S.O.S. for Information Literacy

This lesson plan is designed to cover a three day period. On day one students will learn how to read recipes, on day two students will practice writing a recipe and on day three students will type up their favorite recipe from home (to be compiled into a class cookbook). It is expected that students already have a working knowledge of Microsoft Word and know how to type a document, insert pictures and add an attachment to an email.

Instructional Goals:

Students will learn how to read a recipe.
Students will discover the importance of correctly following a recipe.
In small groups, students will successfully write a recipe.

Learning Objectives:

Students will understand the two parts of a recipe (ingredients, directions) and what constitutes each.
Students will be able to identify various recipe abbreviations.
Students will understand the importance of following a recipe's directions.
Students will be aware of the differences between mixing, stirring and beating.
Students will be able to properly write a recipe.

Day 1:

*Copies of recipes (brought from home by students)

*Overhead projector

*Overhead sheet of LMS's favorite recipe

*Class set of "Dictionary of Recipe Abbreviations" worksheets and overhead of the same

*List of questions to discuss with students

*6 sets of measuring cups

*6 sets of measuring spoons

Day 2:

*Set of index cards, each naming a different dish (pb&j, grilled cheese, chocolate milk, a bowl of cereal, salad, toast or spaghetti)

*2 digital cameras with memory cards

Day 3:

*class set of "Typing Up Your Recipe" instructions

*Teacher example of final product

*Computers with Microsoft Word and emailing capabilities

*LCD Projector and Screen

Day 1: Reading a Recipe

Introduction: 10 minutes

Please note: Students willl have been informed by their regular classroom teachers that they will need to bring a copy of their favorite recipe to school (the LMS will have a few extra recipes on hand for those who forget).

1. After students are seated and greeted, the LMS will tell them about her favorite recipe (what it is, where it came from, if it is eaten all the time or on special occasions, etc.)

2. Once she is finished, she will go around the room and have each of the students do the same.

Body: Part 1

20 minutes

1. The LMS will place a copy of her recipe on the overhead projector (if possible she can use an Elmo to display her recipe, or use a scanned copy of it to make an overhead).

2. The LMS will begin a teacher led discussion about the two parts of a recipe (ingredients, directions) and the purpose of each.

Examples of questions the LMS will ask:

Questions regarding the Ingredients:

Can you make your recipe if you are missing an ingredient?
What would you do if you didn't have enough [sugar]?
What is a stick of butter? What is a dash of pepper?
What does it mean if it says an ingredient is "optional'?
What do the various abbreviations mean (tsp., tbs., etc.)?*

*It is at this point that the LMS will change gears for a moment by handing each student a copy of the "Dictionary of Recipe Abbreviations" worksheet. In addition, each group (table) of students will be handed a set of measuring cups and measuring spoons. They will review the abbreviations as a group, the students will fill in the definitions on the overhead as the LMS fills out a copy on the overhead. Once finished, the LMS will continue with the Q&A session, this time focusing on the directions portion of a recipe.

Questions regarding the directions:

How important is it to follow the directions (for example...what if I didn't mix the flour and baking soda in a separate bowl?)?
What does combine mean?
What are the differences between beat, mix, and stir?
What does "preheat" mean?

3. At this time, the LMS will allow students a chance to ask questions specific to the recipes they brought from home (maybe they have an abbreviation that wasn't covered in the dictionary, or a direction they don't quite understand).

Day 2: Writing a Recipe

Body: Part 2A

20 minutes

1. Once students are seated and greeted, they will be asked to take out their recipes from home, their copy of the "Dictionary of Recipe Abbreviations", as well as a piece of paper and a writing utensil.

2. Each group (table) of students will be handed an index card with the name of a dish on it (peanut butter & jelly sandwich, grilled cheese, chocolate milk, a bowl of cereal, salad, toast or spaghetti).

3. In their groups, students will work together to write a recipe for their dish. Each recipe must include a list of ingredients and a set of directions.

4. Groups will have approximately 15 minutes to write out their recipes, while the LMS and regular classroom teachers circulate and assist.

Body: Part 2B

10 minutes

1. Each group will stand up and share their recipe with the rest of the class.

2. After students have had a chance to comment and ask questions, the LMS and regular classroom teacher will circulate with digital cameras and take a picture of each student (these pictures will be uploaded into each students' My Pictures folder and used during the next class).

Day 3: Typing a Recipe

Concluding Activity

30 minutes

1. Students will be seated at computers and instructed to open Microsoft Word.

2. Students will be given a set of simple instructions to guide them as they type up their favorite recipe.

3. Using an LCD projector, the LMS will display a copy of her recipe as an example for students to consult.

4. The LMS and regular classroom teacher will circulate and assist students as needed.

5. At the end of the class, students will email a copy of their recipe to the LMS.

Once emailed, the students’ recipes will be reviewed using a rubric based on the requirements in the “Typing Up Your Recipe” worksheet.

Within a week or so, the LMC, regular classroom teacher and volunteer students will meet after school to organize a class cookbook.

Duties of the students:

· Organize the recipes by category (dessert, appetizer, etc.)

· Design a cover

Duties of the LMC, teacher:

· Compile, print and distribute copies of the cookbooks to the students*

*An additional copy (laminated and bound) will be added to the LMC’s collection.

*1*

American Association of School Librarians. (1998). Information Power: Building Partnerships for Learning. Chicago: American Library Association.

*2*

Small, R.V. (2005). Designing Digital Literacy Programs with IM-PACT. New York: Neal-Schuman.

*3*

University of the State of New York: State Education Department: New York State Academy for Teaching and Learning. (2006). New York State learning standards. Retrieved June 14, 2006 from http://www.emse.nyesd.gov/nysatl/standards.html.