CTE/FCAT CONNECTION
Culinary Operations 1
Project 2
Course #: 8515210
Grades 9-12
Safe Food: It’s Your Job Too!
1. PROJECT CONNECTION
Teaching Components; Lesson Summary; Instructional
Focus; Rigor/Relevance Framework; Project SPS
2. PRE-READING CONNECTION
Who Am I?
3. READING CONNECTION
Three Truths And A Lie: “You Found What In Your Soup?”
4. MATH/SCIENCE CONNECTION
Cause And Effect: FAT-TOM Strikes Again!
5. RESEARCH CONNECTION
Twenty Questions: Pick Your Poison
6. CROSSWALKS
Outcomes/SPS and FCAT/Essential Work Skills
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CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
PROJECT CONNECTION
Title:
Program Area:
Course Title:
Timeline for Use:
Grade Level:
Duration of Project:
Submitted By:
Safe Food: It’s Your Job Too!
Family & Consumer Sciences Education
Culinary Operations I
2nd Nine Weeks
9-12
5-7 hours
June A. Bigham
Lesson Summary
Students will participate in food safety lessons that will provide them with the tools they need to help
minimize their risk from harmful pathogens in the food supply. The lessons will help participants
understand how knowledge about pathogen reduction, time and temperature abuse, and cleanliness
will help decrease their incidence of food borne illness.
Instructional Focus
Lesson Topic: Food Safety
Language Arts Strand: Reading, Writing, and Speaking
Math Strand: Number Sense, Concepts, and Operations; Measurement
Science Strand: The Nature of Matter; Processes of Life
Rigor/Relevance Framework
K
N
O
W
L
E
D
G
E
T
A
X
O
N
O
M
Y
Evaluation
6
Synthesis
5
Analysis
4
Application
3
Comprehension
2
Awareness
1
C
Assimilation
D
Adaptation
A
Acquisition
B
Application
1
2
Knowledge
in one
discipline
Apply in
discipline
3
Apply
across
disciplines
4
Apply to
real world
predictable
situations
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5
Apply to
real world
unpredictable
situations
1.1
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
PROJECT CONNECTION (continued)
Project Outcomes
Outcome # 02.0
APPLY BASIC SKILLS
Performance Task#
02.01
Follow verbal and written directions
Performance Task#
02.02
Apply verbal and written directions
Performance Task#
02.03
Use verbal and nonverbal communication skills
Outcome # 03.0
DEMONSTRATE PERSONAL PRODUCTIVITY
Performance Task#
03.02
Exhibit work ethics.
Performance Task#
03.03
Maintain positive personal relationships.
Performance Task#
03.04
Develop personal and professional etiquette.
Performance Task#
03.05
Demonstrate the ability to function as a team member.
Outcome # 04.0
EXHIBIT SAFE, SECURE, AND SANITARY WORK PROCEDURES
Performance Task#
04.01
Follow standard procedures for hazard control
Performance Task#
04.03
Apply sanitary procedures in maintaining the facility.
Performance Task#
04.04
Follow the standards for infectious disease control.
Performance Task#
04.05
Demonstrate acceptable employee health habits.
Performance Task#
04.06
Follow sanitary procedures in food storage, preparation, packing, transport,
and service.
Outcome # 05.0
Performance Task#
Outcome # 11.0
Performance Task#
UTILIZE OPERATIONAL SYSTEMS
05.02
Follow rules, regulations, and laws.
PREPARE FOOD AND BEVERAGE ITEMS.
11.07
Recognize standards of quality.
Total SPS Addressed:
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14
1.2
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
PROJECT CONNECTION (continued)
Bibliography
x
Crab Cakes; Seabreeze High School; Reading Strategies; 2003.
x
Foodservice Professional: Year I; National Restaurant Association Educational Foundation;
1999; pages 76-129.
x
Instructional Strategies: How to Teach Rigor and Relevance; Teacher Handbook; International
Center for Leadership in Education, Inc.; 2000.
x
Keep Food Safe to Eat
http://198.102.218.57/dietaryguidelines/dga2000/doucument/build.htm
Safe Food: It’s Your Job Too! “FAT TOM”
http://www.extension.iastate.edu/foodsafety/Lesson/L4/L4pl.html
x
SerSafe Essentials; National Restaurant Association Educational Foundation; 1999.
x
SR9 Rubrics: Holt, Rinehart & Winston
http://go.hrw.com/ndNSAPI.nd/gohrw_rlsl/pkeywordResults?sr9%20rubrics
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1.3
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
PREREADING CONNECTION
Title:
Performance Tasks:
Sunshine State Standards (LA, MA, and SC):
Essential Skills (e, m, and s):
Who Am I?
02.01; 02.02; 03.02; 03.05
LA.A1.4.2; LA.A1.4.3; LA.A2.4.7; LA.B2.4.1;
LA.B2.4.3
e03; e09; e22; e30; e49; e50; e53
Rigor and Relevance (quadrant):
A – Acquisition
Instructions to Teacher:
x Divide your class into eight “family groups.” Assign a color to each group and give them that
color of marker to use on this assignment. Give each “family group” a different daily
newspaper, preferably a Thursday’s paper because of the food ads.
x Write vocabulary words on top of chart paper and post around the room. Explain to the
students that the vocabulary words are from their textbook (ex.: Chapter 2: Preparing and
Serving Safe Food in their Foodservice Professional: ProStart) or from the attached article,
“Keep Food Safe to Eat.” Examples of selected vocabulary words are as follows: bacteria,
contamination, foodborne illness, parasite, toxin, sanitary, mold, and yeast.
Instructions to Students:
x Each team must find an item in the newspaper provided that will in some way relate to each
vocabulary word.
x They then post it on the chart paper under the appropriate word and circle the article with their
colored marker.
x If the family group would like to add additional information to their article, they may do so
with their colored marker.
x The teacher will state how much time students have to complete the assignment. Thirty
minutes is usually adequate time for the normal class. Explain that the teacher will give a 5minute warning.
x Each team then has a chance to go around to each word and explain their postings.
x Team with the most number of valid postings will win.
x In conclusion, students are to write down each of the eight vocabulary words on their own
notebook paper. Using their textbook or dictionary, they are to write the definition of each
term.
Instructions for Learning Styles Modifications: This “cooperative learning activity” begins with the
class being divided into eight small learning or “family groups.” Each group team should have a
student who can read, comprehend and write sufficiently well enough to get the information written
down. The ideal situation is to have teams of four: three to search through the newspaper articles and
one to cut out the articles and to be the recorder on the charts. This makes sure that nothing is missed
and keeps them from just sitting without anything to do.
Assessment for Activity: Group Activity: Vocabulary Rubric
Approximate Length of Time for Activity: 60 minutes
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2.1
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
PREREADING CONNECTION (continued)
Materials Needed:
Chart paper (8)
Scissors (8)
Glue sticks (8)
Different colored markers (8)
Different daily newspapers (8)
Timer
Textbook or article: “Keep Foods Safe to Eat”
Dictionary
Notebook paper
Pen/pencil
Activity: Since the majority of Culinary Operations involves group work, this lesson works with
cooperative group behavior. Your students in this activity will participate actively in the process of
acquiring knowledge as you facilitate the learning opportunities. Students must feel that they need
one another within their “family group” in order to succeed. It takes everyone to complete this task.
Two rules for students when functioning within groups: 1) You are responsible for your own work
and behavior, and 2) You must be willing to help any group member who asks. The assessment used
addresses these issues.
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2.2
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
PREREADING CONNECTION (continued)
Keep Food Safe To Eat
Foods that are safe from harmful bacteria, viruses, parasites, and chemical contaminants are
vital for healthful eating. Safe means that the food poses little risk of foodborne illness (see box
13). Farmers, food producers, markets, food service establishments, and other food preparers
have a role to keep food as safe as possible. However, we also need to keep and prepare
foods safely in the home, and be alert when eating out.
Box 13
WHAT IS FOODBORNE ILLNESS?
Foodborne illness is caused by eating food that contains harmful bacteria, toxins, parasites,
viruses, or chemical contaminants. Bacteria and viruses, especially Campylobacter,
Salmonella, and Norwalk-like viruses, are among the most common causes of foodborne
illness we know about today. Eating even a small portion of an unsafe food may make you
sick. Signs and symptoms may appear within half an hour of eating a contaminated food or
may not develop for up to 3 weeks. Most foodborne illness lasts a few hours or days. Some
foodborne illnesses have effects that go on for weeks, months, or even years. If you think you
have become ill from eating a food, consult your health care provider.
Follow the steps below to keep your food safe. Be very careful with perishable foods such as
eggs, meats, poultry, fish, shellfish, milk products, and fresh fruits and vegetables. If you are at
high risk of foodborne illness, be extra careful (see box 14).
Box 14
TIPS FOR THOSE AT HIGH RISK OF FOODBORNE ILLNESS
Who is at high risk of foodborne illness?
x
Pregnant women
x
Young children
x
Older persons
x
People with weakened immune systems or certain chronic illnesses
Besides following the guidance in this guideline, some of the extra precautions those at
high risk should take are:
x
Do not eat or drink unpasteurized juices, raw sprouts, raw (unpasteurized) milk and products made from
unpasteurized milk.
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2.3
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
PREREADING CONNECTION (continued)
x
Do not eat raw or undercooked meat, poultry, eggs, fish, and shellfish (clams, oysters, scallops, and
mussels).
New information on food safety is constantly emerging.
Recommendations and precautions for people at high risk are
updated as scientists learn more about preventing foodborne
illness. If you are among those at high risk, you need to be aware
of and follow the most current information on food safety.
For the latest information and precautions, call USDA's Meat and
Poultry Hotline, 1-800-535-4555, or FDA's Food Information Line, 1888-SAFE FOOD, or consult your health care provider. You can also
get up-to-date information by checking the government's food safety
website at http://www.foodsafety.gov.
Clean. Wash hands and surfaces often
Wash your hands with warm soapy water for 20 seconds (count to 30)
before you handle food or food utensils. Wash your hands after
handling or preparing food, especially after handling raw meat, poultry,
fish, shellfish, or eggs. Right after you prepare these raw foods, clean
the utensils and surfaces you used with hot soapy water. Replace
cutting boards once they have become worn or develop hard-to-clean
grooves. Wash raw fruit and vegetables under running water before
eating. Use a vegetable brush to remove surface dirt if necessary.
Always wash your hands after using the bathroom, changing diapers,
or playing with pets. When eating out, if the tables, dinnerware, and
restrooms look dirty, the kitchen may be, too—so you may want to eat
somewhere else.
Separate. Separate raw, cooked, and ready-to-eat foods while
shopping, preparing, or storing
Keep raw meat, poultry, eggs, fish, and shellfish away from other
foods, surfaces, utensils, or serving plates. This prevents crosscontamination from one food to another. Store raw meat, poultry, fish,
and shellfish in containers in the refrigerator so that the juices don't
drip onto other foods.
Cook. Cook Foods To a Safe Temperature
Uncooked and undercooked animal foods are potentially unsafe. Proper cooking makes most
uncooked foods safe. The best way to tell if meat, poultry, or egg dishes are cooked to a safe
temperature is to use a food thermometer (figure 5). Several kinds of inexpensive food
thermometers are available in many stores.
Reheat sauces, soups, marinades, and gravies to a boil. Reheat leftovers thoroughly to at
least 165° F. If using a microwave oven, cover the container and turn or stir the food to make
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2.4
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
PREREADING CONNECTION (continued)
sure it is heated evenly throughout. Cook eggs until whites and yolks are firm. Don't eat raw or
partially cooked eggs, or foods containing raw eggs, raw (unpasteurized) milk, or cheeses
made with raw milk. Choose pasteurized juices. The risk of contamination is high from
undercooked hamburger, and from raw fish (including sushi), clams, and oysters. Cook fish
and shellfish until it is opaque; fish should flake easily with a fork. When eating out, order foods
thoroughly cooked and make sure they are served piping hot.
Chill. Refrigerate Perishable Foods Promptly
When shopping, buy perishable foods last, and take them straight home. At home, refrigerate
or freeze meat, poultry, eggs, fish, shellfish, ready-to-eat foods, and leftovers promptly.
Refrigerate within 2 hours of purchasing or preparation—and within 1 hour if the air
temperature is above 90º F. Refrigerate at or below 40º F, or freeze at or below 0º F. Use
refrigerated leftovers within 3 to 4 days. Freeze fresh meat, poultry, fish, and shellfish that
cannot be used in a few days. Thaw frozen meat, poultry, fish, and shellfish in the refrigerator,
microwave, or cold water changed every 30 minutes. (This keeps the surface chilled.) Cook
foods immediately after thawing. Never thaw meat, poultry, fish, or shellfish at room
temperature. When eating out, make sure that any foods you order that should be refrigerated
are served chilled.
Follow the Label
Read the label and follow safety instructions on the package such as "KEEP
REFRIGERATED" and the "SAFE HANDLING INSTRUCTIONS."
Serve Safely
Keep hot foods hot (140º F or above) and cold foods cold (40º F or below). Harmful bacteria
can grow rapidly in the "danger zone" between these temperatures. Whether raw or cooked,
never leave meat, poultry, eggs, fish, or shellfish out at room temperature for more than 2
hours (1 hour in hot weather 90º F or above). Be sure to chill leftovers as soon as you are
finished eating. These guidelines also apply to carry-out meals, restaurant leftovers, and
home-packed meals-to-go.
When In Doubt, Throw It Out
If you aren't sure that food has been prepared, served, or stored safely, throw it out. You may
not be able to make food safe if it has been handled in an unsafe manner. For example, a food
that has been left at room temperature too long may contain a toxin produced by bacteria—
one that can't be destroyed by cooking. So if meat, poultry, fish, shellfish, or eggs have been
left out for more than 2 hours, or if the food has been kept in the refrigerator too long, don't
taste it. Just throw it out. Even if it looks and smells fine, it may not be safe to eat. If you have
doubt when you're shopping or eating out, choose something else. For more information,
contact USDA's Meat and Poultry Hotline, 1-800-535-4555, or FDA's Food Information Line, 1888-SAFE FOOD. Also, ask your local or state health department or Cooperative Extension
Service Office for further guidance.
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2.5
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
PREREADING CONNECTION (continued)
ADVICE FOR TODAY
Build a healthy base by keeping food safe to eat.
Clean. Wash hands and surfaces often.
Separate. Separate raw, cooked, and ready-to-eat foods while shopping, preparing, or storing.
Cook. Cook foods to a safe temperature.
Chill. Refrigerate perishable foods promptly.
Check and follow the label.
Serve safely. Keep hot foods hot and cold foods cold.
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2.6
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
PREREADING CONNECTION (continued)
RUBRIC – Who Am I?
DIRECTIONS: This form is designed to help you evaluate student work in cooperative learning groups.
Read the statements below. Then indicate the number from the following scale that reflects your
assessment of the group’s work.
1 = Weak
2 = Moderately Weak
3 = Average
4 = Moderately Strong
5 = Strong
Student Name _________________________________________
1. Each member of the group had a clear understanding of the group’s task.
1 2 3 4 5
2. Each member of the group had a clear understanding of his/her expected contribution to the group’s
assignment.
1 2 3 4 5
3. Group members listened willingly to one another.
1 2 3 4 5
4. Group members encouraged others to express opinions or contribute information.
1 2 3 4 5
5. Group members presented their vocabulary information from the newspapers in a clear and logical
manner.
1 2 3 4 5
6. Each member of the group fulfilled his/her responsibilities in the completion to the group’s
assignment.
1 2 3 4 5
7. The group fulfilled all the requirements of its assigned task.
1 2 3 4 5
Additional comments:
____________________________________________________________________________________
____________________________________________________________________________________
Total Points/Grade______________
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2.7
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
READING CONNECTION
Title:
Performance Tasks:
Sunshine State Standards (LA; MA; and SC):
Essential Skills (e; m; and s):
Rigor and Relevance (quadrant):
Three Truths and a Lie: “You Found What in Your
Soup?”
02.01; 02.02; 03.02; 03.03; 03.04; 03.05; 11.07
LA.A1.4.2; LA.A1.4.3; LA.A2.4.1; LA.A2.4.2;
LA.A2.4.5; LA.A2.4.7; LA.B1.4.2; LA.B2.4.2;
LA.B2.4.3; LA.C3.4.1; LA.C3.4.2
e03; e09; e12; e14; e15; e17; e22; e24; e27; e30; e46;
e49; e50; e53; e54; e59; e69; e72; e77; e92
C – Assimilation
Instructions to Teacher:
x Make sure that each student has a copy of the article “Keep Food Safe to Eat” (found in the
Pre-reading Connection).
x Explain to the class that they will participate in an Instructional Strategy called Three Truths &
a Lie.
x Each student will select and copy on his/her notebook paper facts and lies from the article.
x Encourage students not to make their “lie” obvious.
x Use a kitchen timer for rotating the students’ papers.
Instructions to Students:
x Using the article, “Keep Food Safe to Eat,” select and copy three facts and one lie.
x When the kitchen timer sounds after 5 minutes, pass your paper to the student to your right.
x On your new paper place your name under the first name.
x Find the lie and rewrite it to make it a truth. Then select three more facts and one lie.
x When the kitchen timer sounds after 5 minutes, pass your paper to the student to your right.
x Follow the same procedure as listed above.
x You may continue for as many rotations as time allows or until the teacher feels that the entire
article has been covered.
Instructions for Learning Styles Modifications:
x Some students probably will need to work with partners.
x Use a kitchen timer so students know when they must stop.
x Give a one minute warning.
Assessment for Activity: Oral Presentation Rubric: Preparing and Serving Safe Food
Approximate Length of Time for Activity: 60 minutes
Activity: The purpose of this lesson is to not only activate their prior knowledge of Food Safety from
their Nutrition & Health classes and to learn new facts about the importance of Food Safety, but to
also evaluate their ability to assimilate written facts. For this reason, the assessment used is a selfevaluation of their work skills. The last five minutes of this activity, each student will individually
complete the Oral Presentation Rubric.
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3.1
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
READING CONNECTION (continued)
RUBRIC - Three Truths & A Lie: “You Found What in Your Soup?”
Student Name: _______________________________
Almost Always
Often
Sometimes
Rarely
3
2
1
0
Followed game
instructions
“Lies” were not
obvious
True statements,
accurate facts
Writing was
legible.
Reader could
easily understand
the statements
Total Points/ Grade: ___________
Comments:______________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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3.2
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION
Title:
Performance Tasks:
Sunshine State Standards (LA, MA, and SC):
Essential Skills (e, m, and s):
Rigor and Relevance (quadrant):
Cause & Effect: FAT-TOM Strikes Again!
02.01, 03.02, 03.03, 03.04, 03.05, 04.01, 04.03, 04.04,
04.05, 04.06, 05.02
LA.A1.4.2, LA.A2.4.4,LA.A2.4.7, MA.A4.4.1,
MA.A3.4.3, MA.B3.4.1, MA.B4.4.2, SC.A1.4.2,
SC.A1.4.3, SC.A1.4.4
e03, e50, e53, m01, m33, m44, m62, s42, s57, s78
D – Adaptation
Instructions to Teacher:
x Orally review with students how bacteria multiply quickly when there are six conditions present:
F – Food; A – Acidity; T – Time; T – Temperature; O – Oxygen; M – Moisture
x Explain that an easy way to remember these six conditions is by memorizing the letters
FAT-TOM.
x Ask students to refer to the FAT-TOM article “Who is FAT TOM?” Pass out a copy of the article
to each student.
x Also, pass out one copy of the activity worksheet “FAT-TOM Strikes Again.”
Instructions to Students:
x Using your article “Who is FAT TOM?” complete activity worksheet “FAT-TOM Strikes
Again!”
x This is an individual worksheet; however family group members may help each other.
Instructions for Learning Styles Modifications:
x Pair up any student that you feel might not be able to successfully complete this worksheet on
his/her own.
x ESOL and ESE students may report to their resource teacher for assistance.
Assessment for Activity: Cause & Effect Rubric: FAT-TOM Strikes Again
Approximate Length of Time for Activity: 30 minutes
Materials Needed:
x Article: “Who is FAT TOM?”
x Worksheet: “FAT-TOM Strikes Again!”
x Pen/pencil
x Rubric
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4.1
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
Who is FAT TOM?
FAT TOM
explains what
encourages foodborne
pathogens to grow.
You'll also learn some
important food safety
terms.
FAT TOM will help you to remember these valuable
terms:
F
A
T
ood
cidity
ime
T
O
M
emperature
xygen
oisture
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4.2
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
F
is for Food
Nutrients available in food often determine which microorganisms will grow in it.
While some microorganisms have simple nutrient requirements, some pathogens
require a complex diet, including vitamins and minerals found in the foods we eat.
Moist protein-rich foods, such as meat, milk, eggs and fish, are
potentially hazardous. That is, they are most likely to cause foodborne
illness because they are vehicles of transmission of pathogenic bacteria
and can support growth of these bacteria.
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4.3
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
A
is for Acidity
pH is the symbol for the degree of acidity or alkalinity (base) of a substance.
Bacteria grow best in an environment that is neutral or slightly acidic. Most bacterial
growth is inhibited in very acidic conditions. That is why acidic foods, like vinegar
and fresh fruits (especially citrus), seldom provide a favorable climate for pathogenic
bacteria.
pH is measured on a scale from 0 to 14.0. An environment with a pH
of 7.0 is exactly neutral--neither acid nor alkaline. Foods with a pH
below 7.0 are acidic; pH above 7.0 is alkaline. The lower the pH, the
higher the acidity; the higher the pH, the lower the acidity. Most
bacteria will not grow at pH levels below 4.6.
Microorganisms thrive in a pH range between 6.6 and 7.5.
Place the pointer along the pH line
to find the pH of some common substances
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4.4
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
T
is for Time
(Also known as the
two-hour rule.)
Pathogenic microorganisms reproduce by cell division. One becomes two.
Two become four. When small numbers of pathogens are present in food,
they pose a very low risk to consumers. However, when low acid food (food
with a neutral or alkaline pH) is abused by placing it in the DANGER ZONE
(40° to 140°F or 5° to 60°C) longer than two hours, pathogens multiply
rapidly. Restricting the time that low acid foods stay in the DANGER ZONE
to two hours or less prevents growth of large numbers of pathogens.
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4.5
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
T
is for Temperature
Microorganisms grow fast between the temperatures of 40° and 140°F (5° to
60°C). During the two-hour period in the DANGER ZONE, only minimal growth
and reproduction can occur.
One important rule of food safety is to stay out of the DANGER
ZONE, where potentially hazardous foods support the growth of
pathogenic microorganisms.
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4.6
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
0
is for Oxygen
(Air)
Some microorganisms need oxygen (air) to grow, that is, they are aerobic.
When foods such as meat, spaghetti sauce or vegetables are canned,
oxygen is excluded from the environment. Therefore, growth of
aerobic organisms is controlled and the food is preserved. Such foods
are shelf stable and do not require refrigeration.
Some microorganisms will grow only in anaerobic conditions (in the
absence of oxygen). Botulism, a rare type of foodborne illness, is
caused by a specific type of organism that grows only in anaerobic
conditions (in the absence of oxygen). Improperly preserved home
canned foods are usually the source of botulism.
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4.7
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
M
is for Moisture
All microorganisms must have an abundant supply of water to grow. Consequently,
perishability of a food is related not only to moisture content, but also to water
activity.
Moisture content is the amount of water in food and is expressed as a
percentage. Water activity ( aw ) is the amount of water available for
deterioration reactions and is measured on a scale of 0 to 1.0.
Bacteria, yeast, and mold multiply rapidly at a high water activity-above 0.86. Meat, produce and soft cheeses have aw in this range
(between 0.86 and 1.0).
Pathogenic bacteria have difficulty growing in foods such as jams and
jellies, dry noodles, flours, candies and crackers, where aw is below
0.85. Foods preserved with salt or sugar, such as jerky or jams and
jellies have a lower aw because salt and sugar deprive microorganisms
of water and inhibit their reproduction. These products are shelf-stable
(i.e. they do not need refrigeration).
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4.8
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
Cause & Effect: FAT-TOM Strikes Again!
Student Name: ___________________________________
1. On Thursday, Carol’s Catering delivered lunch for a meeting in a conference room at Acme
Manufacturing. Carol and her partner put out a tropical fruit plate (with a pH of 2.5), a basket of breads
and rolls (aw of 0.98), and grilled chicken breasts (with a pH of 6.4 and aw of 0.98) at 11:00 a.m. When
lunch was over, meeting attendees put the leftover food on the counter in the pantry next to the meeting
room. At 4:00 p.m., two employees made chicken sandwiches for themselves with the leftovers. Carol
came back at 5:00 p.m. to clean up the conference room and collect the deli trays. The next day, the two
employees called in sick and were later treated at the hospital for Salmonellosis.
Fill in the condition for each initial of the acronym FAT-TOM, and give reasons why these
conditions supported the growth of Salmonellosis.
F _______. ________________________________________________________
A ________. __________________________________________________________________
T ________. __________________________________________________________________
T ________. __________________________________________________________________
O ________. __________________________________________________________________
M ________. _________________________________________________________________
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4.9
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
Refer to the “FAT TOM” article for the following problems:
1. If it takes one hour for cells to divide, at 8:00 a.m. I have one cell then at 9:00 a.m. I would have
two cells. How many cells would I have by noon?
2. If it takes ½ hour for cells divide, at 8:00 a.m. I have one cell then at 9:00a.m. I would have two
cells. How many cells would I have by noon?
3. If it takes 15 minutes for cells to divide, at 8:00 a.m. I have one cell then at 9:00 a.m. I would
have two cells. How many cells would I have by noon?
4. If it takes 5 minutes for cells to divide, at 8:00 a.m. I have one cell. How many cells would I
have at 9:00 a.m.?
Draw a line graph below. Plot the points of the four problems above on the graph, using time as your xaxis and number of bacteria on your y-axis. Draw a smooth curve through the points.
5. Is this graph linear? Why or why not?
6. How long do you think you could safely leave out food whose bacteria doubled every 5 minutes?
Every one-minute? Every second?
www.career-connection.org
4.10
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
Cause & Effect: FAT-TOM Strikes Again!
Answer Key
1. If it takes one hour for cells to divide, at 8:00 a.m. I have one cell, at 9:00 a.m. I would have two
cells. How many cells would I have by noon? At 8 am. – 1 cell
9 am. – 2 cells
10am – 4 cells
11 am – 8 cells
noon – 16 cells
2. If it takes ½ hour for cells divide, at 8:00 a.m. I have one cell, at 9:00a.m. I would have four cells.
How many cells would I have by noon? At 8 am – 1 cell, 8:30 – 2 cells;
9:00 - 4 cells; 9:30 - 8 cells; 10:00 – 16 cells; 10:30 – 32 cells; 11:00 – 64 cells; 11:30 – 128 cells;
Noon - 256 cells
3 .If it takes 15 minutes for cells to divide, at 8:00 a.m. I have one cell, at 9:00 a.m. I would have 16
cells. How many cells would I have by noon? 8:00 – 1 cell; 8:15 – 2 cells; 8:30 – 4 cells; 8:45 – 8 cells;
9:00 – 16 cells; 9:15 – 32 cells; 9:30 – 64 cells; 10:00 128 cells; 10:15 – 256 cells; 10:30 - 512 cells;
11:00 – 1024 cells; - 11:15 – 2048 cells; 11:30 – 4096 cells; 11:45 – 8192 cells; Noon – 16,384 cells
4. If it takes 5 minutes for cells to divide, at 8:00 a.m. I have one cell. How many cells would I have at
9:00 a.m.?
8:00 – 1 cell; 8:05 – 2 cells; 8:10 – 4 cells; 8:15 – 8 cells; 8:20 – 16 cells; 8:25 – 32 cells; 8:30 – 64
cells; 8:35 – 128 cells; 8:40 – 256 cells; 8:45 – 512 cells; 8:50 – 1024 cells; 8:55 – 2048 cells; 9:00 –
4096 cells
5. No, this graph does not have a common slope; it doesn’t make a straight line.
6. The answers to these questions are up to the teacher. Students should give a reasonable explanation.
www.career-connection.org
4.11
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
MATH/SCIENCE CONNECTION (continued)
RUBRIC - Cause and Effect FAT-TOM Strikes Again!
Student Name: _________________________________
DIRECTIONS: This form is designed to help you evaluate a student’s skill in determining cause-andeffect relationships. Read the statements below. Then indicate the number from the following scale that
reflects your assessment of the student’s mastery of this skill.
1 = Weak
2 = Moderately Weak
3 = Average
4 = Moderately Strong
5 = Strong
1. The student can differentiate between a cause and an effect
1 2 3 4 5
2. The student can identify key words and phrases that indicate cause-and-effect
relationships.
1 2 3 4 5
3. The student can recognize cause-and-effect relationships separated by other
information.
1 2 3 4 5
4. The student recognizes and can identify multiple causes of a single effect.
1 2 3 4 5
5. The student recognizes and can identify multiple causes of a single effect.
1 2 3 4 5
6. The student presents the cause-and-effect relationship in an appropriate manner.
1 2 3 4 5
7. The relationship identified employs the appropriate information or facts.
1 2 3 4 5
8. The relationship identified fulfills the requirements of the assignment.
1 2 3 4 5
Additional Comments:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Total Points/Grade: _______________
www.career-connection.org
4.12
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
RESEARCH CONNECTION
Title:
Performance Tasks:
Sunshine State Standards (LA, MA, and SC):
Essential Skills (e, m, and s):
Rigor and Relevance (quadrant):
Twenty Questions: Pick Your Poison
02.01, 02.02, 02.03, 03.02, 03.03, 03.04, 04.03, 04.04,
04.05, 04.06, 05.02
LA.A1.4.2, LA.A1.4.3, LA.A2.4.4, LA.A2.4.7,
LA.A2.4.8, LA.C3.4.1, LA.C3.4.2, LA.B2.4.2,
LA.B2.4.3, MA.A4.4.1, MA.B3.4.1, SC.F1.4.3
e03, e09, e12, e22, e30, e49, e50, e53, e59, e69, e92,
m33, s42
D – Adaptation
Instructions to Teacher:
x After orally reviewing the major foodborne illnesses in Chapter 2 of Foodservice Professional –
Year I (page 85) or any state adopted Culinary textbook, divide your class into 6 groups.
x Assign each group a pathogenic bacteria, virus, or parasite that was discussed in the chapter.
Suggestions: Salmonellosis infection, Shigellosis infection, Staphylococcal intoxication, Bacillus
cereus intoxication, Botulism intoxication
x Have each group research their “bug.”
Instructions to Students:
x Gather information from a variety of sources in the classroom on your group’s assigned “bug.”
x Focus on the following:
o Characteristics
o Symptoms of illness caused by the bug
o Source
o Foods involved
o Preventive measures
x Explain that they will have 30 minutes to research the above information.
x At the end of 30 minutes, ask each group one at a time to stand in front of the class and solicit up
to twenty questions from the other groups.
x Each group in the audience asks one question and makes a guess as to what bug that group
represents.
x When a group correctly identifies the bug, points are awarded based on the number of unasked
questions remaining.
x For example, if four questions were asked before a correct guess was made, the group making the
correct guess would be awarded sixteen points (20 – 4 = 16).
x In the unlikely event that no team can figure out what bug a group represents, the group
presenting receives twenty points.
x Play until every team has gone to the front.
x The team with the most points wins!
Instructions for Learning Styles Modifications: For some students, being in charge of monitoring the
correct answers and keeping score could be their opportunity to shine. Pair up students that you know
will have difficulty researching the facts with a responsible student so that each group will have their
research done in a timely fashion.
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5.1
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
RESEARCH CONNECTION (continued)
Assessment for Activity: Research Rubric: Twenty Questions
Approximate Length of Time for Activity: 60 minutes
Materials Needed:
x Textbook: Foodservice Professional: Year I
x Additional Nutrition textbooks such as Guide to Good Food
x Articles on foodborne illnesses
x Computers (not a must, but extremely helpful)
x Kitchen timer
x Research Rubric: Twenty Questions
Activity: After completing this activity, class participants should be able to identify the major foodborne
illnesses caused by bacteria, viruses, and parasites, and be able to identify characteristics, symptoms,
sources, foods involved, and preventive measures for each of these pathogens.
If your class is large, add additional foodborne illnesses.
www.career-connection.org
5.2
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
RESEARCH CONNECTION (continued)
RUBRIC - Twenty Questions: Pick Your Poison
Student Name:________________________________
Directions: This form is designed to help you evaluate a student’s research activities. Read the
statements below. Then indicate the number from the following scale that reflects your assessment of
the student’s work.
1 = Weak
2 = Moderately Weak
3 = Average
4 = Moderately Strong
5 = Strong
1. The student develops a research plan, conducts an organized search, and makes good use of research
time.
1 2 3 4 5
2. The student uses the textbook and other in-class resources when appropriate.
1 2 3 4 5
3. The student seeks out more than one source of information on a topic for use in the work product.
1 2 3 4 5
4. The student uses primary sources when appropriate.
1 2 3 4 5
5.
6.
The student evaluates sources for the quality of their information.
1 2 3 4 5
The student indicates an understanding of his “bug”.
1 2 3 4 5
Additional Comments:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Total Points/Grade:___________
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5.3
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
CROSSWALKS
Outcome # 02.0
APPLY BASIC SKILLS
Performance Task# 02.01
Follow verbal and written directions
Essential Work Skills
SSS Strand: Reading
LA.A 1.4.2
LA.A 2.4.1
H
H
Selects and uses strategies to understand words and text, and to make
and confirm inferences from what is read, including interpreting
diagrams, graphs, and statistical illustrations.
Determines the main idea and identifies relevant details, methods of
development, and their effectiveness in a variety of types of written
material.
e50
Understand and use a variety of organizational
formats such as compare/contrast, cause/effect,
inductive/deductive, most important to least
important, and least important to most important.
e53
Apply personal or objective criteria for evaluating
informational, persuasive and literary materials.
e15
Discriminate important ideas from unimportant ideas
while reading.
e24
Summarize, synthesize and organize information
while reading.
e46
Apply, extend, and expand on information while
reading.
LA.A 2.4.2
H
Determines the author's purpose and point of view and their effects on
the text.
e77
Assess the significance and importance of the themes
in a literary text.
LA.A 2.4.5
H
Identifies devices of persuasion and methods of appeal and their
effectiveness.
e17
Analyze, evaluate and critique such events as current
events, political campaigns, advertisements and media.
e72
Evaluate the way an author uses language and text
characteristics such as plot, setting, theme, character,
point of view, genre etc. to evoke a response in a
reader.
LA.A 2.4.7
H
Analyzes the validity and reliability of primary source information and
uses the information appropriately.
e03
Gather information from a variety of sources,
including electronic sources, and summarize, analyze,
and evaluate its use for a report.
LA.A 2.4.8
H
Synthesizes information from multiple sources to draw conclusions.
e03
Gather information from a variety of sources,
including electronic sources, and summarize, analyze,
and evaluate its use for a report.
SSS Strand: Writing
LA.B 1.4.2
H
Essential Work Skills
Drafts and revises writing that: is focused, purposeful, and reflects
insight into the writing situation; has an organizational pattern that
provides for a logical progression of ideas; has effective use of
transitional devices that contribute to a sense of completeness; has
support that is substantial, specific, relevant, and concrete; demonstrates
a commitment to and involvement with the subject; uses creative writing
strategies as appropriate to the purposes of the paper; demonstrates a
mature command of language with freshness of expression; has varied
sentence structure; has few, if any, convention errors in mechanics,
usage, punctuation and spelling.
e12
Draft a report that engages an audience and is concise,
clear, well organized, accurate, and informative.
e14
Use editing and revising skills to improve
effectiveness and accuracy of drafts.
e27
Define a position on a controversial topic and write a
persuasive essay or make an oral presentation likely to
persuade a specific audience to change an opinion or
take a particular action.
e54
Organize supporting detail in logical and convincing
patterns.
www.career-connection.org
6.1
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
CROSSWALKS (continued)
LA.B 2.4.1
L
Writes text, notes, outlines, comments, and observations that
demonstrate comprehension and synthesis of content, processes, and
experiences from a variety of media.
e03
Gather information from a variety of sources,
including electronic sources, and summarize, analyze,
and evaluate its use for a report.
LA.B 2.4.3
L
Writes fluently for a variety of occasions, audiences, and purposes,
making appropriate choices regarding style, tone, level of detail, and
organization.
e22
Understand and produce a variety of informative
formats such as business letters, memos, reports, news
articles, brochures, proposals and critiques.
e50
Understand and use a variety of organizational
formats such as compare/contrast, cause/effect,
inductive/deductive, most important to least
important, and least important to most important.
SSS Strand: Listening, Viewing and Speaking
Essential Work Skills
LA.C 3.4.1
L
Uses volume, stress, pacing, enunciation, eye contact, and gestures that
meet the needs of the audience and topic.
e92
Identify and interpret vocal characteristics that
influence meaning such as tone, volume, pitch, and
rate.
LA.C 3.4.2
L
Selects and uses a variety of speaking strategies to clarify meaning and
to reflect understanding, interpretation, application, and evaluation of
content, processes, or experiences, including asking relevant questions
when necessary, making appropriate and meaningful comments, and
making insightful observations.
e59
Respond orally to fellow student's opinions during
presentations by asking questions, asking for
clarification, agreeing and /or disagreeing courteously.
e69
Participate in a one-on-one conference by relating
essential information, asking questions on the topic,
and using language to clarify information.
SSS Strand: Literature
LA.E 2.4.1
H
Essential Work Skills
Analyzes the effectiveness of complex elements of plot, such as setting,
major events, problems, conflicts, and resolutions.
Performance Task# 02.02
e77
Assess the significance and importance of the themes
in a literary text.
e83
Evaluate the quality of a selection.
Apply verbal and written directions
SSS Strand: Writing
Essential Work Skills
LA.B 2.4.1
L
Writes text, notes, outlines, comments, and observations that
demonstrate comprehension and synthesis of content, processes, and
experiences from a variety of media.
e03
Gather information from a variety of sources,
including electronic sources, and summarize, analyze,
and evaluate its use for a report.
LA.B 2.4.2
L
Organizes information using appropriate systems.
e12
Draft a report that engages an audience and is concise,
clear, well organized, accurate, and informative.
LA.B 2.4.3
L
Writes fluently for a variety of occasions, audiences, and purposes,
making appropriate choices regarding style, tone, level of detail, and
organization.
e22
Understand and produce a variety of informative
formats such as business letters, memos, reports, news
articles, brochures, proposals and critiques.
e50
Understand and use a variety of organizational
formats such as compare/contrast, cause/effect,
inductive/deductive, most important to least
important, and least important to most important.
SSS Strand: Listening, Viewing and Speaking
LA.C 3.4.1
L
Essential Work Skills
Uses volume, stress, pacing, enunciation, eye contact, and gestures that
meet the needs of the audience and topic.
e92
Identify and interpret vocal characteristics that
influence meaning such as tone, volume, pitch, and
rate.
www.career-connection.org
6.2
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
CROSSWALKS (continued)
LA.C 3.4.2
L
Selects and uses a variety of speaking strategies to clarify meaning and
to reflect understanding, interpretation, application, and evaluation of
content, processes, or experiences, including asking relevant questions
when necessary, making appropriate and meaningful comments, and
making insightful observations.
Performance Task# 02.03
e59
Respond orally to fellow student's opinions during
presentations by asking questions, asking for
clarification, agreeing and /or disagreeing courteously.
e69
Participate in a one-on-one conference by relating
essential information, asking questions on the topic,
and using language to clarify information.
Use verbal and nonverbal communication skills
SSS Strand: Writing
Essential Work Skills
LA.B 2.4.1
L
Writes text, notes, outlines, comments, and observations that
demonstrate comprehension and synthesis of content, processes, and
experiences from a variety of media.
e03
Gather information from a variety of sources,
including electronic sources, and summarize, analyze,
and evaluate its use for a report.
LA.B 2.4.2
L
Organizes information using appropriate systems.
e12
Draft a report that engages an audience and is concise,
clear, well organized, accurate, and informative.
LA.B 2.4.3
L
Writes fluently for a variety of occasions, audiences, and purposes,
making appropriate choices regarding style, tone, level of detail, and
organization.
e22
Understand and produce a variety of informative
formats such as business letters, memos, reports, news
articles, brochures, proposals and critiques.
e50
Understand and use a variety of organizational
formats such as compare/contrast, cause/effect,
inductive/deductive, most important to least
important, and least important to most important.
SSS Strand: Listening, Viewing and Speaking
Essential Work Skills
LA.C 3.4.1
L
Uses volume, stress, pacing, enunciation, eye contact, and gestures that
meet the needs of the audience and topic.
e92
Identify and interpret vocal characteristics that
influence meaning such as tone, volume, pitch, and
rate.
LA.C 3.4.2
L
Selects and uses a variety of speaking strategies to clarify meaning and
to reflect understanding, interpretation, application, and evaluation of
content, processes, or experiences, including asking relevant questions
when necessary, making appropriate and meaningful comments, and
making insightful observations.
e59
Respond orally to fellow student's opinions during
presentations by asking questions, asking for
clarification, agreeing and /or disagreeing courteously.
e69
Participate in a one-on-one conference by relating
essential information, asking questions on the topic,
and using language to clarify information.
Outcome # 03.0
DEMONSTRATE PERSONAL PRODUCTIVITY
Performance Task# 03.02
Exhibit work ethics.
SSS Strand: Reading
LA.A 1.4.3
L
Essential Work Skills
Refines vocabulary for interpersonal, academic, and workplace
situations, including figurative, idiomatic, and technical meanings.
e09
Know how to decipher unfamiliar words using such
strategies as context cues, word structure analysis,
letter-sound relationships, and word histories.
www.career-connection.org
6.3
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
CROSSWALKS (continued)
LA.A 2.4.4
H
Locates, gathers, analyzes, and evaluates written information for a
variety of purposes, including research projects, real-world tasks, and
self-improvement.
SSS Strand: Listening, Viewing and Speaking
LA.C 3.4.2
L
LA.A 2.4.4
L
H
L
Locates, gathers, analyzes, and evaluates written information for a
variety of purposes, including research projects, real-world tasks, and
self-improvement.
SSS Strand: Reading
Gather information from a variety of sources,
including electronic sources, and summarize, analyze,
and evaluate its use for a report.
e59
Respond orally to fellow student's opinions during
presentations by asking questions, asking for
clarification, agreeing and /or disagreeing courteously.
e69
Participate in a one-on-one conference by relating
essential information, asking questions on the topic,
and using language to clarify information.
e09
Know how to decipher unfamiliar words using such
strategies as context cues, word structure analysis,
letter-sound relationships, and word histories.
e30
Understand the nature and purpose of and be able to
word process a variety of formats including essays,
business letters, memos, instructions, policy
statements, technical proposals, user manuals, lab
reports, etc.
e49
Read for main idea first and then read for detail.
e03
Gather information from a variety of sources,
including electronic sources, and summarize, analyze,
and evaluate its use for a report.
Essential Work Skills
Selects and uses a variety of speaking strategies to clarify meaning and
to reflect understanding, interpretation, application, and evaluation of
content, processes, or experiences, including asking relevant questions
when necessary, making appropriate and meaningful comments, and
making insightful observations.
Performance Task# 03.04
Read for main idea first and then read for detail.
e03
Essential Work Skills
Refines vocabulary for interpersonal, academic, and workplace
situations, including figurative, idiomatic, and technical meanings.
SSS Strand: Listening, Viewing and Speaking
LA.C 3.4.2
e49
Maintain positive personal relationships.
SSS Strand: Reading
LA.A 1.4.3
Understand the nature and purpose of and be able to
word process a variety of formats including essays,
business letters, memos, instructions, policy
statements, technical proposals, user manuals, lab
reports, etc.
Essential Work Skills
Selects and uses a variety of speaking strategies to clarify meaning and
to reflect understanding, interpretation, application, and evaluation of
content, processes, or experiences, including asking relevant questions
when necessary, making appropriate and meaningful comments, and
making insightful observations.
Performance Task# 03.03
e30
e59
Respond orally to fellow student's opinions during
presentations by asking questions, asking for
clarification, agreeing and /or disagreeing courteously.
e69
Participate in a one-on-one conference by relating
essential information, asking questions on the topic,
and using language to clarify information.
Develop personal and professional etiquette.
Essential Work Skills
www.career-connection.org
6.4
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
CROSSWALKS (continued)
LA.A 1.4.3
LA.A 2.4.4
L
H
Refines vocabulary for interpersonal, academic, and workplace
situations, including figurative, idiomatic, and technical meanings.
Locates, gathers, analyzes, and evaluates written information for a
variety of purposes, including research projects, real-world tasks, and
self-improvement.
SSS Strand: Listening, Viewing and Speaking
LA.C 3.4.2
L
LA.A 2.4.4
L
H
L
Understand the nature and purpose of and be able to
word process a variety of formats including essays,
business letters, memos, instructions, policy
statements, technical proposals, user manuals, lab
reports, etc.
e49
Read for main idea first and then read for detail.
e03
Gather information from a variety of sources,
including electronic sources, and summarize, analyze,
and evaluate its use for a report.
e59
Respond orally to fellow student's opinions during
presentations by asking questions, asking for
clarification, agreeing and /or disagreeing courteously.
e69
Participate in a one-on-one conference by relating
essential information, asking questions on the topic,
and using language to clarify information.
Essential Work Skills
Refines vocabulary for interpersonal, academic, and workplace
situations, including figurative, idiomatic, and technical meanings.
Locates, gathers, analyzes, and evaluates written information for a
variety of purposes, including research projects, real-world tasks, and
self-improvement.
SSS Strand: Listening, Viewing and Speaking
LA.C 3.4.2
e30
Demonstrate the ability to function as a team member.
SSS Strand: Reading
LA.A 1.4.3
Know how to decipher unfamiliar words using such
strategies as context cues, word structure analysis,
letter-sound relationships, and word histories.
Essential Work Skills
Selects and uses a variety of speaking strategies to clarify meaning and
to reflect understanding, interpretation, application, and evaluation of
content, processes, or experiences, including asking relevant questions
when necessary, making appropriate and meaningful comments, and
making insightful observations.
Performance Task# 03.05
e09
e09
Know how to decipher unfamiliar words using such
strategies as context cues, word structure analysis,
letter-sound relationships, and word histories.
e30
Understand the nature and purpose of and be able to
word process a variety of formats including essays,
business letters, memos, instructions, policy
statements, technical proposals, user manuals, lab
reports, etc.
e49
Read for main idea first and then read for detail.
e03
Gather information from a variety of sources,
including electronic sources, and summarize, analyze,
and evaluate its use for a report.
Essential Work Skills
Selects and uses a variety of speaking strategies to clarify meaning and
to reflect understanding, interpretation, application, and evaluation of
content, processes, or experiences, including asking relevant questions
when necessary, making appropriate and meaningful comments, and
making insightful observations.
e59
Respond orally to fellow student's opinions during
presentations by asking questions, asking for
clarification, agreeing and /or disagreeing courteously.
e69
Participate in a one-on-one conference by relating
essential information, asking questions on the topic,
and using language to clarify information.
www.career-connection.org
6.5
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
CROSSWALKS (continued)
Outcome # 04.0
EXHIBIT SAFE, SECURE, AND SANITARY WORK PROCEDURES
Performance Task# 04.01
Follow standard procedures for hazard control
SSS Strand: Measurement
MA.B 3.4.1
H
Essential Work Skills
Solves real-world and mathematical problems involving estimates of
measurements, including length, time, weight/mass, temperature, money,
perimeter, area, and volume, and estimates the effects of measurement
errors on calculations.
SSS Strand: Processes of Life
SC.F 1.4.3
H
H
H
Solves real-world and mathematical problems involving estimates of
measurements, including length, time, weight/mass, temperature, money,
perimeter, area, and volume, and estimates the effects of measurement
errors on calculations.
H
H
s42
Understand the chemical reactions involved in cell
functions (e.g., food molecules taken into cells are
broken down to provide the chemical constituents
needed to synthesize other molecules).
Essential Work Skills
Solves real-world and mathematical problems involving estimates of
measurements, including length, time, weight/mass, temperature, money,
perimeter, area, and volume, and estimates the effects of measurement
errors on calculations.
SSS Strand: Processes of Life
SC.F 1.4.3
Use the technique of dimensional analysis to convert
units of measure (e.g., convert km/hr to m/min)
including drawing to scale and applying ratios.
Understand and use various techniques for estimating,
making and converting measure; and using these to
perform dimensional analysis.
Follow the standards for infectious disease control.
SSS Strand: Measurement
MA.B 3.4.1
m33
Essential Work Skills
Knows that membranes are sites for chemical synthesis and essential
energy conversions.
Performance Task# 04.04
Understand the chemical reactions involved in cell
functions (e.g., food molecules taken into cells are
broken down to provide the chemical constituents
needed to synthesize other molecules).
Essential Work Skills
SSS Strand: Processes of Life
SC.F 1.4.3
s42
Apply sanitary procedures in maintaining the facility.
SSS Strand: Measurement
MA.B 3.4.1
Use the technique of dimensional analysis to convert
units of measure (e.g., convert km/hr to m/min)
including drawing to scale and applying ratios.
Understand and use various techniques for estimating,
making and converting measure; and using these to
perform dimensional analysis.
Essential Work Skills
Knows that membranes are sites for chemical synthesis and essential
energy conversions.
Performance Task# 04.03
m33
m33
Use the technique of dimensional analysis to convert
units of measure (e.g., convert km/hr to m/min)
including drawing to scale and applying ratios.
Understand and use various techniques for estimating,
making and converting measure; and using these to
perform dimensional analysis.
Essential Work Skills
Knows that membranes are sites for chemical synthesis and essential
energy conversions.
s42
Understand the chemical reactions involved in cell
functions (e.g., food molecules taken into cells are
broken down to provide the chemical constituents
needed to synthesize other molecules).
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6.6
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
CROSSWALKS (continued)
Performance Task# 04.05
Demonstrate acceptable employee health habits.
SSS Strand: Measurement
MA.B 3.4.1
H
Essential Work Skills
Solves real-world and mathematical problems involving estimates of
measurements, including length, time, weight/mass, temperature, money,
perimeter, area, and volume, and estimates the effects of measurement
errors on calculations.
SSS Strand: Processes of Life
SC.F 1.4.3
H
H
H
H
Understand the chemical reactions involved in cell
functions (e.g., food molecules taken into cells are
broken down to provide the chemical constituents
needed to synthesize other molecules).
Essential Work Skills
Locates, gathers, analyzes, and evaluates written information for a
variety of purposes, including research projects, real-world tasks, and
self-improvement.
SSS Strand: Number Sense, Concepts and Operations
MA.A 4.4.1
s42
Follow rules, regulations, and laws.
SSS Strand: Reading
H
Use the technique of dimensional analysis to convert
units of measure (e.g., convert km/hr to m/min)
including drawing to scale and applying ratios.
Understand and use various techniques for estimating,
making and converting measure; and using these to
perform dimensional analysis.
UTILIZE OPERATIONAL SYSTEMS
Performance Task# 05.02
LA.A 2.4.4
m33
Essential Work Skills
Knows that membranes are sites for chemical synthesis and essential
energy conversions.
Outcome # 05.0
Understand the chemical reactions involved in cell
functions (e.g., food molecules taken into cells are
broken down to provide the chemical constituents
needed to synthesize other molecules).
Essential Work Skills
Solves real-world and mathematical problems involving estimates of
measurements, including length, time, weight/mass, temperature, money,
perimeter, area, and volume, and estimates the effects of measurement
errors on calculations.
SSS Strand: Processes of Life
SC.F 1.4.3
s42
Follow sanitary procedures in food storage, preparation, packing, transport, and service.
SSS Strand: Measurement
MA.B 3.4.1
Use the technique of dimensional analysis to convert
units of measure (e.g., convert km/hr to m/min)
including drawing to scale and applying ratios.
Understand and use various techniques for estimating,
making and converting measure; and using these to
perform dimensional analysis.
Essential Work Skills
Knows that membranes are sites for chemical synthesis and essential
energy conversions.
Performance Task# 04.06
m33
Gather information from a variety of sources,
including electronic sources, and summarize, analyze,
and evaluate its use for a report.
Essential Work Skills
Uses estimation strategies in complex situations to predict results and to
check the reasonableness of results.
SSS Strand: Measurement
e03
No Essential Work Skill
Essential Work Skills
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6.7
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
CROSSWALKS (continued)
MA.B 3.4.1
H
Solves real-world and mathematical problems involving estimates of
measurements, including length, time, weight/mass, temperature, money,
perimeter, area, and volume, and estimates the effects of measurement
errors on calculations.
Outcome # 11.0
Recognize standards of quality.
SSS Strand: Reading
L
Use the technique of dimensional analysis to convert
units of measure (e.g., convert km/hr to m/min)
including drawing to scale and applying ratios.
Understand and use various techniques for estimating,
making and converting measure; and using these to
perform dimensional analysis.
PREPARE FOOD AND BEVERAGE ITEMS.
Performance Task# 11.07
LA.A 1.4.3
m33
Essential Work Skills
Refines vocabulary for interpersonal, academic, and workplace
situations, including figurative, idiomatic, and technical meanings.
SSS Strand: Listening, Viewing and Speaking
e09
Know how to decipher unfamiliar words using such
strategies as context cues, word structure analysis,
letter-sound relationships, and word histories.
e30
Understand the nature and purpose of and be able to
word process a variety of formats including essays,
business letters, memos, instructions, policy
statements, technical proposals, user manuals, lab
reports, etc.
e49
Read for main idea first and then read for detail.
Essential Work Skills
LA.C 3.4.1
L
Uses volume, stress, pacing, enunciation, eye contact, and gestures that
meet the needs of the audience and topic.
e92
Identify and interpret vocal characteristics that
influence meaning such as tone, volume, pitch, and
rate.
LA.C 3.4.2
L
Selects and uses a variety of speaking strategies to clarify meaning and
to reflect understanding, interpretation, application, and evaluation of
content, processes, or experiences, including asking relevant questions
when necessary, making appropriate and meaningful comments, and
making insightful observations.
e59
Respond orally to fellow student's opinions during
presentations by asking questions, asking for
clarification, agreeing and /or disagreeing courteously.
e69
Participate in a one-on-one conference by relating
essential information, asking questions on the topic,
and using language to clarify information.
SSS Strand: Number Sense, Concepts and Operations
MA.A 3.4.3
H
Essential Work Skills
Adds, subtracts, multiplies, and divides real numbers, including square
roots and exponents, using appropriate methods of computing, such as
mental mathematics, paper and pencil, and calculator.
SSS Strand: Measurement
m01
Perform operations with signed (positive and
negative) numbers, including decimals, ratios,
percents, and fractions.
m44
Perform operations with radicals such as addition,
subtraction, multiplication, and division of two or
more irrational numbers and express as the square root
of a positive integer or as the product of a rational
number and the square root of a positive integer.
m62
Understand the characteristics of algorithms and how
they are used for finding the greatest common
denominator of two numbers and the solutions of
quadratic equations.
Essential Work Skills
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6.8
CTE/FCAT CONNECTION
Family & Consumer Sciences/Culinary Operations 1/Project 2
CROSSWALKS (continued)
MA.B 3.4.1
H
Solves real-world and mathematical problems involving estimates of
measurements, including length, time, weight/mass, temperature, money,
perimeter, area, and volume, and estimates the effects of measurement
errors on calculations.
MA.B 4.4.2
L
Selects and uses appropriate instruments, technology, and techniques to
measure quantities in order to achieve specified degrees of accuracy in a
problem situation.
SSS Strand: The Nature of Matter
m33
Use the technique of dimensional analysis to convert
units of measure (e.g., convert km/hr to m/min)
including drawing to scale and applying ratios.
Understand and use various techniques for estimating,
making and converting measure; and using these to
perform dimensional analysis.
No Essential Work Skill
Essential Work Skills
SC.A 1.4.1
M
Knows that the electron configuration in atoms determines how a
substance reacts and how much energy is involved in its reactions.
s78
Understand the historical development of the periodic
table and apply the principles inherent in its
development, including the properties and atomic
structure of elements and resultant chemical
compounds, the forces acting between and among
atoms and molecules, and changes in substances as a
result of chemical combination.
SC.A 1.4.2
M
Knows that the vast diversity of the properties of materials is primarily
due to variations in the forces that hold molecules together.
s78
Understand the historical development of the periodic
table and apply the principles inherent in its
development, including the properties and atomic
structure of elements and resultant chemical
compounds, the forces acting between and among
atoms and molecules, and changes in substances as a
result of chemical combination.
SC.A 1.4.3
M
Knows that a change from one phase of matter to another involves a gain
or loss of energy.
s57
Understand physical/chemical change (e.g., change of
phase between gases, liquids, and solids).
SC.A 1.4.4
H
Experiments and determines that the rates of reaction among atoms and
molecules depend on the concentration, pressure, and temperature of the
reactants and the presence or absence of catalysts.
SC.A 1.4.5
M
Knows that connections (bonds) form between substances when outershell electrons are either transferred or shared between their atoms,
changing the properties of substances.
No Essential Work Skill
s78
Understand the historical development of the periodic
table and apply the principles inherent in its
development, including the properties and atomic
structure of elements and resultant chemical
compounds, the forces acting between and among
atoms and molecules, and changes in substances as a
result of chemical combination.
Total Number of Student Performance Standards being addressed in this project
www.career-connection.org
14
6.9