University of St.

Francis
College of Education

Lesson Plan

Name of Lesson/Topic: Moist Heat Cooking Methods

Learning Goals or Standards to be addressed:

8.2.7- Demonstrate safe food handling and preparation techniques that prevent
cross contamination from potentially hazardous foods, between raw and ready
to eat foods, and between animal and fish sources and other food products
8.3.5- Demonstrate procedures for safe and secure storage of equipment and
tools
8.5.4- Apply the fundamentals of time, temperature, and cooking methods to
cooking, cooling, reheating, and holding of variety of foods
8.5.6- Prepare various stocks, soups, and sauces using safe handling and
professional preparation techniques
9.2.1- Analyze factors that contribute to food borne illness
9.2.5- Demonstrate practices and procedures that assure personal and
workplace health and hygiene

Students will understand:

- How to properly use the moist heat cooking method to make beef stew.
Students will know:
- How to uniformly cut vegetables, what cuts of meat require the moist heat
method, how to braise, and how to simmer.
Students will be able to:
- Demonstrate knowledge of moist heat cooking method principles, demonstrate
different cuts, analyze the importance of braising, and successful execute a recipe
from start to finish.
Learning Activity How will students be formatively
assessed?

1. Students will cut the recipe in half

1. Reading a recipe
2. Dicing, chopping, and mincing
vegetables
3. Demonstrate the importance of
braising
4. Demonstrate moist heat cooking
principles while executing a recipe
from start to finish
using their knowledge of
conversions. Each group will be
required to complete a
GoFormative review with the
conversions and will not be able to
start the recipe until all conversions
are correct.
2. Students will work on the same
GoFormative and draw out and
define the different cuts of
vegetables. I will also be walking
around during the lab giving
formative feedback.
3. After the lab is complete students
will return to their GoFormative
and explain the process of braising
and the importance of braising
meat.
4. Before leaving the class the
students must complete the
GoFormative by defining 3
different moist heat principles
(simmering, braising, and stewing)

How will the needs of students with various needs (ELL, digital learners, gifted
learners, RtI students, and special education students) be addressed during and after
each stage in the formative assessment process?

Students with various needs will be paired with student leaders. These leaders will guide
them through the process of the formative assessment and the lab. The following
modifications will be made during each stage of the formative assessment:
1. Recipe will be broken down into chunks with non-linguistic models present to
aide in determining correct measurements. Students may also use manipulatives
to determine measurement
2. Students will be provided with pictures and descriptions of the cuts. They will
have to match each picture with the correct description and enter the
corresponding number into the formative assessment.
3. Students will be given 3 possible definitions of braising. They will be required to
pick the correct definition and type the definition into their GoFormative
assessment.
 4. Students will be required to match the three definitions with the three vocabulary
words. The definitions will have pictures to aide in determining the correct
responses. Students will then be required to copy the responses into the
assessment tool.

Describe the specific learning activities and process for implementation. What SRS
is being used? How should students access the SRS tool? How will students be
introduced to the tool? Will the SRS be used in any other way beyond formative
assessment (attendance, engagement, rewards, etc.)?

Students will be executing beef stew from start to finish during the moist heat cooking
methods unit. Students will be required to use previous knowledge of knife skills and
moist heat cooking method principles in order to successful meet the objectives for the
day. At the start of the lab we will review the recipe and the expectations for the day.
Students will be required to complete a GoFormative assessment where they will need to
demonstrate their knowledge of recipe conversions and measurements using their
individual phones or Chromebooks. Once the recipe has successfully been cut in half
students will have to move on to the next step of properly explaining and drawing the
different knife cuts that will be used for the lab. Once these two requirements are
completed they will be able to start their lab. During the lab I will be formatively
assessing students and their ability to demonstrate the different principles listed above.
After they have successfully executes and cleaned up their lab they will be asked to
complete their GoFormative assessment by defining and explaining braising and defining
three important key vocab terms. Students will have been introduced to GoFormative
prior to this assignment but I will be walking around the room helping those students in
need. This assessment will be used to check for student understanding, engagement, and
attendance. I will then use the answers to reflect on my teaching and student
understanding to determine what areas of moist heat cooking methods need to be further
explained.

Reflect on how the lesson will improve the learning environment for students. How
will it improve the retention of important material and learning processes?

As part of my improvement plan for next year, I would like to include more math into my
lessons. Doing the recipe conversions at the start of labs will get students familiar with
kitchen math which should in turn help them on state testing. I am hoping that using more
formative assessments like this at the start and end of the lab will get the students
discussing and talking more. There is usually a lot of down time during our labs where
only certain students seem to be fully engaged. This should boost engagement while
helping students develop a deeper understanding of course content. I can then use the
information to reflect on my teaching and lessons to determine what topics need to be
covered in more depth. This will increase the rigor of the classroom while students apply
what they know both in the lab and through the assessment tool. I can then use the
questions to create a study guide at the end of each lab. Students will be familiar with the
questions and should be able to easily recite the information back.

Describe other ways you can incorporate technology learning into your classroom.

I am very interested in incorporating blogs or personal websites into my classroom.

Students can use these tools to record their vocabulary and experiences during class. I
would ask students to upload pictures of their labs while incorporating cooking principles
and tips. I would also have students discuss some of the failures they had in lab while
demonstrating how to troubleshoot future situations like this. I could then use this as a
portfolio and assessment at the end of the year.

I also like the idea of flipping the classroom and having students watch demonstrations
and videos before coming to class. We waste a lot of class time and money demonstrating
recipes more than 5 times a day. By allowing students to use their technology to watch
these demonstrations we will be able to use our class time more effectively.