Detailed Lesson Plan

TECHNOLOGY AND LIVELIHOOD EDUCATION 7

Quarter 3/Week 5

DETAILED School AGSAM INTEGRATED SCHOOL Grade 12

LESSON Teacher AILYN P. ORILLANEDA Learning Area BPP
PLAN Teaching Dates & Time March 5, 2024/ 8:00am-10:00am Quarter 3

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the core concepts and theories in bread and
Standard pastry production.
B. Performance Standard
The learners independently demonstrate core competencies in preparing and producing ba
products.
C. Learning Competency
LO 1. Prepare bakery products
with code I.4 Bake bakery products according to techniques and appropriate conditions
TLE_HEBP11PB-Ia-f-1
II. CONTENT/ TOPIC
COOKIES
III. OBJECTIVES At the end of the period, students should be able to;
K- Define cookies and identify the different types of cookies
S- Bake cookies
A- Share the importance of baking cookies in real life situation
IV. LEARNING
RESOURCES
A. References TVL-BPP MANUAL
1. Teacher’s Guide
2. Learner’s Material
3. Textbook pages PP 26-29
4. Additional Materials
from learning resource
(LR ) portal
B. Other Learning Laptop, TV, Printed Pictures, manila paper, pentel pen
Resources
C. PROCEDURES Teacher’s Activity Students’ Activity
PRELIMINARIES:
The teacher will start with the following: Students are instructed
to do the task assigned
-Prayer
-Greetings
-Checking of Attendance
-Classroom Norms
1. Always be nice to each other,
2. Say please and thank you.
3. Be kind and respectful.
4. Listen to others when they are
talking to you.
5. Be active in the classroom
6. Raise your right hand if you want
to answer or say something

Review:
The teacher will review the previous lessons

(Student’s possible)
answer)
By asking questions.
1. What was our topic yesterday?
2. Who can identify again the different
Major ingredients in baking?
 3. Can you give me some types of flour?
4. What flour is called the general
Purpose flour or family flour?
5. Who can give me examples of
Shortening?
6. What is the purpose of leavening
Agents?

Motivation:

Guide questions:
1. What was the picture all about?
2. What shapes are the cookies in the
Picture?
3. What colors are the cookies?
4. Can you describe then texture of the
Cookies based on the picture?
5. Have you ever been baked or taste
Cookies? Can you give its taste?
6. Who can give the ingredients of
Baking cookies?
7. Can you think of any occasions or
Events where these cookies
might be served?

To enhance your knowledge in cookies,

We will discuss and you will bake cookies.

Presentation of objectives:
-The teacher will present the (The students will read
objectives of the lesson by allowing objectives.)
the learners to read the objectives.
-The teacher will then repeat reading the
objective and will give a little hint to emph
asize the learning goals that students will
achieve at the end of the lesson. After
reading the objectives, the teacher will
once again ask if the learners are ready for
the lessons and the activities.
4.2 Activity A. Collaboration (COOKIE STATION)
Objective: To engage participants in a fun and interactive activity that
stimulates creativity and teamwork while learning about different
aspects of cookie baking.
Materials Needed:
 Four stations, each with a picture representing a step in the cookie baking process
 Ingredients and tools relevant to each station (optional, depending on the setup
and availability)
 Paper and pens for participants to jot down notes or ideas.
 10 minutes doing the activity
Procedure:
1. Introduction:
 Gather all participants and introduce them to the Cookie Station activity.
 Explain that they will be divided into groups and rotate through four different
stations, each representing a step in the cookie baking process.
 2. Group Division:
 Divide the participants into 3 groups of equal size.
3. Station 1: Recipe Selection
 At Station 1, participants will find pictures or descriptions of various cookie
recipes.
 Instruct each group to select one recipe that they will be working on throughout
the activity.
4. Station 2: Ingredient Gathering
 At Station 2, participants will find pictures or lists of ingredients needed for their
chosen recipe.
5. Station 3: Mixing and Baking
 At Station 3, participants will find pictures of tools and equipment needed in
baking cookies
6. Station 4: Decorating and Presentation
 At Station 4, participants will find pictures or examples of cookie decorating
techniques.
Conclusion:
Once all groups have completed each station, reunite and allow them to share their
experiences and creations.
Encourage discussion about what they learned throughout the activity and any challenges
they encountered.

Cookie Station Activity Rubric

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Engagement All group Most group Some group Few group
and members members members members
Participation actively participate in participate in participate in
participate in each station, each station, but the activity,
each station, showing interest engagement showing
demonstrating and involvement levels vary. minimal interest
enthusiasm and in the task. or involvement.
engagement
throughout the
activity.
Teamwork Group works Group Some teamwork Little to no
and together demonstrates is evident, but teamwork is
Collaboratio cohesively, good teamwork, communication demonstrated,
n effectively with members and with minimal
communicating communicating collaboration communication
and supporting and among group or collaboration
one another to collaborating to members are among group
complete tasks complete most inconsistent. members.
at each station. tasks at each
station.
Following Group follows Group mostly Group Group
Instructions instructions follows occasionally frequently
accurately at instructions at deviates from disregards
each station, each station, instructions at instructions,
successfully with minor some stations, leading to
completing deviations or resulting in significant
tasks according mistakes in task incomplete or errors or
to the given completion. incorrect task incomplete tasks
guidelines. outcomes. at multiple
stations.
Creativity Group Group shows Some creativity Little creativity
and demonstrates creativity and is demonstrated is evident in
Innovation exceptional innovation in in selecting recipe selection
creativity and selecting recipes and and cookie
innovation in recipes, cookie designs, designs, with
selecting ingredient but ideas are ideas lacking
recipes, combinations, somewhat originality or
ingredient and cookie conventional or imagination.
combinations, designs, predictable.
and cookie resulting in
designs, appealing
 resulting in creations.
unique and
visually
appealing
creations.
Quality of Cookies Cookies Cookies Cookies
Finished produced by the produced by the produced by the produced by the
Product group are of group are of group are of group are of
excellent good quality, acceptable poor quality,
quality, with with generally quality, but with significant
consistent consistent there are some flaws in texture,
texture, flavor, texture, flavor, inconsistencies flavor, or
and and in texture, presentation,
presentation, presentation, flavor, or suggesting a
showcasing reflecting presentation, lack of skill or
careful attention competent indicating room care in the
to detail and execution of the for baking and
skillful baking and improvement. decorating
execution. decorating process.
process.
Overall Group makes a Group Group Group
Contribution significant contributes contributes contributes
to Activity contribution to positively to the somewhat to the minimally to the
the overall activity, activity, but activity,
success of the participating participation showing little
activity, actively adequately, and engagement,
participating, collaborating collaboration collaboration, or
collaborating with peers, and are inconsistent, effort, and
effectively, and producing resulting in producing
producing high- satisfactory cookies of cookies of poor
quality cookies. cookies. varying quality. quality

4.3 Analysis (The teacher will use the fishbowl method in

the processing of questions to elicit responses
from the learners. In case learners find it
difficult to answer, the teacher will shift to
vernacular for better understanding.
learners with ready responses (raising hands)
are also accommodated.
1. How did you find the activity?
2. How did you come up with your answers?
3. Can you recall the different tools and equipment that are mostly used in baking
Cookies?

4. Who can give me the 3 most basic or common ingredients in baking cookies?
5. Can you give me the exact measurement of salt in baking cookies?
6. How did your group decide/select which type of cookies do you prefer? Why?
7. How do the ingredients chosen at station 2 contribute to the final flavor and
texture of the cookies?
8. Reflecting from the activity you had, which station presented the
Less and the most challenging? Why?
9. What insights did you gain from the activity?
4.4 Abstraction The teacher will provide key inputs and discussions of the lesson proper. The key inputs
will deepen the knowledge of students through some sort of discussion, simple question
and answer portion and some sort of sharing on the lessons. The teacher might as well use
translation on terms that are difficult or not common to learners.

Definition of Terms

Baking Terminologies
 Bake - to cook food in a dry heat method inside an oven
 Batter - a mixture of flours with liquids such as water, milk, or eggs used to
prepare various foods
 Mise En Place - French term means “put in place” that includes assembling all
the necessary ingredients, equipment, and tools and serving pieces needed to
 prepare food
 Mix - to combine ingredients in any way that make distribution of ingredients
evenly
 Pre-heat - to heat the oven prior to baking to achieve the required heat
 Scrape - to remove sticky ingredients from the side of the mixing bowl

BAKING COOKIES

COOKIES- comes from the Dutch word “coekjie” meaning small cake.

Kinds of Cookies

 Drop cookies - are irregular and unevenly shaped. They are made simply by
dropping the cookie batter from a teaspoon to a baking sheet to get the popular
tongue-shaped cookies.
 Rolled cookies - are made from dough which have been rolled out and cut with
cutters to form shapes that fit special occasions such as Christmas, Valentine’s Day
and Easter.
 Pressed or Bagged Cookies – are made with more butter which makes the finished
product richer in taste than the other types of cookies. They are made by pressing the
mixture out of a cookie presser or pastry tube onto the baking sheet, and at the same
time forming it into varied shapes like rings or ribbons.
 Cookie bar- this type of cookie is cut into bars after baking. They are usually small
and square in shape.
 Refrigerated cookies – this type of cookie is frozen and cut into desired shapes
before baking

4.5 Application BAKE ME!

- Using the same group, let students compete with each other. Each group has task
to be done.
- They will bake chocolate chip cookies as an example of a drop cookies

INGREDIENTS:

2 1 / 4 cups Gold Medal™ all-purpose flour

1 teaspoon baking soda
1 / 2 teaspoon salt
1 cup butter, softened
3 / 4 cup granulated sugar
3 / 4 cup packed brown sugar
1 egg
1 teaspoon vanilla
2 cups semisweet chocolate chips
1 cup coarsely chopped nuts, if desired
Tools and Materials:
Baking pans, mixing tools, measuring cups and spoons, rubber scraper

Procedure:
1. Heat oven to 375°F. In small bowl, mix flour, baking soda and salt; set
aside.
2. In large bowl, beat softened butter and sugars with electric mixer on
medium speed, or mix with spoon about 1 minute or until fluffy, scraping
side of bowl occasionally. Beat in egg and vanilla until smooth.
3. Stir in flour mixture just until blended (dough will be stiff). Stir in
chocolate chips and nuts.
4. Onto ungreased or parchment-lined cookie sheets, drop dough by
rounded tablespoonfuls 2 inches apart.
5. Bake 8 to 10 minutes or until light brown (centers will be soft). Cool 2
 minutes; remove from cookie sheet to cooling rack. Cool completely,
about 30 minutes. Store covered in airtight container.
Rubrics
CRITERIA Excellent (4) Good (3) Fair (2) Poor (1)
Organization and Group plans and Group demonstrates good Group exhibits some Group lacks organizatio
Preparation organizes tasks organization and organization and and preparation, with task
efficiently, assigning preparation, with most preparation, but there are assigned haphazardly or no
roles and tasks assigned and roles gaps in task assignment and at all. Many ingredients an
responsibilities defined before beginning role definition before tools are missing or no
effectively before the baking process. Most starting the baking process. prepared, leading to delay
starting the baking ingredients and tools are Some ingredients and tools and confusion durin
process. All gathered and prepared are missing or not baking.
necessary adequately. adequately prepared.
ingredients and tools
are gathered and
prepared in advance.
Collaboration and Group members Group members generally Some communication and Group members struggle t
Communication communicate communicate well and collaboration occur among communicate an
effectively and collaborate effectively group members, but there collaborate effectively
collaborate during the baking are instances of leading to confusion
seamlessly activity, although there miscommunication or lack disagreements, and a lack o
throughout the may be occasional lapses of cooperation that hinder teamwork during the bakin
baking activity, in communication or progress. activity.
sharing ideas, coordination.
discussing
techniques, and
supporting each
other as needed.
Task Execution Group executes Group generally executes Group struggles to execute Group has difficult
and Time baking tasks baking tasks well and baking tasks efficiently, executing baking tasks an
Management efficiently, manages time effectively, with notable delays or managing time effectively
managing time although there may be disruptions in completing resulting in significan
effectively to ensure minor delays or various steps of the process. delays, incomplete tasks, o
that each step of the inefficiencies in Time management may be a rushed and chaotic bakin
process is completed completing some steps of poor, leading to rushed or process.
within the allotted the process. incomplete tasks.
timeframe. Tasks are
delegated and
carried out smoothly
without significant
delays.
Quality of The cookies The cookies produced by The cookies produced by The cookies produced b
Finished Product produced by the the group are of good the group are of acceptable the group are of poo
group are of quality, with generally quality, but there may be quality, with significan
exceptional quality, consistent texture, flavor, some inconsistencies in flaws in texture, flavor, o
with consistent and appearance. They are texture, flavor, or appearance. They fall shor
texture, flavor, and well-prepared and reflect appearance. They meet of expectations and may b
appearance. They the group's efforts in basic standards but may lack unappealing or unpalatable.
meet or exceed following the recipe and the finesse or attention to
expectations in terms baking instructions. detail seen in higher-quality
of taste, cookies.
presentation, and
overall appeal.
After the presentation of the students, the teacher will evaluate
and give feedbacks and congratulates each group.
V. Generalization -The teacher will give a short recap about the topic and the presentation done by each
group.
Guide questions:
1. Based on our discussion and the activities we had, what have you learned?
2. What are the main ingredients needed to make chocolate chip cookies?
3. How long should you typically bake cookies in the oven?
4. Who can name again the different types of cookies?
5. What is the purpose of preheating then oven before baking cookies?
6. What are some benefits of baking cookies from scratch rather than buying pre-made
ones?
7. How do homemade cookies compare to store-bought cookies in terms of taste and
quality?
8. What skills can you develop or improve by regularly baking cookies?
9. In your own understanding, what is the importance of baking cookies in real life
situation?

VI. Evaluation In an ¼ sheet of paper, answer the following questions.

1. What ingredient is essential for leavening in most cookie recipes?
a) Baking powder b) Yeast c) Baking soda d) Cream of tartar
Answer: c) Baking sodaqh
 2. Which of the following is called tittle cakes?
a. Biscuits b. Bread c. Pizza d. Cookies
Answer: d.) cookies
3. What baking tool is essential for measuring precise amounts of ingredients for
cookie recipes?
a) Mixing bowl b) Measuring cup c) Whisk d) Oven thermometer
Answer: b) Measuring cup
4. What type of cookies that is frozen and cut into desired shapes before baking?
a. Refrigerated cookies b. drop cookies c. rolled cookies d. bar cookies
Answer: A. Refrigerated cookies
5. Which of the following is the most common problems of poor cookies quality?
a. Too much shortening
b. Exact measuring tools
c. Preheating the oven
d. Baking powder as leavening agents
Answer: a) Too much shortening

VII. Assignment Read pp.29-32 about Muffins and Cakes on your BPP 12 Book.
Reflection
No. of learner who earned 80% in the evaluation: ____________________
No. of learners who required additional activities to remediation__________
Did the remedial lessons work? __________________________________
No. of learners who continue to require remediation? _________________
Which of my teaching strategies work well? Why did it work? ____________
What difficulties did I encounter w/c my principal or supervisor can help me? _______
What innovation or localized materials did I use/discover w/c I wish to share with other
teacher? ________

Prepared by:

AILYN P. ORILLANEDA
Teacher
Checked and Reviewed by:

BEATRIZ A. TORIO
Principal I
CRITERIA Excellent (4) Good (3) Fair (2) Poor (1)
Organization Group plans and Group demonstrates good Group exhibits some Group lacks organization
and Preparation organizes tasks organization and organization and and preparation, with tasks
efficiently, assigning preparation, with most preparation, but there are assigned haphazardly or not
roles and tasks assigned and roles gaps in task assignment and at all. Many ingredients and
responsibilities defined before beginning role definition before tools are missing or not
effectively before the baking process. Most starting the baking process. prepared, leading to delays
starting the baking ingredients and tools are Some ingredients and tools and confusion during
process. All gathered and prepared are missing or not baking.
necessary adequately. adequately prepared.
ingredients and tools
are gathered and
prepared in advance.
Collaboration Group members Group members generally Some communication and Group members struggle to
and communicate communicate well and collaboration occur among communicate and
Communication effectively and collaborate effectively group members, but there collaborate effectively,
collaborate during the baking activity, are instances of leading to confusion,
seamlessly although there may be miscommunication or lack disagreements, and a lack of
throughout the occasional lapses in of cooperation that hinder teamwork during the baking
baking activity, communication or progress. activity.
sharing ideas, coordination.
discussing
techniques, and
supporting each
other as needed.
Task Execution Group executes Group generally executes Group struggles to execute Group has difficulty
and Time baking tasks baking tasks well and baking tasks efficiently, with executing baking tasks and
Management efficiently, managing manages time effectively, notable delays or disruptions managing time effectively,
time effectively to although there may be in completing various steps resulting in significant
ensure that each step minor delays or of the process. Time delays, incomplete tasks, or
of the process is inefficiencies in management may be poor, a rushed and chaotic baking
completed within the completing some steps of leading to rushed or process.
allotted timeframe. the process. incomplete tasks.
Tasks are delegated
and carried out
 smoothly without
significant delays.
Quality of The cookies The cookies produced by The cookies produced by the The cookies produced by the
Finished Product produced by the the group are of good group are of acceptable group are of poor quality,
group are of quality, with generally quality, but there may be with significant flaws in
exceptional quality, consistent texture, flavor, some inconsistencies in texture, flavor, or
with consistent and appearance. They are texture, flavor, or appearance. They fall short
texture, flavor, and well-prepared and reflect appearance. They meet basic of expectations and may be
appearance. They the group's efforts in standards but may lack the unappealing or unpalatable.
meet or exceed following the recipe and finesse or attention to detail
expectations in terms baking instructions. seen in higher-quality
of taste, presentation, cookies.
and overall appeal.

Activity: Cookie Station

Objective: To engage participants in a fun and interactive activity that stimulates

creativity and teamwork while learning about different aspects of cookie baking.

Materials Needed:

 Four stations, each with a picture representing a step in the cookie baking
process
 Ingredients and tools relevant to each station (optional, depending on the
setup and availability)
 Paper and pens for participants to jot down notes or ideas

Procedure:

1. Introduction:
 Gather all participants and introduce them to the Cookie Station
activity.
 Explain that they will be divided into groups and rotate through four
different stations, each representing a step in the cookie baking
process.
2. Group Division:
 Divide the participants into groups of equal size, depending on the
number of stations available.
3. Station 1: Recipe Selection
 At Station 1, participants will find pictures or descriptions of various
cookie recipes.
 Instruct each group to select one recipe that they will be working on
throughout the activity.
 Encourage them to consider factors such as ingredients, difficulty level,
and personal preferences.
4. Station 2: Ingredient Gathering
 At Station 2, participants will find pictures or lists of ingredients needed
for their chosen recipe.
 Provide actual ingredients and tools if possible, allowing participants to
gather the items they need for their recipe.
 If actual ingredients are not available, provide pictures or
representations of the ingredients.
 5. Station 3: Mixing and Baking
 At Station 3, participants will find pictures or demonstrations of mixing
and baking techniques.
 Provide mixing bowls, utensils, and ovens if available, allowing
participants to practice mixing dough and placing cookies in the oven.
 If actual baking is not possible, provide videos or step-by-step
instructions for participants to follow.
6. Station 4: Decorating and Presentation
 At Station 4, participants will find pictures or examples of cookie
decorating techniques.
 Provide various toppings, icing, and decorating tools if available,
allowing participants to decorate their baked cookies.
 Encourage creativity and teamwork as they collaborate to design and
present their finished cookies.
7. Rotation:
 Set a time limit for each station, allowing enough time for participants
to complete the tasks.
 After the allotted time, instruct groups to rotate to the next station in a
clockwise or counterclockwise direction.
8. Conclusion:
 Once all groups have completed each station, reconvene and allow
them to share their experiences and creations.
 Encourage discussion about what they learned throughout the activity
and any challenges they encountered.
 Congratulate participants on their teamwork and creativity, and invite
them to enjoy the delicious cookies they've made.
9. Cleanup:
 Ensure all stations are tidied up and any used materials are properly
stored or disposed of.
10. Feedback:
 Finally, ask participants for feedback on the activity, including what they
enjoyed and any suggestions for improvement

Cookie Station Activity Rubric

Criteria Excellent (4) Good (3) Fair (2) Poor (1)

Engagement All group Most group Some group Few group
and members actively members members members
Participation participate in each participate in each participate in each participate in the
station, station, showing station, but activity, showing
demonstrating interest and engagement levels minimal interest or
enthusiasm and involvement in the vary. involvement.
engagement task.
throughout the
 Criteria Excellent (4) Good (3) Fair (2) Poor (1)
activity.
Group works Group
together demonstrates good Little to no
cohesively, teamwork, with Some teamwork is teamwork is
effectively members evident, but demonstrated, with
communicating communicating communication minimal
and supporting one and collaborating and collaboration communication or
another to to complete most among group collaboration
Teamwork and complete tasks at tasks at each members are among group
Collaboration each station. station. inconsistent. members.
Group
Group follows occasionally Group frequently
instructions Group mostly deviates from disregards
accurately at each follows instructions at instructions,
station, instructions at some stations, leading to
successfully each station, with resulting in significant errors
completing tasks minor deviations incomplete or or incomplete tasks
Following according to the or mistakes in task incorrect task at multiple
Instructions given guidelines. completion. outcomes. stations.
Group
demonstrates
exceptional
creativity and Group shows
innovation in creativity and
selecting recipes, innovation in Some creativity is
ingredient selecting recipes, demonstrated in Little creativity is
combinations, and ingredient selecting recipes evident in recipe
cookie designs, combinations, and and cookie selection and
resulting in unique cookie designs, designs, but ideas cookie designs,
and visually resulting in are somewhat with ideas lacking
Creativity and appealing appealing conventional or originality or
Innovation creations. creations. predictable. imagination.
Cookies produced
by the group are of
good quality, with
Cookies produced generally Cookies produced
by the group are of consistent texture, Cookies produced by the group are of
excellent quality, flavor, and by the group are of poor quality, with
with consistent presentation, acceptable quality, significant flaws in
texture, flavor, and reflecting but there are some texture, flavor, or
presentation, competent inconsistencies in presentation,
showcasing careful execution of the texture, flavor, or suggesting a lack
Quality of attention to detail baking and presentation, of skill or care in
Finished and skillful decorating indicating room the baking and
Product execution. process. for improvement. decorating process.
Group makes a
significant Group contributes
contribution to the positively to the Group contributes
overall success of activity, somewhat to the Group contributes
the activity, participating activity, but minimally to the
actively adequately, participation and activity, showing
participating, collaborating with collaboration are little engagement,
collaborating peers, and inconsistent, collaboration, or
Overall effectively, and producing resulting in effort, and
Contribution to producing high- satisfactory cookies of varying producing cookies
Activity quality cookies. cookies. quality. of poor quality

The benefits and harms of eating a sandwich can depend on various factors, including
the ingredients, preparation method, portion size, and frequency of consumption. Here
are some potential benefits and harms of eating a sandwich:
Benefits:

 Convenience: Sandwiches are a quick and easy meal option, which can
be especially helpful when you're short on time or on the go.
 Nutrient-rich: Sandwiches can be a good source of essential nutrients,
such as protein, fiber, vitamins, and minerals, depending on the
ingredients used.
 Versatile: Sandwiches can be made with a wide variety of ingredients,
allowing you to customize them to your taste preferences and dietary
needs.
 Satiation: Eating a sandwich can provide a feeling of fullness and
satiation, which may help prevent overeating and promote weight
management.
Harms:

 High calorie content: Some sandwiches can be high in calories,

especially if they contain large amounts of cheese, processed meats, or
high-fat condiments.
 Sodium content: Many sandwich ingredients, such as cured meats,
pickles, and condiments, can be high in sodium, which can contribute to
high blood pressure and other health issues if consumed in excess.
 High in refined carbohydrates: Sandwiches made with white bread or
other refined carbohydrates can cause blood sugar spikes and crashes,
which can lead to cravings and overeating.
 Foodborne illness: If sandwiches are not prepared and stored properly,
they can be a source of foodborne illness caused by bacteria, such as E.
coli and Salmonella.
Overall, sandwiches can be a convenient and nutritious meal option, but it's important to
choose ingredients wisely and prepare and store them safely to minimize potential
harms.

Ingredients
2 1 / 4 cups Gold Medal™ all-purpose flour
1 teaspoon baking soda
1 / 2 teaspoon salt
1 cup butter, softened
3 / 4 cup granulated sugar
3 / 4 cup packed brown sugar
1 egg
1 teaspoon vanilla
2 cups semisweet chocolate chips
1 cup coarsely chopped nuts, if desired

Procedure:
1. Heat oven to 375°F. In small bowl, mix flour, baking soda and salt; set aside.
2. In large bowl, beat softened butter and sugars with electric mixer on medium speed,
or mix with spoon about 1 minute or until fluffy, scraping side of bowl occasionally.
Beat in egg and vanilla until smooth.
3. Stir in flour mixture just until blended (dough will be stiff). Stir in chocolate chips
and nuts.
4. Onto ungreased or parchment-lined cookie sheets, drop dough by rounded
tablespoonfuls 2 inches apart.
 5. Bake 8 to 10 minutes or until light brown (centers will be soft). Cool 2 minutes;
remove from cookie sheet to cooling rack. Cool completely, about 30 minutes. Store
covered in airtight container.

question: How do the ingredients chosen at Station 1 contribute to the final flavor and
texture of the cookies? Answer: Ingredients like butter add richness, while sugar provides
sweetness and helps with browning. Flour gives structure, and mix-ins like chocolate chips
add flavor and texture.