Commercial Cooking - Assesment Manuals

Industrial Education

Use and Care of Culinary Equipment

Course #: 8763010Grade 9-12Project 1

www.career-connection.org

CTE/FCAT CONNECTION

1. PROJECT CONNECTIONTeaching Components; Project Summary; Instructional Focus; Rigor/Relevance Framework/Project SPS

2. PREREADING CONNECTION

Name That Tool

3. RESEARCH CONNECTION

Find a Manual

4. READING AND DEMONSTRATION CONNECTION

Read That Manual

5. SCIENCE AND STUDENT ENGAGEMENT CONNECTION

On The Rise

6. MATH AND SCIENCE CONNECTION

One Potato, Two Potato, Three Potato

7. WRITING AND SCIENCE CONNECTION

What’s The Difference in Energy?

8. CROSSWALKS

Outcomes/SPS and FCAT/Essential Work Skills

Title: Use and Care of Culinary Equipment Program Area: Industrial Education Course Title: Commercial Foods and Culinary Arts 1 – 8763010 Timeline for Use: Beginning of the year Grade Level: Grades 9-12 Duration of Project: 8 Hours Submitted By: Billie DeNunzio and Manny Delgado

Lesson Summary After completion of the lesson, students will develop effective communication and teamwork skills as they identify and use various kitchen tools and equipment. Working in small groups students will use kitchen tools and equipment to assist them in preparation of food products. Students will process information while researching and writing a report on various use, care, safety, and sanitation standards. Individual groups will demonstrate use, care, safety, and sanitation standards. The lesson will help participants understand proper use, safety and sanitation of various tools and equipment in the kitchen. Instructional Focus Lesson Topic: Recognize, select and care for a variety of professional kitchen tools and

equipment Language Arts Strands: Reading; Writing; Speaking Math Strands: Number Sense; Concepts & Operations; Measurement Science Strands: The Nature of Matter; Process of Energy Rigor/Relevance Framework

A

Acquisition

C

Assimilation

D

Adaptation

B

Application

1 2 3 4 5

6

5

4

3

2

1

Evaluation Synthesis Analysis Application Comprehension Awareness

Knowledge Apply in Apply Apply to Apply to in one discipline across real world real world discipline disciplines predictable unpredictable situations situations

T A X O N O M Y

K N OW L E DG E

PROJECT CONNECTION

Commercial Foods and Culinary Arts 1 8763010Project One Student Performance Standards

Outcome # 03.0 DEMONSTRATE APPROPRIATE MATH SKILLS--THE STUDENT WILL BE ABLE TO:

Performance Task# Add, subtract, multiply and divide using fractions, decimals, and whole numbers.

03.03

Performance Task# Determine the correct purchase price, to include sales tax for a materials list containing a minimum of six items.

03.04

Outcome # 04.0 DEMONSTRATE GENERAL HOUSEKEEPING OPERATIONS SKILLS--THE STUDENT WILL BE ABLE TO:

Performance Task# Maintain clean and sanitary working area.04.15

Performance Task# Read and follow equipment-operating instructions.04.16

Outcome # 05.0 DEMONSTRATE PROFICIENCY IN APPROPRIATE COMMUNICATION SKILLS--THE STUDENT WILL BE ABLE TO:

Performance Task# Read and understand graphs, charts, diagrams, and tables commonly used in this industry/occupation area.

05.02

Performance Task# Read and follow written and oral instructions.05.03

Outcome # 06.0 DEMONSTRATE APPROPRIATE UNDERSTANDING OF BASIC SCIENCE--THE STUDENT WILL BE ABLE TO:

Performance Task# Understand molecular action as a result of temperature extremes, chemical reaction, and moisture content.

06.01

Performance Task# Draw conclusions or make inferences from data.06.02

Total SPS Addressed 8

Bibliography http://www.murraywilliams.com/cooking/souffle.html http://www.vulcanhart.com/product_lit_action.cfm

Industrial Education/Commercial Foods and Culinary Arts 1

Title: Name That Tool Performance Tasks: 04.16; 05.03 Sunshine State Standards (LA, MA, and SC): LA.A 1.4.2; LA.A 1.4.3; LA.A 1.4.1 Essential Skills (e, m, and s): e35; e03 Rigor and Relevance (quadrant): A – Acquisition

Instructions to Teacher: Hand out the Name That Tool equipment identification sheet with pictures of various kitchen tools and equipment to activate students’ prior knowledge. Group students in groups of three or four each. Have highlighters for the class to use. Allow 30 minutes for this activity. Instructions to Students: Using highlighters to highlight the equipment you know, label each and state its major use. After identifying equipment see if you can locate it in the kitchen and bring it to the classroom. Instructions for Learning Styles Accommodations: This “cooperative learning activity” begins with the class being divided into small groups. Each group team should have a student that can read and comprehend and write sufficiently to get the information written down. Use a kitchen timer so that the students know when they must stop. Give them a one-minute warning. Assessment for Activity: Collaborative Work Skills Rubric Approximate Length of Time for Activity: 50 minutes Materials Needed: Kitchen timer, highlighters Resources Needed: Equipment in kitchen Activity: Name That Tool is the first activity for the project Use and Care of Culinary Equipment. The purpose of this activity is not only to activate students’ knowledge of kitchen tools and equipment but also to evaluate collaborative work skills. For this reason, the assessment is a self-evaluation of their Work Skills. The last five minutes of this activity, each student will individually complete the collaborative Work Skills Rubric. The completed Name That Tool Beginning Activity should be collected by the teacher and returned to the original group for the Reading Connection. Attachments: Name That Tool worksheet and answer key, Collaborative Work Skills Rubric

PREREADING CONNECTION


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11 12


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15 16

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27 28

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35 36

37 38


Name That Tool Answer Key 1. Microwave Oven 2. Food Processor 3. Coffee Maker 4. Mixer 5. Oven 6. Slicer 7. Grill 8. Ice Maker 9. Toaster 10. Scale 11. Steam jacket Kettle 12. Refrigerator 13. Salamander or Broiler 14. Hand Washing Sink 15. Fryer 16. 3-Compartment Sink 17. Sauce Pans 18. Pots 19. Sauté Pans

20. Brazier 21. Cart 22. Tray or Speed Rack 23. Blender 24. Dry Measuring Cup 25. Cake turn Table 26. Spring Form Pan 27. Angle Food Pan 28. China Cap 29. Colander 30. Whisk 31. Ladles 32. Scoop 33. Tongs 34. Measuring Spoons 35. Liquid Measuring Cup 36. Muffin Pan 37. Rolling Pin 38. Sifter


COLLABORATIVE WORK SKILLS RUBRIC

Student Name: __________________ Date: ________________________

CATEGORY 4 3 2 1

Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a whole effort.

Usually provides useful ideas when participating in group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and classroom discussion. May refuse to participate.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others. Does not cause “waves” in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Time Management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person’s inadequate time management.

Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a positive attitude about the task(s).

Focus on the Task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Development of this resource was supported, in part, by the US Department of Education awards to ALTec (Advanced Learning Technologies) at the University of Kansas Center for Research on Learning. These include Regional Technology in Education Consortium 1995-2002, awards #R302A50008 and #R302A000015. This resource does not necessarily reflect the policies of the US Department of Education. Copyright 1995-2003 ALTec, the University of Kansas.


Title: Find a Manual Performance Tasks: 05.02; 05.03 Sunshine State Standards (LA, MA, and SC): LA.A 1.4.4; LA.A.2.4.4 Essential Skills (e, m, and s): e03; e12 Rigor and Relevance (quadrant): B – Application

Instructions to Teacher: Have students survey the kitchen for all equipment and record each piece on the Equipment Information form. They are to list the name, manufacturer’s name, size, model number, and capacity of each piece of equipment. Teacher will then divide the students into groups and let them decide on a piece of equipment to research, making sure each major piece in the kitchen is covered. Students do not have to download all pages but need to download some of the manual. Students will use this material for the Reading Connection. Have students also suggest pieces of equipment they would like to add; they must then research to see if the class lab has the space and electrical capacity, and tell which model they would choose and why. Alternative to Internet Research: Students may use manuals and catalogues found within the classroom. Instructions to Students: 1. Each student is to locate each major piece of equipment and record the information to research on

the Web. 2. Working in groups of students, select the piece of equipment you want to research. 3. Use the Internet to locate the manufacturer’s Website and download the manual or the operating

instructions for the assigned piece of equipment. You do not have to download all pages. You will use this material for the Reading Connection.

4. Find information for at least one of the pieces of equipment you wish the class lab had. 5. Research whether the class lab has the space and electrical capacity for the equipment, and tell

which model you would choose and why. Instructions for Learning Styles Accommodations: Some students will probably need to work in teams or with partners for the first part of this activity. If this is given as an outside assignment some students might not have access to a computer; teacher might give Media Center time for the assignment. Assessment for Activity: FCAT Reading/Short Response Rubric, Collaborative Work Skills Rubric Approximate Length of Time for Activity: 2 hours Materials Needed: Resources Needed: Kitchen equipment, equipment manuals, computer with Internet access, printer, Media Center Activity: Students will survey the kitchen for all equipment and locate the manufacturer’s Website to download manuals or operating instructions.

RESEARCH CONNECTION


Attachments: Equipment Information form, FCAT Reading/Short Response Form and Rubric, Collaborative Work Skills Rubric


Equipment Information

EQUIPMENT

MANUFACTURER’S NAME

SIZE OF UNIT MODEL NUMBER

CAPACITY

EXAMPLE Convection Oven

Blodgett

½ size 36 inches by 24 48 inch high

CTB-1

13”x18” Baking Pans


FORM - FCAT Reading/Short Response

What equipment did you choose to add to your lab? Why did you want to add this piece of equipment? Will it work in your school lab or not, and why? Give details from your research to support your answer.

Short Response questions should require up to 5 minutes to answer. A complete answer is worth 2 points and a partial answer is worth 1 point.


RUBRIC - FCAT Reading/Short Response

Score Description

2

The response indicates that the student has a complete understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information given is clearly text-based.

1

The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples may be incomplete or omitted.

0 The response is inaccurate, confused, and/or irrelevant, or the student has failed to respond to the task.


COLLABORATIVE WORK SKILLS RUBRIC

Student Name: __________________ Date: ________________________

CATEGORY 4 3 2 1

Contributions Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a whole effort.

Usually provides useful ideas when participating in group and in classroom discussion. A strong group member who tries hard!

Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group and classroom discussion. May refuse to participate.

Working with Others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others. Does not cause “waves” in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Time Management

Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person’s procrastination.

Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person’s inadequate time management.

Attitude Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).

Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).

Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).

Often is publicly critical of the project or the work of other members of the group. Often has a positive attitude about the task(s).

Focus on the Task

Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Development of this resource was supported, in part, by the US Department of Education awards to ALTec (Advanced Learning Technologies) at the University of Kansas Center for Research on Learning. These include Regional Technology in Education Consortium 1995-2002, awards #R302A50008 and #R302A000015. This resource does not necessarily reflect the policies of the US Department of Education. Copyright 1995-2003 ALTec, the University of Kansas.


Title: Read That Manual Performance Tasks: 04.16; 05.02 Sunshine State Standards (LA, MA, and SC): LA.A 1.4.3; LA.A 2.4.4; LA.A 2.4.7 Essential Skills (e, m, and s): e03; e30; e25 Rigor and Relevance (quadrant): D – Adaptation

Instructions to Teacher: Pick out an equipment manual for a piece of equipment that students need to know how to operate and copy the pages that you want to use for this lesson. Hand out the sheets to each student so they have their own copies. Go over the manual with the students showing how to read the manual and what to look for such as safety considerations, where to find measurements and electrical requirement, how to set up, how to clean, where to call for information or repairs, and how to operate the equipment. Keep students in their groups and have them use the manuals they found or downloaded for the piece of equipment they chose. The group will read and take notes and make a presentation as the teacher did. After all groups have presented, pass out the Name That Tool worksheet completed in the Prereading Connection. Homework: Take home and complete the Name That Tool Kitchen worksheet. Instructions to Students: 1. Take notes during the teacher demonstration on how to read and find the information you want in an

equipment manual. 2. Now read the equipment manual you downloaded in the Research Connection. Each group member

will take a turn reading one or two pages until the entire manual has been read. 3. List the major ideas to include in your presentation – use, care, cleaning, etc. 4. After sharing and discussing the new material, all groups will go into the kitchen and one group at a

time will demonstrate to the other groups the operation, breakdown, and care of their chosen piece of equipment.

5. Return to the Name That Tool worksheet and see how much more you know!

Instructions for Learning Styles Accommodations: Make sure that there is a skillful reader in each group. Slower readers can take notes while others read. Also allow more time for slower readers. They could also explain a diagram. Assessment for Activity: Oral Presentations Rubric, FCAT Reading/Short Response Rubric Approximate Length of Time for Activity: Time will vary depending on number of presentations. Materials Needed: Resources Needed: Equipment manuals from your kitchen or downloaded from the manufacturer’s Website, completed Name That Tool worksheets from the Prereading Connection

READING AND DEMONSTRATION CONNECTION


Activity: Commercial Foods and Culinary Operations 1 involves group work; this lesson works with cooperative group behavior. Your students in this activity will participate actively in the process of acquiring knowledge as you facilitate the learning opportunities. Everyone must complete this task. This lesson is important not only for safety but also to evaluate their ability to assimilate written facts and instructions. Attachments: Name That Tool Kitchen worksheet, Oral Presentations Rubric, FCAT Reading/Short Response Form and Rubric


Name That Tool Kitchen

List all of the equipment you see in this picture. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.


Oral Presentations Rubric

Teacher Name: ____________________________Student Name___________________Date_______

CATEGORY 5 4 3 2 1

1. The topic of the presentation meets the requirements of the assignment.

Strong Moderately Strong Average Moderately Weak

Weak

2. The presentation appears to be well researched.


Weak

3. The presentation is well organized and cohesive.


Weak

4. The presenter is adequately prepared for the presentation.


Weak

5. The presentation indicates an understanding of the topic presented.


Weak

6. The presenter employs a speaking and delivery style appropriate to the presentation topic.


Weak

7. The presenter delivers ideas in a clear and concise fashion, without too much reliance on notes.


Weak

8. The presenter speaks loudly and clearly enough to be heard by the audience.


Weak

9. The presenter maintains eye contact with the audience.


Weak

10. Overall, the work represents the presenter’s full potential.


Weak

Totals Score:__________ Date created: 2003-07-21 Copyright. © 2002, 2001, 2000, 1999, 1998, 1997 ALTec, the University of Kansas Development of this resource was supported, in part, by the US Department of Education awards to ALTec (Advanced Learning Technologies) at the University of Kansas Center for Research on Learning. These include Regional Technology in Education Consortium 1995-2002, awards #R302A50008 and #R302A000015. This resource does not necessarily reflect the policies of the US Department of Education. Copyright 1995-2003 ALTec, the University of Kansas.


FCAT Reading/Short Response

What is the most important piece of equipment in the kitchen? Why do you feel that way? Give details from your reading and the group presentations to support your answer.

Short Response questions should require up to 5 minutes to answer. A complete answer is worth 2 points and a partial answer is worth 1 point.


RUBRIC - FCAT Reading/Short Response

Score Description

2

The response indicates that the student has a complete understanding of the reading concept embodied in the task. The student has provided a response that is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples are included, and the information given is clearly text-based.

1

The response indicates that the student has a partial understanding of the reading concept embodied in the task. The student has provided a response that includes information that is essentially correct and text-based, but the information is too general or too simplistic. Some of the support and/or examples may be incomplete or omitted.

0 The response is inaccurate, confused, and/or irrelevant, or the student has failed to respond to the task.


Title: On the Rise Performance Tasks: 04.15; 06.02 Sunshine State Standards (LA, MA, and SC): LA.A 2.4.8; LA.A 2.4.6; SC.A 1.4.4; SC.H 1.4.1 Essential Skills (e, m, and s): e53; s57; e03; e10 Rigor and Relevance (quadrant): D – Adaptation

Instructions to Teacher: Discuss the difference between cooking in a convection oven, conventional oven, and microwave oven. Give each student a soufflé recipe (carrot, potato, chocolate) from any source, or use the soufflé recipe attached. Discuss recipe and procedures. Have students hypothesize the results in each oven and give reasons for answers. Divide students into three groups according to which oven they thought would yield the best result. Have students present and defend their point of view. Do activity in lab of making soufflé (see Instructions to Students). After activity discuss incorporating air by whisking, heat rising, liquid turning to steam, leavening agents, and have class discuss why some soufflés rose more than others. NOTE: This experiment can be done with scrambled eggs if students are not ready to cook soufflés. Instructions to Students: 1. After class discussion decide which way of cooking you think will produce the best soufflé and why,

remembering all the factors that affect leavening. 2. Divide into groups according to the heat source you think is best. 3. Prepare the soufflé according to the recipe. 4. Observe soufflé while cooking; at the conclusion have a tasting panel. Critique, taste, discuss and

record the results of the experiment. 5. On the Science/Extended Response form, answer the question: Why did my soufflé turn out the way

it did? Instructions for Learning Styles Accommodations: Some students may be unsure making the recipe. Encourage them to be in charge of getting the equipment or timing the soufflé. Use contextual clues to encourage them, gestures, smiles, nod of the head. This should be a positive learning experience. Assessment for Activity: FCAT Science/Extended Response Rubric, Fallen Soufflé Rubric Approximate Length of Time for Activity: 90 minutes Materials Needed: Ingredients for soufflé Resources Needed: Convection oven, conventional oven, microwave oven Activity: Have students set out their soufflés for evaluation and have students explain what happened to each soufflé. Were the results the same as the prediction? Why or why not? Have a taste test and record the difference.

SCIENCE AND STUDENT ENGAGEMENT CONNECTION


Attachments: FCAT Science/Extended Response Form and Rubric, Basic Soufflé Recipe, Fallen Soufflé Rubric


FCAT Science/Extended Response

Explain what you did and how you thought your soufflé would turn out. How were you right or wrong, and why did the soufflé turn out the way it did? Be sure to include as many details about taste, smell, size, time as you can. Give details to support your answer.

Extended Response questions usually require up to 10 minutes to answer. A complete answer is worth 4 points. A partial answer is worth 1, 2, or 3 points.


RUBRIC - FCAT Science/Extended Response

Score Description

4

The response indicates that the student demonstrates a thorough understanding of the scientific concepts and/or procedures embodied in the task. The student has completed the task correctly, used scientifically sound procedures, and provided clear and complete explanations and interpretations. The response may contain minor flaws that do not detract from a demonstration of a thorough understanding.

3

The response indicates that the student demonstrates an understanding of the scientific concepts and/or procedures embodied in the task. The student’s response to the task is essentially correct, but the scientific procedures, explanations, and/or interpretations provided are not thorough. The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying scientific concepts and/or procedures.

2

The response indicates that the student demonstrates only a partial understanding of the scientific concepts and/or procedures embodied in the task. Although the student may have arrived at an acceptable conclusion or provided an adequate interpretation of the task, the student’s work lacks an essential understanding of the underlying scientific concepts and/or procedures. The response may contain errors related to misunderstanding important aspects of the task, misuse of scientific procedures/processes, or faulty interpretations of results.

1

The response indicates that the student demonstrates a very limited understanding of the scientific concepts and/or the procedures embodied in the task. The student’s response is incomplete and exhibits many flaws. Although the student’s response has addressed some of the conditions of the task, the student has reached an inadequate conclusion and/or provided reasoning that is faulty or incomplete. The response exhibits many flaws or may be incomplete.

0

The response indicates that the student provides a completely incorrect solution or uninterpretable response, or no response at all.


Basic Soufflé Recipe

Ingredients for a 2, 3 or 4-egg soufflé. Here's a perfect rule of thumb: 1 egg per person/serving. If you are cooking for 3 people, make a 3-egg soufflé! Ingredients (2 egg) * 2 eggs (white and yolks separated) * 1/2 cups milk * 2 tbsp flour * 2 tbsp butter * 3/4 cup cheese * 1/8 tsp cream of tartar (optional) Ingredients (3 egg) * 3 eggs (white and yolks separated) * 3/4 cups milk * 3 tbsp flour * 3 tbsp butter * 1 1/4 cup cheese * 1/8 tsp cream of tartar (optional) Ingredients (4 egg) * 4 eggs (white and yolks separated) * 1 cups milk * 1/4 cup flour * 1/4 cup butter * 1 1/2 cup cheese * 1/4 tsp cream of tartar (optional)

1. Pre-heat oven to 350° 2. Butter and flour a large baking dish. 3. Prepare your basic roux. (i.e. melt butter in a pan, add

flour and cook—whisking constantly—until it just begins to turn a light brown color.)

4. Heat milk (in microwave) until hot, but not boiling. 5. Add a small amount of roux into the milk and mix, and then

add the milk mixture back into the roux. Surprise! You now have the basic foundation to a simple white sauce.

6. Reduce heat. Whisk a small amount of this hot sauce mixture into the egg yolks, then add the yolks back into the sauce, whisking.


Be very careful to keep the overall mixture at a low temperature! Reduce heat to the lowest setting and keep the sauce only warm enough to continue melting cheese. NOTE: Before the next step (beating the egg whites) it is worthwhile to note how important it is that you didn't accidentally get any egg yolk into the whites.

7. Now use a mixer at medium or high speed to beat the egg whites with the cream of tartar until they are "stiff but not dry". (Once they peak, they're done. If you don't stop immediately they'll resemble a meringue.)

8. Add 1/4 of the egg white to the sauce and mix. 9. Fold the sauce into the egg whites. Fold does not mean mix.

This is important. Gently turn eggs whites and mixture together. You will see some white, the mixture does not have to be blended.

10. Place mixture in baking dish and bake for 30-35 minutes in 350-degree oven. 11. Serve IMMEDIATELY. When soufflés cool, they begin to collapse. Don't worry, it's perfectly normal. It is REALLY easy to modify this recipe. All you need for a soufflé is some sort of sauce mixed with beaten egg white. It can be a cheese sauce, chocolate sauce, peanut-butter sauce, fruit sauce, tomato sauce... anything, even chocolate (leave out the cheese). During the folding phase you can also add solid ingredients like mushrooms, sausage, pieces of fruit, etc. The soufflé makes a perfect leftover-casserole.


Fallen Soufflé Rubric

CATEGORY 4 3 2 1 Safety Lab is carried out

with full attention to relevant safety procedures. The set-up, experiment, and teardown posed no safety threat to any individual.

Lab is generally carried out with attention to relevant safety procedures. The set-up, experiment, and teardown posed no safety threat to any individual, but one safety procedure needs to be reviewed.

Lab is carried out with some attention to relevant safety procedures. The set-up, experiment, and teardown posed no safety threat to any individual, but several safety procedures need to be reviewed.

Safety procedures were ignored and/or some aspect of the experiment posed a threat to the safety of the student or others.

Experimental Design Experimental design is a well-constructed test of the stated hypothesis.

Experimental design is adequate to test the hypothesis, but leaves some unanswered questions.

Experimental design is relevant to the hypothesis, but is not a complete test.

Experimental design is not relevant to the hypothesis.

Conclusion Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment.

Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment.

Conclusion includes what was learned from the experiment.

No conclusion was included in the report OR shows little effort and reflection.

Analysis The relationship between the variables is discussed and trends/patterns logically analyzed. Predictions are made about what might happen if part of the lab were changed or how the experimental design could be changed.

The relationship between the variables is discussed and trends/patterns logically analyzed.

The relationship between the variables is discussed but no patterns, trends or predictions are made based on the data.

The relationship between the variables is not discussed.


Title: One Potato, Two Potato, Three Potato Performance Tasks: 03.03; 05.02 Sunshine State Standards (LA, MA, and SC): LA.B 1.4.1; LA.A 2.4.4; MA.B 1.4.3; MA.B 4.4.1:

SC.H 3.4.2 Essential Skills (e, m, and s): m05; m36; m33; e56; e68 Rigor and Relevance (quadrant): D – Application

Instructions to Teacher: Buy a 50-pound bag of potatoes. Divide students into groups of 4 each and have the students weigh five pounds of potatoes on the balance scale. Then have students check each other’s work by weighing on the portion control or digital scales. Before peeling, ask students to give an educated estimate (hypothesize) which method of peeling will waste the least amount of potatoes. Have students explain their answer (2 sentences). Then conduct the experiment. Have each group peel their potatoes and then weigh peelings and potatoes on the scales and record how much waste they have. If some groups are using knives and some are using peeler note which group has more waste. After the activity is over, have students see how close they were and why different students got different amounts of waste. Have the students use the slide on the slicer to cut a potato into ¼ inch slices. Note if there is waste with slices they cannot use. Have the students use the food processor to cut the potato; they may choose how to cut it using different blades that come with the processor. Students will need to place the potatoes in cold water for later cooking. Assign student groups different methods to cook the potatoes. One group will use the oven to bake; one group will broil in salamander; one group can fry the potatoes; one group can boil the potatoes. Have students weigh the finished product and figure out how many 4-ounce servings the five pounds of potatoes made. Give the cost of 50 pounds of potatoes and help them figure the cost of their five pounds, and then of each serving. For review the next day use the Math Gridded Form to see if students understand the concept. Instructions to Students: 1) Weigh five pounds of potatoes on the balance scale. 2) Make an educated estimate (hypothesize) which method of peeling will waste the least amount of potatoes. 2) Peel your potatoes using different methods. 3) Weigh peelings and potatoes on the scales and record how much waste you have. Find yield. 4) Use equipment to cut potatoes: ¼ inch slices, medium dice, chopped. 5) Cook the potatoes as assigned. 6) Use the cost calculator to calculate how many 4-ounce servings the five pounds of potatoes made. 7) Calculate cost of your five pounds and the cost of the individual 4-ounce servings. 8) Discuss how different cuts and cooking methods affect the yield achieved. 9) Answer the question independently on the FCAT Math /Gridded Response Form. Instructions for Learning Styles Accommodations: Explain that each measurement has to be accurate and double-checked by another group member. Culinary calculator, peer tutoring, additional time. Assessment for Activity: FCAT Math/Extended Response Rubric

MATH AND SCIENCE CONNECTION


Approximate Length of Time for Activity: 2 to 3 class periods (2 to 3 hours) Materials Needed: 50 pounds of potatoes Resources Needed: Whatever equipment you have available including balance scale, portion control scale, digital scale, slicer, salamander, deep fryer, oven, stove, sauté pan Activity: After completing this activity, students will be able to discuss use of equipment and be able to determine food cost, as well as know how to use and clean several pieces of equipment. Attachments: Cost Calculator worksheet, FCAT Math /Gridded Response Form, FCAT Math/Extended Response Rubric


Cost Calculator for One Potato, Two Potato, Three Potato

Teacher Name: ____________________________Student Name___________________Date_______

CATEGORY CALCULATIONS EXAMPLE YOUR ANSWERS

Cost of 50 pounds of potatoes

Cost of the whole 50 pounds

$ 34.00

Cost of 1 pound of potatoes

Cost of the whole divided by number of total pounds to determine cost of 1 pound

34_ = .68 50

Cost of 5 pounds

Multiply by number of pounds you are using

.68 x 5= $3.40

Amount of finished product potato

Weigh finished product in ounces (Note: 16 ounces in a pound)

4 ½ pounds 4.5 x 16=72 ounces

Number of 4-ounce servings from 5 pounds of potatoes

Weight of finished product in ounces divided by 4

72_ = 18 servings 4

Cost of one serving

Divide the cost of 5 pounds by the number of servings you were able to make

3.40_ = .188 18

Number of servings from 1 pound of potato

Divide the number of servings from 5 pounds by 5

18_ = .3.6 5

Do you think this was an economical way to cook your five pounds of potatoes? Why or why not? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________


FORM - FCAT Math/Gridded Response

BLANK WORKSPACE

A group of 18 people have made reservations for dinner tonight and you know they will want potatoes. You have only 4 servings prepared; how many ounces of potato will you have to cook in order to serve the entire group? Record your answer in the grid below


RUBRIC- FCAT Math/Extended Response

Score Description

4

The response indicates that the student demonstrates a thorough understanding of the mathematics concepts and/or procedures embodied in the task. The student has responded correctly to the task, used mathematically sound procedures, and provided clear and complete explanations and interpretations. The response may contain minor flaws that do not detract from a demonstration of a thorough understanding.

3

The response indicates that the student demonstrates an understanding of the mathematics concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the student’s work lacks an essential understanding of the underlying mathematical concepts. The response contains errors related to misunderstanding important aspects of the task, misuse of mathematical procedures, or faulty interpretations of results.

2

The response indicates that the student demonstrates only a partial understanding of the mathematics concepts and/or procedures embodied in the task. Although the student may have used correct approach to obtaining a solution or may have provided a correct solution, the student’s work lacks an essential understanding of the underlying mathematical concepts.

1

The response indicates that the student demonstrates a very limited understanding of the mathematics concepts and/or procedures embodied in the task. The student’s response is incomplete and exhibits many flaws. Although the student’s response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or incomplete. The response exhibits many flaws or may be incomplete.

0



Title: What’s the difference in Energy? Performance Tasks: 06.01; 06.02 Sunshine State Standards (LA, MA, and SC): LA.B 2.4.1; LA.B 2.4.2; SC.A 1.4.1; SC.A 1.4.4;

SC.B 1.4.6 Essential Skills (e, m, and s): s78, e03, e12 Rigor and Relevance (quadrant): D – Adaptation

Instructions to Teacher: Explain that there are many ovens that heat and cook food. Copy and pass out your manuals on each oven. If you do not have them use your textbook. Help students understand the difference in energy waves in the microwave, blowers in the convection oven, and how toaster ovens are not as insulated so loose heat. Have students do experiment below. Instructions to Students: • Read manuals for each oven highlighting main features. • Wash and dry potatoes. • Preheat oven to 400 degrees F. • Pierce potatoes with fork or knife. • Place one potato in microwave oven wrapped in a paper towel, one in each other oven you have in

the kitchen: convection, conventional, toaster oven. • Time potatoes for 5 minutes then remove from ovens. • Cut potatoes in half. • Evaluate the potatoes for steam, heat, doneness. • Based on the information learned write about the cooking, explaining in detail how and why each

oven was different. Instructions for Learning Styles Accommodations: Allow students that need more time to take the assignment to their resource teacher if possible. If not they may want to take the assignment home. Assessment for Activity: FCAT Science/Extended Response Rubric Approximate Length of Time for Activity: 1 class period Materials Needed: One potato for each type of oven Resources Needed: Microwave, convection, toaster and/or conventional ovens; oven manuals Activity: The purpose of this activity is for students to understand the working of a microwave oven, convection oven, and conventional oven. They will know at least two factors which affect cooking time in each oven and be able to write an expository paper on the scientific reason each oven cooks differently. They should understand the energy conversion taking place in the microwave oven and be able to describe how short waves heat food. They will know what is appropriate to cook in the microwave and understand the water content of foods.

WRITING AND SCIENCE CONNECTION


Attachments: FCAT Science/Extended Response Form and Rubric, FCAT Multiple Choice Form


FORM - FCAT Science/Extended Response

Many things influence how ovens cook. Explain the different energies used in each oven including microwaves, hot air, fans or blowers, and direct heat. Which oven took the least time? Which took the most time? Is it true the fastest oven is best? Give examples of when you would choose each oven. Give details to support your answer.

Extended Response questions usually require up to 10 minutes to answer. A complete answer is worth 4 points. A partial answer is worth 1, 2, or 3 points.


RUBRIC - FCAT Science/Extended Response

Score Description

4

The response indicates that the student demonstrates a thorough understanding of the scientific concepts and/or procedures embodied in the task. The student has completed the task correctly, used scientifically sound procedures, and provided clear and complete explanations and interpretations. The response may contain minor flaws that do not detract from a demonstration of a thorough understanding.

3

The response indicates that the student demonstrates an understanding of the scientific concepts and/or procedures embodied in the task. The student’s response to the task is essentially correct, but the scientific procedures, explanations, and/or interpretations provided are not thorough. The response may contain minor flaws that reflect inattentiveness or indicate some misunderstanding of the underlying scientific concepts and/or procedures.

2

The response indicates that the student demonstrates only a partial understanding of the scientific concepts and/or procedures embodied in the task. Although the student may have arrived at an acceptable conclusion or provided an adequate interpretation of the task, the student’s work lacks an essential understanding of the underlying scientific concepts and/or procedures. The response may contain errors related to misunderstanding important aspects of the task, misuse of scientific procedures/processes, or faulty interpretations of results.

1

The response indicates that the student demonstrates a very limited understanding of the scientific concepts and/or the procedures embodied in the task. The student’s response is incomplete and exhibits many flaws. Although the student’s response has addressed some of the conditions of the task, the student has reached an inadequate conclusion and/or provided reasoning that is faulty or incomplete. The response exhibits many flaws or may be incomplete.

0



FORM – FCAT Multiple Choice

1. The microwave oven saves A. Work B. Eneergy C. Time D. Money

2. Microwaves are a form of

F. Light waves G. Radio waves H. Enery waves I. Heat waves

3. Foods with high _________heat fastest

A. Moisture B. Weight C. Fat D. Protein

4. The microwave cooks 15 potatoes in

F. The same time as 1 potato G. Twice as long as 1 potato H. almost 15 times as long I. You can not put 15 potatoes in the oven

Project One SPS Crosswalks

Commercial Foods and Culinary Arts 1 8763010

Outcome # 03.0 DEMONSTRATE APPROPRIATE MATH SKILLS--THE STUDENT WILL BE ABLE TO:

Performance Task# 03.03 Add, subtract, multiply and divide using fractions, decimals, and whole numbers.

Essential Work SkillsSSS Strand: Number Sense, Concepts and Operations

m19Understands concrete and symbolic representations of real and complex numbers in real-world situations.

Understand the definitions and properties of rational andirrational numbers.

MA.A 1.4.3 H

m60 Understand the concept of the imaginary unit, i, and know how to simplify square roots involving a negative radicand.

m65 Know the standard form of a complex number is expressed as a + bi where a and b are real numbers, andrepresent graphically on the complex plane where the horizontal axis is the real axis and the vertical axis is theimaginary axis.

m19Understands that numbers can be represented in a variety of equivalent forms, including integers, fractions, decimals, percents, scientific notation, exponents, radicals, absolute value, and logarithms.


MA.A 1.4.4 H

m01Understands and explains the effects of addition, subtraction, multiplicationand division on real numbers, including square roots, exponents, and appropriate inverse relationships.

Perform operations with signed (positive and negative) numbers, including decimals, ratios, percents, and fractions.

MA.A 3.4.1 H

m24 Understand the basic properties and laws of exponents and scientific notation.

m44 Perform operations with radicals such as addition, subtraction, multiplication, and division of two or more irrational numbers and express as the square root of a positive integer or as the product of a rational number and the square root of a positive integer.

m62 Understand the characteristics of algorithms and how they are used for finding the greatest common denominator of two numbers and the solutions of quadratic equations.

m68 Apply arithmetic methods for obtaining a rational approximation of an irrational number (e.g., radical).

Performance Task# 03.04 Determine the correct purchase price, to include sales tax for a materials list containing a minimum of six items.

Essential Work SkillsSSS Strand: Number Sense, Concepts and Operations

m19Understands concrete and symbolic representations of real and complex numbers in real-world situations.


MA.A 1.4.3 H

m60 Understand the concept of the imaginary unit, i, and know how to simplify square roots involving a negative radicand.

Friday, June 15, 2007 Page 1 of 5

m65 Know the standard form of a complex number is expressed as a + bi where a and b are real numbers, andrepresent graphically on the complex plane where the horizontal axis is the real axis and the vertical axis is theimaginary axis.

m19Understands that numbers can be represented in a variety of equivalent forms, including integers, fractions, decimals, percents, scientific notation, exponents, radicals, absolute value, and logarithms.


MA.A 1.4.4 H

m01Understands and explains the effects of addition, subtraction, multiplicationand division on real numbers, including square roots, exponents, and appropriate inverse relationships.

Perform operations with signed (positive and negative) numbers, including decimals, ratios, percents, and fractions.

MA.A 3.4.1 H

m24 Understand the basic properties and laws of exponents and scientific notation.

m44 Perform operations with radicals such as addition, subtraction, multiplication, and division of two or more irrational numbers and express as the square root of a positive integer or as the product of a rational number and the square root of a positive integer.

m62 Understand the characteristics of algorithms and how they are used for finding the greatest common denominator of two numbers and the solutions of quadratic equations.

m68 Apply arithmetic methods for obtaining a rational approximation of an irrational number (e.g., radical).

Outcome # 04.0 DEMONSTRATE GENERAL HOUSEKEEPING OPERATIONS SKILLS--THE STUDENT WILL BE ABLE TO:

Performance Task# 04.15 Maintain clean and sanitary working area.

Essential Work SkillsSSS Strand: Reading

e50Selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

Understand and use a variety of organizational formats such as compare/contrast, cause/effect, inductive/deductive, most important to least important, and least important to most important.

LA.A 1.4.2 H

e53 Apply personal or objective criteria for evaluating informational, persuasive and literary materials.

e34Applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read tohis or her own experiences and feelings.

Use ideas from journals, class discussion and literary criticism to write a paper that expresses a personal opinion, sustains a controlling idea, or uses specific evidence from literary texts to support an opinion.

LA.A 1.4.4 L

e35 Apply the information gathered from technical texts in real-life situations.


e60 Relate situations, events, and characters in a reading selection to personal experience.

e72 Evaluate the way an author uses language and text characteristics such as plot, setting, theme, character, point of view, genre etc. to evoke a response in a reader.

e94 Use response journals to jot down ideas from reading literary texts.


Essential Work SkillsSSS Strand: Writing

e03Writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from avariety of media.

Gather information from a variety of sources, including electronic sources, and summarize, analyze, and evaluate its use for a report.

LA.B 2.4.1 L

Performance Task# 04.16 Read and follow equipment-operating instructions.


e50Selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.

Understand and use a variety of organizational formats such as compare/contrast, cause/effect, inductive/deductive, most important to least important, and least important to most important.

LA.A 1.4.2 H




LA.A 1.4.4 L






Essential Work SkillsSSS Strand: Writing

e03Writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from avariety of media.

Gather information from a variety of sources, including electronic sources, and summarize, analyze, and evaluate its use for a report.

LA.B 2.4.1 L

Outcome # 05.0 DEMONSTRATE PROFICIENCY IN APPROPRIATE COMMUNICATION SKILLS--THE STUDENT WILL BE ABLE TO:

Performance Task# 05.02 Read and understand graphs, charts, diagrams, and tables commonly used in this industry/occupation area.

Essential Work SkillsSSS Strand: Listening, Viewing and Speaking

e66Determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

Demonstrate knowledge of persuasive techniques used in visual advertisements.

LA.C 2.4.1 L

Performance Task# 05.03 Read and follow written and oral instructions.


Essential Work SkillsSSS Strand: Listening, Viewing and Speaking

e25Selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

Listen, comprehend and summarize essential information from a variety of sources such as speeches, plays, commercials on radio and television, and politicaldebates.

LA.C 1.4.1 L

e59Selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of contentprocesses, or experiences, including asking relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations.

Respond orally to fellow student's opinions during presentations by asking questions, asking for clarification, agreeing and /or disagreeing courteously.

LA.C 3.4.2 L

e69 Participate in a one-on-one conference by relating essential information, asking questions on the topic, andusing language to clarify information.

e10Applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations.

Prepare and deliver individual speeches by gathering information, rehearsing, making eye contact, speaking loudly enough , delivering information in a well organized fashion, and appealing to the needs of the target audience.

LA.C 3.4.4 L

Outcome # 06.0 DEMONSTRATE APPROPRIATE UNDERSTANDING OF BASIC SCIENCE--THE STUDENT WILL BE ABLE TO:

Performance Task# 06.01 Understand molecular action as a result of temperature extremes, chemical reaction, and moisture content.




LA.A 1.4.4 L






Essential Work SkillsSSS Strand: The Nature of Matter

s78Knows that the vast diversity of the properties of materials is primarily dueto variations in the forces that hold molecules together.

Understand the historical development of the periodic table and apply the principles inherent in its development, including the properties and atomic structure of elements and resultant chemical compoundsthe forces acting between and among atoms and molecules, and changes in substances as a result of chemical combination.

SC.A 1.4.2 M

s57Knows that a change from one phase of matter to another involves a gain oloss of energy.

Understand physical/chemical change (e.g., change of phase between gases, liquids, and solids).

SC.A 1.4.3 M


Experiments and determines that the rates of reaction among atoms and molecules depend on the concentration, pressure, and temperature of the reactants and the presence or absence of catalysts.

No Essential Work SkillSC.A 1.4.4 H

s78Knows that connections (bonds) form between substances when outer-shelelectrons are either transferred or shared between their atoms, changing theproperties of substances.

Understand the historical development of the periodic table and apply the principles inherent in its development, including the properties and atomic structure of elements and resultant chemical compoundsthe forces acting between and among atoms and molecules, and changes in substances as a result of chemical combination.

SC.A 1.4.5 M

Essential Work SkillsSSS Strand: Energy

s25Understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuildingof the Earth.

Know the properties of electromagnetic energy (energy radiated from all objects not at a temperature of absolutezero), solar energy (energy from the sun), and earth energy (energy released from the decay of radioactive matter). Understand that weather and climate involve energy transfer in and out of the atmosphere by means oconduction, convection, and radiation.

SC.B 1.4.1 H

s55 Identify types of energy (e.g., heat, light, and electricity)and know how to apply measurements of energy (e.g., the calorie, and thermometry).

s94Knows that temperature is a measure of the average translational kinetic energy of motion of the molecules in an object.

Understand the concept of internal energy (the total potential and kinetic energies associated with the motionand relative position of the molecules of an object) and heat (the energy transfer from a warm body to a cold body).

SC.B 1.4.3 M

Performance Task# 06.02 Draw conclusions or make inferences from data.




LA.A 1.4.4 L






- End of File -

Total Number of Student Performance Standards being addressed in this project 8


Commercial Cooking - Assesment Manuals

Documents

consistently

greatest common

equivalent

trendspatterns

industrial

good team

good team

sunshine state