Monroe Township Schools Curriculum Management System Culinary Arts I Grade 10 - 12 June 2006 * For adoption by all regular education programs Board Approved: August 2006 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.
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Monroe Township Schools
Curriculum Management System
Culinary Arts I Grade 10 - 12
June 2006 * For adoption by all regular education programs Board Approved: August 2006
as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.
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Table of Contents
Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 7 Scope and Sequence Page 8-9 Goals/Objectives/Instructional Tools/Activities Pages 10-29 Benchmarks Page 33
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MONROE TOWNSHIP SCHOOL DISTRICT
ADMINISTRATION
Dr. Ralph P. Ferrie, Superintendent
Dr. Christopher H. Tienken, Assistant Superintendent Dr. Edward Forsthoffer, III, Assistant Superintendent
BOARD OF EDUCATION
Ms. Kathy Kolupanowich, President
Mr. Lew Kaufman, Vice President Mr. Marvin Braverman
Ms. Carol Haring Mr. Joseph Homoki
Mr. John Leary Ms. Kathy Leonard Ms. Rita Ostrager Ms. Amy Speizer
JAMESBURG REPRESENTATIVE
Ms. Patrice Faraone
Student Board Members
Mr. George Leonard
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Acknowledgments
The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Kim Goulding Supervisor Name: Robert Mele, District Supervisor for Arts/Careers Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debbie Gialanella Geri Manfre Gail Nemeth
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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals
Mission
The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.
Goals
To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.
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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS
Philosophy
The philosophy of the Family and Consumer Sciences program is to provide students with the necessary experiences needed to develop basic life skills for their present and future roles. In its attempt to develop the individual, interpersonal skills, management skills, and communication skills are addressed. In addition, the Culinary Arts curriculum builds upon the basic concepts of food preparation and exposes students to the world of becoming a foodservice professional with an emphasis on “Front of House” operations. Skills transferable to the workplace an the development of positive attitudes toward work are stressed.
Educational Goals
1. To transfer Culinary Arts skills to the field of foodservice and to pursue a college level Culinary Arts education. 2. To foster the growth of self-esteem and responsible citizenship, this enables the student to contribute to the community.
3. To emphasize the value of working toward good health and safety practices.
4. To develop a tolerance for, acceptance of, and respect for other people and cultures.
5. To manage resources by analyzing and weighing alternatives.
6. To cultivate and promote student growth in self-expression and creativity.
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New Jersey State Department of Education Core Curriculum Content Standards
A note about Family and Consumer Science Standards And Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for Family and Consumer Science were developed in 2002. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Family and Consumer Science may also be found at: http://www.nj.gov/njded/cccs/drafts/career.pdf.
a) Historical Timeline of Contributions b) Culinary as an Art and Science c) Careme and Escoffier d) The Kitchen Brigade System
II. HACCP Applications a) The Safe Food Handler b) The HACCP System c) The Flow Of Food
III. Equipment & Technology a) The Commercial Kitchen b) Receiving & Storing Equipment c) Preparation & cooking Equipment d) Holding & Service Equipment
IV. Using Standardized Recipes a) Why Use Standardized Recipes
i) Parts of a Recipe b) Recipe Measurement & Conversion
b) “Athletic Cuisine” i) The Four Phase Objective ii) Power Bars iii) One Pot Iron Man Meals
X. Pasta & Grains a) Pasta b) Rice
i) Brown Rice ii) Specialty Rice
c) Grains i) Wheat Products ii) Corn Products
d) Risotto
XI. Baking Techniques a) Bakeshop Equipment b) Bakeshop Ingredients
i) Using Exact Ingredients ii) Types of Flour iii) Types of Fat iv) Sugars & Sweeteners v) Leavening Agents
c) Mixing Batters & Doughs
XII. Breakfast Cookery a) Breakfast Food Basics.
i) Types Of Meats ii) Egg Composition
b) Breakfast Breads & Cereals c) Meat Preparation
i) Sausage Making d) Egg Preparation
i) Omelets ii) Frittatas iii) Shirred Eggs
Quarter IV
XIII. Introduction to Hot & Cold Sandwiches a) Sandwich Making Basics b) Sandwich Types c) Sandwich Filling d) Sandwich Accompaniments
XIV. Hot & Cold Sandwiches a) Sandwich Making Basics. b) History of Sandwich Types c) Preparation of Hot Sandwiches d) Preparation of Cold Sandwiches
XV. Fruits a) Grading System for Fruit b) Classifications of Fruit c) Frozen vs. Dried Fruit d) Cooking fruit with Dry Heat e) Cooking Fruit with Moist Heat
XVI. Vegetables a) Classifying Vegetables b) Vegetable Cuts c) Cooking Vegetables
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Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: The History of Modern Cookery
Goal 1: The student will be able to correlate historical events to the progression of the field of culinary arts and identify factors contributing to the development of a cuisine.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
1.1. Track the historical progression leading to modern cookery. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
1.2. Discuss the organization of the classical and modern kitchen. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
1.3. Identify the contributions and major influences of Antonin Careme and Georges Auguste Escoffier. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
1.4. Understand the kitchen brigade system and its various work stations and chef positions. 3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1
1.5. Understand the factors affecting the development of a cuisine. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1
• When do you think salt was first used in food preparation?
• How did various herbs and spices begin to be used?
• How did the invention of electricity affect the history and preparation of food?
• What was important about the work of Chefs Careme and Escoffier?
• What position has remained constant from the Classical Brigade to the organization of the modern kitchen?
• How does geographical regions and religion influence the development of a cuisine?
• What does balancing a menu mean?
• Text: The Art & Science of Culinary Preparation Chapter 1; The History of Modern Cookery
• Lecture Notes/Teacher Demonstrations • Project
• Students will create their own Chef biography.
• Students will create three signature dishes.
• Project: Kitchen Brigade System • Students will work in groups and
choose a position in the kitchen brigade system and describe their function.
• Students will plan a complimentary meal using the chosen kitchen brigade stations.
• Lab: Culinary Biography • Lab: Kitchen Brigade System • Quiz: Kitchen Brigade System & their
French names • Test : Influences of modern cookery &
factors that contribute to the development of a cuisine
• Midterm/Final Examination • Possible Guest Speaker: Culinary Institute
Recruiter.
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Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: HACCP Applications
Goal 2: The student will be able to demonstrate safe food handler practices, identify all seven steps to the HACCP System, and describe the flow of food through an operation.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
2.1. Demonstrate proper grooming and hand-washing needed for the workplace. Explain the purpose of the HACCP System. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
2.2. State different hazards in the foodservice workplace. Describe the process of monitoring, corrective action, record keeping, and verification. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
2.3. Identify safety measures to take when preparing food, holding food, serving, and storing food. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
• How can human hair be a food borne illness threat in a restaurant?
• What is the temperature danger zone? • Give examples of chemical, physical &
biological foodservice hazards. • Describe specific situations when an
employee must wash his/her hands. • Why do foodservice professionals need to
be in good physical health to prevent the spread of food borne illnesses?
• What does HACCP stand for? • What does the use of the HACCP system
ensure for a foodservice establishment? • How can you be sure the meat, poultry, &
eggs you receive are from a government-approved supplier?
• What are two things you can do when preparing fruits & vegetables to help reduce the growth of micro-organisms?
• Students will work in groups and draft a HACCP recipe complete with critical control points.
• Students will draft a “flow of food” chart for the HACCP recipe.
• Lab: HACCP New England Clam Chowder recipe
• Lab: Pasteurized eggs • Flow of Food project
• Student will visit MTHS foodservice “Back of House” operations to understand the flow of food through an working commercial style kitchen
• Students will design a basic flow of food pattern based on their visit.
• Quiz: Safe Food handler • Test : HACCP system & flow of food • Midterm/Final Examination • Guest Speaker: Chef Maddy of
Foodservice
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Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Equipment & Technology
Goal 3: The student will be able to identify work stations, types of cooking lines, and the necessary equipment for receiving, storing , preparation, cooking, holding & serving.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
3.1. Explain the role of “Mise En Place” in a commercial kitchen and the foodservice industry. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
3.2. Distinguish between work stations,
work sections, and cooking lines. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
3.3. Compare & contrast the various types
of commercial equipment such as receiving and storing, preparation and cooking, holding and serving (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
• What is the definition of Mise En Place? • Describe how you would perform mise en
place prior to making a chef’s salad for a party of six people.
• How does the kitchen brigade system relate to work stations and work sections?
• Explain how the layout of a commercial kitchen affects work flow.
• How do the current economy, food availability and financial resources affect the style and type of equipment needed when opening a new restaurant?
• Students will create an interior floor plan for both front and back of house operations.
• Students will choose equipment utilizing spec sheets to accurately match the floor plan.
• Lab: Comparison of equipment usage • Project: “Setting Up the Back of the
House” • Students will create a name and a
brief description of a 200 seat restaurant.
• Students will use a $50,000.00 budget to purchase equipment for the back & front of the house.
• Students will calculate the cost per work section & restaurant as a whole.
• Lab: Taste test & evaluation • Quiz: Types of floor plans • Test : Chapter 9 • Midterm/Final Examination • Field-trip Johnson & Wales Overnight
tour of facilities and campus
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Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Using Standardized Recipes
Goal 4: The student will be able to describe the parts of a standardized recipe, explain the factors that affect recipe conversion and convert standard recipes.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
4.1. Explain the role that standardized recipes play in maintaining product consistency. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
• Students will work in groups and research recipes from 1970’s-1950 and create new standardized recipes.
• Students will convert the yields of the recipes and calculate the new ingredient amounts.
• Lab: New vs. Old Recipe challenge • Lab: “Yo Mamma’s” Recipe Switch Off • Pop Quiz: recipe measurements &
equivalents • Test : Chapter 13 • Midterm/Final Examination • Possible Guest Speaker: Restaurant
Manager
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n Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Using Standardized Recipes
Goal 4: The student will be able to describe the parts of a standardized recipe, explain the factors that affect recipe conversion and convert standard recipes.
4.5. Convert standard recipes by either increasing or decreasing the yield amounts. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Seasoning & Flavoring
Goal 5: The student will be able to identify the difference between and demonstrate the proper usage of herbs, spices, nuts and seeds, and describe the sensory properties of food.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
5.2. Prepare foods utilizing the seven common ingredients. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
5.3. Describe the various forms of herbs and spices and their usages. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
5.4. Prepare foods using fresh versus dry herbs (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
n Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Seasoning & Flavoring
Goal 5: The student will be able to identify the difference between and demonstrate the proper usage of herbs, spices, nuts and seeds, and describe the sensory properties of food.
5.6. Identify a variety of nuts and seeds and how they are used (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
5.7. Prepare desserts, appetizers, and baked goods utilizing various nuts and seeds. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
5.8. Describe the sensory properties of food and sensory evaluation (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.
• Quiz: Sensory Perception, seasonings, and flavorings
• Quiz: Herbs and Spices • Test : Chapter 16 • Midterm/Final Examination • Possible Field Trip: Delicious Orchards
to tour back of house operations and market.
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n Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Cooking Techniques
Goal 6: The student will be able to explain how different cooking methods affect the texture, color, aroma, flavor, and nutritive value of food.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: American Regional Cuisines
Goal 7: The student will be able to determine how factors such as geography, cultural heritage, and food availability affect the development of a regional cuisine.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
7.1. Understand a brief history of New England, Cajun/Creole and California style cooking. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
7.2. Learn the various ingredients and
signature dishes of the regions of New England, Cajun/Creole and California. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
7.3. Identify the staple foods used in
traditional New England, Cajun/Creole and California cuisines (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
Indian fried bread • Quiz: On each regional style of cooking • Test : American Regional Cuisines • Midterm/Final Examination • Possible Guest Speaker: Regional
Cooking Chef
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n Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: American Regional Cuisines
Goal 7: The student will be able to determine how factors such as geography, cultural heritage, and food availability affect the development of a regional cuisine.
7.5. Prepare traditional foods of the Cajun/Creole cuisine. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
7.6. Prepare traditional foods of the
California cuisine. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
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Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Culinary Nutrition I
Goal 8: The student will be able to recall the six categories of nutrients, apply knowledge of special dietary needs to menu planning and prepare foods to retain nutrients.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
8.1. Re-examine the six categories of nutrients and describe the sources and functions of each category. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
8.2. Describe the types and uses of food additives. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
8.3. Explain the purpose of the Dietary Guidelines for Americans and the Food Guide Pyramid and how it applies to menu planning. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
8.4. Prepare, cook, and store food to retain nutrients. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
8.5. List ways to reduce the amount of fat, cholesterol, and sodium in recipes. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
• Describe the function of each of the six categories of nutrients.
• What are two benefits of using food additives?
• What are two benefits of using organic products?
• Why should the dietary needs of people with health problems be considered when planning a restaurant menu?
• How do you think requiring nutritious labeling on foods has affected consumers?
• During food preparation, which would be more beneficial to boil potatoes or steam the vegetables?
• If a recipe calls for four ounces of butter, what would be a low-fat substitute?
• Students will work in groups and research a particular cultural food guide pyramid.
• Students will describe the similarities and differences to the standard pyramid.
• Lab: Completing the Protein • Lab: Cultural Food Guide Pyramid • Lab: Fat Substituted baked goods • Quiz: Moist cooking methods • Test : Chapter 15 • Midterm/Final Examination • Video: “Cooking at the Academy”
• Lightier Cuisine
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Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Culinary Nutrition II
Goal 9: The student will be able to become familiar with the concepts of the “spa cuisines” and “athletic cuisine” and the preparation of typical foods associated with each style of cooking.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
nutrition to professional athletes through the concept of the four phase objective. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
• Students will work in groups and research a particular Spa Cuisine style and locations for chosen cuisine.
• Students will describe the type of menu items, prices for daily, weekly or extended stays.
• Students will compete with other groups in preparing typical foods from these spas.
• Lab: Spa Cuisine Meal Presentation • Lab: Power Bars • Lab: Iron Man One Pot Meals • Quiz: Types of Spa Cuisines • Quiz: Athletic Cuisine & Sports Nutrition • Midterm/Final Examination • Possible Guest Speaker: Vegetarian Chef
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n Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Culinary Nutrition II
Goal 9: The student will be able to become familiar with the concepts of the “spa cuisines” and “athletic cuisine” and the preparation of typical foods associated with each style of cooking.
9.5. Prepare one pot meals utilized in sports nutrition for professionally training athletes. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
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Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Pasta & Grains
Goal 10: The student will be able to identify various forms of pasta and grains and demonstrate how to apply the proper cooking methods to each form.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
• Lecture Notes/Teacher Demonstrations • Project: Pasta Perfect
• Students will work in groups and research recipes for cannelloni, manicotti, and shells and penne.
• Students will substitute two major filling ingredients and create a new recipe.
• Students will prepare each recipe and evaluate each group’s final product.
• Project: Going against the Grain • Students will divide into equal groups
and prepare a variation of a polenta recipe.
• Students will evaluate the polenta by answering fourquestions.
• Lab: Pasta Perfect • Lab: Polenta • Quiz: Pasta • Test : Chapter 25 • Midterm/Final Examination • Video Series “Cooking at the Academy”
• Cooking with Grains • Pasta
• Possible Guest Speaker: Pasta-Maker
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Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Baking Techniques
Goal 11: The student will be able to utilize bake shop formulas and the different categories of ingredients to make a variety of basic batters and doughs.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
• Lecture Notes/Teacher Demonstrations • Project: “That’s The Way the Cookie
Crumbles” • Students will work in groups and create
a mock cookie café and draft a brief history of the operation.
• Students will create a cookie menu and price list.
• Students will prepare an array of cookies with flour variations and critique the results.
• Project: “Let Them Eat Cake” • Students will expand their cookie café to
a full operating bakery. • Students will draft a story of how they
expanded their business. • Students will prepare their “signature”
cake for taste and evaluation. • Lab: Cookie Crumbles • Lab: Cake Creations • Test : Chapter 27 • Midterm/Final Examination • Video Series: “Cooking at the Academy”
• Fancy Cookies • Possible Guest Speaker: Pastry Chef
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n Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Baking Techniques
Goal 11: The student will be able to utilize bake shop formulas and the different categories of ingredients to make a variety of basic batters and doughs.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
12.1. List the types of breakfast meats, breads, and cereals. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
14.1. Become familiar with the history behind the word “sandwich”, and such creation as the “Monte Cristo” and “Reuben”. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
canned fruits versus dried fruits for the preparation of pastries and sauces. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)
• What macronutrient is present in all fruits? • How are fresh fruit graded as opposed to
canned or dried? • How might you choose a moist or dry
method of cooking fruit? • Using the cafeteria as an example, how are
some of the fruits in this section most commonly presented and served?
• Lecture Notes/Teacher Demonstrations • Project: Fruit Sorbets
• Students will work in groups and research recipes for fruit sorbets.
• Students will choose two complimentary fruits and describe their country of origin, varietal types and price scale in and out of season.
• Students will prepare each recipe and evaluate each group’s final product.
• Lab: Fruit sorbets • Lab: Canned versus Dried Fruits • Quiz: Fruit classifications & types. • Test : Chapter 26 • Midterm/Final Examination • Video Series: “Cooking at the Academy”
• Seasonal Fruit Desserts
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Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I
Topic: Vegetables
Goal 16: The student will be able to identify, describe, and demonstrate the preparation of various classifications of vegetables.
Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:
1. The student will be able to correlate historical events to the progression of the field of culinary arts and identify factors contributing to the development of a
cuisine. 2. The student will be able to demonstrate safe food handler practices, identify all 7 steps to the HACCP System, and describe the flow of food through an
operation. 3. The student will be able to identify work stations, types of cooking lines, and the necessary equipment for receiving, storing, preparation, cooking, holding &
serving. 4. The student will be able to describe the parts of a standardized recipe, explain the factors that affect recipe conversion and convert standard recipes. 5. The student will be able to identify the difference between and demonstrate the proper usage of herbs, spices, nuts and seeds, and describe the sensory
properties of food. 6. The student will be able to explain how different cooking methods affect the texture, color, aroma, flavor, and nutritive value of food. 7. The student will be able to learn how factors such as geography, cultural heritage, and food availability affect the development of a regional cuisine 8. The student will be able to recall the 6 categories of nutrients apply knowledge of special dietary needs to menu planning and prepare foods to retain nutrients. 9. The student will be able to become familiar with the concepts of the “spa cuisines” and “athletic cuisine” and the preparation of typical foods associated with
each style of cooking. 10. The student will be able to identify various forms of pasta and grains and demonstrate how to apply the proper cooking methods to each form. 11. The student will be able to utilize bake shop formulas and the different categories of ingredients to make a variety of basic batters and doughs. 12. The student will be able to identify and prepare breakfast foods such as, omelets, sausage, pancakes, French toast and hot cereals. 13. The student will be able to learn the basic preparation tools and techniques and prepare a variety of breads for hot and cold sandwiches. 14. The student will become familiar with the history of sandwiches prepare a variety of hot and cold sandwiches. 15. The student will be able to identify, describe, and demonstrate the preparation of various classifications of fruits. 16. The student will be able to identify, describe, an demonstrate the preparation of various classifications of vegetables.