ECE I Agenda Week of 1.27.2020

Day 1: MONDAY	Day 2: TUESDAY	Day 3: WEDNESDAY	Day 4: THURSDAY	Day 5: FRIDAY
Warm Up:	Warm Up: Ask students who have taken a biology course or are familiar with biology to speak about what they know about conception. Show the class the following video about genetics. This video will give the class an idea of what they are about to learn. https://www.youtube.com/watch?v=Mehz7tCxjSE	Warm Up: Critical thinking textbook p. 94	Warm Up: Answer the 6.2 EQ.	Warm Up: As a class, students should create a list of all the items they believe are necessary to welcome a baby. List two things that have surprised you about your baby budget.
Standard: Essential Question:	Standard: ET-ECE-6 Explore prenatal development and the growth, development, and care of the infant. Essential Question: 6.1: What happens during conception? 6.2: How does an expectant mother’s decision affect the baby during pregnancy? 6.3: How does smoking, drinking, using drugs, medications, affect the development of a baby in the womb? 6.4: What is a genetic disorder?	Standard: ET-ECE-6 Explore prenatal development and the growth, development, and care of the infant. Essential Question: 6.1: What happens during conception? 6.2: How does an expectant mother’s decision affect the baby during pregnancy? 6.3: How does smoking, drinking, using drugs, medications, affect the development of a baby in the womb? 6.4: What is a genetic disorder?	Standard: ET-ECE-6 Explore prenatal development and the growth, development, and care of the infant. Essential Question: 6.1: What happens during conception? 6.2: How does an expectant mother’s decision affect the baby during pregnancy? 6.3: How does smoking, drinking, using drugs, medications, affect the development of a baby in the womb? 6.4: What is a genetic disorder?	Standard: ET-ECE-6 Explore prenatal development and the growth, development, and care of the infant. Essential Question: 6.1: What happens during conception? 6.2: How does an expectant mother’s decision affect the baby during pregnancy? 6.3: How does smoking, drinking, using drugs, medications, affect the development of a baby in the womb? 6.4: What is a genetic disorder?
Labor Day~ No School	1. Unpack Standard-discuss EQ  Introduce the Chapter 4 Prenatal Development Activator: Build Background textbook p. 90 2. 6.1. Students will follow along as the teacher presents a PowerPoint presentation about A Closer look at conception. A document has been provided for students to use to take notes during the presentation. 3. Graphic Organizer: Three Stages of Prenatal Development with two facts per each stage --------------------------------- Homework: Ask a Parent packet {due Friday 1.31.2020}	6.2 1. Students will follow along as the teacher presents a PowerPoint presentation All about pregnancy. Students will take brief notes. 2. Childbirth Vocabulary. Students will then be placed into pairs to complete the Preparing for Pregnancy project. For this project, students will create a three month budget, a list of needs and wants, and detailed plans for the baby’s room.	1. Careers Test Review {Quiziz) 2. Complete Childbirth Vocabulary 3. Handout 4.1 Preparing for a healthy pregnancy p. 19-20. 4.  4.2 Graphic Organizer Prenatal Tests Pregnancy Project: For this project, students will create a three month budget, a list of needs and wants, and detailed plans for the baby’s room. Each pair should create a three-paragraph essay reflecting on this project. The first paragraph should address how you decided what you needed. The second paragraph should address how you sorted needs versus wants. The final paragraph should discuss how this project made you think different about parenting. If time permits, each pair should share their baby room plans with the class.	1. Chapter 23 Careers unit test Watch DVD: Prenatal & ECE Nutrition: Review Questions Pregnancy Ins and Outs handout p.43-44 What’s in my Genes homework (due Monday 2. 3.2020) Pregnancy Project: For this project, students will create a three month budget, a list of needs and wants, and detailed plans for the baby’s room. Each pair should create a three-paragraph essay reflecting on this project. The first paragraph should address how you decided what you needed. The second paragraph should address how you sorted needs versus wants. The final paragraph should discuss how this project made you think different about parenting. If time permits, each pair should share their baby room plans with the class
Summarizer:	Summarizer:  Conception Quiz	Summarizer: -Sharing of products   - Critical reflection	Summarizer: -Sharing of products   - Critical reflection	Summarizer: -Sharing of products   - Critical reflection

Food for Life Agenda Week of 1.27.2020

Day 1: Monday	Day 2: Tuesday	Day 3: Wednesday	Day 4: Thursday	Day 5: Friday
Warm Up: Human Services questions	Warm Up: List the six essential nutrients.	Warm Up: List the three primary functions of nutrients and provide two facts.	Warm Up: Students will list and draw what they ate the last 24 hours. Share responses link to #3	Warm Up: What is the difference between caloric and noncaloric nutrient?
Standard: HUM-FL-11 Research careers in foods and nutrition. 11.1 Identify foods and nutrition careers in the government, business, media, educational and healthcare sectors and list the educational requirements for those identified. 11.2 Analyze how studying foods and nutrition can benefit one in the future. Essential Question: What types of career are there in food and nutrition?  Why should I investigate a career in foods and nutrition? How can this type of career benefit the future of society?	Standard: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan. 2.1 Describe the structure and function of the digestive system. 2.2 Define bioavailability and describe the nutrient absorption process. 2.3 Define essential nutrient, list the six classes of essential nutrients, and describe the functions they perform in the body and list major food sources in the typical American diet. Essential Question: What are the roles of the essential nutrients?	Standard: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan. 2.1 Describe the structure and function of the digestive system. 2.2 Define bioavailability and describe the nutrient absorption process. 2.3 Define essential nutrient, list the six classes of essential nutrients, and describe the functions they perform in the body and list major food sources in the typical American diet. Essential Question: What are the roles of the essential nutrients?	Standard: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan. 2.1 Describe the structure and function of the digestive system. 2.2 Define bioavailability and describe the nutrient absorption process. 2.3 Define essential nutrient, list the six classes of essential nutrients, and describe the functions they perform in the body and list major food sources in the typical American diet. Essential Question: What are the roles of the essential nutrients?	Standard: HUM-FL-2 Outline the function of the digestive system and absorption process during the lifespan. 2.1 Describe the structure and function of the digestive system. 2.2 Define bioavailability and describe the nutrient absorption process. 2.3 Define essential nutrient, list the six classes of essential nutrients, and describe the functions they perform in the body and list major food sources in the typical American diet. Essential Question: What are the roles of the essential nutrients?
1. Present Career Projects. -Students will answer a set a guided question during presentations. 2. Complete FACS DVD handout.	Chapter 3- How Nutrients Become You   Food, Nutrient, and Energy  1. Unpack the Standard  2. Textbook- read pg. 72. The Six Nutrient Groups and The Chemistry of Nutrition  -Complete Case Study p. 72. Chemistry at the lunch table  3. Web Lesson #4 Nutrient Needs	Chapter 3 Nutrients from food to you   1. Discuss the Chemistry of the Lunch Table case study   2.Students will complete:   Web Lesson #4 Nutrient Needs  3. Caloric and Noncaloric Nutrients chart handout 4.Textbook- Review Learning Questions p.87 1-14   *write the questions*	The Energy Value of Food  1.Teacher will review with students the energy value per grams for fats, carbs, and proteins (will also review the energy value of alcohol)   Determining Energy Value, I  Students will use Appendix D to find the number of grams of carbohydrates, fats, proteins in each of the foods listed on the worksheet. Students will calculate the number of calories provided by each of these nutrients and figure the total of number of calories in each food  2. Complete work from Wednesday	1. Determining Energy Value II-handout  The Process of Digestion  2.Student will read a step in the digestion step and write down two facts *sticky notes*  Direct Instruction: Digestive System PPT 3. Students will complete Food Breakdown handout p.68 (Activity A)  4. Digestion WebQuest

FNW Agenda Week of 1.27.2020

Time	Day 1: Monday	Day 2: Tuesday	Day 3: Wednesday	Day 4: Thursday	Day 5: Friday
10-15 minutes Activator (Warm-Up Prep for Lesson Outcomes; Review or Preview)	Warm Up: Career Student Notes/Questions	Warm Up: Franchise- Student will read the prompt and complete the student activity.	Warm Up: Culture- Students read the prompt and complete student activity.	Warm Up: Teacher will show You Tube clip: Exotic Food from around the world. Students will get a visual of different foods from other countries.	Warm Up: YouTube clip: American Kids try….
15-20 Minutes Extension of Activator (Connect to yesterday’s or today’s learning/collect work/introduce or reference Essential Question or standard; re-teach material in a different way)	Standard: HUM-FNW-11 Research careers related to food, nutrition and wellness. 11.1 Identify foods and nutrition careers in the government, business, media, educational, and healthcare sectors and list the educational requirements for those identified. 11.2 Examine the job market at a local, state and regional level. 11.3 Analyze how studying foods and nutrition now can benefit one in the future. Essential Question: What types of career are there in food and nutrition?  Why should I investigate a career in foods and nutrition?  How can this type of career benefit the future of society?	Standard: HUM-FNW-11 Research careers related to food, nutrition and wellness. 11.1 Identify foods and nutrition careers in the government, business, media, educational, and healthcare sectors and list the educational requirements for those identified. 11.2 Examine the job market at a local, state and regional level. 11.3 Analyze how studying foods and nutrition now can benefit one in the future. Essential Question: What types of career are there in food and nutrition?  Why should I investigate a career in foods and nutrition?  How can this type of career benefit the future of society?	Standard: HUM-FNW-3 Analyze factors that influence food choices and quality of diet. Essential Question: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?	Standard: HUM-FNW-3 Analyze factors that influence food choices and quality of diet. Essential Question: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?	Standard: HUM-FNW-3 Analyze factors that influence food choices and quality of diet.  Essential Question: How does the world around you (socio-economic status, religion, environment, etc.) affect your food choices?
35-40 Minutes Lesson Activities: Introduce content/skills of the day (Group work, teacher lecture, lab, math problems, writing, assessment, etc.)	1. Present Career Exploration Projects - Students will take notes during the presentations.	1. Students will watch DVD: FACS Careers -complete guided notes  2 Human Services Questions (handout)	1. Unpack the standard 2. Teacher will introduce Chapter 3 Food and Culture [standard and EQ] 3.Activator: Students will work on Quick Write: Using a Narrative. They will about their first encounter with a “new food”. *share responses with the class*write a short narrative 4. Watch Exploring Street Food Cultures Around the World Documentary	Whole class will discuss 6point graphic organizer “Your Food Choices” {students provided two facts per category} –  Students will work on Chapter 3 Content and Academic Vocab Word Splash. Direct Instruction:  1. Teacher will show Ch. 3 PPT Foods of the United States and Canada. Students will take notes.  2. Students will work on Chapter 3 ELA worksheet p. 16/17. {Evaluate Influences} Will discuss answer whole group 3. Students will work with a partner to complete“And the Country is…” worksheet. Will check with the whole class	1.Teacher will discuss Ethnic Cuisine Buffet  and Food and Culture Project (2.7) 2.  Chapter 3 Food & Culture Concept questions  1-10  3. Chapter 3 handout p.21/22
Differentiation
10-15 minutes Summarizer/Formative Assessment: Exit strategy, Sum it Up, Check for Understanding, end of class quick assessment, written response, summarizing strategy, ticket out the door, etc.	Summarizer: Human Services Questions  Career Exploration Project	Summarizer: Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities  Unit 2 Test –Chapter 3 and Chapter 4 Food and Culture Project	Summarizer: Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities  Unit 2 Test –Chapter 3 and Chapter 4 Food and Culture Project	Summarizer: Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities  Unit 2 Test –Chapter 3 and Chapter 4 Food and Culture Project	Summarizer: Questions/Answers-Whole Group Discussion Classwork/Handouts Bellworks/TOTDs Class Activities  Unit 2 Test –Chapter 3 and Chapter 4 Food and Culture Project