1. Why this unit

I put the kitchen first because the first cooking lab is what wins the class. In my classroom I ran three or four kitchens at once with role cards at every station and a zero-knife policy, and the day students pulled their first mug cake out of the microwave was the day the room became ours. Nothing else I teach gets that reaction. But nobody cooks in my room until they pass the safety exam, so this unit opens with hazards, handwashing, the danger zone, and a class contract the students write themselves.

The second half of the unit is where my business background does the work. Students learn to read a Nutrition Facts label the way I learned to read a P&L: what is the serving, what is the real number, what is the company hoping you skip. Then they plan a dinner for a family of four, price it from a real store circular, check the math with a partner, and cook one dish from their plan. I ran Feed a Family of Four on $40 and the supermarket shopping project in my own classroom; both are in here, rewritten for 40 minutes and grades 6 to 8.

At 11 to 14, most of my students already make some of their own food and some of them shop for their family. This unit takes what they are already doing and makes them better at it: safer, more accurate, more skeptical of what they see online, and able to feed four people well for less money than they thought.

2. Content identified (the concept map, written out)

2.1 What the NYS module lists for this unit

All 18 lines of the Nutrition and Wellness module are taught in this unit. None are skipped. Lines 1. a) to 1. d) are demonstrated again in Unit 6 as FSP 1. b) to 1. e).

2.2 How the CTE themes come in

• Health, Safety, and Wellness (primary): every lab day runs on the safety rules students wrote in Lesson 1.4, and the nutrition topic is built on HSW 1. Health Practices and HSW 2. Disease Prevention.
• Financial and Consumer Literacy: the $40 project, the circular, unit price, and store brands make students do real consumer math on a real budget.
• Problem Solving and Innovation: the class solves the safety contract as a problem (the state's own illustrative activity for this module) and evaluates food videos as sources in Lesson 1.12.
• Communication and Interpersonal Relationships: role cards, the peer math check, the tasting gallery, and the pitch all require students to work in a group to get one thing done.
• Sustainability: Lesson 1.17 covers leftovers, FIFO, and lab waste, and every lab ends with a waste count at the station.
• Career and Community Opportunities: Lesson 1.22 puts dietitian, chef, food safety inspector, and school food service on the table, with the pathway to each.

2.3 Trends, issues, and news

1. Grocery prices. Students hear adults talk about the cost of eggs, milk, and cereal. The $40 project makes the number real.
2. Viral food videos. Recipe hacks, "what I eat in a day," and supplement pitches reach students on their phones before any adult explains what a credible source is. Lesson 1.12 gives them a test to run.
3. Ultra-processed foods and energy drinks. Both are in the news and in their backpacks. The label lessons let students read the sodium, added sugar, and caffeine themselves instead of being told.
4. Air fryers and small appliances. Many families cook with an air fryer, a microwave, and a rice cooker more than a stove. Lesson 1.5 treats these as real tools, not novelties.
5. Allergen labeling. The nine major allergens must be named on packaged food. Students learn where to find them because someone in every class has an allergy, and because it feeds the project's family scenario.

2.4 What students this age find interesting

1. Cooking something they can eat in the same period.
2. Competing as a team against a clock (the Hazard Hunt, the Silent Measurement Challenge).
3. Being the one who catches the trick (a label with a serving size of half a bag, a video that is selling something).
4. Being trusted with real money math and a real store flyer.
5. Feeding people they care about, and being told their plan would work.

2.5 Links to other subjects

• Math: fractions and equivalents in measuring (Lesson 1.6), doubling and halving a recipe (1.7), unit price as division and comparison (1.16), and the $40 budget as an addition and estimation problem (1.18, 1.19).
• Science: heat transfer and why a pot handle burns (1.3), bacteria growth in the danger zone (1.2), leavening in the mug cake (1.8), and the Maillard browning on the nachos (1.13).
• ELA: a recipe as procedural text (1.7), the label as an informational text (1.11), source evaluation (1.12), and the pitch as a short persuasive speech (1.21).
• Health: nutrients and MyPlate are pre-assessed and coordinated so FACS time goes to labels, portions on a real plate, cooking, and shopping (see Section 11).
• Art: the menu card in Lesson 1.21 uses layout, color, and one drawn or cut image to sell the meal.
• Social studies (light): the tasting gallery in 1.21 asks students to share a dish and a food custom from home.

3. Enduring understandings and essential questions

Big ideas:

• A kitchen is only safe when everyone in it can see the hazard before it becomes an accident. Safety is a habit, not a poster.
• Measuring, reading, and following a recipe are the skills that let a person cook anything, not just today's dish.
• A food label is written by the company that sells the food. Reading it is a skill; believing it is a choice.
• Feeding people well is a planning problem and a money problem before it is a cooking problem.

Essential questions:

1. What could go wrong in this kitchen today, and what stops it?
2. How do I know a recipe will come out the way it should?
3. What is actually in this food, and how do I know who to trust about it?
4. How do I feed four people a good dinner on $40?
5. Who does this work for a living, and could I?

4. Knowledge and skills

Knowledge (facts, vocabulary, ideas):

• The six hazard families (burns, cuts, falls, fire, electrical, food contamination) and one prevention step for each.
• The handwashing steps; the temperature danger zone (40 F to 140 F) and the two-hour rule; what cross contamination is and how it travels.
• What to do for a grease fire, a burn, a cut, and a choking person; where the first aid kit, fire extinguisher, and Safety Data Sheets are.
• The name and use of nineteen common kitchen tools, plus the microwave, oven, and the small appliances in this room.
• Measuring equivalents: 3 tsp in 1 Tbsp, 4 Tbsp in 1/4 cup, 16 Tbsp in 1 cup, 8 fl oz in 1 cup, 2 cups in 1 pint, 4 cups in 1 quart.
• Recipe parts: title, yield, ingredients, equipment, steps, time; the standard abbreviations.
• The six nutrients (carbohydrate, protein, fat, vitamins, minerals, water), a food source for each, and one job each does.
• MyPlate's five groups and what a balanced plate looks like on a real plate at a real meal.
• The parts of a Nutrition Facts label: serving size, servings per container, calories, percent daily value, sodium, fiber, added sugar, and the allergen line.
• What makes a nutrition source credible (who wrote it, what they are selling, whether it agrees with a known source).
• Unit price, store brand versus name brand, and how a store circular is organized.
• Safe storage: refrigerator and freezer temperatures, FIFO, "use by" versus "best by," leftovers within two hours, and reheating.
• Four careers in nutrition and culinary arts and the education each one takes.

Skills (what students will be able to do):

• Find and rank hazards in a kitchen and write a rule that prevents each one.
• Wash hands correctly, use a food thermometer, and keep raw and ready-to-eat foods apart.
• Respond to a small kitchen emergency with the right first step.
• Select the right tool for a task and use it safely.
• Measure dry, liquid, and small quantities accurately and level them off.
• Read a recipe, put the steps in order, and double or halve it.
• Prepare a simple recipe in a team using role cards and a station flowchart.
• Build a balanced plate from food cards and from a real meal.
• Read a label to find serving size, calories, sodium, added sugar, fiber, and allergens, and compare two products.
• Test a food claim against a credible source and say whether to believe it.
• Plan a dinner for four that meets MyPlate, fits the family's needs and likes, and costs $40 or less.
• Write and organize a shopping list from a circular; compute unit price and choose the better buy.
• Store food and leftovers safely and cut lab waste.
• Cook and serve one dish from the plan, set a place, and share food with respect for other people's customs.
• Pitch the meal in 60 seconds with a menu card.

5. Unit objectives

One per topic, upper half of Bloom's:

• Topic 1.1: Students will evaluate the hazards in a working kitchen and create a class Kitchen Safety Contract whose rules prevent them, then pass a safety exam that shows they can apply the contract before they cook.
• Topic 1.2: Students will analyze a simple recipe for tools, measurements, and steps, scale it up or down correctly, and prepare it in a team with every measurement accurate and every safety rule followed.
• Topic 1.3: Students will analyze Nutrition Facts labels and online food claims against MyPlate and a credible source, and justify which of two foods is the better choice for a stated need.
• Topic 1.4: Students will design a dinner for a family of four that meets MyPlate, fits the family's needs and likes, and costs $40 or less from a real circular; cook one dish from it; and defend the plan in a 60-second pitch.

6. Topics, sequence, and timeline

Day counts: 5 + 7 + 7 + 11 = 30. The day-by-day placement is in Calendar 01.md.

Flex lessons (drop first when time runs short): Lesson 1.12 (fold the credibility test into Lesson 1.11 Day 2 as one slide and one handout question) and Lesson 1.17 (fold safe storage and leftovers into the Budget Meal Lab cleanup step in Lesson 1.20, so N&W 1. f) is still taught). For the 30-week version (Unit 1 at 26 days), also run Lessons 1.5 and 1.11 in one day each. Lessons that must not be cut: 1.1, 1.2, 1.3, 1.4, and the Kitchen Safety Exam. Safety is never the thing that gets shortened.

Semester version (20 days): Topic 1.1 as written (5); Topic 1.2 with 1.5 and 1.6 at one day each (5); Topic 1.3 as 1.9 and 1.10 combined, 1.11 in one day, quiz folded into the next day's do now (3); Topic 1.4 as 1.14 and 1.15 combined, 1.16, 1.18 (2), 1.20 (2), and 1.21 with careers folded in (7). Lab 2 is the one that goes.

7. Standards block

NYS module lines taught (every line, by code, with the lesson that teaches it)

• NYS N&W 1. Culinary Management a) Identify common kitchen tools and equipment and the uses for each : Lesson 1.5
• NYS N&W 1. Culinary Management b) Demonstrate safety and sanitation procedures when handling food and equipment : Lessons 1.1, 1.2, 1.3, 1.4 (practiced in 1.8, 1.13, 1.20)
• NYS N&W 1. Culinary Management c) Demonstrate accurate measuring of dry/solid, liquid, and small quantity ingredients : Lesson 1.6
• NYS N&W 1. Culinary Management d) Prepare a simple recipe : Lessons 1.7, 1.8, 1.13
• NYS N&W 1. Culinary Management e) Plan a nutritious meal : Lessons 1.14, 1.18, 1.19
• NYS N&W 1. Culinary Management f) Safely store food items : Lesson 1.17
• NYS N&W 1. Culinary Management g) Prepare and serve a simple meal : Lesson 1.20
• NYS N&W 1. Culinary Management h) Demonstrate appropriate table setting : Lesson 1.20
• NYS N&W 1. Culinary Management i) Practice food sharing behaviors that show consideration for other cultures and promote social acceptance : Lesson 1.21
• NYS N&W 2. Nutrition Across the Lifespan a) Identify nutrient groups, common sources of nutrients, and nutrient requirements across the lifespan : Lesson 1.9
• NYS N&W 2. Nutrition Across the Lifespan b) Describe the relationship of nutrition and physical activity to the wellness of individuals and families : Lessons 1.9, 1.10
• NYS N&W 2. Nutrition Across the Lifespan c) Identify sources of authentic and credible dietary information : Lessons 1.12, 1.11
• NYS N&W 2. Nutrition Across the Lifespan d) Identify psychological influences on nutrition and food choice relating to diet : Lessons 1.12, 1.14
• NYS N&W 3. Consumer Resources and Finance a) Create and organize a shopping list : Lessons 1.15, 1.18
• NYS N&W 3. Consumer Resources and Finance b) Describe and demonstrate food purchasing strategies that maximize the benefits of the food budget : Lessons 1.16, 1.18
• NYS N&W 3. Consumer Resources and Finance c) Identify monetary influences on one's ability to select and purchase nutritious foods : Lessons 1.14, 1.16
• NYS N&W 4. Career Pathways a) Investigate careers in nutrition, wellness, and culinary arts and identify the pathways to reach them : Lesson 1.22
• NYS N&W 4. Career Pathways b) Assess personal knowledge, skills, and interest in careers in nutrition, wellness, and culinary arts and evaluate personal suitability for these careers : Lesson 1.22

CTE theme lines used (from the N&W rows of the crosswalk; text verbatim from the theme modules)

Health, Safety, and Wellness:

• CTE HSW 1. Health Practices a) Define physical health, social health, and mental/emotional health and describe how they interact as dimensions of overall wellness : Lesson 1.9
• CTE HSW 1. Health Practices b) Describe how personal health behaviors and practices impact an individual's body systems : Lesson 1.9
• CTE HSW 1. Health Practices c) Identify personal health practices that promote overall good health : Lessons 1.9, 1.10, 1.14
• CTE HSW 1. Health Practices d) Explain how overall good health reduces an individual's risks for developing health issues : Lesson 1.10
• CTE HSW 1. Health Practices e) Identify sources of health information and ways to determine the reliability of the information found : Lesson 1.12
• CTE HSW 2. Disease Prevention b) Demonstrate the use of prevention measures such as hand washing, sanitation and waste disposal, proper food handling and storage, and environmental controls to reduce disease risk : Lessons 1.2, 1.17
• CTE HSW 4. Classroom and Workplace Safety a) List and describe the purpose of safety rules specific to classroom and workplace settings : Lessons 1.1, 1.4, 1.5
• CTE HSW 4. Classroom and Workplace Safety b) Recognize potential hazards and explain accident prevention strategies specific to classroom and workplace settings : Lessons 1.1, 1.3
• CTE HSW 4. Classroom and Workplace Safety c) Apply safety practices when using tools, machines, and equipment : Lessons 1.5, 1.6, 1.8, 1.13, 1.20
• CTE HSW 4. Classroom and Workplace Safety d) Wear appropriate protective clothing and gear when using tools, machines, and equipment : Lessons 1.8, 1.13, 1.20
• CTE HSW 4. Classroom and Workplace Safety e) Participate in housekeeping procedures that help to establish and maintain safe working conditions in the classroom or workplace : Lessons 1.8, 1.13, 1.20
• CTE HSW 4. Classroom and Workplace Safety f) Explain the purpose of Safety Data Sheets (SDS) for poisonous, toxic, or hazardous substances and know where to find them in the classroom or workplace : Lesson 1.3
• CTE HSW 4. Classroom and Workplace Safety g) Understand and follow preplanned procedures in the case of accident or emergency : Lesson 1.3
• CTE HSW 5. Social-Emotional Learning c) Label, understand, and apply strategies for managing emotions; feeling and showing empathy for others; making responsible decisions; and handling challenging situations : Lesson 1.12
• CTE HSW 7. Careers in Health, Safety, and Wellness Fields a) Investigate knowledge, skills, and practices needed for a career in the healthcare, human services, and safety fields : Lesson 1.22
• CTE HSW 7. Careers in Health, Safety, and Wellness Fields c) Evaluate personal skills, abilities, and interests for employment in the healthcare, human services, and safety fields : Lesson 1.22

Financial and Consumer Literacy:

• CTE FCL 4. Buying Goods and Services b) Distinguish between needs, wants, values, and goals and tell how each impacts spending and savings decisions : Lesson 1.14
• CTE FCL 4. Buying Goods and Services c) Develop a spending and savings plan (budget) based on income and expenses : Lessons 1.14, 1.18
• CTE FCL 4. Buying Goods and Services e) Explain the influence of peers, advertising, technology, and the economy on consumer decisions : Lesson 1.12
• CTE FCL 4. Buying Goods and Services f) Apply a decision-making model to maximize consumer satisfaction when purchasing goods and services : Lessons 1.16, 1.18
• CTE FCL 4. Buying Goods and Services g) Compare local, national, and global resources for obtaining goods and services : Lesson 1.16
• CTE FCL 4. Buying Goods and Services i) Demonstrate personal development of consumer skills through practice of these skills in a variety of classroom applications : Lessons 1.15, 1.18, 1.19

Problem Solving and Innovation:

• CTE PSI 1. Problem Solving e) Demonstrate personal development of problem-solving skills through practice of these skills in a variety of classroom applications : Lessons 1.4, 1.6
• CTE PSI 4. Research Applications in CTE b) b. Evaluating the source to determine if the author(s) or publisher can be considered an authoritative source for the desired content : Lesson 1.12

Communication and Interpersonal Relationships:

• CTE CIR 3. Workplace Communication f) Demonstrate effective communication skills in a group setting to accomplish a task : Lessons 1.8, 1.13, 1.20
• CTE CIR 6. Conflict Prevention and Management d) Explore how similarities and differences among people affect conflict prevention and management : Lesson 1.21
• CTE CIR 6. Conflict Prevention and Management f) Contribute to a classroom environment that encourages respect for the ideas, perspectives, and contributions of all : Lesson 1.21

Sustainability:

• CTE SUS 1. Resources f) Research the personal, environmental, and financial costs and benefits of sustainability-conscious decisions to individuals, families, schools, workplaces and communities : Lesson 1.16
• CTE SUS 2. Environmental Management h) Explain factors to consider when assessing the environmental impact of food choices : Lesson 1.17

Career and Community Opportunities:

• CTE CCO 2. Career Clusters a) Identify and use career resources to obtain information about careers and employment trends : Lesson 1.22
• CTE CCO 4. Career Plans b) Assess personal characteristics such as interests, abilities, and aptitudes in relation to characteristics associated with careers of interest : Lesson 1.22

NYS FACS Learning Standards (Intermediate)

The state's N&W module lists Standards 1, 2, and 3. The crosswalk rows for N&W use Standards 1 and 3; Standard 2 is not cited on a Unit 1 lesson.

Standard 1: Personal Health and Fitness. Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.
Key Idea: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

• PI A: Students understand the relationships among diet, health, and physical activities; evaluate their own eating patterns; and use appropriate technology and resources to make food selections and prepare simple, nutritious meals. (Lessons 1.5 to 1.14, 1.18 to 1.21)
• PI B: Students apply principles of food safety and sanitation. (Lessons 1.1 to 1.4, 1.17, and every lab)
• PI C: Students recognize the mental, social, and emotional aspects of good health. (Lessons 1.12, 1.21)

Standard 3: Resource Management. Students will understand and be able to manage their personal and community resources.
Key Idea: Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self.

• PI A: Students understand how the family can provide for the economic, physical, and emotional needs of its members. (Lessons 1.14, 1.16)
• PI B: Students understand the resources available to them, make informed decisions about the use of those resources, and know some ways to expand resources. (Lesson 1.16)
• PI C: Students are able to budget their time and money. (Lessons 1.15, 1.18, 1.19)
• PI E: Students identify their own abilities and interests as possible guides to career choice. (Lesson 1.22)

The PI letters are NYLearns codes; the NYSED print document lists the indicators as bullets.

CDOS (Intermediate)

• CDOS 1 Career Development: Students will be knowledgeable about the world of work, explore career options, and relate personal skills, aptitudes, and abilities to future career decisions. (Lesson 1.22)
• CDOS 2 Integrated Learning: Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings. (Lessons 1.7, 1.8, 1.16)
• CDOS 3a Universal Foundation Skills: Students will demonstrate mastery of the foundation skills and competencies essential for success in the workplace. Sub skills used in this unit:
  • Basic Skills: Students listen to and read the ideas of others and analyze what they hear and read; acquire and use information from a variety of sources; and apply a combination of mathematical operations to solve problems in oral or written form. (Lessons 1.6, 1.7, 1.9, 1.16)
  • Thinking Skills: Students evaluate facts, solve advanced problems, and make decisions by applying logic and reasoning skills. (Lessons 1.10, 1.12, 1.14)
  • Personal Qualities: Students demonstrate an understanding of the relationship between individuals and society and interact with others in a positive manner. (Lessons 1.1 to 1.4, 1.20)
  • Interpersonal Skills: Students demonstrate the ability to work with others, present facts that support arguments, listen to dissenting points of view, and reach a shared decision. (Lessons 1.8, 1.13, 1.19, 1.20, 1.21)
  • Technology: Students select and use appropriate technology to complete a task. (Lesson 1.5)
  • Managing Information: Students select and communicate information in an appropriate format (e.g., oral, written, graphic, pictorial, multimedia). (Lessons 1.11, 1.12, 1.21)
  • Managing Resources: Students understand the material, human, and financial resources needed to accomplish tasks and activities. (Lessons 1.14, 1.15, 1.16, 1.18, 1.20)
  • Systems: Students understand the process of evaluating and modifying systems within an organization. (Lesson 1.17)

National FCS 3.0 (LEAD FCS Education, 2018 to 2028; text verbatim from the 3.0 compilation)

Core competencies for this unit:

• 14.1.2 Look into how psychology, culture, and social pressure shape food choices and nutrition habits. (Lessons 1.12, 1.21)
• 14.2.1 Judge how nutrition affects health, wellness, and performance. (Lesson 1.9)
• 14.2.2 Examine how nutrition and wellness connect to individual and family health at every stage of life. (Lessons 1.9, 1.10)
• 14.2.4 Examine sources of food and nutrition information, food labels included, for what they say about health. (Lessons 1.11, 1.12)
• 14.3.1 Use current dietary guidelines to plan for nutrition and wellness needs. (Lessons 1.10, 1.14, 1.18, 1.19)
• 14.3.3 Show the ability to select, store, prepare, and serve food that is nourishing and looks good on the plate. (Lessons 1.5, 1.8, 1.13, 1.15, 1.17, 1.20)
• 14.4.1 Examine the conditions and habits that keep food safe to eat. (Lessons 1.1, 1.2, 1.3, 1.4)
• 14.4.5 Examine what causes foodborne illness, which foods are risky, and how to prevent it. (Lessons 1.2, 1.17)
• 8.5.3 Demonstrate knowledge of portion control and proper scaling and measurement techniques (Lessons 1.6, 1.7, 1.10)
• 8.2.6 Show correct purchasing, receiving, storage, and handling of raw and prepared foods. (Lesson 1.17)
• 8.3.6 Name the kinds of equipment used to process, cook, hold, store, and serve food. (Lesson 1.5)
• 1.2.1 Examine possible careers to find what each one requires and offers in knowledge, skills, attitudes, and openings. (Lesson 1.22)

Secondary competencies that appear on individual lesson pages (all confirmed in the 3.0 text; see crosswalk B.5):

• 14.1.1 Explain the physical, emotional, social, psychological, cultural, and spiritual sides of individual and family wellness. (Lesson 1.9)
• 14.1.3 Look into how government, the economy, and technology shape food choices and practices. (Lessons 1.14, 1.16)
• 14.2.3 Analyze the effects of food and diet fads, food addictions, and eating disorders on wellness. (Lesson 1.12; coordinate with health, see Section 11)
• 14.3.4 Judge policies and practices that affect food security, sustainability, food integrity, and family nutrition. (Lesson 1.16)
• 2.1.3 Examine the decisions behind providing food that is safe and nourishing for individuals and families. (Lessons 1.14, 1.15, 1.18)
• 6.2.4 Treat people of every age, gender, culture, and background with respect and fairness. (Lesson 1.21)
• 8.5.12 Plate, garnish, and present food to a professional standard. (Lesson 1.20)
• 9.1.1 Explain what people in food science, food technology, dietetics, and nutrition careers do. (Lesson 1.22)
• 8.1.3 Sum up the education and training that food production and service career paths require and where they lead. (Lesson 1.22)
• 9.3.1 Analyze nutrient requirements across the life span addressing the diversity of people, culture, and religions. (Lesson 1.9)

Note for the standards map: the N&W module PDF prints the older (2008) wording for many 14.x lines. This unit cites the 3.0 wording above. Credit LEAD FCS Education on the site.

Career Ready Practices (as the N&W module lists them; wording from the extract's assembled list)

• CRP 1. Act as a responsible and contributing citizen and employee
• CRP 2. Apply appropriate academic and technical skills
• CRP 3. Attend to personal health and financial well-being
• CRP 5. Consider environmental, social, and economic impacts of decisions (the N&W PDF prints "Consider the environmental, social and economic impacts of decisions")
• CRP 7. Employ valid and reliable research strategies
• CRP 8. Utilize critical thinking to make sense of problems and persevere in solving them
• CRP 10. Plan education and career paths aligned to personal goals
• CRP 11. Use technology to enhance productivity
• CRP 12. Work productively in teams while using cultural global competence

Career Ready Practices are a secondary citation on the unit page only; the CCTC source text has not been fetched (crosswalk E.2).

8. Project

Name: Feed a Family of Four on $40. Full sheet in Project 01 - Feed a Family of Four on 40 Dollars.md; rubric in Rubric 01 - Feed a Family of Four.md.

The scenario: A family of four has $40 for tonight's dinner, $10 a person. Each team draws one of three family cards; the card gives the family's rules (allergies, food rules, likes), a short pantry list that costs $0, and about 45 minutes to cook. The team's job is to plan a dinner that covers at least four MyPlate groups, breaks no rule on the card, feeds four, and costs $40 or less priced from this week's circular, then cook one dish from it on a $20 station budget and sell the plan to the class.

Deliverables: (1) the priced plan on the Project Plan Sheet: every dish with its MyPlate group, every item priced from the circular with size, unit, quantity, and cost, a running total at or under $40, and a revision log; (2) the MyPlate check on the plan sheet, with proof that no rule on the family card is broken; (3) one dish from the plan, on a station card the team wrote, cooked in the Budget Meal Lab and scored on the lab rubric; (4) a menu card; (5) a 60-second pitch.

Steps by day: Day 1 (Lesson 1.18, day 1): the $12 versus $38 dinner hook, the scenario and need cards, teams pick a main dish. Day 2 (1.18, day 2): plan the plate, build the list from the circular, price it. Day 3 (1.19): swap plans with another team for a peer math check and a MyPlate check, then fix what they found. Days 4 and 5 (1.20): cook one dish, set a place, serve it, clean, store the leftovers. Day 6 (1.21): menu card, pitch, tasting gallery, class vote.

Group or individual: teams of about seven (the same teams as the lab stations). Each student owns one deliverable and signs it; the plan and the pitch are shared.

Choice built in: the dishes (anything the family can eat, the circular sells, and $40 covers); the station dish (any dish from the plan that fits the room's rules and $20, or the closest of three fallback cards: a rice and bean bowl, pasta with vegetables and jarred sauce, chicken quesadillas); and the form of the pitch (spoken, sung, a recorded sixty-second video, a read script, or a drawn menu poster with a teammate explaining it).

ELL and IEP supports: sentence starters for the pitch in Spanish (Vocabulary 01.md); a picture-based circular for the shopping list; the price math as a fill-in table with the operations shown; a role on the team that fits the student (the recorder, the price checker, the presenter, the plating lead); a pitch that can be read from the card or delivered by two students together; extra time on Day 3.

How it is presented: each team pitches for 60 seconds at the tasting gallery while the class tastes the dish, then the class votes for the meal it would eat at home. Menu cards go up on the wall for the rest of the marking period.

9. Assessment plan

• Formative (daily): the do now, a check for understanding in every lesson (clipboard checklist, thumbs, whiteboards, a station walk), a 3-2-1 or one-line exit card most days, and the Unit 1 pre-assessment from Lesson 0.5 used to size the review in Lessons 1.2 and 1.9. All daily work is scored complete, partial, or missing.
• Formal at the end of each topic:
  • Topic 1.1: Assessment 01.1 - Kitchen Safety Exam.md, taken in Lesson 1.4 Day 2. Pass or retake, as many retakes as needed. Nobody cooks until they pass. Recorded as a pass in the topic assessments category, not as a percent.
  • Topic 1.2: Assessment 01.2 - Tools and Measuring Performance Check.md, a station task at the start of Lesson 1.8 Day 1 (identify tools, measure amounts checked on the gram scale), so the check is the ticket into the first lab. Lab 1 scored on Rubric 01 - Lab Rubric.md.
  • Topic 1.3: Assessment 01.3 - Label Reading Quiz.md, given at the start of Lesson 1.13 Day 1, after Lesson 1.12 and before the nachos go in. Lab 2 scored on Rubric 01 - Lab Rubric.md.
  • Topic 1.4: the project, scored on Rubric 01 - Feed a Family of Four.md (plan, math, nutrition, lab, pitch; 20 points). The Budget Meal Lab itself is also scored on Rubric 01 - Lab Rubric.md so it counts with Labs 1 and 2.
• Unit test: Assessment 01.4 - Unit 1 Test.md, given in Lesson 1.22 after the careers activity. Twenty items: matching (tools, nutrients, vocabulary), short answer (safety, label reading), one scenario (a family shopping problem with unit price), and one performance item (read a label and a recipe together). Retake once after a review.
• Lab rubric: Rubric 01 - Lab Rubric.md is the three-objective, 1 to 4 pattern from the grading plan plus a safety and sanitation row (16 points) with a notes box; it is used for Lab 1 (1.8), Lab 2 (1.13), and the Budget Meal Lab (1.20).
• Grade weights within the unit follow the course grading plan: labs and projects 40 percent (three labs on the lab rubric plus the project rubric), topic assessments 25 percent (the safety exam as a pass, the performance check, the label quiz, the unit test), daily work 20 percent, participation and safety 15 percent (a safety violation in a lab is a zero for that lab's participation and a conversation).
• Missed labs: a written lab alternative (recipe analysis and a safety plan for the same dish) so an absent student loses no points.

10. Materials, budget, and room

Room assumptions: three kitchen stations of seven students each (21 per section). With 28 students, run four stations and raise every lab cost by one third. Zero-knife policy: everything that needs cutting is pre-cut by me or bought pre-cut. Pre-cooked meat only. Stovetop, oven, and microwave. Allergy check before every lab from the nurse's list; a nut-free room.

Consumables, per lab, per section:

Unit total for one section, three labs: about $150. Multiply the lab lines by the number of sections; the pantry line stretches across sections.

Equipment (already in a working FACS room; buy what is missing): per station: dry measuring cup set, liquid measuring cup, measuring spoon set, mixing bowls in two sizes, silicone spatula, whisk, wooden spoon, tongs, sheet pan, oven mitts, microwave-safe mugs (seven), cutting board (for pre-cut items and the tool ID lesson), can opener, colander, plates, forks, cups, dish towels, sponge. Shared: microwave, oven, stovetop, refrigerator with a thermometer, a gram scale (about $15 if not owned; needed for the Silent Measurement Challenge and the performance check), two instant-read food thermometers (about $10 each), fire extinguisher, first aid kit, the Safety Data Sheet binder.

Handouts (in 05 Materials/Unit 01/, named as the lesson files name them):

• Topic 1.1: Handout 01.01 - Hazard Hunt.md; Handout 01.02 - Safe or Not Safe Scenario Cards.md; Handout 01.03 - What Would You Do Scenarios.md; Handout 01.04 - Kitchen Safety Contract Template.md.
• Topic 1.2: Handout 01.05 - Tool ID and Where It Lives.md; Handout 01.06 - Measuring Practice and Equivalents.md; Handout 01.06 - Silent Measurement Challenge Cards.md; Handout 01.07 - Recipe Reading Practice.md; Handout 01.08 - Role Cards Lab 1.md; Handout 01.08 - Station Card Mug Cake.md; Handout 01.08 - Station Card Scrambled Egg Tacos.md; Handout 01.08 - Lab Reflection.md (reused for Labs 2 and 3).
• Topic 1.3: Handout 01.09 - Nutrient Sort Cards.md; Handout 01.10 - Build a Plate.md; Handout 01.11 - Label Scavenger Hunt.md; Handout 01.11 - Spot the Trick.md; Handout 01.12 - Food Video Fact Check.md; Handout 01.13 - Role Cards Lab 2.md (the same eight roles as Lab 1); Handout 01.13 - Station Card Sheet Pan Nachos.md; Handout 01.13 - Nacho Label Math.md.
• Topic 1.4: Handout 01.14 - Meal Planning Grid and Family Cards.md; Handout 01.15 - Circular Scavenger Hunt and Shopping List Template.md; Handout 01.16 - Unit Price Practice.md; Handout 01.17 - Where Does It Go Sort.md; Handout 01.18 - Project Plan Sheet.md; Lessons 1.19 to 1.22 handouts (named by their writers; expected a peer check sheet for 1.19, Budget Meal Lab role and station cards for 1.20, a menu card and pitch planner for 1.21, and a careers card for 1.22).

Slides: one slide outline per lesson, 1.1 through 1.22, in the same folder, Slides 01.MM - [Title].md. The site build renders every outline as an HTML deck.

No-kitchen plan for the whole unit: every lab has a written alternative inside its lesson. At unit level, if the room has no working kitchen for the whole unit: Lab 1 becomes a no-cook overnight oats or trail mix build in cups with the same role cards and flowchart (about $6 per station); Lab 2 becomes a "nachos on paper" plate build with food cards plus a real chip and cheese label read, or a fresh salsa with pre-cut vegetables if a sink is available; the Budget Meal Lab becomes a no-cook dish from each team's plan (a wrap, a yogurt parfait, a bean salad from canned beans and pre-cut vegetables) served on a set place. The Silent Measurement Challenge runs anywhere with dry goods, water, and a scale. The Hazard Hunt runs on photos. Every safety lesson runs as written because none of them need heat.

11. Health and other-department coordination

The health course covers the food groups, the Dietary Guidelines as a document, body image, and eating disorders. FACS does not reteach those. FACS covers what health cannot do in a classroom: reading a real label, building a real plate at a real meal, testing a real food video against a credible source, cooking, and shopping on a budget.

Coordination points, flagged on the lesson pages:

• Lesson 1.9 (the six nutrients): pre-assessed in Lesson 0.5. If health has already taught nutrients this year, this lesson runs as a 15-minute review and the time goes to Lesson 1.10.
• Lesson 1.10 (MyPlate beyond the food groups): health teaches the groups; FACS puts portions on a real plate and a real lunch tray. Share the plate cards with the health teacher so both rooms use the same picture.
• Lesson 1.12 (credible sources): N&W 2. d) and National FCS 14.2.3 touch fad diets, supplements, and eating disorders. FACS stays on "is this source credible and what is it selling." Anything about body image or disordered eating is referred to the health teacher and the counselor, and the lesson says so.

Math: the math teacher covers unit rate in grade 6 and 7; Lesson 1.16 uses the same words (unit rate, per ounce) so the skill transfers. Science: bacteria growth and heat transfer are named in Lessons 1.2 and 1.3 as science ideas with a science teacher to ask. Art: the menu card in 1.21 is a chance to borrow the art room's paper and a rubric line on layout.

12. Connections (in-building and community)

• Inside the building: the school nurse, for Topic 1.1. FACS gives the nurse a class that knows where the first aid kit is, how to report an accident, and the allergy rules of the room; the nurse gives FACS a five-minute visit in Lesson 1.3 on burns, cuts, and choking, and the section allergy list before every lab.
• Inside the building: the math teacher, for Lesson 1.16. FACS gives the math class a real unit-rate problem set with a store circular attached; the math teacher gives FACS the vocabulary and the method the students already know so the lesson does not fight it.
• Community: the manager of the local supermarket the circular comes from. FACS gives the store a class of future customers who can read a unit price tag and a thank-you card from each team; the store gives FACS a stack of circulars each week, a short visit or video on how the store decides what goes on sale, and, if it is willing, a small gift card toward the Budget Meal Lab.
• Community: a Cornell Cooperative Extension nutrition educator (the county office) for Lesson 1.10 or 1.22. FACS gives the educator a class audience and a place to run one of the extension's own plate activities; the educator gives FACS a credible-source guest for Lesson 1.12 and a real dietitian pathway for Lesson 1.22.

13. Vocabulary for translation

See Vocabulary 01.md: 40 Tier 3 terms across the four topics with a one-line student definition and a Spanish column, to be checked by a native speaker, plus sentence starters for a lab role, for feedback, and for the pitch in English and Spanish.