6th Grade Cooking - Basic Measuring MEthod
Objective: Students will explore and demonstrate how to properly measure dry, liquid and solid ingredients using the proper equipment.
Standard: 1RMCA 4.1 Execute basic kitchen skills used in food preparation.
Materials: Discovering Foods and Nutrition Text book, measuring equipment, dry, liquid and solid ingredients, First half of Measuring Advanced Organizer, Document Camera, Projector, SMART Board
Time: 45 minutes
Day 1
Introduction: (5 minutes)
Ask student if they have ever heard the phrase, “Too much of a good thing.” What do you think this means? In terms of cooking, what is too much? What results would you expect if there was too much salt and not enough flour in pancakes? Not enough sugar in a lemon custard? Too much vinegar in salad dressing? What can be done to avoid such problems in cooking?
Demonstration: (35 minutes)
For each key idea, identify the proper equipment needed to measure each ingredient. The teacher will describe and demonstrate the process – students will then be prompted to write the directions for measuring each ingredient in their own words.
Key Idea: Dry Ingredients
Flour
Sugar
Brown Sugar
Spices and small amounts of dry goods
Key Idea: Liquid Ingredients
Water, Oils and other large amounts
Small Amounts of liquids
Key Idea: Solid Ingredients
Cup Method – Shortening, Peanut Butter, Ice cream
Stick Method – Butter, Margarine, Shortening
Closure: (5 minutes)
With your shoulder partner, attempt the questions at the bottom of the page. We will discuss these answers and how we use math skills in the kitchen in our next lesson.
Assessment: Completion of the provided ingredient chart. Proper demonstration of measuring skills is assessed in the upcoming Math and Measuring Stations activity and in future foods labs.
Standard: 1RMCA 4.1 Execute basic kitchen skills used in food preparation.
Materials: Discovering Foods and Nutrition Text book, measuring equipment, dry, liquid and solid ingredients, First half of Measuring Advanced Organizer, Document Camera, Projector, SMART Board
Time: 45 minutes
Day 1
Introduction: (5 minutes)
Ask student if they have ever heard the phrase, “Too much of a good thing.” What do you think this means? In terms of cooking, what is too much? What results would you expect if there was too much salt and not enough flour in pancakes? Not enough sugar in a lemon custard? Too much vinegar in salad dressing? What can be done to avoid such problems in cooking?
Demonstration: (35 minutes)
For each key idea, identify the proper equipment needed to measure each ingredient. The teacher will describe and demonstrate the process – students will then be prompted to write the directions for measuring each ingredient in their own words.
Key Idea: Dry Ingredients
Flour
Sugar
Brown Sugar
Spices and small amounts of dry goods
Key Idea: Liquid Ingredients
Water, Oils and other large amounts
Small Amounts of liquids
Key Idea: Solid Ingredients
Cup Method – Shortening, Peanut Butter, Ice cream
Stick Method – Butter, Margarine, Shortening
Closure: (5 minutes)
With your shoulder partner, attempt the questions at the bottom of the page. We will discuss these answers and how we use math skills in the kitchen in our next lesson.
Assessment: Completion of the provided ingredient chart. Proper demonstration of measuring skills is assessed in the upcoming Math and Measuring Stations activity and in future foods labs.
Reflection
As a child, I learned kitchen skills at the side of my mother and grandmother. My sister and I became regular staples in the kitchen when the mixer came out. My personal experiences with cooking continued when I joined the local 4-H club. At eight years of age I was working independently in my mother’s kitchen (under supervision) and by ten I was competing in the Special Foods event. In this program, participants are expected to prepare a complete recipe while answering questions regarding measuring, safety, recipe terminology, nutrition and place settings.
As a result of my past experiences, I found it very difficult to understand why my sixth grade students were coming into the FACS room with no background what-so-ever. It was such a foreign idea that these students had made it to eleven and twelve years old without ever having to wash or dry a dish, sweep the floor, or measuring a single ingredient. It was clear that all of my lessons had to begin at square one. We cover cleaning procedures during our kitchen safety lessons, but measuring needed to be a specific targeted lesson.
Prior to the measuring lesson, students have explore the kitchens and learned about the proper names and functions of typical kitchen equipment. I use demonstration and practice as my primary teaching method in the sixth grade. Many of my students are visual and kinesthetic learners, reading about how to do something does not appeal to learners of this style. By demonstrating the steps, having the students write there process in their own words, grouping them up and then letting them practice, I address a variety of learning styles within the classroom.
While I demonstrate the measuring process for each ingredient, the document camera projects a live feed onto the SMART board allowing for all students to see the process regardless of their seating placement or visual ability. Students are encourage to ask questions through the process and before they are prompted to write, I always ask what questions they have, what information do you need to hear or see again, before having them move to the writing portion.
Since practice makes perfect, the students participate in a Math and Measuring Stations activity. This activity takes place after the students have participated in lessons covering recipe math, abbreviations, equivalents and basic conversions. Students draw a shape when they enter class to be randomly matched to a partner. Each group will rotate to the different stations and complete the task outlined on the station card. Some stations require students to calculate recipe alterations while others require the physical measuring of ingredients. The students measure the ingredients by volume and then by weight. If the ingredient was measured properly, the weights of the ingredients between all the groups and the control (my measurements) should be similar.
Assessment for measuring skills is gauged in a variety of ways. The accuracy of their station measurements, the proper execution of lab recipes (especially baking) and the proper completion of their advanced organizer all show mastery of the intended content. When I tell the students our topic is going to be math, the audible groans are overwhelming. It can be difficult to get students interested in measuring things. The practical application of math concepts in the FACS classroom show the students how the content learned in core classes is used in everyday life. An understanding of measuring skills ensures the accuracy of recipes. Equivalents are applied when equipment is unavailable or missing. Conversions are needed when a recipe has to be altered from its original state. FACS class is a place where these concepts can be practiced under guidance. The lessons taught here will carry with students throughout their lives.
As a result of my past experiences, I found it very difficult to understand why my sixth grade students were coming into the FACS room with no background what-so-ever. It was such a foreign idea that these students had made it to eleven and twelve years old without ever having to wash or dry a dish, sweep the floor, or measuring a single ingredient. It was clear that all of my lessons had to begin at square one. We cover cleaning procedures during our kitchen safety lessons, but measuring needed to be a specific targeted lesson.
Prior to the measuring lesson, students have explore the kitchens and learned about the proper names and functions of typical kitchen equipment. I use demonstration and practice as my primary teaching method in the sixth grade. Many of my students are visual and kinesthetic learners, reading about how to do something does not appeal to learners of this style. By demonstrating the steps, having the students write there process in their own words, grouping them up and then letting them practice, I address a variety of learning styles within the classroom.
While I demonstrate the measuring process for each ingredient, the document camera projects a live feed onto the SMART board allowing for all students to see the process regardless of their seating placement or visual ability. Students are encourage to ask questions through the process and before they are prompted to write, I always ask what questions they have, what information do you need to hear or see again, before having them move to the writing portion.
Since practice makes perfect, the students participate in a Math and Measuring Stations activity. This activity takes place after the students have participated in lessons covering recipe math, abbreviations, equivalents and basic conversions. Students draw a shape when they enter class to be randomly matched to a partner. Each group will rotate to the different stations and complete the task outlined on the station card. Some stations require students to calculate recipe alterations while others require the physical measuring of ingredients. The students measure the ingredients by volume and then by weight. If the ingredient was measured properly, the weights of the ingredients between all the groups and the control (my measurements) should be similar.
Assessment for measuring skills is gauged in a variety of ways. The accuracy of their station measurements, the proper execution of lab recipes (especially baking) and the proper completion of their advanced organizer all show mastery of the intended content. When I tell the students our topic is going to be math, the audible groans are overwhelming. It can be difficult to get students interested in measuring things. The practical application of math concepts in the FACS classroom show the students how the content learned in core classes is used in everyday life. An understanding of measuring skills ensures the accuracy of recipes. Equivalents are applied when equipment is unavailable or missing. Conversions are needed when a recipe has to be altered from its original state. FACS class is a place where these concepts can be practiced under guidance. The lessons taught here will carry with students throughout their lives.