Jordan Vos

Taco Lasagna
Lesson # 1 March 14, 2017

GENERAL OUTCOMES
Demonstrate knowledge and skills in the planning, preparing and evaluating of
fast foods and simple convenience foods

SPECIFIC OUTCOMES
Entirely prepared foods; e.g., dinners, perogies, fish and chips, sausage rolls, samosas,
doughnuts, croissants, cassaroles

PROCESS OUTCOMES (FOR MATH SUBSTITUTE FOR OTHERS)

Students will maintain a clean, sanitary, and safe work area throughout the lab
Students will work on time management, and teamwork with their groups

CROSS-CURRICULAR CONNECTIONS
Students will need Math skills in measuring,
Language Arts in communicating with their group effectively, and
A knowledge of basic Science to know when the food is cooked.

NUMERACY/LITERACY; COMPETENCIES
Identify and apply career and life skills
Demonstrate good communication skills and the ability to work with others
Innovate
Think critically

KAGAN STRATEGIES/INSTRUCTIONAL INTELLIGENCES

Place the students into groups that are best oriented to collaborative learning, with 1
student that is strong, 2 students that are of medium skill level, and 1 that needs extra
help.

MULTIPLE INTELLIGENCES/LEARNING STYLES

Visual- picturing the recipe in the mind as it is made
Kinesthetic- working hands on to create the food
Auditory- I will discuss the recipe before they go to the kitchens
Interpersonal- working with others in groups
Logical- knowing what the finished product should look like, and working towards that

BLOOMS TAXONOMY GUIDING QUESTIONS

What individualistic revisions would you make to this recipe if you were making it for
your familys culture? A friends?
 MATERIALS MANIPULATIVES
See recipe attached for ingredients Utensils
Skillets
3X3 pan
Cheese grater
Knives

TEACHER ACTIVITIES STUDENT ACTIVITIES

Preparation
Each kitchen will need each of the
bulk foods measured out (follow
recipe), EXCEPT the taco
seasoning, diced canned tomatoes
(share among three kitchens), the
sour cream, and salsa (each kitchen
can obtain as needed for their
recipe).
Anticipatory Set (Hook)
When you think of foods from different
countries, what comes to mind?

Today we are going to make a combination Students give ideas of foods from each
of two cultural foods from Italy and country
Mexico; Taco Lasagna!

Practice/Development
Start with Hook, explain the new tasks they
need to accomplish.
Describe the new skills they will be
attaining
This is the students first time cooking
beef, show them how to cook in a large pot
or pan with water (to avoid burning), then
drain the beef of oil.
Mincing garlic; show the students how to
flatten with a large knife, then chop finely.
In groups of four, students will go to their
kitchens, divide tasks (make sure everyone
 is doing something), guide along the recipe
for those that need extra help; you may
have to show them specific skills each
student needs.
Once the casserole dish is in the oven
cooking, the students will begin cleaning
up their kitchen until the food is ready.
Ensure the students wipe down their
counters with a wet cloth before spraying
with disinfectant.
When their food is ready, they may serve it
to their group members. Each student must
try one taste of the taco lasagna.
Once done eating, the rest of the class time
is for cleaning up their kitchens.
When each kitchen is done, they may wait
for the bell to ring, and may discuss the In the final cleanup, they must clean all
options to improve the recipe, what they their dishes (one sink full of hot soapy
liked, and the alternatives they could use, water, and one sink full of hot water with a
until dismissal. capful of bleach).
Wipe down all surfaces and disinfect with
clear spray
When dishes are done, spray the sink with
the blue spray.

Check for Understanding

Visually examine the progress of each
kitchen, watching their techniques of
cooking and preparing the meal. It is
supposed to be a quick meal, ensure the
students actions embody that.
Watch for individual group creativity.
Ensure each kitchen uses the ingredients
they are given, with little left over.

Closure/Reflection Students will rate it out of ten. Answer

Rate it out of ten, ask them if they would reflection questions.
modify the recipe in any way to suit their
own preferences or other cultural varieties.
MODIFICATIONS and EXTENSIONS
For those with fine motor troubles, you may have to help cut or mince; the group
members should also know their capabilities, challenge themselves, and help others
where it is necessary.

EVALUATION and ASSESSMENT

 As a verbal, formative assessment, ask the students to rate their meal out of ten, and ask
what they would improve or change; how could they make this kind of recipe with their
own preferences?

NOTES AND REVISIONS

Remember to prep beforehand.
Always keep an eye on the kitchens time management skills.

REFLECTION

1. In my lesson plan:
a. I learned about all the work that goes into creating an interactive, creative

lesson plan for the students needs. It is not just saying, I want to teach

this and winging it in front of the class; having a clear lesson plan ensures

your students are getting all the information they need to.
b. My Hook sets the mood for the class because it is unique, original, and

gets the students thinking perceptively about other cultures and their

foods. It allows them to wonder a bit, but to have a general sense of where

I am leading with the lesson before giving away all the information.
c. The objectives and assessment techniques are linked because they focus

on the preparation of quick meals. I am using a formative assessment for

my plan, asking my students reflective questions verbally and watching

for their skills in the Lab.

d. The whole activity of this lesson was chosen because it is a favorite recipe

of mine, and is easy to cook when youre in a rush (quick and easy meals).

I also had to keep in mind the skillset of my Grade 8 students in the Lab,

and could only introduce new skills gradually, instead of a complex recipe

like Italian lasagna.

e. I feel that my students reached the necessary curriculum requirements, and

had a lot of fun while learning. It gave them an appreciation for other
 cultures foods, and allowed them to think critically about their own

cultures. My assessment allows me to visually perceive the skills they are

building, and ask questions to understand the rest of their learning journey.
f. My closure extends the learning one step further by taking the recipe they

now cooked, and allowing them to critically assess their own learning by

adding adaptations, or changing the recipe entirely. If I had taught another

class with them, I would have gotten them to actually make a new recipe

with these adaptations.

2. I received feedback from many professionals in this area, including my own

mentor teacher, Monica Reider, and Lorelei Boschman at Medicine Hat College. I

also asked my fellow education students for advice and ideas, and found

everyones input useful in some way. Monica helped to explain the skillset of the

students, and Lorelei gave me some ideas for a creative hook and closure. My

friends were a sound board to bounce ideas off. When I taught my lesson, I

remembered their support, and it gave me strength to overcome my nerves of

teaching my first lesson. I felt more confident in my abilities after talking with

them.
3. FEEDBACK:
From my students; they gave great feedback and told me they loved the creativity

given with the lesson. As I went around the room and helped them, I learned

which skills I needed to focus more on if I taught the lesson again (mincing,

laying out the tortillas in the pan).

From my mentor teacher; she loved that I went over the recipe beforehand with

the students, and felt I had a calm, positive demeanor throughout the lesson. She

appreciated that I kept the students on task, and used positive affirmations to

maintain time management with specific kitchens.

4. In the future, I will be more confident after having this experience, and will not

feel quite so nervous. I will remember the creativity of this lesson, and will try to

maintain that throughout any subject I teach. I want to learn more about possible

assessment techniques for the practical and applied arts (Foods, Shop,

Technology), especially since these courses are difficult to test for. I think I

accomplished the needs of the students curriculum, and had a lot of fun while I

did it.