Culinary Arts Page 1 Wethersfield Public Schools Course Outline Course Name: Culinary Arts Department: Family & Consumer Sciences Grade(s): 11-12 Level(s): unleveled Course Number(s): 70404 Credits: 1 Pre Requisites: Food & Nutrition I & II 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
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Culinary Arts Page 1
Wethersfield Public Schools
Course Outline
Course Name: Culinary Arts
Department: Family & Consumer Sciences
Grade(s): 11-12
Level(s): unleveled
Course Number(s): 70404
Credits: 1
Pre Requisites: Food & Nutrition I & II
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 2
Overarching Skills This section includes 21st 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 Essential Questions
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.
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.
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 5
Instructional Support Materials
ServSafe Essentials, National Restaurant Association, 2008
Professional Cooking, Culinary Institute of America, John Wiley & Son, 2003
www.epicurious.com
www.cooksillustrated.com
www.culinarycafe.com
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.
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. 2003
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 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 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 Essential Questions
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.
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.
9.3. Prepare and arrange salads for maximum eye appeal.
9.4. Identify the major salad dressing ingredients.
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. 2003
Kitchen Equipment: knives, cutting boards, serving bowls, dressing cups, etc.
Food to make the various salads & dressings.
Culinary Arts Page 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 www.epicurious.com
o www.cooksillustrated.com
o www.allrecipes.com
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: