Department: ​
FACS
Course:​
Consumer Foods
Unit:​
Baking Basics, Cookies, Cakes, Pies, & Yeast Breads Authors: Lisa Peterson & Nick Courneya ELO #9: The student will explain the role of various ingredients in baked products and identify important techniques for properly making cookies, cakes, pies, and yeast breads. Standard(s) ELO is based upon: 8.5.10 Essential Learning Outcomes Evaluation 1.Not proficient 2. Partially Proficient 3. Proficient 4. Mastery 1. I can define the following: leavening agents, chemical leavening agents, natural leavening agents, gluten, batter, dough, knead, and cut in. ☐​
1 ☐​
2 ☐​
3 ☐​
4 I can explain the role of each of these ingredients in baked products: flour, leavening agents, liquids, fats and oils, sugar, and eggs. ☐​
1 ☐​
2 ☐​
3 ☐​
4 3. I can explain how each of these leavening agents works in helping baked products rise: air, steam, yeast, baking soda, and baking powder. ☐​
1 ☐​
2 ☐​
3 ☐​
4 4. I can explain what gluten is, what it does, and which baked products should have more gluten and which should have very little gluten. ☐​
1 ☐​
2 ☐​
3 ☐​
4 5. I can explain why these practices are essential when making baked products: measuring accurately, following the recipe directions exactly, using the correct pan size, baking at the correct temperature and for the correct amount of time. ☐​
1 ☐​
2 ☐​
3 ☐​
4 6. I can name the six types of cookies, explain how each type is made, and give an example of each type. ☐​
1 ☐​
2 ☐​
3 ☐​
4 7. I can name the two steps to follow when making most cookie doughs. ☐​
1 ☐​
2 ☐​
3 ☐​
4 8. I can name two factors of importance about the cookie sheets used for baking cookies. ☐​
1 ☐​
2 ☐​
3 ☐​
4 9. I can explain why it’s important to make every cookie the same size and shape and why it’s important to bake a test cookie. ☐​
1 ☐​
2 ☐​
3 ☐​
4 10. I can identify the two types of cakes and explain the difference between them and examples of each type. ☐​
1 ☐​
2 ☐​
3 ☐​
4 11. I can explain why you do these things, when making an unshortened cake: don’t grease the pan; cool the cake upside down, after removing from oven. 12. I can explain how to test a cake for doneness for a shortened cake and an unshortened cake. 13. I can identify characteristics of a good shortened cake and unshortened cake. 14. I can identify the steps in making pie crust. 15. I can explain why it is critical that I do not overmix or over handle the dough, when making pie crust. 16. I can explain why I need to prick the bottom of a one­crust pie before baking it (unfilled) and why I need to cut slits in the top crust of a two­crust pie. 17. I can identify the two characteristics of a good pie crust and explain what each means 18. I can identify the two ways yeast breads are classified. 19. I can identify the three things yeast needs to grow, and I can explain why the temperature for the liquid cannot be too hot or too cold. 20. I can explain how many times yeast bread dough needs to rise and when each of those times are. 21. I can explain why I must knead yeast bread dough and how I can tell if I’ve kneaded it enough. 22. I can identify the two principles in yeast bread preparation. 23. I can identify the two ingredients that form gluten, the two processes that develop gluten, and why gluten is important to yeast breads. 24. I can explain how to tell if yeast bread dough has risen enough and how to tell when yeast breads have baked enough. 25. I can explain why baked products should be cooled on a cooling rack rather than a counter.