familyandconsumersciencesps.weebly.com · Web viewUnit 5 Intro to Foods. Stage 1 – Desired Results. Established Goal(s): 6.05.7 Evaluate the effects of cooking techniques on flavor,

Unit 5 Intro to FoodsStage 1 – Desired Results

Established Goal(s): 6.05.7 Evaluate the effects of cooking techniques on flavor, texture, taste, aroma and

appearance 6.05.1 Identify different types of dairy products 6.05.2 Explain the importance of dairy products in a balanced diet 6.05.3 Identify the nutritional content of various dairy products 6.05.4 Describe guidelines for selecting dairy products 6.05.5 Explore the functions of dairy products in food preparation 6.02 Explore and prepare nutritious meals using fruits 6.02.1 Identify and explain the importance of fruits in a balanced diet 6.02.2 Review the nutritional content of various fruits 6.02.3 Describe guidelines for selecting fruits 6.02.4 Evaluate the effects of cooking techniques on nutrient retention, flavor, texture, taste,

and appearance 6.02.5 Practice nutritious preparation techniques for serving fruits 6.01.1 Identify and explain the importance of vegetables in a balanced diet 6.01.2 Review the nutritional content of various vegetables 6.01.3 Describe guidelines for selecting vegetables

Understanding(s):Students will

Fruit and vegetables can be incorporated into every meal and be tasty.

We need to eat a well rounded diet. We will address dairy and gluten

misconceptions that say they should be cut from our diets.

Students will practice cooking techniques. What specific understandings about them

are desired? What misunderstandings are predictable?

Essential Question(s): Are we really what we eat? How much does it really affect us to eat a

well balanced diet?

Students will know… Students will be able to: Students will learn how to pick, prepare and cook different dishes that include fruit, vegetables

and dairy. Students will be able to pick out and cook nutritious meals that include all food groups.

Stage 2 – Assessment EvidencePerformance Task(s):

Students will show understanding by cooking and sharing their food to the class.

The criteria for understanding will be

Other Evidence:

Testing will also occur once per unit. There will be assignments and labs. Students will reflect on their learning by

tasting their foods and seeing how they

based off of the standards, their effort, and completion of assignment.

did. We will also do reviews over tests and

after tests.

Stage 3 – Learning PlanLearning Activities:

There will be lab time to keep students engaged and giving them hands on experience.Students will be shown a calendar that is posted on the white board that has each day’s activity so they know what to expect. The students have an interest in cooking so we will start cooking this week. The goal is to have at least 1-2 lab times a week.We will go over a power point and take notes to learn key ideas. We will also have discussions to explore issues and ideas.We will review and go over the material so students are able to understand the material.Students will evaluate their work by tasting their food and filling out a form saying how it went.I will take ideas at the beginning of the semester and try to incorporate them. If students need special help there will be a different test they will take and I will but them in a lab group that will be willing to help.

Lesson 1 Fruit and Veggies

9-12th grade Foods and Nutrition 1 Hour & 2 Minutes Room 123

Stage 1 – Desired Results

Established Goal(s):

6.05.7 Evaluate the effects of cooking techniques on flavor, texture, taste, aroma and 6.02 Explore and prepare nutritious meals using fruits 6.02.1 Identify and explain the importance of fruits in a balanced diet 6.02.2 Review the nutritional content of various fruits 6.02.3 Describe guidelines for selecting fruits 6.02.4 Evaluate the effects of cooking techniques on nutrient retention, flavor, texture, taste,


Understanding(s):

Students will learn:

Nutrition

Guidelines for choosing produce

Groupings

Storage

Ripening

We will clear up the misconceptions of how to choose produce and if any types are better than an other

Essential Question(s):

How do you know how to pick out the best fruit and veggies?

How nutritious are fruits and veggies?

Students will know… Students will be able to:

Students will learn about produce like how to choose it and what is made up of.

Students will be able to choose good quality produce and know how nutritious it is.

Stage 2 – Assessment Evidence

Performance Task(s):

Throughout the PowerPoint we will have discussions about their opinions or if they have questions.

Other Evidence:

Students will take notes on the PowerPoint. I will provide a template for them to follow.

The PowerPoint will be printed out for students who cannot see the board or have a hard time taking notes.

They will have time at the end of class to review with their group.

Stage 3 – Learning Plan

Learning Activities:

We’re going to be learning about different aspects of fruits and vegetables. Throughout the PowerPoint, please be filling out the notes. These will be helpful for you to study for the quiz later this week.

POWERPOINT AND VIDEOS: How to stir fry vegetables, roasted vegetables, how to steam vegetables and hoe to blanch vegetables- on dropboxHTTPS://WWW.DROPBOX.COM/SH/Y3H6K3RMM7AVSP3/AACQEDZPTGWKF282TZQHN43HA/UNIT %202%20KNIFE%20SKILLS%2C%20VEG%2C%20FRUIT/VEGETABLES?DL=0

NOTESUNIT 2

VEGETABLES, FRUIT, KNIFE SKILLS, VITAMINS & MINERALS

VEGETABLES

Describe and give examples of each vegetable botanical group.

1. Teens need ___________

cup equivalents of vegetables

each day.

2. What counts as a cup equivalent of vegetbales?

3. The Dietary Guidelines suggest picking a variety of vegetbales from

each of the following sub groups.

https://www.dropbox.com/sh/y3h6k3rmm7avsp3/AACqEdzPtGWKF282TZQhn43Ha/Unit%202%20Knife%20Skills%2C%20Veg%2C%20Fruit/Vegetables?dl=0


13. How do you store fresh vegetables?

14. What are the advantages and disadvantages of canned

vegetables?15. What are the benefits of

frozen vegetables?

5. Tubers

6. Bulbs

7. Roots

8. Stems

9. Leaves

10. Seeds

11. Flowers

12. Fruit

16. Describe the changes that occur during the vegetable cooking process.

17. List several mehtods of cooking vegetables.

KNIFE SAFETY

FRUITS

24. Fruits are __________________ water and are low in ______________ and _____________________. Fruit is

an excellent source of _______________, Vitamin _______, Vitamin _______, and

___________________________.

18. What nurrients are found in vegetables? 19. Define vitamins: 20. Define minerals

25. List several tips for Knife Safety:

24. How do you set up a knife work station?

23. List the three most common types of knives ar

there uses.

25. Decribe and give an example of each of the Fruit Botanical Groups.

32. List guidelines for selecting fruits and vegetables.

33. When is fruit at its lowest cost?

34. How should fruit be stores?

35. Define ripening.

36. Describe Enzymatic Browning and how it can be prevented.

26. Pomes

27. Drupes

28. Berries

29. Citrus

30. Melons

31. Tropical

Lesson 2 Fruit Pizza



6.02 Explore and prepare nutritious meals using fruits 6.02.1 Identify and explain the importance of fruits in a balanced diet 6.02.2 Review the nutritional content of various fruits 6.02.3 Describe guidelines for selecting fruits 6.02.4 Evaluate the effects of cooking techniques on nutrient retention, flavor, texture, taste,


Understanding(s):

Students will

Bake a fruit pizza

Learn about oxidation and experiment with it

Review for the test


What could we do to incorporate fruit into our diets?

Are there healthy alternatives?

What is oxidation and how does it affect produce?


Students will learn how oxidation occurs and watch the progress. They will also learn how to create a fruit pizza. They will work on their baking and knife skills in this lab.

Students should be able to bake a fruit pizza on their own. They should also understand oxidation, how to prevent it and how to spot it.



Students will bake a fruit pizza with a group.

The groups will be designed so students with

Other Evidence:

They will grade themselves and I will grade them on their effort and

special needs are with someone they trust and can ask for help

They will participate in the oxidation process and take note of what is happening.

completion.

They will review for the upcoming test with a provided worksheet.



I need a few volunteers to add these ingredients on the apple. Lets make some predictions on what is going to happen to the apple over the next hour. Write them down on the worksheet. We will look at them at the end of class.

Get into your groups for lab, were cooking fruit pizzas. This is a fun way to incorporate fruit in your desert. While the crust is cooking you can start preparing the frosting and fruit.

Let’s look at the apples. What do you see? How was it different from what you thought it would look like? How could we prevent it from oxidizing? Write your further findings down.

VIDEOS : Are spotty fruits and vegetables safe to eat, storing fruits, how to choose fruit-on drop boxhttps://www.dropbox.com/sh/y3h6k3rmm7avsp3/AABSDj4lpEl3N9a34VSup9doa/Unit%202%20Knife%20Skills%2C%20Veg%2C%20Fruit/Fruit?dl=0

FRUIT PIZZA LAB PLAN

Read the recipe and fill out the plan. Assign each group member specific tasks.

Ingredients Mis en PlaceCrust1 1/3 c flour1/2 tsp baking powder1/4 tsp baking soda1/4 tsp salt3/4 c sugar1/2 c butter, softened 1 large egg1 tsp vanilla extract

Cream Filling4 oz of cream cheese½ c powdered sugar½ c cool whip

Fruit for Topping

_____________List the measuring tools/utensils/bowls you will need to measure the ingredients available at the supply table.

_____________Assemble the brown tray with the above items.

_____________Take brown tray to the supply table and pick up needed ingredients.

_____________Measure ingredients available in the kitchen unit.

_____________Select and prepare bowls/pans, utensils, etc. needed to execute the recipe.

_____________Fill Sink 1 with hot soapy water and the sanitizer bin with

https://www.dropbox.com/sh/y3h6k3rmm7avsp3/AABSDj4lpEl3N9a34VSup9doa/Unit%202%20Knife%20Skills%2C%20Veg%2C%20Fruit/Fruit?dl=0

https://www.dropbox.com/sh/y3h6k3rmm7avsp3/AABSDj4lpEl3N9a34VSup9doa/Unit%202%20Knife%20Skills%2C%20Veg%2C%20Fruit/Fruit?dl=0

EVALUATION OF LAB PROCEDURES

Use a scale of 1-5 (with 5 being excellent and 1 being poor) to rate each category . Write your groups score in the box provided.

EVALUATION OF DISHUse a scale of 1-5 (with 5 being excellent and 1 being poor) to rate each category .

Write your groups score in the box provided.

Strawberries, Grapes, Mandarin Oranges, Pineapple, Kiwi, BananasPeaches, etc.

water/sanitizer solution and wash dishes as they are used.

Instructions1. Preheat oven to 350 degrees. In a mixing bowl whisk together flour, baking powder,

baking soda and salt. In the bowl of the kitchen aid fitted with the paddle attachment, cream together sugar and butter. Mix in egg and vanilla then slowly blend in dry ingredients.

2. Line pizza pan with foil and spray with cooking spray. Spray hands with non-stick cooking spray then spread cookie dough into an even layer in bottom of prepared pizza pan. Bake 14-16 minutes until edges are golden. Cool completely on a wire rack.

3. Beat the cream cheese, powdered sugar, and cool whip together until smooth. Spread over the cooled crust.

4. Arrange drained canned r fresh fruit on top of each pizza.

LAB EVALUATION FORM

Practiced Good Hygiene Followed Lab Rules Positive Attitude Wore an Apron Tied back

long hair Washed

hands properly

Included everyone in lab plan, rotated properly Showed respect for each other, facility,

& ingredients Did not use cell phone during lab Taste tested final product

Maintained a positive attitude throughout the lab Worked efficiently and used critical

thinking skills

EVALUATION OF CLEAN-UPThe group member who completes each task should initial the box after the task is completed.

Ove Over all how did the dish turn out? Explain and describe your opinion about the food item you prepared.

WW What are some things your group could have done differently to solve problems or complications that arose? What wen went well? Explain by giving some examples and details.

DDe Describe and explain one skill or concept you learned or used during the lab.

Filled sink with hot, soapy water & washed

dishes

Cleaned and sanitized counters, cabinet doors, &

dividers

Sanitized and dried dishes properly Removed all garbage from kitchen and placed in

trash can

Put dishes away in proper place Put dirty towels in laundry basket & refilled towel

drawer

Organized cabinets and drawers Swept the floor and wiped up visible spills on floor

Teacher Comments:

Lab CheTeacher Signature________________________Teacher Star Rating of Product Lab Grade______/20

EXPERIMENT

OXIDATION EXPERIMENTOxidation or _____________________ is the process where fruit turns brown when exposed to air (some vitamins are destroyed).Directions: In this experiment, you will test the effectiveness of 4 different types of ascorbic acid and honey water. First, rank the four acids and honey water according to what you think will do the best job preventing oxidation (1 being the best, 5 being the worst). Briefly describe in column 2 why you ranked them this way.

1. Slice up one apple and 1 banana per group. Divide up the fruit slices on to five plates.

Color Aroma Texture Taste Presentation

2. On plate #1, label it with a sticky note as “Control.” You will not do anything to the fruit on this plate.3. On plate #2, label it as “lemon juice.” Use 1 T. of lemon juice to brush on to the fruit.4. On plate #3, label it as “pineapple juice.” Brush on 1 T. of pineapple juice.5. On plate #4, label it as “lime juice.” Brush 1 T. of lime juice on the fruit.6. On plate #5, label it as “fruit fresh.” Use 1 tsp. of fruit fresh to sprinkle/coat the fruit.7. On plate #6 label it as “honey water”

Near the end of class, we will observe and record the results of our experiment. Describe the changes in each of the plates of fruit. Once again, rank the acids in order of effectiveness (1 being most effective, 5 being least effective).

RANK Hypothesis (1-5)

Justification for rank Results Final rank

CONTROL

1: Lemon juice

2: Pineapple juice

3. Lime juice

4. Fruit fresh

5. Honey Water

REVIEW

UNIT 2 QUIZ REVIEWVegetables, Fruit, & Knife Skills

1. Teens should consume _________ cup equivalents of vegetables each day.

2. A cup equivalent of vegetables is equal to:

3. How should potatoes be stored?

4. Which type of knife should be used to trim vegetables and fruits?

5. Which type of knife should be used to slice bread?

6. Which type of knife should be used slice, chop, and mince vegetables and cut up meat?

7. Organic compounds we need to ingest in small amounts to keep the body functioning are:

8. Inorganic compounds we need to ingest in trace or small amounts to keep the body functioning are:

9. What happens when the starches found in fruit break down into sugar:

10.. What occurs when the cut surfaces of food react with oxygen:

11. List two important qualities you should look for when selecting vegetables.

12. Describe two changes that occur during the vegetable cooking process.

13. List two nutrients found in vegetables.

14. List three different methods for cooking vegetables.

15. List two tips for knife safety.

16. List two benefits of purchasing fruit when it is in season.

17. List two nutritional benefits of fruit.

18. List the botanical group for each of the following groups of vegetables.

Eggplant, Tomato, Pepper

Brussel Sprouts, Cabbage, Spinach

Turnips, Carrots, Beets

Onions, Garlic, Chives

Beans, Peas, Corn

Potatoes

Cauliflower, Broccoli

19. List the botanical group for each of the following groups of fruits.

Apple, Pear, Kiwi

Grapefruit, Lemon, Lime

Peach, Apricot, Cherry

Casaba, Honeydew, Cantaloupe

Strawberry, Grape, Raspberry

Banana, Mango, Pineapple

20. 1 cup = _________Tbsp 21. 8 T. = __________c 22. 1 T. = __________tsp

23. 4 qt =__________ gal 24. 2 qt = __________pt 25. ¼ c. =__________Tbsp

26. 1/3 c =_____Tbsp _____ tsp 27. 8 oz. = __________c 28. 1 pt =__________c

Lesson 3 Fruit, vegetable and knife test, start cheese tasting




6.05.7 Evaluate the effects of cooking techniques on flavor, texture, taste, aroma and appearance

6.05.1 Identify different types of dairy products 6.05.3 Identify the nutritional content of various dairy products 6.05.4 Describe guidelines for selecting dairy products 6.02 Explore and prepare nutritious meals using fruits 6.02.1 Identify and explain the importance of fruits in a balanced diet 6.02.2 Review the nutritional content of various fruits 6.02.3 Describe guidelines for selecting fruits 6.02.4 Evaluate the effects of cooking techniques on nutrient retention, flavor, texture, taste,

and appearance 6.02.5 Practice nutritious preparation techniques for serving fruits 6.01.1 Identify and explain the importance of vegetables in a balanced diet 6.01.2 Review the nutritional content of various vegetables 6.01.3 Describe guidelines for selecting vegetables 5.02.6 Demonstrate proper knife skills

Understanding(s):

Students will understand

Types of fruit and veggies

How to pick them

How much we should have in our diet

There are differences in cheese


Why should we be knowledgeable about fruits and vegetables?

Why is it good to have variety?


Students will know the differences between different groupings of produce and how to identify if they are good to eat.

Students will be able to enhance their fruit and vegetable consumption by knowing the nutrients, recommended intake and how to select them.

Students will be able to identify and know about different types of cheese.



There is a quiz (there is a modified version that is simplified) over the past

Other Evidence:

The quiz will show me their understanding of the topic.

Students will write on a worksheet their

lessons

Taste cheese

data from cheese tasting.



Were taking the quiz today, take 5 minutes to review your notes.

Please be quite, don’t cheat and stay seated till everyone is done. When you’re don’t flip the quiz over.

We are going to be taste testing different types of cheese. Record your findings on the worksheet and turn it in when you are done.

QUIZUNIT 2 QUIZ Vegetables, Fruit, & Knife Skills

1. Teens should consume _________ cup equivalents of vegetables each day.a. 1 cup c. 1 ½ cupsb. 2 cups d. 2 ½ cups

2. A cup equivalent of vegetables is equal to 1 cup of raw or cooked vegetables, 1 cup vegetable juice and _______ cups of raw leafy greens.a. 1 cup c. 1 ½ cupsb. 2 cups d. 2 ½ cups

3. Which of the following vegetables should be stored in a cool, dark, dry place? a. Corn c. Beansb. Potatoes d. Lettuce

4. Which type of knife should be used to trim vegetables and fruits? a. Chef c. Paringb. Serrated d. Boning

5. Which type of knife should be used to slice bread? a. Chef c. Paringb. Serrated d. Boning

6. Which type of knife should be used slice, chop, and mince vegetables and cut up meat?a. Chef c. Paringb. Serrated d. Boning

7. This happens when the starches found in fruit break down into sugar:a. Oxidation c. Ripeningb. Enzymatic Browning d. Enrichment

8. This occurs when the cut surfaces of food react with oxygen:a. Maillard Reaction c. Ripeningb. Enzymatic Browning d. Enrichment

9. When selecting vegetables you should look for vegetables that are firm, bright in color, and free from bruises.a) True b) False

10. Vitamins and minerals are important nutrients that can be found in fruits and vegetables.a) True b) False

11. Fruits that are purchased in season are more expensive and less tasty.a) True b) False

12. When passing a knife it is okay to pass the knife blade first.a) True b) False

13. A dull knife is safer than a sharp knifea) True b) False

14. Knifes should be stored in a knife block or sheath.a) True b) False

15. Overcooking vegetables dulls the color, reduces the amount of nutrients, and causes the vegetables to become mushy. a) True b) False

Match the equivalents.

16. 1 cup = _____ Tablespoon(s) a) 817. 4 qt = _____ Gallon(s) b) 118. ½ c = _____ Tablespoon(s) c) 1619. 1 T. = _____ Teaspoon(s) d) 320. ¼ c = ______Tablespoon(s) e) 4

Match the Vegetables with the Botanical Group they belong to.

21. Tubers a) Eggplant, Tomato, Pepper22. Bulbs b) Celery, Asparagus, and Mushrooms23. Fruit c) Turnips, Carrots, Beets24. Roots d) Onions, Garlic, Chives25. Stems e) Potatoes

Math the Fruit with the Botanical Group they belong to:

26. Pome a) Apple, Pear, Kiwi27. Drupe b) Grapefruit, Lemon, Lime28. Berries c) Peach, Apricot, Cherry29. Citrus d) Banana, Mango, Pineapple30. Tropical e) Strawberry, Grape, Raspberry

Match the word with its abbreviation.

31. Tablespoon a) tsp32. Ounce b) c33. Cup c.) pt34. Pint d) T35. Teaspoon e) oz

ADAPTED QUIZUNIT 2 QUIZ

Vegetables, Fruit, & Knife Skills

1. Teens should consume _________ cup equivalents of vegetables each day.a. 1 ½ cupsb. 2 ½ cups

2. A cup equivalent of vegetables is equal to 1 cup of raw or cooked vegetables, 1 cup vegetable juice and _______ cups of raw leafy greens.

a. 1 cupb. 2 cups

3. Which of the following vegetables should be stored in a cool, dark, dry place? a. Cornb. Potatoes

4. Which type of knife should be used to trim vegetables and fruits? a. Paringb. Serrated

5. Which type of knife should be used to slice bread? a. Chefb. Serrated

6. Which type of knife should be used slice, chop, and mince vegetables and cut up meat?a. Chefb. Serrated

7. This happens when the starches found in fruit break down into sugar:a. Ripeningb. Enzymatic Browning

8. This occurs when the cut surfaces of food react with oxygen:a. Ripeningb. Enzymatic Browning

9. When selecting vegetables, you should look for vegetables that are firm, bright in color, and free from bruises.

a) True b) False

10. Vitamins and minerals are important nutrients that can be found in fruits and vegetables.a) True b) False

11. Fruits that are purchased in season are more expensive and less tasty.a) True b) False

12. When passing a knife it is okay to pass the knife blade first.a) True b) False

13. A dull knife is safer than a sharp knifea) True b) False

14. Knifes should be stored in a knife block or sheath.a) True b) False

15. Overcooking vegetables dulls the color, reduces the amount of nutrients, and causes the vegetables to become mushy.

a) True b) False

Match the Vegetables with the Botanical Group they belong to.

16. Tubers a) Eggplant, Tomato, Pepper17. Bulbs b) Celery, Asparagus, and Mushrooms18. Fruit c) Turnips, Carrots, Beets19. Roots d) Onions, Garlic, Chives20. Stems e) Potatoes

Math the Fruit with the Botanical Group they belong to:

21. Pome a) Apple, Pear, Kiwi22. Drupe b) Grapefruit, Lemon, Lime23. Berries c) Peach, Apricot, Cherry24. Citrus d) Banana, Mango, Pineapple25. Tropical e) Strawberry, Grape, Raspberry

Match the word with its abbreviation.

26. Tablespoon a) tsp27. Ounce b) c28. Cup c.) pt29. Pint d) T30. Teaspoon e) oz

CHEESE TASTING

Type of Cheese

Appearance What does the cheese look like: What color is it? Does it

Aroma What does it smell like: Is it nutty, milky, grassy? Is

Flavor: What does it taste like: Is the flavor strong or mild? Is it nutty,

Mouthfeel What is the texture like: Is it chewy,

Overall impression What do you like about this

appear to be hard or soft? Does it look dense, smooth, rubbery, sticky, dry, or crumbly?

the aroma intense or mild, pleasant or unpleasant

milky, tangy, sharp, salty, sweet? Are there any off or unpleasant flavors?

rubbery, rich and creamy, dry, crumbly, sticky?

cheese? What do you dislike? Would you buy it for yourself

Lesson 4 Milk and yogurt tasting





6.05.1 Identify different types of dairy products 6.05.3 Identify the nutritional content of various dairy products 6.05.4 Describe guidelines for selecting dairy products

Understanding(s):

Students will learn

Dairy is important in our diet

There are different types of dairy

Minerals and vitamins are important


Why is dairy important?

What happens if we don’t get the right amount of vitamins and minerals?


Students will know why dairy, vitamins and minerals are important in our lives.

Students will be able to identify which vitamins and minerals are necessary for life and how to obtain them.

Students will be able to choose milk and yogurt with a sound knowledge of what it contains and how it will benefit their bodies.



Milk and yogurt taste test

Vitamin and mineral posters

If there are students who need extra help for the poster, they may work in a group with another struggling student.

Other Evidence:

The milk and yogurt taste test has a worksheet that the students will fill out to show their thinking. They will work in groups to maximize learning.

They will also have opportunity to discuss their preferences with peers.

Each student will make a poster showing their knowledge that will be hung in the classroom for

future reference.



We are going to be doing another taste test today but with milk and yogurt. You’ll be in groups of 4, there will be a leader, cleaner and two milk pourers. There are instructions on the worksheet and it will be similar to yesterdays taste test. Please be careful when poring and be respectful. If anyone spits on another person or on anything you will do the assignment by yourself without tasting the products. Work together to complete the assignment and let me know if you need help.

….

We will be making posters for vitamins and minerals. They will be superheroes and have information about how to get it in our diets. There are instructions on the paper. Come up and grab a slip to see which one you have to do. This is due by the end of next week when we finish up the unit. They will be posted around the room when we finish so make sure you do your best work.

TASTE TEST

Dairy Group-Got Milk Taste Test? Group Member:

Class Period:Job Responsibilities:

Leader - Keeps group focused and on task.Cleaner- EVERYBODY (Wipes up any spills on the table and floor.)Milk Man/ Woman (2 PERSON JOB) - Pours milk into cups

Directions: Please read and follow the steps carefully.

1. Each person should have 5(five) cups. Label each cup such as the example below.

2. Milk Man/ Woman pour the correct kind of milk in the correct cup for you and your team members.

3. Taste and smell the SKIM milk and the WHOLE milk. a. Compare and contrast the taste and smell of skim milk. (Write your response

1% Whole 2%AlmondSkim

below.)

________________________________________________________________________________________________________________________________________

4. Next taste and smell the 1% milk and 2 % milk. Do you notice a difference? (Circle one: YES / NO)

a. Which of the two milk types have more fat? ___________________b. Which one is sweeter? _________________________c. How can you tell which one has the most fat?

___________________________________________________________________

Taste and smell the Silk Almond Milk. Do you like the taste? (Circle one: YES / NO)

Turn over to the back side

DIRECTIONS: Use the chart below to answer the questions that follow.

Type Calories Total Fat Saturated Fat Protein Sugar % Calcium % Vitamin D

Whole Milk 150 8 5 8 12 30 25

Nonfat Milk 90 0 0 8 12 30 25

Original Soy 110 4.5 0.5 8 6 45 30

Unsweetened Soy 80 4 0.5 7 1 30 30

Original Almond 60 2.5 0 1 7 45 25

Unsweetened Almond 30 2.5 0 1 0 45 25

5. Which type of milk(s) provides the most calcium?

6. Which type of milk(s) has the most calories?

7. Which type of milk(s) has the most fat?

8. Which type of milk(s) has the most sugar?

9. Based on the data on the chart, which type of milk do you think is the healthiest? Explain.

COMPARISON

When rating the milk for taste --- 1 is the worst, 5 is the best.

How much is one serving of milk? ___________

Milk Name:______________________________Rate for taste: 1 2 3 4 5

How many calories per serving? ________________How many grams of fat per serving? ____________How many grams of protein per serving? _________What vitamins are in this milk? __________________________________________

What is the benefit of this milk over the others?







Which is the most nutritious of the above milks considering everything? Why?

Explain which milk you liked the best and why.

Yogurt


How much is one serving of yogurt? ___________

Yogurt Name:_____________________________Rate for taste: 1 2 3 4 5

How many calories per serving? ________________How many grams of fat per serving? ____________How many grams of protein per serving? _________What vitamins are in this yogurt? __________________________________________

What is the benefit of this yogurt over the others?

Yogurt Name:_____________________________Rate for taste: 1 2 3 4 5

How many calories per serving? ________________How many grams of fat per serving? ____________How many grams of protein per serving? _________What vitamins are in this yogurt? __________________________________________


Yogurt Name:______________________________Rate for taste: 1 2 3 4 5

How many calories per serving? ________________How many grams of fat per serving? ____________How many grams of protein per serving? _________

What vitamins are in this yogurt? __________________________________________


Which is the most nutritious of the above yogurts considering everything? Why?

Explain which yogurt you liked the best and why.

Ice Cream


How much is one serving of ice cream? _________

Ice Cream Name:___________________________Rate for taste: 1 2 3 4 5

How many calories per serving? ________________How many grams of fat per serving? ____________How many grams of protein per serving? _________What vitamins are in this ice cream? __________________________________________

What is the benefit of this ice cream over the other?

Ice Cream Name:___________________________Rate for taste: 1 2 3 4 5

How many calories per serving? ________________How many grams of fat per serving? ____________How many grams of protein per serving? _________What vitamins are in this ice cream? __________________________________________

What is the benefit of this ice cream over the others?

Explain which ice cream you liked the best and why.

Watch: How do vitamins work and minerals- both on drop box.

https://www.dropbox.com/sh/y3h6k3rmm7avsp3/AACqEdzPtGWKF282TZQhn43Ha/Unit


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ASSINGNMENT Due at the end of unit. Students will be assigned a vitamin and they will only have to do one.

VITAMIN/MINERAL SUPERHERO

1. Create a Superhero for: Vitamin A on 8 1/2” X 11” paper. (Illustrate) 2. Include at least 2 main functions of each vitamin/mineral (what does it do for the body?) 3. List and illustrate 3-5 good food sources for the vitamin/mineral. 4. Create a motto/slogan for the Super Hero. 5. Write a short story depicting how the Superhero Nutrient saved the day. Include at least

one of the main functions, two of the food sources, and what happens if you have to much or to little of the vitamin/mineral in your diet, in the paragraph.


1. Create a Superhero for: Thiamin, Riboflavin, & Niacin on 8 1/2” X 11” paper. (Illustrate)

2. Include at least 2 main functions of each vitamin/mineral (what does it do for the body?) 3. List and illustrate 3-5 good food sources for the vitamin/mineral. 4. Create a motto/slogan for the Super Hero. 5. Write a short story depicting how the Superhero Nutrient saved the day. Include at least



1. Create a Superhero for: Vitamin C on 8 1/2” X 11” paper. (Illustrate) 2. Include at least 2 main functions of each vitamin/mineral (what does it do for the body?)


3. List and illustrate 3-5 good food sources for the vitamin/mineral. 4. Create a motto/slogan for the Super Hero. 5. Write a short story depicting how the Superhero Nutrient saved the day. Include at least



1. Create a Superhero for: Vitamin D on 8 1/2” X 11” paper. (Illustrate) 2. Include at least 2 main functions of each vitamin/mineral (what does it do for the body?) 3. List and illustrate 3-5 good food sources for the vitamin/mineral. 4. Create a motto/slogan for the Super Hero. 5. Write a short story depicting how the Superhero Nutrient saved the day. Include at least



1. Create a Superhero for: Vitamin E on 8 1/2” X 11” paper. (Illustrate) 2. Include at least 2 main functions of each vitamin/mineral (what does it do for the body?) 3. List and illustrate 3-5 good food sources for the vitamin/mineral. 4. Create a motto/slogan for the Super Hero. 5. Write a short story depicting how the Superhero Nutrient saved the day. Include at least



1. Create a Superhero for: Vitamin K on 8 1/2” X 11” paper. (Illustrate)




1. Create a Superhero for: Calcium on 8 1/2” X 11” paper. (Illustrate) 2. Include at least 2 main functions of each vitamin/mineral (what does it do for the body?) 3. List and illustrate 3-5 good food sources for the vitamin/mineral. 4. Create a motto/slogan for the Super Hero. 5. Write a short story depicting how the Superhero Nutrient saved the day. Include at least



1. Create a Superhero for: Phosphorus on 8 1/2” X 11” paper. (Illustrate) 2. Include at least 2 main functions of each vitamin/mineral (what does it do for the body?) 3. List and illustrate 3-5 good food sources for the vitamin/mineral. 4. Create a motto/slogan for the Super Hero. 5. Write a short story depicting how the Superhero Nutrient saved the day. Include at least



1. Create a Superhero for: Magnesium on 8 1/2” X 11” paper. (Illustrate) 2. Include at least 2 main functions of each vitamin/mineral (what does it do for the body?) 3. List and illustrate 3-5 good food sources for the vitamin/mineral. 4. Create a motto/slogan for the Super Hero. 5. Write a short story depicting how the Superhero Nutrient saved the day. Include at least



1. Create a Superhero for: Sodium, Chloride & Potassium on 8 1/2” X 11” paper. (Illustrate)




1. Create a Superhero for: Iron on 8 1/2” X 11” paper. (Illustrate) 2. Include at least 2 main functions of each vitamin/mineral (what does it do for the body?) 3. List and illustrate 3-5 good food sources for the vitamin/mineral. 4. Create a motto/slogan for the Super Hero. 5. Write a short story depicting how the Superhero Nutrient saved the day. Include at least



1. Create a Superhero for: Vitamin B12 & Folate on 8 1/2” X 11” paper. (Illustrate) 2. Include at least 2 main functions of each vitamin/mineral (what does it do for the body?) 3. List and illustrate 3-5 good food sources for the vitamin/mineral. 4. Create a motto/slogan for the Super Hero. 5. Write a short story depicting how the Superhero Nutrient saved the day. Include at least


Lesson 5 Potato soup





6.05.1 Identify different types of dairy products 6.05.3 Identify the nutritional content of various dairy products

Understanding(s):

Students will learn

Tubers and vegetables can make food that is good

Incorporate dairy into a dish

Learn to make a soup

Practice knife skills


Is a tuber a vegetable?

How can we make soup that is a meal everyone will love?


Students will know what ingredients go into the soup and understand how to make it.

Students will be able to make potato soup and understand the cooking process.



Make potato soup

Students will be in groups where if one student needs additional help they are willing and welcoming.

Other Evidence:

Students will fill out a form to evaluate themselves. I will also evaluate them on their effort



Today we are going to be making potato soup. It is important to know what to cook a good meal so that we can provide for our friends and family. This is one of the best soups you’ve probably ever had and you’ll definitely want to make it again. We will be using our prior knowledge of vegetables, dairy

and knife skills today. This will take all of class to do so let’s get started!

BAKED POTATO SOUP LAB PLAN

Read the recipe and fill out the plan. Assign each group member specific tasks.

Ingredients Mis en Place2 large potatoes, baked1/3 cup butter1/3 cup flour3 cups milk¼ tsp salt¼ tsp white pepper 1/8 tsp garlic powder1 green onion1/2 cup sour cream3 slices bacon½ c cheese, grated

_____________List the measuring tools/utensils/bowls you will need to measure the ingredients available at the supply table.

_____________Assemble the brown tray with the above items.

_____________Take brown tray to the supply table and pick up needed ingredients.

_____________Measure ingredients available in the kitchen unit.

_____________Select and prepare bowls/pans, utensils, etc. needed to execute the recipe.

_____________Fill Sink 1 with hot soapy water and the sanitizer bin with water/sanitizer solution and wash dishes as they are used.

Instructions

EVALUATION OF LAB PROCEDURES

Use a scale of 1-5 (with 5 being excellent and 1 being poor) to rate each category . Write your groups score in the box provided.

EVALUATION OF DISHUse a scale of 1-5 (with 5 being excellent and 1 being poor) to rate each category .

Write your groups score in the box provided.

Melt butter in a medium saucepan. Slowly blend in flour with a wire whisk until thoroughly blended. Gradually add milk to the butter-flour mixture, whisking constantly. Whisk in salt, pepper, garlic powder, and green onions. Heat over medium low heat, whisking constantly until mixture begins to thicken.

Cut the potatoes in half and scoop out the meat of the potato and set aside. Place potatoes in the kitchen aid bowl and beat until very smooth.

When milk mixture has thickened and is very hot, whisk in potato. Add sour cream and crumbled bacon. Heat thoroughly. Add cheese a little at a time until all is melted.

Ladle into bowls. Garnish with a small amount of green onion, cheese and crumbled bacon.

LAB EVALUATION FORM

Practiced Good Hygiene

Followed Lab Rules Positive Attitude

Wore an Apron Tied back long

hair Washed hands

properly

Included everyone in lab plan, rotated properly Showed respect for each other, facility,

& ingredients Did not use cell phone during lab Taste tested final product

Maintained a positive attitude throughout the lab

Worked efficiently and used critical thinking skills

EVALUATION OF CLEAN-UPThe group member who completes each task should initial the box after the task is completed.

Overall how did the dish turn out? Explain and describe your opinion about the food item you prepared.

What are some things your group could have done differently to solve problems or complications that arose? What went well. Explain by giving some examples and details.

Describe and explain one skill or concept you learned or used during the lab.

Filled sink with hot, soapy water & washed dishes Cleaned and sanitized counters, cabinet doors, & dividers

Sanitized and dried dishes properly Removed all garbage from kitchen and placed in trash can

Put dishes away in proper place Put dirty towels in laundry basket & refilled towel drawer

Organized cabinets and drawers Swept the floor and wiped up visible spills on floor

Teacher Comments:

Lab Check Teacher Signature________________________Teacher Star Rating of Product Lab Grade______/20

Color Aroma Texture Taste Presentation

Documents

familyandconsumersciencesps.weebly.com · Web viewUnit 5 Intro to Foods. Stage 1 – Desired Results. Established Goal(s): 6.05.7 Evaluate the effects of cooking techniques on flavor,