Don’t Be a Fool; Use the Right Tool – Lab Equipment

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  • Lesson Identification and TEKS Addressed

    Cluster : Hospitality and Tourism

    Course : Food Science

  • TEKS Student Expectations

    • (1) The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
      • (A) demonstrate safe practices during laboratory and field investigations
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • choose laboratory equipment that is suited for the specific task
    • demonstrate proper use and maintenance of laboratory equipment
    • demonstrate techniques for working safely in a food science laboratory
  • Rationale

    Script:

    Have you ever melted a container in the microwave? Have you ever followed a recipe that produced a product that was not sweet enough or way too salty? Using the right tools in the laboratory can make a huge difference for your end product.

  • Duration of Lesson

    Three 45 minute class periods

  • Word Wall

    Beaker: A glass container that has a wide mouth and holds solids and liquids

    Buret: A long, thin cylinder marked to 0.1 of a millimeter

    Calibrate: To check, adjust, or standardize the marks on a measuring instrument

    Graduated cylinder: a tall, cylindrical container used for measuring the volume of a liquid

    Meniscus: The bottom of the curve a liquid forms in a container

    Tare: The weight of a container when it is empty

    Note: Many other terms on the slide presentation can be identified. Encourage students to include the definition in the assignment.

  • Materials/Specialized Equipment Needed

    Equipment:

    • beaker (various sizes)
    • buret
    • burner
    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (Be sure to follow district guidelines for Internet access)
    • filter
    • filter paper
    • funnel
    • graduated cylinder
    • lab coat/apron
    • microscope
    • ring stand and clamp
    • safety googles
    • stirring rod
    • triple beam balance

    Food Supplies:

    • flour
    • food coloring
    • water (colored)

    • copies of handouts (see All Lesson Attachments tab)

  • Anticipatory Set

    Before class begins:

    Display as many of the lesson related equipment and supplies (see Materials or Specialized Equipment Needed) that you have available, on a table at the front of the classroom.

    On a table in the center of the classroom, display a buret in a ring stand and a filtration set up.

    Allow students to observe the equipment and ask them to answer the following questions:

    • Does anyone know what either of these setups do?
    • What type of experiments might use each of the setups?

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms, and definitions.

    Distribute handout, Lab Equipment Notes, and introduce PowerPoint™, Don’t Be a Fool; Use the Right Tool – Lab Equipment (see All Lesson Attachments tab). Students will be expected to take notes while viewing the slide presentation.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing assistance with note-taking

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute handout, Lab Equipment BINGO (see All Lesson Attachments tab). Instruct students to fill in vocabulary words located at the bottom of the page into the 16 boxes of the BINGO board. When students have completed this, use the teacher cards to read out definitions of lab equipment. Students will then cover the appropriate box. Pennies or paper squares can be used to mark spaces. You can play 4-in-a-row, 4 corners, picture frame, or any other combination of BINGO games.

    Distribute handouts Using Lab Equipment (see All Lesson Attachments tab). Demonstrate safe practices with some possibly dangerous lab situations.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing peer tutoring
    • reducing length of assignment

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Distribute handouts Using Lab Equipment (see All Lesson Attachments tab). Allow students to practice using various pieces of laboratory equipment.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • assisting student in gathering information
    • providing praise and encouragement

  • Lesson Closure

    Review lesson objectives, terms, and definitions.

    At the end of each class, discuss equipment used that day including its function and proper usage. Mention some of the food careers from the previous unit and discuss what equipment would be used in that scientist’s daily work.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Student will be assessed by taking Lab Equipment Quiz (See Lesson Attachments tab).

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • grading according to work done
    • providing praise and encouragement

  • References/Resources

    Images:

    • Microsoft Clip Art: Used with permission from Microsoft.

    Textbooks:

    • Mehas, K. Y., & Rodgers, S. L. (2006) Food science: The biochemistry of food and nutrition. New York, N. Y: Glencoe, McGraw-Hill.
    • Mehas, K. Y., & Rodgers, S. L. (2006) Food science: The biochemistry of food and nutrition. Lab manual. New York, N. Y: Glencoe, McGraw-Hill.
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • word wall
    • draw visual representations of terms on word wall
    • make sure students understand the vocabulary (word wall) before moving forward with this lesson. They are to make flash cards using an index card with the word on one side of the card and the definition on the other side. It is important for all students; especially ELL’s to have a firm foundation before moving forward. This is key to them following the entire lesson.
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Incorporate current events – Students can explore articles about safety in a commercial kitchen in newspapers, magazines, or the Internet sources that are current and relevant.
    Suggestions:

    Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.

  • Quotes

    Every week I have a disaster in my kitchen. The fire alarm goes off repeatedly. But it doesn’t stop me from being adventurous.
    -Paul O’Grady

    Never order food in excess of your body weight.
    -Erma Bombeck

    Never underestimate the power of a simple tool.
    -Craig Bruce

  • Multimedia/Visual Strategies

    Online databases:

    • Encyclopedia Britannica
    • World Book Encyclopedia

    PowerPoint™:

    • Don’t Be a Fool; Use the Right Tool – Lab Equipment
    • Presentation Notes for Don’t Be a Fool; Use the Right Tool – Lab Equipment
  • Graphic Organizers/Handout

    Handouts:

    • Lab Equipment BINGO – Teacher Cards
    • Lab Equipment BINGO
    • Lab Equipment Notes Answers
    • Lab Equipment Notes
    • Lab Equipment Quiz Answers
    • Lab Equipment Quiz
    • Using Lab Equipment Answers
    • Using Lab Equipment
  • Writing Strategies

    Journal Entries:

    • Using the proper equipment is important because…
    • Accurate measurements are important because…

    Writing Strategy:

    • RAFT (Role/Audience/Format/Topic) writing strategy:
      Role: chef
      Audience: kitchen manager
      Format: informal letter
      Topic: concerns over lack of proper equipment
      You are the head chef at a restaurant. Write a letter to the kitchen manager expressing your concerns about the lack of proper kitchen equipment and utensils. Include information you have learned in this lesson, concerning accuracy of measurements and safety concerns, to write your letter.
  • Communication 90 Second Speech Topics

    • What is the difference in the equipment used for measuring volume?
    • What are the proper procedures for checking the aroma of a chemical mixture?
  • Other Essential Lesson Components

    Enrichment activity

    • Convert these Fahrenheit temperatures to Celsius: 55°F, 78°F, and 170°F. Convert these Celsius temperatures to Fahrenheit: 25°C, 50°C, and 85°C.
    • Develop a list of ways that metric measurements are commonly used in the United States. Explain why the metric is used in some areas and not in others.
  • Family/Community Connection

    Have students investigate food banks or homeless shelters. Have students create a list of groups and organizations that could use volunteers in food service and distribution in the local community.

  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)
    http://texasfccla.org

    STAR Events:

    • Applied Technology – An individual or team event: Recognizes participants who develop a project using technology that addresses a concern related to Family and Consumer Sciences and/or related occupations. The project integrates and applies content from academic subjects.
    • Chapter Service Project (Display and Manual): A team event – recognizes chapters that develop and implement an in-depth service project that makes a worthwhile contribution to families, schools, and communities. Students must use Family and Consumer Sciences content and skills to address and take action on a community need.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to the lesson.
    http://www.nylc.org/

    Possible idea:
    Organize a tour of the school cafeteria or a local restaurant/hotel to learn about their food service. Students can observe food preparation on a large scale.

    Also see Family/Community connections.

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