Middle School H15 Food Facts and Fun Curriculum Essentials Document

Transcription

1 Middle School H15 Food Facts and Fun Curriculum Essentials Document Boulder Valley School District Department of CTEC October 2011

2 Introduction This Consumer and Family Studies course provides students with the opportunity to research and prepare nutritious foods from the Food Guide Pyramid for healthy lifestyle choices. Students will use recipes to plan, prepare, serve and evaluate foods through the use of a variety of cooking techniques. Recent research shows that a contributing factor to the obesity epidemic in this country is the inability of people to prepare their own food from scratch. 6/25/2012 BVSD Curriculum Essentials 2

3 Course Description This Consumer and Family Studies course provides students with the opportunity to research and prepare nutritious foods from the Food Guide Pyramid for healthy lifestyle choices. Students will use recipes to plan, prepare, serve and evaluate foods through the use of a variety of cooking techniques. Students will be required to demonstrate the use of appropriate safety, sanitation, and kitchen procedures while working in a team setting. Food and nutrition topics may include herbs, spices, fast foods, convenience foods, snacks, baking, international foods. Food, Facts and Fun Overview Topics at a Glance Nutrition Analyzing Labels and the Food Pyramid Nutrition Healthy Snacking Kitchen Safety and Sanitation Baking Techniques Leavening Agents International Food Preparation Nutrition Scratch vs. Processed Cooking Terms, Units of Measure, and Substitutions Recipe Reading and Meal Planning Breakfast Cuisine Teamwork in the Kitchen Assessments A variety of performance based assessments in a cooking lab setting. Menu development, Safety and sanitation tests. The Restaurant Industry has grown steadily in the last decade as more people choose to eat out and have more and more options. Cooking is a practical skill that teaches students how to plan, organize, and complete a product that they can enjoy and get immediate feedback from. Too many Americans simply don t know simple cooking skills. Without these skills many choose to eat highly processed foods that are a leading cause of health problems in this country. Cooking is an important skill that can lead to future employment, develop confidence through practical skills, and provide health benefits to the individual. 6/25/2012 BVSD Curriculum Essentials 3

4 Prepared Graduates The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting. 1. CTE Essential Skills: Academic Foundations ESSK.01: Achieve additional academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within a career cluster. Prepared Graduate Competencies in the CTE Essential Skills standard: Complete required training, education, and certification to prepare for employment in a particular career field Demonstrate language arts, mathematics, and scientific knowledge and skills required to pursue the full range of post-secondary and career opportunities 2. CTE Essential Skills: Communications Standards ESSK.02: Use oral and written communication skills in creating, expressing, and interrupting information and ideas, including technical terminology and information Prepared Graduate Competencies in the CTE Essential Skills standard: Select and employ appropriate reading and communication strategies to learn and use technical concepts and vocabulary in practice Demonstrate use of concepts, strategies, and systems for obtaining and conveying ideas and information to enhance communication in the workplace 3. CTE Essential Skills: Problem Solving and Critical Thinking ESSK.03: Solve problems using critical thinking skills (analyze, synthesize, and evaluate) independently and in teams using creativity and innovation. 6/25/2012 BVSD Curriculum Essentials 4

5 Prepared Graduate Competencies in the CTE Essential Skills standard: Employ critical thinking skills independently and in teams to solve problems and make decisions Employ critical thinking and interpersonal skills to resolve conflicts with staff and/or customers Conduct technical research to gather information necessary for decision-making 4. CTE Essential Skills: Safety, Health, and Environmental ESSK.06: Understand the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance Prepared Graduate Competencies in the CTE Essential Skills standard: Implement personal and jobsite safety rules and regulations to maintain safe and helpful working conditions and environment Complete work tasks in accordance with employee rights and responsibilities and employers obligations to maintain workplace safety and health 5. CTE Essential Skills: Leadership and Teamwork ESSK.07: Use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives Prepared Graduate Competencies in the CTE Essential Skills standard: Employ leadership skills to accomplish organizational skills and objectives 6/25/2012 BVSD Curriculum Essentials 5

6 6. CTE Essential Skills: Employability and Career Development ESSK.09: Know and understand the importance of employability skills; explore, plan, and effectively manage careers; know and understand the importance of entrepreneurship skills Prepared Graduate Competencies in the CTE Essential Skills standard: Indentify and demonstrate positive work behaviors and personal qualities needed to be employable Develop skills related to seeking and applying for employment to find and obtain a desired job 6/25/2012 BVSD Curriculum Essentials 6

7 COLORADO COMMUNITY COLLEGE SYSTEM CAREER & TECHNICAL EDUCATION TECHNICAL STANDARDS REVISION & ACADEMIC ALIGNMENT PROCESS Colorado s 21st Century Career & Technical Education Programs have evolved beyond the historic perception of vocational education. They are Colorado s best kept secret for: Relevant & rigorous learning Raising achievement among all students Strengthening Colorado s workforce & economy Colorado Career & Technical Education serves more than 116,000 Colorado secondary students annually through 1,200 programs in 160 school districts, 270 High Schools, 8 Technical Centers, 16 Community Colleges & 3 Technical Colleges. One of every three Colorado high school students gains valuable experiences by their enrollment in these programs. ALIGNMENT REQUIRED BY SB Preschool through elementary and secondary education - aligned standards - adoption - revisions. 2(b): In developing the preschool through elementary and secondary education standards, the State Board shall also take into account any Career & Technical Education standards adopted by the State Board for Community Colleges and Occupational Education, created in Section , C.R.S., and, to the extent practicable, shall align the appropriate portions of the preschool through elementary and secondary education standards with the Career and Technical standards. STANDARDS REVIEW AND ALIGNMENT PROCESS Beginning in the fall of 2008, the Colorado Community College System conducted an intensive standards review and alignment process that involved: NATIONAL BENCHMARK REVIEW Colorado Career & Technical Education recently adopted the Career Cluster and Pathway Model endorsed by the United State Department of Education, Division of Adult and Technical Education. This model provided access to a national set of business and industry validated knowledge and skill statements for 16 of the 17 cluster areas. California and Ohio provided the comparative standards for the Energy cluster Based on this review Colorado CTE has moved from program-specific to Cluster & Pathway based standards and outcomes In addition, we arrived at fewer, higher, clearer and more transferrable standards, expectations and outcomes. 6/25/2012 BVSD Curriculum Essentials 7

8 COLORADO CONTENT TEAMS REVIEW The review, benchmarking and adjusting of the Colorado Cluster and Pathway standards, expectations and outcomes was through the dedicated work of Content Teams comprised of secondary and postsecondary faculty from across the state. Participation by instructors from each level ensured competency alignment between secondary and postsecondary programs. These individuals also proposed the draft academic alignments for math, science reading, writing and communication, social studies (including Personal Financial Literacy) and post secondary and workforce readiness (PWR.) 6/25/2012 BVSD Curriculum Essentials 8

9 ACADEMIC ALIGNMENT REVIEW In order to validate the alignment of the academic standards to the Career & Technical Education standards, subject matter experts in math, science, reading, writing and communication, and social studies were partnered with career & technical educators to determine if and when a true alignment existed. CURRENT STATUS One set of aligned Essential skills to drive Postsecondary and Workforce Readiness inclusion in all Career & Technical Education programs. 52 pathways with validated academic alignments 12 pathways with revised standards ready for alignment (currently there are no approved programs in these pathways) 21 pathways where no secondary programming currently exists. Standards and alignments will be developed as programs emerge. Available for review at: 6/25/2012 BVSD Curriculum Essentials 9

10 Colorado Career & Technical Education Standards Academic Alignment Reference System The Career & Technical Education standards have been organized by Career Cluster (17) and Pathway (81). In addition, a set of Essential Skills was developed to ensure the Postsecondary and Workforce Readiness within any cluster or pathway. These workforce readiness skills are applicable to all career clusters and should form the basis of each CTE program. Organization Essential Skills There exists a common set of knowledge and skills that are applicable to all students regardless of which cluster or pathway they choose. This set of standards, is meant for inclusion in each program to enhance the development of postsecondary and workforce readiness skills. Career Cluster A Career Cluster is a grouping of occupations and broad industries based on commonalities. The 17 Career Clusters organize academic and occupational knowledge and skills into a coherent course sequence and identify pathways from secondary schools to two- and four-year colleges, graduate schools, and the workplace. Students learn in school about what they can do in the future. This connection to future goals motivates students to work harder and enroll in more rigorous courses. Career Pathway Pathways are sub-groupings of occupations/career specialties used as an organizing tool for curriculum design and instruction. Occupations/career specialties are grouped into Pathways based on the fact that they require a set of common knowledge and skills for career success. Prepared Completer Competency This level targets the big ideas in each pathway. These are the competencies that all students who complete a CTE pathway must master to ensure their success in a postsecondary and workforce setting. Prepared Completer Competencies will not usually be course specific but grow with the student s progression through the sequence of courses. Concept/Skill The articulation of the concepts and skills that indicates a student is making progress toward being a prepared completer. They answer the question: What do students need to know and be able to do? Evidence Outcome The indication that a student is meeting an expectation at the mastery level. How do we know that a student can do it? Pathway Abbreviation (4 Letter) 6/25/2012 BVSD Curriculum Essentials 10

11 Academic Alignments Academic alignments, where appropriate in Math, Reading, Writing and Communication, Science and Social Studies (including Personal Financial Literacy) were defined by CTE and academic subject matter experts using the following criteria: It was a point where technical and academic content naturally collided; The student must demonstrate adequate proficiency with the academic standard to perform the technical skill; and It could be assessed for both academic and technical understanding. Colorado s CTE programs have had academic alignments dating back to the early 1990 s. While these alignments resulted in an increase in academic focus in CTE programs, the reality is that a true transformation in intentional teaching toward the academic standard was limited. With these alignments comes a new expectation: If a CTE instructor is teaching a CTE concept that has an identified alignment, they must also be intentional about their instruction of the academic standard. CCCS will be providing professional development and instructional resources to assist with the successful implementation of this new expectation. In addition, this expanded expectation will require increased collaboration between CTE and academic instructors to transform teaching and learning throughout each school. For each set of Cluster and Pathway standards, the academic alignments have been included and are separated by academic area. CCCS chose to align at the Evidence Outcome level. The aligned academic evidence outcome follows the CTE evidence outcome to which it has been aligned. For a sample, see Illustration A. 6/25/2012 BVSD Curriculum Essentials 11

12 The academic standard number used in the alignments matches the Colorado Department of Education standards numbering convention. 6/25/2012 BVSD Curriculum Essentials 12

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17 FPPS.02 Understand World Food needs FPPS Understand nutrition and food pyramid FPPS a FPPS b FPPS c FPPS d Identify food groups and importance of nutrition Determine impact of food groups on nutrition Describe a balanced nutritional plan Make recommendations to improve a diet or dietary deficiency FPPS.03 Implement Food Safety and Sanitation FPPS Correctly use tools associated with food safety and sanitation FPPS a FPPS b FPPS c FPPS d Identify tools used in the food trade and their safe use Demonstrate proper use of food industry equipment Maintain tools and equipment for safety and sanitation Correlate technology and its impact on food processing efficiency FPPS Correctly use safe food handling procedures FPPS a FPPS b FPPS c FPPS d Identify concepts of safe food handling (Food temperatures, Cross contamination, Ready to Eat, Handler, Storage) Implement safe food handling techniques Analyze a scenario for safe food handling (observe food prep at home, food network) Design a safe food handling protocol for a given situation (food buffet, quick serve rest) 6/25/2012 BVSD Curriculum Essentials 17

18 FPPS.04 Implement Food Lab Techniques FPPS Apply measurement procedures to food lab processes FPPS a FPPS b FPPS c FPPS d Determine measurement units (liquid volume, dry volume, eight, bakers percentage, counts) and understand measurement abbreviations Identify tools and techniques for measuring Utilize different equipment to measure Equalize measurements using different scales FPPS Apply food preparation procedures to food lab processes FPPS a FPPS b FPPS c FPPS d Identify methods of food preparation (grinding, chopping) Describe tools for food preparation and safe use Demonstrate safe use of preparation tools Utilize tools in advanced methods of preparation (garnish) FPPS Apply proper cooking methods and procedures to food lab processes FPPS a FPPS b FPPS c FPPS d Describe methods of cooking Explore cooking methods as related to food types Understand cooking chemistry (Maillard Reaction) (what happens to food when it is cooked) Relate the Maillard Reaction to food sensory properties FPPS.05 Understand the science of food FPPS Understand food chemistry FPPS a FPPS b FPPS c Describe food chemistry and how it relates to chemical elements (periodic table) Describe chemical reactions that occur in the processing and preparation of foods Determine the chemical contribution to the food diet (i.e. Calories, energy) FPPS.07 Understand Food Production FPPS Describe storage and handling procedures FPPS a FPPS b Identify the different areas of storage and handling for each species Explain recommended handling and storage procedures 6/25/2012 BVSD Curriculum Essentials 18

19 RFBS.01 (CUL) Integrate knowledge, skills, and practices required for careers in food production and services. RFBS (CUL) Demonstrate food safety and sanitation procedures. RFBS a RFBS b RFBS c RFBS d RFBS e RFBS f RFBS g (CUL) Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention. (CUL) Use the Hazard Analysis Critical Control Point (HACCP) and crisis management principles and procedures during food handling processes to minimize the risks of food borne illness. (CUL) Practice good personal hygiene/health procedures, including dental health and weight management, and report symptoms of illness. (CUL) Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods. (CUL) Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods, between raw and ready-toeat foods, and between animal and fish sources and other food products. (CUL) Demonstrate safe and environmentally responsible waste disposal and recycling methods. (CUL) Demonstrate ability to maintain necessary records to document time and temperature control, HACCP, employee health, maintenance of equipment, and other elements of food preparation, storage, and presentation. RFBS (CUL) Demonstrate menu planning principles and techniques based on standardized recipes to meet customer needs. RFBS a RFBS b RFBS c (CUL) Apply menu-planning principles to develop and modify menus. (CUL) Analyze food, equipment, and supplies needed for menus. (CUL) Apply principles of Measurement, Portion Control, Conversions, Food Cost Analysis and Control, Menu Terminology, and Menu Pricing to menu planning. RFBS (CUL) Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. RFBS a RFBS b RFBS c (CUL) Demonstrate professional skills in safe handling of knives, tools, and equipment. (CUL) Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies. (CUL) Utilize weights and measurement tools to demonstrate knowledge of portion control and proper scaling and measurement techniques. 6/25/2012 BVSD Curriculum Essentials 19

20 RFBS d RFBS e RFBS f RFBS g RFBS h RFBS i RFBS j RFBS k RFBS l (CUL) Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of variety of foods. (CUL) Prepare various meats, seafood, and poultry using safe handling and professional preparation techniques. (CUL) Prepare various stocks, soups, and sauces using safe handling and professional preparation techniques. (CUL) Prepare various fruits, vegetables, starches, legumes, dairy products, fats, and oils using safe handling and professional preparation techniques. (CUL) Prepare sandwiches, canapés and appetizers using safe handling and professional preparation techniques. (CUL) Prepare breads, baked goods and desserts using safe handling and professional preparation techniques. (CUL) Demonstrate professional plating, garnishing, and food presentation techniques. (CUL) Examine the applicability of convenience food items. (CUL) Demonstrate cooking methods that increase nutritional value, lower calorie and fat content, and utilize herbs and spices to enhance flavor. RFBS.02 (CUL) Integrate knowledge, skills, practices required for careers in food science, food technology, dietetics, and nutrition. RFBS (CUL) Evaluate nutrition principles, food plans, preparation techniques and specialized dietary plans in a variety of settings. RFBS a RFBS b RFBS c RFBS d (CUL) Analyze nutrient requirements across the life span addressing the diversity of people, culture, and religions. (CUL) Analyze nutritional data. (CUL) Use nutritional information to support care planning. (CUL) Utilize a selective menu. RFBS.05 (CATR) Family & Consumer Sciences National Reasoning for Action Standards RFBS (CATR) Evaluate reasoning for self and others. RFBS a (CATR) Analyze different types of reasoning (e.g., scientific, practical, interpersonal). RFBS (CATR) Analyze practical reasoning components. RFBS a (CATR) Differentiate types of knowledge needed for reasoned action: value-ends, goals, contextual factors, possible actions and consequences. 6/25/2012 BVSD Curriculum Essentials 20

21 RFBS b RFBS c (CATR) Analyze short-term and long-term consequences on self, family, culture/society, and global environment. (CATR) Analyze assumptions that underly beliefs and actions. RFBS (CATR) Implement practical reasoning for responsible action in families, workplaces and communities. RFBS a RFBS b RFBS c RFBS d RFBS e RFBS f RFBS g (CATR) Synthesize information from a variety of sources that are judged to be reliable. (CATR) Describe a particular recurring and evolving individual, family, workplace, or community concern. (CATR) Generate reasonable actions for reaching goals/valued ends for a particular concern. (CATR) Justify possible reasons and actions based on valued ends and information that is judged to be adequate and reliable. (CATR) Select an action supported by justified reasons, valued ends, contextual conditions, and positive consequences of actions. (CATR) Evaluate actions and results including consequences on self, others, culture/society, and global environment. (CATR) Evaluate practical reasoning processes 6/25/2012 BVSD Curriculum Essentials 21