FCS 462 Lesson Plan

Name: Kristen Chambers

Date 10-3-2016

Lead Teacher/Mentor: Erik England

Organization: West Kentucky Community and Technical College Grade/Age Level: 2 nd year culinary arts students Length of
Lesson: 10-15 minutes
Title of Lesson: Forget the Egg Lets substitute.

1. Describe characteristics of students/learners who will require differentiated instruction to meet their diverse needs
impacting instructional planning in this lesson of the unit.

n/a
2. Identify Essential Questions
and/or Unit Objectives Addressed
in this Lesson:
1. Is there an alternative way to
bake?
2. Can you satisfy everyones baking
needs?
3. What to do with a recipe?

5. Lesson Objectives/targets:
Include Blooms levels addressed
(cognitive, affective, and
psychomotor).

3. Connect to Appropriate
Standards:
8.0 Food Production and Services

4. Pre-Assessment of Prior

1. 8.1.3 Summarize education and

training requirements and opportunities
for career paths in food production and
services.
2. 8.7.2 Demonstrate quality services that
meet industry standards in the food
service industry.
3. 8.7.5 Demonstrate sensitivity to
diversity and individuals with special
needs.
4. 8.5.14 Demonstrate cooking methods
that increase nutritional value, lower
calorie and fat content, and utilize
herbs and spices to enhance flavor.

Engage students in an open

discussion on what they know on
why eggs are used in baking.

6. Assessment of Lesson Objectives:

In the space below, describe your
assessment procedures. Include copies of
all assessment tools after the lesson plan.

7. Instructional Strategies: In the

space below, describe what you, the
teacher, will do to ensure student
learning.

Knowledge:

Objective # 1:
Students will be provoked to think
outside of the normal baking
strategies to learn about egg
substitutions.

Objective # 2:
Students will be able to respond
positively to egg allergies and
sensitivities.

Assessment description: Through

open class discussion and
presentation students will gain a
base foundation for egg
substitutions in baking.

Strategy/Activity: Informative
presentation along with student
group discussion.

Assessment accommodations:

Media/Technology/Resources:
Handouts; PowerPoint

Assessment description: Students

will learn to be empathetic to those
will allergies and sensitivities
through group discussion.

Strategy/Activity: Open discussion

about food allergies and
sensitivities.

Assessment accommodations:

Activity Adaptations:

Activity Adaptations:
Media/Technology/Resources:
Handouts

Objective # 3:
Students will be able to implement
an egg substitution in a baking
recipe.

Assessment description: Students

will be given a recipe to make and
try outside the classroom with
substituting the egg.
Assessment accommodations:

Strategy/Activity: Read through

recipes and pick an egg substitute to
modify the recipe with.
Activity Adaptations:
Media/Technology/Resources: Recipe
handouts; YouTube Video

8. Teacher Procedures: Describe the sequence of strategies and activities you will use to engage students and accomplish
your objectives. Within this sequence, describe how the differentiated strategies will meet individual student needs and diverse
learners in your plan. (Use this section to outline the who, what, when, and where of the instructional strategies and activities.)
Lesson 2 is more thought provoking and group discussion engaging. The lesson will start off with an open discussion about why
eggs are used in baking recipes. Advanced baking students should already have this knowledge, since they are 2 nd yr program
students. This is to get them reach back to their earlier culinary training to bring forth what pre-knowledge they might have. This

will lead into egg allergies and sensitivities for individuals and how the students can apply this to their current work and/or life
situations. The lesson will end on actual implementing an egg substitute into a recipe to modify it outside the classroom. Kind of
like a homework session of try this at home, write about what you learned during the process, and then bring back the evidence
for the next class period. This is to get them to think outside the box. To think existentially about the world around them and how
they are impacted.