Annie Little

Class: Culinary

Unit: 1

Lesson Title: Measurements

Content Standard Alignment:

- Strand 2, Standard 1 - Utilize proper measuring techniques and tools.

- Strand 2, Standard 2 - Identify measurement equivalents and apply by adjusting recipe
yield.

Lesson Objectives/Instructional Outcomes:

- Students will utilize the correct components of measuring ingredients in a recipe.

- Students will modify recipes with incorrect measurements.

Relationship to Unit Structure:

In the last lesson, we talked about sanitation and how to properly wash hands and today we will be
talking about how to properly measure ingredients from dry to wet and the difference between the two.

Instructional Materials/Resources:

- Dry measuring cups

- Liquid measuring cups
- Teaspoons and Tablespoons
- Knife (x2)
- Sifter
- Bowl
- Scale
- Bread
- Peanut butter
- Jelly
- Conversion handout
FCCLA:

After learning these concepts, students can compete in the FCCLA Star Event Applied Math for Culinary
Management. Students will learn math skills with measuring the proper techniques of how to measure
different ingredients from dry to wet.

CTE:

Learning these skills is a stepping stone for students in order to learn the proper techniques if they
would like to earn their certificate with a food handlers permit.

Technology:

With technology, me creating this on my laptop is a form of technology, but also when I do the demo, I
will be using technology with using knives because of how it was invented, or even the peanut butter
with how it was made.

Methods and Instructional Strategies

(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)

Anticipated Student Misconceptions:

- They are all measured the same way.

- You use the dry method for the liquid method too.

Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and
objectives of the lesson.

3 t. = 1 T.
16 T = 1 c.
2c. = 1 pt.
4 qt. = 1 gal.
16 c. = 1 gal.
60 min. = 1 hr.
4 c. = 1 qt.
2 pt. = 1 qt.
8 fl. oz. = 1 c.
1 qt. = 32 oz.
1 lb. butter = 2 cups
16 oz. = 1 lb.
1/3 c. = 5 T.+ 1 t
Yield – how many servings a recipe makes
Introduction- Anticipatory Set:

“Hello class, I need you to come in, pick up the papers I have for you on your way in and for now, just
take your seat. For now, I need you to also get out a piece of paper and get in groups of 4.”

Lesson Activities:

- Making sandwich activity: (15-20 min)

o Have students get in groups when they come in and write a recipe with how to make a
pb and j. They will then turn them in to me and then I will make them according to how
they are written. The purpose of this is to help students see the importance of having
proper measurements in recipes and the wrong way of writing a recipe.
- How to properly measure: (10 min)
o I will show a demo of how to properly measure certain foods like:
 Flour
 Sugar
 Brown sugar
 Oil or vanilla (in both cup and teaspoon)
 Crisco (ask how they would measure)
o Show the difference with putting the measurements in a bowl and putting it on a scale
with how a student would measure it with each one.
- Teach students, and have students fill out the handout with the proper measurement
abbreviations and the gallon shortcut conversions.
- Then have the students work alone or in groups to fill it out on their own and then come back
together.

Wrap Up-Synthesis/Closure: (5 min)

- What are some things you learned that you didn’t know before?
- What things changed that you thought you knew or were wrong at first, and then changed from
what you learned today?

Differentiation According to Student Needs:

- If I had a student with certain needs I would pair them with another student to make sure they
were getting the help they needed or go over to them specifically during group work time to see
what help I could give them, making sure they were understanding the material I had previously
taught, or if I needed to reteach that to them. I would also see if another student could help
with the activities we were doing so the student wouldn’t feel so lost, or I would bring the
student in before class and teach it to them before hand so they had a somewhat firm grasp of
the concepts.

Assessment (Formative and Summative):

- In lab I will be watching students to make sure they will be measuring things correctly.
(formative)