Instructional Design Technology Theory Final Project

Adult Cooking Basics
Leah McCarvill
Post University

The Adult Cooking Basics course was designed to teach adults how to
cook starting with the basics. The course will take the learner step by step
through how to cook starting with how to read and adjust recipes and
finishing with their own full meal. Each learner will walk away with new skills
in how to cook helping them to be a confident cook. The learner will keep a
running journal/cookbook that will be filled with their recipes, classmate’s
recipes, conversion and measurement charts, etc… that they can add to over
time even beyond the course if they so choose. I think that this course will be
well received by my intended learners as it is geared to grow and adapt to
the learner. Utilizing formative assessment throughout each phase of this
course will help to mold the course so that the learner can become the best
cook that they would like to be. I am confident that the learners will be able
to achieve all the intended outcomes and be able to walk away from this
course being able to cook on some level. The course material is set up in a
specific sequence to start with laying a foundation of information needed to
read a recipe then adding another skill that will build on each other over an
eight week time frame. I believe that the combination of on line and face to
face classes will help the learners to achieve their goal of cooking. A learner
will only get out of a course what they are willing to put into it. With that said

I hope the learners’ success will help to motivate them to continue on setting
their own bar higher. Along with well demonstrated and thoughtful input to
help the learners with any areas of need each learner can achieve all of the
outcomes successfully. As with any on line or hybrid class the learner needs
to be able to be organized and be able to set their own goals for success. I
think that on various levels some learners may need more help and direction
in some areas like the math to increase and decrease recipe servings along
with any elevation adjustments, or it may be the ability to safely utilize good
knife skills. I think that some barriers will develop as the course progress
therefore, making it difficult to predict. Learners are people who have
different backgrounds, knowledge bases, and skill sets. Therefore, no set of
learners will be the same from course to course. I believe by utilizing various
assessment tools will help to detect areas of need any number of learners
may have and help the instructor to guide the learner in the right direction.
The other side of the same coin is some people just aren’t able to cook and
have no confidence that they will be able to learn but are at least willing to
give it a try. These learners may not become excellent cooks but should be
able to walk away with a sense of pride in gaining skills they did not possess
thus far and are able to cook even if it is on a simple scale. We all define
what are successes are in our own manner. An instructor can be motivating
and available but the learner especially an adult learner needs to be able to
aim high to gain high.

Over this course I found that I enjoyed learning the terminology and
research behind instructional design. The many areas that make up this
profession were extremely interesting to me. I don’t think I can point out just
some. I do know with a background in working with adults with
developmental disabilities where teaching occurs in some way, shape or
form every day through formal teach strategies, modelling, or incidental
teaching, I found this source of information backs up with studies and
research what I learned over the years. There never seemed to be an area of
study that really fits this form of work so people get degrees in early
childhood development and human services. I think that instructional design
could be a basis for building a course of study or adding to a part of an
already existing course of study for anyone working with individuals with
developmental disabilities. I know most people just put these people in the
special education category but there is more to what some of the individual’s
I know and have known need and want to learn. These individuals especially
those with institutional backgrounds can be very capable but were never
taught simple things like how to brush their teeth because someone just did
it for them. May be because it took the individual too long or needed more
assistance then the attendant was able or willing to give. I think being able
to take what I have learned and put more solid information behind the ideas I
had been taught was the most exciting part about this class to me. I’m sure
that was not the intention but the outcome for me. I have struggled with
putting the assessment portion into organized well worded thoughts but I get

the premise for all of them. I still struggle with the narrowing down of
feedback being so limited and structured. I think we all need a pat on the
back when we do well and need to have guidance when we need help. For
example formative assessment I feel is extremely important to the learning
process but it is considered an informal assessment. I may be taking the
information too literal in a sense. I do know that combining assessments is
important so I guess the lines can be blurred more than I may see. Looking
at what I would be curious to learn more about in instructional design I think
would be the technology angle. I think that there are a lot of tools that can
be used to enhance learning on a lot of levels. I would want to learn more
about that side of instructional design. I would like to know how to put
together websites with course material and such for the field I work in. That
is a missing piece. I think that overall I am coming away from this course
with a better grasp on what instructional design is and what goes into
creating good instructional design.

LEARNER CHARACTERISTICS CHECKLIST
These lessons are intended to develop cooking skills for adults who are a
minimum of 18 years of age, who would like to learn techniques necessary to
prepare simple to moderate levels of dishes and meals. This class will
typically have varying degrees of education levels and comprehension levels.
Therefore; it is important that the instruction be delivered so that everyone
will be able to understand. This class will be a hybrid class, which includes
some online learning along with face to face class time to allow for questions
and additional help with the techniques being taught. Some basic computer
knowledge is needed to complete the online portion of these lessons. The
management for this program have discussed that this class can be recorded
to allow for a complete online learning experience. However; at this point the
lessons will be face to face class time along with individual online learning
only.

The learner will use their sense of smell, taste and hearing to learn some
of the subtle skills needed when cooking. Although cooking does require the
learner to be able to use their senses, adaptation can be made as needed to
assist a learner. For example, even though smell is an important facet in
cooking one can use taste and visuals to help any learner with olfactory
problems to succeed. Learners should have good reading and basic math
skills. They will need to be able to read directions (recipes) and increase or
decrease measurements to adjust recipes to meet the needs of the meal
plan. Therefore; some of the basic math skills needed will be reviewed to
reinforce the knowledge some learners already have and to assist those that
may need a refresher.
To meet the needs of all of the learners there will be pictorial adaptations
to the recipes along with videos of techniques as guidance for those who are
more visual learners. Some ability to function in kitchen is desirable but not
necessary as this is a beginner’s class. Since this class will be a hybrid class
combining online and class room work the learner should have basic
computer skills along good organizational skills in order to keep up with the
class.
Self-motivation, an interest in learning to cook, and the ability to adjust to
the hybrid environment that will be involved throughout these lessons is
important. The online portion of these lessons will require the learners to be
organized and self-motivated to complete the assigned preparation for the
face to face class. Each technique will include meal and food options for the
students to choose from for their weekly projects. This will allow for those
with food allergies and/or religious and cultural food restrictions to
participate freely and not lose interest in the content of these lessons.
When in the face to face class sessions it is important that the learners
are able to collaborate with each other to help establish a support system
that could help them with the online portion of their classes. These potential
relationships could provide a means of practicing or obtaining guidance from
or with a classmate outside of the face to face class time. The encouraged
collaboration must go hand in hand with the ability to follow the instructor’s
directions. Questions and concerns will be addressed as need in specific
segments of time during the face to face classes to ensure consistency of
instruction for all learners. Any additional assistance during these classes
can be addressed while the instructor is observing.
As the lessons progress learners should be able to learn to handle
preparing more than one dish at a time in order for them to cook a complete
meal. This process will require the learners to learn how to multitask and
develop good spatial relations in a kitchen environment.

These lessons are being prepared to address as many learners needs as
possible but will most likely need to be adapted as the lessons progress and
issues occur. There will be a survey presented to the learners at the end of
the last lesson. These surveys will be reviewed and used as a tool to further
adapt the lessons to help enhance the learners’ experience. The analysis of
the learning experience will continue as the lessons adapt and change to
ensure that this course continues to live up to the expectation of all
interested learners and the management overseeing this program of study.
1. Cognitive Characteristics:




general aptitudes
functional literacy (e.g., reading level)
visual literacy (e.g., ability to perceive graphics)
computer literacy
learning styles

2. Personality Characteristics:
• motivation to learn
• interests
• attitudes toward learning
3. Social Characteristics:



relationships with peers
attitudes toward authority
racial or ethnic background
culture

4. Physical Characteristics:



visual abilities
auditory abilities
tactile abilities
age

Objectives and Tasks Worksheet
LEARNING OBJECTIVES

Objective 1 - After reviewing materials provided online, completing online weekly assignments
and twice weekly face to face class time, the cooking students will be able to demonstrate their
ability to understand recipe terminology and adjust recipe measurements through timed testing
with a minimum passing grade of 70.
A (Audience) – Cooking students
B (Behavior) – The cooking students will be able to understand recipe terminology and
adjust recipe measurements.
C (Condition) – After reviewing materials provided online, completing online weekly
assignments and twice weekly face to face class time.
D (Degree) – The cooking students will demonstrate their ability to understand recipe
terminology and adjust recipe measurements through assignments, weekend, midterm and
final testing with a minimum passing grade of 70.
Objective 2 - After reviewing materials provided online, completing online weekly assignments
and twice weekly face to face class time the cooking students will demonstrate proper knife
skills by preparing a salad of their choice with 2 or less errors.
A (Audience) – Cooking students
B (Behavior) – The cooking students will demonstrate proper knife skills.
C (Condition) – After reviewing materials provided online, completing online weekly
assignments and twice weekly face to face class time over a 2 week time period.
D (Degree) – The cooking students will demonstrate proper knife skills by making a salad of
their choice with 2 or less errors.
Objective 3 - After reviewing materials provided online, completing online weekly assignments
and twice weekly face to face class time over a two week period the cooking students will

demonstrate the ability to prepare a main dish (i.e. meat or vegetarian substitute) by utilizing
either dry heat (sautéing/pan frying, grilling/broiling, or roasting/baking) or moist heat
(poaching, simmering, and boiling, steaming, or braising and stewing) with 2 or less errors each
week.
A (Audience) – Cooking students
B (Behavior) – The cooking students will demonstrate the ability to prepare a main dish (i.e.
meat or vegetarian substitute) by utilizing either dry heat (sautéing/pan frying,
grilling/broiling, or roasting/baking) or moist heat (poaching, simmering, and boiling,
steaming, or braising and stewing)
C (Condition) – After reviewing materials provided online, completing online weekly
assignments and twice weekly face to face class time.
D (Degree) – The cooking students will demonstrate the ability to prepare a main dish (i.e.
meat or vegetarian substitute) by utilizing either dry heat (sautéing/pan frying,
grilling/broiling, or roasting/baking) or moist heat (poaching, simmering, and boiling,
steaming, or braising and stewing) with 2 or less errors each week.
Objective 4 - After reviewing materials provide online, completing online weekly assignments
and twice weekly face to face class time the cooking students will demonstrate the ability to
prepare a vegetable side dish by utilizing one of the following techniques scalding and
blanching, steaming, roasting or baking with 2 or less errors.
A (Audience) – Cooking students
B (Behavior) – The cooking students will demonstrate the ability to prepare a vegetable side
dish by utilizing one of the following techniques scalding and blanching, steaming, roasting
or baking.

C (Condition) – After reviewing materials provided online, completing online weekly
assignments and twice weekly face to face class time.
D (Degree) – The cooking students will demonstrate the ability to prepare a vegetable side
dish by utilizing one of the following techniques scalding and blanching, steaming, roasting
or baking with 2 or less errors.
Objective 5 - After reviewing materials provide online, completing online weekly assignments
and twice weekly face to face class time the cooking students will demonstrate the ability to
prepare a starch or similar side dish utilizing one of the following techniques boiling,
sautéing/panfrying, grilling/broiling, or baking with 2 or less errors.
A (Audience) – Cooking students
B (Behavior) – The cooking students will demonstrate the ability to prepare a starch or
similar side dish utilizing one of the following techniques boiling, sautéing/panfrying,
grilling/broiling, or baking.
C (Condition) – After reviewing materials provided online, completing online weekly
assignments and twice weekly face to face class time.
D (Degree) – The cooking students will demonstrate the ability to prepare a starch or similar
side dish utilizing one of the following techniques boiling, sautéing/panfrying,
grilling/broiling, or baking with 2 or less errors.
Objective 6 - After reviewing materials provide online, completing online weekly assignments
and twice weekly face to face class time the cooking students will demonstrate the ability to
prepare a dessert of their choice utilizing one of the following techniques baking, frozen, cold, or
pastry with 2 or less errors.
A (Audience) – Cooking students

B (Behavior) – The cooking students will demonstrate the ability to prepare a dessert of their
choice. The student will utilized baking, frozen, cold, or pastry techniques.
C (Condition) – After reviewing materials provided online, completing online weekly
assignments and twice weekly face to face class time.
D (Degree) – The cooking students will demonstrate the ability to prepare a dessert of their
choice utilizing one of the following techniques baking, frozen, cold, or pastry with 2 or less
errors.
Objective 7 - After reviewing materials provide online, completing online weekly assignments
and twice weekly face to face class time the cooking students will demonstrate the ability to plan
a full meal that includes complimenting salad, main dish, side dishes and dessert including
appropriate amount of servings for each with 4 or less errors.
A (Audience) – Cooking students
B (Behavior) – The cooking students will demonstrate the ability to plan a full meal that includes
complimenting salad, main dish, side dishes and dessert including appropriate amount of
servings for each one.
C (Condition) – After reviewing materials provided online, completing online weekly
assignments and twice weekly face to face class time.
D (Degree) – The cooking students will demonstrate the ability to plan a full meal that
includes complimenting salad, main dish, side dishes and dessert including appropriate
amount of servings for each one with 4 or less errors.

TASK ANALYSIS
Project Title/Topic: Cooking for Adults - Beginners Class
Objective

Tasks/Skills/Steps

Tools (if needed)

Objective 1 - After
reviewing materials
provided online,
completing online weekly
assignments and twice
weekly face to face class
time, the cooking students
will be able to
demonstrate their ability
to understand recipe
terminology and adjust
recipe measurements
through timed testing
with a minimum passing
grade of 70.

The student will choose a recipe Computer
from the given list or provide a Cookbooks
recipe to share that they would
like to make in the future.

Review of recipe terminology
and abbreviations. In order to
properly read the recipes.
Review of measurement
conversion math skills. Using
work sheets and conversion
charts.
Identify the amount of servings
for recipe(s).
Convert the recipe servings to a
higher and lower servings
depending on the number of
people being served.
Objective 2 - After
Choose a salad recipe from list
reviewing materials
provided that will require the
provided online,
salad items to be chopped,
completing online weekly sliced, diced, and/or julienned.
assignments and twice
weekly face to face class
time the cooking students
will demonstrate proper
knife skills by preparing a
salad of their choice with
2 or less errors.
Learn knife skills terminology.
Identify various knives and their
uses. (Note: additional knife
skills will be presented as the
class progress through each
lesson).

Computer
Computer
Calculator allowed
Computer
cookbook(s)
Computer
Calculator allowed
Computer

Computer
Computer

Proper hand position to prevent
injury.
How to hold a knife properly.
Assemble ingredients noted in
the recipe
Learn to how to chop
appropriate salad items.
Learn how to slice appropriate
items for salad.
Learn how to dice appropriate
items for salad.
Learn how to Julian appropriate
items for salad.
Learn how to peel items for
salad.
Combine ingredients as
instructed by recipe.
Place in serving dish and serve.
Choose a recipe from a given
Objective 3 - After
reviewing materials
list or a favorite dish recipe the
provided online,
student would like to learn to
completing online weekly make.
assignments and twice
weekly face to face class
time over a two week
period the cooking
students will demonstrate
the ability to prepare a
main dish (i.e. meat or
vegetarian substitute) by
utilizing either dry heat
(sautéing/pan frying,
grilling/broiling, or
roasting/baking) or moist
heat (poaching,
simmering, and boiling,
steaming, or braising and
stewing) with 2 or less
errors each week.

Computer
Computer
Computer
Cookbook(s)
Computer
Knives and cutting
boards
Computer
Knives and cutting
boards
Computer
Knives and cutting
boards
Computer
Knives and cutting
boards
Computer
Knives and cutting
boards
Computer
Cookbook(s)
Dishes
Computer
Cookbook(s)

Review terminology, uses and
what equipment (pans) are
needed.
Review seasoning meats and
other substitutes to compliment
flavor.
Assemble needed ingredients
as noted in the recipe.
Learn sautéing or pan frying.

Computer
Computer

Computer
Cookbook(s)
Sauté or frying pan
and stove
Set the appropriate
Computer
temperature to sauté or pan fry Cookbook(s)
food correctly and evenly cook
the item.
Learn grilling and broiling.
Computer
Grill or oven
Choose the appropriate pan if
Computer
needed.
Pan
Set appropriate temperature to Computer
broil in the oven and
Cookbook(s)
appropriate flame to grill food
item correctly and evenly.
Learn how long to allow meat to Computer
rest before serving.
Learn how to slice meats or
Computer
substitutes correctly.
Knives and cutting
boards
Learn roasting and baking.
Computer
Choose the appropriate pan.
Computer
Pans
Set appropriate temperature
Computer
oven temperature and to
Cookbook(s)
ensure food item is cooked
correctly and evenly.
Set timer to appropriate time
Computer
frame for roasting and baking.
Cookbook(s)
Timer
Learn how long to allow meat to Computer
rest before serving. If needed.
Cookbook(s)
Learn how to slice meats or
Computer
substitutes correctly.
Knives and cutting
boards
Learn poaching, simmering, and Computer
boiling, steaming, or braising
and stewing.

Choose appropriate meat to
cook for the above cooking
technique chosen.
Cut up meat if needed.
Set proper temperature to cook
meat the best and evenly.
Set timer to ensure the food
does not over or under cook.
Place in serving dish and serve.
Objective 4 - After
Choose a recipe or vegetable
reviewing materials
side dish to prepare from a
provide online,
given list or student preference.
completing online weekly
assignments and twice
weekly face to face class
time the cooking students
will demonstrate the
ability to prepare a
vegetable side dish by
utilizing one of the
following techniques
scalding and blanching,
steaming, roasting or
baking with 2 or less
errors.
Review terminology along with
what equipment (pots/pans) are
needed.
Assemble ingredients as noted
in the recipe.
Rinse fresh vegetables in
preparation for any slicing or
cutting up that may be
necessary.
Slice, chop, dice, or Julian any
vegetables if needed.

Computer
Cookbook(s)
Computer
Knives and cutting
boards
Computer
Cookbook(s)
Stove and pot, or
slow cooker
Computer
Cookbook(s)
Timer
Dishes
Computer
Cookbook(s)

Computer
Computer
Cookbook(s)
Collander, sink, and
water.
Computer
Knife and cutting
board

Objective 5 - After
reviewing materials
provide online,
completing online weekly
assignments and twice
weekly face to face class
time the cooking students
will demonstrate the
ability to prepare a starch
or similar side dish
utilizing one of the
following techniques
boiling,
sautéing/panfrying,
grilling/broiling, or
baking with 2 or less
errors.

Cook vegetables at an
appropriate temperature
setting when steaming,
roasting, baking, or scalding
and blanching.
If scalding and blanching a bowl
with ice cold water will need to
prepared and ready for use.
Place in serving dish and serve.
Choose recipe from given list or
student choice.

Computer
Cookbook(s)
Pot/pan
Bowl with Ice
Dishes
Computer
Cookbook(s)

Review terminology along with Computer
what equipment (pots/pans) are
needed.
Review the use of seasoning to Computer
complement starch or similar
side dish if needed.
Assemble ingredients needed.
Computer
Cookbook(s)
Peel any food item that requires Computer
peeling. Some starch food items Cookbook(s)
require to be washed prior to
Knife/peeler
peeling.
Slice, chop, or dice any starch
Computer
such as potatoes as required or Cookbook(s)
needed.
Knife and cutting
board

Objective 6 - After
reviewing materials
provide online,
completing online weekly
assignments and twice
weekly face to face class
time the cooking students
will demonstrate the
ability to prepare a
dessert of their choice
utilizing one of the
following techniques
baking, frozen, cold, or
pastry with 2 or less
errors.

Cook side dish at the
appropriate temperature
utilizing the appropriate
pot/pan to boiling,
sautéing/panfrying,
grilling/broiling, or baking.
Place in a serving dish and
serve.
Choose a recipe from list
provided or student preference.

Computer
Cookbook(s)
Pot/pan

Review terminology along with
needed equipment (pans,
mixer, whisk, etc…)
Assemble all ingredients note
the recipe.
Measure ingredients and
combine ingredients as stated
in recipe chosen.

Computer

Heat oven to temperature
required by the recipe if
needed.
Cook/bake as noted in chosen
recipe for time noted in recipe.
Place in freezer or refrigerator if
making a cold or frozen dessert
as noted in recipe.
Place in serving dishes and
serve at the end of meal.

Dishes
Computer
Cookbook(s)

Computer
Cookbook(s)
Measuring cups, and
spoons. Bowl, mixer,
whisk, and any pan
if needed.
Computer
Cookbook(s)
Computer
Cookbook(s)
Pan or specialized
dishes as noted in
recipe.
Serving dishes

Objective 7 - After
reviewing materials
provide online,
completing online weekly
assignments and twice
weekly face to face class
time the cooking students
will demonstrate the
ability to plan a full meal
that includes
complimenting salad,
main dish, side dishes and
dessert including
appropriate amount of
servings for each with 4
or less errors.

Students choose recipes for a
complete meal from lists
provided or student’s
preference.

Computer
Cookbook(s)

Review meal planning and
dishes that complement each
other.
Review terminology and needed
equipment for all dishes to be
made.
Assemble ingredients.

Computer
Cookbook(s)

Follow recipes as written
adjusting measurements to the
amount of people to be served.
Using knife skills obtained
prepare any food items in the
manner the recipe notes.
Cook at the temperature and
for the time each recipe notes.
Place in serving dishes and
serve.

Computer
Computer
Cookbook(s)
Computer
Cookbook(s)
Measuring cups,
spoons, and mixing
equipment
Computer
Cookbook(s)Knife
and cutting board(s)
Computer
Cookbook(s)
Serving dishes

Learning Assessment
Learning Objective

Activity/Assessment

Objective 1: After reviewing
materials provided online,
completing online weekly
assignments and twice weekly
face to face class time, the
cooking students will be able to
demonstrate their ability to
understand recipe terminology
and adjust recipe measurements
through timed testing with a
minimum passing grade of 70.

Review the documents and articles that cover
recipe terminology and abbreviations, servings,
and measurement conversion math skills.

Practice measurement conversion math skills
utilizing work sheets. (Conversion charts are
available)
Add terminology and conversion charts to
recipe book/journal.
Participate in discussion board by fully
answering assigned questions by Wednesday
midnight. Respond to at least 2 of your
classmates by Sunday midnight.
Complete test on material covered for this
lesson.
Objective 2: After reviewing
materials provided online,
completing online weekly
assignments and twice weekly
face to face class time the
cooking students will
demonstrate proper knife skills
by preparing a salad of their
choice with 2 or less errors.

Review video from links provided that show
proper knife safety and the various ways to use
knives in cooking.

Review the documents and article links provide
that show and describe the various knives and
their specific usage, and
terminology/vocabulary.
Practice each knife skill individually and in face
to face class.

Get feedback from instructor
Choose a salad recipe that utilizes proper knife
skills learned in this lesson
Add recipe(s) to be used to recipe book/journal
with original measurements and servings along
with converted versions.
Take the test on the material covered for this
lesson.
Project #2 Make a salad following chosen
recipe to be assessed for mastery of skills.
Objective 3: After reviewing
materials provided online,
completing online weekly
assignments and twice weekly
face to face class time over a
two week period the cooking
students will demonstrate the
ability to prepare a main dish
(i.e. meat or vegetarian
substitute) by utilizing either
dry heat (sautéing/pan frying,
grilling/broiling, or
roasting/baking) or moist heat
(poaching, simmering, and
boiling, steaming, or braising
and stewing) with 2 or less
errors each week.

(Two week period) Review videos provided that show the
proper techniques for cooking (Sautéing, grilling, baking,
etc…). Along with videos on kitchen safety.

Review the documents and article links provide
that show and describe the various pots/pans
and their specific usage for cooking, and
terminology/vocabulary.
Practice each week the specific skills reviewed in each of
the two weeks.
Add recipes to be used to recipe book/journal
with original measurements and servings along
with converted versions.
Get feedback from instructor at day one face to face classes
and/or weekly discussion boards.
Project #3 & #4 Use chosen recipes to make at day two
face to face class that will be assessed for mastery of one
skill or combination of skills taught each week (two week

period). With 2 or less errors for each week’s recipe.
Objective 4: After reviewing
materials provide online,
completing online weekly
assignments and twice weekly
face to face class time the
cooking students will
demonstrate the ability to
prepare a vegetable side dish by
utilizing one of the following
techniques scalding and
blanching, steaming, roasting or
baking with 2 or less errors.

Review videos provided that demonstrate the skills and
safety to be learned for this lesson.

Review documents and articles provided that discuss
terminology/vocabulary and equipment necessary for this
lesson’s skills
Participate fully in weekly discussion board.
Add recipe(s) to be used to recipe book/journal
with original measurements and servings along
with converted versions.
Practice all skills shown in this lesson.
Get feedback from instructor at day one face to face class
and/or discussion board.
Project #5 Use chosen recipe to make at day two face to
face class that will be assessed for mastery of one skill or a
combination of skills covered in this lesson with 2 or less
errors.
Objective 5: After reviewing
materials provide online,
completing online weekly
assignments and twice weekly
face to face class time the
cooking students will
demonstrate the ability to
prepare a starch or similar side
dish utilizing one of the
following techniques boiling,
sautéing/panfrying,
grilling/broiling, or baking with
2 or less errors.

Review videos provided that demonstrate the skills and
safety to be learned for this lesson.

Review documents and articles provided that discuss
terminology/vocabulary and equipment necessary for this

lesson’s skills
Participate fully in weekly discussion board
Add recipe(s) to be used to recipe book/journal
with original measurements and servings along
with converted versions.
Practice all skills shown in this lesson.
Get feedback from instructor at day one face to face class
and/or discussion board.
Project #6 Use chosen recipe to make at day two face to
face class that will be assessed for mastery of one skill or a
combination of skills covered in this lesson with 2 or less
errors.
Objective 6: After reviewing
materials provide online,
completing online weekly
assignments and twice weekly
face to face class time the
cooking students will
demonstrate the ability to
prepare a dessert of their choice
utilizing one of the following
techniques baking, frozen, cold,
or pastry with 2 or less errors.

Review videos provided that demonstrate the skills to be
learned for this lesson.

Review documents and articles provided that discuss
terminology/vocabulary and equipment necessary for this
lesson’s skills
Participate fully in weekly discussion board.
Add recipe(s) to be used to recipe book/journal
with original measurements and servings along
with converted versions.
Practice all skills shown in this lesson.
Get feedback from instructor at day one face to face class
and/or discussion board.
Project #7 Use chosen recipe to make at day two face to
face class that will be assessed for mastery of one skill or a
combination of skills covered in this lesson with 2 or less
errors.
Objective 7: After reviewing
materials provide online,
completing online weekly

Participate fully in weekly discussion board.

assignments and twice weekly
face to face class time the
cooking students will
demonstrate the ability to plan a
full meal that includes
complimenting salad, main
dish, side dishes and dessert
including appropriate amount of
servings for each with 4 or less
errors.
Review documents, videos and articles provided on how to
plan a meal menu.
Create menu plan in recipe book/journal including recipes
and conversions as necessary
Choose recipes from provided list or preferred recipes to
make a full meal that will demonstrate the skills learned
over the course of this class.
Practice make the recipes.
Get feedback from instructor at day one face to face class
and/or discussion board.
Complete final test.
Final Project - This meal will be prepared on day two face
to face class for assessment of mastery of skills learned
with 4 or less errors.

Weekly Project Grading Rubric (40 points)
Criteria
Demonstrate safety
measures learned
Demonstrates skills
learned accurately
All recipe ingredients
and steps used.
Changes to the recipe
are allowed but must
be documented in
recipe book.
Demonstrates ability
to complete the recipe
timely.

Incomplete
2
None of the safety
measures taught were
followed.
2
Skills were
demonstrated with 4
or more errors.
2
5 or more errors were
made in following the
recipe. No changes
were documented.
2
Recipe is half
completed.

Partially Complete
5
Half of the safety
measures taught were
followed.
5
Skills were
demonstrated with 2-4
errors.
5
4-2 errors were made
in following the
recipe.
Some changes to the
recipe were
documented.
5
Recipe is ¾
completed.

Fully Complete
10
All of the safety
measures taught were
followed
10
Skills were
demonstrated with 0-2
errors.
10
0-2 errors were made
in following the
recipe.
All changes made to
the recipe were
documented
10
Recipe is fully
completed.

Final Project Grading Rubric (300 points)
Criteria
Demonstrate safety
measures learned
Demonstrates skills
learned accurately
Demonstrates the
ability to create a
menu plan
All recipe ingredients
and steps used.
Changes to the recipe
are allowed but must
be documented in
recipe book/journal
(i.e. measurement
conversions,
ingredient changes,
etc..).
Demonstrates ability
to complete the meal
timely.

Incomplete
57 - 0
None of the safety
measures taught were
followed.
57 - 0
Skills were
demonstrated with 4
or more errors.
33 - 0
No menu plan is
created or followed.

Partially Complete
68 - 58
Half of the safety measures
taught were followed.

82 - 0
5 or more errors were
made in following the
recipes. No changes
were documented.

93 - 83
4-2 errors were made in
following the recipe.
Some documented changes
to the recipes were made
with errors in measurement
conversion, and
terminology.

Meal is half
completed.

Meal is ¾ completed.

68 - 58
Skills were demonstrated
with 2-4 errors.
44 - 34
A menu plan is created but
only partially followed.

Fully Complete
75 - 69
All of the safety
measures taught
were followed
75 - 69
Skills were
demonstrated
with 0-2 errors.
50 - 44
Menu plan is
created and fully
followed.
100 - 94
0-2 errors were
made in
following the
recipe.
All changes
made to the
recipe were
documented with
accuracy and
appropriate
terminology.
Meal is fully
completed.