financial literacy/culinary arts grades 9-12 · this curriculum will focus on the major segments of...

FINANCIAL LITERACY/CULINARY ARTS GRADES 9-12

EWING PUBLIC SCHOOLS 2099 Pennington Road

Ewing, NJ 08618

BOE Approval Date: August 29, 2016 Michael Nitti Written by: EHS Family& Consumer Sciences Staff Superintendent In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

TABLE OF CONTENTS Page Preface 1 Philosophy 2 Financial Literacy Scope of Essential Learning:

Unit 1: Pay, Benefits and Working Conditions 3 Unit 2: Budgets and Financial Records 6 Unit 3: Credit and Debt Management 9 Unit 4: Planning, Saving and Investing 13 Unit 5: Becoming a Critical Consumer 16 Unit 6: Risk Management and Insurance 19

Culinary Arts Scope of Essential Learning:

Unit 1: Kitchen Basics 22 Unit 2: Nutrition Basics 25 Unit 3: The Art of Cooking 28 Unit 4: Meal Planning 32 Unit 5: Baking Basics 36 Unit 6: Legumes, Nuts, Seeds, Dairy Foods, Eggs, Meats and Poultry 40

Unit 7: Food Combinations 44

1

PREFACE This curriculum will focus on the major segments of the financial environment and introduce students to culinary art skills basic food production, sanitation, and safety and workplace readiness skills. Students will take on the role of consumers and engage in a wide array of financial literacy and basic cooking experiences that are fundamental to personal, social, economic and ecological health. Family and Consumer Science has, as its central focus, preparing individuals to become contributing members of a family structure, the community and society in general. Basic life skills relating to affective, cognitive and psychomotor development are emphasized. Family and Consumer Science has, as its central focus, preparing individuals to become contributing members of a family structure, the community and society in general. Financial Literacy focuses on developing skills to assist with making appropriate personal finance decisions, developing a budget, managing credit, being a critical consumer, and understanding and using entrepreneurial skills connected to a real life experience. The Financial Literacy/Culinary Arts course is designed to use the Family and Consumer Science course as a vehicle which provides a practical application of the financial literacy skills. Conceptual areas include those related to the individual’s social, intellectual, physical and emotional development. In Financial Literacy and Culinary Arts, life management skills are applied to realistic situations. Students prepare for the future by learning to make decisions, solve problems, establish personal goals, communicate effectively, apply management skills using available resources and develop a personal sense of self-worth. Family and Consumer Science students will acquire transferable skills useful in daily life; they will apply these skills to the everyday living activities which will challenge them in the future. Class Instructional Time: Block scheduling (83 min) – 5 days a week.

2

PHILOSOPHY Family and Consumer Science education empowers individuals and families throughout their lives to manage the challenges of living and working in a diverse, global society. The challenges individuals face throughout their lives include balancing personal, home, family and work lives; acquiring marketable skills to be successful in life management, employment and career development; promoting optimal nutrition and wellness; and managing resources to meet the material needs of individuals and families. Financial Literacy and Culinary Arts can give individuals the practical knowledge, critical and creative thinking skills to address problems in diverse family, community and work environments. This curriculum will provide students with opportunities to attain knowledge, skills and leadership characteristics necessary to succeed in life while focusing on the roles of family members and wage earners.

3

FINANCIAL LITERACY SCOPE OF ESSENTIAL LEARNING UNIT 1: PAY, BENEFITS AND WORKING CONDITIONS

Why Is This Unit Important? This introductory unit will serve as an overview on the major themes and topics of study that will examine the regional units of study in this course. The Big Ideas embedded through this unit are: 1. Money management that involves setting financial goals 2. Money management that is reliant on developing and maintaining personal

budgets 3. Money management that requires the understanding of cash flow systems and

business practices Enduring Understandings: 1. compare strategies for saving and investing and the factors that influence how

much should be saved or invested to meet financial goals. 2. analyze how income and spending plans are affected by age, needs and

resources. 3. construct a plan to accumulate emergency “rainy day” funds. 4. analyze how changes in taxes, inflation, and personal circumstances can affect a

personal budget. 5. design and utilized a simulated budget to monitor progress. 6. develop personal financial strategies that respond to and use tax deductions and

shelters. 7. describe and calculate interest and fees that are applied to various forms of

spending, debt and saving. 8. develop a plan that uses the services of various financial institutions to meet

personal and family financial goals.

4

Essential Questions: 1. What are the different saving vehicles? 2. What is the significance of saving for emergencies? 3. What are the cost benefits associated with different investing methods? 4. How do spending habits change through an average person’s life? 5. How should saving habits change through an average person’s life? Acquired Knowledge: 1. How saving impacts future financial goals. 2. How important a budget is to a healthy financial future. 3. How to calculate interest and associated fees. 4. How to create attainable personal and family goals. Acquired Skills: Create a T-Chart to display personal revenue and expenses. Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Spending Quiz 2. Debt Quiz 3. Saving Quiz 4. Classwork 5. Homework 6. Unit Test Instructional Materials/Strategies: Text: Managing Your Personal Finances Various banking/credit union materials Wall Street Journal articles Time magazine articles Managing Your Personal Finances textbook articles Online Resources: http://practicalmoneyskills.com/, http://www.extension.umn.edu/Youth&Money/ Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Restate directions Visual Prompts

5

Extended time (homework/class work/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs: 9.2.12.B.2-8, 10 Suggested Learning Experiences and Instructional Activities: Anticipatory Sets: - Discuss Salary vs. Hourly Wage – Discuss Gross Pay-Net Pay - Discuss Unions – Discuss Types of Taxes - Credit management includes making informed choices about sources of credit and requires an understanding of the cost of credit. In-Class Activities: - Complete Employee Withholding Sheet - Create a colorful pie chart with sections representing the percentage amounts for deductions - Compute Gross pay based on regular pay/overtime - Pay Timesheets Home-link Activities: - Learning, Earning and Investing web site - InCharge Education Foundation web site Cross-Content Writing Activities: - Write text about savings/saving plans using several logically-ordered paragraphs that express opinions and include ideas. Possible Dilemmas (Moral/Spiritual/Ethical, etc.): - Identifying values - Choice between alternatives - Doing the right thing - Improving social context - Conflict between right and wrong - Rational choices

6

FINANCIAL LITERACY SCOPE OF ESSENTIAL LEARNING UNIT 2: BUDGETS AND FINANCIAL RECORDS

Why Is This Unit Important? This introductory unit will serve as an overview on the major themes and topics of study that will examine the regional units of study in this course. The Big Ideas embedded through this unit are: 1. Money Management that involves setting financial goals 2. Money Management that is reliant on developing and maintaining personal

budgets 3. Money Management that requires the understanding of cash flow systems and

business practices Enduring Understandings: 1. compare strategies for saving and investing and the factors that influence how

much should be saved or invested to meet financial goals. 2. analyze how income and spending plans are affected by age, needs and

resources. 3. construct a plan to accumulate emergency “rainy day” funds. 4. analyze how changes in taxes, inflation, and personal circumstances can affect a

personal budget. 5. design and utilized a simulated budget to monitor progress. 6. develop personal financial strategies that respond to and use tax deductions and

shelters. 7. describe and calculate interest and fees that are applied to various forms of

spending, debt, and saving. 8. develop a plan that uses the services of various financial institutions to meet

personal and family financial goals.

7

Essential Questions: 1. What are the different saving vehicles? 2. What is the significance of saving for emergencies? 3. What are the cost benefits associated with different investing methods? 4. How do spending habits change through an average person’s life? 5. How should saving habits change through an average person’s life? Acquired Knowledge: 1. How saving impacts future financial goals 2. How important a budget is to a healthy financial future 3. How to calculate interest and associated fees 4. How to create attainable personal and family goals Acquired Skills: Create a T-Chart to display personal revenue and expenses Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Spending Quiz 2. Debt Quiz 3. Saving Quiz 4. Classwork 5. Homework 6. Unit Test Instructional Materials/Strategies: Text: Managing Your Personal Finances Various banking/credit union materials Wall Street Journal articles Time magazine articles Managing Your Personal Finances textbook articles Online resources: http://practicalmoneyskills.com/, http://www.extension.umn.edu/Youth&Money/ Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Restate directions Visual Prompts

8

Extended time (homework/class work/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs: 9.2.12.B.2-8, 10 Suggested Learning Experiences and Instructional Activities: Anticipatory Sets: - Discuss Salary vs. Hourly Wage – Discuss Gross Pay-Net Pay - Discuss Unions – Discuss Types of Taxes In-Class Activities: - Complete Employee Withholding Sheet - Create a colorful Pie Chart with sections representing the percentage amounts for deductions - Compute Gross pay based on regular pay/overtime - Pay Timesheets Home-Link Activities: - Learning, Earning, and Investing web site - InCharge Education Foundation web site Cross-Content Writing Activities: - Write text about savings/saving plans using several logically-ordered paragraphs that express opinions and include ideas Possible Dilemmas (Moral/Spiritual/Ethical, etc.): - Identifying values - Choice between alternatives - Doing the right thing - Improving social context - Conflict between right and wrong - Rational choices

9

FINANCIAL LITERACY SCOPE OF ESSENTIAL LEARNING UNIT 3: CREDIT AND DEBT MANAGEMENT

Why Is This Unit Important? This introductory unit will serve as an overview on the major themes and topics of study that will examine the regional units of study in this course. The Big Ideas embedded through this unit are: 1. Credit management includes making informed choices about sources of credit

and requires an understanding of the cost of credit. 2. Credit worthiness is dependent on making informed credit decisions and

managing debt responsibility. Enduring Understandings: 1. compare and contrast the financial benefits of different products and services

offered by a variety of financial institutions. 2. compare and compute interest and compound interest and develop an

amortization table using business tools. 3. compute and assess the accumulating effect of interest paid over time when

using a variety of sources of credit. 4. analyze the information contained in a credit report and explain the importance of

disputing inaccurate entries. 5. explain credit scores. 6. explain the 5 C’s of Credit: Character-Capacity-Capital-Conditions-Collateral 7. evaluate the implications of personal and corporate bankruptcy for self and

others. Essential Questions: 1. How do commercial banks and credit unions differ? 2. What are the various types of credit that can be used to borrow money? 3. What are the three credit score reporting agencies? 4. What are the factors that influence credit scores? 5. What are the different types and causes of bankruptcy?

10

Acquired Knowledge: 1. Various lending institutions 2. Where to access a credit score 3. Responsibilities and costs of credit 4. Consequences of bankruptcy Acquired Skills: 1. Create an amortization table using spreadsheet software that calculates simple

and compound interest on a loan. 2. Use the internet to access a free credit report (FTC Website-(NOLO online law

site) 3. Create a blown-up copy of a Credit Card offer. Highlight key terms of the offer,

such as introductory rate, annual percentage rate, fees, reading fine print of offer, etc.

4. Explore what it would be like to work in the Consumer Protection Division of the

New Jersey State Attorney General’s or for a federal agency such as the Federal Trade Commission. How are consumers able to make/file complaints? What does the government agency do to help them? What would be your role as a government employee?

Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Classwork 2. Homework 3. Computer based projects 4. Credit Quiz 5. Bankruptcy Quiz 6. Unit test Instructional Materials/Strategies: Text: Managing Your Personal Finances Various banking and credit materials (charge cards-revolving accounts-credit card agreements-credit card statements) Wall Street Journal articles Time magazine articles Managing Your Personal Finances textbook articles

11

Online Resources: - http://practicalmoneyskills.com/ - http://www.extension.umn.edu/Youth&Money/ - EconEd Link - Economic Education Web – Standards, concepts and resources - The Federal Reserve - InCharge Education Foundation - Jumpstart - Learning, Earning and Investing - Dollars from Sense - mymoney.gov - National Financial Education Network Database - Kevin McKinley’s On Your Money - United States Department of the Treasury Office of Financial Education - Money Wise Teen - Money Talks for Teens Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Restate directions Study/test guide Visual prompts Extended time Highlight key points Verbalize before writing List of Applicable NJCCS and Standards/CPIs: 9.2.12.C.1-3, 5, 6, 8 Suggested Learning Experiences and Instructional Activities: Anticipatory Sets: - Classroom discussions about buying on Credit vs. Paying Cash - Is Credit a Good/Bad thing today - Name various types of credit - Discuss Credit Introductory Rates In-Class Activities: - Analyze and Compare three Credit Card offers - Explain/list the advantages and disadvantages of using credit - Describe situations where the use of credit is appropriate and important - Discuss and make a list of careers in credit

12

Home-Link Activities: - Clipping Coupons/Council for Economic Education - Grand Scan/Federal Trade Commission - Giving Credit/Council for Economic Education) Cross-Content Writing Activities: - Writing a Business letter (credit dispute/writing a financial plan/raising money-realistic goals)

13

FINANCIAL LITERACY SCOPE OF ESSENTIAL LEARNING UNIT 4: PLANNING, SAVING AND INVESTING

Why Is This Unit Important? This introductory unit will serve as an overview on the major themes and topics of study that will examine the regional units of study in this course. The Big Ideas embedded through this unit are: 1. Information about investment options assist with financial planning 2. Appropriate application of basic economic principles leads to wiser decisions for

individual, family, and business financial planning. Enduring Understandings: 1. justify the use of savings and investment options to meet targeted goals. 2. compare the risk, return, and liquidity of various savings and investment

alternatives. 3. determine the impact of various market events on stock market prices and on

other savings and investments. Essential Questions: 1. What are different investment options, other than savings accounts? 2. What political or social events in history have impacted the stock market? 3. Why should beginning investors choose low-risk investments? Acquired Knowledge: 1. Compare and contrast a typical savings account to high and low risk investment

options. 2. History of economic events as related to the stock market. 3. Forecast of future events that could impact the stock market. Acquired Skills: 1. Using the internet and media center as research tools, create a timeline that

shows historical economic events since 1900. 2. Create a table (using spreadsheet software) that shows different investing

vehicles and their potential returns.

14

Using the media center or computer lab to go online to obtain a copy of a current annual report of a major corporation that does business in New Jersey. Outline the contents of the report and decide whether or not this corporation would be a good investment choice. Explain why or why not (present to class) Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Class work – Chapter review questions/worksheets 2. Homework 3. Project – Consult a financial newspaper (NY Times-Wall Street Journal) or

search the internet to find the current rate for each of the following securities: - Series EE savings bonds - One-year Treasury bills - Two-year Treasury notes - Thirty-year Treasury bonds 4. Unit test Instructional Materials/Strategies: New York Times Wall Street Journal Time magazine Media Center books Text: Managing Your Personal Finances Online resources: http://www.extension.umn.edu (Financial Security), http://www.dowjones.com Suggested Learning Experiences and Instructional Activities: Anticipatory Sets: - Ask students what comes to mind when they hear the words “New York Stock Exchange” - Discuss with students the advantages and disadvantages of owning stock In-Class Activities: - Ask students to examine the financial section of a newspaper (online or hard copy) and to find additional words that could be added to the chapter’s vocabulary Challenge them to find ten new words that apply to buying stocks (define the terms) - Class speaker – Financial Advisor who will discuss all stages of investing; question/ answer period to follow - Using the media center/computer lab, have students examine financial services such as Moody’s (www.moodys.com) and Standard & Poor’s (www.standardandpoors.com)

15

Home-Link Activities: - (www.teenvestor.com) - http://practicalmoneyskills.com/ Cross-Content Writing Activities: - Identify various ways to save - Demonstrate the ability to use the decision-making process (define problem-obtain accurate information-compare choices-make decision-take action) to justify the best investment and/or savings options to achieve particular goals Possible Dilemmas (Moral/Spiritual/Ethical, etc.) - Choice between alternatives - Decision making - Problem solving - Self-management

16

FINANCIAL LITERACY SCOPE OF ESSENTIAL LEARNING UNIT 5: BECOMING A CRITICAL CONSUMER

Why Is This Unit Important? This introductory unit will serve as an overview on the major themes and topics of study that will examine the regional units of study in this course. The Big Ideas embedded through this unit are: 1. Consumer protection includes providing information about the range of products

and services and about consumer resources, rights and responsibilities. Enduring Understandings: 1. relate consumer fraud, including online scams and theft of employee time and

goods to laws that protect consumers. 2. determine when credit counseling is necessary and evaluate the resources

available to assist consumers who wish to use it. 3. determine reasons for the increase of identity theft worldwide and evaluate the

extent to which victims of identity theft are successful in fully restoring their personal identities.

Essential Questions: 1. What are the common types of consumer fraud in today’s society? 2. What laws have been recently created to address consumer fraud? 3. How does a person know they need credit/debt counseling? 4. Where can a person go to receive credit/debt counseling? 5. What steps need to be taken to restore a person’s identity once it has been

stolen? Acquired Knowledge: 1. Common consumer fraud scams 2. Current consumer fraud laws 3. Characteristics of a credit/debt problem that requires counseling 4. Restoring personal identity Acquired Skills: 1. Create a T-Chart that displays a consumer fraud act and the corresponding law

that makes it illegal.

17

2. Create a visual (poster/handout/pamphlet) that lists the signs of a person in need of credit/debt counseling and the counseling services that are available.

Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Class work 2. Homework 3. Project – Prepare a 4-5 minute speech on identity theft. Include the following

points in the speech along with others that may be important: - explanation of identity theft - types of crimes related to identity theft - statistics about identity theft, such as the number of crimes or people affected - strategies for people to use to avoid identity theft 4. Consumer fraud quiz 5. Unit Test Instructional Materials/Strategies: Wall Street Journal articles Time articles Text: Managing Your Personal Finances Online resources: www.fraudorg/tips/internet/creditrepair.htm, www.fblgov/majcases/fraud/internetschmes.htm Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Restate directions Visual prompts Extended time (homework/class work/tests) Study/test guide List of Applicable NJCCS and Standards/CPIs: 9.212.E.7-9 Suggested Learning Experiences and Instructional Activities: Anticipatory Sets: - Classroom discussion on (fraud-debt-credit) present scenario of each In-Class Activities: - Key terms review - Vocabulary flashcards

18

- Sort it out (credit problems) Home-Link Activities: - usa.visa.com/personal/security/learn-the-facts/index.html - bustathief.com – www.fraud.org Cross-Content Writing Activities: - Visit the Federal Reserve System online at www.federalreserve.gov-click on “Consumer Information” link. Select an article about consumer credit and read it. Based on what you learn, create a presentation using visual aids to present the tips you found most useful. Possible Dilemmas (Moral/Spiritual/Ethical, etc.) - Choice between values - Improving the social context

19

FINANCIAL LITERACY SCOPE OF ESSENTIAL LEARNING UNIT 6: RISK MANAGEMENT AND INSURANCE

Why Is This Unit Important? This introductory unit will serve as an overview on the major themes and topics of study that will examine the regional units of study in this course. The Big Ideas embedded through this unit are: 1. Insurance is designed to protect the consumer against unintended losses 2. Rick Management is a plan to deal with all types of risk and their potential costs. Enduring Understandings: 1. compare the cost of various types of insurance (e.g., life, homeowners, motor

vehicle) for the same product or service, given different liability limits and risk factors.

2. compare insurance policy coverage limits and related premiums and deductibles

to minimize costs. Essential Questions: 1. What are the various types of insurance? 2. Why is it important to carry an insurance policy? 3. Who can be identified as a beneficiary? 4. What insurance companies offer the best coverage and prices? 5. What are the risk factors associated with the different policies? Acquired Knowledge: 1. Different types of insurance 2. Costs of coverage 3. Knowledge of different insurance companies 4. Risk factors Acquired Skills: 1. Create a compare and contrast chart displaying auto insurance coverage

options. 2. Create a table (using spreadsheet software) that shows different homeowner’s

coverage from various companies.

20

Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Class work – key terms review – check your understanding apply your

knowledge (Text: Managing Your Personal Finances) 2. Homework 3. Insurance Quiz 4. Internet Activity – Access the internet. In a search engine, enter New Jersey and

record the following information: - the name and address of the Web sites(s) where you found the information - people to whom the financial responsibility laws apply - methods that can be used to meet the requirements of the laws - situations in which individuals may be required to offer proof that they are complying with the laws - the minimum amount of each type of insurance that must be carried if a person satisfies the laws by carrying insurance - penalties for breaking the laws 5. Unit Test Instructional Materials/Strategies: Wall Street Journal articles Time magazine articles Text: Managing Your Personal Finances, Southwestern Publishing Co. Online resources: http://www.financiallit.org/resources/standards.aspx Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Restate directions Study/test guide Visual prompts Extended time Highlight key points Verbalize before writing List of Applicable NJCCS and Standards/CPIs: 9.2.12.G.3, 5 Suggested Learning Experiences and Instructional Activities: Anticipatory Sets: - Have students look at various photos and identify the type of risk

21

In-Class Activities: - Key terms review - Check your understanding - Apply your knowledge - Think critically (Text: Managing Your Personal Finances) Home-Link Activities: - http://www.financiallit.org/resources/standards.aspx Cross-Content Writing Activities: - Write a report about the Business Cycle. Explain how to survive during the various business cycles stages (Recovery (Growth)-Peak-Decline (Recession)-Trough Possible Dilemmas (Moral/Spiritual/Ethical, etc.): Choice between alternatives Improving social context Identifying values Additional Assessments That Will Be Utilized Throughout the Units of Study: Formative Assessments Summative Assessments Exit Questions Debate Journaling Improvisational role-play Graphic Organizer Create Advertisements “What did you learn?” Closure Present and support a new way of completing Questions a financial transaction Idea Webs Present and support an answer to a “What if” Create a timeline scenario Group work updates Compare/contrast types of financial accounts

22

CULINARY ARTS SCOPE OF ESSENTIAL LEARNING UNIT 1: KITCHEN BASICS (PREVENTING KITCHEN ACCIDENTS/

EQUIPPING THE KITCHEN) Why Is This Unit Important? This unit covers accident prevention in a school nutrition environment and will also show the importance of identifying and using appropriate actions and resources to prevent and minimize work place accidents. It will also identify and explain the uses and characteristics of basic kitchen equipment. Enduring Understandings: 1. identify a variety of actions and resources that prevent or minimize accidents in

the kitchen and adjacent work areas. 2. understand the importance of being personally responsible for initiating corrective

actions to maintain kitchen work area safety. 3. Students will identify and explain the uses and characteristics of basic kitchen

equipment. Essential Questions: 1. What must one do to create a safe kitchen environment? 2. How does one establish a kitchen that is efficient? 3. What strategies can be used to keep kitchen equipment organized for efficiency? 4. What practices can help to prevent kitchen emergencies? 5. How should one respond to various kitchen emergencies? 6. What are some small and major kitchen appliances? Acquired Knowledge: 1. Students will develop and practice safe procedures for operating in a culinary

workplace. 2. Students will develop and practice organizational strategies to produce efficient

kitchen work habits. 3. Students will practice safe operation and handling of various kitchen appliances

and small kitchenware. 4. Students will describe styles and features of small and large kitchen appliances.

23

Acquired Skills: 1. Describe first aid measures for burns, wounds and choking. 2. Identify and demonstrate workplace safety guidelines and equipment. 3. Describe sources of direct contamination and cross contamination of food. 4. Explain when and why gloves are used when handling food. 5. Discuss causes of various kitchen accidents. 6. Discuss prevention of various kitchen accidents. 7. Demonstrate effective response to various kitchen accidents. 8. Demonstrate the use of various pieces of small kitchen equipment, cookware,

and bake ware. 9. Identify common kitchen layouts Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Reflections – Explore critical issues-think critically; i.e., corrective actions to

prevent or minimize accidents in the kitchen work area 2. Teacher Observation Checklist 3. (Safety quiz/test-Equipment quiz/test) 4. Create a Kitchen Safety Poster 5. Key Terms Review (Food for Today-Chapters 21 & 22) Instructional Materials/Strategies: Text: Food for Today: Glencoe-McGraw Hill Publishing Co. Online resources: Equipping Your Kitchen: www.safetyathome.com, www.ag.ndsu.edu/pubs/yf/foodsfni472.pdf, www.fire.ca.gov/communications Instructional Strategies: 1. Students will use a discussion based activity to identify corrective actions to

prevent or minimize accidents in the kitchen work area, while understanding the importance of personal responsibility in accident prevention.

2. Students will demonstrate the use of various pieces of small kitchen equipment,

cookware, and bake ware. Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Restate directions Visual prompts Extended time (homework/class work/tests) Study guide Test guide

24

List of Applicable NJCCS and Standards/CPIs: 9.212.A.1, B.2 Suggested Learning Experiences and Instructional Activities: 1. Make A-Z list of safety rules for the kitchen. For example, the first might be

“Appliances should be unplugged when not in use.” 2. Draw a cartoon with at least three panels that highlight a kitchen safety rule. 3. Research the financial arrangements for purchasing a major appliance.

Compare with paying cash. 4. Using appliance circulars (Sears/Best Buy/P.C. Richards &Son/hhgregg) 5. Comparison shop for one of these appliances: refrigerator-freezer, gas or electric

range, convection or microwave oven, washer/dryer or dishwasher. What would you recommend buying and why?

Interdisciplinary Connections: Math/Financial literacy – Financial arrangements Language Arts – A-Z safety lists Health – Safety procedures Technologies: Computer printer, Internet access, electric and gas stoves, microwave convention ovens, television, VCR, refrigerator, freezer, exhaust fans, washing machine, dryer, electric mixers, dinnerware, various hand utensils, pots, pans, bowls, flatware, various small appliances, kitchens.

25

CULINARY ARTS SCOPE OF ESSENTIAL LEARNING UNIT 2: NUTRITION BASICS (NUTRIENTS, CARBOHYDRATES,

PROTEINS, FATS, VITAMINS AND MINERALS) Why Is This Unit Important? This unit will serve as an overview of the major themes and topics of study that will examine the role of nutrition in human growth and development and wellness practices that enhance individual and family well-being. The Big Ideas embedded in this unit are: 1. Healthful living requires an individual to act on available information about good

nutrition even if it means breaking comfortable habits. 2. How to plan balanced diets for themselves and others. Enduring Understandings: 1. explain how a balanced diet contributes to physical and mental health. 2. understand essential concepts about nutrition and diet. 3. understand one’s own eating patterns and ways in which these patterns can be

improved. Essential Questions: 1. What is healthful eating? 2. Are you a healthful eater? How would you know? 3. How could a healthful diet for one person be unhealthy for another? 4. Why are there so many health problems caused by poor eating despite all of the

available Information? Acquired Knowledge: 1. Students will know key terms – protein, fat, calorie, carbohydrate, cholesterol,

vitamins, etc. 2. The USDA Pyramid guidelines 3. Variables influencing nutritional needs 4. General health problems caused by poor nutrition Acquired Skills: 1. Read and interpret nutrition information on food labels 2. Analyze diets for nutritional value 3. Plan balanced diets for themselves and others

26

4. Use the Food Pyramid as a guide to choosing a balanced diet 5. Determine serving size 6. Interpret a food package label Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Create food diary 2. Nutrition knowledge assessment 3. Create a nutritional poster 4. Nutritional quiz/unit tests 5. Classwork (explore nutritional issues, make connections, think visually/critically) 6. Homework 7. Establish two personal goals to improve their nutrition Instructional Materials/Strategies: Text: Food for Today: McGraw Hill/Glencoe Publishing, Chapters 5-13 Online resources: www.arborcom.com, www.blonz.com, www.consumer.gov Instructional Strategies: 1. Breakfast, Lunch and Dinner-Students will recognize the importance of nutritious

meals through reinforcement class activities. 2. Students will analyze the nutritional value of their favorite fast food meals and

describe alternative choices for these unhealthy meals. 3. Teacher and students discuss the food pyramid, nutrients provided by each food

group, and determine whether they are healthy eaters. 4. Investigating the Food Pyramid: Students will learn that the Food Pyramid is an

important nutritional tool. They will classify foods and compare the number of servings per group that are necessary for maintaining good health.

Interdisciplinary Connections: 1. Relationship of diet to health and on the selection of food to satisfy needs 2. Kitchen and meal management, and food preparation 3. Skills in science and mathematics are reinforced Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Study guide Restate directions

27

Visual prompts Extended time (homework/tests/projects) List of Applicable NJCCS and Standards/CPIs: 9.212.A.1, B.2 Suggested Learning Experiences and Instructional Activities: 1. Students make an Alphabetical book of nutritional foods using the information

they learned about nutrition and the value of different foods. Students will also taste the foods represented by the letters they wrote about in their alphabet books.

2. Students will prepare several nutritional snacks. They will analyze snack foods

to determine their fat content by completing the experiment. 3. Student groups will prepare several different types of salads (fruit-vegetable-

pasta-egg). Analyze each for nutritional content. 4. Students will use the USDA CNPP website to analyze what they eat for one day. 5. Plan a healthy meal menu using the Food Pyramid. Students will use their

knowledge of the food groups to plan a healthy meal. The meal needs to include an entrée, at least one side dish, and beverage.

Technologies: Computer printer, Internet access, electric and gas stoves, microwave convention ovens, television, VCR, refrigerator, freezer, exhaust fans, washing machine, dryer, electric mixers, dinnerware, various hand utensils, pots, pans, bowls, flatware, various small appliances, kitchens.

28

CULINARY ARTS SCOPE OF ESSENTIAL LEARNING UNIT 3: THE ART OF COOKING

(RECIPES/COOKING AND PREPARATION METHODS) Why Is This Unit Important? Not all people are chefs, but we are all eaters. Most of us need to learn how to follow a recipe at some point. To create dishes with good flavor, consistency and texture, the various ingredients must have a kind of relationship to one another. That ingredients have a relationship to each other in a recipe is an important concept. Cooking is an important process of preparing food by applying heat, selecting, measuring and combining ingredients in an ordered procedure for producing safe and edible food. Enduring Understandings: 1. Evaluate the clarity and completeness of a recipe 2. Students will compare different units and systems of measurement used in

recipes 3. Students will explain how and why a recipe might be modified 4. Students will demonstrate safe and efficient cutting techniques 5. Choose and use appropriate tools and methods for measuring different types of

food 6. Describe how different cooking methods affect food quality and nutrition 7. Explain how foods can be cooked successfully by various methods Essential Questions: 1. What might cause a recipe to look and taste different each time it is prepared? 2. What steps should be followed to decrease the size of a recipe? 3. In what kinds of recipes is it easy to change ingredient amounts? Why? 4. What is the correct method for measuring liquids? 5. What general guidelines should be followed when cutting foods? 6. How do chopping, mincing, cubing, and dicing differ? 7. What advantages do steaming vegetables have over boiling or simmering them? 8. What are the effects of cooking food in oil or melted fat? 9. What are the benefits of pressure cooking? 10. What happens when heat is added to food for cooking? Acquired Knowledge: 1. How cooks use math skills to determine quantities, using their knowledge of

equivalents, or different units of equal measure. 2. How most recipes can be modified to increase or decrease the yield, and some

recipes, but not all, allow for substituting ingredients.

29

3. How coating foods with either dry or liquid ingredients adds flavor and texture.

This process helps food brown better and retain moisture. 4. How foods can be cooked by many different methods. These different methods

affect food’s appearance, taste, texture, and nutritional value. Acquired Skills: 1. Using the internet search recipes by cuisine, food group, or occasion. 2. Estimate the cost of a recipe. 3. Write a recipe for a snack in correct form. Include ingredients, measures and

directions. 4. Change a recipe from customary to metric. 5. Demonstrate the following: Cutting safely with knives; measuring dry and liquid

ingredients; measuring solid fats; measuring by weight; methods for cutting foods; mixing methods and coating techniques.

6. Find four recipes that use different cooking/preparation methods. Choose two to

describe to the class. Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Choose a snack that you usually prepare without a recipe, such as s’mores.

Write a recipe for the snack in correct form. Include ingredient measures and directions.

2. Using a tool with a sharp blade and cutting board-chop and mince celery-cube

and dice two slices of bread-pare a potato and slice and sliver a cucumber. 3. Use the Maillard reaction to cook several strips of bacon. 4. Bake, mash and boil a potato – Describe the cooking methods for each. 5. Use the sauté method to prepare onions/celery. 6. Work in a cooperative group prepare and roast a chicken.

30

Instructional Materials/Strategies: Text: Food for Today: Glencoe-McGraw Hill Publishing Co. Better Homes & Gardens Betty Crocker Cookbook Food Network Magazine Every Day with Rachel Ray Online resources: www.kraftrecipes.com, www.all-freemagazines.com /Free Cooking Magazines, www.eatingwell.com Instructional Strategies: 1. Students will collect 50 recipes. Label each based on food types, compile and

print as a cookbook. 2. Students will work in cooperative learning groups and prepare two small coffee

cakes. In addition each group will prepare two recipes for streusel, using different techniques. Decide which technique produced more crumbly mixture.

3. Using the Internet find two recipes that utilize various preparation techniques.

Share the recipe. 4. Utilize weights and measurements tools to demonstrate knowledge of portion

control and proper scaling and measurement techniques. 5. Apply the fundamentals of time, temperature, and cooking methods to cooking,

cooling and reheating. Interdisciplinary Connections: Language Arts: Writing recipes right Math: Conversion- Change a recipe from customary to metric changing yield, measurement comparison, measurement alternatives Science: Effects of Color – Students will conduct a cooking experiment with fresh broccoli to test color change, using different cooking methods and times. Chart the results. Which methods preserve color best? Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Study guide (tests) Restate directions Visual prompts Extended time (homework/tests)

31

List of Applicable NJCCS and Standards/CPIs: 9.212.A.1, B.2 Suggested Learning Experiences and Instructional Activities: The following web site (http://www.teachervision.com) will be used to engage students in completing a number of hands-on food lab activities that are: 1. Science and Food connected (Ex-Which foods contain sugar?) 2. Language Arts and Food connected (Ex-Sequencing-utilize a Graphic Organizer

to identify the sequence of events in preparing a formal dinner; i.e., Thanksgiving-Christmas)

3. Mathematics and Food connected (Ex-Mighty Math Muffins-What is ¾ cup of sugar times 2? – What’s ½ of ½ cup of butter?)

4. History and Food connected (Thanksgiving Menu: Then and now-Dried Pepper hangings)


32

CULINARY ARTS SCOPE OF ESSENTIAL LEARNING UNIT 4: MEAL PLANNING (SHOPPING FOR FOOD AND ETIQUETTE)

Why Is This Unit Important? There is a lot to consider when deciding what to fix for a meal such as dinner: likes, dislikes, budget, what’s already in the kitchen cabinet or refrigerator and how to make the meal healthy. That is where meal planning comes in handy, especially if you want to provide meals that include enough fruit and vegetables to meet the daily recommendation. It is important to think of others in social settings. Etiquette has to do with good manners. It is important to think of others and know the rules for doing things so that everyone is in a very comfortable position in formal and informal settings. Enduring Understandings: 1. explain the benefits of planning meals 2. Explain how to create and manage a food budget 3. Compare different types of food stores 4. Develop a useful well organized grocery list 5. Explain how label information helps in making food purchases 6. Demonstrate basic table guidelines 7. Describe a respectful attitude toward cultural differences in table etiquette Essential Questions: 1. Why is meal planning so important? 2. If a family needs to reduce the amount spent on food, what might the family do? 3. What factors determine how much a family spends on food? 4. What can you do to avoid overspending when you shop? 5. How are food prices affected by supply and demand? 6. What is the purpose of the Universal Product Code? (UPC) 7. What are perishable foods and where are they found in supermarkets? 8. Why is practicing table etiquette a useful skill? 9. What should you do if you drop a utensil when eating at a restaurant? 10. What should you do if you’re not sure how to eat a certain food, such as crab

legs? Acquired Knowledge: 1. Compare the following terms as related to supermarkets: supercenters,

warehouse stores, health food supermarkets, and warehouse clubs. 2. Important information labels provide on the kind of food, amount of food,

ingredients, and name and address of the manufacturer, packer or distributor.

33

3. Learning to manage within a food budget involves making nutritious food choices without overspending.

4. Table etiquette guides diners in knowing how to use good manners while eating. 5. Some etiquette guidelines for eating at home differ from those to follow in

restaurants. Acquired Skills: 1. Create a written weekly meal plan that lists what a family of four intends to eat for

breakfast, lunch, dinner and snacks for each day of the week. 2. Research federal food assistance programs that help low-income children,

families, and older adults eat nutritious meals. 3. Draw a map of an area supermarket (Shop Rite), include merchandise placement

and customer services/ prepare a well organized shopping list to be used in the store.

4. Demonstrate appropriate table etiquette for the following: cutting meat, buttering

bread, eating spaghetti, eating peas, removing a cherry pit from your mouth, and eating soup.

5. Plan a skit that shows proper etiquette in one of the following situations: ordering

from a menu, eating in a nice restaurant, paying the check, and eating at a friend’s home.

Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Properly set a table 2. Demonstrate etiquette and courtesy 3. Select two important table manners and explain why each is important 4. Teacher-made test on food shopping/budgeting 5. Dinner Menu planning project for special occasion: Wedding-graduation-birthday-

anniversary etc. Instructional Materials/Strategies: Text: Food for Today – Glencoe-McGraw Hill Publishing Co. Online resources: Deciphering Food Labels: http://www.kidshealth.org/parent/nutrition/fit/nutrition/food labels.html; Food Group Information: http://www.uen.org/Lessonplan/review.cgi?LPid; What’s For Dinner?: (http://commtechlab.msu.edu/sites/letsnet/noframes/bigideas/B4/b4us.html

34

Instructional Strategies: 1. Students are given an assignment to find an article (newspaper, magazine or

World Wide Web) about cholesterol and to write a summary of the article (one page). Each student will go to the board and write one fact about cholesterol based on what they read in the article. Student discussions after all of the facts are written on the board.

2. Create a scenario in which three nutritious meals are planned for two days. 3. Students will work in groups of five to plan the school cafeteria menu for a week.

Every lunch meal must be 500 hundred calories or less. The cafeteria workers are on strike and there will be no cooking in the cafeteria. Each group must order food in from different fast food restaurants.

4. Students will work in groups of five to prepare a reference guide in making wise

decisions regarding on-the-go eating. Interdisciplinary Connections: Math: Food Spending; Food Budget and Unit Cost Social Studies: World Etiquette/eating patterns Accommodations for Modifications (Special ed. ESL/Gifted Learners) Repetition Restate Directions Visual Prompts Extended Time (homework/tests/class work) Test Guide List of Applicable NJCCS and Standards/CPIs: 9.212.A.1, B.2 Suggested Learning Experiences and Instructional Activities: 1. Students match the product logo to the name of the products printed on note

cards 2. Small Group Presentations – Students will be divided into small groups. Each

group will receive one big piece of paper and a marker. Topics will be written on each piece of paper. For example: Ideas for eating more fruits and vegetables, Feeding a family of four for a week for $150.00, List all of the utensils that would be needed for formal/informal table setting and diagram, Develop a checklist for evaluating a food store’s services, quality, and cleanliness, Balancing Calories –

35

Foods to Increase- Foods to Decrease etc. Each group will have time to research their topic and list essential teaching points.

3. Each student will create a balanced eating plan and present to class. 4. Students will use the internet and find snacks that their age group enjoys. Each

student will make a flyer with words of support and the snacks listed. Technologies: Computer printer, Internet access, electric and gas stoves, microwave convention ovens, television, VCR, refrigerator, freezer, exhaust fans, washing machine, dryer, electric mixers, dinnerware, various hand utensils, pots, pans, bowls, flatware, various small appliances, kitchens.

36

CULINARY ARTS SCOPE OF ESSENTIAL LEARNING UNIT 5: BAKING BASICS (FRUITS, VEGETABLES AND GRAINS)

Why Is This Unit Important? This unit will serve as an introduction to baking which is a two culinary process: cooking by dry heat in an enclosed oven and making up flour-based goods (breads-cakes-pastries) that are cooked by baking. This unit will also examine the principles of cooking as applied to fruits, vegetables and grains. Enduring Understandings: 1. List the basic ingredients in baked goods and examine the roles of each

ingredient in the baking process. 2. Compare and contrast cake, bread, and all-purpose flour. 3. Explain the difference between a quick bread and a yeast bread and list three

examples of each. 4. Describe how grains are process to create food products and how this

processing can affect the nutritional value of grains. 5. Demonstrate the ability to prepare a variety of grain foods including cereals, rice,

and pasta. 6. List a variety of grain products. 7. Fruits and vegetables are the foundation of a healthy diet. Essential Questions: 1. What basic methods are use to make quick bread? 2. How is the biscuit method different from the muffin method? 3. What is the difference between basic white bread and whole-grain bread? 4. How are drop biscuits different from rolled biscuits? 5. Why are fruits nutritious? 6. What happens to fruits when they are cooked? 7. What would you look for when evaluating fresh fruits for purchase? 8. What changes occur in vegetables when cooked and overcooked? 9. Why is steaming a nutritious way to cook vegetables?

37

Acquired Knowledge: 1. Students will explain the process and delivery of quality cooked and baked

products. 2. Students will explain the difference between a convection oven and a

conventional oven. 3. Fruits can be categorized according to their different characteristics. 4. Fruits provide vital nutrients for good health. 5. The changes to fruit when cooked (nutrient, color, flavor, texture and shape). 6. Fruits and vegetables can be prepared and enjoyed in many different ways.

Careful cooking can help preserve the nutrients in fruits and vegetables. 7. Convenience forms of vegetables include canned, frozen, and dried. 8. Yeast leavens bread through a chemical process. The bread must be kneaded

and allowed to rise before being shaped and baked. 9. Quick breads are made using different mixing methods that give distinctly

different products. Acquired Skills: 1. Describe and demonstrate the following procedures: peeling a potato; peeling an

apple; peeling and coring a pineapple; sectioning an orange; creating lemon zest. 2. Decode recipes that include fruits and vegetables to prepare cookies, pies, cakes

and muffins. Make a list of all ingredients needed for each. 3. Categorize fruits according to their different characteristics. 4. Explain how to select and store vegetables. 5. Identify vegetables and their uses. 6. Describe the various types of bread. 7. Describe and demonstrate how to make quick and yeast breads.

38

Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Prepare Quick Breads (pancakes, muffins, fruit and nut loaf) utilizing the Muffin

method. 2. Prepare biscuits and scones utilizing the Biscuit method. 3. Prepare Yeast Breads (basic white, batter bread, whole grain, sourdough bread). 4. Analyze results in each. Instructional Materials/Strategies: Text: Foods for Today – Glencoe McGraw Hill Publishing Co., Chapters 30-32 & 45-46 Online resources: www.modernrecipes.com, www.fruitandveggiesmorematters.org, www.allrecipes.com, www.verybestbaking.com, www.pillsburybaking.com, www.bettycrocker.com Instructional Strategies: 1. Students will chart the Nutritional Analysis (calories, fat, cholesterol, sodium

carbohydrate, dietary fiber, sugar, protein) and Daily Percent Value (vitamin, calcium and iron) of prepared breads.

2. Discuss with students vegetables/fruits and their uses; i.e., Bean - seed

vegetable-Variety: snap (green or string) or yellow wax and Uses: Raw-plain or with dip. Cooked-cold in salad, warm seasoned, or added to stir-fry.

3. Discuss with students Grain Forms and typical uses; i.e., Flour – grain ground to

a fine powder and Uses: Baked goods; thickener. 4. Discuss with students common Pasta Shapes; i.e., Penne; Lasagna; Linguine;

Orzo; Egg Noodles; Spaghetti. Interdisciplinary Connections: Science: Ripening rates of various fruits Math: Cost comparison of fresh, frozen, canned and dried versions of fruits/vegetables Language Arts: Develop a script about the benefits of eating fruits and vegetables

39

Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Study guide-quizzes/tests Restate directions Visual prompts Extended time (tests/projects) List of Applicable NJCCS and Standards/CPIs: 9.212.A.1, B.2 Suggested Learning Experiences and Instructional Activities: 1. With their lab team, students will create an original recipe for stuffing a baked

apple. What kind of ingredients will be used? Students will write the recipe, and then bake the apples in the oven. Conduct a taste test of teams’ recipes. Analyze results.

2. Students will work with their lab team and utilize a method for cooking: bananas,

pears and pineapple. 3. With their lab team students will find recipes that use vegetables from the plant

part: Flowers (Broccoli/Cauliflower) Fruits-(Tomatoes/Peppers) Seeds-(Beans/Corn/Peas) Stems-(Celery/Asparagus) Leaves-(Cabbage/Spinach) Roots-(Carrots/Turnips) Tuber-(Potato); Students will choose one recipe to prepare and offer for a class taste test.

4. On a world map, locate where various grains originated and are grown today. 5. With their lab teams, students will be assigned a method for cooking pasta.

Analyze results-which method gave the best results? Technologies: Computer printer, Internet access, electric and gas stoves, microwave convention ovens, television, VCR, refrigerator, freezer, exhaust fans, washing machine, dryer, electric mixers, dinnerware, various hand utensils, pots, pans, bowls, flatware, various small appliances, kitchens.

40

CULINARY ARTS SCOPE OF ESSENTIAL LEARNING UNIT 6: LEGUMES, NUTS, SEEDS, DAIRY FOODS, EGGS, MEATS AND POULTRY Why Is This Unit Important? This unit will serve as an overview of the different types of legumes, nuts and seeds that are packed with nutrients and flavor. This unit will also examine the importance of: 1. Dairy foods as an important part of a healthy diet 2. Meat composition and the associated cooking methods 3. Poultry as a good source of protein Enduring Understandings: 1. Students will explain the value of legumes, nuts and seeds in the diet. 2. Dairy products are essential ingredients to every station in the kitchen. 3. Students will understand the content of fat contained in milks and creams

available for use in recipes. 4. Fabricate cheese for recipes in the following forms: Slice, Wedge, Cube and

Grate. 5. Understand egg’s composition: Shell-outer protection; White-protein; Yolk-fat

and protein. 6. Understand the versatility of an egg and list its functions and cite an example of

each: Cooking-omelet; Leavening-pate a Choux paste; Coating-egg wash; Clarifying-consommé; Emulsifying-salad dressing; Binding-meatloaf.

7. Cook eggs for consumption in the following ways: Hard Boiled; Over Easy; Omelets and Scrambled.

8. Understand the skeletal structure of a chicken and fabricate the chicken into the following market forms: Split, quartered and eighths.

9. Explain the nutritional role of meats in the diet. 10. Describe and demonstrate methods for preparing and cooking meats. Essential Questions: 1. How do legumes and grains work together nutritionally? 2. How should dry legumes be stored? How do they change if stored for a long

time? 3. Why are lentils and split peas prepared differently from other dry legumes? 4. How do you cook beans? 5. What are the varieties of meats? 6. How are wholesale cuts and retail cuts of meat different? 7. Are all processed meats ready to eat? 8. How versatile are eggs? 9. Aren’t eggs and dairy products used primarily for baking and breakfast cookery?

41

10. When deboning a turkey or duck, do you follow the same guidelines as with a chicken?

11. If meat comes from the same animal, can’t all cuts be cooked the same? 12. Aren’t all meats components virtually the same? Acquired Knowledge: 1. Students will know legumes, nuts, and seeds are high in nutrients and can be a

part of a person’s eating plan. 2. Students will know legumes are plants with seed pods that split along both sides

when ripe and can be categorized as fresh legumes or dry legumes. 3. Nuts and seeds need to be purchased in small quantities and stored properly. 4. Dairy products are flavorful, rich, versatile, and nutritious. They include milk,

cream, butter, yogurt, frozen dairy desserts, and cheese. 5. Different kinds of milk may have different amounts of fat, milk solids, and/or

water. 6. Other kinds of milk may have such products as sugar, cocoa, or minerals added. 7. Dairy products are perishable, they need to be refrigerated. 8. Practice principles that apply to purchasing/selecting, cooking and storing dairy

products. 9. Practice principles that apply to purchasing/selecting and cooking meat. 10. Practice principles that apply to purchasing/selecting and cooking poultry. Acquired Skills: 1. Compare and contrast enriched grain products with whole grain products. 2. Demonstrate an understanding of the role grains play in a healthy diet. 3. Demonstrate grain preparation principles. 4. Demonstrate an understanding of the nutritive value of eggs. 5. Demonstrate egg cooking principles 6. Demonstrate proper egg storage. 7. Demonstrate an understanding of the nutritive value of dairy products. 8. Demonstrate principles involved in cooking with dairy products. 9. Compare and contrast dairy products in the marketplace. 10. Select dairy products that meet needs at various stages in life. 11. Identify different kinds, classes, and market forms of poultry. 12. Explain how poultry is inspected and graded. 13. Explain how to handle, store, prepare and cook poultry safely. 14. Describe the internal structure and nutritional composition of meat. 15. Describe the quality grades of meat. 16. Identify the primal and fabricated cuts of beef. 17. Demonstrate different cooking methods used for meats. 18. Demonstrate how to handle, store, prepare and cook poultry safely. 19. Determine the doneness of meat.

42

Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Tests: Poultry-Meat-Dairy-Legumes, Nuts and Seeds 2. Food Grades Sheet: Planning-10 points

Following Directions on Cooking Day-50 points Clean-up-40 points

3. Arrange for each group to provide samples of their work-finished product (Legume-Dairy-Meat-Poultry)

4. Properly cook food items, using the following cooking methods: poaching, simmering, boiling, steaming, braising, roasting, baking, boiling, grilling, griddling, sautéing, pan-frying and deep frying.

Instructional Materials/Strategies: Text: Food for Today-Glencoe-McGraw Hill Publishing Co., Chapters 33-37 Online resources: www.totalrecipesearch.com, www.kraftrecipes.com, www.parsicuisine.com/health.php, www.sheknows.com/recipes, www.mealsmatter.org/EatingForHealth/FunctionalFoods Instructional Strategies: 1. Students will analyze the nutritional value of legumes, nuts, and seeds. 2. Students will discuss methods for preparing, cooking, and serving legumes, nuts,

and seeds. 3. Students will describe two methods for presoaking beans. 4. Students will describe and demonstrate methods for preparing, cooking, and

serving dairy products. 5. Students will explain the difference between sherbet and sorbet. 6. Students will describe the process that turns cream into whipped cream. 7. Students will describe the three egg parts inside the shell. 8. Students will describe three ways meats are processed. 9. Explain the fat percentages in different kinds of ground beef. 10. Compare the prime, choice, and select grades of meat. 11. Compare beef with veal. 12. Explain the nutritional role of poultry in the diet. 13. Describe each of the following: hen turkey; tom turkey; self-basting turkey. Interdisciplinary Connections: Science: Develop and carry out one of these experiments to compare methods for cooking dry beans: simmering versus microwave cooking; pressure cooking, and /or slow cooking; cooking with and without presoaking; cooking with and without acid ingredients; and cooking with and without salt.

43

Math: Cost comparison: Find several recipes for legume and meat main dishes. Calculate the cost per serving for each dish. Language Arts: Radio Spot. Many teens don’t get enough calcium. Write a radio spot that promotes milk drinking. Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Study guide (quizzes/tests) Restate directions Visual prompts Extended time (tests/projects) List of Applicable NJCCS and Standards/CPIs: 9.212.A.1, B.2 Suggested Learning Experiences and Instructional Activities: 1. Students will develop a recipe for trail mix. Use nuts and seeds, as well as

different cereals, dried fruits, and any other suitable foods. Prepare and share with class. Students will be aware that some people have allergies to certain nuts and seeds.

2. Sodium Check: Students will read the nutritional facts panel for the amount of

sodium in canned legumes. Which have the most and the least? Compare amounts with other processed foods.

3. Brunch – Plan and serve a brunch that includes an egg dish as the main course.

Write the menu, the shopping list and a preparation work plan. Technologies: Computer printer, Internet access, electric and gas stoves, microwave convention ovens, television, VCR, refrigerator, freezer, exhaust fans, washing machine, dryer, electric mixers, dinnerware, various hand utensils, pots, pans, bowls, flatware, various small appliances, kitchens.

44

CULINARY ARTS SCOPE OF ESSENTIAL LEARNING UNIT 7: FOOD COMBINATIONS

Why Is This Unit Important? This unit will serve as an overview of salads, casseroles and soups and how they make a healthful contribution to the diet. Enduring Understandings: 1. Salads are made with foods from all of the food groups. 2. For all of their versatility, salads are usually built around one or two main types of

foods, and that’s the basis for categorizing them. 3. Salads can be served as appetizers, a meal accompaniment, main course, or

even a dessert. 4. Both stir-fries and casseroles are economical dishes that are easily prepared and

make scant amount of food go a long way. 5. A main dish casserole usually combines a protein food, vegetables, starch,

binder and seasonings. 6. Soups, stews, and sauces are all made from a liquid ingredient. Many are

thickened through either reduction or the use of a starchy or protein food. 7. Soups can be clear, creamy, or chunky. They can also be made with fruit and

served cold. 8. With all their variety, sauces enhance the flavors of food, often turning them from

simple to elegant. Essential Questions: 1. Are all salads healthful? 2. How can salads be categorized? 3. Which fruits should not be used in a molded salad, and why? 4. If salad greens are limp, how can you restore their crispness? 5. What may happen if you cut greens with a metal knife? 6. How might one explain the economy and the nutritional advantage of salads,

casseroles and soups? 7. What is a stir-fry? 8. Why were stir-fries and casseroles first developed? 9. What is a casserole? 10. What role do starches have in casseroles? 11. How are binders used in casseroles? 12. What are broths and stocks? 13. How are legumes and vegetables used to thicken a soup or stew? 14. How should soups, stews, and sauces be stored? 15. Why is the order of adding ingredients important when making soup?

45

Acquired Knowledge: 1. Students will practice principles that apply to purchasing/selecting, cooking and

storing stock, soups and sauces. 2. Although some salads need very little extra flavoring, many salads are enjoyed

with salad dressing. 3. Many salads are filled with complex carbohydrates, protein, vitamins, minerals,

phyto-chemicals, and dietary fiber. 4. Salads are varied as the ingredients used to make them. 5. The main ingredients in a typical stir-fry include a choice of meat, poultry,

seafood, or tofu along with vegetables. With seasonings and sauce, these are cooked in a certain order.

6. A variety of ingredients add color, flavor, and texture to stir-fries and casseroles. 7. Broth is a flavorful liquid that is often used as a base for soups, stews, and

sauces. Acquired Skills: 1. Explain how to release a molded salad from its mold. 2. Describe a bean salad that could be made with navy and pinto beans. 3. Describe some casserole toppings 4. Describe the steps to follow when cooking a stir-fry. 5. Explain the value of knowing how to prepare stock and sauces. 6. Demonstrate the ability to use several types of thickeners. 7. Explain the roles of basic ingredients in casseroles. 8. Describe how to prepare ingredients for a stir-fry. 9. Explain how to store soups, stews, and sauces. 10. Explain gelatinization. 11. Describe these chunky soups: chowder, mulligatawny, and minestrone. 12. Compare white sauce with stock-based sauce. Benchmark or Major Assessments (Assignments, Quizzes, Tests, Projects, Performance Tasks): 1. Develop a menu for a soup and sandwich shop. What kinds of soup will be sold?

Include at least one ethnic soup. 2. Prepare one of the following: Lemon sauce with cornstarch; tomato-based

sauce; white sauce; homemade stock; cold fruit soup. 3. Prepare a fresh vegetable salad. 4. Prepare a chunky vegetable soup. 5. Prepare a tossed salad. 6. Make an educational poster about the wok and the utensils used with it. Poster

should teach basic concepts about wok cooking.

46

Instructional Materials/Strategies: Text: Food for Today: McGraw Hill/Glencoe Publishing Co., Chapters 41-43 Online resources: www.forthefood.com, www.modernrecipe.net, www.recipes.aarp.org, www.BettyCrocker.com, www.YellowMoxie.com Instructional Strategies: 1. Discuss why salad greens should be washed. 2. Define emulsion, and explain the basic difference between temporary and

permanent emulsions. 3. Taste a variety of salad greens and compare their nutritional value. 4. Demonstrate how to unmold a gelatin salad. Include tips for easier unmolding. 5. Describe some casserole toppings. 6. Compare qualities of different extenders. Extenders are ingredients that increase

the size of a dish, sometimes to make it serve more people. 7. Compare costs of soups, including broths, bouillons, soups made with starters,

soups made from scratch, canned and dried soups, soups from a deli, and organic soups.

Interdisciplinary Connections: Math: Menu Pricing-Cost Comparison-Vegetable Comparison Language Arts: Greens Speech – Prepare and present a talk about the different greens used in salads. Incorporate visuals. Accommodations and Extensions (Special Education, ELL, Gifted Learners): Repetition Study guide (quizzes/tests) Restate directions Visual prompts Extended time (tests/projects) List of Applicable NJCCS and Standards/CPIs: 9.212.A.1, B.2 Suggested Learning Experiences and Instructional Activities: 1. Find ethnic salad recipes and choose one to prepare. Prepare the recipe and

share sample with class. What is the ethnic background for the salad prepared? Is the salad authentic? How did the salad turn out?

2. Compare the costs of several different greens. Include iceberg lettuce; other

greens; ready-to-eat packaged greens; and bulk greens. Chart the results.

47

3. Choose a vegetable or fruit that is often used in side dishes for a meal. Apples,

sweet potatoes, and green beans are examples. Find and compare recipes for casseroles that use the food as a main ingredient. Which ones are the most nutritious? Prepare one dish and evaluate.


financial literacy/culinary arts grades 9-12 · this curriculum will focus on the major segments of...

Documents