Buying+Foods

=Buying Foods = ** 1. Pre Planning: ** ** Objective: ** Given a small group and individual interactive PowerPoint: including a interactive video, activity and manipulatives, the student will identify 3 steps to complete a task and will identify how many by counting coins at 100% accuracy. Depending on the student’s skill level, identifying how many coins will vary with numeral identification to one-to-one correspondence. Each student will respond using the power point and video activity according to his/her current level of functioning. (See differentiation) ** Materials: ** PowerPoint Video Real money and food items Picture money and food items Smart Board

** 2. Lesson Opening: ** We have been talking about food in this unit. We have completed many lessons about foods during the unit: restaurants, stores, eating, and making. All of these lessons are things to help us to eat. We have talked about places which you buy foods. Where do you buy foods? You buy foods at a grocery store, a market, or a restaurant. Great work! We will identify the steps you need to buy foods at a store. Next we will identify coins and money to answer the question “how much?” to buy foods. At the end of this lesson you will be able to identify steps to buy foods at a store and you will identify money to buy food.

** 4. Lesson body: ** ** MODEL: ** I model for the children, the steps of buying foods · 1 – make a list (write, draw, create) · 2- get foods from the list (have a list and get foods which match the list) · 3- buy the foods (using matching, 1:1 correspondence, or numeral notation) Discuss each variation, which is in parenthesis in the model. ** LEAD: Teacher guided problems/discoveries (guided practice) ** Now together, we will review each step in the PowerPoint, after I model each step. ** TEST: ** I will say each child’s name to let you know it’s your turn. **// 1-make a list //** Each child will get, move, select, or name an item to create a list. **// 2-get foods from list //** Each child will get, move, or select the item next on the list. **// 3-buy the foods //** Each child will count how many by using numerals, one-to-one correspondence, or matching. Next, the child with indicate identification under the coin on the Smart Board. ** DIFFERENTIATION: ** **// Powerpoint: order of steps to buy food //** All students will have many opportunities to review the PowerPoint with friends and teachers. The teachers and paraprofessionals will adapt responding for individual children (i.e. a child who is not currently ready to understand sequencing and order, will touch the meal on the PowerPoint to identify what comes next (Partial participation)). Therefore, the lesson is within his/her current knowledge of learning. A child, who is already displaying an understanding of sequencing and order, will expressively or receptively identify the order of steps to complete the buying food task. **// Powerpoint: How many- counting coins //** <span style="background: white; color: black; font-family: 'Comic Sans MS'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">The next part of the goal is to indentify how many by counting coins. Children who are currently using numbers to indentify amount will write or place the number under each coin. Children who are currently using one-to-one correspondence to count will put dots under the coins. Other children who are not yet using one-to-one correspondence will touch like coins (i.e. matching same coins). **// Interactive Video: getting items //** <span style="background: white; color: black; font-family: 'Comic Sans MS'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">All students may try this activity together or with the help of adults. It is a difficult, yet fun and reinforcing activity for the students, and they may try to play as many times as they would like. It works on sorting, referring back to a list, memory of where items can be found, etc. This is not a requirement for the children to try, yet it is a supplement for children who wish to try more difficult activities. I created a schedule for each child for all adults to know how to interact with each child when assessing the goals.

** 5. Lesson closing: ** <span style="background: white; color: black; font-family: 'Comic Sans MS'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">Remember we are working identifying steps to buy food, and counting how many with coin and money identification. We need to know to make lists, to use the list to get foods, and to buy the foods so we can eat. We need to count money to make sure we can buy foods. Remember, we are learning about steps to buy foods and how to count money to buy foods to eat.

** 7. Evaluation: ** <span style="background: white; color: black; font-family: 'Comic Sans MS'; font-size: 10pt; line-height: normal; margin: 0in 0in 0pt;">During the next week we will be using the interactive PowerPoint and video identify 3 steps to buy food, and to count how many with money identification (i.e. some students may only need to complete the activity 16/20 times to gain 100% accuracy). I touch Touching order of steps Matching same coins || /20 || /20 || 1:1 correspondence for coins (dots) || /20 || /20 ||
 * || Order of 3 steps to complete “Buying Foods” || How many: Counting coins: Coin identification ||
 * ** James **
 * ** John **
 * ** Jake ** || /20 || /20 ||
 * ** Joe ** || /20 || /20 ||

Power Point: All steps, Counting Money, and Video media type="custom" key="9136966"

Interactive Lesson Video: Trolley Dash [|Learning English Kids - Britishcouncil.org]