This unique lesson was shared by Steve Watts and Sue Gottsch, from West High School, Sioux City Iowa. Sue teaches food science and other FCS classes. Sue says that the curriculum tends to get boring for the students so she has been trying to add some new labs each year. Their school system has coaches to help with ideas and technology etc. Steve is formerly a science teacher. Together, they decided to plan an interactive meal challenge.
My junior high students have always struggled with multiplying fractions when I teach how to adjust recipes. I didn’t realize how much until I implemented a pre/post-test as my student learning outcome (SLO) project for my teacher evaluation. Students weren’t grasping this concept and it was consistently showing up as a weak area. I realized I needed to add more practice to what I was teaching my students in class so I decided to make it a little more interactive. This lesson is very adaptable to the ISN if you are using them in your classroom.
Gluten sensitivities and gluten free preferences are on the rise in the US, but what exactly is gluten and why are people so effected by it? Below you will find some resources to teach about gluten and it’s role in food. You will also find links to several culinary labs that are gluten free. The only thing not being addressed in this post is how FACS teachers handle this with students who are gluten free in the classroom. If you have successful tips on how to handle gluten free in your classroom, please share them in the comment section below.
Does it really matter how food looks on a plate? Why do chef’s at restaurants, especially, go to great lengths to make your meal look so aesthetically pleasing? It’s all about presentation, the basic meal elements…whatever it takes to keep you coming back to enjoy another meal. Can we do the same thing at home, with an ordinary meal? Absolutely! We just need to know what makes up the basic elements of a great looking and tasting meal. This lesson strives to teach students the basic elements and parts of a meal as well as give them an opportunity, not only to analyze meals for the elements, but to take an ordinary recipe and make it extraordinary on a plate using the concepts learned in class.
There are appliances and then there are appliances! Some do only what they were created for such as a donut maker while others are great uni-taskers, capable of completing the most unique foods. My students wanted to see the capabilities of some uni-tasking appliances (as well as learn how to make omelets) and thus the omelet lab was created. And, this.lab.was.AWESOME!! I have never had so much positive feedback with a lab as I did this one. So, enjoy this fun lab and share your most unique recipe prepared on a panini grill in the comments section below.
My classroom runs much smoother when my students are engaged in interactive activities. That’s one of the reasons why I POST.IT.NOTESlove these activities! The first is a fun little game that gets students up, moving around and tests their knowledge of basic equipment used in the kitchen, the sewing room, or the nursery. All you need is a list of equipment and some post-it-notes or index cards. This activity can be prepared as a one time use activity or you can make reusable cards with yarn. This activity is very versatile and can be used like a pretest to see what students know about the basic equipment used in each area or it could be used as a review activity after teaching about them. Another fun review game is played on the laptop or electronic devices such as phones, ipads, tablets, etc. using a web-based technology called Kahoot. Students beg to play this fun, interactive game and are very competitive. Try them out and be prepared to see your students engaged, learning and having fun all at the same time!
When I teach my quickbread unit I like my students to know the function of the basic ingredients they are working with. InIngredients.Foldable order to do this, I like to do a mini-pancake demo made up of rounds. Each round adds a new ingredient to the mini-pancakes. Students must taste test the mini-pancakes during each round and try to figure what the purpose or function of the basic ingredient is and describe the pancake’s taste, texture and appearance. After sharing their guesses, students create a foldable of ingredient function notes and then apply it to the pancake demo in a follow-up review.
This past spring Ikea joined Concept Kitchen 2025 at the Milan Design week to explore how the kitchen “as we know it” will change in the future. Concept Kitchen 2025 surveyed students from Lund University and the Eindhoven University of Technology about their assumptions of the kitchen in ten years and then teamed up with Ideo innovative design firm to develop prototypes for the future 2025 kitchen. According to the analysis the kitchen of the future will include more technology, and will be more practical and environmental. This whole concept had “project” for CTE & STEM class or an Interior Design class written all over it. So…below you will find some ideas of how to incorporate this into your curriculum.
Doing a unit on fish and seafood can be expensive so most programs leave it out. I had the privileged of working at a high school with a fish market adjacent to the school. We took a walking field trip to the fish market for a demonstration of how to select and cook fish. This was an awesome opportunity for students and helped mitigate the costs to the culinary department. With a little creative thinking, you maybe able to incorporate a seafood unit into your culinary program.
We are going to pose a topic and ask you to “help us help you” by just sharing one thing you did whether it be an activity, a video clip, infographic, reading, TPT product, etc. when teaching that topic. We believe everyone will win in the end as you’ll have a new lesson or at least a lot of new ideas and resources to pull from. Check back often as this page will be updated as resources come in.