Teacher Page

Introduction:

This lesson was developed in collaboration with the Culinary Arts & Hospitality instructor. We used common planning time, shared documents, and some carpooling discussions to flush out the components of this webquest and project.

Our school emphasizes literacy across all areas, interdiscplinary connections, project-based-learning, equity-based decisions, and technology integration. All of these components are incorporated into this webquest project.

Reading & reviewing cookbooks promotes literacy & technology skills and helps expand learning about the Culinary Arts & Hospitality career pathway. The Massachusetts Vocational and Technical Education frameworks incorporate the integration of literacy and technology literacy knowledge and skills.

This Cookbook Culture webquest experience integrates a variety of literacy, vocational/technical, and technology skills. Students will review cookbooks that emphasize cultural or ethnic cuisines, write professional/industry-style cookbook reviews, discuss and share cookbook reviews, write up a personal recipe in cookbook style, cook a recipe (their own or from one of the cookbooks), and capture and share their work in a simple website using Adobe Creative Cloud Express.


Learners:

This webquest was designed for 11th graders in the Culinary Arts & Hospitality career major at a career & technical education school in Massachusetts. This webquest experience could also be used with culinary arts and hospitality students across grades 9-12.

This group of learners works closely together as they are in their career area major all-day every other week. In addition to their skills and engagement with culinary arts and hospitality, several have also shown an interest and passion for social justice, diversity, and equity. This Cookbook Culture project helps highlight the importance of culture, diversity, tradition, and ethnicity in the field of culinary arts and hospitality, particularly through published cookbook analysis.

This webquest can be used without any specific setup, introduction, or advanced skills.

Standards:

VTE Framework: Culinary Arts (mass.edu)

Embedded Academics / English Language Arts & Literacy: Produce clear and coherent writing in which the development organization and style are appropriate to task, purpose and audience.


Strand 6: Technology Literacy Knowledge & Skills: 6.A.04 Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation.

Process:

This WebQuest project is designed to take several weeks. At a career and technical education school, students have one week in core content education and one week in career and technical education. This webquest project will take place during the career and technical education (CTE) weeks for 11th grade students in culinary arts & hospitality. Embedded academics (see standards above) is formally integrated into "related" time, which usually occurs during the first and last hour of each school day, though of course embedded academics and technology happen all the time in career and technical education programs.

Generally, each "course" will be rolled out during the related block at the start of a CTE week (Monday or Tuesday). Extra time will be given during other related block hours as needed. Other integration projects and other library or entrepreneurship classes occur on a biweekly basis so students have grown accustomed to long-term projects and making progress over time.

Thus the breakdown is as follows:

Week One: First Course - Book Pass (one hour)

Week Two: Second Course - Book Review #1 (all students are provided 2 hours of formal review & writing time; other students utilized time in other related blocks and homework time as needed)

Week Three: Second Course Continued - Book Review #2 (same as above)

Week Four: Third Course: Cookbook Reviews Discussion (two separate related blocks, two hours total)

Week Five: Fourth Course: Personal Recipes: With advanced preparation, students are provided one related block to write up their recipe and another related block to post to Book Creator

Weeks Five - Seven: Fifth Course: Cook and Serve: In consultation with the instructor chefs in culinary arts and hospitality, students begin to cook and serve their selected recipe (this is integrated throughout students time in their CTE Program)

Weeks Six - Seven: Sixth and Seventh Courses: Reflect & Showcase: Students begin to build their websites in Adobe Creative Cloud Express. Some time in the related block is given to getting started with Adobe Creative Cloud Express. Other related blocks are dedicated to writing reflections and building websites.


Resources:

Each student will need their own laptop or computer.

Physical copies of the cookbooks are helpful, especially to hook students' attention and facilitate a bookpass during the intial session. Some students prefer physical books. Interlibrary loan was used to borrow copies for the initial sessions. However, with Sora ebooks, no physical books are required for this assignment.

Here is the full list of Resources used in this WebQuest.



Evaluation:

The evaluation of this webquest was divided into two rubrics, one for the cookbook reviews and one for the other elements combined. Our school uses the John Collins writing program with an emphasis on selecting specific focus correction areas, hence a separate rubric for the component with the most writing, the cookbook reviews.


Conclusion:

It is my hope that this project highlights the important and integrated learning that happen in a CTE program. Students are hands-on in their CTE program by cooking and serving their recipes. They work on literacy when reading, analyzing, writing about and discussing cookbooks. Technology integration is included throughout the webquest project, especially in creating a website to showcase and reflect on their learning. This project was developed by working closely with the Culinary Arts and Hospitality 11th grade lead teacher.


Credits:

See also the full list of Resources used in this WebQuest.

These two sample webquests were used as examples:

These resources were used to review WebQuest design, rationale, and criteria:

Briggs, S. (2013, March 12). Webquests - An Introductory Guide and Resources. InformED. https://www.opencolleges.edu.au/informed/teacher-resources/webquests/

Dodge, B. (2001, June 19). WebQuest Rubric. Webquest.org. http://webquest.org/sdsu/webquestrubric.html

Dodge, B. (2002, May 7). A Taxonomy of WebQuest Tasks. Webquest.org. http://webquest.org/sdsu/taskonomy.html

WebQuest Lesson Template. (1999, August 15). The WebQuest Page. http://webquest.org/sdsu/templates/lesson-template1.htm

Levin-Goldberg, J. (2014). Webquest 2.0: Best Practices for the 21st Century. Journal of Instructional Research, 3, 73-82.

Starr, L. (2000). Creating a WebQuest | It’s Easier Than You Think | Education World. Www.educationworld.com. https://www.educationworld.com/a_tech/tech/tech011.shtml