On-Site/Workplace Scenarios

Course Name

Grade Level

Subject Represented (highlight)

Culinary Basics

9-12

Math                    Writing

OBJECTIVES:

• Students will be able to define a 12 different vocabulary words related to the Mise en Place unit.
• Students will be able to create a short clip describing and demonstrating their vocabulary word or a comparison between two of the vocab words.
• Students will be able to apply their knowledge of the vocabulary words onto past/future lab opportunities.
• Students will be able to recall Mise en Place vocabulary terms.

PRIORITY STANDARDS:

• 7.3.2 Demonstrate professional and ethical collaborative relationships with colleagues, support teams, participants, and families.
• 8.5.2 Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies.
• SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
• WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
• 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.

TIME FRAME:

• This lesson will last approximately 48 minutes/1 class period

MATERIALS:

• iPads

PROCEDURE:

1. 1. The class will begin with a very brief group discussion about yesterday’s Snicker-doodle lab. In general, this class is somewhat reluctant to speak in front of one another, so I focus on this discussion after each lab.
   2. I then will explain the agenda and objectives of the day:
      1. Rotation Style Activity
         1. Unit Vocabulary Chart: Students will all start with the same assignment and then move on as they complete it.

• Review: Students will play the game “Heads Up” on the provided iPads to review the terms and concepts.
• Create: Students will get to choose between 2 options: 1) Create an Aurasma, 2) Create a Comparison using Canva.

*Throughout the rotation activity, students will move to the station that they choose; there is no particular order after the first activity.

• Upon students arrival, they are directed to open up their Chromebooks and access the Daily Agenda. The Daily Agenda has the outline for the class period, as well as links to the resources that they will be using.
• During the discussion, students first talk amongst their tables and partners and then they move into a whole class discussion.
• Throughout the stations activity, students will work with their partners and move through the stations as they see fit. Once they grasp the content from station 1, they can move to any station to reinforce their knowledge.

ASSESSMENT:

Formative:

• Students will be formatively assessed on their completion of the vocabulary chart.
• Students are also formally assessed at the end of the period with guiding questions in a short, whole class discussion.

Summative:

• Students will be summatively assessed on the completion of the activity as a whole and their completion of the self-grading rubric.