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Included. Atthe Back of the Package Are Objective-Based Evaluation DOCUMENT RESUME ED 134 764 08 CE 009 765 AUTHOR Cooper, Gloria S., Ed.; Magisos, Joel H.,Ed. TITLE Metrics for Food Preparation, Baking, Meat Cutting. INSTITUTION Ohio State Univ., Columbus. Center for Vocational Education. .SPONS: 'AGENCY Bureau of Occupational and Adult Education(DHEW/OE), Washington, D.C. PUB DATE 76 CONTRACT 0 OEC-0-74-9335 NOTE 69p.; For a related document see CE 009 736-790 EDRS PRICE MF-$0.83 BC-$3.50 Plus Postage. DESCRIPTORS *Curriculum; *Food Processing Occupations; *Foods Instruction; Instructional Materials; Learning Activities; Measurement Instruments; Meat; *Metric System; *Occupational Home Economics; Secondary Education; Teaching Techniques; Units of Study (Subject Fields); Vocational Education ABSTRACT Designed to meet the job-related metric measurement needs of food preparation, baking, meat cuttingstudents, this instructional package is cne of five for the homeeconomics occupations cluster, part of a set of 55 packages formetric instruction in different occupations. The packageis intended for students who already know the occupational terminology,measurement terms, and tools currently.in use..Each ofthe five units in this instructional package contains performance objectives,learning activities, and supporting information in the form cf text, exercises, and tables. In addition, suggested teachingtechniques are included. Atthe back of the package are objective-basedevaluation items, a page cf answers to the exercises andtests, a list of metric materials needed for the activities, references, and alist of suppliers. The material is designed to accommodate avariety of individual teaching and learning styles, e.g.,independent study, small group, cr whole-class activity. Exercises areintended to facilitate experiences with measurement instruments,tools, and devices used in this occupation and job-related tasksof estimating and measuring. Unit I, a ge-neralintroduction to the metric system of measurement, provides informal, hands-onexperiences for the students. This unit enables students to becomefamiliar with the basic metric units, their symbols, and measurementinstruments; and to develop a set of mental references formetric values. The metric system of notation also is explained. Unit 2provides the metric terms which are used in this occupation andgives experience with occupational measurement tasks. Unit 3 focuses onjob-related metric eguivalents f- their relationships. Unit 4 provides experience with recognizing _sing metric instruments and tools in occupational measurement .. It alsoprovides experience in comparing metric , and customarymeasurement instruments. Unit 5 is designed togive students practice in converting customary andmetric measurements, a skill considered useful during the transition tometric in each occupation. (BE) Documents acquired by ERIC include many informal unpublished materials not available from other sources. ERIC makes every effprt to obtain the best copy available. Nevertheless, items of marginal reproducibility are often encountered and this affects the quality of the microfiche and hardcopy reproductions ERIC makes available via the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRS are the best that can be made from the original. r 1/4 vivo& #4?," # ,e.t lrolA Noh, 71/if'9 ki/ . ... 4. 1, ;:::" " it* ' .n' ;tie, b .4.A4 4.44 414, TEACHING AND LEARNING THE METRIC SYSTEM this occupation This metric instructional package was designed to meet job-related Unit 2 provides the metric terms which are used in metric measurement needs of students, To use this packagestudents and gives experience with occupational measurementtasks. should already know the occupational terminology, measurement -terms; and tools currently .in use. These materials wereprepared with Unit 3 focuses on job-related metric equivalents and theitrelation- the h. ft') of experienced vocational teachers, reviewed by experts, tested ships. in classrooms in different parts of the United States, and revisedbefore Unit 4provides experience with recognizing andusing metric distribution. instruments and tools in occupational measurementtasks.It also pro- measurement in- Each of the five units of instruction contains perfpu4nce 'objec- vides ekperience in comparing metric and customary tives, learning activities, and supporting information in the form of struments. text, exercises, and tables.In iddition, suggested teaching techniques in converting custom- are included. At the back of this package areobjective-based evaluation Unit 5 is designed to give students practice Students should learn to "think metric" items, a page of answers to the exercises and tests, a list of metric ary and metric measurements. However, skill with materials needed for the activities, references, and a list of suppliers. and avoid compiring customary and metric units. conversion tables will be useful during the transition tometric in each occupation. Classroom experiences with this instnictional package suggest the Using These Instructional Materials following teaching-learning strategies: This package was designed to help students learn a coreof knowl- 1. Let the first experiences be informal to make learning the metric edge about the metric system which they will use onthe job.The system fun. exercises facilitate experiences with measurementinstrumtnts, tools, 2. Students learn better when metric units are compared to familiar and devices used in this occupation and job-relatedtasks of estimating objects.Everyone should learn to "think metric." Comparing and measuring. 7. metric units to customary units can be confusing. This instructional package also wa:. d, -igned toaccommodate a 3, Students will learn quickly to estimate and measure in metric units variety of individual teaching and learning st-.),es.Teachers are encour- by "doing," aged.to adapt these materials to their own classes.For example, the before 4. Students should have experience with measuring activities information sheets may be given to students forself-study. References getting too much information. may be used as supplemental resources.Exercises may be used in inde . pendent study, small groups, or whole-classactivities.All of the 5. Move through the units in an order which emphasizes the siin. materials can be expanded by the teacher. plicity of the metric system (e.g., length to' area to volume). 6. Teach 'one concept at' a time to avoid overwhelming students with Gloria S. Cooper Joel H. Nlagisos too much material, Editors Unit 1 is a general introduction to.the metric system of measure . ment which provides informal, hands-on experiences forthe student& This publication 6as developed pursuant to collkis,sNo 0E0.14.9335with the Department of Health, Educa This unit enables students to become familiar with the basic metric Bureau of Occupational and Adult Education, U S. tion and Welfare However,the opinions expressed herein do not necessarily units, their symbols, and measurement instruments; and to develop a reflect the. position or pohcy7of the U S.01 fa of Education and no official set of mental references for metric values. The metric system of nota- endorsement bythe U S. Of fice of Educationshould be inferred, tion also is explained. 4 UNIT OBJECTIVES The student will lernoiistrate these skills for the Linear, Area, Volume or Capacity, Mass, and Temperature Exercises, using the metric temis andmeasurerrInt devices listed here. SUGGESTEDTEAClik SEQUENCE ------' EXERCISES , SKILLS Maas Temperaturt Linear Ares Volume or Capacity These introductory exercises may require (pp, 9 . 101 (p. 11) 1. (pp. 3 .4) ilip, 5 . 6) (p9,7.8) '.' two or three teaching periods forall five.. ,. areas of measurement. gram degree Celsius Recognio and use the millimetre (mm) square cubic anti. (0 centimetre metre (Oh ). °C) Exercises should be followed in the order unit and its symbol for centimetre lcm) (cm1) kilogram (kg) cubic metre given to best show the relationship Select, use, Ind read the , " )) between length, area, and volume, appropfiate meouring metre Im) square (rn instruments for: metre (m2) litre (II ,- 3. Assemble the Metric measuring devices 3 State or show a (rules,,tapes, scales, thermometers, and physice) reference for: millilitre (m1) measuring containers) and objects to be measured.* cipacity of the mus of objects the temperature of 4. Estimate within 259i height, width, or the area of in grams And kilo the air or a liquid of the actual measure length of objects a given surface rontainei 4. Set up the equipment at work stations grants for use by the whole class or as individu- i . A Celsius thermometer metre stick, metric measuremenn a kilogram scale alized resource activities. Reid correctly tape measure, end on graduated and a gram scale volume meuse . Have the students estimate, measure, and metric rulers 5. ing devices record using Exercises 1 through 5. 6. Present information on notation and make Table 1 available. R UL ES OF NOTATION 7. Follow up with goup discussion of activitio. 1.-Symbols are not capitalized unless the unit is a proper name(mm not ZtrA 2, Symbols are not followed by periods (m not m.). 3. Symbols are not followed by an s for plurals (25 g not25 gs). 4. A space separates the numerals from the unitsymbols (4) not 41). Spaces, not commas, are used to seliarate largenumbers into groups of three 'Other school departments may have devices which 5. digits (45 271 'km rt 45,271 kin). ,can be used. letric suppliers are listed in the reference
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