Food and Nutrition I

Lesson Title Quick Breads

Overview:
Students will demonstrate how to prepare quick breads. In their kitchen groups students will examine and use two different quick bread recipes and create muffins and pancakes for faculty. Students will be assessed by their successful reproduction of the recipes used in the lesson

9-12 grades 2 or 3 class periods

Teaching Materials
Working in the kitchen Cooking and baking equipment Food: flour, sugar, baking powder, baking soda, salt, pepper, cranberries, eggs, orange juice, vegetable oil, orange, milk, bacon, blueberries, butter, and syrup

Standards/Objectives: (Identify domain & level)

Apply food selection and preparation guidelines related to quick breads rice gains and pasta. Identify examples of quick breads: pancakes, waffles, biscuits, cornbread and nut/fruit bread (cognitive Domain Level 1) Identify basic mixing techniques for quick breads. (cognitive Domain Level 1) Identify the role of each ingredient contained in quick breads: flour, liquid, leavening agents, fat, salt, and sugar (cognitive Domain Level 1)

Other Resources/Technology
Recipes students/teacher found online Cranberry orange muffins http://www.food.com/recipe/cranberryorange-muffins-139499 Good Old Fashioned Pancakes http://allrecipes.com/recipe/good-oldfashioned-pancakes/

Introduction/Set Induction (time):

Overview of the lesson the day before (muffins). Discuss ingredient in quick breads: flour, liquid, leavening agents, fat, salt, and sugar. Instruction and reminder about cooking in the kitchen(5-10 min beginning of class)

Transition (time):
Transition time is from the classroom (desk) to the kitchen (less than 2 min)

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Lesson Body (time): (Content/Teaching Methods)

Role-Play: Restaurant PHASE 1: Warm Up the Group (time): Identify or introduce the topic or problem. Make the problem explicit. Interpret the problem story and explore the issues. Explain role play. Quick breads- indentify basic mixing techniques for quick breads. Demonstrating how to mix muffins making sure not to over or under mix. Demonstrate how to mix and prepare pancakes. Sure prepared food in a restaurant setting. PHASE 2: Select Participants (time): Analyze the roles. Select role players. Student role: Student will be placed in their assigned kitchen. Each kitchen (or teacher) will choose a student to play the role of a restaurant employee (busser (table setter and cleaner), waiter/waitress or server) PHASE 3: Set the Stage (time): Set line of action. Restate roles. Get inside the problem situation. This is a 50 min class period. 5-10 at beginning of class to review, 20 min cook time in the kitchen, 15 min for service in restaurant and clean up time in the kitchens. 5 min to discuss class PHASE 4: Prepare the Observers (time): Decide what observers should look for. Assign observation tasks. Teacher will be observing and assessing student as they actively participate in the preparation of a complex carbohydrate food product (quick bread) and other food items for breakfast in a semi-restaurant/serving setting. PHASE 5: Enact (time): Begin role-play. Maintain role-play. Break role-play. Role-play begins after 5-10 min class review. Maintain role-play for 35 min of class time while students are cooking, severing, and cleaning. Role-play will break 5 min before the bell rings at the end of class period. PHASE 6: Discuss and Evaluate (time): Review action of role-play (events, positions, realism). Discuss major focus. Develop next enactment. 5 min class discussion as class is wrapping up to review the students experience in their role. Discuss with students about how the food turned out and what to change for next restaurant experience. ***if class time runs out take the first part of the next class period discussing these points

Transition (time):
Students will transition from the classroom to the kitchen after a 5-10 min review. Students will transitions again from the kitchen to the classroom for a 5 min class discussion about their experience.

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Summary/Closure (time):
5 min class discussion as class is wrapping up to review the students experience in their role. Discuss with students about how the food turned out and what to change for next restaurant experience. ***if class time runs out take the first part of the next class period discussing these points

Assessment/Evaluation:
Students will be assessed on actively participating in the preparation of a complex carbohydrate food product (quick breads) and other food items (PERFORMANCE OBJECTIVE 6). Students will be assessed on FCCLA Star event for Culinary Art (PERFORMANCE OBJECTIVE 1). http://www.fcclainc.org/assets/files/star/Culinary%20Arts%2013-14.pdf Students will also be assessed on demonstrating proper measuring and preparation techniques while preparing a recipe (PERORMANCE OBJECTIVE 2). Students will be assessed on demonstrating preventative practices related to kitchen safety procedures (PERFORMANCE OBJECTIVE 3). Students will be assessed on demonstrating sanitation techniques (PERFORMANCE OBJECTIVE 4.)

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