Sample 6: Food Studies 12

Topic: Challenges in Food Preparation and Presentation

Prescribed Learning Outcomes:

Food-Preparation Principles

It is expected that students will:

• apply principles of cooking
• devise and implement effective time plans

It is expected that students will:

• make proficient use of a wide range of food-preparation techniques
• adapt ingredients and methods to create original recipes

It is expected that students will:

• design and prepare meals to meet a variety of situations
• demonstrate an appreciation of the aesthetic and social aspects of food
• establish criteria for evaluating food products and meals

Overview

The teacher provided a variety of demonstrations, videotapes, and practical labs on the aesthetic presentation of food. Students attempted several challenging projects to build their knowledge of food-preparation techniques, cooking principles, and time management. Evaluation was based on demonstrations of garnishing techniques and a "black box" practical lab activity.

Planning for Assessment and Evaluation

• To introduce the unit, the teacher demonstrated preparation of a food product (e.g., breaded veal cutlets with velouté sauce and a radish fan garnish), focussing on:
  • effective time management
  • aesthetic presentation
  • preparation of food according to principles for maintaining appearance, quality, and nutrition
• Students had opportunities to discuss and record the demonstrated techniques. The teacher encouraged them to include diagrams and sketches in their notes. Students also watched videotapes on garnishing and food preparation.
• Students worked in pairs to complete a practical lab in which they prepared protein foods with sauces and vegetable garnishes. The teacher explained that the lab would provide an opportunity to refine and extend the skills they would be expected to demonstrate at the end of the unit. The focus was on time-management skills, use of correct cooking principles, and presentation of the product.
• The teacher and students reviewed criteria for practical labs, then they analysed the effectiveness of their work. They responded to the following prompts:
  • We selected this product because ________________.
  • We liked this product because ________________.
  • We could improve the product by ________________.
  • Evidence that we worked well together includes ________________.
  • Three things we learned are ________________.
• The class discussed the use of garnishes and identified some general principles for selecting and presenting a garnish. Each student researched the use of a particular food item as a garnish (e.g., chocolate, radish, cucumber, lemon). Students had opportunities to practise with partners, then they demonstrated the use of the selected food items. They also prepared instruction sheets for their demon- strations. These were assembled into a class booklet.
• The teacher prepared a "black box" lab activity to provide an opportunity for students to demonstrate their skills. For the activity, the teacher assembled boxes of different ingredients (covered by black place mats) and distributed them to pairs of students. The pairs were asked to prepare dishes using the ingredients they received. The ingredients selected for each box met similar criteria, such as:
  • a protein food such as pork, chicken, beef, or veal
  • a starchy food such as rice, couscous, pasta, or potatoes
  • a vegetable suitable for garnishing such as mushrooms, tomatoes, snow peas, or zucchini
  • ingredients to make a sauce such as hollandaise, velouté, tomato, or béchamel
• The teacher explained how the lab would be evaluated and reminded students of the key elements of the activity (effective use of time, use of correct cooking principles, preparation of quality products, attractive presentation).
• Students examined their ingredients and developed plans for preparation and presentation. Each pair prepared the ingredients and created a menu description on a display card. The pairs arranged their finished products on plates and displayed them on the black place mats with their menu cards.
• A panel of judges evaluated each finished product using criteria provided by the class. The panel included class members, staff members, and food-preparation professionals.

Defining the Criteria

Garnish Demonstration

Planning

To what extent does the student:

• research and select one or two garnishing ideas suitable for a demonstration
• prepare a detailed and accurate instruction sheet that outlines the steps in making the garnish

To what extent does the student:

• clearly state the purpose of the garnish, appropriate use, and any variations
• demonstrate techniques smoothly and accurately
• provide complete and accurate information; include all needed steps in preparing the garnish
• use time and materials efficiently
• provide a finished product that is of good quality and is displayed attractively

Preparation

To what extent do students:

• create or adapt an appropriate recipe using all the given ingredients
• develop an efficient time plan
• prepare the food using appropriate cooking principles and techniques

• good quality
• attractive arrangement
• appealing garnish
• clear and interesting description on menu card

To what extent do students:

• respond to questions about preparation techniques and cooking principles with specific, accurate, and complete information

• kitchen is clean
• procedure is orderly

To what extent do students:

• finish all required tasks within the given time

Assessing and Evaluating Student Performance

Garnish Demonstration

The teacher and students used a rating scale to evaluate the garnish demonstrations. Each criterion was rated separately, then the pattern of results was examined to determine the overall score that best described the entire project. Students kept copies of the scale in their notebooks and submitted self-evaluations. The teacher considered each student's self-evaluation in assigning a final grade and discussed any major discrepancies between the two ratings.

Teacher Evaluation of "Black Box" Practical Lab

The teacher evaluated each aspect of the "black box" activity using the established criteria. The panel of judges also evaluated each finished product, using the criteria specified for components of the assignment (preparation, presentation, and knowledge of techniques and principles). The judges were given the following set of instructions and a copy of the criteria for assessment and evaluation:

1. Judge the presentation of each finished product by using the key and circling a number for each component. 2. Treat each pair honestly and fairly. 3. Ask questions about students' preparation techniques and knowledge. 4. Assign an overall rating by considering the pattern of results for the three components.

Criteria	Rating
researches and selects one or two granishing ideas suitable for a demonstration
prepares a detailed and accurate handout that outlines the steps in making the garnish
clearly states the purpose of the garnish, appropriate use, and any variations
demonstrates techniques smoothly and accurately
information is complete and accurate; includes all needed steps in preparing the garnish
uses time and materials efficiently
product is of good quality
presentation is attractive
Overall Rating:
Comments:

Key:  4­Excellent
     3­Competent
     2­Minimally Acceptable
     1­Weak

Student Names	Preparation	Presentation	Knowledge	Organization	Time Management	Overall Rating
	1  2  3  4	1  2  3  4	1  2  3  4	1  2  3  4	1  2  3  4	1  2  3  4
	1  2  3  4	1  2  3  4	1  2  3  4	1  2  3  4	1  2  3  4	1  2  3  4
	1  2  3  4	1  2  3  4	1  2  3  4	1  2  3  4	1  2  3  4	1  2  3  4

Key:  4­Excellent
     3­Competent
     2­Minimally Acceptable
     1­Weak

Key:  4­Excellent
     3­Competent
     2­Minimally Acceptable
     1­Weak

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