Fruitful Discoveries

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  • Lesson Identification and TEKS Addressed

    Cluster : Hospitality and Tourism

    Course : Practicum in Culinary Arts

  • TEKS Student Expectations

    • (2) The student develops skills for success in the workplace. The student is expected to:
      • (J) demonstrate effective verbal, non-verbal written, and electronic communication skills
      • (K) apply effective listening skills used in the workplace
    • (3) The student demonstrates work ethics, employer expectations, interaction with diverse populations and communication skills in the workplace. The student is expected to:
      • (B) demonstrate characteristics of successful working relationships such as teamwork, conflict resolution, self-control, and the ability to accept criticism
    • (7) The student uses concepts and skills related to safety in the workplace. The student is expected to:
      • (A) identify and apply safe working practices
    • (10) The student understands the history of food service and the use of the professional kitchen. The student is expected to:
      • (E) use large and small equipment in a commercial kitchen
      • (F) develop food production and presentation techniques
      • (G) demonstrate moist and dry cookery methods
      • (H) demonstrate food preparation skills used in commercial food service preparations such as breakfast cookery, salads and dressings, soups and sandwiches, stocks and sauces, appetizers, seafood, poultry cookery, meat cookery, pastas and grains, and fruits and vegetables
      • (J) demonstrate proper receiving and storage techniques
      • (K) demonstrate proper cleaning of equipment and maintenance of the commercial kitchen
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • recognize fruit and match with correct category
    • distinguish fruit during various stages of ripeness, and proper purchasing and receiving fruit
    • clarify how to prevent cross-contamination as it relates to fruit preparation
    • relate moist and dry heat cooking methods in fruit preparation
    • prepare a fruit recipe that will demonstrate food preparation skills used in commercial food service
  • Rationale

    As a food service industry professional, students will need to apply knowledge and skills of fruit identification, selection, storing, and preparation in a commercial kitchen setting.

  • Duration of Lesson

    Five 45 minute class periods

  • Word Wall

    Drupes: Fruits that have a central pit

    Caramelization: A browning process

    Enzymatic Browning: When oxygen comes in contact with the flesh of cut fruit

    Ethylene Gas: Gas emitted from fruit, which causes fruit to ripen

    Fructose: Natural sugar found in fruit

    Poaching: Cooking in a simmering liquid

    Quality Grades: Like a rating system based on quality standards

    Summer Fruits: Berries, cherries, grapes, melons, peaches, nectarines, plums, and pears

    Tropical Fruits: Bananas, figs, kiwis, mangos, papaya, pineapple, coconut

    Winter Fruits: Citrus fruits, apples

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with Internet for multimedia presentations

    Supplies

    • beach ball
    • fruit (various), if available
    • paper bags, small (6)

    • copies of all handouts (see All Lesson Attachments tab)

  • Anticipatory Set

    Before class begins:

    Place one cut-up fresh fruit in six unmarked brown bags and staple closed. Place the bags in the front of the room so students may see them as they walk in.

    Divide the class into six subgroups. Place one bag at each table. Do no allow students to open the bags. Students should pick up the bag to smell and feel the fruit that is inside. Ask each group what fruit they think is in the bag.
    They may open the bag and see if they predicted correctly. Each person in the group should then tell the group one thing they already know about the fruit (sweet, sour, has seeds, have to peel, grows on trees, grows in the ground, and so forth).
    After they have shared their knowledge, allow them to eat the fruit.

    Option: Set out various pieces of fruit. On the board, write down fruit categories. Ask students to predict which fruits belong to which category. Assign a scribe to write the answers. If budget allows, cut up the fruit and share it with the students, especially fruits they are not familiar with.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce objectives, terms, and definitions.

    Introduce PowerPoint™ Fruitful Discoveries (see All Lesson Attachments tab).
    Distribute Fruitful Discoveries Notes (see All Lesson Attachments tab). Students should answer the graphic organizer as they follow along the slide presentation.

    If budget allows, demonstrate how to wash the fresh fruit and cut an apple horizontally to display the five compartment “star” that holds the seeds. Ask a student to keep track of time to see how long it takes before the enzymatic browning begins.
    Discuss buying fruits in season versus buying fruits out of season and how it affects their price, restaurant food costs, quality, quantity, and flavor.

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

    • work with a peer tutor
    • repeated instructions
    • extra time for written response

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute graphic organizer Fruit Facts (see All Lesson Attachments tab).

    Students may use their textbook or an Internet search to find the facts about fruits for:

    • purchasing and receiving
    • washing and preparation
    • serving
    • storage

    Review slide 10 of the slide presentation that discusses the enzymatic browning and how it can be prevented.
    If an apple was cut earlier, discuss the length of time it took for the apple to turn brown.

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

    • reduce assignment
    • peer to take notes

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

    Lab assignment:
    Prepare a fruit recipe that will demonstrate food preparation skills used in commercial food service.

    Remind students of lab and food safety rules before they begin preparing their recipes.

    Each group will complete a Lab Prep Sheet (kitchen brigade format) with executive chef, sous chef, prep cook, line cook, and dishwasher or whatever brigade format you choose. Groups should work together as a team displaying positive work habits, attitudes, and communication skills to produce a flavorful product.

    Allow students to select fruit recipes from cookbooks or the Internet that include various methods of cooking, and preparation techniques. Examples include: grilled fruit, deep fried fruit – such as watermelon, poached fruits, flambé, and so forth.

    YouTube™ video examples:

    Distribute Rubric for Lab Experience (see All Lesson Attachments tab) so that student may understand what is expected.

    Remind student that:

    • all safety and sanitation rules learned previously will be followed
    • equipment, utensils, and kitchen area will be cleaned and maintained before class ends

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

    • encourage participation
    • participate in small groups
    • break difficult tasks into smaller parts

  • Lesson Closure

    Allow students to sample the different fruit recipes.

    Question and Answer Review:

    At the end of each class period, ask the following questions:

    • What is enzymatic browning?
    • How can it be prevented?
    • What are the six categories of fruits?
    • Describe summer fruits
    • Describe winter fruits
    • Describe tropical fruits
    • Name one key point in the purchasing process
    • Name one key point in the washing and preparation process
    • Name one key point in the serving of fruit
    • Name one key point in the storage of fruit

    Option: Review Ball Toss – using a numbered or lettered beach ball, ask the students questions as a means to review the lesson.

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

    Review lesson objectives, terms and definitions.

    Students will be assessed with a rubric.

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

    • give much encouragement and praise
    • check for understanding

  • References/Resources

    Textbook:

    • Culinary essentials. (2002). Woodland Hills, CA: Gencoe/McGraw Hill.
    • Foundations of restaurant management & culinary arts: Level one. (2011). Boston, MA: Prentice Hall.

    YouTube™:

    Websites:

  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

  • 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

    Use the internet to find various articles about fruit. Each student will give a 90 speech summarizing the article. Below are just a few sites.

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

  • Quotes

    I don’t like gourmet cooking or “this” cooking or “that” cooking. I like good cooking.
    -James Beard

    A fruit is a vegetable with looks and money. Plus, if you let fruit rot, it turns into wine, something brussels sprouts never do.
    -P. J. O’Rourke

    A little lemon juice makes everything taste better.
    -Virginia Sanborn Burleigh

    The roots of education are bitter, but the fruit is sweet.
    -Aristotle

    The trees that are slow to grow bear the best fruit.
    -Moliere

  • Multimedia/Visual Strategies

    PowerPoint™

    • Fruitful Discoveries
    • Presentation Notes – Fruitful Discoveries

    Technology:

    • Infographics:
      • Fruit for Health
        Most fruits are packed with many vitamins and fiber necessary for a balanced diet. Instead of spending money on vitamin pills, a yummy way of getting your required amount of vitamins is to eat them straight from the food source!
        http://www.dailyinfographic.com/fruit-for-health-infographic

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • Fruitful Discoveries Notes
    • Fruitful Discoveries Notes (Key)
    • Fruit Facts
    • Fruit Facts (Key)

    Handout:

    • Rubric for Laboratory Experience

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • My favorite fruit is (description) ………
    • My favorite fruit has the following nutrients: …….
    • My favorite fruit recipe is ……
    • Fresh fruit is best because….
    • Canned fruit has ………

    Writing Strategies:

    RAFT writing Strategy

    • Role – student
    • Audience – cafeteria director
    • Format – memo
    • Topic – add more fresh fruits to the choices for lunch

  • Communication 90 Second Speech Topics

    • What fruits are in season?
    • What value are fruits when purchased in season?
    • What value are fruits when purchased out of season?
  • Other Essential Lesson Components

    Enrichment activity

    Students may video tape their fruit lab to illustrate the proper steps to purchasing, washing and preparing, serving and storing fruit. This may be shown on the school district’s website or educational cable channel. This will educate the community about handling fruit correctly.

    Infographic:

    Infographics are graphic visual representations of information, data or knowledge intended to present complex information quickly and clearly.

    The infographic below is related to this lesson. Allow students to view the image on a projector and lead a discussion concerning the information provided.

    • Fruit for Health
      Most fruits are packed with many vitamins and fiber necessary for a balanced diet. Instead of spending money on vitamin pills, a yummy way of getting your required amount of vitamins is to eat them straight from the food source!
      http://www.dailyinfographic.com/fruit-for-health-infographic
  • Family/Community Connection

    Invite an orchard farmer to visit your classroom to talk about his career.
    If possible, arrange a field trip to the farm to observe the fruit growing.

    Prepare one of the recipes at home for family to taste.

  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    http://texasfccla.org/
    http://fcclainc.org/

    • Culinary Arts A team event – recognizes participants enrolled in occupational culinary arts/food service training programs for their ability to work as members of a team to produce a quality meal using industrial culinary arts/food service techniques and equipment.

    Skills USA

    http://SkillsUSA.org/

    • Culinary Arts
      The competition will encompass both hot and cold food preparation and presentation. Contestants will demonstrate their knowledge and skills through the production of a four-course menu in a full day competition. The contestants will be rated on their organization, knife skills, cooking techniques, creative presentation, sanitation food safety techniques, and above all, the quality and flavor of their prepared items. The high school competitors will work from one menu with standardized recipes. The college/postsecondary students will work from a market basket format and write their own menu and recipes the night before the competition.
  • Service Learning Projects

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

    Possible ideas:

    • Offer an after school cooking class to elementary students. Have the students teach the attendees about fruit, and have the group prepare a simple fruit recipe with the elementary students. Determine before the class what skills and content are to be taught.

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