Successful Lab Management Guidelines

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Lifetime Nutrition and Wellness

  • TEKS Student Expectations

    • (5) The student demonstrates knowledge of food management principles. The student is expected to:
      • (A) read and comprehend standard recipes
      • (D) use food buying strategies such as calculating food costs, planning food budgets, and creating grocery lists
    • (6) The student demonstrates effective work habits. The student is expected to:
      • (A) participate as an effective team member demonstrating cooperation and responsibility
      • (B) apply effective practices for managing time and energy to complete tasks on time
      • (C) practice problem solving using leadership and teamwork skills
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • comprehend the components of a recipe
    • practice measuring techniques
    • plan a laboratory experience preparing nutritious foods
    • prepare a grocery list for lab
    • work together as a team to produce a flavorful product
  • Rationale

    Lifetime Nutrition and Wellness is a laboratory course that allows students to make informed choices that promote wellness.

    Have you ever had a cooking or baking disaster in the kitchen? Being able to read a recipe and measure accurately can make the difference between a successful food item and a disaster. This lesson will guide your students to prepare a delicious nutritious product.

  • Duration of Lesson

    Two 45 minute class periods

  • Word Wall

    Abbreviation: A shortened form of a word or a phrase

    Measure: Ascertain the size, amount, or degree of (something) by using an instrument or device marked in standard units or by comparing it with an object of known size.

    Nutrition: The processes by which the body uses nutrients in food for growth, energy, repair, and maintenance

    Recipe: A set of directions for making a food or beverage

    Teamwork: Combining individual efforts to reach a shared goal

  • Materials/Specialized Equipment Needed


    • computer with Internet access for multimedia presentation
    • computer lab with Internet access (be sure to follow school district guidelines)
    • light projector (Elmo)


    • cardstock
    • computer paper
    • magazines (cooking)
    • scissors


    • cookbooks (various)
    • measuring utensils
      • dry measuring cups
      • liquid measuring cups
      • measuring spoons


    • brown sugar
    • butter
    • flour
    • food coloring
    • salt
    • sugar
    • water (tap)

    • copies of handouts (see All Lesson Attachments tab)

  • Anticipatory Set

    Before class begins:

    Teacher note:
    Read the handout Suggested Guidelines for Lifetime Nutrition and Wellness Labs (see All Lesson Attachments tab) before you begin the laboratory experience with your students.

    This lesson will assist you in preparing for the lab experience in the following recommended labs:

    Display as many of the items as you have available from the Materials or Specialized Equipment Needed tab on a table in front of the classroom.

    Distribute handout Baking and Cooking Skills Check List (see All Lesson Attachments tab) to find out what your students already know about baking and cooking. This will give you an idea of the skills your students may have.

    The following questions may be asked:

    • Why is it important to use standard measuring equipment in preparing a recipe?
    • Why is it important to be knowledgeable of the skills and procedures for food preparation?
    • Why is it important to read a recipe thoroughly?

    Discuss the answers with your students.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and definitions.

    Distribute graphic organizer Successful Lab Management Guidelines Notes (see All Lesson Attachments tab) so that students may take notes during the slide presentation. Students may use this graphic organizer or may use the handouts in the Guided Practice section if you are teaching each section at a time.

    Introduce slide presentation Successful Lab Management Guidelines (see All Lesson Attachments tab). These guidelines are recommendations. Be sure to ask your school district for guidance.

    The PowerPoint™ is divided in four sections:

    • Recipes
    • Measuring Standards
    • Cooking Terms
    • Lab Guidelines

    The sections may be taught all at one time or may be divided depending on class time available.

    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
    • encourage participation

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute graphic organizer Recipe Breakdown (see All Lesson Attachments tab). Students may use cookbooks, magazines, or print a recipe from the Internet to fill in the handout.

    Well-written recipes should have:

    • Recipe name
    • List of ingredients
    • Yield
    • Cooking method, temperature, and time
    • Equipment needed
    • Step-by-step directions
    • Nutritional analysis

    An important skill needed for successful food preparation is knowledge of measurements, measuring equipment, and equivalents. Have students examine dry and liquid measuring cups and measuring spoons. Show the various sizes and types of measuring equipment and ask students to identify each by name and size.
    Demonstrate appropriate techniques for measuring dry ingredients, such as flour, and liquid ingredients, such as water (add food coloring drops for a visual effect).

    Distribute handout Standards of Measurement (see All Lesson Attachments tab) and review the abbreviations. Explain that abbreviations are sometimes used in recipes to save space on a page. This handout may be kept in their personal cookbook.

    Distribute handout Measurement Standards (see All Lesson Attachments tab) and allow students to complete the worksheet using the Standards of Measurement chart. The Measurement Standards may be used as a homework assignment or worked together as a class for a lesson closure.

    Distribute handout Baking and Cooking Terms (see All Lesson Attachments tab) and allow students to use a textbook or the Internet to locate the definition of each term. These are basic terms that will be needed in the lab experiences for the students. Other terms may be added.

    A light projector may also be used to display the Baking and Cooking Terms (Key) (see All Lesson Attachments tab) and allow students to take notes.

    Notice that the term Fry is not included as it is not a nutritious cooking technique.

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

    • note-taking assistance
    • provide a copy of the key

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

    Prior to class, decide how you will divide the class into lab groups and the duties for each student. Students may be placed in groups randomly by drawing numbers or selected by ability. Remind students that when we are employed, we do not get to choose who we work with so we should get along with our lab group to produce a flavorful product.

    Distribute the graphic organizer Lab Duty Assignments (see All Lesson Attachments tab) to each group. Lab Duty Assignments 4 blank and Lab Duty Assignments 5 blank (see All Lesson Attachments tab) are also available depending on your lab groups.

    Students should write in the duties for each person in the group.

    Note to Teacher: Decide before the first lab which lab plan sheet you plan to use.

    Divide the class into lab groups and distribute handout Sample Lab Plan, Sample Lab Plan (blank) or Sample Lab Prep Sheet (see All Lesson Attachments tab) so that students may plan for the lab experience. A designated student from each lab group should prepare a grocery list and any other items needed for a successful lab.

    Distribute handout Substitutions for Healthier Cooking and Baking (see All Lesson Attachments tab) so that students may substitute healthier versions of ingredients in their recipes. This handout may be kept in their personal cookbook.

    Distribute Rubric for Laboratory Experience (see All Lesson Attachments tab) so that students will understand what is expected.

    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
    • encourage participation

  • Lesson Closure

    Distribute handout Following Directions (see All Lesson Attachments tab) and remind students how important it its to follow directions carefully.

    If students are successful in following directions, they should have a paper cup. If possible, provide an incentive or reward for accomplishing the task.

    Possible examples:

    • coupons for homework assignments
    • fat free animal crackers
    • hot air popcorn
    • whole grain cereal

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

    Review lesson objectives, terms and definitions.

    Cooking Terms Review

    Teacher note:
    Print Cooking Flashcards (see All Lesson Attachments tab) on cardstock and cut them apart.

    Print Bingo Templates (see All Lesson Attachments tab) on computer paper. Distribute the Bingo cards and allow students to fill in the squares with various cooking terms. Set the rules for the game before you begin.

    Students will be assessed with appropriate rubric during lab.

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

    • allow visual of flashcards
    • praise participation

  • References/Resources


    • Microsoft Office Clip Art: Used with permission from Microsoft.


    • Duyff, R. L. (2010). Food, nutrition & wellness. Columbus, OH: Glencoe/McGraw-Hill.
    • Kowtaluk, H. (2010). Food for today. Columbus, OH: Glencoe/McGraw-Hill.
    • Weixel, S., & Wempen, F. (2010). Food & nutrition and you. Upper Saddle River, NJ: Pearson/Prentice Hall.

    Food Network™ Videos:

  • 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 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:

  • Other Essential Lesson Components

    Enrichment activity

    Students may use the handout Substitutions for Healthier Baking and Cooking (see All Lesson Attachments tab) and produce a recipe using the substitutions. Allow other students to sample the product for flavor, texture, and visual appeal.

  • Family/Community Connection

    Encourage students to practice at home the cooking techniques they have learned.

    Have students ask their parents, grandparents, and family members for their family recipes. Recipes passed down from generation to generation are usually favorites at family gatherings. Students should compile the recipes in a notebook for safekeeping.

  • CTSO connection

    Family, Career, and Community Leaders of America

    • Star Event:

    • Food Innovations – An individual or team event – recognizes participants who demonstrate knowledge of the basic concepts of food product development by creating an original prototype formula, testing the product through focus groups, and developing a marketing strategy.
  • 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


    Students may brainstorm ideas on how to build teamwork skills in their school so that all students learn to work together.

  • All Attachments