Cooking as a Team

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable):

  Hospitality and Tourism

  Course Title:

  Culinary

  Course Number:

  CTE HOSP. 912.8801101

  Career Cluster:

  Culinary

  CIP Number:

  0402030101

  Course Type:

  OTHER – High School Programs

  CTE Benchmarks:

  CTE HOSP.912.8801101.13.4

  Work cooperatively as a group member to achieve organizational responsibilities.

  CTE-HOSP.912.8801101.2.3

  Define and differentiate between chemical and physical changes in food.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Is it Ready Yet?” See CPALMS resource ID# 215703.

• Career Connection

  
  

  Students discuss the importance of teamwork, problem solving, time management, and the benefits of a flexible mindset.

• Learning Objectives

  
  

  Students will be able to:

  • Work as a team to properly handle and cook the meal from the case study.
  • Decide on a plan of action to execute the meal.
  • Present an explanation of how they properly prepped and cooked the meal using knowledge of changes in food.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Knowledge of minimum internal temperatures, and their knowledge of physical changes that proteins undergo.
  • Knowledge of the physical and chemical changes that proteins undergo (Maillard Reaction).
  • Temperature Danger Zones.
  • Safety procedures in the kitchen.
  • Working as part of a team.

• Guiding Questions

  
  
  • When the unexpected happens, what are the benefits of having teammates to rely on?
  • If you were with a group when an unexpected emergency happened, who would you listen to for advice? Why?
  • What might be some downfalls to working in a group setting?

• Procedure

  
  

  1. To introduce the lesson, distribute the attached student handout and ask students to list the benefits and drawbacks of working as a team.

  • Display the handout on available technology and record student responses. During discussion, prompt students to consider:
    • Why is it the most effective team one that shares responsibility?
    • In what ways “sharing” responsibility and “delegating” responsibility differ.

  2. Hand out the case study, “Is it Ready Yet? (See CPALMS Resource ID 215703).

  • Instruct students to read through the case study and underline or highlight the problem that occurs and the possible solutions. After reading, facilitate a partner discussion.
  • Suggested discussion questions:
    • How could the issues have been avoided? How could they have been handled differently?
    • Why is it important to work in a team?
    • What are ways to ensure food is cooked and handled properly?
    • What are the risks of team distractions during food preparation?
    • How is a timeline indispensable to a team?
    • Why is it imperative to serve the best and safest food possible to the customer?
    • Why is it so important to “keep the customer happy”?
    • Which solution do you think it the best option for the case study? Explain.

  3. Transition students to the culinary labs. Review minimum internal temperatures and “danger zones”. See Teacher Notes for resources.

  4. Place students in teams to role play the scenario from the case study. As a team, students will demonstrate how to properly prepare the meal in the case study without the use of an oven and using only available tools/equipment.

  • Groups can be given staggered times to begin cooking to allow for the teacher to rotate to each group.
  • Give students time to plan how they will cook the meal and assign responsibilities.

  5. Rotate to each group. Groups will present individually to the teacher. They will need to show and explain how the various ingredients have undergone chemical and/or physical changes. They can also share how their plan worked.

  • For example: the protein has changed from a pinkish color to white, the vegetable has become bright green, the rice has transformed from solid granules to soft, fluffy grains.
    • Confirm “doneness” after student demonstrations. If safely prepared, they may eat the meal once they are done presenting.
    • Instruct students to clean up once they are finished.

  6. To bring the lesson to a close, ask students to write a brief reflection. Suggested reflection questions:

  • How well did your team work? Explain what worked and what didn’t.
  • Why is it important to collaborate with a team at work?
  • What happens when a team does not work well?
  • How do you feel you are better prepared to deal with an unexpected occurrence in the kitchen?

• Teacher Notes

  
  
  • Put students in groups of 4 or 5 per kitchen.
  • The teacher can adapt the role play by giving teams different tools/equipment to use.
  • If limited time or resources are available, it is recommended that students cook the chicken only. If not, students can cook one of the other ingredients.
  • Additional time may be needed for set up and clean up. The lesson may be completed over 2 days to allow students appropriate cooking times.
  • Resources:
    • U.S. Department of Agriculture: How Temperatures Affect Food at https://www.fsis.usda.gov/food-safety/safe-food-handling-and-preparation/food-safety-basics/how-temperatures-affect-food#:~:text=Bacteria grow most rapidly in,of refrigeration over 2 hours.
    • U.S. Department of Agriculture: Safe Minimum Internal Temperature Chart at https://www.fsis.usda.gov/food-safety/safe-food-handling-and-preparation/food-safety-basics/safe-temperature-chart.
    • Florida Department of Health: Food Safety and Sanitation at https://www.floridahealth.gov/environmental-health/food-safety-and-sanitation/index.html.