Course Profile
Food and Nutrition, Grade 9 or 10 open, Public
Unit 2
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.
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Public District School Board Writing Team - Food and Nutrition
Lead Board
Waterloo Region District School Board
Beverley J. Murray, Project Manager
Course Profile Writing Team
Janette Bent, Hamilton-Wentworth District School Board
Shirley Jones, retired teacher
Jennifer O’Hannesin, Waterloo Region District School Board
Beverley J. Murray, Educational Consultant
Ruth Pearce, Waterloo Region District School Board
Karen Ross, Waterloo Region District School Board
Marcia Smellie, Waterloo Region District School Board
Aline Smith Henderson, Toronto District School Board
Mary Jean Woods, retired teacher
Instructional Technology Support
Jane Dowdall, Waterloo Region District School Board
Unit 2: Food Needs of Individuals and Families
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6
Unit Developer(s)
Aline Smith-Henderson, Toronto District School Board
Mary Jean Woods, Retired
Development Date: April/May, 1999
Working collaboratively in groups students assess the importance of meeting family food needs considering the contribution of each family member to the selection, preparation, and serving of food. Through practical classroom/lab experiences students produce appetizing and healthy foods and practise culturally appropriate mealtime etiquette.
Strand(s): Self and Others, Personal and Social Responsibilities, Social Science Skills
Overall Expectations: SOV.01X, .03X, .04X, PRV.03X, SSV.03X.
Specific Expectations: SO1.01X, .02X, .03X, .04X, .05X, PR2.01X, .02X, .07X, .08X, .11X, PR3.01X, .02X, .03X, .04X, .05X, .06X, .07X, .08X, .09X, .10X, .11X, SS3.03X.
|
Activity 1 |
Kitchen Know How |
420 - 480 minutes |
|
Activity 2 |
At Home In The Kitchen |
420 - 480 minutes |
|
Activity 3 |
A Cook’s Book |
270 - 330 minutes |
|
Activity 4 |
Meal Management |
390 - 450 minutes |
|
Activity 5 |
Shopping Smart |
270 - 330 minutes |
|
Activity 6 |
At The End of the Day |
120 - 180 minutes |
Teachers should:
· consider ethnocultural and religious diversity in the class;
· decide how the kitchen labs will be planned based on facilities and class sizes (for safety purposes, it is strongly recommended that kitchen groups should not exceed four to five students);
· familiarize her/himself with teaching materials;
· decide how nutrition, meal planning, and consumer awareness will be incorporated into the activities.
· if students have taken Family Studies in Grades 6, 7, or 8, alter assessment/evaluation to reflect Prior Learning.
· book audio-visual materials and equipment, prepare overheads, worksheets, and assessment/evaluation tools;
· collect a variety of recipes and food packaging;
· discuss with the special education teachers the accommodations required to meet the needs of exceptional students (IEP/IPRC);
· assemble a variety of cook books;
· invite guest speakers;
· develop student worksheet to be used with guest speakers.
· Experience in small group work
· Some knowledge of kitchen safety, personal cleanliness, and lab organization
· Mastery of kitchen safety
· Application of cooking techniques
· Planning, preparing, and serving foods in food labs
· Examination of food labelling, grading, and quality
· Co-operative learning, “organizers”, web, rank order, activity centres, research, sequence chart, and homework
|
Tool |
Purpose |
Evaluator |
Activity |
|
Activity worksheets, tables, comparison, organizers |
Formative |
Teacher |
Activities as assigned |
|
Food Safety/Food Handling Sanitation Test |
Diagnostic |
Teacher/Student |
Activity 1 |
|
Kitchen Safety Test |
Summative |
Teacher |
Activity 1 |
|
Tests |
Summative |
Teacher/Student |
Activities 1, 4, 5 |
|
Food labs |
Formative |
Student/Teacher |
Activities 2, 4 |
|
Cook’s Book Rubric |
Formative/ Summative |
Student/Teacher |
Activity 3, 6 |
|
Scoresheet: menu cost, a week’s meal plan |
Formative |
Student/Teacher |
Activity 4 |
|
Meal at Home Rubric |
Summative |
Parent/Student/ Teacher |
Activity 4 |
|
Food Labelling Test |
Diagnostic |
Teacher/Student |
Activity 5 |
|
Label Smart |
Formative |
Teacher |
Activity 5 |
|
Convenience Foods |
Formative |
Teacher |
Activity 5 |
|
“Organizer” |
Formative |
Teacher |
Activity 5 |
|
Celebration Meal Rubric |
Summative |
Student/Teacher |
Activity 6 |
Diagnostic: assessing what has been learned
Formative: assessing how well the student is presently learning so that appropriate changes can be made
Summative: assessing how well the student has learned the material for purpose of accountability
Baird, Elizabeth and The Food Writers of Canadian Living Magazine and the Canadian Living Test Kitchen. Easy Cooking - Canadian Living’s Best. Toronto: Madison Press Limited, 1995.
ISBN 0-345-39805-X
Buishand, Tjerk, Harm P Houwing, and Kees Jansen. The Complete Book of Vegetables. New York: W. H. Smith Publishers Inc., 1986.
Beef Information Centre. Suite 100, 2233 Argentia Road, Mississauga, ON L5N 2X7.
Canada’s Food Guide to Healthy Eating. Ottawa: Health Canada, 1992.
Canadian Chicken Marketing Agency. 370 Dalhousie Street, Suite 300, Ottawa, ON K1N 9N8.
Canadian Organic Growers Inc. P.O. Box 116, Collingwood, ON L9Y 3Z4.
Chicken Farmers of Ontario. Dept. F13, P.O. Box 850, L.C.D. #1, Hamilton, ON L8N 4J8.
Egg-cellent Nutrition. Ontario Egg Producers Marketing, 7195 Millcreek Drive, Mississauga, ON
L5N 4H1.
Ferguson, Carole. ed. The Canadian Living Cookbook. Mississauga: Random House of Canada, 1987. ISBN 0-394-22017-X
Ferguson, Carole and Murray McMillan. eds. The New Canadian Cookbook. Toronto: Penguin Books Canada Ltd., 1999. ISBN 0-670-879908-6
Food Models. The Leading Edge. Dairy Farmers of Ontario. 6780 Campobello Road, Mississauga, ON L5N 2L8.
Guides for Family Budgeting. Toronto: Social Planning Council of Metropolitan Toronto, April 1992. (223 pp)
Kane, Marion. The Best of Food. Toronto: The Toronto Star, 1997. ISBN 0-9690388-4-4
Kowtaluk, Helen and Alice Orphanos Kopan. Food for Today. New York: Glencoe/McGraw-Hill, 1990.
“Native Peoples Food Guide.” In Thompson, Phyllis. Teachers Resource Book to Accompany Food for Life. Toronto: McGraw-Hill Ryerson Ltd., 1995.
Nutrient Value of Some Common Foods. Ottawa: Health Services Branch, Health Canada, 1988.
ISBN 0-660-13047-5
Nutrition Labelling Information. National Institute of Nutrition, 265 Carling Avenue, Suite 301, Ottawa, ON K1S 2E1.
Ontario Chicken Producers Marketing Board. Box 5035, 3380 South Service Road, Burlington, ON
L7R 3Y8.
Poultry Industry Council. RR2 Guelph, ON. Telephone (519) 837-0284.
Rogers, Jo. What Food Is That and How Healthy Is It. Toronto: Stewart House, 1990.
ISBN 1-895246-18-0
“Safety Posters.” J. Weston Walch., 1991 in Northwest Scientific Supply Ltd., P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone 800-663-5890, e-mail nwscience@pinc.com
Shafritz, Ott. Classics of Organizational Theory. London: Harcourt-Brace, 1996. ISBN 0-534-504175
Siebert, M., and E. Kerr. Food for Life. Toronto: McGraw-Hill Ryerson Limited, 1994.
So Good. Soya World Inc., P.O. Box 3018, Vancouver, B.C. V6B 3X5. Phone: 604-420-3240,
Fax: (604) 420-3476.
Stern, Bonnie. Simply Heart Smart Cooking. Toronto: Random House of Canada, 1994.
ISBN 0-394-22401-9
Stevens, Vida. Healthy Eating in Every Culture: Multicultural Food and Nutrition Information. An Educational Kit Prepared for Race/Ethnic Relations, Board of Education for the City of North York, 1989.
“Teens Take on Grocery Shopping.” A mini unit in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Telephone: 1-800-663-5890, e-mail: nwscience@pinc.com
Towards an Ecozoic Curriculum. Ontario Society for Environmental Education (OSEE), c/o Ed Thompson, 700 Frederick St., Kitchener, ON N2B 2B2. Telephone: 519-744-7918.
Updated Sample Budgets. Toronto: Social Planning Council of Metropolitan Toronto, November 1994. (23 pp)
Vegetarianism: The Plant Source. A mini unit in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4. Phone: 1-800-663-5890, e-mail: nwscience@pinc.com
FoodFocus 3.2. October 1998, 721 South Drive, Winnipeg, MB R3T 0C2 Fax 204 477-9906,
Telephone 204 453-6060
Foodware. Toronto: McGraw-Hill Ryerson Limited.
Food Focus
http://www.foodfocus.com/foodfocus/
Campbell Soup Kitchen
www.campbellsoupkitchen.com
Canadian Organic Advisory Board
www.coab.ca
Canadian Organic Growers
www.gks.com/cog
Dairy Farmers of Ontario
www.milk.org
Eat Ethnic
http://www.eatethnic.com
Fight Bac! Keep Food Safe from Bacteria: A National Public Education Campaign for Food Safety
(The Canadian Partnership for Consumer Food Safety Education, Suite1101-75 Albert St., Ottawa, ON K1P 5E7, Phone 613-798-3041, Fax: 613-852-6400)
www.canfightbac.org
Food Safety on Leftovers
http://www.cfia.agrica/english/corpaffr/ publications.foodfacts/ leftovtips.html
Health Canada
www.hc-sc.gc.ca
Internet Food Channel
http://www.foodchannel.com
Kraft Foods Kitchen
http://www.kraftcanada.com
Native American Indian Resources
http://indy4fdl.cc.mn.us/isk/food/foodmenu.html
Ontario Agri-Food Education
http:/www.oafe.org
Urban Agriculture Notes - Community Gardens
http://www.cityfarmers.org/communitygarden7.html
“Best of Muffins.” Low Fat Express in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone: 1-800-663-5890, e-mail: nwscience@pinc.com
Buying Nutritious Food. Toronto: McGraw-Hill Ryerson Limited.
Cooking With Convenience Foods. Toronto: McGraw-Hill Ryerson Ltd., 1991.
Ecology In The Kitchen. Toronto: McGraw-Hill Ryerson Ltd., 1998.
Etiquette Hotline: Table Manners. The Learning Seed. 330 Telser Road, Lake Zurich, IL 60047; Phone 800 634-4941; fax 800 998-0854; Email: learnseed@aol.com
Fast and Easy Teen Meals - Pasta. Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone: 1-800-663-5890, e-mail: nwscience@pinc.com
Food Safety. The Learning Seed, 1995. 330 Tesler Road, Lake Zurich, IL 60047.
Food Safety. Toronto: McGraw-Hill Ryerson Ltd., 1991.
Food Safety Can Be Fun. Ontario Agri-Food Education, 8560 Tremaine Road, P.O. Box 460, Milton, ON L9T 4Z1, Phone: 905-878-1510, ext. 24, Fax: 905-878-0342.
How to Read and Use Food Labels. Learning Seed in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone: 1-(800) 663-5890, e-mail: nwscience@pinc.com
Kitchen Safety. The Learning Seed, 1997. 330 Tesler Road, Lake Zurich IL 60047
Label Smart Program. National Institute of Nutrition. Available from L.M. Media Marketing Services, 115 Torbray Road, Unit , Markham, ON L3R 2M9.
Read the Food Label. Toronto: McGraw-Hill Ryerson Limited, 1994.
Safety in the Kitchen. Toronto: McGraw-Hill Ryerson Ltd., 1996.
Shopping for Nutrition. OHEA.
Table Manners: Doing it Right. Alfred Higgins Production, 1990.
Value Shopping - Stretch Your Shopping Dollar. Learning Seed in in Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone: 1-(800) 663-5890, e-mail: nwscience@pinc.com
We Are What We Eat.” Ontario Agri-Food Education, 8560 Tremaine Road, P.O. Box 460, Milton, ON L9T 4Z1, Phone: 905-878-1510, ext. 24, Fax: (905)-878-0342.
Time: 420 - 480 minutes
Students learn that safety in the kitchen is essential and that knowledge of general safety guidelines and basic first-aid procedures help to reduce personal injury. They also become aware of the fact that sanitary food handling practices are the most important safeguards against food-borne illnesses. The importance of correct food storage methods is emphasized.
Strand(s): Personal and Social Responsibilities, Social Science Skills
Overall Expectations:
PRV.03X - summarize the practical factors and demonstrate the skills involved in producing appetizing and healthy foods for themselves an others;
SSV.03X - demonstrate effective collaborative group skills.
Specific Expectations:
PR3.03X - safely use, maintain, clean and store tools and equipment used in food preparation;
PR3.04X - identify and demonstrate safe food-handling practices, including kitchen safety, sanitary methods, and proper food storage;
SS3.03X - demonstrate collaborative problem solving, conflict resolution, and planning skills (e.g., division of labour, time management, equal participation, taking responsibility for one's component of the group's activity), and be able to explain the need for these skills by referring to organizational theory.
Teachers should:
· become familiar with Organizational Theory (Resource #10);
· ensure that kitchen groups do not exceed 4-5 students to avoid the safety hazards of overcrowding;
· provide a picture of an unsafe kitchen such as in Food For Today Student Workbook;
· reserve a VCR;
· provide construction paper and markers for charts of safety rules;
· prepare case studies of accidents that may occur in the kitchen;
· prepare Kitchen Safety Test, requiring Level 4 achievement. Otherwise re-test students;
· pre-view video on Food Safety and prepare pre-test/quiz;
· prepare examples of improperly stored foods;
· invite a speaker;
· develop student worksheet, including career description to be used with guest speakers.
· Some awareness of group processes (Unit 1, Activity 2)
· Experience in small group work (Unit 1, Activity 1)
· Some knowledge of kitchen safety, personal cleanliness and lab organization (Unit 1, Activity 4)
1. By brainstorming and/or using an illustration of an unsafe kitchen, students identify safety hazards in the kitchen and suggest how to correct these.
2. Students view video and/or examine posters and, with teacher's help, make notes on Kitchen Safety -general safety guidelines including: handling of electrical equipment; preventing fires, burns, falls; knife handling and cuts; basic first aid principles; and treatment for choking.
3. In kitchen groups, students prepare charts of safety rules for the classroom.
4. Using case studies, students discuss what to do if accidents do occur.
5. Students write safety test. They must achieve Level 4.
6. Students complete a diagnostic test on Food Safety/Food Handling (sanitation) to be corrected and discussed after viewing a video.
7. Students observe what happens after five or six days to various improperly stored foods such as an uncovered glass of milk in the refrigerator and a piece of fruit pie (covered) at room temperature.
8. Teacher may invite a speaker from Health Canada.
9. Students complete notes on food spoilage and food storage (see Food for Life, Chapter 4).
10. In their kitchen groups, students describe situations and meals when food must be transported, such as picnics and bag lunches, and explain to the class how this should be handled to avoid food-borne illness.
11. To examine the 3 R’s of household ecology, students view a video such as “Ecology in the Kitchen” and brainstorm a list of “do’s and don’ts” for home ecology in order to create an exhibit for a display case, poster board, or computer presentation.
· Diagnostic assessment: knowledge of Food Safety/Food-handling (Sanitation)
· Summative evaluation: Kitchen Safety test
· Insert career description of guest speaker in portfolio
Kowtaluk, Helen and Alice Orphanos Kopan. Food For Today. New York: Glencoe/McGraw-Hill, 1990. (Student Workbook and Teacher's Wraparound edition available)
Rogers, Jo. What Food Is That and How Healthy Is It. Toronto: Stewart House, 1990.
“Safety Posters.” J. Weston Walch, 1991 in Northwest Scientific Supply Ltd., P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Phone 800-663-5890, e-mail nwscience@pinc.com
Towards an Ecozoic Curriculum. Ontario Society for Environmental Education (OSEE), c/o Ed Thompson, 700 Frederick St., Kitchener, ON N2B 2B2, Phone: (519)-744-7918.
Fight Bac! Keep Food Safe from Bacteria: A National Public Education Campaign for Food Safety –
The Canadian Partnership for Consumer Food Safety Education, Suite 1101-75 Albert St., Ottawa, ON K1P 5E7, Phone: 1-613-798-3041, Fax: 1-613-852-6400)
www.canfightbac.org
Food Safety on Leftovers
http:/www.cfia.agrica/english/corpaffr/publications/foodfacts/ leftovtips.html
Health Canada
www.hc-sc.gc.ca
OntarioAgri-Food Education
http://www.oafe.org
Ecology in the Kitchen. Toronto: McGraw-Hill Ryerson Ltd., 1998. (12 minutes)
Food Safety. The Learning Seed, 1995. (25 minutes)
Food Safety. Toronto: McGraw-Hill Ryerson Ltd., 1991. (10 minutes)
Food Safety Can Be Fun. Ontario Agri-Food Education Inc., 8560 Tremaine Road, P.O. Box 460, Milton, ON L9T 4Z1.
Kitchen Safety. The Learning Seed, 1997. (17 minutes)
Safety in the Kitchen. Toronto: McGraw-Hill Ryerson Ltd., 1996. (23 minutes)
· Use close-captioned videos if possible, for deaf students.
· Provide alternatives to written tests.
· Provide completed “organizers”, charts, and tables, where appropriate.
· For student enrichment, further address the issue of food safety by having students examine samples taken from hair, clothes, counters, tea towels, etc. Enlist the help of a science teacher.
· For student enrichment, students write to a government agency or a company expressing concern about an ecological home issue.
Time: 420 - 480 minutes
As they learn to use recipes and select appropriate cooking tools, students develop accurate measuring skills and an understanding of food preparation techniques. Students work co-operatively to plan and prepare appealing food while demonstrating basic cooking and baking skills. By working in a group, students experience the consequences of their planning and problem solving. Where possible, recipe selection reflects a range of cultural influences to increase appreciation and thereby lessen potential conflict.
Strand(s): Personal and Social Responsibilities, Social Science Skills
Overall Expectations:
PRV.03X - summarize the practical factors and demonstrate the skills involved in producing appetizing and healthy foods for themselves and others;
SSV.03X - demonstrate effective collaborative group skills.
Specific Expectations:
PR3.02X - identify, select, and effectively use appropriate kitchen tools to plan and prepare interesting and appealing meals in co-operation with others;
PR3.05X - demonstrate accurate measuring skills and appropriate food-preparation techniques (e.g., stirring, beating, whipping, chopping, broiling, frying);
PR3.11X - demonstrate basic cooking and baking skills;
SS3.03X - demonstrate collaborative problem solving, conflict resolution, and planning skills (e.g., division of labour, time management, equal participation, taking responsibility for one’s component of the group’s activity), and be able to explain the need for these skills by referring to organizational theory.
Teachers should:
· prepare handouts of: Tools of the Trade, How to Get Perfect Results from a Recipe, Kitchen Duties and Cleanup, How to Measure, Food Preparation Techniques, and recipe for brownies;
· provide recipes in both metric and imperial measures;
· purchase supplies for food labs;
· prepare crossword and/or word search puzzle to review food preparation techniques;
· prepare handouts and overhead of Food Lab Rubric;
· prepare recipes for snack lab.
· Knowledge of kitchen safety, personal cleanliness, and lab organization
· Knowledge of food safety/food handling (sanitation) and household ecology
· Experience in small group work
1. Teacher provides a handout chart of illustrations of kitchen tools - Tools of the Trade. Students label these with name, use, and location in their food lab kitchen.
2. Teacher provides handout sheets such as How to Get Perfect Results from a Recipe, Kitchen Duties and Clean-up and How to Measure (or see Food for Life, chapter 3) and explains lab organization.
3. Teacher demonstrates a basic recipe (e.g., brownies), to show general steps to follow when preparing a recipe, use of kitchen tools, and measurement techniques.
4. In kitchen groups, students plan lab, to show fair division of labour, equal participation, and list of tools/equipment required to make the same recipe.
5. Students prepare recipe as planned and assess food lab (Unit 3, Appendix 3-3A - Food Lab Rubric). As part of the lab assessment, teacher guides students in understanding that in small groups such as families and kitchen groups, collaboration is much more effective than hierarchical, power-based structures.
6. Students use a list (illustrated, if possible) of definitions of Food Preparation Techniques to complete a crossword.
7. Students review correct, safe handling of kitchen knives and equipment such as a blender and food processor. In their kitchen groups, they plan and prepare snacks such as bruschetta, tortilla wraps, veggies and dips, humus and pita.
8. Students assess food lab (Unit 3, Appendix 3-3A - Food Lab Rubric).
9. Each group, not necessarily in kitchen groups, selects one of meat, poultry, fish, legumes/meat alternatives, grain, milk products, egg, cake or pie/pastry and three different food preparation techniques. Students investigate why each technique is used with that food.
10. Students select recipes that illustrate the techniques and demonstrate to class members.
· Formative assessment of food labs: Food Lab Rubric (Unit 3: Appendix 3-3A - Food Lab Rubric)
· Formative assessment of inquiry into food preparation/techniques: (Unit 1: Appendix 1A - Rubric Template)
Beef Information Centre, Suite 100, 2233 Argentia Road, Mississauga, ON L5N 2X7.
Canadian Chicken Marketing Agency, 370 Dalhousie Street, Suite 300, Ottawa, ON K1N 9N8.
Chicken Farmers of Ontario: Dept. F13, P.O. Box 850, L.C.D. #1, Hamilton, ON L8N 4J8.
Egg-cellent Nutrition. Ontario Egg Producers Marketing, 7195 Millcreek Drive, Mississauga, ON
L5N 4H1.
Ferguson, Carole and Murray McMillan, eds. The New Canadian Basics Cookbook. Toronto: Penguin Books Canada Ltd., 1999. ISBN 0-670-87909-6
Nutrient Value of Some Common Foods. Ottawa: Health Services Branch, Ministry of National Health and Welfare, 1988.
Ontario Chicken Producers Marketing Board, Box 5035, 3380 South Service Road, Burlington, ON
L7R 3Y8.
Siebert, M. and E. Kerr. Food For Life. Toronto: McGraw-Hill Ryerson Limited, 1994.
“So Good.” Soya Word Inc., P.O. Box 3018, Vancouver, B.C. V6B 3X5, Telephone: 604-420-3240,
Fax: 604-420-3475.
“Vegetarianism: The Plant Source.” A Mini Unit in Northwest Scientific Supply Ltd., P.O. BOX 6100, LCD 1 Victoria, B.C. V8P 5L4, Telephone 1-(800) 663-5890, e-mail: nwscience@pinc.com
Campbell Soup Kitchen
www.campbellsoupkitchen.com
Dairy Farmers of Ontario
www.milk.org
Eat Ethnic
http://www.eatethnic.com
Native American Indian Resources
http://indy4.fdl.cc.mn.us/~isk/foo/foodmunu.html
FoodFocus 3.2. October 1998.
Foodware. Toronto: McGraw-Hill Ryerson Limited.
Fast and Easy Teen Meals - Pasta. Northwest Scientific Supply Ltd. P.O. Box 6100, LCD 1 Victoria, B.C. V8P 5L4, Telephone: 1-(80) 663-5890, e-mail: nwscience@pinc.com (18 minutes).
· Provide a peer helper/educational assistant helps during lab (e.g., with measuring).
· A table and sink (lower than kitchen counter height) should be available for lab work.
· Other kitchen adaptations might include suction cup cutting board and mixing bowl, lower microwave/convection oven.
· Group students of varying abilities for lab work.
· Allow students from same cultural background to work with ESL students.
Time: 270 - 330 minutes
Students create a personally useful "Cook's Book" that contains a collection of favourite and appealing recipes from a variety of sources. They use their mathematics skills to make changes in recipes and practise making substitutions in recipes. By examining various cookbooks, they will become familiar with other available, useful information. This is an ongoing activity.
Strand(s): Personal and Social Responsibilities
Overall Expectations:
PRV.03X - summarize the practical factors and demonstrate the skills involved in producing appetizing and healthy foods for themselves and others.
Specific Expectations:
PR3.07X - use mathematical skills accurately in meal planning and recipe changes, employing both SI metric units and imperial measures;
PR3.09X - demonstrate the ability to follow a recipe, make substitutions, and alter portions as necessary;
PR3.10X - describe the useful information available in cookbooks (e.g., storage and preparation tips, conversion charts, food terms).
Teachers should:
· enlist the help of the librarian, parents, and colleagues to provide magazines for clipping;
· reserve library research time;
· have a variety of cookbooks available as examples of organization;
· prepare student instruction sheet;
· provide recipe template such as in Foodware;
· provide examples of recipes where quantities may be multiplied or divided successfully;
· develop rubric for summative evaluations.
· Kitchen safety
· Cooking tools and techniques
· Use of recipes
· Correct bibliographic form (Unit 1, Activity 5)
· Food safety and sanitation
· Computer and Internet research skills (Unit 1, Activity 6)
· Use of portfolio (from Unit 1)
1. Using cookbooks and magazines, web sites or software, students decide on the kind of "Cook's Book" they would like to create (e.g., menus, desserts, entertaining, meat, vegetarian, international, etc. and which sections they will include).
2. Students collect recipes (at least 20) from a variety of sources (Canadian whenever possible) such as newspapers, magazines, food packages, grocery store flyers, family favourites, and the Internet. They may be clipped, photocopied, typed, handwritten, downloaded, or a combination. Students compile a list of at least three different sources of recipes in correct bibliographic form.
3. Students organize their recipes into sections (at least four) appropriate for their choice of topic to mount or print out on plain paper. Prepare labeled dividers for each recipe section plus two more: suggested titles are Recipe Adaptation and Kitchen and Cooking Hints. Suggestions include a 3-ring binder, portfolio, database, etc.
4. For the Recipe Adaptation section:
Recipe Change: students select a recipe containing an ingredient that they need to change and specify the reason (e.g., dislike, allergy, being inappropriate for religious or cultural reasons, cost, etc). Explain how to make the change.
Substitution: students select a recipe for which they do not have all ingredients at home (e.g., milk plus lemon juice/vinegar substituted for buttermilk; chicken substituted for pork). Explain how to substitute, including quantities.
Number of Portions: students find a large or very small quantity recipe and convert it to a quantity suitable for their family size, adjusting both metric and imperial measures.
Note: students may need help when making their choice because some recipes do not divide or multiply easily.
5. For the Kitchen and Cooking Hints section: students find three cookbooks which include information such as, weight and volume equivalents, cookware and bakeware sizes, equivalent Fahrenheit and Celsius oven temperatures, food substitutions, etc., and describe why this section is in the cookbook, giving specific examples. Students provide correct bibliographic information for the sources.
6. Students add this project to their portfolio. They may also add recipes throughout the course.
· Formative assessment: Cook's Book: using Appendix 2-3A - Scoresheet for Assessing “Cook’s Book”
Ferguson, Carole, ed. The Canadian Living Cookbook. Mississauga: Random House of Canada, 1987.
Ferguson, Carol and Murray McMillan, eds. The New Canadian Basics Cookbook. Toronto: Penguin Books Canada Ltd., 1999.
Magazines: Chatelaine, Canadian Living, Homemakers
Campbell Soups
www.campbellsoupkitchen.com
Eat Ethnic
http://www.eatethnic.com
Foodware. Toronto: McGraw-Hill
Internet Food Channel
http.//www.foodchannel.com
Kraft Foods Kitchen
http://www.kraftcanada.com
Native American Indian Resources
http://indy4.fdl.cc.mn.us/~isk/food/foodmenu.html
· Provide a concrete example of a well-prepared “Cook’s Book”.
· With help from the Special Education teacher, adapt the "Cook's Book" project.
· Assist students to divide assignment into smaller, more manageable units.
· Allow increased time for assignment completion.
· Use visual aids extensively with ESL students.
Appendix 2-3A - Scoresheet for Assessing “Cook’s Book”
|
Assessment
Criteria |
Value |
Student Mark |
Teacher Mark |
|
|
1. |
Appropriate title. |
1 |
|
|
|
2. |
At least 6 dividers with labeled tabs showing the sections included: at least 4 for recipes; 1 for Recipe Adaptation; 1 for Kitchen and Cooking Hints. |
3 |
|
|
|
3. |
At least 20 recipes - neatly clipped, organized and attached to plain paper or printed out. |
6 | ||