Grade Levels: Middle School & High School Introductory Level National FCS Standards: Apply menu-planning principles to develop and modify menus. Prepare various meats using safe handling and preparation techniques. Objectives: Students will Apply MyPlate food guide to plan meal with pork entrée. Define food preparation terms and demonstrate understanding during preparation of recipe. Assess degree of teamwork in small group. Locate and organize pork-related information into prescribed format (resumé). Prepare, serve and sample pork chop entrée. 21 st Century Skills: Be self-directed learners Resources: Online resources Whole Pork Loin Tutorial video: https://www.youtube.com/watch?v=rlwlzs4gwpa Juicy News for Cooking Pork video: https://www.youtube.com/watch?v=jnizbaofh8c Easy Marinades, Rubs and Glazes for. https://www.youtube.com/watch?v=tbhftcmuzfs Butterfly Pork Chop video: https://www.youtube.com/watch?v=5w0m9nwcn7w Purchasing Pork-Identifying Fresh Cuts: http://www.porkbeinspired.com/wp-content/uploads/2014/06/2924.pdf Pork Cooking Time & Temperature Chart: http://www.porkbeinspired.com/wp-content/uploads/2014/06/2924.pdf Pork Be Inspired Resumé Assessment provided Classroom resources with MyPlate food guide info and cooking term definitions Classroom supplies food models or food cards, magazines to cut from, paper plates, legal size paper, glue easel pad or white board with markers forms used to plan lab Computer lab with printer Activities to Enhance Learning Ready, Set, Go for Pork cards provided ChooseMyPlate.gov Take Your Recipe Home Eating Out Student Resources: See corresponding document with ready-to-duplicate activities and recipes. page 1
Day 1 Previous lessons regarding ChooseMyPlate.gov, safety plus sanitation during food preparation, and how to plan for a food preparation lab will be helpful for students. Introduction (10 minutes) Form triads of students. Each group selects a pork chop recipe from those provided in student document. Students will underline cooking terms they can define, circle new terms, and highlight ingredients that will add flavor to pork. MyPlate Food Guide (35 minutes) Using the MyPlate food guide each triad plans a meal that includes their recipe as the main entrée. Students will illustrate their meal using food models or cards, magazines, etc. on paper plate. Each triad prepares to share their meal plan with class and explain how it follows MyPlate food guide. Day 2 - Cuts of Pork (10 minutes) Watch online video Whole Pork Loin Tutorial (length 1:22) at https://www.youtube.com/watch?v=rlwlzs4gwpa. Distribute online resources to triads (color handouts of these materials can also be received by contacting Wisconsin Pork Association): Purchasing Pork: Identifying Fresh Pork Cuts at http://www.porkbeinspired.com/wp-content/uploads/2014/06/193172-1.pdf Pork Cooking Time & Temperature Chart at http://www.porkbeinspired.com/wp-content/ uploads/2014/06/2924.pdf Use the pork cut chart for students to identify retail cuts pork. What are the different types of pork chops? Watch online video Butterflying Pork Chop (length 0:55) at https://www.youtube.com/watch?v=5w0m9nwcn7w. Discuss why pork chops are butterflied (cook more quickly and more surface area for marinade/rub to flavor) and how it is done. Preparing (10 minutes) Watch online video Juicy News for Cooking Pork (length 1:51) at https://www.youtube.com/watch?v=jnizbaofh8c. Discuss questions: a. What internal temperature does the USDA recommend for whole muscle pork? (145 Fahrenheit) b. How is internal temperature measured for pork entrée? (use digital cooking thermometer) c. What ought the internal temperature of pork patties or other ground meat be? (160 Fahrenheit) d. What two factors caused the USDA to announce new pork cooking guidelines? (due to advances in food safety and nutritional content of pork) page 2
Cooking Terms (10 minutes) Students list cooking terms from their recipe on easel pad or white board and define each. Watch online video of Easy Marinades, Rubs and Glazes for (length 2:23) at https://www.youtube.com/watch?v=tbhftcmuzfs and discuss the differences between rubs, marinades, and glazes. Planning Pork Chop Lab (15 minutes) Each triad determines if one or two days of lab will be needed for their recipe. Students plan lab with forms used in class and create supply list. Days 3-5 Pork Resumé Activity (1 or 2 days) Each triad is responsible to develop a Pork Be Inspired Resumé see handout provided with lesson. Explain resumé project, suggest available resources, and establish timeline for activity. Available time in class will depend on whether their recipe is a one-or two-day lab. Emphasize part of resumé assessment criteria is teamwork each student doing their fair share. Pork Chop Lab (time frame depends on recipe) Work as a team when following plans to prepare pork chop recipe. Take picture of finished product. Set table and eat/sample chops. Package and label leftovers, refrigerate. Plan on who is responsible for leftovers being used. Clean up kitchens according to standards established for class. Debrief Lab (15 minutes) Each triad completes Debriefing Pork Chop Lab. Arrange for computer lab with printers to be available to students. Review when Pork Be Inspired Resumé is due. page 3
Pork Chop Recipes Here is a list of the recipes included in the student document. Portobello Caramel Apple Mushroom Sauced Chops Cinnamon Apple Chops Very Berry Cranberry Onion Chops Easy Mexicali Jamaican Rubbed Chops Just Wonderful Lemon Garlic Chops Maple Pepper Chops with Sizzling Applesauce Salsa Chops Sweet and Sour Tex Mex Chops American Pride Apple Cranberry Sirloin Chops Thai Soy-Marinated Chops Spiced Peach Southwestern with Spicy Pumpkin Sauce Sauteed with Apples Simmered Pork Chop Barbecue Rio Grande with Marinara Sauce There are many more pork chop recipes at porkbeinspired.com. page 4
Pork Be Inspired Résumé Assessment Members of group Criteria Student Feedback Teacher Feedback Teamwork each student responsible for their parts Nutrition Facts Supermarket Shopping Tips Plan for Preparation Info Healthy Grilling Facts At Home Storage Facts Favorite Recipe Shared MyPlate menu Accurate Spelling Followed Instructions Creative Use of Technology Accuracy of Information page 5
OPTIONAL ACTIVITIES TO ENHANCE LEARNING Ready, Set, Go for Pork Review definitions by matching cards with cooking terms to appropriate definition cards. See separate document for Ready, Set, Go for Pork activity. As students progress with their knowledge add on the challenge of matching pork cuts with appropriate cooking technique. Ready, Set, Go for Pork may be used as a formative and summative assessment tool. ChooseMyPlate.gov For more information about cooking pork, both of these vendors are proud national strategic partners with the USDA. Learn more about the MyPlate program with their lesson plans. ChooseMyPlate.gov has many resources available for students and educators. https://www.choosemyplate.gov/teens Nasco provides free online lesson plans to teachers at http://www.enasco.com/page/facs_lesson which includes Volume #19 MyPlate and #20 Dietary Guidelines. Take Your Recipe Home Encouraging students to take responsibility for food prep at home is a great way to extend their learning beyond the classroom. Teacher may explain this option and distribute the half-page handout where students record their experiences. Eating Out Americans eat many meals away from home. Log onto a restaurant website and record nutritional information provided regarding pork appetizers and entrees. Submit findings in table format. Lesson plans created by Wisconsin Pork Association, in conjunction with Cathy Lader, Education Consultant. WPA, PO Box 327, Lancaster, WI 53813. www.wppa.org 608-723-7551 page 6