Prescribed Learning Outcomes
It is expected that students will:
- make proficient use of a wide range of food-preparation techniques
- demonstrate proficient use of a wide variety of food-preparation equipment
- assess new technologies available for food preparation
- analyse the effects of food handling on nutrition, health, and safety
- adapt ingredients and methods to create original recipes
To view the prescribed learning outcomes for Food Studies - Food-Preparation Techniques in grade 11 click on an icon below.
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Suggested Instructional Strategies
Giving students the opportunity to use specialized equipment during food preparation allows them to explore not only the application of standard techniques but also the potential time and cost savings offered by new technologies. Safe food practices and aesthetic presentation continue to be emphasized.
- Suggest that students use a variety of preservation techniques (e.g., drying, canning, pickling, freezing, smoking) to prepare foods that would be suitable for purposes such as backpacking or earthquake preparedness.
- Have students rotate through a series of labs and use various specialized equipment (e.g., ice-cream maker, pasta maker, food processor, deep fat fryer, yogurt maker, bread machine). Extend this activity by asking students to research the advantages and disadvantages of each piece of equipment.
- Lead a brainstorming session to determine applications of computers in food preparation (e.g., dietary analysis, recipe search, cost analysis, adaptation). Where practical, suggest that students use these technologies in the lab.
- Ask students to research a variety of food-borne illnesses, focussing on their incidence, causes, symptoms, prevention, and treatment. Have them develop pamphlets to describe their findings and display these during a Food Safety Week.
- Plan a field trip for students to observe the commercial preparation of specialty food products such as chocolates, bagels, or food gift items. In the classroom, have them adapt the techniques they observed to a lab activity.
- Provide the basic ingredients for a product such as chili or cheesecake. Have students in pairs alter the ingredients and method of preparation to create their own versions of the product. Select a taste panel to evaluate the products.
Suggested Assessment Strategies
- After students have used and researched specialized equipment, ask them to work in pairs to create posters representing the advantages and disadvantages of each piece of equipment. Display the posters in the classroom for peer assessment. Negotiate assessment criteria with students. For example, to what extent does the poster provide:
- relevant and well-organized information about new technologies available for food preparation
- accurate and clear information about the advantages and disadvantages of each piece of equipment
- When students develop pamphlets about food-borne illnesses, ask them to obtain feedback from a food inspector or nutritionist before completing their final copies. Have the class agree on criteria such as the following for peer and teacher assessment:
- conveys the message clearly
- includes clear evidence of research
- uses details from the research to support information in the pamphlet
- makes connections to other information sources
- organizes the pamphlet logically
- Work with students to develop criteria for original recipes. For example, they might focus on:
- personal creativity and originality
- degree of difficulty
- use of appropriate techniques and methods
- taste
- nutrition
- presentation
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