Time+to+Eat

=Time to Eat = ** 1. Pre Planning: ** ** Objective: ** Given a small group and individual interactive PowerPoint, the student will identify different times to eat according to his/her receptive and expressive responses at 100% accuracy. Depending on the student’s skill level, identifying times to eat will vary on children’s individual goals along with assistive technology. Each student will respond using the power point according to his/her current level of functioning. (See differentiation) ** Materials: ** PowerPoint Clock/Pictures of Outside: A clock which enables the hands to move, and Pictures which represent morning, midday, afternoon, and night. Food Items/Food Pictures

** 2. Lesson Opening: ** We have been talking about food in this unit. We have completed many lessons about foods during the unit: restaurants, shopping, eating, and making. All of these lessons are things to help us to eat. We may hear (ears, touch your ears, we listen with our ears) words that means it is TIME TO EAT!! We may see the outside (eyes, touch your eyes, we see with our eyes) to help us know it is TIME TO EAT!! We are going to use different words we may hear, see, feel, taste, and smell to understand a TIME TO EAT!! At the end of this lesson you will be able to use your ears, eyes, nose, mouth and hands to identify when it is TIME TO EAT!

** 4. Lesson body: ** ** MODEL: ** I model for the children, after we have been exposed to the foods all month. · Eggs- morning, out of bed, sizzling · Sandwich- midday, from play, to help us run · Snack- afternoon, from more play, to help us keep moving · Dinner/Super- night, away (not at school) from school, to make us sleepy · Dessert- night, next, sweet, sleep Discuss these are different words, and you can eat different foods throughout the day. Just express to the children we eat throughout a day. Basically understanding there are various times of day we eat food. Have children use their own means of communication to add onto things they eat throughout the day. ** LEAD: Teacher guided problems/discoveries (guided practice) ** Now together, we will review the beginning of the PowerPoint. We eat food during the day. ** TEST: ** I will say each child’s name to let you know it’s your turn. The child will then touch the picture underneath the time of day, and then identify a food under the time of day. The child will have the opportunity to add their favorite or other foods they eat during the time of day (you can eat any food during any time of day). ** DIFFERENTIATION: ** 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 time and past events, will touch the meal on the PowerPoint before eating the meal (Partial participation)). Therefore, the lesson is within his/her current knowledge of learning. A child, who is already displaying knowledge of past and current events, will identify the times of day to eat the meal (i.e. dinner is at night). 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: ** Remember we are working identifying times of day we eat food. We eat at many times during the day. We can use our senses to know what time of day it is by food. We can also use the light of outside to know what time of day we eat food. Remember, we are learning when we eat and when we will not eat food.

** 7. Evaluation: ** During the next week we will be using the PowerPoint to express our times of day we eat food (i.e. some students may only need to complete the activity 16/20 times to gain 100% accuracy). I touch Touching foods before meals || /20 ||
 * || To eat/Not to eat ||
 * ** James **
 * ** John ** || /20 ||
 * ** Jake ** || /20 ||
 * ** Joe ** || /20 ||

Time to Eat: PowerPoint media type="custom" key="9126968"