California Career and Technical Education Standards

• HTR.B.B10.1 Understand basic nutritional principles and know how to use food preparation tec...
• HTR.B.B10.2 Interpret nutritional or ingredient information from food labels and fact sheets...
• HTR.B.B6.1 Know the qualities and properties of food items and ingredients used in food pre...

California Academic Content Standards (Reinforced)

• ELA.9-10.R.CAGT.2.5 Extend ideas presented in primary or secondary sources through original analysis...3

• What are the grains? - Hooks / Set

  Students come into class to find small containers of raw grains on their tables -- popcorn, brown rice, wild rice, quinoa, whole oats, winter wheat, rolled barley, rye -- they are asked to try to identify the different grains.   Most can only identify the rice and the popcorn.

  Next, we brainstorm on the white board all of the different types of grains they can think of and discuss which of these they have eaten.   This moves us into our Powerpoint presentation and notes.

  ** For the Powerpoint, the teacher will need to have speakers set up as there are two video clips imbedded in the powerpoint at the start of the presentation.
• Powerpoint Presentation with notes - Lecture

  "Most Americans are pretty limited in their grain consumption, consuming rice, wheat, corn, and oats, but not familiar with the many more delicious options that can be found in your local whole foods stores.  Over the next two weeks we will be exploring grains and make a number of different recipes using oats, quinoa, corn, rye, and tasting many others in a hot cereal lab.  There is no limit to what you can do with grain and I hope by the end of this unit you will not be afraid to try new things." 

  "The first stop on our journey is to learn what makes up the grain (its anatomy) and the health benefits of consuming grains in their WHOLE (as opposed to refined) form."

  Pass out the guided note sheet and lead students through the Powerpoint presentation on Grains.

  There is a 1 minute, 48 second video clip at the start of the presentation and a 2 minute 45 second clip at the end.

  • Grains Guided notesheet [ Download ] Student notesheet
  • Grain clip #1 [ Watch Video ] [ Download Original Video ] This clip is the 2nd slide in the powerpoint. It needs to be downloaded for the powerpoint to play it.
  • Grain Clip #2 [ Watch Video ] [ Download Original Video ] This clip is the last slide in the powerpoint. It needs to be downloaded for the powerpoint to play it.
  • Grain Powerpoint [ Download ] Powerpoint Presentation
• "The Inside Story" - Independent Practice

  After completing and reviewing the guided notesheet with the students.  They are given the Nutrition Action article "Whole Grains: The Inside Story" and are to start reading the article about the nutrition benefits of whole grain.  This article takes the points from the Powerpoint a step further in explaining how whole grains assist in disease prevention.  As they read the article they are to answer the questions on the worksheet.  Worksheet is due by the beginning of class the following day.

  • The Inside Story [ Download ] Nutrition Action Article on the health benefits of whole grain
  • Whole grains inside story article worksheet.doc [ Download ] Worksheet that goes with the article
• Day 2 -- Whole Grain Cereal Lab - Lab / Shop

  Students enter the class room and take their seats for a quick review from the prior day.  I ask each group to answer a question from the prior day.  All are to listen and if the group asked can't answer, it opens up to the whole room.

  Group 1 -- Name the three parts of the grain

  Answer:  The bran, germ, and endosperm

  Group 2 -- Name the 6 most common grains in the U.S.

  Answer:  Wheat, rice, oats, wild rice, barley, corn

  Group 3 -- A minimum of how many servings (ounces) of whole grain is recommended for daily consumption?

  Answer: A minimum of 3 ounces each day or half of your grains.

  Group 4 -- Which nutrient in grains helps prevent constipation?

  Answer:  Fiber

  Group 5 -- What is one disease that whole grains may help prevent?

  Answer:  Type II Diabetes

  Group 6 -- When grain is refined which part(s) of the grain is removed?

  Answer: Bran and germ

  "Good Job.  You guys remember a lot from yesterday.  Now before we move on into our activity for today, please make a pile on your table of the homework  (the article questions worksheet from yesterday).  I will collect them as I pass out the assignment for today."
• Hot cereal lab - Lab / Shop

  "When you think of hot cereal, what do you think of?"

  Most will respond with "oatmeal".

  "What grain is that?"  .... of course it is oats.

  "Oatmeal is a very good breakfast choice, it is a whole grain and just 1/2 cup of the cooked cereal provides you with 1 ounce of whole grains.  But oatmeal isn't the only breakfast cereal out there, there are many grains to choose from, each providing its own beneficial nutrients. Today each lab group is going to make a different hot cereal - we have a type of oatmeal, steel cut oats, but also rolled barley, spelt, kamut, buckwheat, and a 7 grain cereal which includes a blend of many grains as well as flax seed.  You are to follow the directions on the package, make your cereal, try your own (without sugar) and then try the other 5.  As you taste them, record your opinions about the taste and texture of each cereal, but also examine the label for the nutrients and any special facts on the package.  You will find that while there are many similarities between the products, there are also many differences."

  "Hopefully you will discover that grains are not only nutritious, they are also a delicious and inexpensive addition to your breakfast choices."

   

  Each table receives a packet with a photo copy of the front and back of each cereal package (attachments below).  Each student receives a copy of the evaluation forms.  These are passed out and homework is collected.

  Students go into the lab and prepare their cereal according to package directions.  When their cereal is done they taste, record their opinion of taste and texture, and then move on to the other 5 groups.  When all of the tasting is done, they are to write a paragraph commenting on the activity and what they discovered about the different cereals.  The evaluation form is due the following day.

  • Cereal Grain Lab evaluation [ Download ] Evaluation sheet for students to fill out as they taste the different cooked cereal grains
  • Barley Package [ View Image ] [ Download Original ] Copy of the front and back of the barley package.
  • Buckwheat package [ View Image ] [ Download Original ] Copy of the front and back of the buckwheat package.
  • 7 grain cereal package [ View Image ] [ Download Original ] Copy of the front and back of the 7 grain cereal package.
  • Spelt package [ View Image ] [ Download Original ] Copy of the front and back of the spelt package.
  • Kamut package [ View Image ] [ Download Original ] Copy of the front and back of the kamut package.
  • Steel cut oats package [ View Image ] [ Download Original ] Copy of the front and back of the steel cut oats package.
  • Cereal grain eval KEY [ Download ] The key to the evaluation sheet. Some is subjective and not included on the key.
• Conclusion - Closure

  Five minutes before the end of the class period, students should have completed their taste testing.  They are asked to clean up (store any left over cereal), wash their pots and any other dishes, sanitize their counters.

  "If you have completed your evaluation and your summary paragraph, please turn it in to the box.  If you have not finished, it is now homework and is to be turned in at the start of class tomorrow.  Tomorrow we will continue our exploration of grains by making granola, another breakfast cereal, but made from scratch with whole grain oats, nuts and dried fruit."