# Assessment 6.2: Cooking Methods Check **Unit:** Unit 6, From Farm to Table (Food Systems and Production) **Topic:** 6.2 Food Preparation Methods and Science (Lessons 6.6 to 6.11) **When:** the last 15 minutes of Lesson 6.11 **Length:** 12 items, 15 minutes **Category:** Topic assessments (25 percent of the course grade) **Points:** 21 **Retakes:** one retake after a review, best score counts (Grading Plan) **Allowed:** the unit vocabulary card. Notes and the wall paths are covered. The review slide stays up for any student with that accommodation. Note: the labs in this topic (Lessons 6.7, 6.8, and 6.9) are scored separately on `Rubric 01 - Lab Rubric.md` and count in the Labs and projects category. This check covers the knowledge, not the cooking. * * * # Cooking Methods Check Name: ____________________________________ Date: ______________ Period: ______ Directions: You have 15 minutes. Answer every question. A complete sentence is enough for the short answers. You may use your vocabulary card. ## Part A. Dry heat or moist heat (4 points) **1.** Write D for dry heat or M for moist heat next to each method. ____ bake ____ boil ____ broil ____ steam ____ sauté ____ poach ____ toast ____ simmer ## Part B. Which method, and why (6 points) For each food, name the method you would use and give one reason that says what the heat does to that food. Pick from: bake, roast, broil, toast, sauté, boil, simmer, steam, poach. **2.** A pound of dry pasta. Method: ______________ Reason: _____________________________________________ **3.** A potato you want brown and crisp on the outside. Method: ______________ Reason: _____________________________________________ **4.** Broccoli you want bright green and still firm. Method: ______________ Reason: _____________________________________________ **5.** A slice of bread you want brown and crunchy. Method: ______________ Reason: _____________________________________________ ## Part C. Why they are different (2 points) **6.** One potato was baked. One potato of the same size was boiled for the same amount of time. The baked one came out brown on the outside. The boiled one stayed pale. Explain why, using the words browning and moisture. _____________________________________________________________________________ _____________________________________________________________________________ ## Part D. The leavening experiment (4 points) Our class baked four batches of quick bread. Everything was the same in all four except the leavening. | Batch | Treatment | |---|---| | A | 1 tsp baking powder (control) | | B | no leavening at all | | C | 2 tsp baking powder | | D | 1 tsp baking soda, no acid in the recipe | **7.** What was the one thing we changed on purpose? (This is the independent variable.) _____________________________________________________________________________ **8.** Name two things we kept the same in all four batches. (These are constants.) 1. __________________________________ 2. __________________________________ **9.** Batch D rose a little and tasted soapy or metallic. Explain why, in one sentence, using the word acid. _____________________________________________________________________________ **10.** Write the conclusion of the experiment in one sentence: what did the four batches prove about leavening? _____________________________________________________________________________ ## Part E. A place setting item (2 points) **11.** Label this basic place setting. Write the number of each item where it belongs on the diagram below. 1 = plate 2 = fork 3 = knife 4 = spoon 5 = cup 6 = napkin ``` [ ] <- write the number for the item that goes here (above the knife) [ ] [ ] ( PLATE ) [ ] [ ] (a) (b) (c) (d) ``` Write your answers here: Above the plate on the right: ______ (a): ______ (b): ______ (c): ______ (d): ______ Then answer: which way does the knife blade face, and why? _____________________________________________________________________________ ## Part F. A lab gone wrong (3 points) **12.** Read the scenario and answer both questions. > A station is cooking quesadillas on two skillets. At minute 18, both skillets are empty and sitting on the heat, four tortillas are still on the counter, and the Head Cook is washing a bowl. The station finishes its last quesadilla at minute 31 and has four minutes to eat. a) Name the mistake this station made. Do not name a person; name the mistake. _____________________________________________________________________________ b) Name one change, with a role and a minute, that would have fixed it. _____________________________________________________________________________ **End of check. Reread question 12 if you have time left.** * * * # Teacher key Total: 21 points. Score the reasoning. A student who names a defensible method with a reason about what the heat does gets the point even if it is not the method on this key. | Item | Points | Answer | Standard line this item checks | |---|---|---|---| | 1 | 4 (half a point each, rounded up to whole points) | bake D, boil M, broil D, steam M, sauté D, poach M, toast D, simmer M | NYS FSP 1. Basic Culinary Skills b) Identify common kitchen tools, equipment, and the uses for each; National FCS 8.5.2 (Lesson 6.6) | | 2 | 1.5 (1 method, 0.5 reason) | Boil. Reason: the pasta has to absorb water to soften, and only water surrounding it does that | NYS FSP 1. a); FSP 2. d) (Lesson 6.6, Lesson 6.8) | | 3 | 1.5 | Bake, roast, or broil. Reason: dry heat drives the surface water off so the surface can brown and crisp | NYS FSP 2. Food Preparation d) Demonstrate the skills and techniques common to food preparation of the region (Lesson 6.6) | | 4 | 1.5 | Steam (accept sauté). Reason: steam cooks it fast without sitting in water, so it stays firm and keeps its color and its vitamins | NYS FSP 2. d); National FCS 8.5.14 (Lesson 6.6) | | 5 | 1.5 | Toast (accept broil). Reason: dry heat with no water, so the surface browns | NYS FSP 1. b); FSP 2. d) (Lesson 6.6) | | 6 | 2 (1 for browning, 1 for moisture) | The baked potato sat in dry air, so the water on its surface evaporated, the surface got hot enough to brown, and the sugars and proteins changed color and flavor. The boiled potato was surrounded by water the whole time, so its surface stayed wet, never got hot enough to brown, and stayed pale. Both words must appear or be clearly described | NYS FSP 2. d); CTE PSI 1. a); National FCS 8.5.2 (Lesson 6.6) | | 7 | 1 | The leavening (how much baking powder, or baking powder versus baking soda). Accept "the leavening" alone | CTE PSI 1. Problem Solving a) Describe the scientific method of inquiry as it relates to real-world problem solving (Lesson 6.7) | | 8 | 1 (both needed) | Any two of: flour, sugar, salt, milk, oil, egg, amount of batter per liner, oven temperature, bake time, same oven, same shelf, same bowls, same mixing | CTE PSI 1. a); PSI 1. e) (Lesson 6.7) | | 9 | 1 | Baking soda needs an acid to react and make gas. There was no acid in Batch D, so most of the soda did not react, which is why it barely rose and why the leftover soda tasted soapy or metallic. The word acid must appear | NYS FSP 1. e); CTE PSI 1. a) (Lesson 6.7) | | 10 | 1 | Accept any conclusion supported by the class data, for example: leavening is what makes a quick bread rise, more leavening is not automatically better because too much collapses, and baking soda only works when there is an acid in the recipe | NYS FSP 1. d) and e); National FCS 9.5.6 (Lesson 6.7) | | 11 | 2 (1 for the positions, 1 for the blade answer) | Above the plate on the right: 5 (cup). (a) 6 napkin, (b) 2 fork, (c) 3 knife, (d) 4 spoon. Accept the napkin under the fork rather than to its left. Blade: it faces in, toward the plate, because it is safer for the person sitting there and it is the courtesy | NYS N&W 1. Culinary Management h) Demonstrate appropriate table setting; National FCS 8.5.12 (Lesson 6.11) | | 12 | 3 (1.5 for the mistake, 1.5 for the fix) | a) The skillets sat empty, so the line stalled. Nobody was feeding the next tortilla, and an empty skillet on heat is also a hazard. Accept any answer naming the idle skillet or the broken sequence. Do not accept an answer that blames a person by role alone with no mistake named. b) The fix must name a role and a minute, for example: "the Helper Cook puts the next tortilla in the second a quesadilla comes off, starting at minute 10," or "the Station Manager waits until minute 24 to start washing and keeps feeding the line until then" | NYS FSP 5. Consumer Resources and Finance d) Apply time management, organizational, and process skills to prioritize tasks and achieve goals; CTE CIR 3. f); CTE HSW 4. c) (Lessons 6.8, 6.9) | Half points in items 1 to 5 and 12 exist so the scenario and the method reasons carry weight. Round each student's total up to the nearest whole point. ## Scoring bands | Points | Meaning | |---|---| | 19 to 21 | Meets and exceeds. Ready for the Feed the Class project as a station leader | | 15 to 18 | Meets. Two-minute reteach of whichever part lost points at the start of the project launch | | 11 to 14 | Approaching. Retake offered after the review | | Below 11 | Not yet. Retake required, with a five-minute conference to find out whether it is the content or the reading | ## How to use - Items 2 to 5 are the heart of this check. If a student names a method with a real reason, the point is earned even if the key lists another method. Broccoli sautéed with a reason about fast heat and color is as good an answer as steamed. - Item 6 is the item that separates students who watched the demonstration from students who did not. It is worth reading these first. - Items 7 to 10 are science method items. If a whole class misses item 8, the problem is the word "constant," not the lab, and it is a thirty-second fix. - Item 12 must not turn into naming a classmate. The directions say "name the mistake, not a person" on purpose. Any answer that names a student by name gets the point if the mistake is correct, and gets a quiet word about the wording. - Retake version: swap the eight methods in item 1 for the other order, change the four foods in Part B (rice, a chicken breast, an egg, an apple), keep Part D as written because the class ran that experiment, and rewrite the Part F scenario as a pasta lab where the water was never turned on until minute 8. Same difficulty, different surface. - Before the retake, the review is five minutes: the two heat columns on the board, the four batch table, and the place setting cut-outs from Lesson 6.11.