DANIELSON MODEL LESSON

Class: Foods and Nutrition Date: March 9, 2023

Unit: Foods and Nutrition Lesson Title: Kitchen Math/Cooking Skills
Content Standard Alignment:
5.2.3 Demonstrate basic kitchen math skills (Idaho Nutrition & Foods CTE)
5.3.1 Define food preparation terms (Idaho Nutrition & Foods CTE)

Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)

Outline the concept, knowledge, skill, or application students can demonstrate upon lesson
completion. This may be the same as or very similar to the content standard; however, it could be
narrower or perhaps broader. Objectives may be stated in the form of critical questions students
should be able to answer.

Students will demonstrate basic kitchen math skills. Students will define food preparation terms with 80%
accuracy.

Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)

How does this lesson support the unit goals / enduring understandings?
This lesson supports unit goals because it teaches students the basics of preparing recipes and common
vernacular that is used in the kitchen.

How does this lesson build on the previous lesson in this instructional sequence?
This lesson builds on the previous lesson in the instructional sequence as students will have already read
and followed a recipe in the personal pancake lab the day before. Since they will have had that exposure
to recipes, they’ll be more ready to look at a new recipe and adjust the measurements and yields.

How does this lesson support the next lesson in this instructional sequence?
This lesson supports the next lesson as the students will use the cookie recipe that they adjusted to create
cookies on Monday.

Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of

Resources) List all materials and resources required by teacher and/or students, include
preparation or other special instructions; e.g. paper based materials such as text books,
technology equipment, science equipment or supplies, art materials or equipment.

ALL MATERIALS WERE CREATED BY MRS.WAHLEN:

- Cooking Terms Match-up game (laminated cards provided by Mrs. Wahlen).
- Worksheet pages from Foods and Nutrition notebook (provided by Mrs. Wahlen).
- Scans of these pages will be included in submission of assignment.
- Adjusting a recipe handout.
(https://www.dropbox.com/s/0yzu2o31wavjaic/Adjusting%20recipes.docx?dl=0)
- Slides of cooking terms.
(https://docs.google.com/presentation/d/16ZvdjNrEf8jQlll5w4Jnqweg3JQQGU4sqSWcKi_r8AY/edit
?usp=sharing)
- Blooket Game. (https://play.blooket.com/play?hwId=640750e5325d89794368aa43)
 Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:

- Students may misunderstand the differences between dry measuring cups vs liquid measuring
cups.
- Students may misidentify the abbreviations of tablespoons and teaspoons.
Concept Prerequisites: List all key concepts and terminology necessary for students to
understand the concepts as well as meet the standards, goals and objectives of the lesson.

Vocab: Cooking Terms

- Al Dente: means “to the tooth”. Pasta should be tender but firm to the bite.
- Baste: spoon or brush liquid over food during cooking to keep it moist and to add flavor.
- Beat: make mixture smooth with a rapid vigorous over-and-over motion using a spoon, hand
beater, wire whisk, or electric mixer.
- Blanch: plunged into boiling water for a brief time to preserve color, texture, and nutritional value or
to remove skin from fruits and vegetables.
- Blend: the process of combining two or more ingredients together so that they lose their individual
characteristics and become smooth and uniform.
- Boil: heat until bubbles rise continuously and break on the surface of the liquid.
- Braise: cooking (meat, fish, or vegetables) by sautéing in fat and then simmering slowly in a small
amount of liquid.
- Broil: to cook by exposing food to direct radiant heat from above.
- Chop: to cut into bite sized pieces.
- Fine: smaller than bite sized.
- Rough: slightly larger than bite sized.
- Cream: technique of softening solid fat into a smooth mass and then blending it with other
ingredients, usually sugar.
- Cut In: distribute solid fat in dry ingredients by cutting with a pastry blender with a rolling motion or
cutting with two knives until particles are desired size.
- Dice: to cut food into even, small squares about ¼’’ in diameter.
- Fold: cut vertically through mixture with a rubber scraper; next, slide scraper across the bottom of
the bowl, turning mixture over. Continue down-across-up-over motion while rotating the bowl ¼
turn with each series of strokes.
- Grease: to coat a utensil, such as a baking pan or skillet, with a thin layer of fat or oil.
- Grill: involves a significant amount of direct, radiant, dry heat that is applied to the surface of food,
usually from below. Used for cooking meat and vegetables quickly.
- Julienne: a culinary knife cut in which the food item is cut into long, thin strips, similar to
matchsticks.
- Knead: to work dough into a uniform mixture by pressing, folding, and stretching.
- Marinate: let food stand in a savory, usually acidic, liquid for several hours to tenderize and add
flavor.
- Mix: combine in any way that distributes all ingredients evenly.
- Pare: to remove the skin of a fruit or vegetable using a swivel-bladed peeler or sharp paring knife.
- Roux: a french term that refers to a mixture of flour and a fat cooked to a golden- or rich-brown
color and used for thickening sauces, soups, and gumbos.
- Saute: cook rapidly in small amounts of fat, stirring occasionally.
- Sift: passing dry ingredients such as flour through a mesh bottom sieve. This process combines air
with the ingredient, making it lighter and more uniform in texture.
 - Simmer: cook in liquid just below the boiling point (bubbles form slowly and collapse below the
surface).
- Steam: to cook a food in vapor given off by boiling water.
- Stir: combine ingredients with a circular or figure-eight motion until of uniform consistency.
- Toss: mix ingredients by using a light lift and drop method.
- Whip/Whisk: to beat a food rapidly to incorporate air into the food and increase its volume.
- Zest: to remove the colored outer portion of citrus peel often used as a seasoning, by peeling or
grating.

Measurement abbreviations:
- Tablespoon: T or tbsp
- Teaspoon: t or tsp
- Cup: c
- Ounce: oz
- Pint: pt
- Quart: qt
- Gallon: gal
- Pound: lb or # (lbs for plural)
- Hour: hr
- Minute: min
Introduction- Get to Know Me:
Anticipatory Set: - Show slides 1-2
(https://docs.google.com/presentation/d/16ZvdjNrEf8jQlll5w4Jnqweg3J
5 minutes QQGU4sqSWcKi_r8AY/edit?usp=sharing)
- Kimmie Facts
- My husband and I have been married for 3 years. We have an
8 month old son who started crawling last week and got his first
tooth on Monday!
- I’m type 1 diabetic. I have a little insulin pump that beeps a lot. I
like to call her Debby because sometimes she’s a downer.
- Student’s Choice: let the students ask me a random question.

Introduction to today’s lesson:

- Show slide 3
(https://docs.google.com/presentation/d/16ZvdjNrEf8jQlll5w4Jnqweg3J
QQGU4sqSWcKi_r8AY/edit?usp=sharing)
“On Monday, you will be baking cookies! But, before you can bake cookies
you have to learn how to read a recipe and alter it if necessary. So to prepare
for that, today we’ll be learning about some important cooking terms and
kitchen math.”

Move on to bellringer
Instructional Activities: Bellringer: 8 minutes
Includes questioning - Show slides 4-5 on kitchen basics ppt and have students add
techniques, grouping equivalent answers to the notebook (bottom portion of pg. 20 in
strategies, pedagogical notebook). After 5 minutes, go over the answers with the class.
approaches. - (https://docs.google.com/presentation/d/16ZvdjNrEf8jQlll5w4Jn
qweg3JQQGU4sqSWcKi_r8AY/edit?usp=sharing)
 “Turn to page 20 in your notebook. At the bottom of the page, you’ll find a
conversion chart that will help you answer questions 23 through 34. I’ll give
you 5 minutes to answer as many as you can and then we’ll talk about it!”

“Ok your 5 minutes are up. Let's see how we did! How many tablespoons are
in 3 teaspoons?... (continue to go over the rest).

Cooking Terms Matchup (table): 4 minutes

- Show slide 7
(https://docs.google.com/presentation/d/16ZvdjNrEf8jQlll5w4Jnqweg3J
QQGU4sqSWcKi_r8AY/edit?usp=sharing)
“At your table, you’ll find a little baggie that has 28 cooking terms in it. With
your table, you’ll all work together to match as many of the terms to their
definitions as you can. The winners get a treat! You have 3 minutes from when
I say go… Ready…set…GO!”

Cooking Terms ppt: 20 minutes

- Show slide 8-36
(https://docs.google.com/presentation/d/16ZvdjNrEf8jQlll5w4Jnqweg3J
QQGU4sqSWcKi_r8AY/edit?usp=sharing)
“K guys bring it back in (transition)! We’re gonna go over all the words. As
we’re going over them, keep track of the ones you got right because at the
end whoever has the most correct will get a treat.”
“Turn to page 21 of your notebook and let's get going.”
-
“Who had more than 5? More than 10? More than 15? 20? 25? Ok what did
you guys get? Congratulations, y'all get a treat. Come up and pick one!”

Discuss how to Adjust a Recipe: 5 minutes

- Show slide 37-42
(https://docs.google.com/presentation/d/16ZvdjNrEf8jQlll5w4Jnqweg3J
QQGU4sqSWcKi_r8AY/edit?usp=sharing)
“So, we’ve talked about cooking terms, now let's tackle the second portion of
cooking with a recipe: adjusting a recipe. There isn’t anywhere in your
notebook to write this down but you’re more than welcome to write it down in
the margins to help you remember them because they are good tips to keep in
mind as you adjust recipes.”
- Share slides

Cooking Terms/Math Blooket: 14-16 minutes

“Now we’ve talked about cooking terms and we’ve talked about adjusting
recipes so for the last few minutes of class, we’re gonna play some games so
get out your phones and go here. If you don’t have a device, just team up with
someone at your table who has a device!”
- One game for each topic. (takes about 2 minutes for students to get
onto it; 5-6 minutes per game).

Wrap Up- Verbal Wrap/Brief Summarization: 2 minutes

Synthesis/Closure:
 “Ok ladies and gents we only have about 2 minutes left of class today so let’s
bring it back in (transition) and we’ll do a little recap. So, we learned about so
many different cooking terms. Who can tell me the difference between stirring
and tossing?”

“We also learned about adjusting recipes to better fit our needs whether that’s
to decrease or increase the yield. I want you all to remember what we learned
today because you’ll be applying it to your own recipes on Monday when we
make our cookies!”

“And that is the bell! Enjoy your half day tomorrow and we’ll see you on
Monday!”

Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of

Students) Address diverse student needs including students with an IEP or 504, cultural linguistic
needs.

There are numerous students with IEPs, 504’s, and ELL students in the class. To reach and engage as
many students as possible, I’m having them copy down information from the powerpoints into specific
areas in their notebook for guided notes. Rather than just listening to me talk the entire hour, I have two
different games/activities that they will be doing which are the cooking terms match-up and the blooket
game. I’m also using pictures in my slides that correlate with the information that I’ll be talking about for
the EL learners that may or may not have trouble understanding what the words are referring to. All of
these things can create more opportunities for students to understand what is being taught and engage
with the lesson/content.

IEP: 1
- J needs guided notes. Chunking of materials (summative assessments may not be the best
indicator of understanding for this student).
504: 2
- J needs printed notes. Preferential seating next to students who are independent, organized, and
mellow. Allow J to chew gum or mints (he keeps them on him).
- K needs reduced assignments by 20%. A copy of notes, powerpoints, or other instructional
material. Text to speech.
ELL: 2
- Both ELL students do not have any suggested accommodation requests however pictures are
used in the lab to signal what materials are where.

Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire
tests, portfolio guidelines or rubrics if available submitted along with the lesson plan as
attachments.

Pre-assessment:
- Cooking terms activity:
- I’m not looking for students to receive a 100% on this activity because it’s their first
introduction to some of the words.
Formative:
- Blooket:
- Students will be assessed on their understanding of cooking terms and kitchen math during
the blooket review game. They will answer questions about cooking abbreviations, cooking
terms, and quick math for kitchen recipes. The goal is to have students attain a 75%-80%
accuracy on the game.
- After the game is completed and the students have left for the day, we will review the
results of the game and see what the commonly missed questions were if there are any.
We’re looking for more than 6 students missing the same question. Any that are commonly
missed will be reexplained on Monday before beginning the bellringer activity.
 How your Plan Affects Teaching
RUBRICS for the FRAMEWORK for TEACHING

Below are 35 instances where the word “Plan” is listed in the Danielson Framework.
Keep these areas in mind when developing your own lesson plans for students.

Component 1a: Knowledge of Content Pedagogy

Level 4
Teacher’s plans and practice reflect understanding of prerequisite relationships among
topics and concepts and provide a link to necessary cognitive structures needed by
students to ensure understanding. Teacher’s plans and practice reflect familiarity with a
wide range of effective pedagogical approaches in the discipline, anticipating student
misconceptions.
Level 3
Teacher’s plans and practice reflect accurate understanding of prerequisite relationships
among topics and concepts. Teacher’s plans and practice reflect familiarity with a wide
range of effective pedagogical approaches in the discipline.
Level 2
Teacher’s plans and practice indicate some awareness of prerequisite relationships,
although such knowledge may be inaccurate or incomplete. Teacher’s plans and
practice reflect a limited range of pedagogical approaches to the discipline or to the
students.
CRITICAL ATTRIBUTES
● Lesson and unit plans use limited instructional strategies, and some may not be
suitable to the content.
Level 1
In planning and practice, teacher makes content errors or does not correct errors made
by students. Teacher’s plans and practice display little understanding of prerequisite
relationships important to student’ learning of the content. Teacher does not consider
prerequisite relationships when planning.
● Teacher’s plans use inappropriate strategies for the discipline.

Component 1b: Demonstrating Knowledge of Students

Level 4
CRITICAL ATTRIBUTES
In addition to the characteristics of a level of performance 3:
● The teacher maintains a system of updated student records and incorporates
medical and/or learning needs into lesson plans.
Level 3
CRITICAL ATTRIBUTES
● The teacher is well informed about students’ cultural heritage and incorporates
this knowledge in lesson planning.
Level 2
CRITICAL ATTRIBUTES
● Teacher cites developmental theory but does not seek to integrate it into lesson
planning.
 Component 1c: Setting Instructional Outcomes
Level 4
CRITICAL ATTRIBUTES
● Teacher plans make reference to curricular frameworks or blueprints to ensure
accurate sequencing.
 Component 1e: Designing Coherent Instruction
Level 4
Plans represent the coordination of in-depth content knowledge, understanding of
different students’ needs, and available resources (including technology), resulting in a
series of learning activities designed to engage students in high-level cognitive activity.

CRITICAL ATTRIBUTES
● Lesson plans differentiate for individual student needs.
Level 3
CRITICAL ATTRIBUTES
● The plan for the lesson or unit is well structured, with reasonable time allocations.
Level 1
CRITICAL ATTRIBUTES
● Lesson plans are not structured or sequenced and are unrealistic in their
expectations.

Component 1f: Designing Student Assessments

Level 4
Teacher’s plan for student assessment is fully aligned with the instructional outcomes
and has clear criteria and standards that show evidence of student contribution to their
development. Teacher intends to use assessment results to plan future instruction for
individual students.
Level 3
Teacher’s plan for student assessment is aligned with the instructional outcomes;
assessment methodologies may have been adapted for groups of students. Teacher
intends to use assessment results to plan for future instruction for groups of students.

CRITICAL ATTRIBUTES
● Plans indicate modified assessments for some students as needed.
● Plans include formative assessments to use during instruction.
● Lesson plans indicate possible adjustments based on formative assessment
data.
Level 2
Teacher intends to use assessment results to plan for future instruction for the class as a
whole.

CRITICAL ATTRIBUTES
● Only some of the instructional outcomes are addressed in the planned
assessments.
● Plans refer to the use of formative assessments, but they are not fully developed.
● Assessment results are used to design lesson plans for the whole class, not
individual students.
Level 1
Teacher has no plan to incorporate formative assessment in the lesson or unit nor any
plan to use assessment results in designing future instruction.

CRITICAL ATTRIBUTES
● Assessment results do not affect future plans.