21st Century Instructional Guide for Career Technical Education
ProStart 2A
Human Services Cluster
Hospitality Education and Training
Title:
ProStart 2A (1019)
Standard Number:
HS.S.PS2A.1
Essential Questions:
Objectives:
HS.O.PS2A.1.1
History of Foodservice
Students will discuss the history/tradition of foodservice.
Does the history of foodservice help prepare for future trends?
Students will
Learning Plan & Notes to Instructor:
research the history of food service including
Have students prepare a timeline of major events in
its relationship with world history.
the history of foodservice. Post in classroom.
discuss famous chefs including their major
Have each student choose a different chef to
accomplishments.
research.
Have the student prepare a short presentation
(video, powerpoint).
relate information about global
Have each student choose a different culture to
cultures/traditions related to food.
research.
Have each student prepare a presentation on the
culture describing the culture and their foods.
Have students gather a sampling of basic recipes
from the culture to plan what might be an appetizer,
entrée, dessert and beverage. On special days, have
students choose a culture to create and sample, i.e.
Thai Day.
discuss historical entrepreneurs that made
Have students research different entrepreneurs in
influences on the US foodservice industry.
the last 200 years that have made major differences
in the US foodservice industry.
organize the segments of the foodservice
Divide students into two groups.
industry.
Have each group choose either commercial or
noncommercial. Give each group a poster board.
Have each group list as many types of each segment
as they can think of.
research career opportunities available in the
Have students research and report their findings in
1
HS.O.PS2A.1.2
HS.O.PS2A.1.3
HS.O.PS2A.1.4
HS.O.PS2A.1.5
HS.O.PS2A.1.6
HS.O.PS2A.1.7
HS.O.PS2A.1.8
Standard Number:
HS.S.PS2A.2
Essential Questions:
Objectives:
HS.O.PS2A.2.1
HS.O.PS2A.2.2
HS.O.PS2A.2.3
HS.O.PS2A.2.4
HS.O.PS2A.2.5
HS.O.PS2A.2.6
foodservice industry.
research the impact of future economic,
technological and social changes in the
foodservice industry.
an executive summary.
Have students define aquaculture, organic farming,
hydroponic gardening and genetic engineering.
Have students use the internet to research trends in
foodservice and report to the class their findings. i.e.
green trends. Have students complete a webquest
on genetically engineered foods (see links and
resources).
Have students create a timeline of major changes in
US foodservice. Post in classroom.
timeline the growth of foodservice throughout
the history of the United States.
Potatoes, Grains and Pasta
Students will prepare potatoes, grains and pasta.
What major role does potatoes, grains and pasta play in the foodservice industry?
Students will
Learning Plan & Notes to Instructor:
examine the selection, receiving and storing
Have students create a table listing potatoes, grains,
process for potatoes, grains, and pasta.
and pastas. Have columns of selection, receiving
and storing. Have students research how to select
potatoes, grains, and pastas. Have students
research what to look for in receiving and storage
procedures.
chart the various forms of wheat.
Have students list the various types of wheat and
determine the uses for each form of wheat.
contrast various types of potatoes with their
Have students list various types of potatoes,
uses.
describe their appearance, and determine the uses
for each form of potato.
prepare grains/legumes using a variety of
Have students prepare a list of grains and legumes.
recipes and cooking techniques.
Have each student choose a grain or legume from
the list to research.
Have students find 2 recipes that uses the grain or
legume of their choice.
Have students share this information with the class.
Have students discuss the cooking techniques from
the recipes they have chosen.
contrast the difference between various types
Define grains and legumes. Discuss how grains and
of grains and legumes.
legumes are different.
chart characteristics of different types of pasta. Have students research different types of pasta.
2
HS.O.PS2A.2.7
Standard Number:
HS.S.PS2A.3
Essential Questions:
Objectives:
HS.O.PS2A.3.1
HS.O.PS2A.3.2
HS.O.PS2A.3.3
HS.O.PS2A.3.4
HS.O.PS2A.3.5
HS.O.PS2A.3.6
Have students list the different uses for each type of
pasta.
Have students choose a different type of pasta and
find recipes to share.
develop pasta recipes using various cooking
techniques.
Standard Accounting Practices
Students will demonstrate use of standard accounting practices in foodservice operations.
What is the role and relevance of proper accounting procedures in the success of a
foodservice operation?
Students will
Learning Plan & Notes to Instructor:
interpret key accounting terminology used in
Have students define key accounting terms from the
foodservice operations.
text.
Discuss each term relative to a restaurant business.
calculate cost of sales using opening and
Discuss what cost of sales means to a business.
closing inventory data.
Give students the formula opening inventory +
purchases closing inventory =cost of sales.
Demonstrate calculating the cost of sales.
Have students calculate several problems figuring
cost of sales.
demonstrate double entry accounting used in
Give students an overview of double entry
foodservice operations.
accounting explaining for every debit there is a credit
and that each type of account has a balance side.
Demonstrate double entry accounting t accounts f or
transactions relative to a foodservice operation.
Have students then practice double entry accounting
transactions.
demonstrate use of common accounting
Have students analyze information from various
practices in foodservice operations.
financial accounting forms.
interpret income statements used in
Discuss the purpose of an income statement which
foodservice operations.
is to check the financial profit or loss of a business.
Discuss that revenue and expenses are shown on an
income statement. Revenue is money coming in and
Expenses is money going out of a business. If the
money coming in (revenue) is greater than money
going out (expenses), there is profit.
interpret balance sheets used in foodservice
Discuss the setup of a balance sheet.
operations.
Discuss the accounting equation that
3
HS.O.PS2A.3.7
Standard Number:
HS.S.PS2A.4
Essential Questions:
Objectives:
HS.O.PS2A.4.1
HS.O.PS2A.4.2
HS.O.PS2A.4.3
assets=liabilities + owner’s equity.
Discuss that if the equation does not match, there is
an error in the balance sheet. A balance sheet at the
beginning of the month changes throughout the time
period because assets, liabilities, and owner’s equity
changes through the time period.
use the balance sheet to determine assets,
Discuss the function of a balance sheet which shows
liabilities, and owners equity.
the beginning balances of assets (what you own),
liabilities (what you owe) and owner’s equity (what
the worth of the business is).
Have students analyze the information on a balance
sheet.
Service Techniques in Food Service Operation
Students will quality service techniques in the foodservice operation industry.
Does quality service influence future success in foodservice operations?
Students will
Learning Plan & Notes to Instructor:
discuss the duties and responsibilities of
Have students define maitre hotel, headwaiter,
traditional service staff members.
captain, front waiter and apprentice.
Have students discuss what each of these staff
members’ responsibilities are.
describe the differences between American,
Discuss with students that service styles depend on
French, English, Russian, and quick service.
men, theme, décor, and level of formality.
Have students research a theme style restaurant on
the internet. Have them create a poster showing
theme, décor, and formality of the restaurant to
share.
Have students create a chart listing American,
French, English, Russian and quick service. On the
chart, list the service elements that make each style
of service.
explain the specific uses for the different types Have students list butter knife, fish knife, steakknife,
of dining utensils.
dinner fork, salad fork, fish fork, cake fork, snail fork,
lobster fork, oyster fork, soup spoon, teaspoon,
sauce spoon, coffee spoon, expresso spoon, sundae
spoon, grapefruit spoon, pastry tongs, cake server,
pie server, snail tongs, shell crackers, dinner plate,
4
HS.O.PS2A.4.4
HS.O.PS2A.4.5
HS.O.PS2A.4.6
HS.O.PS2A.4.7
HS.O.PS2A.4.8
HS.O.PS2A.4.9
Standard Number:
HS.S.PS2A.5
Essential Questions:
Objectives:
salad plate, bread plate, soup place, tureen, snail
plate, sauce boat, finger bowl and glassware. For
each of these, have students explain their purpose.
Demonstrate how to use these utensils.
Have various dining utensils available for students to
practice using.
demonstrate tableside preparation techniques. Discuss how to correctly handle utensils when
serving.
Have students prepare a poster on the Do’s and
Don’ts of proper tableside techniques.
Have students role play proper service techniques.
explain the correct way to stock a service
Have students list the elements needed in a service
station.
station. Have students discuss how to stock the
station.
demonstrate the correct way to set and clear
Have students research on the internet the correct
the table.
way to set a table and what utensils to use.
Have students diagram the proper way to set the
table.
Discuss the proper procedures for clearing the table.
role play suggestive selling methods
Have students role play service and suggestive
selling of entrée specials, desserts, descriptive
phrases, follow-up phrases, and guest satisfaction.
describe methods used to effectively resolve
Have students create a poster for the workplace
customer complaints.
“Review the Rules” dealing with customer
complaints.
Have students roleplay different scenarios to resolve
customer complaints.
demonstrate the proper way to present a guest Role play customer service procedures for following
check, receive payment, and say goodbye to a up with a customer with bill presentation and
guest.
payment.
Desserts and Baked Goods
Students will
 demonstrate how to prepare desserts and baked goods.
 demonstrate knowledge of dessert and baked goods preparation.
How do desserts and baked goods play a role in the foodservice industry?
Students will
Learning Plan & Notes to Instructor:
5
PS.O.PS2A.5.1
discuss the functions of basic ingredients used
in preparing desserts and breads.
PS.O.PS2A.5.2
chart the types of strengtheners, shortenings,
sweeteners, flavorings, leaveners, and
thickeners.
PS.O.PS2A.5.3
differentiate between lean dough, rich dough,
sour dough
PS.O.PS2A.5.4
demonstrate how to bake different types of
breads, pastries, pies, cakes.
PS.O.PS2A.5.5
demonstrate various preparation methods of
different types of cookies.
PS.O.PS2A.5.6
chart how chocolate is made, tempered, and
stored.
PS.O.PS2A.5.7
prepare crème anglaise, pastry creams and
Bavarian creams.
PS.O.PS2A.5.8
outline the steps to prepare tortes and
poached fruits.
Give students an overview of basic baking
ingredients including strengtheners, shortenings,
sweeteners, flavorings, leaveners, thickeners, and
liquids.
Have the students discuss the function of each of the
basic baking ingredients.
Have the students give examples of each of these
ingredients.
Have students discuss the differences between lean
dough, rich dough, and sour dough and give
examples of each type.
Have students search for recipes of different types of
breads, pastries, pies, and cakes.
Have the class choose recipes for preparation.
Have students prepare a list of ingredients,
equipment and utensils needed.
Have students calculate yield.
Have students prepare the recipes.
Have students research the seven methods of
making cookies and give examples of cookies for
each method.
Have students prepare cookies using the seven
methods of making cookies.
Have students research how chocolate is made.
Have students define tempering.
Have students describe the procedure for storing
chocolate.
Have students analyze the differences between
crème anglaise, pastry cream and Bavarian cream.
Discuss how to prepare each type of cream.
Demonstrate how to prepare each type of cream.
Have students demonstrate how to prepare each
type of cream.
Have students research a recipe for a torte.
Have students list the steps to prepare the torte from
the recipe.
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Have students list the steps for preparing poached
apples.
Have students research a recipe for poaching
apples.
Have students use various recipes to prepare
common desserts.
Have students evaluate their methods.
Have students evaluate their product.
PS.O.PS2A.5.9
prepare common desserts using various
methods.
Standard Number:
HS.S.PS2A.6
Purchasing and Inventory Control
Students will
 demonstrate appropriate purchasing and inventory control procedures.
 demonstrate knowledge of purchasing and inventory control.
What is the value of purchasing and inventory control to the success of a foodservice
operation?
Students will
Learning Plan & Notes to Instructor:
explain the relationship between primary and
Have students discuss what a primary source is and
intermediary sources and retailers.
give examples of primary sources.
Have students discuss what intermediary sources
are and give examples.
Have students discuss what retailers are and give
examples.
differentiate between formal and informal
Have students define formal buying, informal buying,
buying and formal bidding processes.
and formal bidding.
discuss factors that influence food prices.
Give students a list of economic factors.
Have students evaluate these factors and give
examples of each.
Have students use gas prices to explain food price
changes from the supplier through the customer’s bill
at a restaurant.
explain how production records influence
Discuss the role of supply and demand. Discuss
purchasing decisions.
growing seasons, weather and climate changes, and
politics influence prices and purchasing decisions.
Have students research products that have risen in
price to determine causes.
discuss the criteria for selecting appropriate
Have students define reputable.
suppliers.
Have students get into groups to make a list of things
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Essential Questions:
Objectives:
HS.O.PS2A.6.1
HS.O.PS2A.6.2
HS.O.PS2A.6.3
HS.O.PS2A.6.4
HS.O.PS2A.6.5
HS.O.PS2A.6.6
discuss proper receiving, storing, and issuing
methods.
HS.O.PS2A.6.7
differentiate between perpetual and periodic
inventory methods.
HS.O.PS2A.6.8
review the steps of purchasing.
HS.O.PS2A.6.9
analyze control of inventory.
HS.O.PS2A.6.10
demonstrate how to write purchase
specifications and purchase orders.
that can go wrong when ordering.
Have students also make a list of services suppliers
might provide. Bring groups together to make a
class list.
Have students analyze the list to determine what
makes a good supplier and why?
Have students analyze receiving, storing, and
issuing.
Have students divide into three groups. One group
will choose receiving, etc. Each group will develop a
plan (what to look for, what to remember, what
methods to use, safety rules) for the area they have
chosen.
Have students define perpetual inventory.
Have students define periodic inventory.
Have students give samples where they have seen
perpetual inventory or periodic inventory. (i.e.
Christmas, Lowes, etc.)
Have students prepare a flow chart of the 10 steps of
purchasing.
Discuss the value of inventory.
Discuss inventory tracking.
Discuss the 4 elements of a well-managed inventory.
Have students define periodic inventory.
Have students define par stock and reorder point.
Have students define fifo.
Demonstrate how to use the reorder point formula
(par stock-reorder point + normal usage until delivery
= amount ordred.
Have students perform calculations using the reorder
point formula.
Review the elements of a purchase order.
Give students a sample purchase order with a list of
items to purchase. Give them an address on the
internet, a catalog, or information needed to correctly
fill out the purchase order.
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21st Century Skills
Thinking and
Reasoning Skills:
Personal, and
Workplace, Skills:
Entrepreneurship
Skills:
Learning Skills & Technology Tools
Teaching Strategies
Culminating Activity
21C.0.9Student recognizes information Students will research
12.1.LS.1
needed for problem solving,
cuisines and cultures
can efficiently browse, search
using Internet sites to
and navigate online to access
identify traditions for foods
relevant information, evaluates and cultural evolvement.
information based on credibility, Students will incorporate
social, economic, political
this study into a
and/or ethical issues, and
PowerPoint Presentation.
presents findings clearly and
persuasively using a range of
technology tools and media.
21C.O.9Student draws conclusions
Students will analyze
12.2.LS.2
from a variety of data sources
financial documents to
to analyze and interpret
determine and inventories
systems.
to develop a purchasing
plan.
21C.O.9-12.
Student demonstrates
Student will develop a
3.LS3
ownership of his/her learning
portfolio of learning and
by setting goals, monitoring
work experiences
and adjusting performance,
throughout the ProStart
extending learning, using what
program.
he/she has learned to adapt to
new situations, and displaying
perseverance and commitment
to continued learning.
Learning Skills & Technology Tools
Teaching Strategies
Culminating Activity
Student understands concepts Students will utilize
and procedures needed for
computer software and
basic computer operations.
hardware to complete
assignments.
Evidence of
Success
Presentations
Purchasing Plan
Portfolio
Evidence of
Success
Charts, Tables,
Diagrams,
Flowcharts, Reports
Internet research
PowerPoint
presentations.
Culminating Assessment:
9
End of chapter activities.
End of chapter assessments.
WV OCTI Assessment
Certification test given by NRA to the students who qualify.
Completion of required hours in working toward certification to those students who choose to qualify.
Participation by student teams in the Hospitality Cup competition and the National ProStart
competition for those students who qualify.
Links and Other Resources
Related Websites:
Links and Other
Resources:
Organizations
http://careertech.k12.wv.us/pathwaystosuccess/ Pathways to Success
http://careertech.k12.wv.us/West Virginia Career and Technical Education
www.wvheat.org West Virginia HEAT
http://www.wvhta.com/ West Virginia Hospitality and Travel Association
http://www.nraef.org/prostart/
www.fcclainc.org/
www.skillsusa.org/
http://prostart.restaurant.org/ ProStart National Home Page
www.acfchefs.org/ American Culinary Federation
http://www.wvfarm2u.org/ Collaborative for 21st Century Appalachia
http://goprostart.com/
Career and Workplace
http://www.readwritethink.org/lessons/lesson_view.asp?id=1110
www.ilr.cornell.edu/library/research/subjectguides/workplacediversity.html
http://www.hotel-online.com/Trends/EI/EI_ServiceChallenge.html
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http://www.dol.gov/ U.S. Department of Labor in the 21st Century
www.acinet.org America's Career InfoNet
www.ajb.orgAmerica's Job Bank
www.servicelocator.orgAmerica's Service Locator
www.careeronestop.org CareerOneStop
www.doleta.govEmployment & Training Administration
http://www.jan.wvu.edu The Job Accommodation Network (JAN)
http://www.bls.gov/opub/mlr/indexL.htm#Labor forceMonthly Labor Review Online: Labor Force
Archives
www.doleta.gov/programs/onetOccupational Information Network
www.dol.gov/odep Office of Disability Employment Policy
http://www.careervoyages.gov/index.cfm Career Voyages
https://www.workforcewv.org/ Workforce West Virginia
Scholarships
https://www.nraef.org/scholarships/
http://www.wvhta.com/ West Virginia Hospitality and Travel Association
http://www.wvtechprep.wvnet.edu/edge.htm West Virginia Earn A Degree Graduate Early (EDGE)
www.nraef.org/prostart/National Restaurant Association Solutions (Educational Foundation)
Professional Community
http://www.fohboh.com/
Workplace Safety
http://www.servsafe.com/
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http://www.croetweb.com/links.cfm?subtopicID=424 Hospitality - Hotel, Restaurant and Kitchen
Safety
Entrepreneurship
www.entrepreneur.com/startingabusiness/businessideas/startupkits/article73384.html
http://www.wvfarm2u.org/ Collaborative for 21st Century Appalachia
Sustainable Agriculture and Locally Grown Products
http://www.wvfarm2u.org/
http://www.farmtotablenm.org/
Culinary Reference
www.foodreference.com/
www.foodreference.com/html/recipecontests.html
www.foodnetwork.com
www.khake.com
www.epicurious.com
www.restaurant.org/business/sites_food.cfm
www.topsecretrecipes.com
www.whfoods.com
www.menupages.com
Curriculum and Lesson Planning
http://www.cafemeetingplace.com/
http://www.hotel-online.com/Trends/EI/EI_ServiceChallenge.html
http://www.doe.in.gov/octe/facs/nutritionwell.html#resources Indiana CTE Resources
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http://missouricareereducation.org/curr/cmd/facsG/NutriWell/index.html Missouri Resources
http://www.intel.com/education/tools/index.htm Intel Thinking Tools
www.uen.org/ Utah Education Network
Global Concerns
http://www.gamesforchange.org/channels/poverty Select for environmental and global nutrition
concerns
http://dnafordinner.blogspot.com/ Genetically engineered foods
http://home.earthlink.net/~spcemonk/webquest.html
Nutrition
http://www.proquestk12.com/bulletins/08MAR/TM_PQPlatinum.shtml Food obsessions
http://www.nutritiondata.com/
http://www.ces.purdue.edu/nutrition/ Nutrition database
http://www.learntobehealthy.org/teens/index.aspx
www.mypyramid.gov
www.nutrition.gov/
www.nutritiondata.com/
www.hsph.harvard.edu/nutritionsource/
http://www.sugar.org/media/publications.asp?id=265
Councils
www.wvbeef.org
www.beefitswhatsfordinner.com/
www.beef.org/
13
http://www.nationaldairycouncil.org/nationaldairycouncil/Templates/LandingPage.htm
www.eatchicken.com/
www.poultryegg.org
www.theotherwhitemeat.com/
www.nppc.org/
Contacts:
Contacts:
CTE Teachers: See CTE Directory
WV Heat Coordinator: Donna Wilkes dwilkes@access.k12.wv.us
OCTI Assistant Executive Director and EOCTST Coordinator: Donna Burge-Tetrick
OCTI Executive Director: Gene Coulson
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