Mira Mesa High School, ROP Culinary Arts, Cooking Demo Dvd 08-09
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Summary
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Project Title: Catering Company and Cooking Show DVD Teacher(s): Zhee Zhee Aguirre School / Academy: Mira Mesa High School Grade Level(s): 10-12 Core Subject(s): ROP Culinary Arts and Management Career Technical Education (CTE) Class(es): |
Contents |
Theme
Students will perform a filmed cooking show style demonstration for a three course meal. The footage will be edited and condensed to a 30 minute DVD and be packaged with recipe cards, then sold as a fund raising project.
The three course menu is created by the students as a catering job. Every month we create the menu, advertise to the staff and people sign up/pay for the lunch. Then teams of students prepare the lunch and serve it to staff in the lounge. People are always asking for the recipes, so they will now have the option of ordering a DVD demonstrating how to prepare the meal they just enjoyed. In addition, we could put the cooking demonstration on our school website, our class web page, or on video sharing websites.
Content Standards
Identify the content standards that students will learn in this project (two to three per subject).
| Subject | Content Standard | Assessment |
| Math | 1.3 Convert fractions to decimals & percents & use these representations in a estimations, computations and applications.
1.7 Solve problems that involve discounts, markups, commissions, and profit | Recipe conversions, spreadsheets of product cost, shopping and pre lists, |
| Science | 5.a Students know the observable properties of acids, bases & salt solutions
10.c Students know amino acids are the building blocks of proteins 1.a (specific app. of Investigation & Experimentation) Select and use appropriate tools and technology. | Preparation and demonstration, DVD |
| History-Social Science | 11.8.8 Discuss forms of popular culture, with emphasis on their origins and geographic diffusion. | Demonstration will include information about ingredients and cultural food customs. |
| Economics | 12.1.3 Identify the difference between monetary and nonmonetary incentives and how changes in incentives cause changes in behavior.
12.2.8 Explain the role of profit as the incentive to entrepreneurs in a market economy. | Spreadsheet comparison of plate cost, menu price, dvd production cost and dvd selling price |
| Communications | 2.1 Reading-Analyze the structure and format of functional workplace documents, including the graphics and headers, and explain how authors use the features to achieve their purposes.
2.3 Reading-Generate relevant questions about readings on issues that can be researched. 2.6 Writing- Write technical documents, report information, offer detailed accurate specifications 1.6 Writing- Develop presentations by using clear research questions and creative strategies. 2.2 Listening and Speaking- Delivering expository presentations, including visual aids by employing appropriate technology. 2.4 Listening and Speaking- Deliver multimedia presentations | Recipes, Menus, DVD jacket cover, preplists, cooking show script |
| Food Service & Hospitality Pathway | B3.0 Students understand the basic principles of sanitation and safe food handling
B8.0 Students understand and apply the basic procedures and skills needed for food and beverage service. B10.0 Students understand and apply basic nutritional concepts in meal planning and food preparation. B12.0 Students understand the fundamentals of successful sales and marketing methods. | Recipes, Customer feedback from the event, DVD of cooking show |
Begin with the End in Mind
- A. What is being produced?
- A student cooking show/demonstration package including a 30 minute DVD, recipe cards and service of a three course meal.
- B. How is that being assessed?
- Various assessments will be made progressively during the stages of production. Assessing team work, organization of mise en place, recipe and shopping documents.
- C. What is the individual student producing?
- Teams will be assigned different courses to work on, team managers will assign jobs to individuals to create shopping list spreadsheets with cost of items, team organization schedules, scripts that include directions and food culture information/research, marketing materials, actual food
- D. How is that being assessed?
- Customer feedback forms, rubric, DVD
- E. What is the group producing?
- The group is turning in a finished packet with all of the assessment components (shopping list, marketing materials, recipes, show segment script)
- F. How is that being assessed?
- rubric, customer feedback forms, DVD
SCANS Skills
Identify key SCANS skills students will demonstrate in this project.
| SCANS Skill | Assessment |
| Resources: Selects goal-relevant activities, ranks them, allocates time and prepares and follows schedules, prepares a budget, acquires and uses materials or space efficiently, assesses skills and distributes work accordingly. | Team Player Rubric based on SCANS competencies |
| Interpersonal: Participates as a member of a team, contributes to group effort, teaches others new skills, works with diversity. | Team Player Rubric based on SCANS competencies |
| Systems: Monitors and corrects performance, suggests modifications to existing systems | Self Assessment Exercise |
| Technology: Works with a variety of technologies. Selects and applies technology to task. | Shopping list and team organization spreadsheets, Word processed recipes, DVD |
Driving Question
What does it take to become the next “Food Network Star” ?
Significant Question
What types of skills and talents does a “Food Network Star” have? What types of props or equipment would you need to create a cooking show? What do people like about their favorite cooking shows? What is it about a “Food Network Star” that the general public is attracted to? How would the public get to know your face? What types of menus and information will attract our target audience? Who is our target audience? Do you have to have a lot of money to create a cooking show dvd and get it exposed to the public eye? How do you expect your server to treat you when you go to a restaurant- what does that look like? What is your definition of a "good meal" at a restaurant?
Plan the Assessment
Step 1
(Define the products and artifacts for the project)
Early in the Project:
- 3 Groups, each are assigned a course- Entrée, Salad, or Dessert
- Groups are divided into catering and cooking show teams, teams vote for team leaders.
- Team leader delegates responsibilities:
- Catering team creates shopping list, preplist, customer response survey cards, prepares and serves customers.
- Cooking Show Segment Team creates the script, storyboard, recipe card, video footage, marketing materials
During the Project:
- Shopping List
- Ingredient
- Amount needed for Recipe
- Package size/ amount need to purchase
- Cost per ounce/pound/unit
- Cost for amount needed
- Preplist
- Ingredients
- Mise en Place
- Day 1 prep
- Day 2 prep
- Who is doing what?
- Customer Response Survey
- Flavor
- Service
- Overall quality of dining experience
- Suggestions
- Script
- Information to share with your audience:
- Directions for recipe
- Information about ingredients
- Where do they come from?
- Cultural or historical information
- Tips for using this ingredient in other dishes
- Where can you buy this ingredient?
- What tools are you using and why?
- Techniques
- Safety and sanitation
- Information to share with your audience:
- List of Equipment/Tools needed
- Storyboard
- Recipe card
- List of ingredients
- List of tools
- Directions
- Marketing brochure or flyer to advertise the sale of the DVD
- Createspace.com
- Take footage, edit and condense to 30 minutes
- Upload video to Createspace.com or submit completed dvd and cover art to Createspace.com, to be sold on Amazon.com.
End of the Project:
- 30 minute DVD
- Catering event
Step 2
Product: Shopping List
Criteria:Student will research recipe ingredients on grocery store websites in order to create the shopping list. The final product is a spreadsheet that includes columns for ingredient name, amount needed for recipe, package size or unit measure, cost per ounce/pound/unit, cost for amount needed.
Product: Prep-list
Criteria: The prep list is a spreadsheet that includes the specific plan for preparing the assigned menu item. This document needs to include columns for ingredients, mise en place, day 1 prep, day 2 prep and “who is doing what?”
Product: Customer Response Survey
Criteria: In order to assess the quality of our service and products, a customer response survey card will be created. This will be filled out by customers during the catering event. In addition, a very quick survey will be created using an on line survey program. Students will email our customers asking them for feedback and offering them a discount on their next order for filling out the survey. The survey needs to include a rating scale for the categories of : flavor, service, overall quality of dining experience, content of DVD, and a small space for suggestions.
Product: Script
Criteria: The script not only describes the specific dialogue for each character, but also places it in order with hand movements, gestures and the general plan for each scene or segment.
- The script needs to include information to share with your audience.
- Directions for recipe
- Information about ingredients
- Where do they come from?
- Cultural or historical information
- Tips for using this ingredient in other dishes
- Where can you buy this ingredient?
- What tools are you using and why?
- Techniques
- Safety and sanitation
Product: List of Equipment/Tools needed
Criteria: This list must be word processed, with bullet boxes so your team can use it as an actual tool for organizing themselves. Equipment and Tools would include such items as: cutting boards, knives, knife steel, oven, stove top, blender, sheet pans, sauté pans, tongs, etc… It would also indicate size of items needed, as well as amount.
Product: Storyboard
Criteria: An exemplary storyboard clearly lays out a visual representation of what is to be filmed. It has clear directions for camera placement and movement in relation to the actors and setting. The storyboard uses the script as a tool, and includes dialogue for each shot and demonstrates thoughtful decision-making about how shot choices will enhance the telling of the story for a specific audience. It is created with professional software.
Product: Recipe Cards
Criteria: The recipe card is going to be included in the DVD jacket. It needs to be 4 inches by 6 inches, on card stock and be written in the standardized recipe format.
The information that should be included on the recipe card is:
- recipe title
- list of ingredients
- list of tools
- yield
- directions for preparation
Product: Brochure or Flyer (marketing materials)
Criteria: The brochure or flyer will be used to advertise the sale of the DVD. It needs to be created using the following criteria:
- Be pleasing to the eye
- Sell the benefits. What will the customer gain or enjoy by buying our DVD?
- Be focused on the product.
- Focus on delivering a clear and compelling message.
- Use the language of your target audience. It should be written in English, remove any technical language and speak in the style of your target audience.
- Appeal to the emotions of your target audience
Product: Edited video footage
Criteria: The video must be entertaining, as well as informative. We will be showing it to a randomly selected panel of student and teacher judges before submitting it to Createspace. The actor/chefs should speak clearly, make eye contact with the camera, follow the storyboard as a guideline for their performance. The edited video footage must be no more than 30 minutes and no less than 25 minutes. The video must follow the requirements defined by Createspace for DVD submission.
- Authoring
- Bit rate: If possible, limit your maximum total bit rate for the combined video and audio tracks to no more than 6.5 mbps (megabits per second). This maximizes playback compatibility on older players, computers, etc.
- Audio: We strongly recommend using Dolby Digital (AC-3) audio. Do not use MPEG audio; DVD players sold in the US are not guaranteed to have MPEG audio decoders, and thus any title using MPEG audio may end up silent on some players.
- File Size: DVD-R used for on-demand publishing are limited to a file size of 4.7 billion bytes. Source copies must be single sided, single layer discs.
- Test your Disc! We will duplicate your disc accurately, so if there are any problems in the source copy you send us, the copies we duplicate will have those problems as well. We strongly recommend testing in at least 3 different models of set-top DVD player if at all possible.
- File System Format: We strongly recommend that your source copy contain only an Audio_TS folder and a Video_TS folder. Any additional files may cause compatibility issues and playback errors on some DVD players. Please note that CreateSpace does not support inclusion of data or executable files on DVDs.
Product: Food and Service and Sales
Criteria: The menu will be prepared by the catering team and served in the teacher’s lounge. All team members will be responsible for food prep, set-up, service, clean-up. All rules for professionalism, customer service, safety and sanitation should be followed.
Map the Project
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: <Cooking Show DVD and Catering Event> | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| <Knife Skills> | x | ||
| <Cooking Technique> | x | x | |
| <Culinary Measurements> | x | ||
| <Customer Service Skills> | x | x | |
| <Safety and Sanitation> | x | ||
| <Team Work and Interpersonal Communication> | x | x | x |
| <Public Speaking> | x | x | x |
| <Menu Planning and Food Costing> | x | ||
| <Computer- Spreadsheet and Word Processing> | x | x | |
| <Information Research> | x | x | |
| <Math Skills- Fractions and Conversions> | x | ||
What project tools will you use?
- Kitchen utensils
- Knives
- Appliances
- Video Camera
- Computer
- Printer
Project Timeline
<Outline the project timeline with activities, resources, timelines, and milestones.>
Week 1: Driving Question and discussion of significant questions. Assign teams. View videos of "Top Chef" and "Next Food Network Star"
Week 2 and 3: Safety, Sanitation and Knife Skills- knife practice with intro to soups and stocks.
Week 4: Cooking Lab Stocks
Week 5: Intro to Catering and Salads. Resources: chef demos, guest speaker, Culinary Essentials textbook
Week 6: Cooking Labs with teams practicing Soups and Salads
Week 7: Intro to Pasta and Pizza. Resources: chef demos
Week 8: Cooking Labs with teams practicing Pasta and Pizza
Week 9: Teams research various recipes and create menus for our monthly catering jobs. Each team presents their menu to a panel of customers that vote on the menu choices. Teams are split into "Catering Team" and "Cooking Show Team".
Week 10: Teams use computer lab all week to create the following:
- shopping lists
- prep-lists
- customer survey response cards
- script
- list of equipment and tools
- storyboard
- recipe cards
- marketing brochures
- advertising email to staff
Week 11: Filming starts Monday, edited footage due on Friday. Catering Team costs out the recipes and takes orders for catering event.
Week 12: Submit dvd to Createspace.com - ready to go live on Amazon.com in 10 days. Cooking lab- teams practice recipes.
Week 13: Preparation and service of catering event. Cooking Show team markets the dvd.
Week 14: View the dvd and review customer response cards. Team assessment: What did you like? What would you change? Chef of the month.
- What challenges or problems might arise in the project?
- film editing issues.
- timing with Createspace.
Manage the Process
<List preparations necessary to address needs for differentiated instruction for EL students, special-needs students, or students with diverse learning styles.>
How will you and your students reflect on and evaluate the project?
1st Quarter Update
1. What challenges did you encounter while trying to launch the project? If the project hasn’t begun: What challenges are you expecting to encounter as you prepare to launch the project? The main part of the project hasn't begun, however the prelimenary lessons, such as Knife Skills and Food Preparation are in full force. I recently created a demo video of my own, so I could practice using the video camera and teach myself how to use the editing software. This way I would be able to show the students how. Hmmmmm, well my video camera is unable to connect to most computers because it only has a firewire port that can't connect to the usb ports that most computers are equipped with. I went to the computer appliance store and purchased two different cables that they thought would work, had to return them both. So I found a friend that has a dvd recorder, hooked up the camera to the tv, recorded the video on dvd, then was unable to edit it in anyway because Microsoft Movie Maker would not recognize the file.
2. How did you overcome the challenges? If the project hasn’t begun: How do you expect to overcome the challenges?
To overcome my challenge, I found another friend that had a different video editing software that I could use. It took me almost 8 hours to edit my video that was only supposed to be a 3 minute quick demo, because I was teaching myself how to use the program. Obviously, I have to find a video camera that we can use on a regular basis that has the capablity of connecting through a usb port. I may have to obtain new software if the Microsoft Movie Maker can't recognize the files. This will enable my students to do the work and use my computers in the classroom.
3. What revisions have you made to the project since the Summer Institute? My only revisions that I plan on making will be about possibly having to change the project if I can't obtain video equipment that is compatible with my computers. I may be seeking some outside help.
4. Summer Institute participants: What is it like working with your PBL team?
4. Solo participants: How have you made any of your campus colleagues aware of the project? Not yet, but I am going to be soon to see if someone can help me with my technical difficulties.
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
Oh boy, well I have to admit that I have thrown my hands over my face quite a few times saying ,"Why the heck did I create such an in depth crazy project???!!!! This is impossible!" The first dvd had some interesting editing problems. We discovered that using two different cameras for the various scenes and trying to match them together is a total nightmare. The video and audio quality is different between the two and the whole saying of "too many cooks ruin the stew" totally applies to it. Creating a smaller team to do the whole dvd with one camera is what we are trying next. The students and I all agree that the first dvd is not the type of quality that we are wanting to put out there for sale to the public.
6. What has been the students’ response to the project? So far, so good. Many are excited about the cooking show/demo dvd idea, some are petrified.
Please upload four, recent project-related photos. Include captions. If the project has not launched, you may use photos taken during the Summer Institute.
Test Study.jpg Culinary Class knife skills team.jpg Culinary 08 09knife skills.jpg Culinary 08 09 knifeskills2.jpg
2nd Quarter Update
1. What are your doing to address the diverse needs of your classrooms of diverse students?
Students are working in groups, that they have chosen. This allows students to feel a little more comfortable about approaching their colleagues for help, filling language barriers and adjusting to each other's work styles.
2. What do students say have been the most difficult parts of the project?
Relying on others for the group project to get done. It took more time and organization than they had anticipated, despite my outlines and advise. There are definitely technical challenges with the video teams trying to figure out who can edit video, which programs are compatible with what types of files, etc...
3. What are the students doing that demonstrates to you that they are also having fun while working on this project? Laughing a ton! My students that were on the catering teams, just returned from serving and were really excited that the customers loved their food.
4. Of the 6 A’s, which one has been the most difficult to incorporate into the project? Assessment Practices and Adult Connections. I really had grand ideas when it came to bringing in chefs and other food service members in the classroom to demo or work with the students on their projects, after meetings and requests put out there I was really surprised at how little response I received. Students were making adult connections when it came to their customers for the catering job, but I would really like for the students to be observing professionals using the types of skills that the students are supposed to be learning during the project. Assessment practices would seem to be the the easiest A to incorporate, because one of the best assessments for the students is to be able to receive customer feedback and to watch themselves on video. I did not however have a specific criteria set up- or a rubric for assessment.
4A. What are you doing to solve the difficulties encountered with incorporating that particular A?
Next time around I am going to spend a little more time in the beginning getting students prepared and connected with adults. I would like to add another requirement for the project that involves the students having to go out and make their own connections by doing field research; and approaching professionals in the industry. I will also be spending a little more time watching successful cooking shows with the students; and have them set up the assessment criteria based on the qualities they have observed in actual Foodnetwork style shows.
