# Rubric 01: Lab Rubric **Used for:** every cooking lab in the year (Lab 1 Mug Cake or Scrambled Egg Tacos, Lab 2 Sheet Pan Nachos, the Budget Meal Lab, the Unit 6 regional recipe labs, and any no-kitchen lab run with the same roles). The three objective rows change with the lesson; the safety and sanitation row never changes. **Category:** Labs and projects (40 percent). **Points:** 16 (four rows, each scored 1 to 4). **Standards:** the three objective rows carry the lesson's own standards (see the lesson's Assessment table). The safety row carries NYS N&W 1. b) Demonstrate safety and sanitation procedures when handling food and equipment; CTE HSW 4. c) Apply safety practices when using tools, machines, and equipment; CTE HSW 4. d) Wear appropriate protective clothing and gear when using tools, machines, and equipment; CTE HSW 4. e) Participate in housekeeping procedures that help to establish and maintain safe working conditions in the classroom or workplace; NYS FACS Standard 1 (Intermediate) PI B: Students apply principles of food safety and sanitation. ## The rubric Write the lesson's three objectives in the left column before the lab. For Lab 1 they are filled in below as the example. | Criteria | Not Yet (1) | Approaching (2) | Meets (3) | Exceeds (4) | |---|---|---|---|---| | Objective 1 (Low). Lab 1: knew the role: described own tasks in each phase and the safety rule for each, and did them | Did not know the role's tasks without being told each one; needed the teacher to point to the card more than twice | Knew the prep task but had to check the card for later phases; did most of the role with a reminder or two | Did every task on the role card in every phase without a reminder; named the safety rule when asked | Did the role and also covered a teammate's task when they fell behind, without being asked, and without leaving own station untended | | Objective 2 (Mid). Lab 1: prepared the recipe: measured accurately, followed the steps in order, used each tool the way it was taught | Skipped or reordered steps; measurements off by a lot (packed flour, heaped spoons, liquid read from above); used a wrong tool for a step | Followed the steps with one skip or one out-of-order step; one measurement clearly off; tools mostly right | Followed every step in order; every measurement done with the right tool and technique; food came out the way "done" looks on the station card | Meets, and caught a problem before it happened (a mug with dry spots at the bottom, a skillet on high) and fixed it using the recipe, not a guess | | Objective 3 (High). Lab 1: evaluated the team's work against the flowchart and the done checklist and recommended one change for the next lab | Reflection missing or one word; no step named; no change suggested | Named a step that went wrong but not why, or suggested a change that is not connected to a step | Named the step that cost the most time or quality, explained why using the flowchart or the checklist, and suggested one change the team could actually make | Meets, and the change is specific to a role and a minute on the flowchart ("Prep Cook measures dry into all four mugs by minute 7 so the Head Cook is not waiting"), and it would work | | Safety and sanitation (every lab, same row all year) | A safety violation: hands not washed, hair loose over food, bare hand on a hot mug or pan, a burner left on, a knife other than a butter knife, an oven door opened by a student, food dropped and served, or a station left dirty after the check. A 1 here means a conversation with me and a redo of the clean phase; it also zeroes the lab's participation score for the week (see the Grading Plan) | Hands and apron done, but one reminder needed during the lab (a towel on the burner, a handle turned out, a wet floor left, a tool put away wet) | Washed hands at the start and after raw egg; apron and hair done; handles in; mitt or paper towel for every hot thing; clean-up zone finished; station passed the check the first time | Meets, and called out a hazard for the team before I saw it, or fixed one at another station without being asked | **Total: ______ out of 16** ## Group scoring grid (one per class, three stations) Score each student in the row for their station. Circle the role. Notes go in the box. | Station 1 (kitchen: ______) | Role | Obj 1 | Obj 2 | Obj 3 | Safety | Total (16) | |---|---|---|---|---|---|---| | Student 1 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 2 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 3 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 4 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 5 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 6 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 7 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Station 2 (kitchen: ______) | Role | Obj 1 | Obj 2 | Obj 3 | Safety | Total (16) | |---|---|---|---|---|---|---| | Student 1 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 2 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 3 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 4 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 5 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 6 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 7 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Station 3 (kitchen: ______) | Role | Obj 1 | Obj 2 | Obj 3 | Safety | Total (16) | |---|---|---|---|---|---|---| | Student 1 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 2 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 3 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 4 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 5 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 6 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | | Student 7 | SM / HC / SC / PC / HelpC / TC / PB / TK | | | | | | Role codes: SM Station Manager, HC Head Cook, SC Second Cook, PC Prep Cook, HelpC Helper Cook, TC Toppings Chief, PB Plate Builder, TK Time Keeper. **Notes for the next class (what to fix, who to move, what to buy):** | | |---| | | | | | | ## How to use - Fill in the three objective rows from the lesson before the lab. The descriptors above are Lab 1's; for later labs rewrite them in the same shape (what the student did, not an adjective). - Score Objectives 1 and 2 and Safety on the clipboard during plate and eat and during clean. Score Objective 3 from the Lab Reflection the next day. - Objectives 1 and 2 are scored per student, not per station, because roles differ. Safety is per student too. One student's 1 on safety does not lower a teammate's score. - A 1 on the safety row is not a punishment grade. It is a conversation and a redo of the clean phase (during lunch, after school, or the next lab's first five minutes). The number stays a 1; the redo is how the student shows the routine. This matches the Grading Plan: a safety violation zeroes the week's participation and safety score, and the lab rubric records it. - Students copy their four numbers into the FACS folder that stays in the room, so they can see their own trend across labs. - Absent students do the written lab alternative (recipe analysis or the no-kitchen task) and are scored on Objectives 1 to 3 only, out of 12, then scaled to 16.