Culinary Arts

TEKS CORRELATIONS & SUGGESTED PACING GUIDE Culinary Arts

iCEV Family & Consumer Sciences Site Meets 100% of TEKS 416 days of teaching material Scope & Days of Lesson Title TEKS Sequence Teaching 1 Kitchen Equipment 3.C.i; 8.B.i; 8.B.ii; 12.E.ii 9 2 Food Math & Measurements 2.C.i; 2.E.i; 2.F.i; 2.F.ii 9 3 Scientific Principles: Chemical Properties 2.D.i 6 4 Chemical Processes in Food Science 2.D.i 6 5 Introduction to Culinary Techniques & Methods 2.E.i; 8.A.i; 8.A.ii; 8.B.iii; 8.B.iv; 8.D.i; 8.D.ii; 8.D.iii; 8.D.iv; 8.D.v; 8.D.vi; 10 12.A.i 6 Fruits & Vegetables 8.E.i 13 7 Stocks, Sauces & Soups 8.C.i; 8.C.ii; 8.C.iii; 8.C.iv; 8.E.i 19 8 Meat, Poultry & Seafood 8.E.i 19 9 Institutional Meat Purchase Specifications 2.A.i 2 10 Dairy Products, Breakfast Foods & Eggs 8.E.i 17 11 Desserts & Baked Goods 8.F.i 19 12 Grains, Legumes & Pastas 8.C.i; 8.C.ii; 8.C.iii; 8.C.iv; 8.E.i 9 13 Salads & Sandwiches 8.C.i; 8.C.ii; 8.C.iii; 8.C.iv; 8.E.i 11 14 Buying for Food Service 2.A.i; 2.G.ii; 12.D.i; 12.D.ii; 12.D.iii 8 15 Purchasing Procedures 2.A.i 4 16 Developing Recipes & Menus 2.F.i; 2.F.ii; 2.G.i; 2.G.ii 5 17 Global Cuisine: Asia 7.B.i; 7.B.ii 7 18 Global Cuisine: Central America & Caribbean 7.B.i; 7.B.ii 7 19 Global Cuisine: Europe 7.B.i; 7.B.ii 7 20 Global Cuisine: Mediterranean 7.B.i; 7.B.ii 7 21 Global Cuisine: Middle East 7.B.i; 7.B.ii 7 22 Global Cuisine: North America 7.B.i; 7.B.ii 7 23 Global Cuisine: South America 7.B.i; 7.B.ii 6 24 Structure of the Food Service Industry 7.A.i; 7.A.ii; 7.C.i; 7.D.i; 9.B.ii 7 25 Careers in the Culinary Industry 3.D.i; 3.D.ii; 4.A.i; 4.A.ii; 4.B.i; 4.B.ii; 4.C.i; 4.C.ii; 4.D.i; 4.D.ii; 4.E.i; 9 4.E.ii; 4.E.iii; 4.E.iv; 4.E.v; 6.A.i; 6.A.ii; 9.D.i; 10.E.i; 10.F.i 26 Technology & Restaurants 10.A.i; 10.B.i; 10.C.i; 10.C.ii; 10.D.i 7 27 Eating with Emily Post 9.B.i; 9.B.iii; 9.C.i 2 28 Customer Service in the Hospitality & Tourism Industry 9.A.i 5 29 Food & the Government 13.A.i; 13.A.ii 7 30 Food Industry Safety 12.A.i; 12.B.i; 12.B.ii; 12.F.i; 12.F.ii 6 31 Sanitation & Safety Procedures in Food Production 12.C.i; 12.E.i; 12.E.ii 9 32 Food Sanitation: Insects & Rodents 12.E.i; 12.E.ii 4 33 It’s Alive!: Foodborne Illnesses 12.F.i; 12.F.ii 5 34 Principles of HACCP: Introduction 12.G.i 2 35 Principles of HACCP: Identifying Hazards in Food Processing 12.F.ii; 12.G.i 3 Scope & Days of Lesson Title TEKS Sequence Teaching 36 Principles of HACCP: Conducting a Hazard Analysis 12.G.i 3 37 Principles of HACCP: Identifying Critical Control Points 12.G.i 2 38 Principles of HACCP: Establishing & Monitoring Critical Limits & 12.G.i 2 Implementing Corrective Actions 39 Principles of HACCP: Establishing Verification Procedures 12.G.i 2 40 Principles of HACCP: Recordkeeping 12.G.i 2 41 Principles of HACCP: Ground Beef HACCP Plan 12.G.i 2 42 Jobs, Careers & Education 6.D.i; 6.D.ii 10 43 Plan for Life 6.D.i; 6.D.ii 4 44 Personal Development: Self-Esteem 1.D.i; 1.D.ii 2 45 Management of Energy, Money & Tasks 1.C.i; 5.A.i; 5.A.ii 6 46 Skills for Real World Survival 1.A.i; 1.C.ii 13 47 Decision Making 1.F.i; 1.F.ii; 1.F.iii; 5.B.i; 11.B.i; 11.B.ii 4 48 Effective Reading Strategies 2.B.i 7 49 Written Communication Practices 1.A.ii 15 50 Communication Styles 1.A.i 7 51 Introduction to Professional Communication 1.A.i 5 52 Telecommunications Basics 3.B.i 3 53 Presentation Strategies & Tactics 3.A.i 5 54 Leadership Styles 1.E.ii; 11.C.i 5 55 Teamwork & Collaboration 1.E.i; 11.A.i; 11.C.ii; 11.D.ii 5 56 Citizenship Basics 11.D.i 9 57 Employability Skills 1.A.i; 1.C.i; 1.C.ii; 1.D.i; 1.D.ii 5 58 Graduate Tips & Advice: Importance of Work Ethic 13.B.i 2 59 Formulas for Career Success: Portfolio Development 6.B.i 5 60 Dressing, Emily Post Style 1.B.i; 1.B.ii 2 61 Formulas for Career Success: Interview Preparation 6.C.i 2 62 Formulas for Career Success: The Interview Process 6.C.i 7 Correlations to the Texas Essential Knowledge and Skills (TEKS): Student/Teacher Material Subject Chapter 130. Texas Essential Knowledge and Skills for Career & Technical Education Subchapter Subchapter I. Hospitality and Tourism Course §130.254. Culinary Arts (Two Credits), Adopted 2015. Publisher CEV Multimedia, Ltd. Program Title iCEV Family & Consumer Sciences Site Program ISBN 9781614592228 TEKS Coverage (%) 100.00% (a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisites: Principles of Hospitality and Tourism and Introduction to Culinary Arts. Students shall be awarded two credits for successful completion of this course. (b) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions. (2) The Hospitality and Tourism Career Cluster focuses on the management, marketing, and operations of restaurants and other food/beverage services, lodging, attractions, recreation events, and travel-related services. (3) Culinary Arts begins with the fundamentals and principles of the art of cooking and the science of baking and includes management and production skills and techniques. Students can pursue a national sanitation certification or other appropriate industry certifications. This course is offered as a laboratory-based course. (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and Skills. Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(1) The student demonstrates (A) model effective oral and (i) model effective oral professional standards/employability written communication communication Student/Teacher Narrative 9781614592129 Communication Styles skills as required by business and industry. The student is expected to:

Student/Teacher Activity 9781614592129 Project - Model Communication Communication Styles Employability Skills; PLEASE NOTE: Due to space limitations, the narrative and associated activity are Student/Teacher 9781614592129 Employability Skills; Activity - Knots listed on one line. Several lessons and corresponding activities satisfy Narrative this standard. Introduction to Professional Communication; PLEASE NOTE: Introduction to Professional Due to space limitations, the Student/Teacher 9781614592129 Communication; Project - narrative and associated activity are Communication & Careers listed on one line. Several lessons and corresponding activities satisfy Narrative this standard. Student/Teacher Narrative 9781614592129 Skills for Real World Survival Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(1) The student demonstrates (A) model effective oral and (ii) model effective written professional standards/employability written communication communication Student/Teacher Narrative 9781614592129 Written Communication Practices skills as required by business and industry. The student is expected to:

Activity- Blog; Activity- Letter Activity- Letter Answer Key; Project- Student/Teacher Activity 9781614592129 Written Communication Practices Editor's Marks; Project- Informative Pamphlet; Project- Venn Diagram

(1) The student demonstrates (B) practice professional grooming (i) practice professional professional standards/employability and hygiene standards grooming Student/Teacher Narrative 9781614592129 Dressing, Emily Post Style skills as required by business and industry. The student is expected to:

Activity- Professional Appearance for Student/Teacher Activity 9781614592129 Dressing, Emily Post Style Job Success

(1) The student demonstrates (B) practice professional grooming (ii) practice professional professional standards/employability and hygiene standards hygiene standards Student/Teacher Narrative 9781614592129 Dressing, Emily Post Style skills as required by business and industry. The student is expected to:

Activity- Professional Appearance for Student/Teacher Activity 9781614592129 Dressing, Emily Post Style Job Success

(1) The student demonstrates (C) exercise punctuality and time- (i) exercise punctuality professional standards/employability management skills Student/Teacher Narrative 9781614592129 Employability Skills skills as required by business and industry. The student is expected to:

Student/Teacher Activity 9781614592129 Activity- The Big 4 Employability Skills

(1) The student demonstrates (C) exercise punctuality and time- (ii) exercise time professional standards/employability management skills management skills Management of Energy, Money & Student/Teacher Narrative 9781614592129 skills as required by business and Tasks industry. The student is expected to:

Project- Managing Tasks; Project- Management of Energy, Money & Student/Teacher Activity 9781614592129 Work-Life Balance Tasks Student/Teacher Narrative 9781614592129 Employability Skills Student/Teacher Narrative 9781614592129 Skills for Real World Survival Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(1) The student demonstrates (D) demonstrate self-respect and (i) demonstrate self- professional standards/employability respect for others respect Student/Teacher Narrative 9781614592129 Employability Skills skills as required by business and industry. The student is expected to:

Activity- Knots; Activity- Skills Student/Teacher Activity 9781614592129 Employability Skills Flashcards; Project- Personal Skills

Student/Teacher 9781614592129 Personal Development- Self-Esteem Narrative Activity- Positive Affirmations; Project- Student/Teacher 9781614592129 Personal Development- Self-Esteem Activity How I See It

(1) The student demonstrates (D) demonstrate self-respect and (ii) demonstrate respect professional standards/employability respect for others for others Student/Teacher Narrative 9781614592129 Employability Skills skills as required by business and industry. The student is expected to:

Activity- Knots; Activity- Skills Student/Teacher Activity 9781614592129 Employability Skills Flashcards; Project- Personal Skills

(1) The student demonstrates (E) demonstrate effective (i) demonstrate effective professional standards/employability teamwork and leadership teamwork Student/Teacher Narrative 9781614592129 Teamwork & Collaboration skills as required by business and industry. The student is expected to:

Activity- Team Roles; Activity- Words Student/Teacher Activity 9781614592129 of Teamwork; Project- Work-Related Teamwork & Collaboration Problem Solving

(1) The student demonstrates (E) demonstrate effective (ii) demonstrate effective professional standards/employability teamwork and leadership leadership Student/Teacher Narrative 9781614592129 Leadership Styles skills as required by business and industry. The student is expected to:

Activity- Parts of a Leader; Project- Student/Teacher Activity 9781614592129 Historical Leaders; Project- Leadership Styles Leadership Video Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(1) The student demonstrates (F) employ initiative, adaptability, (i) employ initiative in professional standards/employability and problem-solving techniques in practical applications Student/Teacher Narrative 9781614592129 Decision Making skills as required by business and practical applications industry. The student is expected to:

Activity- Decision Making Process; Student/Teacher Activity 9781614592129 Project- Decisions Made; Project- Decision Making Future Decisions

(1) The student demonstrates (F) employ initiative, adaptability, (ii) employ adaptability in professional standards/employability and problem-solving techniques in practical applications Student/Teacher Narrative 9781614592129 Decision Making skills as required by business and practical applications industry. The student is expected to:

Activity- Decision Making Process; Student/Teacher Activity 9781614592129 Project- Decisions Made; Project- Decision Making Future Decisions

(1) The student demonstrates (F) employ initiative, adaptability, (iii) employ problem- professional standards/employability and problem-solving techniques in solving techniques in Student/Teacher Narrative 9781614592129 Decision Making skills as required by business and practical applications practical applications industry. The student is expected to:

Activity- Decision Making Process; Student/Teacher Activity 9781614592129 Project- Decisions Made; Project- Decision Making Future Decisions

(2) The student applies advanced (A) compose industry appropriate (i) compose industry reading, writing, mathematics, and documents such as purchasing appropriate documents Institutional Meat Purchase Student/Teacher Narrative 9781614592129 science skills for the food service specifications and purchase Specifications industry. The student is expected to: orders

Project- Meat Specification Institutional Meat Purchase Student/Teacher Activity 9781614592129 Handbook Specifications Student/Teacher Narrative 9781614592129 Buying for Food Service Project- Product Specifications Student/Teacher 9781614592129 Buying for Food Service Activity Profile Purchasing Procedures; PLEASE NOTE: Due to space limitations, the Purchasing Procedures;Project- narrative and associated activity are Student/Teacher 9781614592129 Company Purchasing Procedures listed on one line. Several lessons and corresponding activities satisfy Narrative this standard. Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(2) The student applies advanced (B) comprehend a variety of texts (i) comprehend a variety of reading, writing, mathematics, and such as operations and training texts Student/Teacher Narrative 9781614592129 Effective Reading Strategies science skills for the food service manuals industry. The student is expected to:

Activity- Patterns of Organization; Activity- Patterns of Organization Answer Key; Activity- Summarization; Student/Teacher Activity 9781614592129 Effective Reading Strategies Activity- The Mind Map; Project- Effective Reading; Project- Paper vs. Screens; Project- Which Technique

(2)The student applies advanced (C) calculate numerical concepts (i) calculate numerical reading, writing, mathematics, and such as percentages and concepts Student/Teacher Narrative 9781614592129 Food Math & Measurements science skills for the food service estimations in practical situations, industry. The student is expected to: including weight and measures

(2)The student applies advanced (D) understand scientific principles (i) understand scientific reading, writing, mathematics, and used in culinary arts principles used in culinary Student/Teacher Narrative 9781614592129 Chemical Processes in Food Science science skills for the food service arts industry. The student is expected to:

Activity- Carmelization; Activity- Student/Teacher Activity 9781614592129 Fermentation; Activity- Leavening; Chemical Processes in Food Science Project- Food Show Scientific Principles: Chemical Student/Teacher 9781614592129 Narrative Properties Activity- Food Ingredient Scientific Principles: Chemical Student/Teacher 9781614592129 Classification; Project- Fermentation Properties Activity of Root Beer Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(2)The student applies advanced (E) read and comprehend (i) read and comprehend reading, writing, mathematics, and standardized recipes standardized recipes Student/Teacher Narrative 9781614592129 Food Math & Measurements science skills for the food service industry. The student is expected to:

Activity- Conversions; Activity- Conversions Answer Key; Activity- Pearson's Square; Activity- Student/Teacher Activity 9781614592129 Pearson's Square Answer Key; Food Math & Measurements Project- Breaking Down Pancakes; Project- Breaking Down Pancakes Answer Key Introduction to Culinary Techniques Student/Teacher 9781614592129 Narrative & Methods Activity- Mis en Place Diagram; Project- In the Kitchen Mis en Place Introduction to Culinary Techniques Student/Teacher 9781614592129 Potato Latkes; Project- Recipe & Methods Activity Binder Cooking Techniques

(2)The student applies advanced (F) write and convert standardized (i) write standardized reading, writing, mathematics, and recipes recipes Student/Teacher Narrative 9781614592129 Food Math & Measurements science skills for the food service industry. The student is expected to:

Activity- Conversions; Activity- Conversions Answer Key; Activity- Pearson's Square; Activity- Student/Teacher Activity 9781614592129 Pearson's Square Answer Key; Food Math & Measurements Project- Breaking Down Pancakes; Project- Breaking Down Pancakes Answer Key Student/Teacher Narrative 9781614592129 Developing Recipes & Menus Project- Recipe Conversion; Project- Student/Teacher 9781614592129 Developing Recipes & Menus Activity Developing a Recipe

(2)The student applies advanced (F) write and convert standardized (ii) convert standardized reading, writing, mathematics, and recipes recipes Student/Teacher Narrative 9781614592129 Food Math & Measurements science skills for the food service industry. The student is expected to:

Activity- Conversions; Activity- Conversions Answer Key; Activity- Pearson's Square; Activity- Student/Teacher Activity 9781614592129 Pearson's Square Answer Key; Food Math & Measurements Project- Breaking Down Pancakes; Project- Breaking Down Pancakes Answer Key Student/Teacher Narrative 9781614592129 Developing Recipes & Menus Project- Recipe Conversion; Project- Student/Teacher 9781614592129 Developing Recipes & Menus Activity Developing a Recipe Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(2)The student applies advanced (G) calculate and manage food (i) calculate food costs reading, writing, mathematics, and costs Student/Teacher Narrative 9781614592129 Developing Recipes & Menus science skills for the food service industry. The student is expected to:

Activity- As Purchased vs. Edible Portion; Activity- Figuring Food Cost; Student/Teacher Activity 9781614592129 Developing Recipes & Menus Activity- Figuring Food Cost Answer Key

(2)The student applies advanced (G) calculate and manage food (ii) manage food costs reading, writing, mathematics, and costs Student/Teacher Narrative 9781614592129 Developing Recipes & Menus science skills for the food service industry. The student is expected to:

Activity- As Purchased vs. Edible Portion; Activity- Figuring Food Cost; Student/Teacher Activity 9781614592129 Developing Recipes & Menus Activity- Figuring Food Cost Answer Key Student/Teacher Narrative 9781614592129 Buying for Food Service Student/Teacher Activity 9781614592129 Project- Make vs Buy Analysis Buying for Food Service

(3)The student integrates listening, (A) create formal or informal (i) create formal or writing, and speaking skills using verbal presentations informal presentations and nonverbal communication to enhance operations, guest satisfaction, Student/Teacher Narrative 9781614592129 Presentation Strategies & Tactics and professional development. The student is expected to:

Activity- Presentation Development; Student/Teacher Activity 9781614592129 Project- Career Opportunities Presentation Strategies & Tactics Speech; Project- Presentation Tips

(3)The student integrates listening, (B) properly answer business (i) properly answer writing, and speaking skills using verbal phones business phones and nonverbal communication to enhance operations, guest satisfaction, Student/Teacher Narrative 9781614592129 Telecommunications Basics and professional development. The student is expected to:

Activity- Telecommunications Student/Teacher Activity 9781614592129 Telecommunications Basics Scenarios Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(3)The student integrates listening, (C) write instructions for a specific (i) write instructions for a writing, and speaking skills using verbal restaurant for a culinary procedure specific restaurant for and nonverbal communication to or the use of a piece of equipment culinary procedure or the enhance operations, guest satisfaction, use of a piece of Student/Teacher Narrative 9781614592129 Kitchen Equipment and professional development. The equipment student is expected to:

Project - Maintaining Commercial Student/Teacher Activity 9781614592129 Tools & Equipment; Project- Small Kitchen Equipment Appliance Poster

(3)The student integrates listening, (D) attend and participate in an (i) attend an industry- writing, and speaking skills using verbal industry-focused staff meeting focused staff meeting and nonverbal communication to enhance operations, guest satisfaction, Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry and professional development. The student is expected to:

Student/Teacher Activity 9781614592129 Activity - Staff Meeting Careers in the Culinary Industry

(3)The student integrates listening, (D) attend and participate in an (ii) participate in an writing, and speaking skills using verbal industry-focused staff meeting industry-focused staff and nonverbal communication to meeting enhance operations, guest satisfaction, Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry and professional development. The student is expected to:

Student/Teacher Activity 9781614592129 Activity - Staff Meeting Careers in the Culinary Industry

(4) The student demonstrates an (A) demonstrate a proactive (i) demonstrate a proactive understanding that personal success understanding of self-responsibility understanding of self- Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry depends on personal effort. The student and self-management responsibility is expected to:

Activity- Behind the Scenes; Activity- Behind the Scenes Teacher Instruction Sheet; Activity- Good Student/Teacher Activity 9781614592129 Business; Activity- Good Business Careers in the Culinary Industry Answer Key ; Activity- In the Public's Eye; Activity- In the Public's Eye Teacher Instruction Sheet Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(4) The student demonstrates an (A) demonstrate a proactive (ii) demonstrate a understanding that personal success understanding of self-responsibility proactive understanding of Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry depends on personal effort. The student and self-management self-management is expected to:

(4) The student demonstrates an (B) explain the characteristics of (i) explain the understanding that personal success personal values and principles characteristics of personal Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry depends on personal effort. The student values is expected to:

(4) The student demonstrates an (B) explain the characteristics of (ii) explain the understanding that personal success personal values and principles characteristics of personal Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry depends on personal effort. The student principles is expected to:

(4) The student demonstrates an (C) demonstrate positive attitudes (i) demonstrate positive understanding that personal success and work habits attitudes Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry depends on personal effort. The student is expected to:

(4) The student demonstrates an (C) demonstrate positive attitudes (ii) demonstrate positive understanding that personal success and work habits work habits Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry depends on personal effort. The student is expected to:

(4) The student demonstrates an (D) demonstrate exemplary (i) demonstrate exemplary understanding that personal success appearance and personal hygiene appearance Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry depends on personal effort. The student is expected to:

(4) The student demonstrates an (D) demonstrate exemplary (ii) demonstrate exemplary understanding that personal success appearance and personal hygiene personal hygiene Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry depends on personal effort. The student is expected to:

(4) The student demonstrates an (E) identify and manage the (i) identify the effects of understanding that personal success effects of exercise, dietary habits, exercise on job depends on personal effort. The student and emotional factors such as performance Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry is expected to: stress, fatigue, or anxiety on job performance

Activity- Behind the Scenes; Activity- Behind the Scenes Teacher Instruction Sheet; Activity- Good Business; Activity- Good Business Student/Teacher Activity 9781614592129 Careers in the Culinary Industry Answer Key ; Activity- In the Public's Eye; Activity- In the Public's Eye Teacher Instruction Sheet; Project- Culinary Careers

(4) The student demonstrates an (E) identify and manage the (ii) identify the effects of understanding that personal success effects of exercise, dietary habits dietary habits on job depends on personal effort. The student and emotional factors such as performance Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry is expected to: stress, fatigue, or anxiety on job performance

(4) The student demonstrates an (E) identify and manage the (iii) identify the effects of understanding that personal success effects of exercise, dietary habits emotional factors on job depends on personal effort. The student and emotional factors such as performance Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry is expected to: stress, fatigue, or anxiety on job performance

(4) The student demonstrates an (E) identify and manage the (iv) manage the effects of understanding that personal success effects of exercise, dietary habits exercise on job depends on personal effort. The student and emotional factors such as performance Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry is expected to: stress, fatigue, or anxiety on job performance

(4) The student demonstrates an (E) identify and manage the (v) manage the effects of understanding that personal success effects of exercise, dietary habits dietary habits on job depends on personal effort. The student and emotional factors such as performance Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry is expected to: stress, fatigue, or anxiety on job performance

(4) The student demonstrates an (E) identify and manage the (vi) manage the effects of understanding that personal success effects of exercise, dietary habits emotional factors on job depends on personal effort. The student and emotional factors such as performance Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry is expected to: stress, fatigue, or anxiety on job performance

(5) The student develops principles in (A) apply effective practices for (i) apply effective practices time management, decision making, managing time and energy for managing time Management of Energy, Money & effective communication, and Student/Teacher Narrative 9781614592129 Tasks prioritization. The student is expected to:

Activity- Opportunity Costs; Project- Management of Energy, Money & Student/Teacher Activity 9781614592129 Managing Tasks; Project- Work-Life Tasks Balance

(5) The student develops principles in (A) apply effective practices for (ii) apply effective time management, decision making, managing time and energy practices for managing Management of Energy, Money & effective communication, and energy Student/Teacher Narrative 9781614592129 Tasks prioritization. The student is expected to:

Activity- Opportunity Costs; Project- Management of Energy, Money & Student/Teacher Activity 9781614592129 Managing Tasks; Project- Work-Life Tasks Balance

(5) The student develops principles in (B) analyze various steps in the (i) analyze various steps in time management, decision making, decision-making process the decision-making effective communication, and process Student/Teacher Narrative 9781614592129 Decision Making prioritization. The student is expected to:

Activity-Decision Making Process; Student/Teacher Activity 9781614592129 Decision Making Project- Future Decisions Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(6) The student researches, analyzes, (A) research the major job duties (i) research the major job and explores lifestyle and career goals. and qualifications for various duties for various positions The student examines jobs available in positions in the food service in the food service industry the food service industry and accesses industry to facilitate selection of to facilitate selection of Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry career opportunities. The student is career choices in culinary arts career choices in culinary expected to: arts

Student/Teacher Activity 9781614592129 Project- Culinary Careers Careers in the Culinary Industry

(6) The student researches, analyzes, (A) research the major job duties (ii) research the and explores lifestyle and career goals. and qualifications for various qualifications for various The student examines jobs available in positions in the food service positions in the food the food service industry and accesses industry to facilitate selection of service industry to Student/Teacher Narrative 9781614592129 Careers in the Culinary Industry career opportunities. The student is career choices in culinary arts facilitate selection of expected to: career choices in culinary arts

Student/Teacher Activity 9781614592129 Project- Culinary Careers Careers in the Culinary Industry

(6) The student researches, analyzes, (B) update a personal career (i) update a personal and explores lifestyle and career goals. portfolio career portfolio Formulas for Career Success: The student examines jobs available in Student/Teacher Narrative 9781614592129 the food service industry and accesses Portfolio Development career opportunities. The student is expected to:

Activity- Choosing Artifacts; Activity- Creating Artifacts; Project- Digital Formulas for Career Success: Student/Teacher Activity 9781614592129 Portfolio; Project- Portfolio Portfolio Development Development

(6) The student researches, analyzes, (C) demonstrate proper interview (i) demonstrate proper and explores lifestyle and career goals. techniques interview techniques Formulas for Career Success: The student examines jobs available in Student/Teacher Narrative 9781614592129 the food service industry and accesses Interview Preparation career opportunities. The student is expected to:

Activity- Interview Research; Project- Formulas for Career Success: Student/Teacher Activity 9781614592129 Common Interview Questions Interview Preparation Formulas for Career Success: Student/Teacher 9781614592129 Narrative Interview Process Activity- Interview Methods; Activity- Formulas for Career Success: Student/Teacher 9781614592129 Thank You Note; Project- Guide to Interview Process Activity Interviews; Project- Mock Interview Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(6) The student researches, analyzes, (D) establish personal short- and (i) establish personal short- and explores lifestyle and career goals. long-term goals term goals The student examines jobs available in Student/Teacher Narrative 9781614592129 Plan for Life the food service industry and accesses career opportunities. The student is expected to:

Student/Teacher Activity 9781614592129 Project- Goals Timeline Plan for Life Student/Teacher Narrative 9781614592129 Jobs, Careers & Education Project - Career Plan Timeline; Student/Teacher 9781614592129 Jobs, Careers & Education Activity Activity- My Future

(6) The student researches, analyzes, (D) establish personal short- and (ii) establish personal long- and explores lifestyle and career goals. long-term goals term goals The student examines jobs available in Student/Teacher Narrative 9781614592129 Plan for Life the food service industry and accesses career opportunities. The student is expected to:

(7) The student understands factors that (A) research how historical and (i) research how historical affect the food service industry. The current trends in society affect the trends in society affect the Structure of the Food Service Student/Teacher Narrative 9781614592129 student is expected to: food service industry food service industry Industry

(7) The student understands factors that (A) research how historical and (ii) research how current Structure of the Food Service affect the food service industry. The current trends in society affect the trends in society affect the Student/Teacher Narrative 9781614592129 Industry student is expected to: food service industry food service industry

Project- Chefs & Entrepreneurs; Project- Chefs & Entrepreneurs Structure of the Food Service Student/Teacher Activity 9781614592129 Teacher Instruction Sheet; Project- Industry Interview; Project- Restaurant Development Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(7) The student understands factors that (B) identify global cultures and (i) identify global cultures affect the food service industry. The traditions related to food Student/Teacher Narrative 9781614592228 Global Cuisine: Asia student is expected to:

Activity- Restaurant Guide; Activity- Seasoning Taste Lab; Project- Student/Teacher Activity 9781614592228 Global Cuisine: Asia Famous Chef; Project- Signature Dish; Project- Special Occasion PLEASE NOTE: Due to space Global Cuisine: Mediterranean; limitations, more than one narrative Global Cuisine: Central America & correlation lesson is listed on this Student/Teacher 9781614592228 Carribean; Global Cuisine: Europe; line. Several lessons and Global Cuisine: South America; corresponding activities satisfy this Global Cuisine: Middle East Narrative standard. PLEASE NOTE: Due to space Activity- Restaurant Guide; Activity- limitations, more than one activity Seasoning Taste Lab; Project- correlation is listed on this line. Student/Teacher 9781614592228 Famous Chef; Project- Signature These activities are designed to Dish; Project- Special Occasion coincide with all Global Cuisine Activity lessons listed in the rows above. Global Cuisine: North America; Global Cuisine: North America: PLEASE NOTE: Due to space Activity- Seasoning Taste Lab; limitations, the narrative and Student/Teacher 9781614592228 Project- Famous Chef; Project- associated activity are listed on one Signature Dish; Project- Minority line. Several lessons and Holidays corresponding activities satisfy this Narrative standard. Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(7) The student understands factors that (B) identify global cultures and (ii) identify global traditions affect the food service industry. The traditions related to food related to food Student/Teacher Narrative 9781614592228 Global Cuisine: Asia student is expected to:

(7) The student understands factors that (C) research famous chefs from (i) research famous chefs Structure of the Food Service affect the food service industry. The history from history Student/Teacher Narrative 9781614592228 Industry student is expected to:

(7) The student understands factors that (D) summarize historical (i) summarize historical affect the food service industry. The entrepreneurs who influenced food entrepreneurs who Structure of the Food Service Student/Teacher Narrative 9781614592228 student is expected to: service in the United States influenced food service in Industry the United States

Project- Chefs & Entrepreneurs; Project- Chefs & Entrepreneurs Structure of the Food Service Student/Teacher Activity 9781614592228 Teacher Instruction Sheet; Project- Industry Interview; Project- Restaurant Development Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(8) The student evaluates and (A) identify and demonstrate the (i) identify the role of mise determines equipment, ingredients, and role of mise en place in the en place in the Introduction to Culinary Techniques procedures used in a professional food professional food service setting professional food service Student/Teacher Narrative 9781614592228 & Methods setting. The student is expected to: setting

Activity- Mis en Place Diagram; Project- In the Kitchen Mis en Place Introduction to Culinary Techniques Student/Teacher Activity 9781614592228 Potato Latkes; Student Handout- Mis & Methods en Place

(8) The student evaluates and (A) identify and demonstrate the (ii) demonstrate the role of determines equipment, ingredients, and role of mise en place in the mise en place in the Introduction to Culinary Techniques procedures used in a professional food professional food service setting professional food service Student/Teacher Narrative 9781614592228 & Methods setting. The student is expected to: setting

Activity- Mis en Place Diagram; Project- In the Kitchen Mis en Place Introduction to Culinary Techniques Student/Teacher Activity 9781614592228 Potato Latkes; Student Handout- Mis & Methods en Place

(8) The student evaluates and (B) identify and use large and (i) identify large equipment determines equipment, ingredients, and small equipment in a commercial in the commercial kitchen procedures used in a professional food kitchen Student/Teacher Narrative 9781614592228 Kitchen Equipment setting. The student is expected to:

Activity- Around the World; Activity- Around the World Teacher Student/Teacher Activity 9781614592228 Instruction Sheet; Project- Gas or Kitchen Equipment Electric; Project- Maintaining Commercial Tools & Equipment

(8) The student evaluates and (B) identify and use large and (ii) identify small determines equipment, ingredients, and small equipment in a commercial equipment in the procedures used in a professional food kitchen commercial kitchen Student/Teacher Narrative 9781614592228 Kitchen Equipment setting. The student is expected to:

Activity- Around the World; Activity- Around the World Teacher Student/Teacher Activity 9781614592228 Instruction Sheet; Activity- Kitchen Kitchen Equipment Contraption; Project- Small Appliance Poster Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(8) The student evaluates and (B) identify and use large and (iii) use large equipment in determines equipment, ingredients, and small equipment in a commercial the commercial kitchen Introduction to Culinary Techniques procedures used in a professional food kitchen Student/Teacher Narrative 9781614592228 & Methods setting. The student is expected to:

Project- In the Kitchen Cookery Method Demonstration; Project- In Introduction to Culinary Techniques Student/Teacher Activity 9781614592228 the Kitchen Mis en Place Potato & Methods Latkes

(8) The student evaluates and (B) identify and use large and (iv) use small equipment in determines equipment, ingredients, and small equipment in a commercial the commercial kitchen Introduction to Culinary Techniques procedures used in a professional food kitchen Student/Teacher Narrative 9781614592228 & Methods setting. The student is expected to:

Project- In the Kitchen Cookery Method Demonstration; Project- In Introduction to Culinary Techniques Student/Teacher Activity 9781614592228 the Kitchen Mis en Place Potato & Methods Latkes

(8) The student evaluates and (C) develop and practice food (i) develop food production determines equipment, ingredients, and production and presentation techniques procedures used in a professional food techniques Student/Teacher Narrative 9781614592228 Grains, Legumes & Pastas setting. The student is expected to:

Project- In the Kitchen Grains & Legumes; Project- In the Kitchen Student/Teacher Activity 9781614592228 Grains, Legumes & Pastas Pasta & Dumplings; Student Handout- Basic Plating Guidelines Student/Teacher Narrative 9781614592228 Salads & Sandwiches Project- In the Kitchen Dressings; Project- In the Kitchen Salads; Project- In the Kitchen Sandwiches; Student/Teacher 9781614592228 Salads & Sandwiches Student Handout- Salad Presentation Guidelines; Student Handout- Activity Sandwich Preparation Stocks, Sauces & Soups; PLEASE Stocks, Sauces & Soups; Activity- NOTE: Due to space limitations, the Preparing Stocks 101; Project- In the narrative and associated activity are Student/Teacher 9781614592228 Kitchen Soup; Project- In the Kitchen listed on one line. Several lessons Sauces; Student Handout- Basic and corresponding activities satisfy Plating Guidelines Narrative this standard. Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(8) The student evaluates and (C) develop and practice food (ii) develop food determines equipment, ingredients, and production and presentation presentation techniques procedures used in a professional food techniques Student/Teacher Narrative 9781614592228 Grains, Legumes & Pastas setting. The student is expected to:

(8) The student evaluates and (C) develop and practice food (iii) practice food determines equipment, ingredients, and production and presentation production techniques procedures used in a professional food techniques Student/Teacher Narrative 9781614592228 Grains, Legumes & Pastas setting. The student is expected to:

(8) The student evaluates and (C) develop and practice food (iv) practice food determines equipment, ingredients, and production and presentation presentation techniques procedures used in a professional food techniques Student/Teacher Narrative 9781614592228 Grains, Legumes & Pastas setting. The student is expected to:

(8) The student evaluates and (D) identify and use the (i) identify the appropriate determines equipment, ingredients, and appropriate application of moist, application of moist Introduction to Culinary Techniques procedures used in a professional food dry, and combination cookery cookery methods Student/Teacher Narrative 9781614592228 & Methods setting. The student is expected to: methods

Project- In the Kitchen Cookery Introduction to Culinary Techniques Student/Teacher Activity 9781614592228 Method Demonstration; Project- & Methods Recipe Binder Cooking Techniques

(8) The student evaluates and (D) identify and use the (ii) identify the appropriate determines equipment, ingredients, and appropriate application of moist, application of dry cookery Introduction to Culinary Techniques procedures used in a professional food dry, and combination cookery methods Student/Teacher Narrative 9781614592228 & Methods setting. The student is expected to: methods

Project- In the Kitchen Cookery Introduction to Culinary Techniques Student/Teacher Activity 9781614592228 Method Demonstration; Project- & Methods Recipe Binder Cooking Techniques Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(8) The student evaluates and (D) identify and use the (iii) identify the appropriate determines equipment, ingredients, and appropriate application of moist, application of combination Introduction to Culinary Techniques procedures used in a professional food dry, and combination cookery cookery methods Student/Teacher Narrative 9781614592228 & Methods setting. The student is expected to: methods

Project- In the Kitchen Cookery Introduction to Culinary Techniques Student/Teacher Activity 9781614592228 Method Demonstration; Project- & Methods Recipe Binder Cooking Techniques

(8) The student evaluates and (D) identify and use the (iv) use the appropriate determines equipment, ingredients, and appropriate application of moist, application of moist Introduction to Culinary Techniques procedures used in a professional food dry, and combination cookery cookery methods Student/Teacher Narrative 9781614592228 & Methods setting. The student is expected to: methods

Project- In the Kitchen Cookery Introduction to Culinary Techniques Student/Teacher Activity 9781614592228 Method Demonstration; Project- & Methods Recipe Binder Cooking Techniques

(8) The student evaluates and (D) identify and use the (v) use the appropriate determines equipment, ingredients, and appropriate application of moist, application of dry cookery Introduction to Culinary Techniques procedures used in a professional food dry, and combination cookery methods Student/Teacher Narrative 9781614592228 & Methods setting. The student is expected to: methods

Project- In the Kitchen Cookery Introduction to Culinary Techniques Student/Teacher Activity 9781614592228 Method Demonstration; Project- & Methods Recipe Binder Cooking Techniques

(8) The student evaluates and (D) identify and use the (vi) use the appropriate determines equipment, ingredients, and appropriate application of moist, application of combination Introduction to Culinary Techniques procedures used in a professional food dry, and combination cookery cookery methods Student/Teacher Narrative 9781614592228 & Methods setting. The student is expected to: methods

(8) The student evaluates and (E) demonstrate the preparation (i) demonstrate the determines equipment, ingredients, and skills of items commonly prepared preparation skills of items procedures used in a professional food in food service operations such as commonly prepared in setting. The student is expected to: breakfast cookery, salads and food service operations Dairy Products, Breakfast Foods & dressings, soups and sandwiches, Student/Teacher Narrative 9781614592228 stocks and sauces, appetizers, Eggs seafood, poultry, meat, pastas and grains, and fruits and vegetables

Project- In the Kitchen Breakfast Foods; Project- In the Kitchen Dairy Products, Breakfast Foods & Student/Teacher Activity 9781614592228 Clarifying Butter; Project- In the Eggs Kitchen Eggs; Student Handout- Basic Plating Guidelines Student/Teacher Narrative 9781614592228 Salads & Sandwiches Project- In the Kitchen Dressings; Project- In the Kitchen Salads; Project- In the Kitchen Sandwiches; Student/Teacher 9781614592228 Salads & Sandwiches Student Handout- Salad Presentation Guidelines; Student Handout- Activity Sandwich Preparation PLEASE NOTE: Due to space limitations, more than one narrative Meat, Poultry & Seafood; Stocks, correlation lesson is listed on this Student/Teacher 9781614592228 Sauces &Soups; Grains, Legumes & line. Several lessons and Pastas; Fruits & Vegetables corresponding activities satisfy this Narrative standard.

(8) The student evaluates and (F) demonstrate baking (i) demonstrate baking determines equipment, ingredients, and techniques such as yeast breads techniques procedures used in a professional food and rolls, quick breads, and Student/Teacher Narrative 9781614592228 Desserts & Baked Goods setting. The student is expected to: desserts

Project- In the Kitchen Cakes; Project- In the Kitchen Cookies; Project- In the Kitchen Pate a Choux Student/Teacher Activity 9781614592228 Desserts & Baked Goods Dough; Project- In the Kitchen Pies; Project- In the Kitchen Quick Breads; Project- In the Kitchen Yeast Bread Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(9) The student understands the various (A) explain quality customer (i) explain quality customer food service operations such as quick service service Customer Service in the Hospitality & service, fast casual, casual, fine dining, Student/Teacher Narrative 9781614592228 Tourism Industry institutional, and beverage service. The student is expected to:

Activity- Customer Service Customer Service in the Hospitality & Student/Teacher Activity 9781614592228 Techniques; Activity- Service Tourism Industry Languages

(9) The student understands the various (B) demonstrate types of table (i) demonstrate types of food service operations such as quick setting, dining, and service skills table setting service, fast casual, casual, fine dining, Student/Teacher Narrative 9781614592228 Eating with Emily Post institutional, and beverage service. The student is expected to:

Activity- Table Setting; Activity- Table Student/Teacher Activity 9781614592228 Setting Answer Key; Project- Eating with Emily Post Etiquette Across Cultures

(9) The student understands the various (B) demonstrate types of table (ii) demonstrate types of food service operations such as quick setting, dining, and service skills dining Structure of the Food Service service, fast casual, casual, fine dining, Student/Teacher Narrative 9781614592228 Industry institutional, and beverage service. The student is expected to:

Activity- Types of Restaurants; Activity- Types of Restaurants Structure of the Food Service Student/Teacher Activity 9781614592228 Answer Key; Project- Restaurant Industry Development; Vocabulary Handout

(9) The student understands the various (B) demonstrate types of table (iii) demonstrate types of food service operations such as quick setting, dining, and service skills service skills service, fast casual, casual, fine dining, Student/Teacher Narrative 9781614592228 Eating with Emily Post institutional, and beverage service. The student is expected to:

Student/Teacher Activity 9781614592228 Activity - Rules of Serving Eating with Emily Post

(9) The student understands the various (C) differentiate between service (i) differentiate between food service operations such as quick styles service styles service, fast casual, casual, fine dining, Student/Teacher Narrative 9781614592228 Eating with Emily Post institutional, and beverage service. The student is expected to:

Student/Teacher Activity 9781614592228 Activity - Rules of Serving Eating with Emily Post Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(9) The student understands the various (D) compare and contrast the (i) compare and contrast food service operations such as quick roles of the front of the house and the roles of the front of the service, fast casual, casual, fine dining, the back of the house in the house and the back of the Student/Teacher Narrative 9781614592228 Careers in the Culinary Industry institutional, and beverage service. The various food service operations house in the various food student is expected to: service operations

Activity- Behind the Scenes; Activity- Behind the Scenes Teacher Instruction Sheet; Activity- In the Student/Teacher Activity 9781614592228 Careers in the Culinary Industry Public's Eye; Activity- In the Public's Eye Teacher Instruction Sheet; Project- Culinary Careers

(10) The student uses technology and (A) use technology tools (i) use technology tools computer applications to manage food appropriate for the industry appropriate for the Student/Teacher Narrative 9781614592228 Technology & Restaurants service operations. The student is industry expected to:

Activity- Facebook & Restaurants; Activity- New Restaurant; Activity- Technology & Restaurant Management; Activity- Technology & Restaurant Management Answer Student/Teacher Activity 9781614592228 Key; Project- Energy Saving Technology & Restaurants Equipment; Project- Trends in Technology; Project- Trends in Technology Teacher Instruction Sheet; Project- Dining Out Now & Then

(10) The student uses technology and (B) operate technology (i) operate technology computer applications to manage food applications to perform workplace applications to perform Student/Teacher Narrative 9781614592228 Technology & Restaurants service operations. The student is tasks workplace tasks expected to:

(10) The student uses technology and (C) explain and use point-of-sale (i) explain point-of-sales computer applications to manage food systems in various food service systems in various food Student/Teacher Narrative 9781614592228 Technology & Restaurants service operations. The student is operations service operations expected to:

(10) The student uses technology and (C) explain and use point-of-sale (ii) use point-of-sales computer applications to manage food systems in various food service systems in various food Student/Teacher Narrative 9781614592228 Technology & Restaurants service operations. The student is operations service operations expected to:

(10) The student uses technology and (D) demonstrate knowledge in (i) demonstrate knowledge computer applications to manage food computer programs used for food in computer programs Student/Teacher Narrative 9781614592228 Technology & Restaurants service operations. The student is management used for food management expected to:

(10) The student uses technology and (E) evaluate information sources (i) evaluate information computer applications to manage food for culinary arts sources for culinary arts Student/Teacher Narrative 9781614592228 Careers in the Culinary Industry service operations. The student is expected to:

Student/Teacher Activity 9781614592228 Project- Culinary Careers Careers in the Culinary Industry

(10) The student uses technology and (F) interpret data such as (i) interpret data computer applications to manage food spreadsheets, databases, and Student/Teacher Narrative 9781614592228 Careers in the Culinary Industry service operations. The student is sales reports expected to:

Student/Teacher Activity 9781614592228 Project- Culinary Careers Careers in the Culinary Industry

(11) The student demonstrates (A) apply team-building skills (i) apply team-building leadership, citizenship, and teamwork skills Student/Teacher Narrative 9781614592228 Teamwork & Collaboration skills required for success. The student is expected to:

Activity- Team Roles; Activity- Words Student/Teacher Activity 9781614592228 of Teamwork; Project- Work-Related Teamwork & Collaboration Problem Solving

(11) The student demonstrates (B) apply decision-making and (i) apply decision-making leadership, citizenship, and teamwork problem-solving skills skills Student/Teacher Narrative 9781614592228 Decision Making skills required for success. The student is expected to:

Activity- Decision Making Process; Student/Teacher Activity 9781614592228 Project- Decisions Made; Project- Decision Making Future Decisions

(11) The student demonstrates (B) apply decision-making and (ii) apply problem solving leadership, citizenship, and teamwork problem-solving skills skills Student/Teacher Narrative 9781614592228 Decision Making skills required for success. The student is expected to:

Activity- Decision Making Process; Student/Teacher Activity 9781614592228 Project- Decisions Made; Project- Decision Making Future Decisions

(11) The student demonstrates (C) determine leadership and (i) determine leadership leadership, citizenship, and teamwork teamwork qualities in creating a qualities in creating a Student/Teacher Narrative 9781614592228 Leadership Styles skills required for success. The student pleasant working atmosphere pleasant working is expected to: atmosphere

Activity- Parts of a Leader; Project- Student/Teacher Activity 9781614592228 Leadership Styles Leadership Video Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(11) The student demonstrates (C) determine leadership and (ii) determine teamwork leadership, citizenship, and teamwork teamwork qualities in creating a qualities in creating a Student/Teacher Narrative 9781614592228 Teamwork & Collaboration skills required for success. The student pleasant working atmosphere pleasant working is expected to: atmosphere

Activity- Team Roles; Activity- Words Student/Teacher Activity 9781614592228 of Teamwork; Project- Work-Related Teamwork & Collaboration Problem Solving

(11) The student demonstrates (D) participate in community (i) participate in community leadership, citizenship, and teamwork leadership and teamwork leadership opportunities to Student/Teacher Narrative 9781614592228 Citizenship Basics skills required for success. The student opportunities to enhance enhance professional skills is expected to: professional skills

Activity- Citizenship: What's it to Student/Teacher Activity 9781614592228 You?; Project- Serving the Citizenship Basics Community

(11) The student demonstrates (D) participate in community (ii) participate in teamwork leadership, citizenship, and teamwork leadership and teamwork opportunities to enhance Student/Teacher Narrative 9781614592228 Teamwork & Collaboration skills required for success. The student opportunities to enhance professional skills is expected to: professional skills

Activity- Team Roles; Activity- Words Student/Teacher Activity 9781614592228 of Teamwork; Project- Work-Related Teamwork & Collaboration Problem Solving

(12) The student explains how (A) determine the basics of safety (i) determine the basics of employees, guests, and property are in culinary arts safety in culinary arts Introduction to Culinary Techniques Student/Teacher Narrative 9781614592228 protected to minimize losses or liabilities. & Methods The student is expected to:

Project - In the Kitchen Practice Introduction to Culinary Techniques Student/Teacher Activity 9781614592228 Cutting Techniques; Project- Safety & Methods First Knife Edition Student/Teacher Narrative 9781614592228 Food Industry Safety Activity- Emergency Scenarios Discussion; Activity- Emergency Scenarios Discussion Teacher Student/Teacher 9781614592228 Instruction Sheet; Activity- Local Food Industry Safety Health Inspection Laws; Activity- Safety Poster; Project- Foodborne Activity Illnesses Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(12) The student explains how (B) assess workplace conditions (i) assess workplace employees, guests, and property are and identify safety hazards conditions Student/Teacher Narrative 9781614592228 Food Industry Safety protected to minimize losses or liabilities. The student is expected to:

Activity- Emergency Scenarios Discussion; Activity- Emergency Scenarios Discussion Teacher Student/Teacher Activity 9781614592228 Instruction Sheet; Activity- Local Food Industry Safety Health Inspection Laws; Activity- Safety Poster; Project- Foodborne Illnesses

(12) The student explains how (B) assess workplace conditions (ii) identify safety hazards employees, guests, and property are and identify safety hazards Student/Teacher Narrative 9781614592228 Food Industry Safety protected to minimize losses or liabilities. The student is expected to:

(12) The student explains how (C) determine the basics of (i) determine the basics of employees, guests, and property are sanitation in a professional kitchen sanitation in a professional Sanitation & Safety Procedures in Student/Teacher Narrative 9781614592228 protected to minimize losses or liabilities. kitchen Food Production The student is expected to:

Activity- Sanitation Terms; Activity- Sanitation Terms Answer Key; Activity- Scheduled Cleaning; Activity- Sanitation & Safety Procedures in Student/Teacher Activity 9781614592228 Scheduled Cleaning Teacher Food Production Instruction Sheet; Project- Developing a Cleaning Schedule; Project- MSDS Challenge Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(12) The student explains how (D) determine proper receiving, (i) determine proper employees, guests, and property are storage, and distribution receiving techniques Student/Teacher Narrative 9781614592228 Buying for Food Service protected to minimize losses or liabilities. techniques The student is expected to:

Activity- Food Storage Temperatures & Humidity Level Chart; Activity- Food Storage Temperatures & Humidity Level Chart Answer Key; Student/Teacher Activity 9781614592228 Buying for Food Service Activity- Supply Chain Match Up; Activity- Supply Chain Match Up Answer Key; Project- Product Specifications Profile

(12) The student explains how (D) determine proper receiving, (ii) determine proper employees, guests, and property are storage, and distribution storing techniques Student/Teacher Narrative 9781614592228 Buying for Food Service protected to minimize losses or liabilities. techniques The student is expected to:

(12) The student explains how (D) determine proper receiving, (iii) determine proper employees, guests, and property are storage, and distribution distribution techniques Student/Teacher Narrative 9781614592228 Buying for Food Service protected to minimize losses or liabilities. techniques The student is expected to:

Activity- Definition Match Up; Activity- Definition Match Up Answer Key; Activity- Supply Chain Match Up; Activity- Supply Chain Match Up Answer Key; Project- Product Specifications Profile; Activity- Food Student/Teacher Activity 9781614592228 Buying for Food Service Storage Temperatures and Humidity Level Chart; Activity- Food Storage Temperatures and Humidity Level Chart Answer Key; Project- Food Storage Awareness; Project- Make vs. Buy Analysis Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(12) The student explains how (E) demonstrate proper cleaning (i) demonstrate proper employees, guests, and property are of equipment and maintenance in cleaning of equipment in Sanitation & Safety Procedures in Student/Teacher Narrative 9781614592228 protected to minimize losses or liabilities. the commercial kitchen the commercial kitchen Food Production The student is expected to:

(12) The student explains how (E) demonstrate proper cleaning (ii) demonstrate proper employees, guests, and property are of equipment and maintenance in maintenance in the Sanitation & Safety Procedures in Student/Teacher Narrative 9781614592228 protected to minimize losses or liabilities. the commercial kitchen commercial kitchen Food Production The student is expected to:

Activity- Dressing the Part; Activity- Dressing the Part Teacher Instruction Sheet; Activity- Sanitation Terms; Activity- Sanitation Terms Answer Sanitation & Safety Procedures in Student/Teacher Activity 9781614592228 Key; Activity- Scheduled Cleaning; Food Production Activity- Scheduled Cleaning Teacher Instruction Sheet; Project- Developing a Cleaning Schedule; Project- MSDS Challenge Student/Teacher Narrative 9781614592228 Food Sanitation: Insects & Rodents Activity- Sanitizers & Cleaners Reference Sheet; Activity- Sanitizers Student/Teacher 9781614592228 & Cleaners Reference Sheet Answer Food Sanitation: Insects & Rodents Key; Project- The Cost of Pest Activity Control Kitchen Equipment; PLEASE NOTE: Due to space limitations, the Kitchen Equipment; Project- narrative and associated activity are Student/Teacher 9781614592228 Maintaining Commercial Tools & listed on one line. Several lessons Equipment and corresponding activities satisfy Narrative this standard. Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(12) The student explains how (F) assess food hazards and (i) assess food hazards employees, guests, and property are determine ways to prevent food Student/Teacher Narrative 9781614592228 Food Industry Safety protected to minimize losses or liabilities. hazards The student is expected to:

(12) The student explains how (F) assess food hazards and (ii) determine ways to employees, guests, and property are determine ways to prevent food prevent food hazards Student/Teacher Narrative 9781614592228 Food Industry Safety protected to minimize losses or liabilities. hazards The student is expected to:

Activity- Emergency Scenarios Discussion; Activity- Emergency Scenarios Discussion Teacher Instruction Sheet; Activity- Local Student/Teacher Activity 9781614592228 Food Industry Safety Health Inspection Laws; Project- Foodborne Illnesses; Project- Government Agency Influence; Vocabulary Handout Student/Teacher Narrative 9781614592228 It's Alive!: Foodborne Illnesses Activity- Food Infection vs Food Intoxication; Activity- Food Safety Thermometer; Activity- Food Safety Student/Teacher 9781614592228 Violations; Activity- Foodborne It's Alive!: Foodborne Illnesses Illnesses Anticipation Guide; Project- Food Poisoning Prevention PSA; Activity Project- Foodborne Illness Poster Principles of HACCP: Identifying Hazards in Food Processing; Principles of HACCP: Identifying PLEASE NOTE: Due to space Hazards in Food Processing; Project- limitations, the narrative and Student/Teacher 9781614592228 Biological Hazards; Project- Physical associated activity are listed on one & Chemical Hazards line. Several lessons and corresponding activities satisfy this Narrative standard. Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(12) The student explains how (G) prepare for a state or national (i) prepare for a state or employees, guests, and property are food sanitation certification or national food sanitation Student/Teacher Narrative 9781614592228 Principles of HACCP: Introduction protected to minimize losses or liabilities. other appropriate certifications certification or other The student is expected to: appropriate certifications

Activity- HACCP Applications; Project- Student/Teacher Activity 9781614592228 HACCP Flow Diagram; Project- Principles of HACCP: Introduction HACCP Flow Diagram Answer Key Principles of HACCP: Identifying Student/Teacher 9781614592228 Narrative Critical Control Points Project- Critical Control Point Determination; Project- Critical Principles of HACCP: Identifying Student/Teacher 9781614592228 Control Point Determination Answer Critical Control Points Key; Student Handout- CCP Decision Activity Tree Principles of HACCP: Identifying Hazards in Food Processing; Principles of HACCP: Conducting a PLEASE NOTE: Due to space Hazard Analysis; Principles of limitations, more than one narrative HACCP: Establishing & Monitoring correlation lesson is listed on this Student/Teacher 9781614592228 Critical Limits & Taking Corrective line. Several lessons and Actions; Principles of HACCP: corresponding activities satisfy this Establishing Verification Procedures; standard. Principles of HACCP: Recordkeeping; Principles of Narrative HACCP: Ground Beef HACCP Plan

(13) The student recognizes and models (A) understand and comply with (i) understand and comply work ethics and legal responsibilities. laws and regulations specific to with laws specific to the Student/Teacher Narrative 9781614592228 Food & the Government The student is expected to: the food service industry food service industry

Activity- Government's Role in Food Chart; Activity- Government's Role in Food Chart Answer Key; Activity- Restaurant Matchup; Activity- Restaurant Matchup Answer Key; Student/Teacher Activity 9781614592228 Food & the Government Project- Checklist; Project- Checklist Answer Key; Project- FDA Website Scavenger Hunt; Project- FDA Website Scavenger Hunt Answer Key; Project- Food Additives Poster Knowledge and Skills Citation Student Expectation Breakout Item Type Component ISBN Page (s) Specific Location Statement Type

(13) The student recognizes and models (A) understand and comply with (ii) understand and comply work ethics and legal responsibilities. laws and regulations specific to with regulations specific to Student/Teacher Narrative 9781614592228 Food & the Government The student is expected to: the food service industry the food service industry

(13) The student recognizes and models (B) demonstrate a positive work (i) demonstrate a positive work ethics and legal responsibilities. ethic work ethic Graduate Tips & Advice: Importance Student/Teacher Narrative 9781614592228 The student is expected to: of Work Ethic

Activity- Making the Connection; Graduate Tips & Advice: Importance Student/Teacher Activity 9781614592228 Project- Real Life Work Ethic of Work Ethic