High School ProStart II Curriculum -...

High School ProStart II Curriculum Course Description: ProStart II is a continuation of ProStart I. The industry emphasis for ProStart II is nutrition, operational costs, and marketing. The culinary focus is breakfast, sandwiches, salads, meats, desserts, and global cuisine. Nationally recognized certification is available upon passing both ProStart I and ProStart II final exams with a minimum score of 70% and completing the work experience component. This is a course offered on the high school campus; and should not be confused with the Culinary Arts program offered at Northland Career Center. Scope and Sequence:

Timeframe Chapter Instructional Topics

2 weeks Breakfast Food and Sandwiches

Topic 1: Forms of Dairy Topic 2: Types of Breakfast Foods and Beverages Topic 3: Sandwich Components

2 weeks Nutrition Topic 1: Importance of Nutrition to the Industry Topic 2: Six Basic Nutrients and their Functions Topic 3: Nutrient Sources Topic 4: Healthy Menus

1 week Cost Control Topic 1: Produce Yield

1 week Salads and Garnishing Topic 1: Salads, Dressings, Dips & Garnishes Labs

1 week Purchasing and Inventory Topic 1: Types of Costs and Factors that Affect Costs Topic 2: Receiving and Storing Deliveries

2 weeks Meat, Poultry, and Seafood Topic 1: Protein Cooking Techniques

2 weeks Marketing Topic 1: Marketing Process Topic 2: Menu Marketing

2 weeks Desserts and Baked Goods Topic 1: Desserts and Baked Goods Cooking Techniques

1 week Sustainability in the Restaurant and Foodservice

Industry

Topic 1: Resource Conservation Topic 2: Local Sourcing

DRAFT: January, 2017 2 | P a g e

Chapter 1: Breakfast Food and Sandwiches

Subject: ProStart II Grade: 10, 11, 12

Name of Chapter: Breakfast Food and Sandwiches

Length of Chapter: 2 weeks

Overview of Chapter: This chapter covers the different types of breakfast foods and sandwiches while teaching students the roles the ingredients play in the composition of the dish. Priority Standards for chapter:

● Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. (NSFACS: 8.5)

Supporting Standards for chapter: ● ISTE-GLOBAL COLLABORATOR.7.C - contribute constructively to project teams,

assuming various roles and responsibilities to work effectively toward a common goal.

Unwrapped Concepts (Students need to know)

Unwrapped Skills (Students need to be

able to do)

Bloom’s Taxonomy

Levels Webb's DOK

professional food preparation methods and techniques for all menu categories to

produce a variety of food products that meet customer needs Demonstrate Apply 3

Essential Questions:

1. What is the proper procedure for handling and storing milk products and why is it important?

2. What are the primary breakfast proteins and how should they be handled for service? 3. How do the three main elements of a sandwich contribute to the overall product?


Enduring Understanding/Big Ideas: 1. Milk products should be received at 41 degrees or lower unless specified to ensure

quality and safety. Milk products should be stored at 41 degrees or lower and you should always use FIFO (first in, first out) as the stock rotation.

2. Bacon, sausage, ham, Canadian bacon, and fish make up the traditional breakfast meats. Bacon and sausage hold well for service, but ham, Canadian bacon, and fish should always be prepared as close to service as is practical.

3. The bread serves as an edible container for the food inside and provides bulk and nutrients. The spread prevents the bread from soaking up the filling while adding flavor and moisture. Finally, the filling is the main attraction and is generally the primary flavor of the sandwich.

Unit Vocabulary:

Academic Cross-Curricular Words Content/Domain Specific

Caffeine Albumen Basted Egg Black tea

Bread Butter substitute

Canapé Chalazae

Clarified butter Club sandwich Cold sandwich

Crepe Curdling

Deep-fried sandwich Filling

French toast Fried egg Frittatas

Green tea Grilled sandwich Hard-cooked egg

Hashed brown potatoes Home fries


Homogenization Hors d’oeuvre

Hot cocoa Hydrogenate Margarine

Mise en place Multi-decker sandwich

Omelet Open-faced hot sandwich

Over easy egg Pancake Panini

Pasteurization Pizza Plugra

Poached egg Poooled eggs

Processed cheese Pullman loaf

Quiche Ramekins

Ripened cheese Scrambled eggs

Shirred egg Shocking

Smoke point Soufflé Spread

Submarine sandwich Swedish pancake

Tea sandwich Tea

Trans fat Unripened cheese

Sunny-side up

Resources for Vocabulary Development: ● National Restaurant Association. (2011). Foundations of Restaurant Management &

Culinary Arts Level One. Chicago: Pearson.


Topic 1: Forms of Dairy

Engaging Experience 1 Title: Hot Cocoa Comparison

Suggested Length of Time: 1 class period

Standards Addressed Priority:

● Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. (NSFACS 8.5)

Supporting: ● ISTE-GLOBAL COLLABORATOR.7.C - contribute constructively to project

teams, assuming various roles and responsibilities to work effectively toward a common goal.

Detailed Description/Instructions: After guided reading and direct instruction, students will team up within their lab groups and prepare a hot cocoa recipe. Each kitchen team will prepare the recipe with a different type of milk. Students will taste each hot cocoa recipe and evaluate each recipe based on the following:

● Taste ● Texture ● Appearance ● Fat grams and calories

Bloom’s Levels: Apply

Webb’s DOK: 3

Rubric: Check for understanding


Topic 2: Types of Breakfast Foods and Beverages

Engaging Experience 1 Title: Breakfast Food Labs

Suggested Length of Time: 2 class periods





Detailed Description/Instructions: After guided reading and direct instruction, students will team up within their lab groups and prepare a variety of breakfast food recipes for the following food prep focus areas:

● Pancakes ● Crepes ● Stuffed French Toast ● Oatmeal


Webb’s DOK: 3

Rubric: To be created


Topic 3: Sandwich Components

Engaging Experience 1 Title: Reuben Sandwich Lab






Detailed Description/Instructions: After guided reading and direct instruction, students will team up within their lab groups and prepare a Reuben Sandwich. Students will use the following for the sandwich components:

● Bread-Marbled Rye ● Spread-Thousand Island ● Filling-Corn Beef and Sauerkraut


Webb’s DOK: 3



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Students will focus on a problem that is too common with them and their peers. Students will focus on encouraging students to eat breakfast before school. They will involve their peers by inviting classrooms in to the ProStart classroom to watch breakfast food demos that take place within a ten-minute time frame. Students will be restricted to ten minutes because the students will be more likely to make something if it is quick, easy, nutritious and full of flavor. The ten-minute time frame will also allow students to see about three demonstrations within half a class period. Students will provide copies of the recipes and educate their peers on the importance of a good breakfast for their body and their education. This will also provide a platform for students to showcase their kitchen talents to their peers.

Rubric for Engaging Scenario: To be created


Summary of Engaging Learning Experiences for Topics

Topic Engaging Experience

Title

Description Suggested Length of

Time

Forms of Dairy Hot Cocoa Comparison

After guided reading and direct instruction, students will team up within their lab groups and

prepare a hot cocoa recipe. Each kitchen team will prepare the recipe with a different type of milk. Students will taste each hot cocoa recipe

and evaluate each recipe based on the following: ● Taste ● Texture ● Appearance ● Fat grams and calories

1 class period

Types of Breakfast Foods and Beverages

Breakfast Food Labs


prepare a variety of breakfast food recipes for the following food prep focus areas:

● Pancakes ● Crepes ● Stuffed French Toast ● Oatmeal

2 class periods

Sandwich Components

Reuben Sandwich

Lab


prepare a Reuben Sandwich. Students will use the following for the sandwich components: ● Bread-Marbled Rye ● Spread-Thousand Island ● Filling-Corn Beef and Sauerkraut

2 class periods


Chapter 2: Nutrition


Name of Chapter: Nutrition


Overview of Chapter: This chapter teaches students about the six key nutrients while emphasizing the importance of nutrition in the restaurant and foodservice menu. Priority Standards for chapter:

● Demonstrate menu planning principles and techniques based on standardized recipes to meet customer needs. (NSFACS: 8.4)

Supporting Standards for chapter:

● ISTE-GLOBAL COLLABORATOR.7.C - contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

● ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.



able to do)

Bloom’s Taxonomy

Levels Webb's DOK

menu planning principles and techniques based on standardized recipes to meet customer needs Demonstrate Apply 3


1. Why is nutrition important to the restaurant and foodservice industry? 2. How can menus and recipes be more healthful?

Enduring Understanding/Big Ideas:

1. Once restaurant and foodservice employees learn about nutrition, they can begin to plan menus and recipes that incorporate nutrition principles and meet customers’ expectations for healthy tasty cuisine.


2. Menus and recipes can be made more healthful by modifying portion size, adding healthful ingredients, and substituting healthier ingredients.

Unit Vocabulary:


Amino acids Antibiotic

Calorie Carbohydrate

Cardiovascular diseases Cholesterol

Fat Fiber

Mineral Protein

Vitamins

Additive Adequate intakes Certified organic

Coagulate Complementary Proteins

Complete proteins Complex carbohydrate Conventional product

Diabetes mellitus Dietary guidelines for Americans

Dietary Reference Intakes Essential amino acids

Essential fatty acid Fat-soluble vitamin

Foam Food additive

Genetically modified organism Glucose GMO

Herbicide Hormones

Hydrogenation Incomplete protein

Insoluble fiber Insulin

Iodized salt Iron-deficiency anemia

Kilocalorie Kosher salt

Lacto-ovo-vegetarian Lacto-vegetarian

Lipids


Malnutrition Natural

Nutrients Nutrition

Obese Organic

Osteoporosis Overweight Oxidation Pesticide

Phyllo dough Phytochemical Portion control

Recommended dietary allowances Reduction Rock salt Sea salt

Simple carbohydrate Soluble fiber

Table salt Trans fatty acid

Vegan Vegetarian

Water-soluble vitamins




Topic 1: Importance of Nutrition to the Industry

Engaging Experience 1 Title: Nutrition-Related Disease Research Presentation







Detailed Description/Instructions: After guided reading practice and direct instruction students will pair up to research a nutrition-related disease from the following:

● Diabetes ● Heart Disease ● Obesity ● Osteoporosis ● Kidney disease

Students will conduct research and include the following information in a multimedia presentation:

● Number of people suffering from the disease ● If any of the illnesses are more prevalent based on gender, age, race or geographic

location, including any implications ● Changes in diet that can minimize or prevent the disease ● Consequences of long term effects of the disease ● Action plan to educate people about the disease and methods of prevention

Students will present to their peers and lead a large group discussion.


Bloom’s Levels: Analyze, Evaluate

Webb’s DOK: 3, 4



Topic 2: Six Basic Nutrients and their Functions

Engaging Experience 1 Title: Nutrient Headbands




Detailed Description/Instructions: After guided reading practice, the class will be divided into six teams. Each team will represent a nutrient from the following list of basic nutrients:

● Carbohydrates ● Fats ● Proteins ● Vitamins ● Minerals ● Water

Each team member will create a headband that describes the role of the nutrient in our bodies. Each team will present each member’s headband one at a time. Their peers will right down the nutrient that identifies with each headband. When all points have been shared, students can check to see if they identified the correct nutrient. Bloom’s Levels: Analyze, Evaluate

Webb’s DOK: 3, 4

Rubric: to be created


Topic 3: Nutrient Sources

Engaging Experience 1 Title: Nutrition Label Analysis

Suggested Length of Time: 1 class period



Detailed Description/Instructions: After guided reading and direct instruction, students will analyze a variety of food labels from popular foods that they consume. Students will bring in an unopened snack or food that they enjoy on a regular basis. Students will locate the nutrition label and evaluate the following:

● Fat grams per serving ● Sodium ● Protein ● Calories ● Sugar

Students will record the nutrition information then share it with their table group. Students will compare label information to select the healthiest food from their table. Bloom’s Levels: Apply, Evaluate

Webb’s DOK: 3, 4



Topic 4: Healthy Menus

Engaging Experience 1 Title: Healthy Menu Creation




Detailed Description/Instructions: After a review lesson of MyPlate students will create a week of healthy menus that consist of the following:

● Breakfast ● Lunch ● Dinner ● 2 snacks

Students will be assigned a client that has specific dietary needs. Each day of meals will be reviewed to meet the MyPlate recommendations for a particular person’s health level. Bloom’s Levels: Apply, Evaluate

Webb’s DOK: 3 ,4



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) After studying nutrition and the importance of nutrition throughout one’s life, students will be able to share their knowledge with a group that often suffers from lack of nutrition in the late stages of life. Senior citizens enjoy working with young people and have a lot of knowledge to share. In this scenario, students will demonstrate and share healthy snacks with seniors during their activity time in the care facility. Students will help the seniors manipulate the kitchen tools to prepare the snacks together while the students share what they have learned about the six basic nutrients and why we need to focus on getting these throughout our lifespan.





Title

Description Suggested Length of Time

Importance of Nutrition

to the Industry

Nutrition-Related Disease

Research Presentation

After guided reading practice and direct instruction students will pair up to

research a nutrition-related disease from the following:

● Diabetes ● Heart Disease ● Obesity ● Osteoporosis ● Kidney disease

Students will conduct research and include the following information in a multimedia

presentation: ● Number of people suffering from

the disease ● If any of the illnesses are more

prevalent based on gender, age, race or geographic location, including any implications

● Changes in diet that can minimize or prevent the disease

● Consequences of long term effects of the disease

● Action plan to educate people about the disease and methods of prevention

Students will present to their peers and lead a large group discussion.

2 class periods


Six Basic Nutrients and

Their Functions

Nutrient Headbands

After guided reading practice, the class will be divided into six teams. Each team

will represent a nutrient from the following list of basic nutrients:

● Carbohydrates ● Fats ● Proteins ● Vitamins ● Minerals ● Water

Each team member will create a headband that describes the role of the nutrient in our bodies. Each team will present each member’s headband one at a time. Their

peers will right down the nutrient that identifies with each headband. When all

points have been shared, students can check to see if they identified the correct

nutrient.

2 class periods

Nutrient Sources

Nutrition Label Analysis

After guided reading and direct instruction, students will analyze a variety

of food labels from popular foods that they consume. Students will bring in an

unopened snack or food that they enjoy on a regular basis. Students will locate the

nutrition label and evaluate the following: ● Fat grams per serving ● Sodium ● Protein ● Calories ● Sugar

1 class period


Students will record the nutrition information then share it with their table

group. Students will compare label information to select the healthiest food

from their table.

Healthy Menus

Healthy Menu Creation

After a review lesson of MyPlate students will create a week of healthy menus that

consist of the following: ● Breakfast ● Lunch ● Dinner ● 2 snacks

Students will be assigned a client that has specific dietary needs.

Each day of meals will be reviewed to meet the MyPlate recommendations for a

particular person’s health level.

2 class periods




Chapter 3: Cost Control Subject: ProStart II Grade: 10, 11, 12

Name of Chapter: Cost Control Length of Chapter: 1 week

Overview of Chapter: This chapter teaches students the importance of cost control and how it affects a business overall. Priority Standards for chapter:

● Demonstrate implementation of food service management and leadership functions. (NSFACS: 8.6)


Unwrapped Skills (Students need to be able to do)

Bloom’s Taxonomy

Levels Webb's DOK

implementation of food service management and

leadership functions. Demonstrate Apply 3


1. What is cost control and why is it important? 2. What are the steps in the food flow process and how does it affect an operation’s profit? 3. How do labor costs affect cost control? 4. How can quality standards for inventory help control costs?


1. Cost control is the process by which an operation tries to keep its costs as low as possible. Cost control is vital because an operation must make more money than it spends to survive.

2. There are seven stages to the food flow process: purchasing, receiving, storage, issuing, preparation, cooking and service. Each stage must be carefully followed to prevent money waste. If money is wasted in one or more stages, the operation will lose profit.


3. Operations must be aware of the fluctuations in their sales to have the right amount of staff on hand to handle customers efficiently. Having too many staff results in money wasted and inefficient staffing will likely lead to disgruntled employees and customers.

4. Closely monitoring inventory will ensure that products be ordered more efficiently, as needed, therefore, operations are less likely to run out of product. Close monitoring ensures that no product goes to waste. Minimizing wastes keeps cost down.

Unit Vocabulary:


Cost Forecast

As-purchased method Average check method

Average sales per customer Beverage costs

Business volume Closing inventory

Contribution margin method Contribution margin Controllable costs Conversion factor

Cost control Crew schedule

Edible portion method Employee turnover

Fixed costs Food cost Food costs

Food production chart Full-line supplier

Historical data Inventory Invoice

Labor costs Master schedule

Moving average technique Opening inventory Operating budget


Operational standards Overhead costs

Physical inventory Pilfering

Point-of-sale systems Price point

Production sheet Profit-and-loss report

Quality standards Recipe cost card

Recipe yield Revenue

Sales history Semivariable costs

Standard portion cost Standardized recipes

Straight markup pricing method Total food cost percentage

Variable costs Variances




Topic 1: Produce Yield

Engaging Experience 1 Title: Yield Test Suggested Length of Time: 1 class period



Detailed Description/Instructions: Students will weigh a carrot, a potato and an apple as selected from the grocery store. Next students will prepare the produce to prep for a recipe. Students will weigh the produce again and record the weight to find the percent loss from preparation. Students will cook the produce using three different cooking methods and weigh the final product to see the final loss percentage. Bloom’s Levels: Apply

Webb’s DOK: 3



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Cost of Favorite Recipe Students will select their favorite recipe to prepare and cost out the recipe. Students will find the cost per ounce and cost per serving. Students will then find the suggested selling price using a twenty-seven percent food cost percentage. Students will present their findings to their peers.

Rubric for Engaging Scenario: to be created




Title


Time

Produce Yield

Yield Test Students will weigh a carrot, a potato and an apple as selected from the grocery store. Next students

will prepare the produce to prep for a recipe. Students will weigh the produce again and record

the weight to find the percent loss from preparation. Students will cook the produce using

three different cooking methods and weigh the final product to see the final loss percentage.

1 class period


Chapter 4: Salads and Garnishing


Name of Chapter: Salads and Garnishing

Length of Chapter: 1 week

Overview of Chapter: This chapter teaches students the components of a salad and salad dressings while emphasizing the important role of the garnish. Priority Standards for chapter:





Unwrapped Skills (Students need to

be able to do)

Bloom’s Taxonomy

Levels Webb's DOK

professional food preparation methods and techniques for all menu categories to produce a

variety of food products that meet customer needs Demonstrate Apply 3


1. How do the ingredients and parts of a salad work together? 2. What is a dip, and how is it like a salad dressing? 3. Why and how is garnish used?


1. Lettuce works as the base of a salad most often. Any number of ingredients such as meat, fish, starches, vegetables, cheeses and fruit act as the body of the salad. An edible garnish


enhances the appearance while complementing the overall taste. Finally, the salad dressing acts as a sauce that hold the salad together.

2. A dip is a mixture served as an accompaniment to certain food items. Like dressings, dips are meant to complement or enhance the food items they are served with, not hide the flavor of the food.

3. Garnishing properly is essential when presenting food because enjoyment of a meal is affected by how it looks. The garnish will complement the main dish in color, flavor, and texture.

Unit Vocabulary:


Accompaniment salad Base Body

Bound salad Brunoise

Combination salad Composed

Consommés Dauphinoise potatoes

Dessert salads Dollop

Duchesse potatoes Emulsified vinaigrettes

Emulsifier Fruit salad

Garnish Gougeres

Guacamole Hummus

Intermezzo salad Main course salads

Mayonnaise Mayonnaise based

Napping Salad dressings


Salsa Starter salad String work Suspension

Tossed Tourner

Vegetable salad Vinaigrette




Topic 1: Salads, Dressings, Dips & Garnishes Labs

Engaging Experience 1 Title: Salads and Garnishing Lab






Detailed Description/Instructions: After guided reading and direct instruction, students will team up within their lab groups and prepare a variety of recipes for the following food prep focus areas:

● Caesar Salad ● Couscous Salad ● Vinaigrette Dressing ● Spinach Salad ● Chef’s Salad ● Pasta Salad ● Creamy (American) Potato Salad ● German Potato Salad ● Creamy Coleslaw ● Basic Mayonnaise ● Roquefort Dressing ● Guacamole ● Cucumber Fan ● Frosted Grapes ● Chocolate Strings



Webb’s DOK: 3



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Edible Flowers Presentation

Students will research different edible flowers and create a multimedia presentation that covers the following points: history of the featured edible flowers, where to purchase and the purchase price of the featured flowers, any precautions that need to be taken when serving the edible flower, pictures of plates using the featured edible flower and how the featured flowers pair with different salads, dressings and dips.





Title


Salads, Dressings,

Dips & Garnishes Lab

Salads and Garnishing

Lab

After guided reading and direct instruction, students will team up within their lab groups and prepare a variety of recipes for the following food prep focus areas:

● Caesar Salad ● Couscous Salad ● Vinaigrette Dressing ● Spinach Salad ● Chef’s Salad ● Pasta Salad ● Creamy (American) Potato

Salad ● German Potato Salad ● Creamy Coleslaw ● Basic Mayonnaise ● Roquefort Dressing ● Guacamole ● Cucumber Fan ● Frosted Grapes ● Chocolate Strings

3 class periods


Chapter 5: Purchasing and Inventory


Name of Chapter: Purchasing and Inventory


Overview of Chapter: This chapter teaches students proper procedures for purchasing and how to control inventory to maximize profits for their business. Priority Standards for chapter:


Supporting Standards for chapter: ● ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources

using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.



able to do)

Bloom’s Taxonomy

Levels Webb's DOK

implementation of food service management and leadership functions. Demonstrate Apply 3


1. What are the major categories of goods and services and how do they contribute to the business?

2. Why is it important to conduct a make-or-buy-analysis? 3. How are perishable and nonperishable items different?


1. There are nine major categories of goods and services: food and beverage; non-food items; smallwares and equipment; technology; furniture; fixtures; and equipment; business supplies and services; support services; maintenance services; and utilities. Each


of these items goes into the profit-making aspect of a given operation and contribute to an operation running efficiently.

2. A make-or-buy-analysis will help an operation decide if they should make an item from scratch or a buy a ready-made version. This analysis helps to balance how much food a kitchen produces with the quality standards of the operation.

3. Perishable products are food products sold or distributed in a form that will spoil or decay within a limited period of time and they are easily damaged. Nonperishable items do not readily support the growth of pathogens and are usually purchased in larger bulk.

Unit Vocabulary:


Investment Bids Buyer Capital

Cash position Channel of distribution Competitive position

Credit memo Daily food cost sheets

Form value Formal purchasing method

Franchise Gross profit Humidity

Impinger oven Informal purchasing method

Intermediary sources Inventory shrinkage

Inventory Invoice Issuing

JIT (“just in time”) format Kickbacks

Leaders Losers

Make-or-buy analysis


Nonperishable products Overproduction

Par stock Perishable products

Perpetual inventory method Physical inventory method

Pilfering Place value

Primary sources Product specifications

Production records Production sheet Purchase order

Quality standards Quote

Receiving Reorder point

Requisition form Retailers

Sales mix records Service value Specifications

Staples Stockouts

Supply and demand Time value

Transportation value Vermin




Topic 1: Types of Costs and Factors that Affect Costs

Engaging Experience 1 Title: Make or Buy Analysis




Supporting: ● ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital

resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.

Detailed Description/Instructions: After guided reading and direct instruction on cost control, students will research and compare a store bought version and a homemade version of a cookie. Students will make the homemade cookie in the lab setting and then do a cost analysis of the recipe. Students will then write a recommendation of which cookie to use for a catering event. Bloom’s Levels: Apply

Webb’s DOK: 3



Topic 2: Receiving and Storing Deliveries

Engaging Experience 1 Title: Receiving Training Manual Suggested Length of Time: 2 class periods



Detailed Description/Instructions: After guided reading and direct instruction about receiving and storing deliveries, students will create two pages of a training manual used for receiving deliveries. The first page will be a best practices page for receiving deliveries and the second page will be a checklist used to actually check in a grocery order that is delivered to the school. Both lists will be created using technology and a variety of samples. Bloom’s Levels: Apply

Webb’s DOK: 3



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Lab Purchasing and Inventory

Students will learn the steps the teacher takes to prepare for their cooking labs. Students will be responsible for finding a recipe to prepare in class that coordinates with the topic that is drawn. Students will take the recipe and prepare fully for the lab by making a grocery list after checking current inventory and writing a requisition form to apply for a purchase order through Park Hill. Students will learn about the different parts of the Park Hill purchasing system. Once their purchase order is received, they will need to order their groceries from Hy-Vee using their purchase order. Students will type up their grocery list and submit to Hy-Vee via email. Students will inspect their grocery delivery when it arrives and then plan to prepare the recipe.





Title


Types of Costs and

Factors that Affect Costs

Make or Buy Analysis

After guided reading and direct instruction on cost control, students will research and

compare a store bought version and a homemade version of a cookie. Students will make the homemade cookie in the lab setting

and then do a cost analysis of the recipe. Students will then write a recommendation of which cookie to use for a catering event.

3 class periods

Receiving and Storing Deliveries

Receiving Training Manual

After guided reading and direct instruction about receiving and storing deliveries,

students will create two pages of a training manual used for receiving deliveries. The first page will be a best practices page for

receiving deliveries and the second page will be a checklist used to actually check in a

grocery order that is delivered to the school. Both lists will be created using technology

and a variety of samples.

2 class periods


Chapter 6: Meat, Poultry, and Seafood


Name of Chapter: Meat, Poultry, and Seafood


Overview of Chapter: This chapter covers the storing and preparation guidelines for different types of meat, poultry and seafood. Priority Standards for chapter:






Bloom’s Taxonomy Levels

Webb's DOK


variety of food products that meet customer needs Demonstrate Apply 3


1. How do you cook and prepare meat? 2. How do you cook and prepare poultry? 3. How do you cook and prepare seafood? 4. How does charcuterie relate to garde manger?


Enduring Understanding/Big Ideas: 1. The chef’s goal while cooking meat is to maximize flavor and tenderness while

minimizing the loss of moisture. The main cooking methods are moist heat, dry heat, dry heat with oil or fat, and combination cooking. Carryover cooking is the heat that continues to cook the meat even after the chef pulls it from the heat source.

2. Poultry is a durable meat that lends itself to multiple cooking methods such as dry-heat, dry-heat with fat or oil, moist-heat, and combination cooking methods.

3. Cooking methods for seafood include dry-heat, dry-heat cooking with oil or fat, moist-heat, and combination technique, using both dry and moist-heat methods.

4. Charcuterie refers to specially prepared pork products, including sausage, smoked ham, bacon, pate, and terrine. These food items are served cold and generally are provided by the garde manger department. Garde manger is the department typically found in a classical kitchen brigade system that is responsible for preparing cold foods.

Unit Vocabulary:


A point Aging Bard

Boning Bouillabaisse Butterflying

Carryover cooking Cephalopods Charcuterie

Contribution margin Crustaceans Deveining Fabrication

Fin fish Flatfish

Forcemeat Game meat

Garde manger Graded


IQF “Individually quick frozen” Kosher meat

Marbling Meat

Mirepoix Mollusks

Mousseline Offal meat Paupiettes

Poultry Primal cuts

Quality grade Retail cuts Round fish Sausages Shellfish Shucking

Truss Yield grade




Topic 1: Protein Cooking Techniques

Engaging Experience 1 Title: Meat, Poultry and Seafood Labs







● Beef Stroganoff ● Chicken Fried Steak ● London Broil ● Meatloaf ● Swiss Steak ● Chicken Cacciatore ● Chicken and Dumplings ● Roast Chicken with Rosemary ● Sauteed Trout Meuniere ● Baked Lemon Sole on a Bed of Leeks ● Grilled Fish Steaks


Webb’s DOK: 3



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Paradise Meat Locker Field Trip

Students will tour the Paradise Meat Locker facility in Trimble, MO. Students will dress in USDA inspector regulated hat, apron and shoe covers to begin the tour. Students will see how animals are delivered at the site for processing and learn the steps of meat processing from beginning to end where the meat is for sale in the onsite grocery store.





Title


Protein Cooking

Techniques

Meat, Poultry, and Seafood

Labs


● Beef Stroganoff ● Chicken Fried Steak ● London Broil ● Meatloaf ● Swiss Steak ● Chicken Cacciatore ● Chicken and Dumplings ● Roast Chicken with Rosemary ● Sauteed Trout Meuniere ● Baked Lemon Sole on a Bed of

Leeks ● Grilled Fish Steaks

3 class periods


Chapter 7: Marketing


Name of Chapter: Marketing


Overview of Chapter: Chapter seven focuses on marketing and the important role it plays in the success of one’s business. Priority Standards for chapter:






able to do)

Bloom’s Taxonomy

Levels Webb's DOK

menu planning principles and techniques based on standardized recipes to meet customer needs Demonstrate Apply 3


1. What is marketing and how is it different from advertising? 2. How can an operation create a unique market identity? 3. Why is the menu the strongest marketing tool?


1. Marketing is the process of communicating a business’s message to its respective market. People often refer to advertising and marketing as if they are the same thing. They are not. Advertising is only one component of a successful marketing strategy.

2. There are a number of ways that an operation can differentiate itself from its competitors to create its own identity including product, physical appearance/aesthetics, service, location, and image.


3. The most important interaction consumers have with a given operation is through the menu. It’s where sales are won or lost. If any elements are not pleasing, then the operation may lose business. This is the chance to entice the customer to buy your product.

Unit Vocabulary:


Advertising Demographics

Email Market

Marketing

A la carte menu Aesthetic

Apparel and branded merchandise Average check method

Average contribution margin California menu

Carryout and door hanger menus Communication mix Community relations

Contemporary marketing mix Contribution margin method Cooperative sales promotions

Customer driven Cyclical menu

Demographic segmentation Direct mail

Direct marketing Dogs

Du jour menu Experimental method

Fixed menus Flyers

Focus group Food percentage method

Frequent shopper program Geographic segmentation

Lifestyle segmentation Limited menu

Margin Market segmentation


Market trends Marketing mix Marketing plan Mass marketing Media relations Media vehicles Menu boards

Menu engineering Menu mix percentage

Merchandising materials Observational method

Personal selling Plow horses

Point-of-purchase materials Positioning Premiums

Presentation mix Press kit

Press release Prix fixe menus Product usage

Product-service mix Profitability

Promotional mix Public relations

Publicity Puzzles

Sales mix analysis Sales promotions

Sales volume Sales volume percentage

Samples Sampling

Set dollar amount markup Set percentage increase method

Signage Special pricing Spoken menu


Stars Straight markup pricing

Survey method SWOT analysis

Table d’hote menu Target market

Target marketing Value proposition


Culinary Arts Level One. Chicago: Pearson. ‘


Topic 1: Marketing Process

Engaging Experience 1 Title: Comment Card for School Cafeteria



● Demonstrate use of current technology in food product development and marketing. (NSFACS 9.5)



Detailed Description/Instructions: After guided reading and direct instruction over the marketing process, students will create a comment card about the recent menu changes in their school cafeteria. Students will focus on the current marketing conditions of the cafeteria and what the cafeteria can do to encourage the student body to be more accepting of the nutrition changes across the country. Students will gather feedback and present it to the cafeteria manager. Bloom’s Levels: Apply

Webb’s DOK: 3



Topic 2: Menu Marketing

Engaging Experience 1 Title: Menu Marketing




Detailed Description/Instructions: Students will create a menu for a new restaurant opening in the area. Students will create a menu that consists of four of each menu section: appetizers, soups, salads, entrees, desserts, and beverages. Students will be responsible for choosing dishes that revolve around the theme of their restaurant and the menu must fit on 8 ½ by 11 piece of paper using both sides. The menu should be easy to read, include different font sizes and types, descriptions of each item and the price, have at least one picture of food for each category and include the restaurant name. Bloom’s Levels: Apply

Webb’s DOK: 3



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Students will work with a local marketing firm to swap ideas and learn about the marketing process from start to finish. Students will then cost out and create products or scenarios to market the ProStart program they are a part of. Students will display their marketing concepts for their peers to see.





Title


Time

Marketing Process

Comment Card for School

Cafeteria

After guided reading and direct instruction over the marketing process, students will create a

comment card about the recent menu changes in their school cafeteria. Students will focus on the current marketing conditions of the cafeteria and

what the cafeteria can do to encourage the student body to be more accepting of the nutrition changes across the country. Students will gather feedback

and present it to the cafeteria manager.

2 class periods

Menu Marketing

Menu Marketing

Students will create a menu for a new restaurant opening in the area. Students will create a menu

that consists of four of each menu section: appetizers, soups, salads, entrees, desserts, and

beverages. Students will be responsible for choosing dishes that revolve around the theme of

their restaurant and the menu must fit on 8 ½ by 11 piece of paper using both sides. The menu should be easy to read, include different font sizes and

types, descriptions of each item and the price, have at least one picture of food for each category and

include the restaurant name.

3 class periods


Chapter 8: Desserts and Baked Goods


Name of Chapter: Desserts and Baked Goods


Overview of Chapter: This chapter covers how to prepare a variety of desserts and baked goods that are popular in the restaurant and foodservice industry. Priority Standards for chapter:






able to do)

Bloom’s Taxonomy

Levels Webb's DOK

professional food preparation methods and techniques for all menu categories to

produce a variety of food products that meet customer needs Demonstrate Apply 3


1. How are the main ingredients in baking used? 2. What are the two basic types of yeast bread dough and why is yeast important? 3. What are quick breads and cake batters, and how are they prepared? 4. What kind of dough is used in pie crusts and how is pie crust made? 5. How is chocolate made? 6. How should desserts be plated and presented?


Enduring Understanding/Big Ideas: 1. There are eight main categories of ingredients used in baking: strengtheners provide

stability, shortening makes baked good moist, sweeteners add flavor and color, leaveners are necessary for products to rise, thickeners help determine the consistency of the finished product, flavorings affect taste and color, liquids provide moisture and allow gluten to develop and additives add to the appearance of baked goods.

2. Lean doughs and rich doughs are the two basic types of yeast bread. Yeast is a living organism that acts as a leavener to make baked goods rise.

3. Quick breads and cakes are popular snack and dessert items that are easy to make. They use the same mixing method and both are in batter form when going into bake.

4. Pie crusts are made using 3-2-1 dough. Three parts flour, two parts fat, and one-part water (by weight) make up the dough. Make pie crust by dissolving salt in water, cut cold fat into flour, add cold water, mix together, chill the dough, turn dough out onto floured work surface, roll out dough, cut and fill pie pan with dough, bake or fill, add top crust and bake for final time.

5. Chocolate is produced from cocoa beans picked from cacao trees. To make chocolate, processors roast the cocoa beans and then the machinery loosens the outer shells and cracks the beans into small pieces called nibs. The beans are smashed into a paste called chocolate liquor. The chocolate liquor can be pressed to release the cocoa butter which can be combined with chocolate liquor to create eating chocolate. Finally, the solids are ground down to form cocoa powder.

6. There are two areas for presentation techniques: the food itself and the plate, platter or dish as a whole. Desserts should be plated simple and everything should be edible.

Unit Vocabulary:


3-2-1 dough All-purpose flour

Baker's percentages Baking blind

Baking powder Baking soda

Bavarian creams Biscuit method


Bloom Bread flour

Butterscotch-flavored sauce Cake flour

Caramel sauce Caramelization

Chocolate liquor Chocolate sauce

Cocoa butter Cocoa powder

Coulis Creaming method Creaming method Crème anglaise

Curdle Dock (or pierce)

Double boiler Durum flour

Extracts Ferments

Flavorings Foaming method

Formulas Frozen yogurt Fruit sauces Fruit syrup

Gluten High-ratio cake

Ice cream Icings

Kneading Lean doughs

Leaveners Liquids

Nibs Pastry creams Pastry flour Pate a choux


Pate feuilletee Phyllo

Physical leaveners Poached fruit Profiteroles

Proof Puff pastry Pushing up

Quark Quick breads Rich doughs

Roll-in dough Semolina flour

Sherbets Shortenings

Sifting Sorbet

Soufflés Sourdough

Sponge method Starter

Steamed puddings Straight-dough method

Strengtheners Sweeteners Syneresis

Tempering Thickeners

Tofu Torte

Two-stage method Yeast Yield

Zabaglione (sabayon)




Topic 1: Desserts and Baked Goods Cooking Techniques

Engaging Experience 1 Title: Desserts and Baked Goods Cooking Labs







● Pizza Dough ● Soft Rolls ● Whole Wheat Bread ● Zucchini Bread ● Corn Muffins ● Cranberry Orange Walnut Scones ● Angel Food Cake ● Apple Pie ● Coconut Cream Pie ● Lemon Meringue Tart ● Marbleized Pound Cake ● Chocolate Pinwheel Cookies ● Chocolate Mousse ● Chocolate Fudge ● Fruit Sorbet ● Crème Anglaise



Webb’s DOK: 3



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) ProStart II Cupcake Wars Students create a cupcake and frosting/icing for a cupcake wars competition. Students research recipes to find a cupcake and frosting/icing that they will prepare and present just as if it was on a tray pulled from a bakery case. Students will work with a partner and present one dozen cupcakes to the judges for service. Judges will have two cupcakes from the bakery tray. One will be the best display cupcake and the other will be broken apart for taste test. Students will be judged on Display/Presentation, Creativity, Flavor of cupcake, Flavor of icing and a Special ingredient.





Title


Desserts and Baked Goods

Cooking Techniques

Desserts and Baked Goods Cooking Labs

After guided reading and direct instruction, students will team up

within their lab groups and prepare a variety of recipes for the following

food prep focus areas: ● Pizza Dough ● Soft Rolls

● Whole Wheat Bread ● Zucchini Bread ● Corn Muffins

● Cranberry Orange Walnut Scones

● Angel Food Cake ● Apple Pie

● Coconut Cream Pie ● Lemon Meringue Tart ● Marbleized Pound Cake

● Chocolate Pinwheel Cookies ● Chocolate Mousse ● Chocolate Fudge ● Fruit Sorbet

● Crème Anglaise

3 class periods


Chapter 9: Sustainability in the Restaurant and Foodservice Industry


Name of Chapter: Sustainability in the Restaurant and Foodservice Industry


Overview of Chapter: This chapter covers resources for sustainability and how to reduce waste in the restaurant and foodservice industry. Priority Standards for chapter:

● Demonstrate food safety and sanitation procedures. (NSFACS: 8.2) Supporting Standards for chapter:



Unwrapped Skills (Students need to be able

to do)

Bloom’s Taxonomy

Levels Webb's DOK

food safety and sanitation procedures Demonstrate Apply 3


1. Why is water conservation important? 2. Why is energy efficiency important? 3. How can one reduce total waste in an operation? 4. What is local sourcing and how can it benefit a business?


1. Water conservation is important because droughts reduce water levels and many parts of the world are already experiencing water shortages. Without water, crops and animals will die which limits the food supply.


2. Energy efficiency is important because businesses use a lot of energy to function on a daily basis. It is important to reduce cost for the business and to conserve energy to avoid wasting resources that are needed by many. Pollution is another factor to consider when talking energy conservation.

3. Operations can reduce total waste in an operation by reducing, reusing and recycling. 4. Local sourcing offers food produced in the surrounding growing region and benefits

businesses by reducing the amount of miles traveled to bring in a product. This benefits the local community and provides a fresher product.

Unit Vocabulary:


Aquaculture Bottom trawling Brownfield site

Bycatch Closed systems

Composting Conservation

Controlled environment Dead zones

EPA (Environmental Protection Agency) Food miles Fossil fuels

Green building Local source Open systems

Organic Overfishing

Renewable energy sources Repurposed food

Shade-grown Sun coffee

Sustainability Trawlers




Topic 1: Resource Conservation

Engaging Experience 1 Title: Energy Conservation Webquest Suggested Length of Time: 1 class period


● Demonstrate food safety and sanitation procedures. (NSFACS: 8.2) Supporting:


Detailed Description/Instructions: After guided reading and direct instruction students will complete a webquest about energy conservation. Students will answer key questions about each of the sites on the webquest. Bloom’s Levels: Evaluate

Webb’s DOK: 4



Topic 2: Local Sourcing

Engaging Experience 1 Title: Organic Chili with Beef and Beans



● Demonstrate food safety and sanitation procedures. (NSFACS: 8.2) Detailed Description/Instructions: After guided reading and direct instruction students will prepare an organic chili recipe using fresh organic vegetables and beef. Students will gather in their kitchen teams and prepare the chili. To reflect, students will discuss a comparison of recipes made with organic food versus non-organic food. Bloom’s Levels: Evaluate

Webb’s DOK: 4



Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Students will grow their own fresh herbs for use within the ProStart classroom. Students will learn the importance of using fresh local produce and how to conserve and prevent waste of food products. Students will research the process of growing their own herbs and deciding what products they can make with the herbs. Students will be able to cook with the herbs and create useful household items with the extra herbs.





Title


Resource Conservation

Energy Conservation

Webquest

After guided reading and direct instruction students will complete a

webquest about energy conservation. Students will answer key questions

about each of the sites on the webquest.

1 class period

Local Sourcing

Organic Chili with Beef and

Beans

After guided reading and direct instruction students will prepare an

organic chili recipe using fresh organic vegetables and beef. Students will gather

in their kitchen teams and prepare the chili. To reflect, students will discuss a

comparison of recipes made with organic food versus non-organic food.

2 class periods


Chapter 10: Global Cuisine 1: The Americas

Subject: ProStart II Grade: 10, 11, 12 Name of Chapter: Global Cuisine 1: The Americas Length of Chapter: 2 weeks Overview of Chapter: This chapter covers the major influences, ingredients, flavors and cooking techniques of the Americas. Priority Standards for chapter:

• Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs. (NSFACS: 8.5)


• ISTE-GLOBAL COLLABORATOR.7.C - contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

• ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.



Bloom’s Taxonomy

Levels Webb's DOK

professional food preparation methods and techniques for all menu categories to produce a variety of food products

that meet customer needs Demonstrate Apply 3 Essential Questions:

1. How do the cultural influences affect the flavor profiles of the North America? 2. How do the cultural influences affect the flavor profiles of Central America? 3. How do the cultural influences affect the flavor profiles of South America?

Enduring Understanding/Big Ideas: 1. The location of the different regions in North America contribute to the supply and

variety of food. Each area of North America showcases food that is heavily influenced by the people that immigrated to this area from a variety of European countries.

2. The flavor profiles of Central America are an interesting transition between Mexican and South American classical food. The influence comes from Spanish and Caribbean dishes.


The flavor profile tends to be earthy and mild. Reaching down toward the Caribbean, barbecue and seafood play major roles in food production.

3. South American food is influenced by Portuguese, Japanese and Chinese customs. With a mountainous region and the introduction of citrus fruits from Portugal it makes for a challenging growing area, but yet fresh flavors.

Unit Vocabulary:


Andouille Barbecued

Bisque Cajun

Comale Creole Curtido

Fusion cuisine Gallo pinto

Gumbo Jambalaya Jerk spice

Low country boil Low country cuisine

Mole New England boiled dinner New England clam chowder

Pupusa Quinoa Salsa

Sofrito Tidewater cuisine

Trinity

Resources for Vocabulary Development: • National Restaurant Association. (2011). Foundations of Restaurant Management &



Topic 1: Major Influences

Engaging Experience 1 Title: Modern Chef Research Presentation Suggested Length of Time: 3 class periods Standards Addressed Priority:


Supporting: • ISTE-GLOBAL COLLABORATOR.7.C - contribute constructively to project teams,

assuming various roles and responsibilities to work effectively toward a common goal. • ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources


Detailed Description/Instructions: Students will research a chef that has been credited with introducing new foods or new cooking techniques to diners around the world. Students will select a chef from a provided list and research the chef and the impact they have had on contemporary food and cooking. Students will share their multimedia presentation to their peers. Bloom’s Levels: Apply Webb’s DOK: 3 Rubric: To be created


Topic 2: Cooking Techniques

Engaging Experience 1 Title: Global Cooking Labs Suggested Length of Time: 3 class periods Standards Addressed Priority:



assuming various roles and responsibilities to work effectively toward a common goal. Detailed Description/Instructions: After guided reading and direct instruction, students will team up within their lab groups and prepare a variety of recipes for the following food prep focus areas:

• New England Clam Chowder • Chicken and Sausage Gumbo • Barbecue Chicken Texas Style • Hawaiian Coconut Pudding • Chicken Pot Pie • Pate Brisee • Fried Plantains • Jamaican Jerked Pork Chop • Gallo Pinto • Brazilian Style Flan

Bloom’s Levels: Apply Webb’s DOK: 3 Rubric: To be created


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) Create a Dinner from the Americas Students will create a three-course dinner menu that features cuisine from the assigned part of the Americas. The dinner will include an appetizer, an entree, and a dessert. Each item on the menu will include the recipe, a description of how the food is prepared and the cooking technique.




Major Influences

Modern Chef Research

Presentation

Students will research a chef that has been credited with introducing new foods or new cooking

techniques to diners around the world. Students will select a chef from a provided list and research the

chef and the impact they have had on contemporary food and cooking. Students will share their

multimedia presentation to their peers.

3 class periods

Cooking Techniques

Global Cooking Labs


• New England Clam Chowder • Chicken and Sausage Gumbo • Barbecue Chicken Texas Style • Hawaiian Coconut Pudding • Chicken Pot Pie • Pate Brisee • Fried Plantains • Jamaican Jerked Pork Chop • Gallo Pinto • Brazilian Style Flan • Sandwiches-Tuna Melt, Puff Pastry Roulade • Salads and Garnishing-Mango Rice Salad,

Taco Salad • Appetizer-Crab Rangoon • Meat, Poultry and Seafood-Broccoli Beef

with Rice, Diablo Shrimp Caesar Salad • Desserts and Baked Goods-Profiterole Puffs,

Pumpkin Pie, Stephenson’s Apple Fritters, Chocolate Lab (each kitchen makes a different chocolate dessert then shares with each kitchen)

3 class periods


Chapter 11: Global Cuisine 2: Europe, the Mediterranean, the Middle East, and Asia

Subject: ProStart II Grade: 10, 11, 12 Name of Chapter: Global Cuisine 2: Europe, the Mediterranean, the Middle East, and Asia Length of Chapter: 2 weeks Overview of Chapter: This chapter covers the major influences, ingredients, flavors and cooking techniques of Europe, the Mediterranean, the Middle East and Asia. Priority Standards for chapter:



• ISTE-GLOBAL COLLABORATOR.7.C - contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

• ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.



able to do)

Bloom’s Taxonomy

Levels Webb's DOK


variety of food products that meet customer needs Demonstrate Apply 3 Essential Questions:

1. How do the cultural influences affect the flavor profiles of Europe? 2. How do the cultural influences affect the flavor profiles of the Mediterranean? 3. How do the cultural influences affect the flavor profiles of the Middle East? 4. How do the cultural influences affect the flavor profiles of Asia?


1. Europe’s culture and cuisine have been shaped by the many invaders who’ve passed through the region. Royalty brought in cooks from other countries to enhance the existing


food. Southern Europe around Spain in bordered by water so this allowed for trade and new foods to be introduced.

2. Trading was a big influence for foods in the Mediterranean region. People of this area were very interested in food and enjoyed combing the sweet and sour tastes of different foods. The food gets spicier as you travel toward the Tunisian region.

3. A lot of the Middle East is desert so a lot of the food is imported. Many people adhere to traditional diets and rely on the staple foods of rice, vegetables and citrus fruits. Around Iran the key to food is “balance”, and dairy products are popular.

4. Asian food is heavily influenced by their beliefs and some areas have been influenced by Western trade. The Chinese really connect the food with the body and what is does for the different parts, where the Japanese have been heavily influenced by the Chinese and Korea. Japanese cuisine is strongly influenced by Western cultures today.

Unit Vocabulary:


Archestratos Cha kaiseki Cassoulet

Columbian exchange Couscoussiere

Cuisine classique Duck confit

Gohan Haute cuisine

Jambon de bayonne Lacquered meats

Maghreb Nouvelle cuisine Poulet de Bresse

Red-cooking Reduction

Saltimbocca alla Romano Szechwan-Hunan

Tagines Tan Tao Ts’ai

Velveting Wabi sabi

Resources for Vocabulary Development: • National Restaurant Association. (2011). Foundations of Restaurant Management &



Topic 1: Ingredients

Engaging Experience 1 Title: World Food Fair Suggested Length of Time: 5 class periods Standards Addressed Priority:



assuming various roles and responsibilities to work effectively toward a common goal. • ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources


Detailed Description/Instructions: After guided reading and direct instruction of the course are complete, students will team up with partners to research a country from the global curriculum and present the research and a chosen recipe to fair goers. Students will create and design a tri-fold board that displays their research and selected recipe. Students will provide samples of finished food product. Bloom’s Levels: Apply Webb’s DOK: 3 Rubric: To be created


Topic 2: Cooking Techniques

Engaging Experience 1 Title: Global Cooking Labs Suggested Length of Time: 3 class periods Standards Addressed Priority:

• Demonstrate ability to acquire, handle, and use foods to meet nutrition and wellness needs of individuals and families across the lifespan. (NSFACS 14.3)

Supporting: • ISTE-KNOWLEDGE COLLECTOR.3.C - curate information from digital resources



• Bubble and Squeak • Crepes Suzette • Gazpacho • Moroccan Couscous with Brunoise Peppers • Baklava • Baba Ghanoush • Hummus • Tabouleh Salad • Tandoori Chicken • Vegetable Tempura • Hot and Sour Soup

Bloom’s Levels: Apply Webb’s DOK: 3 Rubric: To be created


Engaging Scenario

Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) ProStart classroom students will be paired with the ELL classroom students. Students will be able to tie the textbook information with their peers who spend part of their day in the ELL classroom. ELL students will work with ProStart students to prepare samples of cuisine from their home country. ProStart and ELL students will be able to hold a multicultural fair within the ProStart classroom. Students from other classrooms will be able to come to the fair and experience food and culture from all over the world.




Ingredients World Food Fair

After guided reading and direct instruction of the course are complete, students will team up with partners to research a country from the global curriculum and

present the research and a chosen recipe to fair goers. Students will create and design a tri-fold board that

displays their research and selected recipe. Students will provide samples of finished food product.

5 class periods

Cooking Technique

Global Cooking

Labs


• Bubble and Squeak • Crepes Suzette • Gazpacho • Moroccan Couscous with Brunoise Peppers • Baklava • Baba Ghanoush • Hummus • Tabouleh Salad • Tandoori Chicken • Vegetable Tempura • Hot and Sour Soup

3 class periods


Unit of Study Terminology

Appendices: All Appendices and supporting material can be found in this course’s shell course in the District’s Learning Management System. Assessment Leveling Guide: A tool to use when writing assessments in order to maintain the appropriate level of rigor that matches the standard. Big Ideas/Enduring Understandings: Foundational understandings teachers want students to be able to discover and state in their own words by the end of the unit of study. These are answers to the essential questions. Engaging Experience: Each topic is broken into a list of engaging experiences for students. These experiences are aligned to priority and supporting standards, thus stating what students should be able to do. An example of an engaging experience is provided in the description, but a teacher has the autonomy to substitute one of their own that aligns to the level of rigor stated in the standards. Engaging Scenario: This is a culminating activity in which students are given a role, situation, challenge, audience, and a product or performance is specified. Each unit contains an example of an engaging scenario, but a teacher has the ability to substitute with the same intent in mind. Essential Questions: Engaging, open-ended questions that teachers can use to engage students in the learning. Priority Standards: What every student should know and be able to do. These were chosen because of their necessity for success in the next course, the state assessment, and life. Supporting Standards: Additional standards that support the learning within the unit. Topic: These are the main teaching points for the unit. Units can have anywhere from one topic to many, depending on the depth of the unit. Unit of Study: Series of learning experiences/related assessments based on designated priority standards and related supporting standards. Unit Vocabulary: Words students will encounter within the unit that are essential to understanding. Academic Cross-Curricular words (also called Tier 2 words) are those that can be found in multiple content areas, not just this one. Content/Domain Specific vocabulary words are those found specifically within the content. Symbols: This symbol depicts an experience that can be used to assess a student’s 21st Century Skills using the rubric provided by the district. This symbol depicts an experience that integrates professional skills, the development of professional communication, and/or the use of professional mentorships in authentic classroom learning activities.


High School ProStart II Curriculum -...

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