Connecticut

TechnicalHigh School System

Culinary Arts

Curriculum Implementation

Guide

Written by: David A. Miguel, CEC, CCE, Department Head, Grasso Tech

Consultant: David H. Grzych, Educational Consultant, State of Connecticut

Mod 1:

Goal(s):Practice Personal Hygiene

Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
1.1 Work Healthy /

Review school’s health policy regarding illnesses and when it is safe to return to school.

Demonstrate the proper bandaging and covering of cuts and wounds.

Demonstrate how to properly put on latex gloves.

1.2 Proper Hand washing techniques /
  • Demonstrate Proper hand washing techniques as outlined in Culinary Essentials page 180
  • Give handout of proper hand washing techniques
  • Written test on proper hand washing techniques.

1.3 Proper Clothing and Grooming /
  • Discuss health regulations regarding fingernails- length, polish
  • Discuss and demonstrate proper hair restraints as applied in shop.
  • Discuss the Chef’s uniform, its history and importance as to how it safely applies to the running of a kitchen.
  • Discuss the health implications of excessive jewelry and how it applies to shop appearance.

1.4 Good Work Habits /
  • Discuss work habits not previously mentioned i.e. sitting on counters, gum chewing, smoking etc…

Resources:

Culinary Essentials, Ch. 8, professional Cooking Ch. 2

Extension Activity:

Informal Assessment(s)

/

Formal Assessment(s)

Daily Observation

/

Personal Hygiene Rubric

Written Tests

PERSONAL HYGIENE

Criteria

/ 1 / 2 / 3 / 4 / 5
Proper Bandaging of Cuts
Application of Latex Gloves
Proper hand washing techniques
Fingernails-length, cleanliness
Hair restraint
Facial Hair
Excessive Jewelry

Notes:

Total Score______

Scoring:

5=Excellent

4=Above Average

3=Average

2=Below Average

1=Poor

Mod 2:

Goal(s): Work Place Safety
Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
2.1 Identify Safety Guidelines for all equipment in shop. /

Demonstrate how to safely operate all equipment in shop

Demonstrate how to safely breakdown all equipment in shop

Demonstrate how to safely cleanall equipment in shop.

Demonstrate how to safely assemble all equipment in shop

2.2 Explain fire safety measures /
  • Identify fire exits
  • Show posted shop evacuation plan
  • Identify and locate fire extinguishers and their uses
  • Identify and explain the three possible types of kitchen fire and how to effectively and safely extinguish them.
  • Demonstrate how to properly use a fire blanket.

2.3 Describe basic first aid procedures /
  • Explain first aid to treat various wounds
  • Explain how to avoid burns in the kitchen
  • Demonstrate how to effectively treat a minor kitchen burn.
  • Show how to properly reach school nurse for further assistance.
  • Demonstrate the “Hug of Life”
  • Demonstrate how to safely avoid blood borne pathogens.

2.4 Identify potential kitchen dangers /

Demonstrate safe knife handling procedures.

Discuss safe floor cleaning procedures.

Discuss horseplay, running and general safe kitchen behavior and outlined in shop rules

Discuss proper chemical uses and storage.

Locate the MSDS folder in shop.

Demonstrate proper lifting Procedures

Resources:

Student Handbook, Posted Shop Rules, Professional Cooking, Ch. 2, Fire Safety hand outs,

Extension Activity:

Informal Assessment(s)

/

Formal Assessment(s)

Daily Observation

/

Written tests, Equipment Rubric, Knife Handling Rubric

Criteria / 1 / 2 / 3 / 4 / 5
Sanitation (Criteria covered in early modules)

Equipment Operation

Equipment Breakdown
Equipment cleaning/Sanitizing
Equipment Reassembly

Notes:

Total Score______

Scoring

5=Excellent

4=Above Average

3=Average

2=Below Average

1=Inadequate

Mod 3:

Goal(s): Food Handling Safety
Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
3.1 Identify Biological, Chemical and Physical Hazards that apply to food safety /

Discuss and identify the biological hazards that can occur in food.

Discuss and Identify the Physical Hazards that can occur when preparing food.

Discuss and Identify the Chemical Hazards that can occur in food.

3.2 Understand the Food temperature danger Zone /
  • Explain the importance of limiting the time food spends in the Temperature Danger Zone.
  • Explain the growth rate of bacteria while in the danger zone.
  • Explain the potentially hazardous foods that are affected by the Danger zone.

3.3 Understand cross Contamination /
  • Explain and discuss the various ways food can be effected by cross contamination.

3.4 Understand proper manual and mechanical washing techniques. /

Discuss and demonstrate the set-up of a standard three bay sink.

Demonstrate the usage of the shop’s mechanical washing system.

Resources:

Professional Cooking, Ch. 2, Cooking Essential, Ch. 8, Handouts from study guides

Extension Activity:

Informal Assessment(s)

/

Formal Assessment(s)

Daily observations

/

Written Tests

Mod 4:

Goal(s): Knife Skills and Nomenclature
Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
4.1 Set up Work Area /

Demonstrate Cutting Board anchoring

Discuss refuse bucket and stress importance of a clean, organized work area

Demonstrate proper wrapping and labeling techniques

4.2 Proper knife selection /
  • Discuss parts of a knife and their uses
  • Identify the various knives found in the student’s knife kits.
  • Explain the uses for the knives.
  • Demonstrate how to sharpen and steel a knife.

4.3 Basic Cutting Techniques /
  • Demonstrate how to properly and safely hold a knife for carrying, handing it over and for cutting
  • Demonstrate cleaning and trimming of vegetables used in daily production.
  • Demonstrate how to safely cut vegetables for daily production.

4.4 Proper Knife Sanitation /
  • Demonstrate how to safely clean a knife.
  • Review cross contamination and how a knife can transfer it.

Resources:

Professional cooking, Ch. 7, Cooking Essentials Ch., 10

Extension Activity:

Informal Assessment(s)

/

Formal Assessment(s)

Daily Observation

/

Written Test, Knife Handling Rubric, Work Station Set-up Rubric.


Criteria / 1 / 2 / 3 / 4 / 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria / 1 / 2 / 3 / 4 / 5
Sharpening: 20 degree angle, even sides
Steeling-Trued Edge
Proper Holding of Knife
Vegetable Trimming
Vegetable Cutting, per demonstration

Notes:

Score______

Scoring:

5=Excellent

4=Above average

3=Satisfactory

2=Below Average

1=Inadequate


Criteria / 1 / 2 / 3 / 4 / 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria / 1 / 2 / 3 / 4 / 5
Cutting Board Set-up
Refuse Bucket
Proper wrapping of food
Proper Labeling of Food

Notes:

Score

Scoring:

5=Excellent

4=Above Average

3=Average

2=Below Average

1=Inadequate

Mod 5:

Goal(s): Weights and Measures
Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
5.1 Weigh, measure liquids, identify items by count /

Demonstrate how to use a spring scale

Demonstrate how to use a bakers scale

Demonstrate how to use liquid measuring devises

5.2 Identify Components of a standardized recipe /
  • Explain how to correctly read and follow a standardized recipe

5.3 Use a standardized recipe /
  • Explain a recipe yield, and it’s importance in production
  • Demonstrate proper Mise en Place for a recipe, stressing its importance
  • Explain how to convert a recipe to greater or lesser amounts

Resources:

Cooking Essentials, Ch. 13, Professional Cooking, Ch. 5, Measurement handouts

Extension Activity:

Informal Assessment(s)

/

Formal Assessment(s)

Yield work sheets including kitchen, Measurement

/

Measurement Rubrics, Written tests

Criteria / 1 / 2 / 3 / 4 / 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria / 1 / 2 / 3 / 4 / 5
Liquid measure identification-gallons, quarts, cups
Liquid Measure Usage
Spring Scale Usage
Bakers Scale Usage

Notes:

Score______

Scoring:

5=excellent

4=Above Average

3=Average

2=Below Average

1=Inadequate

Mod 6:

Goal(s): Equipment Identification and Usage
Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
6.1 Use of kitchen cooking equipment /

Demonstrate the safe usage of all equipment needed for daily production

Explain conventional vs. convection oven cookery

Demonstrate Range top operation

Demonstrate fryolator usage

Demonstrate griddle operation

Demonstrate steamer operation where applicable

6.2 Use of Food processing equipment /
  • Review all safety procedures for processing equipment already covered
  • Demonstrate the safe usage for other equipment needed for daily menu production
  • Identify and demonstrate the various attachments for equipment used in daily production

6.3 Use of hot and cold food storage equipment /
  • Review food temperature danger zone
  • Demonstrate how to set up, use and clean all hot food storage equipment
  • Demonstrate and discuss how to safely store food that is under cold storage
  • Demonstrate how to clean cold food storage areas
  • Locate all thermometers in both hot and cold food storage equipment; explain the importance of these devises.

6.4 Selecting proper small wares /
  • Show the different pots and pans found in a kitchen and explain their uses.
  • Show the different sized ladles, how to identify them, and the different uses for each.
  • Show the different sized portion scoops and how to identify them.
  • Show the various hand tools, how each works and what each should be used for.
  • Demonstrate how to use and calibrate a pocket thermometer.
  • Show the difference between a stiff and balloon whisk, and explain the appropriate use for each.

Mod 6:

Goal(s): Equipment Identification and Usage
Lesson Overview:

Resources: Professional Cooking, Ch. 3, Cooking Essentials Ch. 10

Extension Activity:

Informal Assessment(s)

/

Formal Assessment(s)

Daily observation

/

Written tests, NOCTI style bench identification test,

Scoring Rubric

Criteria / 1 / 2 / 3 / 4 / 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria / 1 / 2 / 3 / 4 / 5
Range Top Operation
Oven Operation
Fryolator Operation
Griddle Operation
Steamer operation (where applicable)
Equipment Attachment Identification
Equipment Attachment Usage

Notes:

Score______

Scoring:

5=Excellent

4=Above Average

3=Average

2=Below average

1=Inadequate

Criteria / 1 / 2 / 3 / 4 / 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria / 1 / 2 / 3 / 4 / 5
Pocket Thermometer Calibration
Pocket Thermometer Usage
Pot and Pan Identification
Ladle Identification
Portion Scoop Identification

Miscellaneous hand Tool Identification

Notes:

Score______

Scoring:

5=Excellent

4=Above Average

3=Average

2=Below Average

1=Inadequate

Mod 7:

Goal(s): Introduction to Quantity Cooking/ Cafeteria Production
Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
7.1 Practice Safety, Sanitation and Personal Hygiene /
  • Review safety and sanitation practices

7.2 Use common tools, machines and equipment safely /
  • Review Safety Procedures for tools and equipment

7.3 Prepare Convenience Foods /
  • Explain the importance of following directions to insure proper outcome of convenience food product.
  • Explain the importance of proper ingredient selection to insure desired outcome of prepared foods.
  • Demonstrate where to locate and how to safely and properly thaw frozen prepared food for service.
  • Explain the importance of proper food portioning to insure both cost effectiveness and proper planning.
  • Demonstrate how to serve a meal from a service line in the school’s cafeteria.

7.4 Manage time properly to ensure maximum efficiency. /
  • Explain, then demonstrate the importance of Mise en place when as it pertains to recipe production
  • Review the proper set up of an organized work station.
  • Review measuring and scaling procedures.
  • Prepare and explain the importance of a production task list.
  • Explain and stress the importance of meeting time deadlines for service on a daily basis.

7.5 Identify Work Stations /
  • Orient the students on each of the stations that are required for service in the schools cafeteria
  • Demonstrate the Mise en place needed to efficiently staff each station.
  • Demonstrate the proper and safe service of food and beverages.

Resources:

Professional cooking, Ch. 7, various convenience food recipes

Extension Activity:

Informal Assessment(s)

/

Formal Assessment(s)

Daily Production

/

General Mise en Place rubric

Criteria / 1 / 2 / 3 / 4 / 5
Sanitation (Criteria covered in early modules)
Safety (Criteria covered in early modules)
Process and Product Criteria / 1 / 2 / 3 / 4 / 5
Proper Thawing techniques
Proper Station Set Up
Accurate Measurements
Accurate Portioning
Following Recipe Directions

Notes:

Score______

Scoring

5=Excellent

4=Above Average

3=Average

2=below Average

1=Inadequate

Mod 8:

Goal(s): Careers in the Food Service Industry
Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
8.1 Identify food production and service opportunities /
  • Explain the various careers available in the food service industry.
  • Have students research via the internet or newspaper want ads and find 5 different positions locally available for employment.
  • Have students select 1 position in the food service industry and write a Collins type 3 writing procedure as to why they feel this would be of interest to them.

8.2 Define the Classical Kitchen Brigade and modern kitchen line system /
  • Explain and define the various positions of a classic brigade system.
  • Explain and define the positions of a modern kitchen line system.

8.3 Identify roles of a foodservice manager /
  • Explain the role of a Chef and Manager in a restaurant.
  • Explain the experience and education necessary for these management opportunities.
  • Have students, via internet or newspaper want ads, find a restaurant management opportunity and list the skills necessary to qualify for that job.
  • Turn the above list into a Collins type three writing exercise.

8.4 Identify Trends in the Foodservice Industry /
  • Explain the current trends that are available in the foodservice industry.
  • Via the internet and local newspaper food section, have students list what trends are currently available in the local area.
  • Have students do a Collins Type three writing on a restaurant that practices a current food trend.

Resources:

Culinary Essentials, Ch. 1, Professional Cooking, Ch. 1, handouts

Extension Activity:

Informal Assessment(s)

/

Formal Assessment(s)

Written Tests, Collins Writing Assignments

Mod 9:

Goal(s): Professionalism in the Foodservice Industry
Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
9.1 Understand and Properly wear a Chef’s Uniform /
  • Explain the Various parts of a Chef’s Uniform.
  • Demonstrate how to wear the various components of a Chef’s uniform.
  • Using a Collins writing format of your choice, have students explain why a properly worn uniform is essential to work in a kitchen.

9.2 Understand the importance of Listening and Communication skills. /
  • Discuss the importance of communication and listening and the consequences of poor communication.
  • Discuss the importance of respect for supervisors, fellow workers and for yourself and your work.
  • Using a type three writing assignment, have students write on the importance of proper communication skills.

9.3 Understand the importance of teamwork and how it affects the running of a kitchen. /
  • Discuss the importance of team work and how it affects the daily production of the cafeteria.

Resources:

Culinary Essential, Ch. 2, Profession Cooking, Ch. 1,handouts

Extension Activity:

Informal Assessment(s)

/

Formal Assessment(s)

Daily Observation

/

Written Tests, Collins Writing

Connecticut

TechnicalHigh School System

Culinary Arts

Curriculum Implementation Guide Grade 10

Mod 1:

Goal(s): Mise en Place
Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
1.1 Practice Organizational Principles /

Demonstrate how to properly set up a breading station.

Discuss and demonstrate planning for advanced kitchen preparation.

Discuss and demonstrate basic food preparation techniques such as proper trimming, cooking procedures and safe holding of prepared foods.

Discuss and demonstrate marinations, both wet and dry, as well as the functions they provide to the food.

1.2 Understand the types of meal service /
  • Discuss the types of meal service used in the restaurant industry.
  • Discuss and plan mise en place for both extended and set meal service.
  • Demonstrate set up for both of these services.

1.3 Perform basic cutting techniques /
  • Demonstrate safe knife handling
  • Discuss the importance in cutting uniformity.
  • Demonstrate the Classical Vegetable cuts

1.4 Keep knives sharp for all preparation activities /
  • Demonstrate the proper technique for sharpening a knife using a three sided sharpening stone.
  • Discuss the difference between a sharpening stone and a steel.
  • Demonstrate the proper technique for using a sharpening steel

Resources: Professional Cooking Chapter 7, Culinary Essentials, Chapter 3.1

Extension Activity:

Informal Assessment(s)

/

Formal Assessment(s)

Daily Preparation

/

Written tests

Scoring Rubrics


Based on class theory, instructor demonstrations, resource, materials and class production, the student will be judged on the following criteria

Sanitation
Safety
Process and Product Criteria / 1 / 2 / 3 / 4 / 5
Flour seasoned
EggWash
Crumb Mixture
Station Set up
Finished Product

Total Score_____

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

1=Poor


Based on class theory, instructor demonstrations, resource, materials and class production, the student will be judged on the following criteria

Sanitation
Safety
Process and Product Criteria / 1 / 2 / 3 / 4 / 5
Station Set Up
Proper Oil Selection
Knife at 20 degree angle
Proper Steeling
Finished Product

Total Score_____

Scoring

5=Excellent

4= Above Average

3= Average

2= Below Average

1=Poor

Mod 2:

Goal(s): Basic Cooking Methods
Lesson Overview:
Learning Outcomes / Differentiated Instructional Strategies
2.1 Understand the effects of heat on food. /

Describe the various methods of heat transfer to food: Conduction; Convection and Radiation

Explain and demonstrate the effects that heat has on: proteins; starches; sugars; fibers.

Explain and demonstrate how to control the effects that heat has on food.

2.2 Prepare foods using moist heat cooking methods. /
  • Explain what foods should be used for the various types of moist cooking methods.
  • Demonstrate the various methods used in moist cooking.
( Steaming, boiling, simmering, poaching and braising)
  • Evaluate a properly cooked food using the various moist heat cooking methods.

2.3 Prepare food using dry heat cooking methods both with and without fat. /
  • Explain the difference in temperatures required in cooking with fat.
  • Demonstrate Sautéing, Pan Frying and Deep Frying.
  • Explain and discuss the different temperatures required for dry heat cooking.
  • Demonstrate the methods for Baking, Roasting, Broiling and Grilling.
  • Evaluate a properly cooked food using the various dry heat cooking methods.

Resources: Professional Cooking Chapter 5