career and technical education curriculum...culinary arts i - textbooks: guide to good food –...

Career and Technical Education Curriculum

Nine-Week Period Unit Name

Estimated Time Frame

TERM 1 1st Nine Weeks August 27- October 14

Orientation: Policies and procedures of TEC, class and FBISD 1 Week 9/26-8/3

Safety: Identify and implement proper safety and environmental procedures. Disclosure and general Culinary arts Introduction 1 Week 9/1- 9-6

Unit 1 I. History:

A. Research famous chefs 2 Weeks 9/1 -9/13

B. Entrepreneurial influence 1 Week 9/16 – 9/20

C. Current trends 1 Week 9/23 – 9/27

Unit 2 II. Leadership

A. Team building skills 1 Week 9/23 – 9/27

B. Decision makingC. Problem solving. 1 Week 9/30-10/4

E. TeamworkF. ParticipationG. Understanding of self-responsibility and managementH. Personal values and principlesI. Attitudes and work habits

3 Weeks 9/30 – 10/18

J. Appearance and personal hygieneK. Effects of exercise and nutritional dietary habitsL. Emotional factors that impact job performance

2 Weeks 10/21 – 11/1

TERM 2 2nd Nine Weeks October 17- December 16

Unit 3 III. Professional Ethics and Legal Responsibilities

A. Laws and regulationsB. Work ethicsC. Safety in culinary arts

3 Weeks10/28 –11/15

D. Workplace conditions and safety hazardsE. Sanitation in the professional kitchen 2 Weeks 11/18 -12/6

F. Preventing food hazards 2 Weeks 12/9 -12/20

G. Food sanitation and certification 1 Week 12/16 -12/20

TERM 3 3rd Nine Weeks January 3- March 23

Unit 4 IV. Proper Use and Care of Commercial Equipment

A. Use of small and large equipment for a commercial kitchen 2.5 Weeks1/8 -1/21

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B. Proper cleaning of equipment and maintenance of a commercial kitchen

C. Standardized recipes D. Writing and converting standardized recipes E. Operations and training recipes

2 Weeks 1/21 -1/31

G. Food production presentation techniques 1 Week 2/3 -2/7

H. Moist and dry cookery methods 1 Week 2/10 -2/14

J. Baking techniques 2 Weeks 2/17 -2/28

I. Food preparations in food service operations 1 Week 3/3 – 3/7

Unit 5 V. Time Management and Decision Making

A. Managing time and energy B. Steps in decision making

2 Weeks 3/7 -3/21

C. Marketing plan 1 Week 3/17 -3/21

D. Purchasing specifications and purchase orders 3 days 3/24 -3/26

E. Receiving, storage, and distribution techniques F. Proper receiving and storage techniques 2 days 3/27 -3/28

TERM 4 4th Nine Weeks March 26- May 31

Unit 6 VI. Customer Service and Brand Marketing

A. Customer service B. Employee effect on customer attitude C. Selling service

1 Week 3/31 -4/4

D. Concepts of dining E. Types of dining 1 Week 4/7 -4/11

Unit 7 VII. Management Skills

A. Critical reading and writing 1 Week 4/14 -4/18

B. Culinary math C. Scientific concepts 1 Week 4/21 -4/25

Unit 8 VIII. Technology and Computer Applications

A. Technology in the kitchen B. Point of sales systems 1 Week 4/28 -5/2

Unit 9 IX. Life Choices and Career Goals

Completion of end of year project : K. Global cultures L. Food traditions M. International cuisine

4 Weeks 5/9 -5/30

Career Development: Identify employment opportunities, and job preparation requirements in the interior design industry. A. Industry job positions

4 Weeks 5/16 – 6/6

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B. Career lifestyles C. Career goals D. Professional portfolios/binders E. Interviewing skills F. Written applications G. Personal appearance H. Presenting yourself I. Goal setting

review for Final Exam 1 Week

Unit Title: I. History Estimated Time Frame: 1 Week

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Unit Title: II. Leadership-teambuilding Communication is important Estimated Time Frame: 1 Week

TEKS2 8) The student demonstrates leadership, citizenship, and teamwork skills required for success. (A) apply team-building skills

TEKS2

6) The student understands the history of food service and the use of the professional kitchen. (A) research famous chefs from history and note their major accomplishments (C) summarize historical entrepreneurs who influenced food service in the United States

D) analyze how current trends in society affect the food service industry

Unit Resources

The Beginning.pdf What Does.pdf FAMOUSCURRENTCHEFS.pdf

http://www.chipotle.com/en-US/chipotle_story/steves_story/steves_story.aspx http://www.pbs.org/food/tag/food-trends/

• Julia Child’s Kitchen at the Smithsonian. http://americanhistory.si.edu/juliachild/

• PBS Julia Child revolutionized American cuisine through her French http://video.pbs.org/program/julia-child/

Teacher-to-Teacher Notes

A. Research famous chefs B. Entrepreneurial influence C. Current trends •

•

HISTORY.pdf

Content

Curriculum

Distribute the research assignment Famous Chefs and Entrepreneurs Research

• Students may choose a chef or entrepreneur from any of the websites listed. Students should create a question and answer document based on the information learned for this unit.

Discuss the criteria for the chosen chef or entrepreneur. Not all of the needed information will be found for each person but students are to gather as much as possible.

Students may choose how to present their information using powerpoint or prezi posterboard. Review the procedures to access the multimedia tools if students are not familiar with the websites.

What is Culinary Arts.pptx

The_History_of_Food.ppt

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http://www.chipotle.com/en-US/chipotle_story/steves_story/steves_story.aspx

http://www.pbs.org/food/tag/food-trends/

http://americanhistory.si.edu/juliachild/

http://video.pbs.org/program/julia-child/


(B) apply decision-making and problem-solving skills (C) determine leadership and teamwork qualities in creating a pleasant working atmosphere (D) participate in community leadership and teamwork opportunities to enhance professional skills

Unit Resources

Family, Career, and Community Leaders of America www.fcclainc.org • America’s Career InfoNethttp://www.acinet.org/acinet • American Dietetic Associationhttp://www.eatright.org • American Diabetes Associationhttp://www.diabetes.org • Family, Career, and Community Leaders of America http://www.fcclainc.org • http://www.biography.com/people/groups/chefs • Food Network–http://www.foodnetwork.com


A.Team building skills B. Decision making C. Problem solving D. Community leadership E. Teamwork F. Participation G. Understanding of self-responsibility and management H. Personal values and principles I. Attitudes and work habits J. Appearance and personal hygiene K. Effects of exercise and nutritional dietary habits L. Emotional factors that impact job performance

TEAM BUILDING TIPS.pdf

Content Curriculum

Game day- students should get to know each other and establish comfort when working together in a group: • Attending team (group) meetings, focusing on the topic and purpose of the meeting, offering facts and

ideas, and helping others contribute facts and ideas

• Looking for ways to help others

• Recognizing others for their contributions

• Letting others know what is needed to get the job done

• Explaining the importance of teamwork to the overall operation of the business Activity

1. (10 minutes) Introduce the session by asking students to list things that are associated with

communication. Write responses on the board. Discuss responses.

2. (10 minutes) With guided whole-group discussion, create two lists that compare and contrast

characteristics of effective communication and ineffective communication. As students volunteer

answers, the class should decide where to place the item, effective or ineffective. A few examples are

listed below.

Effective Communication Ineffective Communication

Eye contact Lack of eye contact

Positive body language Negative body language

Concise Vague

Checks for understanding Drifts away from topic

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http://www.fcclainc.org/

http://www.acinet.org/acinet

http://www.eatright.org/

http://www.diabetes.org/

http://www.fcclainc.org/

http://www.biography.com/people/groups/chefs

http://www.foodnetwork.com/


1. (10 minutes) Conduct pass-around activity, as follows: Provide each student with a blank sheet of

paper. Instruct students to write one word on the paper that relates to team communication. Then

explain the entire group process and check for understanding, before allowing anyone to move into a

group. Once all students write one word on the paper, move the students into groups of four or five,

and instruct students to take the sheet of paper and a writing instrument with them to the group. If

possible, have each group form a small circle. In the groups, have members pass their papers to the

person sitting on the left. Once the paper is passed, the new person adds one word that relates to the

first word. Then the paper is passed again, and the process is completed until the papers return to the

original owner. Ask for volunteers to share things from this activity.

Unit Title: II. Leadership-teamwork Why we work together Estimated Time Frame: 1 Week

TEKS2

3) The student demonstrates an understanding that personal success depends on personal effort. (A) demonstrate a proactive understanding of self-responsibility and self-management (B) explain the characteristics of personal values and principles (C) demonstrate positive attitudes and work habits (D) demonstrate exemplary appearance and personal hygiene

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(E) evaluate the effects of exercise and nutritional dietary habits and emotional factors such as stress, fatigue, or anxiety on job performance

Content/Curriculum Literacy Connection: §110.31. English Language Arts and Reading, English I (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration;

(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

(C) evaluate the effectiveness of a speaker's main and supporting ideas.

(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

Unit Resources

CULINARY ARTS I - TEXTBOOKS: Guide to Good Food – Goodheart Willcox • Introduction to Culinary Arts – Prentice Hall Culinary Essentials - Glencoe


Focus: Effective team Members Planning Systems -teams & teamwork Can't I just work by myself? The answer in today's world is "no." This lesson provides students with the skills to work cooperatively in small groups. The students will discover that team building is a lifelong skill not only used during nutrition class and experiments, but also everyday in the work Assessment: General participation group work class effort appreciated.

Content Curriculum

1) Identify governmental nutritional guidelines. 2) Evaluate diets, using the recommended dietary allowances. 3) Identify the principles of cooking and storage techniques for maximum retention of nutrients.

Engaging the Learner: Students will participate in group activities and get to know each other with icebreakers. Teamwork is essential to the course. Students will demonstrate the ability to communicate with co-workers and customers orally and in writing. Team building Activity – find 25 pictures/clip art that are relevant to the course on overhead or PowerPoint, show students as a class for 15 seconds & have students write down what they see. Show students again, having them work together with a partner, then as a lab group. Discuss the idea of working as a team and the ability to work better & smarter as a team.

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Unit Title: Leadership- effective team members Estimated Time Frame: 1 week

TEKS2

• 6) The student demonstrates effective work habits. o (A) participate as an effective team member demonstrating cooperation and

responsibility o (B) apply effective practices for managing time and energy to complete tasks

on time o (C) practice problem solving using leadership and teamwork skills

Content/Curriculum Literacy Connection: §110.31. English Language Arts and Reading, English I (24) Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. Students are expected to:

(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for

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critical reflection and by asking questions related to the content for clarification and elaboration;

(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

(C) evaluate the effectiveness of a speaker's main and supporting ideas.

(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give presentations using informal, formal, and technical language effectively to meet the needs of audience, purpose, and occasion, employing eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

(26) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

Resources

• Ratatouille the movie - Show the movie “Ratatouille”. Discuss modern brigade system and teamwork and collaboration as they relate to culinary lab.

• Share lab planning form with class, discuss roles and responsibilities of each lab role/brigade system.

CULINARY ARTS I - TEXTBOOKS: • Guide to Good Food – Goodheart Willcox • Introduction to Culinary Arts – Prentice Hall • Culinary Essentials - Glencoe


Focus: Team work getting to know each other and the different positions in the kitchen Assessment: Create your own 10 questions and answers for a student enrolled in a cooking course or nutrition course/ EX: How does this movie relate to the current topic of sanitation? The Kitchen Brigade

Not all kitchens have every member of the classical brigade system, but most will have some of the following:

The chef is in charge of all aspects of the kitchen.

A sous chef is the chef's second-in-command. In larger operations, the chef may be occupied with other parts of the business. In those cases, the sous chef is responsible for overseeing day-to-day operations.

A commis chef is an apprentice, learning the ropes of each station.

An expediter calls out orders to the station chefs and does on-the-fly quality control for each dish that goes out to customers.

A pastry chef is in charge of pastries, breads, and desserts. Depending on the size of the operation, a pastry-specific brigade might exist under the pastry chef's supervision.

A garde manger chef is responsible for cold foods, such as salads and cold appetizers.

A tournant is the kitchen's pinch-hitter, doing whatever the kitchen needs at any time.

An entremetier handles hot appetizers, soups, pastas, and vegetables.

A friturier is responsible for fried foods.

A grillardin handles grilled foods, and may also be responsible for roasted foods and related

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http://www.ehow.com/about_4571903_culinary-arts.html

http://www.ehow.com/about_4571903_culinary-arts.html


saucing.

A poissonier is in charge of fish, and may also be in charge of sauces and sauteeing in a smaller operation.

A saucier handles sauteeing and saucemaking---provided the operation is large enough to warrant this position.

Content Curriculum

Engaging the Learner: Do you believe anyone can cook? • Show the movie “Ratatouille”. Discuss modern brigade system and teamwork and

collaboration as they relate to culinary lab. • Share lab planning form with class, discuss roles and responsibilities of each lab

role/brigade system.

Unit Title: III. Professional Ethics and Legal Responsibilities- preventing food hazards

Estimated Time Frame: 1 Week

TEKS2 10) The student recognizes and models work ethics and legal responsibilities. (A) understand and comply with laws and regulations specific to the food service industry (B) demonstrate a positive work ethic

Unit Resources

Centers for Disease Control and Prevention www.cdc.gov• Food Safety www.foodsafety.gov• National Restaurant Association Educational Foundation www.nraef.org• Occupational Safety and Health Administration www.osha.gov• U.S. Department of Labor www.dol.gov

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A. Laws and regulations B. Work ethics C. Safety in culinary arts D. Workplace conditions and safety hazards E. Sanitation in the professional kitchen F. Preventing food hazards G. Food sanitation and certification

Content Curriculum

• As a class, have students brainstorm ESSENTIAL classroom and lab rules and policies that support the school policies and procedures and follow general safety and sanitation guidelines. Condense to the Essential 10.

Handout/homework- can your kitchen pass? Review the health code inspection checklist in class next students should go home and complete the kitchen assessment. Review the local county report on restaurant kitchens- discuss the importance of health inspections, It is essential to know the laws and regulations for the foodservice industry to be able to comply with the legal responsibilities. Making the right decisions in the work environment will promote a positive work ethic

Unit Title: III. Professional Ethics and Legal Responsibilities- SANITATION-hand washing

Estimated Time Frame: 2 Weeks

TEKS2

(9) The student explains how employees, guests, and property are protected to minimize losses or liabilities. (A) determine basics of safety in culinary arts (B) assess workplace conditions and identify safety hazards (C) determine the basics of sanitation in a professional kitchen (D) assess food hazards and determine ways to prevent food hazards (E) prepare for a state or national food sanitation certification or other appropriate certifications

haccp.ppt inspector form.pdf

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Unit Resources

Centers for Disease Control and Prevention www.cdc.gov• Food Safety www.foodsafety.gov• National Restaurant Association Educational Foundation www.nraef.org• Occupational Safety and Health Administration www.osha.gov• U.S. Department of Labor www.dol.gov

OSHA 19 MIN TRAINING VIDEO http://www.youtube.com/watch?v=7rUldh32fHY


A. Laws and regulations B. Work ethics C. Safety in culinary arts D. Workplace conditions and safety hazards E. Sanitation in the professional kitchen F. Preventing food hazards G. Food sanitation and certification

Content Curriculum

Content Standard: Demonstrate food safety and sanitation procedures. Have students simulate dirty hands using the cinnamon and oil method.

Identify causes of food borne illnesses and ways to prevent them. Demonstrate good personal hygiene. Discuss safe food handling, preparation and storage guidelines.

Separate What Would You Do Scenarios – Culinary Arts cards (see All Lesson Attachments tab) and place in a basket. There are ten scenarios with various situations. Blank cards have been provided for writing any other situations you may think of. Divide the students into subgroups of three or four and explain that they will choose a scenario to role play and brainstorm solutions to the scenario.

Distribute Rubric for Ethics Skit or Role Play (see All Lesson Attachments tab) so that students understand what is expected. Students may make a video of their skit and present it to the class. Allow time for discussion of the topic.

Unit Title: IV. Proper Use and Care of Commercial Equipment READING RECIPE Estimated Time Frame: 1 Week

TEKS2

(1) The student applies advanced reading, writing, mathematics, and science skills for the food service industry. (B) comprehend a variety of texts such as operations and training manuals (D) understand scientific principles used in culinary arts (E) read and comprehend standardized recipes (F) write and convert standardized recipes

(6) The student understands the history of food service and the use of the professional kitchen.

(B) identify global cultures and traditions related to food

handwashing_quiz.pdf

handwashing.ppt

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http://www.dol.gov/

http://www.youtube.com/watch?v=7rUldh32fHY


(E) use large and small equipment in a commercial kitchen (K) demonstrate proper cleaning of equipment and maintenance of the commercial kitchen (F) develop food production and presentation techniques (G) demonstrate moist and dry cookery methods (H) demonstrate the preparation skills of items commonly prepared in food service operations such as breakfast cookery, salads and dressing, soups and sandwiches, stocks and sauces, appetizers, seafood, poultry, meat, pastas and grains, and fruits and vegetables. (I) demonstrate baking techniques such as yeast breads and rolls, quick breads, and desserts

(7) The student uses technology and computer applications to manage food service operations. (E) evaluate information sources for culinary arts

(11) The student demonstrates the knowledge and skills required for careers in the restaurant, food, and beverage industry. (A) understand the basics of nutrition (F) analyze international cuisines

Unit Resources

American Culinary Federation www.acfchefs.org//Home6• American Society of Baking www.asbe.org• Cultural Diversity: Eating in American Fact Sheets www.ohioline.osu.edu/hyg-fact/5000/index.html• Food Dictionaries and Encyclopedia www.fnic.nal.usda.gov/nal_display/index.php?info_center=4&tax_level=1• Food Timeline www.foodtimeline.org• Kids Health-How to Read a Recipe www.kidshealth.org/Search01.jsp?SearchSection=3&Mode=Search&SearchTextArea=read a recipe• Meaning of Food www.pbs.org/opb/meaningoffood• Nutrition www.nutrition.gov• National Restaurant Association www.restaurant.org• USDA National Agriculture Library www.nal.usda.gov My Pyramid www.mypyramid.gov• Nutrition www.nutrition.gov• USDA National Agriculture Library www.nal.usda.gov


A. Use of small and large equipment for a commercial kitchen B. Proper cleaning of equipment and maintenance of a commercial kitchen C. Standardized recipes D. Writing and converting standardized recipes E. Operations and training recipes F. Information sources for culinary arts G. Food production presentation techniques H. Moist and dry cookery methods I. Food preparations in food service operations J. Baking techniques K. Global cultures L. Food traditions M. International cuisine N. Scientific principles in culinary arts O. Basics of nutrition

Content Curriculum

Recipes.one

Examples of what to put in this section • Recipes and menus you find on the Web • Recipes you type into Microsoft Office OneNote 2007

RECIPE WEB SITE- picture needed HOW LONG DOES IT TAKE TO PREPARE

Name:______________________________________________

Class Hour:__________________________________________

Creative Foods Recipe Scavenger Hunt Using complete sentences, please answer the following question about the cookbook you are exploring. Choose a cookbook from the book shelf. Find ONE recipe to read and discuss. Read through the entire recipe beginning with ingredients and cooking procedures.

1) List the full title of the cookbook:

2) Who is the author(s) of the cookbook? List their full name(s).

3) Who is the publisher of the cookbook?

4) What year was the book published?

5) What is the title of the recipe?

6) List (in neat handwriting) all the ingredients in the recipe:

7) Tell about any ingredient that might be uncommon or hard to get at a local grocery store.

8) What is the yield of the recipe? (How many servings does the recipe make?)

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http://www.nal.usda.gov/


• Links to online cooking discussion groups Tips

• Create a new page for each recipe. As your collection grows over time, create a separate notebook with specific sections to organize all of your recipes.

• Copy information from a Web site into OneNote 2007 as text. If you use Windows Internet Explorer, look for the OneNote button in the toolbar THE RECIPE COLLAGE

Unit Title: IV. Proper use and Care of Commercial Equipment- Kitchen Tools

Estimated Time Frame: 2.5 weeks

TEKS2

(5) The student demonstrates knowledge of food management principles. (A) read and comprehend standard recipes (B) correctly use standard measuring techniques and equipment (C) demonstrate correct food preparation techniques, including nutrient retention (D) use food buying strategies such as calculating food costs, planning food budgets, and creating grocery lists(E) demonstrate food preparation techniques to reduce overall fat and calories (F) practice etiquette, food presentation, and table service appropriate for specific situations (G) apply food storage principles

Content/Curriculum Literacy Connection: §111.36. Mathematical Models with Applications

(c) Knowledge and skills.

(1) The student uses a variety of strategies and approaches to solve both routine and non-routine problems. The student

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is expected to:

(A) compare and analyze various methods for solving a real-life problem;

(B) use multiple approaches (algebraic, graphical, and geometric methods) to solve problems from a variety of disciplines; and

(C) select a method to solve a problem, defend the method, and justify the reasonableness of the results

(5) The student uses functional relationships to solve problems related to personal income. The student is expected to:

(A) use rates, linear functions, and direct variation to solve problems involving personal finance and budgeting, including compensations and deductions;

(B) solve problems involving personal taxes; and

(C) analyze data to make decisions about banking.

Resources rb4-fig1.jpg PROFESSIONAL_KITCHEN_UTENSILS.jpg

divadicocina_measurementconversiontable


Focus: Identifies a variety of small kitchen utensils and appliances and discusses their functions Assessment: Scavenger Hunt kitchen tools scramble

Content Curriculum

Engaging the Learner: Issue local sales papers ask students to create a cost effective meal for a family of four. Use food buying strategies such as calculating food costs, planning food budgets, and creating grocery lists

• Show students visual Gallon Man or “G” activity (Unna Valdez, John Hunter) to illustrate

equivalencies. • Measurement labs/demonstrations using water, dry spices, sugar.

Content Standard: Use and maintain food production equipment.

Identify cooking utensils and describe their uses.

Identify cookware, bakeware and cooking tools.

Demonstrate skills for using tools safely and appropriately.

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Unit Title: V. Time Management and Decision Making- Developing a good Marketing plan


TEKS2

(4) The student develops principles in time management, decision making, effective communication, and prioritizing. (A) apply effective practices for managing time and energy (6) The student understands the history of food service and the use of the professional kitchen. (J) demonstrate proper receiving and storage techniques (11) The student demonstrates the knowledge and skills required for careers in the restaurant, food, and beverage industry.

(B) analyze various steps in the decision-making process (C) develop a marketing plan (D) identify purchasing specifications and write purchase orders

(E) determining proper receiving, storage, and distribution techniques

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Unit Resources

Centers for Disease Control and Prevention www.cdc.gov• Food and Drug Administration www.fda.gov• National Restaurant Association www.restaurant.org• Small Business Administration www.sba.gov• U.S. Department of Agriculture www.usda.gov


A. Managing time and energy B. Steps in decision making C. Marketing plan D. Purchasing specifications and purchase orders E. Receiving, storage, and distribution techniques F. Proper receiving and storage techniques

Content Curriculum

Describe market fluctuation and the effect on product cost. Provide students with various ads/ have student complete the ad evaluation sheet attached.

Students should create their own product and ad, be sure to focus on price. List five steps to create a marketing plan

1. Students choose a company they frequently buy from. (Example: McDonalds®, Nike®, 7-11®, etc...) Have the student's identify that company's target market and marketing mix.

2. Students create their own company, including creation of product, advertising for that product to a target audience, and all the components for a successful marketing mix. This project could take several weeks, depending on the details required.

Unit Title: Time Management and Decision Making- proper receiving and storage techniques

Estimated Time Frame: 2 days

TEKS2

11) The student demonstrates the knowledge and skills required for careers in the restaurant, food, and beverage industry.

(B) analyze various steps in the decision-making process (C) develop a marketing plan (D) identify purchasing specifications and write purchase orders

(E) determining proper receiving, storage, and distribution techniques

Unit Resources

Culinary Essentials, Glencoe/McGraw-Hill Division, 2002 Food Production, Management and Services Curriculum Caddy, CEV Multimedia, Ltd., 2004 Free Management Library http://www.managementhelp.org

marketing.1_3_a1_final.pdf

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http://www.usda.gov/

http://www.managementhelp.org/



A. Values • What is important to your family, others in your culture? • Peers • People you know • Pressure for positive or negative behaviors • Habits • You are accustomed to doing it

this way • Feelings (love, anger, frustration, ambivalence, rejection) • If you do make a certain decision • If you don’t make a certain decision

E. Family • Your family’s preference • Decisions other family members have made

F. Risks and consequences • What (or how much) you stand

to win • What (or how much) you stand

to lose G. Age

• Minor • Adult

Content Curriculum

The decision-making process *Identify the problem *Gather information and list possible alternatives * Consider consequences of each alternative * Select the best course of action * Evaluate the results

Students should create s smart chart/ explaining their understanding of the decision making process. Using different scenarios students will act out scripts portraying various steps in the decision making process

Unit Title: VI. Customer Service and Brand Marketing Estimated Time Frame: 3 days

TEKS2


(L) demonstrate types of table setting, dining, and service skills 11) The student demonstrates the knowledge and skills required for careers in the restaurant, food, and beverage industry.

(B) analyze the concepts of customer service and determine the critical moments of good service

(G) detail ways to achieve high rates of customer satisfaction (H) analyze how guests are affected by employee attitude, appearance, and actions

Unit Resources

Free Management Library www.managementhelp.org

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A. Customer service B. Employee effect on customer attitude C. Selling service D. Concepts of dining E. Types of dining

While your marketing team is responsible for attracting new customers, other areas of your business are responsible for keeping them, especially customer service. In fact, the explosion of social media has made customer service team even more essential to keeping buyers happy.

Common sense makes certain truths about customer service apparent:

• A good experience can increase customer loyalty • A bad experience can drive a customer away • Faster responses are viewed more favorably

However, recent studies have shown just how significant these impacts can be. Plus, bad customer service experiences are shared 95% of the time, versus 87% of good customer experiences. This makes customer service as important to your brand reputation as marketing

Content Curriculum

1) Apply the general rules of table settings and service. 2) Demonstrate types of dining service techniques. 3) Demonstrate the procedures of serving customers. 4) Prepare and serve beverages.

Students should visit a local restaurant, after dining students should assume the role of a food critique- complete the following assessment

Restaurant critique-

Unit Title: Customer Service and Brand Marketing-concepts of dining ;dining concepts


TEKS2


(L) demonstrate types of table setting, dining, and service skills 11) The student demonstrates the knowledge and skills required for careers in the restaurant, food, and beverage industry.

(B) analyze the concepts of customer service and determine the critical moments of good service

(G) detail ways to achieve high rates of customer satisfaction (H) analyze how guests are affected by employee attitude, appearance, and actions

The job of a food reviewer is to accurat

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http://www.brandomni.com/marketing-customer-service-strategies-one/

http://www.zendesk.com/resources/customer-service-and-lifetime-customer-value


Unit Resources

FormalTablepic.gif


• TLW discover basic methods for serving a meal. • How to set a table. • Guidelines for table behavior.

Content Curriculum

Performing On- and Off-Site Catered Functions 1) Identify components of customer contracts. 2) Perform an on-site catered function. 3) Demonstrate an off-site catered function.

Here is an example of a basic outline for a new restaurant concept is below: The Environmentally-Friendly Sushi Restaurant Focus: Sushi and the environment. Serves: An appealing selection of high-quality sushi, as well as poultry and vegetarian dishes. Targets: Young professionals in the surrounding business district and students from the nearby university

Unit Title: VII. Management Skills- science for food service industry (TONGUE)


TEKS2

(1) The student applies advanced reading, writing, mathematics, and science skills for the food service industry.

(A) compose industry appropriate documents (C) calculate correctly using numerical concepts such as percentages and estimation in

practical situations, including weights and measures (G) calculate and manage food costs (2) The student integrates listening, writing, and speaking skills using verbal and nonverbal communication to enhance operations, guest satisfaction, and professional development.

(A) create formal or informal presentations (B) properly answer business phones (C) write instructions for a specific restaurant or culinary procedure or the use of a piece of

Formal class dinner.doc

RES.CONCEPT.pdf

Designing your own Restaurant

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equipment D) attend and participate in a staff meeting 4) The student develops principles in time management, decision making, effective communication, and prioritizing. C) analyze the importance of balancing a career, family, and leisure activities

Unit Resources

Family, Career, and Community Leaders of America www.fcclainc.org • Penn State University-Food Science www.foodscience.psu.edu• Family, Career, and Community Leaders of America -TEXAS www.texasfccla.org


A. Critical reading and writing B. Culinary math C. Scientific concepts Planning Menus 1) List basic menu planning principles. 2) Identify principles of menu layout and design. 3) Create menu item descriptions. 4) Apply principles of nutrition to menu development. 5) Explain contemporary nutritional concerns. 6) Determine menu pricing. 7) Explain the importance of product mix, check average, and their impact. 8) Describe the relationship between targeted customer and menu development. 9) Describe the various cuisines and their relationships to history and cultural development

Content Curriculum

.

Unit Title: VII. Management Skills -KITCHEN MATH Estimated Time Frame:

On going

TEKS2

(1) The student applies advanced reading, writing, mathematics, and science skills for the food service industry. The student is expected to: (C) calculate correctly using numerical concepts such as percentages and

estimations in practical situations, including weight and measures

Unit Resources

http://oomscholasticblog.com/post/celebrity-chef-heats-kitchen-mathwork-culinary-arts-webisode

Cheese Tasting.pptx tongue.ppt TASTINGTOUNHGUE.pdf

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Mathematics plays an important role in the culinary arts. There are helpful tools, such as measuring cups, measuring spoons and scales, to aid in food preparation. However, some background in measurement, fractions and geometry is necessary when cooking and baking. Chefs need to be able to measure and weigh ingredients, time recipes and adjust and measure cooking temperatures. Furthermore, when creating recipes for special diets, it's important to have a background in the science and mathematics of nutrition.

Content Curriculum

Show video on kitchen math -Measuring in the kitchen - *Time and Temperature

*Fractions Division Geometry *Nutritional Data *Statistics

Various kitchen math assessments- measurement activities

Counting Calories *Calculating total cost *Converting *Add/Subtract Serving Sizes

Culinary Math also shows how to: Calculate yield percent Determine costs, edible portion costs, recipe costs, and beverage costs Find out the amount of a product needed for a particular use Change recipe yields Carry out conversions for purchasing and food costing Understand and use kitchen ratios Convert U.S. measures to metric units and vice versa

Unit Title: VIII. Technology and Computer Applications- The Kitchen of the Future


TEKS2

(7) The student uses technology and computer applications to manage food service operations. (A) use technology tools appropriate for the industry (B) operate technology applications to perform workplace tasks (C) explain the use of point-of-sale systems

(D) demonstrate knowledge in computer programs used for food production

Unit Resources

• FPMSCC• FPMSCG http://freshome.com/2012/03/01/what-is-the-future-of-kitchen-technology/ WWW.WTOC/CATEGORY/240221/video?autostart=true&topVideoCatNo=default&clipd=10089082 Home Town Heroes SCAD students GE-kitchen designs- News station WTC 11 http://www.pulist.net/computer-applications-in-food-technology-food-science-and-technology.pdf

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http://freshome.com/2012/03/01/what-is-the-future-of-kitchen-technology/

http://www.wtoc/CATEGORY/240221/video?autostart=true&topVideoCatNo=default&clipd=10089082



A. Technology in the kitchen B. Point of sales systems Updated spring article restaurantville

Content Curriculum

Household appliances have come a long way in recent years. What developments would you say have been the most game-changing and why?

1. Students can design the perfect kitchen using the following software/site online Assignment title 2014 meets the Jetson’s

2. Technology assisting with food art –the new position food stylist- Elements of style design

Because they can mimic laboratory experimentation, spreadsheets enhance students' understanding of the physical concepts of food science. Spreadsheets also are ideally suited for the teaching of programming concepts such as logic, structure, reasoning, and analysis to food science students, who usually do not have extensive mathematical backgrounds.

Unit Title: IX. Life Choices and Career Goals-Resume Estimated Time Frame: 4 Weeks

TEKS2

5) The student researches, analyzes, and explores lifestyle and career goals. The student examines jobs available in the food service industry and accesses career opportunities.

(A) research the major job duties and qualifications for all staff and managerial positions to facilitate selection of career choices in culinary arts

(B) update a personal career portfolio (C) demonstrate proper interview techniques (D) establish personal short-term and long-term goals

(E) examine food service related community service opportunities

Technology in the classroom.pptx

Spring 2014.pdf 1. Kitchen and Dining Areas.pptx

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Unit Resources

• Culinary Careerswww.culinary-careers.org • Labor Market and Career Information www.lmci.state.tx.us• National Research Center for Career and Technical Education www.nccte.org• Small Business Administration Marketing Plans www.sba.gov/category/navigation-structure/starting-managing-business/managing-business• Texas Workforce Commission www.twc.state.tx.us• U.S. Department of Labor www.dol.gov• U.S. Department of Labor-Occupational Outlook Handbook www.bls.gov/oco

http://www.act.org/world/world.html

http://www2.sfasu.edu/advising/Holland_Test.htm

http://www.cmi-lmi.com/kingdom.html

http://stats.bls.gov/ooh/home.htm


A. Industry job positions B. Career lifestyles C. Career goals D. Professional portfolios E.Interviewing skills F. Written applications G. Personal appearance H. Presenting yourselfI. Goal setting

Content Curriculum

Content Standard: Analyze career paths within the food production and service industries

Objectives: Research career opportunities

Understand relationship of service to success in the industry

Prepare resume, cover letter and job application for a position in the food

service industry. Develop a list of qualities of successful food service employees.

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http://www.bls.gov/oco

http://www.act.org/world/world.html

http://www2.sfasu.edu/advising/Holland_Test.htm

http://www.cmi-lmi.com/kingdom.html

http://stats.bls.gov/ooh/home.htm


Unit Title: IX. Life Choices and Career Goals- International foods week- Research Project Estimated Time Frame: 4 Weeks

TEKS2 (6) The student understands the history of food service and the use of the professional kitchen.

(B) identify global cultures and traditions related to food

Unit Resources

https://openlibrary.org/books/OL9190778M/The_Multi-Cultural_Cuisine_of_Trinidad_Tobago_the_Caribbean http://www.muhlenberg.edu/library/guides/libinst/fys/cuisineculture.html


Appreciation and discovery of the influences of food and food traditions in the greater world and its influence on promoting the interconnections of people.

American regional, national trends, world-wide and cultural food history and techniques are some of the key lessons in this unit. How does the location, culture and history of a country or region affect the food that they eat? Describe the various cuisines and their relationships to history and cultural development.

Students learn new information through reading, and share what they have learned with their group. The idea is that students are exposed to as many different cultures as possible so that they can make an informed / educated decision as a group about which region or country they might want to choose for their final project

Content Curriculum

How do religious practices affect cuisine? What groups of people in various places in the world refrain from eating pork? What groups of people refrain from eating meat during certain weeks of a holiday season? How does geography affect the cuisine of a country? How does weather affect the cuisine of country?

Students complete a graphic organizer and give an oral presentation. Students work independently and in pairs studying specific information related to an assigned country with visual map: -geography -weather -religion -culture -foods

1. Gain a deeper understanding of how a country’s geography, religions and cultural heritage affect its cuisine.

2. Learn to compare and contrast the differences they learn between their assigned country and the USA.

3. Learn to compare and contrast their own their assigned country and their own ethnic heritage.

4. Will gather information using visual tools, graphic organizer and teacher-made examples.

5. Will work in pairs gathering specified information and be prepared to share orally with the class.

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https://openlibrary.org/books/OL9190778M/The_Multi-Cultural_Cuisine_of_Trinidad_Tobago_the_Caribbean

https://openlibrary.org/books/OL9190778M/The_Multi-Cultural_Cuisine_of_Trinidad_Tobago_the_Caribbean

http://www.muhlenberg.edu/library/guides/libinst/fys/cuisineculture.html

Career and Technical Education CurriculumUnit Title: IX. Life Choices and Career Goals What’s right for you? Estimated Time Frame:

1 week

TEKS2

5) The student researches, analyzes, and explores lifestyle and career goals. The student examinesjobs available in the food service industry and accesses career opportunities.

(A) research the major job duties and qualifications for all staff and managerial positions tofacilitate selection of career choices in culinary arts

(B) update a personal career portfolio(C) demonstrate proper interview techniques(D) establish personal short-term and long-term goals(E) examine food service related community service opportunities

Content/Curriculum Literacy Connection: §110.47. Reading I, II, III

(3) The student reads for a variety of purposes with multiple sources, both narrative and expository. The student is expectedto:(A) read functional texts to complete real-world tasks such as job applications, recipes, and product assembly instructions;

(B) read to complete academic tasks;

(C) read using test-taking skills such as highlighting, annotating, previewing questions, noticing key words, employing processof elimination, allotting time, and following directions;

(D) read to gain content/background knowledge as well as insight about oneself, others, or the world; and

(E) read for enjoyment.

Resources

• America’s Career Infonet http://www.acinet.org/acinet/Culinary• Entrepreneur http://www.entrepreneur.com • Goal Setting http://www.topachievement.com• Goal Setting Guide http://www.goal-setting-guide.com • Kuder http://www.kuder.com• Labor Market and Career Information (LMCI) http://www.lmci.state.tx.us• Monster http://www.monster.com • Occupational Handbook http://www.bls.gov/oco• O*Net Online http://online.onetcenter.org • Texas OSCAR http://www.ioscar.org/tx• Texas Work Force Commission http://www.texasworkforce.org• U.S. Department of Labor http://www.dol.gov


Focus: The student investigates careers in culinary arts. compare and contrast education or training needed for careers in culinary arts- establish personal short-term and long-term career goals analyze entrepreneurial opportunities in culinary arts. Assessment: Complete word.doc attached/career research Engaging the Learner: Students will determine the roles and functions of individuals engaged in food production and services careers. Students will examine education and training requirements and opportunities for career paths in culinary arts and services Students will explore opportunities for employment and entrepreneurial endeavors.

Content Curriculum

A. Training and education B. Setting goals C. Entrepreneurship

http://www.whatcareerisrightforme.com/career-aptitude-test.php

Career Exploration.collegego

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http://www.achievetexas.org/

http://www.acinet.org/acinet/Culinary

http://www.entrepreneur.com/

http://www.topachievement.com/

http://www.goal-setting-guide.com/

http://www.kuder.com/

http://www.lmci.state.tx.us/

http://www.monster.com/

http://www.bls.gov/oco

http://online.onetcenter.org/

http://www.ioscar.org/tx

http://www.texasworkforce.org/

http://www.dol.gov/



Unit Title: IX. Life Choices and Career Goals Estimated Time Frame: 2 weeks

TEKS2

(5) The student researches, analyzes, and explores lifestyle and career goals. The student examines jobs available in the food service industry and accesses career opportunities.



(E) examine food service related community service opportunities Content/Curriculum Literacy Connection: §110.47. Reading I, II, III

(3) The student reads for a variety of purposes with multiple sources, both narrative and expository. The student is expected to:(A) read functional texts to complete real-world tasks such as job applications, recipes, and product assembly instructions;


(C) read using test-taking skills such as highlighting, annotating, previewing questions, noticing key words, employing process of elimination, allotting time, and following directions;



Resources

CULINARY ARTS I - TEXTBOOKS: Guide to Good Food – Goodheart Willcox • Introduction to Culinary Arts – Prentice Hall Culinary Essentials - Glencoe


Focus: Training and Education, Goal Setting, Entrepreneurship A. Training and education B. Setting goals C. Entrepreneurship Assessment: Complete word.doc attached/career research Engaging the Learner: Identifies specific jobs and responsibilities for a food production team Implements and evaluates food science principles

Content Curriculum

The student is expected to identify a variety of career options, including full-time chef. Career research access to a computer-cornell note taking method-mind mapping skills needed to complete essay required on the perfect career for you. http://www.icevonline.com/newsletter/fcs/2014/05/week3/videos/AJD_CulinaryArtsInstructor.php

What is Culinary Arts.pptx

Career Exploration.collegego

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http://www.icevonline.com/newsletter/fcs/2014/05/week3/videos/AJD_CulinaryArtsInstructor.php


Unit Title: IX. Life Choices and Career Goals Careers in Culinary Arts End of Year Project Estimated Time Frame: (ongoing)

TEKS2

(5) The student researches, analyzes, and explores lifestyle and career goals. The student examines jobs available in the food service industry and accesses career opportunities.



(E) examine food service related community service opportunities Content/Curriculum Literacy Connection: §110.47. Reading I, II, III

(3) The student reads for a variety of purposes with multiple sources, both narrative and expository. The student is expected to:

(A) read functional texts to complete real-world tasks such as job applications, recipes, and product assembly instructions;


(C) read using test-taking skills such as highlighting, annotating, previewing questions, noticing key words, employing process of elimination, allotting time, and following directions;



Resources http://www.whatcareerisrightforme.com/career-aptitude-test.php


Focus: . The portfolio will require students to make informed decisions about their health practice and how they will achieve their wellness goals. A. Training and education B. Setting goals C. Entrepreneurship

• Portfolio: Students will create a portfolio throughout the course that contains information that they have been learning throughout the course. This portfolio will be one task that is used to meet standards including information to cover what is needed to complete the standard.

Content Curriculum

Students should complete the aptitude test to gather some idea of future career choices: The portfolio will require students to make informed decisions about their health practice and how they will achieve their wellness goals. They will research a community health practice and evaluate ways to help childhood obesity within the local community.

Engaging the Learner: This information was given at the beginning of the semester, students are responsible for maintaining a portfolio/binder with all coursework related to the class

In the classroom students will learn computer skills, work force job skills and résumé writing. Upon graduation from the program students will be able to fill positions at entry level and mid-entry levels. They will learn the team player philosophy and be comfortable and confident in acquiring a job.

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Students are required to pass the Commercial Kitchen Safety Exam with a score of 100%, before they can enter the commercial kitchen and participate in lab assignments. There are also other opportunities that can lead to industry certifications. Course Certifications OSHA ServSafe Food Handlers /Food Managers Texas Employability Skills The ProStart® National Certificate of Achievement (COA) Student Organizations DECA Skills USA Pro-Start Global Market Grill Management Team

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career and technical education curriculum...culinary arts i - textbooks: guide to good food –...

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