Connecticut Technical High School System Grade 12. Culinary Arts Curriculum Implementation Guide

Transcription

1 Connecticut Technical High School System Grade 12 Culinary Arts Curriculum Implementation Guide

2 Goal 12-1 Exploring Culinary Arts in the Hospitality industry. Big Idea: Higher Education is an important step in advancing your Culinary Arts career. Students will: 1.Explore and assess Culinary Arts career pathways in the Hospitality industry. As evidenced by: Student will compare and contrast the different college and career pathways available to each student. This discussion will be facilitated between Guidance and Culinary teacher. Students will review and reflect on My Skills and Interest Inventory in the Career Cruising curriculum. Guest Speaker/ Culinary teacher / Guidance will facilitate a discussion on career planning and success in the Hospitality industry. Students will evaluate their Short-term and Long-term Goals in Career Cruising. Students will write an essay on their choice of career pathway. 2. Appraise the options available to post-secondary education. 3. Attend local college Fairs and Hospitality Organizations Students have an understanding of admission requirements, costs and degrees/certificates that each institution has to offer. Students will complete CTHSS Culinary Arts College Worksheet 4. Speak to guidance counselors. Complete all college requirement and admissions applications. Resources: School Guidance Department, Various Culinary Arts Higher Educational Facilities. Internet Job searches, National Rest. Assoc. Extension Activity: Students will independently visit culinary institutions. Q & A Informal Assessment(s) Formal Assessment(s) Visitation Essay Guidance conference

3 Goal 12-2 Menu Development & Nutrition Big Idea(s): There are several factors to consider when developing a menu. In addition to considering the necessary factors, a chef must choose from among different menu types. Essential Question(s): 1. Why are different menu created? 2. Describe the types of menus used by food service establishments. 3. Categorize the factors that influence a menu. 4. Summarize the items to thing about when you plan a balanced meal. The student will: 1. Explain the influences on the menu and the targeted customer. Evaluate the geography and culture. Determine type of food served. Compare Eating trends. As evidenced by: (oral, written or performance) Students are able to identify key factors in researching and developing a global/ ethic menu. Development and assessment will occur during the SCAP project. Describe various cuisines and their history relationship to cultural development. Student will be able to use and identify ingredients that are indigenous to their cuisines. Analyze the different type of food, equipment and skills of worker 2. Classify and explain the types of menus that are found in restaurants; Fixed menu, ala carte menu, cycle menu Meal based menus Lunch menu Ethnic menu Students will create and develop a menu based on the location, style of restaurant, clientele, price, workers skills and current food trends as a major project. Project will be assessed with a rubric. 3. In Menu Planning & Design, Name menu items that are commonly found on breakfast, lunch and dinner menus. Create menus that contain items from a typical breakfast, lunch and dinner menu. Students will list items typically found in breakfast, lunch and dinner menus, in a written assessment. 4.In Menu Planning Principles Review a typical menu served in the school s restaurant and see if it contains the following principles; Variety,

4 Balance, Menu Truthfulness, Nutrition Flexibility. Student will produce a nutritionally balanced meal that will satisfy the Senior Culinary Arts Project s criteria. Plan menus based on MY PLATE food groups and the recommended servings. Students will create nutritionally balanced meals daily for the public dining room. Identify common food allergies. 5. In Review of Nutrition: MyPlate illustrates the five food groups that are the building blocks for a healthy diet. Students will be able to interpret food labels. (Culinary Essentials, pg. 289) Students will be able to describe the primary functions of major food sources and major nutrients. The Recommended Dietary Allowances (RDA) show the amount of each essential nutrients that will meet the nutritional needs of the majority of Americans for a day. Students will be able to list common food allergies including produce, nuts, fish, gluten, proteins and dairy. Students will be able to identify appropriate portions size, ingredients and nutritional values. Student will be able to identify a nutrient as a chemical compound that helps the body to carry out its function. These forty nutrients are grouped into 6 categories, proteins, carbohydrates, fats, vitamins, minerals and water. Students will be able to differentiate alternative diets as they relate to diabetes, vegetarian, allergies and healthful lifestyles. (Culinary Essentials, pg. 293) Students will be able to discuss dietary guidelines and recommended dietary allowances. 6.In review of Menu Categories Explain the following menu categories; Appetizers, Soups, salads, Cold Entrees, Hot Entrees, Sandwiches, Accompaniments, Desserts, Cheeses Beverages. Identify and prepared variety of hot or cold appetizers and soups. Students will list the different menu categories and cite at least 2 examples of each in a written assessment. Student will design a theme menu for their senior project. Menu will consist of an appetizer, salad, entrée, mother sauce, starch and vegetable, a yeast bread and dessert. Write a menu that contain one dish from each category.

5 7. In review of Pricing Menu Items, Identify the influences that impact menu prices. Analyze Labor cost, competition, customers, Atmosphere, location, Explain how each pricing method affects the profitability of a restaurant. Factor method Students will be able to compare and contrast the factors that influence menu pricing Students will be able to compare and contrast various menu pricing methods. Markup-on-cost method Contribution margin method Average check method Competitors pricing method Psychological pricing method

6 Goal 12-3 Buffet Service & Garde Manger Big Ideas: 1. Planning, organization and teamwork are essential in ensuring a successful foodservice event whether it is a buffet or cold food platters that serves twenty people or a thousand. 2. Students will be able to demonstrate setting up a buffet service, using proper equipment, food choices, garnishes within the space available Essential Questions: What are the responsibilities of a banquet (buffet) chef? List Front of the House (dining room) duties in setting up for a buffet service? Compare and contrast hot and cold food garnishes Students will: 1. In Buffet Service students will practice setting up a buffet service using proper equipment, utensils, linens and prop. Explain and diagram how food should flow for buffet service. Identify the various platters, mirrors and trays used for school s buffet service. Properly plan a buffet, ensuring proper space on the buffet table. As evidenced by (oral, written, or performance) Students are able to work in teams to organize and set up a buffet service according to instructor specifications. Students create a flow chart for buffet service describing, the flow of food, food items, and customer flow. 2.When Table Setting and Draping Students will demonstrate how to properly drape and set up a table for buffet service. Where applicable, demonstrate how to apply table skirting to a Buffet table Choose where to place utensils, before, during and after service. Choose appropriate garnishes and props for buffet service and table set up. 1. Students are able to set up a buffet service according to instructor s specifications. Bid Idea: The Garde Manger Chef is responsible for preparing cold foods such as salads, salad dressings, cold hors d oeuvres, fancy sandwiches, canapés and cold platters. Essential Question(s): 1. What are the duties and responsibilities of being a Garde Manger Chef? Students will: 1. Explain the workings of a Garde Manger Station. As evidenced by: 1. Instructor will observe students performance and knowledge of a garde manger station

7 2.Demonstrate Basic Food Garnishing Techniques such as: Fluting fanning, Various Vegetable Flowers, Food Sculptures. Select appropriate garnishing tools Students produce a variety of garnishes, using appropriate garnishing tools that will be assessed by a rubric. Students will be able to identify common garde manger tools and their uses. (Vegetable peeler, butter curler, zester, paring knife, channel knife, melon baller, tournee knife, and fluting knife) Culinary Essentials, pg Explain and demonstrate advanced salad and Charcuterie food items. Explain the use of Gelatin in glazing Charcutiere items. Explain the process of making a mousse 4. Demonstrate food presentation techniques. Create advance and composed salads, according to instructor s specifications and observations. Students will be able to describe mousses and gelatins. Select and design a food platter using appropriate garnishes, accoutrements and garnishing tools. Understand the importance of edible garnishes on a cold food platter. Understand the importance of cold sauces and relishes as accoutrements on a cold food platter Apply to Plate & Platter Presentation: - Balance - Color - Placement - Serving Size - Garnish - Proportion Students will design and assemble and Garnish Cold Food platters, bowls and plates that will meet the criteria of a rubric, that will include variety, color combinations, layout, and use of garnishes. Students will be able to produce hors d oeuvres, canapés and other appetizer platters. Students will be able to create cold sauces and relishes appropriate for charcuterie platters. Student will use their plan of work sheet as the template for their presentation. Resources: Culinary Essentials Ch. 18, Professional Cooking, Ch. 19, Culinary Essentials Lab Manual Extension Activity: Informal Assessment(s) Daily Production Resources: Industry Magazines, Culinary Essentials, YOU-tube video Formal Assessment(s) Written tests. Culinary Essentials lab Manual activities Extension Activity: Create Picture Wall using Plate Presentation and Buffet Set-ups.

8 Informal Assessment(s) Buffet production observation DSA Formal Assessment(s) Resources: Culinary Essential, Ch. 12.1, Professional Cooking, Ch. 5, Culinary Essentials Lab Manu Informal Assessment(s) Formal Assessment(s) Daily Observation Written tests, Culinary Essentials activities CTHSS rubric grade for Senior Project Goal 12-4 Cost Control Techniques Big Ideas: It is important to calculate and control food cost to keep a business running smoothly. Several factors can influence the cost to prepare menu items. Essential Questions: Why is it important to know the cost of an individual dish? What are the necessary controls that minimizes food waste in the kitchen? Compare and contrast the profitability of soup, salad entrée and dessert. Students will: 1. Explain how food service establishments manage portion control ( Culinary Essentials P.348) Purchase items according to standards Follow standardized Recipes Use standardized portioning tools and equipment As evidenced by (oral, written, or performance) Students will use standardized recipes in daily production Students will use portioning tools and equipment during daily menu service. 2. Describe how to calculate Unit cost( Culinary Essentials P.349) Bulk purchasing and Unit Cost Use purchase invoice to get cost of 50# Bag of Flour, then calculate cost of cup of flour. Product yield amount of food product left after preparation Yield Test is a process of breaking down the purchased cost of the food to the edible portion Yield Percentage is the edible portion of food to the amount of food purchased Conduct the product yield on a carrot or Potato Calculate the Yield percentage of a carrot or potato Calculate a 4oz porting of edible carrots.

9 a. Purchasing Methods. 3. Describe purchasing methods. Students will be able to list the types of purchasing methods such as, bids, purchase orders, phone sales and quotes. List the factors that affect food prices and quality, which may include market prices and cost of product. Students will be able to describe factors that impact food prices and quality such as, seasonality, availability based on supply and demand, weather conditions and transportation. Definition of a Food Specification. A spec acts as a quality control tool. It helps a commercial kitchen purchase exactly what is needed. Students will be able to examine written specifications for a variety of food products. (ie. Name of supplier, package size, and quantity, or item count, form of the item to purchase and costs and quality limitations. C.E. pg. 358) Students will describe current computerized systems for purchasing. Students will demonstrate how to place orders on the Sysco and Peapod Websites. Inventory and Receiving Control 4. Describe the guidelines for receiving foods as iterated in the ServSafe Text. Students will participate in inspecting received products for quality, freshness and signs of damage. Examine various inventory systems. Students will be able to describe a physical inventory, a perpetual inventory and how they relate to par-stock and FIFO. (C.E. pg 362. Students will participate in monthly physical inventory of food product. Students will update monthly inventory with weekly food invoices. Describe the use of a requisition system in managing inventory controls. Students will create a requisition for the Senior Culinary Arts Project.

10 5.Summarize how to cost a recipe Recipe name Q Factor Portion size Yield Ingredients list / Requisition list Unit purchase price Cost per unit Ingredient total cost Total recipe cost Students will work as a group with instructor to assist in calculating Senior Project recipes Calculate SCAP recipe Q factor Calculate portion cost Use SCAP recipe form On line Peapod food calculator is a good resource Goal 12.5 Restaurant Management and Entrepreneurship Big Ideas: 1. Being able to effectively manage both time and human resources in a food service establishment. A manager is also responsible for applying cost control techniques. 2. An Entrepreneur is someone who creates and runs a business. Entrepreneurs in the food service industry opens their own business, such as Catering Facilities, Bakeries or a Restaurant. Essential Question(s): 1. What are the qualities and duties of an effective manager? 2. What is the foodservice manager s role in managing profitability? 3. Compare and contrast the pros and cons of owning your own restaurant. 4. Describe the function of a business plan? The students will: Effective Management 1. Be able to explain the following management qualities; Time Management planning & organizing Resource Management human resources Clear and Concise Communication Motivation, Training & Mentorship Professional Leadership respect for all Business Minded cost control, technology Follow through Inspect what you expect As evidenced by: (oral, written or performance) 1. The students are able to understand the qualities of effective management, through their daily production in the Sous Chef leadership role. 2. Students rotate through various management positions throughout the school year to exhibit various managerial skills

11 2. Explain the importance of maintaining profitability in the restaurant business. Actively demonstrate how to keep effective record keeping system. Develop a food, beverage, and labor cost. Apply proper purchasing procedures 3.Examine the managers role in employee selection, training, and supervision Students will list changes that can make a business more profitable. Students will explain what a manager should look for when inspecting foods. Students will analyze required food inventories for restaurant production. Explain and demonstrate an employee training program. Evaluate employee supervision Students will be charged with Chef (Sous chef) duties overseeing the daily production and ensuring that the restaurant will open on time, and run efficiently. Student will be assessed by chef instructor in a scoring rubric. Students will evaluate employees through observation and effective communication Explain employee evaluation. Students will be able to fill out an evaluation form based on an employee job description and their performance List Employability / Soft Skills Discuss what are the Soft skills needed to get and hold a job in this competitive industry. 4.List the characteristics of an Entrepreneur Self-Motivated Leadership and management abilities Business understanding Knowledge of the business Hard work and dedication List the pro and cons of owning your own business List the components of a business plan Executive summary A brief recounting of all of the point in a business plan. Management team plan - team s qualification Company Description Outlines business concept, goals and objectives. Vision and Mission guiding principles of operation Market Analysis research customer demographics to define target market. Competition Analysis- who are your competitors? Conduct a Competition Analysis of your school dining room and your local food service competitors. Create a Marketing Analysis to market your school Dining room to the public, develop creative strategies to build your business.

12 Marketing Analysis plan to market goods Operational Plan include all the operational processes to run the business, Zoning, legal restrictions, government Requirements Organizational Plan legal structure, record keeping and insurance Financial Plan Present finances, growth forecasts and rationalization Contingency plan plan to minimize risk Plan Presentation professional business appeal, support documents and confident leadership, belief in your product. Resources: Culinary Essentials, Ch. 7, Ch. 3.3 Extension Activity: Create an employee evaluation form, and employee checklist incorporating all areas of restaurant. Group activity for menu costing. Class Jigsaw a business plan for a theme Restaurant Informal Assessment(s) Observation of student role plays followed by group questions and answers. For example: Interviewing potential employees for food service positions, (busser, cashier, food server, line cook). Compile a list of pertinent questions that could be asked during the interview process. Create an ad design for the restaurant to incorporate the look and feel of the restaurant. Formal Assessment(s) Written tests and or quiz.

13 Senior Summative Assessment Senior Culinary Arts Project (SCAP) Big Idea: The purpose of SCAP is to equip students with an integration of technical skills/experiences and academic foundations to face the changing workplace of the food service industry of the 21 st Century. Students will apply advanced culinary skills, ServSafe standards, as well as science, mathematics, communications and literacy skills (reading, writing, speaking, listening, viewing and demonstrating) time management, organizational skills and portfolio development from basic to advanced levels of understanding as a summation of the four years in the program. Essential Question(s): 1. What are the key concepts in developing and planning a successful themed menu? 2. How does the SCAP prepare a student to enter the foodservice industry? 3. What are the qualities of an entry level foodservice worker? The students will: As evidenced by: (oral, written or performance) The student will be able to research, create and produce a balanced menu. Students will communicate their reflective learning through an Oral Presentation to peers and panel. Completion of senior trimester requirements: Research Paper Menu Development & Design Nutritional Balance Menu Costing & Pricing Production Planning Management Skills Oral Presentation Skills Resources: School Faculty Computer internet access Local Restaurants & Trade Magazines Extension Activity: Extracurricular assignments for motivated students at the Culinary Instructor s discretion, ie: Center piece, create and produce an additional menu for school event, etc, etc Observations Q & A Informal Assessment(s) Formal Assessment(s) Competency Rubric Trimester assessments DWTA

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