<p>Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 1.01: Outline food Dangers of FBI How can FBI be Develop SOP’s for: safety issues. Prevention of FBI prevented through Hand washing (C2) How foods become the actions of food Eating, drinking and unsafe service workers? Smoking Practices for ensuring Return to safety How does food work/illness/injury become unsafe in hygiene production? Determine whether or not the food How can FBI result in product selected for the SBE is loss of business potentially hazardous. potential and increased business Case Study expense? (ServSafe Essentials 1-13)</p><p>1.02: summarize types Microbial contaminants How can microbial Choose a recipe for potential use in of food contaminants. FB Infection/intoxication contamination be the SBE. Analyze the recipe’s (C2) controlled in food ingredients and directions to identify products? potential for microbial contamination and microbial growth during How are some preparation. Create a chart to products more pre- display findings. disposed to bacterial contamination? Case Study (FATTOM) (ServSafe Essentials 2-23)</p><p>1.03: Explain foodborne Types of FB How can biological, Create a checklist of safe food contaminants and food contamination chemical and/or handling practices/policies that will allergies. Food allergies physical prevent physical and chemical (C2) contaminants result contamination. in FB illness or (ServSafe Essentials 3-17) injury? Perform an inspection of your facility identifying possible sources of physical and chemical contamination. Create a checklist for prevention and corrective measures. Case Study (ServSafe Essentials 3-15)</p><p>1.04: Review food How can your Create SOP’s for hand-washing Drum roll Please handlers responsibilities How food handlers personal actions practices/requirements. Create a in preventing contaminate foods contaminate food? poster for display in the lab and/or a contamination of food. PP presentation/video for training (C3) Components of a How is personal employees. personal hygiene hygiene a critical program protection measure Create SOP’s for work attire/uniforms for preventing FBI? (Relationship to: Obj. Create SOP’s for return to work after 2.05 – HACCP Pre- How can you an injury or illness. requisite program) demonstrate to customers that your Case Study business has the (ServSafe Essentials 4-17) proper knowledge, skill and attitude toward hygiene? Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 2.01: Explain How can you Demonstrate how to calibrate and procedures involved in Purchasing and receiving properly monitor and read thermometers. purchasing, receiving, principles control time and and inspecting food. Receiving and inspecting temperature Create a record keeping system to (C3) food throughout the monitor and verify temperatures Monitoring time and production process? (cooking, holding, storing) temperature What “agreed upon” Create SOP’s for monitoring the standards should exposure time and temperature for your delivered inventory during receiving, storage inventory meet? and preparation.</p><p>You’re the Boss (ServSafe Essentials 5-22)</p><p>Case Study (ServSafe Essentials 5-21)</p><p>2.02: Examine food Storage guidelines for How can food be Develop storage SOP’s foe SBE storage guidelines. refrigerated, dry and stored to prevent inventory items (dry, refrigerated, (C3) frozen foods cross contamination? frozen).</p><p>How can FIFO Inspect storage facilities to analyze increase product current storage methods. Make safety and quality suggestions/interventions for and reduce inventory improvement. costs? Case Study (ServSafe Essentials 6-12)</p><p>2.03: Apply safety Thawing food How can cross- Develop preparation SOP’s for procedures involved in Preparing hazardous contamination be salad recipes, recipes containing food preparation. foods prevented? eggs and recipes containing (C3) Cooking food uncooked fruits and vegetables Cooling food How can reheating to (garnishes?). Storing cooked foods 165 F for 15 seconds Reheating potentially increase the safety of Develop preparation SOP’s for hazardous food hot-held food? monitoring cooking temperatures and storage temperatures of food products. (ServSafe Essentials 7-22)</p><p>Develop food safety checklists for various work stations.</p><p>Case Study (ServSafe Essentials 7-17) 2.04: Determine rules Rules for holding food How do service Develop SOP’s for keeping hot for holding and serving Rules for serving food practices impact food products and cold products safe food safely. Off-site transport and safety? during service. (C3) service How are quality and Develop SOP's for service and food safety related? storage of equipment. Conflicting? Case Study (ServSafe Essentials 8-14)</p><p>2.05: Interpret the Developing a HACCP How do pre-requisite 1. Identify CP’s and CCP's HACCP concept. plan programs protect throughout the production of (C2) Identifying CP’s and food throughout the the SBE food product(s). CCP’s production process? 2. Establish critical limits for CCP’s. How are CP’s and 3. Establish monitoring CCP’s paramount to procedures. controlling food 4. Identify corrective actions. safety throughout the 5. Set up a record keeping production process? documentation system. (Covers Obj.’s 1.01-2.04)</p><p>Develop a HACCP plan. (ServSafe Essentials 9-21 – 9-22)</p><p>Case Study (ServSafe Essentials 9-17) Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 3.01: Outline facility Equipment sanitation How are well Clean Team Competition sanitation and pest standards designed, sanitary (ServSafe Essentials 10-43) management. Cleaning/sanitizing facilities and (C2) Ware washing equipment related to Develop SOP’s for Storing utensils and food safety? cleaning/sanitizing tableware equipment/facilities/dishware. MSDS How does NSF/UL Cleaning program rated equipment Create a “flow of work” diagram Pest identification and reduce the potential identifying traffic patterns and flow control for FBI? of food in the SBE facility.</p><p>How are cleaning Create a notebook of MSDS’s for and sanitizing chemicals used in the SBE lab. different? Create an Integrated Pest Management Plan for the SBE.</p><p>Perform a Pest Prevention Inspection. (ServSafe Essentials 10-45)</p><p>Case Study (ServSafe Essentials 10-39)</p><p>3.02: Discuss the food Regulation systems How do regulatory Conduct an inspection of your inspection process. (local, state and federal) agencies at the local, establishment using an approved (C2) Food Code state and national inspection form. Inspection process level play an important role in food Inspection report Review and safety? Preview (ServSafe Essentials 11-7) How can food establishments best be prepared for the food service inspection process? Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 4.01: Demonstrate knife Parts of a knife How do knife skills Prepare sample cuts of various skills commonly used in Types of knives increase aesthetic vegetables. Select a recipe for preparation. Skills/cuts appeal and which eat cut could be used to (C3P) Safety profitability of food create visual appeal and describe Knife care products? your choices.</p><p>How do we Conduct market research to determine what type determine the sales potential of a of knife to use for a chosen recipe prepared with specific task? specialty cuts/garnishes versus one prepared without specialty How can we ensure cuts/garnishes. Display findings on safe use, cleaning a computer-generated graph. and storage of Based on results, develop knives? production standards for the product marketed in the SBE.</p><p>4.02: Use garnishes Garnishing tools How are garnishes Using magazine pictures of various appropriate for food Tool applications/use made? garnishes identify different tools service. Use of garnishes used to make the garnishes. (C3P) How do garnishes Describe how each tool is used to improve the aesthetic prepare the garnishes. Include appeal and sales garnishes made with the following potential of food tools: channel knife, fluting knife, products? melon baller, paring knife, vegetable peeler, zester, pastry bag tips, and How can we icing spatula. Demonstrate and determine if explain their uses to the class. garnishes are appropriate? Choose and demonstrate the appropriate tools to make several garnishes that could be used with the live class project. Select garnishes for breads, cakes, beverages, salads, soups, and pastries. Explain safety precautions for using the various garnishing tools. Choose a garnish to use in the live class project. Develop production standards for appearance and safety.</p><p>Choose a garnish to enhance the product marketed in the SBE. Use a class developed rubric to assess aesthetic appeal and appropriateness.</p><p>Day Date SCS Objective Content Essential Question(s) Tasks/Strategies SBE Course Activities 5.01: Experiment with Ingredients How do ingredients Compare what effect sugar and Developing a Taste the preparation of yeast Leavening agents and preparation salt have on yeast as it proofs. Test Survey dough. Food science techniques affect the Record the results of the proofing (C3P) principles quality of yeast bread action of one of the types of yeast Figuring Recipe Methods of products? by dividing a packet of yeast Production Cost Incorporate Unit A preparation equally into four containers and Unit C Evaluation How do salt, sugar, holding ½ cup of water at the Competencies. and temperature affect proper temperature. In the first yeast growth? container add ¼ t. sugar, in the second add ¼ t. salt, in the third add ¼ t. sugar and salt, and in How can we determine the fourth do not add anything. if our yeast bread is a Share the results with the class. high quality product? What conclusions can you make from the findings? Develop How do we determine production standards for the use the best preparation of salt and sugar based on method? results.</p><p>How can we determine appropriate packaging? Determine the effect the water temperature has on yeast by testing three containers of water with temperatures at 150F, 110F, and 32F. Record your results and share with the class. Determine production standards for water temperature based on results.</p><p>Demonstrate the proper technique for kneading yeast bread. Prepare three recipes of bread and knead one recipe for five minutes, one recipe for ten minutes, and one recipe for fifteen minutes. Conduct a taste test survey on each variation. Determine production standards for kneading time based on results. Write a report of results for your portfolio.</p><p>Compare the techniques of preparation on products used for bread making. Prepare bread variations, to include box mix, bread maker recipe, and homemade. Evaluate each variation based on cost and production time. Conduct a blind taste test. Based on analysis of cost and sensory evaluation, select a product to market for the live product. Describe the characteristics of a high-quality loaf of yeast bread. Establish the qualities desired in yeast breads. Develop a rubric for evaluating yeast bread. Include the rubric in your portfolio. Figure the unit cost of a single serving of yeast bread from a selected recipe. Figure a retail cost with a 50% markup.</p><p>Practice scaling dough to assist with conforming yeast products to production standards for size and appearance. Take pictures for your portfolio.</p><p>Experiment with shaping yeast rolls by Completing Lab Activity 99, Culinary Essentials Lab Manual, pg. 179-184. Conduct a taste test survey on each variation (braids, Parker House, and single knots). Determine which product to market for the live project based on results.</p><p>As a class, explore methods used to package yeast breads. Evaluate each method for cost, durability, and ease of use. Create a packaging plan for the live project based on findings. Include the plan in your portfolio. Practice making different types of yeast breads for a possible live project. Suggested yeast breads might include white, whole wheat, multi-grain, and dried fruit-nut breads. Use different sizes of baking pans and methods of packaging the product. Conduct a taste test survey on each variation. Determine which product to market for the live project. Summarize with pictures for your portfolio.</p><p>5.02: Adapt yeast bread Nutritional value How do adaptations Compare and record results of Developing a Taste recipes and products. Substitutions affect nutritional value yeast dough made with different Test Survey (C3P) and product quality? types of flours. Complete a sensory evaluation of the different Figuring Recipe How can substitutions products including appearance, Production Cost Incorporate Unit A be best used to color, texture, smell, taste, and and Unit C produce a marketable consistency. Determine product Competencies. product? standards for the type of flour to use, based on results.</p><p>Prepare bread by using each of the methods (batter, mixer, cool- rise, and traditional). Conduct a taste test survey. Determine production standards for preparation methods based on results. Summarize the project and include in your portfolio.</p><p>Conduct a taste test survey on yeast bread variations: homemade, ready-made, and frozen yeast rolls. Evaluate each variation on cost Record results in a computer-generated chart. Chose a product for the live project based on findings. Summarize for your portfolio.</p><p>Make bread using fruits, nuts, cheese, herbs, and spices. Conduct a taste test with the faculty. Use a rubric to record results from the taste test. Use the rubric information to determine if this type of food product would sell to your school faculty. Summarize for your portfolio.</p><p>Use the computer software program, the Food Processor, to analyze the nutritional content of yeast bread selected for the live project. Create a nutrition label for a single serving of the selected product. Determine a cost-effective way to affix the label to the product.</p><p>Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 6.01: Prepare cakes, Cake types How do ingredients Choose a recipe for a frosted or Developing a fillings and frostings. Preparation principles and preparation filled cake. Investigate proper Taste Test (C3P) Types of principles affect the storage methods based on the type Survey fillings/frostings cost and quality of of cake, filling, and frosting. Decorating equipment cakes, fillings and Determine whether or not the cake Figuring Recipe Incorporate Unit A Decorating techniques frostings? could cause foodborne illness if not Production Cost and Unit C Storage and holding stored properly. Use the Competencies. Packaging How can you information to prepare a HACCP Cutting methods determine proper plan for the live project. ( ServSafe  Evaluation storage and Essentials 9-1, 9-11). packaging? How can we Practice scaling batters to assure determine a product conformity to production consistent product in standards for size and appearance. terms of quality and (Culinary Essentials, pg. 681) Take size? pictures for your portfolio.</p><p>How can decorating Demonstrate cake-decorating techniques increase techniques with the four basic visual appeal and decorating tips. Use the marketability of cake techniques learned to decorate products? individual servings of sheet cake with floral designs. Pair with the Marketing class to prepare and conduct a market survey to determine if the target market prefers decorated vs. undecorated cake. Also determine if the target population is willing to pay a higher price for the specialty item. Take pictures for your portfolio.</p><p>Divide into teams. Prepare an uncooked frosting. Demonstrate the correct procedure for frosting a layer and sheet cake. Develop a chart illustrating appropriate techniques. Indicate production standards for appearance and the amount of frosting that should be used.</p><p>Divide into teams. Prepare test recipes of uncooked frostings with one of the following substitutions for fat: fat-free cream cheese, low- fat cream cheese, fat-free margarine, and low-fat margarine Divide into teams. Each team will prepare a variation of a shortened cake using the conventional method, the quick mix method, and box mix preparation. Bake the cakes using conventional, convection, and microwave ovens. Analyze the production cost of each cake based on production time and ingredient cost. As a class, perform a sensory evaluation of each variation. Display findings in a graph. Use this information to develop production standards for the live project.</p><p>Divide into teams. Each team will select and bake a different type of cake: shortened, unshortened, pound, and chiffon. All students in the class should sample each type of cake, and complete a class- generated taste test survey. As a class, create a chart/graph to compare and contrast findings. Use this information to select a type of cake to produce for the live project based on the preferences of teens as the target market. Repeat the process with teachers and staff as the target market. Include a report in your portfolio.</p><p>As a class, explore methods used to package cakes. Evaluate each method based on cost, durability, ease of use, freshness retention, and appearance. Create a packaging plan for the live project based on findings. 6.02: Adapt cake, filling, Substitutions How do adaptations Divide into teams. Select a cake Developing a and frosting recipes and Equivalents affect nutritional recipe. Based on projected sales Taste Test products. Nutritional value value and product potential for one month, determine Survey (C3P) quality? the amount of ingredients to purchase. Contact a local Figuring Recipe Incorporate Unit A How can distributor or retailer to price Production Cost and Unit C substitutions be best ingredients. Create an inventory Competencies. used to produce a cost list based on calculations. marketable product? Divide into teams. Each team will prepare a conventional cake with one of the following substitutions for fat: pureed prunes, applesauce, liquid pectin, yogurt, or prepared instant pudding. Complete a nutritional analysis on the product using the computer software program, Food Processor. As a class, perform a sensory evaluation of each product. Determine production standards for a low-fat cake based on results.</p><p>Divide into teams. Prepare shortened cakes using cake flour vs. all-purpose flour. As a class, perform a sensory evaluation to determine how the type of flour used affects product quality. Determine production standards based on findings.</p><p>. Complete a nutritional analysis of the product using the computer software program, Food Processor. As a class, perform a sensory evaluation of each product. Based on results, choose a low-fat frosting to market. Create a marketing strategy to promote the low-fat/fat- free product to the target population of health- conscious consumers.</p><p>Use the computer software program, Food Processor, to create a nutrition label for a single serving of cake. Determine a cost-effective way to affix the nutrition label to the product.</p><p>6.03: Examine Cultural/regional How do cultural Prepare American Buttercream Developing a marketing issues influences influences affect cake Frosting, Italian Buttercream Taste Test specific to cakes, fillings Trends products? Frosting, and French Buttercream Survey and frostings. New products Frosting. (Culinary Essentials, pg. (C3P) New equipment How do cakes play 682) Develop a rubric to evaluate Figuring Recipe an important part in the frostings based on taste, Production Cost Incorporate Unit A events of cultural appearance, spreadability, and and Unit C significance? flavor. Develop a chart comparing Competencies. and contrasting the preparation How do trends and methods, ingredients, and sensory product appeal. developments affect cake production? Divide into teams. Research techniques for cutting and serving round layer cakes, sheet cakes, tube cakes, loaf cakes, wedding cakes, and cakes with sticky icing. Create a computer-generated guide sheet to illustrate and describe techniques and tools used for each shape variation. Use the guide sheet as a reference for production standards.</p><p>Divide into teams. Collect photographs and pictures of various wedding and special occasion cakes. Create a visual display illustrating trends in cake structure, flavor, colors, and frosting type. Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 7.01: Prepare coffee Ingredients How do ingredients Experiment with the different methods Developing a and tea. Equipment and preparation for preparing coffee. Prepare a chart Taste Test (C3P) Storage and holding principles affect the that shows the advantages and Survey Evaluation cost and quality of disadvantages of each method, the Incorporate Unit A Cultural influences beverages? types of coffee grind used for Figuring Recipe and Unit C Trends preparation, cost, and convenience of Production Cost Competencies. New products How can we each method. Prepare coffee using Recipe adaptation determine proper each method. Compare the cost and storage and perform sensory evaluation of each packaging? method. Determine a preparation method to use for the product market How can we in the live project. determine a consistent product in terms of quality? Divide into teams. Each team will learn How can garnishes how to safely operate and clean each increase visual piece of beverage equipment in the lab appeal and such as a percolator, drip coffee marketability of maker, cappuccino, and espresso beverages? machines. Practice preparing the beverages while learning to operate How do cultural the machine. Develop a chart to post influences affect in the lab illustrating the proper use, beverage products? safety and cleaning of the machine.</p><p>How do trends and Working in lab groups, brew fine, product medium, and coarse grind coffees in developments affect percolators and drip coffee machines. beverage Compare the color, flavor, body, production? aroma and cost of the three brews. Make a chart showing the comparisons. Does the grind make a difference? Based on findings, develop production standards for the live project relative to grind, brew, and equipment. 7.02: Assess the health Caffeine How do condiments Using the computer software program, Developing a implications of coffee Condiments affect nutritional Food Processor, complete a Taste Test and tea. Nutritional value value and taste? nutritional analysis of coffee creamer Survey (C3P) and sweeteners. Rank creamers in How can coffee/tea order of fat content. Rank sweeteners Figuring Recipe Incorporate Unit A affect a consumer’s in order of calories and carbohydrate Production Cost and Unit C health? content. Use the information to Competencies. determine methods to lower calories, fat, and sugar in specialty coffee drinkers. Create a specialty coffee recipe to market to health-conscious consumers.</p><p>Investigate recent research about the nutritional value of different teas. Prepare a brochure that could be shared with potential customers of tea products and blends. Share your findings with the class.</p><p>Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 8.01: Prepare salads Types of salads How do ingredients Choose a recipe for a pasta, gelatin, Developing a and salad dressings. Types of dressings and preparation protein, vegetable, and fruit salad. Taste Test (C3P) Storage, holding and principles affect the Investigate proper storage methods Survey transporting cost and quality of based on the type of salad. Incorporate Unit A salads and Determine whether or not the salad Figuring Recipe and Unit C dressings? could cause food borne illness if not Production Cost Competencies. stored properly. Use the information How can we to prepare a HACCP plan for the live determine proper project. ( ServSafe  Essentials, 9-1, storage and 9-11) packaging? Experiment with using various types How can we of salad greens (arugula, escarole, determine a chicory, endive, and radicchio) to consistent product in prepare vegetable salads. Perform a terms of quality and sensory evaluation of each variation. portion? Develop product standards for green salads based on the results. How can garnishes Divide into teams. Each team should increase visual research a type of salad (pasta, appeal and gelatin, protein, and fruit). Prepare a marketability of salad visual/written display summarizing and dressing basic ingredients, preparation products? procedures, garnishing techniques, and serving suggestions. Take pictures of the visual display for your portfolio.</p><p>Divide into teams. Each team will select and prepare a different type of salad (pasta, gelatin, protein, vegetable, and fruit). All students should sample each type of salad, and complete a class- generated taste test panel survey. As a class, create a chart/graph to compare and contrast findings. Use this information to select a type of salad to produce based on the preferences of teens as the target market. Repeat the process with teachers and staff as the target market.</p><p>Divide into teams. Collect recipes for salad dressings. Prepare various salad dressings. Calculate the cost of ingredients, and the time required to make each dressing. Evaluate each dressing based on taste, versatility, and appearance. Organize the information in a chart. Use the information to determine the type of dressing to produce for the live project. As a class, explore methods used to package salads. Evaluate each method based on cost, durability, ease of use, freshness retention, and appearance. Organize the information using a computer- generated graph/chart. Create a packaging plan for the live project based on findings.</p><p>8.02: Adapt salads and Substitutions How do adaptations Compare the cost and convenience Developing a salad dressing recipes Time-saving techniques affect nutritional of pre-packaged salad greens versus Taste Test and products. Nutritional value value and product hand-torn greens when preparing a Survey (C3P) Evaluation quality? vegetable salad. Perform a sensory Cost evaluation of each variation. Figuring Recipe Incorporate Unit A How can Calculate the cost of ingredients and Production Cost and Unit C substitutions be best the time required to prepare each Competencies. used to produce a variation. Determine which marketable product? preparation method to use to set production standards for the live How can ready-made project. products be used in recipes? What is the Divide into teams. Prepare variations result in unit cost? of salad dressings (homemade, powdered mix, commercially prepared). Analyze the production cost of each dressing based on production time and ingredient cost. Perform a sensory evaluation of each variation. Display findings in a computer-generated graph. Use this information to develop production standards for the live project. Divide into teams. Select a salad recipe. Based on projected sales potential for one month, determine the amount of ingredients to purchase. Contact a local distributor or retailer for ingredient pricing. Create an inventory cost list based on calculations.</p><p>Divide into teams. Prepare a dairy dressing with the following substitutions for fat: low-fat yogurt, fat-free yogurt, low-fat sour cream, fat-free sour cream. Complete a nutritional analysis on the adapted products using the computer software program, Food Processor. Conduct a taste test panel survey to determine which fat substitute will yield the best sales potential. Use the information to determine production standards for the live project.</p><p>Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 9.01: Prepare stock and Ingredients How do ingredients Research possible dry and Developing a milk-based soup. Techniques and preparation dehydrated ingredients to use in a Taste Test (C3P) Storage and holding principles affect the soup mix. Based on the research, Survey Evaluation cost and quality of develop recipes for soup mixes. Incorporate Unit A soup? Prepare the mixes and conduct a Figuring Recipe and Unit C taste test survey Use the information Production Cost Competencies. How can we to determine a soup mix to market for determine proper the live project. storage and packaging? How can we Explain the correct procedure for determine a making, serving, and storing stocks consistent product in and soups using proper safety terms of quality and techniques. portion? Research possible dry and How can garnishes dehydrated ingredients to use in a increase visual soup mix. From this research on dry appeal and and dehydrated ingredients, develop marketability of soup a soup mix as a live project. products? Estimate cost and time required to implement this project.</p><p>Explain the correct procedures and temperatures for making, serving, and storing stocks and soups. (stock- based, milk-based, clear soups). Develop a computer-generated graph/chart to indicate production standards for each variation. </p><p>9.02: Adapt soup Substitutions How do adaptations Purchase commercially made stock Developing a recipes and products. Time-saving techniques affect nutritional and prepare stock from scratch. Taste Test (C3P) Nutrition value and product Compare the two stocks. Use a Survey quality? sensory evaluation rubric. Also Incorporate Unit A compare costs to include time as well Figuring Recipe and Unit C How can as money. Production Cost Competencies. substitutions be best used to produce a Develop recipe substitutions using marketable product? commercial soups. Use soup bouillon and commercial condensed broth to How can ready-made develop recipes. products be used in recipes? What is the Use nutritional analysis software to result in unit cost? determine the nutritional value of the dry and dehydrated ingredients in a soup mix and print a label that to includes the ingredients. Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 10.01: Prepare pastries. Pie pastry types How do ingredients Practice techniques for improving Developing a (C3P) Pastry types and preparation visual appeal of pastry (lattice tops, Taste Test Types of pies principles affect the cut-out tops, etc.). Evaluate each Survey Incorporate Unit A cost and quality of method and set production standards and Unit C pies and pastries? for the live project. Figuring Recipe Competencies. Production Cost How can we Conduct a test in which dough is determine proper handled for different periods of time: storage and limited manipulation, moderate packaging? manipulation, and over manipulation. Bake the pastry dough variations and How can we perform a sensory evaluation on the determine a result. Set production standards consistent product in based on results. terms of quality and size/portion? As a lab group, determine storage guidelines for a custard, chiffon, How can garnishes cream, and fruit pie. Determine increase visual whether or not the pie could cause appeal and foodborne illness if not stored marketability of properly. Use the information to set pastry products? up a HACCP plan for the live project. ( ServSafe  Essentials, 9-1 to 9-11)</p><p>Experiment with various pastry edges (fork, pinch, rope, etc.). Evaluate each edge based on convenience and appearance. Develop production standards based on results. Divide into teams. Each team will prepare a different variation of fruit pie: fresh fruit, dried fruit, canned fruit, and frozen fruit. Evaluate each pie based on time and cost. Conduct a class taste test to evaluate sensory appeal. Chart the information in a computer-generated graph/chart. Use the information to determine production standards and to determine product cost.</p><p>Divide into teams. Prepare a pie recipe. Present the pie to the class as a plated dessert. Conduct a class taste test to determine the type of pie to market to the target market of teens. Repeat the process with the faculty and staff as the target market.</p><p>Divide into teams. Select a pie/pastry recipe. Based on projected sales potential for one month, determine the amount of ingredients to purchase. Contact a local distributor or retailer for ingredient pricing. Create an inventory cost list based on calculations.</p><p>Prepare frozen, refrigerated, box mix, and homemade piecrusts. Evaluate each crust based on sensory appeal, time, and cost. Organize the information in a computer-generated graph/chart. Use the information to determine production standards and product cost. Divide into teams. Practice scaling pie dough to assure compliance with production standards. 9 top = 7 oz. 9 bottom = 8 oz. Add 1 oz. /each additional inch (top crust) Add 2 oz. /each additional inch (bottom crust)</p><p>Use the computer program, Food Processor, to generate a nutrition label for the pie/pastry that is marketed for the live project. Determine a cost-effective way to affix the nutrition label to the packaged product.</p><p>10.02: Evaluate pastry Evaluation How do adaptations Divide into teams. Use the Internet Developing a products. Cost affect nutritional or diabetic cookbooks to find pie Taste Test (C3P) Packaging value and product recipes that substitute artificial Survey Storage and handling quality? sweeteners for sugar. Prepare pies Incorporate Unit A Nutrition using sugar substitutes. Assess the Figuring Recipe and Unit C nutritional value of the product using Production Cost Competencies. the computer software program, How can Food Processor. As a class, evaluate substitutions be best each product based on sensory used to produce a appeal and cost. Summarize the marketable product? correlation between sugar content and sensory appeal in a written report. Use the information to determine production standards. Divide into teams. Each team will prepare a fruit pie using various starch substitutions to thicken the filling. Substitute cornstarch, modified food starch, tapioca, or flour as the thickener. As a class, perform a sensory evaluation on each product. Use the information to determine product standards.</p><p>Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 11.01: Prepare candies. Crystalline candies How do ingredients Demonstrate the use of a candy (C3P) Non-crystalline candies and preparation thermometer, and how to use the Chocolate candies principles affect the cold water method. Conduct a test Incorporate Unit A Evaluation cost and quality of on a candy recipe to check the ease and Unit C Cost candies? and accuracy of both methods. Competencies. Packaging Develop production standards based Storage and holding How can we on the results. determine proper storage and Divide into teams. Select and packaging? prepare a recipe for a crystalline candy. As a class, test market the How can we products using a class-generated determine a taste test survey to evaluate each consistent product in recipe. Also, evaluate each recipe terms of quality and based on cost and time. Use the size/portion? results to select a product to market for the live project.</p><p>Divide into teams. Research various ways to package candies. Evaluate How can each method based on cost, garnishes/decoration durability, ease of use, freshness increase visual retention, and appearance. Organize appeal and the information using a computer- marketability of generated graph/chart. Create a candy products? packaging plan for the live project based on results. As a class, choose a candy recipe to produce for the live project. Investigate proper storage methods for the candy. Determine whether or not the candy could cause foodborne illness if not stored properly. Use the information to set up a HACCP plan for the live project. ( ServSafe  Essentials, 9-1 to 9-11.)</p><p>Use the computer software program, Food Processor, to create a nutrition label for the candy marketed in the live project. Research cost-effective methods of affixing the label to the product.</p><p>11.02: Adapt candy Substitutions How do adaptations Divide into teams. Each team will recipes and products. Nutrition affect nutritional prepare a fudge recipe using one of (C3P) value and product the following dairy substitutions: quality? Low-fat milk Incorporate Unit A Whole milk and Unit C How can Half & half Competencies. substitutions be best Whipping cream. used to produce a Assess the nutritional value of the marketable product? product using the computer software program, Food Processor. As a class, perform a sensory evaluation of each product. Organize results in a computer-generated graph/chart. Determine if low-fat substitutes affect product quality. Use the results to set production standards for fat content. Select and prepare a recipe for a chocolate covered candy. Coat half of the recipe with imitation chocolate. Coat the remaining half with real chocolate. Perform a cost and sensory evaluation of each product. Use Food Processor computer software to perform a nutrition analysis. Organize results in a computer-generated graph/chart. Determine production standards for the live project based on results.</p><p>Day Date SCS Objective Content Essential Tasks/Strategies SBE Course Question(s) Activities 12.01: Summarize Resources How do our Brainstorm a list of project concerns. Structures project concerns and Facilities resources and Determine which concerns will aid options. Time circumstances and/or hinder development of the Broken Squares (C2) Skills influence the success SBE. Identify concerns probability of an Brainstorming SBE? Brainstorm a list of school and Incorporate Unit A community resources. Determine Affinity Diagram and Unit B How do facilities and which resources will impact the Competencies. equipment influence development of the SBE. Implementation our ability to produce Roles and and sell a product for Brainstorm a list of group members’ Responsibilities an SBE? skills. Determine which skills will impact the development of the SBE. Advisory How does our skill Council level influence our Conduct a lab inspection to determine ability to produce and how lab equipment and facility lay-out sell a product for an will aid and/or hinder the development SBE? of the SBE. 12.02: Set goals for an Product design How do we know if Set financial goals for a class Smarties entrepreneurial project. Opportunity recognition our goals are business. Brainstorm ideas for (C3) Concept investigation SMART? possible uses of any profits made. SBE Feasibility Feasibility study Ask your teacher about the Scan Incorporate Unit A Product mix How do we know if guidelines for use of profits. This and Unit B Development of our goal is a feasible information is found in the Production Goal Post Competencies. prototype for an SBE? Work Handbook. Product standards Principal/Entrep Production standards What standards do Using a variety of computer reneur we desire for our programs, design business cards, product/service? receipts, and order forms for the SWOT Your class project. Include in your Business Idea What production portfolio. standards will ensure a safe and marketable product?</p><p>What opportunities exist in our school Design a menu, a floor plan, an and community for an advertising flyer, and a drawing of the SBE? outside of a student-designed business, including an outdoor sign. Projects should become part of a portfolio. 12.03: Plan an Purpose of business How is our SBE’s NCREAL SBE entrepreneurial project plan mission and purpose Mini Business within the classroom. tied to our products Plan (C3P) and services? FCCLA planning Incorporate Unit A Marketing Plan Marketing Plan Marketing Plan Process and Unit B Marketing strategies How do we know if Determine a target market/marketing Competencies. Industry trends marketing strategies mix based upon demographic and FCCLA Target market are appropriate? customer profile information. Entrepreneurshi Demographics Which strategies will p Event Customer profile work best for us? Develop a Marketing Plan. Create 5 C’s of promotion Why? examples of strategies for use in the Business Plan pricing Business Plan Showcase Showcase competition How do we Presentation. pricing determine our target Drum roll market share market? Please distribution place How do the 5 C’s of Are We having market promotion determine Funds Yet packaging the success of the SBE? Affinity Diagram</p><p>How do we Figuring Recipe determine Production Cost appropriate pricing? Mark-up? Developing a Taste Test How do we Survey determine the best distribution plan for Financial Plan our product/service? Worksheets</p><p>How do we determine appropriate packaging? Operations Plan Operations Plan Operations Plan Laws and regulations How do laws and Pick several recipes that are possible School regulations impact choices for project ideas. Cost the County the operation of our recipes based on current grocery State SBE? prices (see Appendix 13.00 “Figuring Organizational structure Recipe Production Cost”) Either Job descriptions How do we know provide a price list of food items, or Chart which students should collect data Customer service organizational themselves. Determine the break- policies structure is best for even point for each product. Schedule of operation our SBE? Purchasing/inventory Demonstrate using portion control control Which jobs will be utensils and large portion baking Quality control needed to meet pans. Discuss the relationship Sales quotas operation goals of between portion control and profit in the SBE? food-related businesses.</p><p>What policies will Determine various jobs required to be needed for accomplish the class project. Write successful job descriptions, and make a work operation of the schedule plan, an organizational SBE? structure plan, and establish work hours. How will quality control be best Develop policies concerning monitored? customer service issues (refund, return of money, replacement, etc.) How do we for the live project. determine our sales and production Construct an inventory control quotas? system to maintain records for cost control.</p><p>Use various word processing programs to design flyers, pamphlets, questionnaires, survey forms, etc., to implement and promote the class project. Using computers, prepare charts to be used for quality control analysis- examples: FIFO, planning, sales charts, temperature recording, work schedules. Include in you portfolio.</p><p>Financial Plan Financial Plan Financial Plan Sales projections Based on sales Complete a cash flow statement and Pricing projections, when will income statement, and determine Mark-up we reach a “Break- break even point based on projected Break even point Even Point”? sale for a three month time period. Cash flow statement Use a computerized accounting Balance sheet How do we program or EXCEL (NCREAL) to Income statement determine present the information. appropriate pricing? Mark-up?</p><p>How does a Projected Cash Flow Statement indicate business success and aid in financial backing?</p><p>12.04: Evaluate the Standards Before: SWOT Your Hold a Business Plan Showcase to entrepreneurial project Marketing How can we predict Business Idea present the business plan(s) that the conducted. Operations our SBE’s success? class has development. Invite (C3P) Financial (SWOT) SBE Questions parents, advisory committee The SBE project to Consider members, school administrator, and should be evaluated at During: the media. Form a local panel to view the following times: How can we SBE Profile the presentation(s) and evaluate the -Before proceeding determine whether to Assessment business plans. Write a report and with the project continue the Instrument take pictures for your portfolio. -During the project business venture as -After completing the planned or make IV Proposal project. adjustments? (IV Proposal) FCCLA Incorporate Unit A (SBE Questions to Entrepren. and Unit B Consider) Event Competencies. After: What criteria will our plan and performance be judged against? (SBE Profile Assessment Instrument)</p><p>(FCCLA Entrepreneurship Event) 12.05: Explore Career opportunities How can I prepare for Post a list of available jobs for your educational Training programs a career new in-house business opportunities and job Portfolios opportunities and/or entrepreneurship. Use sample job trends in the food post-secondary applications to complete and prepare industry. education in food for job interviews. Take turns as the (C3P) service and/or management team to conduct entrepreneurship? interviews. Complete the exercise Incorporate Unit A with follow-up thank-you notes. and Unit B How can a portfolio Competencies. be used to assess Practice resume-making skills. my progress toward Include a current resume in your post-secondary portfolio. education and career goals as well as Develop a portfolio to include the assess my cognitive following components: and skill development? Table of contents Letter of Introduction (skills, goals, analysis) Resume Employment or college application Three letters of recommendation Job experience/supervise practice experience evaluation Written work ( topic from student’s career or field of interest) Work samples/photographs Certificates/Awards/class transcript</p>