Recipe Reading

Class: Advance Culinary Arts

Grade Level: 9-12
Topic: Don’t Starve (Meal Planning
Date: TBA

Length: 56 minutes
Standards:
4.2 Identify the four major components of a recipe
Objectives:
Students will know what the main parts of the recipe are and how to follow one correctly.

Notes:
We will be burning fabric in this class. Make sure the window is open and the administration
knows.
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just
the instructional part and materials for students.)
Also allow the Aids to know in advance that we will be burning fabric so that they can plan for it.
Materials & Technology:
Projector
Recipes (Print off enough of slide 9 of the PowerPoint for each student)
PowerPoint
Game
http://www.shockwave.com/gamelanding/letsgetcookin.jsp This is a recipe cooking game

Focus Activity: (5 minutes)

Now that we are in Advance Culinary Arts, what are the key parts of a recipe?
Ask a couple of students to share.
Procedures: (46 minutes)
 The first part of a recipe is the yield. What is the yield of a recipe?
 Let a student answer (Move to Slide 2)
 The yield of a recipe is how much a recipe will make. Why would you want to know the
yield of a recipe?
 Call on a couple of students
 The second part is the list of ingredients (go to slide 3)
 What else to you see with the ingredients? (The amount of the ingredient needed)
 Next is the Mixing and Handling. (Go to slide 4)
 Why is it important to know how to mix and handle the recipe?
 What kind of instructions are find here?
 The next part is the equipment. (Go to slide 5)
 Not all the equipment is listed but the specialty equipment is.
  Why do you think that only the specialty equipment is listed?
 What are some special equipment that might be listed?
 The last thing on a recipe is The Temperature and Time. (Go to slide 6)
 What type of instructions fall under the temperature and time?
 What would you do if you do not have the temperature and time?
 Some recipes even have a nutritional analysis?
 Go to slide 8 and hand out the recipe (Slide 9)
 Read Slide 8 then go to slide 9
 Show them slide 9 and go to slide 10
 Leave this up as the students fulfil their assignment
 When the students are done, have them trade with a partner.
 Go to slide 12 to be graded.
 Once they are done, have the students pick out a different recipe.
 Go back to slide 10 and have them do it on a different recipe.
 When the students are done, they can go to the game (Write the game website on the
board while they are doing their second recipe.)

Closure Activity: (5minutes)

Why is it important to follow a recipe?
What were some things wrong with the game, sanitation?
What did you like about the game?
What didn’t you like about the game?

21st Century Skills: Identify the 21st Century Skills that students will practice in this lesson.
Check all that apply.
Innovation & Creativity Teamwork & Collaboration Accessing & Analyzing X
Information
Critical Thinking Initiative & Leadership Effective oral &
&Problem Solving Written
Communication
Flexibility & Curiosity & Imagination Character
Adaptability

Assessment and Reflection:

Scaffolding: Modeling Guided X Independent X
Grouping: Whole Small Group Partners Independent X
Class
Processes: Reading Writing Listening Independent X
Strategies: Hands- X Meaningful X Links to X
On Objective
Rubric(s) I will use: Collaboration Written Communication
(Check all that apply.) Critical Thinking & Problem Content Knowledge X
Solving
Oral Communication X Other
Other classroom Quizzes/Tests X Practice presentations
assessments for Self-evaluation Notes
Peer-evaluation Checklists/observation X
learning: (Check all Online tests & exams Concept Maps
that apply)
Reflections: (Check all Survey Focus Groups
that apply) Discussion X Task Management Chart
Journal Writing/Learning Log Other
 How Much Does it Cost
Class: Advance Culinary Arts
Grade Level: 9-12
Topic: Don’t Starve
Date: TBA

Length: 56min
Standards:
12.2 Scale recipes based on recipe conversion factor calculations
12.4 Calculate food cost for a recipe
12.5 Calculate unit cost of products for purchasing or for food cost analysis
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life story
in both print and multimedia), determining which details are emphasized in each account.
CCSS.MATH.CONTENT.HSA.REI.A.1
Explain each step in solving a simple equation as following from the equality of numbers
asserted at the previous step, starting from the assumption that the original equation has a
solution. Construct a viable argument to justify a solution method.

Objectives:
 Students will determine the yield required and change the recipe to fit the desired yield.
 Students will prorate out ingredients to find out how much a recipe cost to make and then
divide that by the number of yield to show how much one item cost.

Notes:
(Before doing this lesson go and add the amounts from the area you are
in. It is blank right now.)
We will be burning fabric in this class. Make sure the window is open and the administration
knows.
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just
the instructional part and materials for students.)
Also allow the Aids to know in advance that we will be burning fabric so that they can plan for it.
Materials & Technology:
Cost Worksheet
Recipe Worksheet
Menu Worksheet

Focus Activity: (5minutes)

How much do you spend on food for each meal? Do you think that making your own food is
cheaper or more expensive?
Today we are going to do some math to figure out how much it cost to make your food at home.
Procedures: (46minutes)
Get the students into groups of three or four.
Then pass out the Cost Worksheet
Explain that they are to work on that worksheet individually and then check the answers as a
group.
Once the worksheet is filled outs have them come and check it with the answer guide.
If their answers are right, then give them the recipe worksheet.
They are to work on the second worksheet with their group.
Once they are done with the recipe worksheet, then they get the Menu Worksheet.
The Menu Worksheet is to be worked on by themselves and is homework.

Walk around the room and look for misunderstanding and problems that the students have.

Closure Activity: (5 minutes)

What is cheaper, pre-made food or making food?

What was what you find that impressed you?

21st Century Skills: Identify the 21st Century Skills that students will practice in this lesson.
Check all that apply.
Innovation & Creativity Teamwork & Collaboration X Accessing & Analyzing X
Information
Critical Thinking Initiative & Leadership Effective oral & Written
&Problem Solving Communication
Flexibility & Curiosity & Imagination Character
Adaptability

Assessment and Reflection:

Scaffolding: Modeling Guided X Independent X
Grouping: Whole Small Group X Partners Independent X
Class
Processes: Reading Writing Listening Independent
Strategies: Hands- Meaningful X Links to X
On Objective
Rubric(s) I will use: Collaboration X Written Communication
(Check all that apply.) Critical Thinking & Problem Content Knowledge
Solving
Oral Communication X Other
Other classroom Quizzes/Tests X Practice presentations
assessments for Self-evaluation Notes
learning: (Check all Peer-evaluation Checklists/observation X
that apply)
Online tests & exams Concept Maps
Reflections: (Check all Survey Focus Groups
that apply) Discussion Task Management Chart X
Journal Writing/Learning Log Other
Name________________________________________ Date__________ Class __________

Cost Worksheet
Use the information provided to figure out the cost per unit.

(Change the Ingredients to Fit the Recipes you are going to use in class)

Item Cost at Store Size of Package Cost per Unit

Flour /Cup
Sugar /Cup
Salt
Brown sugar /Cup
Baking Soda
Baking Powder
Eggs
Milk /Cup
Butters /Cup
Cheese /Cup
Cream Cheese
Greek Yogurt /Cup
Cinnamon
Coco Powder
Ground Beef
Steak
Chicken
Pork
Ham
Carrots
Cucumber
Chocolate Chips
Name________________________________________ Date__________ Class __________

Recipe Worksheet
Using the cost worksheet fill out the cost for each item in these recipes. Then determine the cost for each recipe and
the cost per serving.

Chocolate Chip Cookies 1t Salt $_____

Total Cost $_____
¾C Sugar $_____ Yield 8 Pieces Cost/Piece $_____
¾C Brown Sugar $_____
1C Butter $_____
1t Baking Soda $_____ Salsa
½t Salt $_____
2t Vanilla $_____ 1can Diced Tomatoes $_____
1 Egg $_____ 1can Diced Tomatoes & Chilies $_____

2 ¼C Flour $_____ 3 Garlic Cloves $_____

2C Chocolate Chips $_____ ½ Onion $_____

Total Cost $_____ 1 Jalapeno $_____

Yield 3 Dozen Cost/Cookie $_____ ½T Honey $_____

½C Cilantro $_____
¼t Salt $_____

Pizza Crust ½ Lime (Juiced) $_____

1pkg Yeast $_____ Total Cost $_____

1t Sugar $_____ Yield 6 servings Cost/Serving $_____

2 ½C Flour $_____
2T Oil $_____
Name________________________________________ Date__________ Class __________

Menu Worksheet
Find the cost for each recipe and the cost per serving for that recipe. Then find out how much it would cost one
person to get one serving of each recipe.

(USE RECIPES FROM CLASS)

Cost/Person $_________ Cost /Serving for each Recipe 1. _______ 2.________ 3._______
 Planning a Menu
Class: Advance Culinary Arts
Grade Level: 9-12
Topic: Don’t Starve (Meal Planning)
Date: TBA

Length: 56min
Standards:
4.7 Plan a menu
Objectives:
 Students will plan a menu that they can make in class.
Notes:
We will be burning fabric in this class. Make sure the window is open and the administration
knows.
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just
the instructional part and materials for students.)
Also allow the Aids to know in advance that we will be burning fabric so that they can plan for it.

Materials & Technology:

White board
White board markers
Student computers
Menu Worksheet

Focus Activity: (5minutes)

What is a menu? Why do you use them?
We see menus at resultants. They tell us either what we are going to eat or give us options on
what we must eat.

Procedures: (46minutes)
Today we are going to be working in our kitchen groups. Each kitchen is to plan a menu. They
need to make one of each of the following. (Write the following on the white board)
 Three-four dishes that create a balanced meal (appetizer, main dish, desert, and a
drink(optional))
 The cost per each recipe ($1-$2/person)
 How much it will cost to feed 20 people?
 Ingredient List
We will be having a companion between groups to see what group will get to take the lead on the
Parent Appreciation Dinner. For the judges next week, you will need to prepare enough food to
feed 10 people. Who ever wins the companion will need to feed 50 people.
The menus should look like the following below.
The following worksheet needs to be filled out.

Closure Activity: (5 minutes)

What recipes are you using?

21st Century Skills: Identify the 21st Century Skills that students will practice in this lesson.
Check all that apply.
Innovation & X Teamwork & Collaboration X Accessing & Analyzing
Creativity Information
Critical Thinking X Initiative & Leadership X Effective oral & Written X
&Problem Solving Communication
Flexibility & X Curiosity & Imagination Character
Adaptability

Assessment and Reflection:

Scaffolding: Modeling Guided Independent X
Grouping: Whole Small Group X Partners Independent
Class
Processes: Reading X Writing X Listening X Independent X
Strategies: Hands- X Meaningful X Links to X
On Objective
Rubric(s) I will use: Collaboration X Written Communication
(Check all that apply.) Critical Thinking & Problem X Content Knowledge X
Solving
Oral Communication Other
Other classroom Quizzes/Tests Practice presentations X
assessments for Self-evaluation X Notes
learning: (Check all Peer-evaluation X Checklists/observation X
that apply)
Online tests & exams Concept Maps
Reflections: (Check Survey Focus Groups
all that apply) Discussion X Task Management Chart X
Journal Writing/Learning Log X Other
Group _____________________________________________ Date _________ Class __________

What Recipes

What Ingredients

Dish 1/serving $_____________ Dish 2/serving $_____________

Dish 3/serving $_____________ Dish 4/serving $_____________

Cost/Person $_____________

Special Equipment
 Menu Styles
Class: Advance Culinary Arts
Grade Level: 9-12
Topic: Don’t Starve (Menu Planning)
Date: TBA

Length: 56min
Standards:
4.6 Identify menu styles
CCSS.ELA-LITERACY.RI.9-10.7
Analyze various accounts of a subject told in different mediums (e.g., a person's life
story in both print and multimedia), determining which details are emphasized in each
account.

Objectives:
 Students will be able to identify different menu styles and decide which ones to use.
Notes:
We will be burning fabric in this class. Make sure the window is open and the administration
knows.
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just
the instructional part and materials for students.)
Also allow the Aids to know in advance that we will be burning fabric so that they can plan for it.

Materials & Technology:

Student computers
https://daramcallisterportfolio.weebly.com/menu-styles.html (Web Quest)
Focus Activity: (5minutes)
Today we are going to learn how to write menus and they different styles of menus.
Procedures: (46minutes)
Give student the WebQuest below.
https://daramcallisterportfolio.weebly.com/menu-styles.html
Students can work in their kitchen groups or independently.
If they have extra time they can work on their Menu Plans for the Parent Appreciation Dinner
Walk around and answer questions.
Closure Activity: (5 minutes)
What kind of menu are you going to make for you menu?

21st Century Skills: Identify the 21st Century Skills that students will practice in this lesson.
Check all that apply.
Innovation & Creativity X Teamwork & Collaboration X Accessing & Analyzing X
Information
Critical Thinking Initiative & Leadership Effective oral & Written X
&Problem Solving Communication
Flexibility & Curiosity & Imagination Character
Adaptability

Assessment and Reflection:

Scaffolding: Modeling Guided X Independent
Grouping: Whole Small Group X Partners Independent X
Class
Processes: Reading X Writing X Listening Independent X
Strategies: Hands- Meaningful X Links to X
On Objective
Rubric(s) I will use: Collaboration X Written Communication
(Check all that apply.) Critical Thinking & Problem Content Knowledge X
Solving
Oral Communication X Other
Other classroom Quizzes/Tests Practice presentations X
assessments for Self-evaluation Notes
learning: (Check all Peer-evaluation Checklists/observation X
that apply)
Online tests & exams Concept Maps
Reflections: (Check all Survey Focus Groups
that apply) Discussion X Task Management Chart
Journal Writing/Learning Log Other
 Menu Lab
Class: Advance Culinary Arts
Grade Level: 9-12
Topic: Don’t Starve (Meal Planning)
Date: TBA

Length: 56min
Standards:
4.2 Identify the four major components of a recipe
4.7 Plan a menu

Objectives:
 Students will fallow recipes to make the menu that the picked from the previous class.
Notes:
We will be burning fabric in this class. Make sure the window is open and the administration
knows.
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just
the instructional part and materials for students.)
Also allow the Aids to know in advance that we will be burning fabric so that they can plan for it.

Materials & Technology:

What the students list that they need
Kitchens

Focus Activity: (5minutes)

What will you do today to make sure you finish on time?
Procedures: (46minutes)
Students will be working on the menus that they created for the parent appreciation night. The
winner will become the leads for the dinner.
The last 10minutes will be clean up.
Teacher will walk around and answer questions, make sure the students are on task, and assist
were it is needed.
Students are to have all their food plated and ready for the judges 10minutes before class ends.
The last 10 minutes are for clean up and students will not know the results until the very end of
class or the next class.
Closure Activity: (5 minutes)

What did you do well today? What would you improve if you win.

21st Century Skills: Identify the 21st Century Skills that students will practice in this lesson.
Check all that apply.
Innovation & X Teamwork & Collaboration X Accessing & Analyzing
Creativity Information
Critical Thinking X Initiative & Leadership X Effective oral & Written X
&Problem Solving Communication
Flexibility & X Curiosity & Imagination Character
Adaptability

Assessment and Reflection:

Scaffolding: Modeling Guided Independent X
Grouping: Whole Small Group X Partners Independent
Class
Processes: Reading X Writing X Listening X Independent
Strategies: Hands- X Meaningful X Links to X
On Objective
Rubric(s) I will use: Collaboration X Written Communication
(Check all that apply.) Critical Thinking & Problem X Content Knowledge X
Solving
Oral Communication X Other
Other classroom Quizzes/Tests Practice presentations X
assessments for Self-evaluation X Notes
learning: (Check all Peer-evaluation X Checklists/observation X
that apply)
Online tests & exams Concept Maps
Reflections: (Check Survey Focus Groups
all that apply) Discussion Task Management Chart X
Journal Writing/Learning Log Other