Prescribed Learning Outcomes
It is expected that students will:
- demonstrate an understanding of cooking principles
- explain and use basic food-related terminology
- demonstrate the effective use of time
- display a willingness to work co-operatively with others
To view the prescribed learning outcomes for Food Studies - Food-Preparation Principles in grade 12 click on an icon below.
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Suggested Instructional Strategies
Students increase their understanding of the scientific and aesthetic principles that underlie food preparation and lead to a standard product. They also develop the background knowledge and practical skills needed to interpret and adapt recipes for various situations.
- Set up stations at which students investigate the principles of starch cooking. At each station, have students prepare a starch (e.g., rice, bulgar, couscous) using a variety of techniques and equipment. Ask them to record their findings on checklists.
- Outline the principles involved in the preparation of flour mixtures (e.g., gluten development, leavening action). Have students demonstrate these principles while preparing a variety of flour mixtures (e.g., quick breads, yeast breads, pasta, crêpes, tortillas, chapatis, bannock, perogies, choux pastry, standard pastry, cakes).
- Have students research the principles of protein cooking, including the effects of moist- and dry-heat cooking, acid action, and the coagulation process. Ask students to share their findings with the class using formats such as worksheets, games, or oral presentations. As students engage in lab experiences using a variety of proteins (e.g., meat, poultry, eggs, milk, cheese), have them identify the protein cooking principles used.
- Ask students to develop a glossary of terms related to food items and food-preparation processes and equipment (e.g., kumquat, blanching, shelf life, zester).
- Invite students in small groups to plan after-school dinners for their families. Have each group plan a menu, develop a market order, schedule the preparation time, and assign kitchen responsibilities. Extend this activity by having students draw up similar plans for dinners that address specific needs (e.g., a family with small children, people with special diets, a family on a limited budget).
Suggested Assessment Strategies
- When students investigate the principles of starch cooking and record their findings, check on their understanding of these principles and their use of appropriate terminology. Observe them and pose questions such as:
- Which cooking technique was used at each station?
- Why do you think this is the best technique?
- What did you learn about the principles of starch cooking?
- Collect students' glossaries at regular intervals. Look for evidence that they are able to:
- include accurate, detailed, and complete information
- logically organize the information
- apply the food terms in their work
- Work with students to develop criteria to assess their time-management and co-operative skills. Criteria might include:
- I use class time effectively.
- I remember to bring all necessary materials.
- I treat the people in my group with respect and sensitivity.
- I participate in the classes with enthusiasm and focus.
- I actively seek and apply constructive feedback.
- I effectively collaborate with others in my group to complete the task.
- Overall, I would rate my contributions as ____________________.
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