Aleta Konkol
High School Culinary Skills 2+ Curriculum Map (9th-12th) (1 Semester Class)
Textbook: Foods For Today and Culinary Essentials
Month
Content
Skills
Assessments
September/ Safety and Sanitation
February
Skills (Review from
CS1)
Know basic skills to
exhibit safe, secure,
and sanitary work
procedures.
 Proper knife
handling skills
 Wash, cover w/ a
band aid and wear
a glove if you have
a cut and want to
cook in the lab
Sandwiches and
appetizers
 Explain why the 7
steps of the HACCP
food safety system are
necessary.
 Describe the
difference between
direct contamination
and crosscontamination of food.
 Describe what FAT
TOM is and explain
what each letter stands
for.
 Explain what a
foodborne illness is.
 Avoid crosscontamination
 Explain 7 knife safety
points.
 Demonstrate the 3
basic cutting
techniques.
•Explain how to clean &
use knives properly
 Identify first-aid
procedures for
accidents & injuries
 Know the temperature
Other Resources: King County Food Handler’s card website
Essential Questions
Objectives
Standards
All students must pass a variation of the
 Students must demonstrate an
District Safety and Sanitation test with
understanding of safety and sanitation
100% before they can participate in food
rules as specified by the King County Food
labs; students may re-take the test as
Handler’s Website and the Washington
many times as possible in order to pass
Restaurant Association.
it w/ 100%. (This test contains:
 State Standard B1 – Value and
true/false, multiple choice, and short
demonstrate good sanitation habits.
answer questions.)
 National Standards for Family and
PROJECTS
Consumer Sciences (NSFCS)
 1. In teams, create a pamphlet of
 21st Century Skills
basic safety guidelines to prevent
 Essential Questions: Why is it important
accidents and injuries.
to be safe and sanitary in the kitchen
 2. With partners, describe a recent
labs?
outbreak of a foodborne illness at a
 How can I use the safety and sanitation
food establishment. Describe the
learned for cooking at home?
specific cause, how many people
were affected, and their symptoms.
Discuss how the establishment could
have avoided the outbreak.
 3. If your school has a cafeteria,
research its HACCP program. Ask
about each step in the program. If
possible, watch a food-service
worker who is responsible for
monitoring a critical control point.
Pay attention to the control point for
the previous worker’s monitoring
procedures and ask to review the
logs for that particular critical week.
Students will do an oral report on
their findings
October /
March
danger zone
Standard E2: Apply
recognized/ standard
procedures for
sandwich, hors
d’oeuvres, and garnish
preparation
 Describe hot and
cold sandwiches
 Describe the types of
hors d’oeuvres,
canapés, appetizers
and fancy
sandwiches
 Demonstrate the
various design and
form for garnishes
 Students will review
examples of different
types of sandwiches,
including simple hot,
open-faced, hors
d’oeuvres, grilled,
deep-fried, and
simple cold
 • Demonstrate
preparation of
several types of
sandwiches, spreads
and fillings
 • Explain the roles
of the three
components of a
sandwich: bread,
spread and filling
 Demonstrate
preparation of a
variety of hot and
cold appetizers
Students will watch a movie on best
sandwiches found around the United
States. From that movie, students will
take notes on 10 sandwiches they have
never tried or heard of before and their
contents. Students will then from these
10 choose recipes for 3 of the sandwiches
that they would like to make. From these
3, students will be placed in groups to
create market orders of ingredients for 4.
They will each divide their sandwiches
into two and share their sandwich with
one other person.
 Students will compare and contrast in
an essay their sandwiches with the
other person’s they tried. Students
will further reflect on the situations in
which each sandwich would be
appropriately served and why based
on a rubric they created around
components such as: recipe’s level of
complexity, availability of ingredients,
and cost
In what setting is it appropriate to serve a
specific appetizer/sandwich and how
would you know?
21st Century Skills
• Social and Cross-Cultural
Students will choose one appetizer
from their culture which they like.
They will bring in the recipe to make
it. In groups of four, students will
choose to make one of the recipes in
their group to plate and present. In
an oral presentation the next day,
students will discuss their outcome
and present it in terms of a 12 point
reflection.
• Interact Effectively with Others
9.A.1 Know when it is appropriate to
listen and when to speak
9.A.2 Conduct themselves in a
respectable, professional manner
• Work Effectively in Diverse Teams
9.B.1 Respect cultural differences and
work effectively with people from a range
of social and cultural backgrounds
9.B.2 Respond open-mindedly to different
ideas and values
9.B.3 Leverage social and cultural
differences to create new ideas and

November/
April
Psychology of Foods
increase both innovation and quality of
work
Arrange appetizers in
an appealing
manner.
To have a basic working
knowledge of the food
service industry with
respect to the roll
teamwork and project
planning play in the
overall culinary
experience.
Students gain hands-on
culinary experience and
food preparation skills in
a lab setting which
strongly emulates “reallife” culinary practices
and situations.
Knowledge & Skills –
What are the key
knowledge and skills
needed to develop
desired understandings?
•
Recognize that
food has a cultural and
environmental context
•
Understand the
influence that their own
culture has on their
personal nutrition and
eating patterns
•
Identify the
various reasons why we
eat what we eat
•
Appreciate broad
diversity of food from
The instructor will lead a class discussion
regarding the sensory evaluation of food
and what influences our evaluation such
as cultural heritage, emotions and
psychology, religious beliefs and health
concerns.
Herb Association. Working with one
seasoning sample at a time, students will
take a small portion of the herb or spice
and crush it in the palm of their hands to
release the aromatic oils. They will sniff
each sample and consider what foods
come to mind. They will record those
foods or cuisine type in a worksheet
provided by the instructor. Some
examples of herbs or spices that may be
used are: basil, cinnamon, cloves, parsley,
ginger, cilantro, cumin, dill, oregano and
sage. Once students have completed this
exercise they will create a compound
butter utilizing at least 2 of the herbs or
spices that they experienced in the
exercise.
Students will create a matrix of herbs and
spices and identify what foods come to
mind as well as perhaps what emotions
they might associate with them.
Students will write a reflection essay
about what they believe may have shaped
Enduring Understanding(s) – “big
idea(s)”
• The complexity of the role played by
all human senses in the evaluation of
food is an essential element of food
preparation.
• Evaluate and understand that their
personal food preference is constantly
evolving and changing.
• How do my emotions impact my
food preferences?
• How can I develop my palate to
accommodate more sophisticated
flavors and flavor combinations?
21st Century Skills
Social and Cross-Cultural


Interact Effectively with Others
9.A.1 Know when it is appropriate to
listen and when to speak
9.A.2 Conduct themselves in a
respectable, professional manner
Work Effectively in Diverse Teams
9.B.1 Respect cultural differences and
work effectively with people from a range
of social and cultural backgrounds
9.B.2 Respond open-mindedly to different
ideas and values
9.B.3 Leverage social & cultural
differences to create new ideas &
increase both innovation and quality of
work
December/
May
Stocks, soups and
sauces
other cultures
their food choices and share portions of
their reflections which might explain the
emotions they associated with certain
herbs in the matrix.

Students will create one of the mother
sauces and then create their own noodles
to go with the sauce.
Lab – sauces
Lab - Soup and stocks
Lab – Make own
noodles using a
variety of
ingredients from
spinach to basil
and sundried
tomatoes





Identify the four
essential parts of
stock and the proper
ingredients for each.
Other students will evaluate their
combination to see if the ingredients
Demonstrate three
complement each other. Students then
methods to prepare
will see if they can determine what herbs
bones for stock
and spices are present in the sauces of
Identify the two basic four other groups.
kinds of soups and
give an example of
On one particular day, in groups, students
each.
will compete in an All or Nothing Iron
Chef competition to see which group is
Demonstrate the
able to prepare the best Hollandaise
preparations of
Sauce for their Egg Benedict. Students
broth, consommé,
will be scored on a 5 point rubric on taste,
puree, clear, cream
texture and presentation.
soups
Identify the mother
sauces and describe
other sauces made
from them.
Students will conclude this unit reflecting
Prepare various
on herbs and spices and how they change
Sauces and
the taste of sauces, soups, and stocks.
demonstrate their
use with appropriate
foods
Writing Standards
 1.0 Student writes clearly and effectively.
 2.0 Student writes in a variety of forms
for different audiences and purposes.
 Reading 2.1 Demonstrate evidence of
reading comprehension
 Math 1.1 Understand and apply the
concepts and
procedures of math
21st Century Skills
How do grains, herbs, spices, and liquids
and other flavoring ingredients give each
type of sauce its uniqueness?
January/
June
Meat/Poultry/Seafood
Identifying the
different kinds of
meat, poultry and
seafood,
understanding
various methods
of inspection and
grading, handling,
preparation
techniques, and
safe food storage
enable me to
make the best
informed, desired
selections of
product ; choose
appropriate
preparation
technique s
contingent on
time limitations
and technique
preference, and
assist me in
making the best
recipe choices.

Describe the various
kinds of meat,
poultry and seafood
 Demonstrate a
variety of cooking
methods to me used
with different meats
 Demonstrate safe
food storage,
handling, and
preparation
techniques that
prevent crosscontamination from
potentially hazardous
foods,
• Demonstrate
knowledge of how to
prevent accidents and
injuries
Students will choose 3 separate meats
and choose 3 different ways of
preparing them. Using pictures from
their preparation processes and quotes
from tasters, students will prepare a
power point to persuasively convince
their audience that their three
preparations of meats were the best.
Using exit slips after each presentation,
students will evaluate how well they
were convinced by each group of
presenters.
Why is it important to understand that the
way we cook meat, poultry and seafood
affects its outcome?
• Why is meat the most important and most
expensive part of a meal prepared in a
restaurant?
•In what ways does meat consumption affect
our environment and our world?
LEARNING AND INNOVATION
Creativity and Innovation
Students will complete a portfolio
 Think Creatively
throughout the semester. It will include
 Work Creatively with Others
a recipes, pictures of student preparing
 Implement Innovations
the meal, pictures of final presentation. Critical Thinking and Problem Solving
 Reason Effectively
 Make Judgments and
Decisions
 Solve Problems
Communication and Collaboration
 Communicate Clearly
INFORMATION, MEDIA & TECHNOLOGY
SKILLS
Information Literacy
Students in Culinary 2+ classes must
 Create Media Products
complete 20 hours of community service Information, Communications and
and then reflect on what they did,
Technology (ICT Literacy)
learned, etc. Students must get the
 Apply Technology Effectively
signature of the immediate supervisor
LIFE & CAREER SKILLS
who can attest that they completed
Flexibility and Adaptability
their 20 hours.
 Be Flexible
Initiative and Self-Direction
 Manage Goals and Time
 Work Independently
 Be Self-Directed Learners
Productivity and Accountability
 Manage Projects
 Produce Results
Leadership and Responsibility
 Guide and Lead Others
 Be Responsible to Others