UNIT A
FOOD PREPARATION, PROCESSES AND METHODS
INTRODUCTION
ES. #Obj. # / Unit Titles/Essential Standards and Objective Statements (The Learner will be able to :) / Course
Weight / RBT
Designation
1 / 2 / 4 / 5
Total Course Weight / 100%
A. / FOOD PREPARATION, PROCESSES AND METHODS / 50%
1.00 / Understand methods for safety, sanitation, processes and conserving resources. / 11% / B2
1.01 / Understand safety and sanitation for food preparation. / 5% / B2
1.02 / Understand processes and benefits of a work plan and teamwork for preparing healthy foods. / 3% / B2
1.03 / Understand food conservation practices. / 3% / B2
2.00 / Understand methods for food preparation. / 39% / B2
2.01 / Remember recipe parts and sources. / 2% / A1
2.02 / Remember equipment and procedures for its use and care. / 3% / A1
2.03 / Remember measuring, cutting/preparation, mixing, and cooking/cleaning terms. / 5% / A1
2.04 / Understand how to interpret food label information and adjust recipes. / 4% / B2
2.05 / Understand procedures, equipment and cooking methods in food preparation. / 25% / B2
Overview---Unit A: Food Preparation, Methods and Procedures: The curriculum writing team advises the teacher at the beginning of the semester/year to read through the introduction to the guide and the Unit A and B overviews. Completing this request will allow the teacher to make proper plans and order equipment and supplies before teaching.
UNIT Ais designed to help students understand methods and procedures for safety and sanitation for preparing healthy foodsduring the Foods I Fundamentals course, as well as at home. It consists of two essential standards, one focusing on kitchen safety, food safety, food sanitation, work plans, and resource conservation. The second ESSENTIAL STANDARD covers recipes, types of kitchen equipment, key food preparation terms, use of convenience foods, and procedures for food preparation.
In ESSENTIAL STANDARD one, students will apply methods for kitchen safety by understanding the types of kitchen accidents, their prevention, and first aid in the case of accidents. Students will gain a better understanding of food safety and sanitation and recognize the symptoms of foodborne illnesses, in addition to applying methods to prevent such illnesses during food preparation. They will learn how to use market orders and work plans to organize food lab opportunities, as well as work plan evaluations to measure their success of the work plan experiences. Also, students will practice resource conservation by implementing ways to reduce, reuse, and recycle materials in the classroom and at home.
The focus of ESSENTIAL STANDARD two is for students to recognize and use well-written recipes and resources for such recipes. Students will also learn use and care of measuring, cutting/preparation, mixing, and cooking/cleaning equipment. Students will recall basic measurements and abbreviations used in recipes, as well as their equivalents. They will use convenience foods and label directions to prepare foods and practice increasing/decreasing the recipe yields. Students will understand how to make ingredient substitutions, and how to recognize their eects on the final product. Students will use the skills and information learned in ESSENTIAL STANDARD two to implement measuring, cutting/preparation, mixing, and cooking/cleaning procedures to prepare foods and meals throughout the Foods I Fundamentals course and at home.
TEXTBOOKS / RESOURCES: For successful instruction of this unit, the teacher needs a class set of at least one of the three state-adopted textbooks, Adventures in Food and Nutrition (2007), Food for Today (2006), and Guide to Good Food (2008). The teacher resource materials for these textbooks are also recommended. A teacher computer and LCD projector to utilize the PowerPoint presentations is important. If this is not possible, transparencies can be made from the slides to present to the class. A digital camera for documenting students’ work for their notebooks is also important and enhances the teaching of this unit, and the Foods I Fundamentals course. A good supply of construction paper, poster paper, markers, glue, scissors, discarded magazines, etc. are needed for completing various activities in Unit A. Access to dierent resources for recipes is necessary, as is a variety of basic food preparation equipment and appliances. Unit A also uses a selection of games, either purchased or teacher-made, and videos to deliver instruction. Funds for food labs depend on the recipes selected and the number of students taught. The teacher may request students bring unopened ingredients and supplies from home to defray some of the expense, if allowed by the LEA. Handouts and PowerPoint presentations are included to supplement and enhance the teaching of this unit.
For planning, ordering, and purchasing purposes the following is a list of suggested supplies and materials needed for UNIT A.
SUPPLIES AND MATERIALS TO HAVE ON HAND FOR CLASS ACIVITIES
UNIT A
Objective 1.01
Safety and sanitation posters
Construction paper, glue, stapler, markers
Glogerm™ and powder for Glogerm™ or blacklight
Objective 1.02
Ingredients for nutritious snack for lab / demonstration
Objective 1.03
Ingredients for water based beverage
Recyclable containers (glass jars, plastic containers, etc)
Objective 2.01
Transparencies/overhead
Simple recipe to introduce the objective - Recipe ingredients for food lab/demo
Cookbooks, magazines, newspapers, package labels, Internet access for recipes
“Push” lights for Family Feud and batteries for lights
Prizes for games – candy, snacks, “free” homework passes, etc.
Objective 2.02
Video, “Small Appliances A to Z” – or similar video (a brief discussion of approximately 20 kitchen appliances)
“Kitchen Equipment Bingo” game – or teacher-made equivalent
Objective 2.03
Construction paper, markers, glue sticks, rulers, scissors, etc. to make “Gallon Man”
Jars, lids, ingredients to make “Jar Cookies”
Graph paper, rulers, etc. to make crossword puzzles and/or computer access to make puzzles using computers
Video, “Kitchen Fundamentals” – or similar video (a great review of kitchen equipment, terms, and procedures)
Materials to make “Twingo” game boards – vinyl, tape or paint, card stock
Objective 2.04
Examples of convenience foods for a display to introduce the objective
Empty boxes of foods that can be cut to make puzzle pieces
Sources for recipes and recipe ingredients for food lab, Instructional Activities 6-8
Objective 2.05
Video, “Measure Up in the Kitchen” – or a similar video (a comical look at “how-to” and what “not-to-do” when measuring)
A class set of one of the three state adopted textbooks
Play sand, flour (or other “cheap” ingredients), water, etc. to use in “measuring” activity
Sources for recipes and recipe ingredients for food labs, Instructional Activities 7-8
Recipes using eggs and dairy foods and ingredients to prepare them for each group
Demonstration for egg cookery
Omelet lab-eggs, milk, cheese, vegetables, salsa, sour cream, etc.
Demonstration-Vegetables to prepare for steaming and sautéing
Demonstrate one DRY, MOIST; FRY in FAT, and COMBINATION method of cooking protein. Ask students to assist while others observe.
Students need to find recipes for protein foods and small appliances should be used.
Ingredients for muffin and biscuit labs using recipes included.
Prepare and set up prior to class the following different types of grains (grits, presweetened cold cereal, whole grain cold cereal, oatmeal, whole wheat couscous, brown rice, white rice, white pasta and whole wheat pasta).
Newspaper grocery ads, internet access to find grocery ads
Food labels
FCCLA Connections throughout Foods I
Some of the best instructional strategies for instruction are found and incorporated in the national and state programs of our student organization, Family, Career and Community Leaders of America (FCCLA). The additional activities and events oer our student members an opportunity to develop life skills, expand their leadership skills, and understand related careers to the course content.
The Curriculum Development Team for Foods I feels the following are good suggestions within each ESSENTIAL STANDARD where national and state programs and events can be integrated into the flow of activities for this course. Listed below are some examples of national and state programs/competitive events a teacher might facilitate with his/her students in the co-curricular classroom in Unit A. Go to and STAR-events for details.
Course ESSENTIAL STANDARD number / National / State Program or Event1.00 / National Program-Power Of One (Take the Lead)
NATIONAL STAR Event - Environmental Ambassador
NATIONAL STAR Event- Nutrition and Wellness
2.00 / National Program-Power of One (Family Ties)
Leadership competitive events may be integrated in any objective in this course / NATIONAL STAR Event-Chapter Service Project Display
NATIONAL STAR Event-Chapter Service Project Manual
NATIONAL STAR Event-Chapter Showcase Display
NATIONAL STAR Event-Chapter Showcase Manual
NATIONAL STAR Event-National Programs in Action
National STAR Event-Promote and Publicize FCCLA
Foundational competitive events may be integrated in any objective in this course / NATIONAL STAR Event-Applied Technology
NATIONAL STAR Event-Career Investigation
NATIONAL STAR Event- Nutrition and Wellness
NATIONAL STAR Event-Illustrated Talk
NATIONAL STAR Event-Interpersonal Communications
NATIONAL STAR Event-Job Interview
NATIONAL STAR Event-Life Event Planning
NATIONAL STAR Event-Parliamentary Procedure
COURSE: / 7045 Foods I / UNIT A / FOOD PREPARATION, PROCESSES AND METHODS
ESSENTIAL STANDARD: / 1.00 / B2 / 11% / Understand methods for safety, sanitation, processes and conserving resources.
OBJECTIVE: / 1.01 / B2 / 5% / Understand safety and sanitation for food preparation.
The Essential Questions:
- How can kitchen accidents be prevented?
- What is the appropriate first aid for kitchen accidents?
- What isthe difference between food safety and food sanitation?
- What is proper hand sanitation and why is it important?
- What is foodborne illness, common types and ways to prevent?
- How does one detect signs and symptoms of foodborne illness?
Unpacked Content
KITCHEN SAFETY
- Practicing kitchen and food safety guidelines to prevent accidents and administering appropriate first aid for accidents makes everyone safe and sanitary in the kitchen.
- Cuts
- Safety guidelines for preventing accidents
- Knives
- Small appliances
- Broken glass
- First Aid
- Burns and fire
- Safety guidelines for preventing accidents
- Potholders
- Lids and handles
- Cleanliness of surfaces
- Types of fires: grease, paper or fabric
- Using extinguishers
- First Aid
- Falls
- Safety guidelines for preventing accidents
- Stepladders/stools
- Area rugs
- Clean floors
- First Aid
OBJECTIVE: / 1.01 / B2 / 5% / Understand safety and sanitation for food preparation.
- Electrical
- Safety guidelines for accidents
- Dry working space
- Cords
- Broken appliances
- Overloaded outlets
- First Aid
- Poisoning
- Safety guidelines for accidents
- Medicines
- Chemicals
- First Aid
- Choking
- Safety guidelines for accidents
- Chewing and drinking
- Talking with mouth full
- Toddlers
- First Aid
- Clothing and hair
- Safety guidelines for accidents
- Jewelry
- Hair
- Dress
- First Aid
FOOD SAFETY AND SANITATION
Understanding the difference between food safety and food sanitation during food preparation will help toprevent
foodborne illness. The difference between food safety and food sanitation is:
•Food safety is a scientific discipline describing preparation, handling, cooking, storage and serving of food in ways that that
that prevent foodborne illness.
- Safe handling of foods
- Cross contamination
- Danger zones for home
- Danger zones for food service
- Cooking-internal temperature
- Ground Beef
- Chicken
- Chilling/Holding
- Holding temperature
- Home: cold and hot
- Food service: cold and hot
- Chilled and covered in small containers
- Serving
How one handles food and equipment can spreador preventfoodborne illness. Understanding the procedures for cleaning and sanitation will ensure food safety. (Introductory activity in 2.05 may be taught at this time and reinforced throughout the entire curriculum.) It is important how to clean and sanitize each of the following:
- Hand sanitation
- Equipment
–Appliances
–Kitchen utensils
- Food preparation areas
- Food storage areas
- Sanitizing
- Pests
- Most common typesof foodborne illnessesand how to prevent foodborne illness
- Campylobacter
- E-coli
- Norwalk Virus
- Salmonella
- Signs,symptoms, and origin
–Severe
- High risk individuals
- To prevent foodborne illnesses, key recommendations focus on:
–Separate raw, cooked, and ready- to- eat foods
–Cook foods to safe temperature
–Chill perishables promptly and defrost properly
OBJECTIVE: / 1.01 / B2 / 5% / Understand safety and sanitation for food preparation.
INSTRUCTIONAL ACTIVITIES / RELEVANCY TO OBJECTIVE
Notes to Teacher: Please refer to the Going Green document in the introductory materials for suggestions on how to conserve resources while teaching this course. For example, graphic organizers are used to guide students in taking notes. Alternative methods are suggested in the Going Green document to provide this material to students.
Do
Notes to Teacher: Course PLC Please refer to the Course PLC document in the introductory materials for directions to join the Moodle Professional Learning Community (PLC) for this course.
Notes to Teacher: Have students at the beginning of this objective to search for kitchen safety and sanitation topics on the computer. Each student will select a topic to complete a one page report in current events on a kitchen safety, sanitation, or foodborne illnesses as a culminating activity to this objective. Create a rubric for evaluation and provide to students prior to the beginning of the assignment. Present reports to the class if time permits.
1. / Pass out Key Terms 1.01 IIand assign students to define in their own words throughout the study of the objective. Additional key terms may be provided. Use for review, word walls, etc.
Use 1.01AKitchen Hazards Key while students complete
1.01 B Kitchen Hazards. / 1. / Allows students toEXEMPLIFY (B2)what they already know about kitchen hazards as an introductory activity for the objective
2. /
- Lead class discussion on the classifications of kitchen accidents by using thePowerPoint 1.01CThe Pathway to Kitchen Accidents and Safety.
3. / Assign students 1.01G Kitchen Safety Pop-Up Book Instructions.Have students devise a pop-up book on Kitchen Safety Rules covered in class. (Have students to choose between activity 3 or 5 to complete as required activities or create a similar assignment. One of these two activities could be a homework assignment or extra credit.) Use 1.01F Kitchen Safety Pop-Up Book Instructions and Rubricfor teacher instruction and grading rubric for pop-up book. / 3. / Allows students toEXEMPLIFY (B2) of kitchen safety guidelinesin a kitchen safety pop- up book
Literacy Strategy: Graphic organizers are tools that help students visually “hold their thinking.” Each category or blank on the graphic organizer is like a “bucket” for students to “drop” what they are learning. One graphic organizer can be drawn like a rectangle with four boxes and a circle in the middle. The center circle is used to write the topic or question being studied. For example, students might write, “Safety and Sanitation.” The teacher decides what he/she wants the categories to be labeled. This may be based on the headings in the text students are about to read or in a lecture the teacher is about to give.
OBJECTIVE: / 1.01 / B2 / 5% / Understand safety and sanitation for food preparation.
INSTRUCTIONAL ACTIVITIES / RELEVANCY TO OBJECTIVE
4. /
- As a review, have students to write on two sticky notes, two safe kitchen practices, prevention and first aid. Have students to group these on the board/wall by type of safety practice. Eliminate duplication. If there is a type that was not on the notes, ask for volunteers for other examples. Instruct students to enter five-minute writing on a kitchen safety issue that they have experienced or have heard of at home.1.01HStudent Five-Minute Quick Writing Instructions.This is for entry in the student’s notebook.
5. / Cut out pictures from 1.01ILab Selection Strategy and place in an opaque container.Have students select a picture from a container; and group with students with similar pictures or devise some other system for dividing students. Use1.01JKitchen Safety Poster Instruction Sheet for teacher guide and 1.01 K Kitchen Safety Posters instruction for students. Student groups should create a poster on kitchen safety for display in the classroom kitchens. Evaluate posters using 1.01LKitchen Safety Poster Rubric. Use rubric to instruct students on criteria posters will be evaluated. (Have students to choose between activity 3 or 5 to complete as required activities. One of these two activities could be a homework assignment or extra credit.) / 5. / Allows student toEXEMPLIFY(B2) the seven types of kitchen accidents, prevention and first aid
6. / As a homework assignment, have students read, 1.01M Kitchen Safety Rules & Safety Agreement. Assign students to take this handout home for parents to read with the student, both the student and the parent must sign the document before returning for the teacher’s file. Teachers may modify the safety agreement to align with the school system’s safety guidelines. / 6. / Allows the student to UNDERSTAND(B2) kitchen safety and sanitation procedures at home and at school