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Culinary Arts II G10-12

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Culinary Arts II G10-12 1 CULINARY ARTS II GRADES 10-12 EWING PUBLIC SCHOOLS 2099 Pennington Road Ewing, NJ 08618 Board Approval Date: TBD Michael Nitti Produced by: John Kocubinski, Teacher Superintendent In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria. 2 Table of Contents Page Unit 1: Kitchen Basics (Chapters 1-4) 1 Unit 2: Culinary Basics (Chapters 5-8) 5 Unit 3: Culinary Application (Chapters 9-16) 9 Unit 4: Breads and Desserts (Chapters 17-19) 15 Unit 5: Latin America (Chapter 29) 19 Unit 6: Europe (Chapter 30) 22 Unit 7: Mediterranean Countries (Chapter 31) 26 Unit 8: Middle East and Africa (Chapter 32) 30 Unit 9: Asia (Chapter 33) 33 Unit 10: Overview of the United States (Chapters Taste of America) (Chapter 28) 37 1 Unit 1: Kitchen Basics (Chapters 1-4) [8-10 Days] Why Is This Unit Important? Keeping foods safe to eat and making the kitchen a safe place to work are keys to good health. Improper food handling can make you ill. Kitchen accidents can cause severe injuries. You can prevent both illness and accidents by following safety principles. Federal, state and local governments all play key roles in helping to keep the food supply safe. Local governments are in charge of sending health inspectors to visit food businesses. These inspectors make sure the businesses are following state health codes. The Big Ideas embedded in this unit are: • Food safety is a global concern that every individual working in food service needs to take seriously. • Accident prevention in the kitchen workplace can be achieved by learning how to create and maintain a safe working environment. • Good workflow in the kitchen can help get the most amount of work completed with the least amount of effort. • One of the most important kitchen tools is the knife and the manner in which they are used and cared for reflects the chef’s characteristics. Enduring Understandings: • Sanitation regulations dictate best practices that must be utilized in all food service industry and home applications. • Following safe, sanitary, standard procedures yields successful results and forms a foundation for future undertakings in the kitchen. • Success in the workplace requires understanding and adherence to industry protocols and standards of quality. • Success in the workplace requires the knowledge of workplace systems and the ability to effectively manage and use resources, information & technology. • The knowledge of knife skills and safety allows an individual to enhance and produce culinary dishes at a higher level of cooking. • Utilizing the correct knife for specific culinary techniques allows for successful cuts on specific foods. • When food is cut correctly, it allows for a visually appealing presentation of that specific food. • Burns and fires, falls, cuts, electric shock and fires can be prevented. • There are methods for extinguishing a grease fire. • Improper personal and kitchen sanitation can lead to illness. • Proper food handling techniques are necessary to prevent the spread of food borne illness. Essential Questions: • What are three microorganisms other than bacteria that can cause food borne illness? • What are the proper temperatures for serving hot and cold foods? • For what groups of people does food borne illnesses pose the greatest risk? 2 • Where does most of the food borne illness cases reported each year occur? • What is the correct way to pick up and dispose of broken glass? • What should be used to pull a shock victim away from an electrical source? • What is meant by the ‘flow of Food’? • What is the temperature for holding hot foods? • What is a food-safety plan? • What are the seven steps of HACCP? • What are common types of fire hazards? • What is a fire emergency plan? • What is a work station? • What does the term mise en place mean? • Name five types of refrigeration equipment. • Name five types of slicing, chopping and grinding equipment used for food preparation. • What are the main parts of a knife? • What are three basic cutting techniques? • Identify the five general categories of hand tools. Acquired Knowledge: • How most of the food borne illness cases reported each year occur in food service establishments. • Washing your hands may be the most important step you can take to prevent the transmission of harmful bacteria. • Color is not always an accurate indicator of doneness in meats. One out of every four hamburgers turns brown in the middle before it has reached a safe internal temperature. • Cooking for a crowd or cooking outdoor meals requires extra measures to keep food safe to eat. • Bacteria multiply rapidly at moderate temperatures. To prevent this, keep hot foods hot and cold foods cold. • Knowledge of basic first aid will help you provide treatment to someone involved in a kitchen accident. • A simple first aid kit kept in the kitchen should include items you need to treat minor injuries. • Understand and identify fire hazards in the kitchen. • Know how to control fires by using alarms and extinguishers. • Design a fire emergency plan and understand the requirements of a well-managed plan. Acquired Skills: • Identify the four steps to food safety when buying, preparing and storing food. • Identify and demonstrate sanitation guidelines when handling food. • Discuss the importance of using paper towels when wiping up meat and poultry juices. • Demonstrate the hand-washing steps after handling raw meat, fish, poultry or eggs before touching other foods. • Identify the sanitary procedures to use when preparing picnic foods. • Identify the guidelines to help prevent chemical poisonings. • Understand the kitchen work stations and work lines. • Understand the kitchen work flow. • Understand and demonstrate the use of food preparation and cooking equipment. • Identify equipment for holding and serving food. 3 • Identify parts of a knife, appropriate knife selection, handling knives, knife cuts and maintaining knives. • Select hand tools and cookware for specific tasks. Major Assessments: • Explore food safety and sanitation from production through consumption. • Evaluate and understand the influence of science and technology on the development, productions and consumption of foods and related issues. • Apply basic first aid measures. • Complete chapter test (T/F, matching, multiple choice, essay questions) Instructional Material/Resources: • Text: Introduction to Culinary Arts (Prentice Hall ISBN: 0-13-117140-2) • Health/safety articles Instructional Strategies: • Have the students develop slogans that relate to the cleanliness standards listed in the text. • Have them use decorative writing and/or illustrations to put these slogans on signs to be posted around the classroom. • Have students list five guidelines for preventing cross-contamination when preparing and storing foods. • Have students write lists of 25 food and/or beverage items they would store to prepare for an emergency. • Have students demonstrate proper techniques for wrapping foods for refrigerator and freezer storage. Ask them to discuss characteristics of appropriate wrapping materials and storage containers used in their demonstration. Technology: • Online resources: - USDA Food and Nutrition Information Center of the National Agricultural Library: fnic.nal.usda.gov - USDA Food Safety and Inspection Service: fsis.usda.gov - International Food Information Council - Food Business News http://www.foodbusinessnews.net/ Accommodations/Modifications: • Allow time for reflection • Give simple directions and read them over with students • Give students extra time to both answer and ask questions • Make verbal instructions clear, short and to the point • Encourage students to test their ideas • Use concrete examples to introduce concepts • Use repetition and drills spread over time 4 List of Applicable NJCCCS and Standards/CPIs Covered in this Unit: • 9.3.12.AG-FD.1,3,4 • 9.3.HT-RFB.2 Suggested Learning Experiences and Instructional Activities: • Work in a group of four to research one type of food borne illness. Each group member should summarize a different one of the following aspects: cause, food sources, symptoms or prevention. Combine ideas to prepare a poster presentation for the rest of the class. • Work in a group of four to write a skit to educate young children about different steps to food safety-clean, separate, cook or chill. Arrange to present your skits in an elementary school. • Write a pamphlet listing simple first aid procedures for poisonings, cuts, burns, falls and electric shock. • Discuss causes, symptoms and treatment of common food borne illnesses. • Complete chapter review questions. Interdisciplinary Connections: • While the Culinary Arts demand certain skill sets that have in the past been described as ‘vocational’, the cultural and economic impacts of the food and beverage industry today are significant and are infused with a demand for a knowledge base in business and management, microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Curriculum will be rich in science, English, math, art, history and world languages and will include the following curricular and extended curriculum highlights: • Technology Literacy - Students will learn how to apply 21 st Century technology skills in their field of study for planning, managing, researching, promoting/marketing and running a business. • Science – students will learn basic information about essential nutrients
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