1. Topic-
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| Peanut Butter and Jelly Sandwich |
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2. Content-
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Explanation of Purpose
Steps to making the PBJ
Materials needed for the perfect PBJ
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3. Goals: Aims/Outcomes-
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| To learn the materials needed, the steps required and methods used
in the making of a peanut butter and jelly sandwich. |
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4. Objectives-
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Students will be able to select the appropriate materials, describe
the steps, and demonstrate the proper method for constructing a peanut
butter and jelly sandwich.
Students will be able to determine by sight and taste whether the
sandwich has been successfully constructed. |
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5. Materials and Aids-
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Bread, knife and spoons, peanut butter, jelly, paper plate and napkins.
Student notes including steps and photos. |
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6. Procedures/Methods-
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A. Introduction-
1. Determine how many students have eaten a peanut butter and jelly
sandwich.
2. Determine the materials commonly used and why each is preferred.
3. |
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B. Development-
1. Explain to students what is about to take place and what the
finished product will look like.
2. Identify the materials to be used in today's demonstration and
why they are "preferred" over other options discussed in #2 above.
Demonstrate the steps, verbally explaining the steps again.
During each step, be sure to explain techniques for spreading, importance
of age of bread, etc.
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C. Practice-
BEFORE having students demonstrate, determine if any students have
peanut allergies, wheat allergies or other concerns. If so, have them
make just the jelly sandwich, or make a sandwich for the teacher to
sample. They might also simply help the teacher by monitoring others'
construction or by reading the steps for you.
1. Provide each student with a plate and one slice of bread to be
sliced in half.
2. Place two spoonfuls of each filler (PB and J) on each student plate.
3. Provide the step-by-step guide with photos to each student. |
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D. Independent Practice-
1. TOGETHER, walk the students through the steps -- the instructor
vocalizing the steps and the students demonstrating.
2. Watch each student apply any specific techniques, such as spreading.
3. Have students compare their sandwiches: how to they look?
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E. Accommodations (Differentiated Instruction)-
1. See above for students with allergies.
2. Any students with physical limitations may also be asked to assist
rather than participate directly.
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F. Checking for understanding-
1. Ask students why it is important to have ingredients assembled
before starting.
2. Ask students why it is important to use the spreading technique
demonstrated.
3. Ask students to assess how well they think they could do this again
on their own.
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G. Closure-
1. Let students taste their sandwich (re the allergy issue)
2. Have students rate their sandwich from 1-10 based on other PBJ
sandwiches they have tasted in the past.
Ask them why they think this sandwich is so good!? |
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7. Evaluation-
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1. Were instructions followed?
2. Were students successful in their ability to following the techniques
modeled? |
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