HAMILTON TOWNSHIP SCHOOLS 90 Park Avenue Mercer County Hamilton, New Jersey 08690

Transcription

1 Family and Consumer Science HAMILTON TOWNSHIP SCHOOLS 90 Park Avenue Mercer County Hamilton, New Jersey Department of Curriculum and Instruction CAREER EDUCATION AND CONSUMER, FAMILY, AND LIFE SKILLS INTRODUCTION TO CULINARY CAREERS GRADES (16051G5.0011) Board of Education Approved: August, 2012

2 TABLE OF CONTENTS Page(s) Acknowledgements... 2 Introduction... 3 Description of Course... 4 Curriculum Overview Chart... 5 Assessment Bibliography

3 ACKNOWLEDGEMENTS CURRICULUM COMMITTEE MEMBERS Debbie Gore... Hamilton High East Debe Leafe... Hamilton High North CURRICULUM SUPERVISOR Mr. J. Glenn Sliker... Supervisor of Health, Physical Education, Substance Abuse Prevention, Multicultural Studies, Family and Consumer Science ADMINISTRATION Dr. Michael Gilbert... Director of Curriculum and Instruction Dr. James Parla... Superintendent of Schools 2

4 INTRODUCTION The Family and Consumer Sciences courses are designed to help young people develop the life skills and personal skills needed to meet the challenges of today s ever changing world. At the high school level, an emphasis will be placed on food preparation, nutrition, cooking techniques, and eating traditions of our own country and other cultures. Students are given the opportunity to explore careers in different areas of the culinary arts. This curriculum guide is intended to be used as a resource for the instructor in terms of long-term range and short-term range planning. Required in all courses of study is the infusion of diversity, technology, and career awareness. Listed course objectives and corresponding 2009 New Jersey Core Curriculum Content Standards provide the framework for instruction. Suggested strategies and textbook references offer resources for addressing these critical objectives. 3

5 DESCRIPTION OF COURSE Introduction to Culinary Careers Grade This course combines the knowledge of food service laboratory experiences necessary to provide a foundation in the scope of the food service industry, including but not limited to: career exploration, professional safety procedures, cost factors, culinary techniques, nutrition, foods and materials, and food science. Food service is a growth industry with significant opportunity for career enhancement. 4

6 CURRICULUM OVERVIEW CHART NJ Content Standard.8,.39,.41, Objective/Cluster Concepts/ Cumulative Progress Indicators (CPI s) The student will: Concept: Safety and Sanitation 1. identify causes of food borne illnesses and ways to prevent them. 2 discuss and identify the parts to a Chef s uniform. Level: Grade Subject: Introduction to Culinary Careers Pacing Strategies/Activities/Resources with Text Reference Ongoing Read Chapter 6 in Exploring Professional Cooking (EPC). Complete workbook ditto s Study Guide ; Avoiding Accidents, and Safe and Sanitary Truths Watch video HACCP-A Basic Understanding Define HACCP vocabulary words Label diagram with the proper name and details about the uniform..12,.39,.41, implement correct safety and sanitation procedures. Lab checklist will be discussed to assure safety/sanitation rules are followed. Test on Safety and Sanitation.8,.14,.36 Concept: Tools, Small and Large Equipment 4. identify tools as well as small and large equipment used within the food service industry. Read Chapters 7 and 8 in EPC textbook. Complete EPC workbook study guides located on pages 41 and 47 Label small and large equipment on visual handout. Tour the school cafeteria to see what equipment is used within that food industry 5

7 NJ Content Standard.10 W LS ,.14.19,.56.8,.19 N.S ,.19 Objective/Cluster Concepts/ Cumulative Progress Indicators (CPI s) The student will: 5. gain knowledge about knives used in the culinary setting. Concept: Cooking Terms 6. recognize terminology used in the food preparation setting as well as menus. Concept: Working In Stations 7. list and identify the stations used in the food industry kitchens. 8. make use of time and production schedules Concept: Standardization and Cost Control 9. explain the purposes of standardization 10. correctly increase and decrease recipes 11. demonstrate correct measuring procedures 12. explain the importance of cost control in the food service industry 13. identify the functions of ingredients in baking. 14. explain the importance of correct baking temperatures and times. 6 Pacing Strategies/Activities/Resources with Text Reference Ongoing Use the library to research chef knives. Write a short paper containing facts about styles, materials used, care, store and costs. Test on tools, small and large equipment. Using the glossary in EPC students should define cooking terms which will be used throughout the school term. Discuss menu terms Quiz on terminology Read Chapter 9 in EPC Workbook dittos Study Guide, Work Smarter, Not Harder and Teamwork Analysis Lab settings will allow students to use time and production schedules. Test on chapter material Read chapters 4 and 5 in EPC textbook Complete workbook ditto s Study Guide, Adjusting Recipe Yields, Completing Purchasing Orders and Store It Students will continue to work on measuring throughout the school terms on various recipes they will be preparing. Test on chapter materials Read chapter 17 in EPC Complete the Study Guide from student workbook, page 101. In lab setting complete Experimenting with Chemical Leaveners exercise.

8 NJ Content Standard.8,.24.45,.56 W LS ,.45,.56.8,.45,.56, N.S.6.2 Objective/Cluster Concepts/ Cumulative Progress Indicators (CPI s) The student will: Concept: Quick Breads 15. describe the basic methods of mixing quick breads. 16. prepare a variety of quick breads (some examples would be; muffins, biscuits, popovers, scones and pancakes) Concept: Yeast Breads 17. describe the steps in the process of mixing yeast dough. 18. discuss the outcome of experimenting with gluten. 19. prepare a recipe that uses flour other than all purpose. o These may include but not be limited to: French bread, white, wheat or rye bread, croissants, and dinner rolls. Concept: Pies and Pastries 20. identify and prepare different types of pies and pastries 21. demonstrate proper piecrust preparation Pacing Strategies/Activities/Resources with Text Reference Ongoing Read Chapter 19 in EPC. Complete workbook pages Students will prepare quick breads in a lab setting. Groups will assemble and create a new recipe using Pancakes as the main ingredient. All parts of a standard recipe are required to complete this assignment. Invite a panel of judges in to rate dishes on appeal and taste. Complete worksheets Study Guide, Yeast Bread Facts and Experimenting with Gluten Balls from EPC workbook chapter 18. Evaluate product results Also explore flavored butters Prepare a variety of yeast breads in lab. Test on Chapters: 17,18 and 19 Read chapter 21 in EPC. Completing Study Guide and Mathematical Pastry in student workbook. Participate in lab setting where a variety of recipes using a piecrust are used. 7

9 NJ Content Standard.8,.14,.45,.57,.68 W W LS ,.10,.13,.25 N.S ,.14,.33,.45,.57 Objective/Cluster Concepts/ Cumulative Progress Indicators (CPI s) The student will: Concept: Cakes and Frostings 22. demonstrate the importance of mixing techniques in cake and frosting preparation. 23. observe decorating components of cake preparation. 24. prepare and decorate a layered cake using several cake decorating techniques learned. 25. identify the type of cake from its recipe. 26. prepare a variety of cakes in the lab setting. Some examples are: Angel Food, Sponge, Chiffon, and Pound Cake. Concept: Party Planning 27. plan and organize a party 28. prepare party foods and beverages 29. demonstrate host/hostess skills Concept: Meat, Poultry and Fish 30. identify factors involved in selecting, storing and preparing meat, poultry and fish. 31. prepare meat, poultry and fish using a variety of cooking techniques studied. Pacing Strategies/Activities/Resources with Text Reference Ongoing Read chapter 20 in EPC. Complete a teacher lecture on mixing, baking and decorating cakes. Students will create a board of several cake decorating samples. Class will bake and decorate a layered cake using several samples previously learned. Labs will also make, bake and discuss the different types of foam cakes. Students will also travel to the library to research chocolate. Complete workbook page Investigating Chocolate Unit test on Pies, Pastries and Cakes Investigate party planning ideas which include invitations, menus, tableware, and time management. Set a budget and plan out all aspects of the party. This includes food purchasing, food preparation and presentation ideas. Invite guests to a party Students will read Chapters 22,23,and 24 to gain knowledge about cooking methods in EPC textbook. Complete EPC workbook pages 129,135, and 139 Lecture on Meats, Poultry and Fish which Highlights important factors about selecting, storing, preparing and cutting. Complete bone structure chart Watch video on Carving Meats 8

10 NJ Content Standard.8,.14,.45,.55 Objective/Cluster Concepts/ Cumulative Progress Indicators (CPI s) The student will: Concept: Salad and Salad Dressings 32. identify salad components and various types of salads. 33. identify garnishing tools and their uses. 34. prepare and serve a variety of salads that meet standards of excellence. Pacing Strategies/Activities/Resources with Text Reference Prepare a variety of recipes using different techniques and cooking methods. Students will write and then prepare a new and unique dish which contains chicken as the main ingredient. Invite a panel of judges in to rate the dish on appeal and taste. Students will discuss the success/failure of dish prepared. Unit test on meat, poultry and fish Ongoing Read Chapter 10 in EPC. Complete EPC workbook dittos: Study Guide and Experimenting with Salad Greens Label garnishing tool worksheet Make a variety of garnishes using tools provided during lab. Lab evaluation of salads Unit test.8,.45,.56 Concept: Sandwiches 35. identify various types of sandwiches 36. recognize the importance of proper storage of sandwiches after preparation. 37. evaluate the preparation techniques of sandwiches. Read chapter 11 in EPC. Complete worksheets : Sandwich Search and Experimenting with Sandwich Storage in EPC student workbook. Prepare in lab setting a variety of sandwiches Unit test 9

11 NJ Content Standard.8,.36,.8,.9,.12,.66,.72 SL a-b Objective/Cluster Concepts/ Cumulative Progress Indicators (CPI s) The student will: Concept: Beverages 38. recognize the role of beverages in meal planning 39. become familiar with ways of preparing the equipment to use in preparing tea and coffee. Concept: Career Exploration 40. become aware of career opportunities in the hotel and restaurant industries as well as other food oriented careers. 41. recognize the skills and education required for various careers. 42. identify sources of information about job openings Pacing Strategies/Activities/Resources with Text Reference Ongoing Read chapter 26 in EPC. Complete pages 151 and 154 in EPC student workbook. Demonstrate how to use large service coffee pots and other beverage equipment available. Quiz on material covered Read Chapter 27 in EPC. Complete the following activities in student workbook Decoding Want Ads and What Would You Say Invite guest speakers in from Culinary Schools and the workplace to enlighten students about career opportunities. 10

12 ASSESSMENT The purpose of assessments is to determine student understanding, performance, attitude and application of skills. Assessments can be: Diagnostic telling teachers what the student needs to learn Formative telling us how well the student is doing as work progresses, and Summative telling us how well the student did at the end of a unit/task. It is important to assess student work at all stages of development through a variety of methods that may include: Standardized achievement tests provide data that establish student levels of performance. Teacher generated tests/quizzes (selected response and/or constructed response) the data will provide information regarding the extent of student learning. High school courses are required to administer course specific school-wide mid-term and final examinations. Authentic assessment performance tasks and projects that demonstrate student level of application and competency. Student Self and Peer Assessment students reflect on, make a judgment and then report on their own or a peer s behavior and performance. Portfolio collection of student work that exhibits the student s efforts, progress and achievement. Information from a variety of assessments should be used to improve instruction, focus student attention on strengths and weaknesses, improve program planning, and serve as the data for reports to students and other concerned individuals. 11

13 BIBLIOGRAPHY New Jersey Department of Education. Core Curriculum Content Standards Ray, Mary Frey, and Evelyn Jones Lewis. Exploring Professional Cooking. New York: Glencoe/McGraw-Hill, Ray, Mary Frey, and Evelyn Jones Lewis. Student Workbook: Exploring Professional Cooking. New York, NY: Glencoe, 1996.