Order Description;

Create a chart/matrix that identifies and describes the Six Facets of Understanding. Brainstorm at least three activities for each facet. Activities must be appropriate for grades 9.
Create two Culinary Arts lesson plans with the template provide. Use a total of six activities (three activities for each lesson plan), representing the six facets of understanding.
Utilize a variety of instructional strategies in your lessons.
Align NJ state standards to your lesson.
Use the EEI lesson plan template.
Write a summative assessment for each of the lesson plans you created. The assessments should include a variety of questions (i.e., multiple choice, true/false, fill-in-the-blank, short answer, etc.), and be matched to achievement targets. Include at least two authentic and/or performance-based assessments. Address at least four levels of Bloom’s Taxonomy.
APA format is not required, but solid academic writing is expected.


Chart of Six Facet of Understanding

Six Facets Description
Explanation Essential in helping students understand a right approach and justifying the course of their action (Mitchell, 2009)
Interpretation Ensures that students focus on identifying many essential facts and demand principled answers
Application Students should demonstrate consciousness, self-assessment, explicit reflection, and evident reasoning.
Perspective  Students should be able to familiarize with value of knowledge and the importance of idea enables them to do certain tasks.
Empathy Students should be able to judge the world in terms of diversity through viewing the world from distinct viewpoints.
Self-Knowledge Students develop ability to engage in an action based on what another party understanding. Additionally, students develop ability to recognize their own projections and prejudices




An illustration of explanation facet would entail students taking part in explaining the course of action indicated in the charts. The chart illustrates diagrams related to medical program such as campaign against cholera. A teacher should consider taking initiatives of guiding students in identifying the theme of the program and specific objectives of the diagrams indicated on the chart (Kaplan & Owings, 2014, Pp. 409).


Students have an obligation of analyzing the designing of a machine or project with a primary objective of determining how the machine works and how the project can fulfill owners’ interest. Additionally, students should develop ability to develop, design, and test a solution in such a way that it would present element of usefulness to the target party. Students should be able to apply their technical and conceptual skills in establishing solution to societal issues such as poor health, industry contamination, and unreliable infrastructure leading to human hazard (Wiggins & McTighe, 2005, Pp. 177). 


Self-knowledge is an essential facet in the sense that students would be able to evaluate challenges and attributed pertaining to a project (Liu, 2010, Pp. 68). Additionally, students are able to measure the extent of their progress through evaluating standards of a specific given task.

Culinary Arts Lesson Plans

Vital Information
Subject Culinary Arts
Topic Food and Sanitation
Grade 9
Summary The topic intends to involve students taking part in engagement reading, speaking writing, and apply literacy skills evaluation, reflection, and analysis
Standards and Differentiated Instruction
Standards Common core standards
Differentiated Instruction  
Essential Elements of Instructions-Lesson Plan Elements Required
Objective Students will

1.      Demonstrate appropriate food safety

2.      Learn communication skills that a health inspector should use when caring out safety violations

3.      Familiarize with various chemical used in kitchen

Anticipatory Set The teacher will arrange students in team. The assigned teams will assume the role of a health inspector of food services. The role of the inspector will be to ensure that a fictitious city complies with sanitation compliance regulations
Teach Lesson The teacher will familiarize with the subject comprehensively to understand various needs. The teach lesson will require the teacher to provide rubric
Guided Practice Teacher will introduce student the subject topic and provide guidelines  on safety performance
Independent Practice Students will demonstrate practices of principles of hazard analysis and create menus to preserve specific risk population safe
Closure 1.      Identifying effective communication methods that a health inspector can apply to ensure food safety compliance is observed in a city

2.      Identifying the most appropriate methods of enhancing proper food safety in food organizations in a city

3.      Identify safe chemicals that can be used to enhance safety in the kitchen

Evaluation 1.      Assessment of student performance 2. Critique of culinary instructor 3. Post test
Material and Resources
Instructional materials Kitchen sanitation chemicals, health inspector written documents, and material data sheets binder
Resources Charts


Summative Assessment

  1. Did the students comprehend the objective of the topic?
  2. Yes B. No C. Somehow. D. Not really
  3. Can the students identify lesson materials and be able to recall them on sight?
  4. With certain B. Not certain C. Somehow D. Likely.
  5. Did the students understand the role of health inspector in a city
  6. Certainly B. likely Not certain D. Not likely E. Somehow
  7. By the end of the lesson, can the students apply and analyze process of food safety in

Food environment?

  1. B. Likely C. Not Certain D. Somehow

5          Can the student use the instructional material used during the lesson appropriately?

  1. With certain B. Not Sure C. Somehow D. Likely


Vital Information
Subject Culinary Arts
Topic Food and Sanitation
Grade 9
Summary The lesson is articulated in such a way that students will learn various skills knowledge on various cooking methods, proper food sanitation, and identify utilization of distinct kitchen utensils
Standards and Differentiated Instruction
Standards Common core standards
Differentiated Instruction  
Essential Elements of Instructions-Lesson Plan Elements Required
Objective By the end of the lesson

1.      Students should be able to identify demerits and merits of various cooking methods; boiling, stewing, steaming and grilling

2.      Identify appropriate methods of enhancing food sanitation at home and public facilities

3.      Identifying various kitchen utensils, facilities and their specific use

Anticipatory Set The lesson includes theory part and practical settings
Teach Lesson The teacher will prepare a comprehensive rubric that will help students stick to objectives
Guided Practice The teacher will guide the students in identifying cooking methods, introduce utensils, and outline various ways of complying with  domestic and industrial kitchen sanitation
Independent Practice Students will work as a team

The teams different groups will take part cooking, cleaning institute kitchen following guidelines provided by the teacher, and labeling kitchen utensils and facilities

Closure 1.      What are some of the appropriate measures of enhancing kitchens sanitation?

2.      Among the four cooking methods, which is the highest economical

3.      The most appropriate cooking methods for specific type of food

4.      Set of kitchen equipment used for boiling, frying, grilling, and steaming

Evaluation Culinary expert assessment
Material and Resources
Instructional materials Kitchen equipment, charts, text books, and raw food
Resources PowerPoint Presentation


Summative Assessment

  1. During the introduction of the topic, did students understand the objective of the lesson?
  2. With certain B. Likely C. Not likely D. Somehow
  3. Can the student remember the identified methods of cooking?
  4. Not really B. Certainly C. Not likely D. Somehow
  5. Did the students identify various kitchen equipment with ease
  6. some did
  7. Many did recognize
  8. Just Few
  9. All did with certain
  10. By the end of the lesson, did the student be able to make a comprehensive analysis of kitchen sanitation I both domestic and industrial food preparation places?
  11. With certain B. Not certain C. Likely D. Somehow

5 Can the student now apply the objectives of the lesson in the real world?

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