Grade 11 -
Food Studies - Food-Preparation Techniques

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

demonstrate a variety of food-preparation techniques
demonstrate the appropriate use of basic food-preparation equipment
apply safe food practices
use creative expression in food preparation and presentation
demonstrate an awareness of the skills involved in food preparation and presentation

To view the prescribed learning outcomes for Food Studies - Food-Preparation Techniques in grade 12 click on an icon below.

Suggested Instructional Strategies

Safe food practices are emphasized as students explore a variety of food-preparation techniques. Students are also encouraged to use food appropriately as a medium for creative and artistic expression.

Ask half the class to use microwave ovens to prepare various products (e.g., baked chicken breasts, baked potatoes, rice pilaf, broccoli with cheese sauce, cupcakes, custard). Have the other half prepare the same products using conventional equipment. Ask students to assess the advantages and disadvantages of microwave cooking for each food product, considering time and product quality. Suggest that students develop pamphlets that provide microwave cooking tips.

Form pairs and give each pair a different piece of cooking equipment (e.g., hot plate, crock pot, wok, electric frying pan, toaster oven) but the same set of ingredients (e.g., ground beef, a starch food, soup base or sauce, a vegetable, and spices). Challenge each pair to use these items to prepare a meal. Then have them critique the equipment they used.

Show videos depicting essential food-safety techniques, including those used in purchasing, storing, preparing, and serving foods. Emphasize the need for personal cleanliness and hygiene while preparing food. During lab activities, have students model the practices shown. Challenge students to obtain the FOODSAFE Level I certificate.
Have students use bread dough to create a variety of shapes (e.g., braids, pretzels, animals). Alternatively, have them use various techniques to prepare seasonal yeast breads (e.g., stollen, julebrodt, Christomoso, and Lucia buns).
Invite a guest speaker to demonstrate creative cake-decorating techniques. Students adapt these techniques to decorate cakes, "cookiegrams," chocolate eggs, or gingerbread.

Suggested Assessment Strategies

Have students develop charts comparing microwave and conventional cooking. Look for evidence that they are able to provide specific, detailed, and accurate information.
After students work in pairs to prepare meals using different equipment but the same ingredients, have them record and comment on their decisions and results. Note the extent to which each pair:
- logically justifies decisions
- identifies advantages and limitations of the piece of equipment they used
- effectively uses appropriate food-preparation terminology
- includes thoughtful reflections about flavour, appearance, and presentation
Ask students to record evidence of safe food practices as they explore a variety of food-preparation techniques. Following lab activities, prompt self-assessment with questions such as:
- Is equipment cleaned and sanitized appropriately?
- Is the food-preparation area clean, dry, and free from empty cartons and debris?
- Are dough mixers, kettles, and other equipment and utensils clean?
- Are mixing bowls, pots, and other bakery utensils stored to prevent splash and contamination?
- How did you ensure a high standard of personal cleanliness and hygiene throughout this activity?
When students observe a guest speaker's demonstration of cake-decorating techniques, have them discuss and develop assessment criteria with her or him. Criteria might include:
- expresses personal creativity and originality
- demonstrates a high degree of difficulty
- effectively uses appropriate techniques and methods
- ensures that the presentation is aesthetically pleasing
When they decorate cakes, "cookiegrams," chocolate eggs, or gingerbread, ask them to use these criteria for self-assessment.