Danileson Model Adult Curriculum

DANIELSON MODEL LESSON TEMPLATE
Subject Area/Class: Adult Education Date: Nov 14 Setting: Rigby Adult

Education Center in Rigby
Middle School
Unit: Meal Planning Grade level: 6-7th Lesson Title: Grocery Length of Lesson: 20 mins in
and Money grade Shopping/ Shopping total, 10 mins each
Management understanding on a Budget partner
Content Standard Alignment:
9.6 Demonstrate food science, dietetics, and nutrition management principles and practices.
9.6.3 Apply standards for food quality and sustainability.

9.6.7 Implement procedures that provide cost effective products.
9.6.8 Establish par levels for the purchase of supplies based on an organization's needs.
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content
standard; however, it could be narrower or perhaps broader.
Participants will be able to recognize when to buy quality foods at the supermarket and understand the reasons
behind it. They will have resources for where to go to find each defining factor of a good deal and quality when
purchasing food for their meal plans.
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How
does this lesson support the next lesson in this instructional sequence?
This lesson supports the unit goals/enduring understandings by helping participants buy quality foods at a reasonable
and sustainable price range. It will teach them money management while also performing the necessary task of food
shopping. They will learn how to look for quality foods and to begin to deepen their understanding what to buy and
when. This lesson builds on the previous by now putting info effect their budget that they created beforehand. It also
supports the next steps of the lesson by now encouraging them to do it for themselves, and how to put it all together.
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text
books, technology equipment, science equipment or supplies, art materials or equipment.
Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
-Students may get mixed up when it comes to terminology, and so there is a list of terms on their papers for
reference during and after the lessons.
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson.
Nutrients: Good vitamins, minerals, and fuel for your body.
Shelf Life: The time that food stays good and is okay to eat.
Produce: Fruits and Vegetables. Something that is grown.
Local: Near you, or by you. Something that is from your town.
Introduction- Slide 2: I will ask the Question: “Why can grocery shopping be hard? What do you
think? “
Anticipatory Set:
Give students time to answer by raising their hands and sharing their own personal
reasons why. Expand on their answers. When they are done, click the slides so that
these answers pop up. Go over each one and briefly explain.
Time
Money
Overwhelming
SO many Choices
Expensive
What else?
Instructional Activities: Due to the nature of this lesson, there is fill-in-the-blank style notes. This will give
students the opportunity to see their papers, and then wonder what they answer could
Includes questioning techniques,
grouping strategies, pedagogical be before it is pulled up on the board.
approaches.
This lesson is about the basics of different items at the grocery store, so the range is
very diverse. There will be different fruits we have that will be an example of when to
buy it verses when it is not good anymore. This will help students put into practice
what we are talking about. The term “Shelf Life” will be explained here so they can
see for themselves.
This includes the question at the end asking them what they have learned, having
them share it with a partner first, and then the entire class afterwards.
If there is time, I will show the good/bad examples of food to look for in the store
with actual produce that I will provide.
Wrap Up- Slide 7: To end class, I will issue a challenge to actually go shopping and put this plan
into effect! I will also say: “Share what you learned with a partner, and then share it
Synthesis/Closure: with the class.” They will then have 1 minute to share with a partner what they
learned/found interesting, and then 1 minute to share what they learned with the
whole class.
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural linguistic needs.
For differentiation, it is already built in. The participants are part of an adult learning center with an understanding of
about a 6-7th grade level. There may be some differing levels of understanding in between them, but this will be
solved by having them sit together, and filling out the worksheet that goes along with the slides. It will automatically
give them a guide, and support to reach out for help if they have questions.
Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available submitted
along with the lesson plan as attachments.
This includes the question at the beginning asking “What is hard about grocery shopping?” as well as the question at
the end for “What did you learn?” This will be given as a test to see if their questions were answered and if they took
anything in to use in the future. There will also be the challenge given for them to go and try shopping with what
they have learned that day. The results will be seen by the staff and the people helping them to see their progress
after the lesson in their decision-making abilities about shopping.
https://docs.google.com/document/d/1UEaF_exJKpqNrbn7dDYOWRBmEXP11xTLPDIlYchEuD4/edit?
usp=sharing
Resources Available for them to look at if they want to keep learning:
https://www.tasteofhome.com/article/best-day-to-save-on-groceries/
https://www.tasteofhome.com/article/budget-grocery-list/
https://www.home-storage-solutions-101.com/food-storage-chart.html
https://www.cerritos.edu/financial-aid/_includes/docs/ShelfLifeGuide.pdf

Danileson Model Adult Curriculum

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DANIELSON MODEL LESSON TEMPLATE

Subject Area/Class: Adult Education Date: Nov 14 Setting: Rigby Adult

Content Standard Alignment:

9.6.3 Apply standards for food quality and sustainability.

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

Nutrients: Good vitamins, minerals, and fuel for your body.

Produce: Fruits and Vegetables. Something that is grown.

Local: Near you, or by you. Something that is from your town.

Resources Available for them to look at if they want to keep learning:

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