<p> Hospitality and Tourism TFJ3C Hospitality and Tourism TFJ3C Duration: 2 70- minute periods 1 Group Activity: Identifying the spice or herb, Describing Flavors and Taste-test Seasoning and Flavourings 2 Kinesthetic Representation: Smelling Spices and Herbs, Boiling Potatoes/adding the Seasoning & Flavouring 3 Visual Representation of Knowledge: Power Point presentation, Charting the results 4 Oral Presentation: Describing the taste using creative language . Differentiated Instruction Details Knowledge of Students Differentiation based on student:  Readiness  Interests  Preferences:  Styles  Intelligences  Other (e.g., environment, gender, culture)</p><p>Differentiated Instruction Response  Learning materials (content)  Ways of learning (process)  Ways of demonstrating learning (product)  Learning environment Curriculum Connections (Specific to Teacher’s Subject Area) Overall Expectation(s):  B1 prepare and present food in a variety of ways, following accepted industry procedures;  A3. Demonstrate an understanding of fundamental culinary knowledge  D1. Demonstrate an understanding of and compliance with health and safety standards in the various sectors of the tourism industry;</p><p>Specific Expectation(s):  B1.3 use a variety of flavours to enhance the taste of foods (e.g., herbs, spices, vinegars, oils), and functional garnishes to enhance their presentation  A3.3 identify and describe a variety of ingredients that add flavour to food products (e.g., herbs, spices, essences, vinegars);  D1.4 demonstrate the use of safe food handling and proper sanitary practices (e.g., prevent cross-contamination of foods; keep their person and uniform clean; wear hair nets; observe good house-keeping practices, safe lifting practices);</p><p>Learning Goal(s):  To help students understand how seasoning and flavorings can change or enhance the taste of food. Assessment and Evaluation Assessment/Success Criteria Assessment/Evaluation Tools Achievement Chart Category  Knowledge: Explains and correctly identifies spices and herbs.  Anecdotal Comments  Thinking/Inquiry: Can classify Seasonings and Flavourings (S/F)  Rubric  Communication: Presents ideas clearly and uses creative language in Flavour description  Checklist  Application: Can follow safety and sanitation and compare the taste of different S/F Materials and Resources Materials: Various Spices/herbs (dry or fresh) Various Seasonings/Flavourings i.e. Salt, pepper, lemon, onion Various Condiments i.e. Ketchup, balsamic vinegar, barbeque sauce, mustard</p><p>Appendix A: Power Point Presentation Appendix B: Identify the Spice or Herb Activity Worksheet Appendix C: Seasonings and Flavourings Assignment with Rubric Appendix D: Seasonings and Flavourings Assignment chart</p><p>Internet Resources:</p><p>Resources: Culinary Essentials. Woodland Hills, California: Glencoe, 2010. ISBN 978-0-07-888359-0 Minds On Connections  Establishing a positive learning environment Assessment Type  Connecting to prior learning and/or experiences Learning Skills  Setting the context for learning </p><p>Day 1 Assessment FOR learning: Teacher will: . Introduce: Seasoning and Flavouring using Power Point (modified from Culinary Essentials) Teacher observations of . Once students are finished taking notes, direct them to the textbook Culinary Essentials, chapter 16 Identify the Spice/Herb . provide groups of students with the Identify the spice or herb activity (attached) Activity . Once students have attempted to identify all the spices and herbs, debrief with the students: How many had five correct, ten etc.? Discuss the importance of knowing the characteristics of different spices and herbs. . ask students to go back and complete the worksheet with the use of the text (Culinary Essentials, chpt 16) Learning Skills: Students will: Responsibility . take notes on Seasoning and Flavouring presentation Collaboration . work in groups to complete the Identify the spice or herb activity . Compare their answers to those in chapter 16 of Culinary Essentials to complete the worksheet </p><p>Action  Introducing new learning or extending/reinforcing prior learning  Providing opportunities for practice and application of learning (guided > independent)</p><p>Day 2</p><p>Teacher will: Assessment AS Learning:</p><p>. Distribute Seasonings and Flavourings Assignment (Attached) Teacher will provide students with feedback . Review with the class the 3 categories of Seasonings and Flavorings: as they investigate how 1. Seasonings/Flavourings spices, herbs, flavoring and condiments effect 2. Herbs/Spices food: Checklist and Rubric 3. Condiments</p><p>. Review the directions of the assignment: Ask students to complete the chart and each group should be ready to present to the class Learning Skills: Responsibility Students will: Self-Regulation</p><p>. Boil potatoes using correct safety and sanitation rules</p><p>. Complete the Seasonings and Flavourings Chart (attached) as a group </p><p>Consolidation and Connection  Helping students demonstrate what they have learned  Providing opportunities for consolidation and reflection Individuals  Reflection</p><p>Teacher will: . Ask students to present on any two or three of their seasonings or flavourings: presentations should Assessment OF learning explain: a) The category the seasoning or flavouring is from Teacher evaluation of b) A brief description of the flavour that was elicited group presentation: Checklist and Rubric Students will: . Present their selected seasoning or flavouring to the class Learning Skills: Responsibility Organization Self-Regulation</p><p>Lesson Adapted from: Culinary Essentials. Woodland Hills, California: Glencoe, 2010. ISBN 978-0-07-888359-0</p>