This document outlines a webquest activity where students will work in groups to create their own imaginary restaurants. They must come up with a name, design a 2-page menu with descriptions of 3 dishes, and bring in a sample of one dish for the class to try. Groups will present their restaurants and the class will vote on the best one. The winning group receives homework passes.
This document contains a daily lesson log for a Food and Beverage Services class at Sicsican National High School. It outlines the objectives, content, procedures, and assessments for lessons taught over one week on topics like menu types, sauces and accompaniments, and suggestive selling. The teacher aims to help students understand food and beverage concepts and develop related skills through activities, discussions, and practice. Formative assessments are conducted through questioning to evaluate student learning. The log also includes reflections on lesson effectiveness and areas for improvement.
The document describes a webquest for 4th grade students about planning healthy school lunches. The students are divided into groups and must plan 3 days of healthy menus and shopping lists. They will create a PowerPoint to present their menus and lists to the school cafeteria. The process involves researching recipes, deciding on dishes, and collaboratively creating the presentation over 3 class periods. The goal is for students to learn about healthy eating and menu planning.
Annex 8 master chef project student bookletyangmezi
The document provides instructions for a group project where students will work together to create a recipe book. They will be split into groups of three and each create a recipe for an appetizer, main dish, or dessert that fits an assigned theme. The recipes must meet specific guidelines - they must be healthy, include all necessary components like name, servings, and instructions using at least 5 steps and modal verbs, and fit the assigned theme. Students will be evaluated individually on their individual recipe contributions to the group book.
The document thanks God for the day, for his provision, protection, love, and guidance. It asks God to help students focus on their learning and inspire them through his spirit as they listen, write, and discover more about the world, concluding with "Amen."
Healthy menu plan assignmen (revised feb 2011)carlyrelf
The document provides requirements for a healthy three-day menu plan for a teenager, including:
- Breakfast, lunch, dinner and 2 snacks per day using only cafeteria foods
- Listing meal details with serving sizes
- Following food pyramid guidelines for age, gender and activity level
- Including variety in foods and colors between meals
- Choosing healthy, non-high fat/sugar options
- Creating the plan with good IT skills and graphics
The menu plan will be graded based on criteria such as providing correct serving sizes and food groups for each meal, creating an attractive design using IT skills, developing a well-balanced menu according to MyPyramid guidelines, and considering various diet
This document provides teaching materials for a lesson on food from around the world, including an introduction, learning objectives, preparation needed, and instructions for 6 activities. The lesson aims to introduce students to food vocabulary from different countries and cultures, discuss food preferences, and distinguish between countable and uncountable nouns.
This lesson plan introduces students to writing a short paragraph about eating out. It includes activities where students work in pairs to discuss and list different foods and places to eat. They then write a sample paragraph answering questions about their eating preferences and favorite foods. The lesson incorporates sharing snacks, a video clip, and commenting on each other's writing paragraphs to practice vocabulary and composition.
This document contains a daily lesson log for a Food and Beverage Services class at Sicsican National High School. It outlines the objectives, content, procedures, and assessments for lessons taught over one week on topics like menu types, sauces and accompaniments, and suggestive selling. The teacher aims to help students understand food and beverage concepts and develop related skills through activities, discussions, and practice. Formative assessments are conducted through questioning to evaluate student learning. The log also includes reflections on lesson effectiveness and areas for improvement.
The document describes a webquest for 4th grade students about planning healthy school lunches. The students are divided into groups and must plan 3 days of healthy menus and shopping lists. They will create a PowerPoint to present their menus and lists to the school cafeteria. The process involves researching recipes, deciding on dishes, and collaboratively creating the presentation over 3 class periods. The goal is for students to learn about healthy eating and menu planning.
Annex 8 master chef project student bookletyangmezi
The document provides instructions for a group project where students will work together to create a recipe book. They will be split into groups of three and each create a recipe for an appetizer, main dish, or dessert that fits an assigned theme. The recipes must meet specific guidelines - they must be healthy, include all necessary components like name, servings, and instructions using at least 5 steps and modal verbs, and fit the assigned theme. Students will be evaluated individually on their individual recipe contributions to the group book.
The document thanks God for the day, for his provision, protection, love, and guidance. It asks God to help students focus on their learning and inspire them through his spirit as they listen, write, and discover more about the world, concluding with "Amen."
Healthy menu plan assignmen (revised feb 2011)carlyrelf
The document provides requirements for a healthy three-day menu plan for a teenager, including:
- Breakfast, lunch, dinner and 2 snacks per day using only cafeteria foods
- Listing meal details with serving sizes
- Following food pyramid guidelines for age, gender and activity level
- Including variety in foods and colors between meals
- Choosing healthy, non-high fat/sugar options
- Creating the plan with good IT skills and graphics
The menu plan will be graded based on criteria such as providing correct serving sizes and food groups for each meal, creating an attractive design using IT skills, developing a well-balanced menu according to MyPyramid guidelines, and considering various diet
This document provides teaching materials for a lesson on food from around the world, including an introduction, learning objectives, preparation needed, and instructions for 6 activities. The lesson aims to introduce students to food vocabulary from different countries and cultures, discuss food preferences, and distinguish between countable and uncountable nouns.
This lesson plan introduces students to writing a short paragraph about eating out. It includes activities where students work in pairs to discuss and list different foods and places to eat. They then write a sample paragraph answering questions about their eating preferences and favorite foods. The lesson incorporates sharing snacks, a video clip, and commenting on each other's writing paragraphs to practice vocabulary and composition.
Slides on how to teach discourse analysis of cooking shows and celebrity chefs through Labov's narrative theory and Fairclough's synthetic personalization. Examples are drawn from Food Network.
The document provides instructions for students to write a review of a local carenderia (food stall) in Tibag. Students will visit the carenderia, interview the owner, take photos of the food and restaurant. Their review should describe the dining experience including the food, service and atmosphere. It should conclude by recommending or not recommending the carenderia and discussing who might enjoy it based on budget, lifestyle and tastes. The review will be published on the class Facebook page along with photos, tagging the owner and friends.
File one it's my treat 4 am with aef & atf competencies.1Mr Bounab Samir
This lesson plan focuses on teaching students about tag questions, intonation, and food vocabulary. The plan includes pre-listening activities to introduce the topic of fast food vs home cooking. Students then listen to a dialogue and answer comprehension questions. Next, the lesson examines the grammar of tag questions through examples from the dialogue. Students practice forming tag questions and analyze the rising and falling intonation used. The goal is for students to understand tag questions and be able to use intonation to seek information or agreement in conversations.
This document outlines a unit on writing body paragraphs. It provides objectives, resources, and lessons to help students apply concepts for writing strong body paragraphs, including presenting arguments for both sides of an issue and using transitions. The unit consists of 4 lessons that involve reading, listening, speaking, and writing activities related to food and eating habits. Students are asked to analyze examples, draft their own body paragraphs, and participate in peer review.
1. Cooking is considered an art rather than just a learned skill, but formal training at a culinary school can help develop one's abilities. Culinary school provides benefits like specialization in areas like styling, catering, personal cheffing, nutrition, and food science.
2. Culinary schools offer different levels of degrees from diplomas and associate degrees to bachelor's and master's degrees. Specializing in areas like saucier, patissier, or poissonier can help find employment at restaurants. Proper training can also help one succeed in careers like private cheffing, catering management, nutrition advising, or food science research.
The document describes the typical weekly dinner menu for a struggling family, consisting of low-cost and basic dishes like pot roast, mac and cheese, and hot dogs. It then discusses how the eldest daughter, Molly, tried to bake cookies for her siblings as a rare treat, but accidentally made them far too salty due to inexperience in the kitchen. This created a dilemma for the siblings on whether to be honest about disliking the cookies or appreciate Molly's efforts.
This document provides a weekly learning plan for a dressmaking class. The plan covers preparing stocks, sauces, and soups over two weeks. Students will learn to identify different types of soups and stocks for menus, understand soup origins, and create soups for menus. They will evaluate sauces for flavor, color, and consistency. Activities include assessing prior knowledge of stocks, soups and sauces, answering questions about familiar soups and their preparation, and critiquing soups based on ingredients and equipment needed. The final activity has students demonstrate pasta and soup recipes for a food exhibit evaluation based on presentation, safety, and cleanliness.
This document provides instructions for a fraction division activity where students will work in groups to alter a recipe so that each group member receives exactly 2 cups of a snack to share. The activity involves dividing fractions to adjust ingredient amounts in the recipe. Students are first directed to review dividing fractions on an online platform. They will then receive an original recipe for "Ranch Party Mix" serving 13 cups total. Working as a group, they must show their work to divide the ingredients so that each person receives 2 cups while sharing materials. After cooking, the class will discuss any challenges or questions from the activity.
This is a training module I designed to instruct people about some easy fixes they can do to eat more heart healthy. As a VISTA for Lifebridge, Inc. under the United Way umbrella, I was expected to complete two training modules as part of my year of service. My first was on restaurant etiquette, and the second was this one.
Ha thi vu ha edgt940 how to write a recipe in englishVũ Hà Hà
The document describes a lesson plan for teaching English language learners how to write recipes in English. In the lesson, students will be divided into groups to analyze sample recipes and identify the key parts of a recipe. They will then learn guidelines for writing each part properly. Each group will choose a dish and write a recipe for it. Finally, the groups will present their recipes to the whole class. The goal is for students to gain the skills to comprehend recipes, discuss ingredients and cooking methods in English, and effectively write their own English language recipes.
This document outlines a unit plan for a primary education course on healthy eating. The unit will take place over 6 sessions and aims to teach students about food, nutrition, and making healthy choices. Key objectives include identifying different foods, understanding likes and dislikes, learning the food pyramid, role playing grocery shopping, and using computers for food-related activities and games. Lessons incorporate group work, dramatization, self-evaluation, and focus on developing vocabulary around food.
The document provides instructions for teaching English food and cooking vocabulary. It recommends using flashcards to introduce new vocabulary and engaging activities like matching, puzzles and crosswords to practice. It also suggests linking vocabulary to nutrition and having students cook simple recipes in class for a hands-on experience that boosts understanding.
This lesson teaches students how to order food and drinks in a restaurant through roleplaying activities. Students are divided into groups, where they create a sample restaurant menu and then use it to practice dialogues where they take turns playing customers and a waiter. The lesson provides worksheets to guide the menu creation and sample conversations.
The document provides an overview of a lesson unit about discussing cooking abilities. It includes conversation starters where students talk about their cooking skills, exercises to practice expressing abilities, and a conversation model using tone to convey sarcasm. Students then identify their abilities and volunteer for tasks to plan a class party. Additional links provide supplemental listening practice about making dessert.
1) The lesson aims to teach 30 secondary ESL students about healthy eating through a 6-period unit.
2) Activities include reading texts and videos about nutrition, discussing food choices in groups, and writing recipes using modal verbs.
3) Students will apply their knowledge by writing messages evaluating family meals and creating a class recipe book using modal verbs.
This document contains a lesson plan for a 3rd grade beginner English class. The plan aims to teach students new food vocabulary like "hot dog" and "broccoli" and have them practice describing likes and dislikes of different foods. Students will complete worksheets to create their own daily meal menus and work in pairs roleplaying as restaurant owners to plan food menus. The lesson concludes with students collaboratively creating a poster menu highlighting foods they like. The plan incorporates songs, flashcards, worksheets and group activities to reinforce vocabulary and engage students.
1) The document describes a lesson plan for a grade 7 ESL class on healthy eating. It includes activities to introduce the topic, reading passages and videos to build knowledge, and a final project to integrate learning.
2) The lesson incorporates strategies like think-pair-share to develop oral language skills and uses cooperative learning structures to build collaboration skills.
3) Formative assessments include teacher observation of discussions, peer feedback on recipes, and a summative assessment of students' final healthy eating recipe books.
The document provides instructions for a 7th grade health project where students must create a weekly meal plan based on the new healthy eating pyramid. Students are given class time to research foods and find meal plan ideas. They must then design their own weekly meal plan on one page, listing each meal and snack for Monday through Sunday. An additional page is required with recipes for all dishes included in the meal plan. Students will complete their written meal plans and recipes during the next health class.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Slides on how to teach discourse analysis of cooking shows and celebrity chefs through Labov's narrative theory and Fairclough's synthetic personalization. Examples are drawn from Food Network.
The document provides instructions for students to write a review of a local carenderia (food stall) in Tibag. Students will visit the carenderia, interview the owner, take photos of the food and restaurant. Their review should describe the dining experience including the food, service and atmosphere. It should conclude by recommending or not recommending the carenderia and discussing who might enjoy it based on budget, lifestyle and tastes. The review will be published on the class Facebook page along with photos, tagging the owner and friends.
File one it's my treat 4 am with aef & atf competencies.1Mr Bounab Samir
This lesson plan focuses on teaching students about tag questions, intonation, and food vocabulary. The plan includes pre-listening activities to introduce the topic of fast food vs home cooking. Students then listen to a dialogue and answer comprehension questions. Next, the lesson examines the grammar of tag questions through examples from the dialogue. Students practice forming tag questions and analyze the rising and falling intonation used. The goal is for students to understand tag questions and be able to use intonation to seek information or agreement in conversations.
This document outlines a unit on writing body paragraphs. It provides objectives, resources, and lessons to help students apply concepts for writing strong body paragraphs, including presenting arguments for both sides of an issue and using transitions. The unit consists of 4 lessons that involve reading, listening, speaking, and writing activities related to food and eating habits. Students are asked to analyze examples, draft their own body paragraphs, and participate in peer review.
1. Cooking is considered an art rather than just a learned skill, but formal training at a culinary school can help develop one's abilities. Culinary school provides benefits like specialization in areas like styling, catering, personal cheffing, nutrition, and food science.
2. Culinary schools offer different levels of degrees from diplomas and associate degrees to bachelor's and master's degrees. Specializing in areas like saucier, patissier, or poissonier can help find employment at restaurants. Proper training can also help one succeed in careers like private cheffing, catering management, nutrition advising, or food science research.
The document describes the typical weekly dinner menu for a struggling family, consisting of low-cost and basic dishes like pot roast, mac and cheese, and hot dogs. It then discusses how the eldest daughter, Molly, tried to bake cookies for her siblings as a rare treat, but accidentally made them far too salty due to inexperience in the kitchen. This created a dilemma for the siblings on whether to be honest about disliking the cookies or appreciate Molly's efforts.
This document provides a weekly learning plan for a dressmaking class. The plan covers preparing stocks, sauces, and soups over two weeks. Students will learn to identify different types of soups and stocks for menus, understand soup origins, and create soups for menus. They will evaluate sauces for flavor, color, and consistency. Activities include assessing prior knowledge of stocks, soups and sauces, answering questions about familiar soups and their preparation, and critiquing soups based on ingredients and equipment needed. The final activity has students demonstrate pasta and soup recipes for a food exhibit evaluation based on presentation, safety, and cleanliness.
This document provides instructions for a fraction division activity where students will work in groups to alter a recipe so that each group member receives exactly 2 cups of a snack to share. The activity involves dividing fractions to adjust ingredient amounts in the recipe. Students are first directed to review dividing fractions on an online platform. They will then receive an original recipe for "Ranch Party Mix" serving 13 cups total. Working as a group, they must show their work to divide the ingredients so that each person receives 2 cups while sharing materials. After cooking, the class will discuss any challenges or questions from the activity.
This is a training module I designed to instruct people about some easy fixes they can do to eat more heart healthy. As a VISTA for Lifebridge, Inc. under the United Way umbrella, I was expected to complete two training modules as part of my year of service. My first was on restaurant etiquette, and the second was this one.
Ha thi vu ha edgt940 how to write a recipe in englishVũ Hà Hà
The document describes a lesson plan for teaching English language learners how to write recipes in English. In the lesson, students will be divided into groups to analyze sample recipes and identify the key parts of a recipe. They will then learn guidelines for writing each part properly. Each group will choose a dish and write a recipe for it. Finally, the groups will present their recipes to the whole class. The goal is for students to gain the skills to comprehend recipes, discuss ingredients and cooking methods in English, and effectively write their own English language recipes.
This document outlines a unit plan for a primary education course on healthy eating. The unit will take place over 6 sessions and aims to teach students about food, nutrition, and making healthy choices. Key objectives include identifying different foods, understanding likes and dislikes, learning the food pyramid, role playing grocery shopping, and using computers for food-related activities and games. Lessons incorporate group work, dramatization, self-evaluation, and focus on developing vocabulary around food.
The document provides instructions for teaching English food and cooking vocabulary. It recommends using flashcards to introduce new vocabulary and engaging activities like matching, puzzles and crosswords to practice. It also suggests linking vocabulary to nutrition and having students cook simple recipes in class for a hands-on experience that boosts understanding.
This lesson teaches students how to order food and drinks in a restaurant through roleplaying activities. Students are divided into groups, where they create a sample restaurant menu and then use it to practice dialogues where they take turns playing customers and a waiter. The lesson provides worksheets to guide the menu creation and sample conversations.
The document provides an overview of a lesson unit about discussing cooking abilities. It includes conversation starters where students talk about their cooking skills, exercises to practice expressing abilities, and a conversation model using tone to convey sarcasm. Students then identify their abilities and volunteer for tasks to plan a class party. Additional links provide supplemental listening practice about making dessert.
1) The lesson aims to teach 30 secondary ESL students about healthy eating through a 6-period unit.
2) Activities include reading texts and videos about nutrition, discussing food choices in groups, and writing recipes using modal verbs.
3) Students will apply their knowledge by writing messages evaluating family meals and creating a class recipe book using modal verbs.
This document contains a lesson plan for a 3rd grade beginner English class. The plan aims to teach students new food vocabulary like "hot dog" and "broccoli" and have them practice describing likes and dislikes of different foods. Students will complete worksheets to create their own daily meal menus and work in pairs roleplaying as restaurant owners to plan food menus. The lesson concludes with students collaboratively creating a poster menu highlighting foods they like. The plan incorporates songs, flashcards, worksheets and group activities to reinforce vocabulary and engage students.
1) The document describes a lesson plan for a grade 7 ESL class on healthy eating. It includes activities to introduce the topic, reading passages and videos to build knowledge, and a final project to integrate learning.
2) The lesson incorporates strategies like think-pair-share to develop oral language skills and uses cooperative learning structures to build collaboration skills.
3) Formative assessments include teacher observation of discussions, peer feedback on recipes, and a summative assessment of students' final healthy eating recipe books.
The document provides instructions for a 7th grade health project where students must create a weekly meal plan based on the new healthy eating pyramid. Students are given class time to research foods and find meal plan ideas. They must then design their own weekly meal plan on one page, listing each meal and snack for Monday through Sunday. An additional page is required with recipes for all dishes included in the meal plan. Students will complete their written meal plans and recipes during the next health class.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. Student Page
[Teacher Page]
What’s for Dinner?
Title Designed by
Introduction Emily Stout
ecs34@zips.uakron.edu
Task
Process
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page
2. Student Page
[Teacher Page]
Introduction
Title Have you ever wondered what it would be like to run your
Introduction own restaurant and serve whatever you wanted? Where
here is your chance! It’s time to get your creative juices
Task
flowing, and take some advice from what belly is telling you!
Process
Evaluation
Conclusion
Credits
3. Student Page
[Teacher Page]
The Task
Your task during the Webquest is to create your own unique restaurant with
Title
your other group members.
Introduction
You will have to come up with 3 dishes that you will serve in your restaurant.
Task
Process Once you have decided on you restaurant and the food, you are going to make
a menu using Microsoft Word. During this step, you might want you look at
Evaluation examples of different menu styles on line. During this step,
Conclusion
Once your group has finished, you will get the opportunity to bring in a sample
of one of your meals for every one in the class. You will also hand out a copy
of your entire menu for the class as well.
At the end, the entire class will vote, and each member of the winning group
will be 2 homework passes.
We will be working on this for 2 weeks, so take your time and have fun!
LETS GET STARTED
Credits
4. Student Page
[Teacher Page] The Process
Title 1. You will be divided up into 5 groups of 4 students. These groups
will be chosen at random. (Sorry. I know you wanted to pick your
Introduction own groups)
Task 2. Once you meet with your group, you will need to decide on the
type of restaurant you would like to create. Is it an Italian place
Process
with great pasta, or is it a burger joint with delicious burgers and
Evaluation fries.
Conclusion 3. Your group will need to create a catchy name for your restaurant
that will make people want to eat there. Make sure the name of
your restaurant is school appropriate.
4. Once your group has decided, you need to let me know the name
of your restaurant, and I will let you know which day you will be
presenting.
5. Now, its time for you to get creative with your 3 meals your
restaurant will serve. You need to remember that you have to
bring in one of the meals for the class to sample, so make sure
your meals are fairly simple. Also, some students might have
allergies to things such as nuts, and dairy so if you have any
concerns, make sure you ask me before making it a definite meal
on you menu
Credits
5. The Process
6. Now, its time for you to create your menu. You will be using Microsoft Word to be
creating it. You menu will be a total of 2 pages. The first page will be just the cover
page. You will put the name of your restaurant, the owners names(your names) and
the hours of operation. The second page will consist of the 3 meals your group has
decided on. You want to make your menu looks appealing so you might want to take
a few minutes to look at other menus online. You can add pictures of foods to your
menu, but remember the lesson we had on citing your sources and copyright laws. If
you use a picture, you need to give me a separate sheet with the correct citation for
the picture.
7. Once your menu is complete, you need to turn it into me so I can print off enough copies
for the entire class. I will return your menus to you once I have them printed off.
8. You will need to let me know which meal your group has decided on serving your
classmates so I can approve it. I need to make sure that your sample will not contain
foods that people are allergic to. If I approve your food, then you do not need to do
anything until it is your time to present.
6. Student Page
[Teacher Page] Evaluation
Oral Presentation Rubric : Create Your Own Restaurant
Title Teacher Name: Emily Stout
Introduction Student Name: ________________________________________
Task CATEGORY 3 2 1 0
Restaurant name The group came up The group came up The group came up The group did not
Process with a catchy name with an name for with a name that come up with a
that fully represents their restaurant that does not represent restaurant name.
Evaluation their restaurant and represents their their restaurant.
the types of food restaurant, but is not
Conclusion they are serving. appealing.
3 Meals The group came up The group came up The group came up The group came up
with 3 different with 2 different with 1 meal for their with 0 different
meals for their meals for their menu. meals for their
menu. menu. menu.
Menu The menu includes a The menu includes a The menu only had The group did not
creative and colorful cover page and a the food page. It did have a menu.
cover page and food food page but is not not include a cover
page. creative and colorful. page and was not
creative and colorful.
Presentation The groups The groups The groups The group did not
presentation was presentation was 1-3 presentation was present.
between 3-5 minutes minutes long. It only less than 1 minute
long. It included a full included a brief
long. They only said
description of how description of the
their restaurant came restaurant name, and
the name of their
about and the types types of food. restaurant.
off food they will be
serving.
Food Sample . .
They brought in a They did not bring
food sample. They in a food sample.
brought enough for
Credits every student in the
class.
7. Student Page
[Teacher Page]
Conclusion
Title YAYYYY! Your restaurant is now open for business. The final step in
this Webquest is for you and your group to make sure you are fully
Introduction prepared with your food samples for EACH STUDENT in the class,
Task your menus, and a short 3-5 minute presentation about your
restaurant and how you came up with it.
Process
Evaluation Hopefully, this gave you a very small glimpse into what it would be
Conclusion like to really create your own restaurant
THANK YOU FOR WORKING HARD!
Credits
8. Student Page
[Teacher Page]
Credits & References
Diner Picture
Title http://www.people.iup.edu/kpatrick/Diners%20of%20New%20Jersey/Crystal%20Diner-
1,%20NJ%2037%20&%20166,%20Dover%20Twp%20%28Toms%20River%29,%20NJ,
Introduction %20June%202006.JPG
Task Menu Picture
http://media.naplesnews.com/media/img/photos/2012/09/25/78364470_t300.jpg
Process Rubric
http://rubistar.4teachers.org/
Evaluation
The WebQuest Page
Conclusion
The WebQuest Slideshare Group
Credits