p.

Extended Lesson Planning Format for Teacher Education Candidates

Ithaca College School of Humanities and Sciences

Name Alexis Halstead

Lesson Title or Topic Chain of food from farm to table

Grade Level 9th

Course Name or Content Intro to Agriculture

Area

Central Focus

Describe the central focus for the content/skill you will teach. The central focus should provide
a short narrative summary of this lesson and/or learning segment.

Students will explore the path food takes along the Farm-to-Table Continuum. They will
begin on the farm and investigate the steps of processing, transportation, to restaurants and
supermarkets, and finally, to their own homes.

Context

1. State the long-range learning goals for the learning segment to which this lesson
contributes. The long-range goals should deal with mastery of knowledge/skills that students
will be able to transfer to real-life situations.

2. Explain how this lesson builds upon lessons before it and how this lesson fits into the overall
learning segment/unit.

3. Describe the students for whom this lesson has been developed. Consider the personal,
cultural, and community assets of your students and how this lesson builds upon those assets.

1. The goal of this lesson is for student to understand the pathway of agriculture. The unit is
designed to help educate and introduce students to what agriculture is. Many students have
misconceptions about agriculture and where their food comes from. This lesson is designed
to help students understand the pathways that their food takes.

2. This lesson builds on the previous lesson of what happens on a farm. This previous
lesson talks about how food is produced and harvested on a farm. The current lesson
allows students to explore and create their own conclusions of how food gets from farm to
table.
 p. 2

3. This lesson has been created for incoming freshmen students. Students who select this
course will have a general interest in agriculture or be meeting a degree requirement. Not
all students come from an agricultural background. The community that this school is
situated in does contain some rural areas, but many of the students live in town for ease of
resources and due to socio-economic status

Prior Knowledge

What knowledge, skills, and concepts must How will you know if your students have
students already know to be successful prior knowledge, etc.? How/when will you
with this lesson? teach/re-teach if necessary?

Students will have limited knowledge of
agricultural practices and pathways. Some
students may have more exposure than
others with the concepts.
After evaluation of the in class activity, I will
be able to assess their knowledge and shape
the rest of the lesson according to the classes
prior knowledge. Students will be retaught
material with more visual aids, such as videos.

State/National/Common Core Standards

List the number and full text of each standard that is addressed in this lesson.

Remember to include content and literacy standards, as appropriate to the lesson.

AFNR COMMON CORE

FPP.01.01 CCSS.ELA-Literacy.CCRA.SL.1

Analyze and manage operational and Prepare for and participate effectively a range
safety procedures in food products and of conversations and collaborations with
processing facilities diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.

CS.02. Evaluate the nature and scope of CCSS.ELA-Literacy.CCRA.L.3

the Agriculture, Food & Natural
Apply knowledge of language to understand
Resources Career Cluster and the role of
how language functions in different context, to
agriculture, food and natural resources
make effective choices for meaning or style,
(AFNR) in society and the economy.
and to comprehend more fully when reading
or listening.
 p. 3

11-12.RST.4
Determine the meaning of symbols, key terms,
and other domain-specific words and phrases
as they are used in a specific scientific or
technical context relevant to grades 11–12
texts and topics.

Objectives and Assessments

--Here list the short-range learning objectives specific to this particular lesson. These objectives
should be items that are immediately observable and easily assessed.

--In addition, you will identify how you will know if the learning objectives for this lesson have
been met. List the types of assessments you will use to determine whether the objectives have
been met. List the types of formative assessments you will use to monitor student learning of
your specific learning objectives for this lesson. What assessments will determine proficiency,
excellence, or failure to meet the learning objectives of this lesson?

--As you consider your assessments, you should think about the kind(s) of feedback your
students will receive from you related to your assessments and how you will expect them to use
this feedback.

- Formal assessments could include an exit ticket, a homework assignment, an in class writing
assignment, a project, or a quiz or a test you will give later, etc. Informal assessments could
include structured observation, thumbs up/thumbs down, think-pair-share, whiteboards, etc.

Learning Objectives Formative Assessments Summative Assessments

The students will be able
to …
(Learning outcomes to be
achieved by the end of this
lesson)
Every objective should
have an assessment.
Note: Use as many rows as
you have learning
objectives. You must have
FORMAL
INFORMAL
What evidence, by the end of
What formal and informal
the learning segment/unit,
assessments will you use during
will show that students
this lesson to monitor whether
understand and have met
your students are developing the
your learning objectives?
understanding/skills required to
meet the learning objective you
have identified? If you are using
observation as a form of
assessment, write the questions
you will use as a guide for your
observations of students during
the lesson.
 p. 4

at least one objective, but

there is no maximum
number.

Students will be able to
explain the pathway their
food takes from farm to
table.
Students will be given index Students will be turning in
cards at the beginning of class their notebooks at the end
and be asked to write A) and B) of class to be graded on
on each side. Instructions will participation and quality of
be on the board: Side 1, list a big work in their notebook.
idea that you understand and
word it as a summary statement.
Side 2, Identify something that
you do not yet fully understand
and word it as a statement or
question.

Students will be given

homework to complete their
own food to table pathway
using specific examples that
a certain food product might
follow.

Students will complete exit

ticket in 3-2-1 format.

Students will need to

generate 3) three things
they learned, 2) two things
they still wonder, and 1) one
thing that surprised them.
This will be done in a
pyramid graphic organizer.

If, as a result of the assessments above, students have not met your learning objectives
for this lesson, what strategy/ies will you use to teach/re-teach?

If students do not meet the learning objectives for this lesson, the subsequent lesson
will contain more information on this objective. Students during this unit will also be
able to visit the different places along the farm to table pathway to gain a great and
more conceptualized understanding of these connections.
 p. 5

Academic Language Demands

Language function and Example: Students will compare and contrast, orally with a
objective partner, Native American boarding schools to their school.

Choose a higher order Students will analyze flashcards depicting the different
language verb (e.g. analyze, pathways food takes from farm to table with a group. They
evaluate, explain, interpret, will need to explain in their notebooks how each segment is
describe, predict, argue, or connected to the other.
prove) that students must
know how to do in order to
succeed in this lesson. Write an
objective with your language
function n, the modality
(reading, writing, speaking,
listening), and content. See
your edTPA handbook for
content specific language
function suggestions.

Vocabulary i.e. content language (bricks), functional language (mortar),

and basic vocab
What skill vocabulary (e.g.,
Venn diagram, graphic  Farm
organizer, thesis statement,  Processing
symbols) and content  Transportation
vocabulary (e.g., imperialism,  Retail
mitosis, isosceles) do students  Table
 Describe
need to know in order to
 Pathways
succeed in this lesson?
 Agriculture
 Identify
 Understand
Students will be using a pyramid graphic organizer to
complete their exit ticket.

Discourse Students will be using their agriscience notebooks.

Discourse is a distinctive These notebooks require students to make mistakes and

communication structure correct their own work throughout class after the teacher
and/or style specific to your makes checks.
discipline (e.g. lab reports,
literary analysis essays,
 p. 6

document-based arguments,
proofs, critiques, etc.) In what
Students will need to communicate to each other in
discipline specific ways do
agricultural terms, describing the different interactions
students need to communicate
that take place in each pathway.
in order to succeed in this
lesson?

Language supports

How will you help students understand the verbal and written language requirements to
succeed in this lesson? (These should also be included in your step-by-step procedures below.)
How will you help them use Academic Language during this lesson? (Include how you will use
students’ prior knowledge and your teaching in this lesson to facilitate and deepen student
learning.)

Related competence (from planning document- at least one)

Grammatical competence (vocabulary & structure): Students will be introduced to new

vocabulary of an agricultural system through image flash cards.

Discourse competence (cohesion & coherence): Discourse content about agriculture.

Students will be comparing characteristics of an agricultural system.

Advanced Preparation for the Lesson

1. What instructional resources/materials do you need to prepare in advance?

List here the resources you will use to engage your students and assess their learning in this
lesson.

Include handouts, slides, supplies, images, grouping plans, manipulatives, equipment, rubrics,
answer keys, or anything else that requires advance preparation. Written materials should be
attached to this plan.

2. What else do you need to do before the lesson starts in order to be ready?

List here reminders to yourself so that you’re prepared when the students walk into the room.

1.
 Student flash cards
 p. 7

 Blank index cards

 Scissors
 Colored pencils
 Glue
 Tape
2.
 Have warm up prompt on board for students when they enter class
 Have flash cards on front table for students to have when walking in the room
 Have student supply boxes stocked and available on student tables
Lesson Procedures: Instructional Strategies/ Learning Tasks

Describe, in detail, the steps you will follow in this lesson, attending to both what you will be
doing and what the students will be doing.

Time Step-by-Step Procedures

Opening (Launch)

How will you begin your lesson in a way that motivates and engages students in learning this
lesson’s content? (Motivation for lessons should be interesting, age-level appropriate, brief,
and directly related to the learning objectives of the lesson.)

5min  Students will walk in room and look at board for instructions. Teacher will
also repeat instructions for students once the bell has rang. Students will
grab flash cards from front of classroom. Prompt on board will state:
 Side 1: List a big idea that you understand about how food travels from
farm to table and word it as a summary statement.
 Side 2: Identify something that you do not yet fully understand about the
farm to table process and word it as a statement or question.
Procedures

List the next steps of your lesson. Provide a detailed description of what teacher and students
will be doing. Your planned formative assessments and language supports from above should
show up in this section as part of your lesson procedures. Add rows below as needed.

Write lesson plan procedures so that another teacher could pick up your plans and actually
accomplish your objectives for the lesson. The following procedural terms are too vague:
introduce, discuss, review. How will you introduce something new? How will you organize
discussion? How will you conduct a review? Include specific questions you will use.

5min 1. Once students are finished with their index cards, the teacher will instruct
each student to share a side that they pick to their seat partner. After they
have shared with their partner students can choose whether or not to share
out their card with the rest of the class before moving on.
10min 2. The teacher will assign groups. Students will form into groups.
3. Teacher will briefly review how to use notebook with students.
 p. 8

4. Teacher will then hand out flash cards to groups.

5. Students will need to organize cards in the correct order. Teacher will be
moving around to check (stamping notebook) for completion before giving
students next step.
10min 6. Once students have correct order and teacher check, they will then receive
their own copy of the flash cards to cut out and place in correct order in
notebook. Students will need to provide their own descriptions of how the
pathways are connected and title each pathway. Teacher will check or
stamp for completion. If students are incorrect with definitions, teacher
will have them make corrections in a different color pen/pencil.
5min 7. Student groups will debrief with the class on how they found the
connections and described them. Students will also be prompted where
they may experience these connections in their daily lives and how they
affect their daily lives.
Closure

How will you bring this lesson to closure? How will students reflect on what they learned
today, and how will you prepare them for what’s ahead?

5min 8. Students will be debriefed on their homework assignment to complete their

own pathway using the same one in class, but with a specific agricultural
product and they must draw their own.
9. Students will be given an exit ticket assignment for the day.
They will need to complete a 3-2-1 pyramid in their notebooks. Students will need
to receive a check before they can pack up for their next class.

10. Teacher will allow students to pack up prior to the bell ringing.

Inclusiveness

Universal Design

What general features of your procedures and/or assessments support the learning of all
students by making this lesson accessible for every student in the class? Make sure to address
each of the 3 major principles of Universal Design (i.e. providing multiple means of (1)
representation, (2) action and expression, (3) engagement).

1. This lesson is designed to give students an opportunity to work with specific

vocabulary, visual representation of that vocabulary and then create a visual of how
each segment flows into the other. Allowing students to be able to have multiple
visualizations and work kinetically with the lesson materials allows them to gain
further understanding.
2. Students are able to express themselves as members of a group. Students are also
able to present their information in an open format in their agriscience notebooks.
3. Students will be able to remain engaged in this lesson because they will be able to
use materials in their supply boxes to complete this lesson.
 p. 9

Students with Specific Learning Needs (to be completed below)

What are some of the specific learning needs possessed by students in your class, and what will
you do to intentionally support students’ learning specific to this lesson?

IEP/ 504 Plans Supports, Accommodations, Modifications,

Pertinent IEP Goals (Do not copy and paste
Examples: Auditory processing, attention
from other lesson plans. These supports
related issues
should be specific to this lesson and these
students. List specific supports for students
using initials to designate each student.)

Visual Processing Student has visual processing condition that

limits them from learning letters
independently. Student will be able to
complete objective of lesson through use of
images. Student may receive support in
writing in notebook. Student may also
receive support in formative assessment
with reading directions. Student will be
provided with additional oral directions.

Specific Language Needs Supports, Accommodations, Modifications

Examples: English Language Learners,

regional varieties of English

Include specifics related to needs of case Entering: Student will receive support in
study students making connections within the lesson.
Student will be able to receive help with
English Language learners
writing in notebook.
1 Entering
Emerging: Students are supported through
2 Emerging the use of a more visually centered lesson.
Students will be able to receive supports and
1 Transitioning prompts to help guide them with their
notebook entries.

Transitioning: Student has low academic

language. Student will be able to receive a
vocabulary support sheet. Student will be
able to receive support in their notebook
entries.
 p. 10

Other Learning Needs Supports, Accommodations, Modifications

Examples: Struggling readers, students with

gaps in academic knowledge, students
learning at an advanced level, etc.

High BICS, Low CAPLS This is a very social lesson, where students
will be able to be supported by their peers.
Gaps in academic knowledge
There will be an aid in the room to help
support students with academic language.
All students with specific learning needs will
be able to receive a vocabulary handout.
Students are also supported through
prompts that are given to help them follow
the correct formatting of their notebooks.

Theoretical Principles/ Research-Based Practices

Describe clearly how the theory/research supports your selection of learning activities for this
lesson.

 Bloom, B.S. (ed.). (1956). Taxonomy of educational objectives. Handbook 1: Cognitive domain.
New York: David McKay
 Dewey, J. (1916). Democracy and education. New York: Macmillan.
 Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language
Learners in the Mainstream classroom. Portsmouth, NH. Heinemann.
 Mohan, B 2001. “The second Language as A Medium of Learning.” In English as a Second
Language in the Mainstream: Teaching, Learning, and Identity, ed. B. Mohan, C. Leung, and C.
Davidson. London: Longman.

References

Include here any professional resources from which one or more parts of this lesson plan have
been borrowed/adapted. (If a mentor teacher shared plans, please credit them.)

 Interactive agriculture notebook- National Association of Agriculture Educators

 Teachers pay Teachers.com

The following questions should be answered after you teach your lesson. Some instructors or
supervisors may ask you to submit these responses separately from your extended-format plan,
so please ask your instructor/supervisor for more detail about expectations for the completion
and submission of lesson reflections.
 p. 11

Lesson Reflection

After the lesson has been taught, write your reflection.

How effectively did I promote a positive learning environment? How do I know?

How well did I engage students in learning? How do I know?

How did I elicit and build on student responses to deepen their learning?

Students were given an opportunity to explore their prior knowledge in the introduction of
the lesson. Students that I presented this to responded to well with being asked to think about
their prior knowledge. It warmed students up to what the lesson was going to be about and
get them thinking. Having this activity helped to hook and engaged students into the lesson.

What changes would I make to my instruction to improve student learning? Why?

To improve student learning, especially for ELL, I think I could provide more specific
vocabulary support. Students could also have more individualized support in the opening
activity. Students during this portion of the lesson were not initially given any support in the
writing or in the discussion. Students could be provided alternative means of writing their
responses. They could also be provided support in the talking portion of the activity,
especially if they are not extremely proficient in speaking English. Students could be able to
draw or use other ways to communicate their knowledge.

What did I learn about my students’ learning from my assessments? If I didn’t learn what I
hoped to learn from the assessment(s) I used, how would I modify the assessment(s) for next
time?

Through debriefing this lesson with my classmates, I feel more confident in the planning of
my lesson. As I was writing my lesson, I was uncertain whether the lesson was too simple
or not. Through presenting the idea to my students (classmates) they provided me with
good feedback about the simplicity of my lesson. With this being an introductory lesson, I
wanted to have a safe and approachable lesson to allow students to begin interacting with
 p. 12

these concepts. Further in the unit, students would be learning more in `depth information
about each specific aspect of the system.

Rev. 05/15/2017