1 Global Foods Syllabus CHS FCS/PRCTC/Business Department

Global Foods Syllabus CHS FCS/PRCTC/Business Department

Contact Information: Parents may contact me by phone, email or visiting the school. Teacher: Mrs. Susan Stidham Email Address: [email protected] Phone Number: (740) 702-2287 ext. 16271 Online: http://www.ccsd.us/1/Home Teacher Contact Websites/Social Media:  N/A

CHS Vision Statement: Our vision is to be a caring learning center respected for its comprehensive excellence.

CHS Mission Statement: Our mission is to prepare our students to serve their communities and to commit to life-long learning

Course Description and Prerequisite(s) from Course Handbook: Global Foods (formerly Foods Around the World) 560 Subject Code: 091210 Prerequisite: None Elective Grade: 9 -12 Graded Conventionally Credit: 1 Course Descriptions: In this course, students will compare cuisines, ingredients and preferred cooking methods of various cultures. The influence of traditions and regional and cultural perspectives on food choices and culinary practices will be emphasized. Students will examine the issues and conditions that affect the availability and quality of food in the global market, and apply advanced cooking techniques, including the use of specialty and advanced equipment in the preparation of food dishes. Required: 120-150 hours per course Course Fee: Students will have the opportunity to be a part of a Career Tech Student Organization (FCCLA) as part of this course. Students who choose to be a part of the program’s respective Career Tech Student Organization will have opportunities to be student 2 officers, attend leadership activities, and participate in various leadership and skill competitions. Students who wish to be a part of the program’s respective Career Tech Student Organization will be required to pay the dues associated with the organization prior to participation in activities outside the normal classroom. $20.00 for FCCLA Membership

Learning Targets per Unit: Defined below for clarity are the Unit Titles, Big Ideas of every Unit taught during this course, and the Essential Questions to be answered to better understand the Big Ideas. A student’s ability to grasp and answer the Essential Questions will define whether or not he or she adequately learns and can apply the skills found in Big Ideas. This will ultimately define whether or not a student scores well on assessments given for this course. (Teacher Note: The Ainsworth Model suggests 1-3 Big Ideas for each Unit and 1-3 essential questions per Big Idea. Each Unit will vary.)  1st or 3rd Quarter o Unit I Title: Kitchen Safety and Sanitation . Big Idea #1: Using safe and sanitary kitchen practices can prevent accidents and food borne illnesses.  Essential Question #1: What are the most common kitchen accidents?  Essential Question #2: What behaviors prevent kitchen accidents?  Essential Question #3:What behaviors demonstrate safe food handling practices and prevent cross contamination and food borne illnesses . Big Idea #2: Knowing how to properly use a recipe and operate appliances enhances success in the kitchen.  Essential Question #1: Why is it important to identify and use kitchen utensils properly?  Essential Question #2: What skills demonstrate the proper and safe use of small and large kitchen appliances?  Essential Question #3: What are the basics of using a recipe properly? . Big Idea #3: Kitchen cleanliness is important for safe foods.  Essential Question #1: What are the major components to proper kitchen clean-up? 3

 Essential Question #2: What methods of cleanliness promote safe and sanitary foods?  Essential Question #3: How is personal hygiene connected to the safe production of foods? o Unit II Title: Food Preparation . Big Idea #1: Safe kitchen practices are influenced by knowledge of the various cooking terms and techniques.  Essential Question #1: What preparation techniques are essential to food preparation?  Essential Question #2: How does knowledge of cooking terms create success in the kitchen?  Essential Question #3: How do different cooking methods preserve nutritive value? . Big Idea #2: Choosing and preparing a variety of foods can help consumers make better food choices.  Essential Question #1: How do you preserve nutrients when preparing fruit and vegetable dishes?  Essential Question #2: How do you prepare meat and milk products to promote health?  Essential Question #3: How do you prepare nutritional bread, cereal, rice and pasta dishes? o Unit III Title: Global Environment and Cultural Traditions . Big Idea #1: Customs and traditions are important when choosing and preparing food.  Essential Question #1: What is the connection between food and tradition?  Essential Question #2: What are customs and how are they related to our food habits?  Essential Question #3: How do customs and traditions shape one’s eating preferences? . Big Idea #2: There are many cultural connections related to food.  Essential Question #1: What foods are unique to your culture?  Essential Question #2: Why do we eat what we eat and when do we eat it?  Essential Question #3: How can differing backgrounds and experiences be beneficial? 4

. Big Idea #3: Preparation and presentation methods are influenced by culture and traditions.  Essential Question #1: In what ways do various cultures prepare and present food?  Essential Question #2: How does tradition affect our techniques?  Essential Question #3: How does dining etiquette and table setting/service enhance the food experience? o Unit IV Title: Food and Nutrition . Big Idea #1: Analyzing nutritional information can help guide food choices.  Essential Question #1: What are the sources and functions of nutrients?  Essential Question #2: What challenges prevent individuals from obtaining nutritious food choices? . Big Idea #2: Meal planning is essential to weight management and special dietary needs.  Essential Question #1: What factors influence body weight?  Essential Question #2: What tips are helpful when planning meals for people with special dietary needs? . Big Idea #3: Choosing foods for meals, special occasions and events takes planning.  Essential Question #1: What are different types of special occasions and events that are planned?  Essential Question #2: What steps are necessary for the success of special occasions?  Essential Question #3: What resources are available for planning special occasions? o Unit V Title: Personal and Career Development . Big Idea #1: Communication, critical thinking, problem solving and leadership are important components of personal, educational and career success.  Essential Question #1: What are the critical components of effective communication?  Essential Question #2: How do you apply critical thinking skills and problem solving in your daily life?  Essential Question #3: What leadership skills are crucial to success in our world today? 5

. Big Idea #2: There are many food related careers in today’s society.  Essential Question #1: Why is it important to choose a career based on personal interests and strengths?  Essential Question #2: How do values, personality and skills relate to career exploration?  Essential Question #3: What is the importance of work ethic, accountability and responsibility? o Unit VI Title: Food, Consumerism and the Environment . Big Idea #1: Financial goals should include food purchases.  Essential Question #1: What money management strategies are important to food purchases and consumption?  Essential Question #2: What influences our food related purchases? . Big Idea #2: There are multiple government regulations and resources that affect food selection and consumption  Essential Question #1: Why is it importance of government regulations of food purchases and consumption?  Essential Question #2: What are reliable sources of food and nutrition information? . Big Idea #3: Food purchases and preparation can influence the sustainment of our environment  Essential Question #1: How does reducing, recycling and reusing relate to food?  Essential Question #2: What can individuals do around their homes to help sustain the environment?  Essential Question #3: How does using leftovers pertain to the environment?  END OF COURSE EXAM

Course Material: Google Chromebook Textbook: Food for Today

Course Expectations:  Students are expected to complete class assignments in a timely manner.  Students should put forth their best effort every day. 6

 Students are expected to behave in a mature and respectful manner.  Students are responsible for asking for any make up work.  Students will answer the bell ringer each class period.

Grading: Unit Exams 50% Assessments (Including: Quizzes, Essays, Labs, and Projects) 30% Class work/Homework 20%  End of Course Exam is 20% of a student’s final grade.

Grading Scale: The grading scale for Chillicothe High School can be found in the student handbook or online at http://www.chillicothe.k12.oh.us/1/Content2/studenthandboook

Late Work: Late work will be subject to the board adopted policy on assignments that are turned in late (to be reviewed in class). Information can be viewed on-line at http://www.chillicothe.k12.oh.us/1/Content2/studenthandboook

CHS TENTATIVE Course Schedule This is an overview of what will be covered in this course at CHS for this school year. Although, I would like to follow this plan verbatim this years’ tentative schedule is subject to change (at the teachers’ discretion). 1st or 3rd 9 Weeks: Week 1: Beginning of the Year Pre-Assessment Exam Unit I Title: Kitchen Safety and Sanitation Week 1: Safety and Sanitation  Formative Assessment Week 2: Equipment Use and Recipe Knowledge  Formative Assessment Week 3: Kitchen Cleanliness  Unit I Summative Assessment Unit II Title: Food Preparation Week 3: Cooking Terms and Techniques  Formative Assessment Week 4: Preparing Foods from each Food Group  Formative Assessment Weeks 5-6: Preparing Foods form each Food Group  Unit II Summative Assessment Unit III Title: Global Environment and Cultural Traditions Week 7: Customs and Traditions 7

 Formative Assessment Weeks 7-8: Cultural Connection  Formative Assessment Weeks 8-9: Preparation and Presentation  Unit III Summative Assessment 2nd or 4th 9 Weeks: Unit IV Title: Food and Nutrition Week 1/2: Nutritional Information  Formative Assessment Week 2/3: Meal Planning  Formative Assessment Week 4: Special Occasions  Unit IV Summative Assessment Unit V Title: Personal Development and Career Development Week 5: Communication, problem solving and critical thinking  Formative Assessment Week 6: Career exploration  Unit V Summative Assessment Unit VI Title: Food, Consumerism and the Environment Week 7: Food Budget Week 8: Government Regulations Week 9: Sustaining the Environment  Unit VI Summative Assessment END OF COURSE EXAM

Performance Based Section: Writing Assignments/Exams/Presentations/Technology One or more of the End of Unit Exams may be Performance Based. According to the Ohio Department of Education, “Performance Based Assessments (PBA) provides authentic ways for students to demonstrate and apply their understanding of the content and skills within the standards. The performance based assessments will provide formative and summative information to inform instructional decision- making and help students move forward on their trajectory of learning.” Some examples of Performance Based Assessments include but are not limited to portfolios, experiments, group projects, demonstrations, essays, and presentations.

CHS Global Foods Course Syllabus After you have reviewed the preceding packet of information with your parent(s) or guardian(s), please sign this sheet and return it to me so that I can verify you understand what I expect out of each and every one of my students. Student Name (please print): ______

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