Monroe Township Schools · Monroe Township Schools Administration and Board of Education Members...

Monroe Township Schools

Curriculum Management System

Culinary Arts I Grade 10 - 12

June 2006 * For adoption by all regular education programs Board Approved: August 2006

as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page 3 Acknowledgments Page 4 District Mission Statement and Goals Page 5 Introduction/Philosophy/Educational Goals Pages 6 National and State Standards Page 7 Scope and Sequence Page 8-9 Goals/Objectives/Instructional Tools/Activities Pages 10-29 Benchmarks Page 33

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MONROE TOWNSHIP SCHOOL DISTRICT

ADMINISTRATION

Dr. Ralph P. Ferrie, Superintendent

Dr. Christopher H. Tienken, Assistant Superintendent Dr. Edward Forsthoffer, III, Assistant Superintendent

BOARD OF EDUCATION

Ms. Kathy Kolupanowich, President

Mr. Lew Kaufman, Vice President Mr. Marvin Braverman

Ms. Carol Haring Mr. Joseph Homoki

Mr. John Leary Ms. Kathy Leonard Ms. Rita Ostrager Ms. Amy Speizer

JAMESBURG REPRESENTATIVE

Ms. Patrice Faraone

Student Board Members

Mr. George Leonard

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Acknowledgments

The following individuals are acknowledged for their assistance in the preparation of this Curriculum Management System: Writers Names: Kim Goulding Supervisor Name: Robert Mele, District Supervisor for Arts/Careers Technology Staff: Al Pulsinelli Reggie Washington Bill Wetherill Secretarial Staff: Debbie Gialanella Geri Manfre Gail Nemeth

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MMoonnrrooee TToowwnnsshhiipp SScchhoooollss Mission and Goals

Mission

The mission of the Monroe Township School District, a unique multi-generational community, is to collaboratively develop and facilitate programs that pursue educational excellence and foster character, responsibility, and life-long learning in a safe, stimulating, and challenging environment to empower all individuals to become productive citizens of a dynamic, global society.

Goals

To have an environment that is conducive to learning for all individuals. To have learning opportunities that are challenging and comprehensive in order to stimulate the intellectual, physical, social and emotional development of the learner. To procure and manage a variety of resources to meet the needs of all learners. To have inviting up-to-date, multifunctional facilities that both accommodate the community and are utilized to maximum potential. To have a system of communication that will effectively connect all facets of the community with the Monroe Township School District. To have a staff that is highly qualified, motivated, and stable and that is held accountable to deliver a safe, outstanding, and superior education to all individuals.

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INTRODUCTION, PHILOSOPHY OF EDUCATION, AND EDUCATIONAL GOALS

Philosophy

The philosophy of the Family and Consumer Sciences program is to provide students with the necessary experiences needed to develop basic life skills for their present and future roles. In its attempt to develop the individual, interpersonal skills, management skills, and communication skills are addressed. In addition, the Culinary Arts curriculum builds upon the basic concepts of food preparation and exposes students to the world of becoming a foodservice professional with an emphasis on “Front of House” operations. Skills transferable to the workplace an the development of positive attitudes toward work are stressed.

Educational Goals

1. To transfer Culinary Arts skills to the field of foodservice and to pursue a college level Culinary Arts education. 2. To foster the growth of self-esteem and responsible citizenship, this enables the student to contribute to the community.

3. To emphasize the value of working toward good health and safety practices.

4. To develop a tolerance for, acceptance of, and respect for other people and cultures.

5. To manage resources by analyzing and weighing alternatives.

6. To cultivate and promote student growth in self-expression and creativity.

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New Jersey State Department of Education Core Curriculum Content Standards

A note about Family and Consumer Science Standards And Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for Family and Consumer Science were developed in 2002. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found in the Curriculum folder on the district servers. A complete copy of the new Core Curriculum Content Standards for Family and Consumer Science may also be found at: http://www.nj.gov/njded/cccs/drafts/career.pdf.

http://www.nj.gov/njded/cccs/drafts/career.pdf

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Culinary Arts I

Scope and Sequence

Quarter I I. History of Modern Cookery

a) Historical Timeline of Contributions b) Culinary as an Art and Science c) Careme and Escoffier d) The Kitchen Brigade System

II. HACCP Applications a) The Safe Food Handler b) The HACCP System c) The Flow Of Food

III. Equipment & Technology a) The Commercial Kitchen b) Receiving & Storing Equipment c) Preparation & cooking Equipment d) Holding & Service Equipment

IV. Using Standardized Recipes a) Why Use Standardized Recipes

i) Parts of a Recipe b) Recipe Measurement & Conversion

i) Standardized Recipe Measurements ii) Converting Recipes

Quarter II

V. Seasoning & Flavoring a) Enhancing Food b) Herbs & Spices c) Condiments, Nuts, & Seeds

i) Sensory Perception

VI. Cooking Techniques a) How Cooking Alters Food b) Dry Cooking Techniques c) Moist Cooking Techniques

VII. American Regional Cuisines a) New England Cuisine b) Cajun/Creole Cuisine c) California Cuisine

VIII. Culinary Nutrition I a) Nutrition Basics b) Guidelines for Meal Planning c) Culinary Principles

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Quarter III

IX. Culinary Nutrition II a) “Spa Cuisine”

i) Luxury Spas ii) Sports/Club Spas iii) Holistic-Alternative Spas iv) Clinical/Medical Spas

b) “Athletic Cuisine” i) The Four Phase Objective ii) Power Bars iii) One Pot Iron Man Meals

X. Pasta & Grains a) Pasta b) Rice

i) Brown Rice ii) Specialty Rice

c) Grains i) Wheat Products ii) Corn Products

d) Risotto

XI. Baking Techniques a) Bakeshop Equipment b) Bakeshop Ingredients

i) Using Exact Ingredients ii) Types of Flour iii) Types of Fat iv) Sugars & Sweeteners v) Leavening Agents

c) Mixing Batters & Doughs

XII. Breakfast Cookery a) Breakfast Food Basics.

i) Types Of Meats ii) Egg Composition

b) Breakfast Breads & Cereals c) Meat Preparation

i) Sausage Making d) Egg Preparation

i) Omelets ii) Frittatas iii) Shirred Eggs

Quarter IV

XIII. Introduction to Hot & Cold Sandwiches a) Sandwich Making Basics b) Sandwich Types c) Sandwich Filling d) Sandwich Accompaniments

XIV. Hot & Cold Sandwiches a) Sandwich Making Basics. b) History of Sandwich Types c) Preparation of Hot Sandwiches d) Preparation of Cold Sandwiches

XV. Fruits a) Grading System for Fruit b) Classifications of Fruit c) Frozen vs. Dried Fruit d) Cooking fruit with Dry Heat e) Cooking Fruit with Moist Heat

XVI. Vegetables a) Classifying Vegetables b) Vegetable Cuts c) Cooking Vegetables

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Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I

Topic: The History of Modern Cookery

Goal 1: The student will be able to correlate historical events to the progression of the field of culinary arts and identify factors contributing to the development of a cuisine.

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's) The student will be able to:

Essential Questions Sample Conceptual Understandings

Instructional Tools / Materials / Technology / Resources / Learning Activities / Interdisciplinary Activities / Assessment Model

1.1. Track the historical progression leading to modern cookery. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

1.2. Discuss the organization of the classical and modern kitchen. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

1.3. Identify the contributions and major influences of Antonin Careme and Georges Auguste Escoffier. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

1.4. Understand the kitchen brigade system and its various work stations and chef positions. 3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1

1.5. Understand the factors affecting the development of a cuisine. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1

• When do you think salt was first used in food preparation?

• How did various herbs and spices begin to be used?

• How did the invention of electricity affect the history and preparation of food?

• What was important about the work of Chefs Careme and Escoffier?

• What position has remained constant from the Classical Brigade to the organization of the modern kitchen?

• How does geographical regions and religion influence the development of a cuisine?

• What does balancing a menu mean?

• Text: The Art & Science of Culinary Preparation Chapter 1; The History of Modern Cookery

• Lecture Notes/Teacher Demonstrations • Project

• Students will create their own Chef biography.

• Students will create three signature dishes.

• Project: Kitchen Brigade System • Students will work in groups and

choose a position in the kitchen brigade system and describe their function.

• Students will plan a complimentary meal using the chosen kitchen brigade stations.

• Lab: Culinary Biography • Lab: Kitchen Brigade System • Quiz: Kitchen Brigade System & their

French names • Test : Influences of modern cookery &

factors that contribute to the development of a cuisine

• Midterm/Final Examination • Possible Guest Speaker: Culinary Institute

Recruiter.

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Topic: HACCP Applications

Goal 2: The student will be able to demonstrate safe food handler practices, identify all seven steps to the HACCP System, and describe the flow of food through an operation.




2.1. Demonstrate proper grooming and hand-washing needed for the workplace. Explain the purpose of the HACCP System. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

2.2. State different hazards in the foodservice workplace. Describe the process of monitoring, corrective action, record keeping, and verification. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

2.3. Identify safety measures to take when preparing food, holding food, serving, and storing food. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• How can human hair be a food borne illness threat in a restaurant?

• What is the temperature danger zone? • Give examples of chemical, physical &

biological foodservice hazards. • Describe specific situations when an

employee must wash his/her hands. • Why do foodservice professionals need to

be in good physical health to prevent the spread of food borne illnesses?

• What does HACCP stand for? • What does the use of the HACCP system

ensure for a foodservice establishment? • How can you be sure the meat, poultry, &

eggs you receive are from a government-approved supplier?

• What are two things you can do when preparing fruits & vegetables to help reduce the growth of micro-organisms?

• Text: Culinary Essentials Chapter 8; sections 8-1, 8-2, 8-3

• Lecture Notes/Teacher Demonstrations • HACCP project

• Students will work in groups and draft a HACCP recipe complete with critical control points.

• Students will draft a “flow of food” chart for the HACCP recipe.

• Lab: HACCP New England Clam Chowder recipe

• Lab: Pasteurized eggs • Flow of Food project

• Student will visit MTHS foodservice “Back of House” operations to understand the flow of food through an working commercial style kitchen

• Students will design a basic flow of food pattern based on their visit.

• Quiz: Safe Food handler • Test : HACCP system & flow of food • Midterm/Final Examination • Guest Speaker: Chef Maddy of

Foodservice

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Topic: Equipment & Technology

Goal 3: The student will be able to identify work stations, types of cooking lines, and the necessary equipment for receiving, storing , preparation, cooking, holding & serving.




3.1. Explain the role of “Mise En Place” in a commercial kitchen and the foodservice industry. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

3.2. Distinguish between work stations,

work sections, and cooking lines. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

3.3. Compare & contrast the various types

of commercial equipment such as receiving and storing, preparation and cooking, holding and serving (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• What is the definition of Mise En Place? • Describe how you would perform mise en

place prior to making a chef’s salad for a party of six people.

• How does the kitchen brigade system relate to work stations and work sections?

• Explain how the layout of a commercial kitchen affects work flow.

• How do the current economy, food availability and financial resources affect the style and type of equipment needed when opening a new restaurant?

• Text: Culinary Essentials Chapter 9; sections 9-1, 9-2, 9-3,9-4

• Lecture Notes/Teacher Demonstrations • Project: Facility design

• Students will create an interior floor plan for both front and back of house operations.

• Students will choose equipment utilizing spec sheets to accurately match the floor plan.

• Lab: Comparison of equipment usage • Project: “Setting Up the Back of the

House” • Students will create a name and a

brief description of a 200 seat restaurant.

• Students will use a $50,000.00 budget to purchase equipment for the back & front of the house.

• Students will calculate the cost per work section & restaurant as a whole.

• Lab: Taste test & evaluation • Quiz: Types of floor plans • Test : Chapter 9 • Midterm/Final Examination • Field-trip Johnson & Wales Overnight

tour of facilities and campus

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Topic: Using Standardized Recipes

Goal 4: The student will be able to describe the parts of a standardized recipe, explain the factors that affect recipe conversion and convert standard recipes.




4.1. Explain the role that standardized recipes play in maintaining product consistency. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

4.2. Contrast formulas and recipes

(3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

4.3. Prepare simple baked goods utilizing

formulas and recipes. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

4.4. Describe different recipe

measurements and when each is used. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• How does quality control ensure that standardized recipes meet foodservice establishment standards?

• What is the difference between formulas and recipes and where are they used?

• Explain the importance of the yield in a recipe?

• In what situations might a recipe need to be converted?

• Give a specific example of a situation when a foodservice operation would need to retest a standardized recipe.

• What problems might arise when converting recipes?

• Text: Culinary Essentials Chapter 13; sections 13-1, 13-2

• Lecture Notes/Teacher Demonstrations • Project: Today’s Standards

• Students will work in groups and research recipes from 1970’s-1950 and create new standardized recipes.

• Students will convert the yields of the recipes and calculate the new ingredient amounts.

• Lab: New vs. Old Recipe challenge • Lab: “Yo Mamma’s” Recipe Switch Off • Pop Quiz: recipe measurements &

equivalents • Test : Chapter 13 • Midterm/Final Examination • Possible Guest Speaker: Restaurant

Manager

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n Curriculum Management System Grade Level/Subject: Grade 10/Culinary Arts I

Topic: Using Standardized Recipes

Goal 4: The student will be able to describe the parts of a standardized recipe, explain the factors that affect recipe conversion and convert standard recipes.

Objectives / Cluster Concepts / Cumulative Progress Indicators (CPI's)

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The tudent will be able to:

4.5. Convert standard recipes by either increasing or decreasing the yield amounts. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

4.6. Prepare simple soup recipes utilizing

culinary formulas (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

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Topic: Seasoning & Flavoring

Goal 5: The student will be able to identify the difference between and demonstrate the proper usage of herbs, spices, nuts and seeds, and describe the sensory properties of food.




5.1. Contrast seasonings and flavorings. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

5.2. Prepare foods utilizing the seven common ingredients. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

5.3. Describe the various forms of herbs and spices and their usages. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

5.4. Prepare foods using fresh versus dry herbs (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

5.5. Prepare various pickled products (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• How would you classify salt, as a seasoning or a flavoring?

• What is the difference between seasonings and flavorings?

• How fresh seasonings are different from dried seasoning and what is the substitution ratio for both?

• How can you effectively add seasonings and flavorings to soups or sauces?

• At what stage of the cooking process should you add ground spices?

• What type of nuts might be added to food? • What factors play a role in the color of food? • How does plate composition affect the

sensory appeal of food?

• Text: Culinary Essentials Chapter 16; sections 16-1, 16-2,16-3, 16-4

• Lecture Notes/Teacher Demonstrations • Mini Project: “Using your Good Senses”

• Students will experiment with flavors to determine which part of the tongue is sensitive to the 4 basic tastes.

• Students will sketch 6 basic herbs and describe their aromas, textures, and proper uses.

• Students will add a combination of herbs to a simple broth and record the amount used, the flavor, and aroma of each combination.

• Project: “You Got Yourself in a Pickle” • Students will choose a seasonal food

item to be pickled. • Students will create new standardized

recipe for the item to be pickled. • Students will design a label for final

product and be judged for originality, flavor, texture, and presentation.

• Lab: Introduction to herbs & spices • Students will prepare a recipe using

three herbs and three spices and record the results.

• Lab: Pickling vegetables • Lab: Gourmet Trail Mixes

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Topic: Seasoning & Flavoring

Goal 5: The student will be able to identify the difference between and demonstrate the proper usage of herbs, spices, nuts and seeds, and describe the sensory properties of food.


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5.6. Identify a variety of nuts and seeds and how they are used (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

5.7. Prepare desserts, appetizers, and baked goods utilizing various nuts and seeds. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

5.8. Describe the sensory properties of food and sensory evaluation (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.

• Quiz: Sensory Perception, seasonings, and flavorings

• Quiz: Herbs and Spices • Test : Chapter 16 • Midterm/Final Examination • Possible Field Trip: Delicious Orchards

to tour back of house operations and market.

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Topic: Cooking Techniques

Goal 6: The student will be able to explain how different cooking methods affect the texture, color, aroma, flavor, and nutritive value of food.




6.1. Contrast dry cooking techniques versus moist cooking techniques. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

6.2. Demonstrate dry cooking techniques.

(3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

6.3. Prepare foods using different methods

of frying. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

6.4. Demonstrate moist cooking

techniques. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

6.5. Prepare foods using braising and

stewing methods. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• How can you minimize nutrient loss when cooking foods?

• Explain why the texture of foods can toughen after prolonged exposure to heat.

• How do stir-frying, sautéing, and pan-frying differ?

• When is a moist cooking technique most likely applied?

• Explain why you would blanch foods & why. • Why might you remove a roast from the

oven a few minutes before its done cooking? • Explain how the flavor of meat is extracted

during braising.

• Text: Culinary Essentials Chapter 15; sections 15-1, 15-2,15-3

• Lecture Notes/Teacher Demonstrations • Project: Dry Methods

• Students will work in groups and research a recipe using dry cooking methods.

• Students create a standardized version of the recipe, changing at least two ingredients.

• Students will describe the reasons for their choices and how they affect the recipe.

• Project: Moist Methods • Students will work in groups and

research a recipe using moist cooking methods.

• Students create a standardized version of the recipe, changing at least two ingredients.

• Students will describe the reasons for their choices and how they affect the recipe.

• Lab: Dry Cooking Meal • Lab: Moist Cooking Meal • Quiz: Dry cooking methods • Quiz: Moist cooking methods • Test : Chapter 15 • Midterm/Final Examination

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Topic: American Regional Cuisines

Goal 7: The student will be able to determine how factors such as geography, cultural heritage, and food availability affect the development of a regional cuisine.




7.1. Understand a brief history of New England, Cajun/Creole and California style cooking. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

7.2. Learn the various ingredients and

signature dishes of the regions of New England, Cajun/Creole and California. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

7.3. Identify the staple foods used in

traditional New England, Cajun/Creole and California cuisines (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

7.4. Prepare traditional foods of New

England. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• What types of foods come to mind when you hear New England style of cooking?

• Why does seafood play an important role in cooking New England style meals?

• Is there a difference between Cajun and Creole cooking?

• What is the “holy trinity” and how does it affect Cajun cooking?

• What three cultures greatly influence the development of the California cuisine?

• What are the similarities between New England style Bouillabaisse, Cajun style Gumbo and California Cioppino ?

• What one ingredient distinguishes New England style Bouillabaisse from Cajun style Gumbo and California Cioppino ?

• Text: Best of America & Wiliams-Sonoma’s California

• Lecture Notes/Teacher Demonstrations • Project: Best of America

• Students will work in groups and research a regional American cuisine.

• Students will draft a brief history of the cuisine, and staple foods used.

• Students will choose three signature dishes and critique each based on a series of questions.

• Lab: Maryland Crab cakes • Lab: Chicken gumbo w/Corn Maque Choux • Lab: Seared Salmon w/ sesame noodles &

Indian fried bread • Quiz: On each regional style of cooking • Test : American Regional Cuisines • Midterm/Final Examination • Possible Guest Speaker: Regional

Cooking Chef

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Topic: American Regional Cuisines

Goal 7: The student will be able to determine how factors such as geography, cultural heritage, and food availability affect the development of a regional cuisine.


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7.5. Prepare traditional foods of the Cajun/Creole cuisine. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

7.6. Prepare traditional foods of the

California cuisine. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

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Topic: Culinary Nutrition I

Goal 8: The student will be able to recall the six categories of nutrients, apply knowledge of special dietary needs to menu planning and prepare foods to retain nutrients.




8.1. Re-examine the six categories of nutrients and describe the sources and functions of each category. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

8.2. Describe the types and uses of food additives. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

8.3. Explain the purpose of the Dietary Guidelines for Americans and the Food Guide Pyramid and how it applies to menu planning. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

8.4. Prepare, cook, and store food to retain nutrients. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

8.5. List ways to reduce the amount of fat, cholesterol, and sodium in recipes. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• Describe the function of each of the six categories of nutrients.

• What are two benefits of using food additives?

• What are two benefits of using organic products?

• Why should the dietary needs of people with health problems be considered when planning a restaurant menu?

• How do you think requiring nutritious labeling on foods has affected consumers?

• During food preparation, which would be more beneficial to boil potatoes or steam the vegetables?

• If a recipe calls for four ounces of butter, what would be a low-fat substitute?

• Text: Culinary Essentials Chapter 11; sections 11-1, 11-2,11-3

• Lecture Notes/Teacher Demonstrations • Project: Healthful Alternatives • Project: Cultural Food Guide Pyramid

• Students will work in groups and research a particular cultural food guide pyramid.

• Students will describe the similarities and differences to the standard pyramid.

• Lab: Completing the Protein • Lab: Cultural Food Guide Pyramid • Lab: Fat Substituted baked goods • Quiz: Moist cooking methods • Test : Chapter 15 • Midterm/Final Examination • Video: “Cooking at the Academy”

• Lightier Cuisine

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Topic: Culinary Nutrition II

Goal 9: The student will be able to become familiar with the concepts of the “spa cuisines” and “athletic cuisine” and the preparation of typical foods associated with each style of cooking.




9.1. Differentiate amongst luxury, holistic, sports and medical styles of spa cuisines. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

9.2. Prepare foods from the four styles of

Spa cuisines. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

9.3. Learn the importance of sports

nutrition to professional athletes through the concept of the four phase objective. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

9.4. Prepare energy bars for phase two:

“before the event”. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• What types of foods come to mind when you hear the phrase “spa cuisines”?

• What are two similarities between luxury spa and holistic cuisines?

• What type of medical condition would a clinical spa cuisine catered to?

• What is the difference between dietary nutrition and sports nutrition?

• What are the four phases of the athletic cuisine and why are they so important?

• What is the purpose of consuming a power bar other than for flavor and texture?

• Text: Johnson & Wales Culinary Nutrition Handbook

• Lecture Notes/Teacher Demonstrations • Project: SPA CUISINE STYLES

• Students will work in groups and research a particular Spa Cuisine style and locations for chosen cuisine.

• Students will describe the type of menu items, prices for daily, weekly or extended stays.

• Students will compete with other groups in preparing typical foods from these spas.

• Lab: Spa Cuisine Meal Presentation • Lab: Power Bars • Lab: Iron Man One Pot Meals • Quiz: Types of Spa Cuisines • Quiz: Athletic Cuisine & Sports Nutrition • Midterm/Final Examination • Possible Guest Speaker: Vegetarian Chef

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Topic: Culinary Nutrition II

Goal 9: The student will be able to become familiar with the concepts of the “spa cuisines” and “athletic cuisine” and the preparation of typical foods associated with each style of cooking.


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9.5. Prepare one pot meals utilized in sports nutrition for professionally training athletes. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

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Topic: Pasta & Grains

Goal 10: The student will be able to identify various forms of pasta and grains and demonstrate how to apply the proper cooking methods to each form.




10.1. Describe the standards of quality for pasta. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

10.2. Match appropriate type of pasta to an

accompanying sauce. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

10.3. Prepare pasta by stuffing, boiling, or

baking methods. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

10.4. Describe the four common grains and

their usage. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

10.5. Demonstrate various cooking methods used for rice and other grains. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2,

9.2.12.B.2, 9.2.12.D.1)

• Explain the benefits of using semolina flour when making pasta?

• What standards of quality should be looked for when evaluating pasta?

• What are the four most common ways to cook grains?

• How does “al dente” relate to cooking pasta and why is it so important?

• Explain how to prevent pasta from sticking together when it is cooked.

• Describe the source and use of wild rice. • Explain the function of water in preparing

rice.


• Lecture Notes/Teacher Demonstrations • Project: Pasta Perfect

• Students will work in groups and research recipes for cannelloni, manicotti, and shells and penne.

• Students will substitute two major filling ingredients and create a new recipe.

• Students will prepare each recipe and evaluate each group’s final product.

• Project: Going against the Grain • Students will divide into equal groups

and prepare a variation of a polenta recipe.

• Students will evaluate the polenta by answering fourquestions.

• Lab: Pasta Perfect • Lab: Polenta • Quiz: Pasta • Test : Chapter 25 • Midterm/Final Examination • Video Series “Cooking at the Academy”

• Cooking with Grains • Pasta

• Possible Guest Speaker: Pasta-Maker

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Topic: Baking Techniques

Goal 11: The student will be able to utilize bake shop formulas and the different categories of ingredients to make a variety of basic batters and doughs.




11.1. Contrast volume and weight measurements. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

11.2. Use a baker’s balance scale.

(3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

11.3. Explain the function of various

bakeshop equipment and tools. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

11.4. Prepare simple cookies using bake

shop formulas and scales. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

11.5. Identify the different categories of

ingredients and their roles in the baking process. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2,

• Why is measuring ingredients accurately so important to baking?

• What might happen if a baker measured dry ingredients in measuring cups instead of weighting on a scale?

• Why is gluten so important in the baking process?

• Describe what leavening agents do for baked products.

• Contrast bread, cake, and pastry flour. • Name an advantage and a disadvantage of

baking with margarine instead of butter.


• Lecture Notes/Teacher Demonstrations • Project: “That’s The Way the Cookie

Crumbles” • Students will work in groups and create

a mock cookie café and draft a brief history of the operation.

• Students will create a cookie menu and price list.

• Students will prepare an array of cookies with flour variations and critique the results.

• Project: “Let Them Eat Cake” • Students will expand their cookie café to

a full operating bakery. • Students will draft a story of how they

expanded their business. • Students will prepare their “signature”

cake for taste and evaluation. • Lab: Cookie Crumbles • Lab: Cake Creations • Test : Chapter 27 • Midterm/Final Examination • Video Series: “Cooking at the Academy”

• Fancy Cookies • Possible Guest Speaker: Pastry Chef

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Topic: Baking Techniques

Goal 11: The student will be able to utilize bake shop formulas and the different categories of ingredients to make a variety of basic batters and doughs.




9.2.12.B.2, 9.2.12.D.1) 11.6. Explain the role of flavorings,

chocolate, additives, and nuts in baking. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

11.7. List techniques used to mix batters

and doughs. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

11.8. Prepare cake batter using variations of

flour, liquid, fat, and sweeteners. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

11.9. Prepare basic yeast dough utilizing

compressed, dry active and quick rise yeast. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

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Topic: Breakfast Cookery

Goal 12: The student will be able to identify and prepare breakfast foods such as, omelets, sausage, pancakes, French toast and hot cereals.




12.1. List the types of breakfast meats, breads, and cereals. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

12.2. Describe at least four ways to cook

eggs. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

12.3. Prepare breakfast meats.

(3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

12.4. Prepare a variety of breakfast egg

dishes. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

12.5. List and prepare quick breads served

with breakfast. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• What is the recommended limit of time eggs should be left at room temperature?

• Why would a restaurant need to purchase size Grade AA and Grade B eggs?

• At what temperature do the different parts of the egg coagulate?

• What is the result of cooking breakfast meats at a lower temperature?

• Contrast an American omelet, a soufflé omelet and a frittata.

• Why do you think milk or cream is sometimes added in the preparation of scrambled eggs?

• Text: Culinary Essentials Chapter 17; sections 17-1, 17-2, 17-3

• Lecture Notes/Teacher Demonstrations • Project: Sensational Sausages

• Students will work in groups and research recipes for pork, chicken, turkey, and vegetable sausages.

• Students will substitute at least 3 major filling ingredients and create a new recipe.


• Project: Breakfast Menus • Students will divide into equal groups

and create a breakfast menu. • Students will prepare pancakes and

French toast from their “ideal cafes”. • Students will be evaluated on taste,

texture, color, flavor, and creativity. • Lab: Sausage-making • Lab: Breakfast quick breads • Lab: Pancake, & French Toast Challenge • Test : Chapter 25 • Midterm/Final Examination • Video Series: “Cooking at the Academy”

• New Ideas for Brunch” • Egg Cookery

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Topic: Breakfast Cookery

Goal 12: The student will be able to identify and prepare breakfast foods such as, omelets, sausage, pancakes, French toast and hot cereals.




The student will be able to:

12.6. Prepare variations of pancakes,

waffles, and French toast using different ingredients. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

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Topic: Introduction to Hot & Cold Sandwiches

Goal 13: The student will be able to learn the basic preparation tools and techniques and prepare a variety of breads for hot and cold sandwiches.




13.1. Describe different types of sandwiches, spreads, fillings, and cheeses. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

13.2. Identify common types of sandwich

accompaniments. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

13.3. Bake basic breads to utilize for

sandwich creations. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

13.4. Prepare basic sandwiches to

experiment with flavor and texture combinations. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• What factors do you think influence the type of bread used for a sandwich?

• How is butter used as a sandwich spread? • What nutritional elements does cheese bring

to a sandwich? • What are the advantages of placing

garnishes on the side?

• Text: Culinary Essentials Chapter 19; sections 19-1

• Lecture Notes/Teacher Demonstrations • Project: Sandwich Food Show

• Students will work in groups and research recipes for traditional sandwiches and change to make their own “signature” version.

• Students will draft a sketch of a sandwich demonstration to present to classmates.


• Lab: Sandwich breads • Lab: Sandwich Complimenting • Quiz Basic sandwich preparation • Test : Chapter 19 • Midterm/Final Examination • Possible Field-trip : Whole Foods Market

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Topic: Hot & Cold Sandwiches

Goal 14: The student will become familiar with the history of sandwiches and prepare a variety of hot and cold sandwiches.




14.1. Become familiar with the history behind the word “sandwich”, and such creation as the “Monte Cristo” and “Reuben”. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

14.2. Describe different types of hot and

cold sandwiches. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

14.3. Prepare a variety of hot and cold

sandwiches with appropriate garnishes and accompaniments. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

14.4. Practice public speaking skills through

sandwich demonstration. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• What are the origins of the word “sandwich”? • Describe two types of hot and cold

sandwiches. • How does a hoagie differ from a po’boy or

submarine sandwich? • What special considerations must be

followed when preparing grilled and other hot closed sandwiches?

• What public speaking techniques can you utilize to keep your audiences attention?


• Lecture Notes/Teacher Demonstrations • Project: Sandwich Food Show

• Students will work in groups and research recipes for traditional sandwiches and change to make their own “signature” version.

• Students will draft a sketch of a sandwich demonstration to present to classmates.


• Lab: Sandwich video preparation • Test : Chapter 19 • Midterm/Final Examination

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Topic: Fruits

Goal 15: The student will be able to identify, describe, and demonstrate the preparation of various classifications of fruits.




15.1. Identify the quality characteristics of fresh, frozen, canned, and dried fruits. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

15.2. Explain how to purchase and store

varieties of fresh, frozen, canned, and dried fruits. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

15.3. Demonstrate dry and moist cooking

techniques for fruits. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

15.4. Compare and contrast the use of

canned fruits versus dried fruits for the preparation of pastries and sauces. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• What macronutrient is present in all fruits? • How are fresh fruit graded as opposed to

canned or dried? • How might you choose a moist or dry

method of cooking fruit? • Using the cafeteria as an example, how are

some of the fruits in this section most commonly presented and served?


• Lecture Notes/Teacher Demonstrations • Project: Fruit Sorbets

• Students will work in groups and research recipes for fruit sorbets.

• Students will choose two complimentary fruits and describe their country of origin, varietal types and price scale in and out of season.


• Lab: Fruit sorbets • Lab: Canned versus Dried Fruits • Quiz: Fruit classifications & types. • Test : Chapter 26 • Midterm/Final Examination • Video Series: “Cooking at the Academy”

• Seasonal Fruit Desserts

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Topic: Vegetables

Goal 16: The student will be able to identify, describe, and demonstrate the preparation of various classifications of vegetables.




16.1. Identify the quality characteristics of fresh, frozen, canned, and dried vegetables and legumes. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

16.2. Explain how to purchase and store

varieties of fresh, frozen, canned, and dried vegetables. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

16.3. Prepare international dips using

seasonal vegetables. (3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

16.4. Prepare basic vegetarian meals.

(3.1.12.D.1, 3.2.12.A.2, 3.3.12.D.6, 3.2.12.A.1, 8.1.12.B.3, 8.2.4.B.2, 9.2.12.B.2, 9.2.12.D.1)

• What vegetables are often mistaken for fruits?

• Describe the grading system for fresh vegetables versus canned or frozen.

• Explain the advantages of using canned, frozen, and dried vegetables in a foodservice operation.

• Describe one dry and one moist cooking method that can be used to cook vegetables.

• What country is babaganoush associated with?

• What are the origins of salsas?


• Lecture Notes/Teacher Demonstrations • Project: “No Double-Dippin”

• Students will work in groups and research recipes for international dips or salsas.

• Students will choose one salsa or dip and describe its origins, and foods it is generally served as an accompaniment to.


• Project: Vegetarian Cuisine • Students will work in groups and choose

one vegetarian recipe. • Student will create an entire meal to

accompany the one recipe. • Students will describe reasons for their

choices according to taste texture, flavor, and color arrangement.

• Lab: International Dip • Lab: Vegetarian Entrees • Quiz: Vegetable classifications & types. • Test : Chapter 26 • Midterm/Final Examination • Video Series: “Cooking at the Academy”

• Cooking with Chilies”

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Topic: Vegetables

Goal 16: The student will be able to identify, describe, and demonstrate the preparation of various classifications of vegetables.




• A Vegetarian Menu

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Culinary Arts I

COURSE BENCHMARKS

1. The student will be able to correlate historical events to the progression of the field of culinary arts and identify factors contributing to the development of a

cuisine. 2. The student will be able to demonstrate safe food handler practices, identify all 7 steps to the HACCP System, and describe the flow of food through an

operation. 3. The student will be able to identify work stations, types of cooking lines, and the necessary equipment for receiving, storing, preparation, cooking, holding &

serving. 4. The student will be able to describe the parts of a standardized recipe, explain the factors that affect recipe conversion and convert standard recipes. 5. The student will be able to identify the difference between and demonstrate the proper usage of herbs, spices, nuts and seeds, and describe the sensory

properties of food. 6. The student will be able to explain how different cooking methods affect the texture, color, aroma, flavor, and nutritive value of food. 7. The student will be able to learn how factors such as geography, cultural heritage, and food availability affect the development of a regional cuisine 8. The student will be able to recall the 6 categories of nutrients apply knowledge of special dietary needs to menu planning and prepare foods to retain nutrients. 9. The student will be able to become familiar with the concepts of the “spa cuisines” and “athletic cuisine” and the preparation of typical foods associated with

each style of cooking. 10. The student will be able to identify various forms of pasta and grains and demonstrate how to apply the proper cooking methods to each form. 11. The student will be able to utilize bake shop formulas and the different categories of ingredients to make a variety of basic batters and doughs. 12. The student will be able to identify and prepare breakfast foods such as, omelets, sausage, pancakes, French toast and hot cereals. 13. The student will be able to learn the basic preparation tools and techniques and prepare a variety of breads for hot and cold sandwiches. 14. The student will become familiar with the history of sandwiches prepare a variety of hot and cold sandwiches. 15. The student will be able to identify, describe, and demonstrate the preparation of various classifications of fruits. 16. The student will be able to identify, describe, an demonstrate the preparation of various classifications of vegetables.

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