Standards Based Unit Plan: Beverly High School  Lesson: Kitchen Basics: Approximate length of time allotted for this unit is 5-6 84 min blocks Unit: Safety and Sanitation
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Standards: FCS.7.F - Evaluate factors that affect food safety, from production through consumption. 8.2.1 Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention. 8.3.1 Operate tools and equipment following safety procedures
| Standards: (cont.) 8.5.1 Demonstrate skills in safe handling of knives, tools, and equipment. |
Objectives: Describe standards of Personal and kitchen cleanliness. Define cooking terms used in recipes Explain the “how to’s” of measuring ingredients Describe signs of food poisoning. Explain sources of food poisoning.
| Objectives: (cont.) Explain how to choose a recipe. Plan time-work schedules. Follow a recipe to prepare an item.
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Essential Question(s): What skills are needed to become efficient in the kitchen? How can I make the best use of this skill? How can I use this information to help myself and my family?
| Essential Questions (cont.) Why is it important to to keep my work area clean? Why is it important to measure correctly when cooking? How do I choose a recipe? How do you follow and read a recipe? |
Learning Targets: I will use safe food handling practices to prevent cross contamination while preparing my recipe. I can chose a recipe at my skill level I can read and follow a recipe
| I can use proper measurement techniques. I can manage my time in the kitchen I can choose and make basic recipes for myself and my family |
Content Outline:
A. Kitchen/Food safety Personal cleanliness Kitchen cleanliness B. Cooking terms Review terms found in recipes C. Measuring ingredients a. dry b. liquid c. fats
| Content Outline (Cont.)
D. Choosing a Recipe a. Sources of recipes b. Questions to ask when choosing a recipe E. Time-Work Schedule a. PreliminaryPlanning b. Schedule c. Cooperation F. Prepare a recipe |
Assessment:Formative/Summative (formal and informal assessment)
Worksheets (measuring, vocabulary matching, mise en place) (F andS) Prepare recipe of choice (F ) Matching activity of cooking terms. (F) Demonstration of measuring (F ) Vocabulary Matching Quiz S Kitchen Scavenger Hunt (F) Food Safety Presentation (S ) Observation( S,F) Choose a recipe for cooking following guides established (F)
Materials/ Resources/Technology: Guided Readings Gradpoint online curriculum Ch. 4,6.8 Powerpoint of Food-Borne Illness by UNL Extension Service. Hand washing DVD Guide to Good Food Ch. 13 Ch. 6 Internet: Interactive Chapter activities Videos Graphic Organizers |
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Essential Vocabulary: Food-borne illness Cross- contamination Hygiene Cooking time Time-work schedule Contaminant Bacteria Sanitation | Essential Vocabulary: (cont:) mise en place mix dry measure wet measure Recipe blend cream cut Yield |
Opening/ Activating Strategy Attendance; 5min Do Now: 5 min. Ex: List five safety practices you use in the kitchen Write down three vocabulary terms and their use
| Opening/ Activating Strategy Explain what Mise en place is and why it is important Explain the difference between wet and dry measure What is the difference between personal safety and kitchen safety? |
Mini-lesson/Instruction Review Objectives for the day Review Essential question Mini review on topic (check for prior knowledge) Introduce Topic
| Mini-lesson/Instruction Hand out supplies/WS/ Handout Review procedures and instructions Lab: Review recipe Fill out Mise en Place graphic organizer Team Leader fills out Lab Task Sheet Lab Practical/Clean up |
Guided Practice/Independent Practice Measuring Demonstration (G) Measuring WS (I) Food Safety PPT (G) Internet interactive activities (I) Guided reading (I)
| Guided Practice/Independent Practice Vocabulary Matching WS (I) Vocabulary Interactive matching game (I) Mise en Place Graphic organizer (I-team) Kitchen Safety WS (I-team) Kitchen Scavenger Hunt I -team)
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Closure/Summarizing Strategy minutes: 10 Team leaders complete Lab Sheets/sign off Team Members check off jobs Team reflects on lab and writes daily reflection Five minute open discussion on what went right/wrong Collect daily work
| Ticket to leave |
Differentiated Instruction (Planned Supports) Graphic organizers Modified assignments Differentiated WS/Readings Large Print WS Study Guides
| Whole group:Graphic organizer for recipes and lab work Groups of students:
Individual students: Modified assignments/ frequent time outs, allergy checks
Students with IEPs or 504s: Follow IEP/ 504 accommodations
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Extensions: https://quizlet.com/237036/culinary-arts-vocabulary-flash-cards/
https://quizlet.com/79361019/introduction-to-culinary-arts-study-guide-flash-cards/
https://quizlet.com/107753319/introduction-to-culinary-arts-equipment-id-flash-cards/
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https://quizlet.com/107753319/match
https://quizlet.com/107753319/learn |
Standards Based Unit Plan:Beverly High School  Lesson: Quick Bread Approximate length of time allotted for this unit is 5-6 84 min blocks Unit:s: Building Blocks of Baking |
Standards: 8.2.7 Demonstrate safe food handling and preparation techniques that prevent cross contamination 8.3.1 Operate tools and equipment following safety procedures
| Standards: (cont.) FCS.7.F Evaluate factors that affect food safety, from production through consumption 8.5.2 Demonstrate professional skill for a variety of cooking and baking methods |
Objectives: Describe important standards of personal and kitchen cleanliness. Give examples of how following good safety practices can help prevent kitchen accidents.
| Objectives: (cont.) Describe characteristics of a high-quality quick bread. Recognize different categories of quick breads. Preparation of different types of quick breads. |
Essential Question(s):
What is the difference between yeast breads and quick breads? What are the food science principles used in preparing quick breads? What are the characteristics of a high quality quick bread? How do you prepare a variety of quick breads? | Essential Questions (cont.)
What are the basic ingredients of quick breads? What sanitations methods are used to keep a kitchen clean? What are the different categories of quick breads based on their dough/batter? How can injuries be prevented in the kitchen?
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Content Outline: Food Science Principles Mixing methods Ingredients Popovers Pastry cutter
| Content Outline: (cont.) Prepare Quick Breads Muffins Biscuits Quick breads
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Learning Targets:
I can identify and practice the principles of quick bread preparation. I can identify characteristics of a high quality quick bread. I can identify and describe the categories of quick breads.
Assessment:Formative/Summative (formal and informal assessment) Quick Breads Ch. 23 Act. Characteristics of Quick Breads Baking Basics: Quick Breads DVD video WS Grains of truth about Quick Breads handout and WS. Quick Breads handout w/notes WS.(F) Cooking Labs: Waffles, (F) Muffins (F), Biscuits (F), Scones (F) Coffee Cake (S) Quick Bread Project (S) | Learning Targets: (cont.)
I can describe the preparation for the different types of quick breads. I can compare and analyze quick breads made to the "standard" for that item. |
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Materials/ Resources/Technology: Quick Breads: Guide to Good Food - Chapter 23 - Breads Baking Basics: Quick Breads DVD Quick Breads Handout Quick Bread PowerPoint with Guided notes
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Essential Vocabulary: Food borne illness cross-contamination Biscuits Popovers doughs Biscuit method
| Essential Vocabulary: (cont:) Quick breads Muffins Conventional method Drop batters Leavening agent sanitation |
Opening/ Activating Strategy minutes Attendance; 5min Do Now 5 min. |
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Mini-lesson/Instruction Review Objectives for the day Review Essential question Mini review on topic (check for prior knowledge) Introduce Topic
| Hand out supplies/WS/ Handout Review procedures and instructions Lab: Review recipe Fill out Mise en Place graphic organizer Team Leader fills out Lab Task Sheet Lab Practical/Clean up |
Guided Practice/Independent Practice Lab Demonstration (G) Quick Bread WS (I) Quick Bread PPT (G) Internet interactive activities (I) Guided reading (I) Muffin Demo (G) Biscuit Demo. (G) Scone Demo (G)
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Guided Practice/Independent Practice Vocabulary Matching WS (I) Vocabulary Interactive matching game (I) Mise en Place Graphic organizer (I-team) Kitchen Safety WS (I-team)
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Closure/Summarizing Strategy minutes: 10 Team leaders complete Lab Sheets/sign off Team Members check off jobs Team reflects on lab and writes daily reflection
| Five minute open discussion on what went right/wrong Collect daily work Ticket to leave |
Differentiated Instruction: (Planned Supports) Graphic organizers Modified assignments Differentiated WS/Readings Large Print WS
| Whole group:Graphic organizer for recipes and lab work Groups of students:
Individual students: Modified assignments/ frequent time outs, allergy checks
Students with IEPs or 504s: Follow IEP/ 504 accommodations
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Extensions: https://quizlet.com/28527456/quick-breads-flash-cards/ https://quizlet.com/28527456/match Baking Fundamentals - Quick Breads Video: https://www.youtube.com/watch?v=Yooyvod-wH4
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Standards Based Unit Plan: Beverly High School  Lesson: Yeast Breads Approximate length of time allotted for this unit is 6-8 84 min. blocks Unit: Yeast Breads
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Standards: 8.2.7 Demonstrate safe food handling and preparation techniques that prevent cross contamination 8.5.2 Demonstrate skill for a variety of cooking and baking methods
| Standards: (cont.) 8.5.10 Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. |
Objectives: Identify and describe food science principles and ingredient functions used in yeast breads. Identify and describe the different mixing methods for yeast breads Compare the various methods of making yeast breads. Prepare yeast bread, dinner rolls, and cinnamon rolls.
| Objectives: (cont.) Identify characteristics of a high- quality yeast bread and use those characteristics to evaluate breads prepared in lab. |
Essential Question(s): How are the food science principles used in preparing yeast breads? What are the functions of ingredients in yeast breads? | Essential Questions (cont.) What are the characteristics of a high- quality yeast bread? How do you prepare a variety of yeast breads? What are the different mixing methods in yeast breads? |
Learning Targets: I can identify the principles and ingredient functions used in yeast breads. I can identify and describe the different mixing methods for yeast breads. | Learning Targets:(cont.) I can identify characteristics of a high- quality yeast bread and use those to evaluate breads prepared in lab. I can prepare and bake yeast breads.
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Content Outline: Food Science Principles Functions of ingredients Kneading Fermentation Punching down the dough Shaping Proofing Baking
Characteristics of a high-quality yeast bread.
| Content Outline: Mixing Methods 1. Traditional method Refrigerator dough Bread machine dough Batter method.
Preparation of a variety of yeast breads: Labs Italian Bread Dinner rolls Cinnamon rolls Pretzels Calzones
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Assessment:Formative/Summative Labs: Italian Bread (F) Baking Basics: Yeast Bread DVD video/WS (S) Yeast Bread Test (S) Dinner rolls (F) GGF: Ch. 23 Act. D Yeast Breads (F) Cinnamon rolls (S) "Yeast Breads" handout /WS (F) Pretzels(F) Yeast Bread PPT/ Guided Notes Calzones (S) Chapter 23 Study Sheet Yeast Bread Recipe Interne tSearch (F) Yeast and How It Works Worksheet (S) Yeast Bread Pre-assessment Test (F)
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Materials/ Resources/Technology: Yeast Bread Vocabulary Quizlet: https://quizlet.com/94854164/yeast-bread-vocabulary-flash-cards/ Vocabulary Matching game: https://quizlet.com/94854164/match Yeast and How It Works WS Baking Basics: Yeast Bread Video/WS Guide to Good Food Ch. 23 Breads "Yeast Breads" handout Yeast Bread PowerPoint/w Guided Notes Yeast Bread Pre-assessment Test Truth About Yeast Bread Handout
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Essential Vocabulary: Fermentation Kneading Shaping Proof Traditional method of mixing Refrigerator dough
| Essential Vocabulary: (cont:) Gluten leaven texture Starter Punching Yeast |
Opening/ Activating Strategy minutes Attendance; 5min Do Now: 5 min.
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Mini-lesson/Instruction Review Objectives for the day Review Essential question Mini review on topic (check for prior knowledge) Introduce Topic
| Hand out supplies/WS/ Handout Review procedures and instructions Lab: Review recipe Fill out Mise en Place graphic organizer Team Leader fills out Lab Task Sheet Lab Practical/Clean up |
Guided Practice/Independent Practice
Yeast Bread PowerPoint/w Guided Notes (I) Internet interactive activities (I) Guided reading (I) Lab (I-team) Recipe Review(G)
| Guided Practice/Independent Practice
Vocabulary Matching WS (I) Vocabulary Interactive matching game (I) Mise en Place Graphic organizer (I-team) Lab Task Sheet (I-team) Baking Basics: Yeast Bread Video/WS (I) |
Closure/Summarizing Strategy minutes: 10 Team leaders complete Lab Sheets/sign off Team Members check off jobs Team reflects on lab and writes daily reflection
| Five minute open discussion on what went right/wrong Collect daily work Ticket to leave |
Differentiated Instruction:
Graphic organizers Modified assignments Differentiated WS/Readings Large Print WS
| Whole group:Graphic organizer for recipes and lab work Groups of students:
Individual students: Modified assignments/ frequent time outs, allergy checks
Students with IEPs or 504s: Follow IEP/ 504 accommodations
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Extensions: How Yeast Works in Bread: https://www.youtube.com/watch?v=ZXYZYKfjNBg How to Proof Yeast: http://allrecipes.com/video/100/how-to-proof-yeast/
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Foods I : Matching https://quizlet.com/11483071/match
Foods I Yeast Breads: https://quizlet.com/11483071/foods-i-yeast-breads-flash-cards/
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Standards Based Unit Plan: Beverly High School 
Approximate length of time allotted for this unit is 5-6 two hour blocks Unit: Cakes and Pies
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Standards: 8.2.7 Demonstrate safe food handling and preparation techniques that prevent cross contamination 8.5.10 Prepare breads, baked goods and desserts using safe handling and professional preparation techniques.
| Standards: (cont.)
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Objectives: Describe the food science principles involved with cake baking Prepare an un-shortened and shortened cake
| Objectives: (cont.) Prepare a cheesecake Make a variety of frostings and toppings Decorate a cake and/or cupcake. |
Essential Question(s): How does gluten development and the interaction of ingredients apply to cakes? How do you prepare shortened and un-shortened cakes?
| Essential Questions (cont.) How do you prepare cheesecake? What are the different mixing methods and baking techniques used in cake preparation? |
Learning Targets I can identify and describe the different ingredients used in cakes. I can identify and describe the different mixing methods and baking techniques used in cake preparation. I can identify different cake decorating methods
| Learning Targets(cont.) I can identify differences between shortened and un-shortened cakes. I can prepare different kinds of shortened and un-shortened cakes. I can prepare different kinds of cheesecake. I can decorate cakes/cupcakes with a variety of toppings |
Content Outline: Cakes: Food Science Principles Gluten development and ingredient interaction in cakes. Mixing methods and baking techniques in cake preparation. a.Measuring. b. Mixing c. Baking
Preparation of shortened and un-shortened cakes. Baking a shortened cake
| Preparation of cheesecake 1. Measuring 2. Mixing 3. Baking
Un-shortenend Cakes: Angel Food Cake Sponge Cake 3. Chiffon Cake
Frosting: Variety of icings and frostings Cake/cupcake decorating
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Assessment:Formative/Summative Guide to Good Food: Cakes Cookies Pies and Candies Ch.24 Activity A. Kinds of Cakes(F) Ch. 24 Preparing Cakes worksheet (F) "Cakes" handout/WS (F) Cakes PPT w/ Guided notes(F) Just The Facts: Cake Decorating Video/WS (S) Cheesecake notes (F) Cake Quiz (S) Cooking Labs: Chocolate Cupcakes (F) Cheesecake (F) Texas Sheet Cake (S) Carrot Cake (F) Decorating with piping bags and tips (F)
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Materials/ Resources/Technology: Pink Cake Box:Visual Glossary of Cake Terms Guide to Good Food : Chapter 24 - www.pinkcakebox.com/glossary-cake-terms Cakes, Cookies, Pies, and Candie How to Fill an Icing Bag:" Cakes" handout/ Cake notes www.youtube.com/watch?v=LcSxj5s2u1Y Cake decorating Video/WS How to Crumb Coat: Cheesecake notes https://www.youtube.com/watch?v=XKzxUEVDMZA
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Essential Vocabulary: Shortened cake Un-shortened cake Chiffon cake Conventional method Quick-mix method
| Essential Vocabulary: (cont:) Cream of tartar decorating tip Butter creme drip cakes Pound cake fondant Icing ganashe Confectionary sugar Baking powder |
Opening/ Activating Strategy minutes Attendance: 5min Do Now: 5 min. |
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Mini-lesson/Instruction Review Objectives for the day Review Essential question Mini review on topic (check for prior knowledge) Introduce Topic
| Hand out supplies/WS/ Handout Review procedures and instructions Lab: Recipe Review Fill out Mise en Place graphic organizer Team Leader fills out Lab Task Sheet Lab Practical/Clean up |
Guided Practice/IndependentPractice Piping Bag Demonstration (G) Lab: (I-team) Internet interactive activities (I) Guided reading /WS(I) Video(s) (I)
| Guided Practice/Independent Practice Vocabulary Matching WS (I) Vocabulary Interactive matching game (I) Mise en Place Graphic organizer (I-team) Lab Task Sheet (I-team)
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Closure/Summarizing Strategy minutes: 10 Team leaders complete Lab Sheets/sign off Team Members check off jobs Team reflects on lab and writes daily reflection
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Five minute open discussion on what went right/wrong Collect daily work Ticket to leave |
Differentiated Instruction Graphic organizers Modified assignments Differentiated WS/Readings Large Print WS
| Whole group: Graphic organizer for recipes and lab work Groups of students: Individual instruction
Individual students: Modified assignments/ frequent time outs, allergy checks
Students with IEPs or 504s: Follow IEP/ 504 accommodations
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Extensions: Cake Mixing and Baking https://quizlet.com/23318082/cake-mixing-and-baking-flash-cards
Matching VocabularyTerms: https://quizlet.com/23318082/match
| Extensions: (cont.)
Cake Decorating: https://quizlet.com/44444890/flashcards
Cake Decorating Matching Activity https://quizlet.com/44444890/match
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Standards Based Unit Plan: Beverly High School  Lesson: Six Basic Cookie Groups Approximate length of time allotted for this unit is 8 84 min. Blocks Unit: Baking Cookies
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Standards: FCS.7.F - Evaluate factors that affect food safety, from production through consumption.
8.3.1 Operate tools and equipment following safety procedures | Standards: (cont.) 8.2.7 Demonstrate safe food handling and preparation techniques that prevent cross contamination
8.5.10 Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. |
Objectives: Describe the food science principles involved with baking cookies. List the 6 groups of cookies. Prepare 6 different kinds of cookies.
| Objectives: (cont.) Demonstrate safety and sanitation practices while baking cookies
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Essential Question(s): How is a recipe like a chemical equation? How can I make the best use of this skill? How does math apply to cooking?
| Essential Questions (cont.) Why is measuring important when baking? How do I follow a recipe? Why is cleaning up important when cooking? How can injuries be prevented in the kitchen? |
Learning Targets: I can organize tasks and carry out lab duties I will use safe food handling practices to prevent cross contamination while preparing my recipe. I can follow a recipe I can use math skills for recipe changes | Learning Targets: (cont.) I will use proper measurement techniques. I can identify kitchen equipment and describe their uses. I can manage my time in the kitchen |
Content Outline: Food Science principles Mixing methods Characteristics of a high-quality cookie Storing cookies Types of cookies 1. Rolled 2. Dropped 3. Bar 4. Refrigerator 5. Pressed 6. Molded
| Proper Measuring techniques and tools Liquid and Dry measurements Organization in the Lab/Mise en Place Following a recipe Proper Cleanup and sanitation Making adjustments to recipes |
Assessment:Formative/Summative Cooking Labs: Chemistry of Cookies Video/ WS (F) Chocolate Chip Cookies (F) Sugar Cookie (F) Reading a recipe WS (F) Oatmeal Raisin (F) Snickerdoodle (S) Adjusting a recipes WS (F) Spritz (F) Terms and Equipment Review worksheet (F) Brownie (F)
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Materials/ Resources/Technology: Guide to Good Food Chapter 11 /Ch. 9 Chemistry of Cookie Video/WS DVD "Everyday Math in the Kitchen" Kitchen Equivalents and Measuring PP Vocabulary Matching WS Kitchen Math WS Small and large kitchen Matching WS
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Essential Vocabulary: Rolled cookies Molded cookies Bar cookies Refrigerator cookies Cream Dropped cookies Pressed cookies
| Essential Vocabulary: (cont:) mixing bowl wooden spoon measuring spoons dry mix measuring cups ingredient cookie sheet batter blend fold |
Opening/ Activating Strategy minutes Attendance; 5min Do Now: 5 min. |
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Mini-lesson/Instruction Review Objectives for the day Review Essential question Mini review on topic (check for prior knowledge) Introduce Topic
| Hand out supplies/WS/ Handout Review procedures and instructions Lab: Recipe Review Fill out Mise en Place graphic organizer Team Leader fills out Lab Task Sheet Lab Practical/Clean up |
Guided Practice/Independent Practice Function of Ingredients WS (I) Measuring Demonstration (G) Measuring WS (I) Cookie WS (I) Internet interactive activities (I) Guided reading (I)
| Guided Practice/Independent Practice Vocabulary Matching WS (I) Vocabulary Interactive matching game (I) Mise en Place Graphic organizer (I-team) Lab Task Sheet (I -team) Chemistry of Cookies Video and WS(I)
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Closure/Summarizing Strategy minutes: 10 Team leaders complete Lab Sheets/sign off Team Members check off jobs Team reflects on lab and writes daily reflection Five minute open discussion on what went right/wrong Collect daily work
| Ticket to leave |
Differentiated Instruction (Planned Supports) Graphic organizers Modified assignments Differentiated WS/Readings Large Print WS//Recipes
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Whole group:Graphic organizer for recipes and lab work Groups of students:
Individual students: Modified assignments/ frequent time outs, allergy checks
Students with IEPs or 504s: Follow IEP/ 504 accommodations
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Extensions: “Starting from Scratch to Set Up Your First Kitchen” article and assignment Quizlet Interactive Activity https://quizlet.com/66457539/baking-cookies-flash-cards/
https://quizlet.com/66457539/match
https://www.youtube.com/watch?v=VaT3qsoHPQ8
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Standards Based Unit Plan: Beverly High School  Lesson: Nutrition throughout the Life Span: Approximate length of time allotted for this unit is 6-8 84 min. Blocks Unit: Nutrition
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Standards: 8.5.3 Utilize weights and measurement tools to demonstrate knowledge of portion control and proper scaling and measurement techniques.
FCS.7.B Incorporate health and wellness practices across the life span. | Standards: (cont.) 8.5.14 Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor. 2.A.5 Nutritive value of foods 2.A.4 Food sources of food groups 2.A.6 Portion sizes
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Objectives: Role of essential nutrients Cholesterol Incomplete vs. complete proteins Planning nutritious meals
Identify serving sizes according to MyPlate
| Objectives: (cont.) Understand Nutrition labels Making recipes more healthful. Healthy substitutes |
Essential Question(s): How does food preparation and nutrition affect the well-being of individuals and families? How do I plan nutritious meals using meal MyPlate? What are the six essential nutrients necessary for life? | Essential Questions (cont.) How do I plan meals with a variety of flavors, colors, and textures? How do I plan meals and snacks with the correct portion control? |
Content Outline:
Name the six essential nutrients for life Cholesterol Healthy diet Interpret information on a nutrition label Making recipes more healthful. Healthful substitutes Describe a healthy diet. | Content Outline (cont.)
Describe cholesterol and food in which it is found. Describe the roles of proteins, water, vitamins, and minerals in people's diets and identify foods that contain these nutrients Use MyPlate to plan meals. Suggest ways to make recipes more healthful. Suggest healthful substitutes for high-fat ingredients. Portion sizes
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Learning Targets:
I can identify the role of different nutrients in people's diets and which foods contain these nutrients. I know what cholesterol is where it is found. I know what it means to eat a healthy diet. I can name the six essential nutrients of life | Learning Targets (cont.)
I know how to read and interpret the information on a nutrition label. I can make recipes more healthful. I know what the correct portion sizes are for healthy choices
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Assessment:Formative/Summative:
GGFCh. 6 Activity packet (F) Handout (F) Nutrition labels WS (F) Healthy Nutrients Fill-in Chart (S) Food Label Guide w/ WS(F) Food Groups Handout (F) Smash Your Food Interactive Activity with WS (S) Vegetarian Diets Research (F) Vegetarian Research project and presentations (S) Recipe Nutrition Makeover activity (F) Chapter 6 Test (S) How Many Calories Do You Need?WS (F) The ABCs of Nutrition Puzzle (F) Why Do weNeed Nutrients Handout(F) MyPlate Lab Activity (S)
Food Labs: Pasta with Fresh Tomato Sauce (S) Blueberry Oatmeal Bars Black Bean Brownies (F) Applesauce Brownies (F) Healthy Cookies(F) Zucchini Chips (S)
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Materials/ Resources/Technology:
BHS Moodle Page: Quinlan Introduction to Culinary Arts Smash Your Food:http://www.foodnme.com/smash-your-food/ The ABCs of Nutrition Puzzle Nutrients Fill-in Chart Food Label Guide w/ WS Food Groups Handout MyPlate Activity Recipe Nutrition Makeover activity Chapter 6 Study Guide Healthy Portions Handout Nutrition labels WS How Many Calories Do You Need?WS |
Essential Vocabulary: nutrients phyto-chemicals glucose simple carbohydrates complex carbohydrates essential fatty acids amino acids Proteins food additive vegetarian osteoporosis portion control
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Essential Vocabulary: (cont:) kilocalorie free radicals lipids hormones fiber fat vitamins insulin organic GMO's MyPlate malnutrition diabetes mellitus fiber |
Opening/ Activating Strategy
Attendance; 5min Do Now: 5 min. |
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Mini-lesson/Instruction Review Objectives for the day Review Essential question Mini review on topic (check for prior knowledge) Introduce Topic
| Hand out supplies/WS/ Handout Review procedures and instructions Lab: Review recipe Fill out Mise en Place graphic organizer Team Leader fills out Lab Task Sheet Lab Practical/Clean up |
Guided Practice/Independent Practice Smash Your Food (I) MyPlate Activity (G) The ABCs of Nutrition Puzzle (I) Healthy Portions Handout (I) Nutrition labels WS (I) Recipe Nutrition Makeover Activity (I-team) | Guided Practice/Independent Practice How Many Calories Do You Need?WS (I-team) Vocabulary Matching WS (I) Vocabulary Interactive matching game (I) Mise en Place Graphic organizer (I-team)
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Closure/Summarizing Strategy minutes: 10 Team leaders complete Lab Sheets/sign off Team Members check off jobs Team reflects on lab and writes daily reflection Five minute open discussion on what went right/wrong Collect daily work
| Ticket to leave |
Differentiated Instruction (Planned Supports) Graphic organizers Modified assignments Differentiated WS/Readings Large Print WS
| Whole group:Graphic organizer for recipes and lab work Groups of students:
Individual students: Modified assignments/ frequent time outs, allergy checks
Students with IEPs or 504s: Follow IEP/ 504 accommodations
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Extensions:
What is Nutrition? https://quizlet.com/32192613/chapter-1-what-is-nutrition-flash-cards/ Matching: https://quizlet.com/32192613/match Nutrition Practice TestOnline:https://quizlet.com/32192613/test
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