6th Grade REading a REcipe Lesson
Objective: Students will be able to apply the information given in a recipe, identify the components of a well written recipe, and break down a recipe into its components
Materials: Discovering Foods and Nutrition Text book, assorted cookbooks in various styles of recipe structure, SMART Board, Recipe Colors Guided and Independent practice, colored pencils
Time: 45 minutes
Introduction: (5 minutes)
Who has cooked at home? How did you know what to do? Where can I look to find recipes? What should a good recipe include?
Key Idea: (10 minutes)
Choosing a Recipe
*On the SMART Board write a list of the ingredients necessary to create chocolate chip cookies minus the chocolate chips. As the students if they were presented with the ingredients listed and told that everyone needs to make the item pictured in the teachers mind, could they do it? Why or Why not? (The recipe is not complete) Who has an idea of what the list on the board might create? (Cookies) What else will you need to complete the recipe?
*Popcorn read 116-117 – What a recipe tells you. After each item – add the proper details to the recipe on the SMART board
*Show different examples of recipe styles in cookbooks. Discuss which format is the most appealing to work form, pros and cons. (Paragraph, bullet point, picture step-by-step)
Guided Practice: (25 minutes)
Pass out the Recipe Color page. As a class, complete the Chocolate Chip cookie recipe. Students will follow along on the SMART Board as the class works through the recipe identifying the different parts of the recipe together. Check for understanding with each item
Independent Practice: (HOMEWORK)
For homework/independent practice, students will complete the Sugar Cookie recipe on their own. We will examine the recipe as a group the next class session
Closure and Assessment: (5 minutes)
Ticket out the Door - How will knowing the proper parts of a recipe help in upcoming labs?
Assessment – accurate completion of the independent practice assignment.
Materials: Discovering Foods and Nutrition Text book, assorted cookbooks in various styles of recipe structure, SMART Board, Recipe Colors Guided and Independent practice, colored pencils
Time: 45 minutes
Introduction: (5 minutes)
Who has cooked at home? How did you know what to do? Where can I look to find recipes? What should a good recipe include?
Key Idea: (10 minutes)
Choosing a Recipe
*On the SMART Board write a list of the ingredients necessary to create chocolate chip cookies minus the chocolate chips. As the students if they were presented with the ingredients listed and told that everyone needs to make the item pictured in the teachers mind, could they do it? Why or Why not? (The recipe is not complete) Who has an idea of what the list on the board might create? (Cookies) What else will you need to complete the recipe?
*Popcorn read 116-117 – What a recipe tells you. After each item – add the proper details to the recipe on the SMART board
*Show different examples of recipe styles in cookbooks. Discuss which format is the most appealing to work form, pros and cons. (Paragraph, bullet point, picture step-by-step)
Guided Practice: (25 minutes)
Pass out the Recipe Color page. As a class, complete the Chocolate Chip cookie recipe. Students will follow along on the SMART Board as the class works through the recipe identifying the different parts of the recipe together. Check for understanding with each item
Independent Practice: (HOMEWORK)
For homework/independent practice, students will complete the Sugar Cookie recipe on their own. We will examine the recipe as a group the next class session
Closure and Assessment: (5 minutes)
Ticket out the Door - How will knowing the proper parts of a recipe help in upcoming labs?
Assessment – accurate completion of the independent practice assignment.
Lesson reflection
Proper sequential order is an essential process in many different applications, from recipe production to the presentation of classroom instruction. Robert Gagné’s Conditions of Learning Theory outline nine steps of instruction, and the proper procedure is beneficial for all types of learners at all categories of learning. This lesson takes sixth grade students, some of whom have never cooked before, through the breakdown of properly written recipes utilizing each of Gangé’s steps.
Attention is easily gained, the students are all interested in cooking in the foods lab and the objective of the lesson is clear; learn how to read a recipe. The stimulation of prior learning is done with the improperly recipe on the SMART Board, the stimulus is the proper information in a recipe. The learning guidance step, performance and feedback happen simultaneously during the guided practice portion of the lesson, and the performance piece continues with the independent practice. Assessment is the proper identification of the recipe parts and the discussion done during the guided practice about the different recipe parts. Enhancement continues throughout the Foods Unit with participation in Foods Lab, each of which has a recipe to be completed by the students in the lab setting.
The importance of following step-by-step directions accurately cannot be overstated. Throughout the year, and in upcoming lessons, my students will be expected to utilize written directions of various levels of complexity to create a variety of projects. By utilizing Gagné’s steps in the creation of my lessons, I can assure that my students are receiving proper instruction, guidance, opportunity for practice, feedback and assessment and the chance to take the lesson topics and apply them to future lessons.
Attention is easily gained, the students are all interested in cooking in the foods lab and the objective of the lesson is clear; learn how to read a recipe. The stimulation of prior learning is done with the improperly recipe on the SMART Board, the stimulus is the proper information in a recipe. The learning guidance step, performance and feedback happen simultaneously during the guided practice portion of the lesson, and the performance piece continues with the independent practice. Assessment is the proper identification of the recipe parts and the discussion done during the guided practice about the different recipe parts. Enhancement continues throughout the Foods Unit with participation in Foods Lab, each of which has a recipe to be completed by the students in the lab setting.
The importance of following step-by-step directions accurately cannot be overstated. Throughout the year, and in upcoming lessons, my students will be expected to utilize written directions of various levels of complexity to create a variety of projects. By utilizing Gagné’s steps in the creation of my lessons, I can assure that my students are receiving proper instruction, guidance, opportunity for practice, feedback and assessment and the chance to take the lesson topics and apply them to future lessons.