6th Grade Cookie Lessons
Objective: Students will examine the effect various liquids have on chemical leavening agents and chart the reactions.
Materials: Discovering Foods and Nutrition Book, Cookie Prezi, Cookie Lab Plans, Document Camera, SMART Board, kitchen color popsicle sticks, Ingredient and Equipment for cookie preparation
Time: 4 - 45 minutes
Day 1
Introduction: (5 minutes)
Question: As a class – search google/bing for “cookie recipes” – there are around 90 million results. Every single cookie recipe can be classified. Ask for a student to define classify. All cookies can be classified into 6 groups.
Key Idea: (lecture/discussion) (35 minutes)
Using the created Prezi and the Discovering Foods Book, we will explore the 6 classifications of cookies as a group. We will define the groups based on how the cookie arrives at its final shape and brainstorm different cookies that will fit into each of the six categories.
We will also explore some tips for proper baking and recipe procedures.
Check for Understanding: (5 minutes)
*3-2-1 Three thinks I learned, 2 things that surprised me, 1 question I still have
Day 2
Introduction: (5 minutes)
Answer questions from yesterday’s 3-2-1 activity
Key Idea: (demonstration) 30 minutes
While the students follow along using on their lab plans, demonstrate the step-by-step process of following the recipe to prepare the cookie dough. During the demonstration, encourage student’s questions, and provide through details on what each step entails and methodology of each step.
Activity: (10 minutes)
Have each student blindly draw a colored popsicle stick to determine their lab group. Students will meet with their groups and divide up the various tasks for the 2-day cookie lab.
Closure: (5 minutes)
Review dress code for lab and preparation expectation on the part of students.
Day 3
Introduction: (5 minutes)
Student will prepare for lab by retrieving their lab plans and putting on bandanas and proper foot wear. Briefly review tricky steps.
Activity: (Foods Lab) (40 minutes)
Students will follow the steps outlined on their lab plans to complete day one activities. Tasks expected to be completed are –
-Proper hand washing
-Collection of required equipment
-Accurate measurement of the required ingredients
-Executing the step-by-step directions to create cookie dough
-Demonstrate safe handling of equipment
-Labeling and storage of dough in the student refrigerator
-Proper washing, drying and storage of dishes
-Cleaning countertops
-Sweeping floor
-Refilling ingredients and laundry items for the next lab
Evaluation – (done on a group basis)
When the students believe they have completed all the required tasks they should ask for an evaluation to be done on their kitchen. Evaluations include checks for cleanliness, proper storage and completion of all the assigned tasks.
Day 4
Introduction: (5 minutes)
Student will prepare for lab by retrieving their lab plans and putting on bandanas and proper foot wear. Briefly review tricky steps.
Activity: (Foods Lab) (40 minutes)
Students will follow the steps outlined on their lab plans to complete day one activities. Tasks expected to be completed are –
-Proper hand washing
-Preheating the oven
-Collection of required equipment
-Accurate portioning of the cookie dough
-Monitoring the baking process of the cookies
-Demonstrating safe handling of equipment
-EATING :)
-Proper washing, drying and storage of dishes
-Cleaning countertops
-Sweeping floor
-Refilling ingredients and laundry items for the next lab
Evaluation – (done on a group basis)
When the students believe they have completed all the required tasks they should ask for an evaluation to be done on their kitchen. Evaluations include checks for cleanliness, proper storage and completion of all the assigned tasks. I will also evaluate the accuracy of their baking process by examining the taste, texture and appearance of their batch.
Materials: Discovering Foods and Nutrition Book, Cookie Prezi, Cookie Lab Plans, Document Camera, SMART Board, kitchen color popsicle sticks, Ingredient and Equipment for cookie preparation
Time: 4 - 45 minutes
Day 1
Introduction: (5 minutes)
Question: As a class – search google/bing for “cookie recipes” – there are around 90 million results. Every single cookie recipe can be classified. Ask for a student to define classify. All cookies can be classified into 6 groups.
Key Idea: (lecture/discussion) (35 minutes)
Using the created Prezi and the Discovering Foods Book, we will explore the 6 classifications of cookies as a group. We will define the groups based on how the cookie arrives at its final shape and brainstorm different cookies that will fit into each of the six categories.
We will also explore some tips for proper baking and recipe procedures.
Check for Understanding: (5 minutes)
*3-2-1 Three thinks I learned, 2 things that surprised me, 1 question I still have
Day 2
Introduction: (5 minutes)
Answer questions from yesterday’s 3-2-1 activity
Key Idea: (demonstration) 30 minutes
While the students follow along using on their lab plans, demonstrate the step-by-step process of following the recipe to prepare the cookie dough. During the demonstration, encourage student’s questions, and provide through details on what each step entails and methodology of each step.
Activity: (10 minutes)
Have each student blindly draw a colored popsicle stick to determine their lab group. Students will meet with their groups and divide up the various tasks for the 2-day cookie lab.
Closure: (5 minutes)
Review dress code for lab and preparation expectation on the part of students.
Day 3
Introduction: (5 minutes)
Student will prepare for lab by retrieving their lab plans and putting on bandanas and proper foot wear. Briefly review tricky steps.
Activity: (Foods Lab) (40 minutes)
Students will follow the steps outlined on their lab plans to complete day one activities. Tasks expected to be completed are –
-Proper hand washing
-Collection of required equipment
-Accurate measurement of the required ingredients
-Executing the step-by-step directions to create cookie dough
-Demonstrate safe handling of equipment
-Labeling and storage of dough in the student refrigerator
-Proper washing, drying and storage of dishes
-Cleaning countertops
-Sweeping floor
-Refilling ingredients and laundry items for the next lab
Evaluation – (done on a group basis)
When the students believe they have completed all the required tasks they should ask for an evaluation to be done on their kitchen. Evaluations include checks for cleanliness, proper storage and completion of all the assigned tasks.
Day 4
Introduction: (5 minutes)
Student will prepare for lab by retrieving their lab plans and putting on bandanas and proper foot wear. Briefly review tricky steps.
Activity: (Foods Lab) (40 minutes)
Students will follow the steps outlined on their lab plans to complete day one activities. Tasks expected to be completed are –
-Proper hand washing
-Preheating the oven
-Collection of required equipment
-Accurate portioning of the cookie dough
-Monitoring the baking process of the cookies
-Demonstrating safe handling of equipment
-EATING :)
-Proper washing, drying and storage of dishes
-Cleaning countertops
-Sweeping floor
-Refilling ingredients and laundry items for the next lab
Evaluation – (done on a group basis)
When the students believe they have completed all the required tasks they should ask for an evaluation to be done on their kitchen. Evaluations include checks for cleanliness, proper storage and completion of all the assigned tasks. I will also evaluate the accuracy of their baking process by examining the taste, texture and appearance of their batch.
Reflection
For five weeks, my sixth grade students participate in a variety of lessons, activities and labs, all culminating in the most anticipated lab (by both students and teachers,) chocolate chip cookies. Students work in groups of four to complete a multistep, multiday lab while demonstrating knowledge of kitchen safety practices, safe food handling procedures, measuring techniques, and following step-by-step instructions. Previous lessons and labs have address these concepts on an individual basis, but as a final foods product, students are expected to demonstrate all concepts from previous lab, in addition to concepts specific to baking.
When my students enter the foods lab for the first time many have little to no experience in working in a kitchen environment. I approach each lesson as if the students are starting from the very beginning. Safe kitchen practices, food handling procedures and sanitation practices are front and center of every foods lab experience. Above all else, the safety of my students is my primary concern. Further lessons focus on reading recipes, proper names and use of equipment, measuring techniques, and recipe math and conversions.
Each lesson the 6th graders participate are filled with demonstrations, discussion and exploration of content. Each foods lab is demonstrated step-by-step. This allows students to see the proper expected procedure and ask questions about steps or concerns.
For the cookie lessons, there is not lack of interest, students are very active participants in the initial discussions about the classifications of cookies and are quick to share examples. By demonstrating the recipe, I can help prevent some common mistakes in the recipe procedures. When the lab day arrives, my students are engaged and focused; they know that proper measuring techniques are essential to ensure that they will have cookies to eat on the second day. There are occasions where a batch of cookies does not turn out as expected, not enough flour, too much sugar, no baking soda, etc., each of these instances become teachable moments.
While in lab students also are exposed to time management, self-monitoring and patience. I choose lab recipes that can be completed in one class period or two periods with a split in the recipe. This does not prevent some groups from working at a slower pace than needed. As the quarter progresses, students form a better understanding of the time each task should take and learn to keep a closer eye on the clock. By cookie lab most of the students are working at a pace that is effective while still safe. This does not prevent some groups from becoming excited about tasting their cookies, so excited they forget about the second batch in the oven, another teachable moment.
Lab scores are based on a variety of different points. Cleanliness, organization, participation, and group work are scored in addition to an evaluation of the food created. Students are scored based on the outcome of their recipe, if the recipe does not meet the intended expectations; I meet with the group to explore what may have gone wrong with their recipe procedures. The feedback for foods lab is instantaneous, the food is either made correctly or it is not, the kitchens are cleaned properly or they are done again.
Over the years, the cookie lab is one of the most requested and talked about labs among my students. They believe they are just making cookies, but they are learning so much more! The cookie lab takes all their previous experiences and puts them into an application that sparks interest and focus on a level that all previous labs cannot achieve.
When my students enter the foods lab for the first time many have little to no experience in working in a kitchen environment. I approach each lesson as if the students are starting from the very beginning. Safe kitchen practices, food handling procedures and sanitation practices are front and center of every foods lab experience. Above all else, the safety of my students is my primary concern. Further lessons focus on reading recipes, proper names and use of equipment, measuring techniques, and recipe math and conversions.
Each lesson the 6th graders participate are filled with demonstrations, discussion and exploration of content. Each foods lab is demonstrated step-by-step. This allows students to see the proper expected procedure and ask questions about steps or concerns.
For the cookie lessons, there is not lack of interest, students are very active participants in the initial discussions about the classifications of cookies and are quick to share examples. By demonstrating the recipe, I can help prevent some common mistakes in the recipe procedures. When the lab day arrives, my students are engaged and focused; they know that proper measuring techniques are essential to ensure that they will have cookies to eat on the second day. There are occasions where a batch of cookies does not turn out as expected, not enough flour, too much sugar, no baking soda, etc., each of these instances become teachable moments.
While in lab students also are exposed to time management, self-monitoring and patience. I choose lab recipes that can be completed in one class period or two periods with a split in the recipe. This does not prevent some groups from working at a slower pace than needed. As the quarter progresses, students form a better understanding of the time each task should take and learn to keep a closer eye on the clock. By cookie lab most of the students are working at a pace that is effective while still safe. This does not prevent some groups from becoming excited about tasting their cookies, so excited they forget about the second batch in the oven, another teachable moment.
Lab scores are based on a variety of different points. Cleanliness, organization, participation, and group work are scored in addition to an evaluation of the food created. Students are scored based on the outcome of their recipe, if the recipe does not meet the intended expectations; I meet with the group to explore what may have gone wrong with their recipe procedures. The feedback for foods lab is instantaneous, the food is either made correctly or it is not, the kitchens are cleaned properly or they are done again.
Over the years, the cookie lab is one of the most requested and talked about labs among my students. They believe they are just making cookies, but they are learning so much more! The cookie lab takes all their previous experiences and puts them into an application that sparks interest and focus on a level that all previous labs cannot achieve.