Foods Flex Project

Name___________________________
Time frame that you worked on this project ______________________

Objectives

● You will develop project design and management skills to extend and enhance competencies and skills in
other Career and Technology Studies (CTS) courses through contexts that are personally relevant.
● You will connect a minimum of 2 CTS Courses throughout this module.

All recipes must be approved before they are rewritten and before they are made.

Project Requirements

1. Everyone must complete one project booklet on their own. PLEASE HAND IN before you flex out and after each flex
period. You must have this booklet with you every class.
2. Read through the entire project outline before starting this project.
Make sure you read all of the guidelines on the rubrics provided.
3. There are five parts to this module:
A) Planning
B) Portfolio Project​ (using technology)
C) Employability Project
D) Labs​ (3 in total)
E) Safety, Sanitation, Employability and Teamwork​ (throughout entire module)

Evaluation

Evaluation Breakdown
Project write-up & theory/planning 20%
* ​Must be completed and approved prior to starting labs.
Portfolio/Technology Project 20%
Employability Project 10%
Labs 30%
Safety, Sanitation, Employability & Teamwork 20%
Total 100%
PLANNING

1. Planning is throughout this module.

2. You have 9 class periods to complete this course.
3. It is recommended that you spend five days planning and working on your portfolio project, 3 days doing labs and one
day is needed for the employability project.
4. Friday’s are laptop days so whenever your class lands on a Friday plan to utilize the laptops.
5. If you need to use a computer you can ask for permission to go to the library or if several students need computers on
the same day, if asked in advance, I will book the laptops for that day.

Timeline

Class # What you plan to do? How long?

1

9
Portfolio Project

Create a project using computer software that relates to your personal inventory: your interests, values, beliefs, resources,
prior learning and experiences related to the CTS courses that this course connects. Complete the personal inventory on the
next page. It should help you plan your project.

My Personal Inventory
Values________________________________________________________________________
Beliefs________________________________________________________________________
Resources_____________________________________________________________________
Prior learning__________________________________________________________________
Experiences related to CTS courses_________________________________________________

What CTS courses does this module connect?____________________________

Is your personal inventory related to your future occupational choices? Y N
Explain:______________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_________

Possible Project Ideas:

Career/Occupation, Safety, Ethnic Foods, Nutrition
(PowerPoint, Windows Movie Maker, Brochure, Poster, Magazine)
Ask me if you have another idea and have me approve it before starting the project.
Employability Project

Through Career and Technology Studies (CTS), secondary education in Alberta is responding to the many challenges of modern society,
helping young people develop daily living skills and nurturing a flexible, ​well-qualified workforce​.

CTS offers all students important learning opportunities. Regardless of the particular area of study chosen, ​students ​in CTS ​will​:
✓ develop skills that can be applied in their daily lives, now and in the future
✓ refine career-planning skills
✓ develop technology-related skills
✓ enhance employability skills
✓ apply and reinforce learnings developed in other subject areas

For this flex credit you will need to spend one class period working in the classroom cleaning or organizing to enhance your
employability skills so you can gain experience to become a well qualified worker.
(IF YOU ARE DOING THIS AT HOME YOU CAN DO THIS AT HOME AND GET PARENTS TO SIGN PLEASE)

Possible tasks to complete for your employability project are: Clean and organize fridges, clean and organize your kitchen, clean the
desks off, wipe the chairs down, stack chairs, clean and organize the spice cupboard, Clean the stoves thoroughly, organize the flyers,
books and magazines, dust, clean tops of fridges, sharpen the pencil crayons, organize the paper drawer, etc.

You are expected to work for one whole class period and not to just complete one task, once you have completed a chosen task, choose
another task and complete it. If you spend too much time fooling around your will have to redo this project. You will need to get your
teacher or an EA who is in the classroom to sign off each of your tasks that you complete. You are allowed to work in teams.

Task Time Spent Teacher or EA signature

 LABS

1. Research and choose one recipe that you would like to make while you are the leader of your team.
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.) Allrecipes.com even has a function that will automatically
convert your recipe to fewer servings.
2. Write your recipe on the paper provided after you get approval from your teacher.
Make sure that your recipe is for a maximum of four servings. (You will need to do the math and convert the amount.
This is for marks!​ You will be deducted marks if you make too much food.)
3. You now need to find two other people that are willing to cook with you and that want you to cook with them.
4. Complete a market order for your recipe on the paper provided within this booklet.
5. Complete all ​self evaluations​ before you hand this module in to get it marked.
 
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:
 I Am A Leader Lab
A) Use: ​www.allrecipes.com​ or a recipe book from the foods room.
B) Get approval from your teacher, and reduce the recipe to appropriate size as decided upon.
C) Re-write ​the recipe by hand. This is done so that you really understand the recipe.
D) If you retrieved your recipe from the Internet please print off a copy and attach to the back of this booklet.

Recipe Name: ______________________________________________________

 
 Lab Summative Evaluation
Evaluation Standards-Performance and Product Leader Lab Lab 2 Lab 3
Y/ N
Y/ N Y/ N

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
  
SAFETY
These behaviors are required in the foods lab and classroom: Self Teacher
Yes 1-Yes
No 0 - No
Materials and products are used properly.
Kitchen tools and equipment are used correctly.
Spills are cleaned immediately.
Cell phone or listening devices are kept off/not worn while in the lab.
Student is respectful of others and refrains from the following:
Swearing
Talking loud/yelling
Running in class/lab
Horseplay/wrestling
Sitting on counter/tables
Running water unnecessarily
Splashing with water/soap suds.
Towel whipping
Total /12

SANITATION
These cleaning tasks are required in the foods lab and classroom: Self Teacher
Yes / No 1-Yes 0 -
No
Personal hygiene rules followed:
Hair up
Apron on
Hands washed
Electronic devices not touched
Used own eating utensils/dishes
Student did not sit on the counter.
All surfaces washed and dried ​without being called back​. Ex) Counter, backsplash of, sink, behind sink, stove, cupboard doors and
garbage area.
All dishes and cookware properly washed and dried
All dishes put back in an organized fashion
Clean aprons put back where they came from and dirty aprons put in washer with ties folded and tied together
Proper retrieval of dishcloth and tea towel (take only how many you need and not let extra towels fall onto the floor.
Dirty dishcloth and tea towels put into washer and not on top of a pile of clean towels.
Food put away, stored and sealed properly
Cooking supplies and food promptly put away in proper locations. Ex) If it came out of the fridge it goes back into the fridge and
spices go back to the same location that they were retrieved from.
Waste disposed of properly
Total /15

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
Solving pre-lab 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 0
Student ​partially Student needs constant
manages time in and reminding to manage
out of the lab, hand in time in and out of the
assignments and stays lab, hand assignments
on task with prompting. and stay on task.
Student does ​partial Student ​does not
pre-lab planning, does engage in pre-lab
not ask questions ahead planning or ask
of time, but accurately questions ahead of
calculates/measures time, but accurately
some of the time. calculates/ measures
some of the time.
Student is ​partially Student is
respectful to teacher, disrespectful​ to
peers and lab teacher, peers and lab
environment. environment.
Student does not focus Student does not focus
when listening to when listening to
directions. directions.
Student is ​somewhat Student is ​not
interested in learning, interested​ in learning,
takes partial ownership interferes with the
of choices and is learning of others and
purposefully punctual is often late.
most of the time.
/16
 
TEAMWORK RUBRIC
Criteria/Level 4 3 2 1 0
Effectively Student ​precisely Student ​effectively Student ​appropriately Student ​ineffectively
Communicates articulates their ideas, articulates their ideas, articulates their ideas, articulates their ideas,
opinions and/or opinions and/or feelings opinions and/or opinions and/or
feelings towards team towards team members feelings towards team feelings towards team
members and teacher. and teacher. members and teacher. members and teacher.
Working with Student ​engages​ in Student ​engages​ in Student ​reluctantly Student ​does not
Others cooperative learning cooperative learning engages​ in cooperative engage​ in cooperative
and ​enhances​ the and supports the learning and ​partially learning and ​interferes
learning experiences learning experiences of supports the learning with the learning
of others. (Assists others. experiences of others. experiences of others.
others with their tasks
and does not leave lab
until clean..)
Adaptability Student Student ​intermittingly Student ​interchanges Student ​does not
enthusiastically interchanges roles with roles ​with team interchange​ roles with
interchanges roles team members and members and assists team members and
with team members assists others with their others with their tasks rarely assists others
and assists others with tasks. Student stays in with teacher with their tasks even
their tasks. Student the lab until all of the prompting. Student with teacher
always stays in the lab tasks are done most of often leaves the lab prompting. Student
until all of the tasks the time. before all of the tasks leaves the lab before
are done. are done. all of the tasks are
done.

/1
Total 2