Culinary Arts I
Curriculum
North Arlington High School
Family and Consumer Science Department
5-credit course
Submitted by
Dale Dempsey, Teacher FCS
June 5, 2012
CULINARY ARTS I
This course is a basic introduction to food and cooking. It covers changes in American eating patterns,
different types of foods, method and terms used in food preparation. International cuisine is utilized to
communicate information on food sourcing and application of food groups. The students enrich their eating
experiences by sharing and trying new recipes, preparing the food, evaluating the product, looking at the season
for foods, and figuring cost. The relationship between food, time, and planning are worked on in the labs.
The program also helps the students to understand the principle of nutrition, the relationship of nutrition
to health and wellness, the selection, preparation, and care of food, meal management to meet individual and
family food needs and patterns of living, and food economics.
The student will demonstrate the following:
1. An understanding of consumerism and the role it plays in foods.
2. A knowledge of the value nutrition plays in meal planning, the basic four food groups and food
preparation.
3. Skills of cleanliness and kitchen safety.
4. A working knowledge of the kitchen, its equipment, and maintenance.
5. An ability to read and interpret recipes, ingredients, and reduce or increase such as necessary.
6. A knowledge of applied rules of table etiquette and service.
7. An ability to sample and evaluate prepared foods.
8. A knowledge of career opportunities in this field.
The course activities progress from introductory work on food preparation and nutritional concepts to
the laboratory experiences that demonstrate mastery of the 2009 New Jersey Core Curriculum Content
Standards for Career Education and Consumer, Family, and Life Skills.
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-I Safety and Sanitation
Essential Questions How is safety a personal and societal responsibility?
Unit Overview Safety in the kitchen is discussed and its importance in a lab setting and a group environment is display by students.
Standards/
CPI’s
NJCCCS
2.1.12.A.1
2.1.12.P.C.1
9.1.12.A.1
9.4.12.A.36
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Demonstrate safety procedures in the Foods
lab.
Demonstrate proper handling of food to
prevent food spoilage and food poisoning.
Demonstrate proper sanitation techniques in
the Foods lab.
Student kitchen groups brainstorm to list
safety rules that should be followed in a
kitchen setting. Class discussion will follow
to compare the lists and establish the safety
rules that will be followed. Demonstration of
safety equipment will be shown.
Students will be required to sign a Foods
Laboratory Safety Contract.
Class will discuss the effects of inadequate
food storage and poor sanitation. They will
discuss proper handling of food and proper
sanitation techniques to prevent food spoilage
and food poisoning.
Project:
Students will research and create safety
posters or brochures on one of the following
topics:
 accidents involving burns, cuts, falls,
breakage, and electrical appliances
 food safety/food-borne illness
 cleanliness
Resources
Books, articles, text, etc.
Teacher observation
Textbook: Chapter 7
Group worksheets
Fire extinguisher
Safety Test
Gas key
Marking Period Safety/
Sanitation project rubric
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-I Recipe Skills
Essential Questions What skills are needed for prepare a complete recipe from start to finish?
Unit Overview Students explore the information needed to prepare a recipe including measurement equipment, costs of ingredients and preparing a market order.
Standards/
CPI’s
NJCCCS
9.1.12.A.2
9.1.12.F.2
9.2.4.B.1
9.2.4.B.3
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
List the kinds of information a good recipe
provides.
Give guidelines for evaluating and collecting
recipes.
Identify measuring equipment and be able to
discuss its use.
Utilize proper procedures for measuring
ingredients for a recipe.
Explain how to increase or decrease recipe
yield.
Apply these recipe skills to their lab
experiences throughout the course.
Resources
Books, articles, text, etc.
Class will list and discuss the elements of a
well-written recipe. Class will develop a
checklist to use when selecting recipes.
Teacher observation
Textbook-Chapter 8
Class participation
Worksheets
Students will look at partial recipes and
determine what elements are missing.
Completion of recipe
worksheets
Measuring tools
Class discussion and teacher demonstration on
how to use measurement equipment.
Flip Book Kitchen Basics
Reference Project
Students will have hands-on practice on using
measurement equipment.
Measurement Test—written
and practical
Students will use calculators to practice
halving, doubling, or tripling a recipe.
Recipe Cost Project—graded
on rubric
Project:
Students will find a recipe that will serve 20
people for $5.00. They will research the cost
of the ingredients, describe the preparation
procedures, determine the cost for 5 kitchens,
and prepare the market order for 5 kitchens.
Class will vote on the recipe to be made by the
entire class.
Flour, sugar, water,
seasoning for
measuring
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-I Food Guide Pyramid
Essential Questions What makes a food healthy? How do you determine appropriate portion sizes?
Unit Overview Nutritious meals are an important part of overall health. Details describing healthy food choices and serving sizes are discussed and students master the art
of making a recipe based on these healthy choices based on the food guide pyramid.
Standards/
CPI’s
JCCCS
2.1.12.A.1
2.1.12.P.C.1
9.1.12.A.1
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Discuss how the Dietary Guidelines for
Americans help contribute to good health.
Explain how the Food Guide Pyramid helps us
to follow the Dietary Guidelines for
Americans.
Categorize foods according to the Food Guide
Pyramid.
Students will discuss the Dietary Guidelines
for Americans:
 Eat a variety of food
 Balance the foods you eat
 Eat plenty of grains, vegetables, and fruits
 Choose a diet low in fat
 Choose a diet moderate in sugars
 Choose a diet moderate in salt and sodium
Students will view video on “Nutrition and the
Food Guide Pyramid” and list and discuss 10
key points of the video.
Students will record ingredients represented in
several recipes into the Food Guide Pyramid
groups and determine the approximate number
of servings.
Resources
Books, articles, text, etc.
Video worksheet
Handouts
Worksheet on the Pyramid
Video
Nutrition Project
Worksheets
Poster
Charts
Textbook-Chapter 3
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q –I Food Presentation Table Etiquette
Essential Questions How do I present a meal in an attractive setting?
Unit Overview Simple table etiquette including table service and plate service is studied and students show mastery by setting a table and presenting prepared dishes.
Standards/
CPI’s
NJCCCS
2.1.12.A.1
2.1.12.P.C.1
9.1.12.A.1
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Attractively plate the foods they prepare in the
lab before serving them to the other students.
Teacher will demonstrate attractive plating
techniques that students will use as examples.
Explain the importance of knowing simple
table etiquette.
Students will practice setting the table
following the table-setting basics for formal or
informal dining.
Follow basic etiquette guidelines throughout
the year.
Resources
Books, articles, text, etc.
Etiquette Study Guide
Tablecloth
Etiquette Quiz
Tableware
Teacher observation
Place settings
Serving pieces
Students will read about the differences in
family service and plate service and discuss
the possible benefits of each.
Students will discuss basic table etiquette and
then demonstrate these skills throughout the
course.
Articles
http://www.etiquettesc
holar.com/dining_etiq
uette/table_manners/ta
ble_manner_tips.html
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-I Baking: Quick Breads
Essential Questions What are quick breads? How are they prepared?
Unit Overview Basic ingredients are identified and the nutritional value of each is discussed during this unit. Students prepare a quick bread recipe according to a recipe.
Standards/
CPI’s
NJCCCS
2.1.12.P.C.1
9.1.12.A.1
9.1.12.B.1
9.1.12.B.2
9.1.12.B.3
9.1.12.C.1
9.1.12.C.5
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Identify the basic ingredients in baking and
the function of each ingredient.
Evaluate the nutritional value of baked items.
Describe the characteristics of properly mixed
and baked quick breads.
Describe the process of making quick breads.
Resources
Books, articles, text, etc.
Ingredient basics and functions within the
baking recipe:
Flour
Liquid
Leavening agents
Fat
Sweeteners
Eggs
Flavoring
Worksheets
Recipes
Each student will assess
procedures and results on food
laboratory rubric
Ingredients
Students will discuss what nutrients are found
in quick breads.
Quiz on quick breads
Teacher will assess each
student’s procedures and
results
Bakeware
Textbook-Chapter 21
Worksheets
Evaluation rubrics
Prepare a quick bread for evaluation.
Brainstorm ways that they can use quick
breads to add variety to meals.
Teacher will demonstrate the techniques
utilized in the baking process.
In the Lab:
Students will prepare a quick bread according
to a recipe.
Videos
http://www.foodnetwo
rk.com/videos/quickmuffins/1518.html
http://www.youtube.co
m/watch?v=JD7zwa1vUk
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-I Baking: Yeast Breads
Essential Questions What is a yeast bread? What are the ways to prepare them?
Unit Overview Basic elements of yeast breads are defined and the pros and cons of using hand vs automatic machines are discussed. Students master the concepts and
display their mastery by taking a quiz and preparing a yeast bread recipe to share.
Standards/
CPI’s
NJCCCS
2.1.12.P.C.1
9.1.12.A.1
9.1.12.B.1
9.1.12.B.2
9.1.12.B.3
9.1.12.C.1
9.1.12.C.5
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Describe the procedure for making yeast
breads.
Teacher will demonstrate the techniques
utilized in preparing yeast breads.
Describe the ways to simplify the procedure
for yeast breads.
Discuss time saving options:
Microwave oven
Mixer
Bread machines
Discuss the pros and cons of making yeast
breads by hand versus using an automatic
bread machine
Prepare yeast breads for evaluation.
-Soft pretzels
-Pizza dough
-Cinnamon rolls
-Bagels
In the Lab:
Students will prepare yeast bread according to
recipe.
Resources
Books, articles, text, etc.
Worksheets
Recipes
Each student will assess
procedures and results on food
laboratory rubric
Ingredients
Teacher will assess each
student’s procedures and
results
Textbook-Chapter 21
Quiz on yeast breads
Evaluation rubrics
Bakeware
Worksheets
Videos
http://www.foodnetwo
rk.com/videos/altonshomemade-softpretzels/84199.html
http://www.foodnetwo
rk.com/videos/pizzadough/53151.html?vpi
d=tbla|searchresults
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-I Baking: Cookies
Essential Questions What are the skills needed to make our favorite cookies?
Unit Overview Exploration of the different types of cookies and ingredients necessary to make them are explored. Students show mastery by preparing several different
recipes for a community group.
Standards/
CPI’s
NJCCCS
2.1.12.P.C.1
9.1.12.A.1
9.1.12.B.1
9.1.12.B.2
9.1.12.B.3
9.1.12.C.1
9.1.12.C.5
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Describe the different categories of cookies
and how the preparation in each category
differs.
Demonstrate skill in using difference methods
of baking cookies.
Demonstrate community awareness and
practice personal contribution to society.
Class will discuss the various categories in
which cookies are classified.
Bar
Drop
Cut-out
Molded
Pressed
Sliced
In the Lab:
Working in lab groups, students will prepare
and evaluate four types of chocolate chip
cookies: ready-made, refrigerated dough,
packaged mix, and homemade. Students will
compare cost, preparation time, taste, texture,
and appearance. Class will discuss their
findings.
Community Project
Students will prepare holiday cookie trays of
assorted varieties for local senior citizen
groups’ holiday parties.
Resources
Books, articles, text, etc.
Worksheets
Recipes
Each student will assess
procedures and results on food
laboratory rubric
Ingredients
Teacher will assess each
student’s procedures and
results
Bakeware
Cookie tray materials
Textbook-Chapter 21
Worksheets
Evaluation rubrics
Videos
http://www.foodnetwo
rk.com/videos/pennant
-bars/1498.html
http://www.foodnetwo
rk.com/videos/bobbyschocolate-chipcookies/85300.html
http://www.cookinglig
ht.com/entertaining/ho
lidays-occasions/10timeless-holidaycookies00400000036149/page
13.html
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-II, III, IV Grains and Grain Products
Essential Questions What are healthy grains and how are they served?
Unit Overview Students identify different types of grains and explain the general principles of cooking grains. Mastery of cooking rice, pasta and other grains is shown at
end of unit by sharing one prepared dish in a group setting.
Standards/
CPI’s
NJCCCS
2.1.12.P.C.1
9.1.12.A.1
9.1.12.A.3
9.1.12.A.4
9.1.12.D.1
9.3.12.C.3
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Describe the nutrients in grains and grain
products, especially rice and pasta. Focus on
Italian foods and geography in relation to food
supply.
Identify different grain products and their
uses.
Explain the general principles of cooking
grains.
Class discussion:
What are grains?
Nutrients in grains—whole grain vs.
enriched
Grain products
Rice
Other grains
Cereals
Pastas
Breads
Preparing grains and grain products
Compare the nutritional value of pasta or rice
with its cost.
Prepare at least one rice dish and one pasta
dish.
Understand food sources as related to
international cuisine.
Compare Italian, Mexican, Cajun, and
Chinese Cuisine with American diet.
Worksheets
Recipes
Each student will assess
procedures and results on food
laboratory rubric
Ingredients
Teacher will assess each
student’s procedures and
results
Worksheets
Project rubric
Articles
http://www.healthguid
ance.org/entry/14852/
1/Italian-Cuisine-Traditional-ItalianFood.html
Test
In the Lab:
Students will prepare at least one rice dish and
one pasta dish in the lab.
Project:
Students will cost out a meal using pasta or
rice as the main ingredient. They will then
determine the nutritional value of the meal
and discuss the relationship between the two.
They will present their findings in a report,
presentation, or poster.
Resources
Books, articles, text, etc.
Textbook-Chapter 17
Evaluation rubrics
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q I, II, III Fats, Oils, and Sweets
Essential Questions What is the purpose and appropriate amount of fats and sweets in our diet?
Unit Overview Students get to understand the fats category of the food pyramid and also examine other food items and find out what part of the food item contains fats, oils
and sweets.
Standards/
CPI’s
NJCCCS
2.1.12.P.C.1
9.1.12.A.1
9.1.12.A.3
9.1.12.A.4
9.1.12.D.1
9.3.12.C.3
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Recognize those foods that provide calories
but little or no vitamins and minerals.
The fats, oils, and sweets category include the
following:
salad dressings, cream, butter, sugars, soft
drinks, candies, sweet desserts, alcoholic
beverages
Students will look at foods that seem to fit into
the other categories on the Pyramid and
determine the amount of fat and sugars
contained in these foods.
Resources
Books, articles, text, etc.
Class discussion
Recipes
Worksheets
Ingredients
Textbook-Chapter
Worksheets
Cooking utensils
Evaluation rubrics
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-II Dairy Foods and Eggs
Essential Questions What are the nutrients found in eggs and other dairy products? And how do I use them in my recipes?
Unit Overview Students identify the nutrients in milk, eggs and other dairy items and discover guidelines for buying storing and using eggs in their kitchens.
Standards/
CPI’s
NJCCCS
2.1.12.P.C.1
9.1.12.A.1
9.1.12.A.3
9.1.12.A.4
9.1.12.D.1
9.3.12.C.3
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Identify nutrients in milk and other dairy
foods.
Give guidelines for buying and storing dairy
foods.
Identify methods of using dairy products in
recipes.
Identify the nutrients provided by eggs.
Give guidelines for buying and storing eggs.
Identify methods of using eggs in recipes.
Use dairy and egg products in recipes.
Class discussion and demonstration:
Nutrients in milk
Types of milk
Other dairy foods
Yogurt
Cheeses
Cream
Butter
Frozen Dairy Desserts
Buying and storing dairy products
Cooking with milk
Using yogurt in recipes
Preparing cheese
Nutrients in eggs
Storing eggs
Preparing eggs
Using eggs in recipes
In the Lab:
Students will prepare at least one dish using
dairy or egg products as the main ingredient.
Resources
Books, articles, text, etc.
Class discussion
Recipes
Worksheets
Ingredients
Each student will assess
procedures and results on food
laboratory rubric
Textbook-Chapter 18
Teacher will assess each
student’s procedures and
results
Cooking utensils
Test
Worksheets
Evaluation rubrics
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-II, III Vegetables
Essential Questions Why are vegetables so important in our diet?
Unit Overview Students are required to identify all nutrients found in various items of the vegetable group. Other skills studied are the selection, storing and cooking
techniques of vegetables and mastery is shown by preparation of one vegetarian dish.
Standards/
CPI’s
NJCCCS
2.1.12.P.C.1
9.1.12.A.1
9.1.12.A.3
9.1.12.A.4
9.1.12.D.1
9.3.12.C.3
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Identify the nutrients found in vegetables.
Recognize qualities to look for when buying
vegetables.
Discuss guidelines for storing fresh
vegetables.
Demonstrate safe cutting techniques when
preparing vegetables.
Describe methods for cooking vegetables.
Prepare at least one vegetable main dish and
one vegetable side dish in the lab.
Class discussion and demonstration:
Nutrients
Types of vegetables
Selecting vegetables
Storing fresh vegetables
Fresh vs. canned or frozen
Washing fresh vegetables
Cutting fresh vegetables
Storing fresh vegetables
Cooking techniques
Steaming
Simmering
Baking
Frying
Microwaving
Resources
Books, articles, text, etc.
Class discussion
Recipes
Worksheets
Ingredients
Each student will assess
procedures and results on food
laboratory rubric
Textbook-Chapter 16
Teacher will assess each
student’s procedures and
results
Storage materials
Worksheets
Cutting utensils and
cutting boards
Test
Cooking utensils
Evaluation rubrics
In the Lab:
Students will prepare one vegetable main dish
and one vegetable side dish.
Articles
http://www.rodale.co
m/cook-vegetablesretain-nutrients
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-IV Fruits
Essential Questions Where do fruits fit into the food guide pyramid and how do I fit them into my meals?
Unit Overview The nutrients found in fruits are discussed and the handling methods for foods are mastered. Methods for cooking and preparing foods and one recipe is
prepared to share in a group setting.
Standards/
CPI’s
NJCCCS
2.1.12.P.C.1
9.1.12.A.1
9.1.12.A.4
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Identify the nutrients found in fruits.
Recognize qualities to look for when buying
fruits.
Discuss guidelines for storing fresh fruits.
Demonstrate safe cutting techniques when
preparing fruits.
Describe methods for cooking fruits.
Prepare at least one fruit recipe.
Class discussion and demonstration:
Nutrients
Types of fruits
Selecting fruits
Storing fresh fruits
Fresh vs. canned or frozen
Washing fresh fruits
Cutting fresh fruits
Storing fresh fruits
Cooking techniques
Poaching
Fruit sauces
Baking
Microwaving
In the Lab:
Students will prepare one fruit recipe.
Resources
Books, articles, text, etc.
Class discussion
Recipes
Worksheets
Ingredients
Each student will assess
procedures and results on food
laboratory rubric
Textbook-Chapter 16
Teacher will assess each
student’s procedures and
results
Storage materials
Worksheets
Cutting utensils and
cutting boards
Test
Cooking utensils
Evaluation rubrics
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-IV Proteins
Essential Questions Where do I find proteins in our foods?
Unit Overview Basic sources of protein are identified including meats, fish and poultry. The nutrition facts, cost factors and storing techniques are studied. Guidelines for
buying and storing fish products are also discussed.
Standards/
CPI’s
NJCCCS
2.1.12.P.C.1
9.1.12.A.1
9.1.12.A.3
9.1.12.A.4
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Identify nutrients in meat, poultry, fish, and
shellfish.
Give guidelines for comparing costs of meat,
poultry, fish, and shellfish.
Describe the four basic types of meat.
Give guidelines for storing meat.
Describe the types and market forms of
poultry.
Give guidelines for buying and storing
poultry.
Describe different types and market forms of
fish.
Give guidelines for buying and storing fish
and shellfish.
Use protein products in recipes.
Class discussion and demonstration:
Nutrition
Fat and cholesterol
Comparing costs
Meats
Types of meat
Cuts of meat
Inspection and grading
Processed meats
Storing meat
Poultry
Types of poultry
Inspection and grading
Storing poultry
Fish and Shellfish
Types
Inspection and grading
Buying and storing fish
Preparing meats, poultry, fish
In the Lab:
Students will prepare at least one dish using
either meat, poultry, or fish as the main
ingredient.
Resources
Books, articles, text, etc.
Class discussion
Recipes
Worksheets
Ingredients
Each student will assess
procedures and results on food
laboratory rubric
Textbook-Chapter 19
Teacher will assess each
student’s procedures and
results
Cooking utensils
Test
Worksheets
Evaluation rubrics
Content Area Culinary Arts I
Target Course/Grade level
9-12
Unit Title Q-IV Diets for Special Needs
Essential Questions What are special needs diets?
Unit Overview People with different nutritional needs include those with diseases, specialty diets for athletes and religious commitments.
various situations and research ways to accommodate others with their meal plans.
Standards/
CPI’s
NJCCCS
2.1.12.P.C.1
9.1.12.A.1
9.1.12.A.3
9.1.12.A.4
Students will identify these
Unit Learning Targets
Lessons and Activities
Evidence of Learning
As a result of this segment of learning, students
will…
The learning experiences that will facilitate
engagement and achievement
Formative and Summative
measures
Identify the nutritional needs of people in
various situations and be able to select recipes
that meet their nutritional needs.
Special Needs Project:
Students will select a situation in which people
need to modify their diet. This can be due to
health issues, dietary preferences, pregnancy,
or religious beliefs.
Students will research the illness or situation
and complete the requirements of the project,
including the selection of at least 5 recipes that
fulfills the needs of the individual.
Project will be graded on a
rubric
Resources
Books, articles, text, etc.
Internet
Reference books
RESOURCES
Textbook
Kowtaluk, Helen and Alice Orphanos Kopan. Food for Today. Illinois: Glencoe/McGraw-Hill. 2000.
Additional Resources
Brendel, Susan. Kitchen Math. Maine: J. Weston Walch. 1997.
Bell, Paul E, et.al. Nutrition Curriculum Activities Kit. New York: The Center for Applied Research. 1986.
Bunnell, Jean. 180 Class Starters for Home Economics. Maine: J. Weston Walch. 1997.
Numerous cookbooks and reference books available in the classroom.
Videos
Cooking and Baking Methods
Food Additives: Do You Know What You Eat?
Food Preparation Series
In Good Taste…Careers in Food Science
Knife Techniques
Lower your cholesterol now!
The Great Food fight—when in doubt, throw it out
The Incredible Classroom Eggsperience
Using Kitchen Hand Tools
Using Kitchen Power Tools
What’s Cooking?