Foods Flex Project 

Name(s): __________________________________________
Project Due By: ____________________________________

You will be creating a menu for a dinner party and will be making a soup, starch dish and a dessert.*
All recipes must be approved before they are rewritten.

Project Requirements: 

1. Read through the project outline before starting this project. Make sure you read all of the guidelines on the rubrics
provided.
2. Choose 2 or 3 other people to work with and begin to fill out your timeline.
3. Research and choose a recipe from each of the following categories: starches, soups and desserts. Your recipes must be
complementary.
A great website to use is: ​www.allrecipes.com​, you can use cookbooks and/or other
websites if you like. (If you get a recipe off of the Internet please print it and attach it to
your hand written copies.
4. Get approval from your teacher for your recipes before you rewrite them.
5. Make sure that your recipe is for a maximum of four servings. (You will need to do the math and convert the amount.
You can show the conversions on your recipe if you like.)
6. Create a menu using a computer that follows the rubric and includes your three recipes. * See Menu Writing Guidelines*
7. Complete the ​self evaluation​ of your project before you hand it in to the teacher just in case you need to edit it one last
time.
8. Complete all ​self assessments​ for your three labs
9. Remember to attach your final draft of your menu to this booklet before you hand it in to the teacher.
 
 
 
 
 
 
 
 
 
Timeline: 
Class # What do you plan to do? How long?
1

 
Evaluation:
Evaluation Breakdown
Project Write-up * ​Must be approved before doing labs. 10%
Soup Lab 25%
Starch Dish Lab 25%
Dessert Lab 25%
Safety, Sanitation, Employability & Teamwork 15%
Total 100%
  
Menu Writing Guidelines 
1. All words except prepositions and conjunctions are capitalized (ex. and, with, of).
2. Leave a space between courses
3. Center the words on each line.
4. Order of Menu Dishes:
1. The appetizer is listed first
2. The main dish is listed next with any trimmings written either directly below, or if there are two trimmings, they
are spaced equally on either side of the main dish on the line immediately below.
3. The potato or alternate is listed next.
4. Vegetables are listed next being spaced on one line at equal distances from the centre line of there are two, or in
the centre of the line if there is one.
5. Salad (with the dressing coming immediately below it) is next.
6. Bread or rolls are listed next.
7. Dessert is then listed.
8. Beverages are listed last.
5. Design your menu that helps set the mood or that matches the decoration or invitations for the party.

Example Menu

DINNER MENU 
 
CREAM OF ASPARAGUS SOUP 
BARBECUED CHICKEN 
WILD RICE 
FRESH GARDEN PEAS BABY CARROTS 
SPINACH SALAD 
FROZEN YOGURT DESSERT 
CRANBERRY PUNCH 
 

 
Foods Project Self Evaluation Rubric
Student Name​ _________________________________ ​Date​ ___________________

Task​: Menu Writing

4 3 2 1 Insufficient /
Excellent Proficient Adequate Limited​ * Blank *
Level

Criteria
Project Provides a ​precise ​project Provides a ​logical p​ roject plan Provides an appropriate Provides a ​confusing No score is awarded
because there is
Outline plan with detailed with sufficient information. project plan with partial project plan with
insufficient evidence
information. information. incomplete of student
information. performance based on
the requirements of
the assessment task.

Menu The menu has ​rich and The menu is ​specifically The menu has ​simplistic The menu has
Formatti detailed ​formatting based on formatted based on the menu formatting based on the menu underdeveloped
ng the menu writing standards. writing standards. writing standards. formatting based on
the menu writing
standards.

Menu The menu composition was
Composit comprehensive and
ion engaging to the palette ​with
nutrition, texture and flavor
of all menu items considered.
Recipe Recipes are ​precisely
Formatti rewritten with ingredients,
ng tools, steps and serving size
adjusted to a maximum of 4
servings.
The menu composition was
interesting ​with nutrition,
texture and flavor of most
menu items considered.
Recipes are ​sufficiently
rewritten but with components
missing: ​ingredients, tools,
steps and serving size adjusted
to a maximum of 4 servings.
The menu composition was The menu
adequate ​with nutrition, composition was
texture and flavor of a few incompatible ​with
menu items considered. nutrition, texture and
flavor of menu items
not considered.
Recipes are ​partially Recipes are
rewritten but with incomplete.
components ​missing:
ingredients, tools, steps and
serving size adjusted to a
maximum of 4 servings.

Research The cited research is The cited research is The cited research is The cited research is (No research cited.)
es the extensive​. thorough​. perfunctory​. sketchy​.
recipes
effectivel
y.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help the student improve.
 Soup Lab 
 
A) Use: ​www.allrecipes.com​ or a recipe book from the foods room.

B) Get approval from your teacher, and cut down the recipe as decided upon.

C) ​Re-write ​the recipe by hand. This is done so that you really understand the recipe.

Recipe Name: _
 Starch Lab 
 
A) Use: ​www.allrecipes.com​ or a recipe book from the foods room.

B) Get approval from your teacher, and cut down the recipe as decided upon.

C) ​Re-write ​the recipe by hand. This is done so that you really understand the recipe.

Recipe Name: _
 Dessert Lab 
 
A) Use: ​www.allrecipes.com​ or a recipe book from the foods room.

B) Get approval from your teacher, and cut down the recipe as decided upon.

C) ​Re-write ​the recipe by hand. This is done so that you really understand the recipe.

Recipe Name: _
 Soup Lab Summative Evaluation 

Evaluation Standards-Performance and Product SELF TEACHER

yes 1 – yes
no 0 – no

Skills
● Dry measuring done correctly.
● Liquid measuring was done correctly.
● Cooking terms were understood.
● Proper tools were used for recipe.
● Correct mixing techniques were used.
Management
● Student had a specific job to do.
● Student shared the work evenly with team mates.
● Problem solving strategies were used -questions asked beforehand
● Responsibility for mistakes made was accepted without blaming others.
● Lab was finished on time.

Team Work
● Showed respect toward teacher and classmates.
● Showed positive attitude towards others.
● Showed cooperation towards others.
● Showed respect for the lab, equipment and resources.
Ex./Cleaned up spills at the ingredient table, wrapped food, wiped electric beater before putting away.
● Helped with final clean up until all was finished– did not leave for any reason that could not be delayed.
Safety and Sanitation
● Personal hygiene rules were followed ​without being reminded​.
Ex./ Hair up, wash hands, apron, separate tasting spoons.
● Listening devices and cell phones were not used while in the lab
● Lab behavior rules were followed. Ex./ ​No​ loud talking, swearing, running, physical contact, sitting on counter,
splashing with water/soap suds.
● All surfaces were washed and dried ​without being called back
Ex./ Counter, sink, behind sink, stove, cupboard doors, garbage area.
● All dishes and cookware were properly washed and dried

Product
● Product was well cooked or baked without being over/under done.
● Texture of the product was appropriate.
● Taste of the product was appropriate
● Appearance was uniform/neat/presented with care.

● Product was served at appropriate temperature.

Total /5 /25
 Starch Lab Summative Evaluation 

Evaluation Standards-Performance and Product SELF TEACHER

yes 1 – yes
no 0 – no

Skills
● Dry measuring done correctly.
● Liquid measuring was done correctly.
● Cooking terms were understood.
● Proper tools were used for recipe.
● Correct mixing techniques were used.
Management
● Student had a specific job to do.
● Student shared the work evenly with team mates.
● Problem solving strategies were used -questions asked beforehand
● Responsibility for mistakes made was accepted without blaming others.
● Lab was finished on time.

Team Work
● Showed respect toward teacher and classmates.
● Showed positive attitude towards others.
● Showed cooperation towards others.
● Showed respect for the lab, equipment and resources.
Ex./Cleaned up spills at the ingredient table, wrapped food, wiped electric beater before putting away.
● Helped with final clean up until all was finished– did not leave for any reason that could not be delayed.
Safety and Sanitation
● Personal hygiene rules were followed ​without being reminded​.
Ex./ Hair up, wash hands, apron, separate tasting spoons.
● Listening devices and cell phones were not used while in the lab
● Lab behavior rules were followed. Ex./ ​No​ loud talking, swearing, running, physical contact, sitting on counter,
splashing with water/soap suds.
● All surfaces were washed and dried ​without being called back
Ex./ Counter, sink, behind sink, stove, cupboard doors, garbage area.
● All dishes and cookware were properly washed and dried

Product
● Product was well cooked or baked without being over/under done.
● Texture of the product was appropriate.
● Taste of the product was appropriate
● Appearance was uniform/neat/presented with care.

● Product was served at appropriate temperature.

Total /5 /25
 Dessert Lab Summative Evaluation 

Evaluation Standards-Performance and Product SELF TEACHER

yes 1 – yes
no 0 – no

Skills
● Dry measuring done correctly.
● Liquid measuring was done correctly.
● Cooking terms were understood.
● Proper tools were used for recipe.
● Correct mixing techniques were used.
Management
● Student had a specific job to do.
● Student shared the work evenly with team mates.
● Problem solving strategies were used -questions asked beforehand
● Responsibility for mistakes made was accepted without blaming others.
● Lab was finished on time.

Team Work
● Showed respect toward teacher and classmates.
● Showed positive attitude towards others.
● Showed cooperation towards others.
● Showed respect for the lab, equipment and resources.
Ex./Cleaned up spills at the ingredient table, wrapped food, wiped electric beater before putting away.
● Helped with final clean up until all was finished– did not leave for any reason that could not be delayed.
Safety and Sanitation
● Personal hygiene rules were followed ​without being reminded​.
Ex./ Hair up, wash hands, apron, separate tasting spoons.
● Listening devices and cell phones were not used while in the lab
● Lab behavior rules were followed. Ex./ ​No​ loud talking, swearing, running, physical contact, sitting on counter,
splashing with water/soap suds.
● All surfaces were washed and dried ​without being called back
Ex./ Counter, sink, behind sink, stove, cupboard doors, garbage area.
● All dishes and cookware were properly washed and dried

Product
● Product was well cooked or baked without being over/under done.
● Texture of the product was appropriate.
● Taste of the product was appropriate
● Appearance was uniform/neat/presented with care.

● Product was served at appropriate temperature.

Total /5 /25
MARKET ORDER AND RECIPE COSTS 
Group Members: ____________________________________ 
LAB DATE: _________________Recipe Made: _____________________ 
Website or Recipe Book Used [if any]:_____________________Pg # ____ 

Do in pencil in case you have to make changes​. 

Amount:  Ingredients:  Cost: 

     
     
     
     
     
     
     
     
     
     
     
     
     
     
  ​ Total Recipe  $ 
Cost: 
  ​Cost per Group  $ 
Member: 
MARKET ORDER AND RECIPE COSTS 
Group Members: ____________________________________ 
LAB DATE: _________________Recipe Made: _____________________ 
Website or Recipe Book Used [if any]:_____________________Pg # ____ 
Do in pencil in case you have to make changes​. 

Amount:  Ingredients:  Cost: 

     
     
     
     
     
     
     
     
     
     
     
     
     
     
  ​ Total Recipe  $ 
Cost: 
  ​Cost per Group  $ 
Member: 
MARKET ORDER AND RECIPE COSTS 
Group Members: ____________________________________ 
LAB DATE: _________________Recipe Made: _____________________ 
Website or Recipe Book Used [if any]:_____________________Pg # ____ 
Do in pencil in case you have to make changes​. 

Amount:  Ingredients:  Cost: 

     
     
     
     
     
     
     
     
     
     
     
     
     
     
  ​ Total Recipe  $ 
Cost: 
  ​Cost per Group  $ 
Member: 

Criteria/Level 4 3
Management Student ​extensively ​manages
time in and out of the lab,
hand in assignments and stays
on task all of the time.
Problem Student does ​in-depth​ pre-lab
Solving planning, asks purposeful
questions ahead of time, and
accurately calculates/
measures.
Attitudes and Student is ​purposefully
Behaviors respectful to teacher, peers and
lab environment.
Student astutely listens to
directions.
Responsibilit Student is ​engaged​ in
y learning, takes complete
ownership of choices and is
purposefully punctual.
Total
EMPLOYABILITY RUBRIC
Student ​sufficiently ​manages
time in and out of the lab, hand
in assignments and stays on task
most of the time.
Student does ​sufficient​ pre-lab
planning, asks relevant
questions ahead of time, and
accurately calculates/ measures
most of the time.
Student is ​sufficiently​ respectful
to teacher, peers and lab
environment.
Student astutely listens to
directions most of the time.
Student is ​interested​ in
learning, takes ownership of
choices and is purposefully
punctual most of the time.
2 1
Student ​partially​ manages
time in and out of the lab,
hand in assignments and
stays on task with
prompting.
Student does ​partial​ pre-lab
planning, does not ask
questions ahead of time, but
accurately
calculates/measures some of
the time.
Student is ​partially
respectful to teacher, peers
and lab environment.
Student does not focus when
listening to directions.
Student is ​somewhat
interested in learning, takes
partial ownership of choices
and is purposefully punctual
most of the time.
0
Student needs constant
reminding to manage time in
and out of the lab, hand
assignments and stay on task.
Student ​does not​ engage in
pre-lab planning or ask
questions ahead of time, but
accurately calculates/
measures some of the time.
Student is ​disrespectful​ to
teacher, peers and lab
environment.
Student does not focus when
listening to directions.
Student is ​not interested​ in
learning, interferes with the
learning of others and is often
late.
/1
6
 
TEAMWORK RUBRIC
Criteria/Level 4 3 2 1 0
Effectively Student ​precisely Student ​effectively Student ​appropriately Student ​ineffectively
Communicate articulates their ideas, articulates their ideas, articulates their ideas, articulates their ideas,
s opinions and/or feelings opinions and/or opinions and/or opinions and/or
towards team members feelings towards team feelings towards team feelings towards team
and teacher. members and teacher. members and teacher. members and teacher.
Working with Student ​engages​ in Student ​engages​ in Student ​reluctantly Student ​does not
Others cooperative learning and cooperative learning engages​ in cooperative engage​ in cooperative
enhances​ the learning and supports the learning and ​partially learning and
experiences of others. learning experiences supports the learning interferes ​with the
(Assists others with their of others. experiences of others. learning experiences
tasks and does not leave of others.
lab until clean..)
Adaptability Student ​enthusiastically Student ​intermittingly Student ​interchanges Student ​does not
interchanges roles with interchanges roles roles ​with team interchange​ roles
team members and assists with team members members and assists with team members
others with their tasks. and assists others with others with their tasks and rarely assists
Student always stays in their tasks. Student with teacher prompting. others with their tasks
the lab until all of the stays in the lab until Student often leaves the even with teacher
tasks are done. all of the tasks are lab before all of the prompting. Student
done most of the time. tasks are done. leaves the lab before
all of the tasks are
done.

Total /12