Muddy Brook Cirriculum

PROJECT CONNECTION
Curriculum Planning Form

Type into form – the rows will expand – email to: Thomas.kelly@bhrsd.org
Instructor Name: Jennifer Butler/Ryan Galan Class Title: Food Adventures

Phone #: Email: interns@tnc413.org
Days you are available to teach this class: M T W T
What is maximum number of students? 20
Room/Space Requirements:
Course Description:
The Nutrition Center aims to inspire a healthy relationship with food through nutrition and culinary education. Food
Adventures allows school aged children the opportunity to cook and follow recipes that shows them how to use healthy
and locally sourced ingredients. Throughout the cooking classes food adventures also implements aged appropriate
nutrition education. Food Adventures reinforces key concepts in math, health, reading, science, art, geography, and
teaches kids how to make healthy food choices.
SAYO Outcomes: 21st Century programs are required to pre-and post-survey students in the following areas:
Place your cursor in front of the check box and double click – then hit “Check Box”
*In order to be successful with outcomes, we ask that your focus your instruction on one “required” outcome and limit the
others you choose so you can do them well instead of choosing too many and not being able to accomplish them.
1. Program Required Academic Outcomes (the underlined outcomes are the focus of our program and therefore must be
represented in most of our classes):
Reading Written Communication Verbal Communication
Math Communication Math Problem-Solving Math Reasoning
Science Social Studies
3. Social/Behavioral/Other: Behavior in the Program Initiative (includes persistence on tasks, takes initiative to get
information Engagement (involved and engaged in learning) Problem Solving Communication Skills
(includes listening skills, oral presentation skills) Learning Skills (understands academic concepts) Positive
Relationships with Adults Positive Relationships with Peers
Curriculum Planning
Please write your lesson plans for each week/class in as much detail as possible, then use the Massachusetts
Curriculum Frameworks to show which specific standards each lesson will address under the outcomes checked
above.
Lesson Plan
Week 1 Going on Food Adventures & Basic Kitchen Skills
Objectives and Goals:
● Students understand cooperation.
● Students understand cleaning jobs.
● Students will be willing to taste an unfamiliar food.
● Students can safely use a knife and accurately cut, mince, small dice, grate, and wedge.
● Students understand the importance of variety.

● Students will safely and accurately prepare and cook nectarine compote.
Massachusetts Frameworks, Common Core Standards addressed:
Comprehensive Health: Nutrition
3.2 Use the USDA Food Guide Pyramid (now MyPlate.gov) and its three major concepts of
balance, variety,
and moderation to plan healthy meals and snacks
3.6 Describe personal hygiene and safety measures used in preparing foods
Science and Technology:
Living things and Their Environment
6 People and other animals interact with the environment through their senses.
Properties of Materials and Matter
1 Observable properties of objects include size, shape, color, weight, and texture.
Engineering Design:
2.2 Human beings and animals use parts of the body as tools.
English Language Arts: Informational Texts & Speaking and Listening
RI.1 Ask and answer questions to demonstrate understanding of an (informational) text
RI.10 Read and comprehend informational texts
SL.1 Engage effectively in a range of collaborative discussions
Anticipatory Set: (20 minutes)
● Students give their first name and a fruit or vegetable with the same first letter.
● Students are asked what they think ‘adventure’ means and how that could relate to food.
● Food Adventure rules are explained and students complete accompanying worksheet for the Food
Adventure Rules
●
Direct Instruction: (15 minutes)
● Instructor demonstrates dice, mince and slice cutting styles.
● Students practice dice, mince and slice cutting styles.
● Students collect all the practice cuts for the recipe.

Guided Practice: (25 minutes)
● Students will be split into two groups (depending on total number of students in class).
● Students will be assigned jobs for the day (Head chef, server, stovetop, dish washer, table cleaner,
compost,
floor sweeper.)
● Each group will be given a recipe and ingredients for Nectarine Compote.
● Students will work with their group to prepare and cook this recipe, and clean up afterwards.
Week 2 Objectives and Goals:
● Students understand Whole Grains and non whole grains
● Students can identify Grains through a game where cutouts are placed into grain or non grain
categories
● Students can recognize and communicate the importance of eating a grains
● Students will safely and accurately prepare and cook apple cinnamon oatmeal
Massachusetts Frameworks, Common Core Standards met:
Comprehensive Health:
1.3 Identify behaviors and environmental factors that influence functioning of the body systems
1.8 Describe the influence of health habits on growth and development
2.6 Identify the major behaviors that contribute to wellness
3.2 Use the USDA Food Pyramid (now converted to MyPlate) and it’s three major concepts of
balance, variety
and moderation to plan healthy meals and snacks.
3.6 Describe personal hygiene and safety measures used in preparing foods.
Mathematics: Measurement
3.MD Solve problems involving measurement and estimation of liquid volumes.

● Ask the class to raise their hands to participate in a discussion about what grains the eat
● Include a brief discussion about what whole grains are and why they are important.
● Floor Game is played where students will identify food cut outs that are grains and place them in
corresponding category on the floor.
● Guided Practice: (40 minutes)
compost,
floor sweeper.)
● Each group will be given a recipe and ingredients for apple cinnamon oatmeal.
● Students will work with their group to prepare and cook the apple cinnamon oatmeal recipe, and
clean up afterwards.
Week 3 Hydration
Objectives and Goals :
 Students will be able to identify variations in sources of hydration (water, soup, etc.)
 Students will be able to communicate the importance of hydration
 Students will accurately prepare a smoothie recipe
balance, variety

Intro-
 Instructor will explain hydration and the importance of hydration
 Students will be asked what food/drinks they consume that can be beneficial for proper hydration
 Students will play the hydration game which allows the students to determine what foods would
be green for healthy hydration, yellow for sometimes foods for hydration, and red which foods
that we should rarely have for proper hydration.
Guided Practice
 Students will be split into two groups (depending on total number of students in class).
 Students will be assigned jobs for the day (Head chef, server, stovetop, dish washer, table
cleaner, compost, floor sweeper.)
 Each group will be given a recipe and ingredients for two types of smoothies
 Students will work with their group to prepare and cook this recipe, and clean up afterwards.
 Students will work with their group to prepare the smoothie Recipe.
Week 4 Protein
Objectives and goals
 Students can identify healthy protein sources
 Students can communicate the importance of protein in the diet
 Students can accurately create vegetable egg scramble recipe
balance, variety

Intro-
 Instructor will explain protein and the importance of protein in the diet
 Students will be asked to name a protein food
 Students will then participate in a MyPlate game where students choose a food print out and say
if it is a protein or not.
Guided Practice-
 Students will be split into two groups (depending on total number of students in class).
 Students will be assigned jobs for the day (Head chef, server, stovetop, dish washer, table
 Each group will be given a recipe and ingredients for two types of smoothies
 Students will work with their group to prepare and cook this recipe, and clean up afterwards.
 Students will work with their group to prepare their Recipe.
Week 5-Eat a Rainbow
Objectives and Goals
 Students will be able to communicate the importance of variety in the diet
 Students will be able correlate colors to various vegetables
 Students will accurately prepare minestrone soup recipe
balance, variety

Intro-
 Instructor will explain variety in the diet ( eating many different colors) and its importance
 Students will be asked their favorite fruit or vegetable and its color
 Students will participate in a worksheet/game where students color fruits and vegetables and
then place them on the rainbow with corresponding colors
Guided Practice-
• Students will be split into two groups (depending on total number of students in class).
• Students will be assigned jobs for the day (Head chef, server, stovetop, dish washer, table
• Each group will be given a recipe and ingredients for minestrone soup
• Students will work with their group to prepare and cook this recipe, and clean up afterwards.
• Students will work with their group to prepare their Recipe.
Week 6 LegenDAIRY Food Adventure
Objectives and Goals
 Students will be able to identify dairy products with 80% accuracy
 Students will be able to recognize why dairy is an important aspect of the diet
 Students will accurately prepare a yogurt parfait recipe
balance, variety
Intro-
 Instructor will explain diary, what it is where it comes form and why it is important in the diet
 Students will name one dairy food that they enjoy
 Game will be played where students pick a food cut out and say if it is dairy or not
Guided Practice-
• Students will be split into two groups (depending on total number of students in class).
• Students will be assigned jobs for the day (Head chef, server, stovetop, dish washer, table
• Each group will be given a recipe and ingredients for minestrone soup
• Students will work with their group to prepare and cook this recipe, and clean up afterwards.
• Students will work with their group to prepare the yogurt parfait recipe
Week 7 Food Around the World
Objectives and Goals:
● Students will be able to identify characteristics of cuisine from the many cultures throughout the
world
● Students will be able to identify at least one common food/staple from each location
● Students will be able to locate regions on a globe/map.
● Students will safely and accurately prepare and cook Southern Indian Red Lentils
Comprehensive Health
3.5 Identify the connection between food served in the home with regional food
3.7 Describe how food choices are influenced by availability, individual and family
preferences, media and background, and identify healthy foods within various social
groups
History and Geography
5. Read globes and maps and follow narrative accounts using them.
2.1 On a map of the world, locate all of the continents; North America, South America, Europe,
Asia,
Africa, Australia, and Antarctica.
● Students will be asked to list and locate the continents.
● Instructor will explain culture and cultural foods
● Students will be asked to name a food and then identify where that food comes from
Guided Practice: (35 minutes)

compost,
floor sweeper.)
● Each group will be given a recipe and ingredients for Southern Indian Red Lentils
● Students will work with their group to prepare and cook this recipe, and clean up afterwards.
● Students will work with their group to prepare their Recipe.
Week 8
Week 9
Will you hold an end of session program, exhibit, etc for families? Please describe
briefly.
Assessment Strategies and Tools: (How will you know if your students have met the expected outcomes for the course? What products or behavioral/social
expectations will students demonstrate?)
.
Resources and Materials Needed: (Materials, books, CD’s, videos, web-sites, etc. you will use. Underline materials you would need the District to supply)
Estimated Cost: for full session’s worth of supplies

.
NEXT PAGE: PLEASE CHECK OFF OTHER CURRICULUM FRAMEWORK STRANDS THAT YOUR COURSE WILL ADDRESS
MA Curriculum Frameworks Selection Form
This will help us see other enriching learning that you plan to incorporate in your class. Check all that
apply.
Place your cursor in front of the check box and double click – then hit “Check Box”
MATH
1. Number Sense & Operations
SCIENCE/TECHNOLOGY
2. Patterns, Relations and Algebra
1. Earth & Space Science
3. Measurement
2. Life Science (Biology)
4. Geometry
3. Physical Sciences (Chemistry and Physics
5. Data Analysis, Statistics, and Probability
4. Technology & Engineering
ELA-LANGUAGE
Materials & tools and machines
1. Discussion
Manufacturing Technologies
2. Questioning, Listening, Contributing
Engineering Design Communication technologies
3. Oral Presentation
Construction Technologies BioEngineering
4. Vocabulary & Concept Development
SOCIAL SCIENCES/HISTORY
5. Structure & Origins of Modern English
United States History U.S. Geography
6. Formal and Informal English
U.S. Civics & Governments U.S. Ecomonics
ELA - READING AND LITERATURE
U.S. Culture,Symbols, Holidays World History
7. Reading
World Geography World Cultures/Religion
8. Understanding a Text
Global Economics Ancient Civilizations
9. Making Connections
THE ARTS
10. Genre
DANCE 1. Movement Elements & Dance Skills
11. Theme
2. Choreography 3. Dance as Expression
12. Fiction
4. Performance in Dance 5. Critical Response
13. Non-Fiction
DRAMA 1. Acting 2. Reading & Writing Scripts
14. Poetry
3. Directing 4.Technical Theater 5. Critical Response
15. Style and Language
16. Myth, Traditional Narrative and Classical Literature
VISUAL ARTS 1. Methods, Materials & Techniques
2. Elements & Principal of Design
17. Dramatic Literature
3. Observation, Abstraction, Invention & Expression
18. Dramatic Reading and Performance
4. Drafting, Revising, and Exhibiting 5. Critical Response
ELA - COMPOSITION
19. Writing
MUSIC 1. Singing 2. Reading & Notation
20. Consideration of Audience & Purpose
3. Playing Instruments 4. Improvisation & Composition
21. Standard English Conventions
5. Critical Response
22. Organizing Ideas in Writing
ARTS CONNECTION STRANDS
23. Research
6. Purposes and Meanings in the Arts
24. Evaluating Writing and Presentations
7. Roles of Artists in the Community
ELA - MEDIA
8. Concepts of Style, Stylistic Influence and Change
25. Analysis of Media
9. Inventions, Technologies and the Arts
26. Media Production,
10. Interdisciplinary Connections
WORLD LANGUAGES AND CULTURE HEALTH/NUTRITION 1. Physical Health
2. Social & Emotional Health 3. Safety & Prevention
4. Personal & Community Health
Plan to Differentiate Learning: How will you meet the needs of students with varying learning abilities and different ages?
Outcomes:
Engagement (involved and engaged in learning) Communication Skills ( listening & oral presentation skills)
Problem Solving
ELA Written Communication Science
Student Area(s) to focus on What will be done to work on area of need?
Assessment Strategies and Tools: (How will you know if your students have met the expected outcomes for the course? What products or behavioral/social
expectations will students demonstrate?)
How will your activity participate in the show case event?
Resources and Materials Needed: (Materials, books, CD’s, videos, web-sites, etc. you will use.) Estimated Cost: for full session’s worth of supplies

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PROJECT CONNECTION

Curriculum Planning Form

Instructor Name: Jennifer Butler/Ryan Galan Class Title: Food Adventures

Objectives and Goals:

● Students understand cooperation.

● Students understand cleaning jobs.

● Students will be willing to taste an unfamiliar food.

● Students understand the importance of variety.

Massachusetts Frameworks, Common Core Standards addressed:

Comprehensive Health: Nutrition

and moderation to plan healthy meals and snacks

Science and Technology:

Living things and Their Environment

Properties of Materials and Matter

English Language Arts: Informational Texts & Speaking and Listening

RI.1 Ask and answer questions to demonstrate understanding of an (informational) text

RI.10 Read and comprehend informational texts

SL.1 Engage effectively in a range of collaborative discussions

Anticipatory Set: (20 minutes)

● Instructor demonstrates dice, mince and slice cutting styles.

● Students practice dice, mince and slice cutting styles.

● Students collect all the practice cuts for the recipe.

● Students understand Whole Grains and non whole grains

● Students can recognize and communicate the importance of eating a grains

Massachusetts Frameworks, Common Core Standards met:

1.8 Describe the influence of health habits on growth and development

2.6 Identify the major behaviors that contribute to wellness

and moderation to plan healthy meals and snacks.

3.MD Solve problems involving measurement and estimation of liquid volumes.

English Language Arts: Informational Texts & Speaking and Listening

RI.1 Ask and answer questions to demonstrate understanding of an (informational) text

RI.10 Read and comprehend informational texts

SL.1 Engage effectively in a range of collaborative discussions

Anticipatory Set: (10 minutes)

● Guided Practice: (40 minutes)

1.8 Describe the influence of health habits on growth and development

2.6 Identify the major behaviors that contribute to wellness

and moderation to plan healthy meals and snacks.

3.MD Solve problems involving measurement and estimation of liquid volumes.

English Language Arts: Informational Texts & Speaking and Listening

RI.1 Ask and answer questions to demonstrate understanding of an (informational) text

SL.1 Engage effectively in a range of collaborative discussions

1.8 Describe the influence of health habits on growth and development

2.6 Identify the major behaviors that contribute to wellness

and moderation to plan healthy meals and snacks.

3.MD Solve problems involving measurement and estimation of liquid volumes.

English Language Arts: Informational Texts & Speaking and Listening

RI.1 Ask and answer questions to demonstrate understanding of an (informational) text

RI.10 Read and comprehend informational texts

SL.1 Engage effectively in a range of collaborative discussions

1.8 Describe the influence of health habits on growth and development

2.6 Identify the major behaviors that contribute to wellness

and moderation to plan healthy meals and snacks.

3.MD Solve problems involving measurement and estimation of liquid volumes.

English Language Arts: Informational Texts & Speaking and Listening

RI.1 Ask and answer questions to demonstrate understanding of an (informational) text

RI.10 Read and comprehend informational texts

SL.1 Engage effectively in a range of collaborative discussions

1.8 Describe the influence of health habits on growth and development

2.6 Identify the major behaviors that contribute to wellness

and moderation to plan healthy meals and snacks.

3.MD Solve problems involving measurement and estimation of liquid volumes.

English Language Arts: Informational Texts & Speaking and Listening