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In this Learning Experience students create spreadsheets of recipe ingredients and prepare a cooking show presentation.
What Teachers and Students Do
Day One: Initiating Activity (1 hour)
Materials needed: apron, chef’s hat, cooking video, cookbooks, Microsoft Word (or other word processing software).
The teacher begins class by dressing in an apron and chef’s hat and shows a short 15-20 minute video of a cooking show on television. (Pre-record to save time.) Tell the class that they will have the opportunity to create their own cooking show, but first they need to do some preparing.
Group students into pairs (or larger groups depending on class size). Allow each group of students 20 minutes to pick a recipe for a dessert or snack for which they think they can purchase all the ingredients for under $20.00 and serve 20 people.
Give the students the remainder of the class time to create a typed copy of their recipe in Microsoft Word. Students may continue working on the format of the recipe over the next four days while they are doing the spreadsheet and other activities. The students should explore font, size, color, and picture options. The Buried Cherry Cookies recipe can be displayed as an example.
Hand out copies of the Rubric for Assessing Information Systems and Mathematics. Assign students to read it for homework.
Day Two: Spreadsheet Activity (1 hour)
Materials needed: Microsoft Excel (or other spreadsheet software).
Go over the Rubric with the students and answer any questions. Instruct each pair of students to work at a computer and access Microsoft Excel. The assignment is to create a spreadsheet including an INGREDIENTS column listing the ingredients in their recipe, an AMOUNT NEEDED column listing the measured amounts required, an AMOUNT PURCHASED column listing the total amount of the ingredient you have to buy, an ESTIMATED COST column listing student guesses of the cost of each item, an ACTUAL COST column, and a COST OF AMOUNT USED column. Students also need a row indicating TOTALS. Students should total their estimates by hand for homework. Students should again explore font, style, cell borders, and pictures.
Day Three: Field Trip (2 hours)
Materials needed: A trip needs to be arranged with the local grocery store, calculators, completed spreadsheets from day two, pencils.
The students will take a field trip to a local grocery store where they will locate and record the AMOUNT PURCHASED and the ACTUAL COST of their ingredients on their spreadsheets. They will use their calculator to keep a running record of cost while trying to stay below $20.00. (Students do not actually purchase materials!)
Day Four: Working on the Spreadsheet (1 hour)
Materials needed: Microsoft Excel, spreadsheet document, weights and measures chart (located in the index), and calculators.
Ask students to retrieve their spreadsheets and add the figures they obtained at the grocery store. Discuss the auto sum function key and demonstrate how to total the estimated and actual cost columns. Students will check the accuracy of their addition.
Next the students will need to use their calculators and Weights and Measures charts to figure the cost of the amount used of each item. This will take the majority of class time, as this will be challenging for the students. Teacher assistance will be crucial. Figures should be added to the spreadsheet and the auto sum function should be used for totaling.
Example: You need ½ cup of butter. You must buy 1 pound. 1 lb.= 2 cups. If 1 lb. costs $0.79, how much does ½ cup cost?
Day Five: Culminating Activity (30 minutes per group)
Collect the recipe document and completed spreadsheet from each group.
Material needed: Video camera, VCR tape, a schedule of available times for students to present their cooking shows.
Discuss with the class the cooking video. Students should work with their partner to present a 30-minute cooking show in which they prepare the recipe they chose and researched. They will need to bring all materials from home and should complete a dress rehearsal so that they have the actual dessert to share with the class the day of the taping. A great deal of student creativity and decision-making is necessary for this part of the project.
Set a date for dress rehearsals.
Allow students to sign up for a presentation date for the following week.