SHORE REGIONAL HIGH SCHOOL DISTRICT West Long Branch, New Jersey Content Area: Career Education and Consumer/ Family/ Life Skills Course: International Foods Mr. Leonard Schnappauf, Superintendent/Principal Dr. Robert McGarry, Director of Curriculum and Instruction BOARD OF EDUCATION Anthony F. Moro, Jr., President Tadeusz “Ted” Szczurek, Vice President Nancy DeScenza David Baker Elizabeth Garrigal Diane Merla Russell T. Olivadotti Ronald O’Neill Frank J. Pingitore Paul Rolleri Date of Last Revision and Board Adoption: 8/27/2009 Career Education and Consumer/ Family/ Life Skills Exploring Childhood Acknowledgements Monroe Township Schools 2 A note about Family and Consumer Science Standards And Cumulative Progress Indicators. The New Jersey Core Curriculum Content Standards for Family and Consumer Science were developed in 2002. The Cumulative Progress Indicators (CPI's) referenced in this curriculum guide refer to these new standards and may be found at: http://www.nj.gov/njded/cccs/drafts/career.pdf 3 International Foods Scope and Sequence 4 st 1 Quarter I. Safety In The Kitchen II. Kitchen Measurements a. Common Kitchen Accidents a. Standard Kitchen Measurements b. Proper Food Handling b. Accurate Measurement of Ingredients c. Proper Use of Small Kitchen Equipment c. Common Equivalents III. Regional American Cuisine (carryover into Unit B) IV. Customs, Culture, and Cuisines of Asia a. Historical Overview of the First Inhabitants, Colonists, and Immigrants a. Climate, Geography, and Culture b. Development of Regional Cuisines b. Regional Differences c. Climate, Geography, and Cultural Influences c. Cooking Techniques and Equipment d. New England Cuisine d. Japan e. Mid-Atlantic Cuisine e. China f. Southern Cuisine f. Russia g. Midwestern Cuisine India h. West and Southwest Cuisine i. Pacific Coast Cuisine Hawaiian Islands Cuisine nd 2 Quarter V. Customs, Culture, and Cuisines of the Mediterranean VI. Customs, Cultures, and Cuisines of Europe a. Climate, Geography, and Culture a. Climate, Geography, and Culture b. Regional Differences b. Regional Differences c. Cooking Techniques and Equipment c. Cooking Techniques and Equipment d. Greece d. France e. Italy e. Germany f. Spain f. Scandinavia g. Portugal g. British Isles – Ireland, Scotland, Wales, and England VII. Customs, Cultures, and Cuisines of the Middle East and Africa VIII. Customs, Culture, and Cuisines of Latin America a. Climate, Geography, and Culture a. Climate, Geography, and Culture b. Regional Differences b. Regional Differences c. Cooking Techniques and Equipment c. Cooking Techniques and Equipment d. Africa d. Mexico e. Israel e. South America f. Middle East Topic: Safety in the Kitchen Grade Level/Subject: Goal 1: The student will be able to demonstrate mastery of safe and effective operation in the foods lab. Grade 10-12 / International Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model Suggesteddays of Instruction The student will be able to: 10 1.1. Identify ways to prevent • What are the six basic safety guidelines for working in the NOTE: The assessment models provided in this common kitchen accidents. kitchen? document are suggestions for the teacher. If the teacher (2.1.12.E.2-3, 9.1.12.B.1, • What safety precautions can be taken to prevent falls in the chooses to develop his/her own model, it must be of 9.1.12.B.1-9, 9.2.12.F.1-5) kitchen? equal or better quality and at the same or higher cognitive levels (as noted in parentheses). • How does keeping a knife sharpened make it a safer tool? Depending upon the needs of the class, the assessment 1.2. Explain how proper food- • How should knives be stored? handling practices can prevent questions may be answered in the form of essays, What precautions should be taken when washing sharp food borne illness. (2.1.12.A.2, • quizzes, mobiles, PowerPoint, oral reports, booklets, or utensils? 2.1.12.D.3, 9.1.12.B.1-9, other formats of measurement used by the teacher. 9.2.12.F.1-5) • Why does prevention of fire and burns start with cleanliness? • What first aid measures should be followed for burns? • Lecture Notes / Teacher Demonstrations 1.3. Demonstrate the proper use of • How should you handle these range top situations: a) • Student Workbook, Culinary Essentials direction of pot handles; b) lifting a lid; c) use of fabric and small kitchen equipment. • Video: “Common Sense Kitchen” (2.1.12.A.2, 2.1.12.D.3, paper items; d) aerosol cans • Video: “Basic Food Safety” 9.1.12.B.1-9, 9.2.12.F.1-5) • What can you do to avoid burns when working with a hot Video: “The Great Food Fight” oven? • Worksheet; “Safety Know How” • What should you do if you see flames in an electric skillet or • pan on the range top? • Worksheet; “Hazard Proofing a Kitchen” where • What rules should be followed regarding water and electric students identify potential hazards in their kitchen at appliances? home. • What are some poisonous chemicals that are often found in • Project: Students create a poster for preventing the kitchen? accidents in the foods lab. • What is cross-contamination? • Test: Chapters 7-1 and 8-1 • What are the causes of foodborne illnesses? • Website: http://www.cdc.gov/nasd/docs/d000801- d000900/d000825/d000825.html U.S. Food and What is the grooming and personal hygiene habits all • Drug Administration – Center for Food Safety and foodservice workers should follow? Applied Nutrition • Website: http://www.fightbac.org/ offers information on the prevention of foodborne illness. • Test / Quizzes. 2 Topic: Safety in the Kitchen Grade Level/Subject: Goal 1: The student will be able to demonstrate mastery of safe and effective operation in the foods lab. Grade 10-12 / International Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model Suggesteddays of Instruction The student will be able to: • Final Examination. 3 Topic: Kitchen Measurements Grade Level/Subject: Goal 2: The student will be able to choose and use appropriate tools and methods for measuring different types of Grade 10-12 / International food. Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model Suggesteddays of Instruction The student will be able to: 10 2.1. Identify customary units of • What is the correct method for measuring liquids? • Lecture Notes / Teacher Demonstrations. measure and the proper • Why might some ingredients, such as flour and confection’s • Worksheet: “Measuring Up”. procedures for measuring sugar need to be sifted before measuring? Worksheet: “Cooking with Fractions”. various types of ingredients. • What is the proper method for measuring dry ingredients? (3.1.12.D.1, 3.12.G.1, • • Worksheet: “Converting Equivalents”. 4.1.12.B.1, 5.3.12.B.1, • Compare the methods for measuring confection’s sugar and • Worksheet: “Kitchen Equivalents”. brown sugar. 9.1.12.B.1-9) • Worksheet: “Kitchen Fundamentals”. • How are dry ingredients in amounts less than ¼ cup typically Worksheet: “Knife Cuts” measured? • 2.2. Identify commonly used • Video; “Kitchen Math: Measuring”. equivalents. (3.1.12.D.1, • Describe two ways to measure a fat that doesn’t come in a 3.12.G.1, 4.1.12.B.1, stick. • Video; “Kitchen Fundamentals: Common Tools & Terms”. 5.3.12.B.1, 9.1.12.B.1-9) • What is taring and why is it done when measuring foods by Test: “Equivalents”. weight? • • How can a straight edge spatula and rubber scrapper help • Final Exam. when measuring foods? • What general guidelines should be followed when cutting foods? • Describe how chopping, mincing, cubing, and dicing differ. • How do you pare, score, and sliver foods? 4 Topic: Regional American Cuisine Grade Level/Subject: Goal 3: The student will be able to identify the origins of foods of the seven main regions of the United States and Grade 10-12 / International to explain how climate, geography, and culture affected the development of these cuisines. Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model Suggesteddays of Instruction The student will be able to: 5 Topic: Regional American Cuisine Grade Level/Subject: Goal 3: The student will be able to identify the origins of foods of the seven main regions of the United States and Grade 10-12 / International to explain how climate, geography, and culture affected the development of these cuisines. Foods Objectives / Cluster Concepts / Essential Questions Instructional Tools / Materials / Technology / Cumulative Progress Indicators Sample Conceptual Understandings Resources / Learning Activities / Interdisciplinary (CPI's) Activities / Assessment Model Suggesteddays of Instruction The student will be able to: 25 3.1. Describe how climate, • What is culture? • Lecture Notes / Teacher Demonstrations. geography, and culture have • What makes cuisines different? • PowerPoint presentations. influenced the food customs of What are some examples