Unit: Unit 1, Kitchen Skills and Smart Eating (Nutrition and Wellness)
Topic: 1.4 Plan, Shop, Cook: Meals on a Budget
Runs across: Lessons 1.18 (launch, plan, price), 1.19 (peer check), 1.20 (Budget Meal Lab), 1.21 (menu card, pitch, tasting gallery)
Team: the station team, about seven students
Scored with: Rubric 01 - Feed a Family of Four.md (five criteria, 20 points; the labs and projects category)

Standards this project assesses

• NYS N&W 1. Culinary Management b) Demonstrate safety and sanitation procedures when handling food and equipment; d) Prepare a simple recipe; e) Plan a nutritious meal; g) Prepare and serve a simple meal; h) Demonstrate appropriate table setting; i) Practice food sharing behaviors that show consideration for other cultures and promote social acceptance
• NYS N&W 3. Consumer Resources and Finance a) Create and organize a shopping list; b) Describe and demonstrate food purchasing strategies that maximize the benefits of the food budget; c) Identify monetary influences on one's ability to select and purchase nutritious foods
• CTE FCL 4. Buying Goods and Services c) Develop a spending and savings plan (budget) based on income and expenses
• CTE HSW 4. Classroom and Workplace Safety c) Apply safety practices when using tools, machines, and equipment
• CTE PSI 2. Design Process (Proactive) a) c. Defining constraints that must be adhered to
• CTE CIR 1. Communication f) Demonstrate personal development of communication skills through practice of these skills in a variety of classroom applications
• CTE CIR 3. Workplace Communication f) Demonstrate effective communication skills in a group setting to accomplish a task
• NYS FACS Standard 1 (Intermediate), PI: 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.; PI: Students apply principles of food safety and sanitation.
• NYS FACS Standard 3 (Intermediate), PI: Students are able to budget their time and money.
• CDOS 3a Universal Foundation Skills: Managing Resources; Interpersonal Skills
• National FCS 3.0: 14.3.1 Use current dietary guidelines to plan for nutrition and wellness needs.
• * *

The project sheet (student version)

Name: ______________________ Date: __________ Team: ______ Role: ______________

The scenario

A family of four has $40 for tonight's dinner. That is $10 a person. They want to eat well. They have a few rules (your family card tells you what they are), a pantry with a few things already in it, and about 45 minutes to cook.

Your team is the family's meal planner. You will plan the dinner, price it to the penny from this week's store circular, check it against MyPlate, cook one dish from it in our kitchen, make a menu card, and pitch it to the class in sixty seconds. The class votes on which team's dinner best fits its family and its budget.

The two budgets

• $40 is the family's dinner. Four full servings, everything on the plate, priced from the circular. You pay for the whole package, not the spoonful you use. Pantry items on your family card cost $0.
• $20 is the lab budget. That is what I can spend so your team can cook one dish from your plan for seven tasting portions in our kitchen. Your station card has to come in at $20 or under.

The room's rules for the cooked dish

• No knives. Anything that needs cutting comes pre-cut, pre-shredded, or gets torn or shredded with two forks.
• Pre-cooked meat only (deli rotisserie chicken, frozen cooked meatballs, canned beans if no meat). You reheat it to 165 F. You do not cook raw meat.
• Stovetop and oven only. No frying.
• I handle the oven door and I drain the pasta. You call me.
• Twenty minutes of cooking time. If it takes longer, it is the wrong dish for the lab (it can still be on your $40 plan).

What your team turns in

Also in the folder, not scored on the rubric: the Peer Check Sheet your team filled for another team, your lab self-assessment, and your individual exit reflection from Lesson 1.21.

Day by day

Team roles

Planning roles (Lessons 1.18, 1.19, 1.21). Every team has the four core roles. Teams of five to seven add the expansion roles in order.

Lab roles (Lesson 1.20 Day 2): Station Manager, Prep Lead, Cook Lead, Plate Captain, Clean Crew (two), Safety and Sanitation Checker. You choose these on Day 1 of the lab and write them on the station card. Nobody has to hold the same job in the plan and the lab.

Where you get to choose

• The family card. Three families, three sets of rules. Your team gets one. Within the card, the dinner is yours.
• The dishes. Anything the family can eat, the circular sells, and $40 covers.
• The station dish. Any dish from your plan that fits the room's rules and $20. If yours cannot work, I have three fallback cards (a rice and bean bowl, pasta with vegetables and jarred sauce, chicken quesadillas) and you pick the closest one.
• The pitch. Spoken, sung, a recorded sixty-second video, a read script, or a drawn menu poster with a teammate explaining it. A jingle is welcome. The claim has to be true.

Supports

• Sentence starters (the Turkish, Portuguese, and Spanish lines are marked [check with a native speaker] and Sal has translated versions of some of these already):

• The visual plan template. On the back of the Project Plan Sheet: a paper plate drawn in five MyPlate sections, a box under each for the dish and its cost, and a running total box at the bottom. A team can plan on the plate first and copy to the table second.
• Roles with less writing. Materials Manager and Recorder carry the team without a public line. Any student who needs it can hold one of these in the plan and Plate Captain or Clean Crew in the lab.
• Product choice for the pitch. See "Where you get to choose."
• Extended time. The plan can finish at the start of the next lesson. The menu card can be started while the dish is plating on lab day.
• A written lab alternative if you are absent on lab day: a recipe analysis of your team's station card (what each step does, what could go wrong, what "done" looks like), per the grading plan.

How it is scored

Rubric 01 has five criteria, each scored Not Yet (1), Approaching (2), Meets (3), or Exceeds (4), for 20 points. Your team fills the self-assessment row first; then I score. Criteria 1, 2, 4, and 5 are team scores. Criterion 3 (the cooked dish, safety, and teamwork) has a team part and an individual part: a safety violation in the lab is an individual zero on that day's participation, per the grading plan, and a conversation.

The project counts in the labs and projects category (40 percent of the marking period). A late project is accepted with a one-level drop on one criterion, never a zero.

---

Teacher notes on the project

• This is Sal's Feed a Family of Four on $40 from Brentwood and SEYS 536, spread across a 40-minute schedule with the checkpoints he said it needed. His original had the $12 vs $38 hook, the unit price and MyPlate mini lesson, the ingredient relay, team planning with flyers and the $40 cap, a peer math check, a pitch and jingle, a class vote, and an exit reflection. All of those are here except the ingredient relay, which is a MyPlate activity and belongs in Topic 1.3 (Lesson 1.10) rather than the project launch. [Sal: if you want the relay in the launch anyway, it fits in Lesson 1.18 Day 1 in place of the last five minutes of planning. Check with the Topic 1.3 lessons so it is not run twice.]
• Three families, three teams per class, one family per team. Two classes planning for the same family is fine; two teams in one class is not, because the vote becomes a taste contest.
• The $40 plan is for four full servings at home; the $20 station card is seven tasting portions of one dish. They are two different numbers on purpose. Students who confuse them are told: the $40 is the family's money; the $20 is mine.
• Budget for the unit plan: $20 per station, three stations per period, times the number of periods, plus about $8 per team for the fresh tasting item in Lesson 1.21 if leftovers cannot be used. Fallback dishes cost $11.05 to $17.64 per station [update from this week's circular].
• Prices in the handouts are realistic Long Island supermarket prices for September 2026 and every one is marked [update from this week's circular]. The unit price math still works if the prices change; only the answers in the teacher keys move.

Project: Project 01 - Feed a Family of Four on 40 Dollars.md
Unit: Unit 1, Kitchen Skills and Smart Eating (Nutrition and Wellness)
Total: 20 points (five criteria, 1 to 4 each). Labs and projects category.

Team: ______ Family card: ______ Date scored: __________

Self-assessment (the team fills this row first)

Teacher rubric

Total: ______ / 20

Notes for the team (what to keep, what to change next time):

How to use this rubric

• Hand the rubric out with the project sheet in Lesson 1.18 so students plan against it. Nothing on it should be a surprise.
• The team fills the self-assessment row at the end of Lesson 1.21, before the teacher scores. A team whose self-scores match the teacher's within one point on every line earns the Exceeds on criterion 3 if the rest of that row is met; honest self-assessment is part of the lab.
• Criteria 1 and 2 are scored on the revised plan after the Lesson 1.19 peer check, not the first draft. The revision log counts.
• Criterion 3 is scored during Lesson 1.20 Day 2 on the clipboard, using the same three lines as the lab rubric (safety and sanitation, the dish, teamwork). A team on a fallback card is scored on criterion 3 exactly like a team on its own dish. A safety violation is an individual participation zero for that day under the grading plan and is handled as a conversation, not a lecture; it also caps the team at Approaching on criterion 3 for that lab.
• Criteria 4 and 5 are scored live in Lesson 1.21. Keep the clipboard sheet with the five parts of the pitch as a checklist.
• Every descriptor is written as what the team did. If a team's work does not match any box, pick the one it is closest to and write why in the notes line.
• The rubric goes home with the menu card. Students keep the self-assessment in the FACS folder.

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.

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.

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.

Unit: Unit 1, Kitchen Skills and Smart Eating (Nutrition and Wellness)
Topic: 1.1 Safe and Clean: Kitchen Safety and Sanitation
Given at: Lesson 1.4, Day 2
Points: 30. Pass mark: 24 (80 percent). Retakes: allowed as many times as needed. Nobody cooks until they pass.
Time: 20 minutes

---

Kitchen Safety Exam

Name: ______________________________ Date: ______________ Class period: ______

Directions: This exam has four parts and 15 questions. Read each question all the way through before you answer. Write in complete sentences where it says to. You need 24 points out of 30 to pass. If you do not pass, you will review with me and take it again. You cannot cook until you pass, so take your time.

Part A: Match the hazard to its family (6 points, 1 each)

Here are the six hazard families. Write the letter of the family next to each picture description. Each family is used exactly once.

A. Burns B. Cuts C. Falls D. Fire E. Electrical F. Food contamination

Part B: Short answer (10 points, 2 each)

Answer in complete sentences.

7. Handwashing. List the steps of proper handwashing in order, and say how long you scrub. (2 points)

---

---

8. The danger zone. What are the two temperatures of the temperature danger zone, and what is the two-hour rule? (2 points)

---

---

9. Cross contamination. What is cross contamination? Give one example of how it happens and one way to stop it. (2 points)

---

---

10. Grease fire. Oil in a pan on the stove catches fire. What do you do, in order? Name one thing you must never do and say why. (2 points)

---

---

11. Burn first aid. You touch a hot pan and burn your hand. What do you do first, for how long, and what do you never put on the burn? (2 points)

---

---

Part C: What would you do? (9 points, 3 each)

For each scenario, write three lines: (1) stop the danger, (2) help the person, (3) tell the teacher. If a line does not apply, say why.

12. A student on your team is stirring pasta in boiling water. The pot is done and the water needs to be drained. The student picks up the pot with a wet towel and heads for the sink. What do you do? (3 points)

---

---

---

13. Your teammate is cutting a roll with a butter knife, slips, and gets a small cut on a finger. There is a little blood on the cutting board and on the roll. What do you do? (3 points)

---

---

---

14. Your team cracked eggs into a bowl at the start of the period. A teammate wipes egg off the counter with the dish towel, then uses the same towel to dry the clean plates you are about to eat from. What do you do? (3 points)

---

---

---

Part D: The sanitation routine (5 points)

15. Every lab in this class starts and ends the same way. Write the six steps of our sanitation routine in order. Label them Start (four steps), During (one step), and End (one step).

Start: 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________

During: 5. ______________________

End: 6. ______________________

Grade 8 stretch (optional, not scored): Write one "what would you do" scenario of your own for this kitchen, with the three-line answer.

---

---

---

---

Teacher key

Total 30 points. Pass at 24. Accept any answer that shows the idea, in the student's own words. Do not take off for spelling. Partial credit is listed per item.

Standards checked

All items together: CTE HSW 4. i) Demonstrate development of workplace safety skills through practice of these skills in a variety of classroom applications; CDOS 3a Universal Foundation Skills: Personal Qualities.

Part A key (6 points, 1 each)

Each family is used exactly once, so a student who gets five right and one blank can find the sixth. Score what is written.

Part B key (10 points, 2 each)

7. Handwashing. Full credit (2): the steps in order (wet, soap, scrub, rinse, dry with a paper towel, turn off the faucet with the towel) and 20 seconds. Accept five steps if the towel-on-faucet step is missing but the rest is in order. Partial (1): steps out of order or no time given. Zero: "wash with soap" alone.

8. Danger zone. Full credit (2): 40 F and 140 F, and food left in the zone more than two hours is thrown out. Partial (1): both temperatures with no rule, or the rule with one temperature. Accept "one hour if it is over 90 F" as extra, not required. Zero: neither temperature.

9. Cross contamination. Full credit (2): germs moving from one food (raw) to another (ready-to-eat) or from a surface, tool, hand, or towel to food; one example (raw chicken juice on a cutting board then bread; egg on a towel then plates; hands from raw to cooked); one prevention (wash hands between, separate boards, clean the towel, raw meat on the bottom fridge shelf). Partial (1): the definition without an example or prevention, or an example without a definition. Zero: no idea of transfer.

10. Grease fire. Full credit (2): turn off the burner and slide a lid over the pan (or dump baking soda on a small one), then get away and tell the teacher; never water, because water sinks under the oil and turns to steam and throws burning oil out of the pan (accept "it explodes" or "it spreads the fire"). Also accept never flour, never carry the pan, never a towel. Partial (1): lid or baking soda without the "never" or the reason; or the "never water" with a wrong first action. Zero: water, towel, or carrying the pan to the sink.

11. Burn first aid. Full credit (2): cool running water first, for at least 10 minutes, and never ice, butter, or toothpaste; tell the teacher. Partial (1): cool water with no time or no "never." Zero: ice or butter as the first action.

Part C key (9 points, 3 each)

Score one point for each of the three lines. A line that says "it does not apply because ___" with a correct reason earns the point.

12. Draining the pasta. (1) Stop the danger: say "stop" and tell the student to put the pot down; the teacher drains pasta in this class, and a wet towel is not a mitt (steam goes through it). (2) Help the person: nobody is hurt yet; keep others out of the path between the stove and the sink. (3) Tell the teacher: call the teacher over to drain it. Full credit needs the wet towel or the "teacher drains" rule named.

13. The cut. (1) Stop the danger: the cutting board and the roll go in the trash or get set aside (blood on food means the food is thrown out), and the butter knife is set down. (2) Help the person: press the cut with a clean paper towel and raise the hand above the heart. (3) Tell the teacher: the teacher decides about the nurse and writes the accident report (what happened, when, and where; who was involved and who saw it; what was done; what changes). A student who mentions the accident report earns a bonus check mark, not a point.

14. The egg towel. (1) Stop the danger: take the towel out of use; the "clean" plates are now contaminated and go back to be washed. (2) Help the person: nobody is hurt; the teammate needs to wash hands before touching anything else. (3) Tell the teacher: yes, because the plates and towel have to be rewashed and the team needs a clean towel. Full credit needs the plates rewashed, not just the towel changed.

Spare scenarios for the retake (swap for 12 to 14 as needed):

• Spare A. A teammate pushes a sheet pan into the oven and shuts the oven door with a bare hand on the metal edge. Key: (1) the teacher opens and closes the oven in this class, stop the student; (2) if they touched hot metal, cool water for 10 minutes; (3) tell the teacher.
• Spare B. Someone spills a cup of water on the floor by the stove and keeps cooking. Key: (1) wipe it up now, before anyone walks there (falls); (2) nobody hurt; keep people away until it is dry; (3) tell the teacher so the floor gets a check.
• Spare C. A teammate takes a slice of cheese with hands that just cracked eggs. Key: (1) that cheese is contaminated; set it aside; (2) the teammate washes hands 20 seconds; (3) tell the teacher; the team gets new cheese.

Part D key (5 points)

Full credit (5): all six steps in the right order and the right group. Start: hair back, sleeves up, wash hands, sanitize surfaces (accept these four in any order within Start). During: clean as you go. End: station check before dismissal (accept "teacher checks the station," "clean station check," "check before we leave"). Take one point off for each missing or misplaced step, down to zero. "Wash hands" and "sanitize surfaces" are the two most often missed; a student who writes "wash" for both gets one of the two points.

Scoring summary

Pass: 24 or more. Under 24: ten minutes of review with the student's own exam and the exit cards, then the retake with the spare scenarios during the next do now. A student who fails twice gets the oral version with the teacher writing. Record the passing score in the topic assessments category; per the grading plan, the best score counts.

Unit: Unit 1, Kitchen Skills and Smart Eating (Nutrition and Wellness)
Topic: 1.2 Tools, Measuring, and Recipes
When: Lesson 1.8, Day 1, as a three-station rotation (Stations A and B are the check; Station C is lab prep with the teacher). Eight minutes per station.
Type: Topic assessment (25 percent category). Station-based performance check, 30 points. One retake after a review at the tool tray, best score counts.
Standards checked: NYS N&W 1. a) Identify common kitchen tools and equipment and the uses for each; NYS N&W 1. c) Demonstrate accurate measuring of dry/solid, liquid, and small quantity ingredients; NYS N&W 1. d) Prepare a simple recipe (the reading part); CDOS 3a Basic Skills; National FCS 3.0 8.3.6, 8.5.3, 14.3.3.

---

Student version

Name: ______________________ Date: __________ Period: ______ Station group: ______

Directions. You will visit two check stations for eight minutes each. Work alone and quietly. At Station A you name tools and read a recipe. At Station B you measure four things and leave them on the tray with your name. I weigh them after class. Do your best work; this is the grade for Topic 1.2.

Station A, Part 1: Name the tool (10 points)

Ten tools sit on the tray, each with a number. Write the name of each tool and the job it does. One point each: half a point for the name, half for the job.

Word bank (use it if you need it): dry measuring cups, liquid measuring cup, measuring spoons, whisk, rubber spatula, tongs, colander, kitchen shears, grater, oven mitt, saucepan, skillet, sheet pan, food thermometer, wooden spoon, peeler, can opener, cutting board, mixing bowl

Station A, Part 2: Read the recipe (10 points)

Read the recipe card on the tray (Mug Cake with Hand-Whipped Cream, makes 1 mug). Answer the five questions. Two points each.

Mug Cake with Hand-Whipped Cream
Yield: 1 mug (serves 1 to 2)
Time: 5 min prep, 90 sec cook, 2 min cool
Temperature: microwave, high

Ingredients

• 3 Tbsp all-purpose flour
• 3 Tbsp sugar
• 2 Tbsp unsweetened cocoa powder
• 1/4 tsp baking powder
• pinch of salt
• 1 large egg, cracked into a bowl first
• 3 Tbsp milk
• 3 Tbsp vegetable oil
• 1/4 tsp vanilla extract
• 1/4 c heavy cream, cold
• 1 Tbsp powdered sugar

Equipment: microwave-safe ceramic mug, small bowl, medium bowl (chilled), whisk, measuring spoons, dry measuring cups, spoon, folded paper towel

Steps

1. In the mug, stir together the flour, sugar, cocoa, baking powder, and salt. Scrape the bottom.
2. Add the egg, milk, oil, and vanilla. Stir 30 seconds until no dry spots show.
3. Microwave on high for 90 seconds. The top will look wet. Let it cool 2 minutes; it sets as it cools.
4. While it cools, pour the cold cream into the chilled bowl. Whisk hard for 3 to 4 minutes until soft peaks form. Add the powdered sugar and whisk 30 seconds more.
5. Spoon the cream on the cake. Eat with a spoon. The mug is hot; hold it with the paper towel.

Questions

1. How many mugs does this recipe make? If your station has 7 people and pairs share a mug, how many mugs does your station make? (2 points)

---

1. Write out the full words for these abbreviations: Tbsp = __________ tsp = __________ c = __________ (2 points)
2. Which ingredient do you reach for first, and how do you know from the recipe? (2 points)

---

1. Double the recipe. How much cocoa powder and how much baking powder do you need? Show the fraction work. (2 points)

---

1. Your teammate wants to skip the 2-minute cooling step because the class is running late. Using a line from the recipe, explain what would happen. (2 points)

---

---

Station B: Measure four items (10 points)

Four labeled cups are on the tray with your name. Measure each item below into its cup using the correct tool and technique. Do not pack, do not heap, and read liquids at eye level. Leave the cups on the tray. I weigh each one after class against the target. Scoring for each item: 2.5 points in the tight band, 2 points in the wide band, 1 point for the right ingredient with the wrong amount, 0 for the wrong ingredient or an empty cup.

Total: ______ out of 30

---

Teacher key

Setup. Station A tray, ten tools numbered 1 to 10. Suggested set, in this order (change the order for each class and write your order on the key): 1 dry measuring cups (nested set), 2 liquid measuring cup, 3 measuring spoons, 4 whisk, 5 rubber spatula, 6 tongs, 7 colander, 8 kitchen shears, 9 oven mitt, 10 food thermometer. Keep the grater, saucepan, skillet, and sheet pan off the tray so the word bank has distractors. Station B tray: one set of four labeled paper cups per student, flour and sugar in wide containers with scoops, a pitcher of water, a salt container, dry measuring cups, a liquid measuring cup, measuring spoons, a straight edge, a spill tray. A gram scale at the teacher desk. Weigh in the order the cups come off the tray, one student at a time, tare the scale on an empty cup first.

Part 1, name the tool (10 points; 0.5 for the name, 0.5 for the job). Accept any plain statement of the job that a cook would agree with.

Part 2, read the recipe (10 points; 2 each).

1. 1 mug. A station of 7 sharing in pairs makes 4 mugs (three pairs and one extra half, or accept 3 with a clear explanation that a trio shares). Full credit for 4; 1 point for "1 mug" alone.
2. Tbsp = tablespoon; tsp = teaspoon; c = cup. All three for 2 points; two right for 1 point.
3. Flour. It is first in the ingredient list, and ingredients are listed in the order you use them; also step 1 starts with flour. Either reason earns full credit.
4. Cocoa: 2 Tbsp times 2 = 4 Tbsp (accept 1/4 cup). Baking powder: 1/4 tsp times 2 = 2/4 tsp = 1/2 tsp. One point each; the work must show the doubling.
5. The recipe says "Let it cool 2 minutes; it sets as it cools" and "The top will look wet." Skipping the cooling means the cake is still soft and wet in the middle, and the mug is too hot to hold. Two points for a quoted or paraphrased recipe line plus the result; one point for the result alone.

Station B, measure four items (10 points; 2.5 each). Targets below are typical. [Sal: measure each item yourself with the room's cups and the room's flour the day before and write your numbers in the "my target" column; flour varies with the bag and the weather.]

A cup over 75 g of flour almost always means packing; under 50 g usually means the student used the liquid cup and read it from above. Write the likely error on the student's sheet; it is the retake review.

Scoring sheet (one row per student; copy as needed).

Cut scores. 24 and up: ready to cook. 18 to 23: cooks with a review at the tool tray during Lab 1 prep. Under 18: retake after a ten-minute review before Lab 2; still cooks in Lab 1 in a role with no measuring (Station Manager, Plate Builder, Toppings Chief).

Standards per item. Part 1 items 1 to 10: N&W 1. a); National FCS 8.3.6. Part 2 items 11 to 13 and 15: N&W 1. d); National FCS 14.3.3. Item 14: N&W 1. c) and CDOS 3a Basic Skills. Station B items B1 to B4: N&W 1. c); National FCS 8.5.3.

Retake. Same stations, a different tool order and a different set of four measurements (1/4 cup flour, 1/2 cup sugar, 1 cup water, 1/2 teaspoon salt: targets about 31 g, 100 g, 237 g, 3 g). Best score counts.

Unit: Unit 1, Kitchen Skills and Smart Eating (Nutrition and Wellness)
Topic: 1.3 Nutrients, MyPlate, and Labels (Lessons 1.9 to 1.13)
When: The first 15 minutes of the class period after Lab 2 (the opening of Lesson 1.14). The seven topic days are all lesson days, so the quiz opens the next period. [Sal: if the schedule gives you a spare period, give it there instead.]
Category: Topic assessments (25 percent). One retake after a review; best score counts.
Points: 30
Allowed: a calculator. Nothing else.

---

Label Reading Quiz

Name: ______________________________ Date: ______________ Period: ______

Directions: Read both labels below before you start. Answer every item. Show your math for items 8, 9, and 10. You may use a calculator. Items 1 and 2 are matching; write the letter. Items 11 and 12 are short answer; write in complete sentences.

The two labels

Label A: Honey Crunch Oat Cereal
Front of box says: "Made with whole grain. Good source of iron. Naturally sweetened with honey."

Ingredients: whole grain oats, sugar, corn syrup, honey, brown sugar, canola oil, salt, natural flavor, vitamins and minerals.

Label B: Toasted Oat Rings (plain)
Front of box says: "Whole grain oats. No artificial colors."

Ingredients: whole grain oats, corn starch, sugar, salt, vitamin E (to keep fresh), vitamins and minerals.

Part 1: Label parts (5 points)

1. Match each label term to what it tells you. Write the letter on the line.

Part 2: The six nutrients (6 points)

2. Match each nutrient to its main job in the body. Write the letter on the line.

Part 3: Reading the labels (9 points)

3. What is the serving size on Label A? (1 point)

---

4. How many servings are in one box of Label B? (1 point)

---

5. Which label has more added sugars per serving? How many grams more? (2 points)

Label ______ has more. It has ______ grams more added sugars per serving.

6. Use the 5 and 20 rule. Is the added sugars in one serving of Label A low, high, or in between? Circle one and write the percent you used. (1 point)

Low / In between / High. The percent daily value is ______%.

7. Use the 5 and 20 rule. Is the dietary fiber in one serving of Label B low, high, or in between? Circle one and write the percent you used. (1 point)

Low / In between / High. The percent daily value is ______%.

8. You pour 2 cups of Label A into a bowl. How many calories and how much sodium is that? Show your math. (2 points)

Calories: ____________ Sodium: ____________ mg

9. If someone ate a whole box of Label B in a week, how many calories would that be in total? Show your math. (1 point)

---

Part 4: Serving or portion (2 points)

10. A student named Devin pours Label B into a large bowl. It is about 3 cups. How many servings is that? How many grams of fiber is in the bowl? Show your math. (2 points)

Servings: ____________ Fiber: ____________ g

Part 5: Credible sources (2 points)

11. You want to know if Label A is a healthy breakfast. Four sources say something about it. Which ONE is the most credible, and why? Use at least one of the four source-check questions (who wrote it, what do they sell, what is the evidence, when was it posted) in your answer. (2 points)

• Source W: A video with 4 million views by a fitness influencer who sells a protein powder. It says all cereal is "junk."
• Source X: The cereal company's website. It says Honey Crunch Oat Cereal is "part of a balanced breakfast."
• Source Y: An article on a hospital's website written by a registered dietitian last year. It says to pick a cereal with 4 grams or more of fiber and under 10 grams of added sugars per serving.
• Source Z: A comment under the video that says "my cousin eats it every day and he is fine."

Most credible: Source ______ because ________________________________________________________

---

Part 6: The better choice (6 points)

12. Which cereal is the better choice for breakfast, Label A or Label B? Write three sentences.

• Sentence 1: your choice.
• Sentence 2: two numbers from the labels that support it (name the nutrient and the amount for each cereal).
• Sentence 3: the front of Label A says "Naturally sweetened with honey." Using the ingredient list or the added sugars line, say whether that claim is misleading and why.

---

---

---

---

---

Teacher key

Total: 30 points. Standard lines checked are listed per item. All NYS lines are from the Nutrition and Wellness content module (N&W) unless marked CTE.

Scoring notes

• 24 to 30: got it. 18 to 23: review the items missed and offer the retake. Under 18: retake after a one-on-one review with the Spot the Trick handout.
• Item 12 is the one to read carefully. A student who picks B with no numbers has the opinion, not the skill; that is a 1 of 6.
• Items 8, 9, and 10 are the percent daily value and multiplication skills that the $40 project math check (Lesson 1.19) builds on. Note who missed them.

ELL and IEP versions

• ELL: the two labels stay the same; items 1 and 2 include the word bank from Vocabulary 01.md in Turkish, Portuguese, and Spanish; items 11 and 12 may be answered in short phrases with the sentence frames "Source ___ is credible because ___" and "Label ___ is better because ___ has ___ and ___ has ___."
• IEP and 504: extended time; the quiz may be read aloud; items 11 and 12 may be answered orally and recorded by the teacher; a calculator is already allowed for everyone.
• Grade 6 support: give items 1 through 10 and item 12 without sentence 3 (24 points; scale to 30).
• Grade 8 stretch: add one item: "Label B's fiber is 4 g. The daily value for fiber is 28 g. Compute the percent daily value and check it against the label." (4 divided by 28 = 0.143, about 14%; the label says 14%.) Bonus 2 points.

Sources

• Label numbers are typical of store brand oat cereals and were written for this quiz; they are not from a specific product. The daily values used for the percents are the FDA's 2020 label values (added sugars 50 g, fiber 28 g, sodium 2,300 mg, iron 18 mg, calcium 1,300 mg, vitamin D 20 mcg, potassium 4,700 mg).
• Standards: NYS N&W module lines 2. a) and 2. c); CTE HSW 1. b); CTE FCL 4. e) and f); CTE PSI 4. b) b.; CDOS 3a Basic Skills; National FCS 3.0 competencies 14.2.1, 14.2.4, 14.3.1, 3.5.6. All quoted in the Lesson 1.9 to 1.13 files.

Unit: Unit 1, Kitchen Skills and Smart Eating (Nutrition and Wellness)
Given in: Lesson 1.22 (20 minutes)
Points: 50. Topic assessments category.
Covers: Topic 1.1 Safe and Clean (items 1 to 5), Topic 1.2 Tools, Measuring, and Recipes (items 6 to 10), Topic 1.3 Nutrients, MyPlate, and Labels (items 11 to 15), Topic 1.4 Plan, Shop, Cook (items 16 to 20)

---

Unit 1 Test (student version)

Name: ______________________ Date: __________ Period: ______

Directions: Answer every item. Write in the space under each one. Show your work on the two math items (8 and 17); a calculator is allowed on those two only. If you are not sure, write what you think and why. You have 20 minutes.

Part 1: Safe and Clean

1. (2 points) The temperature danger zone is the range where bacteria grow fastest in food. Circle the correct range.

a) 0 F to 32 F b) 40 F to 140 F c) 140 F to 212 F d) 32 F to 100 F

2. (2 points) You are about to cook. List four steps of washing your hands the right way, in order.

1. ____________________
2. ____________________
3. ____________________
4. ____________________

3. (2 points) Oil in a pan on the stove catches fire. What do you do first? Circle one and write one sentence on why.

a) Pour water on it b) Carry the pan to the sink c) Cover the pan with a lid and turn off the burner d) Fan it with a towel

Why: ________________________________________________

4. (2 points) Raw chicken was on a cutting board. Then lettuce for a salad was chopped on the same board without washing it. Name the hazard, and give one way to prevent it.

Hazard: ______________________ Prevention: ________________________________

5. (3 points) Match each thing you might find in a kitchen to its hazard family. Write the letter.

Families: A) burns B) cuts C) falls D) fire or electrical E) food contamination

____ A wet towel on the floor in front of the sink
____ A pot handle turned out over the edge of the stove
____ A knife left in a sink full of soapy water

Part 2: Tools, Measuring, and Recipes

6. (3 points) Match the tool to its job. Write the letter.

Tools: A) colander B) liquid measuring cup C) dry measuring cup D) rubber scraper

____ Drains water off cooked pasta
____ Measures 1 cup of flour, leveled with a straight edge
____ Measures 1 cup of milk, read at eye level on a flat surface

7. (2 points) Describe how to measure 1 cup of flour correctly. Use at least two of these words: spoon, level, pack, shake.

---

8. (3 points, show your work) A recipe for 4 people uses 1 1/2 cups of rice, 3/4 cup of shredded cheese, and 2 teaspoons of garlic powder. You are cooking for 8 people. Write the new amount of each.

Rice: ______ cups Cheese: ______ cups Garlic powder: ______ teaspoons

9. (2 points) Write what each abbreviation means.

tsp = __________ Tbsp = __________ c = __________ oz = __________

10. (2 points) What does the "yield" of a recipe tell you? Give one reason to read the whole recipe before you start cooking.

Yield: ______________________ Reason: ________________________________

Part 3: Nutrients, MyPlate, and Labels

11. (2 points) There are six nutrients. Name four of them.

____________ ____________ ____________ ____________

12. (2 points) Which nutrient is the body's main source of energy? Which nutrient builds and repairs muscle?

Energy: ______________________ Builds and repairs: ______________________

13. (3 points) Name the five MyPlate food groups. Then circle the two that should fill half the plate.

____________ ____________ ____________ ____________ ____________

14. (4 points) Here is the Nutrition Facts label from a frozen macaroni and cheese. Use it to answer a, b, and c.

a) If you eat the whole container, how many calories did you eat? ______

b) Is this food high or low in sodium? How do you know from the label? ________________________________

c) How many grams of fiber are in one serving? What does that tell you about this food? ________________________________

15. (2 points) A video from someone selling a diet plan says, "Eat only bananas for one week and lose ten pounds." Give two reasons to doubt this claim.

1. ________________________________
2. ________________________________

Part 4: Plan, Shop, Cook

16. (2 points) A family dinner has six jobs to do. Name four of them.

____________ ____________ ____________ ____________

17. (3 points, show your work) Store-brand rice comes in a 32 oz bag for $2.79. Name-brand rice comes in a 14 oz box for $2.49. Find the unit price of each (price per ounce, to three decimal places). Which is the better buy per ounce? Then give one reason a family might still choose the smaller box.

Store brand: $______ per oz Name brand: $______ per oz Better buy: ______________

One reason for the smaller box: ________________________________

18. (3 points) Write where each food goes when you get home from the store: refrigerator, freezer, pantry, or counter. Then write the temperature a refrigerator should be at or below.

Raw ground beef you will cook next week: ____________
An open jar of salsa: ____________
Bananas: ____________
A can of black beans: ____________

Refrigerator temperature: at or below ______ F

19. (3 points) Scenario. The Alvarez family (a fictional family) has $40 for dinner for four. The youngest child has a dairy allergy. Dinner has to be ready in 30 minutes. A team planned this dinner: cheese pizza ($12), garlic bread ($3), a two-liter soda ($2), and ice cream ($5), total $22. Find two problems with this plan and write a fix for each.

Problem 1: ______________________ Fix: ______________________
Problem 2: ______________________ Fix: ______________________

20. (3 points) Short written response. Explain how a shopping list, a store circular, and a unit price work together to keep a dinner under budget. Use all three terms. Three to five sentences.

---

---

---

---

---

Teacher key

Points per item are in the table. Standard lines are cited in the crosswalk format. Partial credit is noted where it applies.

Total: 50 points.

Scoring notes:

• Items 8 and 17 are the two math items. A calculator is allowed on those two only.
• Item 14 is the label item; the data is printed so no outside label is needed.
• Item 19 is the scenario. Item 20 is the short written response.
• One retake after a review, best score counts, per the grading plan.
• After grading, compare these pairs to the Unit 1 pre-assessment from Lesson 0.5 (Assessment 00.1): pre-assessment item 1 (handwashing) to test item 2; pre item 11 (danger zone) to test item 1; pre item 13 (unit price) to test item 17. Those three pairs are the unit's growth measure.
• Grade 6 version: omit items 19 and 20 and score out of 44, or keep all twenty and allow the extra time. Grade 8 stretch: item 20 asks for two examples with numbers.