Escondido Union High School District Advanced Baking and Pastry A Career Technical Education Capstone Course

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1 Escondido Union High School District Advanced Baking and Pastry A Career Technical Education Capstone Course Course Length: 1 Year Grade Level: Grade UC/CSU Requirement: Graduation Requirement: Seeking UC g elective credit for the 2012/13 school year. Seeking EUHSD Board approval as a yearlong CTE elective course for the 2012/13 school year. Course Number Semester A: 9355 Course Number Semester B: 9356 Transcript Abbreviation: 9355: ADV BAKNG & PSTRY A 9356: ADV BAKNG & PSTRY B Number of Credits: Five Per Semester Prerequisite Required: Completion of Culinary Arts I, II, and Advanced Culinary Arts with a C or better. Prerequisite Recommended: Concurrent enrollment or successful completion of Algebra I Board Approved: 6/19/12 District Approved Instructional Materials/Textbooks: Professional Baking Sixth Edition by Wayne Gisslen 2013 Wiley Publishing ISBN (Core Instructional Textbook) The Professional Pastry Chef Fourth Edition by Bo Friberg 2002 Wiley Publishing ISBN (Supplemental Textbook) On Baking Third Edition by Labensky, Martel & Van Damme 2013 Prentice Hall/Pearson Education ISBN (Supplemental Textbook) The Art and Soul of Baking First Edition by Cindy Mushet 2008 Andrews McMeel Publishing LLC ISBN (Supplemental Textbook) Course Description: Advanced Baking and Pastry is a year-long Career Technical Education course in the Food Service and Hospitality Pathway. Students will focus on all of the key aspects of the Food Services industry through hands-on lab based experiences that emphasize industry standards and guidelines preparing them for a future career or further education in the Food Service and Hospitality industry sector. Students will learn the art of baking and pastry. They will learn the basics of mixing, shaping, and baking for several types of baked goods including: quick breads, cakes, pastry-dough, mousses, sauces, glazes, cookies, candies, and confections. Students will participate in a variety of hands on wet and dry instructional labs focusing on plated desserts, international baked foods, chocolate work, and cake decorating. The student s instructional experience will take place in an EUHSD Commercial Grade kitchen facility. This course is designed utilizing the University of California template. Course Content 1

2 NOTE: The following questions are subject specific and ask for detailed information regarding the course curriculum. Since UC has developed their own criteria for the review of curricula, it is not necessary (and preferred) that the State Standards are not listed when submitting course descriptions to the University. When preparing the course submission, keep in mind that your audience is the UC High School Articulation unit and UC faculty. Include relevant information that would assist those reviewing the course and provide UC a better understanding and clarity about the intent of the curriculum. UC expects to see information that would show specific, detailed evidence of the course rigor and development of essential skills and habits of mind. Course template components need to be more expository and illustrative of the integration of each course component and how the overarching goals are being accomplished. Course Purpose: What is the purpose of this course? Please provide a brief description of the goals and expected outcomes. (How these will be accomplished should be reserved for the Course Outline, Key and Written assignments, Assessments, and/or Instructional Methods.) NOTE: More specificity than a simple recitation of the State Standards is needed. Course Purpose: Advanced Baking and Pastry is being added to the district s Career Technical Education course options as a key course in the Food Service and Hospitality Career Technical Education pathway. The course has been designed as a Capstone Course in a sequence of Culinary Arts related coursework (see below). Students will receive instruction in a state-of-the-art Industry Standard Culinary Kitchen located at the school site. Culinary Arts Sequence of Coursework a. Culinary Arts I b. Culinary Arts II c. Advanced Culinary Arts d. *Advanced Baking and Pastry e. International Cuisine *Prerequisites for Advanced Baking and Pastry: Culinary Arts I, Culinary Arts II, Advanced Culinary Arts with a grade of C or better. Goals and Expected Outcomes: Assist students in pursing key aspects of the Food Service and Hospitality Career Technical Education (CTE) Pathway. Utilize student s existing skills from prerequisite Culinary Arts coursework while helping them to attain new skills and habits of mind. Build on strengths of CTE Foundational Standards in the area of English, math, science, and/or social science as outlined in the CTE Frameworks for CTE Pathway coursework. Provide students with a hands-on course in a State-of-The-Art Industry Kitchen and lab setting. Create opportunities for students to practice and demonstrate their 2

3 understanding of the principles of baking and pastry preparation and design. Provide opportunities for students to receive direct instruction from a variety of resources including presentations from industry experts. Students will be able to: Receive in-depth, hands-on experiences that emphasize industry awareness, sanitation, and safe food handling. Participate in all aspects of food production, food service, nutrition, food service management, and customer service. Identify and utilize the key components of a commercial grade kitchen. Define and illustrate the basic principles of baking and the baking process. Demonstrate proper baking techniques and explain reasons for successful food preparation as well as reflect on areas in need of additional improvement. Understand and apply the basic procedures and skills needed for food and beverage service. Apply the knowledge and skills essential for effective customer service. Course Outline: A detailed descriptive summary of all topics covered. All historical knowledge is expected to be empirically based, give examples. Show examples of how the text is incorporated into the topics covered. A mere listing of topics in outline form is not sufficient (i.e. textbook table of contents or California State Standards). Students enrolling in Advanced Baking and Pastry will utilize a variety of instructional materials. Professional Baking Sixth Edition by Wayne Gisslen 2013 Wiley Publishing ISBN (Core Instructional Textbook) The Professional Pastry Chef Fourth Edition by Bo Friberg 2002 Wiley Publishing ISBN (Supplemental Textbook) On Baking Third Edition by Labensky, Martel & Van Damme 2013 Prentice Hall/Pearson Education ISBN (Supplemental Textbook) The Art and Soul of Baking First Edition by Cindy Mushet 2008 Andrews McMeel Publishing LLC ISBN (Supplemental Textbook) Unit 1: Introduction to Commercial Kitchen - Throughout Unit One, students will learn to use, maintain, and store culinary tools, utensils, equipment, and appliances appropriate for preparing a variety of food items including baked goods, pastries, and desserts. Students will build upon the best practices evidenced in their prerequisite coursework. The Advanced Baking and Pastry course is designed to reflect a hands-on professional baking and pastry preparation experience. Students will know, explain and write the principle of mise en place - the placement and order of use of ingredients, tools, and supplies needed to produce baked goods, pastries, and desserts. A key component of Unit One is to ensure that students participate in and explain the industry standards of personal grooming and hygiene as required by local, state, and federal health and safety codes. Students will also be assessed on and required to utilize all of 3

4 the industry requirements for safe and sanitary procedures for all food handling, including goods receipt, storage, production, service, and cleanup. A key learning component of Unit One is that students will understand and identify all basic types of potential for food contamination, the potential causes, including cross-contamination, and methods of prevention. Students will be able to identify the essential principles of Hazard Analysis Critical Control Points, including the use of flowcharts for detailed explanation. Lastly, students will practice the procedures for cleaning, maintaining, and repairing facilities and equipment and the importance of preventative maintenance on all culinary machinery and equipment. Unit 2: Basic Principles of Baking In Unit Two, students will explain the importance of qualities and properties of food items and ingredients used in food preparation. As with each subsequent unit of instruction, students will continue to build upon all of the CTE Food Handling and Preparation Standards. Students will prepare food utilizing the latest industry techniques and procedures specified in recipes and formulas. Food preparation will include utilizing prerequisite skills in mathematics specifically focusing on number sense, fractions, and percentages. Unit Two provides students with the foundation necessary to produce baked foods, pastries, and desserts by using correct techniques, procedures, and various finishing techniques. As with each subsequent unit of instruction, the entire course is built upon hands-on lab based demonstrations to evidence mastery of essential concepts. Habits of mind such as reflective practice are key components of all labs. Unit 3: Ingredients In Unit Three, students will understand and apply the basics of baking, pastry, and dessert preparation in professional grade facility. Throughout the unit, students will learn and apply the characteristics, functions and use of the major baking ingredients. Students will make appropriate adjustments in formulas when substituting ingredients such as dry milk, dry yeast, etc. Unit Three will utilize key prerequisite skills in the area of mathematics and reading comprehension. Unit 4: Yeast Dough and Yeast Production In Unit Four, students will list and describe the twelve (12) basic steps in the production of yeast goods. Students will prepare a variety of dough products designed to help them develop an understanding of the factors that affect dough production. Unit 5: Yeast Breads In Unit Five, students learn to prepare a variety of breads. Students will identify and list the differences in preparation techniques for a variety of yeast breads. Students will learn how to store baked goods so that they maintain the freshest quality and will be able to explain storage techniques to others. Unit 6: Breakfast Breads and Pastries - In Unit Six, students will not only increase their understanding of food preparation, but they will also begin to apply the knowledge and skills necessary for effective customer service. Throughout Unit Six, students are to prepare a variety of breakfast breads and pastry items. Students learn to properly utilize chemical leaving agents. In addition to food preparation, students begin to apply their understanding of how to open the Commercial Kitchen to others in the learning 4

5 community for facility tours. Students will interact with others and utilize their Customer Service Skills and will be tested on their knowledge of the Commercial Kitchen facility. Unit 7: Basic Syrups, Creams, and Sauces In Unit Seven, students begin producing foods with the added elements of basic syrups, creams, and sauces. Students rely on their understanding of qualities and properties of food items and ingredients to prepare sugar syrups to various stages of readiness. In a lab setting, students will prepare dessert sauces and apply their product reflection skills as they evaluate the quality of their work. Unit 8: Pies In Unit Eight, students apply all of the knowledge from Units One Seven and begin working with more sophisticated recipes. Students complete all of the necessary steps to create their own pies. In this unit, students work on creating pastry dough. The principle of mise en place will be reinforced the placement and order of ingredients, tools, and supplies needed to produce baked goods, pastries, and desserts. Students will apply reflection skills as they evaluate the quality of their work against industry standards. Unit 9: Tarts, Cobblers, and Crisps Tarts In Unit Nine, students continue with food preparation and begin preparation and understanding of creating a variety of various tart desserts. Upon conclusion of Unit Nine, students are able to correctly identify the differences between cobblers, crisps, and crumbles as well as the required recipe steps for their creation. Students will prepare specific recipes and will analyze their production efforts against industry standards. Unit 10: Cake Preparation & Cake Decorating In Unit Ten, students will use, maintain, and store tools, utensils, equipment, and appliances appropriate for preparing, serving and storing cakes as well as for decorating cakes. Cake preparation and cake decorating are unique aspects of Advanced Baking and Pastry preparation. Students are expected to prepare and describe a variety of icings and to correctly utilize them through cake decorating activities. Students learn the basic artistic principles of design and utilize a variety of decorative tools designed to create effective cake decorating designs. Students will apply the learned artistic principles to their designs and will analyze their results against industry standards. Unit 11: Cookies In Unit Eleven, students enhance their understanding of the basic elements of baking and dessert preparation. Students are expected to create a variety of cookie desserts including examining the causes of cookie textures throughout the baking process. Students will complete a lab utilizing a variety of mixing methodologies and then discuss the utilization of a variety of baking pans and the affects of temperature on a variety of pan surfaces. Unit 12: Ice Creams and Sorbets Unit Twelve extends the traditional baking and pastry deserts from baked goods to the preparation of ice creams and sorbets. Students are required to understand and recall the proper procedures for storage of frozen desserts. Students will utilize a variety of recipes including preparing different quantities 5

6 of ice creams and sorbets. Students will utilize their prerequisite math skills and will need to demonstrate their understanding of the required quantity measurements. Unit 13: Chocolate Units Thirteen and Fourteen are considered Capstone Mini Units of Instruction for Advanced Baking and Pastry course. Students apply their understanding of all of the required baking, pastry, and dessert preparation principles utilized in a professional grade kitchen. Throughout the Chocolate Preparation Unit, students work with a variety of chocolate molds and models in a Commercial Grade setting. Students successfully identify various chocolate products by both site and texture and their principle uses in dessert preparation. This unit also includes an understanding of the various procedures for tempering. Unit 14: Dessert Presentation In Unit Fourteen, as stated above, students put all of their baking prerequisite knowledge into professional industry standard practice through the demonstration of plating techniques and accurate portioning and aesthetic presentation skills. Students will be required to complete a demonstration lab on the guidelines of successful plating to include display of garnishes, decorating with sauces, use of spun sugars, and elements of design creation. Unit 15: Careers In Unit Fifteen, students complete a variety of culminating hands-on lab based activities. Students review the industry standards with an in-depth look at the basics of food service and hospitality management as well as listening to guest lectures and then completing a variety of assessments designed to demonstrate individual concept knowledge. Students will learn the required business elements (both educational and practical hands on experience) required to operate and maintain a successful baking and pastry business. Students will analyze the relationship of effective management and business procedures to ensure positive profitability, productivity, workplace atmosphere, consumer and guest satisfaction, and business financial growth. Students will develop their own comprehensive small business plan and will present their plans to the class. Throughout the course, students will learn a variety of management styles and will hear from industry professionals on the success of management in helping to begin and maintain a business. Throughout the course, students are responsible for ensuring safe working practices and conditions. The Business Plan is to include expectations of management as well as a plan for how to assist employees in complying with both state and federal industry laws and regulations. Unit 16: Mise En Place As with any Career Technical Education course, the main focus is to prepare students to work within industry standards and guidelines. Students conduct a variety of labs designed to apply the basic procedures and skills needed for food and beverage service. Students review the required duties of various positions, including host/hostess, wait staff, bus persons, and other duties related to the opening, closing, and change-of-shift, and preparatory work. Through guided practice and hands-on lab experience, students learn to work with customers in a positive manner and to be responsive to feedback both positive and negative. A main emphasis is the utilization of proper techniques for customer service as well as efficiency and 6

7 effectiveness of food handling and food preparation. Key Assignments: Detailed descriptions of all Key Assignments which should incorporate activities and projects, as well as, short answers and essay questions. How do assignments incorporate topics? Include all assignments that students will be required to complete. Assignments should be linked to components mentioned in the course outline. It is not appropriate or necessary to include instructions given to students regarding the execution of assignments (formatting, timeliness, etc.). Do not include exams or assessments in this section. Students will complete the following key assignments and/or Labs as evidence of effective understanding of unit objectives. Unit 1: Introduction to Commercial Kitchen - In order to effectively understand the Commercial Kitchen design and layout students are expected to explain all of the key design elements and tools utilized in a commercial kitchen. Students will draw a scale model layout of a commercial kitchen and successfully label the various working stations/areas as well as the various machines necessary for food preparation. Students will practice their skills by giving guided tours of the newly designed industry standard commercial kitchen. This will include answering questions posed by fellow students, teaching staff, guest speakers, and/or visitors seeking to better understand the variety of food preparation stations, equipment usage, and food safety requirements. Students will be required to create and maintain student work portfolio. As a key assignment for Unit One, students will be required to complete a comprehensive content vocabulary list which contains a detailed list of all of the necessary equipment found within the student workspace, a detailed outline of use, description for cleaning, and a maintenance guide. Students will add to this list as they progress through the remaining units of study. The student portfolio will be a culminating authentic assessment of student understanding in this course and will also serve as a foundation for safety and handling reference guidelines. (CTE/Common Core Students are required to comply with all aspects of food safety and sanitation including state and local requirements for Food Handlers Licensing. Students are expected to demonstrate their understanding of the principles of food safety by successfully completing a safety check quiz and through daily practices in the kitchen utilizing safety and sanitation practices. (CTE/Common Core Students will be required to practice appropriate dress code and conduct code behaviors. Students will review Industry Guidelines for appropriate grooming and will be able to identify common concerns and how to comply with state and federal laws. Unit 2: Basic Principles of Baking 7

8 Students will conduct WWW research on the historical significance of cooking utensils, cooking equipment, cooking ingredients and research the progression and development into modern baking. A key component of the course is to incorporate historical connections into all pastry and baking assignments so that students understand the historical and cultural connections of a variety of food items. Students will record their findings in a mini (3-5 page) research based paper utilizing MLA formatting. Students will add this assignment to their Student Portfolio. (CTE/Common Core Students will learn to use a variety of bakers balance and digital scales. They will also use formulas based on baker s percentages utilizing foundational math skills. Throughout the course, students will be expected to demonstrate proficiency of foundational math skills as well as participate in a variety of handson labs and small group demonstration experiences. Students will conduct WWW research on the development of gluten and then explain the factors that control the development of gluten in baked items. Students will write a one page paper outlining their findings (working in pairs or triads) and will share their results with the class. Information from this presentation will be added to the student s portfolio. (CTE/Common Core Students will participate in a hands-on lab report designed to learn and explain the proper industry techniques to prevent or retard the staling of baked items. Students will add this information to their student portfolio. (CTE/Common Core Students will participate in a lab based hands-on lesson designed to provide historical knowledge of the progression of culinary tools and cooking utensils. In a lab setting, students are provided with a limited number of cooking tools and are required to complete a cooking lab using only the limited number of cooking tools. Students will record the culinary challenges of working with tools that are outdated in comparison to tools that have evolved to more technologically advanced equipment. This will create a foundation of knowledge designed to help students explain the historical progression of culinary tools into what is now referred to as a modern day cooking facility. Students are to record their findings in a word document the document to the teacher and then print and add to their student portfolio. (CTE/Common Core Students will keep a vocabulary workbook throughout the course, defining the vocabulary associated with each unit of instruction. (CTE/Common Core Students will participate in a hands-on lab utilizing a variety of measurement tools volume, weight, liquid, dry ingredients, and will learn how to calculate baking formulas and baking percentages. Teacher will provide students with a variety of measurement formulas designed to feed large numbers of people. Students will then have to recreate the formulas utilizing mathematic prerequisite skills so that they can recreate the formula for smaller numbers of people. Students will be required to explain their mathematical reasoning in written notation. (CTE/Common Core Students will listen to a lecture on gluten and its properties and development as 8

9 well as the three techniques used to slow staling protecting the product from air, adding moisture retainers, to the formula, and freezing. Students will take notes on the lecture and then participate in a quiz designed to determine understanding. (CTE/Common Core Unit 3: Ingredients Students will participate in an Ingredient Experiment Lab where ingredients are varied from the original recipe in order to understand the characteristics and functions of the major baking ingredients. Students will have to evaluate and record the effects in a lab report/excel report as they change formulas designed to lead them to accuracy. (CTE/Common Core Students will participate in a small group lab designed to correctly identify various types of wheat flours by sight and feel. A second part of the lab is that students will make a variety of pancakes and will utilize different types of flour and then record the similarities and differences in their lab notebook. Unit 4: Yeast Dough and Yeast Production Students will listen to a lecture on the 12 Basic Steps in production of yeast breads and then will demonstrate their understanding by creating a list of the 12 basic steps and comparing their response with their classmates. They will add this information to their lab notebook. Students will add this assignment to the student portfolio. (CTE/Common Core Students will conduct three different hands on labs using each of the three different industry standard mixing methods for yeast dough. Students will first listen to a lecture where they learn the three basic mixing methods. Students will work in small groups of three or four. Students will conduct an oral presentation on one of the three different mixing methods. (CTE/Common Core Students will participate in a Yeast Gallery Walk lab. The teacher will set up stations around the classroom with what if situations on note cards regarding yeast dough and its control factors as well as the faults in yeast production. Students will read the various scenarios and have to problem-solve at each station in order to derive at a solution to each scenario. All students will record their findings in their lab notebook. The results from this lab write up will be added to the student portfolio. (CTE/Common Core Unit 5: Yeast Breads Students will listen to a guest speaker presentation from the pastry/bread industry discuss varieties of breads. Students will then research the bread varieties and their baking characteristics via the WWW or other resources and will record the similarities and differences in their lab notebook. Students will utilize this information in order to break into groups and prepare the different varieties of breads (French, Italian, Sourdough, International and Flavored, and Braided). Students will conduct a complete evaluation of the bread varieties and will share their findings with the class. Evaluation write ups will be presented to the class and then added to the student s portfolio. (CTE/Common Core 9

10 Unit 6: Breakfast Breads and Pastries Students will listen to a lecture on the various types of breakfast breads and will utilize their text and supplemental texts as well as other supplemental research tools to research preparation methods. Working in groups, students will share their findings and will then complete an oral quiz on the various types of breakfast breads and their preparation methodology. Students will participate in a Breakfast Breads and Pastries lab utilizing chemical leaving agents properly. Students will create a Breakfast Breads Buffet with each group preparing a different breakfast bread designed to create a complimentary presentation. As students participate in the lab, they will have to share their outcomes and evaluate their breakfast breads. Students will create the following (Danish, Puffed Pastry, Doughnuts, and Fritters). Utilizing industry standard rubrics, students will evaluate their presentation and present their impressions to the class. Evaluations will be added to the student portfolio. Students will plan a breakfast brunch which will include breakfast breads and pastries. They will present their plans and design a cost analysis and overall design plan to the class. The class will have a fictional client who will listen to all presentations and then will select the best group presentation based on a rubric of design preparation. (CTE/Common Core Unit 7: Basic Syrups, Creams, and Sauces Students will watch a presentation on cooking sugar to various stages of readiness. They will then practice cooking sugar syrups. Students will also conduct a lab on creating whipped cream which they will later use in Unit Eight to prepare a crème pie. Students will evaluate for consistency against industry standards. (CTE/Common Core Students will conduct a lab on various dessert sauces designed to accompany cheesecake. Unit 8: Pies The instructor will review pastry basics for pies as first demonstrated in Culinary Arts I & 2. Students will then prepare pie dough working in groups/teams, they will create the following pies (cream, custard, and crumb). Students will evaluate against industry standard and will create a one-page set of notes to be added to the student portfolio. (CTE/Common Core Students will need to demonstrate mastery of the following pie assembly processes: roll pie dough, line pie pans, prepare pie filling, create both baked and unbaked pie shells, etc. Students will prepare puff pastry pinwheels, éclairs, or cream puffs as they demonstrate an understanding of working with puff pastry dough. Students will conduct a meringue lab designed to learn the proper methods for creating standard meringues. Throughout all labs, students will conduct reflection and will record their findings in their lab notebook. (CTE/Common Core 10

11 Unit 9: Tarts, Cobblers, and Crisps Tarts Students will listen to a teacher lecture on the procedures for making baked tart shells and the differences between cobblers, crisps and tarts. Students will then participate in a group lab where they will prepare various tarts. During their review, they will have to identify similarities and differences between cobblers, crisps, and crumbles. Students will record their findings in their lab notebook. (CTE/Common Core Unit 10: Cake Preparation & Cake Decorating Students will participate in all facets of cake preparation and cake decorating. Students, working in teams, will plan, organize, and demonstrate a different cake mixing method for any number of cakes and will do so in front of their class. Each group will then bake their cake and the class will sample. Utilizing the principles of color and design (VAPA standards), students will showcase their work and will evaluate for levels of quality. (CTE/Common Core Students will listen to a guest speaker who will share Cake Decorating techniques and tips in a hand s on lab/lecture experience. Students will participate in a question/answer session on the techniques and tips learned throughout the presentation. Students will practice cake assembly and a variety of icing methods describing the functions of each type of icing (butter cream, foam, fudge, flat, royal, glaze, and fondant). Students will prepare each type of icing. This is a demonstration lab by which teacher will utilize industry standard rubrics to evaluate overall student understanding of cake assembly and icing methods. (CTE/Common Core During a lab/lecture on cake decorating practices, students will be able to correctly identify and use a variety of decorative tools. They will practice with the tools and will evaluate their work according to industry standards. This will include demonstrating the proper use of pastry bags and piping techniques as well as decorative tips. Students will participate in a coloring lab and will learn the necessary skills to color frosting and to create consistency. Students will define the various vocabulary terms associated with this unit and will record their terminology in their lab notebooks. (CTE/Common Core Unit 11: Cookies Students will conduct a lab on mixing methods for creating a variety of cookie recipes. They will examine the causes for crispness, softness, moistness, chewiness, and spread of cookies. They will then prepare one of eight different types of cookies using a variety of mixing methods. Students will evaluate their cookies based on a rubric of dough type, texture, ingredients, etc. Recipes will be compiled to include reflection on any possible misconceptions information will be added to the student portfolio. (CTE/Common Core Students will learn and put into practice the basic cooling and storage requirements for cookies and other baked goods. Unit 12: Ice Creams and Sorbets 11

12 Students will listen to a lecture on the different types of equipment used for making ice cream, sorbets, and frozen yogurts. They will conduct a lab preparing ice cream and frozen yogurt. The lab write up will be added to the student portfolio. (CTE/Common Core Students will learn and put into practice the basic storage requirements for ice creams and sorbets. Students will conduct a compare/contrast lab comparing store bought ice creams and sorbets to homemade discussing the various ingredients and preparation requirements. Students will write a one-two page summary of their compare contrast findings and add the writing sample to their student portfolio. (CTE/Common Core Unit 13: Chocolate Throughout this unit, students will learn basic chocolate handling techniques, molding and modeling techniques, use of chocolate for decorating, tempering chocolate, various chocolate types, etc. Students will add vocabulary terminology to their lab notebook. (CTE/Common Core Students will complete a research project. Students will be assigned a different variety of chocolate and will research the composition, uses, handling requirements, molding and decorative uses, etc. Students will present their project/research paper to the class. The students will utilize MLA formatting. (CTE/Common Core Students will conduct a lab preparing chocolate truffles and candies using proper techniques. Students will participate in a demonstration of proper chocolate decoration techniques. They will learn to properly model and mold chocolate, to identify a variety of chocolate products, and to understand the various procedures for tempering. Unit 14: Desert Preparation Students will understand and apply the basics of food preparation in professional and institutional kitchens. During the Dessert Preparation unit, students will learn plating guidelines, garnishing, how to decorate with sauces, uses for spun sugar, and caramel decorating. Students will listen/observe a guest speaker demonstrating dessert plating and use of garnishes and spun sugar to add visual appeal. Students will use plating techniques, including accurate portioning and aesthetic presentation skills. Students will utilize VAPA guidelines for arranging desserts (shape, color, texture, and flavor). (CTE/Common Core Students will participate in a desert showcase lab presenting their best dessert presentation as a practical final exam. (CTE/Common Core Unit 15: Careers 12

13 Throughout the course, Unit 15 will be woven into all aspects of the curriculum in a spiral fashion. Students will understand all major aspects of the food service and hospitality industry and the role of the industry in local, state, national, and global economies. (CTE/Common Core Several guest speakers from the industry will present their educational focus and their food service experiences to students. Students will participate in field trips to industry sectors so that they can better understand the hands on application element of the industry. Throughout the trips, students will learn to distinguish core elements of the food service and hospitality industry from various supporting industries. (CTE/Common Core Students will analyze the advantages and disadvantages of working conditions of various careers in the food industry. They will create a resume and cover letter as well as complete a job application for potential employment. (CTE/Common Core Students will conduct a research project paper on a career in the Food Service and Hospitality Industry. The research paper will include job opportunities, skills and education required income potential, and expectant growth in the industry. If specific certification is required, students will be able to identify the requirements and purposes for state food handling certification. (CTE/Common Core Unit 16: Mise En Place Unit 16 is a spiraling unit of instruction. Throughout the course, students will understand and apply the basics of food preparation in professional and institutional kitchens. They will learn the principle of mise en place, including the placement and order of use of ingredients, tools, and supplies. (CTE/Common Core By the end of the course, students will be able to demonstrate mise en place skills throughout all labs, including describing the five general steps used in planning mise en place. They will be able to apply these strategies to their work space and learn to utilize time in an efficient manner. (CTE/Common Core Instructional Methods and/or Strategies: Indicate how the Instructional Methods and/or Strategies support the delivery of the curriculum. What portions of the Course Outline are supported by the methods and strategies? Career Technical Education courses require a great deal of hands on application in a lab setting. Much of the instruction is done via demonstration lab as well as video and/or webinar demonstration, teacher lecture, guest speaker presentations, and student lab experiences. Throughout the course, the teacher and/or guest speakers will conduct mini demonstration labs showcasing a variety of cooking and baking essentials and food fundamentals. Each session will introduce students to the basics of proper food handling and preparation. Students will work in groups, individual, and in pairs and 13

14 will learn to create a strong set of foundation skills necessary to complete each lab and to utilize higher level thinking skills in order to reflect on issues of concern or areas in need of growth. Throughout the course, students will conduct WWW research on a variety of baking and pastry methodologies. Students will apply differentiation strategies and academic and content vocabulary strategies in order to showcase their understanding of a professional culinary arts program. Throughout the course, students will conduct presentations, attend industry field trips to see real life settings for a variety of the instructional units, and will conduct in-depth rubric assessments for each production lab unit. Differentiation strategies will be applied for students with English Learner and/or Special Education needs as well as those who may need to extended GATE activities. Assessments Including Methods and/or Tools: Indicate the intent of each assessment and a brief description of how each relates to the Course Purpose and goals related to the development of critical thinking and other habits of mind skills. As previously stated, CTE coursework requires a high degree of hands-on lab based experiences. Students will be assessed in the art of creating tasty baked goods, pastries, and confections from traditional bread baking to beautiful showpieces. They will also learn to use sugar, syrups, icings, and chocolate. This will help prepare them for a career as a professional baker or pastry chief in a bakery, restaurant, hotel, or resort. Assessment of student labs is a key component of the course s success. Students will utilize rubrics in order to determine the successful completion of each lab. Students will have to follow a set formula for creating lab reports, as outlined in the CTE/Common Core Standard expectations. All written reports will be added to the student portfolio. Throughout the course, students will be assessed in the following ways: Tests: After each unit of study, students will take a written exam to assess their knowledge on a specific topic covered in that unit. Test questions will be taken directly from the objectives of each unit of study and the purpose of the lab. Labs: During each lab the instructor will monitor and assess the students as they prepare a variety of baking and pastry items. Students will be assessed on safety, sanitation (food handling), professional grooming/dress, conduct, mise en place, ability to follow instructions or recipe guidelines, mathematical measurement accuracy, baking techniques, teamwork, and product outcome. Projects/Presentations: Students will complete several projects and/or presentations for specific units. Projects will range in complexity and depth and will serve to assess student ability to apply knowledge obtained from a specific unit focus. Students will also need to convey that information to a larger group. Final Exams: Students will take a final exam and be assessed in a practical hands-on 14

15 cooking final which showcases a student s food handling and desert preparation. Students will work with all food mediums and will also take a written comprehensive final exam encompassing all learning objectives. Student Portfolio: Students will complete a comprehensive portfolio of all required lab assignments, writing assignments, research projects, recipes, etc., and will present their portfolio as a part of their comprehensive final exam. The portfolio will serve as a foundation for future Culinary Arts coursework and other College/Career experiences. 15