6th Grade Foods Lab Preparation
Objective: Students will practice strategies and tasks that will prepare them for foods lab participation at Simmons.
Materials: FACS kitchens, bandannas, SMART Board, glow germ, black light, soap, sinks, Quesadilla lab plan, prearranged lab trays for quesadilla recipe.
Time: 45 minutes
Introduction: (5 minutes)\
Review- What are the three causes of accidents in the kitchen? Know knowing the proper way to work, being unprepared, rushing your work.
To help prepare students for our first lab – we are going to run a mock lab – practicing each step.
Key Idea: (5 minutes)
Bandana - Explain the reasons for wearing the bandannas in lab
-Safety, Sanitation/Cleanliness, Organization
*Demonstrate how to put on the bandana for lab – ensure hair is contained by and covered with the fabric – tied securely etc.
Practice: (5 minutes)
Students will each be given a clean bandana to practice putting on. Assist as needed.
Key Idea: (5 minutes)
Hand washing
*As a class, create a set of step by step instructions for washing hands. Add or correct steps as needed.
Practice: (10 minutes)
Apply glow germ to each student’s hands. Have the students rub the product all over the fronts and backs of their hands to ‘infect their hands’ with ‘germs.’ Once the students have been ‘infected,’ have the student go to the kitchen that matches their bandana color and wash their hands using the steps brainstormed as a class. When the students have finished, use a black light to illuminate any spots the students may have missed in their washing.
Key Idea: (5 minutes)
Preparing the lab tray – have the students view the pre-laid tray for the quesadilla recipe. Explain the necessity of each piece of equipment in relation to the recipe.
Practice: (5 minutes)
Using their lab plan and the example tray, have the students gather the equipment necessary to measure the ingredients for the quesadilla lab.
Closure and Assessment: (5 minutes)
Have the students return the equipment to its proper location and their now used bandannas to the washing machine to be washed. Remind students of the clothing requirements for lab, (tennis shoes, non-baggy shirts, ponytail holders, etc.) and to remember to have their lab plan ready for class.
Assessment for this activity is informal observation of the students’ preparedness for lab, hand washing skills, and knowledge of procedural tasks. This observation continues into the next lesson time with the application of today’s skills in a lab setting.
Materials: FACS kitchens, bandannas, SMART Board, glow germ, black light, soap, sinks, Quesadilla lab plan, prearranged lab trays for quesadilla recipe.
Time: 45 minutes
Introduction: (5 minutes)\
Review- What are the three causes of accidents in the kitchen? Know knowing the proper way to work, being unprepared, rushing your work.
To help prepare students for our first lab – we are going to run a mock lab – practicing each step.
Key Idea: (5 minutes)
Bandana - Explain the reasons for wearing the bandannas in lab
-Safety, Sanitation/Cleanliness, Organization
*Demonstrate how to put on the bandana for lab – ensure hair is contained by and covered with the fabric – tied securely etc.
Practice: (5 minutes)
Students will each be given a clean bandana to practice putting on. Assist as needed.
Key Idea: (5 minutes)
Hand washing
*As a class, create a set of step by step instructions for washing hands. Add or correct steps as needed.
Practice: (10 minutes)
Apply glow germ to each student’s hands. Have the students rub the product all over the fronts and backs of their hands to ‘infect their hands’ with ‘germs.’ Once the students have been ‘infected,’ have the student go to the kitchen that matches their bandana color and wash their hands using the steps brainstormed as a class. When the students have finished, use a black light to illuminate any spots the students may have missed in their washing.
Key Idea: (5 minutes)
Preparing the lab tray – have the students view the pre-laid tray for the quesadilla recipe. Explain the necessity of each piece of equipment in relation to the recipe.
Practice: (5 minutes)
Using their lab plan and the example tray, have the students gather the equipment necessary to measure the ingredients for the quesadilla lab.
Closure and Assessment: (5 minutes)
Have the students return the equipment to its proper location and their now used bandannas to the washing machine to be washed. Remind students of the clothing requirements for lab, (tennis shoes, non-baggy shirts, ponytail holders, etc.) and to remember to have their lab plan ready for class.
Assessment for this activity is informal observation of the students’ preparedness for lab, hand washing skills, and knowledge of procedural tasks. This observation continues into the next lesson time with the application of today’s skills in a lab setting.
Lesson reflection
I thrive on procedure. I work best when I know the procedures and rules of a given situation. Middle school students are no different. We know that the clearer the procedures and expectations are to a student and the more practice they receive; the less likely they are to misbehave in future situations. As part of our staff development, we have be exploring and applying the management strategies outlined by Harry Wong. Wong stresses the importance of outlining clear behavioral and procedural expectations in the classroom, and practice of those procedures as essential steps in classroom management. Since the laboratory kitchen has the potential to be hazardous, it is essential that my student know the expectations for behavior and procedures before beginning to work in the kitchens.
In the lab prep lesson, my sixth grade students cover the basic procedures for the start of a lab. While this lesson did cover an entire 45 minute class period, the procedures practiced are accomplished in the first ten minutes of an actual lab session. It is essential the students not only know how to accomplish each step effectively, but why each step is necessary as well. Over the course of a middle school FACS class, students will participate in four to six different foods labs. The beginning procedural steps for lab at Simmons do not change between the grades. By learning and practicing the steps in depth in sixth grade, we can simply review in the seventh and eighth grades.
My primary responsibility in the foods lab is to keep the kids safe while they are learning. By having clear expectation and procedures, the management issues of the lab can be lessened, and the focus can be shifted from potential behavioral problems, to learning skills for cooking.
In the lab prep lesson, my sixth grade students cover the basic procedures for the start of a lab. While this lesson did cover an entire 45 minute class period, the procedures practiced are accomplished in the first ten minutes of an actual lab session. It is essential the students not only know how to accomplish each step effectively, but why each step is necessary as well. Over the course of a middle school FACS class, students will participate in four to six different foods labs. The beginning procedural steps for lab at Simmons do not change between the grades. By learning and practicing the steps in depth in sixth grade, we can simply review in the seventh and eighth grades.
My primary responsibility in the foods lab is to keep the kids safe while they are learning. By having clear expectation and procedures, the management issues of the lab can be lessened, and the focus can be shifted from potential behavioral problems, to learning skills for cooking.