DANIELSON MODEL LESSON TEMPLATE

Class: 8th Grade Young Living (Foods Section) Date: 3/13/20

Unit: Kitchen Equipment and Safety Lesson Title: Kitchen Safety
Audience Age: 8th Grade (13-14) Audience Location: Idaho Falls
Demographics: https://worldpopulationreview.com/us-
cities/idaho-falls-id-population/
Content Standard Alignment:
5.0 Content Standard: Develop Nutrition, Fitness and Food Preparation Skills
5.04 Competency: DEMONSTRATE PERSONAL SAFETY IN THE KITCHEN
Performance Indicators:
1. Identify causes of common kitchen accidents
2. Describe ways to prevent accidents in the kitchen
3. Explain ways of extinguishing kitchen fires

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar
to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students
should be able to answer.
At the conclusion of this lesson, students will be able to:
1. Predict common causes of kitchen accidents
2. Determine ways these accidents can be prevented and discuss it with others
3. Apply accident prevention concepts to their own classroom
4. Explain how to extinguish kitchen fires
5. Correctly use a fire extinguisher if needed
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)
We talked about sanitation last class. Following sanitation procedures helps us avoid biological poisoning and stay safe. Today we are going to
be talking about other ways we can stay safe in the kitchen.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)

List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials
such as text books, technology equipment, science equipment or supplies, art materials or equipment.
 Chromebooks
 Kitchen Safety Nearpod Lesson
 Common Kitchen Accidents Discussion Sheet

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
 You can get chemical poisoning from eating raw meat
 Cuts and burns are the only accidents that happen in kitchens (or at least the only ones they can think of)
 Dull knives are safer than sharp ones
 They might think the word laceration is pronounced differently than it is
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of
the lesson.

Introduction- Start class by welcoming and asking if they have any fun weekend plans.
Anticipatory Set:
1. Chromebooks & Nearpod
Distribution
10 min
Have instructions for Chromebooks written on the board:
1. Highlight your name on the checkout sheet
2. Grab your corresponding Chromebook and sit down
Rules
Talk about Chromebook rules
1. Stay on the website page that we are using
2. If we see you on different pages, computer privileges can be taken away.

2. Connection to Previous Lesson (while students finish grabbing

Chromebooks)
 Will someone raise their hand and tell me what we talked about last time?
o That’s right, we talked about sanitation last class. Following
sanitation procedures helps us avoid biological poisoning and stay
safe. Today we are going to be talking about other ways we can stay
safe in the kitchen.
3. Log into Nearpod
Log in
Walkthrough these steps with them on the computer
 Write the word “Nearpod” on the board and have students search for it on
google
 Have them click on “Nearpod Student”
 Write Code on the board and have the enter it
 Have them type their names
Explanation:
Nearpod is a tool that allows you to see the PowerPoint on your screen with me and
interact with it. You will be able to answer questions on your screen and then the
results will pop up on mine.

4. Attention Getter
Circle the Room Activity
 Let’s think about the accidents that happen in our houses every day. Out of
all of the rooms in your house, where do you think most of these accidents
happen?
o Circle the room that you think the most accidents happen in on your
chrome books.
o I was surprised when looked this up, its actually the bathroom!
However, the kitchen because of old people slipping. However, the
kitchen is really close though and is the second most dangerous
spot. Several different types of injuries can occur there.
 We have SIX kitchens in this class, so before we can get in the labs and cook
we need to make sure we know how to stay safe and prevent kitchen
accidents from happening

Instructional Activities: 5. Common Accidents Discussion:

Includes questioning techniques,
grouping strategies, pedagogical 1. What are the most common accidents that happen in the kitchen?
approaches. a. Have students type their answer on Nearpod
b. Talk about what they have posted and see if they got these
5 min categories:
i. Chemical poising, cuts, burns, and falls are the most
common of these accidents. Electric shock and chocking
follow closely behind.
2. Many Accidents can be prevented by:
a. Properly using and caring for equipment
b. Noticing and correcting potential dangers
c. Being organized and following directions
d. Keeping your kitchen clean.

Transition: Everybody shut your Chromebooks for a minute while we start this
activity. We will use the Chromebooks again towards the middle of our activity.
Pass out Common Kitchen Accidents Discussion Sheet

6. Common Kitchen Accidents Activity

25 min
Differentiation:
Tell students that they won’t be graded on their spelling or on having complete
sentences (the home teacher said ESL students often stress about this)
Pre-Test/ Group Discussion Notes
1. Have students write their name in the middle box on the worksheet. Explain
that the chart you have passed out has categories for the most common
kitchen accidents listed on it.
a. Ask: Does anyone know what laceration is?
i. Answer: A really deep cut
2. In each of these sections we are going to write ways to PREVENT these types
of accidents. We are going to do the chemical poising section together as a
class to show you how to do it.

Example as a class

CHEMICAL P OISONING
3. In order to know how to prevent accidents from happening, we first have to
think about how they happen. How could someone get chemical poisoning in
the kitchen?
a. Possible answers: Students will often say things like eating raw
chicken. Explain to them that that is actually a fifth category,
Biological Poisoning. We talked a little bit about this yesterday.
b. Possible answers: Eating soap, unlabelled containers, soap on the
counters, soap spilling into food. Mixing products. Not following
chemical instructions. Using chemicals near food.
c. Scaffolding: How many of you have little brothers and sisters around
the age of 2? Do they like to get into things they shouldn’t?
4. Tell a story about how my grandma fed all her children soup with Lysol in t
by accident.
5. Now that we have thought of ways that chemical poising can happen, take a
couple of min with your groups to write down 4 ways to prevent chemical
poising from happening.
a. Ask one person from each table to share one of the things they came
up with. Typical answers: Put labels on food, don’t store chemicals
with food, put locks on cabinets, put chemicals up high where kids
can’t reach them, make sure to rinse soap off all the dishes and
counters, etc.
6. What about our class? What can we do to prevent chemical poising in our
class when we are in the labs?
a. Some ways: Keep soap put away when you are cooking. Don’t play
with/blow the bubbles from the sink.
How to do the activity. Have them follow this process for each of the sections:
1. Remind them they are writing ways to PREVENT the different types of
accidents. Ask the studenst to each write 3 ways to prevent each type of
accident for the other three categories on the paper WITHOUT talking to
their neighbor
a. If you talk with you neighbor the next part of the activity will be
harder if they talk.
2. Sharing
a. After they have each written 3 preventative measures, have each
person share their answers with their group. As they are listening to
other members, they must steal two ideas from each category from
their group so they have a total of 5 ideas on their paper.
3. Nearpod Poll
b. Have students answer the poll on Nearpod by selecting any of the
answers on the board that are also on their paper (or that were
really similar).
c. View the results of the poll and see which points most students
knew and which ones they didn’t. Discuss the ones they missed in
more detail (you can also go over the ones they got if you have
something important to add).
d. Explain that this list doesn’t include every possible answer. See if the
student have any that they had on their paper that they want to add.

7. Discussion Points for Each Topic

CUTS AND LACERATIONS :
List of answers on Nearpod and Discussion Points:
 Do not put knives in a sink of soapy water
o Demonstrate the way to properly clean a knife
 If a knife falls, don’t catch it.
o Step back and don’t try to catch it. If you try to catch it you will likely
get cut
 Always use a cutting board! Never cut in your hand. (Plus, protects the
counters)
o Only have one knife on cutting board.
o If need, place a damp towel under cutting board
 Always watch what you are doing
o no horseplay in the labs
 Use proper method for cleaning up broken glass
o Use rubber gloves, sweep first, then vacuum, or take a damp paper
towel to wipe the area to pick up any small shards. Place in garbage
can, and then write a note for the janitors to let them know there is
glass in the garbage can
o Let us know if something breaks
 Keep knives put away. Don’t leave them on the edge of the counter

BURNS , FIRES, AND ELECTRIC SHOCK

List of answers on Nearpod and Discussion Points:
Burns
 Assume Pans are hot! Use hot pads/towels.
 Open the oven door all the way
o or oven could shut on your arm
 Keep pan handles inward
 Open lids away from yourself
o To prevent steam burns
 Let pans cool before washing.
o This helps prevent you from burning your hand and protects the pan
from warping
 Warn others if you are walking behind them with a hot item or opening an
oven door
 If you use a small pan, you should use a small burner.
o Never use a small pan on the big burner. It leaves the hot element
exposed and the heat can burn your hands as you are stirring, or it
will easy to have part of your clothing or a hot pad touch it and catch
fire.
 Don’t put water in hot Oil
o What will happen if you do? (See if they know the answer)
o Water wants to escape hot oil and evaporate. Try Dry food as much
as possible before putting it in oil to make food as dry as possible.
Use a spoon or something to gently add the food. Never add liquid
to hot oil.

Fire/Electric Shock:
 Do not leave flammable items on or near the stove (hot pads, planning
sheets, recipe books, etc.)
 Always check under the burner BEFORE you turn them on to make sure
there isn’t any food that has fallen under.
o If there is food, let me know and I will help you clean it out before
you cook. This is the most common reason for fire in a teacher I
knows class.
 Someone always needs to be watching the stove.
o Never leave your kitchen unattended. Explain to students how to put
out a fire if it does happen
 Keep cords away from water
 Pull on the plug, not the cord, to disconnect it from the outlet.

Discuss how to put out fires:

 Your working in lab and the food in your frying pan catches on fire. What do
you do?

1. Cover the flames with a metal lid or cookie sheet. Leave the cover on
until it has cooled.
2. Turn off the heat source. 
3. If it’s small and manageable, pour baking soda or salt on it to smother
the fire.
4. As a last resort, spray the fire with a Class B dry chemical fire
extinguisher.
5. Do not try to extinguish the fire with water.
6. Do not attempt to move the pot or pan outside. 

 Have the students watch this video: https://www.youtube.com/watch?

v=aALe8GKygwE
 Answer questions about it on nearpod

SLIPS FALLS AND LIFTING INJURIES

 Clean up spills immediately
 Warn others nearby of spills
 WALK
 Do not try to lift things that are too heavy for you.
o Don’t lift it or ask someone to help you.
 Use proper lifting techniques
o (have student who think they know, come demonstrate how to lift a
heavy object)

List of answers on Nearpod and Discussion Points:

Transition: Have students turn in their papers using the bucket system that their
teacher uses.

Extra Activity in case of extra time:

Have students watch this video and think about all the safety and/or sanitation
problems with it. https://www.youtube.com/watch?
v=IA8IW5abQTg&feature=youtu.be&fbclid=IwAR32ihpYBzlJMgIILvLdH3dmK-
fwZrZmDCypJNSMIgBGFbUxsNqReMdgiig
Wrap Up- Have each student check in their Chromebook by group quietly. As they do so, pass
Synthesis/Closure: out this picture to students and talk about hazards that they can find. If you need
5 Minutes more time, have them draw in a hazard that is not already there.
https://i.pinimg.com/originals/a9/f2/b2/a9f2b25fc72073b09aabf866a60d4288.png

Tell them that they are more prepared to use the labs now and that we will be doing
a lab before too long. Dismiss students.

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural linguistic needs.
 Students are provided with a graphic organizer (Common Kitchen Accidents Discussion Sheet) to organize
and store their thoughts.
 We go through the graphic organizer one step at a time so that students (especially ESL) aren’t
overwhelmed by how much they have to write.
 I explain that their writing will be not be graded for spelling or full sentences. The home teacher that ESL
students are often stressed they are going to be graded on those things.
 I noticed that the same students in the class often dominate the discussion. Because of this, I plan to use
Nearpod so that we can see everyone’s answers and they all feel like they get the chance to participate.
 Many of these students have already had this class in 7 th grade. Because of this, I see what they already
know through a Nearpod poll. This way, we can focus more on the things that they don’t know so they
won’t be bored.
 I noticed I talked really fast last time I did a lesson; I plan to talk slower this time to help students
understand me better (especially ESL).
 I display directions to get onto Nearpod on the projector so all students can easily understand and follow
along.
 The questions on my online quiz have pictures

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if
available submitted along with the lesson plan as attachments.
5.0 Content Standard: Develop Nutrition, Fitness and Food Preparation Skills
5.04 Competency: DEMONSTRATE PERSONAL SAFETY IN THE KITCHEN
Performance Indicators:
1. Identify causes of common kitchen accidents
2. Describe ways to prevent accidents in the kitchen
3. Explain ways of extinguishing kitchen fires

At the conclusion of this lesson, students will be able to:

Objective Assessment
 Predict Common Causes of Kitchen Accidents Nearpod free-write formative assessment:
Students will be asked “What are the most common
accidents that happen in the kitchen?” and will be able
predict what they are by typing their ideas into
Nearpod. Afterward, they will be able to compare their
ideas to the real common causes.
 Determine ways these accidents can be Common kitchen accidents activity formative
prevented and discuss it with others assessment:
 Apply accident prevention concepts to their Students will have a graphic organizer that has a
own classroom common accident listed in four separate sections. The
students will write down some ways they think these
accidents could be prevented on the organizer (pre-
test). Then, they will discuss their answers with others
and steal and an additional two ways from their group
members. Afterwards, they will see some ways they
can be prevented on Nearpod. They will compare their
ideas to the ones on Nearpod and I will conduct a poll
to see how similar their answers were. Based on that
poll, we will talk more in-depth about the answers. I
will ask the students about how we can apply these
concepts to our own classroom.

Find the Hazzard Formative Assessment:

Students will identify hazards in this picture:
https://i.pinimg.com/originals/a9/f2/b2/a9f2b25fc720
73b09aabf866a60d4288.png
 Explain how to extinguish kitchen fires Nearpod Test Formative Assessment:
 Correctly use a fire extinguisher if needed After learning about these concepts, students will
answer questions about them on Nearpod.