Peanut butter Crackers Jam Plastic knives Napkins
Homework handout #1
Materials
Lesson Procedure
Introduction: Open the lesson by asking the following question:
How many of you have ever made peanut butter sandwiches before?
Today you are going to show us how good you are at explaining to a friend how to make them.
Activity:
Ask students to get into pairs.
Show them the materials they will be given to make the sandwiches.
Tell students to individually write down the steps that are necessary to follow in order to make a peanut butter sandwich. These instructions should be written for a person who has never made a sandwich before and who has just entered the kitchen.
Tell students to give their partner the directions they wrote.
Pass peanut butter, crackers, jam, etc.
Have each student in the pair follow the directions exactly as given and make the sandwiches. Make sure you emphasize that they can’t make any assumptions. They have to follow the directions exactly as given.
Discussion questions:
How did it work?
What went wrong?
How did you feel when you were unable to complete the task as written and/or when you saw your partner not being able to complete the task?
How could you have written the directions better?
Wrap-up of activity:
Show overhead of summary of temporal-sequential ordering output description.
Go over the overhead with students.
Pass out homework assignment and explain it.
Eat sandwiches!
Next day: go over the homework and compare solutions.
Debrief (checking for understanding)
Extension/Going Further
Comments/Instructor's Note
Following Directions Handout
NAME__________
TEMPORAL-SEQUENTIAL ORDERING: OUTPUT. Definition: Being able to give steps and/or directions in order, so that another person could follow them and get a satisfactory result. Students who are good at temporal-sequential ordering can tell stories coherently, can perform tasks in logical order, and are good at step-by-step problem solving.
Students who have difficulties with temporal-sequential ordering have trouble telling stories in a coherent way, have difficulties with step-by-step math problems; have problems planning long-term projects.
HOMEWORK:
1. Please write an answer to either question A or question B:
A) Give an example from school of an occasion in which you were successful because of the way you used the temporal-sequential ordering skill. Be specific and explain in detail how using the temporal-sequential ordering skill helped you succeed.
B) Give an example from school of an occasion in which you were not successful because of the way you failed to use the temporal-sequential ordering skill. Be specific and explain in detail how failing to use the temporal-sequential ordering skill prevented you from succeeding.
2. Explain to a friend how to solve the following problem. Make sure your directions include all steps.
Some students and teachers went on a field trip. Of the 67 people, 7 were teachers. Of the students, 18 were boys. What percent of the students were girls?
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