model Digital-Age Work and Learning

b. Collaborate with students, peers, parents, and community members using digital tools

and resources to support student success and innovation.

5. Engage in Professional Growth and Leadership

c. Evaluate and reflect on current research and professional practice on regular basis to

make effective of existing and emerging digital tools and resources in support of

student learning.

 

Grouping Students for Instruction: There is an assigned seating chart, so the students should know where they sit. For the group projects, the students will be working with the other students at their table. There should be five different groups, because there are five different tables.

 

LEARNING EXPERIENCES:

                                    

                                     Direct Instructions:

 

Anticipatory Set: (8-10 minutes) As students enter the room, the teacher will post up the reflection question on the projector. Once all the students are in the room, the teacher will make sure the students know that they have five minutes to write their reflection on the posted question. The question will be on what they think Vegetarians eat, and if they think it is considered to be a healthy diet.

 

Modeling: (5-7 minutes) After the students turn in their reflection paper into the turn in box, I will do a short power point on what a complete protein is. The students will stay seated in their assigned groups and there will be information for the project on the projector, which the students will have to read over with their groups. Each group will have a different topic regarding Vegetarians. They will have to research their assigned topic online and put together a presentation. To go along with the presentation, each group will have to demonstrate a meal that would be considered a complete protein. For example, a whole-wheat peanut butter sandwich is considered to be a complete protein.

 

Guide Practice: (2-5 minutes) The students will have to follow the instructions that are listed on the projector. There will be a rubric that is passed out, which they will have to follow completely in order to get full credit. There are no excuses for late assignments. The different topics will be as followed:

·        Group one: what are the expenses that come along with being a Vegetarian, and is it cheaper or more expensive to be a Vegetarian opposed to a person who does eat meat.

·        Group two: The pros and cons health wise to be a Vegetarian.

·        Group three: Why do people become Vegetarian?

·        Group four: Explain and give examples of the different types of Vegetarians.

·        Group five: Are their nutrients that Vegetarians could be lacking, if so what are ways they can get them without eating meat products.

·        All groups need to provide one example of a complete protein, and they need to have detailed information to back up their example.

Independent Practice: (20-25 minutes) The students will be able to use the computers and all of the other supplies that have been set out for them to use. The students will need to be working in their groups and stay on task. If there are any groups who are off task, they will need to do the project outside of class. I will provide them with an assignment that will have to be finished by the end of class. The assignment will be work 20% of their grade, and there will be no excuses for the assignment to be late. The students will need to follow the rubric that has been provided for them. Their projects will need to be 10 minutes each, and they will need to have used Internet sources. Their project will need to look professional, so they will need to type out everything that they will be presenting.

 

Checking for Understanding/ Questions: (2-3 minutes) When the class is picking up and preparing to go to their next class, they will be allowed to ask questions or for help.

 

Closure: Students will be given the choice to take their projects home to work on, or if they are finish they may leave them in the classroom. The students will have about ten or so minutes to touch up their projects the next day, but they will start their presentations right after the time they are given is up.

 

Assessment: Students will be required to follow all of the instructions that are provided within the rubric they receive. They must work corroboratively with the members in their teams, and treat each other as if they are in a professional work setting. Students who are not presenting need to take notes on the other presentations. The main purpose is for the students to get acquainted with using the Internet on their own. By doing so they will have to communicate and research with their group and on their own. There are no excuses for late projects.