Devra L. Doolin
Day-1
As students come into the classroom, hand them one penny with the verbal instruction to hold onto it. Ask them to get into groups of 4 or more and come up with a list of as many many appliances as they can think of collectively (5-7 min.). As a group, compare lists to compile a complete chart for
kitchen
appliances (5 min.). Discuss the kinds of mechanisms in these appliances, what they do, and what might happen if they they were used inappropriately (5-7 min.). Ask students, “What makes all of these appliances work?” When someone says electricity, ask a few of them to describe their understanding of electricity and how it works (5 min.). Begin teacher-lead instruction explaining atoms and electrons and their relevance in the formation of electricity. Show a picture of an atom with its component parts to help students visualize what takes place (10 min.). Explain and play the Electricity Game described earlier in the text 2-3 min.). Discuss electricity’s affect on the appliances displayed to define the process of various kinds of electricity conversion (5 min.). Complete the worksheet HA-1 (5-7 min.).
LESSON OBJECTIVES—
At the end of the class period, students should be able to name the various elements of an atom, and their relationship in forming electricity; they should be able to explain how electricity is made, classify various kitchen appliances into conversion categories, and classify the conversion categories into food preparation performance and uses.
MATERIALS NEEDED—
The teacher should be prepared before class by having a penny for each student, examples of an appliance for each conversion category, a picture of an atom with the component parts, Worksheets HA-1, paper for compilation lists, and chalk. Preparation for the following day includes numbered scraps of paper, objectives visible, a blender and mixer visible, copies of manufacturer’s instructions for the appliance being demonstrated, and ingredient supplies ready and measured.
Day-2
As students arrive, ask two of them to lead the review for the day according to the lesson objectives written on the board or somewhere where all students can see them (3-5 min.). Discuss the various tasks the blender and mixer are capable of performing (5 min.). Ask children “If they both mix things, how can you tell when you should use one instead of the other?” Describe and demonstrate the operation instructions, safety precautions, and cleaning procedures of each unit to the class.
Be sure to specify what the blender is used for, and what the mixer is used for (7-10 min.). Read over instructions for Experiment I—worksheet HA-2. (5 min.). Have the ingredients for both recipes measured separately before class. Have the students read the instructions to teacher while he or she demonstrates the the use of the blender or mixer. Demonstrate the same ingredients using the other appliance. Pour contents of blender into a large bowl. Have students examine bottom of blender, then compare the two batters. Do
NOT
stir batters until comparisons have been made. Students should answer questions on the experiment worksheet. Teacher should re-mix batter and bake according to package instructions (20 min.). Ask students to assist in the clean up (5 min.).
LESSON OBJECTIVES—
By the end of the class period, the students will be able to discriminate when the mixer should be be used, and when to use the blender. Students should be able to follow written procedures for operating the blender and mixer, as well as execute appropriate safety precautions and proper dismantling for cleaning.
MATERIALS NEEDED—
Before class, be sure learning outcomes are visible on the board, the blender and mixer also need to be visible by the group also. Copies of the instructions from the manual should be distributed for each appliance being used. Have supplies ready, and ingredients measured before class. Advance preparation required for day 3: Ingredient supplies for chosen recipe, copies of the recipe list, necessary utensils, additional copies of the manufacturer’s instructions, & lesson objectives visible.
DAY-3
Students will prepare recipes (HA-3) according to recipe instructions using the appropriate appliance. Distribute recipe with the list of necessary utensils on it. Allow 5 minutes for students to assign who will do what preparation tasks in their groups. Allow 5 minutes for students to prepare themselves (e.g. aprons, wash hands, take out utensils, get supplies, etc.). Make sure students know to get a teacher to okay their measurements before combining any ingredients. Students will need about 10-15 min. for preparation time, and 8-10 minutes for cleaning up and putting dishes away. Conduct a 5 min. review of lesson objective. Discuss the utensils which can be used with each product and why (5 min.). Assign manufacturer’s instruction manual questionnaire for homework (HA-4) so students can prepare for the quiz on day 4.
LESSON OBJECTIVES—
At the end of the class period on day 3, students will be able to operate the blender safely and appropriately, utilizing them to complete the preparation tasks they are designed for.
MATERIALS NEEDED—
Teacher preparation for day 3 requires having copies of the recipes, having food supplies, additional copies of operating instructions, lesson objectives visible, manufacturer’s questionnaire ready to distribute for homework. A VCR and monitor are needed for day 4. Make sure the videocassette,
Microwave: Tips, Tricks, and
Techniques
has been secured for this day also. Copies of the quiz are needed as well as copies of the movie study guide (HA-6).
DAY -4
Before distributing the quiz, ask if there are any questions. Make sure there are answers exposed around the room, then distribute the quiz. Allow about 10 minutes. At the teacher’s option, once everyone has submitted their paper, he or she can go over and answer the questions while students still have the ones they are unsure about in their minds. Distribute and go over the questions for the video study guide. Students grasp a broader understanding when they’re told which information is important to know before the film. Students are to complete the study guide during the tape. Allow 10 minutes for study guide review, and about 15 minutes from the video. Go over answers after the video; explain concepts discussed on the worksheet; review performance similarities with the toaster oven.
LESSON OBJECTIVES—
Students should be able to name the energy conversion taking place in the microwave oven, and describe how short waves heat food by the end of class period four. They should also be able to name at least on example of when metals are appropriate to use inside the microwave, and verbalize at least two factors which influence microwave cooking time.
MATERIALS NEEDED—
Equipment needed for day 4 are listed above. The preparation which will be necessary for day 5 is the equipment needed for Experiment II (HA-8). Materials needed are two potatoes which are the same size and shape, copies of the experiment, and copies of the manufacturer’s operating instructions. Make sure the toaster oven and microwave are visible to the group, and have lesson objectives visible. Have copies of homework (HA-7).
DAY 5
Have a student conduct a review of objectives learned on the previous day. Take about 20 minutes to demonstrate the operating procedures, how it works, and the care and maintenance for the toaster oven. Explain the similarities and differences between the two appliances, and conduct Experiment II (HA-8) while students observe and complete the questions. Allow 5-7 minutes to clean up. Pass out homework.
LESSON OBJECTIVES—
At the end of the class period, students will be able to verbally explain the operating procedures for each appliance, compile separate lists of utensils which are used with the product, name several safety precautions necessary for safe use, and explain the difference between the way a microwave cooks food, and a conventional toaster oven cooks food.
MATERIALS NEEDED—
For the experiment on this day, be sure to have all utensils and equipment positioned for easy access. When evaluating each potato, point out to students where the potato from the microwave is cooked. It will further illustrate how microwaves penetrate from a depth of 1/2—2 inches inside of the food, and that which is thicker cooks by conduction. In preparation for the following day, there should be enough microwave thermometers for each group. The lesson is designed for 3 ovens in one room. If there are not enough microwaves, it can be changed to a teacher-lead experiment. Copies of the worksheet are still needed so students can follow along. Each group will need 3 1-pt. liquid measuring cups, a set of measuring spoons, food supplies, and microwave thermometer. For recording times and temperatures, see HA-11.
DAY-6
Review previous day’s objectives, allow students to prepare for the lab. It will take about 20 min. to complete all three experiments. Allow students to take about 10 minutes to draw conclusions. Then clean up.
LESSON OBJECTIVES—
At the end of this class period, students will be able to explain what parts of a food cook faster than others and why. They will also be able to determine what factors influence microwave cooking time, and how to distinguish the difference between the microwave thermometer and a candy or meat thermometer.
MATERIALS NEEDED—
Materials for day 6 are listed above. Students will have a comparison lab on day 7. They will make yellow cake. At least one group will bake theirs in the microwave, and one in the toaster oven. Utensils needed are on worksheet HA-9. These supplies should be ready to us upon students’ arrival to class. Ingredients should be ready to use also.
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DAY 7
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5 min. Review
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5 min. Lab preparation—get supplies, wash hands
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30 min. Make cake—suggested recipe on HA-7
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10 min. Clean up
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LESSON OBJECTIVES—
Students will recognize that baked goods can be prepared the same for the microwave oven as they are for the conventional toaster oven.
MATERIALS NEEDED—
For the following day, supplies needed include the stored cakes from previous day, copies of the food evaluation form (HA-9), instruction manual, one glass, liquid measuring cup, and a variety of different kinds of dishes. Students will do the dish test.
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DAY 8
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10 min.—Compare food products, write conclusions for the appropriateness of toaster oven baking and microwave oven baking.
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10 min.—Discuss utensil usage & care of toaster
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15 min.—Microwave utensil usage & experiment
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10 min.—Review safety and manual instructions before unit test on day 10.
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LESSON OBJECTIVES—
At the end of the class, students will list specific procedures for maintaining and caring for toaster and microwave ovens, they will be able to evaluate the importance of using the appropriate utensils with the given appliance, and explain why the microwave dish test is effective for finding out if a utensil is microwave safe.
MATERIALS NEEDED—
For the microwave breakfast on day 9, the supplies needed will be food supplies and microwave-safe glass bowls and pie plate or broiling dish to allow fat to drain.
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DAY 9
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10 min.—Review for unit exam
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5 min.—Prepare for lab
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5 min.—Prepare food supplies for microwaving (HA-10)
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10 min.—Cooking time
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10 min.—Test food
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10 min.—Clean up
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LESSON OBJECTIVES—
At the end of the day, students will be able to explain what is meant by “standing time,” they will be able to identify when eggs are ready for standing time, and will be able to identify when sausage is fully cooked in the microwave oven.
MATERIALS NEEDED—
The unit quiz will be given on the following day. Make sure there are enough copies for all students.
DAY-10
—Unit exam. Ask students if there are any questions before the exam begins. Going over questions helps clarify for some students, but this is the teacher’s choice.
