Course Profile Hospitality and Tourism
Technology, Grade 10, Open, Public
Unit 2: Look! I Can Cook
Time: 35 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
After a comprehensive teacher-demonstrated program of safety, sanitation, and measurement, students are tested for competency in these areas. Students use standardized recipes to demonstrate cooking methods, skills, and techniques. Students and teachers make assessments of standard product quality (appearance, colour, texture, and flavour) of all products produced in food service labs. Accurate selection and safe use of tools and equipment are important aspects of this unit. Organization of work sites, collaborative learning, and time-management skills are used in each activity. These skills are observed and assessed by both students and teachers using worksheets, checklists, and rubrics. Communication skills are demonstrated daily as students use group work to plan labs and produce food products. Computers are used for product search and for class management functions. Students participate in a field trip to examine the computerized systems in the hospitality industry.
Strand(s): Theory and Foundation, Skills and
Processes, Impact and Consequences
Overall Expectations: TFV.01F, TFV.03F, TFV.05F, SPV.03F, SPV.04F, SPV.05F, ICV.02F, ICV.03F.
Specific Expectations: TF1.01F, TF1.02F, TF1.05F, TF1.06F, TF1.07F, SP1.01F, SP1.02F, SP1.03F, SP1.04F, SP1.05F, SP1.06F, SP1.07F, IC1.01F, IC1.03F, IC1.04F, IC1.05F, IC1.06F.
|
Activity 1 |
Team Building |
75 minutes |
|
Activity 2 |
Safety and Sanitation |
525 minutes |
|
Activity 3 |
First Steps in the Kitchen |
750 minutes |
|
Activity 4 |
Computers – Another Kitchen Tool |
300 minutes |
|
Activity 5 |
Computers in the Hospitality Community |
450 minutes |
Students should have:
· effective listening skills;
· collaborative/co-operative learning skills;
· been instructed on brainstorming techniques;
· basic safety and sanitation knowledge;
· introductory computer and Internet skills;
· journal writing skills.
Teachers:
· review Planning Notes in each activity as specified;
· prepare copies of all relevant material for each activity;
· prepare a student safety contract;
· organize guest speakers;
· book equipment such as video cameras, digital cameras;
· order food as required for activities;
· prepare recipes.
· teacher demonstration
· class discussion
· co-operative learning
· computer-assisted learning
· conferencing
· food service prep labs
· Performance assessment
· Classroom presentation and observations
· Formal/informal observation of group work
· Checklists
· Marking schemes
· Rubrics
Butler, Steve and Karl Kohnke. Quicksilver. Prentice-Hall Canada, 1994. ISBN 0787221031
Carroll, Jim and Rick Broadhead. Canadian Internet Directory and Research Guide. Scarborough: Prentice Hall Canada Inc. ISBN 0-13-974957-8
Ferguson, C. Canadian Living
Cookbook. Mississauga: Telemedia Publishing Inc., 1987.
ISBN 0-394-22017-X
Gisslen, Wayne. Professional Cooking 4th edition. Toronto: Wiley, 1995. ISBN 0-471-59300-1
Pare, J. Company’s Coming series (various titles). Edmonton: Company’s Coming Publishing Inc., Cookies Muffins and More, 1990, ISBN 0-9690695-8-8, 1992, ISBN 0-9690695-2-9
Mizer, David A., Mary Porter, Beth Sonnier, and Karen Eich Drummond. Food Preparation for the Professional. Toronto: Wiley, 2000. ISBN 0-471-25187-9
Marsh, Bryan. Professional
Cookery. Toronto: McGraw-Hill and Ryerson Ltd, 1985.
ISBN 0-07-548641-5
Rombauer, Irma S., Marion Rombauer Beck, and Ethan Beck. Joy of Cooking. New York: Simon and Schuster, 1997. ISBN 0-684-81870-1
The Toronto Star. Articles on restaurant health and safety – Feb.-Mar. 2000
http://www.teamtechnology.co.uk
A consultancy that specializes in team building, leadership development, and
interpersonal skills training
http://www.truecolors.org
A web site containing information on the True Colors system of identifying
personality trends
http://www.crfa.ca/
Canadian Food Service and Restaurant Association
http://www.cookbook.com/
Cookbooks Online is a Million plus Recipe Database
http://www.cooking.com/
An assortment of cookware, accessories, specialty foods, recipes, menus, and
tips from chefs
http://www.foodtv.com/
A wide variety of information on food preparation and food service
http://nafem.org/index.html
A listing of the North American Food Service Equipment Manufacturers
http://www.hc-sc.gc.ca/english/food.htm
Health Canada information about food and nutrition
www.epicurious.com
Sample food sites
www.rideau-info.com/canal
Rideau Canal Waterway
See Resources in Unit 4, Activity 1: Ontario – Ours to Discover.
Health and safety inspectors and inspection reports
Industry and local business associations, Better Business Bureau
Student-supplied recipes
Time: 75 minutes
Students participate in a variety of team building exercises designed to assist in developing relationships within the classroom. Students work together to problem solve a variety of team building activities. These activities act as a vehicle to assist students in learning how to work as a team when coming from different places and to learn more about individuals in the class. Students have the opportunity to create activities for or introduce activities to the remainder of the class.
Strand(s): Skills and Processes
Overall Expectations
SPV.05F - demonstrate understanding of the importance of communication, time management, and teamwork skills.
Specific Expectations
SP1.06F - demonstrate a range of teamwork, organizational, and communication skills.
·
Arrange the desks in the classroom so
that there is an open space which will allow the students to participate in the
activities. The gymnasium could be used to give the class even more space. In
nice weather, the activities could be conducted outdoors.
·
Gather together the props that are
required for the activities (ball, paper, etc.).
· Liaise with colleagues in the Physical Education Department. They should have resources relating to this topic. It could also be an opportunity for a cross-curricular activity. Students in a leadership course could act as facilitators for some of the activities.
· Become familiar with the objectives and rules of activities that are of a collaborative nature. See Resources for a variety of activities.
· Select activities that accommodate all students.
· This activity should be done very early in the semester, perhaps on the second or third day of classes. Depending on the group of students, provisions could be made to run several activities simultaneously in smaller groups after some initial warm-up activities.
Students should:
· have collaborative/co-operative learning skills;
· have effective listening skills;
· have effective verbal skills;
· be familiar with brainstorming techniques.
· The teacher explains how the organization of work sites, teamwork, and time management are skills used in labs and in the workplace. Students brainstorm examples of the importance of teamwork from personal experiences at home, in sports, in school, or at work. Teacher explains the need to “build” a team “spirit” by learning to work together to a common goal.
· Students participate in a variety of activities designed to allow them to get to know each other and to assist in building trust within a new group. The activities are chosen to draw on different qualities and abilities and to help foster knowledge of and trust in each other. (See Appendix D – Groupwork/Teamwork Rubric.)
· Students are reminded that their success depends on the success of the team as a whole, not the success of individuals.
· Activities should be designed so that three to five may be completed in a session. Students should rotate so that they work with different classmates in each activity.
· The teacher explains the purpose of each activity and outlines the rules and parameters of each. The teacher or other leader participates in each activity to get it underway. Leaders should then step back and allow the students to continue to play until the conclusion of the activity.
· Leaders should be available to assist and offer suggestions when needed.
· Students reflect on their participation and team skills in their journal entries for the week. (See Unit 1 for criteria for journal writing.)
Assessment/evaluation shall be based on:
· Assessment of group work illustrating students’ ability to assist each other. (See Appendix D – Groupwork/Teamwork Rubric.)
· As this is a co-operative learning session, expectations listed are assessed in subsequent activities. Learning skill assessments are not expectation based.
· Length of each activity can be adjusted to accommodate the needs of the group.
· As there are no “winners” or “losers” in these activities, all students should be encouraged to attain some degree of success by being part of the team that completes the tasks.
· As enrichment, some students may be allowed to design and introduce a co-operative learning game.
· Not all activities should be physical ones. Mental, drawing, or paper and pencil activities might also be included.
Bendaly, Leslie. More Games Teams Play: Activities and Games for Powering Up Your Team’s Potential. McGraw-Hill Ryerson, Limited, 1999. ISBN 0075609312
Butler, Steve and Karl Kohnke. Quicksilver. Prentice-Hall Canada, 1994. ISBN 0787221031
Scannell, Edward E. and John W.
Newstrom. The Big Book of Team Building Games: Trust Building Activities,
Team Spirit Exercises, & Other Fun Things To Do. McGraw-Hill Companies,
1997.
ISBN 0070465134
Web Sites
http://www.du.edu/~citin/activitypage.html
A web site full of team game activities
http://www.teamtechnology.co.uk
A consultancy that specializes in team building, leadership development, and
interpersonal skills training
http://www.truecolors.org
A web site containing information on the True Colors system of identifying
personality trends
Time: 525 minutes
Students are introduced to the health and safety requirements of the food and beverages industry. Accurate selection and safe use of tools and equipment are important aspects of this unit. The organization of work sites, teamwork, and time management skills are emphasized. Students learn how to operate many pieces of equipment found in the classroom, including ovens, mixers, grills, deep fat fryers, and other equipment that may be unique to the individual classrooms. Safe use of knives and other cutting equipment such as slicers is examined in detail. Food-borne illnesses and their prevention are investigated.
Strand(s): Theory and
Foundation, Impact and Consequences
Overall Expectations
TFV.05F - demonstrate knowledge of related specialized tools and equipment;
ICV.02F - apply industry standards related to personal and workplace hygiene.
Specific Expectations
TF1.07F - demonstrate an understanding of safe food-handling procedures;
IC1.01F - explain health and safety standards as they relate to processes, materials, tools, and equipment in the hospitality and tourism industry;
IC1.03F - identify the purposes of standards in the food services industry;
IC1.04F - explain the impact and application of health and safety laws and regulations;
IC1.06F - demonstrate the ability to apply personal, health, and workplace safety regulations in the handling of equipment and materials.
As this unit is of paramount importance to the health and safety of both student and customer, the knowledge and skills must be reviewed frequently throughout the program. Students must be reminded of safe food-handling procedures, and the safe operation of equipment, especially if the equipment has not been used for awhile. Teachers should never assume that the student will remember and apply the safety rules.
Teachers:
· prepare comprehensive handouts on safety rules;
· prepare a map or drawing of the layout of the lab with major areas and pieces of equipment shown;
· prepare a student safety contract complying with school/board policy (see Appendix T –Sample Safety Passport);
· book a speaker on safe food handling;
· book video or still cameras. Digital still cameras work well if students have access to computer presentation programs;
· enlist the assistance of a Communications Technology teacher or senior student to assist in the development of student video or photographic productions;
· decide which safety demonstrations to cover themselves and which to let students research for student presentations.
Students
should:
· have effective listening skills;
· have an awareness of general safety procedures in the home and at school.
· The teacher leads a class discussion of general safety issues in the home and at school. The teacher assists students to compile a list of general safety issues under the headings of safety awareness, fire safety, electrical safety, first aid (cuts, burns, lifting, falls), hazardous materials, and personal hygiene.
· Students tour the facilities to determine different areas of concern in the kitchen, bakeshop, servery, dining room, etc. They mark their copy of the floor plan with areas of concern, using different symbols to indicate fire, electrical, and equipment hazards, plus areas of hazardous materials. The teacher demonstrates general safety procedures when working in a restaurant environment, especially those procedures involved with personal hygiene.
· Students complete a note on safety procedures.
· On the second day, the teacher arranges for a speaker from local industry or health and safety to explain the safe handling of food. (A video could replace the speaker, but the opportunity for students to hear from someone professional is invaluable.) The teacher must consult with the speaker prior to the presentation to ensure all required safety issues are discussed.
· Students work in groups of three or four to prepare a safety video, photographic instruction manual, or poster on one aspect of safety in the lab, such as preventing and treating burns or safe operation of the mixer.
· Students are introduced to script writing and/or the creation of a storyboard as preparation for shooting their video or photographic assignment. A Communications Technology teacher or senior student would be invaluable in this activity.
· The teacher assigns topics based on equipment, need, and plans for the next activity.
· Students begin by researching the manuals and general reference books for information on the safe handling of lab equipment such as knives, gas appliances, fryers, etc.
· Students prepare a script and/or storyboard for approval before beginning to shoot film. They may also prepare a step-by-step instruction poster, with photographs, covering the main points in the operation of the equipment.
· Students present their video or instruction poster to the class. As this can be time consuming, the teacher may wish to include student presentations in the next activity, along with the demonstrations of the equipment being used.
· Students and parents sign a safety contract, acknowledging awareness of and compliance with the safety rules.
· Students answer a safety quiz. As each student’s safety presentation is made, students complete a student- or teacher-prepared worksheet on the safe operation of the equipment. (See Appendix T – Sample Safety Passport.)
· Safety quiz (See Appendix DD – Safety Quiz.)
· Monitor the completion of the Safety passport. (See Appendix T – Sample Safety Passport.)
· Assessment of video – peer/teacher (See Appendix EE – Safety Video/Instruction Poster Rubric.)
· Ensure the groups are set up so students with prior experience in creating a video may be paired with those with no prior experience.
· Use peer tutors to assist individuals.
· Adjust the criteria of the finished presentation to be presented in a variety of formats.
· Teacher/student conference on presentations.
· Oral response or demonstrations on safety.
· Consult students Individual Education Plans (IEPs) and meet with the appropriate special education teachers in order to be able to implement prescribed modifications and accommodations.
Accommodation
in assessment techniques may include:
· multiple choice/true-false/fill-in-the blank test questions;
· choice between oral testing or a written evaluation;
· checklist to record completion of key components and processes;
· extended time to complete assignments.
Health and Safety Inspectors and inspection reports
The Toronto Star. Articles on restaurant health and safety – Feb.-Mar. 2000
Industry and Local Business Associations, Better Business Bureau
Web Sites
http://www.crfa.ca/
Canadian Food Service and Restaurant Association
Time: 750 minutes
Following teacher demonstrations, students prepare a variety of simple recipes designed to teach them basic skills in measuring techniques, cooking methods, and following a standardized recipe. Students learn the correct methods of measuring dry, liquid, and solid ingredients using measuring spoons, measuring cups, and scales. Students prepare cookies, muffins, and quickbreads. Initially, students use recipes supplied and demonstrated by the teacher before being given the opportunity to research and supply their own recipes. As their proficiency in the kitchen grows, students prepare increasingly more complex items, involving more ingredients or more advanced preparation methods. Students create a dictionary of new terms for future reference.
Strand(s): Theory and
Foundation, Skills and Processes
Overall Expectations
TFV.03F - identify and describe the equipment, tools, and procedures used to measure and handle food products;
TFV.05F - demonstrate knowledge of related specialized tools and equipment;
SPV.03F - demonstrate different cooking methods.
Specific Expectations
TF1.06F - demonstrate knowledge of measuring techniques;
SP1.01F - apply proper food-handling and food-processing techniques;
SP1.02F - operate kitchen, baking, and confectionery equipment;
SP1.03F - use correctly a variety of cooking methods to prepare simple recipes;
SP1.07F - understand the importance of accurate measurement techniques, such as those used in calculating survey results, in measuring liquids, in accounting for money.
Teachers:
· duplicate worksheets illustrating the most commonly used pieces of equipment in the kitchen and bakeshop;
· duplicate work sheets illustrating the equipment used in measuring in the bakeshop; possibly including equipment such as dry measures, liquid measures, balance scales, electronic scales, and other equipment found in each specialized classroom;
· duplicate standardized recipes in a standardized format to distribute to the students for each recipe or method being demonstrated to students;
· order food required for demonstrations and lab work;
· prepare comparison checklist for each recipe (See Appendix Y – Sample Checklist for Finished Product.);
· be cognizant of food allergies in the classroom.
Students
should have:
· effective listening skills;
· basic safety and sanitation knowledge.
· Students review the kitchen layout, making specific notes on the location of equipment, ingredients, and safety devices.
· Students demonstrate their knowledge of safety issues by completing a safety passport.
· The teacher demonstrates a variety of measuring techniques including the use of measuring spoons, dry measuring cups, liquid measures, the displacement method of measuring solids, use of scales, etc.
· Students learn to work in both metric and imperial measurement. The importance of accurate measurement for successful cooking should be stressed, especially for baked goods like cookies, cakes, and muffins.
· Students should record new terms in a vocabulary list in their notebook for future reference.
· The teacher demonstrates the use of the equipment in the kitchen and bakeshop, including, but not limited to, the ovens, mixers, food processors, proofers, steam kettles, grills, knives, cutting boards, etc.
· Students could present the safety projects they prepared during the last activity.
· The teacher demonstrates a variety of simple, standardized recipes that incorporate the techniques and equipment previously demonstrated.
· Working in small groups, students demonstrate their competency by preparing similar recipes.
· Students and the teacher compare finished products according to a checklist. (See Appendix Y – Sample Checklist for Finished Product.)
· Students participate in thorough clean-up in lab. Safety and sanitation guidelines are re-addressed at this point.
· Paper and pencil test on measuring techniques and equipment (See Appendix X – First Steps in the Kitchen.)
· Learning skills rubric on group work practices (See Appendix D – Groupwork/Teamwork Rubric.)
· Sample food demonstration rubric (See Appendix N – Sample Food Demonstration Rubric.)
To accommodate the needs of all students the teacher may:
· use peer helpers throughout the activity;
· provide a choice of recipes or vary the degree of difficulty of the recipe (fewer ingredients or steps, or more exacting methodologies);
· simplify or repeat spoken and written instructions;
· demonstrate desired food handling and food preparation techniques and practices;
· ensure that all aids, safety precautions, and assistance required for students to experience success in the program are in place;
· reinforce written instructions verbally.
Ferguson, C. Canadian Living
Cookbook. Mississauga: Telemedia Publishing Inc., 1987.
ISBN 0-394-22017-X
Gisslen, Wayne. Professional Cooking. 4th edition. Toronto: Wiley, 1995. ISBN 0-471-59300-1
Pare, J. Company’s Coming series (various titles). Edmonton: Company’s Coming Publishing Inc., Cookies Muffins and More, 1990, ISBN 0-9690695-8-8, 1992, ISBN 0-9690695-2-9
Mizer, David A., Mary Porter, Beth Sonnier, and Karen Eich Drummond. Food Preparation for the Professional. Toronto: Wiley, 2000. ISBN 0-471-25187-9
Rombauer, Irma S., Marion Rombauer Beck, and Ethan Beck. Joy of Cooking. New York: Simon and Schuster, 1997. ISBN 0-684-81870-1
Marsh, Bryan. Professional
Cookery. Toronto: McGraw-Hill and Ryerson Ltd, 1985.
ISBN 0-07-548641-5
Web Sites
http://www.cookbook.com/
Cookbooks Online is a Million plus Recipe Database
http://www.cooking.com/
An assortment of cookware, accessories, specialty foods, recipes, menus, and
tips from chefs
http://www.foodtv.com/
A wide variety of information on food preparation and food service
http://nafem.org/index.html
A listing of the North American Food Service Equipment Manufacturers
http://www.hc-sc.gc.ca/english/food.htm
Health Canada information about food and nutrition
Other Resources
Student-supplied recipes
Time: 300 minutes
Computer literacy is now becoming necessary in many aspects of our lives, both personally and professionally. Students have the opportunity to learn or refine the fundamentals of word processing with the appropriate software recommended in the school. Use of other computer programs, such as spreadsheets and graphics programs, is also examined. Internet research is part of several of the projects in this course. Students participate in an Internet “Scavenger Hunt” in this activity and are asked to find several web sites for each topic given. Students submit this work in the form of a report at the end of the activity.
Strand(s): Theory and Foundation
Overall Expectations
TFV.05F - demonstration knowledge of related specialized tools and equipment.
Specific Expectations
TF1.05F - demonstrate understanding of some tools and equipment used in the tourism industry, such as advertising and Internet shopping.
Teachers:
· book computer lab;
· duplicate the school and/or board level expectations relating to the use of the computer and Internet;
· prepare instruction sheets on the word-processing assignments;
· prepare instruction sheets on the advantages and disadvantages of Internet research; including the difference between web directories and search engines and when to use each; on techniques for successful searches; and alternate research methods;
· prepare and duplicate assignment for “Scavenger Hunt” web search regarding hospitality and tourism topics (See Appendix CC – Worksheet on Internet Research.);
· ensure that all students have the proper log-ins for the computer network;
· log on the day before to check the continuing existence of the web sites cited and to locate potential problems;
· prepare rubric for marking the word-processing assignment and Internet research project.
Student should
have:
· effective listening skills
· introductory computer and Internet skills
· The teacher reviews the school and board policies regarding computer and Internet usage with students and outlines the natural consequences of misuse of the computer network.
· Once in the computer lab, review the proper procedure for logging in on the school network and the correct method of shutting down the computer at the end of the session.
· Students work individually on the word processing assignment designed to acquaint them with the various functions of the word-processing software.
· Students complete the worksheet on Internet research, and work with partners to play the Internet Research Game (See Appendix CC – Worksheet on Internet Research). This assignment is to be designed like a scavenger hunt, with sites to search and information to find. Students should be led through general inquiry topics on web directories and specific questions through search engines.
Assessment/evaluation
shall be based on:
· summative assessment on Report Writing (see Appendix E – Report Writing Rubric);
· journal entry detailing the success in completion of Internet assignment.
· Provide one-on-one assistance in clarifying the task of using the computer.
· Provide a sample word-processed report.
· Monitor students’ progress frequently to identify any need for remediation.
· Allow for extended time to complete computer activity.
· For enrichment, students may propose an alternate computer program to present the information, such as multimedia software.
· Adjust the length of assignment or time allotted for completion.
· Provide a variety of modes of instruction (verbal, written, demonstration, etc.).
· Provide a template for the written assignment.
Carroll, Jim and Rick Broadhead. Canadian Internet Directory and Research Guide. Scarborough: Prentice Hall Canada Inc. ISBN 0-13-974957-8
Web Sites
www.epicurious.com
Sample food sites
www.rideau-info.com/canal
Rideau Canal Waterway
Other
See Resources in Unit 4, Activity 1: Ontario – Ours to Discover
Time: 450 minutes
There are computers everywhere in the Hospitality and Tourism industry. They assist with everything from booking a vacation in the sunny south to ordering a burger at a favourite fast food restaurant. Students are given the opportunity to visit a number of sites to examine the use of computers in the field. Suggested sites for field trips include community colleges with Tourism and Foods programs, major hotels or resorts, travel agents, or an airport. Following the field trips, students design a computer activity that simulates what they saw in the field.
Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.01F - describe the scope of the tourism and hospitality industries;
SPV.04F - demonstrate software application used in the hospitality and tourism fields;
ICV.03F - identify professional opportunities in hospitality and tourism.
Specific Expectations
TF1.01F - identify the role of the food services industry locally, provincially, nationally, and internationally;
TF1.02F - identify the role of the travel and tourism industry locally, provincially, nationally, and internationally;
SP1.04F - describe computerized travel management systems and other software applications;
SP1.05F - describe computerized food services management systems;
IC1.05F - describe related career opportunities and the education and training required to gain entry to those positions.
Teachers:
· develop a list of potential field trip sites;
· book field trips, and obtain all necessary permission forms;
· prepare pre- and post-trip study sheets for field trips;
· develop a list of questions that can be asked of all industry representatives met on the field trips.
Students
should:
· have effective listening skills;
· be familiar with collaborative learning techniques;
· be familiar with the model established in the course for hosting guest speakers;
· understand the school and board policies for behaviour on field trips;
· have journal-writing skills;
· be familiar with computer usage.
· The teacher prepares students for the field trip by eliciting information about computer use in workplaces with which students are familiar such as jobs in fast food establishments, parent’s workplaces, etc.
· Students suggest possible businesses to visit and provide background on the business.
· Students complete a pre-planning exercise for the field trip, which introduces them to the locations to be visited and prepares them for what they may see and hear.
· One group of students is given the responsibility as hosts of the field trip, greeting and thanking the presenters on behalf of the class, and following up with writing a formal thank-you letter to the field trip companies.
· Students complete a trip observation and reflection worksheet on returning from the trip.
· Students then write an entry in their journals regarding the most important aspects of computer systems in hospitality work places. They must include career choices in this aspect of the industry as well in preparation for Unit 4.
· Students determine the basic components of the different computer systems they viewed.
· Students prepare a flow chart in poster form to illustrate one of the systems.
· Students work in small groups to design and set up a spreadsheet or database to record one of the following: a database of recipes used in the lab, the costing of menus, the daily cash, receipts, the roster of student workstations in the lab, or an inventory of lab equipment.
· Students view the work of all groups making anecdotal comments on a group evaluation sheet.
Assessment/evaluation
shall be based on:
· Self- and peer assessment of the computer program according to ease of use, correctness, applicability, and completion.
· Formative assessment by teacher of student report/journal writing (Appendix E – Report Writing Rubric).
· Assessment of Learning Skills (Appendix P – Works Independently Checklist, Appendix D – Groupwork/Teamwork Checklist, Appendix Q – Organization Checklist, Appendix R – Work Habits/Homework Checklist, and Appendix S – Initiative Checklist).
· Summative assessment of letter composition (could be shared with English teacher).
· Summative assessment of guest speaker worksheet (Appendix J – Guest Speaker Observation Sheet).
· Assessment of completed spreadsheet or database (Appendix U – Spreadsheet/Database Rubric).
· Teachers may select groups to optimize success for all students.
· Students may propose an alternate presentation format to the flow chart in poster form to illustrate one of the systems.
Reference manuals and tutorials for word-processing, spreadsheet, and graphics program.
The “HELP” function found on most computer programs