Lesson Plan : Play with your food-Introduction
Teacher Name: | Melissa Pearson |
Grade: | Grade 9-10 |
Subject: | Vocational Ed. |
Topic: | Food as Art and Culture Introduction to thematic Unit |
Content: | Students will be introduced to the idea of food being an expression of art and cultural identity |
Goals: | To inspire students to want to create a replica of a piece of fine art out of food To engage student interest in different cultures as they relate to food and art To guide students in methods of research To outline project requirements and guidlines |
Objectives: | Remembering-students will remember the project requirements when begining to think about possible cultures and pieces of art Understanding- students will understand all aspects of project including research component, budget restriction, nutritional requirements, natrual food element and presentation requirements Evaluate- students will be able to evaluate appropriateness of food ingredients while brainstorming |
Materials: | Over head display of the Meat Mona Lisa Handout of Guidlines Books on food ingredients Books on with images of pieces of fine art |
Introduction: | Students will be shown the image of the Mona Lisa made out of meat |
Development: | Students will be encourage to share their thoughts and participate in group discussion What other ingredients could have been used? Has anyone seen other uses of food as art? Who painted the original Mona Lisa? What country was the artist from? How does the meat relate to the heritage of the painter? Indroduce guidlines for the unit-provide a handout |
Practice: | Students will divide into groups (set at begining of semester) Students will begin to brainstorm about ideas Students wil have access to books with food ingredients and images of art |
Accommodations: | Gifted: Students will be given pre-unit assessment to see what information is alreasy known. Will be given optional element to unit to allow for expanded activities and integration of technology. Gifted students will work in selected group. Specific Learning Disabled: Allow for group activity away from distractions of other students. Provide addition feedback and guidance. Check in frequently for understanding |
Checking For Understanding: | Students will be checked for understanding through oral assessment of five components for the unit. Students will be asked what the next step will be. |
Closure: | Students will be encouraged to ask any remaining questions |
Evaluation: | Complete while students are actively engaged. Notes: |
Teacher Reflections: | Observations: |
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