test kitchen- search for the sauce

8/6/2019 Test Kitchen- Search for the Sauce

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Test Kitchen: Search For The Sauce

Apprenticeship

Students learn the process of recipe creation by going through steps

used by food scientists. This process includes identification of flavors,creating a working recipe, and testing variables to produce the final

recipe. Apprentices present of their final recipe along with a tasting of the product that is part of a community-based dinner! The eventincludes documentation of the process through pictures, a group

journal along with other visuals, and distribution of a final recipe.

Week Stage Lesson Objectives:What do we need to get

done today?

LearningObjective:

What will the

students learn

today?

Activities

1Learn new

skillsMODEL

Introduction

-Get to know each other

-Become familiar with the

field of food science-Personalize materials: aprons

and lab journals

-Learn what their

WOW! is

-Basic steps of how

to create a recipe

-Food Bingo!

-Creating community

expectations

-Introduce foodscience process

-Design aprons

2Learn new

skillsMODEL

Basic Training

-Understand steps to WOW!

-Identify flavors using food-

specific vocabulary words

-Learn how to taste testthrough data analysis

-How they will

create their recipe-Descriptive words

to describe flavors

-Data analysisskills

-WOW! Line-Up

-Taste Identification-Practice taste-testing

3Learn new

skills

MODEL

Test Existing Recipes

-Finalize rubric for testing

existing recipes

-Cook three separate recipes-Rate each recipe and

determine results for best

parts of each recipe

-Make decisions asa group

-Follow a recipe

-Draw results fromdata

-Cooking-Taste and Rate

-Count it!

4Produce SCAFFOLD

Create a Working Recipe

-Review and reflect on lastweek’s recipes and results

-Develop a working recipe

-Strengths and

weaknesses of eachrecipe (last week)

-Collaborate and

-Tomato Conference

-Tomato Jigsaw-Variable Brainstorm

1

WOW! Plan



-Decide on our three major

variables to test for the finalrecipe

compromise to

create workingrecipe

5Produce SCAFFOLD

Test Variable 1

-Build cooking skills

-Test a specific aspect of therecipe-Finalize variable 1 for recipe

-Follow a recipe ina group

-Use data to makean informeddecision


-Count it!

6Practice COACH

Test Variable 2

-Build cooking skills-Test a specific aspect of the

recipe

-Finalize variable 2 for recipe

-Follow a recipe in

a group-Use data to make

an informed

decision

-Cooking

-Taste and Rate-Count it!

7Practice COACH

Field Trip/Exploration

8Practice COACH

Test Variable 3-Build cooking skills

-Test a specific aspect of the

recipe-Finalize variable 3 for recipe

-Follow a recipe ina group

-Use data to make

an informeddecision


-Count it!

9Practice FADE

Practice and Prepare for

WOW!

-Decide on name for recipe

-Prepare recipe for tasting

-Review plan for presentation

-Name Brainstorm

-Cooking-Practice

10Perform FADEWOW!

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Citizen Schools Test Kitchen: The Search for theSauce

Lesson One

Overview

The first session will introduce the apprenticeship “mission” and thefield of Food Science. We will set the context for the upcoming weeksby talking about goals, expectations and ground rules. Students willbegin by participating in “Human Bingo” to start thinking about theirown food preferences and sense of taste. We will then move on towatch a clip of America’s Test Kitchen to foreshadow our process andfinal WOW! Finally, the students will design and personalize their ownaprons which they will use in the upcoming weeks.

Length: 90 minutes

Objectives:Set the context for the apprenticeship by introducing students to foodscienceStudents will become familiar with the Food Science process throughviewing an episode of America’s Test KitchenStudents will take ownership of their roles as food scientists throughpersonalizing aprons and lab journals

Vocabulary:Preference, Culinary, Bias

Warm-Up: Human Bingo (10 minutes)Materials: Human Bingo sheets, writing utensilsVocabulary: PreferenceEach apprentice will have a BINGO sheet and writing utensil. They willhave 10 minutes to try to fill in the boxes by asking questions aboutfood preferences and experiences. When an apprentice has four boxesin a row or on a diagonal, they should say BINGO. Once apprenticesget BINGO, they should continue to try to fill the whole sheet.

Have a few students share some new things they learned about eachother.

Introduction (10 minutes)Materials: Flip chart paper, markers, tapeIntroduce the apprenticeship mission: Create the best tomato sauce forCook’s Illustrated magazine/ America’s Test Kitchen

• Overview of the upcoming weeks (basic training, working recipe,variable testing)

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• Review behavior expectations and ground rules, inviteapprentice input

• Today’s Agenda

America’s Test Kitchen Viewing: (20-25 minutes)Materials: DVD player, DVD, journals, reflection questionsVocabulary: CulinaryApprentices will watch a twenty minute segment on DVD fromAmerica’s Test Kitchen (“Salad 101”). Pass out journals and introduceshow. While watching, they should keep in mind and take notes intheir lab journals:

• What is the main question they are trying to answer?• What are the different elements of a salad they need to

consider?

Follow-Up Reflection/Discussion (10 minutes)Vocabulary: Bias This debrief is aimed at introducing apprentices to the process we willuse to get to our final product. Apprentices will have five minutes torespond to the following prompts in their lab journals by writing and/ordrawing pictures:

1. Describe the process the testers went through, step by step.2. Why is this called food SCIENCE?3. Do you think that testing food is “fair?” Is there a right or wrong

answer?

Share back

• What were some of the elements of salad they considered?• At the very beginning, did the testers have a good idea about

what the “perfect salad” looked/tasted like?• How do they make sure that they are being “fair” in the testing?

Review our main question and our process through visuals

Make it Your Own (to music) (20 minutes)Materials: aprons, puff paint, permanent markersAs food scientists, students will be wearing aprons to protect clothing.Each apprentice will be given an apron to personalize with permanentmarker, gel pens, etc. with music in the background. These aprons willbe worn each week and will become part of the weekly opening ritual. This may also be an opportunity to decorate the covers of their lab journals.

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Clean-Up and Close (10 minutes)Apprentices will clean up any mess from the apron-designing, andstraighten up the room. At the close, teach-backs and foreshadownext week!

•What are two tools/supplies we will be using as food scientists?

• Is a tomato a fruit or a vegetable?• What is one step in the Food Science Process?

AppreciationIf time allows, similar to shout outs, apprentices will have anopportunity to appreciate other apprentices for stepping up as CitizenSchools Food Scientists.


Lesson TwoOverview The second session will introduce the students to a variety of tastesand descriptive language that will allow them to capture the flavorsthey will be developing and testing. Students will receive their missionletter form America’s Test Kitchen (Becky Hays); engage in “TastingStations” to determine what bitter, sweet, salty, etc. taste like, andthen apply these concepts to taste store-bought tomato sauces.During this session, students will use their lab journals to document thegroup results about which tomato sauce we liked best and why. In

addition, we will have a rotating “photographer” to visually capture theprocess.

Length: 90 minutes

Objectives:• To continue to build group unity through distributing the mission

letter and determining our next steps in order to get the WOW!• To continue “basic training” as food scientists by identifying

various tastes• To apply and practice taste-testing concepts with store-bought

tomato sauce

VocabularyPalate, Savory/Sweet, Bitter, Sour

Materials Journals, pens, aprons, visuals, signs for “Line-Up,” crackers, 3 jars of different tomato sauces, spoons, bowls, paper towels, (plastic table

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cloths?), garbage bag, salt, sugar, lemon juice, quinine water, crackers,calculators

Welcome and Review Agenda (10 minutes)Upon entering the room, each student will be handed a sealed

envelope with a letter enclosed from Becky Hays, the managing editorof Cook’s Illustrated magazine. A few students will read aloud so thateveryone hears and sees what the group mission is. We will thenreview the agenda for the day.

Getting to WOW! Line-Up (10 minutes) This activity should get students thinking about the order of steps weneed to take in order to get to our end goal: the perfect sauce. Eachstudent will have a piece of paper with a certain step written on it. Thegroup will have 5 minutes to line up in the order they think each stepneeds to happen.

The following steps will be included:• Learn how to describe different tastes of food.• Practice taste-testing by trying tomato sauces from a store.• Deciding what categories we will use to judge the sauces we

make.• Create a tasting sheet that will have categories to help us judge

the sauces we make.• Test other recipes to see what works and what doesn’t work.• Come up with a “working recipe” (rough draft) of a recipe.• Once we have a “working recipe,” decide the 3 most important

qualities of sauce that we want to test.• Test variable 1• Test variable 2• Test variable 3• Test our final recipe to make sure it is fool-proof • Practice for the WOW!• WOW! The perfect sauce

Taste Stations (20 minutes)At each table, there will be a sweet, salty, bitter, or sour substance. In

three small groups, students have to describe/guess which is whichand record their findings in their journals. There will be crackers onthe table for apprentices to cleanse their palates between tastingsamples. They will have 3-4 minutes at each station.

(Some questions to think about at each station: Can you describe inwords what the flavor is? Can you tell by the smell? What does it feel

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like on your tongue? Can you locate a place in your mouth where youtaste the flavor more?)

Come back together and go over definitions. Did any of the groupsidentify all the substances correctly? What other foods do you think go

under each category? (Include some individual ingredients that mightbe found in tomato sauce like oregano, onion, garlic, etc.) (Make a T-chart that identifies these foods?)

Rate the Sauce! (15 minutes)Now that they have the vocabulary and an idea of the tastes, studentswill taste store-bought tomato sauces to see apply their skills.In the same groups, students will go through 3 rotations. The tomatosauces will be on three different tables, and the students will recordtheir results on a worksheet. From 1-5, students will rate each tomatosauce as to how sweet, sour, salty, and bitter they are as compared to

plain stewed tomatoes. At each table, there will be a large visual witha grid for students to record their individual numbers in addition totheir journals.

(Some questions to think about/write about in addition to ratings: Whatdoes the sauce look and smell like? What are the ingredients? What isthe texture like?)

Data Time (15 minutes)At the last rotation, the small group will be responsible for compiling

the results for that tomato sauce to share back with the entire class.Students will add up the numbers and take the averages of the results.Each group will share back.

Clean Up and Close (10 minutes)Students will clear each table and straighten up the room. Teach-back questions:What is one ingredient you might find in tomato sauce besidestomatoes?Name three tastes we learned about todayUse palate in a sentence.

What is the next step for us (next week)?

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Lesson Three

Overview:Apprentices will begin cooking this week by testing existing tomato

sauce recipes. In three small groups, students will follow a differentrecipe. While certain students are at the stove, everyone else will becompiling our tasting sheets that we will use to evaluate the sauces.After tasting each sauce and rating them, each group will calculate theaverages and record them on the master poster. After recording, if time allows, each group will present their sauce and the process.

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Length: 90 minutes

Objectives:

• Develop rubric for testing existing recipes (make sure to includethe process as well as the end result)

• In 3 small groups, students make three separate recipes that aretaken from other sources

• Tasting and data collection

AgendaWarm Up – FlashIntroduction and Cooking proceduresCook Time Taste itCount itClean Up and Close

VocabularyWorking RecipeIngredientsSubtle

Materials:Visuals: agenda, objectives, vocabulary, individual rating sheets andmaster form, blank sheet for category brainstorm, visual of roles foreach small groupSeating chart, aprons, journals, pens

Items for each recipe (copies of the recipes, tomatoes, olive oil, garlic,onions, peppers, canned tomatoes, oregano, basil, salt, black pepper,sugar, ), cooking materials (3 pots, wooden spoons, pot holders,trivets, knives, cutting board, mixing bowls, cup measures, spoonmeasures)For tasting: small cups, spoons, crackers, plates, napkins or papertowelsClean up supplies: sponges, soap, paper towels, and garbage bags

Flash (Warm-Up – 5 minutes, skip if we start late)Students stand in a circle and have to answer yes/no questions based

on food preferences. One student asks a question and it swingsaround the circle in the order they are standing, and then the nextstudent poses a questions (examples – chocolate or vanilla, breakfastor lunch, hamburgers or hot dogs, salty or sweet?)

Introduction and Cooking Procedures (10 minutes)Review agenda and behavior expectations. Ask an apprentice to recapwhat we learned last week. We will be cooking for the first time today

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– introduce procedures that are especially important when cooking:follow all directions, no running, always at the table when handlingtools (like knives – they may not leave the tables), only designatedstudents may be near the stove.

Cook Time (35 minutes)Split into three groupsEach group will follow a different recipe for tomato sauce. Each groupwill have a student as “recipe guru” who will be in charge of makingsure everyone is assigned roles and following the recipe correctly. If students have questions about the recipe, they should first check withthe guru.Prep: Roles and Responsibilities (5 minutes) Roles: Each group should have assigned roles and students may takeon more than one role in one group

1. Recipe guru2. Veggie washer/slicer (2)3. Mix master4. Stove-watch5. Timekeeper6. Seasoning7. Trash captain

Cooking (30 minutes)

In their lab journals, group should record the procedure and any

additional notes along the way including pictures, questions, orcomments about the process.When the group is finished cooking, we will carry out a taste test

While a group is waiting, or one person is cooking something,apprentices should be doing one of the following things:

Which categories do we want to test for? (Brainstorm visual up on wallthat they can write on – they can put checks next to four categories)Writing or drawing in their journals Taking pictures if there is a camera available

Setting up large visual with ratings on a grid so we can come up withour resultsWrite a letter back to Becky HaysWrite a thank you letter to Cambridge School of Culinary Arts fordonating aprons Help to set up the testing stations as soon as thesauces are ready

Tasting (15 minutes)

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Three groups will be sitting at three different tables. The sauces,crackers, and large rating sheets will be stationed at each table. Onceeach group has tasted the sauce and recorded their ratings on thelarge rating sheet, the groups will rotate to the next table. In addition,each student will record their personal observations and results

(ratings) in their journals.

Count it (15 minutes)At the last rotation, that group will take the averages of those numberratings 1-5 in order to record onto the master rating sheet. Resultsshould be recorded in journals as well. Afterwards, we will look at ourdata and see which sauces won in which categories. Then, each groupwill look at the recipes and pull out the parts that were the strongest ina certain category to add to our master working recipe.As the teach-back for this, the group will present the ratings for theirsauce and talk about the process of making it.

Closing and Clean Up (15 minutes)After a thorough clean-up, the following are some take-aways:Which was your favorite sauce and why?What was the favorite sauce of the whole group?Name two qualities of a sauce that this group really likes.What is one way you can combine strengths of two different recipes?(foreshadows next week)

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Lesson Four

Overview:Apprentices will use the data we gathered about existing recipesduring the previous session to compile a “working recipe” for tomatosauce. We will do this by carefully reviewing the best parts of eachrecipe based on our results and combine them into an ingredient listand step-by-step recipe that we will begin testing the following week.Following this, we will brainstorm and decide on the three majorvariables we will test in the upcoming weeks to perfect the sauce.

Length: 90 minutes

Objectives:

• Carefully review and reflect on the data we gathered last week• Develop a “working recipe” for tomato sauce• Develop a rubric for tasting and decide which categories we will

test in the upcoming weeks

AgendaWarm Up- Check inIntroduction (review agenda) Tomato Conference (what worked, what didn’t work), make somerecommendations based on the numbers and your journal entries

Jig-saw, (Each group has 1-2 representatives from each recipe –compile a “working recipe” in small groups)Brainstorm of variables we will test in the future Teach back, Clean Up and Close

Materials: tasting visuals and cooking procedures from last week,new visuals, aprons, journals, pens, markers, blank flip chart paper forbrainstorms and group presentations, disposable camera, leftovertomato sauce from last week to taste, spoons, cups, napkins.

Warm-Up/Check-in (5 minutes)Upon entering, students should wash their hands and sit down at theirtables.Quick How You Be? To get the pulse of the room, we will go around andsay one word to represent how we’re feeling. Words may not berepeated so everyone has to listen carefully.

Introduction/Review Agenda (5-10 minutes)

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Introduce guest and focus of the week. Review agenda and behaviorexpectations. Ask an apprentice to recap what we learned last week.

Tomato Conference (30 minutes)In the same three groups as last week, each group will reconvene to

review the data (rating sheets) and reflect on the strengths andweaknesses of their sauce. They will do this by filling out aplus/delta/delta-plus chart and then sharing back with the larger group.Each group will also be given a sample of the tomato sauce theycooked last week to refresh their memories and see if the sauce stayswell over the week. In their recommendations, each group shouldkeep in mind that they can change amounts, types of ingredients,cooking time, etc. Presentations should draw on the data we collectedlast week as well as journal entries.Everyone will have 15 minutes to prepare and each group will presentfor 5 minutes. Everyone in the group needs to have a role in the

presentation (speaking, pointing to or holding visuals, introducing thegroup, etc.)

Tomato Jigsaw (15 minutes)A representative or two from each group will join with each other toform new groups that will work on developing a “working recipe” basedon the conference. Since each group will have all the saucesrepresented, they should work together to make sure everyone agreeson the final outcome. Each group will post their “working recipe” onthe wall for viewing and a quick presentation.

Brainstorm (10 minutes)What are the 3 major variables we want to test for over the nextcouple weeks?We will record student responses on a large piece of flip chart paper onthe wall.(This may be an appropriate time for Roberta to share some of herexpertise.)We will vote on the three most favored.

Teach back, Clean Up and Close (10 minutes)Questions before closing:

What is a “working recipe?”How is your journal useful in deciding what ingredients to

include?What is one quality that you want our final sauce to have?

Clean up and tidy the room.Group shout outs, preview of next week

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Lesson Five

Overview:Apprentices will finish developing the working recipe by completing ashort intro. activity. The rest of the time will be devoted to testing thefirst major variable: type of canned tomatoes. In three small groups,students will follow the same recipe with one varied aspect (crushedtomatoes, diced tomatoes and whole peeled tomatoes). After cookingthe sauces the apprentices will conduct a tasting and rate each saucein several categories, paying special attention to the variable. Thegroups will then calculate the results and present their findings to thewhole group.

Length: 90 minutes

Objectives:

• To finalize our working recipe by using the recipe worksheet• To build our cooking skills by following the recipe we created• To fine-tune our working recipe by isolating one variable

Agenda:Welcome and Check-inConsistency Talk

Synchronized Cook Time Taste itCount ItCleanup and Close

Vocabulary: Variable, isolate, valid mince, dice, sauté

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Materials: visuals, journals, aprons, pens, Items for each recipe(copies of the recipes, tomatoes, olive oil, garlic, onions, peppers,canned tomatoes, oregano, basil, salt, black pepper, sugar, ), cookingmaterials (3 pots, wooden spoons, pot holders, trivets, knives, cuttingboard, mixing bowls, cup measures, spoon measures)

For tasting: small cups, spoons, crackers, plates, napkins or papertowelsClean up supplies: sponges, soap, paper towels, and garbage bags.

Welcome and Check-In (10 minutes)Review agenda, wash hands, pass out aprons and journals

Consistency Talk (5 minutes) It is important to stress that the groups should make sure they arefollowing the same steps so that our results are valid. In order tosuccessfully isolate one variable, each group will check-in after each

step to examine the size of the onion pieces, how finely the garlic isminced, etc.

Cook Time (30 minutes)Split into three groups. Each group will follow the same recipe for thetomato sauce with a different can of tomatoes. Each group will have astudent as “recipe guru” who will be in charge of making sureeveryone is assigned roles and following the recipe correctly. If students have questions about the recipe, they should first check withthe guru.

Here are the ingredients we decided last week – as we go through eachstep, a scribe will record the next step. On a large visual, theingredient list will be written out.Guidelines: sentences should be short, simple and specific.

• Prep words (wash, peel, etc.) , Adding words (add, stir in,combine, etc.) and Cooking words (bring to a boil, letsimmer, cook, etc.) on visual

The entire recipe will be written on a large visual on the wall.

Prep: Review Cooking Procedures, Roles and Responsibilities (5minutes)

Roles: Each group should have assigned roles and students may takeon more than one role in one group

8. Recipe guru9. Veggie washer/slicer (2)10. Mix master11. Stove-watch12. Timekeeper13. Seasoning

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14. Trash captain

In their lab journals, group should record the procedure and anyadditional notes along the way including pictures, questions, orcomments about the process.

When the group is finished cooking, we will carry out a taste test

While a group is waiting, or one person is cooking something,apprentices should be doing one of the following things:Which categories do we want to test for next week? (Brainstorm visualup on wall that they can write on – they can put checks next to fourcategories)Writing or drawing in their journals Taking pictures if there is a camera availableSetting up large visual with ratings on a grid so we can come up withour results

Write a letter back to Becky HaysWrite a newsletter articleHelp to set up the testing stations as soon as the sauces are ready

Taste it (15 minutes) Three groups will be sitting at three different tables. The sauces,crackers, and large rating sheets will be stationed at each table. Onceeach group has tasted the sauce and recorded their ratings on thelarge rating sheet, the groups will rotate to the next table. In addition,each student will record their personal observations and results(ratings) in their journals.

Count it (15 minutes – if time allows)At the last rotation, that group will take the averages of those numberratings 1-5 in order to record onto the master rating sheet. Resultsshould be recorded in journals as well. Afterwards, we will look at ourdata and see which sauces won in which categories. Then, each groupwill look at the recipes and discuss whether their variable made thesauce better or worse than the others – why? As the teach-back, thegroup will present the ratings for their sauce and talk about theprocess of making it.

Cleanup and Close (10 minutes)After a thorough clean-up, the following are some take-aways:Which was your favorite sauce and why?What was the favorite sauce of the whole group?Explain how we decided about this one variable.Next week: visit to the Westin-Copley!

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Lesson Six - Exploration


Lesson Seven

Overview:Apprentices will continue testing our working recipe by isolating oursecond variable: added fresh tomatoes. In three small groups,students will follow the same recipe, but cook the sauce in threedifferent variations: without adding anything, adding grape tomatoes,and adding a roma tomato. After cooking the sauces the apprenticeswill conduct a tasting and rate each sauce in several categories, paying

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special attention to the effects the variable has on texture and taste. The groups will then calculate the results and present their findings tothe whole group.

Length: 90 minutes

Objectives:

• To build our cooking skills by following the recipe we created• To fine-tune our working recipe by isolating one variable• To analyze data and observations to make a key decision about

our sauce

Agenda:Welcome and Check-inConsistency TalkSynchronized Cook Time

Taste itCount ItCleanup and Close

Materials: visuals, journals, aprons, pens, Items for each recipe(copies of the recipes, tomatoes, olive oil, garlic, onions, peppers,canned tomatoes, oregano, basil, salt, black pepper, sugar, ), cookingmaterials (3 pots, wooden spoons, pot holders, trivets, knives, cuttingboard, mixing bowls, cup measures, spoon measures)For tasting: tupperware, small cups, spoons, crackers, plates, napkinsor paper towelsClean up supplies: sponges, soap, paper towels, and garbage bags.

Welcome and Check-In (10 minutes)Review agenda, wash hands, pass out aprons and journalsSeating: if you are standing at the door facing forward, the table rightin front is where all the equipment and materials. The far table by thesink is where Saline, Tianna, Andre and Theresa sit. The table by thefridge is where Anthony, Antoinette and Golina sit. The table on the leftis where Fabien, Jamat, Nikeeya and Sabrina sit.

Consistency Talk (5 minutes) It is important to stress that the groups should make sure they arefollowing the same steps so that our results are valid. In order tosuccessfully isolate one variable, each group will check-in after eachstep to examine the size of the onion pieces, how finely the garlic isminced, etc.

Cook Time (35 minutes)

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Materials: each table should have: cutting board, paper plates, 1-2knives, a few garlic cloves, can of diced tomatoes, pepper, 1-2 onions,bunch of basil leaves, cup measures and spoon measures. Each willalso have a pot/pan and a wooden spoon to stir. To share: can opener, olive oil,

Review cooking safety procedures on visual. In three small groups,apprentices will follow the same recipe for the tomato sauce. Eachgroup will have a student as “recipe guru” who will be in charge of making sure everyone is assigned roles and following the recipecorrectly. If students have questions about the recipe, they should firstcheck with the guru.Prep: Review Cooking Procedures, Roles and Responsibilities (5minutes) Roles: Each group should have assigned roles and students may takeon more than one role in one group


In their journals, groups should record the procedure and anyadditional notes along the way including pictures, questions, orcomments about the process.

When the group is finished cooking, we will carry out a taste test

In the case that any apprentices do not have a specific role:Writing or drawing in their journals Taking pictures if there is a camera availableWrite a letter back to Becky Hays or the Westin-CopleyWrite a newsletter articleHelp to set up the testing stations as soon as the sauces are ready

Taste it (15 minutes)Materials: Sauces, crackers on paper plates, small cups, spoons, rating

sheets.

Three groups will be sitting at three different tables. The sauces,crackers, spoons, small cups and large rating sheets will be stationedat each table. Once each group has tasted the sauce and recordedtheir ratings on the large rating sheet, the groups will rotate to thenext table. In addition, each student will record their personalobservations and results (ratings) in their journals.

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Count it (15 minutes)Materials: Rating sheets, journals, markers, calculator if needed

At the last rotation, that group will take the averages of those number

ratings 1-5 in order to record onto the master rating sheet. Resultsshould be recorded in journals as well. Afterwards, we will look at ourdata and see which sauces won in which categories. Then, each groupwill look at the recipes and discuss whether their variable made thesauce better or worse than the others – why? As the teach-back, thegroup will present the ratings for their sauce and talk about theprocess of making it.

Cleanup and Close (10 minutes)Materials: sponges, Lysol cleaning wipes, dish towels, trash can

After a thorough clean-up, the following are some take-aways:Which was your favorite sauce and why?What was the favorite sauce of the whole group?Explain how we decided about the cooking time as if you’re at theWOW!

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Lesson Eight

Overview:Apprentices will continue testing our working recipe by isolating ourthird variable: seasoning. In three small groups, students will followthe same recipe, but cook the sauce in three different variations:without added seasoning, adding oregano, and adding oregano andcrushed red pepper flakes/parmesan. After cooking the sauces theapprentices will conduct a tasting and rate each sauce in severalcategories, paying special attention to the effects the variable has ontexture and taste. The groups will then calculate the results andpresent their findings to the whole group.

Length: 90 minutes

Objectives:

• To build our cooking skills by following the recipe we created• To fine-tune our working recipe by isolating one variable• To analyze data and observations to make a key decision about

our sauce

Agenda:Welcome and Check-inConsistency TalkSynchronized Cook Time Taste itCount ItCleanup and Close

Materials: visuals, journals, aprons, pens, Items for each recipe(copies of the recipes, tomatoes, olive oil, garlic, onions, peppers,canned tomatoes, oregano, basil, salt, black pepper, sugar, ), cooking

materials (3 pots, wooden spoons, pot holders, trivets, knives, cuttingboard, mixing bowls, cup measures, spoon measures)For tasting: tupperware, small cups, spoons, crackers, plates, napkinsor paper towelsClean up supplies: sponges, soap, paper towels, and garbage bags.


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Seating: if you are standing at the door facing forward, the table rightin front is where all the equipment and materials. The far table by thesink is where Saline, Tianna, Andre and Theresa sit. The table by thefridge is where Anthony, Antoinette and Golina sit. The table on the leftis where Fabien, Jamar, Nikeeya and Sabrina sit.

Consistency Talk (5 minutes) It is important to stress that the groups should make sure they arefollowing the same steps so that our results are valid. In order tosuccessfully isolate one variable, each group will check-in after eachstep to examine the size of the onion pieces, how finely the garlic isminced, etc.

Cook Time (35 minutes)Materials: each table should have: cutting board, paper plates, 1-2knives, a few garlic cloves, can of diced tomatoes, pepper, 1-2 onions,

bunch of basil leaves, cup measures and spoon measures. Each willalso have a pot/pan and a wooden spoon to stir. To share: can opener, olive oil,

Review cooking safety procedures on visual. In three small groups,apprentices will follow the same recipe for the tomato sauce. Eachgroup will have a student as “recipe guru” who will be in charge of making sure everyone is assigned roles and following the recipecorrectly. If students have questions about the recipe, they should firstcheck with the guru.Prep: Review Cooking Procedures, Roles and Responsibilities (5

minutes) Roles: Each group should have assigned roles and students may takeon more than one role in one group


In their journals, groups should record the procedure and anyadditional notes along the way including pictures, questions, orcomments about the process.When the group is finished cooking, we will carry out a taste test

In the case that any apprentices do not have a specific role:Writing or drawing in their journals Taking pictures if there is a camera available

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Write a letter back to Becky Hays or the Westin-CopleyWrite a newsletter articleHelp to set up the testing stations as soon as the sauces are ready

Taste it (15 minutes)

Materials: Sauces, crackers on paper plates, small cups, spoons, ratingsheets.

Three groups will be sitting at three different tables. The sauces,crackers, spoons, small cups and large rating sheets will be stationedat each table. Once each group has tasted the sauce and recordedtheir ratings on the large rating sheet, the groups will rotate to thenext table. In addition, each student will record their personalobservations and results (ratings) in their journals.

Count it (15 minutes)

Materials: Rating sheets, journals, markers, calculator if needed

At the last rotation, that group will take the averages of those numberratings 1-5 in order to record onto the master rating sheet. Resultsshould be recorded in journals as well. Afterwards, we will look at ourdata and see which sauces won in which categories. Then, each groupwill look at the recipes and discuss whether their variable made thesauce better or worse than the others – why? As the teach-back, thegroup will present the ratings for their sauce and talk about theprocess of making it.


After a thorough clean-up, the following are some take-aways:Which was your favorite sauce and why?What was the favorite sauce of the whole group?Explain how we decided about this variable as if you were at the WOW!

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Lesson Nine

Overview:Apprentices will brainstorm and decide on a name for our sauce. Inpreparation for the WOW! Affair, students will be divided into twogroups and follow two different recipes for tomato sauce that highlight

some of the key differences we have included over the past weeks.We will be cooking each sauce in large quantities, so apprentices willneed to multiply the recipe by 4. Instead of conducting a regulartasting and rating, the apprentices will taste the sauces on pasta tosee how they compare. The groups will then calculate the results andpresent their findings to the whole group.

Length: 90 minutes

Objectives:

• To build our cooking and teamwork skills by following two

different recipes• To create two tomato sauces in mass quantities• To analyze data and observations by tasting the sauce with

pasta

Agenda:Welcome and Check-inName the Sauce

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Cook Time (tomato sauce and pasta) Taste it (on pasta!)Count ItCleanup and Close

Materials: visuals, journals, aprons, pens, Items for each recipe(copies of the recipes, pasta, tomatoes, olive oil, garlic, onions,peppers, canned tomatoes, oregano, basil, salt, black pepper, sugar, ),cooking materials (3 pots, wooden spoons, pot holders, trivets, knives,cutting board, mixing bowls, cup measures, spoon measures)For tasting: large tupperware, small bowls, spoons, plates,napkins/paper towelsClean up supplies: sponges, soap, paper towels, and garbage bags.


Talk about the upcoming WOW!s (WOW! Affair, Mildred WOW!, our ownWOW!)Seating: if standing at the door facing forward, the table right in frontis where all the equipment and materials go. The far table by the sink:Saline, Tianna, Andre and Theresa. The table by the fridge: Anthony,Antoinette and Golina. The table on the left: Fabien, Jamar, Nikeeyaand Sabrina.

Name the Sauce (10 minutes) Apprentices will brainstorm different names for what we want to callour tomato sauce recipe. Once we get all ideas down on flipchart

paper, we will review them and narrow down to a few options byvoting. If we can’t come to a consensus, we will revisit at the end of the session or the following week.

Cook Time (35 minutes)Materials: each table should have: cutting board, paper plates, 1-2knives, a few garlic cloves, can of diced tomatoes, pepper, 1-2 onions,bunch of basil leaves, cup measures and spoon measures. Each willalso have a pot/pan and a wooden spoon to stir. To share: can opener, olive oil,

Ask apprentices what they would do to make sauce for twice theamount of people? Each of the two groups will be quadrupling therecipe! Discuss what this means.Review cooking safety procedures on visual.

In two groups, apprentices will follow two different recipes for tomatosauce. Each group will have a student as “recipe guru” who will be incharge of making sure everyone is assigned roles and following the

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recipe correctly. If students have questions about the recipe, theyshould first check with the guru.

Ask for two volunteers to be in charge of cooking the pasta. Thesestudents will rejoin the two larger groups when they are waiting for the

water to boil/pasta to cook.

Prep: Review Cooking Procedures, Roles and Responsibilities (5minutes) Roles: Each group should have assigned roles and students may takeon more than one role in one group

29. Recipe guru30. Veggie washer/slicer (2)31. Mix master32. Stove-watch33. Timekeeper

34. Seasoning35. Trash captain

In their journals, groups should record the procedure and anyadditional notes along the way including pictures, questions, orcomments about the process.When the group is finished cooking, we will carry out a tasting of thesauces with pasta.

Taste it (10 minutes)Materials: Sauces, pasta, small bowls, spoons, rating sheets.

Two groups will be sitting at two different tables. The sauces, pasta,spoons, small bowls and large rating sheets will be stationed at eachtable. Once each group has tasted the sauce with pasta and recordedtheir ratings on the large rating sheet, the groups will rotate to thenext table. In addition, each student will record their personalobservations and results (ratings) in their journals.

Count it (10 minutes)Materials: Rating sheets, journals, markers, calculator if needed

At the last rotation, that group will take the averages of those numberratings 1-5 in order to record onto the master rating sheet. Resultsshould be recorded in journals as well. Afterwards, we will look at ourdata and see which sauce was rated highest/lowest in whichcategories. Then, each group will look at the recipes and discusswhether their variations made the sauce better or worse than the other– why? As the teach-back, the group will present the ratings for theirsauce and talk about the process of making it.

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After a thorough clean-up, the following are some take-aways:

Which was your favorite sauce and why?Explain how we took this recipe and adapted it for a larger group.What do you think makes our sauce recipe unique?

ActivityEach box has a different statement in it, and you have to find anotherstudent or staff member who agrees with that statement. For example, if

Andrew has ever tasted a mango, you would write his name in that box. YOUCAN ONLY USE SOMEONE ELSE’S NAME TWICE! YOU CANNOT USE YOUR

NAME AT ALL! The object of the game is to get four in a row. Try to findsomeone who…

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Favorite meal is

breakfast

Drinks soda

with their

cereal

Has tasted

coconut

Thinks tomato is

a fruit

Is a picky eater Loves arrozcon pollo

Likes raw onion Does NOT likepizza

Does NOT like

to eat candy

Likes broccoli Likes spicy food Loves chocolate

ice cream

Knows how tocook pasta

Thinks tomatois a vegetable

Likes to trynew foods

Can name twodifferent kindsof tomatoes

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Recipe Worksheet

Ingredients (You will need):

The ingredients should be listed in the order they are called forin the recipe.Make sure to include the amount: tablespoons (tbspns), cups,number, etc.

Amount IngredientExample: 2 Tbspns. Olive oil

One 28 oz. can Whole peeled tomatoes

Recipe (what to do with the ingredients step-by-step):

Prepping words: wash, peel, chop, mince, dice, cut, strainAdding ingredients: add, pour, stir in, and combineCooking words: sauté, bring to a boil, let simmer, cook, stir

Example:1. Wash and dice ½ cup basil.2. Peel and finely chop (mince) 2 cloves of garlic.3. Pour 2 Tbspns of olive oil into a skillet and add the garlic.

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1. _______________________________________________________

2. _______________________________________________________

3. _______________________________________________________

4. _______________________________________________________

5. _______________________________________________________

6. _______________________________________________________

7. _______________________________________________________

8. _______________________________________________________

9. _______________________________________________________

10. _______________________________________________________

11. _______________________________________________________

12. _______________________________________________________

The Food Science Process: Steps to discovering the perfecttomato sauce

(Each of the following steps are written separately on a piece of paperthat is large enough for all the students to see. Each student is givenone step in the process at random, and students have ten minutes tosort themselves into the correct order. )

•Learn how to describe different tastes.

• Practice taste-testing by trying tomato sauces from a store.• Deciding what categories we will use to judge the sauces we

make.• Create a tasting sheet with categories to judge the sauces we

cook.• Test other recipes to see what works and what doesn’t work.• Come up with a “working recipe” (rough draft).

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• Once we have a “working recipe,” decide 3 most importantqualities of tomato sauce we want to test.

• Test variable 1• Test variable 2• Test variable 3• Test our final recipe to make sure it is fool-proof.• Practice for the WOW!• WOW! The perfect sauce

test kitchen- search for the sauce

Documents