San Juan Unified School District
Course of Study
1. Course Title
Introduction to Culinary Arts
2. School: San Juan High School
3. Subject Area
 History / Social Science
 English
School Contact Name: Sandi Coulter
 Mathematics
Title/Position: Instructor
 Science
Phone: 971-5176 cell 203-6727
 Language other than English
FAX: 971-5111
 Visual & Performing Arts
eMail: scoulter@sanjuan.edu
X Career / Technology Education
 Physical Education
4. Grade Level(s): 10
 Elective
5. Prerequisites: none
6. Unit Value:
 5 (Semester Equivalent)
X
10 (One Year Equivalent)
* Official Use Only *
Transcript Course Code / Number _____________________
CBEDS Code
_____________________
Date of School Board Approval
_____________________
7/13/2016
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1. Course Description (brief paragraph)
Introduction to Culinary Arts is an introductory competency based course
that will prepare students to enter the Foodservice and Hospitality pathway.
The course is designed to give students classroom instruction and applied
practice in kitchen safety and sanitation, food preparation techniques,
nutrition, and cuisines of the world. Students will develop skills through the
use of authentic application of industry standards.
2. Course Goals
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To develop entry level food production skills including safety and sanitation,
understanding recipes and measurement
To demonstrate an understanding of nutrition concepts and their application
To understand how to organize and structure work individually and in teams
for effective time management, performance and attainment of goals
To develop an appreciation of diversity through the exploration of world
cuisines
3. Objectives/Standards
California CTE Standards
Hospitality, Tourism, and Recreation Industry Sector (HTR)
Knowledge and Performance Anchor Standards
1.0 Academics
Students will analyze and apply academic standards required for
successful industry sector pathway completion leading to
postsecondary education and employment.
2.0 Communications
Students will acquire and accurately use Hospitality, Tourism, and
Recreation sector terminology and protocols at the career and
college readiness level for communicating effectively in oral,
written, and multimedia formats.
3.0 Career Planning and Management
Students will integrate multiple sources of career information from
diverse formats to make informed career decisions, solve
problems, and mange personal career plans.
4.0 Technology
Students will use existing and emerging technology, to
investigate, research, and produce products and services,
including new information, as required in the Hospitality, Tourism,
and Recreation sector workplace environment.
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5.0 Problem Solving and Critical Thinking
Students will conduct short, as well as sustained, research to
create alternative solutions to answer a question or solve a
problem unique to the Hospitality, Tourism, and Recreation, using
critical and creative thinking; logical reasoning, analysis, inquiry,
and problem-solving techniques.
6.0 Health and Safety
Students will demonstrate health and safety procedures,
regulations, and personal health practices and determine the
meaning of symbols, key terms and domain-specific words and
phrases as related to the Hospitality, Tourism, and Recreation
sector workplace environment.
7.0 Responsibility and Flexibility
Students will initiate, and participate in, a range of collaborations
demonstrating behaviors that reflect personal and professional
responsibility, flexibility, and respect in the Hospitality, Tourism,
and Recreation sector workplace environment and community
settings.
8.0 Ethics and Legal Responsibilities
Students will practice professional, ethical, and legal behavior,
responding thoughtfully to diverse perspectives and resolving
contradictions when possible, consistent with applicable laws,
regulations, and organizational norms.
9.0 Leadership and Teamwork
Students will work with peers to promote divergent and creative `
perspectives, effective leadership, group dynamics, team and
individual decision making, benefits of workforce diversity, and
conflict resolution as practiced in the career technical student
organization (FHA-HERO, the California Affiliate of FCCLA).
10.0 Technical Knowledge and Skills
Students will apply essential technical knowledge and skills
common to all pathways in the Hospitality, Tourism, and
Recreation sector, following procedures when carrying out
experiments or performing technical tasks.
11.0 Demonstration and Application
Students will demonstrate and apply the knowledge and skills
contained in the Hospitality, Tourism, and Recreation anchor
standards, pathway standards and performance indicators in
classroom, laboratory and workplace settings, and through the
career technical student organization (FHA-HERO, the California
Affiliate of FCCLA).
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4. Course Outline
Unit 1 Culinary Basics
This unit begins developing the work habits that are required in the food
service and hospitality industry. Topics covered include: safety and
sanitation, knife skills, tools and equipment, kitchen design, reading
recipes, measurement, food preparation techniques, dining etiquette,
and shopping for food.
Unit 2 Nutrition Basics
This unit is will explore nutrition concepts and their application. The
nutrients, digestion, metabolism, the Dietary Guidelines for Americans,
MyPlate, menu planning, nutrition through the life cycle, eating
disorders and special diets are among the topics covered.
Unit 3 American Regional Cuisine
This unit will focus on the regional cuisines and specific cookery
methods and ingredients of the United States.
Unit 4 World Cuisines
This unit will develop food preparation skills and cultural awareness
through the study of the cuisines of the world.
5. Key Assignments
Unit 1 Culinary Basics
Students will develop food preparation skills through precision knife cut
fabrications, following recipes and applying measuring techniques during
food production.
Students will develop a menu and table display based on the FHA-HERO
Competitive Recognition Event theme.
Unit 2 Nutrition Basics
Students will research a current nutrition topic and present an oral
presentation with a visual aid.
Students will create a personalized nutritional analysis using MyPlate.
Unit 3 American Regional Cuisine
Students will research the cuisine of a specific region of the United
States, compare the unique similarities and differences in American
cuisine, explain the importance of the immigration phenomena in the
shaping of American cuisine, produce regional cuisine dishes, which
employ standard principles, concepts, and quality, write a report
discussing their findings, prepare a presentation handout and make an
oral presentation with visual aids.
Unit 4 World Cuisines
Students will develop a world cuisine travelogue research project, visual
display, cuisine sample and oral presentation.
13. Texts & Supplemental Instructional Materials
Food For Today, Glencoe (2010), ISBN: 978-0-07-888366-8
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Guide to Good Food, Velda L. Largen and Deborah L. Bence,
The Goodheart-Wilcox Company, Inc. (2008),
ISBN-13: 978-1-59070-690-9, ISBN-10: 1-59070-690-0
Assorted instructional videos and video clips
FHA-HERO Competitive Recognition Event Guide
14. Instructional Methods and/or Strategies
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Lecture
Student teacher question and answer
Interviews
Guest speakers
Instructional videos
Filed trips
Scenarios and role play
Cooperative learning
Academic Discourse-group and class discussion
Oral presentations
Written scenario writing prompts
Internet research and development of multimedia presentations
Project Based Learning
Demonstration
Labs and applied production practice
Community classroom
15. Assessment Methods and/or Tools
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Tests and quizzes
Instructor and peer review
Self-reflection
Lab Evaluations
Work performance review
Profitable Balance Sheet
Professional Portfolio
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