APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Culinary Arts I
MONTHLY TEMPLATE
8 ESSENTIAL COMPONENTS
Month: August
1. Performance Standards
Understands the essential components of an investigation in culinary arts (CSS 1, 2) and the proper safety procedures commonly
used in food service (CR 4D; NS: 8.2)
2. Essential Questions
Questions that lead students to
Big Ideas.
How does Culinary Arts impact me directly?
What differentiates Culinary Arts from other subjects?
How is a kitchen set up?
Why is planning important?
3. Big Ideas
Student answers to EQs that lead
them to the Big Ideas
What is Culinary Arts?
Why study Culinary Arts?
What is the kitchen brigade system?
How do you set up a kitchen efficiently?
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.
5. Content
What students need to know
(nouns)
Vocabulary List
Words students need to know to
understand concept
6. Skills
What students need to be able to
do (verbs)
Culinary Arts I
Planning
Lab Brigade System
Mise en place
Culinary Arts
Teamwork
Lab brigade
Teamwork
Mise en place
Brigade system
Five senses
Ratatouille
Demonstrate mise en place
Execute group brigade roles which will rotate each lab
Define the purpose of culinary arts
Work in a team environment
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Learning Activities / Lesson
Plan Links
Essential Experiences or Guided
Practice
7. Assessments:
Formative Assessments
How will students and teacher
know what students have
learned so far? Differentiated
Rubric Links / Attached
Culinary Arts I
MONTHLY TEMPLATE
-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
-Unplanned Lab activity
- Team Building activity—25 clip art pictures posted
-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); timeline
- 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.
-Continuously execute brigade roles in lab
-Continuously fill out lab brigade form
-Practice mise en place for each lab
-Teamwork skills
-Work ethic
Summative Assessments
How will students show that
they have mastered the
standard? Differentiated
Rubric Links / Attached
-Demonstrate mise en place of a specific recipe
-Within a team, complete a simple recipe after assigning brigade roles and completing team plan
-Essay on how Culinary Arts affects student’s life (include career interests)
8. Resources
Links,
Curriculum Frameworks,
Other Websites
Disney movie, “Ratatouille”
Scope and Sequence Culinary Arts I
Escoffier’s Kitchen Brigade System
APS/LEI/TLS/JAN08
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Culinary Arts I
MONTHLY TEMPLATE
8 ESSENTIAL COMPONENTS
Month: September
1. Performance Standards
Uses multiple resources (CLAS 5) and a variety of data and information (CMS 5) to investigate and understand causes,
prevention, symptoms, and treatment of food borne illnesses (CSS1-3) (CR:4D; NS:8.2,9.2)
Uses multiple resources (CLAS 5) and a variety of data and information (CMS 5) to investigate and understand causes,
prevention, symptoms, and treatment of food borne illnesses (CSS1-3) (CR:4D; NS:8.2,9.2)
Demonstrates how following good safety practices helps prevent kitchen accidents (CR -4D; NS -8.2, 9.2)
2. Essential Questions
Questions that lead students to
Big Ideas.
3. Big Ideas
Student answers to EQs that lead
them to the Big Ideas
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link
How do I know the food is safe?
What is the flow of food?
Why is Safety and Sanitation important?
How do I affect the preparation of food?

Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.
5. Content
What students need to know
(nouns)
Vocabulary List
Words students need to know to
understand concept
Culinary Arts I
Learn the importance of Food Safety
Developing good grooming and personal hygiene
Cleaning and sanitizing
Disposing of waste and recycling
Controlling pests
Identify fire hazards
Controlling fires
Using alarms and extinguishers
Lock down and evacuation procedures
Identify common kitchen accidents and injuries
Use of basic safety guidelines to prevent accidents and injuries
Bacteria
Biological hazards
Chemical hazards
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
6. Skills
What students need to be able to
do (verbs)
Learning Activities / Lesson
Plan Links
Essential Experiences or Guided
Practice
7. Assessments:
Culinary Arts I
Cross-contamination
FAT TOM
Flow of food
Foodborne illness
Fungi
Parasites
Pathogen
Pest management
Physical hazards
Sanitizing
Sanitizing solution
Temperature danger zone
Viruses
Water activity (Aw)
Demonstrate proper hand washing techniques
Identify food borne illnesses
Demonstrate proper dishwashing techniques
Identify the temperature danger zone
Identify the three types of hazards
Understand the meaning of FAT TOM
Understand the sources of contamination
Understand the meaning of cross-contamination
Demonstrate proper grooming and personal hygiene
-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 Albuquerque 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.
On going based on lab rubric
Formative Assessments
How will students and teacher
know what students have
learned so far? Differentiated
Rubric Links / Attached
Summative Assessments
How will students show that
they have mastered the
standard? Differentiated
Rubric Links / Attached
Culinary Arts I
MONTHLY TEMPLATE
-Students will individually demonstrate the nine steps of proper hand washing.
-Safety brochure: based on rubric
-Foodborne illness diagram and presentation: Based on rubric
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
8. Resources
Links,
Curriculum Frameworks,
Other Websites
Culinary Arts I
MONTHLY TEMPLATE
-Albuquerque Journal
-Health Code Inspection Check Lists
-Guide to Good Food textbook
-Intro to Culinary Arts textbook
- http://www.cabq.gov/envhealth/inspections/
- http://cogpubbkp.cabq.gov/envhealth/search.asp
- http://www.nmenv.state.nm.us/fod/food-program/foodregs.html
- http://www.nmrestaurant.org/displaycommon.cfm?an=1&subarticlenbr=76
- http://www.scrubclub.org/home.aspx
- http://www.fightbac.org/
- http://www.nmenv.state.nm.us/fod/Food_Program/shellfishonline/index.html
- http://www.foodsafeschools.org/
APS/LEI/TLS/JAN08
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
8 ESSENTIAL COMPONENTS
1. Performance Standards
Culinary Arts I
MONTHLY TEMPLATE
Month: October
Identifies a variety of small kitchen utensils and appliances and discusses their functions (CR – 1D; NS – 8.3).
Represents and analyzes quantitative relationships (CMS 8) and implements food science principles to solve problems in the
culinary arts.
Demonstrates the use of various pieces of small kitchen equipment, cookware and bake ware (CR–1D).
Demonstrates how following good safety practices help prevent kitchen accidents (CR-4D; NS-8.2, 9.2).
Reads and correctly follows directions in a recipe (CR – 1D, 1E; NS – 8.4).
Understands the essential components of an investigation in culinary arts, including appropriate methodologies, proper equipment
and safety procedures (CSS 1).
Accesses electronic information (CLAS 6) and uses ratio and proportion (CMS 4) to apply various dietary guidelines in planning to
meet nutrition and wellness needs (CR:1 E: NS: 9.3, 9.4, 9.6).
2. Essential Questions
Questions that lead students to
Big Ideas.
3. Big Ideas
Student answers to EQs that lead
them to the Big Ideas
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link
What tools and equipment are used in Culinary Arts?
What is a recipe?
How is Math used in the kitchen?
How do I utilize a recipe?
How do I execute a recipe adjustment?
What are basic egg preparation techniques?
What is the egg grading system?
What are common breakfast foods?
What are the functions of the kitchen tools and equipment?
What is the importance of math in Culinary Arts?
What are the components of breakfast cookery?
What is the proper way to use a knife?
What appliances, tools, and equipment are used in a kitchen?

Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
5. Content
What students need to know
(nouns)
Vocabulary List
Words students need to know to
understand concept
6. Skills
What students need to be able to
do (verbs)
Learning Activities / Lesson
Plan Links
Essential Experiences or Guided
Practice
Culinary Arts I
Culinary Arts I
MONTHLY TEMPLATE
Proper measurement techniques
Components of knifes
Proper knife safety
Importance of knife cuts
Variety of tools and equipment
Importance of culinary math in the Food Service Industry
Food preparation terms
Elements and structure of recipes
Common breakfast foods
Egg grading system
See attached list
-Demonstrate proper knife skills, use of tools, and measuring
-Identify food preparation terms
-Convert recipe yields
-Analyze a standardized recipe
-Display proper knife safety
-Identify best egg grade
-Prepare variety of breakfast dishes
-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).
-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.
-Measurement labs/demonstrations using water, dry spices, sugar
-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.
-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.
-Egg selection, storage & anatomy.
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Culinary Arts I
MONTHLY TEMPLATE
-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.
-Breakfast cookery
7. Assessments:
Formative Assessments
How will students and teacher
know what students have
learned so far? Differentiated
Rubric Links / Attached
Summative Assessments
How will students show that
they have mastered the
standard? Differentiated
Rubric Links / Attached
8. Resources
Links,
Curriculum Frameworks,
Other Websites
-Continuously demonstrate proper measuring, knife skills, and use of tools in labs
-Convert recipe yields when appropriate for cost and time
-Demonstration of knowledge of food preparation terms; terms already learned and terms students will add to their knowledge
throughout the year
-Apply egg and breakfast cookery techniques in future labs
-Assessment covering food preparation terms, use of tools, identifying parts of a knife, equivalencies and abbreviations
-Individual lab demonstration (assess proper knife skills and safety and measuring of various ingredients)
-Students present poster of various tools (categories include measuring, prepping, baking/cooking) and their purposes
-Second 6 weeks assessment on Tools and Equipment, Recipe Analysis, Knife skills and Eggs
-Culinary Essentials Chapter 13
-Gallon Man
-http://www.incredibleegg.org/?utm_campaign=&utm_medium=cpc&utm_source=Google&utm_content=&utm_term=incredible%20edible%20egg&gclid=CMr8qDh_KACFQchDQodWUzHvw
-http://www.wikihow.com/Sharpen-a-Knife
APS/LEI/TLS/JAN08
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
8 ESSENTIAL COMPONENTS
1. Performance Standards
2. Essential Questions
Questions that lead students to Big
Ideas.
3. Big Ideas
Student answers to EQs that lead
them to the Big Ideas
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link
Culinary Arts I
MONTHLY TEMPLATE
Month: November
Demonstrates the use of various pieces of small kitchen equipment, cookware and bake ware (CR–1D).
Demonstrates how following good safety practices help prevent kitchen accidents (CR-4D; NS-8.2, 9.2).
Recognizes and demonstrates a variety of food preparation terms and procedures (e.g., cream, sauté, dice, knead) (CR-1D, 1E;
NS-9.3).
Implement food science principles in preparation of nutrient food groups (CR-1D, 1E; NS-9.6).
-How do you select and store baked foods?
-What are the effects of different baking ingredients?
-What is the difference between quick bread and yeast bread?
-What are the basic techniques that are part of the baking process?
-What mixing methods are used to mix yeast breads and quick breads?
-Why are selecting the correct pans, oven temperature, pan preparation, and proper type of oven part of the baking process?
-Why is baking a science?
-What are the different types of mixing methods?
-What are leavening agents?

Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.

Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
5. Content
What students need to know
(nouns)
Culinary Arts I
Types of bread
Types of mixing methods
Conventional cake method
Ingredient functions
Leavening agents
Proper pan selection and preparation
Baking techniques
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Vocabulary List
Words students need to know to
understand concept
6. Skills
What students need to be able to do
(verbs)
Learning Activities / Lesson Plan
Links
Essential Experiences or Guided
Practice
7. Assessments:
Formative Assessments
How will students and teacher
know what students have learned
so far? Differentiated
Rubric Links / Attached
Summative Assessments
How will students show that they
have mastered the standard?
Differentiated
Rubric Links / Attached
8. Resources
Links,
Curriculum Frameworks,
Other Websites
Culinary Arts I
MONTHLY TEMPLATE
See attached
-Perform various mixing methods
-Practice accurate measurements for baked goods
-Manipulate dough
-Knead dough
-Proper pan selection
-Prepare pans for baking
-Experiment with leavening agents
-Compare ingredient performances
-Yeast Air Balloons
-Complete gluten ball experiences
-Identify characteristics of quality yeast products; identify types of yeast and types of yeast dough.
-Demonstrate how yeast works. (http://www.exploratorium.edu/cooking/bread/activity-yeast.html
-Demonstrate proper methods of preparing yeast bread and rolls.
-Have students complete the gluten ball experiment. (http://www.exploratorium.edu/cooking/bread/activity-gluten.html)
-Soft pretzel lab, sweet/cinnamon roll lab
-Guest speaker: Flying Star, CNM Baking Program. Demonstrate yeast bread preparation or artisan bread preparation
*Short Assessment (Quick and Yeast Breads)
-Continually apply baking techniques during future labs
-Continually apply accurate measuring during future labs
-Prepare bread products as accompaniments with other food labs
-End of unit test
-Quizzes on ingredient functions, measuring, gluten formation, and leavening agents
-Quick and Yeast bread labs—emphasis on gluten formation and manipulating dough
-Science reflection (after experiments with gluten and yeast)
-Flying Star and CNM Baking Program (guest speakers)
-http://www.exploratorium.edu/cooking/bread/activity-yeast.html
APS/LEI/TLS/JAN08
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
8 ESSENTIAL COMPONENTS
1. Performance Standards
2. Essential Questions
Questions that lead students to
Big Ideas.
3. Big Ideas
Student answers to EQs that lead
them to the Big Ideas
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link
Culinary Arts I
MONTHLY TEMPLATE
Month: December
Recognizes and demonstrates a variety of food preparation terms and procedures (e.g., cream, sauté, dice, knead) (CR-1D, 1E;
NS-9.3).
Demonstrates the use of various pieces of small kitchen equipment, cookware and bake ware (CR–1D).
-What are the effects of different baking ingredients?
-What is the difference between quick bread and yeast bread?
-What are the characteristics of various baked desserts like cookies and pies?
-What preparation methods are used to make cookies and pies?
-What tools are appropriate to prepare cookies and pies?
-Why is baking a science?
-Why is measurement important?

Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.

Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
5. Content
What students need to know
(nouns)
Culinary Arts I
Types of pastries
Correct preparation methods for cookies and pies
Basic ingredients for pastry preparation
Mixing methods
Review and discuss functions of ingredients and characteristics and types of cookies
Modifying recipes for health and/or recipe analysis
High altitude modifications
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Vocabulary List
Words students need to know to
understand concept
6. Skills
What students need to be able to
do (verbs)
Learning Activities / Lesson
Plan Links
Essential Experiences or Guided
Practice
7. Assessments:
Formative Assessments
How will students and teacher
know what students have
learned so far? Differentiated
Rubric Links / Attached
Summative Assessments
How will students show that
they have mastered the
standard? Differentiated
Rubric Links / Attached
8. Resources
Links,
Curriculum Frameworks,
Other Websites
Culinary Arts I
MONTHLY TEMPLATE
See attached
Identifying types of cookies
Correct selection of smallwares and bakeware
Pie filling preparation
Demonstrate pie crust dough, rolling and fluting of crust.
Students demonstrate safety, sanitation techniques, measurement, and function of ingredients as they prepare pies and cookies.
-Demonstrate pie crust dough, rolling and fluting of crust.
-Students individually make a single crust recipe, using 6” aluminum tart/pie pans. Students choose a fruit or custard filling.
-Review and discuss functions of ingredients and characteristics and types of cookies.
-Modifying recipes for health and/or recipe analysis.
-High altitude modifications.
-Student/lab cookie demonstration assessment: students demonstrate safety, sanitation techniques, measurement, functions of
ingredients, etc.
6 weeks short cycle assessment (quick & yeast breads)
Ongoing lab work
Work sheets
Evaluation of finished product
Final Exam
-http://www.kingarthurflour.com/
-http://www.joyofbaking.com/
-http://www.ochef.com/327.htm
-http://www.pillsburybaking.com/bakers_corner/high_altitude_baking.aspx
-http://www.breadworld.com/
-http://www.baking911.com/bread/101_intro.htm
APS/LEI/TLS/JAN08
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Culinary Arts I
MONTHLY TEMPLATE
8 ESSENTIAL COMPONENTS
Month: January
1. Performance Standards
STRAND IV: NUTRITION
CONTENT STANDARD: The student demonstrates the ability to acquire, handle, and use foods to meet nutrition and
wellness needs of
individuals and families throughout life’s span.
D. The student identifies physical, emotional, social, psychological, economic, and cultural factors that lead to individual food
choices. The student analyzes the nutritional needs of an individual in order to plan, prepare, and deliver foods appropriate for the
individual’s lifestyle.
1. Understand various classifications of matter in food (CSS 6) and how the human body processes food in terms of cellular
processes (CSS 12).
2. Accesses electronic information (CLAS 6) and identifies personal food choices and factors that influence eating habits and how
science has produced knowledge relevant to human health (CSS 16)(CR-2A; NS-9.3).
3. Synthesizes and interprets information (CLAS 8, 9) and evaluates the influence of technology on society (CSS 15) and how
advertisement on food choices employs psychological strategies used to market food (CR-3A-C; NS-9.3).
4. Recognizes, constructs, and compares the Food Guide Pyramid with own personal diet (CR-1A; NS-9.3, 9.4).
5. Utilizes the information on food labels to evaluate how the food can be used to meet nutritional needs including the
relationships
between chemical energy and cellular processes (CSS 11, 12)(CR-3A; NS-9.4, 9.6).
6. Organizes information (CLAS 9) and recognizes different life stages, such as teen years, require different nutritional needs
(CR2A; NS-9.3, 9.4).
7. Uses a variety of computational methods (CMS 1) to plan and prepare meals within budgetary limits that provide good nutrition,
consideration of food preferences, with meal appeal and computes costs and solves computational problems that involve
quantities (CMS 9)(CR-2C; NS-9.3, 9.4, 9.6).
2. Essential Questions
Questions that lead students to
Big Ideas.
How Does Nutrition Affect Our Lives?
Why Do We Eat The Food We Eat?
3. Big Ideas
Student answers to EQs that lead
them to the Big Ideas
Basic Nutrition Principles
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link

Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Culinary Arts I
MONTHLY TEMPLATE

Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
5. Content
What students need to know
(nouns)
Nutrition
Nutrients
Food Guide Pyramid
Food labels
Intake
Deficiency
Vocabulary List
Words students need to know to
understand concept
See attached
6. Skills
What students need to be able to
do (verbs)
-Calculate nutrient intake quantities
-Display proper plate proportions
-Analyze food labels
-Prepare meals based on personal dietetic needs
-Understand importance of nutrition
-Understand nutrition information
-Learn the language of nutrition
-Use healthy food preparation techniques
Learning Activities / Lesson
Plan Links
Essential Experiences or Guided
Practice
Students will show ongoing understanding by displaying proper plating/portioning techniques throughout remainder of semester.
Compare the amount of calories and sugar in sodas and sports drinks.
Draw/Make a poster of the Pyramid
Make a Venn Diagram of Essential vs. Non-Essential Nutrients
Calculate nutrient intake quantities
Teams of students will give a Power-point presentation of information. Individual students will create a healthy menu according to
randomly assigned dietary requirements.
7. Assessments:
-Continue to modify recipes for dietary needs
-Continual discussion of nutrients in food units throughout year
Formative Assessments
How will students and teacher
know what students have
learned so far? Differentiated
Rubric Links / Attached
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Summative Assessments
How will students show that
they have mastered the
standard? Differentiated
Rubric Links / Attached
8. Resources
Links,
Curriculum Frameworks,
Other Websites
8 ESSENTIAL COMPONENTS
1. Performance Standards
2. Essential Questions
Questions that lead students to
Big Ideas.
3. Big Ideas
Student answers to EQs that lead
them to the Big Ideas
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link
Culinary Arts I
MONTHLY TEMPLATE
-My Pyramid activities based on rubrics
-Adjust recipe based on dietetic needs (perform lab)
www.mypyramid.gov
Various websites (student driven web searches), library, and hard copy documentation.
Possible guest speaker (Nutritionist/Dietician/Diabetic Educator/Instructor form CNM)
Month: February
Recognizes and demonstrates a variety of food preparation terms and procedures (e.g., cream, sauté, dice, knead) (CR-1D, 1E;
NS-9.3).
Implements and evaluates food science principles (CSS 10,13).
Recognizes and demonstrates a variety of food preparation terms and procedures (e.g., cream, sauté, dice, knead) (CR-1D, 1E;
NS-9.3).
In what forms is pasta available?
What are the differences between fresh and dry pasta?
Where are various pasta shapes derived from?
What is the best cooking method of vegetables to retain nutrients?
What nutrients do fruits and vegetables provide?
What are the differences in the types of fruits?
What constitutes pasta?
What cooking techniques retain nutrients in fruits and vegetables?
What are the benefits of using fruits and vegetables in food production?

Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.
Culinary Arts I

Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Culinary Arts I
structure through generating, planning, or producing.
5. Content
What students need to know
(nouns)
Vocabulary List
Words students need to know to
understand concept
6. Skills
What students need to be able to
do (verbs)
Learning Activities / Lesson
Plan Links
Essential Experiences or Guided
Practice
Culinary Arts I
Variety of pasta types
Variety of pasta shapes
Al Dente
Fresh vs. Dry Pasta
Sauces served with pasta
Types fruits of vegetables
Leafy greens
Cabbage family
Onion family
Stems and Stalks
Preparation and cooking methods of fruits and vegetables
Uniform knife cuts
Storage temperature of fruits and vegetables
Nutrients found in fruits and vegetables
See attached
- Identify the different types/shapes of pasta
-Prepare pasta (fresh and dry)
-Plating pasta
-Research regions and history of pasta
-Identify types of fruits and vegetables
-Selection and storage of fruits and vegetables
-Preparing, cooking, and serving fruits and vegetables
-Preparing, cooking, selecting, storing, and serving fruit
-ER: Compare and contrast fresh vs. dried pasta
-Research regions and history of randomly assigned pasta
-Design a map- (specific country) with pasta types labeled according to region
-Prepare a diagram of tools used to make pasta
-Venn diagram of type of sauce on type of pasta
-Prepare and compare various pasta dishes; serve correct pasta with complementing sauce
*Short Term Assessment (Nutrition and Pasta)
-Vegetable vs. Fruit
-Create a sales brochure for a specific vegetable
-Research best method to cook a specific vegetable
-Compare and contrast cooking methods and/or nutrients according to pigment color.
-Stone fruits: discuss different varieties.
-Lab: prepare dried fruits
-Lab: grilled fruits
MONTHLY TEMPLATE
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Culinary Arts I
MONTHLY TEMPLATE
-Lab: poached pears
7. Assessments:
-Ongoing—apply pasta, fruit, and vegetable cooking techniques in upcoming labs
-Based on ProStart rubric used in each lab
Formative Assessments
How will students and teacher
know what students have
learned so far? Differentiated
Rubric Links / Attached
Summative Assessments
How will students show that
they have mastered the
standard? Differentiated
Rubric Links / Attached
8. Resources
Links,
Curriculum Frameworks,
Other Websites
-Research project on regions and history of randomly assigned pasta
-Proper preparation of homemade/dried pasta and complementary sauce
-Preparation of various fruits and vegetables, using correct cooking methods to retain nutrients
Maps and internet searching for project
Food Network websites; teacher’s personal choice on various recipes
Food & Wine cookbooks
Intro to Culinary Arts and Guide to Good Food textbooks
APS/LEI/TLS/JAN08
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
8 ESSENTIAL COMPONENTS
1. Performance Standards
2. Essential Questions
Questions that lead students to
Big Ideas.
3. Big Ideas
Student answers to EQs that lead
them to the Big Ideas
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link
Culinary Arts I
MONTHLY TEMPLATE
Month: March
Represents and analyzes quantitative relationships and implements food science principles in preparation of pastas (CMS 8),
(CSS 10, 13)
Uses representations and illustrations to compare and contrast food (CR: 1B: NS:8.4, 9.3)
What is considered to be a cold sandwich? Hot sandwich?
What are the different classes of soups?
What are the guidelines for preparing and plating sandwiches?
What are common types of sandwich and soup accompaniments?
What are the differences between clear and thick soups?
What are the characteristics of soups and sandwiches?

Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.

Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
5. Content
What students need to know
(nouns)
Vocabulary List
Words students need to know to
understand concept
Culinary Arts I
Classes of soup
Hot and cold sandwich types
Soup and sandwich accompaniments
Garnishing techniques
Plating techniques
Condiment types
Cooking Techniques
Types of spreads
See attached lists
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Culinary Arts I
6. Skills
What students need to be able to
do (verbs)
-Differentiate classes of soups
-Prepare various types of soups and sandwiches
-Identify proper plating and garnishing techniques
-Categorize accompaniments for various soups and sandwiches
Learning Activities / Lesson
Plan Links
Essential Experiences or Guided
Practice
-Identify the main components of a sandwich
-Identify the types of sandwiches: hot, cold, Monte Cristo, Pizza, etc.
-Create a custom spread, spice blend
-Prepare various soups and sandwiches with appropriate garnishing and accompaniments
-Research specific soup—history and origin
7. Assessments:
-Apply soup and sandwich cookery techniques in future labs
-Insert proper accompaniments in future labs
-Demonstrate plating and garnishing techniques in future labs
Formative Assessments
How will students and teacher
know what students have
learned so far? Differentiated
Rubric Links / Attached
Summative Assessments
How will students show that
they have mastered the
standard? Differentiated
Rubric Links / Attached
8. Resources
Links,
Curriculum Frameworks,
Other Websites
MONTHLY TEMPLATE
-Students create a menu and cater a staff function
-Written assessment on soup classes, accompaniments and characteristics of soups and sandwiches
-Taste-testing of various prepared soups; evaluate consistency, flavor, and appearance
http://www.soupsong.com/
http://www.101cookbooks.com/soups/
APS/LEI/TLS/JAN08
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
8 ESSENTIAL COMPONENTS
1. Performance Standards
2. Essential Questions
Questions that lead students to
Big Ideas.
3. Big Ideas
Student answers to EQs that lead
them to the Big Ideas
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link
Culinary Arts I
MONTHLY TEMPLATE
Month: April
Represents / analyzes quantitative relationships and implements food science principles in preparation of vegetables(CMS 8
presents / analyzes quantitative relationships and implements food science principles in preparation of vegetables(CSS 10,
13)Re).
Understands and implements different recipe formats and procedures (CMS 1,4)
Demonstrates the use of various pieces of small kitchen equipment, cookware and bake ware (CR–1D ).
What is the difference between dry, moist and combination cooking methods?
What products are considered dairy?
What are the five main types of cheese?
What are cultured dairy products?
What are the best cooking methods?
What are cooking methods?

Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.

Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
5. Content
What students need to know
(nouns)
Culinary Arts I
Types of poultry
Types of dairy
Cultured dairy products
Types of cheeses
Dry-heat cooking methods
Moist-heat cooking methods
Combination cooking methods
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Vocabulary List
Words students need to know to
understand concept
6. Skills
What students need to be able to
do (verbs)
Learning Activities / Lesson
Plan Links
Essential Experiences or Guided
Practice
7. Assessments:
Culinary Arts I
MONTHLY TEMPLATE
See attached
-Identify parts of a chicken and what constitutes white and dark meat
-Understand poultry inspection and grading
-Identify various types and forms of poultry
-Prepare and serve poultry
-Identify the five main types of cheese
-Prepare recipes that use dairy products
-Research types of cheese (as well as regions): sheep, goat, cow.
-Lab: cheese tasting
-Custard lab- crème brûlée, flan, cheesecake
-Students research cheese and prepare recipe to go with project
-Alfredo sauce lab
-Revisit pasta
-Discuss various uses of dairy products (such as yogurt in quick breads)
*Short Term Assessment—Sandwiches & Soups and Dairy
-Draw a chicken and show/name parts (wings, breast, loin)
-Revisit pie crust (use puff pastry or Bisquick or pie crusts for pot pie)—Chicken pot pie lab
-Chicken preparation lab
- http://www.animalcorner.co.uk/farm/chickens/chicken_anatomy.html
-Ongoing—continually apply cooking methods and poultry and dairy cookery in future labs
-Safety and sanitation practices
Formative Assessments
How will students and teacher
know what students have
learned so far? Differentiated
Rubric Links / Attached
Summative Assessments
How will students show that
they have mastered the
standard? Differentiated
Rubric Links / Attached
8. Resources
Links,
Curriculum Frameworks,
Other Websites
-Research project on cheese/with cheese prep lab
-Various poultry and dairy labs
-Test/Quiz on grading and inspection of poultry and parts of poultry
http://www.animalcorner.co.uk/farm/chickens/chicken_anatomy.html
Recipes chosen by teachers
APS/LEI/TLS/JAN08
Culinary Arts I
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
8 ESSENTIAL COMPONENTS
1. Performance Standards
2. Essential Questions
Questions that lead students to
Big Ideas.
3. Big Ideas
Student answers to EQs that lead
them to the Big Ideas
4. Cognitive Level
Webb’s/Bloom’s Taxonomy Link
Culinary Arts I
MONTHLY TEMPLATE
Month: May
Understands and implements different recipe formats and procedures (CMS 1,4).
Implement food science principles in preparation of nutrient food groups ( CR-1D, 1E; NS-9.6).
Understands the essential components of an investigation in culinary arts, including appropriate methodologies, proper equipment and safety
procedures (CSS 1).
Represents and analyzes quantitative relationships and implements food science principles in preparation of pastas (CMS 8),
(CSS 10, 13)
What foodservice careers are available to me?
What cooking methods are best for retail cuts of meat?
Why choose a Food Service Industry career?
How is meat utilized on the menu?

Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory.

Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying,
classifying, summarizing, inferring, comparing, and explaining.

Applying: Carrying out or using a procedure through executing, or implementing.

Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall
structure or purpose through differentiating, organizing, and attributing.

Evaluating: Making judgments based on criteria and standards through checking and critiquing.

Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
5. Content
What students need to know
(nouns)
Culinary Arts I
Cooking methods
Varieties of meats
Marbling
Wholesale vs. Retail cuts
Elastin and collagen
Cooking losses
Inspection of meat
Grades—Prime, choice, select
Temperatures (medium, rare, well, ground, etc.)
Ground beef vs. Hamburger
Thawing procedures
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Vocabulary List
Words students need to know to
understand concept
6. Skills
What students need to be able to
do (verbs)
Learning Activities / Lesson
Plan Links
Essential Experiences or Guided
Practice
7. Assessments:
Formative Assessments
How will students and teacher
know what students have
learned so far? Differentiated
Rubric Links / Attached
Summative Assessments
How will students show that
they have mastered the
standard? Differentiated
Rubric Links / Attached
8. Resources
Links,
Curriculum Frameworks,
Other Websites
Culinary Arts I
Culinary Arts I
MONTHLY TEMPLATE
Food safety procedures
Cross-contamination
Careers in the Food Service Industry
Front of house (FOH)
Back of house (BOH)
Degrees/Schooling
See attached
-Understand meat inspection and grading
-Identify various types and cuts of meat
-Receive and handle meat properly
-Preparing meat for cooking
-Demonstrate proper cooking methods
-Ground Meats (Beef, Turkey, Sausages, etc.)
-Labs: Meatloaf, Hamburgers, Lasagna, Sloppy Joes, Tacos, Taco Casserole, Hamburger Pie
-Discuss processing
-Identify retail cuts
-Identify best cooking method for specific cut of meat
-Create a diagram of a cow: list the retail cuts and where they are located.
www.beeffoodservice.com (visuals)
-Videos and power points on careers and ProStart competition (get them thinking about what’s ahead of them in the POS
-ER: Compare and contrast between FOH and BOH.
-Explain duties of FOH positions
-Set up lab and explain positions
-Ongoing—apply cooking meat techniques and food safety in upcoming labs
-Based on ProStart lab rubric
-Reflection—which careers interest me (continue to collect data and evaluate my decision at end of year—do I want to go on to
Culinary Arts II?)
-Prepare meats making sure to reach proper internal temperature
-Meat test—grading, types, cooking methods
-Diagram of cow: list retail cuts and location
-Matching careers to proper descriptions
-New Mexico Beef Council
-Recruiting pitch for Culinary Arts II/Food Services (power points of competition, videos on careers)
-CNM/other college representatives
-www.beeffoodservice.com
APS District Curriculum Map Grade Level: 9-12 Course /Subject:
Culinary Arts I
MONTHLY TEMPLATE
APS/LEI/TLS/JAN08
Culinary Arts I