Food Lab Generic Lesson Plan - Lesson Topic FOOD LABS

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Food Lab Generic Lesson Plan - Lesson Topic FOOD LABS Powered By Docstoc
					                                                                                                    Family Studies – Food & Nutrition – Ms. C. Hogan
                                                                                                                 Generic Lesson Planner for Food Labs

                                CONDUCTING FOOD LABS:
                  Preparation, Demonstration, Implementation & Assessment
Curriculum Expectations:
        Identify, select, and effectively use appropriate kitchen tools to prepare interesting and appealing meals in cooperation with others
        Safely use, maintain, clean, and store tools and equipment used in food preparation
        Identify and demonstrate safe food-handling practices, including kitchen safety, sanitary methods, and proper food storage
        Demonstrate accurate measuring skills and appropriate food-preparation techniques (e.g., stirring, whipping, chopping, etc…)
        Use mathematical skills accurately in meal planning and recipe changes, employing both SI metric units and imperial measures
        Demonstrate an ability to schedule cooking times so all meal components are ready simultaneously
        Demonstrate the ability to follow a recipe, make substitutions, and alter portions as necessary
        Demonstrate basic cooking and baking skills
        Select and use regional and seasonal foods to plan and produce a Canadian food product or meal
        Prepare a global food product or meal
        Demonstrate creativity in planning, preparing, and serving a meal that meets specifically defined needs and budget
        Demonstrate knowledge of appropriate mealtime etiquette
        Use appropriate food guides or other materials to plan nutritionally adequate meals in a group setting
        Produce general food shopping guidelines that are efficient and economical
        Demonstrate effective collaborative group skills
        Demonstrate effective speaking and listening skills in a small group
        Demonstrate an ability to perform a variety of roles in small groups (e.g., head chef, sous chef, dishwasher, hostess, etc…)
        Demonstrate collaborative problem-solving, conflict resolution, and planning skills, and be able to explain the need for these skills

Teaching / Learning Strategies:                                                                                                          Time:

1.       Distribute recipes the day prior to the food lab (Wednesday). Read through recipe(s) with class,
         clarifying and/or explaining any points that may be unclear. This gives students the chance to                                    5-10 min
         glance over the recipe so that they know what to look for in the demonstration.

2.       Students gather around the second kitchen where the teacher has set up a demonstration area.
         The teacher conducts a demonstration of new skills needed to complete the week’s recipe (e.g.,
         using a knife, rolling dough, etc…). This may involve something as simple as how to mince garlic                                10-50 min+
         or dice onions to a full demonstration of the recipe from start to finish (e.g., panzerottis).

3.       If an entire recipe is demonstrated from beginning to end, teacher allows students to taste test the
         final product so that they know what to expect when they make it themselves. This is also a great                                  10 min
         way to get students excited for and anticipating the food lab.

4.       In order to assess the student’s knowledge and understanding of the skills shown in the
         demonstration, students will complete a series of follow-up questions. These questions pertain to
         new skills, techniques and tips given during the demonstration of the recipe. These questions can                                  10 min
         be completed prior to or following a food lab, depending of time restrictions. However, if
         completed before the lab, the teacher can assess which skills need to be re-taught and/or focused
         on the next day in the kitchen.

5.       Students then get into their kitchen groups and plan their lab. Students must divide tasks equally
         and equitably. As a group, they must decide who will be responsible for which part of the lab so                                  5-10 min
         that when they come in the next day, they know exactly what each person is doing.

COOKING DAYS (Thursday & Friday)

6.       On the first day of the food lab (Thursday), students who are not scheduled to cook will remain
         seated in the classroom area and work on an in-class activity or assignment that is relative to the
                                                                                      Family Studies – Food & Nutrition – Ms. C. Hogan
                                                                                                   Generic Lesson Planner for Food Labs

     curriculum currently being studied. Those students who are scheduled to cook are to wait for any
     final instructions from the teacher before proceeding to their kitchens.

7.   Teacher circulates to each kitchen continuously, working with group members on fine-tuning their
     skills and helping them to problem solve if they are experiencing difficulties with the recipe.
     Teacher also records observations of food preparation techniques and use of, or lack of,                            Food Lab:
     safety/sanitation procedures on tracking sheet.                                                                     2 x 70 min

8.   When students complete the recipe and the food is ready, they may sit to enjoy their creation
     with the other members of their group as long as the previous dishes are done and they leave
     enough time for the final clean-up. Depending on the dish, students may or may not be asked to
     conduct an assessment of their food product before and/or after eating it. This can be submitted
     to the teacher orally or in written form for further evaluation.

9.   The next day (Friday), the groups switch and rotate through the same schedule. Those that were
     in the kitchens on the Thursday are now completing the seat work those who were doing
     seatwork are now cooking. Each week the schedule continues to rotate so that each rotation has
     a chance to cook on the first day.

WRAP-UP (Monday)

10. Immediately following the cooking process, or on the day after the food lab, the teacher discusses
    the success of the lab with the students both as a whole class and in small groups. Students have
    the opportunity to share their opinions of the recipe and what they liked or disliked about it (if                      2 min
    they haven’t already done so).

11. Depending on the recipe and time of year, students may be asked to complete an assessment of
    their work habits. These checklists can be completed individually or as a group, and can be
    written or done orally by just talking to students throughout the lab (e.g., What was your role                        2-3 min
    today? What were you responsible for?). If assessment forms are used, they are to be submitted                        per group
    to the teacher when completed.

12. Teacher reviews self-assessment sheet and adds anecdotal comments based on own observations.
    A food lab mark is assigned based on self-assessment and teacher observations, using the food lab
    assessment rubric. Upon groups planning for next food lab, teacher conferences with each group                         2-3 min
    and reviews assessment of the previous week’s lab so that the group knows what to focus on in                         per group
    planning for the new lab.

Planning Notes:                                                  Resources:
Kitchens are logically organized and labelled for easy access    Students are given copies of each recipe so that they may try it on
to equipment. Students will also remain in the same              their own at home, share in the joy of cooking with their family,
designated kitchen for the semester so they should learn         and begin to create their own recipe library.
where items are stored and where they are to be returned.
                                                                 Teacher is to keep a continuous collection of recipes to use in
Any ingredients needed are purchased prior to labs during        food labs. Great resources for tried and true recipes are food
preps or after school. All recipes must be able to be            websites, cookbooks, colleagues and family members.
completed within a 60 minute time period including all
preparations. Some labs may run over the course of two           Teacher needs to be able to complete recipes using the time and
days where cooling and setting is required (e.g., cake, pie).    resources available. Some recipes may need to be adapted due to
                                                                 lack of equipment (e.g., pie dough using pastry blender instead of
Since food labs are split over 2 days to accommodate smaller     food processor) and/or financial restraints (e.g., chicken is
group sizes, the teacher needs to prepare an in-class            expensive). Students are often charged an enhancement fee of
assignment or activity for the non-cooking students. These       $15-$30 to help offset the cost of food. This contribution allows
tasks must require little monitoring and assistance. They are    us to continue with the regularly scheduled 10-13 food labs in a
collected for assessments based on learning skills and often a   semester rather than 5-8.
numerical mark is recorded.
                                                                                       Family Studies – Food & Nutrition – Ms. C. Hogan
                                                                                                    Generic Lesson Planner for Food Labs

Accommodations:                                                   Assessment / Evaluation:
Prior to the first food lab, students are able to select their    Diagnostic: After several lessons on kitchen safety, sanitation, and
own group members based on who they would like to work            food preparation techniques, students are to take a safety test
with for the remainder of the year. Teacher determines            which they must achieve 80% or higher in order to acquire a
group size by dividing the total number of students in class      “license to cook”. Students are able to take the test as many
by number of kitchens. It is my experience that students          times as the need in order to pass.
work best when they select their own groups and progress
can be monitored more easily.                                     Students will also be asked probing questions during the initial
                                                                  review of recipes and during demonstrations. This allows the
To accommodate large class sizes and a cumbersome facility,       teacher to conduct a quick “what they know/what they need to
classes are divided into two rotations; half the class cooks on   know” assessment.
one day, the other half on another. This enables groups to
be made up of 4-5 students instead of 8-9.                        Assessment: Students will complete follow-up questions either
                                                                  prior to, or after food labs, as a paper-pencil based assessment of
Some groups may need to change throughout the semester            cooking techniques. Students will then participate in a practical
due to poor dynamics, conflicts, and/or absentee members.         food lab whereby they are expected to demonstrate a certain
Furthermore, if groups are not improving their skills and         degree of technical ability and application of their knowledge.
abilities during labs and are on a steady decline, then           Many food labs are repetitive in that they focus on the same skills
something needs to change. In all such cases, the teacher will    (e.g., measurement, cutting). This allows students to show
intervene to find the best possible solution for all.             improvement over the course of the semester and offers
                                                                  opportunities for a variety of students to demonstrate their
Accommodations will be made to include a variety of foods.        abilities.
Special consideration will be given to those with food
allergies and intolerances. Foods with nuts and shellfish will    Students complete self-assessments and reflective practices each
not be prepared in the lab. Those students who have a long        week based on their food products and their work habits.
list of allergies with severe reactions may be recommended        Students also receive constructive criticism and on-going feedback
for another class since food labs make up 50% of the week         from the teacher so that progress is continuous and can be built
and many common ingredients such as gluten and eggs               upon.
cannot be avoided.
                                                                  Evaluation: Students partake in their final group food lab when
                                                                  participating in the Iron Chef cooking competition, whereby they
                                                                  must use all of the skills and techniques learned in the course to
                                                                  wow the judges with their creations. This culminating activity
                                                                  makes up 10% of the students’ final grade.


                                                                  Students may partake in a practical examination during the final
                                                                  weeks of school worth 10% of their final mark. This requires
                                                                  students to demonstrate their cooking/baking abilities on their
                                                                  own without the support of other group members

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