Cooking Classes Quiz

What is the central idea of paragraphs 1-4?

• Ethiopian-style lentils are a popular dish among kids.

• Cooking classes help students develop important life and thinking skills.

• Home economics classes have always been an important part of schools.

• Teachers and principals do not support cooking in schools.

Answer explanation

The central idea of paragraphs 1-4 emphasizes that cooking classes are essential for students as they foster important life and thinking skills, making this the correct choice over the others.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2

Which IS a key detail that supports the central idea above?

• “Lots of kids have tried lentils. But what about Ethiopian-style lentils, accompanied by injera bread, couscous, and cucumber salad?”

• “Even as home economics classes have been phased out in recent years, some schools are bringing cooking back.”

• “Teachers and principals are seeing how the classroom cooking experience helps support critical thinking, collaboration, and problem-solving skills.”

• “Fourth graders in Santa Fe, N.M. prepared this lunch feast themselves as part of a nutrition education program called Cooking with Kids.”

Answer explanation

The correct choice highlights how cooking in the classroom enhances critical thinking, collaboration, and problem-solving skills, directly supporting the central idea of the benefits of cooking education.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RL.7.1

CCSS.RL.7.2

CCSS.RL.8.1

Which statement SHOULD NOT be included in a summary of paragraphs 1-4 because it isn’t a key detail?

• Cooking programs in schools provide more than just culinary skills; they help students develop critical thinking, teamwork, and problem-solving abilities, which are valuable in academic and real-world settings.

• Although home economics classes have been removed from many schools, some educators are reintroducing hands-on cooking programs to enhance student learning.

• The specific meal that students prepared, which included Ethiopian-style lentils, injera bread, couscous, and cucumber salad, focuses on what they cooked rather than the overall impact of the program.

Answer explanation

The statement about the specific meal prepared is not a key detail because it focuses on the dish rather than the broader benefits of cooking programs, which is the main point of the summary.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

What is the central idea of paragraphs 5-6?

• Cooking classes help students learn geography and math by integrating mapping skills and measurement conversions into lessons.

• Students enjoy cooking classes because they get to prepare and eat meals with their classmates.

• Beyond learning to cook, students develop academic skills and stronger social connections through collaborative cooking experiences.

• Teachers use cooking classes to introduce students to different foods from around the world.

Answer explanation

The correct choice highlights that cooking classes integrate geography and math through mapping skills and measurement conversions, emphasizing the academic benefits of these classes beyond just cooking.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.2

CCSS.RL.8.2

Which IS NOT a key detail that supports the central idea above?

• Cooking classes allow students to apply geography skills by locating countries on a map.

• Math concepts, such as doubling recipes and converting measurements, are incorporated into cooking lessons.

• Students in cooking classes report improved social interactions and a sense of pride in working together.

• Teachers encourage students to bring family recipes to class so they can share their cultural traditions.

Answer explanation

The detail about teachers encouraging students to bring family recipes focuses on cultural sharing, which does not directly support the central idea of skills application in cooking classes like geography or math.

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.1

CCSS.RL.7.2

CCSS.RL.8.1

Which statement SHOULD be included in a summary of paragraphs 5-6 because it isn’t a key detail?

• Cooking classes enhance learning by incorporating geography and math skills, such as mapping locations and measuring ingredients.

• Students gain cultural exposure by preparing meals from different countries and learning about diverse cuisines.

• Teachers extend learning beyond the kitchen by assigning homework to reinforce cooking techniques at home.

• Schools enforce cooking education by requiring all students to take cooking classes to build independence.

Answer explanation

The statement about enhancing learning with geography and math skills is not a key detail in paragraphs 5-6. The other options focus on cultural exposure, homework, and school requirements, which are more relevant to the main ideas.

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.7.1

CCSS.RL.7.2

CCSS.RL.8.1

What is the central idea of paragraphs 7-10?

• More research is needed to prove that cooking programs improve academic learning, but different organizations are supporting school-based cooking education.

• Students enjoy after-school cooking programs because they get to work with volunteer chefs and prepare meals.

• Slow Foods USA is the leading organization helping schools build on-site kitchens for cooking programs.

• Cooking classes focus mainly on teaching students about the dangers of consuming too much sugar.

Answer explanation

The central idea of paragraphs 7-10 emphasizes the need for more research on the impact of cooking programs on academic learning, while highlighting the support from various organizations for school-based cooking education.

Tags

CCSS.RI.6.2

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.6.2

CCSS.RL.7.2

Which IS NOT a key detail that supports the central idea above?

• More research is being done to see if cooking programs help students learn academic subjects.

• Slow Foods USA works with schools to create food-related programs using on-site kitchens.

• Students in a D.C. program measured the sugar in a Big Gulp, helping them understand the impact of sugary drinks.

• Required cooking classes help fight the obesity epidemic.

Answer explanation

The detail about students measuring sugar in a Big Gulp does not directly support the central idea of cooking programs improving academic learning, unlike the other options that focus on educational benefits.

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.6.1

CCSS.RL.7.1

CCSS.RL.7.2

Which statement SHOULD NOT be included in a summary of paragraphs 7-10 because it isn’t a key detail?

• Cooking programs are mandatory in all schools across the country to help improve students' understanding of nutrition and academic subjects.

• Research is being done to determine whether cooking programs can improve students' academic performance, and in after-school programs.

• Slow Foods USA works with schools to create food-related curricula in schools that have kitchens, providing students with hands-on cooking experiences.

• After-school cooking classes like "Cooking Matters" are taught by volunteer chefs and are growing in popularity across the nation.

Answer explanation

The statement about cooking programs being mandatory is not a key detail in paragraphs 7-10, as it presents an absolute claim that may not be supported by the text, unlike the other statements that provide specific information.

Tags

CCSS.RI.7.2

CCSS.RI.8.2

CCSS.RL.6.2

CCSS.RL.7.2

CCSS.RL.8.2