APS District Curriculum Map Grade Level: 10
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APS District Curriculum Map Grade Level: 10-12 Course /Subject: 8 ESSENTIAL COMPONENTS Culinary Arts II Month: August 2. Essential Questions Questions that lead students to Big Ideas. Strand I: Safety and Sanitation 1. Understands and decodes the acronym HACCP 2. Orders the seven steps of HACCP 3. Applies the seven steps of HACCP Strand II: Equipment 1. Distinguish appropriate equipment and utensils needed to prepare a specified recipe What is the difference between direct and cross contamination? Explain foodservice industry with its relationship to world history. Compare and contrast modern and ancient culinarians. 3. Big Ideas Student answers to EQs that lead them to the Big Ideas What is contamination? How does safety affect food preparation? Explain the factors that affect recipe conversion. 1. Performance Standards 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link ………………………………………. Marzano’s Strategies 5. Content What students need to know (nouns) Culinary Arts I MONTHLY TEMPLATE Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. ………………………………………………………………………………………………………………………………………………………. HACCP plans are required for food safety Bacteria growth increases with the elements of FAT TOM TCS foods must be controlled to prevent bacteria outbreaks. Food Borne Illnesses breakout in food services industry, usually through people Content needed to pass ServSafe exam Handwashing decreases contamination during food preparation Mise en place needs to be done for each lab Material Safety Data Sheets should be reviewed and stored for each chemical used in labs Altering recipes requires Conversion Weights and Measures should be utilized when baking and cooking to ensure accurate measures Menu Prices for various dishes can be applied to a school’s catering business Keeping foods at proper Temperatures prevents bacterial growth Culinarians throughout the eras The food service industry has developed through Culinary History APS District Curriculum Map Grade Level: 10-12 Course /Subject: Vocabulary List Words students need to know to understand concept 6. Skills What students need to be able to do (verbs) Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice 7. Assessments: Culinary Arts II See attached list -Convert yields to increase or decrease amounts of recipes -Create a HACCP plan for specific menus/dishes -Display catering menu (can be used for future catering endeavors) -Identify contaminants in food preparation -Review case studies and identify problem solving techniques in food service and management scenarios -Set up mise en place for specific menu/lab -Practice proper hand-washing, personal hygiene and food safety procedures -Compare and contrast two culinarians; 1 modern and 1 ancient -Compare and Contrast two culinarians (1 modern, 1 ancient) -Design a HACCP training brochure -Case studies out of ServSafe book -Apply HACCP principles to recipes -HACCP plan to a specific recipe -Make a hand washing Public Service Announcement (poster, power point, skit, video) -Review planning system -Demonstrate and perform conversions and measurements/weights -Cost out a recipe/creating market order -Create menu price of a recipe -Scale a recipe and cost out -Convert standard recipe to healthier versions -Analyze Recipes/Recipe formatting -Dianna’s Paycheck/Lab Purchasing Activity -Recipe puzzle/Mad-Lib/Cut up recipe and have students put in order -Ongoing experiences and knowledge applied to upcoming lab experiences; applying measuring, conversions, menu planning, HACCP implementation, and personal and laboratory safety and sanitation Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached 8. Resources Links, Curriculum Frameworks, Other Websites, Business Partners Culinary Arts I MONTHLY TEMPLATE -Create a HACCP plan for specific recipes; try to tie recipes into catering menu -Labs preparation—mise en place of specific dishes -Case studies from ServSafe book (prep students for ServSafe) -Convert, scale and cost out recipes; try to tie recipes into catering menu Textbooks: Culinary Essentials (HACCP Chapter very clear on steps to using HACCP) ProStart II textbook (Chapter 1 Culinary History) Book: ServSafe APS District Curriculum Map Grade Level: 10-12 Course /Subject: Culinary Arts II MONTHLY TEMPLATE Websites: http://monkeydish.com http://www.fsdmag.com www.osha.gov/ www.fda.gov/... http://www.fda.gov/food/foodsafety/hazardanalysiscriticalcontrolpointshaccp/default.htm http://foodsafety.nal.usda.gov/nal_display/index.php?info_center=16&tax_level=1Qtax_subject=177 http://sop.nfsmi.org/HACCPBasedSops.php http://www.foodhaccp.com Menu Development Websites: http://www.qsrmagazine.com http://menuscience.ciachef.edu/home http://chefsblade.monster.com ………………………………………………………………………………………………………………………………………………………. Business Partners: APS/LEI/TLS/JAN08 8 ESSENTIAL COMPONENTS 1. Performance Standards 2. Essential Questions Questions that lead students to Big Ideas. 3. Big Ideas Student answers to EQs that lead them to the Big Ideas Culinary Arts I Month: September Strand II: Equipment 2. Demonstrates the proper use and care of equipment and utensils needed to prepare a specific menu Strand III: Food Preparation 1. Understands and implements different recipe formats. 2. Applies appropriate food preparation procedures. Strand V: Career Skills 1. Evaluates specific jobs and responsibilities for a food production team. -What is mirepoix? -What is the holy trinity? -Explain how to use different types of measuring methods. What are the steps in food preparation? APS District Curriculum Map Grade Level: 10-12 Course /Subject: 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link ……………………………………… Marzano’s Strategies 5. Content What students need to know (nouns) Vocabulary List Words students need to know to understand concept 6. Skills What students need to be able to do (verbs) Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice Culinary Arts I Culinary Arts II MONTHLY TEMPLATE Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. ----------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------- Knife Skills are important for accurate food preparation Various Tools and Equipment are utilized in the kitchen Mise en place is demonstrated before each cooking lab Accurate Measuring reduces problems in lab activities Dry, moist and combination Cooking Methods are used to prepare foods Baked Products consist of breads, cakes, cookies, and pastries Whole Grains are more nutritious than Enriched and Refined Lean dough is the most basic yeast dough Straight method is used for most basic breads Sponge method allows yeast development Yeast breads must go through Fermentation High Altitude Baking has rules different from baking Mirepoix has carrots, celery and onion, whereas Holy Trinity has celery, bell peppers, and onions See attached list -Identify methods of yeast bread production -Change recipes for high altitude baking -Prepare mirepoix and holy trinity -Prepare, present, serve, and store various baked products -Perform specific knife skills -Identify and practice classic knife cuts -Practice proper equipment and tools use -Create cooking methods chart -Guest Chef/Speaker -Knife safety demos using previous skills -Create a knife safety poster -Identify and practice classic cuts -Potatoes Lab -Mirepoix & holy trinity preparation APS District Curriculum Map Grade Level: 10-12 Course /Subject: Culinary Arts II MONTHLY TEMPLATE -Mise en place a given recipe -Review hand tools and measuring -Have students create a safety brochure on a piece of large equipment. (Example: convection oven, Hobart mixer, etc.). -Assign each student/lab an appliance to research and demo to the class. -Complete cooking method chart -Identify grain processing. -Compare whole grain vs. enriched vs. refined -Create a whole grain baked product. -Lab: Custards, cheesecake and crème brûlée -High Altitude baking principles -Lean Dough—Compare methods—Straight Method (French, Baguette), Sponge Method (Foccacia), Fermented Dough (Sourdough) -Labs: Challah, Artisans 7. Assessments: Ongoing experiences and knowledge displayed in future lab activities; including bread and baked goods production, proper and safe knife skills, and performing various cooking methods Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached 8. Resources Links, Curriculum Frameworks, Other Websites. Business Partners -Test on cooking methods -Convert recipe for high altitude baking -Proper set up of mise en place; use proper tools/equipment for specific lab -Present knife skills lab—perform classic and other cuts on sample foods; prepare mirepoix and holy trinity -Student selected potato lab—prepare and present lab (pertaining to knife skills, tools and equipment used, and proper mise en place Guest chef/speaker (topics including Knife skills, baking (possibly from Flying Star), and safety (tools/knife/equipment use) ProStart competition rubrics/score sheets—to prepare students for competition; practice classic cuts ………………………………………………………………………………………………………………………………………………………. Business Partners: APS/LEI/TLS/JAN08 8 ESSENTIAL COMPONENTS 1. Performance Standards Culinary Arts I Month: October Strand II: Equipment 2. Demonstrates the proper use and care of equipment and utensils needed to prepare a specific menu. Strand I: Safety and Sanitation 3. Applies the 7 steps of HACCP APS District Curriculum Map Grade Level: 10-12 Course /Subject: Culinary Arts II MONTHLY TEMPLATE Strand III: Food Preparation 2. Applies appropriate food preparation procedures. 5. Prepares complex foods unique to a particular region/culture Strand IV: Nutrition 2. Identifies dietary factors that increase the risk of disease and applies strategies to create a healthier diet. 2. Essential Questions Questions that lead students to Big Ideas. 3. Big Ideas Student answers to EQs that lead them to the Big Ideas 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link ………………………………………. Marzano’s Strategies 5. Content What students need to know (nouns) Culinary Arts I Why are stocks the foundations of cooking? What is the historical importance of the mother sauces? What are the functions of dairy products in recipes? How are eggs used in food preparation? Why do egg functions vary per recipe? How are dishes enhanced with sauces? How do cooking techniques affect the chemical make up of dairy products? How are stocks used to make sauces and soups? Eggs are a versatile ingredient What are the main sauces used in cooking? Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing ………………………………………………………………………………………………………………………………………………………. Shell, yolk and white make up an Egg’s Composition There are different Egg Functions in various recipes Many recipes use Dairy Products Dairy products have important Nutrients Crème Fraiche is similar to sour cream Compound Butter are mixtures of butters and supplementary ingredients An Emulsifier is added to help unmixable liquids mix Cheeses vary depending on if they are International or from the U.S. APS District Curriculum Map Grade Level: 10-12 Course /Subject: Culinary Arts II MONTHLY TEMPLATE Soups start with a Stock, Broth or Cream-base There are 5 Grand or Mother Sauces used to create Derivative Sauces Culinary History is defined through Sauces Vocabulary List Words students need to know to understand concept 6. Skills What students need to be able to do (verbs) Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice 7. Assessments: See attached list -Identify 5 mother (grand) sauces -Classify derivative sauces from mother sauces -Classify types of soups -Define egg functions -Draw egg composition -Illustrate egg composition, separation of eggs and grades -Practice egg freshness test -Compare and contrast eggs and egg substitutes -Labs: Baked Eggs, Frittatas, Quiche, Crepes -Identify different sources (cow, sheep, goat) -Crème Fraiche -Compound Butter Lab -Compare and taste US cheeses vs. International cheeses -Research on types of cheeses -Make a cheese -Prepare a cheese sauce -Compare preparation methods of stock -Soup Labs: Cream and broth -Cost analysis/Comparison of stocks (bouillon cubes, granules, canned, scratch) -Classify types of sauces -History of sauces -Labs: Tomato, Béchamel, Roux, Cheese Sauce Ongoing experiences and knowledge applied to future labs—techniques include applying sauces, stocks and soups, dairy and egg Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached Culinary Arts I -Test on sauces—identify, examples, recipes -Research on types of cheeses -Sauce and cheese labs APS District Curriculum Map Grade Level: 10-12 Course /Subject: 8. Resources Links, Curriculum Frameworks, Other Websites, Business Partners Culinary Arts II MONTHLY TEMPLATE -Internet researching for cheeses -ProStart training—how to make compound butter -ProStart texts (chapters on sauces) Websites: -http://www.theincredibleedibleegg.org - www.nationaldairycouncil.org - www.dairyfoods.com - www.moomilk.com - www.dairycouncilofca.org - www.nationaldairycouncil.org - www.aipl.arsusda.gov/kc/kidlinks.html - http://www.cooks.com/rec/ch/soups/html - http://www.gone-ta-pott.com/types_of_soups.html ………………………………………………………………………………………………………………………………………………………. Business Partners: APS/LEI/TLS/JAN08 Culinary Arts I APS District Curriculum Map Grade Level: 10-12 Course /Subject: 8 ESSENTIAL COMPONENTS 1. Performance Standards 2. Essential Questions Questions that lead students to Big Ideas. 3. Big Ideas Student answers to EQs that lead them to the Big Ideas 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link Culinary Arts II MONTHLY TEMPLATE Month: November Strand I: Safety and Sanitation 2. Synthesizes and organizes information and orders the seven steps of HACCP. 3. Applies the seven steps of HACCP. Strand II: Equipment 1. Uses appropriate technologies and distinguishes appropriate equipment and utensils needed to prepare a specified recipe Strand III: Food Preparation 1. Understands and implements different recipe formats (e.g., narrative, action, standard, Internet, family) using a variety of computational methods and conversions and makes well-informed presentations of recipe formats. 2. Understands scientific principles embedded in culinary arts and applies appropriate food preparation procedures. 3. Understands the relationship between particular foods and place of origin (e.g., climate, religion, economics). 4. Uses representations and illustrations (CMS 5) to compare and contrast foods common to particular cultures. Strand IV: Nutrition 1. Accesses electronic information and uses ratio and proportion to apply various dietary guidelines in planning to meet nutrition and wellness needs. 2. Understands the relationships between food, nutrition, chemical energy, cellular process and disease and identifies dietary factors that increase the risk of disease and applies strategies to create a healthier diet What are the various cooking methods for carbohydrates? Fruits and vegetables are served as accompaniments or used as ingredients. How do fruits and vegetables add color, flavor and texture to meals? What are the 4 main components of a salad? How do garnishes impact plate presentation? What is the importance of the Garde Manger in the preparation of foods? What are the cooking methods used to prepare grains? Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. ………………………………………… Marzano’s Strategies Culinary Arts I Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing APS District Curriculum Map Grade Level: 10-12 Course /Subject: 5. Content What students need to know (nouns) Vocabulary List Words students need to know to understand concept 6. Skills What students need to be able to do (verbs) Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice Culinary Arts I Culinary Arts II MONTHLY TEMPLATE Pasta is one of the easiest and most versatile food products used today Rice picks up the flavors of other foods so it is often served as part of a main dish Grains are a staple in the diets of people around the world Various Cooking methods are used to prepare grains, salads and vegetables Risotto should be served immediately after being cooked to maintain its texture and creamy consistency Braising rice is often called the Pilaf Method Garde Manger is the person responsible for the artistic presentation of cold foods Garnishing means to decorate or furnish Seasonal vegetables retain nutrients and are less expensive Vegetables are versatile foods that add color, flavor, and texture to any meal Pickling is a form of preservation Salads are mixtures of one or several ingredients with a dressing Dressings are sauces that hold a salad together Emulsifications keep mixtures that do not ordinarily mix together Vinaigrettes are made up of a ratio of 3 parts oil to 1 part vinegar Dips are served as an accompaniment to other foods Condiments are cooked or prepared flavorings Mayonnaise is the most stable emulsified dressing Because of food Preservation we can eat foods year round See attached list -Identify types of salads and dressings -Create calendar for availability of vegetables -Demonstrate preservation techniques -Demonstrate garnishing techniques -Differentiate methods of preparation -Prepare grains, fruits and vegetables, salads and salad dressings -Identify pasta, rice and grain types -Differentiate methods of preparation -Use of grains in international cooking -Labs: Rice (Risotto, Pilaf) and Pasta (stuffed, filled) -Demonstrating garnishing techniques (Pumpkin carving, Candied fruit) -Seasonal vegetable uses—create calendar for availability of vegetables -Labs: Pickling (pickles or pickled beets); vegetable stir-fry (incorporating sauces and grains); roast green chile -Demonstrating preservation techniques -Identify types of salads and dressings -Science experiments: Emulsion -Labs: Mayonnaise, remoulade, vinaigrette, various salads APS District Curriculum Map Grade Level: 10-12 Course /Subject: Culinary Arts II MONTHLY TEMPLATE Ongoing experiences and knowledge applied to labs—including garnishing, preservation, grains, salad and salad dressings, fruit and vegetable preparation and cooking techniques 7. Assessments: Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached 8. Resources Links, Curriculum Frameworks, Other Websites, Business Partners -Prepare vinaigrettes and emulsifications -Tests on fruits, vegetables and preservation -Grains labs -Garnishing techniques (re-visit knife skills) -Risotto lab (so fun to get students excited about making a ‘good’ risotto) Textbook: ProStart textbook level I (Chapter 9 Salad and Dressings chapter) Websites: http://www.foodhaccp.com http://whatscookingamerica.net.salads.htm http://www.salad-recipe.net/ http://simplyrecipes.com/recipes/salad http://foodtimeline.org/foodsalads.html ............................................................................................................................................................................................................ Business Partners: APS/LEI/TLS/JAN08 8 ESSENTIAL COMPONENTS 1. Performance Standards 2. Essential Questions Questions that lead students to Big Ideas. Culinary Arts I Month: December Strand II: Equipment 1. Distinguishes appropriate equipment and utensils needed to prepare a specified recipe. 2. Demonstrates the proper use and care of equipment and utensils needed to prepare a specific menu. Strand II: Food Preparation 2. Applies appropriate food preparation procedures 3. Understands the relationship between particular foods and place of origin (e.g., climate religion, economics) 4. Compares and contrasts foods common to particular cultures 5. Prepares complex foods unique to a particular region/culture 6. Presents foods in a culturally appropriate manner How do foods in other countries compare to the United States? How does the proper ingredient and tool selection impact the finished product in baking and decorating? APS District Curriculum Map Grade Level: 10-12 Course /Subject: 3. Big Ideas Student answers to EQs that lead them to the Big Ideas 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link Culinary Arts II MONTHLY TEMPLATE What doughs and preparation methods are used in gourmet baking? What are the names, types and functions of chemical leaveners? What are the major types of sugars? What is the role of flour and gluten in baking? What are the major fats used in baking? Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. ………………………………………. Marzano’s Strategies 5. Content What students need to know (nouns) Vocabulary List Words students need to know to understand concept Culinary Arts I Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing ………………………………………………………………………………………………………………………………………………………. Custards are made of eggs, sugar, milk, and flavorings Baked Desserts include pastries, cakes, and pies Cream Puffs is made with pate a choux dough Fluting is a manner of decorating crusts Eclairs are piped out of the pate a choux dough Frostings and Icings improve a cake by forming a protective layer around it that seals in moisture Decorating techniques use tools such as Pastry Bags and Tips Pastry is used for appetizers and desserts American Regional Cuisines vary depending on Traditions, Cultures and Holidays celebrated Tempering prevents curdling Baking Blind is preparing pie shells in advance Meringue is a mixture of sugar and stiffly beaten egg whites Foamy, Soft Peak and Stiff Peak are stages of meringue The importance of identifying Food Customs of different Cultures See attached list APS District Curriculum Map Grade Level: 10-12 Course /Subject: 6. Skills What students need to be able to do (verbs) Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice 7. Assessments: Culinary Arts II MONTHLY TEMPLATE -Prepare various frostings, icings and glazes for cake decorations -Practice assembling pastry bags with tips -Temper chocolate and eggs to prevent curdling -Prepare various baked desserts including cream puffs, éclairs, pies, tarts, and cakes -Research International cuisines, traditions, cultures and holidays -Experiment with meringues, going through foamy, soft and stiff peak stages -Decorate desserts -Differentiate types of cakes and methods -Identify ingredient purposes for baked products -Explain how and why foods have evolved -Prepare foods native to other countries -Select and demonstrate proper tools/supplies for baking and decorating -Identify various mixing methods -Application of custards -Labs: Fresh Fruit Tarts, Éclairs, Cream Puffs (pate a choux), Frostings (Butter Cream, etc) -Decorating/Designs Cake production -Decoration (tips and practice on parchment paper) -Research a country and prepare a seasonal dish Ongoing experiences and knowledge applied to labs—including decorating and baking techniques, tempering, meringues, and ingredient purposes of various recipes Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached 8. Resources Links, Curriculum Frameworks, Other Websites, Business Partners -Tests on cake and frosting preparation methods identification -Decorated cakes competition/assessment -Tempering chocolate without curdling (lab) -Research project/presentation on various countries cuisines Websites: www.wilton.com/ ………………………………………………………………………………………………………………………………………………………. Business Partners: APS/LEI/TLS/JAN08 Culinary Arts I APS District Curriculum Map Grade Level: 10-12 Course /Subject: 8 ESSENTIAL COMPONENTS 1. Performance Standards 2. Essential Questions Questions that lead students to Big Ideas. 3. Big Ideas Student answers to EQs that lead them to the Big Ideas Strand V: Career Skills 1. Describes general career areas in the field of foods 2. Evaluates specific jobs and responsibilities for a food production team. Strand IV: Nutrition 1. Applies various dietary guidelines in planning to meet nutrition and wellness needs. 2. Identifies dietary factors that increase the risk of disease and applies 3. Identifies special nutritional needs related to pregnancy, lactation, infancy, early childhood, teen years, aging, vegetarianism, and during illness 4. Recognizes how cultural influences affect the preparation and nutrient intake of individuals and families How does the history of spices impact modern perspectives? How does what we eat affect our bodies? How is food flavored? How does the market cost of spice impact menu development and design? How do dietary needs affect menu planning? How do we make menus more nutritious? Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing ……………………………………………………………………………………………………………………………………………………………………………………………. . 5. Content What students need to know (nouns) Culinary Arts I MONTHLY TEMPLATE Month: January 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link ………………………………………. Marzano’s Strategies Culinary Arts II Monosodium Glutamate is a flavor enhancer Salt is the most common used seasoning today Zest, or rind, of fruits is another type of flavoring APS District Curriculum Map Grade Level: 10-12 Course /Subject: Culinary Arts II MONTHLY TEMPLATE Spices are flavorings that blend with the natural flavor of food Herbs are plants that grow in temperate, or mild, climates Carbohydrates, protein, water, vitamins and minerals, and fat are the 6 major nutrients Some flavorings are considered Blends, or combinations of herbs, spices, and seeds You should know each spice, its Aroma—or distinctive pleasing smell, and its effect on food Food Allergies affect food choices and preparation Condiments are flavored sauces traditionally served as accompaniments Vinegars have various aging processes Reduction is the process of evaporating part of a stock’s water through boiling/simmering Compound Butter is clarified butter with the addition of flavorings and seasonings Bouquet Garni is a combination of fresh herbs and vegetables tied in a bundle Sachet d` Epices is spices and herbs tied in cheesecloth Spice Route is important to culinary history There are 5 primary taste sensations: Salty, Sour, Sweet, Bitter and Unami Vocabulary List Words students need to know to understand concept 6. Skills What students need to be able to do (verbs) Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice Culinary Arts I See attached list -Plan healthy menus -Use healthy food preparation techniques -Use portion control -Evaluate nutritional balance -Research nutrient sources and functions -Identify spices and their aromas -Describe the various forms of herbs and spices -Describe the flavor of herbs and spices -Discuss sweet, salty, spicy, bitter, sour and unami -Explain the role in the five senses in tasting food -Match spices and herbs to regions and their cuisines -Practice using healthy food preparation techniques -Prepare soft breadsticks; create compound butter; serve together and fill out product evaluation -Research flavor enhancers and foods they are used in -Labs to adjust menu items for dietary needs (diabetic, pregnancy, meeting nutritional needs, etc.) -Taste-testing herbs and spices: use on tomatoes to identify aroma and flavor -Use herbs and spices to create a new sauce -Diagram of tongue; explain sensory perception -Jelly belly activity—hypothesize taste of various colors of jelly bellies, taste and determine how sight affects what you eat -Design a whole-grain menu; and learn about whole grains APS District Curriculum Map Grade Level: 10-12 Course /Subject: 7. Assessments: Culinary Arts II MONTHLY TEMPLATE Ongoing experiences and knowledge applied to labs—including herbs, spices, flavorings, etc. usage with other foods; sensory perception when planning menus, and nutritional food preparation to meet various customer needs Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached 8. Resources Links, Curriculum Frameworks, Other Websites, Business Partners 8 ESSENTIAL COMPONENTS 1. Performance Standards Culinary Arts I -Graphic organizer on traditional pairings (spices/herbs and what they smell like, taste like, and what they go with) -Soft breadstick and compound butter lab (all components of lab including safety and sanitation, measuring, food prep, and matching flavors that complement each other); and marketing tactic for compound butter -Analyze a recipe and convert it for a dietary need; analyze its nutritional value (fat, carbohydrates, vitamins, etc.) Websites: Nutrition: www.cookinglight.com www.eatright.org www.nutrition.gov Herbs and Spice: http://faculty.washington.edu/chudler/taste.html http://helath.howstuffworks.com/taste/htm http://health.howstuffworks.com/taste1.htm .............................................................................................................................................................................................................. Business Partners: Month: February Strand I: Safety and Sanitation 2. Orders the seven steps of HACCP 3. Applies the seven steps of HACCP Strand II: Equipment 1. Uses appropriate technologies and distinguishes appropriate equipment and utensils needed to prepare a specified recipe 2. Evaluates information and demonstrates the proper use and care of equipment and utensils needed to prepare a specific menu Strand III: Food Preparation 2. Applies appropriate food preparation procedures 4. Compares and contrasts foods common to particular cultures 6. Presents foods in a culturally appropriate manner APS District Curriculum Map Grade Level: 10-12 Course /Subject: 2. Essential Questions Questions that lead students to Big Ideas. 3. Big Ideas Student answers to EQs that lead them to the Big Ideas 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link Culinary Arts II MONTHLY TEMPLATE Identify protein sources, storage, and preparation methods How and why are fish, shellfish, meat and poultry inspected and graded? What are common forms of protein? What determines high quality meats? Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. ………………………………………. Marzano’s Strategies 5. Content What students need to know (nouns) Vocabulary List Words students need to know to understand concept Culinary Arts I Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing ………………………………………………………………………………………………………………………………………………………. PUFI Mark determines the grades of fish Flat Fish have a backbone running horizontally through the center of the fish Round Fish have a backbone on the upper edge of their bodies The sides of fish, Fillets, are the most common cut offered in restaurants Unlike fish, Shellfish have no bones Crustaceans tend to be expensive because more work is needed to produce a small amount of food Wrapping fish or shellfish in parchment paper with other ingredients is a method of steaming fish and chicken called En Papillote Surimi is a combination of different kinds of white fish and flavoring Dry Heat Cooking Methods include grilling, broiling, and frying Moist Heat Cooking Methods include braising and stewing Collagen and Elastin in meat affect preparation methods to ensure meat tenderness Chicken Fabrication is dis-jointing and cutting the chicken into eighths or quarters Trussing involves tying the legs and wings against the bird’s body to allow for even cooking and attractive product Marbling affects the meat’s tenderness, taste and quality Prime, Choice and Select are the top grades of beef Preserving pork with salt, sugar, spices, flavoring, and nitrites is called Curing Cooking Temperatures vary on the degree of doneness Poultry includes chicken, turkey, Cornish hens, duck, and squab See attached list APS District Curriculum Map Grade Level: 10-12 Course /Subject: 6. Skills What students need to be able to do (verbs) Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice 7. Assessments: Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached 8. Resources Links, Curriculum Frameworks, Other Websites, Business Partners Culinary Arts II MONTHLY TEMPLATE Identify various types and cuts of meats Identify several varieties of saltwater and freshwater fish Describe how to purchase and store fish Understand protein inspection and grading Match cooking methods to protein Describe the techniques used to process meat Practice marinating and seasoning appropriate meats -Compare the appropriate cooking methods for primal/retail cuts in two different animals (i.e. pig and cow) -Match cooking methods to protein -Guest speaker from meat company -Demonstration of chicken fabrication -Various labs for meat, poultry, and seafood -Assign protein to students and have them research (fish or duck or beef; how to prepare, etc.) -Videos on fabrication and meat processing (Food, Inc.) -Ongoing experiences and knowledge applied to labs—including preparation and cooking methods of various foods, selecting the appropriate proteins for menus, and cooking techniques including curing, time and temperature, and marinades -Safety and sanitation in lab setting -Calibrating the thermometers -Quiz on primal and retail cuts -Various protein labs -Appropriate cooking methods (food prep terms) quiz Websites: http://www.welcomebooks.com/primalcuts/ http://culinaryarts.about.com/od/beefporkothermeats/ss/cutsofbeef.htm -------------------------------------------------------------------------------------------------------------------------------------------------------------------------Business Partners: Keller’s Meats Jim Finical (Professional Butcher—chicken fabrication demonstrator) APS/LEI/TLS/JAN08 Culinary Arts I APS District Curriculum Map Grade Level: 10-12 Course /Subject: 8 ESSENTIAL COMPONENTS 1. Performance Standards Culinary Arts II Month: March Strand II: Equipment 1. Uses appropriate technologies and distinguishes appropriate equipment and utensils needed to prepare a specified recipe 2. Evaluates information and demonstrates the proper use and care of equipment and utensils needed to prepare a specific menu. Strand III: Food Preparation 2. Understands scientific principles embedded in culinary arts and applies appropriate food preparation procedures 6. Makes well-organized presentations of foods in a culturally appropriate manner. 7. Understands how to use ratio and proportion to model and solve a problem in culinary arts. Strand V: Career Skills 1. Accesses electronic information to describe general career areas in the field of foods. 2. Evaluates information that describe specific jobs and responsibilities for a food production team 2. Essential Questions Questions that lead students to Big Ideas. What careers fall under food service industry? What are the roles of restaurant employees in the dining experience? What is the visual impact of food? 3. Big Ideas Student answers to EQs that lead them to the Big Ideas Visual composition is equally important as taste Dining room service provides well prepared foods for guest satisfaction Distinguish front and back of house job roles 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link MONTHLY TEMPLATE Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. ………………………………………. Marzano’s Strategies Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. ………………………………………………………………………………………………………………………………………………………. Culinary Arts I APS District Curriculum Map Grade Level: 10-12 Course /Subject: 5. Content What students need to know (nouns) Vocabulary List Words students need to know to understand concept 6. Skills What students need to be able to do (verbs) Culinary Arts II MONTHLY TEMPLATE Delmonico’s Restaurant in New York City was the first to offer the haute cuisine dining experience to Americans. Types of dining environment include Fine-Dining, Theme Restaurants, Casual-Dining, Quick-Service and Catering Services. Captain, Front Waiter, Back Waiter or Runner, and Busser are roles in the Front of House French Brigade. Tableside preparations allow customers to watch foods being prepared. Setting a visually pleasing table includes choosing the correct Tableware. Different types of meal service include Modern American Plated, Booth, Banquette, Family Style, Classical French, Russian, Butler, and Buffet Service. Cleanliness, uniformity, and customer comfort should always be stressed when preparing Table Settings. Garnish is to use food as an attractive decoration. Garnishing tools include Vegetable Peeler, Butter Cutter, Zester, Melon Baller, Tournee Knife, and Paring Knife. See attached list -Describe different food production and service opportunities -Describe the different types of dining environments -Demonstrate different styles of meal service -Explain the characteristics of the various types of meal service -Discuss tasks done to restock side stations -Set glassware, tableware, and flatware appropriately -Fold napkins into various decorative shapes -Prepare garnishes using various foods (such as melons, carrots, radishes, strawberries, and lemons) -Garnish various dishes to add nutrition and appeal Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice -Research and role-play various positions in a restaurant -Learn napkin folds such as Bishop’s Hat, Flaming Flower, Twin Peaks, and Candlestick -Practice creating table settings; use different themes and style of meal service to choose how to appropriately set up the table -Demonstrate use of various garnishing tools -Produce and present a gourmet dish that is appealing as well as appetizing 7. Assessments: -Ongoing experiences and knowledge applied to labs—including garnishing and visual composition, utilizing various styles of meal service and dining environments, appropriate table setting, and demonstrating various positions in a restaurant -Table setting presentation Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached Culinary Arts I -Quiz on types of dining environment and meal service -Napkin folding demonstrations -Garnishing and visual composition of various dishes APS District Curriculum Map Grade Level: 10-12 Course /Subject: 8. Resources Links, Curriculum Frameworks, Other Websites, Business Partners Culinary Arts II MONTHLY TEMPLATE Websites: Napkin folds: www.brightsettings.com www.napkinfoldingguide.com/ ----------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------Business Partners: APS/LEI/TLS/JAN08 Culinary Arts I APS District Curriculum Map Grade Level: 10-12 Course /Subject: 8 ESSENTIAL COMPONENTS 1. Performance Standards 2. Essential Questions Questions that lead students to Big Ideas. 3. Big Ideas Student answers to EQs that lead them to the Big Ideas 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link Culinary Arts II MONTHLY TEMPLATE Month: April Strand I: Safety and Sanitation 3. Apply the seven steps of HACCP Strand II: Equipment 1. Uses appropriate technologies and distinguishes appropriate equipment and utensils needed to prepare a specified recipe. 2. Evaluates information and demonstrates the proper use and care of equipment and utensils needed to prepare a specific menu Strand III: Food Preparation 2. Understands scientific principles embedded in culinary arts (CSS 2) and applies appropriate food preparation procedures 7. Understands how to use ratio and proportion to model and solve a problem in culinary arts Strand V: Career Skills 2. Evaluates information (CLAS 4) that describe specific jobs and responsibilities for a food production team What are the most popular types of menus in the United States? What is the role of a menu in an establishment? What does the menu communicate to the customer? How has ice evolved in the culinary world? How do ingredient uses and preparation methods differ in frozen dessert production? What factors influence menu planning? How are menu prices determined? Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. ………………………………………. Marzano’s Strategies Culinary Arts I Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. ………………………………………………………………………………………………………………………………………………………. APS District Curriculum Map Grade Level: 10-12 Course /Subject: 5. Content What students need to know (nouns) Vocabulary List Words students need to know to understand concept 6. Skills What students need to be able to do (verbs) Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice 7. Assessments: Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached Culinary Arts I Culinary Arts II MONTHLY TEMPLATE A few frozen desserts include Ice Cream, Frozen Yogurt, Sherbet and Sorbet. Intermezzos are served between courses at a formal meal to cleanse the palate for the next course. The most popular types of menus include: Fixed and Cycle Menus, A la carte, Semi-a la care, and Table d’hôte Menus, and Prix Fixe Menus. Variety, Balance, and Truthfulness are factors that influence menu planning. Accuracy of menu descriptions can affect people with Food Allergies. Traditional Menu Categories include Appetizers, Salads, Entrees, and Desserts. Menu Prices are influenced by Labor, Competition, Customers, Atmosphere, and Location. The Factor Method and Markup-on-Cost Method are ways to determine menu prices. The Psychological Pricing Method is based on how a customer reacts to menu prices. See attached list -Explain how frozen desserts differ -Explain the role of a menu -Describe the types of menus used by various foodservice establishments -List factors that influence menu planning -Identify Truth-in-Menu Guidelines -Contrast basic menu formats -List the traditional menu categories -Provide an example of a food item that could be found in each traditional menu category -Identify the influences that impact menu prices -Use the factor method and markup-on-cost method of pricing correctly -Evaluate local restaurant menus; explain if the menus respond to the factors that influence menu planning -Plan and write menus that offer good nutrition and variety -Practice math skills to determine menu prices -Develop a menu and menu prices for your restaurant -Create a poster of a checklist used to make a menu -Ongoing experiences and knowledge applied to labs—including application of frozen dessert preparation, and menu production and pricing. -Menu design (to represent restaurant student’s are designing for final exam) -Assessment of key math skills—Menu pricing -Quiz on Truth-in-Menu guidelines -Various labs—frozen desserts and dishes to represent menus APS District Curriculum Map Grade Level: 10-12 Course /Subject: 8. Resources Links, Curriculum Frameworks, Other Websites, Business Partners Culinary Arts II MONTHLY TEMPLATE Websites: www.whatscookingamerica.net/History/IceCream/IceCreamHistory.htm ----------------------------------------------------------------------------------------------------------------------------- ----------------------------------------------Business Partners: APS/LEI/TLS/JAN08 Culinary Arts I APS District Curriculum Map Grade Level: 10-12 Course /Subject: 8 ESSENTIAL COMPONENTS 1. Performance Standards 2. Essential Questions Questions that lead students to Big Ideas. 3. Big Ideas Student answers to EQs that lead them to the Big Ideas 4. Cognitive Level Webb’s/Bloom’s Taxonomy Link Culinary Arts II MONTHLY TEMPLATE Month: May Strand II: Equipment 2. Evaluates information and demonstrates the proper use and care of equipment and utensils needed to prepare a specific menu Strand III: Food Preparation 1. Understands and implements different recipe formats (e.g., narrative, action, standard, Internet, family) using a variety of computational methods and conversions and makes well-informed presentations of recipe formats 2. Understands scientific principles embedded in culinary arts and applies appropriate food preparation procedures. 3. Understands the relationship between particular foods and place of origin (e.g., climate, religion, economics). 4. Uses representations and illustrations to compare and contrast foods common to particular cultures. 5. Prepares complex foods unique to a particular region/culture (e.g., French soufflé, German strudel, potato latkes). 6. Makes well-organized presentations of foods in a culturally appropriate manner. 7. Understands how to use ratio and proportion to model and solve a problem in culinary arts. Strand IV: Nutrition 4. Recognizes how cultural influences affect the preparation and nutrient intake of individuals and families and evaluates the influences of technology on various societies. Strand V: Career Skills 1. Accesses electronic information to describe general career areas in the field of foods. 2. Evaluates information that describe specific jobs and responsibilities for a food production team What are the steps involved in designing a new restaurant concept? Why are proper formal presentation skills important? What are the essential components of a written proposal? How does a menu help illustrate a restaurant concept? How does marketing affect the foodservices industry? Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. Applying: Carrying out or using a procedure through executing, or implementing. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Culinary Arts I Evaluating: Making judgments based on criteria and standards through checking and critiquing. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or APS District Curriculum Map Grade Level: 10-12 Course /Subject: Marzano’s Strategies Culinary Arts II MONTHLY TEMPLATE structure through generating, planning, or producing. ……………………………………………………………………………………………………………………………... 5. Content What students need to know (nouns) Vocabulary List Words students need to know to understand concept 6. Skills What students need to be able to do (verbs) Learning Activities / Lesson Plan Links Essential Experiences or Guided Practice 7. Assessments: Restaurant design must include 3D or CAD model. Recipes must be typed in logical sequence. Professional Menu must include appetizers, entrees, and desserts; be bound, laminated and include pictures. Formal Presentation has a smooth delivery and holds audience’s attention. Written Proposal must describe the new restaurant concept, including types of cuisine and establishment. Students must develop one Marketing tactic to launch the restaurant concept. See attached list Rehearse formal presentation of restaurant concept. Prepare a meal from restaurant menu. Create and discuss professional menu. Calculate prepared dish menu price using the 33% food cost percentage for a more realistic menu price. Create a 3D model or CAD diagram of the restaurant’s layout. Describe the restaurant concept, including the type of establishment, meal served, and location. -Restaurant Design (based on Management portion of ProStart competition) -Menu development -3D-model or CAD diagram of restaurant including front and back of house -Produce marketing tactic for restaurant concept such as newspaper ad, commercial or promotional giveaway -Prepare dish off restaurant menu; per teacher’s choice -Presentation on overall restaurant concept -Applying safety and sanitation in meal preparation -Executing skills in recipe preparation Formative Assessments How will students and teacher know what students have learned so far? Differentiated Rubric Links / Attached Summative Assessments How will students show that they have mastered the standard? Differentiated Rubric Links / Attached Culinary Arts I -Potential management challenges for related to their concept -Restaurant Design rubric APS District Curriculum Map Grade Level: 10-12 Course /Subject: 8. Resources Links, Curriculum Frameworks, Other Websites, Business Partners Culinary Arts II MONTHLY TEMPLATE Sandia High School Culinary and Food Services Teacher, Unna Valdez CAD Teacher ProStart Management Competition Rules Websites: www.sketchup.google.com ----------------------------------------------------------------------------------------------------------------------------- ---------------------------------------------Business Partners: APS/LEI/TLS/JAN08 Culinary Arts I
