Course Title: Culinary I
Section I: General Information and Description Grade Level: 10-12Credit: 1-3 Suggested Prerequisite: Foods and Nutrition
Course Description: This advanced course allows students to increase competencies in a variety of food preparation techniques. Emphasis will be placed on food presentation, garnishing, menu planning and the skills necessary to prepare for a career in the culinary arts. Leadership development will be provided through the Family, Career and Community Leaders of America.
Section II: Content Alignment
TechnicalContent
/ LearnerActivities / National Standards / Skills
Standards
/ Core Contentfor Assessment / Academic
Expectations
CAREERS UNIT
- Analyze the effect that career demands have on family life.
- Research the roles of individuals engaged in culinary services.
- Demonstrate personal and interpersonal skills that enhance working relationships and obtaining jobs i.e. employability skills.
- Practice grooming and dress requirements of the industry.
- Assess employment opportunities and preparation requirements.
- Create an employability portfolio.
- Complete a career interest inventory, research jobs related to the hospitality industry using (Activity #1 Career Cruising Inventory)
- Text reference – Culinary Essentials pages 48-56
- Create resume, cover letter, and reference sheet - can be done using (see counselors or technology staff to get student passwords) or using templates from Microsoft Word. (See attached samples and rubrics-Activity #2 Sample Resume, Activity #3 Resume Rubric, Activity #4 Sample Cover Letter, Activity #5 Cover Letter Rubric, Activity #6 Job Fact Sheet).
- Review application process and complete one for practice (use paper and online applications – see this website for a job application sample
- Create a brochure, video, or Power Point Presentation about a particular career and its requirements (most research available through
- Interview various people in the industry using a panel of guests (or have students collect information on their own) regarding the impact of career on other life demands, to determine expectations in an interview, for basic academic skills, and for ethics related to the industry. – Student should present videos, audio recordings, or other forms of interview to class members if a panel is not used.
- Review basic employability skills and concepts (see attached Power Points and activities – Activity #7 Your Life: Taking Stock PP, Activity #8 Your Life: Taking Stock Activity Information Sheet, Activity #9Seeking a Career PP, Activity #10 Job Interviews PP.
- Role-play methods to improve communication skills (Activity# 11 Introducing People), and social interaction using strategies to help with stress (mock interview practice – Read Attachment – Introducing people and use sample interview questions – Attachment – Activity #12,Common Interview Questions with answers and Activity #13 Common Interview Questions without answers)
- Simulate interview process with community resources or ask cooperative jobsites to interview students
- Find job openings for a specific career in the local, state, national and global job market using various websites
- Take photos of work done in labs or at coop sites to present in a pictorial portfolio to showcase skills – Students should use technology to put this together and present to their coop site or workplace along with resume, cover letter, and reference sheet)
8.7
8.7.5
8.2.5
8.1.3
8.1.5 / OA001
EA001
EA002
EA003
EA004
EA005
EA006
EA011
EA012
EA013
EA004
OA001-004
AA003
EA008
EA009
EA010 / PL-HS-1.1.1 DOK 3
Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments).
PL-HS-1.1.2 DOK 2
Students will apply and justify effective strategies for responding to stress, conflict, peer pressure, bullying and harassment (e.g., problem-solving, decision-making, relaxation techniques, communication, conflict resolution, anger management, time management, refusal skills, self-advocacy).
PL-HS-4.1.1
Students will analyze and evaluate why people need to work and how a person’s career choice impacts life long earning potential, career opportunities and job satisfaction.
PL-HS-4.1.2
Students will identify and explain how job and career opportunities vary at the local, state and national levels and how components of the Individual Learning Plan (ILP) (e.g., interest inventories, personality test, community service, résumé, awards/recognition) can be a valuable resource for career research, selection, and preparation.
PL-HS-4.1.3 DOK 3
Students will describe academic and non-academic benefits (e.g., communication skills, computer/technical skills, mathematical skills, scientific observation and inquiry skills, teamwork skills, work experience, professional references, insight into tasks and work environments) acquired from a range of education and training options (e.g., college, apprenticeships, internships, on-the-job training military) and interpret ways education and training can impact life-long earning potential and future career opportunities.
PL-HS-4.1.4 DOK 3
Students will analyze information (e.g., personality, values, interests, aptitudes and abilities, learning styles) from a variety of sources (e.g., Career Interest Inventory, Learning Styles Inventory, Career Aptitude Assessment, other formal assessments, job shadowing, academic experiences/grades, extra curricular activities) and explain how the information can be used to develop career goals in an Individual Learning Plan (ILP).
PL-HS-4.1.5
Students will analyze and evaluate a variety of resources (e.g., Internet, print materials, guest speakers, mentors) that could be used to determine advantages and disadvantages (e.g., preparation, salary, benefits, demands of job, location, work environment) of various occupations.
PL-HS-4.1.6
Students will identify and describe supporting documentation that would be needed for the career portfolio/Individual Learning Plan (ILP):
- business letters (application, recommendation, follow-up)
- assessment data (e.g., interest, learning styles, aptitudes and abilities)
- résumé
- certifications/awards
- samples of work (e.g., videos, artwork, portfolio entries)
- records of work experiences
Students will compare post-secondary options (e.g., community technical colleges, 4-year colleges, military service) that would be the most appropriate preparation for a specific career path.
PL-HS-4.2.1 DOK 2
Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace.
PL-HS-4.2.2 DOK 3
Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace.
PL-HS-4.3.3 DOK 3
Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities:
- conducting a job search
- writing letters
- networking
- completing an application
- securing a letter of reference
- preparing a résumé
- applying interview techniques (e.g., learn about employer/job, questions to ask, materials to take, answers to questions you may be asked, verbal and nonverbal communication)
- using proper procedures when changing jobs (e.g., give advance notice, write a letter of resignation)
Students will explain the purposes of technology tools (e.g., satellite, automated phone systems, on-line courses, computer aided drafting (CAD), graphing calculators, spreadsheets, data bases, Internet, on-line-banking) and analyze how these impact productivity in homes, schools, and jobs. / 2.29
2.36
2.37
2.23
2.9
2.38
1.3
1.4
1.11
1.12
SAFETY and SANITION UNIT
- Demonstrate use of industry equipment, tool, and supplies.
- Operate & maintain tools and equipment following safety procedures and OSHA requirements
- Demonstrate skills in knife, tool and equipment handling
- Practice basic safety and first –aid/CPR skills
- Demonstrate food handling principles
- Practice inventory procedures including first in/first/out concept
- Take students on tour of a commercial kitchen such as the school cafeteria and demonstrate proper procedure for using safety features when operating, cleaning, and storing a variety of equipment
- Demonstrate proper cleaning and sanitizing of smallwares
- Complete study guide for Culinary Essentials Ch. 10 on knives and smallwares.
- Assign reading and questions following Culinary Essential Ch 7 section 1 on Safety Know How.
- Reference Culinary Essentials textbook and teacher resources (Glencoe McGraw-Hill ) Chapter 9-10 or On Cooking (Prentice Hall) Chapter 5 and On-Cooking Power Point from Instructor’s Resource CD
- Reference Culinary Essentials Chapter 7 and teacher resources for safety guidelines
- Study the standards set by OSHA for food service operations. Culinary Essentials Ch. 6-1 examines OSHA and other employ laws and regulations
- Study use of protective clothing such as uniforms, aprons, gloves and shoes. Protective apparel is discussed in Culinary Essentials Ch 7-1 and related activities
- Invite local health inspector to speak to students about food service inspections.
- Present FBI (Foodborne Illness) Power Point and use student note sheet (Activity #1 and Activity #2)
- Using HACCP Critical Control Points Handout (Activity #3) review concepts with students
Safety and Sanitation Option 2:
- Using ServSafe, 3rd Edition, and ServSafe Power Point Presentations to review all chapters while incorporating chapter activities from the book or resource CD
- View ServSafe DVD to review the Flow of Food Safety and Sanitation recommendations
- Invite local fire department to demonstrate the correct procedure for using fire extinguishers for the different types of fires.
- Lab-Using potatoes, onions, and carrots and a Knife Skills DVD’s to practice the basic cutting techniques(Activity #4 Knife Skills Document).
- Performance Assessment –test demonstrating knowledge of knives and knife skills compared to a 3D knife cut model kit
- Create Food Service Safety Manual for KY Writing Portfolio for Transactive Technical Writing(Activity 5 and Activity #6).
8.3.1
8.3.2
8.5.1
8.3.2
8.2.1
8.2.3
8.6.2 / OE001
OC001
OC001
OC002
EA004
O001
OC001 OB009
OC001 OB001-011
OB006
OF001-002 / 1.16
6.3
2.37
4.4
5.1
5.4
2.31
2.37
2.31
2.33
2.37
2.30
BAKING UNIT
- Demonstrate proper weighing and measuring techniques.
- Examine the applicability of convenience food items.
- Apply the fundamentals of baking to a variety of products.
- Read and/or present Text Power Point Culinary Essentials Ch 13 Using Standardized Recipes/Recipe Measurement & Conversion or On Cooking Chapter 9
- Demonstration: Measuring Techniques
- Weighing using a balance beam scale
- Weighing using a digital scale
- Using a portion scale
- Measuring volume using liquid measures
- Measuring Lab – (Activity #1 Measuring Techniques Lab)
- Recipe and Conversion Activity (Activity #2 Conversion Chart) Show students the Spinach Triangles recipe format(Activity #3), and then ask students to convert the Mexican No-Bean Dip Recipe (Activity #4)into the standardized format while changing the yield to a desired amount
- Assessment-Test on chapter 13 including some measuring conversions.
- Brainstorming: reasons why people use convenience food items and discuss use of and applicability
- Read and discuss pages 225-227 in Culinary Essentials book
- Lab: Prepare food items from convenience products and compare to a homemade product (example Bisquick to homemade pancakes, frozen biscuits to made from scratch biscuits, etc.) or create their own convenience foods by making homemade products and preserving them – freezing homemade biscuits
- Field Trip: contact a local bakery and transport students to the bakery to view how they make baked products.
- Quick Breads(Activity #5 Quick Breads)
- Yeast Breads(Activity #6 and #7 Yeast Breads, Activity #8 Variations of Yeast Bread, Activity #9 Cinnamon Rolls-2nd Day))
- Pies/Pastries/Cookies(Activity #10 Pies/Cookies)
- Cakes and Frostings(Activity # 11)
8.5.13
8.5.10
8.5.3 / OE003
OE003
OE013 AB002 OE010 / RD-H-x.0.1 Locate, evaluate, and apply information for a realistic purpose.
RD-H-2.0.8 Use text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions) to enhance understanding of a passage.
RD-H-4.0.8 Identify essential information needed to accomplish a task.
RD-H-4.0.9 Apply the information contained in practical/workplace materials.
RD-H-4.0.10 Follow the sequence of information.
RD-H-4.0.11 Utilize page format and layout (graphics and organizational aids such as bullets, bold face type, italics and indentation) to interpret information.
RD-H-4.0.13 Evaluate clarity of practical/workplace materials.
PL-HS-4.2.1Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2
PL-HS-4.2.2
Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace. DOK 3
RD-H-x.0.1 Locate, evaluate, and apply information for a realistic purpose.
RD-H-2.0.8 Use text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions) to enhance understanding of a passage.
RD-H-4.0.8 Identify essential information needed to accomplish a task.
RD-H-4.0.9 Apply the information contained in practical/workplace materials.
RD-H-4.0.10 Follow the sequence of information.
RD-H-4.0.11 Utilize page format and layout (graphics and organizational aids such as bullets, bold face type, italics and indentation) to interpret information.
RD-H-4.0.13 Evaluate clarity of practical/workplace materials.
PL-HS-4.2.1Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. DOK 2
PL-HS-4.2.2
Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace. DOK 3
WR-H-1 Purpose/Audience--The writer establishes and maintains a focused purpose to communicate with an audience by: narrowing the topic to establish a focus; analyzing and addressing the needs of the intended audience; adhering to the characteristics of the form; employing a suitable tone; allowing voice to emerge when appropriate
WR-H-1Organization--The writer creates unity and coherence to accomplish the focused purpose by: engaging the audience and establishing a context for reading; placing ideas and support in a meaningful order; guiding the reader through the piece with transitions and transitional elements; providing effective closure
WR-H-1Correctness--The writer demonstrates: correct spelling; correct punctuation; correct capitalization; appropriate documentation (e.g., citing authors or titles within the text, listing sources) of ideas and information from outside sources
WR-H-1.4 Characteristics of transactive writing may include ideas which communicate the specific purpose for the intended audience
Reading:
RD-H-x.0.1 Locate, evaluate, and apply information for a realistic purpose.
RD-H-2.0.8 Use text features (e.g., illustrations, charts, lists, tables, graphs, tables of contents, indexes, glossaries, headings, captions) to enhance understanding of a passage.
RD-H-4.0.8 Identify essential information needed to accomplish a task.
RD-H-4.0.9 Apply the information contained in practical/workplace materials.
RD-H-4.0.10 Follow the sequence of information.
RD-H-4.0.11 Utilize page format and layout (graphics and organizational aids such as bullets, bold face type, italics and indentation) to interpret information.
RD-H-4.0.13 Evaluate clarity of practical/workplace materials.
PL-HS-4.2.1
Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality, self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace.
DOK 2
PL-HS-4.2.2
Students will describe team skills (e.g., setting goals, listening, following directions, questioning, communicating, problem-solving, dividing work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace. DOK 3 / 2.37
2.4
2.10
2.37
2.4
2.10
5.4
5.1
2.37
2.1
2.6
MENU PLANNING AND CUSTOMER SERVICE UNIT
- Demonstrate table setting and food presentation techniques.
- Demonstrate knowledge of quality customer service.
- Apply critical and creative thinking, logical reasoning and problem solving skills in the field.
- Apply menu-planning principles to develop and modify menus.
- Review Customer Service Power Point with students (Activity #1)
- Read Customer Service Article (Activity #2)
- Introduce concepts related to critical moments of service (reputation of restaurant, outside appearance, initial greeting, etc) by talking about a familiar restaurant. Students can identify scenarios that would create a positive or negative image of the restaurant.
- Research TQM (total quality management) concept using local resources and the internet (Try websites like Ritz Carlton – (Activity #3)– Puttin on the Ritz and rubric(Activity #4)
- Guest speaker relating to positive communication at the workplace (Check with Chamber of Commerce or restaurant)
- Interview consumers about expectations in restaurant service
- Write a letter in response to a complaint from a guest or customer as an On-Demand Writing Prompt.
- Demonstrate skills at cooperative jobsite.
- Demonstration: Set a themed table setting and discuss rules of correctly setting a table using a variety of menus
- Video- “The Art of Table Napkin Folding” (Cambridge Educational)
- Independent Practice: using techniques of napkin folding observed in the video practice folding napkin as they view the video instructions
- Performance assessment: Correctly complete 5 napkin folding techniques- 3 easy, and 2 of medium difficulty and set a table based on a given menu
- Guest Speaker: Server from a restaurant
- Demonstration: use a main dish or a combination of salad ingredients to show placement on plates and show plating designs of desserts
- Plating Practice: Given paper plates, squeeze bottles of dessert sauces, and samples of plate designs practice plating techniques.
- Invite a Guest Chef to prepare simple garnishes from fresh fruits and vegetables and allow students to practice
- Lab/Catering Event: prepare a meal, correctly setting a themed table, and using meal service techniques to serve the meal
- Discussion: Influences on menus, types of menus, and principles of menu planning(Activity #5)
- Sample Menus: visually critique a variety of menus from popular restaurants, examine and analyze styles and formats of menus
- Restaurant Project – (Activity #6) Students will create a project to include all aspects mentioned in the rubric including recipes, equipment, menu, etc. utilizing skills learned from this and previous units.