Students will identify and overcome challenges in the kitchen by developing new dishes in a “Chopped” like way. Students will make connections to their EL curriculum by preparing dishes that use the same adjectives as they did to identify frog characteristics.

Course Outcome
How can we, as chefs, create dishes that challenge our thinking of “normal” and push the boundaries of what makes a complete dish?


Standard 1: 3.PS1.3 Describe and compare the physical properties of matter including color, texture, shape, length, mass, temperature, volume, state, hardness, and flexibility. 

Standard 2: 3.RI.KID.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers.

Standard 3: 3.ETS1.1 Design a solution to a real-world problem that includes specified criteria for constraints.

Day 1: Introduction to the Unit: Assessing 101 -- I can explain how mistakes spark new learning. I can learn how to critique in different ways.

Students will develop their own understanding of “scoring” by grading different types of cookies. This activity sets them up for critiquing with fidelity and reason.

This lesson also involves to students to use math as they determine totals and percentages.

Day 2: I can test foods that are often described as “freaky” and critique them according to a criteria.

The lesson started with an interactive read aloud from NewELA.

From there, students were introduced to different combinations of foods that are often seen as "freaky". Using a rubric, students critiqued each item/combo to find out which was preferred and which was too "gross".

Day 3: I can make edible slime and make connections to my studies about FROGS!

As students continued their studies about frog in their traditional content classes, in the kitchen we took it up a notch! 

With most every lesson, I involve a literacy text to hook and engage the students (and to embed more cross-curricular habits).

We talked about the benefits of slime on animals and what kinds of animals have slime.

From there... things got SLIMY!

Day 4: I can prepare a “freaky” pizza that allows me to practice the 4 Cs (critical thinking, creativity, collaboration, and communication) within a “Chopped” activity.

Who doesn't love a good CHOPPED competition? Better yet.... use ingredients that aren't typical and call it FREAKY! Oh... don't forget the local community partner: Sean Lindsey from Chattanooga's Goodfellas Pizzeria.

So what's the challenge... what is in the basket? 


(I had purchased a random assortment of toppings, sauces, and goodies that would allow creativity to shine during this activity. Yet, there was a cap on the number of ingredients that could be used to manage excessiveness)

Day 5: I can prepare a meal that practices the 4 Cs (critical thinking, creativity, collaboration, and communication), while making me think about FROGS.

Similar to Chopped Challenge, students will work in a team to prepare a meal using ONE ingredient in a basket that remind them of FROGS: avocados (bumpy & green) 

Food must be presented with details and ingredients used.

Ending the day (while eating...) with a quick article study:

Day 6: I can prepare a dish that helps me make deeper connections with frogs and Louisiana culture.

Day 7: I can prepare a meal that practices the 4 Cs (critical thinking, creativity, collaboration, and communication), while making me think about FROGS!

Kick off the lesson with an IRA:

Then lead into what do frogs eat and stay near? 

Set the rules and expectations:

And reveal the basket ingredients: CHOCOLATE TWINKIE "LOGS" AND GUMMY WORMS! 

Course Overview

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