Wethersfield Public Schools Course Outline

Transcription

1 Course Name: Culinary Arts Department: Family & Consumer Sciences Grade(s): Level(s): unleveled Course Number(s): Credits: 1 Pre Requisites: Food & Nutrition I & II Wethersfield Public Schools Course Outline Course Description: This course description also appears in the course catalogue. Culinary Arts explores the competencies, characteristics and expectations of careers in foodservice and hospitality management. This course is intended for students who want to explore the possibility of a career in the foodservice industry. The course includes topics such as sanitation, fundamentals of cooking & baking, planning, purchasing, preparation, presentation & marketing of foods. Students will investigate leadership competencies essential to success in the work world. The class will emphasize employability competencies and develop marketable skills for future employment in the foodservice and hospitality operations. Required Instructional Materials: Name, author, date. (publisher and edition) Culinary Essentials, Johnson & Wales University Glencoe McGraw-Hill, 2002 Revised/Approval Date: February 24, 2011 Approved Administrative Team January 11, 2012 Approved Student Programs and Services March 6, 2012 Approved Board of Education March 13, 2012 Authors/Contributors: Heather A. Begina/ FCS Teacher Culinary Arts Page 1

2 Overarching Skills This section includes 21 st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills, etc. These objectives should be taught and assessed through the integration of the other units. This unit is not meant to be taught in isolation as a separate unit. Title: Culinary Arts Enduring Understandings Success in the workplace requires the application of both academic, technical & interpersonal skills and knowledge. Success in the workplace requires understanding and adherence to industry protocols and standards of quality. Success in the workplace requires the knowledge of workplace systems and the ability to effectively manage and use resources, information & technology. Leadership competencies guide and direct the attitudes and attributes found in efficient, effective and productive lives and careers. Success in the workplace requires the ability to interact effectively with diverse groups of people. Essential Questions In what ways are academic, technical, & interpersonal skills applied in various food service operations? What are qualities exhibited by model workers in various work settings? What are the standards of quality for food service operations? How does food quality affect cost? What are the standards of presentation of food in various food service operations? What are the health and safety precautions & requirements in foodservice operations? What are the characteristics of leadership? What are the standards for behavior and dress within various food service operations? What are the challenges and benefits of working in teams? How are work teams organized in various work settings? What are strategies for managing conflict within a team? How does the ability to work with diverse people and in diverse settings affect work and productivity? What self-management skills are expected in various work settings? How do interpersonal skills affect one s employability and advancement opportunities within various work settings? Objectives (skills) (Show link to standards in parenthesis after objective) The student will: S.1. Explain the necessity for department of public health regulations over food service operations. S.2. Identify good employability skills, that would be necessary for a foodservice operation. S.3. Discuss how to determine food quality and how it relates to costs. S.3. Demonstrate employability skills in their cooperative groups through-out the course. S.4. Self-reflect on how to work cooperatively & effectively with others while preparing various food dishes. S.5. Share knowledge and skills with others through demonstrations and written skills. Culinary Arts Page 2

3 Connections to State Standards: Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition A. Family and Consumer Sciences Skills: Develop a common core of skills related to Family and Consumer Sciences Education. 1. Describe employability skills used in the community and workplace settings 2. Describe the relationship of the environment to food production, nutrition and hospitality. Instructional Support Materials Various websites: Suggested Instructional Strategies Students will be assigned to work in various cooperative teams throughout the course of the entire year. Students will be asked to identify and put into practice use of good employability skills. Students will identify sanitation rules & potential hazards during labs. Students will demonstrate correct sanitation procedures based on state and federal guidelines. Students will examine food quality and recognize how it relates to food costs. Students will demonstrate public speaking skills as they will give a demonstration of how make a specific food. (ex. Omelets) Students will work in teams to write about and share about various recipes for the school newspaper throughout the year. Students will be asked to write their own resume and cover letter seeking a possible position in the food industry. Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Lab reports throughout the year emphasizing cooperation, respect within their groups. Classroom demonstrations of good sanitation practices. Presentations of how to make a simple food item for others. Use technology to create a menu within a specific budget. Written resumes/ and cover letters. Creation of articles for the school newspaper, highlighting various recipes. End of the year class project of planning, preparing, serving & cleaning up a breakfast for the staff of the high school. Culinary Arts Page 3

4 Unit 1: Sanitation Time Frame: August/ September Length of Unit: 2 weeks Enduring Understandings Sanitation regulations dictate best practices that must be utilized in all foodservice industry and home applications. Success in the workplace requires understanding and adherence to industry protocols and standards of quality. Success in the workplace requires the knowledge of workplace systems and the ability to effectively manage and use resources, information & technology. Essential Questions Why are foodservice industry operations regulated by Public Health Department Regulations? How do on-sight health department inspections improve sanitary conditions of foodservice operations? Why are most food contaminations caused by human error? Which are more difficult to control: biological, chemical or physical contaminations? How does HACCP (Hazard Analysis Critical Control Points) assist in the prevention of food borne illness outbreaks? In what ways are academic, technical, & interpersonal skills applied in various food service operations? What are the standards of quality for food service operations? What are the health and safety precautions & requirements in foodservice operations? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 1.1. Identify the causes and conditions necessary for biological contaminations to occur Explain the common cause of chemical and physical food contaminations Identify the high standards of sanitation required by federal, state or local health departments Apply sanitation practices at all times Analyze HACCP (Hazard Analysis Critical Control Point) guidelines as applied to delivery, storage, preparation, and service of all food & beverage products. Connections to State Standards: Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition E. Food Safety: Evaluate factors that affect food safety, from production through consumption. 14. Determine conditions and practices that promote safe food handling and inspection. 15. Identify safety and sanitation practices throughout the food chain. I. Food Safety & Sanitation: Demonstrate food safety and sanitation procedures. 24. Describe and practice good personal hygiene/health procedures, and report symptoms of illness. 25. Explain and demonstrate methods for properly receiving and storing both raw and prepared foods. 26. Explain and demonstrate techniques for food handling and preparation that prevent cross contamination between raw, cooked and ready-to-eat foods and between animal or fish sources and other food products. 27. Examine current types and proper uses of cleaning materials and sanitizers. 28. Describe and demonstrate various types of waste disposal and recycling. Culinary Arts Page 4

5 Instructional Support Materials ServSafe Essentials, National Restaurant Association, 2008 Professional Cooking, Culinary Institute of America, John Wiley & Son, Suggested Instructional Strategies Demonstration of cooking techniques, by instructor Modeling good safety & sanitation skills by the instructor Product-based performance, using class rubric emphasizing good sanitation skills & cooperative work ethic. Cooperative learning activities such as various food dishes, students prepare to share with the class, simple but easy lab (fruit salad) Classroom Notes In pairs students will be asked to research one of the following: biological, chemical and physical contaminations, their prevention, and what to do if they occur. Then give a short presentation to the class. Reading various chapters of ServSafe Text. Reading & summarizing current event articles. Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) A rubric to grade cooperative lab work Product evaluations (self/ peer/& instructor) Notebook check Short oral group reports/ presentations on biological, chemical and physical contaminations. Readings of various chapter of ServSafe text with section review questions Test- **students must earn an 80% or better on to earn their chef coats. **Students are allowed to take the test as many times as needed to earn their coat. Culinary Arts Page 5

6 Unit 2: Tools & Equipment Time Frame: September/ October Length of Unit: 3 weeks Enduring Understandings Effective & efficient work habits are essential to health, safety, and sanitation. Knowledge and use of tools and equipment will facilitate successful product outcome. Essential Questions How does appropriate tool/equipment use affect product outcome? Why is it important to identify and use tools correctly? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 2.1. Identify cookware, bake ware, cooking tools, and appliances Demonstrate which tools/equipment are necessary for successful product outcomes. In particular students will Recognize the various types of knives. Demonstrate which knives are used for varying tasks in the kitchen. Execute various types of cuts (julienne, mince, dice, slice, etc) Solve common kitchen conversions by both weight and volume. Differentiate between liquid and dry product measurements. Connections to State Standards: Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition J. Food Production Equipment: Demonstrate selecting, using and maintaining food production equipment. 29. Describe and demonstrate techniques for operating tools and equipment following safety procedures. 30. Describe and demonstrate the process for maintaining tools and equipment following safety procedures. 31. Describe and demonstrate the proper procedures for storing equipment and tools. L. Food Preparation: Demonstrate preparation for all menu categories to produce a variety of food products. 34. Describe and demonstrate the appropriate skills used in knife, tool, and equipment handling. Instructional Support Materials Classroom equipment: Various types of knives, cutting boards, baker s scales, digital scales, etc. Food (various fruits/ vegetables) to demonstrate to students the various cuts made with the knives. Various fruits/ vegetables for the students to practice making the various cuts. Handout classroom tools (contains pictures of various equipment) Handout the knife (a picture of the French knife, the students label the parts) Handout Common Kitchen vocabulary. Kitchen math handout/ conversion chart Suggested Instructional Strategies Demonstrating how to use the knife properly, proper cleaning & care. Modeling use of various kitchen equipment. (Ex. Convection ovens, gas stoves, etc.) Demonstration and practice of various cuts with the knife & terms. Pre-assessment of various types of cuts/ vocabulary terms Cooperative learning- Students work together to find kitchen equivalents. Group project/ lab (apple crisp) Culinary Arts Page 6

7 Classroom discussions Problem solving- common kitchen conversions- students complete an activity demonstrating their knowledge of basic conversions individually. Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Quiz on kitchen conversions, and use of convection/ conventional ovens. Lab, veggie pizzas, with rubric emphasizing use of the knife skills & working with others in their group. At end of unit, students will work together as a class to make & sell apple crisps to the staff at the high school. Culinary Arts Page 7

8 Unit 3: Baking Time Frame: October/ on-going throughout the year Length of Unit: 2-3 weeks Enduring Understandings Baking methodologies require the application of scientific principles while encouraging culinary creativity. Nutritional principles impact foodservice industry menu offerings and everyday diet choices. Success in the workplace requires the ability to interact effectively with diverse groups of people. Essential Questions How do precise measurements affect product outcome? How does varied temperatures affect product outcome? How do ingredient substitutions affect the final product? Must recipes be followed exactly? How have nutritional choices and requests for diet-driven modifications affected the foodservice industry? What are the challenges and benefits of working in teams? How are work teams organized in various work settings? What are strategies for managing conflict within a team? How does the ability to work with diverse people and in diverse settings affect work and productivity? What self-management skills are expected in various work settings? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 3.1. Explain how different methods of heat transfer directly affect the final product outcome Determine the differences between liquid and dry product ingredients, and the affects they have on a baked product Explore scientific principles that affect the chemistry of food combinations Identify the varied properties of most baking ingredients. Connections to State Standards: Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition L. Food Preparation: Demonstrate preparation for all menu categories to produce a variety of food products. 42. Describe and demonstrate the process for preparing baked goods and desserts. Instructional Support Materials Professional Baking, Culinary Institute of America, John Wiley & Son, Kitchen tools, equipment Baking products to make various cookies, cinnamon rolls, etc. Culinary Arts Page 8

9 Suggested Instructional Strategies Demonstration of baking techniques. Modeling good safety & sanitation skills by the instructor Discuss various baking ingredients and how they interact with each other. Current Event article readings Website articles. Modeling use of kitchen equipment (kitchen aid mixers, the Hobart, convection oven, etc). Observe & describe what occurs when we cook baked products using the convection and conventional ovens/ microwaves, etc. Group project: Various groups are to make cookies with varied ingredients (baking powder or baking powder, margarine/butter etc.) and hypothesize and predict what will happen. Product-based performance emphasizing good sanitations skills and cooperative work ethic. Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Chapter readings section review questions. Student s will analyze and draw conclusions on what happened when we made the cookies with varied ingredients. Lab worksheet to be graded. Labs: Product-based performance, using class rubric emphasizing good sanitation skills & cooperative work ethic. o Working with yeast: cinnamon rolls, stuffed breads or calzones o baking soda & baking powder: various types of cookies Classroom Notes/ notebook check Students will work in cooperative groups making various types of cookies for the sports award ceremonies (3x a year- Fall, Winter, Spring) Culinary Arts Page 9

10 Unit 4: Soups/ Hors d oeuvres & Appetizers Time Frame: End of Oct/ November/ December Length of Unit: 4-5 weeks/ Note: Multiple breaks in the schedule & students serve Fall Sports Awards in early December. Enduring Understandings Cooking methodologies require the application of scientific principles while encouraging culinary creativity. Success in the workplace requires the ability to interact effectively with diverse groups of people. Essential Questions How does the application of scientific principles affect the final food product? How does the selection of moist heat and/or dry heat methods affect cooking chemistry? What are the challenges and benefits of working in teams? How are work teams organized in various work settings? What are strategies for managing conflict within a team? How does the ability to work with diverse people and in diverse settings affect work and productivity? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 4.1. Compare & Contrast the differences between stock, broth and sauces. Identify the various types of soups- clear broths, chowders, cream, etc Identify various vocabulary terms and explain meaning, relating to Soups, stocks, sauces Hors d oeuvres & appetizers 4.3 Know how to prepare some basic hors d oeuvres & appetizers. Connections to State Standards: Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition L. Food Preparation: Demonstrate preparation for all menu categories to produce a variety of food products. 38. Describe and demonstrate the process for preparing various stocks, soups, and sauces. 41. Describe and demonstrate the process for preparing sandwiches, canapés, and appetizers. Instructional Support Materials o Professional Cooking, John Wiley & Sons, Inc o Kitchen tools, equipment o Food to make the various recipes Websites: o o o Suggested Instructional Strategies Demonstration of cooking techniques. Culinary Arts Page 10

11 Modeling good safety & sanitation skills. Vocabulary pre-quiz in both soups & appetizers. Discuss different ingredients for stocks, sauces & soups. Cooperative groups to make various types of soups and appetizers. Current event articles/ handouts/ Website articles. Product-based performance emphasizing good sanitations skills and cooperative work ethic. Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Chapter readings & section review questions. Vocabulary Quizzes (one for stocks/sauces & one on appetizers & hors d oeuvres) Labs: Product-based performance, using class rubric emphasizing good sanitation skills & cooperative work ethic. o Soups: Cream of Broccoli, Minestrone, Tortellini soup o Appetizers/ Hors d oeuvres: tomato brochettes, bell pepper nachos, potato skins, buffalo chicken dip, spicy chicken dumplings, artichoke spinach dip. Classroom Notes/ notebook check Students will work in cooperative groups to make 4 batches of the minestrone soup for the Antique Show put on by the Wethersfield Historical Society in mid/ late November. Culinary Arts Page 11

12 Unit 5: Eggs Time Frame: January (usually this can be done just before mid-year exams) Length of Unit: 2 weeks Enduring Understandings Cooking methodologies require the application of scientific principles while encouraging culinary creativity. Nutritional principles impact foodservice industry menu offerings and everyday diet choices Success in the workplace requires the ability to interact effectively with diverse groups of people. Essential Questions How does the application of scientific principles affect the final food product? How does the selection of moist heat and/or dry heat methods affect cooking chemistry? How have nutritional choices and requests for diet-driven modifications affected the foodservice industry? What are the challenges and benefits of working in teams? How are work teams organized in various work settings? What are strategies for managing conflict within a team? How does the ability to work with diverse people and in diverse settings affect work and productivity? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 5.1. Describe the composition of eggs & the major differences between grades Prepare the following egg items: hard & soft cooked eggs, various fried eggs (sunny side up, over easy & over hard), scrambled eggs & omelets Prepare French toast, and identify common variations possible by changing the basic ingredients. Connections to State Standards: Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition A. Family and Consumer Sciences Skills: Develop a common core of skills related to Family and Consumer Sciences Education 4. Identify and demonstrate communication skills that contribute to positive relationships. 5. Describe the roles of teamwork and leadership skills in the family, workplace, and community L. Food Preparation: Demonstrate preparation for all menu categories to produce a variety of food products. 43. Describe and demonstrate the process for preparing breakfast meats, eggs, cereals, and batter products. Instructional Support Materials Professional Cooking, John Wiley & Sons, Inc Food to prepare various egg dishes, and French toast. Suggested Instructional Strategies Demonstration of cooking techniques. Modeling good safety & sanitation. Practice demonstration skills in front of peers. Cooperative group work emphasizing good sanitations skills and cooperative work ethic. Culinary Arts Page 12

13 Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Chapter readings & section review questions. Quiz: Diagram of the egg/ differences in grades of eggs Labs: Product-based performance, using class rubric emphasizing good sanitation skills & cooperative work ethic. o Eggs: Groups will be asked to make various forms: hard & soft cooked eggs, various fried eggs (sunny side up, over easy & over hard), scrambled eggs & omelets. o French Toast- Each group will be asked to make a different form, and then compare & contrast Each student will need to teach a lesson preparing one type of egg dish from above to an audience of their peers. Use of school wide rubric on effective communication to asses teaching lesson. Culinary Arts Page 13

14 Unit 6: Cakes/ Pastry Time Frame: Late January/ February leading into break Length of Unit: 2 weeks Enduring Understandings Baking methodologies require the application of scientific principles while encouraging culinary creativity. Nutritional principles impact foodservice industry menu offerings and everyday diet choices. Success in the workplace requires the ability to interact effectively with diverse groups of people. Essential Questions How do precise measurements affect product outcome? How does varied temperatures affect product outcome? How do ingredient substitutions affect the final product? Must recipes be followed exactly? How have nutritional choices and requests for diet-driven modifications affected the foodservice industry? What are the challenges and benefits of working in teams? How are work teams organized in various work settings? What are strategies for managing conflict within a team? How does the ability to work with diverse people and in diverse settings affect work and productivity? What self-management skills are expected in various work settings? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 6.1 Describe the five basic cake mixing methods Describe the characteristics of high fat and low fat cakes Prepare one of the following types of cakes: high-fat, shortened, low-fat or foam cakes Prepare puff pastry for éclairs. Connections to State Standards: Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition A. Family and Consumer Sciences Skills: Develop a common core of skills related to Family and Consumer Sciences Education 4. Identify and demonstrate communication skills that contribute to positive relationships. 5. Describe the roles of teamwork and leadership skills in the family, workplace, and community L. Food Preparation: Demonstrate preparation for all menu categories to produce a variety of food products. 42. Describe and demonstrate the process for preparing baked goods and desserts. 44. Describe and demonstrate techniques for food presentation. Instructional Support Materials Professional Cooking, John Wiley & Sons, Inc Kitchen Equipment: cake pans, racks, pastry bags, tips, etc. Food materials to make cakes and éclairs. Culinary Arts Page 14

15 Suggested Instructional Strategies Demonstration of baking techniques. Modeling good safety & sanitation skills. Current event/ website articles-descriptions of how to make various cakes. Review of what types of cakes are in style at the moment. Cooperative Lab work to make various cakes, and éclairs. Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Quiz: 5 methods of making cakes/ characteristics of high & low-fat cakes. Labs: Product-based performance, using class rubric emphasizing good sanitation skills & cooperative work ethic. o Cakes: Groups will be asked to make various cakes: high-fat, shortened, low-fat or foam cakes. o Puff Pastry- Each group will make éclairs. Culinary Arts Page 15

16 Unit 7: Meat & Poultry Basics Time Frame: Late February/ March/ early April Length of Unit: 3 to 4 weeks / Note: Interruptions to schedule: Finishing cookies for Winter Sports Awards & a faculty lunch (if possible)/ CAPT testing changes our schedule during this time frame. Enduring Understandings Cooking methodologies require the application of scientific principles while encouraging culinary creativity. Nutritional principles impact foodservice industry menu offerings and everyday diet choices. Success in the workplace requires the ability to interact effectively with diverse groups of people. Essential Questions How does the application of scientific principles affect the final food product? How does the selection of moist heat and/or dry heat methods affect cooking chemistry? How have nutritional choices and requests for diet-driven modifications affected the foodservice industry? What are the challenges and benefits of working in teams? How are work teams organized in various work settings? What are strategies for managing conflict within a team? How does the ability to work with diverse people and in diverse settings affect work and productivity? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 7.1. Prepare basic meat & poultry dishes that will benefit them college and the world beyond. 7.2 Apply good sanitation practices at all times Analyze how to change a recipe to serve a large group 7.4. Determine cost of a recipe. 7.5 Recognize many of the varied food choices people make in relation to meat/ meat products in relationship to health. Connections to State Standards: Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition L. Food Preparation: Demonstrate preparation for all menu categories to produce a variety of food products. 35. Describe and demonstrate a variety of cooking methods (e.g., roasting, baking, broiling, smoking, grilling, sautéing, frying, deep frying, braising, stewing, poaching, steaming, woking, convection, microwaving, and other emerging technologies). 36. Describe the fundamentals of time and temperature as they relate to cooking, cooling, and reheating of a variety of foods 37. Describe and demonstrate the process for preparing various meats, seafood, and poultry. Instructional Support Materials Professional Cooking, John Wiley & Sons, Inc Kitchen equipment: woks, stock pots, skillets, grill pans, broiler pans, etc. Food to make the various recipes Culinary Arts Page 16

17 Suggested Instructional Strategies Demonstration of cooking techniques. Modeling good safety & sanitation skills. In small groups read/ and share article readings on various choices people make in regards to meat & meat products Guided practice individually and in cooperative groups to problem solve changing a recipe for a crowd. Discussion of evaluating cost to a recipe Research information on cost of food to determine total cost. Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Summarize some of the many varied choices people make in regards to meat & meat products. Quiz on changing a recipe for a crowd. Research assignment to figure cost of a recipe and the budget it would take to feed that particular recipe to set number of people. Use of the school wide rubric on problem solving Labs: Product-based performance, using class rubric emphasizing good sanitation skills & cooperative work ethic. o Students will work in groups to make some basic meat dishes that they can take with them to college. (Chicken- stir fry, buffalo chicken sandwiches, chicken Sammie s, taco burgers, chili, beef stir-fry). Culinary Arts Page 17

18 Unit 8: Pasta Time Frame: April Length of Unit: 2 to 3 weeks Enduring Understandings Cooking methodologies require the application of scientific principles while encouraging culinary creativity. Nutritional principles impact foodservice industry menu offerings and everyday diet choices. Success in the workplace requires the ability to interact effectively with diverse groups of people. Essential Questions How does the application of scientific principles affect the final food product? How does the selection of moist heat and/or dry heat methods affect cooking chemistry? How have nutritional choices and requests for diet-driven modifications affected the foodservice industry? What are the challenges and benefits of working in teams? How are work teams organized in various work settings? What are strategies for managing conflict within a team? How does the ability to work with diverse people and in diverse settings affect work and productivity? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 8.1. Experiment with making homemade fresh pasta Explain the different characteristics of fresh pasta versus dried pasta Produce a pasta dish for a large group Plan, prepare and serve a faculty lunch with the pasta dish. 8.5 Demonstration of basic table service. Connections to State Standards: Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition D. Acquisition, Handling & Use of Foods: Demonstrate ability to acquire, handle and use foods to meet nutrition and wellness needs of individuals and families across the life span. 11. Demonstrate ability to select, store, prepare, and serve nutritious foods H. Service: Apply concepts of service to meet customer expectations. 21. Describe and practice various service methods. 22. Determine the relationship between an employee s actions and customer satisfaction. 23. Describe and implement strategies for resolving complaints. L. Food Preparation: Demonstrate preparation for all menu categories to produce a variety of food products. 44. Describe and demonstrate techniques for food presentation. Instructional Support Materials Professional Cooking, John Wiley & Sons, Inc Kitchen Equipment: large stock pots, colanders, sheet pans, convection oven Food to make the various pasta dishes Food to serve the faculty lunch Culinary Arts Page 18

19 Serving equipment to serve faculty lunch Time to be worked out within the current schedule to prepare & serve the lunch Suggested Instructional Strategies Demonstration of cooking techniques. Modeling good safety & sanitation skills. Overview of table service. Cooperative groups to set the table and practice serving one another. Opportunities to make and then compare and contrast both fresh and dried pastas. Small group work to plan, prepare & serve faculty lunch. (all three lunch waves) Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Quiz: Explaining the differences of working with fresh and dried pastas and how they are stored. Demonstration of setting the table and basic table service. Class project: To plan, prepare & serve a faculty lunch (1 test grade) Labs: Product-based performance, using class rubric emphasizing good sanitation skills & cooperative work ethic. o Fresh fettuccini & ravioli (homemade) o Lasagna & stuffed shells (dried pasta) Use of school wide rubric, effective communication skills. Culinary Arts Page 19

20 Unit 9: Vegetables & Salads Time Frame: May/ plus making cookies for Spring Sports Awards & Academic Awards Length of Unit: 2 to 3 weeks Enduring Understandings Nutritional principles impact foodservice industry menu offerings and everyday diet choices. Success in the workplace requires the ability to interact effectively with diverse groups of people. Essential Questions How have nutritional choices and requests for diet-driven modifications affected the foodservice industry? What are the standards of quality for food service operations? How does food quality affect cost? What are the standards of presentation of food in various food service operations? What are the health and safety precautions & requirements in foodservice operations? What are the challenges and benefits of working in teams? How are work teams organized in various work settings? What are strategies for managing conflict within a team? How does the ability to work with diverse people and in diverse settings affect work and productivity? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 9.1. Identify and describe five different salad types (appetizer, accompaniment, main course, separate course & dessert) 9.2. Identify the four basic parts of a salad Prepare and arrange salads for maximum eye appeal Identify the major salad dressing ingredients. Connections to State Standards: Connecticut Career & Technical Education Performance Standards & Competencies, 2011 Edition D. Acquisition, Handling & Use of Foods: Demonstrate ability to acquire, handle and use foods to meet nutrition and wellness needs of individuals and families across the life span. 11. Demonstrate ability to select, store, prepare, and serve nutritious foods L. Food Preparation: Demonstrate preparation for all menu categories to produce a variety of food products. 34. Describe and demonstrate the appropriate skills used in knife, tool, and equipment handling. 40. Describe and demonstrate the process for preparing various salads, dressings, marinades, and seasonings 44. Describe and demonstrate techniques for food presentation. Instructional Support Materials Professional Cooking, John Wiley & Sons, Inc Kitchen Equipment: knives, cutting boards, serving bowls, dressing cups, etc. Food to make the various salads & dressings. Culinary Arts Page 20

21 Suggested Instructional Strategies Demonstration of cooking techniques. Modeling good safety & sanitation skills Discussion of various ingredients in salads and determination of quality. Current Event articles regarding eye appeal of food/ presentation Websites: o o o Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Research various types of salads to make in each category. Quiz on salad types and when they would be served. Labs: Product-based performance, using class rubric emphasizing good sanitation skills & cooperative work ethic o Each group will make one of the following salads along with complimentary dressings: mixed Italian salad, spinach salad, waldorf salad, Caesar, broccoli salad, potato salads (cold & hot). Culinary Arts Page 21

22 Unit 10: Culminating Unit Time Frame: 2 weeks. Length of Unit: June/ Plus final project of making breakfast for the staff Enduring Understandings Success in the workplace requires the application of both academic, technical & interpersonal skills and knowledge. Success in the workplace requires understanding and adherence to industry protocols and standards of quality. Success in the workplace requires the knowledge of workplace systems and the ability to effectively manage and use resources, information & technology. Leadership competencies guide and direct the attitudes and attributes found in efficient, effective and productive lives and careers. Success in the workplace requires the ability to interact effectively with diverse groups of people. Essential Questions In what ways are academic, technical, & interpersonal skills applied in various food service operations? What are qualities exhibited by model workers in various work settings? What are the standards of quality for food service operations? How does food quality affect cost? What are the standards of presentation of food in various food service operations? What are the health and safety precautions & requirements in foodservice operations? What are the characteristics of leadership? What are the standards for behavior and dress within various food service operations? What are the challenges and benefits of working in teams? How are work teams organized in various work settings? What are strategies for managing conflict within a team? How does the ability to work with diverse people and in diverse settings affect work and productivity? What self-management skills are expected in various work settings? How do interpersonal skills affect one s employability and advancement opportunities within various work settings? Objectives (knowledge and skills) (Show link to standards in parenthesis after objective) The student will: 10.1.Create new menu offerings for a restaurant Determine ordering lists and costs for a particular recipe to serve that meal to 50 people Determine cost to charge customers, and calculate profit Draw conclusions on other options the restaurant must do to improve customer confidence. Instructional Support Materials Research materials/ computer lab time Case Studies of 2 to 3 restaurants noting things that have gone wrong Information on profit/ loss Websites: Culinary Arts Page 22

23 Suggested Instructional Strategies Overview of price points of various types of restaurants (fine-dining, family style, fast food, etc.) Review with students profit/ loss information regarding pricing of menus Review conversion charts Group review of case-studies/ determine pit falls and problems as a group/ present to class. Suggested Assessment Methods (Include use of school-wide analytic and course specific rubrics) Final Written Project: Students will be given a few different case studies of restaurants that have gone wrong. Students will need to assess the issues and pitfalls these restaurants fell into and come up with solutions to fix the problems. o Create 3 new menu options for that restaurant with one of the menu offerings being lowfat or vegetarian. o Choose one of those menu options to create an ordering list to serve 50 people. o Determine cost of the menu to make a profit for the restaurant. Summarize in a written paper some other steps to take to improve consumer confidence in the restaurant. o Example staff retraining/ cleaning & sanitizing the restaurant. Use of the school wide rubric to grade project on technology skills. Use the information & technology literacy framework PreK-12 to create rubric Connections to: Information & Technology Literacy Framework PreK-12 January 2006 o Content Standard 2-Information Strategies: What are the learning skills and strategies that students need to successfully find information? Students will (by Grade 12) routinely and efficiently use online information resources to meet the needs to research, publications and communications. o Content Standard # 3 How do students evaluate and use information resources? Students will (by Grade 12) organize, analyze and synthesize information to draw meaningful conclusions through written, oral, numeric and visual communications independently. Culinary Arts Page 23

24 Culinary Arts Page 24