6th Grade Kitchen Safety observations
Objective: Students will be able to identify, classify and correct potential kitchen hazards
Materials: Computer with internet, Ms. Leitheiser’s Weebly, Kitchen Observational Padlet, “Virtual Hotel” Interactive online game
Time: 45 minutes
Introduction: (10 minutes)
Review computer lab procedures, expectation and rules for using the internet.
Review- What are the five classifications of kitchen accidents (falls, burns, shocks, cuts, poisoning)
Key Idea: (5 minutes)
Identify and classify potential kitchen hazards
Direct students to the Padlet link from the SMS FACS webpage. As a class, read the direction for the activity. Practice how to post comments on the wall.
Practice: (10 minutes)
Each student will observe the various images on the Padlet wall. The students will identify a minimum of three potential hazards in the images and post their findings on the wall. Since the posts appear in real-time, students will be able to view the comments of their peers through this process. After the students have written their own posts, they should view the posts of their classmates to find additional hazards they may have missed.
Key Idea: (5 minutes)
Identify and correct potential kitchen hazards.
Direct the students to the Virtual Hotel link from the SMS FACS webpage. As a class, read the directions for the game. Check for understanding!
Practice: (10 minutes)
Have the students enter the KITCHEN portion or the game. Remind students they are to locate the hazards, and choose the best possible solution to the potential problem. If they answer incorrectly – remind them to read the REASONING behind the incorrect response. If a student finishes early, have them go back an intentionally choose an incorrect answer to see what happens.
Closure and Assessment: (5 minutes)
Inquire who did well on the game. Who made it through without a mistake? Who burnt down the kitchen? Etc. Have the students share with a shoulder partner about the game.
Assessment for this activity is informal observation of the students’ responses to game, and a formal assessment of their selection of kitchen accidents on the Padlet.
Materials: Computer with internet, Ms. Leitheiser’s Weebly, Kitchen Observational Padlet, “Virtual Hotel” Interactive online game
Time: 45 minutes
Introduction: (10 minutes)
Review computer lab procedures, expectation and rules for using the internet.
Review- What are the five classifications of kitchen accidents (falls, burns, shocks, cuts, poisoning)
Key Idea: (5 minutes)
Identify and classify potential kitchen hazards
Direct students to the Padlet link from the SMS FACS webpage. As a class, read the direction for the activity. Practice how to post comments on the wall.
Practice: (10 minutes)
Each student will observe the various images on the Padlet wall. The students will identify a minimum of three potential hazards in the images and post their findings on the wall. Since the posts appear in real-time, students will be able to view the comments of their peers through this process. After the students have written their own posts, they should view the posts of their classmates to find additional hazards they may have missed.
Key Idea: (5 minutes)
Identify and correct potential kitchen hazards.
Direct the students to the Virtual Hotel link from the SMS FACS webpage. As a class, read the directions for the game. Check for understanding!
Practice: (10 minutes)
Have the students enter the KITCHEN portion or the game. Remind students they are to locate the hazards, and choose the best possible solution to the potential problem. If they answer incorrectly – remind them to read the REASONING behind the incorrect response. If a student finishes early, have them go back an intentionally choose an incorrect answer to see what happens.
Closure and Assessment: (5 minutes)
Inquire who did well on the game. Who made it through without a mistake? Who burnt down the kitchen? Etc. Have the students share with a shoulder partner about the game.
Assessment for this activity is informal observation of the students’ responses to game, and a formal assessment of their selection of kitchen accidents on the Padlet.
lesson reflection
This past year I attended the Association for Middle Level Education’s national conference. While there, I was able to attend a variety of workshop covering a wide range of topics. One such workshop was on the subject of games in the classroom. The workshop’s presenter, Andrew Miller, reflected on the many reasons why people (youth and adults alike) engage in video game play. Everyone has a reason for playing, whether it is to conquer, collect, survive, socialize or become a mastermind, gaming is different for every individual.
Mr. Miller went on to discuss how games can be used effectively within the classroom setting. He listed the qualities of a good game as being situated within the content, mastery based, in time feedback, ongoing assessment, active learning within the content, and allowing the freedom of failure. I was fortunate enough to have a game in my arsenal that not only fits the criteria, but is engaging to my students as well.
I have been using the Virtual Hotel (Kitchen,) created by the Government of South Australia, for a few years now. I introduce the game to the student in the sixth grade to much enthusiasm. The students have so much enthusiasm that as seventh and eighth graders, they want to play the game again. Since setting up potential kitchen hazards and showing the effect of wrong choices is not always feasible, or safe, to do in a live setting, this game is a perfect solution. The students play as the avatar of the game. As they find a potential hazard, they need to assess the situation and make a choice based on their knowledge. If the student makes a correct selection, the kitchen becomes a safer place. However, should the student choose incorrectly, the game generates a potential outcome of their choice (kitchen fire, missing fingers, falls, burns etc.) Freedom to fail means the student has a never ending supply of lives, something that is not true in real life.
Mr. Miller went on to discuss how games can be used effectively within the classroom setting. He listed the qualities of a good game as being situated within the content, mastery based, in time feedback, ongoing assessment, active learning within the content, and allowing the freedom of failure. I was fortunate enough to have a game in my arsenal that not only fits the criteria, but is engaging to my students as well.
I have been using the Virtual Hotel (Kitchen,) created by the Government of South Australia, for a few years now. I introduce the game to the student in the sixth grade to much enthusiasm. The students have so much enthusiasm that as seventh and eighth graders, they want to play the game again. Since setting up potential kitchen hazards and showing the effect of wrong choices is not always feasible, or safe, to do in a live setting, this game is a perfect solution. The students play as the avatar of the game. As they find a potential hazard, they need to assess the situation and make a choice based on their knowledge. If the student makes a correct selection, the kitchen becomes a safer place. However, should the student choose incorrectly, the game generates a potential outcome of their choice (kitchen fire, missing fingers, falls, burns etc.) Freedom to fail means the student has a never ending supply of lives, something that is not true in real life.