Transition Magicians

Transition Lesson Plan

Menu Planning

By

Kelly Beer

Statement of Prior Knowledge: Students have already completed a unit related to healthy foods and the basic food groups.

Objectives:

1.      Working with a partner the student will use available resources to create a poster of the ingredients and directions for a menu option discussed in class.

2.      Students will be able to identify the commonly used items from the rest of the items in the recipe.

3.      Students will be able to write a grocery list using the recipe displays of 5 menu items.

Sunshine State Standards:

1.      H.E.C. 1.4.6 – The student knows the various strategies when applying the decision making process regarding healthy habits (e.g. ways to avoid junk food.)

2.      L.A.B. 2.4.2 – The student organizes information using appropriate systems.

Materials:

Variety of cook books

Chart Paper

Markers

Internet access (list of sites relating to cooking and recipes)

Paper

Pen or pencil

Method:

1.      Ask the students what they had for dinner last night.  List some of their responses. Review as to whether the items you listed are healthy or unhealthy.  Were the meals planned or did you just grab something from the pantry or refrigerator?  Who in the household plans the meals?  Why do you think some of us did or did not eat healthy meals last night?  Look for responses such as; no food in the house, was in a hurry, no one was home, etc.

2.      Conclude the discussion by brainstorming ways that we can make sure we eat healthy most every night.  List the ways on the black board.  Work towards a discussion about planning a menu.  Introduce the menu activity.

3.      Start the next activity by telling the class to pretend that it is their birthday.   Ask each student to think of a favorite dinner meal.  List the responses of the class. Make observations about an ethnic food suggested that some students are not familiar with or a family recipe that a student suggests.  Ask each student if they know the recipe for the dish.  If no, ask how we could find out how to make it, or if yes, have the student explain how they would make it.  Are they specific?

4.      Conclude by showing students a variety of cookbooks and Internet web sites that are used to find recipes for particular menu dishes.

5.      Direct the students to work with a partner in this activity.  Each group will be given one of the meal items listed.  They will then find the recipe using the cookbooks or the Internet. 

6.      Together they will create a poster display for each meal, listing the ingredients and directions.  Suggest that they try to be creative in their representation however the actual recipe should be written accurately.

7.      Direct their attention to an example of the recipe for your favorite dish.  Read through the ingredients.  Ask the students to determine which of the ingredients in the recipe are fairly common, and probably could be found in their cupboards at home.  Highlight those ingredients for the class. (Items such as salt, pepper, etc.) 

8.      The students will look at the recipes for the meals they have chosen and determine the same thing as just illustrated.  The students will designate those common items by writing those items in blue.

9.      Encourage the students to discuss the common items with each other.  Food items such as ketchup, salt, pepper, sugar, etc.  These are some items.  Remind students that what may be common in some homes may not be common in others.

10.  As each group searches for recipe the teacher should be available for any questions, comments and guidance and well as monitoring the Internet searches.

11.  Each group will present their recipe display to the class and the poster will be hung around the room. 

12.   After the completion of the menu/recipe presentations discuss with the class the items that are common with the other recipes of the class.  Looking for observations relating to items such as salt, pepper, etc.  Also look for ingredients that might be common among different recipes.

13.  Students will now work independently creating their own five-day menu, using the recipe displays in the room. 

14.  Demonstrate for the students how they will write a grocery list based on their five choices.  Remind them to take notice of the common items and on the items that might be common to more than one recipe.

15.  The grocery lists and recipe displays created in this lesson may be used in future lesson activities.  Students can utilize their grocery list to estimate cost and compare to budget.

Application of lesson to students real life and interests:

As students prepare for transition into independent living, an important skill will be in planning food menus, grocery shopping and budgeting.  This lesson helps them develop the skill of organizing information from recipes that they and their friends like to prepare a grocery list. 

Evaluation:

Students work as a group to search and create a poster display for a particular recipe.

Students use the information from the recipe posters to write a grocery list.

ITP Connection

This lesson will work toward meeting a student’s Independent Living, Social Relationship as well as the Health and Safety goals.  Planning a menu and shopping list, working with a partner and sharing with the class as well as planning for a healthy meal are all part of these goals

[ Home ] [ Up ]

Last modified: December 05, 2000