CEP Lesson Plan Form
Teacher: Ms. Field
School: CHS
Date: 09/01/15
Grade Level: 10, 11
Title: FATTOM
Content Area: CUL1
Lesson #:_4_ of _7_
Content Standard(s) addressed by this lesson:
2.1 Investigate microorganisms found in food and their role in food borne illness
2.3 Utilize safe food-handling principles to minimize the risks of food borne illness
Inquiry Questions:
-
What do bacteria need to grow?
-
How can we prevent bacteria from growing in our food?
-
Why is it important to understand FATTOM as a kitchen worker?
Concepts and skills students master:
The six things bacteria need to grow (FATTOM)
How controlling for FATTOM can lead to safe food
Evidence Outcomes:
Every student will be able to: The student will be able to understand the factors in FATTOM and
evaluate their role in bacterial growth and food borne illness
Assessment of Evidence Outcomes:
Most wanted poster
Ticket out the door – modified KWL
Student discussion
Colorado State University College of Health and Human Sciences
Page 1
CEP Lesson Plan Form
Planned Lesson Activities
Activity Name
FATTOM
Approx. Time
90 min.
Anticipatory Set
Teaching/
Presentation:
(Select the most
appropriate teaching
model.)
-direct instruction
-presentation model
-concept teaching
-cooperative learning
-inquiry
Collect homework and lead discussion about what was found in their fridges. Have students stand up when you call the
item, i.e. who had raw meat stored above food? Who had spoiled things? Unidentifiable things? Whose fridge was
organized? Unorganized? Empty? (10 min.)
Hand out refrigerator sheets. (5 min)
Go over refrigerator storage of food. Discuss home versus commercial
Reintroduce biological hazards – definition, examples, different types (bacteria, viruses, parasites). Segue into FATTOM –
what do bacteria need to grow? Why does that matter with food?
Play FATTOM rap song. http://www.extension.iastate.edu/foodsafety/L4.1
Activity (30 min)
Have students create a FATTOM graphic organizer: take out a blank piece of computer paper (hand it to them if needed)
and fold into thirds (like a pamphlet). Each partition will have a letter of FATTOM on top. Students will then go around to
each table where a detailed index card is placed and fill in the corresponding information. Index cards are laminated
with a picture and the definition/description of that part of FATTOM.
Once students are finished, lead discussion about FATTOM. What does each letter mean? Explain in detail, use board to
give examples, and pictures for explanation.
Segue into TCS foods. Hand out TCS worksheet. Go over foods by category and discuss their correlation FATTOM.
Sponge: Let students work on wanted poster in class
Homework assignment (10 min) - Most wanted poster
Go over rubric – make sure to explain both poster and presentation components , due date, and examples (show
previous posters)
Assign groups and pathogens – number off by 10s since there are 10 pathogens but each person does their own poster!
Colorado State University College of Health and Human Sciences
Page 2
CEP Lesson Plan Form
Teaching Strategy:
Guided Practice
&
Differentiation
Teaching Strategy:
(Independent
Practice)
Closure
Materials
Accommodations
&
Modifications
Lecture with fridges and biological hazards.
During graphic organizer, make sure students are on task and quiet as they work independently (activity)
Group Discussion
Creation of graphic organizer
Homework assignment
As a ticket out the door have students to a modified KWL. 2 things they learned, 2 things they are unsure of still, and 2
things they want/need to know more about.
Speakers and computer access for FATTOM rap
Example wanted posters
Wanted poster grade sheet
Refrigerator handouts (filled in ones)
Laminated FATTOM index cards
Blank paper for students
To accommodate: have students copy verbatim from the index cards and then walk them through their own words of
what each card means.
To extend: have students write example of each item on graphic organizer. When going over TCS foods, ask students to
explain why each one is what and the science behind it.
Assessment
-
Ticket out the door
Wanted poster
Discussion
Colorado State University College of Health and Human Sciences
Page 3
CEP Lesson Plan Form
Post Lesson Reflection
1. To what extent were lesson objectives achieved? (Utilize assessment data to justify your level of achievement)
The students appeared to grasp the major concepts but struggled with details and specifics based on their responses during
the discussion and their KWL. I will be reviewing FATTOM and TCS foods significantly after they present their wanted posters
since it is a critical learning target and has to be mastered for both school and city regulations.
2. What changes, omissions, or additions to the lesson would you make if you were to teach again?
I would add in one extra day to review just fattom and tcs foods. Otherwise, the lesson as a whole went really well.
3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)
I plan on having students present their wanted posters and then instead of moving on, I will add in a review of fattom and
tcs foods.
Colorado State University College of Health and Human Sciences
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CEP Lesson Plan Form
Colorado State University College of Health and Human Sciences
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