Food and Nutrition I 9th 12th grades

Lesson Title Cooking terms

Overview:
Students will define cooking terms to better understand what the recipe is instructing. As a class, students will work on worksheets about abbreviations to reinforce objective 3 and worksheets on cooking terms and substitutions.

One day in class work One day assessment

Teaching Materials
Worksheets from uen.org to add to the students cooking folder/binder. Abbreviation Cooking terms Substitutions

Standards/Objectives: (Identify domain & level)

Standard 1 Students will apply the skills of kitchen equipment and management - (Cognitive Domain Level III) Objective 4 Define cooking terms: (Cognitive Domain Level I) Chop, cream, cut in, dice, dredge, flour, fold in, grate, knead, mince, peel, saut, simmer, steam, and whip

Other Resources/Technology
Homework/extra credit Sugar cookie assignment worksheet

Introduction/Set Induction (time):

In class the teacher will guide the students in reviewing objective 3 abbreviations and measuring techniques. As a class, students will define cooking terms. Then the class will review all of standard 1 for in lab or paper assessment the following class period.

Transition (time): 0 min

In the class discussion no transition.

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

Mastery Learning: PHASE 1: Identify objectives/goals of learning: Mastery of any subject is defined in terms of sets of major objectives that represent the purposes of the course or unit. Students will define cooking terms and how they apply to following recipes. Students will recognize cooking abbreviations and improve efficiency in the kitchen PHASE 2: Divide content into small learning activities/assessments: The content is divided into a larger set of relatively small learning units, each one accompanied by its own objectives, which are parts of the larger ones or thought essential to their mastery. Students will identify the kitchen utensil that goes with the cooking abbreviations (T is a table spoon, tsp is a tea spoon, etc. Students will convert recipes to double or cut by half. Student will describe cooking terms (chop, cream ect). Standard 1 objects 1, 3, and 4 review.

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PHASE 3: Identify materials and resources to be used by students: Learning materials are identified and implementation of mastery assessments outlined. Student will collect items for cooking folder/binder for standard 1 and future standards to use as review while in the kitchen. Worksheets from uen.org and other worksheets the teacher and students discover PHASE 4: Diagnostic Tests (Formative assessments implemented): Each learning activity is accompanied by a brief diagnostic test that measure students developing progress (formative assessment) and identify each students ability or mastery of content. Knowledge of progress is fed back to the students to act as reinforcement (praise and encouragement can correct the performance and serve as reinforcement). Student will review standard 1 for test either in the lab or paper exam. Lab exam will consist of each group (kitchen group) receiving a different recipe with different tasks attached to the recipe. Each task will be from Standard 1 objects 1, 3, and 4. PHASE 5: Supplementary Instruction: The data obtained from administering the tests is used to provide supplementary instruction to the student to help increase knowledge or improve performance. Supplementary instruction will depend on students ability to pass the paper exam on their own or the kitchen group lab exam.

Transition (time):
No transition time. One class period will be in the classroom for class discussion and review. One class period will be paper exam or in kitchen lab exam.

Summary/Closure (time):
End of the class discussion after the exam to get a better understand of the students needs and where they feel they are struggling. Teacher will answer any question the students need and determine if more time is needed on this standard before moving onto the next standard.

Assessment/Evaluation:
Performance Objective 2: Students will consistently demonstrate proper measuring and preparation techniques while preparing a recipe. After the assessment the teacher will need to determine if more time is needed on standard 1 before moving onto standard 2. Teacher may need to plan on consistently reviewing cooking terms and how to add, subtract, multiply, and divide fractions so the student are able to double and/or cut recipe size in half for the future.

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