WEEK
Week 1
Week 2
Week 3
CULINARY 1
TOPIC
Course
Introduction
Safety &
Sanitation
SUGGESTED ACTIVITIES
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Safety & Sanitation
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Planning Systems
-teams &
teamwork
-lab planning
-mise en place
-sensory
perception
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As a class, have students brainstorm
ESSENTIAL classroom and lab rules and
policies that support the school policies and
procedures and follow general safety and
sanitation guidelines. Condense to the Essential
10.
“Can Your Kitchen Pass?” – Review health
code inspection checklist as a class.
Review online Journal Red/Green report in
Thursday’s edition of the newspaper. Discuss
the importance of health inspections.
Science in the Kitchen – Sample various
kitchen surfaces using Petri-dish. Have students
observe growth over 3 day period.
Oil/Cinnamon OR Glow Germ Hand washing
activity to illustrate the spread of bacteria and
proper hand washing techniques.
Create a safety brochure to share with the class.
Discuss proper dishwashing techniques. Have
students demonstrate proper techniques using
Rubber Glove Relay!
Assign each lab a food borne illness to research
and present to the class.
Kitchen cleanliness scavenger hunt/ remove old
broken or un clean dishes
STUDENTS SHOULD HAVE PROPER
SAFETY SHOES
Show the movie “Ratatouille”. Discuss modern
brigade system and teamwork and
collaboration as they relate to culinary lab.
Share lab planning form with class, discuss
roles and responsibilities of each lab
role/brigade system.
Have students participate in the “unplanned
lab” to illustrate the importance of knowing
about lab systems, teamwork, measurement and
tool terminology to increase the chances for
successful labs.
Team building Activity – find 25 pictures/clip
art that are relevant to the course on overhead
or PowerPoint, show students as a class for 15
seconds & have students write down what they
see. Show students again, having them work
together with a partner, then as a lab group.
Discuss the idea of working as a team and the
ability to work better & smarter as a team.
Mise en Place intro- Divide class into 4-6
teams. Give each team a recipe that they will be
required to mise en place for (prep for, not
prepare). Prepare a written inventory of the
ingredients, small ware, tools, equipment for
each recipe & have them prepare a firing
schedule (timeline) for the entire dish.
Standards:
Understands the essential components of an investigation in
culinary arts –
and the proper safety procedures commonly used in food service Uses multiple resources –
and a variety of data and information –
to investigate and understand causes, prevention, symptoms,
and treatment of food borne illnesses –
Demonstrates how following good safety practices helps
prevent kitchen accidents
Implements and evaluates food science principles
Plans and prepares meals within budgetary limits that provide
good nutrition, consideration of food preferences, meal appeal.
Synthesizes and organizes information (CLAS 0( to describe styles
, features, and uses of major kitchen appliances and tools
Identifies personal food choices and factors that influence
eating habits
Week 4
Week 5
Week 6
Week 7
Week 8
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Basic Nutrition
-New Dietary
Guidelines
-Food Guide
Pyramid
-Label Reading
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Kitchen Tools &
Equipment &
Measuring
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Kitchen Tools &
Equipment &
Measuring
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Recipe Reading,
Math Skills & Cost
Analysis
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Recipe Reading,
Math Skills & Cost
Analysis
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Introduce the 5 senses and their role in tasting,
share a visual/diagram of the tongue. Have
students participate in a tasting lab using
spices, salad dressings, nuts, etc.
Baby food game
Discuss APS Food & Wellness Policy (Jenny
McCarty, APS) as it relates to nutrition
http://www.apsfacilities.org/nutrition/pdfs/ddas
/91WellnessGuideColor.pdf
Introduce the NEW “My Pyramid” to students
(www.mypyramid.gov). Have students create
an account on the website and complete the
“My Pyramid Plan and Tracker” to assess a
weeks worth of meals.
Have student’s complete Heart Healthy Trail
mix lab to introduce serving sizes & portion
control.
Cheese tasting event- various types of cheese
Identifies classifications within nutrient groups
Have students participate in a kitchen tool
scavenger hunt.
Have students participate in no bake cookie
unplanned lab.
Student small appliance/equipment
demonstration to the class. Assign each
student/lab an appliance to research and demo
to the class.
Identifies a variety of small kitchen utensils and appliances and
discusses their functions
Show students visual Gallon Man or “G”
activity (Unna Valdez, John Hunter) to
illustrate equivalencies.
Measurement labs/demonstrations using water,
dry spices, sugar.
Represents and analyzes quantitative relationships and implements
food science principles to solve problems in the culinary arts.
Discuss importance of standardized recipes,
introduce different recipe formats and parts of a
recipe. Compare a standardized recipe with one
from home for differences & similarities.
Rearrange the order of a basic recipe (leave out
a tool, ingredient, equivalents, and amount), cut
into strips and have students as a lab put the
recipe back together. Students prepare newly
arranged recipe to share with the class. Have
the correctly prepared product as a control
(teacher prepared). Discuss the final product.
Introduce recipe conversion. Have students
double and cut a recipe in half (changing
yield).
Review equivalencies. Discuss weight vs.
volume.
Have students figure the cost of 2-3 recipes.
Compare to the store bought version of the
same product.
Reads and correctly follows directions in a recipe
Recognizes, constructs, and compares a Food Guide Pyramid
with own personal diet
Understands the essential components of an investigation in
culinary arts, including appropriate methodologies, proper
equipment and safety procedures
Accesses electronic information) and uses ratio and proportion
to apply various dietary guidelines in planning to meet nutrition
and wellness needs
Week 9
Week 10
Week 11
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Quick Breads /
Grains
-competition ?
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Knife Skills
Table Setting,
Service & Etiquette
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Eggs (as food)
Breakfast
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Use fractions & algebraic equation to figure
cost of a recipe. Have a math teacher come to
teach the students.
Have students participate in a taste test lab.
Blindfold students to have them compare store
brand vs. name brand foods/snacks.
Introduce the function of basic baking
ingredients.
Identify the characteristics & functions of quick
breads comparing drop and pour batters.
Have students conduct leavening experiments.
Using 2 beakers and balloons & baking soda
and powder
(http://www.uen.org/Lessonplan/preview.cgi?L
Pid=209)
Show “Good Eats” DVD with Alton Brown on
Muffins to demonstrate leavening experiments
(John Hunter).
Create a muffin lab.
Grains: Have students prepare a variety of Hot
Cereals (ie.steel-cut oatmeal, cream of wheat).
Review of safety techniques while using a
knife, including proper storage.
Identify parts of knife, choose knives for
specific tasks, demonstrate correct knife
handling and techniques including, dice, mince,
chop, cube, julienne, French fry.
Introduce American and Continental style.
Practice napkin folds as a class.
Egg selection, storage & anatomy.
Egg preparation techniques. Scrambled, fried,
poached, and hard cooked.
Egg Experiment Lab – using 1 egg per
technique, students prepare hard cooked, fried,
poached and scrambled eggs and evaluate each
for tenderness, appearance of the yolk and egg.
Culinary Arts 1
Scope & Sequence
Understands the essential components of an investigation in
culinary arts, including appropriate methodologies, proper
equipment and safety procedures
Demonstrates the use of various pieces of small kitchen
equipment, cookware and bake ware.
Demonstrates how following good safety practices helps
prevent kitchen accidents
Recognizes and demonstrates a variety of food preparation
terms and procedures (e.g., cream, sauté, dice, knead)
The culinary arts instructors reserve the right to change the order of the scope & sequence the scheduled
activities are tentative… more additional details visit the culinary arts website or updated calendar of events.
S.Harmond-Young
M.Miller
2013-2014