Submitted by: Terran Evans
School: The Academy at Virginia Randolph
Summary
Students have completed “Introduction to Baking” and understanding of the basic ingredients used in the bakeshop. The students will identify different types of wheat flour used in baking. Students will be divided into 3-man groups to research different types of wheat flour, all information must be cited. Groups will also be required to record information to be used by classmates for analysis. After students have gathered and shared information, they will use the information to answer the driving questions.
What are the differences in wheat flour? What are the differences in all-purpose, bread, cake, and whole wheat flour? How will a recipe be affected by using different types of wheat flour? How does flour affect taste, texture, flavor and the crumb? What is gluten?
The students will then be given recipes for a pound cake. Each group will be required to use the recipe to prepare a pound cake using the type of flour assigned to the group. The students will use Google forms to evaluate the cakes based on taste, texture, flavor, and the crumb.. The groups will use the information to create a website to post their information.
TIPC Ratings
This lesson was scored as developing. Students were introduced to each type of wheat flour via the textbook and the website about.com. The teacher used these resources to demonstrate the structural differences in each type of flour and why they are used for different applications. Students were assigned four types of wheat flour to develop questions about the type of flour, how it is made, when is it harvest, what is it texture and how does it texture affect the finished baked product. Students shared their researched information on a Google doc that was created for the students so they would all have access to the information. Students were also required to cite.
This lesson was scored as developing. Students were required to communicate the acquired information by recording it in Google docs so that all students had access to the information specific to the assigned flour. Students were assigned teams to research a specific type of flour. Students used those same teams to execute the recipe. In doing so, the students were required to organize the group and designate who would be carrying out certain specific tasks. After the recipes were prepared students were required to communicate their information to one another using Google docs. Students also used the information gathered to develop a website to post results.
This lesson was scored as approaching. Students posed questions for their research such as “Why is the amount of gluten in flour important?” “Can one type of flour be used for all recipes?” Students analyzed the information they gathered in research to predict which flour they thought would make the best tasting pound cake. While doing research and acquiring information students were asked to reflect on these questions. By doing so students were able to answer a lot of their own questions such as “Why is it important for us to do this?” “Who cares about flour?” Students were able to gather enough information to understand the importance of using the proper flour.
This lesson was scored as developing. Students were given the opportunity to use the research collected on an authentic task. Students used different types of flour to prepare a pound cake. Most pastry chefs would never use whole wheat or bread flour to bake a pound cake. Students used their acquired information to develop a website on their findings. The website will provided information about the types of flour, a picture of the pound cake, the results of the Google Docs form on how students evaluated the cakes made from each type of flour, and which cake they like most/less and why.
Student Artifact
