Family and Consumer Science Department
Foods 3: Culinary Techniques
Grades: 11-12
(Offered both semesters)
Foods 3: Students refine their food preparation skills as they examine hospitality career
opportunities. This course includes instruction in critical skills essential for employment
in the food service industry: food preparation, purchasing, menu planning, and the
attractive presentation of food. Food preparation units include: garnishes, appetizers,
casseroles, sandwiches, cakes and cake decorating.
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UNIT 1
SAFETY AND SANITATION REVIEW
State Standards Connections: (Connecticut Career & Technical
Education Performance Standards & Competencies, 2011 ed.)
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D: 11
E: 14, 15, 16.
I: 24, 25, 26, 27, 28
J: 29, 30, 31
G: 19
Learning Goals
Students will:
 Evaluate factors that affect food safety in a commercial kitchen, including
purchasing, storage, production and consumption.
1. Identify the relationship between microorganisms and foodborne
illness.
2. Explain how appropriate food storage and handling procedures will
prevent foodborne illness.
3. Identify proper storage practices for all food products.
4. Exhibit safe food handling practices in food preparation labs.
5. Recognize personal responsibility for hygiene standards in a
kitchen.
6. List symptoms of illnesses for which health laws will prohibit a
food service worker from reporting to work.
7. Examine cleaning materials and sanitizers and their proper use in
the commercial kitchen.
8. Identify approved sources of food products.
 Demonstrate the implementation of HACCP (Hazard Analysis Critical
Control Point) standards.
 Explain how to prepare for and respond to accidents and emergencies in a
food preparation facility.
1. Explain the common causes of kitchen fires and prevention
strategies.
2. Identify accidental kitchen hazards and practices which will
impede their occurrence.
 Evaluate commercial kitchen equipment and tools.
 Demonstrate the cleaning of the classroom kitchen and appropriate exit
protocol.
 Analyze state and federal health regulations as they pertain to commercial
kitchen facilities.
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Demonstrate problem solving, critical thinking, and reading skills during food
preparation labs.
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INSTRUCTIONAL SUPPORT MATERIALS:
Food For Today
ServSafe Coursebook
Department of Public Health website
National Restaurant Association website
Professional food service equipment
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INSTRUCTIONAL STRATEGIES/ ASSESSMENTS:
Students prepare reports to present to the class reviewing critical
Safety and Sanitation guidelines.
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UNIT 2
CAREER PATHS IN FOOD SERVICE INDUSTRIES
State Standards Connections:
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A: 1, 2, 3, 4
F: 17, 18
Learning Goals
Students will:
 Examine the roles and functions of individuals engaged in food service industries.
1. List and describe employment positions required in the operation
of a restaurant, distinguishing between “front of the house” and
“back of the house” occupations.
2. List and describe employment positions required in the operation
of a commercial cafeteria.
3. List and describe employment positions required in food marketing
fields.
4. List and describe employment positions required in the food
science fields.
5. List and describe employment positions required in the dietetics
and nutrition industries.
 Identify the basis for the 60% failure rate in the restaurant industry.
 List opportunities for entrepreneurial endeavors and discuss success stories.
 Examine educational requirements and list educational institutions training
individuals in the many diverse opportunities in food service.
 Demonstrate problem solving, critical thinking, and reading skills during food
preparation labs.
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INSTRUCTIONAL SUPPORT MATERIALS:
Magazines and websites
Industry publications
Educational institution inventory for food service education
The Professional Chef
Professional Cooking
Culinary Essentials: Johnson & Wales University
Handouts and worksheets
Grocery supplies
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INSTRUCTIONAL STRATEGIES:
Reading for information strategies
Prepare report depicting a specific food service career. Include
extensive job description enumerating responsibilities, education
requirements, employment opportunities, salary range, and rates of
unemployment.
Graphic organizers depicting employee organizational structures in a
selection of food service establishments
ASSESSMENTS:
List additional food service opportunities which have not been
discussed in class.
Chapter readings and review questions
Product-based performance labs: Pancakes, Stromboli
Unit Quiz: Career Paths in the Food Service Industries
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UNIT 3
FOOD PLATING & PRESENTATION SKILLS
State Standards Connections:
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A: 3, 4
B: 5
E: 14, 15
I: 24, 25, 26, 27, 28
G: 19
L: 44
Learning Goals
Students will:
 Analyze attractive and appetizing food presentations used in the hospitality
industry.
 Practice a variety of garnishing skills.
1. Select an array of simple garnishes to enhance presentation.
2. Display knife skills creating attractively cut vegetables and fruit.
3. Create garnishes for dessert plates.
 Plan buffet-style presentations using a variety of decorating techniques.
 Demonstrate problem solving, critical thinking, and reading skills during food
preparation labs.
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INSTRUCTIONAL SUPPORT MATERIALS:
Food For Today
The Professional Chef
cookbooks
Handouts and worksheets
Website articles
Classroom equipment
Grocery supplies
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INSTRUCTIONAL STRATEGIES:
Labeling activities
PowerPoint presentations illustrating a variety of presentation methods
Model preparation of garnishes
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ASSESSMENTS:
Collect illustrations of attractive and appetizing food presentations
used in the hospitality industry
Product-based performance labs: Herb garnishes, knife skills for fruit
and vegetable garnishes, dessert plating with original garnish design.
Worksheets
Chapter reading and review questions
Unit Quiz: Food Plating & Presentation Skills
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APPETIZERS AND HORS D’OEUVRES
UNIT 4
State Standards Connections:
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A: 3, 4
B: 5
E: 14, 15
I: 24, 25, 26, 27, 28
G: 19
L: 44
Learning Goals
Students will:
 Define and describe appetizers.
 List the categories of appetizers.
1. Demonstrate the preparation of baked appetizers.
2. Demonstrate the preparation of fried appetizers.
3. Demonstrate the preparation of fresh vegetable appetizers.
 Discuss appropriate choices of appetizers based on a variety of menus.
 Define and describe hors d’oeuvres.
 List the categories of hors d’oeuvres and demonstrate common preparation
techniques.
 Discuss appropriate choices of hors d’oeuvres based on a variety of menus and
dining occasion.
 Demonstrate problem solving, critical thinking, and reading skills during food
preparation labs.
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INSTRUCTIONAL SUPPORT MATERIALS:
The Professional Chef textbook
Professional Cooking textbook
Food For Today textbook
Classroom tools and equipment
Culinary websites
Grocery Supplies
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INSTRUCTIONAL STRATEGIES:
Reading for information strategies
Demonstrate essential appetizer preparation techniques
Handouts and worksheets
Design platter presentations for serving appetizers
ASSESSMENTS:
Product-based performance labs: various dips, fried mozzarella, ,
bacon-wrapped scallops, antipasto, potato skins, hot wings, buffalo
chicken strips, finger sandwiches, canapes
Chapter reading and review questions
Unit Quiz: Appetizers and Hors D’oeuvres
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UNIT 5
CASSEROLES
State Standards Connections:
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A: 4
D: 11
E: 14, 15
I: 24, 25, 26, 27, 28
G: 19, 20
L: 36, 38
Learning Goals
Students will:
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Define “casserole.”
Explain the individual components that make up casseroles.
Identify the role of casseroles in the management of resources.
List the variety of main ingredients commonly used in casseroles.
Examine the use of toppings appropriate for a casserole.
Assess the role of casseroles in resource management.
Demonstrate problem solving, critical thinking, and reading skills during food
preparation labs.
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INSTRUCTIONAL SUPPORT MATERIALS:
Food For Today
Professional Cooking
Culinary Essentials: Johnson & Wales University
Handouts and worksheets
website articles and recipes
Classroom equipment
Grocery supplies
Alton Brown videos
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INSTRUCTIONAL STRATEGIES:
Demonstrate the creation of a variety of casseroles
Labeling activities
Identify safety issues regarding the baking and storage of a casserole
Demonstration on correct oven use for baked products
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ASSESSMENTS:
Product-based performance labs: baked macaroni and cheese, broccoli
casserole, chicken/beef pot pie
Worksheets
Chapter readings and review questions
Unit Quiz: Casseroles
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UNIT 6
SANDWICHES
State Standards Connections:
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A: 3,4
D: 11
E: 14, 15
I: 24, 25, 26
G: 19, 20
J: 29
L: 34, 41, 44
Learning Goals
Students will:
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Define “sandwich.”
Examine the components that make up a sandwich.
List common ingredients for sandwich making.
Analyze the composition of sandwich dressings.
Describe the variety of breads used in sandwiches and their uses.
Discuss the use of sandwiches in meal planning.
Assess the role of sandwiches in resource management.
Demonstrate problem solving, critical thinking, and reading skills
during food preparation labs.
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INSTRUCTIONAL SUPPORT MATERIALS:
Food For Today
Culinary Essentials: Johnson & Wales University
Handouts and worksheets
Website articles
Classroom equipment
Grocery supplies
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INSTRUCTIONAL STRATEGIES:
Labeling activities
PowerPoint sandwich presentation
Worksheets
Demonstrations
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ASSESSMENTS:
Product-based performance labs: Prepare a variety of student-selected
sandwiches, including but not limited to: club, pulled pork, philly
cheesesteak, hamburger, blt.
Worksheets
Chapter reading and review questions
Create a GLOG (a virtual poster) at www.glogster.com advertising a
sandwich of choice
Unit Quiz: Sandwiches
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UNIT 7
CAKE, FROSTING, AND CAKE DECORATING
State Standards Connections:
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B: 5
E: 14, 15
F: 17, 18
G: 19
I: 24, 25, 26, 27, 28
J: 29
L: 34, 42
Learning Goals
Students will:
 Examine the principles of sugar cookery.
 Examine the essentials of cake preparation.
1. Identify the categories of cakes.
2. Describe and demonstrate mixing methods required in the
preparation of a variety of cakes.
3. Review the functions of baking ingredients.
4. Discuss the cause of failures in cake baking.
 Examine the essentials of cake topping preparation.
1. Differentiate between frostings and icings.
2. Identify the categories of frostings and icings.
3. Examine the variety of preparation methods required for quality
cake topping.
 Examine the essentials of cake decorating.
1. Describe the uses of required equipment.
2. Demonstrate and ability to make icings in the correct consistency
for cake decorating tubes.
3. Demonstrate an ability to color icings and create attractive effects.
4. Practice creating simple designs commonly applied to decorated
cakes.
5. Identify major nutrient contributions of dairy products.
 Demonstrate problem solving, critical thinking, and reading skills during food
preparation labs.
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INSTRUCTIONAL SUPPORT MATERIALS:
The Professional Chef
Professional Cooking
Wilton cake decorating manuals
Website articles & periodicals
Handouts and worksheets
Classroom equipment
Grocery supplies
Videos illustrating cake decorating techniques
INSTRUCTIONAL STRATEGIES:
Graphic organizers
Practice decorating techniques
PowerPoint presentation examining a variety of cakes and decorating
techniques
Investigate careers in the bakery industry
ASSESSMENTS:
Product-based performance labs: Cake varieties –butter cakes, sponge
cake, angel food cake, cheesecake. Assorted flavored frostings and
icings.
Worksheets
Chapter reading and review questions
Unit Quiz: Cake, Frosting, and Cake Decorating
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Resources
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Food For Today, The McGraw-Hill Companies (including supplemental texts &
workbooks)
ServSafe Coursebook, National Restaurant Association
The Professional Chef, Culinary Institute of America
Professional Cooking, Gisslen, Wiley Publishers
Professional Baking, Gisslen, Wiley Publishers
Culinary Essentials: Johnson & Wales University, The McGraw-Hill Companies
Internet use and applications
Cookbooks, periodicals, and multimedia
DVDs
Various handouts, displays, and visuals
Additional Instructional Strategies
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Text Structure Strategies
-Anticipatory guides
-Previewing the text based on pictures, graphs, charts
-Connections to previous learning/personal experience
Structured Discussion Strategies
-Workshops and demonstrations
-Guided Practice
-Cooperative Learning: Group labs and assignments enable
students to apply skills to authentic tasks and foster a cooperative
work/learning environment.
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