Primary Subject Area and Grade Level:

Students in this class range from grade 9-12. The primary content area for this lesson is Culinary Arts, however other content areas are reflected/seen throughout the lesson.

Interdisciplinary Connections:

 (1a: Demonstrating Knowledge of Content and Pedagogy)

Students will be utilizing and practicing various science based skills when evaluating and hypothesizing a cookie’s content based on an experimental variable. They also will be practicing English/Language Arts when writing and reflecting on the multiple cookies and their overall appearance and outcome.

Lesson Duration:

(1e: Designing Coherent Instruction)

This lesson will last approximately 45 minutes.

Relevance/Rationale:

                                                                                                                         (1b: Demonstrating Knowledge of Students)

Students have been learning about different ingredient functions and how they effect the overall outcome of a food product. In this 3 day lab experience, students will have learned, practiced, applied, and then evaluated a recipe as well as a final product. This lesson is the culminating activity to wrap up the concept of ingredient functions and how it effects an end product.

Outcomes/Objectives:

(1c: Setting Instructional Outcomes)

-Students will be able to identify the experimental variable in the Chocolate Chip Cookie experiment.

-Students will be able to evaluate cookies based on their physical features as well as their ingredients.

-Students will be able to hypothesize outcomes based on experimental variables.

Students will be assessed both formally and informally throughout this three day lab experience. On day one, students are planning and watching the demonstration video. This is an informal assessment of the student’s knowledge of the recipe, as well as the planning process. On day two, students are measuring all ingredients (using proper measuring techniques) and making their cookie dough to store overnight; this is an informal way to assess their knowledge of recipe flow as well as overall comprehension. Day three of this lab utilizies higher level thinking where students are applying, creating, analyzing, and evaluating to demonstrate their knowledge of the recipe as well as ingredient functions.

Content Standard(s) and/or Common Core Learning Standard(s):

(1c: Setting Instructional Outcomes)

8.2- Demonstrate food safety and sanitation procedures.

8.3- Demonstrate selecting, using, and maintaining food production equipment.

8.5- Demonstrate commercial preparation for all menu categories to produce a variety of food products.

8.5.1- Demonstrate professional skills in safe handling of knives, tools, and equipment.

8.6- Demonstrate implementation of food service management functions.

8.5.10- Prepare breads, baked goods, and desserts using safe handling and professional preparation techniques.

9.2.5- Demonstrate practices and procedures that assure personal and workplace health and hygiene.

9.3.5- Analyze recipe/formula proportions and modifications for food production.

9.5.3- Prepare food for presentation and assessment.

9.5.6- Conduct sensory evaluations of food products.

SL.11-12.1- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Use of Formative Assessment to Inform Planning:

(1f: Designing Student Assessments)

The goals of the formative assessment is to assess students on their knowledge of ingredient functions, their ability to successfully carry out a three day lab, and their ability to evaluate a final product by look and taste. The formative assessment goals directly correlate with the Chocolate Chip Cookie Lab Analysis, which the students will complete on their chromebooks.

Class Information:

(1b: Knowledge of Students)

This class consists of 30 students. The class breakdown is as follows:

     Male: 9

     Female: 21

     Freshman: 7

     Sophomore: 11

     Junior: 4

     Senior: 8

     Students w/ IEPs: 4

Overview:  

(1a: Demonstrating Knowledge of Content and Pedagogy)

All students are applying the knowledge of Ingredient Functions (learned previously) and will be applying it to the Chocolate Chip Cookie Lab and analysis. Each group will be applying their knowledge of ingredient functions, as well as analyzing the different cookies from each group. After analyzing the cookies, each student will then be evaluating the cookies by sight, taste, and ingredient. All of these findings will be typed into a chart on their chromebooks. These tasks require multiple levels of thinking; they will be applying knowledge, analyzing, and evaluating.

Technologies and Other Materials /Resources:

(1d: Demonstrating Knowledge of Resources)                                                 

Students will be using a variety of equipment and resources throughout this lesson. Students will be utilizing kitchen equipment, both small and large. They also will be using their Chromebooks, as well as various supplies located around the room for each station (ex. butcher paper, markers, etc.).

Grouping Strategy:

(1e: Designing Coherent Instruction)

Students are able to pick their own groups. Students then have the chance to work with someone they feel they can work well with. This gives them the responsibility to take charge of their learning and what works best for them.

Academic Vocabulary:
                                                                    (1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)

-Leavener→ rising agent

Lesson Procedures:   
                   (1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent Instruction)

1. Students will sanitize their stations, wash their hands, and clean up their workspace. After that, students then will roll out their cookies and put them in the oven.
2. While cookies are in the oven, students will begin to work on their Analyzing Cookies Chart; in this chart, students will hypothesize what cookies will look and taste like, based on the experimental variable.
3. When all cookies are out, each group will give out one of their cookies to each table. Students then will let cookies cool and clean up their kitchens.
4. After all kitchens and bins have been checked out, students then will work on filling in the remainder of their chart, which encompasses: what the cookies look like and what the cookies taste like. They then will reflect on their hypotheses and the end results.

Differentiation:

(1e: Designing Coherent Instruction)

-Each kitchen will be making a different version of the Chocolate Chip Cookie

-They will be able to evaluate/analyze the cookie in multiple ways, which touches on different learning styles: by taste, by appearance, and by the different ingredients in the recipe.

Assessment Criteria for Success:

(1f: Designing Student Assessments)

Formative: Various check in with students through three day lab experience, lab planning sheet

Summative: Chocolate Chip Cookie Analysis/Evaluation assignment

Anticipated Difficulties:

(1a: Demonstrating Knowledge of Content and Pedagogy)

The students’ ability to follow and carry out the cookie recipe correctly dramatically affects the overall goal of the lesson because if a cookie does not turn out, then groups do not have the resources at their fingertips (as anticipated) to complete their assignment. To counteract this situation, I will have each group make short informational sheets about their cookies just in case they do not turn out correctly. These informational sheets will contain various answers, found on the internet.

Reflections:                                                                                                                                                            

(4a: Reflecting on Teaching)

1. How can I increase communication between students?
2. How can I help students make choices/decisions without doing it for them?
3. What are some more ways/resources I can give students to deepen conversation and force them to question their thinking?