Family & Consumer Science 1
Kandice Lockwood
Ouachita Parish High School
Quarter 1 Personal Development | Quarter 2 Sewing | Quarter 3 Foods | Quarter 4 Resource Management |
Back to School You/Goals Personality Communication Relationships Teamwork | Colors Fibers Hand sewing Stitches Project - Monster Dolls | Food Safety (SS Food Handler) Equipment Abbreviations Measuring Recipe My Plate Food Label Table Etiquette | Needs/Wants Money Housing |
Ouachita Parish
Family & Consumer Science 1
Scope & Sequence
Additional Enrichment
FCCLA
LIfe Skills
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Identify course topics and content. | Identify course topics and content. | Get to know teacher and peers. | Reflect on personal choices and what makes you, you. | Define Growth Mindset. Choose a positive word for year. |
Agenda | -OPHS Bellringer -Set up folders -Seating Chart | ||||
Homework | Share parent note. | Share parent note. | Have parents read and sign syllabus. Pay school fee. Purchase folder. | Have parents read and sign syllabus. Pay school fee. Purchase folder. | Have parents read and sign syllabus. Pay school fee. Purchase folder. |
Standards | FACS 1 Standards:
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Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Aug. 12-16
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Define and identify qualities of our personality. Define what makes them unique. | Determine where our personality comes from. | Identify and describe characteristics of each of the four true colors. evaluate their true color personality. | Identify and describe characteristics of each of the four true colors. evaluate their true color personality. | Demonstrate prior knowledge of FACS Content. |
Agenda | - Finish Name Sheet 1. Personality 2.Personality ABC’s 3. Personality Definitions & Sentences 4.Four corner positive/negative traits | --Bellringer 1.FACS 1 Pretest 2. Finish True Color Illustration | |||
Assessment | | | Essay 25 Points | Illustration 50 points | Pretest- 20 participation points |
Standards | HUman Development: 7- Analyze personal needs and characteristics which influence relationships 7.2 Explain how self esteem and self image affect relationships with others Human Development: 9- Demonstrate effective communication skills that contribute to positive relationships Human Development:10- Apply strategies to prevent and manage conflict Human Development: 37- Demonstrate effective communication skills that enhance collaborative working relationships | ||||
Ouachita Parish High School 2023-2024 Lesson Plan
Kandice Lockwood FACS 1 Week of: Aug. 19-23
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Identify and describe characteristics of each of the four true colors. evaluate their true color personality. | Demonstrate prior knowledge of FACS Content. | -Work with the same personalities type to create an object given a variety of materials. | -Examine which type of personality is best to work with. -Observe personality traits and characteristics | -Observe personality traits and characteristics |
Agenda | Bellringer 3 1.Work in groups with same personalities to create a list of “things they like” and “things they dislike”then create a list of stereotypes for their color. 2. Work with similar personalities to create an object using the materials in the bag that would represent your personality | Bellringer 4 1. Work with different personalities to generate a list of things you have in common 2. With the different personalities, use the items provided to create a tower. 3. Discuss pros/cons to working with people with same & different personalities | |||
Enrichment | Illustration 50 points | Pretest- 20 participation points | | | |
Standards | HUman Development: 7- Analyze personal needs and characteristics which influence relationships 7.2 Explain how self esteem and self image affect relationships with others Human Development: 9- Demonstrate effective communication skills that contribute to positive relationships Human Development:10- Apply strategies to prevent and manage conflict Human Development: 37- Demonstrate effective communication skills that enhance collaborative working relationships | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Aug 26-30
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| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | | -Observe personality traits and characteristics | -Demonstrate and Create their own island of personality. | -Observe personality traits and characteristics -Demonstrate and Create their own island of personality. | -Demonstrate knowledge of personality -Create their own island of personality. |
Agenda | No School- Labor Day | Bellringer 1. Watch Inside Out & complete the Handout | 1. Personality Review Jeopardy 2. Based on Rileys Island, create your island of personality | 2. Complete & submit your island of personality 3.Life Skill: Practice signature *Headphones will be available for students with read aloud accommodations | |
Assessment | | Handout- 20 points | | | Personality Quiz- 40 points Island of Personality- 50 points |
Standards | HUman Development: 7- Analyze personal needs and characteristics which influence relationships 7.2 Explain how self esteem and self image affect relationships with others Human Development: 9- Demonstrate effective communication skills that contribute to positive relationships Human Development:10- Apply strategies to prevent and manage conflict Human Development: 37- Demonstrate effective communication skills that enhance collaborative working relationships | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Sept 2-6
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| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Explain the importance of communication | Demonstrate verbal and non verbal communication skills | Examine the different types of communication then practice listening and communication skills. | Demonstrate communication styles and teamwork. . | Demonstrate how to write a letter. |
Agenda | Bellringer 1.Instruct students to draw an image 2.Levels of Communication Notes 3.The Wright Family Story 4.Listening Notes | Bellringer 1.Nonverbal/Body Language Notes 2.non verbal communication- charades/pictionary 3.Verbal NOtes 4.Verbal Communication- Lego Construction -Communication NOtes -Game ideas | Bellringer 1.Quiz 2.work in groups to complete a communication activity to solve a mystery. *Headphones will be available for students with read aloud accommodations | ||
Assessment | | Participation | Participation | Quiz- 20 points | Letter- 20 points |
Standards | Standards: Strand: Human Development and Family Relationships 9. Demonstrate communication skills that contribute to positive relationships. 1. Examine communication styles and their effects on relationships. 2. Examine factors that affect messages communicated to others. 3. Examine types of verbal and non-verbal communication. 4. Demonstrate active and reflective listening. 5. Demonstrate attitudes and behaviors that foster effective communication. 6. Examine communication barriers. 7. Demonstrate constructive feedback techniques. 8. Apply ethical principles in communication. 9. Examine how differences and similarities among people affect communication. | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Sept 9-13
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Define and provide characteristics of Relationships. Graph the different types of relationships and personal examples for each level | Examine ways to fix unhealthy relationships. Identify characteristics of healthy and unhealthy relationships. | Compare healthy and unhealthy relationships Analyze relationships through music | Analyze the personality, values, communication styles, and relationships in Wall-E. | Analyze the personality, values, communication styles, and relationships in Wall-E. |
Agenda | Bellringer -“You are my Hero” by Bette Midler -Define Relationship & KWL -Relationship ABC’s -Relationship Notes -Relationship Graphic Organizer -create a circle chart for the types of relationships and present examples of each level. | Bellringer -With a partner, tear construction paper. Write traits of negative relationships. Put pieces together Using tape, write ways to fix/better the relationship. - Healthy Relationship article -draw a hand on their paper then list 5 things that are needed in a healthy relationship based on info in the article | Bellringer- Review 1.Review Game 2. Watch Wall-E and completing the worksheet *PepRally | ||
Assessment | | Test | | Wall-E Worksheet | |
Standards | Human Development: 7- Analyze personal needs and characteristics which influence relationships 7.2 Explain how self esteem and self image affect relationships with others Human Development: 9- Demonstrate effective communication skills that contribute to positive relationships Human Development:10- Apply strategies to prevent and manage conflict Human Development: 37- Demonstrate effective communication skills that enhance collaborative working relationships | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Sept 16-20
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | | Accurately color the color wheel. | Demonstrate how secondary and tertiary colors are made. | Identify how tint, tone, and shade affect color | Create an abstract color wheel demonstrating tint and shades of the wheel |
Agenda | No School- Teacher Inservice | Bellringer 1.Color Wheel Worksheets (1-8) & Notes 2. Listen to Magic School Bus about Colors 3. Water color wheel Activity | Bellringer 1.Color Wheel Project | Color Wheel 1. Finish abstract color wheel project | |
Assessment | | | | | |
Standards | Standard 1. Evaluate fiber and textile materials 1. Select appropriate terminology for identifying, comparing and analyzing the most common generic textile fibers 2. Examine performance characteristics of textile fibers 3. Examine textile legislations, standards and labeling in the global economy 4. Assess effects of textile characteristics on design, construction, care, use and maintenance of products 5. Select appropriate procedures for care of textile products. | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Sept 23-27
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Create an abstract color wheel demonstrating tint and shades of the wheel | Identify color schemes using the color wheel Identify the complementary colors IDentify warm and cool colors. | Demonstrate knowledge of color wheel. Create a wall hanging using a color scheme. | Demonstrate knowledge of color wheel. Create a wall hanging using a color scheme. | Create a bookmark using the color wheel and color schemes. |
Agenda | Color Wheel 1. Finish abstract color wheel project Video | Color Wheel 1.practice test 2.yarn project | Color Wheel 1. Test | Color Wheel 1.book marks HOCO Peprally *Lockwood assisting with GridIron throughout the day | |
Assessment | | | | | 2. Color Schemes Coloring Pages |
Standards | Standard 1. Evaluate fiber and textile materials 1. Select appropriate terminology for identifying, comparing and analyzing the most common generic textile fibers 2. Examine performance characteristics of textile fibers 3. Examine textile legislations, standards and labeling in the global economy 4. Assess effects of textile characteristics on design, construction, care, use and maintenance of products 5. Select appropriate procedures for care of textile produc Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Sept 30-Oct 4
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Demonstrate Sewing Safety Identify sewing tools and their uses | Practice threading a needle and making a knot. | Demonstrate how to thread a needle and create a variety of stitches by hand sewing | Explain the history and importance of buttons Explain how to sew a button on to a garment Review hand sewing baics | Practice creating stitches Successfully sew a button onto fabric.
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Agenda | Sewing Safety (Slides 1-17) 1.Anaylze Picture 2.Notes 3.Article 4.Notes 5.Matching 6.Video 7. Reflection | Threading (slides 18-26) 1.Demo 2.Practice 3.Knot 4.Write a how to guide for how to thread a needle | Stitches (Slides 27-34) 1.demo how to create a running and backstitch 2.practice creating these stitches | Buttons (slides 36-42) 1.complete Engage, Explore, T/F on slides 36-38 on Buttons 2.read an article on the history of buttons, slide 39, and answer the questions that follow 3.complete the watch and learn on slide 40 4.Complete reflection on slide 41 5.Blooket Review (link on slide 42) 6.Practice sewing buttons on to bag | Sewing Practice: 1.Stitch name and/or design into sewing kit bag 2.demo how to sew a button onto fabric 3.practice sewing a button onto fabric with teacher assistance |
Assessment | Digital Notebook | How to guide | Practice stitches | Buttons Digital Notebook | Stitches buttons |
Standards | Standard 1. Evaluate fiber and textile materials 1. Select appropriate terminology for identifying, comparing and analyzing the most common generic textile fibers 2. Examine performance characteristics of textile fibers 3. Examine textile legislations, standards and labeling in the global economy 4. Assess effects of textile characteristics on design, construction, care, use and maintenance of products 5. Select appropriate procedures for care of textile product Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Oct 7-11
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Select five life skills activities from the choice board to complete and reflect upon. | Select five life skills activities from the choice board to complete and reflect upon. | Practice creating stitches Successfully sew a button onto fabric.
| Practice creating stitches Successfully sew a button onto fabric.
| Practice creating stitches Successfully sew a button onto fabric.
|
Agenda | Sewing Practice: 1.Matching Tools and name 2.Gather materials for sewing bag 3.Stitch name and/or design into sewing kit bag | Sewing Practice: 1.Stitch name and/or design into sewing kit bag 2.practice sewing a button onto fabric | Sewing Practice: 1.Equipment quiz 2.Stitch name and/or design into sewing kit bag 3.practice sewing a button onto fabric PepRally | ||
Assessment | | | Stitches on bag | Stitches on bag | Stitches on bag |
Standards | Standard 1. Evaluate fiber and textile materials 1. Select appropriate terminology for identifying, comparing and analyzing the most common generic textile fibers 2. Examine performance characteristics of textile fibers 3. Examine textile legislations, standards and labeling in the global economy 4. Assess effects of textile characteristics on design, construction, care, use and maintenance of products 5. Select appropriate procedures for care of textile produc Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Oct 21-25
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. |
Agenda | Monster project 1.Assign students their monster 2.Draw pattern on a sheet of paper 3.Select fabric and supplies needed for the project | Monster Project
| Monster Project
| Monster Project
| Monster Project
|
Assessment | Daily Participation | Daily Participation | Daily Participation | Daily Participation | Daily Participation |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Oct 28-Nov 1
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Write an adventure story utilizing the data provided by the child. |
Agenda | Monster Project
A Monster/Doll Related movie will play in the background to inspire students when writing their stories. | No School- Election Day | Monster Project
A Monster/Doll Related movie will play in the background to inspire students when writing their stories. | Monster Project
| Monster Project
Lockwood Absent |
Assessment | Daily Participation on Monster | | Daily Participation on Monster | Daily Participation on Monster | Story Rough Draft |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Nov 4-8
| | Tuesday | Wednesday | Thursday | Friday |
Objective | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. |
Agenda | Monster Project
| Monster Project
| Monster Project
| Monster project
| Monster Project
|
Assessment | | | | | |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of:Nov 11-15
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. |
Agenda | Monster project
| Monster Project
| Monster Project
| Monster Project
| Monster Project
|
Assessment | | | | | |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Nov 18-22
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll and story based off a child’s drawing using your hand sewing skills and various stitches. | Construct a monster doll and story based off a child’s drawing using your hand sewing skills and various stitches. |
Agenda | Monster Project
| Monster Project
| Monster Project
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Assessment | Daily Participation | Daily Participation | Monster Doll | Story | story |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Dec 2-6
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Construct a monster doll based off a child’s drawing using your hand sewing skills and various stitches. | demonstrate knowledge of FACS content. | demonstrate knowledge of FACS content. | demonstrate knowledge of FACS content. | |
Agenda | Monster project
| Holiday Craft -create an ornament using skills learned in FACS 1 | Midterm Review - complete paper copy of Midterm Study Guide -answer questions about the study guide -Holiday Craft | Midterm Review -Blooket Review Game -Quizzizz Review Game | No School- Teacher inservice |
Assessment | | | | Lockwood Absent AM | |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Dec 9-13
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Complete assessment of first semester content. | Complete assessment of first semester content to demonstrate knowledge of FACS content. | Complete assessment of first semester content. | | |
Agenda | Assessment
Midterm 7 | Midterms 1,2,3 -FACS 1 Midterm Exams | Midterms 4,5,6 | Midterms Make ups Students report to Ms. Mason as Mrs. Lockwood is on field trip with GridIron | Half day Midterm Make Up Exams |
Assessment | | | | | |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: Dec 16-20
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Examine financial planning for the future. | Demonstrate prior knowledge of financial planning | Complete real life financial scenarios | Complete real life financial scenarios | Complete real life financial scenarios |
Agenda | Finance
| Banzai Teen
| Banzai
| Banzai
| Banzai
*Last minute details for the monster reveal party |
Assessment | Participation | Participation | Game Progress Score | Posttest Score | |
Standards | Standards: Strand: Management of Resources 4 analyze financial planning to meet the needs of individuals and families across the life span 1 .Investigate information related to financial management 3. Apply financial management practices related to budgeting, banking, credit, savings and investment 18 Evaluate career paths within consumer affairs occupations. 3. Assess employment opportunities and preparation requirements 4. Review education and training requirements for different levels of employment 7. Assess how interest, education, personal priorities, and family responsibilities affect career choices in these areas. | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: January 6-10
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Examine banking procedures and practices. | Examine banking procedures and practices. | Examine practical skills for making informed spending decisions | Examine practical skills for making informed spending decisions | Examine how to budget for life’s expenses. |
Agenda | Banzai
| Banzai -Banking Post Test - discuss banking -Practice writing a check & Counting money | Banzai -Consumer Smarts Pre Test -Consumer Smarts Activity | Banzai -Consumer Smarts Activity -Consumer Smarts Post Test | |
Assessment | | | |
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Standards | Standards: Strand: Management of Resources 4 analyze financial planning to meet the needs of individuals and families across the life span 1 .Investigate information related to financial management 3. Apply financial management practices related to budgeting, banking, credit, savings and investment | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: January 13-17
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | | Ensure that all Banzai assignments are completed | Assess prior knowledge of cooking tools and terms | Identify proper kitchen/cooking hygiene and attire | Explain how to properly wash hands |
Agenda | No School- MLK | Virtual Day -Ensure that all Banzai assignments are completed (list posted to Google Classroom) | Students will complete the Intro section slides 2-6 for foods safety
| Students will Complete the Food Handler section on questions (slides 7-14) - Hygiene Matching - Notes - Image - Company Handbook | |
Assessment | | | | | |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: January 20-24
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Demonstrate proper handwashing. | identify safety violations as well as the accident that could occur in the FACS kitchen given a scene to look at. | write a newspaper article to describe the scene from the FACS kitchen and to warn the public of the safety issue witnessed. | Identify proper food sanitation procedures and cooking temperatures. | Create a representation for a biological contaminants. |
Agenda | Students will complete the Handwashing Section Slides 22
| Students will complete the Safety Section slides 29- 32
| 1.TLW work with his/her partner to create a newspaper article or news cast video describing the crimes committed in the Kitchen CSI activity 2. The article/video should include images of the kitchen hazards as well as the theory for cause of death. | Students will complete the Sanitation Section slides 33-40
| Biological Contaminants
*Discuss plan for Monster Reveal Picnic and student expectations. |
Assessment | | | | | |
Standards | Standards: Foods and Nutrition 5-Analyze foodborne illness as a health issue for individuals and families 1.Investigate the causes and preventions for foodborne disease and illness 3.Determine which individuals are most at risk for developing foodborne illness 4.Determine symptoms of foodborne illness and describe the health implications 5.Consider when and where to report foodborne illness 7-Demonstrate food safety and sanitation procedures 2.Practice food service management safety/sanitation procedures 4. Apply safe shopping, storing, preparing,and serving principles during food handling to reduce the risk of foodborne illness | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: January 27-31
11. Demonstrate knowledge of risk management procedures as applied to food safety, food testing, and sanitation
13-Demonstrate selecting, using, and maintaining food production equipment
3.Verify selection and use of equipment
4. Demonstrate procedures for cleaning and sanitizing equipment
6. Demonstrate procedures for storage of equipment tools
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Assess proper and improper food handling procedures. | Identify the types of contaminants and define food borne illness. | Classify contaminants. | Examine proper food handler attire and procedures. | List the proper cooking temperatures for foods. |
Agenda | Students will watch a Food Handler Safety Video and write a reflection essay. | ServSafe Food Handler Chapter 1, Contaminants
| Chapter 1, Contaminants
| Chapter 2, Handler
| Chapter 3, Temp
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Assessment | | | | | |
Standards | Standards: Foods and Nutrition 5-Analyze foodborne illness as a health issue for individuals and families 1.Investigate the causes and preventions for foodborne disease and illness 3.Determine which individuals are most at risk for developing foodborne illness 4.Determine symptoms of foodborne illness and describe the health implications 5.Consider when and where to report foodborne illness 7-Demonstrate food safety and sanitation procedures 2.Practice food service management safety/sanitation procedures 4. Apply safe shopping, storing, preparing,and serving principles during food handling to reduce the risk of foodborne illness | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: February 3-7
11. Demonstrate knowledge of risk management procedures as applied to food safety, food testing, and sanitation
13-Demonstrate selecting, using, and maintaining food production equipment
3.Verify selection and use of equipment
4. Demonstrate procedures for cleaning and sanitizing equipment
6. Demonstrate procedures for storage of equipment tools
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | List the proper cooking temperatures for foods. | List the proper cooking temperatures for foods. | Define cross contamination | Explain the difference between clean and sanitize. | Identify causes of foodborne illnesses and how they can be prevented. Identify proper cooking temperatures. Identify food allergens and how to prevent cross contact. Identify how to properly prepare and store food. Identify how to properly clean and sanitize food surfaces. |
Agenda | Chapter 3, Temp
| Chapter 3, Cook Temp
| Chapter 4, Cross Contamination
| Ch 5 Cleaning & Sanitizing
| Servsafe Review
|
Assessment | | | | | |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: February 10-14
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | | | Identify causes of foodborne illnesses and how they can be prevented. Identify proper cooking temperatures. Identify food allergens and how to prevent cross contact. Identify how to properly prepare and store food. Identify how to properly clean and sanitize food surfaces. | Identify causes of foodborne illnesses and how they can be prevented. Identify proper cooking temperatures. Identify food allergens and how to prevent cross contact. Identify how to properly prepare and store food. Identify how to properly clean and sanitize food surfaces. | Identify causes of foodborne illnesses and how they can be prevented. Identify proper cooking temperatures. Identify food allergens and how to prevent cross contact. Identify how to properly prepare and store food. Identify how to properly clean and sanitize food surfaces. |
Agenda | No School | Teacher INservice | Review
| Servsafe Food Handler Test | |
Assessment | | | | | |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: February 17-21
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Identify causes of foodborne illnesses and how they can be prevented. Identify proper cooking temperatures. Identify food allergens and how to prevent cross contact. Identify how to properly prepare and store food. Identify how to properly clean and sanitize food surfaces. | Identify causes of foodborne illnesses and how they can be prevented. Identify proper cooking temperatures. Identify food allergens and how to prevent cross contact. Identify how to properly prepare and store food. Identify how to properly clean and sanitize food surfaces. | Identify cooking tools and equipment. | Identify cooking tools and equipment. | Identify cooking tools and equipment. |
Agenda | Review
| Servsafe Food Handler Test | Cooking Basics- Equipment
| ||
Assessment | | | | *Lockwood possibly late for 1st period- Phillips to cover | |
Standards | Nutrition and Foods 5.1 Investigae teh cuases and prevention of foodborne disease and illness 5.3 Determine individiuals most at risk of developing a foodborne illness 5.4 Determine te symptoms of a foodborne illness and descire the health implicaitons 6.1 Appraise safety and sanitation practices through the food chain that contribute to food contamination with organisms taht can lead to illness 7.1 Examine pathogens found in food and determine how time, temperature, pH, and moisture affect their growth causing illnesses. 7.2 Practice food service management safety/sanitaion procedures | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: February 24-28
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Identify cooking tools and equipment. | Locate cooking equipment and identify its name and use. | Identify cooking measurements abbreviations. identify the parts of a recipe. Analyze how to read a recipe properly. | work with my group members to follow a recipe to make oreo balls | properly read a recipe as well as demonstrate how to measure ingredients from a recipe. |
Agenda | Cooking Basics- Equipment
| Cooking Basics- Equipment
Cooking Basics- abbreviations Recipes | Cooking Basics- Recipes
| Oreo Ball lab
Alternate Assignment
| Measuring
|
Assessment | | | | | |
Standards | Nutrition and Foods 5.1 Investigae teh cuases and prevention of foodborne disease and illness 5.3 Determine individiuals most at risk of developing a foodborne illness 5.4 Determine te symptoms of a foodborne illness and descire the health implicaitons 6.1 Appraise safety and sanitation practices through the food chain that contribute to food contamination with organisms taht can lead to illness 7.1 Examine pathogens found in food and determine how time, temperature, pH, and moisture affect their growth causing illnesses. 7.2 Practice food service management safety/sanitaion procedures | | | ||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: March 3-7
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Demonstrate how to properly measure dry & liquid ingredients | | demonstrate and explain how to properly measure dry and liquid ingredients as well as how to read a recipe properly. | Demonstrate knowledge of cooking abbreviations, reading a recipe, measuring, and following procedures. | Explain a variety of mixing terms. Demonstrate how to properly whip ingredients. . |
Agenda | Cooking Basics
| ACT | Cooking Basics Recipe/Measuring
Alternate Assignment | Cooking Basics - Students will complete a cooking exam, Test - Students will complete cooking terms word search to introduce new vocabulary | COoking Terms Nearpod for: - Matching Terms find your mate - Notes on mixing terms. Worksheet Lockwood out 3rd period- GridIron Event |
Assessment | Notebook Demo | N/a | Lab Procedures & Outcome | Test | Nearpod |
Standards | Nutrition and Foods 5.1 Investigae teh cuases and prevention of foodborne disease and illness 5.3 Determine individiuals most at risk of developing a foodborne illness 5.4 Determine te symptoms of a foodborne illness and descire the health implicaitons 6.1 Appraise safety and sanitation practices through the food chain that contribute to food contamination with organisms taht can lead to illness 7.1 Examine pathogens found in food and determine how time, temperature, pH, and moisture affect their growth causing illnesses. 7.2 Practice food service management safety/sanitaion procedures | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: March 10-14
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Demonstrate/use a variety of mixing terms to make a milkshake | Explain the different dry heating methods to cook food. | Explain the different dry heating methods to cook food. | Demonstrate how to properly use cooking terms in a recipe. | Identify cooking terms in a cooking competition show. |
Agenda | Cooking Terms
| Cooking Terms
| Cooking Terms
| Cooking Terms
| Cooking Terms - Students needing to make up a test/assignment will be given time -Watch a cooking challenge show to identify cooking terms |
Assessment | Lab | worksheet | Lab prep sheet | lab | Missing Assignments |
Standards | Nutrition and Foods 5.1 Investigae teh cuases and prevention of foodborne disease and illness 5.3 Determine individiuals most at risk of developing a foodborne illness 5.4 Determine te symptoms of a foodborne illness and descire the health implicaitons 6.1 Appraise safety and sanitation practices through the food chain that contribute to food contamination with organisms taht can lead to illness 7.1 Examine pathogens found in food and determine how time, temperature, pH, and moisture affect their growth causing illnesses. 7.2 Practice food service management safety/sanitaion procedures | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: March 17-21
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Match cooking terms with the correct definition. | Demonstrate how to properly use cooking terms in a recipe. | Identify Equipment, cooking techniques, and measuring terms | Demonstrate how to properly use cooking terms in a recipe. | Demonstrate how to properly use cooking terms in a recipe. |
Agenda | Cooking Terms - Students will complete a cooking terms review sheet - Students will play a Matching Cooking Terms Spoons Game - | Cooking terms
| Make dough
| ||
Assessment | Game Participation | worksheet | Kahoot & Puzzle | lab | Lab & Quiz |
Standards | Nutrition and Foods 5.1 Investigae teh cuases and prevention of foodborne disease and illness 5.3 Determine individiuals most at risk of developing a foodborne illness 5.4 Determine te symptoms of a foodborne illness and descire the health implicaitons 6.1 Appraise safety and sanitation practices through the food chain that contribute to food contamination with organisms taht can lead to illness 7.1 Examine pathogens found in food and determine how time, temperature, pH, and moisture affect their growth causing illnesses. 7.2 Practice food service management safety/sanitaion procedures | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: March 31- April 4
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Define key terms for MyPlate Examine the five food groups of MyPlate | Review the history and origin of MyPlate View the food recommendations from around the world | Examine the DRI for your gender and age group for MyPlate | Apply the information for MyPlate to create a visual of the program. | Apply the information for MyPlate to create a visual of the program. |
Agenda | MyPlate
| MyPlate
| MyPlate
| MyPlate
| MyPlate
|
Assessment | Slides | slides | Slides/games | slides | Slides |
Standards | Nutrition and Foods 2. Evaluate the nutritional content of food in relation to health and wellness of individuals and families 2.1 Analyze the effect of nutrients of health, appearance, job performance, and personal/family life 2.4 Evaluate sources of food and nutrition information that contribute to wellness 2.5 Interpret information regarding nutrition to promote health and wellness 3. Evaluate and apply nutrition information 3.1 assess and use basic nutrition principles, food plans, preparation techniques, and specialized dietary plans 3.2 Determine nutrient requirements across the life span addressing the diversity of people, culture, and relations 3.3 Appraise and interpret nutritional data from food 3.6 Choose menus based on nutrient needs 4. Demonstrate planning, selecting, storing, preparing, and serving of foods to meet nutritional needs of individuals and families across a lifespan 4.1 apply various dietary guidelines in developing food plans to meet nutrition and wellness 4.2 Select nutritious foods for a variety of situations 4.5 Select, store, prepare, and serve nutritious and aesthetically pleasing foods that met the health and wellness needs of family members | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: April 7-11
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Apply the information for MyPlate to create a visual of the program. | Analyze the burrito lab and identify each students roles and responsibility. | Follow a recipe to create breakfast burritos. | Demonstrate knowledge of MyPlate. | |
Agenda | MyPlate
| MyPlate
| My Plate Lab
| My Plate Test
| No School |
Assessment | | | | | |
Standards | Nutrition and Foods 2. Evaluate the nutritional content of food in relation to health and wellness of individuals and families 2.1 Analyze the effect of nutrients of health, appearance, job performance, and personal/family life 2.4 Evaluate sources of food and nutrition information that contribute to wellness 2.5 Interpret information regarding nutrition to promote health and wellness 3. Evaluate and apply nutrition information 3.1 assess and use basic nutrition principles, food plans, preparation techniques, and specialized dietary plans 3.2 Determine nutrient requirements across the life span addressing the diversity of people, culture, and relations 3.3 Appraise and interpret nutritional data from food 3.6 Choose menus based on nutrient needs 4. Demonstrate planning, selecting, storing, preparing, and serving of foods to meet nutritional needs of individuals and families across a lifespan 4.1 apply various dietary guidelines in developing food plans to meet nutrition and wellness 4.2 Select nutritious foods for a variety of situations 4.5 Select, store, prepare, and serve nutritious and aesthetically pleasing foods that met the health and wellness needs of family members | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: April 14-18
Lesson plans in the making!
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Identify the parts of the food label. | Read the food label | Identify changes to the food label | Read the food label | |
Agenda | No school | Food label
| Food label
| ||
Assessment | | | | | |
Standards | Nutrition and Foods 2. Evaluate the nutritional content of food in relation to health and wellness of individuals and families 2.1 Analyze the effect of nutrients of health, appearance, job performance, and personal/family life 2.4 Evaluate sources of food and nutrition information that contribute to wellness 2.5 Interpret information regarding nutrition to promote health and wellness 3. Evaluate and apply nutrition information 3.1 assess and use basic nutrition principles, food plans, preparation techniques, and specialized dietary plans 3.2 Determine nutrient requirements across the life span addressing the diversity of people, culture, and relations 3.3 Appraise and interpret nutritional data from food 3.6 Choose menus based on nutrient needs 4. Demonstrate planning, selecting, storing, preparing, and serving of foods to meet nutritional needs of individuals and families across a lifespan 4.1 apply various dietary guidelines in developing food plans to meet nutrition and wellness 4.2 Select nutritious foods for a variety of situations 4.5 Select, store, prepare, and serve nutritious and aesthetically pleasing foods that met the health and wellness needs of family members | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: April 21-25
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Practice converting kitchen math measurements | Practice converting kitchen math measurements | Practice converting kitchen math measurements | | |
Agenda | Kitchen Math
| Kitchen Math
| Cooking Basics
| PBIS Activity Those not attending will complete the bonus assignments. | |
Assessment | | | | | |
Standards | Nutrition and Foods 2. Evaluate the nutritional content of food in relation to health and wellness of individuals and families 2.1 Analyze the effect of nutrients of health, appearance, job performance, and personal/family life 2.4 Evaluate sources of food and nutrition information that contribute to wellness 2.5 Interpret information regarding nutrition to promote health and wellness 3. Evaluate and apply nutrition information 3.1 assess and use basic nutrition principles, food plans, preparation techniques, and specialized dietary plans 3.2 Determine nutrient requirements across the life span addressing the diversity of people, culture, and relations 3.3 Appraise and interpret nutritional data from food 3.6 Choose menus based on nutrient needs 4. Demonstrate planning, selecting, storing, preparing, and serving of foods to meet nutritional needs of individuals and families across a lifespan 4.1 apply various dietary guidelines in developing food plans to meet nutrition and wellness 4.2 Select nutritious foods for a variety of situations 4.5 Select, store, prepare, and serve nutritious and aesthetically pleasing foods that met the health and wellness needs of family members | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: April 28- May 2
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Analyze the steps to a pizza lab. Examine the food label of the lab. | Follow a recipe to create personal pizzas. | View an episode of chopped to examine the procedures of the competition. | Participate in a chopped competition to demonstrate food safety techniques and cooking skills | Demonstrate how to clean the kitchen |
Agenda | Food Labels
| Food Labels
| Chopped - Watch episode of Chopped | Chopped - Chopped Lab with remaining ingredients | Foods Assessment
|
Assessment | | | | Lockwood Absent | |
Standards | Nutrition and Foods 2. Evaluate the nutritional content of food in relation to health and wellness of individuals and families 2.1 Analyze the effect of nutrients of health, appearance, job performance, and personal/family life 2.4 Evaluate sources of food and nutrition information that contribute to wellness 2.5 Interpret information regarding nutrition to promote health and wellness 3. Evaluate and apply nutrition information 3.1 assess and use basic nutrition principles, food plans, preparation techniques, and specialized dietary plans 3.2 Determine nutrient requirements across the life span addressing the diversity of people, culture, and relations 3.3 Appraise and interpret nutritional data from food 3.6 Choose menus based on nutrient needs 4. Demonstrate planning, selecting, storing, preparing, and serving of foods to meet nutritional needs of individuals and families across a lifespan 4.1 apply various dietary guidelines in developing food plans to meet nutrition and wellness 4.2 Select nutritious foods for a variety of situations 4.5 Select, store, prepare, and serve nutritious and aesthetically pleasing foods that met the health and wellness needs of family members | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: May 5-9
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | Demonstrate how to clean the kitchen | Identify cooking terms and safety violations | Identify cooking terms and safety violations | Demonstrate knowledge of FACS 1 Content | |
| Foods Assessment
| Foods Assessment
| Foods Assessment
| Finals | Finals |
Assessment | | | | | |
Standards | Nutrition and Foods 2. Evaluate the nutritional content of food in relation to health and wellness of individuals and families 2.1 Analyze the effect of nutrients of health, appearance, job performance, and personal/family life 2.4 Evaluate sources of food and nutrition information that contribute to wellness 2.5 Interpret information regarding nutrition to promote health and wellness 3. Evaluate and apply nutrition information 3.1 assess and use basic nutrition principles, food plans, preparation techniques, and specialized dietary plans 3.2 Determine nutrient requirements across the life span addressing the diversity of people, culture, and relations 3.3 Appraise and interpret nutritional data from food 3.6 Choose menus based on nutrient needs 4. Demonstrate planning, selecting, storing, preparing, and serving of foods to meet nutritional needs of individuals and families across a lifespan 4.1 apply various dietary guidelines in developing food plans to meet nutrition and wellness 4.2 Select nutritious foods for a variety of situations 4.5 Select, store, prepare, and serve nutritious and aesthetically pleasing foods that met the health and wellness needs of family members | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: May 12-16
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | | | | Analyze how to read a recipe, measure ingredients, use mixing and dry heat cooking terms. | Demonstrate how to read a recipe, measure ingredients, use mixing and dry heat cooking terms. |
Agenda | | Who did it kitchen Math or Break out box- tpt | Cooking Basics:
| Cooking Basics:
| |
Assessment | | | | Worksheet | Lab Participation |
Standards | Nutrition and Foods 5.1 Investigae teh cuases and prevention of foodborne disease and illness 5.3 Determine individiuals most at risk of developing a foodborne illness 5.4 Determine te symptoms of a foodborne illness and descire the health implicaitons 6.1 Appraise safety and sanitation practices through the food chain that contribute to food contamination with organisms taht can lead to illness 7.1 Examine pathogens found in food and determine how time, temperature, pH, and moisture affect their growth causing illnesses. 7.2 Practice food service management safety/sanitaion procedures | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: March 31- April 4
| Monday | Tuesday | Wednesday | Thursday | Friday |
Objective | | | | | |
Agenda | FINALS | | | | |
Assessment | | | | | |
Standards | Standard 3. Demonstrate basic constructions techniques used to produce, alter, or repair textile products. 1. Use a variety of equipment, tools, and supplies for apparel and textile construction 2. Demonstrate the ability to use sewing equipment 3. Demonstrate basic skills for production and altering textile products | ||||
Ouachita Parish High School Lesson Plan
Kandice Lockwood FACS 1 Week of: May 19-23
Nutrition and Foods
3. Evaluate and apply nutrient information
3.3. Appraise and interpret nutritional data from food
4. Demonstrate planning, selecting, storing, preparing and serving of foods to meet nutritional needs of individuals and families across the life span.
4.2 Select nutritious foods for a variety of situations.
5.1 Investigate the causes and prevention of foodborne disease and illness
5.3 Determine individuals most at risk of developing a foodborne illness
5.4 Determine the symptoms of a foodborne illness and disease the health implicaitons
6.1 Appraise safety and sanitation practices through the food chain that contribute to food contamination with organisms that can lead to illness
7.1 Examine pathogens found in food and determine how time, temperature, pH, and moisture affect their growth causing illnesses.
7.2 Practice food service management safety/sanitation procedures
Nutrition & My Plate
Nutrition and Foods
2. Evaluate the nutritional content of food in relation to health and wellness of individuals and families
2.1 Analyze the effect of nutrients of health, appearance, job performance, and personal/family life
2.4 Evaluate sources of food and nutrition information that contribute to wellness
2.5 Interpret information regarding nutrition to promote health and wellness
3. Evaluate and apply nutrition information
3.1 assess and use basic nutrition principles, food plans, preparation techniques, and specialized dietary plans
3.2 Determine nutrient requirements across the life span addressing the diversity of people, culture, and relations
3.3 Appraise and interpret nutritional data from food
3.6 Choose menus based on nutrient needs
4. Demonstrate planning, selecting, storing, preparing, and serving of foods to meet nutritional needs of individuals and families across a lifespan
4.1 apply various dietary guidelines in developing food plans to meet nutrition and wellness
4.2 Select nutritious foods for a variety of situations
4.5 Select, store, prepare, and serve nutritious and aesthetically pleasing foods that met the health and wellness needs of family members