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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives

Culinary Skills and Hospitality Management 1 Curriculum Return to Top 10/9/2020 of 78


Return to Top Culinary Skills and Hospitality Management 1 Curriculum 10/9/2020 of 78

Culinary Skills and Hospitality Management 1 Course Description

Culinary Skills and Hospitality Management 1 prepares students with the skills and knowledge they will need for success in the foodservice/hospitality industry. Students are offered instruction in various subject areas ranging from sanitation, workplace safety, foundational food preparation and much more. On the job training along with classroom instruction enables students to experience all aspects of operating and managing a foodservice establishment. Students have the opportunity to earn a nationally recognized ProStart certification if they successfully complete the academic, work experience components and pass the final exam.

Pedagogy and Supporting Documents

Table of Contents Unit Titles and Unit Subtitles Suggested

No. Days

Pedagogy Philosophy and Rationale Scope and Sequence Implementation Instructions Assessment Expectations

1. Overview of the Restaurant and Foodservice Industry 1.1. Chapter 1 - Welcome to the Industry 1.2. Chapter 2 - Career Opportunities 1.3. Chapter 3 - Professional Expectations 1.4. Chapter 4 - Communication Skills 1.5. Chapter 5 - Beginning Your Career Unit 1 Wrap-Up

1. 18-19

Standards and Indicators • Maryland College and Career Ready Standards (CCRS) • FACS National Standards

2. A Safe Operation 2.1. Chapter 6 - Introduction to Food Safety 2.2. Chapter 7 - Hygiene and Cleanliness 2.3. Chapter 8 - The Safe Flow of Food 2.4. Chapter 9 - Risk Management 2.5. Chapter 10 - Workplace Safety Procedures Unit 2 Wrap-Up

2. 17-18

Resources • Foundations of Restaurant Management and Culinary Arts,

Level 1 • Text • Student Activity Guide • Teacher Resource USB • Exam View USB

3. Introduction to the Kitchen 3.1. Chapter 11 - Foodservice Equipment 3.2. Chapter 12 - Knives and Smallwares 3.3. Chapter 13 - Kitchen Basics 3.4. Chapter 14 - Culinary Math Unit 3 Wrap-Up

3. 16-18

4. Culinary Exploration 4.1. Chapter 15 - Salads 4.2. Chapter 16 - Sandwiches and Pizza 4.3. Chapter 17 - Stocks, Sauces, and Soups 4.4. Chapter 18 - Cooking Methods 4.5. Chapter 19 - Introduction to Baking

4. 18-19



Unit 4 Wrap-Up

5. Service and Management 5.1. Chapter 20 - Principles of Great Service 5.2. Chapter 21- Front-of-House Basics 5.3. Chapter 22 - Introduction to Management Unit 5 Wrap-Up

5. 15-16



Culinary Skills and Hospitality Management 1 Curriculum Unit 1: Overview of the Restaurant and Foodservice Industry

Overview

Students will develop sound communication and interpersonal skills as an element of success in the foodservice industry.

Indicators

1.0 Career, Community and Family Connections 8.0 Food Production and Services 10.0 Hospitality, Tourism, and Recreation 13.0 Interpersonal Relationships

Vertical Alignment

Prerequisite: Nutrition A or B Future Directions: This unit reinforces concepts essential for the remainder of the course. These concepts are the foundation for future courses such as Culinary Skills and Hospitality 2.

Note to writers: provide a hyperlink to a document with an actual Vertical Alignment Flow Map

Essential Questions

What are the types of businesses that make up the hospitality and tourism industry? What skills do restaurant and foodservice professional need?

Big Idea(s) Globalization and Relevance

Restaurant and foodservice operations make up one of the most dynamic industries in the United States—covering everything from corner diners to food trucks to the most acclaimed restaurants in the world. Throughout this unit you will learn about the types of opportunities available to you in this vast industry.

• Arts & creativity – (Arts integration) – pizza bagel challenge • Environmental Literacy • Financial Literacy • MYP/IB – menu planning design • STEM Innovation • Technology - nearpod • AVID – think maps • Other



Culinary Skills and Hospitality Management 1 Curriculum Unit 1: Overview of the Restaurant and Foodservice Industry 1.1 Chapter 1 - Welcome to the Industry

Background Information for Teachers • Students will need access to a Chromebook or computer to complete activity. • Copies of the work sheet and Post its will be need for the warmup activity. • The Google Slide presentation has embedded Nearpod activities. In order to utilize the Nearpod questions/activities you must save the Google Slide to

your Nearpod account and assign to students from Nearpod. You will need to get the Nearpod Add-on in Google Slides (from GS, on the toolbar ribbon, go to Add-ons, select Get Add-ons, search and add Nearpod, once added select Open NearPod). Individual student participation in activities can be checked by going to the NearPod site.

• The first cooking lab takes place in this unit will be pancakes because of the popularity of pancake houses such as IHOP and Denny’ s. • Student grouping for kitchen labs maybe created randomly, allowing students to choose, or any method the teacher chooses. • Kitchen expectations will need to be altered depending upon teacher and facility as well as the Lab Planning/Rubric, adapt this sample as needed. • Every student must have the Safety Agreement signed and returned before they can enter the lab. • If you choose to not use the suggested recipes, make sure the recipes you select follow the FACS Guidelines for Recipe and Food Selection • SmartBoard should be used to create circle map. • If needed, always remember to reference your department’ s Foundations of Restaurant Management 1 flash drive for additional content. • Vocab activities to be used throughout the unit wherever/however it best fits the needs of your students.

Learning Outcomes Background Information & Instructional Delivery Sample On-going Assessments

Standard(s): Analyze opportunities for employment in hospitality, tourism, and recreation careers. 10.1.2 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customers' needs.8.5

I Can: Explain the categories of foodservice businesses and the types of businesses in each segment. 10.1.2

Instructional Delivery (UDL Embedded) Representation/Engagement

1 Pre-Assessing Activities: Restaurant survey: Give each student a Post-it. Have students write down as many restaurants as they can think of (could be a competition to see who knows the most). Next group the students and have them compile a list of 10 different styles of restaurants on the Restaurant Survey Ask students to identify the restaurant’s overview in terms of the food, atmosphere, service, and cost. Have them place the information on the worksheet. (The student group will complete this form and turn it in as an exit ticket.) Lesson/ Content Activities:

• Reference FRMCA Ch01 Intro to Food Service Industry Part 1 as necessary.

Expression What are the 2 segments of the restaurant and foodservice industry? What are the types of business that make up the hospitality and tourism Industry?



I Can: Explain the historical development of foodservice by creative entrepreneurs, to become an industry grossing over $782 billion today. 10.1.2

I Can: Demonstrate professional skill for a variety of cooking methods 8.5.2

• Introduce the textbook by reading the first case study on FRMCA, pg. 5. There is a Nearpod activity to accompany the Case Study. Remember to save the Google Slide to your Nearpod account first and work from Nearpod.

• Analyze the foodservice data in slides then talk about the possible effects of the Pandemic on the Industry.

• Introduction of commercial segment vs. noncommercial segment. Have students complete COMPARE AND CONTRAST the Foodservice Segments As you talk about each category have students identify examples of businesses in their community

• Review the slides on different types (categories) of restaurants once again focusing on local examples.

Closing Assessments/Student Reflections: Have student groups go back to the Restaurant Survey WS to complete the Restaurant Segment column. Discuss answers as a class.

2 Pre-Assessing Activities: Complete Assess Understanding Restaurant Segments Review answers to the assessment Lesson/ Content Activities:

• Reference FRMCA Ch01 The History & People Part 2 as necessary • History of the Foodservice Industry While viewing the Google Slides students are to

complete the chart. • Assign Project about Entrepreneurs and Innovators

o Project: Who were the entrepreneurs? Students either individually or in groups choose a famous Restaurateur or chef to investigate then share with the class. They will be provided with a list of names but may also add others. This assignment will be due 2 classes from today so it can be shared with the class

o Entrepreneurs in Foodservice sign up list - add names as you see fit o Entrepreneurs of Foodservice Industry grading rubric

Closing Assessments/Student Reflections: Understanding of History and Entrepreneurs. Have students complete then review in class.

3 Pre-Assessing Activities: Introduction to the first cooking lab next class. Students will read The History of the Pancake house. The Pancake house holds an honorable position in the history of the Foodservice Industry. Is it part of the Commercial or Noncommercial segment? Provide examples of where they will be served. Lesson/ Content Activities: Getting ready for the first cooking lab: Pancakes. (Notes: If you choose to not use the suggested recipes, always make sure the recipes you select follow the FACS Guidelines for Recipe and Food Selection)

• Divide class into equal groups depending on the number of kitchens. Sit students in groups.

• Review kitchen expectations

Expression How did societal changes influence the growth and development of the hospitality industry?

Expression What are the expectations, standards and outcome during a stellar day making pancakes?



I Can: Demonstrate professional skills in safe handling of knives, tools, and equipment.8.5.1

I Can: Describe the biography of creative entrepreneurs, that helped to build the foodservice industry. 10.1.2

Vocabulary: Chapter 1 Vocabulary

Critical Content & Skills: Effective listening skills, parts of written communication, identifying

• Every student must have the safety agreement signed and returned before they can enter the lab.

• Tour of the kitchen • Review the recipe for pancake Pancake Recipe. Consider using this recipe worksheet

for you lab planning purposes. Closing Assessments/Student Reflections: Review of Kitchen Rules to go over the expectation for cooking during the next class (teacher may need to customize to their kitchen needs)

4 Pre-Assessing Activities: Review kitchen rules/procedures and the pancake recipe. Lesson/ Content Activities:

• Review recipe worksheet with students • Students will follow recipe to make pancakes • Students set table as and enjoy they lab. • Since this is the first lab focus on safety and sanitation. Critique/grade cleanup effort

and group interaction. Closing Assessments/Student Reflections: What went right? What went wrong? Reflect on the group work, recipe, and kitchen experience.

5 Pre-Assessing Activities: What does it take to be an Entrepreneur and Innovator in the foodservice business? Have students write down qualities that are necessary to run your own restaurant. Use circle map to analyze student input. Lesson/ Content Activities:

• Students will present projects on Entrepreneurs and Innovators • Complete Entrepreneur/Innovator WS while watching presentations

Closing Assessments/Student Reflections: Complete the last 4 questions of the Entrepreneur WS.

End of Chapter Exam Prep Questions

Differentiated Instruction

DI Option #1: Create posters/timelines to describe the evolution of the foodservice era, from ancient Greece to today. Break each category into its own poster, to create a visual historical timeline. DI Option #2: Research the history of the spice trade and its impact across the globe over time. Write an essay to describe your findings. English Language Learners: Create a word wall to describe the vocabulary from the section. Match words with the era in which they belong. Additional Resources: Remember to reference the Teacher Companion for a variety of DI and ELL options

Expression How did your cooking group function in the kitchen?

Expression Where in the foodservice industry would you like to work? Commercial/Noncommer cial? Catering? restaurants? clubs?



and combating barriers to communication



Culinary Skills and Hospitality Management 1 Curriculum Unit 1: Overview of the Restaurant and Foodservice Industry 1.2 Chapter 2 - Career Opportunities

Background Information for Teachers • This chapter has 3-4 days of lessons with a cooking lab on day 2. • Students will need access to a Chromebook or computer to complete activity • The Google Slide presentation has embedded Nearpod activities. In order to utilize the Nearpod questions/activities you must save the Google Slide to


o If showing videos from the Google Slide presentation, you will see the hyperlink to click on to view the video. If student is seeing presentation from Nearpod, the hyperlinks are inactive, and the video has been embedded on the next slide.

• Use a SmartBoard to make list of student job opportunity • Lab #2 the “ quiet” Kitchen - Creamy Chicken w Rice • Follow standard rules and procedures for kitchen activities. • Third lesson has several choices for project based instruction. • The number of days required for this unit will depend on which project you choose. • If needed, always remember to reference your department’ s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocabulary activity and use throughout the unit wherever/however it best fits the needs of your students


Standard(s): Analyze career paths within hospitality, tourism and recreation industries 10.1

I Can: Explain the roles, duties, and functions of individuals engaged in hospitality careers. 10.1.1


1 Pre-Assessing Activities: What are the career opportunities in the restaurant industry? How are they typically categorized? Use Jobs in Foodservice for students to compare the categories then brainstorm individually then examine as a group Lesson/ Content Activities:

• FRMCA Ch 02 Job Opportunities Part 1 • List all the different job opportunities within the 2 main categories of the restaurant and

foodservice industry. • Defining Industry Job Opportunities (second page of JOB OPPORTUNITIES). Match

the position with the appropriate responsibilities and duties. • Continue with Google Slide presentation 11-31 Careers in the industry • As you go through to presentation write down the different job duties or responsibilities

associated with each restaurant and foodservice position.

Expression What are the career Opportunities within the foodservice industry? How are they categorized? What skills would you need?




I Can: Analyze opportunities for employment in hospitality, tourism, and recreation careers. 10.1.2

I Can: Summarize education and training requirements and opportunities for career paths in hospitality, tourism, and recreation careers. 10.1.3

Closing Assessments/Student Reflections: Explain the difference in responsibilities between front-of-the-house and back-of-the-house employees. Provide examples.

2 Pre-Assessing Activities: Communication is essential in all business. What are the different ways that we communicate-provide examples? Lesson/ Content Activities:

• The “Quiet Cooking Lab The Quiet Cooking Lab - Creamy Chicken - Lab 2 • Students will follow procedure that were established in the Pancake lab (Lab #1)

Closing Assessments/Student Reflections: Students will complete the 3 questions on The Quiet Cooking Lab - Creamy Chicken - Lab 2

3 Pre-Assessing Activities: What is the difference between a job and career? What skills do restaurant and foodservice professionals need? Review the strengths and skills need to be successful in the foodservice industry. Lesson/ Content Activities:

• FRMCA Ch02 Career Opportunities Part 2 discuss with NearPod activities • Using the Assess Career Project description Career Project students will choose one of

the following below to complete the career research. Next class students will do museum walk and complete the worksheet Careers in Foodservice Notes WS. (Suggestion to use Career Project Signup Sheet)

o Write skits or film videos using the tips in Table 2.4 for staying healthy. Show how to use the guidelines to stay healthy

o Using the essential skills feature on page 36, find or create images or video clips that describe how to handle self-imposed pressures

o Write a comic book to describe the tips for stress and time management and the role of a mentor

o Students create One-Pager or Google Slide on a specific career Closing Assessments/Student Reflections: Have students answer these 2 questions: How can you balance career and person life? It will not get easier as you get older so outline some strategies that will work for you. Share and compare: have small groups compare and contrast their strategies.

4 Pre-Assessing Activities: What is the difference between a job and career? What are the careers that are attractive to you in the Foodservice Industry? Lesson/ Content Activities:

• Museum Walk: Students will investigate other career opportunities that fellow students presented while completing the worksheet Careers in Foodservice Notes WS

Closing Assessments/Student Reflections: Students are to complete Activity 2.6 FRMCA Activity guide pg. 18. Mapping the Career Pathway

Expression How does communication effect performance in a cooking lab?

Expression What is the difference between a job and a career? How do we balance our work life and professional life?

Expression: What career pathways in foodservice are attractive to me? Why do I find them interesting?




Critical Content & Skills: Effective listening skills, parts of written communication, identifying and combating barriers to communication


Differentiated Instruction DI Option #1: Create a diagram of the front-of-the-house and the back-of-the-house. Create drawings of the various positions (or find photos in magazines or online to cut out), and model the primary responsibilities as listed in Table 2.1 and 2.2. DI Option #2: Research the traditional positions included in the kitchen brigade. Write a response with your findings, including a discussion of the types of tasks and responsibilities each position may have, and the type of menu that would require a traditional brigade. English Language Learners: Create visual definitions for the vocabulary words listed on page 25. Use the Internet to search for images or short videos that help define the key terms. Remember to reference the Teacher Companion for a variety of DI and ELL options.

Additional Resources: Remember to reference the Teacher Companion for a variety of DI and ELL options



Culinary Skills and Hospitality Management 1 Curriculum Unit 1: Overview of the Restaurant and Foodservice Industry 1.3 Chapter 3 - Professional Expectations

Background Information for Teachers • This chapter has 2 days of lessons with a lab on first day. • Students will need access to a Chromebook or computer to complete activity. • The Google Slide presentation has embedded Nearpod activities. In order to utilize the Nearpod questions/activities you must save the Google Slide to


o If showing videos from the Google Slide presentation, you will see the hyperlink to click on to view the video. If student is seeing presentation from Nearpod, the hyperlinks are inactive and the video has been embedded on the next slide.

• Use a SmartBoard to make list of student brainstorming activities. • Lab #3 Teambuilding Activity. There are 3 to choose from. Each will require food. Other props will be needed also. • Follow standard rules and procedures for kitchen activities even though these will be a little unusual. • It is assumed that classes will be divided into 4 groups for the activities. • Supplies needed: 4 colors of paper cut in quarters, envelops, poster board. • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): Analyze career paths within the food production and food services industries. 8.1 Demonstrate implementation of food service management and leadership functions 8.6 Demonstrate the concept of internal and external customer service. 8.7

I Can: Explain the roles, duties, and functions of individuals engaged in food production and services careers. 8.8.1


1Pre-Assessing Activities: What unique professional qualities, if any, might be needed to be successful in the restaurant and foodservice industry? How is the high school environment similar to and different from the workplace environment? Lesson/ Content Activities:

• Each student will get a copy of Professionalism: An Expectation. It is note taking tool for the Google Slide presentation. The last question is the closing assessment/exit ticket.

• Open FRMCA Ch03 Professional Expectations stop at the Teamwork slide(13)

Expression: What does it mean to be a professional? What are the basic expectations for all employees in the restaurant and foodservice industry? What is teamwork?





Critical Content & Skills: Effective listening skills, parts of written communication, identifying

• Slide 14 can be used for the Teamwork activity. Activity Food Teamwork is the description of 3 different activities—choose one. Leave at least half of a class period to complete the activity. Complete more than one if time permits.

Closing Assessments/Student Reflections: The reflection on the lab at the end of Professionalism: An Expectation worksheet. Discuss the teamwork activity. Which team thought they performed the best? Who had the nicest looking product? Was any group an ineffective mess?

2 Pre-Assessing Activities: Distribute post its (or use Nearpod) What is personal responsibility? How does it affect professionalism? Lesson/Content Activities

• Open FRMCA Chapter03 Professional Expectations. Scroll down to the section marked Day 2.

• Review each slide with discussion about each concept. • View video clip on taking feedback in in the group. • Group project (reinforce teamwork) to create understanding of these important

concepts. It should be colorful and informative. Have a competition to see which group best represents. Choose one:

o Distribute the Vocabulary Activity 3.5 to each group (could be the whole activity or they can be cut into squares with students responsible for a few words). The group is to complete each card including drawings then construct them into a presentation.

o Activity 3.6 Pass the Envelope- Questions are passed between groups. Each group answers 8 questions without seen the other group answers. Each group creates presentation from 2 questions

Closing Assessments/Student Reflections: What are the steps for resigning from a job? This is an important class discussion because there are far too many students that just don’t show up!


Differentiated Instruction DI Option #1: Write a mission statement for your goals in this course. Research on the Internet or in the library to find examples of mission statements from businesses—use these to build your own. (This can be adapted to be a pair or small group activity to group diverse learners together.) DI Option #2: Research the mission statements of several popular and successful restaurant chains. How do they compare? Research the connection between mission statements and the best places to work in the foodservice and hospitality industry according to articles you found.

Expression: What are ethics, and why are they important to a business? What is diversity, and what forces can negatively affect it in the workplace? How do Employees’ roles and jobs impact a company’s goals? What are the steps for resigning from a job?



and combating barriers to communication

English Language Learners: Find videos to show how a restaurant employee, like a host or dish washer, can affect guest satisfaction. Find both positive and negative examples. Discuss with a partner or in a group any experiences you may have had in a restaurant—positive and negative. Remember to reference the Teacher Companion for a variety of DI and ELL options.

Additional Resources: Remember to reference the Teacher Companion for a variety of DI and ELL options



Culinary Skills and Hospitality Management 1 Curriculum Unit 1: Overview of the Restaurant and Foodservice Industry 1.4 Chapter 4 - Communication Skills

Background Information for Teachers • For Activity 4.2, cards or half-sheets will need to be prepared in advance with the Part 1 Instructions and Part 2 instructions to ensure the partners do

not see the other set of instructions. • Make sure to proofread the Email to a Teacher submissions before distributing them to their recipients. • Prior to the Telephone activity, you will need to cut out the sentences, grocery lists, and pictures. It is helpful to paste the items on 4 different colors of

poster paper (one color per group) and laminate them so they can be reused. You will also need blank paper, colored pencils or markers, and a writing surface for each group.

• Blindfolds are needed for the Pizza Bagel Blindfold Challenge. Since students will not be able to see during the lab, some typical lab rules may need to be altered. The list of ingredients needed for each set of partners is listed in the worksheet. The portions are measured to cover 2 miniature bagels.

• E-Learning modifications: students can complete Activity 4.2 with a family member using the Do You Understand Me? presentation and take pictures throughout the activity (the discussion questions can be posted in the Google Classroom assignment for students to answer when they submit their pictures); complete Email to a Teacher in a document, changing the text color for each part of the message, and forward messages to teachers’ email; use slides 27-39 of the Chapter 4 Slideshow (and additional research if needed) to fill out the Obstacles to Good Communication notes.

• If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): 13.3 - Demonstrate communication skills that contribute to positive relationships.

I Can: Analyze communication strategies and their effects on relationships. 13.3.1


Pre-Assessing Activities: What is the difference between expressing ourselves and communicating effectively with other people? Lesson/ Content Activities:

• Lead students in Activity 4.2 (The Communication Process—Do You Understand Me?). Students will work in pairs. Each student will need a piece of paper. Give one partner the instructions for Part 1. Remind them not to show the instructions to their partners. They will read the instructions to their partner and the partner will perform the actions immediately. Once all pairs have completed Part 1, pass out the instructions for Part 2 to the opposite partner, again reminding the, not to show the instruction to their partner. Once all pairs have completed the activity, lead a class discussion based on the questions on page 46 of the Activity Guide Key.

• Review slides 1-26 of the FRMCA L1 Ch04 Communication. • Give students the Email to a Teacher Template. Students will need 3 different

colors of colored pencils to differentiate the 3 major parts of a letter. Encourage

xpression What are some techniques

students can learn to hold people’s attention in a school setting? At home? During extracurricular activities?



I Can: Demonstrate verbal and nonverbal behaviors and attitudes that contribute to effective communication. 13.3.2

them to make their “email” genuine and heartfelt as it will be given to the teacher that they choose.

Closing Assessments/Student Reflections: Why is the communication process important for building strong relationships?

Pre-Assessing Activities: Let’s define the word clarity. Why is clarity important in all forms of communication? Lesson/ Content Activities:

• Briefly review the information on slides 13, 16, and 17 of the FRMCA L1 Ch04 Communication about how to be an effective speaker and effective listener.

• Divide students into 4 equal-sized groups. You will need a space where there is room for them to spread out each group in a straight line, such as the hallway. Students will play 3 rounds of Telephone.

o Give the first student in line one of the sentences. They will recite the sentence to the second student who will repeat it to the best of their ability to the third and so on. The last student in line will share the sentence they heard.

o Rearrange students before Round 2. Give the first student in line the one of the grocery lists. They will read the entire list to the second student who will repeat it to the best of their ability the third and so on. The last student in line will write down the ingredients that they heard and compare it to the original list.

o Rearrange students before Round 3. Encourage a student who enjoys drawing to stand at the end of the line. Give the first student in line one of the pictures. They will describe the picture in as much detail as possible to the second student in line. The second student will repeat the description to the best of their ability to the third student and so on. The last student in line will draw the picture based on what the student behind them describes. Allow groups to share the original picture and the drawing before returning to their seats.

• Lead a brief discussion with the class reflecting on the activity. • Divide the class into 12 groups. Each group will create a poster about one of the

obstacles to good communication described in Table 4.3 on pages 66-68 in the textbook. Be sure to have students include on the poster - the name of the obstacle, the definition/what is it, how it is an obstacle (____ would make it difficult to have a conversation because...), and 2 examples. These posters will be presented next class.

Closing Assessments/Student Reflections: Besides the words themselves, what is important to pay attention to when communicating with someone to understand his or her message?

xpression Is it easier for you to express yourself verbally or written? Why?

Expression



I Can: Analyze strategies to overcome communication barriers in family, community, and work settings. 13.3.4

I Can: Demonstrate effective listening and feedback techniques. 13.3.3



Pre-Assessing Activities: Describe a time when you have had trouble understanding or communicating a message. What made this interaction so difficult? How did you resolve the problem? Lesson/ Content Activities:

• Invite each group to come up and present their poster. Students who are not presenting should take notes on the information using the Obstacles to Good Communication worksheet.

• Instruct students to complete Activity 4.5 Counting Messages. While students are working, facilitate a discussion using the talking points on page 53 in the Activity Guide Key.

Closing Assessments/Student Reflections: Which barrier(s) to communication do you struggle with the most? What can you do to help combat them and communicate more effectively?

Pre-Assessing Activities: What barriers to communication would you potentially face if you cannot see the person you are talking to? Lesson/ Content Activities:

• Students will complete the Pizza Bagel Blindfold Challenge lab with a partner. Closing Assessments/Student Reflections: Think about your answer from the warmup this morning. Did you face any of the barriers that you mentioned during today’s challenge? Did you face any barriers that you did not think of this morning?


Differentiated Instruction DI Option #1: For learners whose skills are above level, search the Internet for sample

TED talks on a topic of interest. Write an essay review of the talk explaining why and how the speaker the speaker did or did not exhibit qualities of an effective speaker, as listed in Table 4.1 on page 61.

DI Option #2: For students who need additional support in learning, pair them with a more advanced peer for the poster portion of the Obstacles of Good Communication assignment. Allow students to create visual definitions on the notes sheet to reinforce vocabulary.

English Language Learners: Give students the opportunity to practice good written communication skills by writing a professional email to a teacher using the essential skill on email communication (pg. 65 in the textbook) as a guide. Remember to reference the Teacher Companion for a variety of DI and ELL options.

Additional Resources:

How can you pre-plan to combat barriers to communication? What strategies can be used to combat multiple barriers?

xpression How does this challenge relate to communicating with people in your everyday life at home? School? Work?



Culinary Skills and Hospitality Management 1 Curriculum Unit 1: Overview of the Restaurant and Foodservice Industry 1.5 Chapter 5 - Beginning Your Career

Background Information for Teachers • This Chapter will take approximately 2-4 days. The number of days required for this unit will depend on which project you choose and if you

choose to have the students write a resume. • The cooking lab on the last day of this chapter is Comfort food: Macaroni & Cheese for REAL. • Students will need access to a Chromebook or computer to complete activity. • The Google Slide presentation has embedded Nearpod activities. In order to utilize the Nearpod questions/activities you must save the Google

Slide to your Nearpod account and assign to students from Nearpod. You will need to get the Nearpod Add-on in Google Slides (from GS, on the toolbar ribbon, go to Add-ons, select Get Add-ons, search and add Nearpod, once added select Open NearPod). Individual student participation in activities can be checked by going to the NearPod site.

o If showing videos from the Google Slide presentation, you will see the hyperlink to click on to view the video. If student is seeing presentation from Nearpod, the hyperlinks are inactive, and the video has been embedded on the next slide.

• Lab for this chapter is Macaroni and Cheese. It is generally classified as comfort food which is often necessary during the stressful process of looking for a job or deciding on a college.

• A short final assessment is available. • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): 1.2 Demonstrate transferable knowledge, attitudes, and technical and employability skills in school, community and workplace settings.

I Can: Apply communication skills in school, community and workplace settings. 1.2.3


1 Pre-Assessing Activities: Raise of hands, how many of you currently have a job? Do you like your job? Why did you get a job? How did you go about finding the position? Lesson/ Content Activities: (this Chapter may take 2-3 days plus a cooking lab)

• Open FRMCA Ch05 Beginning Your Career (slides 1-62) • Either have students open Activity 5.2 Planning a Job Search Interactive or print them

copies of the worksheet. It is a flow chart of the steps to getting a job. As you proceed through the presentation, they are to fill in the right side with the actions they would take to find a job.

o Optional: Have students create a resume, cover letter, and list of references. It is one of the 10 steps covered in Activity 5.2. (If you add this assignment it will add the extra day to the chapter)

o There are 2 videos imbedded in the Google Slides that address the practice of Interviewing.

Expression What does an effective job-search plan include? What are the steps to an effective job interview? What are the follow up steps for a job interview?



I Can: Analyze potential career choices to determine the knowledge, skills, attitudes, and opportunities associated with each career. 1.2.1

I can: Demonstrate teamwork skills in school, community and workplace settings. 1.2.4


• Now is practice time. The doc Activity 5.5 Practice Makes Perfect: The Interview Interactive has eleven (11) commonly ask interview questions. Students may begin by answering each question then pair up with a partner or work with a small group. They can practice asking/answering the typical interview questions with a classmate. Students can use Table 5.3 (pg. 82-83) to see “Typical Interview Questions and Responses”.

o FRMCA Ch05 Beginning Your Career slides 27-50 are the same questions with suggested answers used in activity 5.5. You may want to use them as review after they have completed the questions instead of the student self-checking in table 5.3.

Closing Assessments/Student Reflections: As an Exit ticket have the students create a quick “Do’s and Don’t of Interviewing”

2 Pre-Assessing Activities: Did you know that you sometimes take test(s) before you are offered a job? Why might a test be a requirement for employment? Lesson/ Content Activities: (this Chapter may take 1-2 days)

Open Google slides FRMCA Ch05 Beginning Your Career (slides 63-the end) Have students take a Web based test for student self-exploration of aptitude/interests at

My Next Move Students are to screen shot their results, copy/paste into a GoogleDoc then write a

reflection on their results. Did they think they were accurate? Why or Why not? What types of jobs in their strength categories appeal to them?

Students will also be responsible for Activity 5.7 Moving On Interactive which is a worksheet for which students are to find 2 (2) colleges or trade schools which they find attractive to attend then complete the worksheet.

Closing Assessments/Student Reflections: What are some ways in which college and trade school applicants can impress an admissions department?

3 Pre-Assessing Activities: The search to figure out the pathway to growing up can be stressful so when you are working through the steps of “Beginning a Career” you may need some special food to help you deal. What are your comfort foods? Lesson/ Content Activities:

Check your knowledge Chapter 5 Beginning Your Career Knowledge Check Cooking activity: Lab: Mac and Cheese Ch05 for some comfort food after the stress of

career and job research. Closing Assessments/Student Reflections: Why does food make us feel better? Why do we associate food with celebrations: weddings, parties, wakes, holidays?


Expression Why do potential employers require candidates to take assessment test? How do you choose a college or trade school and what resources are available to help including scholarships and financial aid?

Expression Why for most people is Macaroni and Cheese a comfort food.




Differentiated Instruction DI Option #1: Use the content under the heading “Job Applications” to create a graphic organizer with photos or images to list all tips for completing a job application. DI Option #2: Create a resume, cover letter, and portfolio of your own design. Use the ProStart website as a starting point for research. English Language Learners: Create a word wall to define the terms commonly found on job applications in Table 5.2 on page 77. Additional Resources: Remember to reference the Teacher Companion for a variety of DI and ELL options.



Culinary Skills and Hospitality Management 1 Curriculum Unit 1 Wrap-Up Summative Assessment: Option #1: Teachers should reference the Exam View USB to create customized, differentiated assessments that align with their teaching style and meet their student’s needs. Option #2: Using the Teacher Companion on the Teacher Resource USB, teachers could reference and customize the various homework assignments to design Project Based assessments.

Student Reflection: 1. What did I find most interesting in this unit? What would I like to change in this unit? 2. How did this unit challenge me? What readings, activities or writing challenged me most? 3. What would I like to know more about? 4. How did this unit relate to other subjects? Teacher Reflection: 1. How successful was I with teaching this content and skills? How do I know this (what data do I have)? 2. What challenges do I have? 3. What do I believe my students will internalize from this unit? 4. Where my students successful in making inter and intra-disciplinary connections? How do I know this? 5. What might I do differently next year?

Please contribute feedback, questions, or comments FACS Teacher Specialist, Amy Baer @ [email protected]



Culinary Skills and Hospitality Management 1 Curriculum Unit 2: A Safe Operation

Overview

Students will learn about an overview of foodborne illnesses as well as physical and chemical contamination. Keeping food safe, food defense, allergens and reactions, and government regulatory agencies involved in the restaurant and foodservice industry are also covered. Students will learn and implement good personal hygiene practices, including handwashing, cleaning and sanitizing, developing a cleaning program, and controlling pests. They will examine the flow of food, focusing on limiting the amount of time food is kept at unsafe temperatures and minimizing contamination risks. Laws and regulations that affect workplace safety and steps to provide safe working conditions are discussed. Students will learn about potential workplace hazards, such as burns, falls, and cuts, and how to administer appropriate first aid in these situations.

Indicators

8.0- Food Production and Services 9.0- Food Science, Dietetics, and Nutrition 13.0- Interpersonal Relationships

Vertical Alignment

Prerequisite: Nutrition A Future Directions: This unit reinforces concepts essential for the remainder of the course. These concepts are the foundation for future courses such as Culinary Skills and Hospitality 2.


Essential Questions

What steps can be taken to ensure that a foodservice operation is safe for all customers and employees?


Students will learn about the factors that contribute to the spread of foodborne illness and unsafe working conditions and how to combat those challenges.

Note for writers: Unit explicitly identifies other disciplines that are purposefully connected to this curriculum document. Some examples might be:

• Arts & creativity—Sanitary vs. Unsanitary Chef Bodies • Financial Literacy—Outbreak Research Project • Technology—Safety Memes, Who Can’t Eat That? • AVID—Allergen Prevention Sticky Note Storm, Types of Contamination Cornell Notes



Culinary Skills and Hospitality Management 1 Curriculum Unit 2: A Safe Operation 2.1 Chapter 6 - Introduction to Food Safety

Background Information for Teachers • The Identifying TCS Foods activity works well if the pictures are printed as full-size laminated posters. This would need to be done in advance and

students will need dry erase markers to complete the activity. It can also be done on traditional worksheets but may be more difficult to see the pictures.

• Teachers should be able to log into Discovery Education. • Students will need a Chromebook or computer to complete the Who Can’t Eat That? worksheet. • E-Learning modifications: complete the Identifying TCS Foods activity in Nearpod; War on Food Warriors could be printed out at home or completed

as a Google Slides presentation. • The Google Slide presentation has embedded Nearpod activities. In order to utilize the Nearpod questions/activities you must save the Google

Slide to your Nearpod account and assign to students from Nearpod. You will need to get the Nearpod Add-on in Google Slides (from GS, on the toolbar ribbon, go to Add-ons, select Get Add-ons, search and add Nearpod, once added select Open NearPod). Individual student participation in activities can be checked by going to the NearPod site.



Standard(s): 8.2- Demonstrate food safety and sanitation procedures. 9.2- Apply risk management procedures to food safety, food testing, and sanitation. 9.3- Evaluate nutrition principles, food plans, preparation techniques, and specialized dietary plans.

I Can: Analyze factors that contribute to foodborne illness. 9.2.1


Pre-Assessing Activities: Have you ever heard about a foodborne illness outbreak on the news? What restaurant/foodservice company was responsible? What symptoms did the customers experience? How did the restaurant/company control and rectify the situation? Lesson/ Content Activities:

• Review slides 1-8 and 56-59 of FRMCA Ch06 Intro to Food Safety. • Instruct students to create a PowerPoint or Google Slides presentation about a major

foodborne illness outbreak. Possible topics and presentation requirements can be found on the Foodborne Illness Outbreak Research sheet.

Closing Assessments/Student Reflections: Why is it important that restaurants and foodservice providers comply with regulations related to food safety? Which government agencies make the rules that they must follow? Which agencies enforce the rules? What can happen to a business if they do not follow the rules?

Expression Who do you know personally that would be considered part of a high-risk population?



I Can: Identify characteristics of major foodborne pathogens, their role in causing illnesses, foods involved in outbreaks, and methods of prevention. 8.2.1

I Can: Analyze nutritional data. 9.3.2

I Can: Demonstrate safe food handling and preparation

Pre-Assessing Activities: List examples of things that could make food unsafe to eat. Can you always tell that these items/substances are in your food? Why or why not? Lesson/ Content Activities:

• Review slides 9-43 of the FRMCA Ch06 Intro to Food Safety. Instruct students to take Cornell Notes on the information presented. Emphasize the following topics: 3 categories of contamination, 4 types of pathogens, TCS foods, FATTOM, symptoms associated with each type of contamination, and prevention measure for each type of contamination.

o After slide 30, complete the Identifying TCS Foods activity in small groups. • Instruct students to complete the War on Food Warriors worksheet using their Cornell

Notes as a reference. For each contaminant: come up with a name for an example of the contaminant (ex. Bobby Botulism, Frank the Fingernail), draw a picture of the contaminant with human features, Associates—where is it commonly found/what foods are susceptible to being contaminated?, Attacks—symptoms associated with the contaminant, Kryptonite—prevention measures. On the back of the worksheet, draw a group shot of your warriors ready for battle.

Closing Assessments/Student Reflections: What steps did you take prior to today’s lesson to ensure that your food was safe to eat? What additional steps will you take going forward?

Pre-Assessing Activities: How can you tell that someone is having an allergic reaction? How could you prevent it from happening in the first place? Lesson/ Content Activities:

• Show this Discovery Ed Food Allergies in a Community video about how food allergies impact everyone in the community, not just the person who suffers from them. Lead a class discussion about their personal experiences with food allergies.

• Review slides 44-54 of FRMCA Ch06 Intro to Food Safety. o After slide 47, have students participate in a Sticky Note Storm to brainstorm

ways that restaurant workers (servers and/or kitchen staff) can prevent guests from having an allergic reaction. Each student receives a stack of sticky notes. They write down each idea on a separate sticky note. Consider holding a contest to see who can come up with the most ideas.

• Pull up a nutrition label for any processed food. Show students where the Big 8 allergen warning is located. Instruct students to complete the Who Can’t Eat That? activity.

Closing Assessments/Student Reflections: Were there any foods who's Big 8 ingredients (or lack thereof) surprised you? How so?

Pre-Assessing Activities: How long can TCS foods stay out of refrigeration before they must be thrown away? What aspects of FATTOM could we run into during today’s lab? Lesson/ Content Activities:

Expression Which forms of contamination are more common potential threats to food in your life? Why?

Expression Do you know anyone with one of the Big 8 allergens? What steps do they take to avoid ingesting something that could make them sick?



techniques that prevent cross-contamination from potentially hazardous foods and food groups. 8.2.7


Critical Content & Skills: TCS foods, forms of contamination, FAT TOM, identifying and protecting high-risk populations, safe chemical storage practices

• Students will cook a variety of party dips made with TCS foods and foods containing the Big 8 allergens.

o Buffalo Chicken Dip o Spinach and Artichoke Dip (good recipe to assign less advanced groups) o S’mores Dip (good recipe to assign more advanced groups)

• In addition to ingredients listed in the recipe, you will also need tortilla chips and graham crackers for serving.

Closing Assessments/Student Reflections: Explain how today’s lab relates to the information we learned about throughout this chapter.


Differentiated Instruction DI Option #1: For learners whose skills are above level, allow them the opportunity to take the

FDA’s Food Defense 101 online certification course. Prepare a summary of the course material to share with the class.

DI Option #2: For students who need additional support in learning, create a skit acting out the steps to avoid cross-contact, found in Table 6.4 on page 113 of the textbook.

English Language Learners: Provide tactile examples of each type of contamination (ex. Pictures of parasites, bottle of bleach/sanitizer, fruit pits, etc.). Remember to reference the Teacher Companion for a variety of DI and ELL options.


Expression Which ingredients in your dip are TCS foods? Which ingredients contain one of the Big 8 allergens?



Culinary Skills and Hospitality Management 1 Curriculum Unit 2: A Safe Operation 2.2 Chapter 7 - Hygiene and Cleanliness Background Information for Teachers

• Students will need access to a Chromebook, laptop, or cell phone to complete the COVID-19 Cleaning and Sanitizing Venn Diagram. • E-Learning modifications: Use a family member to help you model your Sanitary vs. Unsanitary Chef Body and arrange real items on and around

you. • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): 8.2- Demonstrate food safety and sanitation procedures.

I Can: Practice standard personal hygiene and wellness procedures. 8.2.5

I Can: Analyze current types of cleaning and sanitizing materials for proper use. 8.2.8


Pre-Assessing Activities: What is the most unsanitary thing you have seen someone do in public? What could they have done instead that was more sanitary? Lesson/ Content Activities:

• Review FRMCA Chapter7 Hygiene and Cleanliness Part 1 o After slide 9, invite a few students to demonstrate for the class what they think is

proper handwashing. • Students will work in partners to create a life-size model of a sanitary chef and an

unsanitary chef. Have one student trace the other on a long sheet of paper. Divide the body in half. Label one side Gross Chef and the other Model Chef (or something similar). Use markers and/or construction paper to decorate your chef. Include at least 10 good/bad hygiene opposites on your body (ex. Draw long, painted fingernails on the Gross Chef side and short, clean fingernails on the Model Chef side).

Closing Assessments/Student Reflections: Which methods for preventing the contamination of food are common sense? Which require more thought or practice in order to make them a habit?

Pre-Assessing Activities: Which areas of a kitchen need to be cleaned and rinsed? Which areas must be sanitized after they are cleaned? Lesson/ Content Activities:

• Review FRMCA Chapter7 Hygiene and Cleanliness Part 2 and FRMCA Chapter7 Hygiene and Cleanliness Part 3. (original ppt had to be split to fit on Google Drive)

• Have students select a restaurant, hotel, and attraction (movie theater, amusement park, mini golf, etc.) that they enjoy. For each, find a statement/document from the

Expression Why is it essential to change gloves intentionally when handling ready-to-eat foods?

Expression What are the 3 factors that influence the effectiveness of sanitizers?



I Can: Demonstrate safe food handling and preparation techniques that prevent cross-contamination from potentially hazardous foods and food groups. 8.2.7


Critical Content & Skills: Proper handwashing, safe and effective sanitizing practices (heat and chemical), handling staff illnesses, basic pest management

company explaining what changes they made to their original cleaning and sanitizing routines in response to the COVID-19 pandemic. Create a Venn Diagram comparing and contrasting their findings.

• Complete Chapter activity- Collaboration: Master Cleaning Schedule on page 137 of the textbook in small groups or Get with the Cleaning Program. Possibly have students create the master cleaning schedule for their kitchen.

Closing Assessments/Student Reflections: How have cleaning and sanitizing standards changed since the beginning of the COVID-19 pandemic? Do you think these changes will remain as things start to return to “normal”? Why or why not?

Pre-Assessing Activities: What cleaning standards do we follow during labs? What type of sanitizer do we use? Lesson/ Content Activities:

• Students will make Chicken Cordon Bleu Roll-Ups to demonstrate proper cleaning and sanitizing while handling potentially hazardous products.

Closing Assessments/Student Reflections: Explain how today’s lab related to the information we learned about throughout this chapter.


Differentiated Instruction DI Option #1: For learners whose skills are above level, research the role of new scientific

technologies in checking for things like pathogen growth, pH levels, and other food safety- related items. What programs of study or careers combine hard sciences with the culinary world? Write a short review of any findings on scientific technologies and food safety. Prepare a report on the research findings for college and career opportunities to combine science and food. Share these findings with the class.

DI Option #2: For students who need additional support in learning, create a map of the kitchen. Find and show areas where pests could access the operation.

English Language Learners: Inventory all smallwares in the kitchen. Create a list to show which items have the NSF or UL mark and which items do not. What is the mark? Why is it important? Include the answers on your list. Remember to reference the Teacher Companion for a variety of DI and ELL options. Additional Resources:

Expression When during today’s lab would it be most important to sanitize your work area? Why?



Culinary Skills and Hospitality Management 1 Curriculum Unit 2: A Safe Operation 2.3 Chapter 8 - The Safe Flow of Food

Background Information for Teachers • Make sure to have the supplies for Glitter Hands organized in advance. Teachers could also purchase GloGerm powder/light for the activity. • Students will have the opportunity to practice calibrating bimetallic-stemmed thermometers. Make sure that your class thermometers (order from

Amazon if you don’ t have a class set) have the case piece that allows them to turn the calibration nut. Boil a few pots of water and make a few bowls of ice water prior to starting the activity.

• Pictures for What’ s Wrong with This Picture? will need to be printed (as posters or full-page pictures) and set up around the classroom in advance. • Picture cards for the Minimum Internal Temperatures Matching Game will need to be printed out for each group and taped to their locations before the

activity. • Students will need a camera phone or Chromebook with working camera for Do’ s and Don’ ts Videos. If unavailable, students could alternately

present video as a live skit. • E-Learning modifications: Give students access to the What’ s Wrong with This Picture? Google Slides presentation and have them fill out the table

virtually; use the Minimum Internal Temperatures Matching Game NearPod to assess students’ comprehension; students can work with family members to create their Do’ s and Don’ ts videos.

o The Google Slide presentation has embedded Nearpod activities. In order to utilize the Nearpod questions/activities you must save the Google Slide to your Nearpod account and assign to students from Nearpod. You will need to get the Nearpod Add-on in Google Slides (from GS, on the toolbar ribbon, go to Add-ons, select Get Add-ons, search and add Nearpod, once added select Open NearPod). Individual student participation in activities can be checked by going to the NearPod site.

• If needed, always remember to reference your department’ s course flash drives for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): 8.2- Demonstrate food safety and sanitation procedures. 8.5- Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.

I Can: Demonstrate safe food handling and preparation techniques that prevent cross-contamination from


Pre-Assessing Activities: Why is it important to accurately read a food thermometer? Why is it important to accurately measure the temperature of foods? Lesson/ Content Activities:

• Lead students in Glitter Hands. While they are doing the activity, begin to explain cross- contamination and how to avoid it.

Expression What situations can lead to food becoming time- temperature abused?



potentially hazardous foods and food groups. 8.2.7

I Can: Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods. 8.2.6

I Can: Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding a variety of foods. 8.5.4

• Review slides 1-13 of the FRMCA L1 Chapter 8 • Divide the class in half. Each half will complete the following activities (switch after 15

minutes): 1. Calibrating Thermometers: Give each student a copy of activity 8.4 Keep it

Calibrated. Assist them in labeling the parts of the thermometer and explain how to calibrate the thermometer using both the ice-point and boiling-point methods. Allow students to calibrate a thermometer using one of the methods. Lead them in a discussion about which they think is easier/more accurate and why.

2. Students will complete a gallery walk observing pictures of situations that can lead to cross-contamination. For each picture, students will fill in the What’s Wrong with This Picture?.

Closing Assessments/Student Reflections: What is the difference between cross- contamination and cross-contact? Which strategies can be used to prevent both? What are some strategies that are specific to preventing cross-contamination? Cross-contact?

Pre-Assessing Activities: Draw a picture of the inside of your fridge at home. Identify at least 5 items and where they are usually located. Lesson/ Content Activities:

• Review slides 14-35 of FRMCA L1 Chapter 8. • Create a foldable note sheet depicting the proper refrigerator storage. Fold a piece of

paper in half horizontally (like a hamburger) and hold so the ends open like a book. Decorate the front like a refrigerator. Draw magnets on the fridge that use words, pictures, symbols, and/or hashtags to promote safe storage practices. On the inside, divide the sheet into 5 shelves. Write what should be stored on each shelf and draw examples.

• Use the information on slides 19-30 and/or pages 146-147 in the textbook to complete the Should I Buy That? One-Pager.

Closing Assessments/Student Reflections: What does FIFO stand for? Why is it used in food storage? Do you think that your family does a good job at using this system at home? Why or why not?

Pre-Assessing Activities: What are some safe ways to thaw frozen food? What are some unsafe ways? Lesson/ Content Activities:

• Review slides 36-45 of the FRMCA L1 Chapter 8. • Minimum Internal Temperatures Matching Game: Divide class into groups of 3-4. Give

each group the full-page temperature sheets. The pictures will be taped to a wall designated for each group (number each group and the cluster of pictures). One at a time, announce one temperature. Students will take turns running to their pictures and selecting one that must be cooked to the temperature announced. The student will tape

Expression Why is it important to take temperatures of foods before receiving them? How can you tell that a food should not be purchased/received?

Expression Why are ready-to-eat foods stored on the top shelf of the refrigerator? Why is poultry stored on the bottom?






Critical Content & Skills: TDZ (times, temperatures, high-pathogen growth range), standards for receiving products, preventing cross- contamination

it to the corresponding sheet. Consider having a competition to see which group can match the most foods to the correct temperatures.

Closing Assessments/Student Reflections: What steps can you take to ensure that TCS foods stay out of the TDZ as much as possible?

Pre-Assessing Activities: Do you think that hot foods should be placed directly into the refrigerator? Why or why not? Lesson/ Content Activities:

• Review slides 46-53 of FRMCA L1 Chapter 8. • Allow students to work together in small groups to create Do’s and Don’ts videos

demonstrating their choice of 4 the following topics: holding, cooling, reheating, serving, standards modeled in Table 8.3 (Guidelines for Service Staff When Serving Food) on pages 152-153 of the textbook (also covered in slides 51-56 of the slideshow).

Closing Assessments/Student Reflections: What challenges do foodservice operations that provide off-site catering face that restaurants do not? If you had to choose, which type of operation would you rather work for? Why?

Pre-Assessing Activities: What minimum internal temperatures are necessary to remember for today’s lab? What ingredients are we using that are associated with those temperatures? Lesson/ Content Activities:

• Students will cook stuffed peppers to demonstrate knowledge of cooking temperatures and preventing cross-contamination. This lab is extended to 2 days (cooking filling and assembling peppers on the first day, baking peppers on the second day while continuing with lesson progression) to demonstrate knowledge of safely cooling and reheating foods.



Differentiated Instruction DI Option #1: For learners whose skills are above level, research a system for preventing

cross-contamination, such as a color-coding system for cutting boards. Write out a step-by- step process for 3 different systems to prevent cross-contamination. Present these systems to the class and demonstrate the systems.

DI Option #2: For students who need additional support in learning, create an image that defines the flow of food based on the headings shown in all capital letters throughout the chapter: purchase and receive, store, prepare, cook, serve.

Expression What must be done to food that is not cooled properly or in the safe amount of time?

Expression What cooling, storage, and reheating practices are important to remember for this lab?



English Language Learners: Find or create images to describe some of the packaging problems listed in the first paragraph on page 147. Additionally, try to find images or videos that describe the signs of poor food quality, also listed in the bullet points on page 147.

Remember to reference the Teacher Companion for a variety of DI and ELL options. Additional Resources:



Culinary Skills and Hospitality Management 1 Curriculum Unit 2: A Safe Operation 2.4 Chapter 9 - Risk Management

Background Information for Teachers • If you know that your lab kitchens will pass the Safety Audit, consider planting some unsafe items (broken mixer, “leaky” sink, fake mouse,

cleaning product in the food storage area, etc.) to challenge your students. • Teacher will need to print a variety of cleaner/sanitizer labels. • E-Learning modifications: Students can complete a safety audit of their home kitchen; students can research Safety Data Sheets for cleaning

products used at home and compare organic/natural products to standard cleaning products • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): 8.6- Demonstrate implementation of foodservice management and leadership functions. 13.4- Evaluate effective conflict prevention and management techniques.

I Can: Examine the areas of risk management and legal liability within the foodservice industry. 8.6.4


Pre-Assessing Activities: What are the legal ramifications of accidentally injuring or sickening an employee? How does that differ from accidentally injuring or sickening a guest? Lesson/ Content Activities:

• Review slides 1-17 of the FRMCA L1 Chapter 9. Be sure to thoroughly review the OSHA Injury and Illness Incident Report form on slide 17. Have the class help you fill in the form with a story; go round robin in the class with each student adding to the incident.

• Use the form from slide 17 as a template (also located on page 164 of the textbook). Students will take turns coming up with their own story, interviewing a partner, and filling out a mock injury report with the information from their story. Once they have filled in all required information, draw out the scene of the accident and describe what could have been done differently to prevent the accident from occurring.

Closing Assessments/Student Reflections: What responsibilities must a foodservice establishment have to comply with OSHA regulations?

Expression Compare and Contrast



I Can: Examine the areas of risk management and legal liability within the foodservice industry. 8.6.4

I Can: Demonstrate effective responses to harassment. 13.4.5

Pre-Assessing Activities: What chemical hazards are present in our classroom/lab kitchens? Your kitchen at home? How can you protect yourselves from eating foods with chemical contamination? Lesson/ Content Activities:

• Review slides 18-36 of FRMCA L1 Chapter 9. After slide 22, assist students in filling out the chart from activity 9.5 Safety Data Sheet using the information from the cleaner/sanitizer labels you printed.

• Divide students up by cooking lab group. Give each group a copy of activity 9.7 Safety Audit. Students will work together to come up with a list of facilities and equipment to assess in their kitchen and perform a safety audit.

Closing Assessments/Student Reflections: What is the purpose of a safety audit? Why is it important to conduct safety audits regularly in a foodservice establishment?

Pre-Assessing Activities: How can the presence of appropriate workplace policies related to diversity, discrimination, and harassment not only help resolve complaints but actually prevent them from arising in the first place? Lesson/ Content Activities:

• Review slides 37-46 in FRMCA L1 Chapter 9. • Students will create a Virtual Museum about the importance of a positive work

environment. Each room will have 3 artifacts (a picture, video clip, or news story) related to the topic:

o Room 1- What is harassment? o Room 2- Laws regarding harassment in the workplace o Room 3- Real-life stories about harassment in the workplace o Room 4- Top policies and practices for promoting a positive work environment

(based off the information on page 169 in the textbook) o Room 5- Handling harassment complaints in the workplace

Closing Assessments/Student Reflections: What can management do to ensure that all employees feel comfortable speaking up about problems in the workplace? How could you support your coworker if he/she was uncomfortable reporting an issue to management?


Expression What are the 4 major areas assessed during a safety audit?

Expression Why is it important for businesses to have an open-door policy?




Critical Content & Skills: HAZCOM, OSHA, accident investigations, emergency preparedness


DI Option #1: For learners whose skills are above level, after completing the mock injury

report, set up a “scene of the accident” and take pictures. Identify what problems/hazards led to the situation and how they could have been avoided or resolved.

DI Option #2: For students who need additional support in learning, review your school’s emergency plan. Do you think everything is included? What changes would you make? Write notes on each part of the plan with your thoughts.

English Language Learners: Review the Globally Harmonized System of Classification and Labeling of Chemicals (GHS). Match the symbols on the chemicals in the kitchen with the symbols on the SDS. Define what they mean.

Remember to reference the Teacher Companion for a variety of DI and ELL options. Additional Resources:



Culinary Skills and Hospitality Management 1 Curriculum Unit 2: A Safe Operation 2.5 Chapter 10 - Workplace Safety Procedures

Background Information for Teachers • If possible, the lesson on Fire Safety would be an excellent opportunity to bring in a guest speaker from your local fire department. • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): 8.3- Demonstrate industry standards in selecting, using, and maintaining food production and food service equipment. 8.5- Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of foods that meet customer needs. 9.2- Apply risk management procedures to food safety, food testing, and sanitation.

I Can: Demonstrate practices and procedures that assure personal and workplace health and hygiene. 9.2.5


Pre-Assessing Activities: If employees choose not to use available and appropriate personal protective equipment and are injured, who is at fault? Why might an employee choose not to follow an established safety practice, especially when working in a potentially hazardous situation? Lesson/ Content Activities:

• Review slides 1-5 and 41-70 of the FRMCA Chapter 10 slideshow. o While reviewing slide 2, invite students to model different pieces of PPE and

how to wear them correctly. • Students will create memes about kitchen safety covering some of the following topics:

avoiding certain clothing; proper PPE; avoiding slips, trips, and falls; safeguarding the exterior areas of an operation; safeguarding the interior areas of an operation; ladder safety; lifting and carrying safely; first aid kits; treating minor burns; treating chemical burns; treating cuts and scrapes; treating strains and sprains; treating muscle cramps; CPR; Heimlich maneuver; combating external threats to the establishment

Closing Assessments/Student Reflections: What PPE do we use during labs to keep us safe? How do we ensure that our classmates stay safe during labs?

Expression Why is it important to use dry oven mitts, gloves, and towels when handling hot equipment?



I Can: Analyze equipment purchases based on long- term business needs, specific regulations, and codes related to foods. 8.3.4


Critical Content & Skills: Personal protective equipment; fire prevention, safety, and combat; identifying and eliminating external threats

Pre-Assessing Activities: Is it ever safe to fight a fire by yourself? Why or why not? Lesson/ Content Activities:

• Review slides 6-40 of the FRMCA Chapter 10 slideshow • Students will create a Public Service Announcement about one aspect of fire safety.

Possible topics include: precautions taken by employees and management, classes of fires and fire extinguishers, how to operate a fire extinguisher, fire detection devices, how to decide if you should fight a fire, classifications of burns, avoiding burns.

Closing Assessments/Student Reflections: What are the 4 steps to putting out a fire? Why is it important to use the proper extinguisher/technique on different types of fires?



DI Option #1: For learners whose skills are above level, investigate the information about first aid on pages 189-191 of the textbook. If possible, take a course in first aid and CPR. What are the most important things to know and understand about common injuries for someone who is not trained? What other emergency training is related to this topic? Perform research and organize the information in a short presentation.

DI Option #2: For students who need additional support in learning, review the emergency plan for your school. What plans are in place for an external threat? Create a list of events that could be considered an external threat.

English Language Learners: Find images to describe what PPE is and what specialized clothing and gear is needed to protect against injury. Use the second set of bullets on page 176 of the textbook and the information on heat-resistant PPE, goggles, and shoes on page 177 to find images or actual items from the kitchen that describe and define the textual descriptions.


Remember to reference the Teacher Companion for a variety of DI and ELL options.

Expression Is there any way to make the work of the foodservice industry absolutely risk-free? If “yes”, how? If “no”, what risks are the hardest to combat?



Culinary Skills and Hospitality Management 1 Curriculum Unit 2 Wrap-Up Summative Assessment: Option #1: Teachers should reference the Exam View USB to create customized, differentiated assessments that align with their teaching style and meet their student’s needs. Option #2: Using the Teacher Companion on the Teacher Resource USB, teachers could reference and customize the various homework assignments to design Project Based assessments.





Culinary Skills and Hospitality Management 1 Curriculum Unit 3: Introduction to the Kitchen

Overview

In this unit you will learn about the professional kitchen; equipment, smallwares, knife skills, techniques.

Indicators

8.0 Food Production and Services

Vertical Alignment



Essential Questions

What equipment is needed for receiving and food and supplies? What hand tools and small equipment are needed for pre-preparation? How do you use knives correctly? What is mise en place? What are the component and functions of a standardized recipe?


You will about the many different types of equipment and tools available to today's cooks and chefs. You will about some basic cooking practices, including one of the cornerstones of food production: mise en place. You the practice the fundamental math equations and recipe calculations that are critical for creating recipes correctly.


• Arts & creativity (Arts integration) • Environmental Literacy • Financial Literacy - costing • MYP/IB – planning cycles • STEM Innovation • Technology - quizlet • AVID (AVID strategies) • Other – yields, measurements, halving/doubling recipes



Culinary Skills and Hospitality Management 1 Curriculum Unit 3: Introduction to the Kitchen 3.1 Chapter 11 - Foodservice Equipment Background Information for Teachers

• A sales representative from an Equipment distributor would enhance lesson. • A lot of graphics of equipment. • Excellent Quizlet activity link. • Good time to do an equipment tour in the kitchen. • Project researching equipment pricing. • Cooking Lab Day 3: Cheesy Crepes focus on small appliances, stoves, refrigeration. • If needed, always remember to reference your department’ s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): Demonstrate industry standards in selecting, using, and maintaining food production and food service equipment. 8.3

I Can: Identify a variety of types of equipment for food processing, cooking, holding, storing, and serving. 8.3.6


1 Pre-Assessing Activities: All foodservice requires equipment. Some is common to most kitchens, while some is unique to the operation. What type of factors will affect the required tools in a foodservice establishment? Lesson/ Content Activities: (Lesson will take 2 days)

• Reference FRMCA Ch11 Foodservice Equipment as necessary • Distribute Activity 11.2 Receiving and Storing Equipment Why should shelving in

storage areas be made of stainless steel? Slides 1-9 • A complete list of categories/equipment is found Ch 11 Equipment Vocabulary w/

picture • Next group of equipment is Cutters and mixers--review slides 10-20 • Have students complete Activity 11.3 Food Prep Equip Cutters mixers. Review the

activity. • Continue into the sections with the hot preparation items to include steamers, Broilers,

ranges, grills, fryers and ovens (slides 21-57). After review of the equipment discuss safety procedures (table 11.6) students will complete Activity 11.7 Do’s and Don’ts of fryers slicers

Expression What equipment is needed for receiving and storing food and supplies? What types of preparation equipment are used in the foodservice kitchen?




I Can: Demonstrate safe food handling and preparation techniques that prevent cross-contamination from potentially hazardous foods and food groups. 8.2.7

Vocabulary:

Closing Assessments/Student Reflections: Introduction of Quizlet flashcards at Quizlet Chapter 11: Foodservice equipment (password=AACPS). Why is it important for students to use the correct equipment when preparing food?

2 Pre-Assessing Activities: Last class we reviewed multiple categories of food preparation equipment. What were they? (answer=receiving and storage, cutters and mixer, steamers, broilers, ranges, griddles, fryers, ovens and proof boxes) How do you determine which of this equipment you need to buy for your operation? Lesson/ Content Activities:

• Activity 11.6 Food Preparation Equipment: Holding and Serving Kitchen staff should know how each piece of equipment works, how to properly clean it, and how to perform periodic maintenance. Have several pieces of equipment at each station and have students examine. Look over the equipment and discuss they would care for it.

• FRMCA Ch11 Foodservice Equipment Slide 58-68 • Students will examine holding and serving equipment. • Project: Activity 11.8 The Real Cost of Equipment

Closing Assessments/Student Reflections: Why is it important for to purchase the correct equipment for your foodservice operation? (Discuss the expense of kitchen equipment, efficiency of having proper equipment, Limited space....)

3 Pre-Assessing Activities: Show a picture of a crepe. Ask what it is? Have any of you ever had a crepe? Are all crepes the same? (different fillings, savory or sweet) We have been talking about equipment in the kitchen. What type of equipment might we need to make a crepe? Lesson/ Content Activities:

• Cutter and mixer cooking lab Cheesy Crepe Dessert • Review recipe. Highlight the use of blender and mixer. Talk about the features and

benefits of a crepe pan. Explain the importance of proper stove temperature—not too hot, not too cool.

• Have them make the crepes, put in a pile to keep warm. While some are making crepe others can be making the filling and the coulis (Optional).

• Roll with filling then finish with topping. Enjoy! Closing Assessments/Student Reflections: What type of challenges did your team face when making the crepes? Describe at least 2 other types of crepes, one entrée/appetizer and one dessert.


Expression What equipment is needed for holding and serving food and beverages?

Expression What is a crepe? Are they always a dessert? What type of equipment that we discussed in this chapter will you use to make the Cheesy crepes?



Chapter 11 Vocabulary Critical Content & Skills: Effective listening skills, parts of written communication, identifying and combating barriers to communication


DI Option #1: Create a graphic organizer that divides equipment according to function—receiving food, storing food, preparing food, holding food, and serving food (and beverages). Use the tool throughout the chapter to add key terms, definitions, and photographs. For storing equipment, focus on shelving, a walk-in refrigerator, a walk-in freezer, a reach-in refrigerator, and a reach- in freezer to store food. DI Option #2: Create a manual for the classroom and kitchen with all equipment available. Fill a binder with the proper manual or directions for use, maintenance schedule, cleaning schedule, and any other HAZCOM related materials—including what chemicals or PPE are required for use. Make sections for each category according to function— receiving food, storing food, preparing food, holding food, and serving food (and beverages). Build the binder throughout the chapter, and present at the end. English Language Learners: Find videos of workers using receiving tables/areas, scales, or utility carts to receive deliveries. Model the behavior in a video or skit demonstrating proper use.

Additional Resources: Teacher Companion for a variety of DI and ELL options



Culinary Skills and Hospitality Management 1 Curriculum Unit 3: Introduction to the Kitchen 3.2 Chapter 12 - Knives and Smallwares Background Information for Teachers

• A sales representative from an Equipment distributor would enhance lesson. • Excellent Quizlet activity link. • Good time to do an Equipment tour in the kitchen. • Starting knife skills. • Cooking Labs: Day 3 (gripping the knife cut carrots) and Day 5 (potato soup). • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. 8.5

I Can: Demonstrate professional skills in safe handling of knives, tools, and equipment. 8.5.1

I Can: Demonstrate professional skills in safe handling of


1 Pre-Assessing Activities: Commercial kitchen supplies are essential for every restaurant. Having the right tools, kitchen smallware equipment, and restaurant equipment saves time and makes the back-of–the-house staff more productive. These tools are broken into categories that include: smallware, hand tools and small equipment, measuring utensils, cookware: pots and pans, and knives. What hand tools and small equipment are needed universally in foodservice? Lesson/ Content Activities:

• FRMCA CH12 Knives and Smallware Part 1 • Quizlet CH 12: Smallwares (password=AACPS) • Have students find electronic images of the equipment on one to add to the flashcards,

or Quizlet Chapter 12 Knives and Smallwares Picture Identification (Password=AACPS) • Activity: Table 12.1 Hand Tools Small Equipment This is a Google Sheet that may be

used as a work sheet. There are 38 tools! o Options: 1. Remove all definitions, assign as a group project they will describe

the tool and find a picture. o Options: 2. Assign as individual project but leave some information on the

spread sheet and add some pictures. • There is a second tab see bottom left that list the measuring tools FRMCA CH12 Knives

and Smallware Part 2 • FRMCA L1 Chapter 12 Measure utensils Quizlet activity with measuring utensils.

(Password=AACPS)

Expression What items of small ware should be in every kitchen and why?



knives, tools, and equipment. 8.5.1


Closing Assessments/Student Reflections: Name That Smallware! Students should close their books and store their notes. Have a table ready laden with different hand tools, covered with a sheet or drop cloth. Divide the class into 2 teams. Hold up an item of smallware. The first team to identify the item correctly gets one point, and the first team to identify the appropriate use of the item gets 2 points. Keep going until all the items have been identified. Assign Google Form Smallware Measuring Utensil for final assessment

2 Pre-Assessing Activities: Pots and Pans, essential tools in the professional kitchen are often known as cookware. They come in different sizes and shapes, so do knives. What are some different names of specific tools in these 2 categories? Lesson/ Content Activities:

• FRMCA CH12 Knives and Smallware Part 3 pots and pans • Students will complete the Activity: The Why and Which of Pots and Pans • FRMCA CH12 Knives and Smallware Part 4 Knives • Video 1 Basic knife Grip or view Knife Skills Part 1 • Demonstrate knife grip. Have students demonstrate

Closing Assessments/Student Reflections: What are the parts of a knife? Quizlet Chapter 12 Knives or Quizlet CH 12 Knife Diagram

3 Pre-Assessing Activities: What are the parts of a knife? Quizlet Chapter 12 Knives (password=AACPS) or Quizlet Quizlet CH 12 Knife Diagram Lesson/ Content Activities:

• Students will view Google Slide with videos Knife skills Part 1 intro or view Jamie Oliver on Knife skills (approved)

• Station setup: o Holding a knife & Guiding hand practice: Tray w flour o Carrot & potato Peeling o Sharpening the knife: electric sharpener & Steel o Knife identification station o Mise en Place set up

• Each student will cut one carrot into julienne and batonnet • Each student will cut one carrot each into rondelle, diagonal, and paysanne. • Each station will make a salad dressing (or you can buy) to accompany their carrots!

Closing Assessments/Student Reflections: Exit Ticket: Why is it important to have uniform cuts when preparing ingredients?

Expression Why are pots and pans not created equally? Why are knives the most important tool in the kitchen?

Expression What are the parts of a knife? How does that impact the quality of a knife Why does the uniformity of cuts matter?






4 Pre-Assessing Activities: Review proper knife techniques, mise en place set up and rules and procedures for the kitchen. Lesson/Content Activities:

• Students will view selected videos housed in Knife skills Part 1 intro • Review recipe Potato Soup—knife skills

Closing Assessments/Student Reflections: Exit ticket: Cooking Lab Quiz Potato Soup


Differentiated Instruction DI Option #1: Create posters with a map or diagram to show the different parts of the knife. DI Option #2: Research the history of Japanese knife-making. Write an essay with your findings, including comparing and contrasting typical Western-style knives. English Language Learners: Search for videos that show each particular knife cut being practiced. What cuts are used for certain items? Do you notice that some dishes call for certain cuts? Write notes of your findings.


Expression: Why is proper care and practices important when using knives?



Culinary Skills and Hospitality Management 1 Curriculum Unit 3: Introduction to the Kitchen 3.3 Chapter 13 - Kitchen Basics

Background Information for Teachers • Cooking lab day 2 simple home fries following mise en place principles • Cooking Lab Day 4- Crustless Quiche encompasses the 6 essential skills covered in the chapter or just do a station set up so students can look, touch

experience each of the skills • Complete and submit Mise en Place worksheet via Google Classroom • If needed, always remember to reference your department’ s Foundations of Restaurant Management 1 flash drive for additional content • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students


Standard(s): Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. 8.5



1 Pre-Assessing Activities: What work sections and their stations that are found in the professional kitchen? Preview terms Quizlet FRMCA level 1 Chapter 13 Kitchen basics (password=AACPS) Lesson/ Content Activities:

• Students will view FRMCA Ch13Kitchen basics 1 Workstations Mise en place. Students will complete Activity 13.1 The Restaurant Family tree.

o After the tree is complete divide students into groups and assign a front-of–the- house and a back-of–the-house to the team. They will create a job description (advertisement for the job to include responsibilities and required culinary skills). They will share the role with the class. Special emphasis should be put on the importance of teamwork in a restaurant.

• Student will complete the following table Activity 13.2 Work sections and their stations Add images or symbols to each station to represent the items prepared in that area.

• Students will investigate the concept of mise en place, or the term for organization in the commercial kitchen. They will use Activity 13.3 Mise en Place to take notes and diagram the teacher's expectation of the station set up each time they take part in a kitchen lab.

Closing Assessments/Student Reflections: Activity 13.4 Exit ticket work station mise en place

Expression: Why are commercial kitchens broken down into stations?

Expression: What is mise en place and why is it important in the commercial kitchen?



I Can: Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling sautéing...and baking using professional equipment and current technologies. 8.5.2


2 Pre-Assessing Activities: Review the term mise en place. Discuss the fact that the term includes everything need to prepare a recipe including ingredients, tools, and equipment. It needs to break the recipe into tasks and should estimate the amount of time to complete each task. Lesson/ Content Activities:

Watch the Video: Mise en Place point out details, for example, cutting boards may have a wet towel or mesh underneath to prevent slippage, the sanitizer bucket may be located on a table near the station, the chef knife will be facing blade away from the student on the top of the cutting board, and all utensils will be organized in a Bain marie or half sheet pan, along with a hotel pan for waste. Refer to the videos for a visual representation of proper mise en place for a variety of tasks.

Watch Video:Jamie Oliver on Knife skills (approved) to review knife skills and then Video: How to peel and dice and onion

Cooking lab: Students are going to make home fries to practice knife skills while considering their mise en place. Open the Google Slide presentation label Knife Skills meet Mise en Place. Each cooking group should open a copy of Activity 13.3 Mise en Place Worksheet which they will be responsible for completing. Help them start on the top of the document on the task line. First task, set up. How long will that take? 5 minutes. Next task, get cooking supplies, third, prep ingredients, finally cook. An example of the rest: Activity 13.4 mise en place butter clarification example. Before the end of the activity the group will complete the Activity 13.3 Mise en Place Worksheet

Closing Assessments/Student Reflections: Why is mise en place so important in the professional kitchen?

3 Pre-Assessing Activities: What is flavor? What is the difference between flavorings and seasonings? What are some ingredients that are used to enhance the flavor of recipes? Lesson/ Content Activities:

Reference FRMCA Ch13 Kitchen Basics 2 Seasonings o Have students complete Activity 13.5 Seasonings vs. Flavorings

Reference FRMCA Ch13 Kitchen Basics 4 Nutrition Labels o Have students complete Activity 13.9 Nutrition Labels

To make these activities more interactive set up 2 hands on areas o have a display of fresh and dried herbs and spices set up so students can

touch/smell different products. o Collect various snack and food packages that are popular with student so they

can look at actual nutrition labels. Closing Assessments/Student Reflections: What do flavorings and seasoning have to do with nutrition labels? Students will draw a conclusion about the parallels between how food tastes and its ingredients and nutrient make up.

Expression: What is the difference between a seasoning and flavoring? Why should you read the nutrition label?

Expression: Why are Pre-preparation methods important when setting up mise en place?





4 Pre-Assessing Activities: What are pre-preparation techniques? Certain ingredients need to be refined before they are ready for use at the time of preparation

Lesson/ Content Activities:

• Students will view PowerPoint FRMCA Ch13 Kitchen basics Prep techniques • Students will make Activity Ch 13 Lab Crustless Quiche Pre-Prep Essential skills that

will touch on all the essential skills outlined in the chapter or

• Students will move through stations Activity Ch13 Pre-Prep Essential Skills Day 4 o Essential Skills: Clarified Butter Video: How to Clarifying Butter lists the steps

on how to clarify butter. Follow the steps listed in figure 13.3a-d. o Essential Skills: Separating Eggs lists the steps in separating eggs. Follow the

steps in Figure 13.5 What food safety issues are involved in separating eggs? o Essential Skills: Whipping Egg Whites lists the steps in whipping eggs. Follow

the steps in Figure 13.6a-d Why should the separated whites be entirely free of yolks?

o Essential Skills: Peeling and Dicing an Onion Video: How to peel and dice an onion Follow the steps in Figure 13.8 a-f Why are uniform, precise cuts so important in the professional kitchen?

o Essential Skills: Making a parchment liner for a round pan. o Essential Skills: Making a water bath (used for softer baked goods-cheesecake

and custards). Closing Assessments/Student Reflections: Why does a chef use clarified butter? Why was the top of the crustless quiche crunchy?



DI Option #1: Create or find images to make a visual story for the essential skills features for clarifying butter, setting up a water bath, separating eggs, whipping eggs, making a parchment liner for a round pan, and peeling and dicing an onion. DI Option #2: Research the various ways eggs are used in the culinary world. Consider pre-preparation, preparation, and cooking methods. Make a poster with all of the ways (including specific dishes) eggs are served (either as a key ingredient, or as the main attraction). English Language Learners Find and watch video clips on the essential skills features for clarifying butter, setting up a water bath, separating eggs, whipping eggs, making a parchment liner for a round pan, and

Expression: Why is uniformity in cuts important? What is the function of a water bath?



peeling and dicing an onion. Take notes on what you see. Copy down the steps and match the steps with screenshots or images. Additional Resources: Teacher Companion for a variety of DI and ELL options



Culinary Skills and Hospitality Management 1 Curriculum Unit 3: Introduction to the Kitchen 3.4 Chapter 14 - Culinary Math

Background Information for Teachers • Activities are 2 pages. The first page is background which can have text boxes added/adjusted. The second page is an editable copy of the first. • Kitchen labs Day 3 Oatmeal cookies to practice adjusting yield and proper measuring techniques. • Day 5 Chicken stir fry for AP vs EP and costing. • Need cost of each ingredient for Day 5 lab. • If needed, always remember to reference your department’ s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): Demonstrate menu planning principles and techniques based on standardized recipes to meet customer needs. 8.4 Demonstrate implementation of food service management and leadership functions 8.6

I Can: Identify the parts of a Standardized Recipe and explain its importance to the restaurant in terms of adjusting recipe yields, ordering food, and establishing portion costs.


1 Pre-Assessing Activities: Restaurant and foodservice managers are expected to have a basic understand of math and know how to apply mathematical principles to business situations. Students will take a basic kitchen mathematics functional test. Activity 14.1 Pre Assessing Math Skills (there are 6 documents the first 2 are for virtual assignment, the next 4 are for printing and an answer key) Lesson/ Content Activities:

• Introduce Quizlet activity FRMCA CH14 Kitchen Math: Abbreviations/Measure • • FRMCA Ch 14 Culinary Math slides 1-30: Math functions/Standardized Recipes • Check for understanding: Why is it important for culinary professionals to understand

the concepts of fractions, decimals, and percentages? • Check for understanding: Why is understanding basic mathematical operations key to

being successful in following standardized recipes? • Activity 14.3 Standardized RECIPES: Define each piece of the standardized recipe on

the front the back includes recipe conversion--convert the recipe into various yields: one-half batch, one-third batch, and one-quarter batch. OR

• Activity 14.4 Converting Recipe Yields -just the recipe conversion activity

Expression Why is the standardized recipe essential to the success of a foodservice establishment? What is the conversion factor?



I Can: food cost analysis and control, menu terminology, and menu pricing to menu planning. 8.4,7



Closing Assessments/Student Reflections: answer the last 2 questions on activity 14.3: What is the formula for increasing or decreasing recipe yield? Why is it important in foodservice to understand the process of changing the yield of a recipe? 2 Pre-Assessing Activities: The foodservice operator relies on the standard recipe to ensure consistency in menu items. Why does measuring matter? Practice converting standardized recipes to meet yield requirements Activity 14.2 Changing Recipe Yields (may be too difficult for students to complete virtually so print the second page.) Lesson/ Content Activities:

• FRMCA Ch 14 Culinary Math slides 32-51: includes Video: How to Measure Dry Ingredients & How to Measure Liquids

• Activity 14.5 Units of Measure • Activity 14.6 Give me a Gallon • Note: read ahead to day 3. You may want to review for the cookie lab that will take

place next class. Closing Assessments/Student Reflections: What is the difference between AP and EP amounts of food and why is it important?

3 Pre-Assessing Activities: Warm up: Activity Practicing Equivalencies. Then discuss, Why does measuring matter? Prepare for lab Lesson/ Content Activities:

• Kitchen Lab Measuring/Adjusting Yields Oatmeal cookies o Consider reviewing/planning for the lab the day before.

Closing Assessments/Student Reflections: Have students reflect on the cookies. Where there any problems with changing the yield? Measuring? How were the cookies?

4 Pre-Assessing Activities: Ask, why does the foodservice businesses attract so many entrepreneurs? Lots of answers but it is because they want to make money $$$. How do you make money? Lesson/ Content Activities:

• Business principles come into play-How much does it cost you to make food? • FRMCA Ch 14 Culinary Math 51-63 • Activity 14.7 Determining Yields: Refer to Table 14.7 on page 286 and 287 in the

Foundations of Restaurant Management and Culinary Arts, Second Edition student textbook, and the following example to solve for the AP amount using the yield percentage and the EP amount.

• Activity 14.9 AP to EP Cost • Activity 14.10 Costing Recipe Gazpacho • Note: read ahead to day 5. You may want to review for the stir fry lab that will take

place next class

Expression Why does measuring matter?

Expression: How do measurements affect the yield of a recipe?

Expression What are the financial considerations when determining menu pricing?



Closing Assessments/Student Reflections: What is the difference between AP and EP amounts of food and why is it important?

5 Pre-Assessing Activities: Review the fact that food comes into a restaurant to be “Prepared” which is the concept of AP vs EP. It impacts purchasing and preparation. If you need 10# of CHOPPED onions for a recipe you need to order more. Additionally, reinforce that if your throw it out you can’t eat it so peel, core and skin carefully. Lesson/ Content Activities:

• Kitchen Lab Asian Stir-fry edible portion vs as purchased. This is a very flexible lab. Any vegetables can be used. Rice or noodles could be added to demonstrate volume vs weigh.

o Consider reviewing/planning for the lab the day before. Closing Assessments/Student Reflections: Students will complete the worksheet by determining the cost of the stir fry.



DI Option #1: Have students' pair or work in small groups. Have students measure 1 cup of flour and then weigh 1 cup of flour. Write down results in a list. Create a list of various ingredients to test: white sugar, salt, brown sugar, eggs. What differences do students see? DI Option #2: Create a presentation to discuss the difference in measuring by volume and measuring by weight. English Language Learners: Match images of equipment used for measuring (in chapter 13) with the proper volume or weight measurement. Show students “at home” recipes in comparison to professional standardized recipes (baking recipes are good and typically use weight for measurement). What is the difference? Make a list of observations and discuss in with the class.


Expression What did it cost you to make it?



Culinary Skills and Hospitality Management 1 Curriculum Unit 3 Wrap-Up Summative Assessment: Option #1: Teachers should reference the Exam View USB to create customized, differentiated assessments that align with their teaching style and meet

their student’s needs. Option #2: Using the Teacher Companion on the Teacher Resource USB, teachers could reference and customize the various homework assignments to

design Project Based assessments.





Culinary Skills and Hospitality Management 1 Curriculum Unit 4: Culinary Exploration

Overview

There are traditional main ingredients that serve functional purposes beyond just flavor. This unit presents salads, dips, garnishes, and sandwiches. Students will be introduced to basic dry-heat and moist-heat cooking methods that are used in contemporary foodservice establishments. They will practice skills needed to produce quality quick breads and cookies, including baker’s ingredients and measurements. This unit presents the preparation, selection, and uses of stocks, sauces, and soups. It describes how to make, use, and store stocks, the 5 grand sauces and their derivative sauces. The sauces are discussed with their culinary uses and applications.

Indicators

8.0- Food Production and Services 9.0- Food Science, Dietetics, and Nutrition

Vertical Alignment



Essential Questions

How can salads be prepared in a unique way to compliment the meal and follow a healthy lifestyle?


Now that students understand the fundamental principles of working in a professional kitchen, it is time to put those skills to use. Students will explore popular menu items and their proper cooking methods.


• Arts & creativity- Design a Muffin Lab • Environmental Literacy • Financial Literacy • MYP/IB • STEM Innovation • Technology- Cooking Methods Kahoot! • AVID- Types of Cookies One-Pager • Other



Culinary Skills and Hospitality Management 1 Curriculum Unit 4: Culinary Exploration 4.1 Chapter 15 - Salads

Background Information for Teachers • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): 8.4 Demonstrate menu planning principles and techniques based on standardized recipes to meet customer needs 8.5 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.

I Can:

Analyze food, equipment, and supplies needed for menu production. 8.4.3

I Can: Analyze food, equipment, and supplies needed for menu production. 8.4.3


Pre-Assessing Activities: Using your background knowledge, define a salad in a tweet. That means 280 characters or less. Lesson/ Content Activities:

• The teacher should introduce salads as new information. o Salads have quality expectations. o Freshness is expected. Lack of freshness will be detected immediately by most

guests. • Reference FRMCA L1 Ch15 slide show as needed

o Refer to slide pages 10 –15. Kind of Salad Greens o Refer to slide pages 16 – 19. Parts of Salad o Refer to slide pages 20 - 26. Types of Salads

Closing Assessments/Student Reflections: How does timing affect fruit salad production? What must be considered when making a fruit salad?

Pre-Assessing Activities: What are the primary dressings for a salad? What is a dip? Lesson/ Content Activities:

• Introduce types of dressings and dips from Chapter 15 PPT. Refer to slide pages 48 – 71.

o Dressing the salad o Cold Dip

Closing Assessments/Student Reflections: What are the differences between various oils and vinegars? Explain.

Expression Are all salads healthy? Explain. How can you ensure high quality in a salad?

Expression How can dressings identify a salad?



I Can: Prepare various salads, dressings, marinades, and spices using safe handling and professional preparation techniques. 8.5.8


Critical Content & Skills: List the 4 parts of a salad and explain the role of each. Identify various types of salad. Describe the various salad greens used to make salads.

Pre-Assessing Activities: What salads can be used for a main dish? Which salads are best for a side salad or first course? Lesson/ Content Activities: Lab Day (2 days)

• Sweet Onion Salad Dressing • Homemade Ranch Dressing • Chef’s Salad Recipe

Closing Assessments/Student Reflections: Why is it important to clean greens before use? Why is it important to store greens properly? Explain.



DI Option #1: Use a grocery store ad to find ingredients to clip to make for a salad. Assuming that the salad would serve a family of 5, use the pricing on the ad to create and cost a salad menu for your family. Create a visual representation by pasting the ingredients and adding the pricing next to each item. DI Option #2: Research the cost of purchasing an indoor growing operation. What types of systems are there? Cost? What types of greens can be grown? What is the growing time? Create a presentation for why an indoor growing operation can enhance your study. English Language Learners: Help the students to create a memory game of the various salad types, parts, greens, etc. Divide the number of terms by the number of students. Have each student or team work on the draw/print/cutout pictures of the item on 2 cards. Label one in their native language and the other in English. Additional Resources: Teacher Companion for a variety of DI and ELL options

Expression Are there any classic and popular restaurant salads that are always garnished the same way?



Culinary Skills and Hospitality Management 1 Curriculum Unit 4: Culinary Exploration 4.2 Chapter 16 - Sandwiches and Pizza

Background Information for Teachers • Students will need access to a Chromebook, laptop, or cell phone to complete research. • Teacher will need to review The Name Game prior to introduction with students. Must have a soft ball or beanbag for the students to toss. • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.

Learning Outcomes Background Information & Instructional Delivery This chapter has multiple days

Sample On-going Assessments

Standard(s): 8.4 Demonstrate menu planning principles and techniques based on standardized recipes to meet customer needs. 8.5 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.


I Can: Prepare sandwiches, canapes and appetizers using safe handling and


Pre-Assessing Activities: Ask the students what they had for lunch yesterday. Chances are a few will say “sandwich.” Help the students to see that many of their favorite handheld food items are really based on the sandwich concept. Lesson/ Content Activities:

• Reference FRMCA L1 Ch16 Sandwiches and Pizza as necessary. • Research the history of the word “sandwich.” Where does it originate? Write a brief

statement. List 3-4 examples of cold and hot sandwiches each. Have the students come write a 30 second radio from the results of their search. Share with the class.

• Have students build a pro and con list for cold and hot sandwiches. Complete as a class, in kitchen groups (make it a contest) or individually.

• Sandwich war! Divide the class into teams to debate (teacher could follow the Socratic Seminar guidelines) the greatest sandwich of all time (or just hot versus cold).

Closing Assessments/Student Reflections: Diagram of a Sandwich

Pre-Assessing Activities: What is the difference between a spread and a filling? What are some primary sandwich components? Lesson/ Content Activities:

• Sandwich Lab: Monte Cristo Sandwich Closing Assessments/Student Reflections: Types of Sandwiches

Expression Why is it better to prepare sandwiches to order than in advance?

Expression There are several traditional layering condiments that can be included with a sandwich, and each can serve a purpose. Ask the



professional preparation techniques. 8.5.9


I Can: Prepare sandwiches, canapes and appetizers using safe handling and professional preparation techniques. 8.5.9


Critical Content & Skills: Making a Sandwich highlights the primary components of a sandwich (bread, spread, and filling).

Pre-Assessing Activities: Ask the students to discuss their favorite type of pizza. Why? Lesson/ Content Activities:

• The Name Game - review • Reference FRMCA L1 Ch16 Sandwiches and Pizza as necessary. • Pizza used to be fairly standard: dough, tomato sauce, cheese, and maybe an

additional topping or 2. But in recent years, pizza has become one of the most versatile food items in the world. Research this diverse food. Look into its origins...assign one or more of the following categories to each kitchen group

• Regional differences, sauces, toppings, latest trends, types of crust, cooking methods. Have the students add more topics if they’d like.

• Each kitchen group will present on their findings. Closing Assessments/Student Reflections:

• Have students research and create a pros and cons list between New York pizza and Chicago pizza.

• Pizza War! Compare-Contrast Avid “Which pizza is better, New York or Chicago?” Pre-Assessing Activities: Ask students if any of them have worked in a pizza parlor. Ask them to describe the stations and the mise en place for pizza making. It is possible no one has. Be prepared to prompt them as to what they think the stations may be. Discuss with them the need for speed in such operations. Lesson/ Content Activities: Lab Day Pizza Lab Closing Assessments/Student Reflections: How are food safety, speed, and accuracy achieved in these work settings?



DI Option #1: Design a sandwich station based on the ingredients and equipment found on page 338. Draw a map with images for all the ingredients and pieces of equipment. DI Option #2: Research the various regional spins on pizza throughout America, outside of the 3 main types mentioned on page 335. Create a presentation to add to the pizza debate.

students to discuss the function of onion slices, tomato slices, pickle slices, and lettuce leaves.

Expression How has pizza changed from its early beginnings? Is it still considered street food or food for the less wealthy? What do you think of when you think of pizza?

Expression What are 3 styles of pizza?



Making Basic Pizza demonstrates how to make a basic pizza.

English Language Learners: Find images and recipes for each type of pizza. Write a paragraph describing the type you like the best. Be sure to mention your favorite toppings and restaurant.

Additional Resources: Teacher Companion for a variety of DI and ELL options.



Culinary Skills and Hospitality Management 1 Curriculum Unit 4: Culinary Exploration

4.3 Chapter 17 - Stocks, Sauces, and Soups Background Information for Teachers

• Teacher must create a Kahoot account and know how it works for both the teacher and students. • Students will need access to a Chromebook, laptop, or cell phone to play Kahoot. • Depending on which stock you make, you may need to call local meat departments to purchase bones. • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): 8.4 Demonstrate menu planning principles and techniques based on standardized recipes to meet customer needs 8.5 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.

I Can:

Prepare requisitions for food, equipment, and supplies to meet production requirements. 8.4.5

I Can: Apply the fundamentals of time, temperature, and


Pre-Assessing Activities: What do you think stock is used for? Name stocks you are familiar with. Lesson/ Content Activities:

• Reference FRMCA Chapter 17 o Review Stocks: (pages 1 – 22) o Review Soups: (pages 51 – 64)

• Complete CONSOMMÉ CONQUEST Closing Assessments/Student Reflections:

• Play Soup and Stocks Kahoot game for background knowledge. • Does soup always need to be served at the beginning of the meal? Explain. • What are the differences between stock, broth, and consommé? • When is a consommé served? Why?

Pre-Assessing Activities: Is stock commonly used in the home kitchen? Explain how and why to remove fat from stock. Lesson/ Content Activities: 2 days

Expression Stock adds a boost of flavor to a dish. Why?

Expression In the case of stock, boiling hard or mishandling the



cooking methods to cooking, cooling, reheating, and holding of a variety of foods. 8.5.4

I Can: Prepare requisitions for food, equipment, and supplies to meet production requirements. 8.4.5

I Can: Prepare various stocks, soups, and sauces using safe handling and professional preparation techniques. 8.5.6


Critical Content & Skills: Preparing and serving soups helps you learn more about basic culinary techniques, seasonings, garnishing, and serving foods. When making a roux, it is important to constantly stir the roux to prevent burning.

Day 1 - Students will make brown stock, white stock and/or vegetable stock. (Make enough for soups and sauce.) Day 2 – Students will make soups using the stocks. Possible choices are Cream of Broccoli and Hearty Beef Vegetable. Closing Assessments/Student Reflections: Why are stocks often referred to as the cook’s “building blocks”?

Pre-Assessing Activities: Play Mother Sauces Kahoot game...see what you know. Lesson/ Content Activities:

1. Review Sauce: Reference FRMCA Chapter 17 (pages 22 – 50) 2. Have students create a group presentation in their kitchen groups about the 5 mother

sauces. Presentations must include ingredients, function, description, how it is commonly used (recipes) and how to make it. Students should be creative...could be a poster, a slide show, a song. Options - make it a group project, give each kitchen one sauce, etc.

Closing Assessments/Student Reflections: 1. Why is it important to match a sauce with a meal? 2. Why are grand sauces called grand sauces? What does it mean to be a derivative? 3. Play Stocks, Soups, and Sauces Kahoot game

Pre-Assessing Activities: What is mother sauce and its derivative that makes the roux for macaroni and cheese? Lesson/ Content Activities: Bechamel Mac & Cheese Closing Assessments/Student Reflections: Have each kitchen share out a different mother sauce until all are named.



DI Option #1: Create a graph with 2 columns, for clear and thick soups. List as many soups as you can,

under each category. DI Option #2: Make or buy soup? Research the costs involved in making soup from scratch in-house or buying premade items. Provide support for both positions and create a poster to present the information. English Language Learners:

components of the stock might decrease the effort or cooking time, but might yield a poor product. Is this really the goal?

Expression Why are grand sauces called grand sauces? What does it mean to be a derivative? How does the flavor of a darker roux differ from the flavor of a lighter roux?

Expression Why is it important to match a sauce with a meal?



Provide the student with a photo of clear soup labeled “Clear soup” and a photo of thick soup labeled “Thick soup”. Ask the student to fold one sheet of paper in half. Label one side “Clear soup” and the other side “Thick soup.” Provide the student with photos of various types of soups. Have the student assign them to the Clear or Thick side of the paper. Evaluate the student’s comprehension of the words. Have the student keep the organizer in the course notebook for future reference. Additional Resources: Teacher Companion for a variety of DI and ELL options.



Culinary Skills and Hospitality Management 1 Curriculum Unit 4: Culinary Exploration 4.4 Chapter 18 - Cooking Methods

Background Information for Teachers • The Cooking Methods Demo requires lots of advanced preparation. Cut up enough bite-size pieces of chicken breast for each student to have 6

pieces. You will also need a few whole chicken breasts for grilling (about 1 per class). Season all the chicken the same (a simple store-bought rub works well). With appropriate mise en place, you can start cooking all the different styles of chicken (bake, sauté, poach, braise, microwave) at the beginning of the class period while students are doing their warmup and have it ready when you need it. Use your grill at school (if you have one) or at home to cook the chicken the night before and cut it up so all you have to do is reheat it in the oven or microwave the next day. Set up your breading and deep-frying demo area before the beginning of class.

• The measurements for some of the ingredients in the stir fry recipes are not listed. Each group should use ½ a box of lo mein noodles, ¼ head of broccoli, a 1-inch piece of ginger, a handful of snap peas, and ½ a can of baby corn.

• E-Learning modifications: The Cooking Methods Cookbook activity could be completed as a Google Slides presentation. • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content. • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students.


Standard(s): 8.5- Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.

I Can: Demonstrate professional skill for a variety of cooking methods. 8.5.2


Pre-Assessing Activities: List as many ways as you can to cook a chicken. Lesson/ Content Activities: **Make sure you read the Background Info for Teachers before planning this lesson**

• Review the Cooking Methods slideshow with the class. This information is based off slides 6-51 of the FRMCA Chapter 18 PPT. Students will use this information to fill out the Cooking Methods Notes (Key to give students who may need a copy of the notes). There will be opportunities for them to taste chicken cooked using 7 of the mentioned cooking methods and make observations about its appearance, texture, and flavor. While you are reviewing the slideshow, demonstrate the safe and proper way to bread and deep fry chicken nuggets. At the end of the lesson, give each student a piece of chicken so they can taste it and fill in the last block in their Taste Test column.

• Play the Cooking Methods Kahoot! to assess students’ understanding of the content. Closing Assessments/Student Reflections: Why is it important to cook different foods using different cooking methods?

Expression Besides chicken, what are some foods that lend themselves well to multiple cooking methods?



I Can: Demonstrate professional skill for a variety of cooking methods. 8.5.2

I Can: Prepare various fruits, vegetables, starches, legumes, dairy products, fats, and oils using safe handling and professional preparation techniques. 8.5.7


Critical Content & Skills: Differentiating between dry, moist and combination cooking methods; understanding methods of heat transfer

Pre-Assessing Activities: What are 2 examples of dry cooking methods? Two moist methods? Two combination methods? What is an example of a cooking method that does not fall into any of these categories? Lesson/ Content Activities:

• Review slides 1-5 of the FRMCA L1 Ch18 Cooking Methods. • Students will create a Cooking Methods Cookbook to apply their knowledge of different

cooking methods and their uses. Closing Assessments/Student Reflections: Which cooking methods from your cookbook have you used before? What foods have you eaten using those methods?

Pre-Assessing Activities: How is stir-frying different than sautéing? How is it similar? Lesson/ Content Activities:

• Students will cook their choice of beef, chicken, or shrimp stir fry to practice the cooking method.




DI Option #1: For learners whose skills are above level, challenge them to include dishes that

utilize multiple cooking methods in their Cooking Methods Cookbook. DI Option #2: For students who need additional support in learning, allow the option to create

their Cooking Methods Cookbook as a Google Slides presentation or a video blog. English Language Learners: Supplement the Cooking Methods Demo/Notes with videos demonstrating unfamiliar cooking techniques, such as sous vide and blanching.

Additional Resources: Remember to reference the Teacher Companion for a variety of DI and ELL options.

Expression Besides chicken, what are some foods that lend themselves well to multiple cooking methods?

Expression Why is it important that all the ingredients in your stir fry are cut approximately the same size?



Culinary Skills and Hospitality Management 1 Curriculum Unit 4: Culinary Exploration 4.5 Chapter 19 - Introduction to Baking

Background Information for Teachers • E-Learning modifications: Students can create their Design a Muffin advertisement in Google Drawings; students could set up a smaller version of the

Name That Powder game to play with their family • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students


Standard(s): 8.5- Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. 9.7- Demonstrate principles of food biology and chemistry.

I Can: Explain the elements, compounds, and mixtures in foods and food products. 9.7.1


Pre-Assessing Activities: What types of ingredients are used in baked goods? Why do you think each of the ingredients is added? Lesson/ Content Activities:

• Students will play the Name That Ingredient game. Give them 5-7 minutes to go around to each bag and guess what is inside. Reveal the correct answers and lead a class discussion about their thoughts on the activity. Which powders were easy to identify? Why? Which were more difficult? Were there any that they had never seen before? etc.

• Divide class up into 9 groups. Assign each group one of the 8 types of common baking ingredients and one group the different types of wheat flour. Give them 10 minutes to create a poster about their topic. The information can be found on pages 400-403 in the textbook or slides 1-15 of FRMCA L1 Ch19 Introduction to Baking. Make sure to point out the key points on the Common Bakery Ingredients worksheet that they must cover. Each group will present their information to the class.

• Review the information on slides 17-18 of the Chapter 19 slideshow. Use the table on slide 18 to help explain the use of the Baker’s Percentage Formula.

Closing Assessments/Student Reflections: Which type(s) of baking ingredient do you think is more important to have in a recipe? Which type(s), if any, could be left out of some recipes?

Expression Which ingredients during the Name That Powder game are easy to identify? Why? Which are more difficult?



I Can: Prepare breads, baked goods, and desserts using safe handling and professional preparation techniques. 8.5.10

I Can: Prepare breads, baked goods, and desserts using safe handling and professional preparation techniques. 8.5.10


Critical Content & Skills:

Pre-Assessing Activities: What are some characteristics of a bad/unappetizing cookie? How could you correct or prevent these characteristics? Lesson/ Content Activities:

• Each kitchen will bake a variety of cookies. Each group will bake a different type of cookie: bagged (ladyfingers), dropped (oatmeal white chocolate cranberry), icebox (double chocolate), molded (ginger molasses), or sheet (blondies). Consider buying premade bar (biscotti) and rolled (sugar) cookies for students to taste as they take longer to make and may not be completed in one class period.

• While cookies are in the oven, students will create a one-pager about their type of cookie using the information in Table 19.4 on page 406 in the textbook or slides 20-22 in the Chapter 19 slideshow.

• Groups will display their cookies and one-pager. Students will do a gallery walk so they can visit each table and try each style of cookie. Lead a class discussion about which cookie styles they liked, disliked, have eaten before, have never seen, etc.

Closing Assessments/Student Reflections: Do you believe that great skill is needed to make a delicious cookie? Why or why not?

Pre-Assessing Activities: Look over the Method of Preparation section of the Muffin Base Recipe. What mixing method is used? How can you tell? Lesson/ Content Activities:

• Each lab group will make one batch of the Muffin Base Recipe. Divide the batter evenly between group members (recipe yield is 12 muffins). Allow each student to create their own flavor of muffin based on the mix-ins available. Possible ideas for mix-ins include chocolate chips, white chocolate chips, fruits (fresh, frozen, or dried), flavored extracts, sprinkles, etc.

• While muffins are in the oven, students will design an advertisement posing as a bakery owner trying to sell their flavor of muffin. Once muffins are baked, students will display their muffin and advertisement.

Closing Assessments/Student Reflections: Give each student a few sticky notes with their name on them. Students will look at all advertisements and leave notes of encouragement for displays that they would buy from.



DI Option #1: For learners whose skills are above level, create a graphic organizer for the 8

types of baker’s ingredients. Use images and words to describe what each type does for the baked good. Find examples for each category.

Expression Which type of cookie do you think is the easiest to make? Why?

Expression What marketing strategies can you use to make your muffin more desirable to potential customers?



Baker’s ingredients, baker’s percentage formula, gluten content of different types of flour, mixing methods

DI Option #2: For students who need additional support in learning, gather several “at home” baking recipes. If flour = 100%, solve for the other percentages and total weight.

English Language Learners: Make a word wall for the 8 types of baker’s ingredients. Find action verbs to describe what each item does and pair the verb with the ingredient example (noun). Additional Resources: Remember to reference the Teacher Companion for a variety of DI and ELL options.





design Project Based assessments.





Culinary Skills and Hospitality Management 1 Curriculum Unit 5: Service and Management

This unit provides an overview of service, hospitality, and management while tending to guest needs in a professional manner. Descriptions of typical staff responsibilities, service tools, and service styles. Students will be able explain and demonstrate how colleagues can learn to work together more efficiently and problem-solving successfully.

Indicators

8.0 Food Production and Services 10.0 Hospitality, Tourism, and Recreation

Vertical Alignment

This unit is the culmination to prepare student for Culinary 2.


Essential Questions

Why is customer service a key factor in the success of the hospitality industry? Why is it important to learn and practice working cooperatively with other staff members?


The benefits of excellent guest service can include increased customer satisfaction and loyalty, an enhanced business reputation, and a positive work environment. Customer service often makes the difference between positive and negative guest experiences. To stand out from the competition, restaurants and foodservice establishments should provide the best possible guest service.


• Arts & creativity • Environmental Literacy • Financial Literacy – gratuity, job skills • MYP/IB • STEM Innovation • Technology • AVID – compare/contrast, Cornell Notes • Other




5.1 Chapter 20 - Principles of Great Service Background Information for Teachers



Standard(s): 10.3 Apply concepts of quality service to assure customer satisfaction.

I Can: Apply industry standards for service that meets cultural and geographic expectations of guests or customers. 10.3.1

I Can: Demonstrate effective cultural awareness and customer relations to meet the hospitality, tourism, and recreation needs of special populations. 10.3.5


Pre-Assessing Activities: Have students try to define service and hospitality? Discuss positive and negative experiences as a guest in a restaurant?

o There will probably be more negative experiences. Discuss how important superior service is because in a restaurants reputation because generally for people talk publicize their bad experiences 3:1 for their good experiences

Lesson/ Content Activities: • Reference FRMCA L1 Ch20 Principles of Great Service if necessary, slide 2-5 • Complete the Compare and Contrast Service and Hospitality Worksheet (Refer to

Textbook pages 422 – 423) • Have students read Case Study on page 419 and complete questions on page 431. • Whole group discussion about findings on both assignments.

Closing Assessments/Student Reflections: What if an employee loves the physical work involved in the restaurant and foodservice industry, but dislikes or is ambiguous toward the concept of service? For instance, a cook may love the stress and challenge of producing excellent food for its own sake, not for the guests who will ultimately enjoy it. What advice would students give such a person?

Pre-Assessing Activities: Why is it important to make a good first impression to guests? How can the first impression be part of a restaurant’s overall brand? Lesson/ Content Activities:

• Reference FRMCA L1 Ch20 Principles of Great Service, slides 6-10 • First Impression Activity and then complete First Impressions • Say Something Positive

Expression Which is more important, service or hospitality? Why?

How can hospitality be measured so that an establishment can tell how well it and its employees are performing?

Expression What is the importance of customer service to the restaurant and foodservice industry? Explain.



I Can:

Analyze how employee dispositions can impact customer satisfaction. 10.3.2

I Can:

Apply a system to evaluate and resolve employee, employer, guest, or customer complaints. 10.3.3


Critical Content & Skills: Students should be able to explain the importance of customer service, explain reasons for making a good first impression, and be able to resolve customer complaints.

Closing Assessments/Student Reflections: Besides a positive first impression, what are some other ways a restaurant can advertise itself?

Pre-Assessing Activities: List or role play example of good/poor service. Lesson/ Content Activities:

• Reference FRMCA L1 Ch20 Principles of Great Service, slides 11-19 • Create a poster that promotes friendly customer service. Option: Assign topics for those

with special needs such as – age, families with young children, dietary needs, first-time guests, special occasions, foreign language guests, people with disabilities, people dining alone

• List and/or role play scenarios of good/poor service Closing Assessments/Student Reflections: How should customer complaints be handled and resolved. Explain.

Pre-Assessing Activities:

Who’s at Fault Is the Customer Always Right Lesson/ Content Activities:

• Reference FRMCA L1 Ch20 Principles of Great Service, slides 20-31 • Resolving Customer Complaints • Create comment cards for feedback

Closing Assessments/Student Reflections: How can hospitality be measured so that an establishment can tell how well it and its employees are performing?



DI Option #1: Create a video or skit to show the dos and don’ts of giving a positive first impression. DI Option #2: Research styles of customer service around the world. Compare and contrast the research of international service against what you consider to be “American” service. Write an essay to display your findings. English Language Learners: Review several menus. What types of images do you see to reflect types of guest needs, like a children’s menu, or a picture to show the item is gluten-free or vegetarian? Make a list of observations or signals to show your findings.


Expression How can a mystery shopper program strengthen a restaurant or foodservice establishment? How can such a program expose problems?

Expression Is the exterior of a foodservice operation just as important as the interior? Why?




5.2 Chapter 21- Front-of-House Basics Background Information for Teachers

• Teacher should be familiar with the butterfly effect • Students will need chromebooks • Teacher will need to prepare for the role play activity • If needed, always remember to reference your department’s Foundations of Restaurant Management 1 flash drive for additional content • Make sure to review the vocab activity and use throughout the unit wherever/however it best fits the needs of your students


Standard(s): 8.1 Analyze career paths within the food production and food services industries. 8.7 Demonstrate the concept of internal and external customer service.

I Can: Analyze the relationship between employee attitude and skills and customer satisfaction. 8.7.3

Instructional Delivery (UDL Embedded) Representation/Engagement.

Pre-Assessing Activities: Have you ever had a day when everything went wrong? Perhaps something little went awry, and you didn’t think much about it. But then more things started to go wrong, and everything snowballed to create a truly terrible day. The butterfly effect is a concept in chaos theory that suggests that apparently insignificant events may trigger significant events. If students are not familiar with the butterfly effect. Have them research or explain. How can it relate to the restaurant and foodservice industry? Lesson/ Content Activities:

• Reference FRMCA L1 CH21 Front of the House Basics, slides 2 & 3. Have students break into kitchen groups. Each kitchen group should divide in half, half the kitchen group will spend 5-10 minutes researching Formal Service and half will research Contemporary Service and complete Compare and Contrast: Formal and Contemporary Service.

• Students could reference slides, the text or online using Chromebooks. Students will then spend 5 minutes sharing out with their group and then come together as a class to compare/contrast.

• Continue reviewing Service station slides. On slide 7, watch Proper Placements for Table Service Video and have students complete Service Rules.

Expression How can taking a guest’s order be an opportunity to learn more about the guest? How is it an opportunity to reinforce the restaurant’s identity?



I Can: Analyze the relationship between employee attitude and skills and customer satisfaction. 8.7.3


I Can: Demonstrate quality service techniques and procedures that meet industry standards

When done, have students go to kitchens with a partner and role play the various right, left and exception. They could have them practice with something simple like goldfish and lemonade.

If time permits, have them complete The Service Station Closing Assessments/Student Reflections:

Mixed Up Messages and What Went Wrong? Pre-Assessing Activities:

• How do dining room staff members play a major role in determining a guest’s experience? Going, Going, Gone - Customer Care.

Lesson/ Content Activities: • Watch Service Staff Responsibilities Video Share out and discuss answers from Going,

Going, Gone – Customer Care. Discuss how can standard transactions, such as taking guest orders or processing payments, be opportunities to demonstrate high levels of customer service?

Have students create advertisement posters with images of the various positions and duties of the front-of-the-house members. Consider dividing/assigning positions to students.

Closing Assessments/Student Reflections: What types of service styles have students experienced? What style seems appropriate for what type of environment? How can different service styles affect a guest’s meal and his or her overall impression of a restaurant?

Pre-Assessing Activities: How can taking a guest’s order be an opportunity to learn more about the guest? How is it an opportunity to reinforce the restaurant’s identity? Lesson/ Content Activities:

Continue with discuss slides 9-19 with Reservations, Requests and Suggestive Selling. Discuss the importance of each. Which do students find to be most important? Why? Have students find their favorite menu item and develop a script for suggestive selling.

It might be more difficult/creative to have students try to suggestive sell fast food items. Briefly review details of alcohol service.

Closing Assessments/Student Reflections: Have students share out their suggestive selling scripts? Ask students to evaluate it the

script might convince them to buy the item. Pre-Assessing Activities: Ask students to list as many types of dinnerware they can think of, including utensils, plates, glasses, etc. Teacher should us the text, Chapter 21 Vocabulary or the ppt to call off the names of items. If more than one person has the item, they must cross it off (like scattegories). The person with the most items that only they had wins (could be a homework pass, extra credit, etc.) Lesson/ Content Activities:

Expression How can a properly managed service station improve a server’s efficiency and the guests’ experiences? How can a poorly managed one complicate the service period? Explain.

Expression How can some of these positions be combined or eliminated in smaller restaurants without affecting the quality of guest service?

Expression What can a greeter do to make or break a guest’s experience?



in the food service industry. 8.7.2


Critical Content & Skills: The formal service organization traditionally involves a number of front- of-the-house team members, such as the maître d’hôtel and the captain, that are less commonly used in less formal service structures. No matter how an establishment organizes its staff, all team members must understand their roles and responsibilities.

• Using Cornell Notes, continue with ppt discussing the 4 types of service and then the dinnerware. Students should draw a pic with each type of dinnerware.

Closing Assessments/Student Reflections: • Assign each student a type of service and what will be served. Have them draw the

place setting. Pre-Assessing Activities: What is gratuity? What is the recommended %? Why is their gratuity? Who deserves gratuity? Discuss answers? Lesson/ Content Activities: Take a look at payment slides. Ask students if they know how calculate a tip WITHOUT a calculator. Discuss how to determine 10%, 15% and 20% without a calculator.

• Practice some math skills with Gratuity Counts. We know everyone usually has a phone on them but it takes a second to figure out the tip in your head. After the discussion on how to calculate gratuity without a calculator, have students attempt this first without the calculator.

• Although a simple concept for most, this will more than likely be a difficult task for a lot of students. Be patient, go slow and breath. Possibly enlist the help of a math teacher.

Closing Assessments/Student Reflections: Have students explain in their own words how to calculate a 10% and 15% percent tip.

Pre-Assessing Activities: Think of the worst meal you’ve had and write a review on it that would be acceptable to be published in a magazine. Lesson/ Content Activities: Lab Day (1-2 days)

Role Play – Food Critics Closing Assessments/Student Reflections:

Lab Reflection End of Chapter Exam Prep Questions


DI Option #1: Find or create images of the tools for service. Create a poster to show the different types of

service, using the different tools. DI Option #2: Create a menu designed for each type of service, including a drawing or illustration of the proper table setting for each course, for each type of service. English Language Learners: Make table settings for the 4 types of service. (If possible, watch a video, then demonstrate with physical tools. If tools are not all available, have the student create life-size cutouts of the tools to practice setting for each type of service.) Additional Resources:

Expression In your own words, describe why you think gratuity is or is not important.

Expression Lab Reflection



Teacher Companion for a variety of DI and ELL options.




5.3 Chapter 22- Introduction to Management Background Information for Teachers



Standard(s): 8.1 Analyze career paths within the food production and food services industries. 8.7 Demonstrate the concept of internal and external customer service.

I Can: Demonstrate quality service techniques and procedures that meet industry standards in the food service industry. 8.7.2

I Can:

Analyze opportunities for employment and entrepreneurial endeavors. 8.1.2


Pre-Assessing Activities: Pre-test Management Skills. Review and have a class discussion about answers/opinions Lesson/ Content Activities: Good leaders must understand the goals, values, vision, and mission statements of an operation in order to successfully lead the team. Good leaders are made, not born. Using the FRMCA L1 Ch22, review Management and SMART Goals.

• Discuss what makes a good manager • Complete Keys to Management • Complete SMART Goals • Share out in small groups and/or whole group

Closing Assessments/Student Reflections: Ask students to discuss the best leaders they have encountered. What made these people so successful? How did they affect their employees, students, or members?

Pre-Assessing Activities: Have you heard of a mission and vision statement? Try to define both terms. Lesson/ Content Activities: Vision statements articulate what the organization will promote and deliver to customers in order to generate profits. Vision statements are refined into mission statements and goals, which assure that the vision is implemented throughout operational procedures.

• Review Vision and Mission Statements from FRMCA L1 Ch22 • Have students to compare the mission statements and vision statements on pages

467–468. Which seems more guest-friendly, the mission or vision statements? What do they say about their companies’ day-to-day activities?

Expression Organizational goals are generally established at the top of a business’s hierarchy, but the employees at the bottom of the hierarchy, such as servers and cooks, are typically the ones who must do the hard work to achieve the goals. How can organizational goals be made realistic and workable for all staff?

Expression What do the sample vision statements on page 467 tell students about the companies who wrote them? How does reading these statements affect



I Can: Demonstrate sensitivity to diversity and special needs. 8.7.5

I Can: Analyze the correlation between food production and services occupations and local, state, national, and global economies. 8.1.4


Critical Content & Skills: Managers are responsible for ensuring that the team is working efficiently and effectively during the shift, operational costs are allocated and accounted for, and sales and service targets are developed and met.

• Research mission and vision statements from companies that you admire (look for other options, outside of those listed in Table 22.1 and Table 22.2). How do you make a vision happen?

• Have students write their own Mission and Vision statement Closing Assessments/Student Reflections: How do mission statements, vision statements, and goals work together to explain a company’s plans and behaviors?

Pre-Assessing Activities: Have Employee Expectations displayed on poster or smartboard and have each student write something in both columns. After class begins, discuss answers. What are examples of a good manager? A bad manager? Lesson/ Content Activities: Encourage students to give examples of times that they had to give a supervisor or teacher unwelcome information. How did the process make them feel? Were the results as unpleasant as predicted? What steps could have been taken to prevent the situation from arising in the first place? Talking points are proper job training and harassment. Look at Leadership Skills in FRMCA L1 Ch22

• Job Training • No Harassment Allowed

Closing Assessments/Student Reflections: Why is it important for employees to feel free to raise issues and concerns about workplace matters? Is it possible to feel too free? Where do students think boundaries should be drawn?

Pre-Assessing Activities: Name a reasonable problem (this means something realistic that you could potentially solve) that you currently have? Ex. I want a new pair a shoes and my mom won’t buy them for me. List some realistic steps to solve the problem. Lesson/ Content Activities:

• Review and complete Problem Solving in FRMCA L1 Ch22 Closing Assessments/Student Reflections: Design your leadership workplace motto in a sentence. Share with the class to compare content.



DI Option #1: Write down a problem you have had in the past, and how you solved it. For example, your shoe was untied, and you tied it. Make a list of steps that were your problem-solving process. Draw images. Compare your steps to the process model, shown as 7 steps on pages 472–473. DI Option #2: Choose a figure that is a leader you admire. Write an essay, explaining how the leader demonstrates the steps for positive leadership behavior, found on page 475. English Language Learners:

student views of these companies?

Expression How can students and employees know which workplace concerns are significant enough to voice to management and which are not? Is there a foolproof way of deciding this?

Expression What are ways to cut cost that will not affect the quality of food production and service?



Draw or find images, or write a skit or create a video, to make the sample problem and problem-solving model in Table 22.4 come to life.






design Project Based assessments. Student Reflection: 1. What did I find most interesting in this unit? What would I like to change in this unit? 2. How did this unit challenge me? What readings, activities or writing challenged me most? 3. What would I like to know more about? 4. How did this unit relate to other subjects? Teacher Reflection: 1. How successful was I with teaching this content and skills? How do I know this (what data do I have)? 2. What challenges do I have? 3. What do I believe my students will internalize from this unit? 4. Where my students successful in making inter and intra-disciplinary connections? How do I know this? 5. What might I do differently next year?
