Family / Consumer Sciences

VIDEO PROGRAM

SciencesVideo Manual

Family / Consumer

SciencesVideo Manual

Family / Consumer

P.O. BOX 17600, PENSACOLA, FL 32522-7750, U.S.A.

PENSACOLA CHRISTIAN COLLEGE

A ministry of

One Semester

Textbooks & MaterialsStudent Materials

1. Texts 103403 • Family/Consumer Sciences Text 110914 • Family/Consumer Sciences Lab Manual

2. Quizzes / Tests

103438 • Family/Consumer Sciences Quizzes / Tests

3. Supplies (may be purchased from a local vendor)

• Assignmentnotebook • 1½"three-ringbinderor46recipebox • 14dividers(forbinderorrecipebox) • 46ruledcards(ifusingrecipebox)

Teacher Materials1. TeacherKey

178993 • Family/Consumer Sciences Quiz/TestKey

2. Optional 103411 • Family/Consumer Sciences TeacherEdition

110914 • Family/Consumer Sciences Lab Manual

Family/Consumer Sciences Video ManualCopyright © mmxii, mmvii Pensacola Christian College All rights reserved. Printed in U.S.A.This manual and the videos that are part of the course are protected by copyright law. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, or by license from any collective or licensing body, without permission in writing from the publisher. The curriculum (lesson manual) is leased only and remains the property of Pensacola Christian College. The agreement with Pensacola Christian College is that you will not sell, lend, share, or give away the curriculum since the right to use the curriculum is not transferable. The curriculum must be destroyed upon completion of the course.

ContentsIntroduction ....................................................................T4SubjectDescription .........................................................T4

Responsibilities of the Classroom Teacher ..............T4Class Schedule ..........................................................T5Food Preparation Labs .............................................T5Class Projects ............................................................T8 Recipe Project .....................................................T8 Vegetable Report Project ....................................T8

Giving/GradingQuizzesandTests ................................T9AveragingGrades ..........................................................T10

Daily Guides (Lessons 1–85) .........................................1

Appendix(Section Review Answer Key) ....................... A1

Miss Connie Armstrong• B.S., Home Economics M.S., Secondary Education

• 18 years teaching experience

Video Teacher

T4 • Family/Consumer Sciences

The themes of hospitality and stewardship are woven throughout Scripture. Time and time again, the Bible records instances of individu-als coming to know Christ or deepening their relationship with Him as they gather to share a meal or celebrate a special occasion. The Family / Consumer Sciences class is a wonder-ful opportunity to influence the philosophy of entertaining and hospitality that young people will implement as they establish their own homes and families. Equipping students with food preparation, budgeting, organiza-tional, and social skills lays an important part of the foundation for their future ministry and service.

This course is designed to fit into a 50-minute class period. You will need to be present in the

classroom to check homework, to give quiz-zes and tests, and to conduct labs.

Establish accountability on the part of each student. Let students know you expect them to listen, learn, and participate every day.

When a student has been absent, check the Daily Guides for the days he missed to see what homework he needs to make up. He may also need to watch video lessons he missed or be helped by another student or yourself in order to catch up with the rest of the class.

Note: Lessons have been recorded for only 85 days, although most school semesters are longer. The extra days are allowed for the scheduling of field trips or special school events.

1. Checking Equipment. Check equipment each day to make sure it is running prop-erly. Be ready to start on the right lesson.

2. Following the Daily Guides. Check your Daily Guides each day to determine specific responsibilities for that day.

3. Checking Homework. Check daily at the beginning of class to see that each student has completed his homework. It is not nec-essary to grade the homework unless the Daily Guides instruct otherwise.

4. Assigning and Conducting Labs and Post-lab Discussions. You will give spe-cific lab assignments (based upon informa-tion given in Family/Consumer Sciences Lab Manual), purchase ingredients for labs, evaluate students during the labs, and conduct post-lab discussions with students

in the lesson following each lab. Further instructions regarding labs will be given in the Food Preparation Labs section of this manual.

5. Giving Quizzes and Tests. You will be giving quizzes and tests as they occur in the lessons. Plan to remain in the class-room during any quiz or test. Grade quizzes in class with students and grade tests after school. The quizzes and tests are both found in Family/Consumer Sci-ences Quizzes / Tests. Further quizzing and testing information is provided in the Giving / Grading Quizzes and Tests section of this manual.

Introduction

Subject DescriptionResponsibilities of the Classroom Teacher

Family/Consumer Sciences • T5

their books, and follow the question-and-answer exchange given on the video. Tell your students to answer the teacher’s questions in their minds (or aloud). Paying close attention to this portion of the video lesson will help students to learn and to retain the facts and principles they need to know.

3. Activities. Occasional activities are sched-uled in the Daily Guides to give students an opportunity to practice what they are learn-ing or to help them prepare for a future lab. You will have the students perform these activities according to the instructions given in the Daily Guides. You may be instructed to watch the video for specific instructions given by the video teacher.

4. Labs. The video teacher will give a general introduction to and assignment of the lab and then turn it over to you to assign more specifically the lab responsi-bilities. On most lab days, unless directed otherwise, the video teacher will give the homework assignment and any necessary reminders at the beginning of the class period, then come back at the close of the period for several minutes to compare lab results. You will help and evaluate students during lab. Further instructions regarding labs will be given in the Food Preparation Labs section of this manual.

5. Homework Assignment. The video teacher gives the homework assignment at the end of each lesson. Your students should copy this assignment into their assignment notebook.

The following is a typical class schedule for Family/Consumer Sciences:

1. Pre-video Activities. Check homework and give any quizzes before turning on the video for the day’s lesson unless the Daily Guides instruct otherwise.

a. Homework Check. Begin each day with the homework check. While your students review material, walk around the room and check to see that each student has completed his homework; spot-check for accuracy using the Appendix. (Although students may not completely understand a question, they should attempt to answer every question.) Allow about five minutes for this check.

b. Quizzes. Quizzes are usually given after the homework check. The Daily Guides or the video will indicate when to give the quiz. The video teacher gives the first quiz on the video as an example. View this quiz with your students to note the procedure used by the video teacher. Answers and suggested point values are given in the Quiz / Test Key. Additional informa-tion about quizzes is given later under Giving / Grading Quizzes and Tests.

2. Review and Lesson. The video teacher will introduce the current lesson by reviewing material taught in previous lessons. The material taught will be from Family/Consumer Sciences. Have your students follow the lesson as they are instructed on the video. It is vital that your students pay close attention, use

Class Schedule

Food Preparation Labs

Lab Book ExplanationFamily/Consumer Sciences Lab Manual includes guidelines for conducting each lab, recipes for each lab, and instructor evaluation forms for use in grading lab performances.

General Suggestions PurposeThe purpose of Family / Consumer Sciences labs is to apply and reinforce material / tech-niques previously covered / demonstrated by the video teacher. Good food prepara-


tion techniques and organizational skills are gained as the students progress through the sequence of labs. These labs are intended to build upon one another.

FacilitiesThe food preparation kitchen does not require elaborate facilities.

Supply List • Rangetop,oven,microwave,refrigerator,

and grill

• Sinks

• Cookware(1qt.,2qt.,3–4qt.skillet)

• Dinnerware(includingsaladplate,bowl,and bread plate, if possible)

• Flatware(includingservingutensils)

• Cutlery:chef’sknife;bread,utility,andparing knives; kitchen shears; and cutting boards

• Beverageware,pitcher

• Servingdishes,saltandpeppershakers,butter dish, creamer, and sugar bowl

• Tableclothsandnapkins(Addcenter-pieces as budget allows.)

• Potholders,dishcloths,dishtowels,dishdrainer, sink mat, towel racks

• Fireextinguisher,newspaper(forwrap-ping broken glass)

• Garbagecanandbags

• Broom,dustpan,mop,bucket,dishsoap,food-safe disinfectant, hand soap

• Canisters

• Plasticwrap,foil,waxedpaperorbakingparchment, paper towels, disposable plates, napkins, cups, etc. (Use dispos-able dinnerware, if desired, when students are not required to set the table and for student taste-testing.)

• Utensilsandtools(includingeggsepa-rator, frying / candy thermometer, can opener, and skewers)

• Measuringcups(dryandliquid)andspoons, nonporous mixing bowls, custard cups

• Handmixer,coffeepot,blender,toaster,wok

• Bakeware,sheetpans,muffintin,loafpan, angel food cake pan, 9" 13" pan, round cake pans, pie plate, broiler pan

• Stepstool(ifanyitemsarestoredinhighplaces)

• Table(countertop)forworkareaanddemonstrations

• Tablesandchairsforstudentstodinewithone or more guests (may also be used as desks)

Keep the kitchen clean and free of any clut-ter that may interfere or be dangerous while students are cooking. Once students have seen the video teacher teach proper clean-ing techniques and incorporate them during demonstrations, expect students to maintain the same standard as they perform labs. You will want to give specific cleaning directions related to your facility. Learning how to maintain a sanitary, organized kitchen is one important objective of this course.

PreparationIf you have a large class, divide students into groups consisting of four or five members and assign each group a separate kitchen area. For a small class, students may perform labs inde-pendently or in pairs. Each group should per-form the lab independent of all other groups. Although students will remain in the same group throughout the semester, their responsi-bilities should change with each lab.

The success of a food-preparation lab depends mainly on the on-site teacher. Look ahead in the Daily Guides to prepare for upcoming labs. Check that you have adequate equip-ment and ingredients for each recipe. (See Family/Consumer Sciences Lab Manual.) Multiply the required quantity on the recipe by the number of groups in your class to determine the total amount needed.

Always read each lab manual page and recipe before assigning the lab. The video teacher will give a general overview of each lab assignment and then turn the students over


to you to assign more specifics. Part of your preparation includes deciding how the recipe steps, serving tasks, and cleaning responsibili-ties will be divided among the group mem-bers. Determine what the routine cleaning tasks associated with performing a lab will be. Make these a standard requirement. Develop a rotation system so that each student has opportunity to participate equally in each of the following areas as the semester progresses: cooking, cleaning, and serving / hosting.

Broad time-frame guidelines are given on the lab manual page. You may find it helpful to plan an even more specific time line for the recipe steps and lab procedures. In class, go over the recipe with students. Have students record the breakdown of responsibilities and timing guidelines. Help students organ-ize tasks so that each day of each lab can be completed in one class period. Point out that several steps can be done at the same time as each group member performs a different task.

Prior to a lab, you may want to facilitate organi-zation by setting out ingredients at a designated supply counter. Assign one or two members from each group to measure and gather all of the ingredients for the entire group.

Students should begin preparation for the lab the preceding night by reading the lab manual page, reading the recipe, listing all necessary equipment needed on the lab manual pages, and by completing any additional prepara-tion you assign. The video teacher will assign homework and may give a couple general reminders at the beginning of the hour. You should also give any necessary reminders and address any questions students may have regarding the lab.

GuidelinesBefore each lab period, remind students that unnecessary noise or horseplay will not be tolerated. Constantly walk around during the lab. Help students as needed and evaluate individual performance and food quality. Fill out and write comments on the evaluation forms as the lab progresses, or take notes and transfer comments to the forms after class.

At the end of the lab, collect Lab Manual pages and any other paperwork (cover or table dia-gram, etc.) assigned from each member of the group. Evaluate the orderliness and cleanli-ness of their kitchen area before dismissing the group.

After class, complete the instructor evaluation forms. Factor in the student’s equipment list and other preparation paperwork, lab per-formance, and finished product (food quality) as you assign grades. Be sure to watch as the video teacher compares results for each lab. In this comparison, the video teacher describes and shows the quality of that particular food or recipe (appearance, texture, taste, etc.) as well as the correct place setting or table setup as assigned.

The day after the lab is an important day. Be sure to conduct a post-lab discussion. Allow students to participate and teach them to think through and evaluate their own performance. This will enable them to develop the ability to recognize and avoid potential pitfalls. Point out any major problems that occurred and give suggestions that will help students be more successful in subsequent labs. Be sure to answer any questions that may have been raised. Return graded lab evaluation forms. The video teacher will continue the post-lab discussion by mentioning some common problems and potential causes.

TimingTime is an important factor for a successful lab. In general, the time requirements for each lab are as follows:

Pre-LabTeacher preparation—1 to 2 hours • readthelabandrecipes • assignrecipetasks,cleaningresponsibili-

ties, serving / hosting tasks • purchaseingredientsatgrocerystoreand

place on supply counter

Student preparation—15 to 30 minutes • readthelabandrecipes • makeanequipmentlistandcompleteany

additional preparation paperwork


Class projects will be assigned by the video teacher; however, you may wish also to make a handout detailing these requirements as a reminder for students as they work on projects.

Recipe ProjectEach student should gather a minimum of 30 recipes and organize them in a 4 6-inch recipe box or a notebook (determined by on-site teacher’s preference). Check the project in three stages as scheduled in the Daily Guides. For the first check in Lesson 22, evaluate the format of two recipes. For the second check in Lesson 48, the recipe box or notebook must be decorated and set up with 14 divid-ers and should include at least 14 recipes. The second check will count as one quiz grade. The Recipe Project must be completed by the final check in Lesson 70. The final project will count as three quiz grades.

• Onlyrecipesthathavebeentriedbythestudents or by someone they know should be included.

• Labeldividersforeachofthefollowingcategories and place recipes in alphabeti-cal order within the following categories.

Appetizers Beverages Breads Breakfast Dishes (jelly) Cakes, Icings, & Candies Casseroles Cookies Desserts Meat, Poultry, & Fish Pasta Pies Salads Soups & Sauces Vegetables

• Formatallrecipeslikethoseintherecipesection of the Lab Manual.

• Putonlyone recipe on each card or page.

• Includeaminimumoftworecipesineachcategory.

• Evaluateneatness,organization,and quality, as well as the number of recipes.

Grade scale for final check:

A—50 recipes, B—40 recipes, C—30 recipes

Vegetable Report ProjectEach student should write a one-page report on an assigned vegetable. The report should include the following:

• Nutritionalvalue—lookincookbooksand on cans, bags, etc. to find this infor-mation.

• Seasonalavailability—discusswhenthevegetable is in season (its harvest time).

• Characteristics—explainhowtoknowthat it is ripe, fresh, and of high quality (color, texture, etc.).

• Storage—tellwheretostore,howtostore,and how long the vegetable can be stored.

• Pricecomparison—comparetheunitprice (price per ounce) of fresh, frozen, and canned forms of the vegetable. (A trip to the grocery store will be necessary in order to compile this information.)

Attach two recipes in which the assigned vegetable is the primary ingredient. Recipes may be copied from cookbooks, cut from magazines, etc. (Select recipes from the Vegetable Reports will be prepared in Lab 8; therefore, recipes should be able to be pre-pared and served in one class period.)

Students will orally present their Vegetable Reports and briefly describe their recipes to their kitchen group. After all reports have

Lab Period • 5minutestoconductanynecessary

preliminary classroom routines / collect evaluation forms and answer any questions

• 40minutestopreparefood,eat,andcleanup

• 5minutestocheckoutindividualkitchengroups and collect Lab Manual pages

Class Projects


been read aloud, students in each group will choose one of their recipes to be prepared in the next lesson.

The Vegetable Report is worth one quiz grade. Evaluate the project based upon whether or

not the student provided the information assigned (15 points for each main point) as well as two recipes (10 points each) pertaining to the vegetable. Also give consideration to neatness and grammar (5 points).

1. Have students clear their desks and take out one clean sheet of paper, a pen, and a pencil. Students should take quizzes in pen and grade them in pencil.

2. Distribute the quizzes. (Quizzes are located in Family/Consumer Sciences Quiz-zes / Tests.) Have students write their name and the date at the top of the quiz.

3. Have students use the sheet of paper as a cover sheet. They should move it down to cover their answers as they take the quiz.

4. When students have finished taking the quiz, have them put their pen away (off their desks) and grade in pencil. Have students exchange papers for grading. Tell them to sign the paper they will be grading.

5. Give instructions for grading—how many points to take off for each wrong answer and how to mark the quiz. (Having stu-dents grade quizzes in a uniform manner saves you time when you go through them later.) Answers and suggested point values

are given in Family/Consumer Sciences Quiz / Test Key. Subtract 1 point for each misspelled answer; do not subtract more than 5 total points.

6. Give the correct answers.

7. Have the students figure the final grade by subtracting from 100 the number of points missed. This grade should be written in the space provided.

8. If a student has a question about the paper that he is grading, have him place a ques-tion mark both by the number in question and by the grade at the top.

9. Instruct students to return the papers to their owners, who will check them briefly and pass them to the front. The quiz should take approximately 10 minutes.

10. Go through the quizzes later, checking them for question marks, adjusting the scores (if necessary), and writing the grade in red at the top. Record the grades.

Giving / Grading Quizzes and TestsProcedure for Giving / Grading Quizzes

Procedure for Giving / Grading Tests 1. Have students clear their desks of every-

thing except one clean sheet of paper and two pens.

2. Distribute the test papers from Family/Consumer Sciences Quizzes / Tests. Stu-dents should write their name and date at the top of the test paper.

3. Explain any special directions. Students should finish during the allotted time. Also tell students what is to be done when they finish the test (where to turn in their test, what to study, etc.).

4. Students take the test in pen, writing the answers directly on the test paper. Have them keep their answers covered at all times with the blank sheet of paper.

5. After students finish the test, they should check their answers for accuracy.

6. Always watch your students until all tests and cover sheets have been turned in.

7. Check that all tests have been collected. Grade these tests yourself. The answers and suggested point values are located in Family/Consumer Sciences Quiz / Test


Key. Subtract 1 point for each misspelled answer; do not subtract more than 5 total points.

8. Have all tests graded and ready to return in the next class or as assigned in the Daily Guides.

1. Have students clear their desks of every-thing except a pencil. Distribute the graded tests.

2. To go over the test, go over the answers with your students.

3. Watch your students carefully while you are going over a test. They should not have any pens out while they have graded tests.

4. If students find a question that has been graded incorrectly, they should write (in pencil) the number of the incorrectly graded question with a question mark at the top of the first page.

5. Collect tests, check any question marks, and record grades.

Procedure for Going over Graded Tests

Grades are averaged at the end of each nine-weeks period. In your grade book, record the quiz grades in blue or black ink and the test grades in red ink. At the end of the nine weeks, follow this procedure:

First Nine-Weeks Average:

1/3 Daily average (quizzes, labs, projects) 961/3 Test average (Tests 1 and 2) 941/3 Nine-Weeks Exam (Test 3) + 92 282 ÷ 3 = 94 (First nine-weeks grade)

Second Nine-Weeks Average:

1/3 Daily average (quizzes, labs, projects) 921/3 Test average (Tests 4 and 5) 881/3 Dinner Party—Lab 15 + 95 275 ÷ 3 = 91 (Second nine-weeks grade)

Semester Average:

1/2 FirstNine-WeeksAverage 941/2 SecondNine-WeeksAverage + 91 185 ÷ 2 = 92 (Semester grade)

Averaging Grades

Family / Consumer Sciences

Daily G

uides

Daily Guides

It is IMPORTANT . . .

to train the student to respond along with the video class as they review, have class drill, and respond to class questions. This is most effective in student mastery of the subject content and emphasizes what the teacher considers important. Daily learning is reinforced here.

Student test scores will usually reflect this mental participation—either for good or for bad.

The classroom video teacher from time to time may mention things to enhance the class that your students may or may not be able to participate in. The video manual will not necessarily mention such activities.

Lesson 1Materials Needed:

Family / Consumer Sciences (FCS) text (op-tional—to show students)

Family / Consumer Sciences (FCS) Lab Manual (optional—to show students)

Teacher Instructions: 1. Prepare a seating chart. Assign seats before

starting the video. 2. Explain school procedures and rules that apply

to your classroom. 3. Be sure that each student has a copy of

Family / Consumer Sciences (FCS) text and Family / Consumer Sciences (FCS) Lab Manual.

4. Turn on the video. You may wish to watch the first one or two videos with your students to become familiar with classroom procedures.

Homework:Read Family / Consumer Sciences (FCS)

pp. 1–7 (Kitchen and Food Safety up to Dishwashing). Answer p. 8 Section Review questions 1–6. Obtain a bib-style apron by lesson (les.) 5. This apron will be used throughout the semester for labs.

Lesson 2Teacher Instructions: 1. Homework Check. Instruct your students

to have their homework on their desks for you to check when class begins. Refer to the guidelines for checking homework in the front of this manual. Check the homework for completeness. It is not necessary for you to grade the homework, but check to see that the answers are neat and in complete sentences. The video teacher goes over the answers on video. Occasionally spot-check your students’ answers for accuracy, using the Section Review Answer Key in the Appendix of this manual.

(During HW check, have students review Family / Consumer Sciences (FCS) pp. 1–7.)

2. Turn on the video.

Homework:Read FCS pp. 7–13 (Dishwashing up to Use

and Care of Small Kitchen Appliances). Answer p. 8 Section Review questions 7–8 and p. 15 Section Review questions 1–7.


Quiz 1 (one for each student; located in FCS Quizzes / Tests)

Teacher Key for Quiz 1 (from FCS Quiz / Test Key)

Teacher Instructions: 1. Homework Check. Continue to check

homework answers for completeness and spot-check for accuracy.

(During HW check, students review FCS pp. 3–7.)

2. Students clear their desks and take out quiz materials (one clean sheet of paper for a cover sheet, a pen, and a pencil) before quiz-zes are distributed.

3. Turn on the video. 4. Students will take Quiz 1 with the video class.

You will be giving all future quizzes. (Refer to the front of this manual for detailed instruc-tions for giving and grading quizzes.)Note: You may want to preview the video to see

quizzing procedures.

5. Collect quizzes and record grades. (See the FCS Teacher Quiz / Test Key for answers and suggested point values; subtract from 100 the total points missed.)Note: Due to a grading scale change, please use the

point values given in FCS Teacher Quiz / Test Key rather than the point values given by the video teacher. Subtract 1 point for each misspelled answer; do not subtract more than 5 total points.


Homework:Read FCS pp. 14 –18 (Use and Care of Small

Kitchen Appliances up to Basic Kitchen Tech-niques). Answer p. 26 Section Review ques-tions 1–3. Obtain a bib-style apron by les. 5.

Lessons 1–3 • 3

Teacher Instructions: 1. Homework Check.



3. Students will take Quiz 2. (Refer to the front of this manual for detailed instructions for giving and grading quizzes.)

4. Collect quizzes and record grades. (See the FCS Teacher Quiz / Test Key for answers and suggested point values; subtract from 100 the total points missed.)Note: Subtract 1 point for each misspelled answer;

do not subtract more than 5 total points.


Homework:Read FCS pp. 24 –26 (Using a Recipe). Answer

p. 26 Section Review questions 7–8.

Lesson 7Teacher Instructions: 1. Homework Check.



Homework:Memorize Common Measures and Cooking

Abbreviations from FCS p. 25. Read Intro-duction to Lab Manual.


Quiz 3 and Teacher KeyFCS Lab Manual (LM) p. 3Chocolate Chip Cookies recipe, LM p. 71

Teacher Instructions: 1. There is no written homework to check. 2. Students clear their desks and take out quiz

materials (one clean sheet of paper for a cover sheet, a pen, and a pencil) before quiz-zes are distributed.




Homework:Read FCS pp. 18–20 (Basic Kitchen Techniques

up to Kitchen Equipment). Obtain a bib-style apron by the next lesson.


Equipment and supplies for measuring activity (for up to 10 students): liquid measuring cup, dry measuring cups (2), spoons (2), straightedges (2), pitcher of water, brown sugar, flour. Additional stations may be needed for more than 10 students.

Teacher Instructions: 1. Homework Check. Check to see that each

student has an apron. (During HW check, students review FCS pp. 14–18.)

2. Turn on the video. 3. The measuring activity will be conducted

in this lesson. A brief description of proce-dures will be given on the video. Watch the video teacher’s instruction for the measuring activity.

Homework:Read FCS pp. 20–23 (Kitchen Equipment up

to Using a Recipe). Answer p. 26 Section Review questions 4–6.


Quiz 2 (one for each student; located in FCS Quizzes / Tests)

Teacher Key (FCS Quiz / Test Key)

4 • Family / Consumer Sciences




5. Turn on the video. 6. Assign Lab 1. (See instructions for Food

Preparation Labs in the front of this manual.) • Assignstudentstheirkitchengroupsand

divide cooking, cleaning, and serving tasks. • Remindstudentsofnon-cookingtasksto

be done. • Givestudentstime-frameguidelinesfor

completing the Cookies Lab within one class period.

7. Conduct Kitchen Search Activity. Have students open all cupboards and drawers in assigned kitchen and note where things are located. Once they have conducted a pre-view, have them locate staple ingredients and equipment for Lab 1.

Homework:Prepare for Lab 1 by reading LM p. 3, reading

the Chocolate Chip Cookies recipe on LM p. 71, and thinking through each step. Write your name on LM p. 5; prepare to turn in the evaluation form in the next lesson.


LM p. 3Chocolate Chip Cookies recipe, LM p. 71Ingredients for Lab 1

Teacher Instructions: 1. There is no written homework to check. 2. Collect Lab Evaluation for Lab 1 (LM pp. 5–6)

from each student. 3. Turn on the video. 4. Conduct Lab 1. Collect LM p. 3 from each

student. (Record lab as one quiz grade.) 5. Turn on the video to compare lab results.

Homework:Read FCS pp. 27–31 (Nutrition up to Plans

forGoodNutrition).Answerp.31SectionReview questions 1–11.


GradedLMpp.3–6Notes made during lab for post-lab discussion


(During HW check, students review Common Measures and Cooking Abbreviations from FCS p. 25.)

2. Conduct post-lab discussion and return graded Lab Evaluation form for Lab 1.Note: A post-lab discussion should be conducted

following each lab. Make it a profitable time. Encourage student involvement. Comment on generalproblems.Givesolutionsandsugges-tions for avoiding these problems in future labs. Common problems and solutions will be discussed on video.


Homework:Read FCSpp.31–33(PlansforGoodNutri-

tion up to My Pyramid and the Basic Food Groups).Answerp.37SectionReviewquestions 1–5.




Homework:Read FCS pp. 33 –35 (My Pyramid and the Basic

FoodGroupsuptoWeightManagement)and p. 173 (My Pyramid). Answer p. 37 Sec-tion Review questions 6 –11.

Lessons 4–11 • 5


Quiz 5 and Teacher KeyPrepare to assign the Recipe Project which will

be introduced in this lesson. See project explanation in the front of this manual. Determine which format you wish for stu-dents to use (notebook or 4"6" box). You may wish to distribute a handout detailing requirements. Due dates for the Recipe Project are as follows: first check is in les. 22; second check is in les. 48; and the final check is in les. 70. You may wish to give your students dates to coincide with these lesson numbers as deadlines.



2. Collect and grade Lab 2, 24-Hour Food Intake Record and Balanced Menu (LM pp. 9–14). The recommended daily amounts are listed at the bottom of the Balanced Menu. The total number of servings for each of the 5 groups (Grains,Vegetables,Fruits,Milk,andMeat&Beans) on the Balanced Menu that equal the recommended daily amount would be the number correct. Use the following suggested scale to determine the grade. Record lab as one quiz grade. For more information regard-ing this assignment, see LM pp. 7–8 and watch the end of les. 12 and the beginning of les. 13.

NumberCorrect Grade 5 100% 4 95% 3 90% 2 80% 1 70% 0 0%


4. Students will take Quiz 5. (Refer to the front of this manual for detailed instructions for giving and grading quizzes.) Follow this procedure for the remainder of the year.


Quiz 4 and Teacher Key



2. Students clear their desks and take out quiz materials (one clean sheet of paper for a cover sheet, a pen, and a pencil) before quizzes are distributed.




5. Turn on the video.Note: You may wish to watch the end of les. 12

and the beginning of les. 13 for information regarding upcoming Lab 2.

Homework:Read FCS pp. 35 –37 (Weight Management,

Sports Nutrition). Follow the procedure for Lab 2, Day 1—Dietary Intake on LM p. 7. Complete the 24-Hour Food Intake Record and answer corresponding ques-tions on LM pp. 9–11.




Homework:Read FCS pp. 38–40 (Consumer Education

up to Meal Management). Answer p. 42 Section Review questions 1–5. Follow the procedure for Lab 2, Day 2—A Balanced Diet (LM pp. 7–8). Complete the Balanced Menu form, LM pp. 13–14. Begin studying for Test 1 over FCS pp. 1–42.





Homework:Read FCS pp. 40–42 (Meal Management).

Answer p. 42 Section Review questions 6 –10. Begin working on the Recipe Project. Two recipes are due in les. 22 (in eight class days). Continue studying for Test 1 over text chap-ters 1– 4 (pp. 1– 42). Test 1 will be given in les. 16.


GradedLab2,24-HourFoodIntakeRecordand Balanced Menu



2. Conduct post-lab discussion and return graded Lab 2, 24-Hour Food Intake Record and Balanced Menu. Comment on general problems.Givesolutionsandsuggestions.


Homework:Study for Test 1 over FCS chapters 1–4

(pp. 1–42). The test will be given in the next lesson.


Test 1 (one for each student; located in FCS Quizzes / Tests)

Teacher Key for Test 1 (from FCS Quiz / Test Key)

Teacher Instructions: 1. There is no written homework to check.

2. Students clear their desks and take out test materials (one clean sheet of paper for a cover sheet and two pens) before tests are distributed.

3. Turn on the video. 4. After watching the video for test instructions,

give Test 1 over Ch. 1–4. You will be giving all future tests. (Refer to the Procedure for Giving/GradingQuizzesandTestsinthefront of this manual.)

5. Collect and grade tests. (See the FCS Teacher Quiz / Test Key for answers and sug-gested point values; subtract from 100 the total points missed.)Note: Subtract 1 point for each misspelled answer;


6. Plan to return graded tests in les. 18.

Homework:Read FCS pp. 43–46 (Milk and Milk Products

up to Beverages). Answer p. 51 Section Review questions 1–3.


(During HW check, students read recipes; LM p. 73, Whipped Cream and LM p. 75, Hot Cocoa.)


Homework:Read FCS pp. 46 –51 (Beverages). Answer p. 51

Section Review questions 4–10. Continue to work on two recipes for the Recipe Project.


GradedTest1andTeacherKey




Homework:Prepare for Lab 3 by reading LM p. 15, read-

ing the recipes, and listing all necessary equipment. Write your name on LM p. 17; prepare to turn in the Lab Evaluation in the next lesson. Continue to work on two recipes for Recipe Project due in les. 22.


LM p. 15Lab 3 recipes: Cinnamon Toast, LM p. 77 Orange Smoothie, LM p. 79 Scrambled Eggs, LM p. 81Ingredients for Lab 3

Teacher Instructions: 1. There is no written homework to check. 2. Collect Lab Evaluation for Lab 3 (LM

pp. 17–18) from each student. 3. Turn on the video. 4. Conduct Lab 3. Collect LM p. 15 from each


Homework:Read FCSpp.58–61(GrainsuptoQuick

Breads). Answer p. 61 Section Review questions 1–7. Continue working on Recipe Project. The first two recipes are due in the next lesson.


LM (to check recipes for correct format)GradedLM,pp.15–18Quiz 7 and Teacher Key



2. Collect two recipes for Recipe Project from each student. See the front of this video manual about the Recipe Project. Plan to return checked recipes in the next lesson.

2. Hand back and go over graded tests. Refer to the front of the Teacher Key for detailed procedures for going over tests. Collect tests and record grades.


Homework:Read FCS pp. 52–54 (All about Eggs up to Egg

Cookery Methods). Answer p. 57 Section Review questions 1– 6.





2. Give,grade,andcollectQuiz 6. 3. Turn on the video.

Homework:Read FCS pp. 54–56 (Egg Cookery Methods).

Answer p. 57 Section Review questions 7–10.


LM p. 15Lab 3 recipes: Cinnamon Toast, LM p. 77 Orange Smoothie, LM p. 79 Scrambled Eggs, LM p. 81



2. Turn on the video. 3. Assign Lab 3. • Dividecooking,cleaning,andserving

tasks among students. • Remindstudentsofnon-cookingtasksto


completing the Breakfast Lab within one class period.


3. Conduct post-lab discussion and return graded Lab 3.


Homework:Read FCS pp. 61–64 (Quick Breads up to Bis-

cuits). Answer p. 66 Section Review ques-tions 1–5.


Student recipes, checked for formatLM p. 19Banana Muffins recipe, LM p. 83



2. Return and discuss student recipes. 3. Turn on the video. 4. Assign Lab 4. • Dividecooking,cleaning,andserving



completing the Muffins Lab within one class period.


ing the recipe, and listing all necessary equipment. Write your name on LM p. 21; prepare to turn in the Lab Evaluation in the next lesson. Continue to work on Recipe Project; the next check is in les. 48 at which time the recipe notebook or box must be decorated and set up with 14 labeled divid-ers and a minimum of 14 recipes placed alphabetically behind their correct divider.


LM p. 19Banana Muffins recipe, LM p. 83Ingredients for Lab 4




Homework:Read FCS p. 65 (Biscuits). Answer p. 66 Sec-

tion Review questions 6–7.


GradedLMpp.19–22





Homework:Read FCS pp. 66–69 (Yeast Breads up to Crust

finishes). Answer p. 70 Section Review ques-tions 1–3.


(During HW check, students review FCS p. 65.)


Homework:Read FCS pp. 69–70 (Crust finishes up to Food

Preservation and Jelly Making). Answer p. 70 Section Review questions 4–5.


Homework:Prepare for Lab 5, Day 2 by rereading LM

pp. 23–24, reviewing the recipe, and listing additional equipment needed for Day 2. Be-gin studying for Test 2 over FCS chapters 5–7 (pp. 43–73). Test 2 will be given in les. 31.


LM pp. 23 –24Refrigerator Rise White Bread recipe, LM

pp. 91–92Ingredients for Lab 5, Day 2Prepare to conduct Lab 5, Day 2 (see note

below).Quiz 8 and Teacher Key

Teacher Instructions: 1. There is no written homework to check. 2. Turn on the video. 3. Conduct Lab 5, Day 2. (Put bread in the

oven.)Note: To facilitate completing Lab 5, Day 2, you

will want to pre-heat oven and remove bread from refrigeration about 30 minutes prior to class time so bread is ready to bake as soon as class begins. Bread most likely will take at least 40 minutes to bake. You may need to put bread in oven prior to start of class so students will have time to sample the bread, clean up, and compare results. Plan about 20 minutes for quiz and test review during baking time.

4. Give,grade,andcollectQuiz 8 (as soon as bread is in the oven).

5. Turn on the video for Test 2 review. 6. Complete Lab 5, Day 2. (Test bread for

doneness, sample bread, and clean up.) Collect LM pp. 23–24 from each student. (Record lab as one quiz grade.)

7. Turn on the video to compare lab results.

Homework:Read FCS pp. 70–73 (Food Preservation and Jelly

Making). Answer p. 73 Section Review ques-tions 1–5. Continue studying for Test 2 over text chapters 5–7 (pp. 43–73). Test 2 will be given in les. 31.


LM pp. 23–24Refrigerator Rise White Bread recipe, LM

pp. 91–92






completing each day of the Yeast Bread Lab within one class period.

Note: To facilitate completing Lab 5, Day 1 in one class period, you may wish to have the students pre-measure ingredients as part of today’s lab preparation.

Homework:Prepare for Lab 5, Day 1 by reading LM

pp. 23–24, reading the recipe, and listing all necessary equipment. Continue working on Recipe Project.


LM pp. 23–24Refrigerator Rise White Bread recipe, LM

pp. 91–92Ingredients for Lab 5


pp. 25–26) from each student. 3. Turn on the video. 4. Conduct Lab 5, Day 1. See LM pp. 23 –24.

Have students keep pp. 23–24 to be turned in following the completion of Lab 5, Day 2 in the next lesson.




GradedLMpp.23–26





Homework:Study for Test 2 over FCS chapters 5–7 (pp. 43–

73). Test 2 will be given in the next lesson.


Test 2 (one for each student; located in FCS Quizzes / Tests)

Teacher Key for Test 2 (from FCS Quiz / Test Key)

Teacher Instructions: 1. There is no written homework to check. 2. There is no video today. 3. Announce the homework assignment. 4. Students clear their desks and take out test

materials (one clean sheet of paper for a cover sheet and two pens) before tests are distributed.

5. GiveTest 2 over Ch. 5–7. You will be giving all future tests. (Refer to the Procedure for Giving/GradingQuizzesandTestsinthefront of this manual.) Follow this procedure for the remainder of the year.

6. Collect and grade tests. (See the FCS Teacher Quiz / Test Key for answers and sug-gested point values; subtract from 100 the total points missed.)Note: Subtract 1 point for each misspelled answer;



Homework:Read FCS pp. 74–79 (Table Appointments up

to Table Setting). Answer p. 86 Section Review questions 1–5.


Cloth napkin (1 per student)




Homework:Read FCS pp. 79–81 (Table Setting up to

Entering and Seating in the Dining Room). Continue working on Recipe Project.


GradedTest2andTeacherKeyDishes, utensils for students to set place set-

tings during activity (If unavailable, have students draw place settings.)

Teacher Instructions: 1. There is no written homework to check. 2. Hand back and go over graded tests. Collect

tests and record grades. 3. Turn on the video.

Homework:Read FCS pp. 81–85 (Entering and Seating in the

Dining Room through Plate Presentation). Answer p. 86 Section Review questions 6–7.






Homework:Read FCS pp. 87–91 (Successful Entertaining

up to Elements of Party Planning). Answer p. 91 Section Review questions 1–7.

Lessons 27–34 • 11


PreparetoassignVegetableReportwhichwillbeintroduced in this lesson and will be due in les. 46. See project explanation in the front of this manual. You may wish to distribute a handout detailing requirements. Be pre-pared with a list of vegetables from which your students may choose or simply assign each student a vegetable on which to report.

LM p. 27Pasta with Herbs recipe, LM p. 95



2. Turn on the video. 3. Assign each student a vegetable on which to

report. 4. Assign Lab 6. • Dividecooking,cleaning,andserving



completing the Pasta Lab within one class period.


the recipe, and listing all necessary equip-ment.BeginworkingonVegetableReport.


LM p. 27Pasta with Herbs recipe, LM p. 95Ingredients for Lab 6









Homework:Read FCS pp. 91–98 (Elements of Party Plan-

ning and Introductions). Answer p. 98 Section Review questions 1–5.


Fork and knife for each student to use during review at start of class




Homework:Read FCS pp. 99–102 (Herbs, Spices, and Sea-

sonings up to Pasta). Answer p. 109 Sec-tion Review questions 1–4.






Homework:Read FCS pp. 102–103 (Pasta up to Fats and

Oils, Frying). Answer p. 109 Section Review questions 5–9. Continue working on Recipe Project.


Homework:Read FCS pp. 103–107 (Fats and Oils, Frying up

toSaucesandGravies)andworkonVege-table Report. Continue working on Recipe Project.


GradedLMpp.27–30

Teacher Instructions: 1. There is no written homework to check. 2. Conduct post-lab discussion and return

graded Lab 6. 3. Turn on the video.

Homework:Read FCSpp.107–109(SaucesandGravies).

Answer p. 109 Section Review questions 10–11. Begin studying for Test 3 (Nine-Weeks Exam) over FCS chapters 1–10 (pp. 1–109). This test will be given in les. 43. Continue workingonVegetableReport.


Quiz 12 and Teacher KeyLM p. 31Medium White Sauce (Cheese Sauce variation)

recipe, LM p. 97



2. Give,grade,andcollectQuiz 12. 3. Turn on the video. 4. Assign Lab 7. • Dividecooking,cleaning,andserving



completing the Cheese Sauce Lab within one class period. (Have students allow for approximately 10 minutes of review for Test 3 prior to conducting Lab 7.)


ing the recipe, and listing all necessary equipment. Continue studying for Test 3 (Nine-Weeks Exam) over FCS pp. 1–109. Memorize the ingredients, quantities, and procedure for making a medium white sauce.WorkonVegetableReport.


LM p. 31Medium White Sauce (Cheese Sauce variation)

recipe, LM p. 97Ingredients for Lab 7


pp. 33–34) from each student. 3. Turn on the video for Test 3 review. (Allow

for approximately 10 minutes of review for Test 3.)

4. Conduct Lab 7. Collect LM p. 31 from each student. (Record lab as one quiz grade.)


Homework:Study for Test 3 (Nine-Weeks Exam) over FCS

chapters 1–10 (pp. 1–109). Test 3 will be given in the next lesson.


Test 3 (Nine-Weeks Exam) and Teacher Key


materials (one clean sheet of paper for a cover sheet and two pens) before tests are distrib-uted.

5. GiveTest 3 (Nine-Weeks Exam) over Ch. 1–10. Collect and grade tests.


Lessons 35–43 • 13



2. Give,grade,andcollectQuiz 13. 3. Turn on the video. 4. Conduct Vegetable Report student presen-

tations. 5. Assign Lab 8. • Havestudentsselectonerecipepergroup

fromVegetableReports.(Approvereci-pes that can be prepared and eaten within one class period.)

• Havestudentscopyrecipetheywillbeusing and prepare a grocery list for you.

• Dividecooking,cleaning,andservingtasks among students.

• Remindstudentsofnon-cookingtaskstobe done. (Tell them what type of ser-vice should be used. Now that they have knowledge of table setting and the vari-ous types of meal service, expect them to use this information correctly.)

• Givestudentstime-frameguidelinesforcompletingtheVegetableLabwithinoneclass period.

6. Collect grocery list (market order). 7. CollectandgradeVegetableReports(includ-

ing recipes). (Record as one quiz grade. See guidelines in the front of this manual.) Plan toreturngradedVegetableReportsinles.48.


the recipes, and listing all necessary equip-ment. Continue working on Recipe Project; it will be collected in les. 48 for the second check. Plan to have the notebook cover or box decorated and the dividers labeled and in order with a collection of 14 recipes placed in the correct dividers and alphabet-ized within their dividers. This will be worth one quiz grade.

Homework:Read FCSpp.110–115(VegetablesuptoVege-

table Comparison—Fresh, Frozen, Canned). Answer p. 117 Section Review questions 1–4. WorkonVegetableReport.


GradedLMpp.31–34


(During HW check, students review Medium White Sauce recipe, LM p. 97.)



Homework:Read FCSpp.115–117(VegetableCompari-

son—Fresh, Frozen, Canned up to Fruits). Answer p. 117 Section Review question 5. WorkonVegetableReport.





2. Hand back and go over graded tests. Collect tests and record grades.


Homework:CompleteVegetableReportandplantopre-

sent your report in the next lesson.


Quiz 13 and Teacher KeyLM p. 35



LM p. 35Recipe(s)fromstudentVegetableReportsIngredients for Lab 8



student. (Record lab as one quiz grade.) 5. Because recipes will vary, there will be no

comparison of results in this lab.

Homework:Read FCS pp. 118–120 (Fruits up to Salad).

Answer p. 126 Section Review ques-tions 1–2. Have Recipe Project ready to be collected for the second check in the next lesson. Have the notebook cover or box decorated, the dividers labeled and in order, and 14 recipes in their correct dividers and alphabetized within each divider. This check will count as one quiz grade.


GradedLMpp.35–38GradedVegetableReports


(During HW check, students review Common Measures and Cooking Abbreviations on FCS p. 25.)

2. Collect and grade Recipe Projects. (Record as one quiz grade. See guidelines in the front of this manual.) Plan to return graded Recipe Projects in lesson 53.

3. Conduct post-lab discussion and return gradedLab8andVegetableReports.


Homework:Read FCS pp. 121–124 (Salad up to Salad

Dressing). Answer p. 126 Section Review questions 3–6.




Homework:Read FCS pp. 124–125 (Salad Dressing). An-

swer p. 126 Section Review questions 7–9.


LM pp. 39–40Lab 9 recipes: Creamy Ranch Potato Salad, LM p. 103 Fancy Waldorf Salad, LM p. 105 FizzyFruitCranberryGelatin,LMp.107 Tri-Color Pasta Salad, LM p. 109






completing each day of the Salad Lab within one class period.

Homework:Prepare for Lab 9 by reading LM pp. 39–40,

reading the recipes, and listing all necessary equipment.

Lessons 43–50 • 15


GradedLMpp.39–42GradedRecipeProjects




3. Return graded Recipe Projects and comment on common mistakes.


Homework:Read FCS pp. 129–133 (Cheese through

Sandwiches). Answer p. 133 Section Re-view questions 3–8. Continue working on Recipe Project.


LM pp. 43–44Lab 10 recipes: Cheese Soup, LM p. 111 Chicken Salad Sandwiches, LM p. 113




tasks among students. • Remindstudentsofnon-cookingtasks

to be done. (Determine which type of service students should use for this lab. Since soup can more easily be bowled up in the kitchen, you may wish to use blue-plate service. However, family or English may be used if you have a soup tureen.)

• Givestudentstime-frameguidelinesforcompleting each day of the Lunch Lab within one class period.


LM pp. 39–40Lab 9 recipes: Creamy Ranch Potato Salad, LM p. 103 Fancy Waldorf Salad, LM p. 105 FizzyFruitCranberryGelatin,LMp.107 Tri-Color Pasta Salad, LM p. 109Ingredients for Lab 9


pp. 41–42) from each student. 3. Turn on the video. 4. Conduct Lab 9, Day 1. Have students keep

LM pp. 39–40 to be turned in following the completion of Lab 9, Day 2 in the next lesson.

5. There will be no comparison of lab results in this lesson.


pp. 39–40, reviewing the recipes, and listing additional equipment needed.


Quiz 14 and Teacher KeyLM pp. 39–40

Teacher Instructions: 1. There is no written homework to check. 2. Give,grade,andcollectQuiz 14. 3. Turn on the video. 4. Conduct Lab 9, Day 2. Collect LM pp. 39–40

from each student. (Record lab as two quiz grades.)


Homework:Read FCS pp. 127–129 (Soups and Stews up

to Cheese). Answer p. 133 Section Review questions 1–2.



pp. 43–44, reading the recipes, and listing all necessary equipment.


Quiz 15 and Teacher KeyLM pp. 43–44Lab 10 recipes: Cheese Soup, LM p. 111 Chicken Salad Sandwiches, LM p. 113Ingredients for Lab 10


pp. 45–46) from each student. 3. Give,grade,andcollectQuiz 15. 4. Turn on the video. 5. Conduct Lab 10, Day 1. Have students keep


6. There will be no comparison of lab results in this lesson.

Homework:Prepare for Lab 10, Day 2 by rereading

LM pp. 43–44, reviewing the recipes, and listing additional equipment needed.


LM pp. 43–44Lab 10 recipes: Cheese Soup, LM p. 111 Chicken Salad Sandwiches, LM p. 113

Teacher Instructions: 1. There is no written homework to check. 2. Turn on the video. 3. Conduct Lab 10, Day 2. Collect LM pp. 43–44



Homework:Read FCS pp. 134–137 (Meat up to Storing

Meat). Answer p. 143 Section Review ques-tions 1–7.


GradedLMpp.43–46





Homework:Read FCS pp. 137–141 (Storing Meat up to

Grilling).Answerp.143SectionReviewquestions 8–11. Begin studying for Test 4 over FCS chapters 11–part of 13 (pp. 110–143). Test 4 will be in les. 60.




Homework:Read FCSpp.141–143(GrillinguptoPoultry).

Answer p. 143 Section Review question 12. Continue studying for Test 4 over chapters 11–part of 13 (pp. 110–143). Test 4 will be in les. 60. Continue working on the Recipe Project.



Lessons 51–59 • 17

Homework:Read FCS pp. 146–148 (Cooking Poultry up to

Fish and Shellfish). Answer p. 152 Section Review questions 4–6.




Homework:Read FCS pp. 148–152 (Fish and Shellfish

through Cooking Fish). Answer p. 152 Sec-tion Review questions 7–9.


LM pp. 47–48Lab 11 recipes: Marinated Steak, LM p. 123 Almond Mandarin Salad with Sweet and

Sour Dressing, LM p. 119 Savory Parmesan Loaf, LM p. 125 Iced Tea, LM p. 121





be done. (You may wish to have students serve the Supper Lab using compromise service to expand their experience in both plating and serving as this is the last meal lab prior to the Dinner Party Lab.)

• Givestudentstime-frameguidelinesforcompleting each day of the Supper Lab in one class period.




Homework:Study for Test 4 over FCS chapters 11–part of 13

(pp. 110–143) in the next lesson.


Test 4 and Teacher Key


materials (one clean sheet of paper for a cover sheet and two pens) before tests are distributed.

5. GiveTest 4 over Ch. 11–part of 13. Collect and grade tests.


Homework:Read FCS pp. 144–145 (Poultry up to Cook-

ing Poultry). Answer p. 152 Section Review questions 1–3.




(During HW check, students review Common Measures and Cooking Abbreviations on FCS p. 25.)




Homework:Prepare for Lab 11 by reading LM pp. 47–48,

reading the recipes, and listing all necessary equipment. Continue working on Recipe Project.


Quiz 17 and Teacher Key LM pp. 47–48Lab 11 recipes: Marinated Steak, LM p. 123 Almond Mandarin Salad with Sweet and

Sour Dressing, LM p. 119 Savory Parmesan Loaf, LM p. 125 Iced Tea, LM p. 121Ingredients for Lab 11

Teacher Instructions: 1. There is no written homework to check. 2. Collect Lab Evaluation for Lab 11

(LM pp. 49–50) from each student. 3. Give,grade,andcollectQuiz 17. 4. Turn on the video. 5. Conduct Lab 11, Day 1. Have students keep





LM pp. 47–48Lab 11 recipes: Marinated Steak, LM p. 123 Almond Mandarin Salad with Sweet and

Sour Dressing, LM p. 119 Savory Parmesan Loaf, LM p. 125 Iced Tea, LM p. 121

Teacher Instructions: 1. There is no written homework to check. 2. Turn on the video.

3. Conduct Lab 11, Day 2. Collect LM pp. 47–48 from each student. (Record lab as two quiz grades.)


Homework:Read FCS pp. 153–155 (Appetizers up to Des-

serts).


GradedLMpp.47–50Information and stationery to assign Cake

Reception invitations

Teacher Instructions: 1. There is no written homework to check. 2. Conduct post-lab discussion and return

graded Lab 11. 3. Turn on the video. 4. Givestudentsnecessaryinformationfor

writing Cake Reception invitations. Deter-mine the number of guests you can accom-modate; make a list of potential guests; plan the day, date, time, and location for the Cake Reception. (See LM p. 55.) You may have students write their invitations on store-bought invitations or stationery, or they may make their own. The invitations will be sent in the next lesson.

Homework:Read FCS pp. 155–157 (Desserts up to Cookies).

Answer p. 165 Section Review questions 1–3. Also review Invitations on FCS pp. 92–95 and write invitations for Cake Reception.


LM p. 51VanillaPuddingrecipe,LMp.129

Teacher Instructions: 1. Homework Check. Check invitations for

correct format. (See FCS pp. 92–95.) Col-lect and send invitations.


Lessons 59–67 • 19



Homework:Read FCS pp. 160–164 (Cakes up to Frosting).

Answer p. 165 Section Review questions 8–10. Complete the Recipe Project. The project is due in the next lesson.





2. Collect and grade Recipe Projects. (Record as three quiz grades. See guidelines in the front of this manual.) Plan to return graded Recipe Projects in les. 79.


Homework:Read FCS pp. 164–165 (Frosting). Answer p. 165

Section Review questions 11–12.


LM pp. 55–56Lab 13 recipes: Angel Food Cake, LM p. 133 Chocolate Cake with Creamy Frosting,

LM p. 135 Chocolate Peanut Butter Cake, LM p. 137 Raspberry Swirl Cake, LM pp. 139–140 Cranberry Party Punch, LM p. 141






be done. • Givestudentstime-frameguidelines

for completing the Pudding Lab within one class period. (Inform students as to whether they will be serving the pudding as a sauce over cake or fruit or pouring it into small bowls.)


ing the recipe, and listing all necessary equipment.


LM p. 51VanillaPuddingrecipe,LMp.129Ingredients for Lab 12 (including cake or fruit

as desired)




Homework:Read FCS pp. 157–160 (Cookies up to Cakes).

Answer p. 165 Section Review questions 4–7. Continue working on Recipe Project. Com-pleted Recipe Project is due in two lessons.


GradedLMpp.51–54




3. Assign Lab 13. • Dividecooking,cleaning,andserving



completing each day of the Cake Recep-tion Lab in one class period.


pp. 55–56, reading the recipes, and listing all necessary equipment.



LM p. 135 Chocolate Peanut Butter Cake, LM p. 137 Raspberry Swirl Cake, LM pp. 139–140 Cranberry Party Punch, LM p. 141Ingredients for Lab 13


pp. 57–58) from each student. 3. Turn on the video. 4. Conduct Lab 13, Day 1. Have students keep






LM p. 135

Chocolate Peanut Butter Cake, LM p. 137 Raspberry Swirl Cake, LM pp. 139–140 Cranberry Party Punch, LM p. 141

Teacher Instructions: 1. There is no written homework to check. 2. Turn on the video. 3. Conduct Lab 13, Day 2. Collect LM pp. 55–56


Homework:Read FCS pp. 166–168 (Pies, Pastries up to

Quality characteristics). Answer p. 172 Sec-tion Review questions 1–3.


Quiz 19 and Teacher KeyGradedLMpp.55–58



2. Give,grade,andcollectQuiz 19. 3. Conduct post-lab discussion and return

graded Lab 13. 4. Turn on the video.

Note: Because there are only five preparation days for the Dinner Party Lab, you may wish to develop the guest list for Lab 15 early (See LM pp. 63–64.) and verbally invite guests and get a response before assigning guests for students to invite. This way, if a guest is unable to attend, the student may avoid having to make a second invitation and issue it to another guest on such short notice.

Homework:Read FCS pp. 168–169 (Quality characteristics

up to Candy). Answer p. 172 Section Review questions 4–5. Begin studying for Test 5 which is cumulative over FCS pp. 1–172.

Lessons 67–74 • 21


GradedLMpp.59–62





Homework:Continue studying for Test 5 over FCS pp. 1–172

in les. 79.



Teacher Instructions: 1. There is no written homework to check. 2. Give,grade,andcollectQuiz 20. 3. Turn on the video.

Homework:Study for Test 5 over FCS pp. 1–172. Test 5

will be given in the next lesson.


Test 5 and Teacher KeyGradedRecipeProjects


materials (one clean sheet of paper for a cover sheet and two pens) before tests are distrib-uted.

5. GiveTest 5 over Ch. 1–14. Collect and grade tests.

6. Plan to return graded tests in les. 81. 7. Return graded Recipe Projects.


LM p. 59One-Crust Pie Pastry recipe, LM p. 143






completing the Pie Crust Lab in one class period.


ing the recipes, and listing all necessary equipment. Continue studying for Test 5 over FCS pp. 1–172.


LM p. 59One-Crust Pie Pastry recipe, LM p. 143Ingredients for Lab 14




Homework:Read FCS pp. 169–172 (Candy). Answer p. 172

Section Review questions 6–7. Continue studying for Test 5 over FCS pp. 1–172.


Homework:Write ideas for potential Dinner Party themes.


LM pp. 63–64Sample Dinner Party Food Preparation Chart

(Appendix pp. A18–A19)


(During HW check, students read LM pp. 63–64.)




completing plans and carrying out the Dinner Party Lab.

Be prepared to give students the time for the dinner party as well as the time they will need to begin preparations the day of the party (this may change based upon the complexity of their menu) and the time they will be finished with cleanup aftertheDinnerParty.Giveduedatesforeach of the responsibilities assigned so students may progress and keep up with their planning. These assignments will be checked as homework each day in the next five lessons.

Lesson 81 demonstrates the various phases of planning and executing a dinner party. You will want to preview this to help you in assigning the Dinner Party to your students.

You may also wish to review FCS chap-ters 8 and 9 (pp. 74–98), especially p. 85 Sample Order of a Served Meal, to help you in planning for the Dinner Party.

See sample Dinner Party Food Prepara-tion Chart in Appendix, pp. A18–A19. This form is reproducible and will help you and the students to get an overall pic-

ture of what is being prepared, as well as where and when it is being prepared. It also helps them think through where they will store their food to maintain quality once it has been cooked.

Homework:Complete Dinner Party responsibilities as

directed.


GradedTest5andTeacherKeyLM pp. 63–64


(During HW check, students continue to work on Dinner Party plans.)


3. Conduct Dinner Party preparations. (This video demonstrates the various phases of planning and executing a Dinner Party. Due to necessary planning and preparation time, showing this 20-minute video to students is optional; however, you will want to preview it for information on the Dinner Party.)


directed.


LM pp. 63–64



2. There is no video today so students may have time to prepare for Dinner Party.

3. Conduct Dinner Party preparations.


directed.

Lessons 75–82 • 23




directed. Dinner Party Lab 15 will be con-ducted in the next lesson or as assigned.


LM pp. 63–64



2. Conduct Lab 15. Collect LM pp. 65–67 from each student.

3. Collect Dinner Party Food Preparation Chart, equipment lists, planning paperwork, recipes, a copy of each invitation and place card at end of lab. (Record lab as Final Exam grade.)


LM pp. 63–64






directed.


LM pp. 63–64




Family / Consumer Sciences

Appendix

Ap

pend

ix

Appendix • A3

Chapter 1 (p. 8)

1. Explain the factors that influence your per-sonal eating habits most. Answers may vary but should include references to geography, lifestyle, family, etc.

2. A knife and what other piece of equipment should always be used when chopping fruits and vegetables? a cutting board

3. Explain why all stove burners cannot be used with all sizes of pans. The size of the pan should fit the size of the burner. Food placed in a large pan on a small burner will not cook evenly.

4. Does food that is contaminated with bacteria always cause food-borne illness? Explain. No, foods such as blue cheese and yogurt obtain their distinct flavors due to the introduction of specific bacterium. or It is possible for food to harbor bacteria in a small enough number that they do not produce food-borne illness.

5. Hand washing is vital to maintaining sanitation. Describe the proper hand-washing process. Wash your hands in hot water using soap. Scrub thoroughly for at least twenty seconds and then rinse. Clean all surfaces of the hands—between fingers, backs of hands, and under nails. Dry hands thoroughly.

6. What is the temperature danger zone? Elaborate on why this concept is so impor-tant. 40°–140°. Answers may vary but should include the concept of preventing food-borne illness.

7. List, in order, the steps for washing dishes. Set up the dishwashing area so that the work can progress toward the area of dish stor-age. Scrape and pre-rinse the dishes, stacking them with like kind. Wash least soiled items first and highly soiled items last. Rinse all dishes. Hand-dry glasses and flatware; allow all other dishes to air-dry.

8. Why is it important to rinse dishes with hot water? Hot water helps the dishes to dry quickly and helps to sanitize them.

Chapter 2 (p. 15)

1. Where can you find the best information about using, cleaning, and maintaining appliances? in the owner’s guide or the use and care booklet

2. What one practice will help maintain a sanitary kitchen environment and make cleaning easier? Wipe up spills as they happen.

3. How often should the refrigerator be thoroughly cleaned? once a month

4. What is the disadvantage of cleaning the stove and oven with steel wool? Steel wool makes tiny scratches in the enamel of the stove and oven. Food and grease will accumulate in these tiny scratches, and future cleaning will be more difficult.

5. How can hardened food easily be removed from the interior surfaces of the micro-wave? Place one cup of water and one tablespoon of lemon juice in a microwave-safe bowl. Microwave at full power for 3–4 minutes. Wait 15 minutes before opening the door. The dried food will be softened. It can be wiped out with a clean cloth.

6. What will happen if celery stalks, corn-husks, or other fibrous materials are ground in the garbage disposal? The disposal will clog.

7. Explain the disadvantage of using clean-ers in spray bottles on kitchen appliances. The cleaning product enters the small crevices around the appliance controls. It can become gummy and affect the func-tion of the knobs and buttons. It can also introduce moisture into electrical compo-nents. This moisture will eventually cause the electric circuits to fail.

Chapter 2 (p. 26)

1. List and explain five things that impact microwave cooking. The larger the quantity of food, the longer it will take to cook. Food that is arranged in a circular pattern or placed in a round bowl will heat most evenly. Dense foods take longer to

Section Review Answer Key

A4 • Section Review Answer Key

when a food is fortified. In contrast, some foods lose vitamins and minerals when pro-cessed. Foods that have had these nutrients added back into them are enriched.

2. List two distinguishing characteristics of saturated fat. Saturated fat is solid at room temperature, comes primarily from animal sources, and raises blood cholesterol.

3. List two distinguishing characteristics of unsaturated fat. Unsaturated fat is typically liquid at room temperature and comes from plant sources.

4. How are trans-fatty acids produced? What effect do they have on the body? Trans-fatty acids are produced when unsaturated fat is hydrogenated. Hydrogenation makes a liquid fat become solid. Trans-fatty acids increase bad blood cholesterol levels and have been linked to cancer and heart disease.

5. List four sources of complete proteins. meat, milk, cheese, eggs, etc.

6. What function do vitamins perform in the body? Vitamins are needed for normal growth and body maintenance.

7. What is the main distinction between fat-soluble and water-soluble vitamins? Fat-soluble vitamins are stored in the body; water-soluble are not.

8. Which vitamin helps blood to clot? Vita-min K

9. Which of the B vitamins promotes a healthy appetite? Thiamin or B

1

10. What function do minerals perform in the body? Minerals build and repair body parts and regulate body functions.

11. Why is water necessary for good health? Water aids digestion, aids cell growth and maintenance, and regulates body temperature.

Chapter 3 (p. 37)

1. What are the flaws of the typical Ameri-can diet? What happens as a result? Americans consume too much fat, salt, and sugar. They do not consume enough fiber. These dietary deficiencies are linked to stroke, high blood pressure, cancer, diabetes, and arteriosclerosis.

cook. Microwaves are more readily absorbed by certain ingredients such as sugar and fat, causing foods that contain higher percent-ages of these ingredients to cook more quickly. Cold food will take longer to cook than food at room temperature.

2. Describe what happens when food is allowed to stand after being cooked in the microwave. Cooking continues and the heat dis perses evenly throughout the food.

3. What would happen if a stainless-steel mixing bowl were used for microwave cooking? The microwaves would bounce off of the metal and create electrical sparks. The microwaves could also bounce back and destroy the magnetron tube.

4. What distinguishes cookware from bake-ware? Cookware is designed to be used on top of the stove. Bakeware is designed to be used in the oven.

5. Discuss the important factors that should be considered before purchasing any kitchen tool. Answer should include references to ease of cleaning, comfort of handle, functional design, durability, safety, and necessity.

6. What type of knife would be best for each of the following tasks?Chopping nuts—chef ’s knifeSlicing French bread—bread knifePeeling an apple—paring knifeCubing potatoes—chef ’s knife or utility

knifeSlicing roast turkey—carving knifeSlicing tomatoes—bread knife or chef ’s

knife or utility knife 7. What is the first thing you should do

before beginning to prepare a recipe? Read it thoroughly.

8. Explain how you would adjust the yield of a recipe that serves four if you are expecting eight guests. Adjust the yield by doubling the recipe. Multiply the quantity of each ingredient by two. Adjust the pan size and cooking time as needed.

Chapter 3 (p. 31)

1. Compare and explain the terms fortified and enriched. Vitamins that were not natu-rally present in a particular food are added

Appendix • A5

2. What are the two main components to maintaining good health? eating a balanced diet and exercising

3. What are empty calories? List three foods that contain empty calories. Empty calo-ries have no nutritional value. sugar, syrup, candy, etc.

4. Explain how the Nutrition Facts label can help you make better nutritional choices. Answers may vary but should include the following concepts: The label lists the serving size and number of calories per serving. It also lists the quantities of key nutrients a food contains. By reading the label a person can determine if he is meeting the recommended daily allowances and eating the recommended number of servings from each basic food group.

5. How are the ingredients on a food label organized? The ingredients are listed in descending order of weight.

6. Which of the basic food groups is most important? All of the food groups are equally important.

7. What three variables determine how many calories and the number of servings an indi-vidual should consume? age, gender, and activity level

8. Why is it important to eat a variety of fruits and vegetables? Various vegetables contain different nutrients. Eating a variety of fruits and vegetables helps ensure that a person’s nutritional needs will be met.

9. In which food group do nuts and legumes belong? meat and beans

10. Are whole fruit and fruit juice of equal value to the diet? Explain your answer. Whole fruit is better because it contains more fiber.

11. Using a food label from a box, package, can, or bottle, write down the following: name and form of the food; serving size and number of servings per container; number of calories from fat; weight of the contents; three main ingredients; and the name of the manufacturer, packing plant, or distributor. Bring the label with you to class. Answers will vary based upon individual labels. (See sample label on p. 32.)

Chapter 4 (p. 42)

1. Explain the factors that influence a family’s food consumption. The size of the family and the age, gender, and activity level of each family member will all have an impact on how much food is consumed.

2. Which type of store would best meet your family’s grocery needs? Explain why. Answers may vary but should include a type of retail store such as a superstore and a rationale for that choice.

3. In what order should groceries be selected? Pick up canned, bottled, and dry goods first; pick up refrigerated items next; and frozen items last.

4. Describe two scenarios in which coupons would actually increase a consumer’s spending. Using a coupon on an item that you would not normally purchase is an added expense unless you need or want to try the item. Another brand may be less expensive despite the coupon savings.

5. What is the unit price for a can of carbon-ated beverage if a case of 12 costs $4.50? 37.5¢ per can

6. Explain four advantages of weekly menu planning. It reduces the need for daily plan-ning, provides an overall greater variety of meals, limits trips to the grocery store, saves time, allows the consumer to take best advantage of sales, helps with kitchen organi-zation, and optimizes the use of leftovers.

7. List four ways to add variety and make meals more appealing. Meals will be more appealing if the food has variety in color, flavor, texture, shape, and temperature.

8. Write two menus, one that lacks variety and one that utilizes appealing elements (see question 7). Answers may vary. The appealing menu will have variety in color, flavor, texture, shape, and temperature. It may include garnishes. The unappealing menu will be bland and uninteresting.

9. List five grocery items that would be considered convenience foods. Answers will vary but may include cake mix, canned soup, frozen entrée, etc.


10. Name one convenience food that you would purchase. Explain its advantages. Answers may vary but should include a good rationale such as more economical or time saving.

Chapter 5 (p. 51)

1. Name the two processing steps that are performed before fresh milk is sent to market. Explain the effect of each. pas-teurization and homogenization. Pasteuri-zation kills bacteria and makes milk safer to drink. Homogenization evenly distributes the fat molecules throughout the milk.

2. What is the difference between half-and-half and heavy whipping cream? Half-and-half is half milk and half cream. It contains between ten and eighteen percent milk fat. Whipping cream contains between thirty and thirty-six percent milk fat.

3. Describe the proper technique for heating milk. What can happen if milk is cooked improperly? Milk must be cooked slowly at a low temperature. If it is not, it can scorch or curdle.

4. How does roast affect the flavor of coffee? The darker the roast, the stronger the coffee will taste when brewed.

5. Which type of coffeemaker would you prefer to use? Why? Answers may vary. (e.g. Automatic drip coffeemakers are convenient and produce consistent results.)

6. What is the ratio of water to coffee grounds for making medium-strength coffee? Use one tablespoon of coffee per six ounces of water.

7. What types of ingredients are used to make herbal tea? herbs, spices, dried flower petals, and tea leaves

8. In your own words, explain the procedure for making iced tea. Steep twelve teabags for ten minutes in two cups of hot water. Remove the tea bags and dissolve one cup of sugar in the hot liquid. Add enough cold water to equal one gallon. Chill tea before serving.

9. What is one advantage of using frozen punch instead of ice cubes? Frozen punch will not dilute the beverage.

10. List the steps for making molded ice. Choose a container in which to make the ice mold. Fill the container half-full of liquid. Add garnish if desired and freeze. Com-pletely fill the container and refreeze.

Chapter 6 (p. 57)

1. What nutrients are contained in an egg? An egg is a complete protein. It also contains vitamins, minerals, and fat.

2. Small or medium-sized eggs should not be used in a recipe. Explain why. Most recipes call for large eggs. Using a different size of egg can affect the finished product.

3. List the six basic parts of an egg. shell, white, yolk, chalazae, membranes, and air cell

4. How should fresh eggs be stored? Eggs should be stored in the refrigerator and in the original carton. The wide end of the egg should be up.

5. You test an egg’s freshness using the cold-water test, and the egg sinks. What should you do? Use the egg as planned. It is still fresh.

6. What characteristics indicate that an egg is adequately cooked? The egg will have a firm texture and not be runny. It will also register at 160° on a thermometer.

7. Are hard-cooked eggs boiled for 15– 18 minutes? Explain. No, the water is brought to a boil and then the pan is covered and removed from the heat.

8. Should scrambled eggs be stirred con-stantly? No, over-stirring will make them tough.

9. What are the advantages of breaking eggs separately? If shell gets into the container, it can be removed more easily. If an egg is of low quality, it can be easily discarded.

10. List four ways that eggs can be used in reci-pes. Eggs can be used as a binder, emulsifier, thickener, or an egg wash. Beaten egg whites can also be used to add volume. Eggs are often used as a main dish and sometimes as a garnish.

Appendix • A7

Chapter 7 (p. 61)

1. What is the most common all-purpose rice? What are its advantages and disad-vantages? long-grain white rice It is a dry rice that separates easily when cooked. It is not as nutrient rich and has less fiber than some other types of rice.

2. From which grain do we get grits, polenta, and hominy? corn

3. What distinguishes quick-cooking oats from other types of oats? These oats have been steamed, rolled, and cut into small pieces so that they will cook more quickly. They are more highly processed than other forms.

4. What is bulgur? Bulgur is cracked, par-tially cooked, dehydrated wheat kernels. It is used as a cereal or recipe ingredient.

5. Explain the difference between bread flour and cake flour. Bread flour is made from hard wheat that is high in gluten. Gluten is a protein that adds structure to the dough. The extra gluten gives bread its firm texture. Cake flower is made from soft, low-gluten wheat. It produces a baked product with a very tender texture.

6. When cooking two cups of rice how much liquid would be required? four cups

7. What causes rancidity in whole grains? How can this be prevented? Whole grains become rancid when the small amount of oil that they contain begins to decompose. To prevent this, store whole grains in the freezer.

Chapter 7 (p. 66)

1. What distinguishes quick breads from yeast breads? The type of leavening used. Quick breads are leavened with baking soda and/or baking powder.

2. What two things are needed to activate baking soda? liquid and an acid

3. What is double-acting baking powder? How does it work? It is a leavening agent that contains baking soda, starch, and an acid. It activates when liquid is added and reacts again with the heat of the oven. When it reacts, carbon-dioxide bubbles are released. These bubbles provide texture and volume to baked products.

4. What will happen if the cups of a muffin pan are well greased? The dough will not be able to cling to the pan as it bakes, and it will slide down the sides of the pan. An undesir-able lip will form around the edge of the muf-fins, and lower-volume muffins will result.

5. Describe the characteristics that indicate a pancake is ready to be flipped. The pancake will puff and develop blisters on the surface. When the surface begins to look slightly dry and the blisters burst, the pancake is ready to be flipped.

6. When making biscuits, why must the fat be “cut into” the flour rather than stir-ring it in? The technique of cutting in the fat is what gives biscuits their flaky, tender texture.

7. Do you prefer biscuits with tender or crisp sides? How would you produce this result? Answers may vary. To make biscuits with tender sides, they should be baked close together. To produce crisp sides, biscuits should be baked farther apart.

Chapter 7 (p. 70)

1. Explain the traditional method for acti-vating dry yeast. Dry yeast is added to water that is between 105° and 115°. Sugar is added, and the mixture is allowed to sit for five minutes before it is added to the other ingredients.

2. What characteristics indicate that dough is thoroughly kneaded? The dough will appear smooth and elastic. It will spring back when lightly poked with a finger.

3. What purpose does punching down the dough serve? It breaks the large carbon-dioxide bubbles into smaller ones, thus giving the finished bread its fine texture.

4. How should a loaf of bread be tested for doneness? Knock on the loaf, and it should sound hollow. The crust should also be golden brown.

5. Explain how to avoid smashing the loaf while slicing bread. Allow the bread to cool slightly before slicing. With a serrated knife, use a sawing motion and apply gentle pres-sure to slice the bread.


Chapter 7 (p. 73)

1. What are the advantages of preserving food by canning rather than by freezing? Canned food is sterilized. Frozen foods con-tain living bacteria that will begin to multiply once the food is thawed. Canned food has a longer shelf life than frozen food, and canned food is not dependent on an uninterrupted power supply as is frozen food.

2. Why is it vital to process jars of home-canned food for the entire recommended length of cooking? to ensure food safety

3. What causes canning jars to seal? What will happen if you push them down with your fingers? A vacuum is created as the jars cool. Pushing the lids down could create a false seal that will not deter spoilage.

4. What is the main difference between the boiling water bath method of canning and the pressure canning method? The pressure canning method requires the use of a pressure canner. The boiling water bath method can be performed in a large pot.

5. How do jam and jelly differ from each other? Jelly is made from fruit juice. Jam contains the flesh of the fruit.

Chapter 8 (p. 86)

1. When you purchase dinnerware, what material would you prefer that it be made of? Why? Answers may vary. (e.g. Pottery, because it is inexpensive and comes in colors that will match the kitchen.)

2. Explain the difference between sterling silver and silver-plated flatware. Sterling silver is made of an alloy that is 92.5% silver. Silver-plated flatware is made of a non-silver base metal and is overlaid with a thin silver coating.

3. Draw a tumbler and a piece of stemware showing the distinct characteristics of each. (The tumbler will have a flat base and no stem.)

4. What features should be considered before purchasing table linens? size of the table, durability, intended use, and ease of care

5. Describe a centerpiece that would be appropriate for a buffet table at a seafood dinner. Answers may vary but should include size, height, and appropriate theme-related concepts.

6. Draw a place setting for the following menu:

Wilted Spinach Salad

Rosemary Crusted Pork Roast Parmesan Potato Fans

Steamed Winter Mix Vegetables Crescent Rolls

Almond Fudge Ice Cream with Chocolate Wafers

Water Raspberry Iced Tea Coffee

Base answer on diagram p. 81

7. Using the above menu, draw plates show-ing how you would arrange the food. Label each menu item. Answers may vary. (See Plate Presentation p. 85.)

Chapter 9 (p. 91)

1. How do you know which fork to use first at a formal banquet? Use the fork that is farthest from the plate first. or Follow the example set by the hostess.

2. Once a meal has begun, where should you keep your napkin? in your lap

3. Where should the knife and fork be placed when you are finished with the main course? Place them together, across the plate with the handles on the rim of the plate.

4. Explain the proper way to eat a steak. Hold the meat with the tines of the fork and cut it with the knife. Cut one piece and eat it before cutting the next bite.

5. What is the proper way to put sugar into your cup of coffee? Use the sugar spoon to scoop the sugar from the sugar bowl. Do not dip the sugar spoon into the coffee; instead, place it back in the sugar bowl. Use the spoon at your place setting to stir the beverage.

6. What should you do if you are a dinner guest and you drop your fork on the floor? Leave the fork on the floor and ask for a replacement.

Appendix • A9

7. What should you do if you are continually coughing or sneezing at the table? Leave the table.

Chapter 9 (p. 98)

1. List party elements that can be planned to enhance the chosen theme. invitations, menu, decorations, and music

2. Write the text of an informal birthday party invitation. Be sure to include all nec-essary information. Answer must include the following: type of party, name of guest of honor, day, date, time, location, name of hostess, and RSVP (optional).

3. What is the most important element of any party? the menu

4. Explain the etiquette for responding to an invitation. A response must be given promptly. Once you have responded it is impolite to change your mind. If an emer-gency should arise after you have commit-ted to attending and you will not be able to attend, notify the hostess as soon as possible.

5. Write out the introduction you would use when introducing a friend to your pastor. Answers may vary. (e.g. Pastor Smith, this is my friend Susan. Susan, this is Pastor Smith.)

Chapter 10 (p. 109)

1. Which is stronger—the fresh or dried variety of an herb? Dried herbs are stronger than fresh.

2. If a recipe called for one tablespoon of fresh parsley and you will be substituting dried parsley, how much should you use? Use approximately one teaspoon of dried parsley in place of one tablespoon of the fresh variety.

3. What are the two functions of a marinade? to tenderize and to add flavor

4. Why are dried beans soaked in water before they are cooked? Soaking beans allows them to hydrate so that they will cook more quickly and easily.

5. With which basic food group is pasta grouped? grains

6. Explain the term al dente. firm but tender to the bite

7. How many ounces of pasta will yield six cups when it is cooked? twelve ounces

8. Explain the quality characteristics to look for when choosing dried pasta. How should pasta be stored to maintain its best quality? Dried pasta should not be broken. It should not have a marbled texture. Store it in a cool, dry place in an airtight container.

9. Describe one method for reheating cooked pasta. Place pasta in boiling water for one to two minutes. or Place pasta in a colander and pour boiling water over it until it is heated through. or Pasta can be reheated in the microwave by following the microwave cooking instructions.

10. List several ways white sauce can be used. in soup, as the base for a casserole, in a soufflé, over vegetables and pasta

11. List three distinct ways liquids are thick-ened to create a sauce. with a starch (a roux, corn-starch, flour, etc.), by reduction, and by emulsification

Chapter 11 (p. 117)

1. What general characteristics indicate that a fresh vegetable is of high quality? The vegetable is the correct color and size. It is heavy for its size. It is not wilted, bruised, or blemished. It is evenly shaped.

2. List one advantage of each of the follow-ing vegetable forms:

fresh—the most highly nutritious, uncompromised flavor

frozen—readily available year-round, less expensive than out-of-season fresh vegetables, better texture than canned vegetables

canned—least expensive, readily avail-able year-round, requires less prepa-ration than fresh, requires a shorter cooking time

3. What is the best way to store most fresh vegetables? Store most vege tables in the refrigerator in plastic bags or plastic con-tainers.

4. Name at least two techniques that can be used to help retain the nutrients in fresh


vegetables. Do not soak vegetables in water any longer than is necessary. Remove as little flesh as possible when cutting and peel-ing because most of the nutrients are close to the surface of the vegetable. Do not boil vegetables. Boiling causes more nutrients to be lost than any other cooking method. Do not overcook vegetables or they will lose nutritional value.

5. What are the guidelines for adding a garnish? Garnishes should add interest to the plate and complement the food. They should be visually appealing and add tex-ture. They should complement the flavor of the food. The garnish should be of appro-priate size. Garnishes must be edible.

Chapter 11 (p. 126)

1. How does the nutritional value of fresh fruit compare with that of dried fruit? The nutrients and calories in dried fruit are more highly concentrated.

2. List some of the common uses of fruit. Fruit can be used for snacking, in salads, and for making desserts such as pies, cob-blers, cakes, and cookies. Fruit is also preserved in the form of jam, jelly, and fruit butters.

3. Should fresh pineapple be incorporated into a gelatin salad? Explain your answer. Do not use fresh pineapple in a gelatin salad. Enzymes contained in the fruit will prevent the gelatin from setting.

4. What additional step should be taken when pasta is cooked for use in a salad? The pasta should be rinsed in cold water after it is cooked in order to stop the cooking process and preserve its texture.

5. Explain the advantages of using more than one variety of lettuce in a green salad. Using more than one variety of lettuce adds flavor, visual interest, color, and texture to the salad.

6. Describe the preparation techniques that can help prevent rusting on lettuce leaves. Do not use a metal knife to cut lettuce. Instead, tear the lettuce by hand or use a plastic knife.

7. What variety of dressing is made using oil, vinegar, and seasonings? French or Vinaigrette

8. What two ingredients do most types of salad dressing have in common? oil and vinegar (an acid)

9. Why do the ingredients in mayonnaise stay mixed? The egg yolk in mayonnaise acts as a binder, causing it to be perma-nently emulsified.

Chapter 12 (p. 133)

1. What are some of the potential uses for stock or broth? Broth can be used as the cooking liquid for other foods, in making gravy or sauces, and as the base for many soups.

2. How does stew differ from soup? The meat and vegetable pieces are heartier in a stew, and stew uses gravy as its liquid.

3. Explain how natural cheese differs from pasteurized processed cheese. Natural cheese continues to ripen as it ages. Because pasteurization kills the live enzymes and bacteria, pasteurized processed cheese does not ripen or change in flavor like natural cheese. Pasteurized processed cheese has also had emulsifiers added. These emulsi-fiers allow it to melt more smoothly. Pro-cessed cheese has a longer shelf life and keeps well. Pasteurized processed cheese has fewer nutrients than natural cheese.

4. What should be done when cheese begins to mold? Naturally moldy cheese is intended to be eaten as is. Otherwise, simply cut off the moldy part and use the remaining portion within the week.

5. At what temperature does natural cheese have the best flavor? room temperature

6. What two things can destroy the texture and taste of cooked cheese? overcooking and cooking at too high a temperature

7. What is the purpose of adding mayon-naise to tuna salad? The mayonnaise adds flavor, and it acts as a binder by holding the filling ingredients together.

8. List several things that can be done to give a sandwich more eye appeal. Use a variety

Appendix • A11

of colorful ingredients. Cut the sandwich in an interesting shape. Use an unusual type of bread or roll. Arrange the sandwich attrac-tively on the plate, etc.

Chapter 13 (p. 143)

1. Would you want to purchase a highly mar-bled rib-eye steak? Explain. Yes, marbling adds to the flavor and juiciness of the meat. More marbling may also indicate a higher grade of meat.

2. A cut of beef is labeled as a “choice” shoul-der roast. Should you consider purchasing this grade of meat? Explain. Yes, choice meat is the most common grade available at the grocery store. Prime beef is the only grade that is better.

3. Why is it important to know the cut of meat? The cut determines the cooking method that should be used.

4. Why are some cuts of meat tougher than others? The muscle tissue of tough cuts was worked more and became stronger.

5. What seven pieces of information should be on every meat label? the type of animal, wholesale and retail cut, price per pound, weight of the contents, total price, and the sell-by-date

6. If a package of pork chops has a sell-by-date of Nov. 17, is it safe to cook them on the 18th of November? Yes, if the meat has been kept cold and properly packaged, it should be fresh for up to two days after the sell-by-date.

7. If a package of ground beef is labeled as 80% lean and weighs one pound, approxi-mately how much will it weigh when it has been cooked? 12.8 oz.

8. What is the safest way to thaw frozen meat? in the refrigerator

9. What are the two functions of a marinade? adding flavor and tenderizing

10. List three tender cuts of beef. Would these cuts be cooked using dry or moist heat? The rib, loin, and sirloin are tender cuts. They should be cooked using dry heat.

11. What are the moist heat cooking methods? braising, simmering, and stewing

12. Which would you prefer to use, a char-coal or gas grill? Explain your answer. Answers may vary. Charcoal grills are preferred for the flavor and texture they produce; gas grills, for convenience and control.

Chapter 13 (p. 152)

1. What characteristics indicate fresh-ness and high quality when selecting raw chicken? The flesh should be plump and moist. The skin color of the chicken should be white or yellow. The cut ends of the bones should be red or pink, not gray. Avoid birds that still contain pin feathers or birds that do not smell fresh.

2. What is one easy way to determine the best cooking method for a particu lar type of chicken? Often the preferred cooking method is part of the name of the type of chicken—broiler-fryer, roaster, or stewing chicken.

3. Explain how to quickly and safely thaw frozen poultry. Leave the frozen bird in waterproof packaging and submerge it in cold water. Change the water often. It will take approximately thirty minutes per pound to thaw poultry in this manner. or Use the defrost setting on the microwave.

4. What temperature insures food safety when cooking a whole turkey? 180°

5. What temperature insures food safety when cooking fried chicken? 170°

6. What is one potential hazard when stuff-ing poultry? Stuffing can easily become contaminated with salmonella if it is packed too tightly, does not reach a food-safe temperature of 160°, is placed in the bird too early, or is left in the cavity too long.

7. Which form of fish will have the most waste—inedible portion? whole fish

8. Approximately how long should a two-inch thick salmon steak be broiled? twenty minutes

9. What characteristics indicate that shrimp is adequately cooked? The flesh becomes firm and turns pink.


Chapter 14 (p. 165)

1. Name one way in which pudding is different from custard. Custard is thickened with eggs. Pudding requires an additional thickener.

2. Explain three possible ways you could gar-nish a slice of layer cake. Answers will vary but may include the following: add a sauce or dolop of whipped cream, sprinkle on chopped nuts, etc.

3. In your own words, explain the process of tempering eggs. Answers will vary. (See p. 157.)

4. Explain how to properly soften butter for use in a recipe. How can you test to be sure it is adequately soft? Leave the butter at room temperature for approximately 30 min-utes. Gently press the butter with your finger; if an indentation remains, the butter is soft.

5. If a batch of dough yields a different number of cookies than the yield on the recipe indi-cates, what went wrong? The cookies were not portioned to the correct size (too large or too small).

6. Which type of cookies do you think would take the longest to prepare? Explain your answer. Rolled cookies will take the longest because the dough must be chilled and then rolled. The cookies must also be cut out and perhaps decorated.

7. What is wrong with cookie dough that spreads excessively when baked? What can be done to fix the problem? The dough is too soft. It may contain too much fat or too much liquid or both. The problem can be remedied by adding no more than two table-spoons of flour.

8. Is the size of the baking pan important when making cake? Explain. Yes, use the exact size called for by the recipe. Using too large a pan will produce a flatter and drier cake. If the pan is too small the cake may run over the sides as it bakes. It may also be impossible to evenly bake the cake. The center will remain undercooked while the crust burns.

9. How does a foam cake differ from a butter cake? A foam cake uses beaten egg whites

to increase its volume. Butter cake utilizes a leavening agent such as baking powder or baking soda.

10. What oven adjustment must be made when baking in a tube pan? Why is this impor-tant? The oven rack must be moved to the lowest position. This is necessary because of the height of the pan. If the rack is not moved, the cake might burn on the top as it rises to its full volume.

11. Describe the procedure for frosting the top and sides of a layer cake. Place the majority of the frosting in the center of the cake. Spread the frosting out, pushing the excess over the edge of the cake and smoothing it around the sides.

12. How does glaze differ from frosting? Glaze has a thinner consistency. It is poured onto a cake rather than being spread.

Chapter 14 (p. 172)

1. Why should pie dough be refrigerated before it is rolled out? The consistency of the dough will improve and the moisture will distribute evenly. The dough will also be easier to roll.

2. What is one technique that will prevent the edges of a pie crust from over-browning? Cut strips of aluminum foil and place them around the edge of the crust before placing it in the oven. Fifteen minutes before the end of the baking time, remove the foil so that the edge can brown.

3. Explain what will happen if too much flour is incorporated into the dough while rolling a pie crust. The finished crust will be dry and tough.

4. What will happen if a small amount of egg yolk is whipped along with the egg whites? The egg whites will not increase in volume. Even a tiny amount of fat will prevent them from whipping up.

5. What are two techniques that will help prevent meringue from shrinking away from the edge of the pie? Place meringue on hot pie filling and seal the meringue to the crust before baking.

Appendix • A13

6. Explain the steps for determining if a batch of candy has reached the hard-ball stage. Drop a small amount of the candy mixture into a cup of very cold water. Remove the candy from the water immediately. The ball that formed should hold its shape but still be moldable. The candy thermometer will also register 250°–267°.

7. If it is necessary to make hard candy on a humid day, how should you compensate? Cook the sugar mixture until it is two degrees above the temperature recommended in the recipe.

A14 • Samples

Nam

e S

usan S

ander

s

D

ate

9-23

Breakfast Lunch

24-H

our

Food

Inta

ke R

ecor

d

SAM

PLE

(con

tinue

d o

n b

ack)

Food

Item

Gra

ins

(oun

ces)

Vege

tabl

es(c

ups)

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ts(c

ups)

Milk

(cup

s)M

eat &

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ns(o

unce

s)Fa

ts /

Oils

Corn

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hole

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2 slic

es Pi

a—

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roni/

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c. (T

omato

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auce)

1 c

. 2 o

.X

Sala

d1 c

.

Ranc

h Dres

sing

X

Soda

Cand

y Bar

Breakfast Lunch

Appendix • A15

Food

Item

Gra

ins

(oun

ces)

Vege

tabl

es(c

ups)

Frui

ts(c

ups)

Milk

(cup

s)M

eat &

Bea

ns(o

unce

s)Fa

ts /

Oils

Fried

Chic

ken

4 o.

X

Green

Bean

s1 /2

c.

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with b

utter

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X

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ea (s

weeten

ed)

Ice C

ream

1 1 /2 c.

= 1 c

.

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l con

sum

ed4 1 /2

o.

1 3 /4 c.

02 1 /2

c.6 o

.Re

com

men

ded

daily

am

ount

6 oz

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5 c.

2 c.

3 c.

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oz.

6 t.

Am

ount

ove

r or u

nder

- 1 1 /2 o

.- 3 /4

c.- 2

c.- 1 /2

c.+ 1 /2

o.

Dinner Snacks

SAM

PLE

A16 • Samples

Bala

nced

Men

u(R

evis

ed 2

4-H

our F

ood

Inta

ke R

ecor

d)

(con

tinue

d o

n b

ack)

Nam

e S

usan S

ander

s

D

ate

9-23

Food

Item

Gra

ins

(oun

ces)

Vege

tabl

es(c

ups)

Frui

ts(c

ups)

Milk

(cup

s)M

eat &

Bea

ns(o

unce

s)Fa

ts /

Oils

Corn

Flak

es1 1 /2

o.

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(skim

)1 /2

c.

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e who

le wh

eat to

ast,

butte

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a—

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pperon

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1 /4 c.

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ato

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ce)

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Ranc

h Dres

sing (

fat-fr

ee)

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e1 c

.

Breakfast Lunch

SAM

PLE

Appendix • A17

Food

Item

Gra

ins

(oun

ces)

Vege

tabl

es(c

ups)

Frui

ts(c

ups)

Milk

(cup

s)M

eat &

Bea

ns(o

unce

s)Fa

ts /

Oils

Fried

Chic

ken

4 o.

X

Green

Bean

s1 /2

c.

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toma

to sli

ces1 /4

c.

Bread

stick

1 o.

Iced T

ea (s

weeten

ed)

Peach

Cobb

ler1 /2 o

.1 c

.

Yogu

rt1 c

. 1 /2

o.

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lmon

dsCa

rrot s

ticks

1 /2 c.

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l num

ber o

f ser

ving

s6 o

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c.2 c

.3 c

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o.

Reco

mm

ende

d da

ily a

mou

nt6

oz.

21 / 2 c

.2

c.3

c.51 / 2

oz.

6 t.

Dinner Snacks

SAM

PLE

A18 • Samples

Din

ner

Part

y Fo

od P

repa

ratio

n Ch

art

Reci

pe L

ist

(Lis

t eac

h fo

od a

nd b

ever

age

item

from

th

e m

enu.

)

Loca

tion

of

Cook

ing

(sto

ve, o

ven,

mic

row

ave,

etc

.)

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l Co

okin

g Ti

me

Star

t Ti

me

End

Tim

eSt

ore

Until

Ser

ved

Whe

reH

ow

Cop

yrig

ht ©

mm

vii

Pen

saco

la C

hris

tian

Col

lege

• M

ay b

e re

prod

uce

d.

Appendix • A19

Reci

pe L

ist

(Lis

t eac

h fo

od a

nd b

ever

age

item

from

th

e m

enu.

)

Loca

tion

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me

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me

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ore

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reH

ow

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yrig

ht ©

mm

vii

Pen

saco

la C

hris

tian

Col

lege

• M

ay b

e re

prod

uce

d.

Family / Consumer Sciences

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Transcript of Family / Consumer Sciences