Culinary I Unit Plan
Unit 1
The History of Culinary Arts
Learning Targets
Students will be able to examine the impact of technology throughout the history of Culinary Arts.
Students will be able to determine how chefs have impacted culinary arts techniques.
Students will be able to examine the impact of historical events (economy) on Culinary Arts
Main Unit Topics:
1. The History of Culinary Arts
2. Famous Chefs
Activities/Projects
Student Notes-chapter 1 Culinary Essentials
Case Study
-“Climbing the Career Ladder: Which Path to Choose?” from national Restaurant Association -Level 1 pg.
3.
Culinary Chefs that influenced the industry presentations
- Student will choose a chef and research them. They will than present a 10 minute Presentation over
the chef and how he/she influenced today’s culinary industry.
Timeline research papers
-Students will research and discuss in groups major events in the history of food and choose 2-3 that they
feel were the most influential. Write a researched report supporting your thoughts and opinions.
Lab: Recipes from the Past:
- Onion Tart
- Bean Soup
Exam
Unit 2
Safety and Sanitation
Learning Targets
Examine appropriate nutrition and essential nutrients, according to the My Plate (www.myplate.gov) guidelines.
Perform tasks in a laboratory setting, according to industry standards (HACCP, ServSafe, FIFO, AAFCS Pre-PAC
assessments, etc.)
Practice basic safety techniques (first aid, CPR, etc.)
Demonstrate proper hand washing techniques.
Demonstrate safe food practices (CDC, cross-contamination, foodborne illness, FDA, OSHA, etc.)
Identify the three types of contaminants (biological, chemical, and physical).
Describe conditions affecting classes of microbial contaminants.
Recall the causes, prevention, and cost of foodborne illness.
Identify measures to keep customers safe of allergens.
Identify the parts of a knife.
Select appropriate knives for specific tasks.
Perform basic cutting techniques.
Describe the importance of knife safety and sanitation guidelines and storage.
Practice sanitary and cleaning procedures for small wares and industry equipment, tools, and supplies.
Select small wares for a specific task.
Explain the role of mise en place (meez ahn plahs).
Main Unit Topics
1. Nutrition
2. Equipment and Technology
3. Knife Skills and Safety
4. Contaminates
5. Good Personal Hygiene
6. Flow of Food
7. HACCP
Activities/Projects
Nutrition
Reference chapter 2.1 (NRA text -L2)
Notes: The Basics of Nutrition
Food Journal
Students will keep a food journal logging their diets for 5 days. Students will go back and track their meal
intake based on MyPlate standards.
Bell Ringer: Case Study “Eating Right” Chapter 2 -Text 2 (NRA) p.77
Bell Ringer: Should the government be allowed to tell you what is good and bad for you to eat?
Video Clip: Food INC
Create guided questions associated with FOOD Inc!!!
MyPlate Internet Search-Essential Nutrient Worksheet
Lab: Nutrient Dense Meal Prep-Super Food Review Questions p. 107
Safety and Sanitation
Equipment and Technology – Chapter 9 (Culinary Essentials) Chapter 5 (NRA (1))
Case Study: “ Working In the Kitchen”
Knife Skills – Chapter 10 (Culinary Essentials)
Power Point –Kitchen Equipment and knife skills and safety
Bell Ringers:
- Develop a poster about Knife Safety
- What preparation tool would you need to prepare and serve pizza?
- What preparation tool would you need to prepare and serve beef Stew?
- What preparation tool would you need to prepare and serve mashed potatoes?
- If you could only pick one piece of commercial kitchen Equipment what would you choose and why?
Tool Identification Review
Presentations
Students will create a presentation over a specific piece of commercial equipment. Format may include a Power
Point or I Movie. Presentation must include the following;
- Demonstration of Equipment in lab or through a YouTube video
- Safety Procedures
- Pricing/Purchasing
- Proper Cleaning of Equipment
- How it can be used to hold and serve food
- How to use the method of “Mise En Place” when preparing to cook with your piece of Equipment
- 2 Recipes that can be prepared using your piece of equipment
ServSafe Practice Test
Exam Prep Questions
Chapter 2 Power Point (NRA) Book 1 Chapter 8 Culinary Essentials
Bell Ringer: Case Study “Its All Wrong” Chapter 2-Book 1(NRA) p.71
Bell Ringer: What various ways can viruses cause foodborne illness?
Bell Ringer: Most restaurants go to great length to keep food safe but most of these precautions take place behind
the scenes. As a marketing manager for a restaurant how can you highlight your efforts to the customers? Is
keeping food safe a marketing opportunity? If you were designing a marketing campaign based on food safety,
what would you focus on?
Main Unit Topics
8. Contaminates
9. Good Personal Hygiene
10. Flow of Food
11. HACCP
Cleaning And Sanitizing
Review Questions (2.1, 2.2, 2.3, 2.4)
Research Project
Research two past events publicized in the media discussing foodborne illness making national and international
headlines. Write 3-4 paragraphs on the epidemic, describing the source of the problem, the identity of the
pathogen, the number of people affected, and the steps taken to rectify the situation.
HAACP Principles
What are the HAACP principles?
Why are the HAACP principles important?
Section 2, 4 Review Questions on pg. 133 in (NRA (1))
Staff Lunches (Must write a HAACP plan for each lab)
Lab: Chicken Noodle Soup (Knife Skills)
Lab: Meatloaf (Foodborne Illness)
Lab: Grilled Chicken Salad (Nutrition)
Unit 3
The Professional Kitchen
Learning Targets
Model various workstations and work sections.
Utilize types of cooking lines.
Identify the role of the menu.
Summarize the factors that influence a menu.
Describe the types of menus used by various foodservice establishments.
Utilize computer based menu systems to create menu layouts and designs.
Select smallwares for a specific task.
Select cookware based on its heat transfer rating and specific use.
Describe the parts of a standardized recipe.
Prepare a standardized recipe.
Main Unit Topics
12. Work Stations
13. Menu Planning
14. Recipe
Unit 4
Culinary Applications
Learning Targets
Demonstrate a variety of cooking methods (dry, moist, etc.).
Describe the characteristics of the basic types of stocks, sauces, and gravies.
Explain how to prepare stocks, sauces, and gravies.
Prepare various stocks, sauces, and gravies.
Prepare, store, and handle various meats, poultry, and seafood.
Recognize the quality grades, classes, and market forms of meat, poultry, and seafood.
Label the internal structure and composition of meat, poultry, and seafood.
Compare and contrast the proper way to purchase meat, poultry, and seafood.
Apply the fundamentals of baking to a variety of products.
Prepare a variety of gourmet foods, including international cuisine.
Prepare fruits, vegetables, pasta, and breakfast foods.
Prepare canapés, appetizers, hor d’oeuvres, and garde manger.
Prepare a variety of beverages (hot/cold) for quantity for cooking or special events.
Compare and contrast seasonings and flavorings.
Apply principles of food preparation to produce a variety of food products and beverages for quantity for special
events.
Examine the applicability of convenience food items.
Main Unit Topics:
15. Cooking Methods
16. Stocks Soups and Sauces
17. Meat, Poultry and Seafood
18. Baking Techniques
19. Fruits and Vegetables
20. Garde Manger
21. Seasonings
22. Convenience Foods
Stocks, Soups, and Sauces
Text: Chapter 6 (NRA) Chapter 20 (Culinary Essentials)
Unit 5
The Food Service Industry
Learning Targets
Students will be able to prepare, analyze, and revise an employability portfolio
Students will be able to analyze the current trends in Culinary Arts
Students will be able to recognize industry terminology
Students will be able to practice appropriate grooming and dress for industry standards
Students will be able to identify laws related to workers’ rights and safety.
Students will be able to analyze career opportunities available in Culinary Arts
Students will be able to analyze the effect of career demands on family life
Students will be able to identify the procedures in establishing a catering business
Students will demonstrate quality customer service techniques.
Students will be able to compare the variety of positions in the foodservice industry
Students will be able to outline steps necessary in handling customer service issues
Students will be able to demonstrate table setting.
Students will be able to demonstrate food presentation techniques
Students will be able to identify the roles of back of the house vs. front of the house operations
Students will be able to identify the qualities of an effective management
Students will be able to describe how management is structured in a foodservice organization
Child Labor Laws Writing Assignment Reference quote in NRA text (1) on pg. 296) Chapter 6 (Culinary Essentials)
Student will look up information on the child labor laws enforced by the U.S Department of
Education and the Occupational Safety and Health Administration and the Fair Labor Standards Act that
govern the working conditions of minors. They will write a one-page report on the kitchen standards
outlined by these two organizations. They will come together and share their findings in groups and come
up with an argument weather they feel that these regulations are beneficial or not beneficial to the minor
worker and why.