# Slides 1.13: Lab 2, Sheet Pan Nachos with a Label Discussion Lesson 1.13, two days. Day 1: eleven slides. Day 2: nine slides (Day 2 slides stay up as the flowchart; the room is cooking, not watching). Build the deck from this outline. Student-facing text reads at grade 6 to 7. * * * # Day 1: Prep, roles, and the label math ## Slide 1: Do now - You are making nachos for seven people in 40 minutes with no knives. - Write the steps in order. As many as you can. - Two minutes. Notes: Take one step from each of four students and write them in a column. Then show the real order on the next slide. ## Slide 2: The 40 minutes | Minutes | Step | |---|---| | 0 to 5 | Hands, hair, aprons, station check | | 5 to 10 | Line the pan, layer the chips | | 10 to 16 | Drain and top: beans, corn, cheese | | 16 to 26 | Oven, 400 degrees F, 8 to 10 minutes. Salsa bar out. Label discussion. | | 26 to 32 | Out, one minute on the trivet, plate, salsa bar | | 32 to 36 | Eat | | 36 to 40 | Clean and check | Notes: This is Sal's flowchart from his May 2026 recipe sheet, rewritten for three stations of seven with the teacher at the oven. ## Slide 3: Seven roles - Head Chef: runs the station, checks the pan, portions, reports. - Sous Chef: lines the pan, layers, tops. - Prep Cook: drains and rinses beans, drains corn, measures cheese. - Sanitation Lead: keeps it clean the whole time, runs the end check. - Label Reader: leads the math, speaks for the station during the bake. - Runner: brings supplies, runs the salsa bar trip. - Timekeeper and Safety Officer: calls the minutes, second set of eyes. Notes: Hand out role cards. Six students: Runner and Timekeeper combine. Eight: a second Prep Cook. ## Slide 4: Highlight your steps - Read your role card. - On your paper copy of the station card, highlight every step with your role's name on it. - Tell a partner your first step and your last step. - Three minutes. ## Slide 5: The two oven rules - 1. Only the teacher opens the oven. If your pan is done and I am busy, you wait. - 2. The pan lands on the trivet and nobody touches it for one minute. The mitts stay by the trivet. - Say them with me. Image: two simple pictures: an oven door with a teacher figure and a stop hand; a sheet pan on a trivet with a clock showing one minute. Notes: Have the class repeat both. The Timekeepers read them again at the end of the period. ## Slide 6: Beans, drain and rinse. Corn, drain only. - Beans: into the colander, drain, rinse under cold water until it runs clear, shake. - Corn: into the colander, drain. Do NOT rinse. - Rinsing the beans takes away about 40% of their sodium. - Rinsing the corn makes the pan watery. Image: a colander at a sink with beans in it under running water; a second colander with corn and a crossed-out faucet. ## Slide 7: The salsa bar - Separate counter. Set up before class. Stays in the refrigerator until the pans go in. - 2 tablespoons salsa is a serving (220 mg sodium). 2 tablespoons sour cream is a serving (15 mg). - One station at the bar at a time. The Runner serves. Plates come to the bar; the bar does not come to the plates. - Runners: draw the traffic pattern on the back of the station card. Image: a plain diagram: three station boxes with arrows to one salsa bar box. ## Slide 8: The label math - Four packages on your counter: chips, cheese, beans, corn. - For each: serving size, then sodium per serving. Then multiply by what OUR STATION puts in the pan (the table has the number). - Add the four. That is the pan. Divide by 7. That is you. Add the salsa bar. - Compare to 2,300 mg, a whole day. - Label Reader reads. Everyone computes. Fifteen minutes. Notes: Model the chips line on the board: 13 servings x 115 mg = 1,495 mg. Then let them go. ## Slide 9: The numbers - Whole pan: about 3,100 mg. - One person's share: about 445 mg. - With salsa and sour cream: about 680 mg. - That is about 30% of a day's sodium. From one snack. - Often, or sometimes? Notes: Show only after every station has reported its number. Accept 600 to 750 mg; the real packages will differ a little. ## Slide 10: The beans surprise - The beans are the healthiest thing on the pan: 7 g fiber, 7 g protein, iron. - They are also 400 mg sodium per serving. The biggest number on any one line. - But the chips put more sodium in the PAN. Thirteen servings of chips. - Per serving versus in the pan. Which one matters for your plate? Notes: This is the discussion. Then the swap question: which ONE ingredient would you change to cut the most sodium? ## Slide 11: Exit line - My role is ______. - My first step is ______. - The per-person sodium number is ______ mg. - Timekeepers: read the two oven rules one more time. Notes: Sort by role. Any role with two or more blank first steps gets a reminder on tomorrow's slide. * * * # Day 2: The lab ## Slide 12: Before you touch anything - Wash hands. Hair back. Apron on. Role card in hand. - Head Chef: check the counter against the list. Report "station ready." - The oven is at 400. It is mine. - Clock starts when every station reports. Notes: This slide is up as they walk in. [Sal: add any role reminder from the Day 1 exit lines here.] ## Slide 13: Minutes 5 to 10: line and layer - Foil in the pan, shiny side down, edges up. - Chips in ONE even layer. You should see foil between some chips. - Not a mountain. The cheese has to reach the bottom. - Runner: chips and cheese to the Sous Chef. ## Slide 14: Minutes 10 to 16: drain and top - Beans: drain and RINSE. Corn: drain ONLY. - Spread beans and corn. Cheese over everything, edge to edge. - Head Chef checks. Calls "pan ready." - Sanitation Lead: counter wiped, cans rinsed and recycled. ## Slide 15: Minutes 16 to 26: oven - Pans go in. Teacher only. - Runner and Timekeeper: salsa and sour cream to the bar. Plates at the bar. - Everyone else: home base. Label discussion. - Timekeeper: call "two minutes" at 24. ## Slide 16: While it bakes: the label discussion - Your station's per-person number? - The ingredient with the most sodium per serving? The most in the pan? Why are those different? - Which ONE ingredient would you swap to cut it most? What would that do to the taste? - Is a snack you made yourself automatically healthier than the bag? Notes: Hold up the chip bag and the bean can. Label Readers answer for their stations. Ten minutes; use all of it. ## Slide 17: Minutes 26 to 32: out and plate - The pan lands on YOUR trivet. One minute. Timekeeper counts. Hands off. - Head Chef portions: about one seventh per plate. Sanitation Lead is served first. - Runner: plates to the salsa bar, one station at a time, when I call you. 2 tablespoons each. - Sanitation Lead: hot soapy water in the sink. ## Slide 18: Minutes 32 to 36: eat - Sit. Eat. - The question at your table: is this healthier than the bag it came from? Use the number. - Label Reader gets one answer from each person. Notes: Sit with a plate at one station. Score rubric row 2 on the clipboard as you walk. ## Slide 19: Minutes 36 to 40: clean and check - Sanitation Lead reads the list. Everyone does their line. - Foil in the trash, pan washed and dried, tools washed, counter sprayed and wiped, sink empty, mitts and trivet home, chairs in, aprons hung. - Head Chef reports "station clean." I sign the card. - On your way out, tell me: often or sometimes, and why. ## Slide 20: Next time - Label Reading Quiz opens the next period. Fifteen minutes. Bring a calculator. - Bring the sodium number from your handout; the quiz uses the same math. - Then Topic 1.4: planning a meal for a family, and the $40 project. Notes: Keep the four empty packages; they are the quiz review set.