city of burlington public school district curriculum · an important aspect in the development of...
TRANSCRIPT
Page 1 of 18
CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM
Revision Date: 07/31/12
Submitted by: Katherine M. Livingston
Specialty Foods
A Family & Consumer Science One Semester Elective Class
Page 2 of 18
Table of Contents
Topic Page
Overview 3
Resources 4
Scope and Sequence 5
Unit 1: Culinary Essentials 6
Unit 2: Pasta, Vegetables and Nutrition Basics 8
Unit 3: Cookies and Career Opportunities 11
Unit 4: Preparing Protein Foods & Planning Meals 13
Unit 5: Baking Basics and the Role of Sugar in the Daily Diet 16
Page 3 of 18
COURSE OVERVIEW – Specialty Foods
Specialty Foods is designed to teach students nutrient value, appetite appeal, career possibilities and cultural aspects of food. Food offers more than nutrition. It also offers enjoyment. Food is recognized as a great source of
pleasure around the world. It unifies families and friends, and provides comfort, entertainment, adventure, creativity, and career possibilities. Learning about food can build such personal skills as self-esteem, critical thinking,
communications, leadership, and management. Food can influence virtually all areas of life.
Food is as diverse as the people who produce, prepare, and eat it. Cultures have their own distinct cuisine and food customs. These are influenced by geography, economics, foreign contacts, religious beliefs, and technology.
Many cultures share similarities in their food preparation methods and in their beliefs about the social meanings of food. Today, people work hard to maintain their food customs. They also change their food customs and merge
them with those of other cultures. In fusion cuisine, different food traditions are combined. The United States is an example of a place where many diverse food customs coexist and merge. The world of food is truly
multicultural.
During this intense and fast- paced hands-on class, Specialty Foods students learn multiple skills. They will have opportunities to practice math skills; literacy skills- reading, writing, listening, and speaking; and critical
thinking skills. An important aspect in the development of critical thinking skills is learning how to solve problems and make decisions. Some very important decisions lie ahead for students, particularly those related to their
future education and career choices. By improving academic skills, students will improve their ability to learn and achieve success now and in the future, which leads to a high-skill, high-wage job.
The Specialty Foods class actively promotes a spirit of openness, consideration, respect, and tolerance. A variety of teaching styles and assessment strategies are used throughout the class. Students face a world of complexity
and change. They are likely to work in several career areas and hold many different jobs. There are thousands of careers in food. Exploration is the first step in choosing a satisfying career. As students learn about food, they
learn about related careers too. They just might find their life’s work through taking this BCHS elective.
Besides providing young people with a knowledge base of facts, principles, and procedures, Specialty Foods also helps prepare them to solve complex problems, make difficult decisions, and assess ethical implications. The
use of cooperative learning groups in Specialty Foods will give students a chance to practice teamwork skills, which are critical in today’s workplace. During cooperative learning, students learn and practice interpersonal and
small group skills that will allow them to function as part of a team. These skills include leadership, decision-making, trust building, communication, and conflict resolution. Working in the culinary lab provides an excellent
opportunity for students to work cooperatively.
Students will be entering a rapidly changing workplace – not only in the area of technology by also in the diverse nature of the workforce. Cuisines in America and around the world are also diverse. Specialty Foods is a unique
place to learn, share and delight in this diversity.
Specialty Foods is a vibrant and well-seasoned experience for high school students. It continues the powerful story of food and through food, teaches young people about choices to help stay well physically, mentally, and
emotionally. Moreover, it demonstrates the commitment by the City of Burlington Board of Education to prepare each student to participate effectively as contributing member of a democratic society in the changing world in
which we live.
Page 4 of 18
Primary Resource(s)
Textbook:
Title: Food For Today Publisher: Glencoe/McGraw Hill Copyright: 2006
Supplemental/Other
DVDs by Learning Seed, Alton Brown, America’s Test Kitchen and other reliable culinary sources
Rouxbe Cooking School – on line cooking school subscription for BCHS Specialty Foods students.
www.rouxbe.com
Starting a Small Business On-line Video: http://www.tv411.org/finance/earning-spending/video-starting-
business
Today’s Teen, by Joan Kelly-Plate, Ed.D. and Eddye Eubanks, PhD. Glencoe McGraw-Hill, Sixth Edition.
Truffles, Candies & Confections, by Carole Bloom
The Complete Wilton Book of Candy, edited by Eugene T. and Marilynn Sullivan
Candy Making for Beginners, by Evelyn Howe Fryatt
Candy Cookbook, by Mildred Brand
The Fannie Farmer Cookbook, Eleventh Edition revised by Wilma Lord Berkins
All Around the World Cookbook, by Sheila Lukins
The Chef’s Companion – A Culinary Dictionary, by Elizabeth Riely
The Welcome Table – African American Heritage Cooking, by Jessica B, Harris
New Southern Cooking, by Nathalie Dupree
Suggested Supplemental Resources:
7-Day Menu Planner For Dummies, by Susan Nicholson RD/LD
Beat This! Cookbook: Absolutely Unbeatable Knock-'em-Dead Recipes for the Very Best Dishes,
by Ann Hodgman
Better Homes & Gardens New Cookbook, Des Moines, Iowa
Betty Crocker’s Cookbook, Golden Press, New York
Chocolate and Confections: Formula, Theory and Technique for the Artisan Confectioner, by
Peter P. Greweling
Desperation Dinners, by Beverly Mill
Dinner: A Love Story: It all begins at the family table, by Jenny Rosenstrach
Eating Forward: The New Way to Create Amazing & Easy Family Dinners, by Sandi Richard
Home-Made Sweet Shop, by Claire Ptak
How Baking Works: Exploring the Fundamentals of Baking Science, by Paula I. Figoni
Joy of Cooking, by Irma Rombauer and Marion Rombauer Becker
Marshmallow Madness! Dozens of Puffalicious Recipes, by Shauna Sever
Muffin Tin Chef: 101 Savory Snacks, Adorable Appetizers, Enticing Entrees and Delicious
Desserts, by Matt Kadey
NFL Sunday Night Football Cookbook, edited by Liana Krissoff and Leda Scheintaub
Savory Sweet Life: 100 Simply Delicious Recipes for Every Family Occasion, by Alice Currah
Sweet Confections: Beautiful Candy to Make at Home, by Nina Wanat
The 5:30 Challenge: 5 Ingredients, 30 Minutes, Dinner on the Table, by Jeanne Bessey
The Barefoot Contessa Cookbook, by Ina Garten
The Sugar Cube: 50 Deliciously Twisted Treats from the Sweetest Little Food Cart on the Planet,
by Kir Jensen
Who Wants Candy? By Jane Sharrock
Page 5 of 18
Scope and Sequence
Unit Description
NJ Core Curriculum
Standard(s)
Domain & Standard
Suggested
Timeline
Pacing
(must equal 165 days
for full-year or 83 days for half-year
course)
Benchmarking
Suggested
Interdisciplinary Activities
Example for Each Subject Area
Working in the Culinary Lab
The New American Plate: Meals with
Grains, Vegetables and Proteins
Candy and Career Opportunities
Introduction to Global Foods
The Art of Baking: Cakes, Pies and
Specialty Desserts
9.1 A, B, C, & F. 21st-Century Life & Career Skills All students will demonstrate
the creative, critical thinking, collaboration, and problem-solving skills needed to
function successfully as both global citizens and workers in diverse ethnic and
organizational cultures.
9.2 A, B, D & E. Personal Financial Literacy. All students will develop skills and
strategies that promote personal and financial responsibility related to financial
planning, savings, investment, and charitable giving in the global economy.
2.1 A & D. Wellness. All students will acquire health promotion concepts and skills
to support a healthy, active lifestyle.
8.1 Educational Technology. All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively and to create and communicate knowledge.
8.2 Technology Education, Engineering, and Design All students will develop an
understanding of the nature and impact of technology, engineering, technological
design, and the designed world, as they relate to the individual, global society, and the
environment.
National Standards for Family and Consumer Sciences Education
http://nasafacs.org/national-standards-overview.html
Integrate multiple life roles and responsibilities in family, work, and community
settings.
Demonstrate management of individual and family resources such as food, clothing,
shelter, health care, recreation, transportation, time, and human capital.
Demonstrate management of financial resources to meet the goals of individuals
One Semester
Quarters 3 & 4
January - June
of each school
year
8 days
15 days
20 days
20 days
20 days
Students will
complete benchmark
test at beginning of
class and complete
final exam at end of
class.
Career Education Examine possible start-up culinary
careers in the candy industry
Health/PE Assess the role of sweets in the
daily diet.
English Language Arts & Literacy Write a summary of the process
used to create a candy product in
Specialty Foods.
Math Estimate and subsequently calculate
costs of the candy products prepared in
Specialty Foods.
Science Explore the impact of temperature
and crystallization in candy making.
History/Social Studies Research the history of candy
makers in this area and include this info
in a venture capital presentation.
Technical Subjects Create a PowerPoint presentation to
seek venture capital for funding a new
candy product.
World Languages Learn how to say “Candy” in five
different languages. Norwegian: Candy
Italian: Caramella
Spanish: Caramelo
Turkish: Șeker
Page 6 of 18
and families across the life span. French: Bonbons (Complements of GOOGLE Translate).
Unit 1: Working in the Culinary Lab
Domain &
Standard
Topic Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
(Culinary Arts is not a
prerequisite for taking
Specialty Foods.)
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
9.1
9.2
8.1
8.2
National
Standards
for Family
and
Consumer
Sciences
Education
Learning in the
Culinary Lab
Class Procedures
Benchmark Testing
Culinary Lab Safety
and Sanitation
Preventing kitchen
accidents
Food safety and
sanitation
Equipment
identification, use and
storage
Standard Lab
Procedures for
preparing food in the
culinary lab.
Upon successful completion,
students will be able to:
1. Identify and master
procedures, types of
equipment and routines
needed to be successful in
completing learning activities
in the culinary lab.
2. Define benchmarks for
assessing knowledge and
skill of culinary concepts.
3. Describe and develop the
skills and qualities needed to
structure learning about food,
both in the culinary lab and at
home.
4. Demonstrate individual
proficiency, personal safety,
and teamwork skills in the
culinary lab and recognize
how these skills carry over to
future situations at home and
at work.
5. Analyze how cooking and
eating together builds and
strengthens relationships and
affects health and wellness.
6. Evaluate the clarity and
Web and teacher
selected/prepared
resources to include
but not limited to:
Food For Today
textbook
Rouxbe Cooking
School – on line
cooking lessons
Culinary DVD
and video
presentations
Students will complete
activities to:
Master procedures and
routines needed to be
successful completing
learning activities in the
culinary lab.
Establish a personal
benchmark of basic
culinary concepts.
Examine basic safety
and sanitation
procedures to prevent
common kitchen
hazards such as falls,
cuts, burns, electrical
problems and hazardous
chemicals.
Recognize common first
aid measures for kitchen
accidents.
Develop a sense of
camaraderie and
acceptance in the
culinary lab.
Construct a checklist for
identifying & correcting
potential kitchen
Specialty Foods Lab
Experiences and
Evaluations
Class Discussion
Specialty Foods
Notebook
Reflective Writing
Teacher Observation
Student Discussion &
Participation
Projects, Quizzes & Tests.
Student will successfully
complete these activities
with a passing grade.
Teacher will utilize
computer, overhead
projector and other
electronic
technology for
demonstration
purposes.
Teacher will
provide students
with on line lesson
support to maximize
student learning and
model collegiate
expectations and
practices.
Students will use
available
technology in the
classroom, the
BCHS media center
and at home.
Special needs
accommodations
will be made on an
individual basis
based on IEP’s and
individual learning
styles.
Accommodations
may include
reducing the
complexity of the
assignment or
altering the lessons
to be more or less
auditory or oral.
Depending on a
student’s special
needs there may be
less written work
required.
Differentiated
instruction in
weekly lesson
plans.
Page 7 of 18
completeness of a recipe.
7. Define the different units
and systems of measurements
used in recipes.
8. Explain how and why a
recipe might be modified.
9. Describe ways to find and
organize recipes.
10. Examine the “pedigree” of
the source of nutritional
information and “follow the
money” to see who benefits
from the advice being given
about types of ingredients
and sources of foods.
11. Discuss current research on
sugar, fat, diabetes, and heart
disease and consider how this
research will affect public
health, public policy, and
long term good health.
hazards and use this
checklist at home.
Identify and organize
equipment used in the
culinary lab.
Page 8 of 18
Unit 2: The New American Plate - Meals with Grains, Vegetables & Proteins
Domain &
Standard
Topic
Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
9.1
9.2
8.1
8.2
National
Standards for
Family and
Consumer
Sciences
Education
Meals with
Grains,
Vegetables &
Proteins
Upon successful completion,
students will be able to:
1. Construct a meal plan to
implement the “New
American Plate” guide lines
(⅓ animal protein food, ⅔
plant based food on the plate)
in the daily diet and assess
the potential impact of this
change on long term health.
2. Compare the methods of
protein, grain and vegetable
cookery to create delicious
and nutritious entrees with
different tastes, textures,
nutrients, and visual appeal
and apply this learning to
future life experiences.
3. Identify nutrients in proteins
and grains, their function and
how these nutrients are used
by the body.
4. Examine the benefits of using
grain products, like barley
and quinoa, in meal planning.
5. Describe the nutrients found
in vegetables and proper
storage procedures of
vegetables for maximum
retention of these nutrients.
6. Identify sources of plant and
Web and teacher
selected/prepared
resources to include
but not limited to:
Food For Today
textbook
Rouxbe Cooking
School – on line
cooking lessons
Culinary DVD &
video presentations
Cookbooks from
suggested
supplemental
resources list.
Through direct instruction,
demonstration and
culinary lab activities
teaching and applying
concepts and techniques,
students will complete
activities to:
Construct a meal plan to
implement the “New
American Plate” guide
lines (⅓ animal protein
food, ⅔ plant based
food on the plate) in the
daily diet and assess the
potential impact of this
change on long term
health.
Compare the methods of
protein, grain and
vegetable cookery to
create delicious and
nutritious entrees with
different tastes, textures,
nutrients, and visual
appeal and apply this
learning to future life
experiences.
Identify nutrients in
proteins and grains,
their function and how
these nutrients are used
by the body.
Specialty Foods Lab
Experiences and
Evaluations
Class Discussion
Specialty Foods
Notebook
Reflective Writing
Teacher Observation
Student Discussion &
Participation
Projects, Quizzes & Tests.
Student will successfully
complete these activities
with a passing grade.
Teacher will utilize
computer, overhead
projector and other
electronic
technology for
demonstration
purposes.
Teacher will
provide students
with on line lesson
support to maximize
student learning and
model collegiate
expectations and
practices.
Students will use
available
technology in the
classroom, the
BCHS media center
and at home.
Special needs
accommodations
will be made on an
individual basis
based on IEP’s and
individual learning
styles.
Accommodations
may include
reducing the
complexity of the
assignment or
altering the lessons
to be more or less
auditory or oral.
Depending on a
student’s special
needs there may be
less written work
required.
Differentiated
instruction in
weekly lesson
plans.
Page 9 of 18
Unit 2: The New American Plate - Meals with Grains, Vegetables & Proteins
Domain &
Standard
Topic
Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
animal proteins and the role
of protein in a healthful diet.
7. Identify ways to separate
nutritional fact from fiction.
8. Analyze the preparation
process of the five mother
sauces (béchamel, veloute,
hollandaise, tomato, and
espagnole) and use one of
them in a grain-based
casserole.
9. Examine the relationship
between foods prepared in
this unit and the current
research on sugar, fat,
diabetes, and heart disease.
10. Select & use appropriate
tools and methods for
measuring different types of
food.
11. Demonstrate safe and
efficient cutting techniques.
12. Demonstrate mastery of
content specific vocabulary
used in preparing foods and
planning healthy meals.
Examine the benefits of
using grain products,
like barley and quinoa,
in meal planning.
Describe the nutrients
found in vegetables and
proper storage
procedures of
vegetables for
maximum retention of
these nutrients.
Identify sources of plant
and animal proteins and
the role of protein in a
healthful diet.
Identify ways to
separate nutritional fact
from fiction.
Analyze the preparation
process of the five
mother sauces
(béchamel, veloute,
hollandaise, tomato, and
espagnole) and use one
of them in a grain-based
casserole.
Examine the
relationship between
foods prepared in this
unit and the current
research on sugar, fat,
diabetes and heart
Page 10 of 18
Unit 2: The New American Plate - Meals with Grains, Vegetables & Proteins
Domain &
Standard
Topic
Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
disease.
Select & use appropriate
tools and methods for
measuring different
types of food.
Demonstrate safe and
efficient cutting
techniques.
Demonstrate mastery of
content specific
vocabulary used in
preparing foods and
planning healthy meals.
Page 11 of 18
Unit 3: Candy and Career Opportunities
Domain &
Standard
Topic Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
9.1
9.2
8.1
8.2
2.1
National
Standards for
Family and
Consumer
Sciences
Education
Candy & Career
Opportunities
Upon successful completion,
students will be able to:
1. Identify common ingredients
used in candy production and
assess the overall nutritional
content of cookies.
2. Describe basic preparation
techniques used in candy
production.
3. Contrast the differences
between crystalline and non-
crystalline candy.
4. List the equipment typically
used in preparing candy and
prioritize the need for each
piece of equipment.
5. Describe the two categories
of candy and two signature
candies for each category.
6. Produce an exemplary sample
of one signature candy and
calculate the production cost
of this sample.
7. Evaluate the content, clarity,
and completeness of a candy
recipe.
8. Combine ingredients to create
a unique, delicious and
visually appealing candy with
Web and teacher
selected/prepared
resources to include
but not limited to:
Food For Today
textbook
Rouxbe Cooking
School – on line
cooking lessons
Culinary DVD &
video presentations
Cookbooks from
suggested
supplemental
resources list.
Students will complete
activities to:
Assess the nutritional
content of various
candies and develop a
strategy to keep
personal consumption
within healthy limits.
Demonstrate an
understanding of recipe
terms frequently used
in candy preparation.
Identify potential
suitable ingredient
substitutions that
provide acceptable
results.
Construct a sample
candy that has
entrepreneurial
potential and calculate
its production cost.
Review standard
abbreviations and
equivalents used in
measuring and mixing
ingredients.
Demonstrate how to
scale a candy recipe for
increased or decreased
Culinary Lab
Experiences and
Evaluations
Class Discussion
Specialty Foods
Notebook
Reflective Writing
Teacher Observation
Student Discussion &
Participation
Projects, Labs, Quizzes &
Tests. Student will
successfully complete these
activities with a passing
grade.
Teacher will utilize
computer, overhead
projector and other
electronic
technology for
demonstration
purposes.
Teacher will
provide students
with on line lesson
support to maximize
student learning and
model collegiate
expectations and
practices.
Students will use
available
technology in the
classroom, the
BCHS media center
and at home.
Special needs
accommodations
will be made on an
individual basis
based on IEP’s and
individual learning
styles.
Accommodations
may include
reducing the
complexity of the
assignment or
altering the lessons
to be more or less
auditory or oral.
Depending on a
student’s special
needs there may be
less written work
required.
Differentiated
instruction in
weekly lesson
plans.
Page 12 of 18
Unit 3: Candy and Career Opportunities
Domain &
Standard
Topic Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
prospective entrepreneurial
success and calculate its
production cost.
9. Demonstrate proper safety
and sanitation techniques in
candy production.
10. Research culinary careers –
built on candy and assess the
potential for constructing a
similar model.
11. Examine current research on
sugar, fat, diabetes, and heart
disease and consider how this
research affects the
production costs, nutritional
content and consumption of
candy.
12. Demonstrate mastery of
content specific vocabulary
used in candy production.
yield.
Identify the similarities
and difference between
crystalline and non-
crystalline candies.
Demonstrate how to
work efficiently/safely
in the culinary lab.
Demonstrate mastery of
content specific
vocabulary used in
candy production.
Additional Learning
Experiences:
Teacher demonstrations
and students culinary lab
activities teaching and
applying concepts and
techniques for candy.
Students will investigate
career paths of selected
professional candy
makers.
Page 13 of 18
Unit 4: Introduction to Global Foods
Domain &
Standard
Topic Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
9.1
9.2
8.1
8.2
National
Standards
for Family
and
Consumer
Sciences
Education
Introduction to
Global Foods Upon successful completion,
students will be able to:
1. Describe how geography,
climate, and culture influence
the food customs of various
countries.
2. Describe how understanding
the influences on a country’s
cuisine can help you to
understand the country’s
history.
3. Prepare foods that are native
to countries or regions
around the globe.
4. Recognize that religious
doctrine may restrict the
foods that people can eat
5. Describe four common Latin
American dishes and their
carryover to current popular
American cuisine.
6. Identify ingredients that play
a role in Caribbean cuisine.
7. Compare the influence of
Arab and Europe culture on
North African foods.
8. Analyze the foods of sub-
Saharan Africa to determine
the impact of local staples,
traditions, and colonial
Web and teacher
selected/prepared
resources to include
but not limited to:
Food For Today
textbook
Rouxbe Cooking
School – on line
cooking lessons
Culinary DVD &
video presentations
Cookbooks from
suggested
supplemental
resources list.
Through direct instruction,
demonstration & culinary
lab activities teaching and
applying concepts and
techniques, students will
complete activities to:
Describe how
geography, climate and
culture influence the
food customs of various
countries.
Describe how
understanding the
influences on a
country’s cuisine can
help you to understand
the country’s history.
Prepare foods that are
native to countries or
regions around the
globe.
Recognize that religious
doctrine may restrict the
foods that people can
eat.
Describe four common
Latin American dishes
and their carryover to
current popular
American cuisine.
Identify ingredients that
Culinary Lab
Experiences and
Evaluations
Class Discussion
Specialty Foods
Notebook
Reflective Writing
.
Teacher Observation
Student Discussion &
Participation
Projects, Quizzes & Tests.
Student will successfully
complete these activities
with a passing grade.
Teacher will utilize
computer, overhead
projector and other
electronic
technology for
demonstration
purposes.
Teacher will
provide students
with on line lesson
support to maximize
student learning and
model collegiate
expectations and
practices.
Students will use
available
technology in the
classroom, the
BCHS media center
and at home.
Special needs
accommodations
will be made on an
individual basis
based on IEP’s and
individual learning
styles.
Accommodations
may include
reducing the
complexity of the
assignment or
altering the lessons
to be more or less
auditory or oral.
Depending on a
student’s special
needs there may be
less written work
required.
Differentiated
instruction in
weekly lesson
plans.
Page 14 of 18
Unit 4: Introduction to Global Foods
Domain &
Standard
Topic Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
influences.
9. Explain why the
Mediterranean diet is lighter
than the cuisine of Western
and Northern Europe.
10. Examine why the cuisines
of so many Western
European countries feature
root vegetables as opposed to
other types of vegetables.
11. Describe the cuisines of
Eastern Europe and Russia
and how they reflect the
influences of the Soviet
Union during the second half
of the 20th
century.
12. Describe popular dishes
from Asia and the pacific rim
countries that showcase the
diverse, flavorful and
colorful ingredients.
13. Infer at least one reason
why Chinese cuisine, unlike
other cuisines, shows little
outside influence.
play a role in Caribbean
cuisine.
Compare the
influence of Arab and
Europe culture on North
African foods.
Analyze the foods of
sub-Saharan Africa to
determine the impact of
local staples, traditions,
and colonial influences.
Explain why the
Mediterranean diet is
lighter than the cuisine
of Western and
Northern Europe.
Examine why the
cuisines of so many
Western European
countries feature root
vegetables as opposed
to other types of
vegetables.
Describe the cuisines of
Eastern Europe and
Russia and how they
reflect the influences of
the Soviet Union during
the second half of the
20th
century.
Describe popular dishes
from Asia and the
Page 15 of 18
Unit 4: Introduction to Global Foods
Domain &
Standard
Topic Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
pacific rim countries
that showcase the
diverse, flavorful and
colorful ingredients.
Infer at least one reason
why Chinese cuisine,
unlike other cuisines,
shows little outside
influence.
Page 16 of 18
Unit 5: The Art of Baking – Cakes, Pies and Specialty Desserts
Domain &
Standard
Topic Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
9.1
9.2
8.1
8.2
National
Standards
for Family
and
Consumer
Sciences
Education
Cakes
Pies
Specialty Desserts
Upon successful completion,
students will be able to:
1. Identify the basic ingredients
in used in preparing cakes,
pies, and specialty desserts
and explain the role and
nutritional value of each
ingredient.
2. Examine current research on
sugar, fat, diabetes, and heart
disease and how this research
affects the production,
nutritional content, and
consumption of cakes, pies,
and specialty desserts.
3. Explain how to select & store
baking ingredients properly.
4. Determine ways to lower fat
and sugar in recipes for
cakes, pies, and specialty
desserts.
5. Describe and demonstrate
basic techniques that are part
of the baking process.
6. Identify the basic equipment
needed to prepare cakes, pies,
and specialty desserts.
7. Demonstrate how to prepare
pans and place pans properly
for baking.
Web and teacher
selected/prepared
resources to include
but not limited to:
Food For Today
textbook
Rouxbe Cooking
School – on line
cooking lessons
Culinary DVD &
video presentations
Cookbooks from
suggested
supplemental
resources list.
.
Through direct instruction,
demonstration & culinary
lab activities teaching and
applying concepts and
techniques, students will
complete activities to:
Identify the basic
ingredients used in baking
and explain their roles.
Explain how to choose
and store common baking
ingredients.
Determine ways to
lower fat and sugar in
recipes for cakes, pies, and
specialty desserts.
Describe and
demonstrate basic
techniques that are part of
the baking process.
Identify the basic
equipment needed to
prepare cakes, pies, and
specialty desserts.
Demonstrate how to
prepare pans and place
pans properly for baking.
Describe various types
of cakes, pies and
specialty desserts and
Culinary Lab
Experiences and
Evaluations
Class Discussion
Specialty Foods
Notebook
Reflective Writing
Teacher Observation
Student Discussion &
Participation
Projects, Quizzes & Tests.
Student will successfully
complete these activities
with a passing grade.
Teacher will utilize
computer, overhead
projector and other
electronic
technology for
demonstration
purposes.
Teacher will
provide students
with on line lesson
support to maximize
student learning and
model collegiate
expectations and
practices.
Students will use
available
technology in the
classroom, the
BCHS media center
and at home.
Special needs
accommodations
will be made on an
individual basis
based on IEP’s and
individual learning
styles.
Accommodations
may include
reducing the
complexity of the
assignment or
altering the lessons
to be more or less
auditory or oral.
Depending on a
student’s special
needs there may be
less written work
required.
Differentiated
instruction in
weekly lesson
plans.
Page 17 of 18
Unit 5: The Art of Baking – Cakes, Pies and Specialty Desserts
Domain &
Standard
Topic Standard & Student Learning
Objectives (SLO)
References/
Resources
Suggested Instructional
Activities
Suggested Student
Output
Assessments: Portfolios,
Evaluations, & Rubrics
Multimedia
Integration
Accommodation of
Special Needs
Students (SE,
ELL, 504, G&T)
8. Describe various types of
bread and compare the
nutritional value of them.
9. Contrast the leavener and
preparation methods used in
cakes and specialty dessert
with those used in preparing
pies.
10. Describe and demonstrate
how to make cakes, pies, and
specialty desserts.
11. Explore the art of baking to
create delicious and
nutritious foods with
different tastes, textures,
nutrients, and visual appeal to
be prepared to apply this
learning to future life
experiences.
12. Demonstrate mastery of
content specific vocabulary
used in preparing cakes, pies,
and specialty desserts.
compare the nutritional
value of them.
Contrast the leavener
and methods used in cakes
and specialty desserts with
those used in preparing
pies.
Describe and
demonstrate how to make
cakes, pies, and specialty
desserts.
Explore the art of
baking to create delicious
and nutritious foods with
different tastes, textures,
nutrients, and visual
appeal to be prepared to
apply this learning to
future life experiences.
To demonstrate
mastery of content specific
vocabulary used in
preparing cakes, pies, and
specialty desserts.
Use on line resources
to develop recipes and
analyze their nutritional
content.
Critique lab
experiences to evaluate
skills mastered.
Page 18 of 18