Texas ACE Activity

Planning Worksheet

Activity Description:

Food Challenge: ACE Iron Chef

Data Set 1: Campus Needs Statement

The campus needs assessment indicated that there is a high need for both math and reading concepts among all grade levels.

Data Set 2: TEKS Addressed

Math 111.4. Grade 2 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. (5) Number and operations. The student applies mathematical process standards to determine the value of coins in order to solve monetary transactions. The student is expected to: (A) determine the value of a collection of coins up to one dollar; and (B) use the cent symbol, dollar sign, and the decimal point to name the value of a collection of coins.

111.5. Grade 3 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

111.6. Grade 4 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems; (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. (2) Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to: (E) represent decimals, including tenths and hundredths, using concrete and visual models and money; (9) Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to: (B) solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

111.7. Grade 5 (1) Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to: (A) apply mathematics to problems arising in everyday life, society, and the workplace; (B) use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution; (C) select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number senseas appropriate, to solve problems; (G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. (3) Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy. The student is expected to: (A) estimate to determine solutions to mathematical and real-world problems involving addition, subtraction, multiplication, or division;

(E) solve for products of decimals to the hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and the relationship to the multiplication of whole numbers; (L) divide whole numbers by unit fractions and unit fractions by whole numbers.

Science/Health

115.4. Health Education, Grade 2 (1) Health behaviors. The student understands that personal health decisions and behaviors affect health throughout the life span. The student is expected to: (C) identify food groups and describe the effects of eating too much sugar and fat such as knowing that sugar causes dental cavities; (D) identify healthy and unhealthy food choices such as a healthy breakfast and snacks and fast food choices; (4) Health information. The student understands the difference between sickness and health in persons of all ages. The student is expected to: (A) explain ways in which germs are transmitted, methods of preventing the spread of germs, and the importance of immunization; (D) apply practices to control spread of germs in daily life such as hand washing and skin care.

115.5. Health Education, Grade 3 (1) Health behaviors. The student explains ways to enhance and maintain health throughout the life span. The student is expected to: (C) identify types of nutrients; (D) describe food combinations in a balanced diet such as a food pyramid;

115.6. Health Education, Grade 4 (1) Health information. The student recognizes ways to enhance and maintain health throughout the life span. The student is expected to: (A) identify the benefits of six major nutrients contained in foods; (B) identify information on menus and food labels; (F) identify the importance of taking personal responsibility for developing and maintaining a personal health plan such as fitness, nutrition (5) Health behavior. The student comprehends and practices behaviors that prevent disease and speed recovery from illness. The student is expected to:

(B) identify different pathogens and explain how the body protects itself from pathogens such as viruses, bacteria, and fungi;

115.7. Health Education, Grade 5 (1) Health information. The student knows ways to enhance and maintain personal health throughout the life span. The student is expected to: (A) examine and analyze food labels and menus for nutritional content; (B) apply information from the food guide pyramid to making healthy food choices; (C) identify foods that are sources of one or more of the six major nutrients;

Language Arts 110.13. English Language Arts and Reading, Grade 2 (17) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A) plan a first draft by generating ideas for writing (e.g., drawing, sharing ideas, listing key ideas); (B) develop drafts by sequencing ideas through writing sentences; (E) publish and share writing with others. (21) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) understand and use the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: old, wonderful; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (vii) time-order transition words; (B) use complete sentences with correct subject-verb agreement; and (22) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (A) write legibly leaving appropriate margins for readability; (25) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) gather evidence from available sources (natural and personal) as well as from interviews with local experts; (B) use text features (e.g., table of contents, alphabetized index, headings) in age-appropriate reference works (e.g., picture dictionaries) to locate information; and (C) record basic information in simple visual formats (e.g., notes, charts, picture graphs, diagrams). (30) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions.

110.14. English Language Arts and Reading, Grade 3 (20) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement; (22) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:

(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (past, present, and future); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive: wooden, rectangular; limiting: this, that; articles: a, an, the); (iv) adverbs (e.g., time: before, next; manner: carefully, beautifully); (viii) time-order transition words and transitions that indicate a conclusion; (26) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect information from multiple sources of information, both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews;

(ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; (C) take simple notes and sort evidence into provided categories or an organizer; (31) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

110.15. English Language Arts and Reading, Grade 4 (18) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (A) create brief compositions that: (i) establish a central idea in a topic sentence; (ii) include supporting sentences with simple facts, details, and explanations; and (iii) contain a concluding statement; (20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs); (ii) nouns (singular/plural, common/proper); (iii) adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest); (iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot); (vi) reflexive pronouns (e.g., myself, ourselves); (viii) use time-order transition words and transitions that indicate a conclusion; (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect information from multiple sources of information both oral and written, including: (i) student-initiated surveys, on-site inspections, and interviews; (ii) data from experts, reference texts, and online searches; and (iii) visual sources of information (e.g., maps, timelines, graphs) where appropriate; (C) take simple notes and sort evidence into provided categories or an organizer; (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in teacher- and student-led discussions by posing and answering questions with appropriate detail and by providing suggestions that build upon the ideas of others.

110.16. English Language Arts and Reading, Grade 5 (20) Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to: (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking: (i) verbs (irregular verbs and active voice); (ii) collective nouns (e.g., class, public); (iii) adjectives (e.g., descriptive, including origins: French windows, American cars) (iv) adverbs (e.g., frequency: usually, sometimes; intensity: almost, a lot); (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details; (viii) transitional words (e.g., also, therefore); (24) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) follow the research plan to collect data from a range of print and electronic resources (e.g., reference texts, periodicals, web pages, online sources) and data from experts; (26) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that: (A) compiles important information from multiple sources; (B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions; (29) Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.

Data Set 3: Student Voice & Choice

Student surveys revealed that “cooking” was a high interest for our students, this Unit allows for the enrichment opportunity to be paired with other high need academics areas.

Unit Objective:

Students participating in the Food Challenge Unit will have the opportunity to exhibit their knowledge and skills in math, science, and language arts when preparing and presenting a dish. Students will be evaluated during their oral presentation to determine mastery in math calculations, science nutrition facts, kitchen safety procedures and the organization and fluidity of their presentation.

Target Audience

Students Adults

Duration: On-going Grade Level: 2nd

– 5th

Frequency: daily

Instructional Strategy:

Interactive Instruction Project Based Learning Inquiry Based Learning

Cooperative Grouping Service Learning Independent Study

Other:

Evidence of Success:

Lessons at a Glance: (List corresponding lessons for this activity)

1 My Plate - healthy food choices 7 Wash Away Germs

2 Cost Analysis – math in Receipts 8 Culinary Arts Careers

3 How to Make a Sandwich – writing exercise 9

4 Bacteria – growth and prevention 10

5 Nutritional Labels – Compare and Combine Values 11

6 Cooking Challenge Competition 12

Equipment & Supplies: Personnel & Facilities:

Recipe ingredients will vary (create a shopping list for weekly ingrediants)

an equipment box containing only one each of the following items, unless a different quantity is noted:

Dry measuring cups

Electric Skillet

Extension cord

Food thermometer

Tongs

2 single-burner hot plates

Whisk

Potato peeler Pancake turner

Potato masher

Paper towels

Pot with lid

Measuring spoons (1 set)

Fork

Beverage glass

Dip Size Bowl (1)

Mixing Bowls (2)

Serving Bowl (1)

Calculator

Can Opener

Colander

Cutting Boards (2)

Disposable spoons

Kitchen timer

Knives (2)

Hot pads (up to 5)

Grater

Gloves

Sanitizing wipes

Serving platter

Serving utensil

Skillet with lid

Spatula

Stirring spoon

Storage bags

Pencils

Non-stick cooking spray

Note cards

Liquid measuring cup

Kitchen shears (1 pair)

Hand sanitizer

Provide each group of students with the following reference materials: Altering Recipes for Health:

http://texas4-h.tamu.edu/files/2014/08/altering-recipes.pdf Fight Food Bourne Bacteria:

http://texas4-h.tamu.edu/files/2014/08/Fight_BAC_Brochure.pdf Choose My Plate tips:

http://texas4-h.tamu.edu/files/2014/08/myplate_10tips.pdf Nutrient Needs at a Glance:

http://texas4h.tamu.edu/files/2014/08/Nutrient_Needs_ata_Glance_E589.pdf

Tables for cooking area to be placed

Electrical outlets (make sure to test outlets with multiple elements running at the same time to ensure breaker capacity)

Education Field Trips: (if applicable) Activity Author:

California Pizza Kitchen Tour

Culinary School Tour

Certified Teacher

Curriculum Specialist

ACE Staff Member

Community Partner

Vendor

Other:

Reflections:

Texas ACE Activity

Lesson Plan

Activity Name Lesson Name Lesson #

Food Challenge – ACE Iron Chef How to Make a Sandwich – writing exercise 3

Lesson Description:

Writing “How-to” paragraphs on making our favorite sandwich.

Lesson

Objective:

Students will be able to use correct transition words in write instructional paragraphs. Students will better understand the proper sequencing of events to make a paragraph flow and be able to give a brief oral presentation of their writing skills.

Equipment & Supplies

Sandwich ingredients of your choice markers

Kitchen supplies needed for ingredients tape

Construction paper pencils

glue copies of graphic organizer

Room Preparation & Materials Setup

Area to make sandwich

Writing area

Craft area

Intended Instructor:

Certified Teacher College Student

Para Professional Volunteer Specialty

Instructor Other:

ENGAGE | EXPLORE | EXPLAIN | ELABORATE | EVALUATE

Instructional Plan Facilitation Tips:

Engage: (10 minutes)

Have you had to make your own lunch? Did someone tell you how? What words do we use to give directions?

Start your word wall list with the student’s answers.

Explore: (25 minutes)

Have the students use the ingredients provided to create a sandwich of their choice. Use whole ingredients and make sure the students take notes on what they did, sliced tomatoes, cut lettuce, chopped onions, layered cheese etc.

Explain: (25 minutes)

Have students use the graphic organizer to create each step on how to make their sandwich. Make sure they use transition words like First, Then, Next, Lastly, Finally, and write complete sentences. (make as many copies as needed to create all their steps)

Elaborate: (15 minutes)

Using their graphic organizer each student will create a sandwich paragraph. Using construction paper students will create a large paper version of their sandwich writing their step-by-step sentences on each piece of their “sandwich”. Does the “sandwich” flow correctly?

Evaluate: (15 minutes)

Have students read their “sandwich” to the group.

ENGAGE | EXPLORE | EXPLAIN | ELABORATE | EVALUATE

Lesson Reflections Future Actions

Texas ACE Activity

Lesson Plan

Activity Name Lesson Name Lesson #

Food Challenge – ACE Iron Chef My Plate 1

Lesson Description:

The students will build on their knowledge of the importance of having a balanced meal. This is a quick and informative activity for students to understand the 5 food groups and the portions they need from protein, grains, vegetables, fruits, and dairy.

Lesson

Objective:

Students will be able to categorize various foods and determine the proper portion size needed for a balanced meal.

Equipment & Supplies

Grocery store ads white paper plates large poster pads

Food pictures construction paper markers

Crayons note cards projector

Computer glue

Room Preparation & Materials Setup

A room that you will be able to set-up into small groups as well as work as a large group. Have separate areas for art project and powerpoint presentation.

Intended Instructor:

Certified Teacher College Student

Para Professional Volunteer Specialty

Instructor Other:

ENGAGE | EXPLORE | EXPLAIN | ELABORATE | EVALUATE

Instructional Plan Facilitation Tips:

Engage: (10 minutes) Ask the students what their favorite meals are. What do we know about food? Start your word wall by starting a “popcorn” style word list. Explore: (30 minutes) Have students create an informative art project: Using one piece of construction paper, 2 white paper plates, pictures of various food options and crayons. Students will be able to create their own plate of what they think needs to be on their plate (this is before you show them “My Plate”). This should be individual work. This project will allow the students to display what knowledge they already have about food groups and what they believe needs to be on their plates. As students share their “Plate” with the group, start creating your “Nutrition” Word Wall each student will need to provide at least one word from their project presentation. Now that we have shared some information we already know, is there anything we need to add to our Word Wall? Allow students to take a minute to write down anything they want to add to the word list. Explain: (20 Minutes) http://www.uen.org/Lessonplan/downloadFile.cgi?file=29001-6-36412-MyPlate.pptx&filename=MyPlate.pptx Show the power point that covers MyPlate. Discuss the importance of knowing the concepts of MyPlate and how living their concepts can lead to a healthier life. Elaborate : (30 Minutes) Now that we have discussed “MyPlate” and reviewed the 5 groups have the students create a new plate art project. Using one piece of construction paper, and the second white paper plates, pictures of various food options and crayons. Students will be able to create their new and improved plate. This should be individual work. This project will allow the students to display what they have learned about food groups and what needs to be on their plates. Students should prepare a brief presentation about their project and be able to use 5 words from the word wall in their presentation. If you have access to the computer lab here is a link to additional nutrition games and interactive activities: http://www.nourishinteractive.com/kids as students finish activities. Evaluate: (10 Minutes) Ask the students to share with the class what was learned during this lesson. What did they find most interesting, and what was their favorite part? Student should be able to use key terms used throughout the lesson while sharing with the class.

Place your large poster paper on

the wall and label in LARGE PRINT “Nutrition Word

Wall”

Have note cards ready for students to write their word – and give a brief

definition.

Make sure to print the notes that are

attached to the powerpoint for

instructor to have all the information.

ENGAGE | EXPLORE | EXPLAIN | ELABORATE | EVALUATE

Lesson Reflections Future Actions

Texas ACE Activity

Lesson Plan

Activity Name Lesson Name Lesson #

Food Challenge – ACE Iron Chef Nutritional Labels – Compare and Combine Values 5

Lesson Description:

The student understands that personal health decisions and behaviors affect his/her health throughout their life span. The student will be able to identify food groups and describe the effects of eating too much sugar and fat; healthy and unhealthy food choices; identify types of nutrients; identify information on menus and food labels; and examine and analyze food labels and menus for nutritional content.

Lesson

Objective:

Students will be able to read product labels and calculate the nutritional values provided to determine healthy combinations.

Equipment & Supplies

Food Pyramid coloring sheet (http://www.lucylearns.com/food-guide-pyramid-worksheet.html) For each group: Pizza Comparison worksheet Muffin Pan Pizza recipe Turkey pepperoni Muffin pans Mozzarella cheese Pizza sauce Pizza dough Parmesan cheese Cooking spray Oven or toaster ovens

Room Preparation & Materials Setup

Divide ingredients so that there is enough for each group; leave measuring to students

Make sure all utensils are provided for each group

Intended Instructor:

Certified Teacher College Student

Para Professional Volunteer Specialty

Instructor Other:

ENGAGE | EXPLORE | EXPLAIN | ELABORATE | EVALUATE

Instructional Plan Facilitation Tips:

Engage: (10 minutes):

Display both pictures below (cut/paste and print up on cardstock) and discuss them with your students.

Today, we are going to make muffin pan pizzas but before we do so, let’s look at the nutriotional value of each ingredient. How can we create a healthier pizza?

Explore: (20 minutes)

Share a copy of the pizza comparison sheet. Discuss each ingredient: calories; serving sizes related to calories, good points; bad points, etc. Decide which ingredients would be the healthiest and why.

Explain: (30 minutes)

Distribute ingredients to each group. Together, follow the recipe-using the ingredients you chose were the healthiest. (if you were able to find them)

Elaborate: (15 minutes)

While pizzas are cooking, continue your discussion on other ways we could make the pizzas healthier: whole wheat dough, ham or chicken instead of pepperoni, fruit or vegetables instead of pepperoni, just cheese, different cheeses: feta, string, parmesan, goat cheese; no cheese, etc.)

Evaluate: (15 minutes)

Students will complete and color the blank food pyramid.

ENGAGE | EXPLORE | EXPLAIN | ELABORATE | EVALUATE

Lesson Reflections Future Actions

Name________________________________Period__________________________Date____________

Iron Chef Classroom Competition

Copyright © Texas Education Agency, 2012. All rights reserved.

Recipe Cost Analysis Directions: List the ingredients and amounts needed for recipe. Check grocery store

receipts for item prices or visit local grocery store and list size. Calculate unit price only

for the amount needed to total cost of recipe.

Ingredient Amount Needed Purchase Price and Size

Unit Price

Total cost of recipe ____________________

Total cost per serving ____________________