KTIP Source of Evidence: Lesson Plan

Name ___________Keeley Foley________________________ Date of Lesson: _____3/8/18_______ Time of

lesson:_____9:00 am__________

School: ______Madison Central_________________________ Grade / Age: ______10-12_______ Content:

____Veterinary Science___________________

# of Students: ___25___________ # IEP / 504 ______1______ # G/T ______0_______ # ELL ________0______

Lesson Title / Topic: Dallas needs new food!

__teach/observe _x_teach/assist __station teach __ Parallel teach ___ Supplemental teach __ Alt. teach __
Team

1. Context: Describe the Students for which this Lesson is Designed (1B):
Identify your students’ backgrounds, special needs, cultural differences, interests, and language proficiencies.

This class is mostly rural background students, who are white, and have an interest in agriculture. This class
requires no accommodations as it does not have any IEP, ELL, or G/T students. This class is taken through
Murray State and is considered Dual Credit so the students must meet certain criteria such as taking the ACT,
an paying a small fee to get the college credit hours. This class can be taken without the Murray State
affiliation as well.

2. Learning Target(s)/Objectives (1A; 1C) **Candidates do not need to do parts 2a. and 2c.**
List & number the lesson learning target(s)/objective(s) [connect each target/objective to the appropriate state
curriculum/content area standards] List the content standard then the specific learning targets for each
standard. Use Bloom Verbs that are observable & measurable. “I Can:” or “I am learning to:” Do NOT use
“understand,” “know,” or “demonstrate understanding.”

a. Previous lesson’s learning targets / objectives:

b. Current lesson’s learning targets / objectives:

OC 2. Discuss the function of the six classes of nutrients in regards to animal nutrition
I can apply my knowledge of nutrients and examine dog food labels to determine if they provide proper
Nutrition for Dallas.
c. Next lesson’s learning targets / objectives:

3. Students’ Baseline Knowledge and Skills (1B; 1F)

Describe and include the pre-assessment(s) used to establish student’s baseline knowledge and skills for this
lesson.

Bell ringer will presented by the projector on the board asking student to list all the nutrient groups they can
recall and any information they know about them.

“Individually list the 6 major nutrient groups and any information you know that goes along with these
nutrients.”
4. Formative Assessment (1F)
Describe and include the formative assessment(s) to be used to measure student progress during this lesson. (This
assessment should be formative and should directly measure the lesson target. That being said, make sure that
your assessment represents what you have taught IN THIS LESSON and that you are able to determine INDIVIDUAL
STUDENTS’ success with the target. IMPORTANT REMINDER: When you are utilizing or creating a formative
assessment, label it according to your objective. That way, you will be able to analyze students’ success more
clearly. So, for example, if you have a hand-out that has five questions on it, and the first three deal with the first
target and the last two deal with the second target, then put “T#1” (or something equally clear) by numbers 1, 2,
and 3 and “T#2” by numbers 4 and 5. This will be extremely helpful to you when you begin the data analysis phase
and also will help you be very intentional about assessing your exact instructional targets.)

The students’ knowledge will be tested when they apply what they learn about nutrients to deciding whether or
not the dog food provide proper nutrition for Dallas (Mrs. Turley’s Golden Retriever). I will see they have gained
knowledge when I review the paper they hand in as an exit slip from the group work they did.

5. Resources (1D)
Identify the resources and assistance available to support your instruction and facilitate students’ learning (including
appropriate technology). List and include a reference or provide web address for specific resources, especially
texts, media, or handouts. Attach a copy of any handouts or presentations your instructor will need to fully
understand the lesson.
PowerPoint on Nutrition
Projector
Dog food labels
Paper
Pencils
Dry Erase Board
Dry Erase Markers

6. Lesson Procedures (1E)

Describe the sequence in which the differentiated strategies/activities and/or assessments will be used to
engage your students and facilitate attainment of the lesson objective(s) and promote higher order thinking.
Within this sequence be sure to:
 Describe the differentiated strategies/activities and/or assessments designed to meet the
students’ needs, interests, and abilities.
 identify the questions you will use to promote higher order thinking and understanding and encourage
discussion
Create a detailed, numbered list of everything you will do / say. Include actual / sample questions you will ask. If you
use a handout, powerpoint, or text, that should be clearly referenced in #4 and/or attached with your lesson plan.

Your lesson plan should be done sequentially, and you need to plan for the following elements:
introduce your lesson objectives, explain the relevance of the topic, allow students to practice and receive
feedback on the topic, and close with reviewing your objectives. When I review your lesson procedures, I will be
looking for all of these elements. In addition, you need to use enough detail that I could walk in your classroom
and teach the lesson. So, for example, if you are using a bellringer, then describe what it is. Don’t just put
“bellringer.” That’s not enough detail….). Indicate how you are accommodating for specific student learning
needs.

Procedures Accommodations / Adaptations

1. Greet the students at the door and remind them to check the
board for their bellringer as they come in.
 2. Students will complete the bellringer that asks them to list
the nutrients that they can recall and any facts that they
know about them. This is an individual effort. Circulate the
classroom as they are working on their bellringer. This should
take about 5 minutes after the tardy bell rings.
3. Collect the bellringers and read through them and discuss
some of the answers aloud. Some good answers and some
misconceptions. For example, list all the nutrient names, pick
a few good facts about nutrients, and then find a
misconception or two about them if any are written.
4. Bring up nutrition powerpoint on the projector.
5. Go through powerpoint starting with what nutrition is, what Student gets behind if there is a lot
are the 6 major nutrient groups, and why they are needed of writing involved such as note
and in what amounts for a golden retriever (Dallas). taking. Print out PowerPoint so that
6. In the powerpoint, there will be a picture of a dog food he does not feel so behind and still
nutrition label. This will be discussed and used as an example has all the information.
for the group activity.
7. The students should be taking notes throughout the
powerpoint and you should encourage it as it will help them
when doing the group work.
8. With the example label, go through the guaranteed analysis,
and ingredient list with the class.
9. Then discuss if these percentages match up well with the
amounts we saw a golden retriever needed on a daily basis.
10. Discuss the ingredient list and what nutrient the major
ingredients add to the dog food.
11. Discuss the vitamin content and if they are good percentages
for the golden retriever we are wanting to feed. (Dallas)
12. Pass out additional dog food labels and have them do this as a
group with their table mates now. They should all write down
the major ingredients and what nutrient they provide on their
own paper to turn in at the end of class.
13. Circulate around the classroom as the students are working
and provide input as needed.
14. Have a member from each group come to the board to write
in the ingredients their dog food has for each nutrient. There
will be a table included in the powerpoint so that all you have
to do is raise the projector screen and the students can use
the table shining on the board to know where to put what
ingredient.
15. Have the student turn in the paper from their group work as
they leave.


7. Watch For-------
Identify anything that you would like specifically observed or noted about this lesson. Include any questions you
have for the observer or reviewer.

Where can I improve in my teaching ways?

What did I do well?
How could I better this particular lesson?