Daily Lesson Plan

Teacher: Ms. Masters Lesson Date: February 23rd

Subject: Middle School Science
Unit Title: Analyzing Food Labels, GMOs, and Greenwashing

CCSS/CLGs/SC Assessment Limits/Standards: (What are the skills being Agenda: (What is the snapshot of my class flow?)
taught? Which standards are being specifically addressed in this lesson?) Pre-lab/cooking questions
Discuss whole group & read over procedure/recipe
Extension lesson to the standard: MS-LS2-4: Construct an argument supported by Small group instruction (cooking)
empirical evidence that changes to physical or biological components of an
Clean up
ecosystem affect populations.

Lesson Objective: (What will my students KNOW by the end of the lesson? What will they DO to learn it?)
Students will learn how to cook/prepare their own healthy meal they can replicate at home using inexpensive, healthy, and even organic
ingredients.

TIM INSTRUCTIONAL SEQUENCE FORMATIVE

E ASSESSMENT
Note: A variety of formative
assessments should be used
at key points throughout the
lesson.
Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be Pre-lab answers for
tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to discussion
complete before the lesson begins?)

Students will answer the three pre- lab questions to prompt their thinking about the lesson to come.
Students will answer:
Do you think science and cooking are related? How so?
7
What do you think are some key parts of a healthy meal?
min
If a scientist was interested in replicating (copying) another scientist’s experiment, but didn’t follow the
procedure, what may go wrong? How does this relate to not following a cooking recipe?

After answer, we will discuss as a class and relate cooking to science so students can make that crucial
connection between what we are learning in science class directly affects something people do every
day- cooking!

Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, Students will be called on
activate prior knowledge], shared reading, shared writing, discussion, writing process.) to repeat back directions
5-7 We will read over directions as a class (will call on volunteers to read) as well as the recipes we are and movement into
min going to follow in small groups. I’ll ask if students have any questions before breaking into their groups
assigned group (mine or my assistant’s, Ms. Carla) I’ll ask three different questions about the procedure
and moving into groups to check for understanding.
Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-
led collaboration, student conferencing, re-teaching or intervention, writing process)

Students will work through the recipes with the supervision of myself and Ms. Carla. Each group will
30
choose a representative to grab the ingredients at the back table and bring to the small group. I’ll ask
min
students to volunteer for different parts of the process and students will have multiple opportunities to
participate in making the rice, green beans, and chicken. After finishing, we will clean up and enjoy our
meal!

0 Independent Practice: (individual practice, discussion, writing process.)

There is no independent practice for today’s lesson
min

12 Evaluate Understanding/Assessment: (How will I know if students have achieved today’s Individual unit reflection
objective?)
min
 As we close our unit, students will answer a unit reflection about their takeaways, how they feel about
replicating this recipe or other healthy recipes at home, and how this unit challenged/changed their
thinking about purchasing certain products. See more in the Advocacy portion of the portfolio.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?)

 Worksheets
 Hotplates
 Chicken
 Minced garlic
 Dry seasonings
 Green beans (fresh)
 Olive oil
 Pots and pans
 Cooking utensils
 Eating utensils
 Paper plates