family and consumer science curriculum … arts.pdf · family and consumer science curriculum...

FAMILY AND CONSUMER SCIENCE CURRICULUM

SOUTHERN REGIONAL SCHOOL DISTRICT

Content Area: FAMILY & CONSUMER SCIENCES

Course Title: CULINARY ARTS Grade Level: 12

UNIT I - THE CULINARY PROFESSION

6 WEEKS

UNIT II - TOOLS & INGREDIENTS IN THE PROFESSIONAL KITCHEN

2-4 WEEKS

UNIT III - BREAKFAST & GARDE MANGER

4-6 WEEKS

UNIT IV - BAKING & PASTRY

8-10 WEEKS

UNIT V - STOCKS, SAUCES, & SOUPS

4-6 WEEKS

UNIT VI - VEGETABLES, HERBS, POTATOES, GRAINS AND LEGUMES,

AND PASTA AND DUMPLINGS

4 WEEKS

UNIT VII - MEATS, POULTRY, FISH, & SHELLFISH

4 WEEKS

Date Created: May 17, 2012

Board Approved on:

FAMILY & CONSUMER SCIENCES CURRICULUM

SOUTHERN REGIONAL SCHOOL DISTRICT Unit Overview

Content Area: FAMILY & CONSUMER SCIENCES Unit Title: FOOD HABITS: THE CULINARY PROFESSIONAL – UNIT I Target Course/Grade Level: CULINARY ARTS / GRADE 12 Unit Summary: This unit provides an introduction to: • the profession • food and kitchen safety • menus & recipes • measurements • basics of nutrition & food science Primary interdisciplinary connections: Infused within the unit are connections to the NJ Core Content Standards in 21st Century Life and Careers as well as Core Standards in Language Arts

21st century themes: Technology including: critical thinking, problem solving, creativity, innovation, collaboration, teamwork and leadership, cross-cultural understanding and interpersonal communication. Technology connections: For further clarification refer to NJ Core Content Curriculum Content Standards at http://www.state.nj.us/education/cccs/

Learning Targets Content Standards:

CPI # Cumulative Progress Indicator (CPI) NJCCCS TECHNOLOGY 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration

with peers and experts, and present ideas for feedback through social media or in an online community.

8.1.12.D.1 Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

8.1.12.E.1 Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and experts synthesizing information from multiple sources.

8.1.12.F.1 Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

NJCCCS COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION 2.1.12.B.3 Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein,

water, vitamins, and minerals) to one’s health. NJCCCS 21st CENTURY LIFE AND CAREER 9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning

experiences. 9.1.12.B.2 Create and respond to a feedback loop when problem solving. 9.1.12.C.4 Demonstrate leadership and collaborative skills when participating in online learning

communities and structured learning experiences. 9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to

successful completion of a challenging task or project.

http://www.state.nj.us/education/cccs/

9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences.

9.4.12.I.3 Demonstrate science knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.I.1 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities.

9.4.12.I.(1).10 Research and compare career opportunities and qualifications to broaden awareness of careers available in this industry.

9.4.12.J.15 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions.

9.4.12.J.56 Identify and exhibit traits for retaining employment. NEW JERSEY STUDENT LEARNING STANDARDS-ENGLISH LANGUAGE ARTS W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or

shared writing products in response to ongoing feedback, including new arguments or information.

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks

Unit Essential Questions

• What kinds of jobs/careers are available in the food service industry?

• What qualities make you successful in the food service industry?

• Why is good personal hygiene imperative to a safe work place?

• Why should proper cleaning and sanitizing procedures be identified and practiced?

• What fire and equipment safety rules are imperative to all food service operations?

• What is the importance of following a standardized recipe/formula?

• What are correct measuring techniques?

• How would you increase or decrease a recipe?

• What are the principles of menu planning and nutrition?

• What are cost control measures?

Unit Enduring Understandings Students will understand that… • There are many employment opportunities available in the food

service industry. • Demonstrating leadership and collaborative skills are beneficial to

succeeding in the service industry. • Food borne illness can be prevented by proper safety & sanitation

in the cooking lab. • Safety in the kitchen is essential to prevent injury and damage to

self and equipment. • Factors that affect food choices are culture, society, emotions, and

agriculture. • The choice of food preparation methods affects the nutritional

value of food. • Utilizing seasonal produce helps control food costs and increases

nutritional value of menu.

Unit Objectives Students will know…

• Which jobs/careers are available in the food service industry

• That leadership and collaboration increase success.

• Good personal hygiene along with proper cleaning and sanitizing

Unit Objectives Students will be able to… • Research different jobs and careers in the culinary field. • Participate in culinary labs and competitive challenges. • Prepare food using proper safety and sanitation. • Clean and sanitize kitchen equipment. • Utilize standardize recipes and proper measuring to make an

procedures are necessary when working in the kitchen.

• Where to locate fire extinguishers and equipment safety rules.

• Following standardized recipes ensures a consistent product.

• Correct measuring techniques ensure a consistent product.

• How to increase or decrease a recipe.

• The different types of menu options. • How utilizing the school garden and

seasonal food items benefit both cost and nutrition.

assortment of menu items. • Consider benefits of different menu types for selected functions. • Create a menu for selected event/party. • Increase and decrease recipes to feed a specified quantity. • Assist in catering community and school functions and fundraisers,

when/if feasible. • Evaluate recipes for nutrient analysis. • Utilize available resources and seasonal produce to control food

costs.


SOUTHERN REGIONAL SCHOOL DISTRICT Evidence of Learning

Formative Assessments • Teacher Observation • Class Participation • Lab evaluations • Worksheets • Homework • Do Nows • For additional ideas please refer to http://www.state.nj.us/education/cccs/ .

Summative Assessments • Quarterlies & Final Exam • Practical exams, competitions, tests, quizzes • Final edible product • For additional ideas please refer to http://www.state.nj.us/education/cccs/ . Modifications (ELLs, Special Education, Gifted and Talented) • Teacher Tutoring • Peer Tutoring • Cooperative Learning Groups • Modified Assignments • Differentiated Instruction • Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

• Text: The Professional Chef, Exploring Professional Cooking, Cookbooks • Worksheets • Videos • Web access • Projector • Computer Lab



• Foods Lab • Cooking equipment • Guest speakers

Recipes Teacher Notes: •



Content Area: FAMILY & CONSUMER SCIENCES Unit Title: Food habits: TOOLS & EQUIPMENT IN THE PROFESSIONAL KITCHEN – UNIT II Target Course/Grade Level: CULINARY ARTS / GRADE 12 Unit Summary: This unit covers equipment identification so students can select the right tool for the job. This unit also assists students with the purchase, preparation, and service of meat, poultry, fish, fruit, vegetables, dairy, eggs, dry goods, and fresh herbs. Primary interdisciplinary connections: Infused within the unit are connections to the NJ Core Content Standards in 21st Century Life and Careers as well as Core Standards in Language Arts








NJCCCS COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION 2.1.12.B.3 Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein,


water, vitamins, and minerals) to one’s health. NJCCCS 21st CENTURY LIFE AND CAREER 9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning

experiences. 9.1.12.B.2 Create and respond to a feedback loop when problem solving. 9.1.12.C.4 Demonstrate leadership and collaborative skills when participating in online learning

communities and structured learning experiences. 9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads to

successful completion of a challenging task or project. 9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and during

structured learning experiences. 9.4.12.I.3 Demonstrate science knowledge and skills required to pursue the full range of

postsecondary education and career opportunities. 9.4.12.I.1 Demonstrate language arts knowledge and skills required to pursue the full range of

postsecondary education and career opportunities. 9.4.12.I.(1).10 Research and compare career opportunities and qualifications to broaden awareness of

careers available in this industry. 9.4.12.J.15 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and

in teams to solve problems and make decisions. 9.4.12.J.56 Identify and exhibit traits for retaining employment. NEW JERSEY STUDENT LEARNING STANDARDS-ENGLISH LANGUAGE ARTS W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or




• How do I identify, care for, and use different kitchen tools?

• What factors affect the selection, storage and preparation of different types of foods?

• Why is the appearance, “plating” of food important?

• What is a garnish?

Unit Enduring Understandings Students will understand that… • Proper identification, care and cleaning of kitchen tools

will maintain performance and increase efficiency in cooking lab.

• Appropriate selection of ingredients and cooking method will equal desirable product.

• Visual appeal of a dish is an important component.


• How to select, use, and maintain food production equipment to get desired product.

• How to select, use, and safely store different types of foods.

• How to increase visual appeal of a dish by incorporating creativity and garnish.

Unit Objectives Students will be able to… • Identify all utensils in the lab. • Demonstrate the use of cooking equipment in the lab. • Select, use and safely store meat, poultry, fish, fruit,

vegetables, dairy, eggs, dry goods, and fresh herbs. • Creatively increase visual appeal of a dish during

general cooking labs, catering, and competitive challenges.

FAMILY & CONSUMER SCIENCES CURRICULUM SOUTHERN REGIONAL SCHOOL DISTRICT

Evidence of Learning Formative Assessments • Teacher Observation • Class Participation • Lab evaluations • Worksheets • Homework • Do Nows • For additional ideas please refer to http://www.state.nj.us/education/cccs/ . Summative Assessments • Quarterlies & Final Exam • Practical exams, competitions, tests, quizzes • Final edible product • For additional ideas please refer to http://www.state.nj.us/education/cccs/ . Modifications (ELLs, Special Education, Gifted and Talented) • Teacher Tutoring • Peer Tutoring • Cooperative Learning Groups • Modified Assignments • Differentiated Instruction • Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

• Text: The Professional Chef, Exploring Professional Cooking, Cookbooks • Worksheets • Videos • Web access • Projector • Computer Lab • Foods Lab • Cooking equipment • Food storage equipment • Guest Speakers • Recipes

Teacher Notes:




Unit Overview

Content Area: FAMILY & CONSUMER SCIENCES Unit Title: Food habits: BREAKFAST & GARDE MANGER – UNIT III Target Course/Grade Level: CULINARY ARTS / GRADE 12 Unit Summary: This unit covers eggs, salad dressing & salads, sandwiches, Hors-D’oeuvre & appetizers.

Primary interdisciplinary connections: Infused within the unit are connections to the NJ Core Content Standards in 21st Century Life and Careers as well as Core Standards in Language Arts








NJCCCS 21st CENTURY LIFE AND CAREER 9.1.12.A.1 Apply critical thinking and problem-solving strategies during structured learning

experiences. 9.1.12.B.2 Create and respond to a feedback loop when problem solving.

9.1.12.C.4 Demonstrate leadership and collaborative skills when participating in online learning

communities and structured learning experiences. 9.1.12.C.5 Assume a leadership position by guiding the thinking of peers in a direction that leads

to successful completion of a challenging task or project. 9.1.12.F.2 Demonstrate a positive work ethic in various settings, including the classroom and

during structured learning experiences. 9.2.12.F.4 Analyze how citizen decisions and actions can influence the use of economic

resources to achieve societal goals and provide individual services.




9.4.12.I.2 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities.


9.4.12.J.56 Identify and exhibit traits for retaining employment.

NEW JERSEY STUDENT LEARNING STANDARDS-ENGLISH LANGUAGE ARTS W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or




• What are the different ways chefs can prepare eggs?

• What is a Garde Manger? • What are the different types of salad and how

do I prepare them? • What are the different types of salad dressings

and how do I prepare them?

Unit Enduring Understandings Students will understand that… • Eggs can be served at virtually any meal, as part of

any course. They can be cooked in the shell, poached, fried, scrambled, or prepared as omelets or soufflés.

• Eggs have many functions and add flavor and color to other dishes.

• Salads are tasty, nutritious and generally low in calories and are an important part of our daily intake.

• A Garde Manger is responsible for cold foods and appetizers.


• Different methods to prepare eggs. • Eggs are used in recipes throughout the year

due to their various functions in recipes. • How to prepare salad dressing & salads,

sandwiches, Hors-D’oeuvre & appetizers

Unit Objectives Students will be able to… • Utilize interpersonal skills in the food lab. • Create an omelet applying the principles of egg

cookery. • Demonstrate the use of appropriate use of cooking

equipment in the lab. • Organize recipes, ingredients, and preparation

time. • Read, comprehend and adjust recipes. • Creatively prepare foods that the Garde manger is

responsible for by participating in labs that focus on salads, sandwiches, Hors-D’oeuvre and appetizers.




Teacher Notes:




Unit Overview

Content Area: FAMILY & CONSUMER SCIENCES Unit Title: Food habits: BAKING & PASTRY – UNIT IV Target Course/Grade Level: CULINARY ARTS / GRADE 12 Unit Summary: Baking depends on exact measurements and precise handling of ingredients and tools to assure quality and consistency. This unit will include quick breads, cakes, cookies, pies & pastry.




CPI# Cumulative Progress Indicator (CPI) NJCCCS TECHNOLOGY 8.1.12.C.1 Develop an innovative solution to a real world problem or issue in collaboration

















9.4.12.J.56 Identify and exhibit traits for retaining employment.

NEW JERSEY STUDENT LEARNING STANDARDS-ENGLISH LANGUAGE ARTS W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or




• What are the different products of the Bake Station?

• What are the functions of ingredients in baking? • What are the different leavening agents in bread

making? • What is gluten? • What are the different quick breads and their

different methods of preparing? • What are the steps in yeast dough productions? • What are the different methods of making yeast

bread? • What are the different types of cookies? • What does the term “dock” mean? • What is Pâté a Choux? • What is puff pastry? • What are the different types of cakes? • What are cake decorating techniques? • What is the difference between pies and tarts?

Unit Enduring Understandings Students will understand that… • Weight based recipes are more accurate when

baking. • A scale is the most accurate way to measure all

ingredients, dry or liquid. • The art of bread making has been around for

centuries and has many creative applications. • Pastry can refer to a variety of pastes and doughs. • Cookies are prepared in many different ways. • Decorating cakes requires time, practice and

patience. • Tender pies and pastries are achieved by following

appropriate preparation method.


Evidence of Learning Formative Assessments • Teacher Observation • Class Participation • Lab evaluations • Worksheets • Homework • Do Nows • For additional ideas please refer to http://www.state.nj.us/education/cccs/ . Summative Assessments • Quarterlies & Final Exam • Practical exams, tests, quizzes • Final edible product • For additional ideas please refer to http://www.state.nj.us/education/cccs/ . Modifications (ELLs, Special Education, Gifted and Talented) • Teacher Tutoring • Peer Tutoring • Cooperative Learning Groups • Modified Assignments • Differentiated Instruction • Response to Intervention (RTI) www.help4teachers.com and www.docstoc.com • Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

• Text: The Professional Chef, Exploring Professional Cooking, Cookbooks • Worksheets • Videos • Web access • Projector • Computer Lab • Foods Lab • Cooking equipment • Guest Speakers • Baking equipment & supplies • Recipes

Teacher Notes:





Content Area: FAMILY & CONSUMER SCIENCES Unit Title: Food habits: STOCKS, SAUCES & SOUPS – UNIT V Target Course/Grade Level: CULINARY ARTS / GRADE 12 Unit Summary: This unit explores the productions of different stocks, sauces and soups.















resources to achieve societal goals and provide individual services. 9.4.12.I.1 Demonstrate language arts knowledge and skills required to pursue the full range of

postsecondary education and career opportunities.


9.4.12.I.(1).1 Use basic reading, writing, and mathematical skills to provide food production and services to ensure a positive guest/customer experience.







• What are different types of sauces and their uses?

• What aromatics, flavorings, and thickeners used in the preparation of stocks, soup, and sauces.

Unit Enduring Understandings Students will understand that… • There are many economical and nutritional

advantages regarding stocks, soups and sauces.


• How to prepare different types of stock, soup and sauces.

• Different terminology related to stock, soup and sauces.

• Vocabulary related to stock, soup and sauce.

Unit Objectives Students will be able to… • Explain how to prepare stock, soup and sauces. • Demonstrate the ability to use several types of

thickeners. • Define Roux and explain its function. • Utilize interpersonal skills in the food lab. • Demonstrate the use of appropriate use of

cooking equipment in the lab. • Organize recipes, ingredients, and preparation

time. • Read, comprehend and adjust recipes.




Teacher Notes:





Content Area: FAMILY & CONSUMER SCIENCES Unit Title: FOOD HABITS: VEGETABLES, POTATOES, GRAINS AND LEGUMES, AND PASTA AND DUMPLINGS – UNIT VI Target Course/Grade Level: CULINARY ARTS / GRADE 12 Unit Summary: Various techniques and preparations are used to shape, cook, and store vegetables and herbs.

























• What are different types of cooking methods for vegetables, potatoes, grains and legumes, and pasta and dumplings?

• How do you select, store and prepare potatoes?

• How do you prepare grains and legumes? • How do you prepare pasta and dumplings?

Unit Enduring Understandings Students will understand that… • Most vegetables & herbs need some kind of advance

preparation before they are ready to serve or used as an ingredient

• Potato varieties differ in starch and moisture content, skin & flesh color, and shape and have different uses.

• Grains and legumes are economical and nutritious and have many applications.

• Highly versatile, pasta is an important element of most cuisines.


• How to prepare vegetables, potatoes, grains and legumes, and pasta and dumplings

• How to select, store, and prepare potatoes • How to prepare grains and legumes according

to the standard methods • How to select and prepare fresh and dried

pasta

Unit Objectives Students will be able to… • Explain how to prepare vegetables, potatoes, grains

and legumes, and pasta and dumplings • Demonstrate the ability to select, store, and prepare

potatoes • Demonstrate the ability to prepare grains and

legumes according to the standard methods • Demonstrate the ability to select and prepare fresh

and dried pasta



• Text: The Professional Chef, Exploring Professional Cooking, Cookbooks • Worksheets • Videos • Web access • Projector • Computer Lab • Foods Lab • Cooking equipment • Food storage equipment • Guest Speakers

Teacher Notes:




Unit Overview

Content Area: FAMILY & CONSUMER SCIENCES Unit Title: Food habits: MEATS, POULTRY, FISH, & SHELLFISH – UNIT VII Target Course/Grade Level: 12 Unit Summary: Basic preparations and techniques used to prepare a variety of meats, poultry, and fish are explored. A chef who can determine the exact point when meats, poultry, or fish are properly cooked can greatly increase the quality of any dish. Primary interdisciplinary connections: Infused within the unit are connections to the NJ Core Content Standards in 21st Century Life and Careers as well as Core Standards in Language Arts














resources to achieve societal goals and provide individual services. 9.4.12.I.1 Demonstrate language arts knowledge and skills required to pursue the full range of

postsecondary education and career opportunities.









• What are different types of cooking methods for meats, poultry, fish, & shellfish?

• How do you season meats, poultry, fish, & shellfish?

• How do you safely handle and store meats, poultry, fish, & shellfish?

Unit Enduring Understandings Students will understand that… • A chef who can determine the exact point when

meats, poultry, or fish are properly cooked can greatly increase the quality of any dish.

• Food safety is very important. Foods in this unit are highly perishable and can contaminate other foods which can lead to food borne illness.


• How to select and prepare a variety of seasonings, including salt and pepper as well as spice and herb blends.

• How to use various types of marinades and sauces to achieve the desired effect.

• The various tests for doneness when preparing meats, poultry, and fish prepare grains and legumes according to the standard methods.

• How to safely handle and store meats, poultry, fish, & shellfish.

Unit Objectives Students will be able to… • Select and prepare a variety of seasonings,

including salt and pepper as well as spice and herb blends.

• Use various types of marinades and sauces to achieve the desired effect.

• Name the various tests for doneness when preparing meats, poultry, and fish.

• Explain carryover cooking and how it affects the doneness of meats, poultry, and fish dishes.

• Explain how to safely handle and store meats, poultry, fish, & shellfish.




Teacher Notes:



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