# Assessment 06.3: Unit 6 Test

**Unit:** Unit 6, From Farm to Table (Food Systems and Production)
**Given in:** Lesson 6.18 Day 2, the last 20 minutes of the period (day 167 of the year)
**Format:** 20 items, 40 points. Matching, multiple choice, short answer, two math items, one place setting item, one scenario, one written response.
**Materials allowed:** a pencil and a calculator. The calculator is for items 16 and 17 only, and every student may have one.
**Print:** single sided, so the math items have room to work.
**Category:** topic assessments (25 percent). One retake is allowed after a review, best score counts, per the grading plan.

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# Unit 6 Test: From Farm to Table

Name: ______________________ Date: __________ Station: ______

**Directions.** Twenty items, twenty minutes. Read each one. Write in pencil. Show your work on items 16 and 17; you can earn points for the work even if the final number is wrong. Items 19 and 20 are the long ones, so do not spend all your time at the top of the page.

## Part A. Matching (items 1 to 6, 1 point each)

Write the letter of the best definition on the line next to each term. Each letter is used once.

| Term | Answer |
|---|---|
| 1. producer | ____ |
| 2. processor | ____ |
| 3. distributor | ____ |
| 4. retailer | ____ |
| 5. food miles | ____ |
| 6. crop rotation | ____ |

A. The business that turns a raw food into a packaged product, like wheat into flour or milk into cheese
B. The number of miles a food travels from where it was grown to where it is sold
C. The farm, ranch, orchard, or fishery where the food starts
D. Planting different crops in the same field in different years so the soil does not wear out
E. The store that sells food to the person who eats it
F. The business that moves food from processors to stores, usually with trucks and a warehouse

## Part B. Multiple choice (items 7 to 12, 1 point each)

Circle one answer.

**7.** Buying strawberries that are in season and grown nearby usually means:
a. They cost more and traveled farther
b. They cost less, traveled fewer food miles, and were picked more recently
c. They are always organic
d. They keep longer than strawberries shipped from far away

**8.** In our food waste audit we measured what was thrown away and then talked about composting. Composting is:
a. Freezing leftovers so they last longer
b. Letting food scraps break down into material that feeds soil
c. Sending food waste to a landfill in a separate bag
d. Donating unopened food to a pantry

**9.** A team redesigned a snack package to use less cardboard and no plastic window. The best reason to call the redesign more sustainable is:
a. The new package looks better on the shelf
b. The new package costs the company less money
c. The new package uses fewer materials, so less is thrown away and less material has to be made in the first place
d. The new package is bigger

**10.** Which of these is a moist heat cooking method?
a. Roasting
b. Broiling
c. Baking
d. Simmering

**11.** In the quick bread lab, all four batches used the same flour, the same liquid, the same pan, and the same oven temperature. Only the leavening changed: baking powder, baking soda, both, or neither. In that experiment, the leavening was the:
a. Control
b. Variable
c. Hypothesis
d. Yield

**12.** A person walks into a restaurant kitchen with a clipboard, checks the temperature of the refrigerator, and has the legal power to close the kitchen down. That job is:
a. Food scientist
b. Grocery buyer
c. Food safety inspector
d. Supply chain coordinator

## Part C. Short answer (items 13 to 15, 2 points each)

**13.** Name **two** different things that can affect the food supply, and write one short sentence for each saying how it does.

1. ____________________ because ________________________________________

2. ____________________ because ________________________________________

**14.** In a cooking plan, what is the **critical path**, and why does a kitchen build its schedule around it?

What it is: ________________________________________________________

Why it matters: ____________________________________________________

**15.** What is a **food desert**? Name one thing a community can do about it.

A food desert is: ___________________________________________________

One thing a community can do: ______________________________________

## Part D. Math (items 16 and 17, 3 points each). Show your work. Calculators allowed.

**16.** A recipe makes **4 servings** and needs **1 1/2 cups of marinara sauce**. You need **28 portions** for the class. The store sells marinara in **24 ounce jars**. Remember: 1 cup equals 8 fluid ounces.

a. What is the scale factor? ____________

b. How many cups of sauce do you need in total? ____________

c. How many jars do you buy? ____________

Work:

**17.** Two bags of shredded mozzarella at the store:

- Store brand: **8 ounces for $1.99**
- Name brand: **12 ounces for $3.49**

a. What is the price per ounce for each one? Store brand: ____________ Name brand: ____________

b. Which one is the better deal? ____________

c. Your station needs **24 ounces**. How much do you save by buying the better deal? ____________

Work:

## Part E. Place setting (item 18, 2 points)

**18.** On a correct place setting:

a. Which side of the plate does the fork go on? ____________

b. Where does the cup go? ____________

## Part F. Scenario (item 19, 6 points)

**19.** Your station is baking pizza tortillas for 28 people. Your flowchart says the trays go into the oven at minute 12 and come out at minute 22, and plates go down at minute 29. At **minute 14** you realize nobody turned the oven on. It needs **8 minutes** to reach 400 degrees.

a. What is the critical path step in this plan? (1 point) ______________________

b. If you turn the oven on right now at minute 14, what minute would the trays actually come out of the oven? Show the math. (2 points) ______________________

c. Name **two** legal fixes your team could use so the class still eats inside the period. (2 points)

1. ________________________________________________________

2. ________________________________________________________

d. What is the rule about the clock in this room when a dish is running late? (1 point)

________________________________________________________

## Part G. Written response (item 20, 8 points)

**20.** Someone in your neighborhood says: "A meal cooked at home is always cheaper and always better than fast food."

Write a paragraph that says where you agree with them and where you do not. Use **at least three things** you learned in this unit. Your paragraph must include **at least one number** (a cost, a price per ounce, a cost per person, or a food mile figure) and must name **at least one job** in the food chain. Five to eight sentences.

________________________________________________________________________

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# Teacher key

**Total: 40 points.** A grade 6 version omits items 19 and 20 and is scored out of 28. [Sal: or keep all twenty items and give the extra time in a support period.]

Standard lines are cited from `02 Standards/STANDARDS CROSSWALK.md` Part B.6 and the verbatim extract. Items that check content taught in Topics 6.1 and 6.2 name the FSP module line; the lesson that teaches each line is in the unit plan's Section 7 table.

## Part A. Matching (6 points, 1 each)

| Item | Answer | Points | Standard line checked |
|---|---|---|---|
| 1. producer | C | 1 | NYS FSP 3. Current Issues Related to Food in Global Societies a) Describe factors affecting the food supply, including but not limited to geography, climate, economics, transportation systems, farming methods, energy, population density, political systems, natural disasters, and food waste |
| 2. processor | A | 1 | NYS FSP 3. a) (as above) |
| 3. distributor | F | 1 | NYS FSP 3. a) (as above) |
| 4. retailer | E | 1 | NYS FSP 3. a) (as above); NYS FSP 5. c) Apply consumer skills to selecting and purchasing of food items |
| 5. food miles | B | 1 | CTE SUS 2. Environmental Management h) Explain factors to consider when assessing the environmental impact of food choices |
| 6. crop rotation | D | 1 | NYS FSP 4. Future of Food in a Global Society a) Understand the components of sustainable food systems |

## Part B. Multiple choice (6 points, 1 each)

| Item | Answer | Points | Standard line checked |
|---|---|---|---|
| 7 | b | 1 | NYS FSP 2. Food Preparation b) Explore factors affecting regional food choices; CTE SUS 2. h) |
| 8 | b | 1 | NYS FSP 3. a) (food waste); CTE SUS 1. Resources e) Investigate practices that promote stewardship of environmental resources |
| 9 | c | 1 | NYS FSP 4. b) Explore the advantages and disadvantages of selecting and purchasing sustainable food products; CTE SUS 2. Environmental Management j) Examine the impacts of landfills, including toxins, leachate, and greenhouse gases, on the global community |
| 10 | d | 1 | NYS FSP 2. Food Preparation d) Demonstrate the skills and techniques common to food preparation of the region |
| 11 | b | 1 | CTE PSI 1. Problem Solving a) Describe the scientific method of inquiry as it relates to real-world problem solving |
| 12 | c | 1 | NYS FSP 6. Career Pathways a) Explain roles and functions of individuals engaged in food industry careers |

Item 10 note: roasting, broiling, and baking are all dry heat. Simmering uses water, so it is moist heat. If a student circles a and writes "roasting in liquid," give the point and talk to them; they are thinking about braising.

## Part C. Short answer (6 points, 2 each)

**13.** (2 points: 1 per factor with a correct "how") Any two from the state's own list, each with a sentence that actually connects it to the food supply: geography, climate, economics, transportation systems, farming methods, energy, population density, political systems, natural disasters, food waste. Examples that earn full credit: "Climate, because a drought means the crop does not grow and there is less to sell." "Transportation, because if the trucks stop, the food does not reach the store even though it exists." Half credit for a correct factor with no "how." Standard: NYS FSP 3. a) (full line as printed above).

**14.** (2 points: 1 for what it is, 1 for why) What it is: the one step that everything else in the plan waits on; the step that, if it is late, makes everything after it late. Why: because the whole schedule has to be built around it, so it starts in the first block, and because it is the step you check first when the plan slips. Accept "the bottleneck." Standard: NYS FSP 5. Consumer Resources and Finance d) Apply time management, organizational, and process skills to prioritize tasks and achieve goals.

**15.** (2 points: 1 for the definition, 1 for the response) A food desert is an area where people do not have reasonable access to a store that sells enough affordable, fresh, healthy food, often because the nearest full grocery store is too far away or there is no way to get there. Accept any of these for the second point: a farmers market or mobile market in the neighborhood, a community garden, a food pantry, better bus service to a supermarket, a store that accepts SNAP, a school or church distribution, a corner store program that stocks fresh produce. Standard: NYS FSP 4. Future of Food in a Global Society d) Identify the consequences of food scarcity and hunger on society.

## Part D. Math (6 points)

**16.** (3 points, 1 per part; work shown earns the part even if the arithmetic slips)
a. Scale factor = 28 divided by 4 = **7**
b. 1 1/2 cups x 7 = **10 1/2 cups** (accept 10.5 cups)
c. 10.5 cups x 8 fl oz = 84 fl oz; 84 divided by 24 = 3.5 jars; round up to **4 jars**
Standard: NYS FSP 1. Basic Culinary Skills d) Demonstrate accurate measuring of dry/solid, liquid, and small quantity ingredients; CDOS 2 Integrated Learning; National FCS 3.0 8.5.3 Demonstrate knowledge of portion control and proper scaling and measurement techniques. A student who answers "3.5 jars" for part c earns 0 on that part; the round-up rule was taught in Lesson 6.13 and running out is the one mistake you cannot fix.

**17.** (3 points, 1 per part)
a. Store brand: $1.99 divided by 8 = **about $0.249 per ounce** (accept $0.25). Name brand: $3.49 divided by 12 = **about $0.291 per ounce** (accept $0.29).
b. **The store brand.**
c. 24 ounces of store brand = 3 bags x $1.99 = $5.97. 24 ounces of name brand = 2 bags x $3.49 = $6.98. Savings = **$1.01**.
Standard: NYS FSP 5. Consumer Resources and Finance c) Apply consumer skills to selecting and purchasing of food items; CTE FCL 4. Buying Goods and Services g) Compare local, national, and global resources for obtaining goods and services; CDOS 3a Universal Foundation Skills: Basic Skills. A student who gets part b right from a correct comparison but rounds differently in part a still earns part a.

## Part E. Place setting (2 points)

**18.** (1 point each) a. The **left** side. b. **Above the plate and to the right**, near the tip of the knife or the spoon. Standard: NYS N&W 1. Culinary Management h) Demonstrate appropriate table setting (first taught in Unit 1, performed in Lesson 6.11 and Lesson 6.17); National FCS 3.0 8.5.12 Demonstrate professional plating, garnishing, and food presentation techniques.

## Part F. Scenario (6 points)

**19.**
a. (1 point) **Preheating the oven.** Nothing else at this station can happen until the oven is at temperature. Accept "the oven getting to 400."
b. (2 points) Oven is on at minute 14, ready at minute 22 (14 + 8). Trays go in at 22, bake 10 minutes, out at **minute 32**. That is 3 minutes after plates were supposed to go down. Give 1 point for the correct addition to minute 22 and 1 point for minute 32. Accept a correct answer that uses a different bake time if the student states it.
c. (2 points, 1 per fix) Any two of: split the batch onto more trays or into the toaster oven so it bakes faster; bake at a slightly higher temperature and watch it; drop the last optional step (a second cheese layer, a garnish) and serve on time; serve the side or the dessert station's dish first while the trays finish and have the Head Cook bring the tortillas to the tables during the eat block; ask the teacher to open and load the oven the second it hits temperature so no minute is wasted. Do not accept "work faster" or "hope it cooks quicker." Do not accept anything that breaks a constraint (frying them, using a knife, serving them raw).
d. (1 point) **The clock is not negotiable, the presentation is.** A dish served plain and on time beats a perfect dish nobody eats. Plates go down at minute 29 whatever state the dish is in.
Standard: NYS FSP 5. d) (as above); CTE PSI 1. Problem Solving e) Demonstrate personal development of problem-solving skills through practice of these skills in a variety of classroom applications; CDOS 3a Universal Foundation Skills: Thinking Skills.

## Part G. Written response (8 points)

**20.** Score against these five lines. Partial credit throughout; a student who writes a strong paragraph in five sentences is not penalized for length.

| What it earns | Points |
|---|---|
| A clear claim that says where the student agrees and where they do not (not just one side) | 2 |
| Three things from the unit used as real evidence, not just named (three at 1 point each). Acceptable evidence includes: the cost per person of the class meal; unit price and store-brand swaps; the time and planning a meal takes (the flowchart, the critical path, 40 minutes); food deserts and whether a store is reachable; food miles and seasonality; food waste at home compared to a restaurant; food safety and who inspects a restaurant kitchen; the labor a restaurant pays for that a home cook does not; what a cuisine or a family tradition adds that a chain meal does not | 3 |
| At least one specific number, correctly used (a cost per person, a price per ounce, a total, a number of minutes, a food mile figure) | 1 |
| At least one job in the food chain named and used in the argument, not just listed | 1 |
| One honest point on the other side: something fast food does better (it is fast, it is open late, it needs no kitchen and no equipment, it is reachable without a car, one person alone can get a hot meal) | 1 |

Standard: NYS FSP 5. Consumer Resources and Finance b) Analyze decisions about providing safe and nutritious food for individuals and families; NYS FSP 4. d) Identify the consequences of food scarcity and hunger on society; NYS FSP 6. a) Explain roles and functions of individuals engaged in food industry careers; CTE FCL 4. Buying Goods and Services f) Apply a decision-making model to maximize consumer satisfaction when purchasing goods and services; NYS FACS Standard 3 (Intermediate), PI: Students understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources.; National FCS 3.0 2.1.3 Analyze decisions about providing safe and nutritious food for individuals and families.

## Score summary

| Part | Items | Points |
|---|---|---|
| A. Matching | 1 to 6 | 6 |
| B. Multiple choice | 7 to 12 | 6 |
| C. Short answer | 13 to 15 | 6 |
| D. Math | 16 to 17 | 6 |
| E. Place setting | 18 | 2 |
| F. Scenario | 19 | 6 |
| G. Written response | 20 | 8 |
| **Total** | **20 items** | **40** |

Coverage check: Topic 6.1 (where food comes from) items 1 to 5, 7, 8, 9, 13, 15; Topic 6.2 (preparation methods and science) items 6, 10, 11, 18; Topic 6.3 (the Feed the Class system) items 14, 16, 17, 19; Topic 6.4 (careers) item 12; item 20 pulls from all four.

## Notes for the teacher

- Twenty minutes is the real time. Do not shorten it. A student who needs longer finishes in a support period or at the start of Unit 7.
- Items 16 and 17 are the two that decide whether this unit's math landed. If the class average on those two is below 4 out of 6, reteach the round-up rule and the price-per-ounce division in the first ten minutes of Unit 7 Lesson 7.1 as a do now, because Unit 7's pricing lesson depends on both.
- Item 16 part c is the one students miss most, because 3.5 looks like the answer. The round-up rule is the whole point of that item.
- Item 19 is the item that shows whether the flowchart work transferred. A student who names preheating as the critical path has understood the unit's single biggest idea.
- Item 20 is scored on the five lines, not on grammar. A student who writes it as a bulleted list with the five elements present earns full credit; say that in the directions if the class needs to hear it.
- Do not pre-teach the test. The review game on Day 2 uses the same four topic piles and the room's own walls, which is enough.
- [Sal: swap item 15's example responses for the ones your own community actually has. If your school's neighborhood is a food desert by the USDA measure, say so and use the real nearest supermarket distance; that changes this item from a definition into a fact about their street.]
- [Sal: prices in items 17 and 16 are your verified King Kullen prices from March 2026. Update them from this week's circular and the key's answers change with them; the method does not.]