Core and Optional Modules

Learning Objectives

Notes

Preamble

Ideas for practical application:

One suggestion for the lab to theory ratio is 2-3 hours of cooking to 3 hours of class theory. How time is used may depend on timetabling, budgets, class size, equipment, etc.

Lab suggestions for the two introductory units (Modules 1 and 2) include making: puffed wheat cake, bannock, pancakes/waffles, muffins, apple/rhubarb crisp, cinnamon rolls, biscuits, cookies .

Assessment and evaluation criteria include some or all of the following: interpreting and following recipes, correct use of equipment and tools, accurate measurement, cooperation, sharing tasks, responsible behaviour, proper cleanup. Teacher, group, and self-evaluation may be used for evaluating cooking labs and other class activities. Evaluate the nutritional values of the foods prepared, including the food group(s).

One suggestion for varying cooking groups is to use pictures made into jigsaw puzzles. Using one picture per group, cut each into as many pieces as there will be students in that group. Distribute puzzle pieces. Students will create their groups as they complete their pictures.

It may be necessary to review Learning Objectives 1.1 and 1.2 at the beginning of each class or module.

Throughout the semester, collect and use news clippings on current food issues (e.g., nutrition, biotechnology, agriculture, etc.). Students may assist with this.

1.1 To examine the steps involved in food preparation and to establish guidelines for working together in class. (COM, PSVS)

Prepare a list of steps that are part of preparing to cook. Include washing hands, reading and understanding recipes, adjusting oven racks, preheating ovens, preparing pans, assembling and measuring ingredients, combining ingredients, cooking, cleaning up, and evaluating .

As a class, identify the guidelines for working together as a team. Include sharing of tasks as well as considerate and cooperative behaviour. Design a schedule for working together.

Bulletin board idea: "Good Cooks Don’t Skip Steps!"

1.2 To develop guidelines for serving and eating food in the classroom.

Brainstorm a list of appropriate guidelines or behaviours for serving and eating food .

Discuss the importance of table manners and which are appropriate for the following: a family setting, a business setting, a meal with friends, and a meal in the foods lab.

Outline a set of guidelines for table setting .

Draw diagrams and/or practise different table settings .

Design some cartoons of Do’s and Don’ts of table manners.

Learning Objectives

Notes

1.3 To understand and evaluate the information provided in a recipe. (CCT)

Examine the information given in a recipe. Look at the list of ingredients, instructions, cooking information, yield, equipment needed, skills necessary. Determine if the recipe suits your needs .

Bring a family recipe from home. Analyze to determine if all recipe information is included.

1.4 To become familiar with the tools of measurement and how to measure accurately. (NUM)

Identify dry, liquid, and small measures and the sizes of each.

Demonstrate the proper techniques for measuring ingredients .

Discuss metric vs. imperial measures.

Examine the measurement units comparing weight, mass, volume, temperature, and distance in the metric and imperial systems.

Determine why it is important to develop an understanding of both the metric and the imperial systems of measurement.

Discuss the importance of accurate measurement in baking. Find recipes where accuracy of measuring is important and where it is not as important. Explain reasons for the choices.

Measure flour before and after sifting. Note any differences.

Measure solid fat using different methods. Measure liquid or dry ingredients using both wet and dry measures for each.

Practise reducing and increasing the size of recipes.

1.5 To examine, identify and use correctly a variety of kitchen tools and equipment.

Make a list of common kitchen tools and equipment. Discuss factors that determine whether tools are essential or nonessential .

Give examples of how to use kitchen equipment correctly. Role play the correct use.

Equip a new kitchen with a limit of 30 pieces. Explain the choices.

Have students list the tools and equipment that are absolutely essential, if they were living independently of their parents/guardians.

Learning Objectives

Notes

1.6 To recognize quality features in cookware and food preparation tools. (COM)

This particular learning objective might be omitted if there is a shortage of time and/or it is discussed in another class.

List and evaluate factors that should be considered when buying equipment: brand, energy use (energy guides), uses, materials used, construction, durability, care, storage, price, special features, cost, and consumer testing .

Discuss consumer warranties and guarantees and UL and CSA symbols.

Discuss the importance of operating and caring for equipment properly.

Choose a piece of equipment to be purchased. Have students apply their knowledge in making their decisions.

1.7 To create an awareness of the issues involved in conserving and recycling. (PSVS)

Discuss the issues involved in conserving and why it is important. Discuss the amount of the world’s resources used by Canadians today. Talk about garbage and waste disposal.

Recognize and draw the recycling symbol.

Identify the three Rs (reduce, reuse, recycle). Have students list some ways in which these can be done. Why is "reduce" first priority? What are other "Rs" for conservation?

1.8 To recognize that it is everyone’s responsibility to adopt conservation as part of his/her lifestyle.

List ways in which each individual can conserve energy and water in the foods lab and at home .

Learn how to cut down on food waste.

Investigate the recycling programs that are part of your community.

Encourage recycling at home. Suggest ways to reduce the use of disposable items and to reuse household items.

Create a 30 second radio commercial promoting any of the 3 main Rs (reduce, reuse, recycle).

1.9 To apply knowledge. (IL)

Home cooking assignment: choose one of the foods made in the lab or one similar to it and prepare it at home.

Make puffed wheat cake, muffins, or cinnamon rolls and sell them to students in the school.

Learning Objectives

Notes

1.10 To evaluate for understanding of knowledge/concepts in "Kitchen Basics."

Continuous assessments make use of assignments, lab work, and the home cooking lab suggested in this module.

Design and administer an exam.

Students may assess their cooking group confidentially before or during the final exam.

The sum of these assessments yields the student’s value/worth for the module.

Learning Objectives

Notes

2.1 To understand food safety.   

Explain what is meant by the terms food safety, food borne illness, food poisoning, food infection, food intoxication, and pathogens .

Describe the symptoms of food poisoning. (COM)

Discuss food contamination, how it occurs, and how to tell if food is spoiled.

2.2 To identify food-borne illnesses.

List and explain some of the common bacteria that contaminate food: Clostridium botulinum (botulism), Staphylococcus aureus (staph), Salmonella, Clostridium perfringens, E coli 015:H7, Camplobacter, Listeria .

2.3 To examine the conditions necessary for food-borne illnesses to occur.

Factors include: temperature, time, acidity (pH), moisture, a food source, poor personal hygiene, and poor sanitation .

Define what is known as the Danger Zone.

Explain the importance of proper food storage to prevent food poisoning. Outline food storage principles and the different ways that food can be stored (e.g., dried, frozen, refrigerated, closed containers, etc.).

2.4 To learn how to prevent food poisoning.

Discuss the importance of the following factors in any food preparation area: sanitation, storage, proper cooking, thawing foods, contamination (spreading germs and cross-contamination), and personal hygiene. Assign a research project on one aspect of food sanitation . (CCT)

Rule: "When in doubt, throw it out!"

Discuss the role of health inspectors. Make a list of items to look for if you were a local health inspector.

Make a poster on "Prevention of Food Poisoning" showing some of the ways to promote sanitation in the kitchen. Make a fridge poster for food safety.

Learning Objectives

Notes

2.5 To identify and practise safe work habits that may prevent accidents in the kitchen. (PSVS)

Identify safe work practices in the kitchen. Discuss ways to work safely to prevent accidents. Topics to include are preventing cuts, falls, burns, fires and poisoning, and using electricity wisely .

Develop a checklist for identifying kitchen hazards at school and at home.

Examine the WHIMIS symbols on household products.

Write a public service announcement focusing on a specific safety topic.

2.6 To develop first aid principles for kitchen safety

Identify the poison control centre in your community.

Learn some basic first-aid principles including how to deal with burns and scalds, bleeding, poisoning, eye injuries, and choking.

Role play what to do for cuts, burns, choking, falls, etc .