Connecticut. Technical High School System. Grade 9. Culinary Arts Curriculum Implementation Guide

Connecticut

Technical High School System

Grade 9

Culinary Arts

Curriculum

Goal: 9-1. (2 Day Cycle) Safety & Sanitation Procedures

:

Safety procedures set the standards for an accident free work environment.

Big Idea (s):

1. Learning and practicing safety procedures will help prevent injuries.

2. Accidents are caused, they don’t just happen. (An ounce of prevention is worth a pound of cure!)

3. Personal Hygiene and proper dress promote success.

4. Proper hand washing procedures can prevent cross contamination and the spread of food borne illness.

Essential Questions:

1. Why is personal safety important in the kitchen?

2. How do safety rules promote productivity in the kitchen?

3. Explain the statement, “An ounce of prevention is worth a pound of cure.”?

4. Why is personal hygiene so important when working in the kitchen?

5. Why is proper attire vital to sanitation and safety in the kitchen?

Learning Outcomes

Students will: As evidenced by: written, oral or performance 1. Demonstrate ability to follow

fire safety and evacuation procedures.

 Model procedures to Exit building during fire and evacuation events

 Identify area used for lock down procedures

 Review procedures for all evacuations and lock down.  Show location of fire

extinguisher and fire-retardant blanket  Show location of Ansul

 Model procedure to exit building in an organized and timely manner. (Assessment by observation of performance)

 Identify location of lock down area

 Demonstrate recall of knowledge by executing evacuation and lock down procedures. (Assessment by instructor observation)

 Show location of fire extinguisher and fire retardant blanket. (Assessed by instructor observation)

System and describe how and when to use it

 Locate and explain how and when to use Ansul system  (Assessed by instructor observation)

2 . Demonstrate good/safe workplace procedures (i.e. shop rules)

 Read shop rules  Identify the four most

common accidents in the kitchen and explain preventative measures  Interpret proper

procedures when various kitchen/dining room accidents occur

 Illustrate proper lifting procedures

Identify procedures for waste disposal and recycling

 Show understanding of shop rules on a written safety assessment.  Demonstrate knowledge of accidents and prevention on a written

assessment.

 Explain accident procedures during classroom discussions.

 Demonstrate ability to lift objects using correct technique (i.e. bend the knees and use leg muscles instead of back muscles) (Assessed by observation of student performance.)

 Demonstrate ability to determine the difference between waste and recyclable materials.(Assessed by Instructor observation))

 Demonstrate ability to properly collect and dispose of all waste and recyclable materials.( Assessed by instructor observation)

3. The Safe Foodhandler

 Demonstrate appropriate personal hygiene for the workplace

 Illustrate proper hand washing techniques

 Utilize proper hygiene through clean proper uniforms and personal grooming habits (work boots, hats, nail care, hair restraints, gloves, etc.)( Assessment done by instructor observation)

 Model correct hand washing techniques used during production (Assessment done by instructor observation)

Goal: 9-2 Career Opportunities (2 Day Cycle)

Career information provides students with

the opportunities for future jobs and success in the foodservice industry.

Big Idea (s): 1. The food service industry offers many challenging and rewarding career opportunities.

2. Education and work experience are the keys to obtaining success.

3. Goal setting is important in all facets of life.

Essential Question (s):

1. What is the importance in identifying the various jobs/careers in the foodservice industry?

2. What are your career goals after high school?

3. How can further education after high school have a positive effect on your career and life goals?

Learning Outcomes

Students will :do or As evidenced by: oral, written or performance

1. Explain job opportunities

 List examples of the various career opportunities in the foodservice

industry

 Identify the stations in the kitchen and model the responsibilities of each station.  Compare and Contrast the positions in the kitchen brigade system and their responsibilities

 List career opportunities in the food service field on a written assessment

 Relate skills necessary to work at all assigned stations in the kitchen. (Assessment by instructors observation of daily production and clean up)

 Define the brigade system and its positions and responsibilities on a written assessment

2. Explain post- secondary education

 Define the term post-secondary education

 Identify both in and out of state culinary programs, schools, colleges and universities.

 Define the term post-secondary education and its effect on career opportunities on a written assessment.

 Recall post-secondary schools on a written assessment

Resources: Nat’l. Restaurant Assoc. Career Video Link below:

http://www.youtube.com/watch?v=PF0gb3eny70

Chapter 3 Culinary Essentials, Careers in Foodservice Extension Activity:

Common Formative Assessment(s)

Compare and contrast different careers within the foodservice industry through instructor led discussion

4 DAY CYCLE

Goal: 9-3. (4 Day Cycle) SIGN OFF SHEETS for Knife and Chemical

Safety Procedures

: Safety procedures set the standards for an accident free work

environment.

VERY IMPORTANT INSTRUCTIONS:

1. DO NOT CUT AND PASTE the following LINK, ONLY COPY AND PASTE OR

PRINT.

\\Sde-fs1mid3h\Culinary\Culinary Mark H\Freshmen Safety Sign Off Sheets

**********AGAIN PLEASE DO NOT CUT AND PASTE LINK**************

Goal: ServSafe – Chapter 10 (4 Day Cycle) - (6

Edition)

BIG IDEA:

1. The ServSafe Training and Certification Program provide students with the knowledge, skills, and abilities to become a safe food certified manager. Student objective is to earn a ServSafe Food Protection Manager Certification, accredited by the American National Standards Institute (ANSI)-Conference for Food Protection (CFP). The program blends the latest FDA Food Code, food safety research and years of food sanitation training experience.

2. Managers learn to implement essential food safety practices and create a culture of food safety. All content and materials are based on actual job tasks identified by foodservice industry experts. 3. In the competitive restaurant field, industry certification can help you stand out among a crowd of

applicants. ServSafe gives the Connecticut Technical High School culinary arts student an employment edge in today’s competitive food service industry.

ESSENTIAL QUESTION(S):

1. Why is food safety so important? 2. How can food become contaminated?

3. How can we help prevent cross contamination?

Learner Outcomes

 Identify Forms of Contamination

 Be aware of typical food allergies

 Be aware of vegetarian, vegan, and specialty diets (i.e. gluten free etc.)

 Be a Safe Food Handler  Understand The Flow of Food

(Introduction)

Students will:

 Compare the different methods of sanitizing and how to make sure they are effective.

 Identify how to use and store cleaning tools and supplies.

 Demonstrate knowledge of foods they are working with/serving and know their potential to be

contaminates to someone with food allergies

 Demonstrate knowledge of diet/lifestyle choice, dietary restrictions and guidelines

 Understand The Flow of Food (Purchasing , Receiving, Storage)

 Understand The Flow of Food (Preparation)

 Understand The Flow of Food (Service)

 Apply Food Safety Management Systems  Operate a Safe Facility and

Pest Management System  Clean and Sanitize

 Apply how to wash items in a dishwasher or three compartment sink.

 Model how and when to clean and sanitize surfaces

Goal: 9-4 Career Opportunities (4 Day Cycle – repeat from 2 day)

Career information provides students with the opportunities for future jobs and success in

the foodservice industry.

Big Idea (s): 1. The food service industry offers many challenging and rewarding career opportunities.

2. Education and work experience is the key to obtaining success.

3. Goal setting is important in all facets of life.

Essential Question (s): 1. What is the importance in identifying the various jobs/careers in the foodservice industry?

2. What are your career goals after high school?

3. How can further education after high school have a positive effect on your career and life goals?

Learning Outcomes

Students will : As evidenced by: oral, written or performance

1. Explain job opportunities

 List examples of the various career

 List career opportunities in the food service field on a written assessment

opportunities in the foodservice industry  Summarize growth and

development of the Hospitality and Tourism industries.

 Relate the career opportunities, and the personality traits

associated with them, for a variety of jobs in the industry.

 Compare professional organizations and explain their purpose and benefits to the industry.

 Identify industry trade periodicals.

 Identify the stations in the kitchen and model the responsibilities of each station.

 Identify how the Hospitality and Tourism industries have changed over the years and how it has become full of specialized career opportunities.

 Explain how certain personality traits are essential for the many developing career opportunities in the industry.

 Demonstrate skills necessary to work at all assigned stations in the kitchen. (Assessment by instructors observation of daily production and clean up)

 Explain how networking in professional organizations can assist or advance in careers.

 Explain how trade periodicals can develop knowledge and help shape careers, and how they differ from other industry resources.

 Define the brigade system and its positions and responsibilities on a written assessment

2. Explain post- secondary education

 Define the term post-secondary education

 Identify both in and out of state culinary programs, schools, colleges and universities.

 Define the term post-secondary education and its effect on career opportunities on a written assessment.

 List post-secondary schools on a written assessment

Resources: Nat’l Restaurant Assoc. Career Video Link http://www.youtube.com/watch?v=PF0gb3eny70 Chapter 3 Culinary Essentials Textbook – Careers in Foodservice.

Extension Activity:

Common Formative Assessment(s)

Compare and contrast different careers within the foodservice industry through instructor led discussion

Second Semester – Permanent Freshman Class

Goal: 9-5

- Sanitation and Safety Review

Big Idea (s): Kitchens and dish rooms are full of potential hazards.

Essential Question(s):

1. Why is it important to keep a student from getting injured while working?

2. What are the many hazards in a kitchen or dish room?

3. Explain how we can each keep people safe while working in a kitchen/dish room.

Learning Outcomes

Students will: As evidenced by: (oral, written, performance)  Clean and Sanitize using proper

procedure (Red/ Green Bucket set up)

 Utilize Pot Sink set up and breakdown

 Utilize Dish room set up and breakdown

 Perform Chemical Safety review - MSDS

 Demonstrate Emergency Procedures –Fire & Evacuation  Recall Preventing kitchen

Accidents & Personal Injury – Chapter 1 Culinary Essentials textbook – Personal Protective Clothing/ Equipment (PPE) / Burns and Scalds / Cuts / Slips and Falls / Back Injuries and Strains

 Locate First Aid – Universal Precaution Kit

 Summarize and complete Freshman Safety Equipment Sign off Sheets

 Demonstrate appropriate personal hygiene for the workplace

 Illustrate proper hand washing techniques

During classroom/kitchen area review:

 Describe all the procedures of operating the 3 bay sink, dish machine, and portable red/green buckets.

 Prepare a cleaning checklist for kitchen and equipment, monitor and prepare a “health inspection” style report.  Locate M.S.D.S book and describe what important

information is in it.

 Describe students role during emergencies, i.e. lockdown, lockout, fire evacuations.

 Describe the most common injuries in the kitchen, and various preventative measures.

 Identify location of first aid kit and students responsibility when an injury occurs.

 Demonstrate how to use and clean knives, slicer, and mixers.

 Identify proper chemical storage location and describe chemical safety procedures.

 Model proper uniform and grooming habits

Goal: 9-6 Weights, Measures & Standardized Recipes

Knowing how to weigh and measure ingredients is key to successful food production.

Big Idea (s): 1. All written recipes and formulas contain volume and /or weight measurements.

2. The ability to accurately measure ingredients is the key to the success of creating a standardized recipe.

3. Different recipe ingredients are measured with a variety of equipment and devices.

Essential Question (s): 1. Why is it crucial to know how to measure ingredients by both weight and volume?

2. What is the purpose of using a standardized recipes in foodservice?

3. What are the different types of measuring devices and how

are they used to measure both weight and volume?

Learning Outcomes

Students will: do or As evidenced by: oral, written or performance

1. Explain the importance of accurate use of weights and measures.

 Define the terms weight and volume

 Explain the importance of accurate measurements

 Identify devices used to measure volume (i.e.

teaspoons, tablespoons, cups, quarts and gallons)

 Define weight and volume on a written assessment  Summarize on a written assessment the importance of

measuring ingredients accurately

 List the various volume measuring devices in a bench style written assessment.

2. Operate various scales and utilize volume measurements.

 Demonstrate the usage of a portion scale

 Demonstrate correct usage of a portion scale during daily production daily (assessment done by observation)

 Contrast the difference between weight and volume  Demonstrate accurate usage

of volume measuring devices.

 Demonstrate correct usage of a balance scale

.

 Match abbreviations for measurements. (i.e. t, T, c, oz., etc.)

volume during daily production

 Utilize prior knowledge to accurately measure various

volumes of product (i.e. cups quarts gallons etc.) Assessed by instructors observation

 Demonstrate skill of operating a balance scale during daily production. (Assessed by instructors observation)

 List the common measurement abbreviations and their meaning on a written assessment.

3. Demonstrate usage of standardized recipes.

 Define the term standardized recipe.

 Explain the difference between a recipe and a formula.

 List the different parts of standardized recipe  Explain the importance of

using a standardized recipe (i.e. consistency, waste control, ordering etc.)  Demonstrate ability to produce a standardized recipe using volume and weight measuring devices.  Properly convert basic

recipes.

 Identify and apply conversion factor  Extend amounts for old

recipe to prepare the new desired yield.

 Define the term standardized recipe on a written assessment

 Compare and contrast the difference between a recipe and a formula on a written assessment

 List and explain in writing the different parts of a standardized recipe

 List the reasons for utilizing a standardized recipe on a written assessment.

 Demonstrate proficiency at measuring weight and volume by producing a standardized recipe. (Assessed by observation of measuring done in daily production)

 Demonstrate proficiency of adding, subtracting, and multiplying various units of measure.

 Demonstrate proficiency in converting various units of measure to the lowest common denominator. (i.e. 16T = 8ozs.)

 Demonstrate proficiency on written recipe that will be tripled.(D.S.A.)

 Demonstrate proficiency on a written recipe that will be converted to produce two times the amount of the actual recipe.

 Explain why and where there is a need for convenience, value added, further processed or par-cooked food items.

Goal: 9-7 Equipment/Tool ID and Portion Control:

1. Food preparation equipment is used to process or prepare foods. Food preparation equipment may be used in cooking or as part of clean up.

2. Holding equipment holds hot or cold foods and maintains their temperature.

3. Service equipment consists of all types of utensils for serving / portion controlling food to customers.

Essential Question (s):

1. How can customer satisfaction be accomplished by proper portion control?

2. How important is portion control in Food Cost?

3. Explain how the layout of a commercial kitchen affects the work flow.

Learning Outcomes

Students will: As evidenced by: (oral, written, performance)

1. Demonstrate proper portion control  Define the term portion size  Identify portion scoops and

spoons for cafeteria service  Demonstrate correct usage of

portion scoops and spoons  Identify steam table pans and

there usage

 Define in writing the term portion size and its importance in the food service industry

 List the various size portion scoops and spoons on a photo ID style written assessment.

 Demonstrate ability to utilize portion scoops and spoons accurately during daily production (Assessed by instructor observation)

 List names of commonly used steam table pans in a Photo  Discuss the applicability of

convenience, value added, further processed or par-cooked food items. Resources:

Chapter 13 in Culinary Essentials, Using Standardized Recipes Extension Activity:

 Utilize portion scoops and spoons for proper portion control

 Illustrate handling and preparing convenience food

ID written assessment.

 Demonstrate proficiency in utilization of portions scoops during daily production.(Performance assessment by observation)

 Proficiency of handling and preparation of convenience foods on a daily basis under the supervision of the chef/instructor in the cafeteria lab.

2. Identification of equipment.

 Identify small wares, pots and pans that are used in daily production (i.e. sauce pots, sauté pans, ladles, spatulas, kitchen spoons etc.)

 List and identify the various pieces of large equipment used in production (i.e. steamer, steam kettle, convection and convection ovens griddle, broiler, fryer etc.)

 Demonstrate ability to use the equipment/small wares

 Identify on a written Photo ID style assessment various small wares.

 Identify on a written assessment various pieces of large equipment used in daily production.

 Show ability to identify and utilize equipment and small wares during daily production. ( Assessed by observation during production)

Resources:

http://www.extension.iastate.edu/foodsafety/Lesson/homepage.html#bugyou

Chapters 9 & 10 in Culinary Essentials, EQ and Technology and Knives and Smallwares

Goal 9.8 Knife Skills / Mise en Place

1. Students will be able to:  Demonstrate proper knife

grip

 Demonstrate how to carry, clean, and store knives. (i.e. tip facing down by side, no knives left in pot sink, clean your own knives, etc.)  Exhibit correct procedures

for anchoring a cutting board, etc.

 Demonstrate prior

knowledge of correct knife grip, carriage, cleaning and storage.

 Demonstrate prior

knowledge of proper knife grip

 Explain correct truing of a French knife (i.e. 20 degree angle, how to hold knife and steel etc.)

 Demonstrate truing a French knife

 Demonstrate proper use of whetstone in sharpening a French knife

 Identify all knives in the standard knife kit and their usage.

 Demonstrate ability to perform basic vegetable knife cuts (i.e. Batonnet, Julienne, Paysanne, Brunoise, small, medium, and large dice, onion dice)

 Model proper knife grip during daily production  Show knowledge of correct procedures of carriage, cleaning

and storage of a French knife. (Assessed by observation during production.)

 Demonstrate ability to anchor a cutting board. (Assessed by instructor observation)

 Show ability to correctly carry, clean and store a French knife (recall from the 2 day cycle) (Assessed by observation during daily shop production.

 Exhibit correct knife grip(Assessed by instructor observation)

 Sign off on Knife Safety Demonstration.

 Illustrate correct procedure for truing a French knife(Assessed by observation)

 Demonstrate sharpening knives proficiently.(Assessed by instructor observation)

 List all the knives and usage on a Bench style written assessment.

 Show ability to cut various vegetables used for daily

Goal: ServSafe – Chapter 1 & 3 - (6

Edition)

BIG IDEA:

The ServSafe Training and Certification Program provide students with the knowledge, skills, and abilities to become a safe food certified manager. Student objective is to earn a ServSafe Food Protection Manager Certification, accredited by the American National Standards Institute (ANSI)-Conference for Food Protection (CFP). The program blends the latest FDA Food Code, food safety research and years of food sanitation training experience.

Managers learn to implement essential food safety practices and create a culture of food safety. All content and materials are based on actual job tasks identified by foodservice industry experts.

In the competitive restaurant field, industry certification can help you stand out among a crowd of applicants. ServSafe gives the Connecticut Technical High School culinary arts student an

employment edge in today’s competitive food service industry.

ESSENTIAL QUESTION(S):

2. Why is food safety so important?

3. How many ways can food become contaminated?

Learner Outcomes

 Provide Safe Food

 Identify Forms of Contamination  Be a Safe Food Handler

 Explain The Flow of Food (Introduction)

 Explain The Flow of Food

Students will

:

 Recognize the importance of Food Safety

 Describe what cross contamination is and various ways it happens.

 Understand how food becomes unsafe.  Identify TCS foods

 Recognize the risk factors for foodborne illness. 2. Explain and interpret the French

term mise en place

 Defined “as put in place”, it includes gathering all raw materials, including food,

equipment and tools required for your station.

 Interpret the term and use it in the proper context; a planning and organizational process

 Demonstrate this concept through the planning, organizing, prioritizing, sequencing and simplifying of an assignment through a series of smaller related tasks (assessed by Instructor observation, i.e. standard breading station)

((Purchasing , Receiving, Storage)  Explain The Flow of Food

(Preparation)

 Explain The Flow of Food (Service)  Apply Food Safety Management

Systems

 Operate a Safe Facility and Pest Management System

 Clean and Sanitize

 Understand important prevention measures for keeping Food Safe.

 Describe and avoid personal behaviors that can contaminate food.

 Describe the proper hand washing procedures.  Describe the proper way to dress for work and

handling work clothes during production.

 Describe where students can eat, drink and chew gum or tobacco.

 Know when they may be carrying pathogens, they must keep from working with or around food, or from working in the operation.

 Identify common kitchen/storage pests and describe how to prevent them from coming in, including protecting stored foods.

 Describe the proper receiving and storage of chemicals, and paper goods.

Individual Portfolio Checklist       

Name:__________________ 

9th Grade Skills & Knowledge  Date Instructed  Date Practiced  Date Proficient 

Safety & Sanitation (9.1 ‐ 9.6)           Personal Safety           Knife Safety           Chemical Safety           Red & Green Bucket Procedure           3 bay sink set up           Dish Machine Set‐up/Break  down              Equipment/Tool I.D. (9.8)     Food Processor, Grinder           Small Ware I.D.           Slicer Safety           Large Equipment I.D.           Mixer Safety           Mise en Place/Knife Skills (9.9)     Work Station Set‐up/cutting station            Sharpening on Whetstone           Knife Truing ‐ Steel           Cuts‐ Julienne           Cuts ‐ Brunoise           Cuts ‐ Batonnet           Cuts ‐ Small Dice           Cuts ‐ Chop & Mince           Cuts ‐ Onion Dice           Weights & Measures (9.7)     Weight vs. Volume           Recipe Conversion           Measuring Spoons           Measuring Cups           Pints/qts/gal.           Portion Scales (Spring, Digital)           Balance Scale           SERVSAFE      Chapter 1           Chapter 3           Chapter 10           Notes: