Often times, teaching middle school students Family and Consumer Sciences exposes how much or how little they have been taught at home about basic food preparation. As teachers we cannot expect that all students will come into class with foundational cooking skills, so we start with the basics- kitchen equipment. After teaching basic kitchen knowledge, we are able to advance into more hands on applications or prepare students for related careers, such as culinary arts.

Kitchen Tool Vocabulary

• Mixing bowls are used to mix ingredients together 
• Rubber scapers are used to scrape the sides of bowls or pans, fold mixtures together, stir ingredients and spread food.
• Measuring spoons are used for measuring small amounts of both liquid, moist and dry ingredients.
• A cutting board is used as a surface for cutting up meats, fruits
• An oven mitt is used to protect hands from hot objects.
• A turner is used to flip or turn something 
• Liquid measuring cups are used for measuring liquid ingredients such as water, milk, oil, or syrup.
• A sauce pan is used to cook vegetables, sauces and rice. The largest is used for preparing soups, stews, cooking pasta and braising meat. 
• A straight edge spatula is used to level off a dry measuring cup for an accurate measurment.
• Whisks are used to beat or stir (a substance, especially cream or eggs) with a light, rapid movement.
• Wooden spoons are used to stir foods that are cooked on the stove top. 
• Dry measuring cups  are measuring tools used for solid or powdery ingredients such as flour, sugar or oats.
• Kitchen shears are used to snip herbs, open food packages, and cut poultry into small pieces.

Recipe Vocabulary:

• Yield is the term to describe how many servings a recipe will make.
• Ingredients are the food components that go into making the final product of the recipe. This section will also include the amounts of each ingredient needed in the recipe. 
• The instructions section will give a detailed procedures to follow to attain the desired outcome of the recipe. 
• Cook time will tell the reader how long the reipe will take to make.   
• Modifications may include adjusted temperatures and times for different sized pans or for preparing the recipe at a different elevation. Depending on the recipe, it might also include changes to make the recipe more healthy. 

• When presented with multiple cooking utensils located around the room, students will be able to identify their proper names and functions by first making their assumptions, then reviewing the correct answers as a class. Learners should correctly label 11 of the 13 tools, then match 10 of the 13 functions at the conclusion of the lesson. 

 

• With a printed recipe for chocolate cookies, students will fill in the key elements of a recipe by inserted words in the blanks on the recipe worksheet, then generate a list of kitchen equipment needed to make the recipe. Students will complete a think-pair-share activity to demonstrate an understanding of the content knowledge.

 

 

The total lesson duration is 45 minutes.

• Kitchen tools worksheet
• Kitchen tools cheat sheet
• Recipe Vocabulary worksheet

• Measuring cups
• Measuring spoons
• Turner
• Rubber scraper
• Whisk
• Mixing bowls
• Cutting board
• Strait edge spatula
• Sauce pan
• Oven mitt
• Wooden spoon
• Kitchen shears
• Post- it notes for labeling
• FOAM ball for review

W:	The instructor will explain that in order to read a recipe and follow a recipe, students need to know certain terminology, as well as learn the types of tools that they will need in order to properly prepare a given recipe. Before students may begin cooking, they will need to pass a mini quiz on kitchen tools.
H:	Students will be engaged through the review session of the tools as they correct the answers that they got incorrect. A foams ball will be tossed around the room to gain student attention and interest.
E:	As a real life application experience, students will be asked to wash their hands before going into their kitchens to discover the kitchen equipment that they will be working with during the remainder of the course. This experience will be in the form of a racing game to find the kitchen tool before the other groups.
R:	As students fill out the reading a recipe worksheet, they will be challenged to revisit the previous activity to generate a list of kitchen tools that they might need for the recipe given.
E:	To conclude the class period, students will be asked the difference between a rubber scraper, a turner and a straight edge spatula, as they can all sometimes be referred to as a spatula.
T:	Students with learning disabilities will be provided with an answer key as we review the kitchen tools station activity. This lesson also incorporates hands on and competitive activities for students that can’t seem to sit still, while it also leaves the option for more independent students to work alone throughout the stations and as they do the reading a recipe worksheet.
O:	The objective is for students to gain an understanding of kitchen tools and reading a recipe in order to apply those skills for when they actually begin to cook in small groups.

Pre-instructional Phase (15 minutes)

• Greet the class and review the objectives for the day.
• Ask students about the craziest kitchen tool they’ve seen in person, online or on TV.
• Kitchen tool stations: Various kitchen tools will be placed around the room next to a numbered sticky note. Students will put the name next to the number on their worksheet, then match the function using the lettered definitions on the side.
• Dialogue: Good morning class! Today I would like you to become more familiar with common tools that you would find in a typical kitchen. Many of these tools have specific uses and functions, which you will find in a recipe. Our goals for today are to identify tools and learn the different components of a recipe. First, we are going to test what you already know by identifying tools that are placed around the room. Write down your guesses for the numbered tools, then match them with the definitions to the right.*Give an example using number one.* After 10 minutes we will come together as a class and talk about what you came up with.

 Instructional Phase (15 minutes)

• Review Stations
• Dialogue: Now that you had a chance to do the stations, let’s talk about how you did. I will toss a ball to one of you, and you need to share with the class what you think the answer is to that question. When you are finished answering the question, lightly toss the ball to someone else to answer the next question. (Repeat until the worksheet is complete).
• Transition: Now that we have learned about kitchen tools and their functions, let’s apply our new knowledge by reading a recipe and making a list of the tools that we will need. In addition, I would also like you to learn the different components of a recipe and how they will be useful to you.
• There are many components of a recipe including the title, yield, the ingredients and the directions of how to prepare the food. Give examples of each in reference to the chocolate cookie recipe, and point to them. Other information might include what the oven should be preheated to, or modifications that work well with the recipe.

 

Post-instructional Phase (5 minutes)

• Dialogue: With the worksheet that you have in front of you, please fill in the blank sections of the recipe, then on the lines provided, give a list of the kitchen tools or equipment that will be needed to prepare the recipe. Share your answers with a partner.

                                                 

Assessment (5 minutes)

• The instructor will review recipe worksheet and provide feedback. Students should write how many tools that they got correct at the top of their worksheet. Eleven of the thirteen kitchen tools should be correct.
• Students will finally be sent on a scavenger hunt into their kitchens to familiarize themselves with the kitchens they will be working in. They will need to find and bring back to the finish line 5 tools: 

• Straight Edge Spatula
• Rubber Scraper
• Cutting Board
• Turner
• Liquid Measuring Cup

 

• The first group to find all five and come back to the starting line will be deemed the winner of the challenge.
• If there is time, show the kitchen tools game, so they can practice at home:
• http://www.purposegames.com/game/tools-fcs6a-game

Review, Wrap-up (5 minutes)

• After the students have completed the scavenger hunt, have them find their seats and get quiet. The instructor will hold up the straight edge spatula, rubber scraper and turner. Students will be asked to name each of the three, as they can often be misnamed a “spatula,” and give their specified purpose.
• Encourage students to play the kitchen tools game at home to practice. 

Formative assessment will be conducted during the review of the station activity. Students will take turns reading what they think each kitchen tool is and what they think it does. If they have the incorrect answer, the teacher will ask the rest of the class too see if anyone else can answer correctly. 

During the review of the reading a recipe worksheet, students will be asked to do a think-pair-share activity. The teacher will walk around the room, listening for correct or incorrect answers. Next, they will share their answers with the class and the types of equipment they think will be needed for the chocolate cookie recipe. 

Next, students will be tested when they are asked to go into their kitchens and do the race activity to find the specified kitchen tools.

Finally, after students find their seats, they will be asked the difference between a rubber scraper, turner and straight edged spatula. 

Chocolate Cookies.docx
Kitchen Tools Answer Sheet.docx
Kitchen Tools Worksheet.docx

Kitchen Tools, How to Read a Recipe

Erin Luckenbaugh, Messiah College

April 20, 2015