Food and Nutrition I

Lesson Title-Reading a recipe

Overview:
Students will identify abbreviations that show up on a recipe. Student will be aware of the three different forms of how recipes are written. Students will identify and gather up ingredients for the recipe. Students will convert fractions to double or cut recipe size in half.

9th and 12th grades Two days

Teaching Materials
Worksheets to help student with reading a recipe and to double or cut recipe in half (all from www.uen.org ) How to tackle a recipe Three forms for writing a recipe Chocolate drop cookies practical test

Standards/Objectives: (Identify domain & level)

Standard 1 Students will apply the skills of kitchen equipment and management - (Cognitive Domain Level III) Objective 3 Identify appropriate abbreviations, food-measurement terminology, techniques, equivalents and calculate recipe-size adjustments and demonstrate proper measuring techniques (Cognitive Domain Level I) Identify abbreviations - (Cognitive Domain Level I) Compute equivalents - (Cognitive Domain Level III) Identify measuring techniques and utensils - (Cognitive Domain Level I) Demonstrate how to double and cut recipe size in half (Psychomotor Domain Level IV) Analyze, prepared and complete a recipe - (Cognitive Domain Level IV)

Other Resources/Technology
Depending on students understand and level of math additional math worksheets may be needed Look for math fact worksheets on simple fractions Create your own math fact worksheet

Introduction/Set Induction (time): 15 min

Teacher will discuss what is on a recipe and the three forms a recipe can be written. Teacher and students will review fractions and how to increase or decrease (multiply and divide) fractions in order to increase or decrease the recipe.

Transition (time): 10 min

Students will transition from class discussion, to worksheets, then into the kitchen to demonstrate what they have discussed.

[Title]

Lesson Body (time) (Content/Teaching Method)

Practical Reasoning PHASE 1: Statement of Problem (time): How are you going to engage students in the identification of the issue/problem related to course content? Identify all ingredients for the recipe. We have a recipe that needs to be doubled or cut in half. How do we accomplish the task? PHASE 2: Consider the Context (time): How are you going to engage students in the process of considering the context of the problem? Students will back cookies. Students will have a large cookie recipe they will need to reduce. PHASE 3: Determine Valued Ends (time): How are you going to engage students in deciding what the valued ends/or outcomes are related to the issue/problem? Students will need to brainstorm why it is important to be capable to double and cut recipe size in half. What are the benefits? (reduce portion size, save money of food cost, accommodate larger or smaller family sizes, ets). What are some of the negatives if any? PHASE 4: Consider Alternative Means for Action (time): How are you going to engage students in choosing alternatives that are appropriate for action (possible solutions)? Discuss with students the differences in their own family sizes. One student may be in a family of 3 or 4 while other may be in a family of 6 or 8. How does their understanding of doubling and/or cutting a recipe size in half benefit them personally? What are family holidays meals like for them? Do they just have their emendate family? Do they have extended family join them? PHASE 5: Select & Justify a Course of Action (time): How are you going to engage students in selecting and justifying their decision about which alternative/solution is the best? Discuss with student about what they think about doubling and cutting recipe size in half. PHASE 6: Take Action (time): What are students going to do/how they are going to take action? Could service learning fit here? Would they double and cut recipe size in half if they needed to when they cook at home? What other options do they have if they choose not to double and cut recipe size in half at home? PHASE 7: Evaluate Action Taken (time): How will students evaluate/reflect on the outcome of the practical reasoning process? Students will discuss with a family member who does the cooking in the home (parents, grandparents, aunts, uncles, ect) about doubling and cutting recipe size in half. How often do they double and/or cut recipe size in half? Why do they double and/or cut recipe size in half?

Transition (time):15 min

Students will transitions from classroom discussion and instruction, to the kitchen for group work, then back to the classroom to discuss the kitchen group work

Summary/Closure (time): 5-10 min

Teacher will guide a class discussion about the purpose for doubling and cutting recipe size in half and the importance of adding, subtracting, multiplying, and dividing fractions. What would happen if we dont do our math correct? (the recipe will not turn out right).

Assessment/Evaluation:
Students will be assessed on how they followed instruction on doubling and cutting recipe size in half their cookies. Students will also be assessed on their paper test on Chocolate drop cookies and any other math fact worksheet the teacher feel the students need practice with.

[Title]