Six rural school districts in cooperation with the Northeast Iowa Food and Fitness Initiative are using trained high school
youth as “Team Teachers” to facilitate Farm to School lessons with elementary youth each month. In this session partici-
pants will simulate a lesson.
Graphs are used before a questionnaire to gather information. They show relationships between different variables or categories in visual form. Pre-questionnaire graphs can help identify key areas to ask questions about to better understand relationships and gather needed data from respondents.
5LINX is a multi-level marketing company selling energy services and telecommunications packages, and provides business opportunities for representatives to earn commissions and bonuses. The company offers training and support for representatives to start their own business by filling out an application and selling 5LINX products and services to customers.
Tome 1 "Rapport annuel de l'Envoyé PME 2013-2014" - Bilan et perspectives du ...Public Service of Wallonia
Le premier tome du "Rapport annuel de l'Envoyé PME 2013-2014" dresse le bilan de ces trois années de déclinaison wallonne du SBA européen et présente les pistes d’amélioration souhaitables afin d’en accroître la plus-value au bénéfice des PME et de l’économie régionale.
Ce bilan intègre les réflexions des membres du Comité de pilotage du SBA wallon. Il pointe également certaines priorités d’action exprimées par les entreprises et les partenaires sociaux
Des questions?
Contactez Antoine BERTRAND, Attaché à la Direction de la Politique Economique, antoine.bertrand@spw.wallonie.be , 0032 81 33 39 24
Estebo tpd- lesson plan nº 4 primary practicumCynthiaestebo
This document outlines a lesson plan for a 5th grade English class in Argentina on the topic of food. The lesson has the following objectives: to review and practice food vocabulary through a song, video, and worksheet activities; develop listening skills; and explain the five food groups. The lesson includes greeting the students, presenting a food pyramid poster, having students listen to and sing along with a song about healthy eating, watching an explanatory video on the five food groups, classifying foods into groups with a worksheet, and designing a food groups poster. The plan anticipates and addresses potential problems students may face understanding English.
Graphs are used before a questionnaire to gather information. They show relationships between different variables or categories in visual form. Pre-questionnaire graphs can help identify key areas to ask questions about to better understand relationships and gather needed data from respondents.
5LINX is a multi-level marketing company selling energy services and telecommunications packages, and provides business opportunities for representatives to earn commissions and bonuses. The company offers training and support for representatives to start their own business by filling out an application and selling 5LINX products and services to customers.
Tome 1 "Rapport annuel de l'Envoyé PME 2013-2014" - Bilan et perspectives du ...Public Service of Wallonia
Le premier tome du "Rapport annuel de l'Envoyé PME 2013-2014" dresse le bilan de ces trois années de déclinaison wallonne du SBA européen et présente les pistes d’amélioration souhaitables afin d’en accroître la plus-value au bénéfice des PME et de l’économie régionale.
Ce bilan intègre les réflexions des membres du Comité de pilotage du SBA wallon. Il pointe également certaines priorités d’action exprimées par les entreprises et les partenaires sociaux
Des questions?
Contactez Antoine BERTRAND, Attaché à la Direction de la Politique Economique, antoine.bertrand@spw.wallonie.be , 0032 81 33 39 24
Estebo tpd- lesson plan nº 4 primary practicumCynthiaestebo
This document outlines a lesson plan for a 5th grade English class in Argentina on the topic of food. The lesson has the following objectives: to review and practice food vocabulary through a song, video, and worksheet activities; develop listening skills; and explain the five food groups. The lesson includes greeting the students, presenting a food pyramid poster, having students listen to and sing along with a song about healthy eating, watching an explanatory video on the five food groups, classifying foods into groups with a worksheet, and designing a food groups poster. The plan anticipates and addresses potential problems students may face understanding English.
This document discusses ways for teachers to challenge students and encourage progress through questioning techniques. It provides examples of open-ended questions teachers can pose to students at the start of lessons to stimulate thinking on different levels of challenge. It also offers strategies for questioning students during lessons, such as planning questions in advance and using techniques like posing, pausing, bouncing and pouncing. The document emphasizes making questions an important part of the classroom by modeling questioning, providing opportunities for students to practice, and responding positively to student answers rather than just saying if they are right or wrong.
Review key points:
- Nutrition is eating the right foods to give us energy, strength and help us grow
- Our bodies are like engines that need fuel (food) to work
- Eating too little or too much food can make us tired and weak
- Good nutrition means eating enough but not too much
Motivator: Who can tell me what nutrition is?
Transition: Next time we will learn more about the different kinds of foods and how they help our bodies.
Vocabulary: Nutrition, energy, strength, grow, enough, too little, too much
Have students repeat vocabulary words with you.
Thank you for listening and participating today. See you next
The document outlines a lesson plan for a 4th year English class focusing on health, sports, and food. The lesson includes activities like defining health, discussing healthy and unhealthy foods, reading articles on fast food and enjoyable exercises, watching a video on the benefits of fitness, and writing an informal letter giving advice. The goal is for students to practice their language skills while learning about maintaining a healthy lifestyle.
Salaaam Baalak Trust was established in 1989 to provide services to street children in Mumbai. It aims to provide both formal and informal education, recreational activities, medical care, counseling, and rehabilitation to over 400,000 street children in India who have no home besides the streets. The Trust operates centers that provide children with schooling, meals, tutoring, and opportunities to participate in sports, art, and other development activities. Counseling is also offered to help children with psychological and personal issues.
Ethnography of Student Campus Dining Lifecycle - The Pulse Group & Stanford U...Kim Royster
This multimedia presentation to NACUFS covers market research performed by The Pulse Group on changes in college students' dining palates and behaviors, from freshman year through graduate school. Performed at Stanford University, the research shows how the evolution of campus diners during their years of study can be successfully supported through targeted dining options.
This presentation documents transitions in student eating choices and dining patterns. It explores how campus dining operators can support community-building through dining programs. It offers marketing and communications insights, and tactics for elevating the campus dining experience in both residential and retail settings.
Included are videos with students describing dining experiences in their own words: classic freshman mistakes, college dining peer pressure, college student palate changes, eating pattern changes, and gains in college student food knowledge.
Ethnography of Student Campus Dining Lifecycle shows
--the significant changes in the food experience expectations of 18- to 24-year-olds,
--the choice architecture that motivates college dining behaviors,
--and how campus dining operators can go beyond just providing food to supporting the variety of student diners on a campus.
The document discusses accelerated learning techniques for teaching English as a foreign language. It emphasizes creating real-life language learning situations, using multi-sensory and engaging activities, and providing a structured yet low-anxiety environment where learners feel comfortable taking risks. Effective teaching incorporates connection, activity, demonstration, and consolidation stages to make learning memorable and fun.
The lesson plan aimed to teach kindergarten students about their daily morning routines. It included a warm-up activity of miming morning routines to introduce vocabulary. New vocabulary like "wake up" and "wash face" were presented through pictures and gestures. Students practiced by rearranging routine steps. They reinforced learning by matching pictures to sample routines displayed around the room. The lesson concluded with students dancing and singing to a morning routine song video.
English 4 dlp 1 distinguishing rising and falling intonation optEDITHA HONRADEZ
The document discusses distinguishing between rising and falling intonation when asking questions or making statements. It provides examples of questions that take rising intonation, such as "yes/no" questions, and statements that take falling intonation. Students practice reading example questions and statements aloud, guided by arrows indicating intonation. Their performance is evaluated on correctly using rising and falling intonation based on whether a statement is doubtful or certain.
English 4 dlp 1 distinguishing rising and falling intonation optEDITHA HONRADEZ
The document discusses distinguishing between rising and falling intonation when asking questions or making statements. It provides examples of questions that require a rising intonation, such as "Is your father a farmer?" and statements that require a falling intonation, such as "You are hungry." Students practice reading sentences and statements aloud, using the correct intonation based on whether the speaker is certain or doubtful about the content. Their performance is evaluated using a rubric.
The document discusses a project by students of Shree Swaminarayan Academy to help children living in slums. It notes the problems faced by slum children like starvation, diseases, poverty, and illiteracy. The students generated knowledge about hygiene, child care, and sanitation. They then visited a slum area and Anganwadi center with 50 students to talk to residents, give advice on hygiene, and distribute food, clothes, toys, and books to help motivate the children and their families to adopt better hygiene habits. The students enjoyed interacting with the children and seeing their smiling faces.
This document provides an overview of Unit 8 from an English language learning textbook. The unit focuses on talking about health habits and making excuses. It includes conversations where friends discuss their good and bad health habits, exercises to practice adjective and verb phrases for making excuses, and a conversation model where a woman invites a man to do something and he makes the excuse that he is too busy. The document provides guidance for teachers on how to introduce the topics and language points in the unit through warm-up activities, listening exercises, vocabulary practice, and role-plays.
This document provides teaching ideas and activities for instructing students on idioms, collocations, and phrasal verbs. It includes examples of each and suggests having students find examples in news articles, create poems using idioms, act out idioms, and learn about the many ways the word "up" is used in phrasal verbs and collocations. A variety of engaging exercises and online resources are also presented.
Session 2 Communication Skills with Practices In Breast FeedingHCY 7102
This document outlines communication skills for health professionals promoting breastfeeding. It discusses using active listening techniques like non-verbal cues, open-ended questions, reflecting statements, and empathy to encourage mothers to share their experiences without judgment. Specific skills include asking open questions, acknowledging feelings, giving reassurance, and arranging follow-up support. The goal is building the mother's confidence by accepting her perspective and providing practical information when requested. Several demonstrations show both proper and improper communication examples.
This document provides guidance for teaching the biological process of digestion to Year 2 students. It includes suggestions for assessing students' prior knowledge of digestion, using models to teach the parts of the digestive system, having students create diagrams to label the digestive system, and using role playing and creative works like poems to demonstrate understanding of the digestive process. Suggested assessment questions are provided to evaluate students' comprehension. References for further resources on teaching digestion are also listed.
This document contains a lesson plan for a class on health problems and modals of obligation and prohibition. The 80-minute lesson will have students practice identifying and using must and have to through activities including watching a video, completing sentences from the video, and roleplaying as doctors and patients. Assessment will involve having students make sentences using the target modals. The plan outlines the objectives, procedures, materials, and assessments in detail across introduction, warm-up, presentation, practice activities, and closure.
The document summarizes the Brain Food Project (BFP) and EASe (Empathy, Awareness, and Sensitivity for equity) training system. BFP provides food and other items to students during tutoring sessions to address food insecurity and increase attendance. An experiment found significantly higher tutoring attendance when food was provided. EASe trains tutors and staff to develop empathy, awareness, and sensitivity to understand students' diverse experiences and challenges in order to create an equitable and supportive learning environment. The goal is to help students realize their full potential through overcoming obstacles.
This summary provides highlights from two classrooms at the school. Room 13 is a Year 1 classroom focused on cultural learning, where students recently learned about Maori and Kiwi culture. They welcome visitors. Room 19 is a Year 6 classroom focused on developing independent learning skills. Students have been setting goals, learning about different cultures, and participating in writing, math, swimming and running activities. Both classrooms are experiencing engaging learning experiences.
This document outlines the key points from an oral communication class taught by Teacher Amy. The document includes the class rules and objectives, which are to describe and distinguish different types of speech acts and respond appropriately in various social settings. It then discusses speech act theory, defining locutionary, illocutionary, and perlocutionary acts. John Searle's classification of speech acts into five categories is presented: assertive, directive, commissive, expressive, and declarative. Examples of each are given. Students are asked to identify the locutionary, illocutionary and perlocutionary components of different scenarios. Finally, students are instructed to write a short story using expressive and declarative speech acts.
This document provides an overview of celebrity chef Jamie Oliver and his work in cooking education and advocacy. It includes:
1) A brief biography of Oliver mentioning his early interest in cooking and career highlights including his television shows and restaurants.
2) Details on Oliver's food philosophy and efforts to improve school lunches, including his television show "Jamie's Food Revolution" and developing toolkits to help parents launch school food campaigns.
3) Information on Oliver's non-profit restaurant Fifteen which trains unemployed young people to become chefs through its apprenticeship program.
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This document discusses ways for teachers to challenge students and encourage progress through questioning techniques. It provides examples of open-ended questions teachers can pose to students at the start of lessons to stimulate thinking on different levels of challenge. It also offers strategies for questioning students during lessons, such as planning questions in advance and using techniques like posing, pausing, bouncing and pouncing. The document emphasizes making questions an important part of the classroom by modeling questioning, providing opportunities for students to practice, and responding positively to student answers rather than just saying if they are right or wrong.
Review key points:
- Nutrition is eating the right foods to give us energy, strength and help us grow
- Our bodies are like engines that need fuel (food) to work
- Eating too little or too much food can make us tired and weak
- Good nutrition means eating enough but not too much
Motivator: Who can tell me what nutrition is?
Transition: Next time we will learn more about the different kinds of foods and how they help our bodies.
Vocabulary: Nutrition, energy, strength, grow, enough, too little, too much
Have students repeat vocabulary words with you.
Thank you for listening and participating today. See you next
The document outlines a lesson plan for a 4th year English class focusing on health, sports, and food. The lesson includes activities like defining health, discussing healthy and unhealthy foods, reading articles on fast food and enjoyable exercises, watching a video on the benefits of fitness, and writing an informal letter giving advice. The goal is for students to practice their language skills while learning about maintaining a healthy lifestyle.
Salaaam Baalak Trust was established in 1989 to provide services to street children in Mumbai. It aims to provide both formal and informal education, recreational activities, medical care, counseling, and rehabilitation to over 400,000 street children in India who have no home besides the streets. The Trust operates centers that provide children with schooling, meals, tutoring, and opportunities to participate in sports, art, and other development activities. Counseling is also offered to help children with psychological and personal issues.
Ethnography of Student Campus Dining Lifecycle - The Pulse Group & Stanford U...Kim Royster
This multimedia presentation to NACUFS covers market research performed by The Pulse Group on changes in college students' dining palates and behaviors, from freshman year through graduate school. Performed at Stanford University, the research shows how the evolution of campus diners during their years of study can be successfully supported through targeted dining options.
This presentation documents transitions in student eating choices and dining patterns. It explores how campus dining operators can support community-building through dining programs. It offers marketing and communications insights, and tactics for elevating the campus dining experience in both residential and retail settings.
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--and how campus dining operators can go beyond just providing food to supporting the variety of student diners on a campus.
The document discusses accelerated learning techniques for teaching English as a foreign language. It emphasizes creating real-life language learning situations, using multi-sensory and engaging activities, and providing a structured yet low-anxiety environment where learners feel comfortable taking risks. Effective teaching incorporates connection, activity, demonstration, and consolidation stages to make learning memorable and fun.
The lesson plan aimed to teach kindergarten students about their daily morning routines. It included a warm-up activity of miming morning routines to introduce vocabulary. New vocabulary like "wake up" and "wash face" were presented through pictures and gestures. Students practiced by rearranging routine steps. They reinforced learning by matching pictures to sample routines displayed around the room. The lesson concluded with students dancing and singing to a morning routine song video.
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The document discusses distinguishing between rising and falling intonation when asking questions or making statements. It provides examples of questions that take rising intonation, such as "yes/no" questions, and statements that take falling intonation. Students practice reading example questions and statements aloud, guided by arrows indicating intonation. Their performance is evaluated on correctly using rising and falling intonation based on whether a statement is doubtful or certain.
English 4 dlp 1 distinguishing rising and falling intonation optEDITHA HONRADEZ
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This document provides an overview of Unit 8 from an English language learning textbook. The unit focuses on talking about health habits and making excuses. It includes conversations where friends discuss their good and bad health habits, exercises to practice adjective and verb phrases for making excuses, and a conversation model where a woman invites a man to do something and he makes the excuse that he is too busy. The document provides guidance for teachers on how to introduce the topics and language points in the unit through warm-up activities, listening exercises, vocabulary practice, and role-plays.
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Similar to Using Cross-Age Teaching to Deliver Farm to School Lessons (20)
23. Lab: Interactive F2S Lesson “Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand”Chinese Proverb You will now have 25 to 30 minutes to model a cross-age lesson. 1.) Find groups 2.) Review folio 3.) Plan lesson with group 4.) Present 5.) Feedback
Flannery and Rachel introductions: college and AmeriCorpsTeresa and Johnice introductions:
(Rachel): We’re going to do some talking at you, just for a bit and then turn it over to you to engage and be interactive. We hope you have fun today! We’re going to play a game too, one that should hopefully keep you engaged and attentive throughout the presentation. Throughout the 90 minutes, be listening for the following words: X, X, X, X, X, and X. We’re going to have a quiz at the end.
(Rachel):To cater to the size of the group and honor time, we’re not going to have you introduce yourselves to everyone. Rather, please turn to your neighbor, and introduce yourself, tell where you’re from and what organization you’re affiliated with, and respond to the following question: Who was your role model as a child and why? I’m sure the majority of you had a role model as a child, this is one of the unique benefits of cross-age teaching. Keep those specific traits you admired as we talk about cross-age teaching.
(Teresa) The Northeast Iowa Food and Fitness Initiative is one of nine national Initiatives funded by the W.K. Kellogg Foundation supporting healthy local food systems and creating environments for active lifestyles. After two and half years of planning using funds from the Kellogg, NE IA FFI recently entered implementation phase. Even though Iowa is considered the breadbasket of the US, 90 percent of all the food Iowan’s eat is produced outside the state (source: Iowa’s Local Food Systems: A Place to Grow from the Iowa Policy Project www.iowapolicyproject.org) The Initiative includes a 6 county region about the size of Connecticut and is the only rural model aside from Tohono O’odham.
(Flannery):Throughcareful planning with involvement of community members, NE IA FFI identified schools as the centers of its rural communities, and youth as drivers of change, the Initiative adopted two national programs to pilot in 6 counties. Safe Routes to School enables communities and schools to improve safety and encourage more childrento safely walk and bicycle to school. And, the other effort, is the focus of today’s presentation…Farm to School. Farm to School is a logical fit for the Initiative as the program aims to connectK-12th grade students with their community’s agricultural roots. The Initiative identified one school in each of the 6 counties to pilot the program.
(Rachel)Conceived in 2004 with several pilot programs in California and Florida, Farm to School has grown to over 2,000 programs in 49 (?) states. Northeast Iowa’s Farm to School chapter is one of 9 existing programs in the state (??). All programs are in their infancy but with recent legislation ( ??several bills in the house or senate) and the First Lady’s Let’s Move Campaign, we’re hopeful these programs will continue to grow and strengthen. Explain states that have funding Iowa currently doesn’t have any state funding.
(Flannery)The Northeast Iowa Food and Fitness Initiative relied on its diverse core team to create northeast Iowa’s Farm to School vision. This model emerged late last September. And as you can see, each component: food service, education, and school gardens are interdependent. The structure of the FFI’s Farm to School reinforces local and healthy options. Hence, food service might offer local greens in the school cafeteria. Students could also have the opportunity to grow greens in their school garden, perhaps even eating some of those greens in their school lunch. They could also learn about greens in their classrooms from teachers and high school students (show folio) and take a field trip to a farm where greens are grown. We are currently 8 months into the pilot program, and have ____ each component of the program but realize that shifting food culture in schools will take considerably more investment. Here is the progress made thus far… TIMELINE: Sept.- May 8 months to date. School meetings Nov-Dec. First activity: Cross-age teacher training January 13 & 14
(Johnice):Implementation: ServSafe, SafeFood, Bidding and Procurement MeetingsStat about children eating school meals etc. Across the country, school food service has felt the affects of budget cuts receiving a reimbursement of $ per meal and In preparation to safely introduce local foods into school meals, the Initiative offered ServSafe and SafeFood trainings, which familiarized food service staff with proper food handling techniques. Food service staff have appreciated the opportunity to network at these trainings and also review food prep. practices. In order schools to streamline use of local foods, the Initiative has collaborated with the Iowa Dept’ of Ed. and USDA.
(Teresa):The NE IA Food and Fitness Initiative has provided grants for kitchen equipment… TV salad bar story?This past January Turkey Valley High School students and staff welcomed the addition of a salad bar to their cafeteria. Patty O’Holleran, her family and consumer science classes, and kitchen staff member Diane Shileny explored styles and prices deciding on a six-foot long salad bar with space for 20 containers. They used FFI mini-grant dollars to purchase it. Since its unveiling, Shileny has been responsible for prepping ingredients. The smorgasbord features apple salad, coleslaw, deviled eggs, fresh oranges & apples, greens, salad toppings and Shileny’s homemade croutons. Students have eagerly gobbled the fresh options. According to Clint Rodgers, physical education/health instructor, one-third of the student body eats the salad bar daily, and the option isn’t available yet to k-3rd grade. The salad bar is now paying for the hot lunch program at Turkey Valley.
(Flannery):Concept: Create a school garden specific to each schoolEach school has created their own unique plan for a school garden, examples… one of the schools will grow potatoes in their school colors. In one of our more diverse school districts, students are planting seeds from Guatemala and Eastern Europe where many of the students families came from. David Cavagnaro
Johnice:Coming soon! We realize that having a face-to-face connection with local farmers is one of the most influential ways to encourage students to eat local foods. We hope to have a field day experience for our students this coming fall.
(Rachel):We know we need teacher buy-in in order for our farm to school programs to be sustainable. In order to expose teachers to ways to integrate food education across disciplines we hosted a workshop…
VIDEO: Teresa And last but not least… cross-age teaching. What is Cross Age Teaching? The Northeast Iowa Farm to School program uses a unique and effective model called cross-age teaching. This model engages high school students to serve as Farm to School educators. Each month for 20-40 minutes a group of 3-5 high school students teach 2nd grade student about a local food. They use these folios developed by a 4H Youth Development specialist with Iowa State University.
(Rachel):Why we decided to do it…benefits to teachers and students“It is an observed fact that children, with proper training and support from adults, are able to function effectively in the roles of helpers and teachers of younger children—and that the older children find this type of experience meaningful, productive, and a source of valuable learning for themselves” (Lippitt & Lohman, 1965, p. 113). The term “cross-age teaching” refers to any program which uses children and youth to work with and/or help other children and youth (Benard, 1990). “The saying ‘he who teaches others, teaches himself,’ is very true, not only because constant repetition impresses a fact indelible on the mind, but because the process of teaching in itself gives a deeper insight into the subject taught” (Gartner, Kohler, and Riessman, 1971, p. 14-15).Children directly learn attitudes, values, and skills through peer modeling and reinforcement.Peer interactions tend to be more frequent, intensive, and diverse and allow for experimentation, and thus are powerful arenas for shaping youth’s behavior.According to the Segals (1986), peers are especially critical in the development of internalized moral standards.Through reciprocal peer interactions, children learn to share, to help, to comfort, and to empathize with others.Through peer interaction children learn critical social skills such as impulse control, communication, creative and critical thinking, and relationship or friendship skills.Peer relationships have a strong influence on achievement (Sishion, 1990; Ladd, 19990; Taylor, 1989).Lastly, peer interactions are powerful influences on a child’s development of identity and autonomy (Bukowski & Hoza, 1989).
The who:High school (FFA, FFI Teams, FCS, Ag. classes) - Elementary (2nd grade)Train high school youth: techniques for teaching, youth development, role modeling, presentation skills, interactive lessons, peer critique, importance of local foodsScheduling: getting high school youth out of the classroom and collaborating with elementary school teachers.High school prep time before lessonsElementary school teachers use/incorporate F2S lessonsEvaluations
(Johnice)Purchasing local foods
(Flannery): Successes:-Heard children tell their parents about what they learn. At one school a family made the pork wraps for Mother’s Day. -Role modeling, elementary schoolers knowing names of high schoolers. One team teacher and her mother, who happens to supervise at the high school ran into a second grader at the store. Student was trying desperately to get the attention of the high schooler. -High schoolers learn along with the kids.-Schools have shown readiness to expand program.
Obstacles: Students time/missing class-Some classes only allot 20 minutes, which isn’t enough time.-Difficult to find time to prep. Lessons-Some curriculum is over the student’s head-Evaluation-Works the smoothest when administration is on board.
Logistics: -Groups of five (if more than 20 people) breakup by counting. -Hand out the cheese folio (you will be modeling cross age lessons,15 minutes to review folio, plan lesson, and we will draw one group that will present. We want everyone to go through the preparation and experience the lessons as the students do. Explain concept of group guidelines and ask groups to make a list of 5.) -Draw presenting group (15 minutes to prepare)-Presentation (15 minutes to do lesson)-Share feedback about how the lesson went (10-15 minutes) -Getting done early: Have other lessons available to look at, presentation board, -15 minute window: two of us put cheese on plates while other two help groupsThings to bring:CoolerCheese (3-4 samples)Crackers and/or applesApple slicerPaper plates with numbered sectionsToothpicksAntibacterial gel/gloves75 folios with draft watermarkGifts for presenters Ziplock bags Bowls Flip charts Markers Extra paper for groups