Culinary Arts 1 Course Syllabus Chef LaRocca CCC; CEC; HHC – Culinary Instructor Room #507 E-Mail: [email protected] Teacher website is available through Absegami High School Course Description

Culinary I is a course designed as an elective for co-ed high school students, grades 10-12. The course focuses specifically on sanitation, safety, weights and measures, food preparation, technology, consumerism, and nutrition. Course content involves the basic concepts of food preparation, meal planning, shopping, basic skills instruction and critical thinking skills as per the GEHRHSD’s articulation agreement with Atlantic Cape Community College.

Textbooks ServSafe Coursebook/5th Edition/National Restaurant Association Professional Cooking/6th Edition/ Wayne Gisslen On Cooking/3rd Edition/Culinary Fundamentals Materials Students will need the following: 1. Pencils, erasers, pens 2. Notebook(s), or 3-ring binder 3. Folders 4. Index cards are provided Grading: Students are graded based on sanitation, safety, taste, appearance, organization, teacher demonstration, direct instruction procedures. Each student is graded on individual presentations and group organization, as well as sanitation and safety. Students also receive grades on preparedness and dress code. Labs: Labs are set up on a team system, however each student is responsible for their production and presentation. The grade reflects, preparedness, dress code, sanitation/safety, mise en place, team participation as well as individual production.

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Lab Rules and Procedures:

CELL PHONES ARE NOT PERMITTED IN CULINARY CLASSROOM

1. Wash hands 2. Dress Code: Lab days; pants that cover legs, closed toed, non-skid shoes, hair tied back and away from face, minimal jewelry; 3. Lab days; gum chewing is prohibited (NRA sanitation guide lines)

FAILURE TO COMPLY WITH DRESS CODE WILL RESULT IN:

a. (1ST offense) LAB IS SUBMITTED IN WRITING b. (2ND) offense) CALL/E-MAIL HOME c. (3rd offense) WRITTEN REFERRAL TO SUPERVISOR

5. Students are required to take notes during teacher demonstration. 6. Students will be prepared, with their notes on lab day. 7. Each group will rotate on a weekly basis room clean-up, duties will include communal. Work tables, chef area, refrigerators *Rotation will be posted. 8. “Clean as you go” will be implemented throughout lab. 9. Sanitation guidelines maintained. 10. Sinks cleaned out after each lab. 11. Dishes washed, air-dried. 12. Counters cleaned and sanitized. 13. Equipment used will be cleaned, sanitized and returned to proper place. 14. Utensils will be washed, air-dried. 15. Any student or group finished early will write a short paragraph on pros/cons of lab and any questions needed answered. 16. Students are not permitted to sit or lean on work stations, tables or counters, sanitation guidelines apply. 17. Hall passes are not permitted during lab unless it is an emergency. 18. Each student/group will remain in their work station during lab.

***FAILURE TO COMPLY WITH ANY/ALL OF LAB PROCEDURES MAY RESULT IN LAB POINT DEDUCTIONS.

2 Quizzes: Quizzes are based on lecture as well as on-hands-on demonstration. Tests: Tests will be given to evaluate written knowledge of current and previous topics as well as demonstrations per instructor. Homework: Homework assignments are due at the beginning of class or on assigned due date. Attendance: Please refer to AHS handbook on unexcused and excused student absences. Culinary classes will adhere to district policy. Classroom Expectations:

A. Student Evaluation Standards/Expectations Pupil success and failure in the course will be evaluated based upon the professional judgment of the teacher according to the District grading policy and may consider the following: 1. Completion of written assignments prepared in the classroom or elsewhere 2. Oral contributions in class 3. Performance on oral and written tests and quizzes 4. Research into standard references another background materials, projects 5. Oral and written reports on materials read by the pupil 6. Laboratory or shop work 7. Term papers 8. Laboratory, classroom or shop projects 9. Authentic assessment 10. Other evidence of the pupil’s constructive efforts and achievements in learning

B. Course Evaluation Standards. The goal is that all students pass the course. However, we recognize that student achievement is a result of a number of variables. We realize that some students may achieve more and some may fail. The following multiple measures will be considered in evaluating the effectiveness of the curriculum and the desired student achievement: 1. Program evaluation 2. Needs assessment (curriculum evaluation cycles) 3. Teacher observation 4. Teacher evaluation 5. Supervisor observation/evaluation 6. Grade distribution 7. State and national guidelines

3 Unit 1: Safety & Sanitation:

• Define what a foodborne illness outbreak is, and list the costs associated with one. • Recognize risks associated with high-risk populations. • Identify factors that affect the growth of pathogens (FAT TOM) • Identify characteristics of TCS food and list examples. • Identify methods for preventing biological contamination. • List guidelines for storing chemicals safely. • Recognize the need for food defense systems. • Identify the most common allergens and methods for preventing allergic reactions. • Identify government agencies that regulate the restaurant and foodservice industry. Unit 2: Keeping Food Safe

• List personal behaviors that can contaminate food. • List the steps to proper hand washing, and identify when hands should be washed. • Identify proper personal cleanliness practices and appropriate work attire. • Identify ways to handle ready-to-eat foods safely. • Identify when food handlers should be prevented from working around food or from working in the operation. Section 2:

• Identify ways to prevent cross contamination. • Identify ways to prevent cross-contamination. • Identify characteristics of an approved food source. • Identify criteria for accepting and rejecting food during receiving. • Outline proper procedures for storing food. • Identify minimal internal temperatures. • Outline procedures for holding, cooling, and reheating food. Section 2.1:

• List the HACCP principles and explain their importance to food safety. Section 2.2:

• Explain the difference between cleaning and sanitizing. • Outline proper procedures for cleaning and sanitizing tools and equipment. • Outline proper procedures for managing pests.

4 Unit 3: Workplace Safety

• Define OSHA (Occupational Safety and Health Administration), its role and regulations. • List requirements for storing chemicals. • Describe the purpose of an emergency plan.

Section 3:

• Identify hazards that contribute to fires. • Classify types of fire extinguishers. • Identify procedures for preventing slips, trips, and falls. • Demonstrate proper lifting and carrying procedures to avoid injury. • Demonstrate correct and safe use of knives. • Outline basic first aid concepts and procedures. Unit 4: A History of Modern Food Service

• Name and describe four major developments that have significantly changed the food service industry in the 20th century. • Identify seven major stations in a classical kitchen. • Identify and describe three skill levels of food production personnel. • Identify characteristics that food service workers should develop and maintain to achieve the highest standards of professionalism. Unit 5: Introduction to Equipment

• Identify the standard “do’s & don’ts “of standard restaurant equipment. • Identify and outline the procedures for safe knife skills. Unit 6: Basic Cooking Principles

• Identify and describe what happens to food when cooked. • List three ways heat is transferred to food. • List factors that affect cooking time. • Explain the difference between moist, dry, and combination cooking methods. Unit 7: Breakfast Preparation

• Describe and identify the composition of eggs. • Outline procedure for storing eggs. • List differences between pancake and waffle batter. • Identify basic breakfast meats.

5 Unit 8: Sandwiches

• Outline procedures for storing breads used in the food service industry. • Explain the use of sandwich spreads. • Identify sandwich filling. Unit 9: Cookies

• List factors responsible for crispness, softness, chewiness, and spread in cookies. • Identify the three basic mixing methods. • List the seven basic cookie types: dropped, bagged, rolled, molded, icebox, bar, and sheet. Unit 10: Hors d’ Oeuvre

• Describe the two principle methods of serving hors d’ oeuvre. • Define canapes, base, body, and garnish. • List hors d’ oeuvre types. • Explain the difference between hors d’ oeuvre and appetizers. Unit 11: Legumes, Grains, Pasta, and other Starches

• Identify types and varieties of dried legumes. • List procedures when cooling dried legumes. • List the four parts of grains (seeds). • Identify rice, types, varieties, and family. • Outline procedures for rice cookery to include, basic, pilaf, risotto, and creole. • List varieties, characteristics, and quality factors of pasta. • Identify type of sauce best suited for types of pasta. • Explain difference between fresh and dried pastas, include cooking differentiation. • Identify “other” noodle products. Unit 12: Salads and Dressings

• Identify and describe five menu salads and recipe for appetize, accompaniment, Main course, and separate salad. • List popular salad greens, vegetables, and garnish. • Identify dressings, • List differences between temporary emulsions and permanent emulsions. • Identify nutritive value of salads.

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Unit 13: Vegetables

• Identify and describe the factors that influence texture, flavor, color, and nutritional changes when cooking vegetables. • List factors in determining the quality of canned, frozen, dried, and fresh vegetables. • List procedures in storing fresh vegetables. Unit 14: Nutrition

• List and describe the six categories of nutrients, explain their functions in the body, and name food sources of each. • Define the term calorie and describe the relationship between calories and weight gain. • List and describe the eight guidelines for maintaining a healthy diet. • Describe and outline procedures that cooks can incorporate nutrition principles into cooking methods and techniques.

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