Você está na página 1de 5

STEPP Lesson Plan Form

Teacher: Ms. Naranjo


School:
School

Date:

Fort Collins High School


Grade Level: High
Content Area: Family and Consumer Science

Title: Safety and First Aid in The Kitchen


#:_1_ of _1_

Lesson

Skills Based Instruction

Content Standard(s) addressed by this lesson:


(Write Content Standards
directly from the standard)
Objective 4: Apply Basic Safety and First-Aid
Procedures
a) Identify common food service injuries and their prevention (burns, cuts,
breaks, strains, bend from knees)
b) Identify basic first-aid procedures
1. Choking: Heimlich (abdominal thrusts) do not interfere if the victim is
coughing forcefully with a partial airway obstruction
2. Treating a burn:
First degree (soak in cool water)
Second degree (soak in cool water or cold compress)
Third degree (cover loosely with a dry, sterile cloth, seek medical help)
3. Cuts (for severe wounds, apply direct pressure)

Understandings:
The dangers that exist in the professional and conventional kitchen
Prevention and treatment of each danger

Inquiry Questions:
Which type of burn is the worst?
How can we prevent burns?
How can we prevent cuts?
What should you do if someone is coughing loudly and holding their throat?

Colorado State University College of Health and Human Sciences

Page 1

STEPP Lesson Plan Form


What should you do if someone is not coughing and holding their throat?
Identify proper times to call 911.

Evidence Outcomes: (Learning Targets)


Every student will be able to:
I can identify the differences among common injuries that occur in
kitchens and name preventions and treatments for each.

This means that I can protect myself, classmates, and future co-workers.

Method of Teaching
Skills Instruction

Colorado State University College of Health and Human Sciences

Page 2

STEPP Lesson Plan Form

Planned Lesson Activities


Name and Purpose of Lesson

Approx. Time and Materials

Anticipatory Set
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

Safety and First Aid in the Kitchen


The purpose of this lesson is teach students the proper measures to
take when someone gets injured while cooking. This will help them for a
lifetime by teaching them to care for themselves and others. This skills
based instruction will help students practice the correct treatments for
injuries that occur in the kitchen.
Total Time: 45 minutes
Powerpoint
First Aid handout
Sink
Cold compress
Clean sterile cloth
To start the class, a series of cuts and burns will be shown to students.
This will demonstrate the seriousness of kitchen injuries while intriguing
students. (5 minutes)
To start class the teacher should pass out the first aid handout. This
handout should have the definition of all of the injuries covered along
with prevention and treatment.
Students should get with partners or in odd numbers 3 at the most. The
teacher will lead the class in demonstrations with time for the students
to practice after.
Choking: The teacher will utilize pictures from the powerpoint to
illustrate what it looks like when someone is choking. The teacher will
then demonstrate the Heimlich maneuver. After the demonstration
students should get 5 minutes to practice the skill while the student
goes around the room to observe. The class should then discuss
preventions to choking. (Using appropriate food for the client, cutting
food small enough) (10 minutes)
Burns: The teacher will utilize pictures from the powerpoint to show the
differences between a first, second, and third degree burn. The teacher
will then demonstrate how to treat a first degree burn, second degree
burn, and third degree burn. Students should be given about 5 minutes

Colorado State University College of Health and Human Sciences

Page 3

STEPP Lesson Plan Form


to practice. Students should discuss how to prevent burns (moving at
an appropriate pace, being aware, using proper utensils, using hot
pads) (10 minutes)
Cuts: The teacher will utilize pictures from the powerpoint to show the
differences between a minor cut and a major cut. The teacher will then
demonstrate how to treat a cut depending on severity. Students should
be given about 5 minutes to practice. Students should discuss how to
prevent cuts (using correct knife, using proper techniques) (10
minutes)

Closure
Differentiation

Assessment

Ticket Out The Door: After the demonstrations, students will put all their
materials away and each come to the front and draw a piece of paper
from a jar. This piece of paper will ask students to identify one of the
injuries covered during class. Students will need to accurately describe
prevention and treatment of the injury. (8 minutes)
Any questions regarding the lesson?
Cooking can be extremely fun but we need to always make sure we
practice proper techniques and prevention of injuries.
Moving students at the same pace will ensure that all students
understand the skill. Differentiation can be provided by pairing students
who are more advanced with those who are at a lower level.
Differentiation is also provided by spending more time assisting
students at a lower level.
Assessment is done through the ticket out the door. This will show me if
students understood the lesson.

Colorado State University College of Health and Human Sciences

Page 4

STEPP Lesson Plan Form

Post Lesson Reflection


1. To what extent were lesson objectives achieved? (Utilize
assessment data to justify your level of achievement)

2. What changes, omissions, or additions to the lesson would


you make if you were to teach again?

3. What do you envision for the next lesson? (Continued practice,


reteach content, etc.)

Colorado State University College of Health and Human Sciences

Page 5