Transcript Chapter 11- Peer Pressure

Healthy Foods
Mrs. Sweigart
• What is Healthy Foods?
• Rules and Expectations
• Parent Letter and Pinnacle
• Supply List
• Get to Know Each Other
What is Healthy Foods?
•
•
•
•
Know About Yourself
Gain Self Confidence
Living Healthier
Understanding Basic
Cooking
• Problem Solving
Rules and Expectations
Class Rules and Expectations:
Consequences:
Students should…
• have respect for themselves, others,
and the teacher at all times.
• not talk when others are talking.
• be prepared for class each day- the
teacher will NOT supply materials.
• be engaged in class discussions,
note taking, activities, etc.
• keep track of their own grades by
recording assignments on a grade
sheet, and checking their Pinnacle
account.
•
•
•
•
•
•
Verbal warning
Name on smart board- Writing
assignment may be given
Check mark 1- Phone call home
Check mark 2- Lunch detention
Check mark 3- Office referral
If behavior continues and
alternative assignment will be
given and student will not be
allowed to participate in class s/he
proves that they will cooperate.
Parent Letter and Pinnacle
August 24, 2011
Dear Parents/Guardians,
I wanted to take some time to introduce myself and welcome your child to Healthy Foods. My name is Kimberly Sweigart, and this is my
third year at Sheffield Middle School, but my 8th year of teaching. I am very excited about this quarter and am looking forward
to teaching your child.
Healthy Foods falls under the Family and Consumer Science Standards. In case you are unaware, Family and Consumer Science is the new
Home Economics. Instead of the traditional cooking and sewing, the emphasis is on building stronger families, teaching students
how to eat healthy, learning how to make wise decisions, and how to be productive, independent adults. While we will only be
doing one cooking lab in Healthy Foods, we will spend the remainder of this quarter learning about living and leading a healthy
lifestyle. Important topics that we will cover will not only include eating healthy and staying physically fit, but also effective
communication, dealing with peer pressure, choosing positive friends and role models, and many more.
In lieu of a final exam, students will be asked to complete a final project. Though more information is to come, I would like to make you
aware that this project may require your assistance, though not too much. Students will be asked to choose a favorite family
recipe, analyze it from a nutritional perspective, and make changes to make it a more healthy option. A report will follow, and
they will present to the class the original recipe, how they changed it, and why they made these changes. They will have the
option of making their new creation for extra credit.
I hope to keep the lines of communication open, and encourage you to contact me with any questions or concerns. Working at both Brookside
and Sheffield Middle School makes it difficult to get in touch with me via phone, but please contact me through email at
[email protected] I try to keep my website up-to-date. You can access it by going to www.sheffield.k12.oh.us 
Brookside (yes, Brookside) teachers  Family and Consumer Science  Mrs. Sweigart. Announcements will be posted,
important links are available, and most importantly all of my lesson plans and student activities are available under the course
name. This means that your son/daughter will have complete access of all missing assignments 24/7. I expect that before asking
me about missing work, they go to the website and find what they need. Pinnacle is also kept up-to-date. If you do not already
have your Pinnacle user name and password please contact guidance to get it so that you can stay aware of your child’s grade. If
you feel that grades are inaccurate please let me know right away so that we can work together for the success of your child.
Sincerely,
Kimberly K. Sweigart
Family and Consumer Science Teacher
Brookside High School
Sheffield Middle School
MUST BE RETURNED WITH SIGNATURE!!!
http://www.sheffieldscho
ols.org/default.aspx
http://gradebook.sheffiel
d.k12.oh.us/Pinnacle/P
IV/Logon.aspx?Return
Url=/pinnacle/PIV/Def
ault.aspx
TC Supplies
• 1 Subject Spiral
Notebook
• Pens/pencils
• Loose Leaf Paper
• 2 Pocket Folder
Getting to Know Each Other
Kimberly Sweigart
K- Kind
I- Interesting
M- Mother
B- Brilliant
E- Exceptional
R- Reliable
L- Logical
Y- Yeastly
S- Sensitive
W- Worrisome
E- Eager
I- Inquisitive
G- Generous
A- Acute
R- Rational
T- Trustworthy
Chapter 11- Peer Pressure
• The different between positive and negative peer pressure.
• How to avoid manipulative behavior.
• How to respond effectively to negative peer pressure.
• The difference between passive, aggressive and assertive
responses to peer pressure.
• How to use refusal skills.
Imagine
Pg. 157
Imagine that you’re shopping
with your best friend. You
both have your eye on the
same jacket, but it’s too
expensive for you. Your
friend turns to you and
whispers, “Come on, no
one's looking. Let’s just
take it.” You know that
stealing the jacket is
wrong, but you don’t want
your friend to think you’re
afraid.
•How would you
respond to your friend’s
pressure? Why?
•Why do you think
friends sometimes
pressure others to do
things that are illegal or
harmful?
Tips for Understanding
Negative Peer Pressure
Pg. 160
Answer the following
questions relating to a
time where someone
has tried to pressure
you in a negative way.
• Will this hurt anyone or
their property?
• Will it be harmful to me?
• Are there risks involved?
• Would my actions
negatively affect they way
my family, teachers, other
friends, and people in the
community view me?
Making a Difference
Pg. 163
“Hey, what are you doing?” Jesse asked Alan one night when they were horsing around.
Alan had taken a can of spray paint from his satchel and started to scowl his initials on an
apartment wall in their neighborhood. “What does it look like I’m doing?” he retorted.
“Come on, spray your name, too.”
“Stop it!” Jesse ordered him. He stood firm and looked Alan in the eye. “How’d you like
somebody to do that to your building?”
“Somebody already has,” Alan replied. “Come on. Let’s both do it.”
“Does that mean you have to act like a child and do the same thing to other people’s
property?” Jesse asked. “If you want to do something, why not paint over graffiti on
your building?”
“Why do you care?” Alan asked.
“Because I live in this neighborhood, too.” Jesse answered with conviction, “and I’d like to
show some respect for it, not make it worse.”
Alan stopped and turned. “I never thought of it that way.”
1.
2.
3.
Why were Jesse’s words and actions appropriate?
What do Jesse’s words and body language say about the way he handles peer
pressure?
In what ways can you make a difference like Jesse did?
Quiz
1.
2.
3.
COMPARE AND CONRAST Compare several
responses to peer pressure that you have observed in
friends and acquaintances. How were the responses
different and how were they similar? Which responses
were the most effective? Which were the least effective?
FACT OR FICTION “Peer pressure isn’t much of a
problem after people finish high school.” Does peer
pressure apply only to teens? Are adults immune to
pressure from others? Explain.
ANALYZE BEHAVIOR What is the relationship
between negative peer pressure and manipulation? What
advice would you give a friend to identify and deal with
manipulative behavior?
Chapter 24- Good Health
• The importance of physical, mental,
emotional, and social health.
• The benefits of maintaining physical health.
• The contribution good grooming makes to
your health.
• The role stress plays in your life.
Imagine
Pg. 339
Imagine a vintage guitar. It was
made before you were born,
yet the instrument is in
excellent shape. The wood is
polished, with no cracks or
warps. The strings have just
the right amount of tension,
each one in tune. Notes
sound sweet and clear. You
marvel at the craftsmanship
that produced such a fine
guitar and the care that keeps
it playing so beautifully.
• Do you think this guitar is
played regularly?
• What would happen if the
strings were too tightly
strung?
• What does the condition
of the guitar tell you about
its owner?
Critical Thinking
List situations that usually cause you to sleep
poorly or get less than eight hours of sleep at
night. Describe how you feel the next day when
you are sleep deprived. Think of solutions to
avoid causes of sleep deprivation.
Stress
Make a list of at least 10 things that make you
stressed. Then write down ways that help or
could help you reduce these stresses.
Quiz
1.
2.
3.
PREDICT CONSEQUENCES What would happen if
you were not able to balance all parts of your life? How
would it affect your relationships with family and
friends?
DRAW CONCLUSIONS How can poor grooming
practices affect other areas of your life? Why does
society place importance on being well-groomed? How
does good grooming relate to a healthy self-concept?
IDENTIFY CAUSES AND EFFECTS In this country,
eating the wrong foods- those that don’t provide good
nutrition- is a major problem. Identify why this happens
at each stage of the life cycle. What are the effects of not
getting good nutrition?
Chapter 25- Staying Fit
•
•
•
•
The benefits of exercise.
The factors affecting weight.
Strategies for maintaining healthy weight.
The risks associated with eating disorders.
Imagine
Pg. 353
Imagine watching a muscular
track star in a race. How
did the runner’s body get
so fit and full of energy?
The athlete trained and
exercised daily, ate
healthful foods, and
treated her body like a
valuable possession. No
wonder the runner easily
won her track event.
• What would have
happened if the runner did
not take such good care of
her body?
• How does a runner know
just how much time to
spend on exercise?
• What might happen to the
runner if she overdid her
exercise?
Creative Thinking
Imagine that you can become any part of the
body- any muscle, bone, ligament, etc.
Describe what that body part experiences as
a person begins exercising without warming
up first and forgets to cool down. Be
creative and make sure to discuss injury and
safer ways to exercise.
Making a Difference
Pg. 358
“We’ve really changed the way we eat,” Bob said to his mom. “We
eat a lot more fruits and vegetables, and I haven’t missed all
the sweet stuff,” he added.
“Me either,” she said, “and I feel more energetic. I never thought
I’d enjoy exercising, but I thoroughly enjoy my morning
walk,” she laughed. “It will be nice when your brother comes
home for the summer. He’ll be surprised to see all of our
positive changes!”
1.
2.
3.
What methods can you use to promote your family’s health?
Which of those methods do you think would be most
effective? Least effective? Why?
What are some ways your family members could keep track of
their progress?
Quiz
1.
2.
3.
4.
PREDICT CONSEQUENCES If you don’t get enough
exercise as a teenager, how do you think it might impact
your life now? How might it affect your life 10 or 20
years from now?
ANALYZE THE SITUATION Why do you think
people who lose weight often gain back the weight they
lost? What suggestions can people follow to maintain
their weight?
DRAW CONCLUSIONS Why do you think teens are
particularly at risk for developing an eating disorder?
What aspects of the teen years might cause teens to
become obsessed with their weight?
ANALYZE THE SITUATION Your friend seems to
disappear after lunch everyday. What can you do to find
out if he or she has an eating disorder?
Chapter 26- Health Risks
• The dangers of drugs.
• How you can benefit from avoiding the use
of drugs and alcohol.
• The importance of avoiding sexually
transmitted diseases and early pregnancy.
QuickTime™ and a
TIFF (Uncompressed) decompressor
are needed to see this picture.
Imagine
Pg. 365
Imagine meeting someone who makes you feel like you’re an do no wrong.
Deep down, you know your words and actions aren’t that remarkable.
But the person makes you feel so special it’s hard to resist such
admiration, especially on days you feel so ordinary. You’re spending
more time with this person and less time on homework and with other
friends. Lately this person has pressured you to take risks you’ve never
even thought about. You don’t want to lose this person in your life, and
you’re confused by the situation.
• Does this new acquaintance have your best interests in mind?
• What might happen to your grades and friendships if you
continue the relationship?
• What personal qualities can help you leave this relationship and
avid similar ones?
Health Risks and the Media
Describe an advertisement that portrays
positive images of smoking and/or drinking.
How does this ad make you feel about using
the product. Why do you think that this
company chose to market their product in
this way?
Reviewing the Chapter
Pg. 374
1. What are 3 problems that result from tobacco
use?
2. Why is drinking alcohol dangerous for teens?
3. What are inhalants and why are they dangerous?
4. What are harmful effects of illegal drugs?
5. List 3 guidelines for legally using prescription
and over-the-counter drugs.
6. What are STDs and what is the only way to
avoid them?
Quiz
1.
2.
3.
COMPARE AND CONTRAST How would you
describe the difference in values of a person who is a
drug abuser and one who chooses to avoid drug use?
What are the long-range consequences of each person’s
decision?
ANALYZE BEHVIOR Think about the ways you have
seen tobacco products used. What motivates people to
buy, smoke, or chew tobacco? How can an effective case
be made for not using tobacco?
DRAW CONCLUSIONS What conclusions can you
draw about the physical, social, emotional, and financial
readiness of teens for parenthood? Why is sexual
abstinence in the best interest of teens?
Chapter 28How Nutrients Work
• Six types of nutrients and their functions in
the body.
• Symptoms of nutrient deficiencies.
• How you can meet your energy and
nutritional needs.
Imagine
Pg. 391
Imagine that parts of your body
are suddenly able to tell you
how they feel. Your stomach
cries, “You forgot to feed me
breakfast.” Your brain adds,
“I can’t concentrate in class
without some food!” Your
skin and hair speak up;
“We’re too dry. Please drink
some water before we wither
away!” Your teeth exclaim,
“Good job with the milk.
We’re feeling strong today.”
• What have you eaten
during the past week?
How did your food intake
impact your performance
in school?
• If your body could talk,
what might it say to you?
• How does a person’s body
“tell” things without
words?
Leadership Challenge
Brainstorm ideas about how you can convince
your peers to eat healthy foods so that they
get all of their nutrients and vitamins.
Choose your best idea, and write a
paragraph about why it is the best idea, and
how you will convince your friends to eat
better.
Making a Difference
Pg. 400
Elise and Jackie sat at their local burger hangout with friends. One of
them, Lonny, had gone to pick up their orders.
“Look at Lonny,” Elise said. “He takes great care of himself. We ordered
cheeseburgers with everything on them, fries, and soda. He ordered a
plain burger, a salad instead of fries, and a glass of milk.”
“Well, he’s an athlete,” Jackie shrugged. “What do you expect?”
“It’s true,” said Elise. “But why don’t we start eating like Lonny? We’ll
probably feel better- and best of all, look better.”
“How do we do that?” Jackie asked.
“Let’s make a deal,” Elyse said. “Next time we order the same as Lonny.”
1.
2.
What are three ways you could improve your own diet?
How does eating healthful foods make you feel and look better?
Quiz
1. ANALYZE FAT CONTENT Identify a list of
foods high in fat that are popular with teens.
What lower-fat substitutes would you suggest?
2. DRAW CONCLUSIONS Why do carbohydrate
foods have a negative image among some teens?
How could you convince others that eating
carbohydrates is beneficial?
3. CLARIFY FACT OR OPINION Do you agree
or disagree with this statement: “Taking a
vitamin pill gives you all the vitamins you
need.” How would you support your answer?
Chapter 29- Guidelines for
Healthy Eating
• The Dietary Guidelines for Americans.
• How to recognize the food groups and
recommended servings in the Food Guide
Pyramid.
• How to recognize standard serving sizes.
Imagine
Pg. 405
Imagine that you’re showing
a curious child how to
construct a pyramid. You
explain that the bottom
has to be bigger than the
rest so it can hold up other
layers. The top has to be
lightest of all, you explain.
Like many young
children, this one asks his
favorite question: “Why?”
• How would you answer
this young child’s
question?
• Why do you think fats,
oils, and sweets are at the
top of the Food Guide
Pyramid?
• What might happen if
someone puts fats and
sweets at the foundation of
his or her eating plan?
Remember
Try to recall what you have eaten over the
past 24 hours. List everything you can
remember. Using the Food Pyramid, explain
how well you follow the dietary guidelines.
What do you eat too much of and what do
you not eat enough of. Why do you think
this is?
How To…
Pg. 409
Which of the following do you do already?
Which could you do?
•
•
•
•
•
•
•
•
•
Drink skim or low-fat milk rather than whole.
Choose lean cuts of meat.
Limit the use of lunch meat, bacon, and sausage.
Trim fat or rinse fat off meat before serving.
Remove skin from chicken or turkey before eating.
Eat more steamed or baked food instead of fried.
Substitute low-fat products for full fat.
Limit the use of cheese.
Use less butter, mayonnaise and gravy.
Quiz
1.
2.
3.
FACT OR FICTION Some advertisements for food
labels may include such phrases as “Low cholesterol,”
“Reduced fat,” or “High fiber.” Identify examples that
you’ve seen or heard. How can these statements be
misleading to consumers? How are the helpful? How can
you judge the reliability of this information?
DRAW CONCLUSIONS Although food is plentiful,
many Americans don’t get the nutrients they need. What
factors contribute to poor nutrition in the US?
COMPARE AND CONTRAST Think about the food
choices that you make now in comparison to those you
made when you were younger. How do your choices
compare? What are the similarities and differences? Do
you make better choices now? Why or why not?
Chapter 30- Making Food
Choices
• What influences food choices.
• How to identify accurate information about
food and nutrition.
• How individual needs affect nutrition.
• Nutritional needs for athletes.
Imagine
Pg. 415
Imagine that your Saturday
job is bagging groceries at
the supermarket. One
customer buys 20 cans of
mushroom soup and a
package of cut-up chicken.
The next person in line
has a cart full of salad
greens and an assortment
of fresh vegetables and
fruits. As you work, you
wonder what meals these
shoppers have in mind.
• How would working
around food impact your
food choices?
• Does your knowledge
about nutrition enable you
to make good choices?
• If you were in charge of
meal plans for your
family, how would you
decide what to cook
everyday?
• How does eating breakfast
affect your school day?
In Depth
Write a paragraph explaining reasons why
“Health foods” or dietary supplements
appeal to some consumers. What do they
claim to offer consumers? Why do some
consumers feel good about using them?
What should consumers consider before
deciding whether to buy such products?
Why?
Critical Thinking
How would you evaluate the following
statement:
“If you take 5000 units of vitamin C daily,
you will not get a cold.”
Is this true? Why or why not?
Quiz
1.
2.
3.
DRAW CONCLUSIONS Why do some people believe
questionable claims made for food? What might be some
of the consequences for people who don’t examine these
claims? Why is it important to obtain accurate
information about the food you eat?
ANALYZE FOOD ADDITIVES If you were going to
develop a totally new food additive to improve the
appearance, stability, or nutritive value of food, what
would you investigate? What benefits would it offer?
COMPATE AND CONTRAST Do you think athletes
are more likely to believe claims made for special food
supplements than non-athletes? Explain your answer.
Chapter 31- Buying and
Storing Food
• How to prepare for shopping and shop for
food.
• How to store food safely.
Imagine
Pg. 425
Imagine that you’ve been
asleep for one hundred
years. You open your eyes
and you’re standing in the
middle of a large, bright
supermarket. What is that
noise? It can’t be music!
What in the world are all
these packages?
• What might startle you
most about the food
available today?
• Which items would be
familiar? Would you
know what pizza was?
• How might the way food
is stored be different?
Critical Thinking
Why do people buy national brands when they
cost more? Which of these reasons is
logical, in your opinion?
Nutrition Facts
Serving Size 1 Sandw ich (215.0 g)
Amount Per Serving
Calories 576
Calories from Fat 292
% Daily Value
Total Fat 32.5 g
50%
Saturated Fat 12.0 g
60%
Polyunsaturated Fat 2.8 g
Monounsa turated Fat 14.1 g
Cholesterol 103 mg
34%
Sodium 742 mg
31%
Total Carbohydrates 38.7 g
13%
Protein 31.8 g
Vitamin A 1% - Vitamin C 2%
Calcium
9% - Iron
31%
* Based on a 2000 Calorie Diet
What conclusions can
you draw about the
nutritional value of
this food?
Do you think you have
eaten this before?
What do you think this
food is and where did
it come from?
Quiz
1.
2.
3.
ANALYZE DECISIONS If you shop in supermarkets
that advertise the lowest prices, why should you be
concerned about comparison shopping? When is the
lowest price not always the best buy?
DRAW CONCLUSIONS In your experiences, what is
the biggest mistake people make when shopping for food
in terms of spending time and money? Why?
COMPARE AND CONTRAST How do your
experiences in shopping for food differ from those of
people in previous generations? Is shopping for food
easier or more difficult now compared to previous years?
Explain your answer.
Chapter 32Eating Together
•
•
•
•
Different ways to serve food.
How to set a table correctly.
Tips for good table manners.
The proper behavior for eating out in a
restaurant.
Imagine
Pg. 437
Imagine that you’ve invited
some new friends over to
your home on Saturday.
Your uncle stops by
uninvited, as he often
does, just in time for
lunch. Your friends seem
surprised. You feel
obligated to invite your
uncle to have lunch with
you.
• What will you tell your
friends? Will they
understand?
• What is your opinion of
people what just “Stop by”
at mealtime?
• What do you think about
when you hear the term
“good manners”?
Why is it Important?
Why is it important to learn the correct
mealtime etiquette. How will it help you in
social situations? How will it help you in
the workplace? Explain your answers
Making a Difference
Pg. 439
“It’s Mom’s birthday next week, and we should do something special for
her,” Lynne said to her brother Jesse. “Things haven’t been easy for
her lately.”
“What can we do?” Jesse said. “We’re both short on money.”
Lynne thought a minute. “How about taking her and her sisters out to
dinner?”
“That could be steep,” Jesse said. “I’ve got an idea. You love to cook.
Let’s do a surprise dinner at home. Nothing fancy.”
“Great. I’ll do a simple buffet dinner- a pasta dish, salad, garlic bread.
And it won’t cost a lot. But guess what? You’re doing the grocery
shopping.”
1.
2.
What options would you consider to celebrate a family members
special occasion?
How can celebrating special events help strengthen family ties?
Quiz
1.
2.
3.
RECOGNIZE POINTS OF VIEW Assume you have a
friend who says that eating is meant to be enjoyed and
trying to use good table manners gets in the way of
having a good time. Do you agree or disagree with your
friend’s opinion? Explain your answer.
PREDICT CONSEQUENCES You are meeting one of
your company’s biggest clients. What might happen if
your table manners were poor?
ANALYZE THE SITUATION If you were going to a
restaurant that you had never been to before and wanted
to feel comfortable there, what would you do
beforehand?
Chapter 33- Kitchen
Equipment
• Names and uses of various kinds of utensils.
• Names and uses of various types of
cookware.
• Small kitchen appliances that make cooking
time more productive.
Imagine
Pg. 451
Imagine that your family
Is going tent camping.
You’ve been put in
charge of packing
kitchen supplies. “Just
bring the necessities.”
your dad says. “It’s
only for the weekend.”
• In deciding what to
bring, what would you
need to know?
• What equipment could
be used for more than
one purpose?
• Which conveniences
from your kitchen
would you miss?
Why?
Think About It
Write a paragraph describing an appliance that
may be invented 50 years from now. What
kind of uses will it have? How will it work?
Quiz
1.
2.
3.
ANALYZE DECISIONS If you could buy twelve
kitchen utensils to equip your first kitchen, what twelve
would you select? Explain your choices.
PREDICT CONSEQUENCES Think about what might
happen if someone attempted to work in a kitchen
without knowing the names and uses of the different
pieces of kitchen equipment. How could being familiar
with equipment be helpful?
JUSTIFY CHOICES Select one small appliance that you
consider the most useful and can be used in a variety of
different ways. Defend your choice.
Chapter 34- Safety and
Sanitation
• How to prevent injuries from occurring in
the kitchen.
• What you can do to control food borne
illness.
Imagine
Pg. 461
Imagine that you once
became very ill after
eating a friend’s party
food. It had tasted fine but
had been sitting out at
room temperature for a
long time. Now you’re
planning a backyard gettogether after your sister’s
graduation. You want the
food to taste delicious, but
you’re also concerned
about food safety.
• Do you think it would be
safer to buy prepared
foods rather than make
them yourself?
• Should you serve food
inside rather than outside?
• Is it okay to have nacho
chips and cheese on a
picnic table throughout the
party? Burgers? Cakes?
Making a Difference
Pg. 466
“Watch out!” Brian called to his younger brother Ronny. Robby had been
frying a hamburger patty on the kitchen stove. Now the grease
flamed.
“Oh no!” Ronny cried. “What do I do?”
Brian raced over to a kitchen cabinet and pulled out some baking soda.
Quickly he poured it over the flame in the pan, then used the pan
cover to smother the flames.
Wide-eyed, Ronny stared at his older brother. “Where’d you learn that
trick?”
“In class,” Brian said. “Hope you like baking soda-burgers!”
1.
2.
Have you ever had a kitchen accident at home? What did you do?
2. What does Ronny need to learn about kitchen cooking safety?
Quiz
1.
2.
3.
CAUSE AND EFFECT Think of a time when you or
someone you know had a serious kitchen accident. What
contributed to the accident? What effect did the accident
have? How could the accident have been prevented?
ANALYZE MEANING What is meant by the
expression, “It’s an accident waiting to happen?” Give
examples to illustrate your answer.
COMPARE AND CONTRAST Compare a kitchen
where food borne illness is likely to occur with one
where it is less likely to occur. How are these kitchens
different?
Chapter 35- Recipes and
Measuring
•
•
•
•
How to select and interpret a recipe.
How to measure ingredients in a recipe.
What recipe terms mean.
Ways to alter a recipe and substitute
ingredients.
Imagine
Pg. 471
Imagine that you have a
weakness for white
chocolate and for macadamia
nuts. Whenever you buy a
bakery cookie, that’s what
you choose. You’re excited
to see a recipe for chocolate
macadamia cookies in a
local weekly newspaper. As
you assemble the
ingredients, something
strikes you as odd. The
recipe calls for 1/2 cup
baking soda. That seems like
a lot.
• Would you trust the
recipe? Why or why not?
• Would you have more
faith in a cookbook
recipe?
• How much baking soda
would you expect to use in
a batch of cookies?
Increasing Recipes
Dilled Green Beans With Almonds
2 Cups Green Beans
1 1/2 tsp. Butter
1 tsp. Dill Weed
1/4 C Slivered Almonds
Directions:
Simmer green beans according to
package directions until tendercrisp. Drain liquid from green
beans. Stir in butter and dill
weed until well blended. Mix in
almonds. Serve hot.
Triple this recipe.
Show Math!
Converting Measurements
Dilled Green Beans With Almonds
2 Cups Green Beans
1 1/2 tsp. Butter
1 tsp. Dill Weed
1/4 C Slivered Almonds
Directions:
Simmer green beans according to
package directions until tendercrisp. Drain liquid from green
beans. Stir in butter and dill
weed until well blended. Mix in
almonds. Serve hot.
Using the math that you
did yesterday, convert
the new measurements
to make cooking
easier.
Vocabulary
Write definitions for the following words.
You may NOT use the book.
Chop
Mince
Cube
Pare
Grate
Shred
Dice
Quiz
1.
2.
3.
PREDICT CONSEQUENCES Suppose you
approximated measurements for the recipes that you
prepared. Which type of recipes would be the most
and least successful? Explain your expected results.
ANALYZE RECIPES What makes some recipes
more interesting or inviting to prepare than other
recipes? How could nutritional recipes be made
more appealing?
DRAW CONCLUSIONS What successes have you
had in altering or changing a recipe? What changes
have been less successful? What have you learned
from these experiences?
Chapter 37- Basic Cooking
Techniques
• Various techniques for cooking foods.
• Guidelines for using a microwave oven.
• Guidelines for preserving nutrients when
cooking.
Imagine
Imagine that everything must
be moved out of your
kitchen while it's being
remodeled. Your family
will use a makeshift
kitchen in a tiny laundry
area for at least a week.
There’s room for either
the microwave oven or the
range, but only for one of
them. Which would be
your choice.
• Do you feel more
comfortable using the
microwave oven or the
range?
• If you had only a
microwave, what wouldn’t
you be able to do?
• Have you ever been
without the refrigerator,
range, or kitchen sink?
How did you family
adapt?
Describe
Write a paragraph about your favorite food.
Be sure to use details then explaining how
the food is prepared. What does it smell
like? What does it look like before and
after it is prepared? How does it taste?
Quiz
1.
2.
3.
COMPARE AND CONTRAST Which cooking method
is the easiest for beginners to follow? Which would be
the most difficult? Explain the basis for your choices.
DRAW CONCLUSIONS How might your experiences
in using different cooking methods as a teen be different
from your parent's experiences? What do you think
accounts for these differences?
ANALYZE THE SITUATION What guidelines are
important for young children to follow when using a
microwave oven safely? Why are these guidelines
important?
Cooking
• What did you learn from the cooking lab?
• How can you make foods more healthy?
Group # and
Disease
1
2
3
4
5
Appearance
Taste
Texture
Smell
Other
Observations
Group # and
Disease
1
2
3
4
5
Appearance
Taste
Texture
Smell
Other
Observations
Presentations