Kitchen Tools
Lesson Overview
Media: Microsoft® PowerPoint® Presentation (69 slides)
Seat Time: 5 Classes | 250 minutes teaching
Goal:
To utilize food industry terminology for kitchen utensils and explain the use of each one.
Description:
This lesson provides students with information on tools and utensils used in food preparation. Students will research the history of pots and pans, examine tools needed to complete a recipe and complete a scavenger hunt of the classroom kitchen to identify the location of tools they will be using to prepare food.
Objectives:
1. To define technical vocabulary used in the food service industry.
2. To identify small equipment in the professional food service setting.
3. To determine the use of small kitchen equipment and utensils.
Class 1
Class Overview:
Materials, Pots & Pans Microsoft® PowerPoint® Segment
Action Plan
Vocabulary Handout
Key Concepts
Materials, Pots & Pans Check for Understanding
History of Pots & Pans Activity
Essential Questions:
1. What is the purpose of using different materials to make kitchen tools?
2. What are the differences in pots and pans used in the kitchen?
Step 1: Bell Ringer:
· Instruct students to take a moment to think about the pot or pan they use most often. Once they have an idea, they should write a description of this pot or pan, including what they use it for and how it looks.
Step 2: Distribute the Action Plan, Vocabulary Handout and Key Concepts.
· The Action Plan lays out a list of tasks for students to complete during the lesson.
· The Vocabulary Handout is a list of terms used throughout the lesson.
· The Key Concepts is an outline which identifies the main ideas presented in the lesson which students can fill in to aid in note taking during the lesson.
Step 3: Show the Materials, Pots & Pans PowerPoint® segment.
· This segment is 21 slides long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 4: Administer the Materials, Pots & Pans Check for Understanding.
· The check for understanding is a short review of the content presented in the segment.
Step 5: Students should complete the History of Pots & Pans Activity.
· Students will choose one pot or pan and research its origins.
Step 6: Exit Ticket:
· Take five minutes as a class to discuss what students have learned during the research they completed in the History of Pots and Pans Activity.
Class 2
Class Overview:
Cooking Dishes & Baking Utensils Microsoft® PowerPoint® Segment
Action Plan
Key Concepts
Cooking Dishes & Baking Utensils Check for Understanding
Toolkit Activity
Essential Questions:
1. What is the purpose of different cooking dishes?
2. How do you choose the correct measuring utensil?
3. What is the correct use of each baking utensil?
Step 1: Bell Ringer:
− Have students find a partner and discuss the first Essential Question: What is the purpose of different cooking dishes
Step 2: Show the Cooking Dishes & Baking Utensils PowerPoint® segment.
· This segment is 22 slides long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 3: Administer the Cooking Dishes & Baking Utensils Check for Understanding.
· The check for understanding is a short review of the content presented in the segment.
Step 4: Students should complete the Toolkit Activity.
· Students will choose a recipe and identify each tool needed to complete the steps.
Step 5: Exit Ticket:
· Have students turn in the Toolkit Activity.
Class 3
Class Overview:
Common & Less Common Utensils Microsoft® PowerPoint® Segment
Action Plan
Key Concepts
Common & Less Common Utensils Check for Understanding
Scavenger Hunt Project
Portfolio Capstone Instructions Student Handout
Essential Questions:
1. What is the correct use of the different types of spoons?
2. Why does understanding the purpose of a utensil aid in food preparation?
Step 1: Bell Ringer:
· Before students enter the classroom, write the description of two utensils on the board. Instruct students to identify the name of the tool for each description.
Step 2: Show the Common & Less Common Utensils PowerPoint® segment.
· This segment is 26 slides long.
· Be sure to utilize the Key Concepts for this segment of the lesson.
Step 3: Administer the Common & Less Common Utensils Check for Understanding.
· The check for understanding is a short review of the content presented in the segment.
Step 4: Students should begin the Scavenger Hunt Project.
· Students will complete a scavenger hunt to familiarize themselves with the tools listed.
Step 5: Students should review the Portfolio Capstone Instructions Student Handout.
· The handout provides instructions for students to collect work samples throughout the course in preparation for developing a portfolio.
· Have students save the Scavenger Hunt Project in preparation for adding it to the portfolio.
Step 6: Exit Ticket:
· Ask students to take a couple of minutes to think about the tools they have learned about. Have them consider the following questions, and then have a class discussion over the responses:
− Is there a tool you usually call something different
− Are there tools you often use which were not listed or talked about
Class 4
Class Overview:
Action Plan
Scavenger Hunt Project
Step 1: Bell Ringer:
· Instruct students to write the difference between a strainer and a colander, a cookie sheet and a sheet pan, and a saucepot and a saucepan.
Step 2: Students should continue the Scavenger Hunt Project.
· Students will complete a scavenger hunt to familiarize themselves with the tools listed.
Step 3: Exit Ticket:
· Ask students to explain whether they feel more comfortable finding tools in the kitchen and then discuss their responses in class.
Class 5
Class Overview:
Action Plan
Kitchen Tools Final Assessment
Scavenger Hunt Project
Introduction to Culinary Arts Capstone Portfolio Project
Step 1: Bell Ringer:
· Have students review the key concepts to prepare for the assessment.
Step 2: Administer the Kitchen Tools Final Assessment.
· The assessment is a comprehensive assessment covering material throughout the entire lesson.
Step 3: Students should complete the Scavenger Hunt Project.
· Students will complete a scavenger hunt to familiarize themselves with the tools listed.
Step 4: Students should complete the Introduction to Culinary Arts Capstone Portfolio Project.
· Students will collect completed activities and projects for the lesson and place them in the Introduction to Culinary Arts Capstone Portfolio.
Step 5: Exit Ticket:
· Have students turn in the Scavenger Hunt Project.
Activity Overview
History of Pots & Pans
Students will choose one pot or pan and research its origins. This will allow students to apply the knowledge they have gained to the item's past and present use and examine how cooking utensils have changed over time.
Accommodations:
Allow extra time for completion.
Modifications:
Provide students with a list of terms and statements they can use in their research. Assist students in connecting history using the chosen pot or pan.
Extension:
Have students create a presentation utilizing the information they have found over the history of pots and pans.
Toolkit
Students will choose a recipe and identify each tool needed to complete the steps. This will allow students to apply their knowledge of the different tools and their uses to reading a recipe.
Accommodations:
Allow for extra time for completion.
Modifications:
Provide students with a couple of recipes to choose from and give them a list of all the utensils needed for completion.
Extension:
Have students create a visual depiction of each recipe step, including the kitchen tools needed.
Project Overview
Scavenger Hunt
Students will complete a scavenger hunt to familiarize themselves with the tools listed. This will allow the students to become familiar with the location of items they will need when cooking and apply their knowledge of matching the names of tools to their appearance. Students should save the project as an artifact for the Introduction to Culinary Arts Portfolio Project.
Accommodations:
Allow for extra time for completion.
Modifications:
Provide students with the images they need for any items not located in the kitchen. Explain where items are located, either written or verbally.
Extension:
Have students create a map of the classroom kitchen and label where every item is located.
Introduction to Culinary Arts Capstone Portfolio
Students will develop a section of their professional capstone portfolio reflecting on the elements integral to culinary arts. Students will add activities and projects from the lesson to the portfolio.
Career & Technical Student Organizations
FCCLA
Culinary Arts
Food Innovations
Skills USA
Culinary Arts
Restaurant Service
