Prescribed Learning Outcomes
It is expected that students will:
- apply principles of cooking
- use advanced food-preparation terminology
- devise and implement effective time plans
- apply budgeting principles to meal planning
- consistently work co-operatively with others
To view the prescribed learning outcomes for Food Studies - Food-Preparation Principles in grade 11 click on an icon below.
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Suggested Instructional Strategies
While co-ordinating their time, money, cooking skills, and supplies, students apply the principles on which successful food preparation is based. Through many shared activities, they also learn the importance of working co-operatively.
- Set up stations at which students investigate thickening agents. Direct students at each station to prepare a dessert using a different type of thickener (e.g., cornstarch, tapioca, gelatin, eggs). Then have students compare the thickening principles and techniques used.
- Ask students to develop glossaries of unfamiliar food-preparation terms. Alternatively, give them advanced food-preparation terms and ask them to find recipes that use them. Student knowledge can also be developed through the use of flash cards, question-and-answer games, crossword puzzles, and so on.
- Have students collect a variety of recipes that meet specific criteria, such as:
- entrées that can be prepared in 30 minutes or less
- pasta dishes that serve four persons on a limited budget
- desserts that can be prepared the day before an event
- foods that use equipment such as pressure cookers or crock pots
- Form pairs and challenge each pair to plan, purchase, and prepare a lunch for themselves plus one guest within a limited budget. Have students submit supply receipts, time plans, and self-evaluations. Ask them to compare the costs of a similar meal at a commercial food outlet.
- As a class, discuss what needs to be considered when cooking for a large number of people. Ask students to choose a school or community event they would like to cater, using a specific theme throughout. Have them work in small groups to develop time plans, a budget, menus, recipes, and market orders and to devise presentation, service, and clean-up plans.
Suggested Assessment Strategies
- When students compare thickening agents, look for evidence that they are able to:
- explain the principles involved
- suggest appropriate thickeners for various products
- apply relevant techniques
- Form small groups and have each group select and prepare a recipe that reflects a specific cooking principle. Observe students and note the extent to which they are able to:
- select recipes that reflect specific methods, and create the products
- read recipes and interpret how long they will take to complete
- identify reasons why their recipes did or did not result in the desired products
- apply appropriate techniques and skills
- finish within a given time period
- demonstrate fair division of labour
- work co-operatively with others to complete the lab
- When students plan, purchase, and prepare lunches within a limited budget, have them list their objectives and assess the extent to which they feel these were met. Check on the extent to which they recognize the strengths and limitations of their applications of budgeting principles to meal planning.
- Assess students' plans and preparations for catering a school or community event, looking for evidence of:
- precise use of food-preparation terminology
- effective use of time plans
- application of sound budgeting principles
- resourcefulness and creativity in solving problems
- realistic planning of individual and group roles and responsibilities
- consideration of ways to co-ordinate and monitor the plans
Recommended Learning Resources
Video
- Flour, Bread and Baking
- Food Preservation
- The Light Gourmet Series
Multimedia
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