food plan

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Lakehead University *

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8827

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Health Science

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Oct 30, 2023

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docx

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Lesson Plan Lesson Title: Wild/Manoomin Rice Casserole, Chicken Thighs & Mini Pies – Cooking/Baking Date: Friday, 25 th , 2022 Grade Level: 9 Subject/Strand: Food and Nutrition/ Strand : Food-Preparation Skills Subject/Strand: Technological Education / Strand : Green Industry Topic: Food Preparation – Wild Rice Casserole, Chicken Thighs & Mini Pies Length of Period: 120 minutes - 2 periods Lesson Plan Description -- What do I want the learners to know and/or be able to do? What are the big ideas/enduring understandings for the lesson/unit? Indicate using 1-2 sentences. Students will select appropriate kitchen tools, equipment and ingredients listed in the recipe by the teacher. Students will demonstrate their abilities to use, clean safely, and store tools used in food preparation, as well as show their abilities to measure quantities accurately. The goal for students is to prepare and serve the food items (Wild Rice Casserole, chicken thighs, mini pies); students make food for students, and leftovers can be taken home. STEP 1: CURRICULUM CONNECTIONS Ontario Curriculum Overall Expectations Ontario Curriculum Specific Expectations Numbers from documents and details -- a realistic number of expectations (1 or 2), connect to assessment. Food and Nutrition E3. Food Preparation: Demonstrate an understanding of practices that ensure or enhance food safety. Food and Nutrition E3.1 Identify and select appropriate kitchen tools, equipment, and ingredients for use in food preparation E3.2 Demonstrate the ability to use, maintain, clean safely, and store tools and equipment used in food preparation. E3.3 Demonstrate the ability to measure quantities accurately E3.6 Plan, prepare and serve food items according to set criteria.

Green Technology C1.2 Identify the impact of green industries on the environment and describe ways of minimizing harmful effects; Green Technology C1.2 Identify best management practices, environmentally sustainable practices, and technologies that can be used to reduce the harmful effects of green industry operations, (e.g., a short video on wild rice demonstrating traditional ways of harvesting that is sustainable and does not use fertilizers, pesticides, or energy sources). Learning Goals Success Criteria We are learning … I can … We are learning to select appropriate kitchen tools and ingredients for our recipes to successfully prepare food items. We are learning to demonstrate our abilities responsibility and organization skills through cleaning our stations and kitchen tools to be safe and responsible. We are learning to implement our skills of measuring quantities accurately, as we follow the steps of the given recipe. We are learning to prepare and serve selected food items according to the steps provided in the recipe. We are learning to connect indigenous culture to agriculture and learn about traditional harvesting that aligns with sustainability. I can select the appropriate kitchen tools and recipe ingredients to prepare food items successfully. I can demonstrate my ability of being organized, by keeping my cooking station and kitchen tools clean. I can measure ingredient quantities accurately, according to the directions of the recipe provided. I can prepare Wild Rice Casserole by following the steps provided in the recipe, to serve the food. I can complete and hand in my exit ticket questions that relate to video “manoomin”, which discusses harvesting and processing methods. STEP 2: ASSESSMENT Indicate purpose of the assessment: [X] FOR [ ] AS [X] OF Indicate Achievement Chart categories being assessed [ ] Knowledge and Understanding [ ] Thinking [ X] Application [ ] Communication Indicate Learning Skills/Work Habits:

[ ] responsibility, [X] organization, [ ] independent work, [X] collaboration, [ ] initiative, [ ] self-regulation Indicate Assessment Mode: Indicate Assessment Strategy: Indicate Assessment Tool: Instrument used to record results/ document learning. Performance – Do Students will follow instructions of recipes given and demonstrate their learning through applying their understanding of the directions given through the recipes to successfully create a meal that is safe and complete to serve (product). Assessment Tool - Exit Ticket Link STEP 3: CONSIDERATIONS FOR PLANNING Prior Learning : - Students have prior knowledge of all food preparation specific expectation relating to (E3.) - Students have completed this lesson with a different recipe given, students have been working in the kitchen lab since September and are familiar with the rules of the kitchen and cooking and their lab resources. IEP program implications: Accommodations, Modifications -- To be completed for Placements 2, 3 and 4 Differentiation : How will I differentiate the instruction to ensure the inclusion of all learners? (Choose 1 or 2 areas in Year 1) Content Students are going to learn to follow directions given on recipes, to prepare and serve a meal. Students through their cooking, will demonstrate their abilities of keeping the kitchen and kitchen tools clean, measuring proper quantities of ingredients, following directions and steps, being safe, responsible, and organized. Process Students are given full responsibility; students will be given recipes and can begin their cooking after teacher frontloads educational content of the lesson. Teacher will observe students and check in with their process and learning, if students need help teacher will provide instruction and guidance to students individually or as a whole class. Teacher will remind students of the time, to make sure students are organized with their recipe, as the class only has 2 hours to complete. Product

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Students will demonstrate their learning for assessment by producing a final meal, which is done by following the directions on recipes provided by teacher (wild rice casserole, chicken thighs, & mini pies). If students follow direction and apply their knowledge and skills of cooking, they will be able to successfully complete their meals. Environment Students will work in Food Lab- 21. Students will work in groups, number of students in each group depending on attendance during the class periods. There are 4 cooking stations in the lab room, with all the resources and equipment needed to participate in food preparation. Resources and Materials & Technology Integration: List ALL items necessary for the delivery of the lesson. Include any attachments of learner worksheets used and teacher support material that will support communication of instruction. Resources - Forest Meets Farm – By: Roots to Harvest – page 27 (Wild Rice Casserole) - expectations link – Kitchen Expectations - Recipes – link to recipes - https://theways.org/story/manoomin.html - Manoomin/Wild Rice Video Materials Kitchen Tools: - Oven - Measuring cups - Mixing spoons - Knives - Grater - Casserole dish - Aluminum foil - Mixing bowl - Sink + Dish detergent - Hand soap - Disinfectant (clean + vinegar and water) - Aprons - Tea towels - Dish cloths (for dishes) - Cloths for cleaning - Hand mixer - Baking sheet/muffin pan - Recipes + Kitchen Expectation sheets Ingredients:

- 2 ½ cups uncooked wild rice - 1 cup liquid chicken stock - 1 cup liquid chicken stock - 2 cups cremini mushrooms - 1 ½ cups chopped red pepper - 1 ½ cups frozen peas - 2 cups chopped yellow onion - Salt/pepper - 2 cups gouda cheese - Shake and bake - Chicken thighs boneless - Tart shells - 3 cans of pie fillings (variety of flavours) - 2 tbsp powdered sugar - 3 tbsp vanilla extract Technology Integration - Television in kitchen lab will be used, hdmi needed to connect laptop to television. - Students working with kitchen tools in kitchen lab, all equipment and resources are provided including materials. - Recipes are to be printed and handed to students, as well as kitchen expectations. Three-Part Lesson Indicate Instructional Strategy: independent, small group, collaboration, experiential, procedure/instructional (recipe) Minds on: Motivational Hook/engagement /Introduction (approximately 10-20%) Time Frame: Approx. 5-`10 minutes FRONTLOAD: “ Today we will begin our class with reading out loud our kitchen expectations, prepare our stations, wash our hands, and collect our aprons. We will be making a wild rice casserole recipe provided by Roots to Harvest, and we will watch a short video that discusses harvesting wild rice before we begin cooking that connects to an exit ticket that must be completed before the end of class, and will be marked. You can create your recipes after the video and choose when you like to complete your exit ticket, if we are finished early, the video can be Prompting Questions and Possible Learner Responses: - What are the kitchen expectations? - How long is the standard time to wash hands?

played again to help answer the exit ticket questions. Students can then eat and enjoy their meals.” 1. Read over Kitchen Expectation Work Sheet. Ask students to read out loud each kitchen expectation before starting. 2. Have students follow kitchen expectations and wash their counter space and hands before starting their recipes. 3. Ask students to grab aprons and 2 kitchen cloths for their station. 4. Hand out exit ticket to students. 5. Play video: Manoomin Video for students, remind them that their exit ticket questions relate to the video, therefore they should be engaged to be able to answer their questions. 6. Once video is over, students can start making their recipes. Note : Students can decide when they would like to complete their exit tickets, before or after cooking, but at the end of the day it must be handed in for marks. 7. Action: During /Working on it (approximately 60%) Time Frame: Approx. 90 minutes (1hr and 30 minutes) 1. Instruct students to participate in cooking and follow recipe directions. 2. Teacher: Take this time assess students on their food lab – assessment tool found in resource section of lesson plan. Engage and walk around lab to offer help and support to students, and make sure they are on track and participating in lesson. Prompting Questions and Possible Responses: - Do you have the correct measurements? - What is the size of serving for the recipe? Does it need to be doubled or tripled? - How has cooking changed for you over the years? - What are some of the most important

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Students may need encouragement to re- engage in activity, as participation levels may be low. Remind students to stay off their phones and wash their hands again if they are on their phones and continue to cook. 3. Students are given full responsibility in leading their learning, they are following recipes and taking initiative for preparing a meal and serving on time before the period ends. 4. When students finish cooking, ask students to clean up their spaces before eating. 5. Students can eat their meals and take- home leftovers. Teacher : If students are starting to finish their cooking tasks, play video manoomin again on the screen to help students on their exit tickets to help guide students learning. 6. Once exit tickets are complete, and all the students have finished cooking, and the kitchen is clean, students can relax and enjoy their meals. kitchen lessons? Tell me about them. - What are some of your family’s food traditions? Consolidation & Connection (Reflect and Connect) (approximately 10 - 20%) Time Frame: Approx. 20 minutes 1. Have students hand their exits tickets to teacher or a designated spot before leaving the classroom. Teacher : Devote 20 minutes towards the end of the period to make sure students are on task of completing their exit tickets and provide any support needed to help them complete their tickets. You can have small discussions on farming, agriculture, wild rice, harvesting, sustainability to guide students thinking for next Prompting Questions: - How is the food? Does it taste good? Would you use the recipe again? - What did new information did you learn from the video? Was there something that sparked your interest? - Do you have any questions relating to the video? - Do you think traditional harvesting is sustainable?

week unit and to guide their thinking for the exit ticket. - What do you know about modern farming? Do you think it is harmful to our environment? Extension Activities: If students finish early, they can ask their peers in other food stations if they require help cooking or baking. Students can also complete their exit ticket earlier. If all students are complete, tickets are handed in, and stations are clean, designate a student to start the laundry for all the cloths used in class today. If all is complete, students can enjoy their meals and take time for themselves to enjoy before the period dismissal. Next Steps: This activity will finish here. Students will have more food labs scheduled every Friday, where they complete different recipes. Students will be exploring what green technology is, and specifically agriculture and forestry. My Lesson Reflection - Placement Only: This portion of the lesson will be completed following the conclusion of the lesson (what went well, what will I change – see reflection questions)

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