SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Brittany Graft and Alexandra Metz

Subject Family and Consumer Science/Social Studies

Grade Level 9-12

Date/Duration Week 1, Day 4 for approximately 30 minutes

RATIONALE Since voting is an important aspect in this unit plan, students will learn how to cast
their votes and how the voting process works. The students will work through their
own voting simulation using cookies.
Standard – 5.3.9.E - Explain the voting process.

INTRODUCTION Activating Prior Knowledge

Students will be asked what they know about voting, what is a vote, what is a ballot, etc.

Hook/Lead-In/Anticipatory Set

Students will watch a clip from a cooking show which shows how the judge voted on
their favorite food to decide a winner.

EXPLICIT INSTRUCTION Big Idea Statement

Voting is a process where votes are collected and recorded to determine a winner of
some kind.

Tallies are used to keep track while counting to a certain number.

Essential Question Statement

What is voting?
What is a ballot?
Who wins a vote?
How do you cast a vote?
How are votes recorded?
What is a tally?

Objective Statement (Audience, Behavior, Condition, Degree)

After completing the cookie tallies and graphs within the whole class, the 9 th through
12th grade Family and Consumer Science students will be able to determine the winner
of the voting process one time with 80% accuracy.
 Vocabulary
Voting – a formal expression of opinion/choice made by an individual
Teamwork – the combined action of a group of people, effective and efficient
Choice – act of selecting or making a decision when faced with two or more possibilities
Favorite – preferred before all others of the same kind
Tally – current score or amount
Ballot – a process of voting, in writing, and typically in secret
Winner – a person or thing that wins something
Graph – a diagram showing the relation between two or more things

Transition
A student will be picked to pass out the cookie ballot sheets to the students.

LESSON PROCEDURE Modifications and Accommodations

- One student cannot write on his own so he will require hand-over-hand when
writing and tallying
- One student cannot grab objects so he uses a grabber to be able to grab his
pencil, papers, etc.
- Several students require extra visual supports to guide them along so the sheet
will be projected on the board and a pointer will be used to show them what
they should be doing on their own sheet.

Modeling of the Concept

The tally sheet and graph will be projected onto the board.

Guiding the Practice

Teacher will go over each part of the sheet step by step with the class for them to
follow.

Providing Independent Practice

Students will fill in their own tally and graph sheets individually while the teacher goes
through it.

Transition
Students will get up to pick the cookie of their choice to eat.

READING MATERIALS, - YouTube clip

TECHNOLOGY, AND - Cookie ballots
SUPPLIES - Cookie Tally/Graph sheets
- Markers
- Projector
- Pencils
- Oreos
- Chocolate Chip cookies
EVALUATION OF THE Formal Evaluation
LEARNING/MASTERY Completed tally and graph sheets
OF THE CONCEPT

Informal Evaluation
Teacher observations

CLOSURE Summary and Review of the Learning

Students will review how they will use voting in this unit plan by voting on their
favorite foods with a class discussion.

Homework/Assignments

N/A