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UNIT A

FOOD PREPARATION, PROCESSES AND METHODS

INTRODUCTION

ES. #Obj. #

Unit Titles/Essential Standards and Objective Statements (The Learner will be able to :) Course Weight

RBTDesignati

on1 2 4 5

Total Course Weight 100%A. FOOD PREPARATION, PROCESSES AND METHODS 50%

1.00 Understand methods for safety, sanitation, processes and conserving resources.

11% B2

1.01 Understand safety and sanitation for food preparation. 5% B21.02 Understand processes and benefits of a work plan and teamwork for preparing

healthy foods.3% B2

1.03 Understand food conservation practices. 3% B2

2.00 Understand methods for food preparation. 39% B22.01 Remember recipe parts and sources. 2% A12.02 Remember equipment and procedures for its use and care. 3% A12.03 Remember measuring, cutting/preparation, mixing, and cooking/cleaning terms. 5% A12.04 Understand how to interpret food label information and adjust recipes. 4% B22.05 Understand procedures, equipment and cooking methods in food preparation. 25% B2

7045 Foods I Unit A-Food Preparation, Processes and Methods Summer 2010 Version 2 1

Overview---Unit A: Food Preparation, Methods and Procedures: The curriculum writing team advises the teacher at the beginning of the semester/year to read through the introduction to the guide and the Unit A and B overviews. Completing this request will allow the teacher to make proper plans and order equipment and supplies before teaching.

UNIT A is designed to help students understand methods and procedures for safety and sanitation for preparing healthy foods during the Foods I Fundamentals course, as well as at home. It consists of two essential standards, one focusing on kitchen safety, food safety, food sanitation, work plans, and resource conservation. The second ESSENTIAL STANDARD covers recipes, types of kitchen equipment, key food preparation terms, use of convenience foods, and procedures for food preparation.

In ESSENTIAL STANDARD one, students will apply methods for kitchen safety by understanding the types of kitchen accidents, their prevention, and first aid in the case of accidents. Students will gain a better understanding of food safety and sanitation and recognize the symptoms of foodborne illnesses, in addition to applying methods to prevent such illnesses during food preparation. They will learn how to use market orders and work plans to organize food lab opportunities, as well as work plan evaluations to measure their success of the work plan experiences. Also, students will practice resource conservation by implementing ways to reduce, reuse, and recycle materials in the classroom and at home.

The focus of ESSENTIAL STANDARD two is for students to recognize and use well-written recipes and resources for such recipes. Students will also learn use and care of measuring, cutting/preparation, mixing, and cooking/cleaning equipment. Students will recall basic measurements and abbreviations used in recipes, as well as their equivalents. They will use convenience foods and label directions to prepare foods and practice increasing/decreasing the recipe yields. Students will understand how to make ingredient substitutions, and how to recognize their eects on the final product. Students will use the skills and information learned in ESSENTIAL STANDARD two to implement measuring, cutting/preparation, mixing, and cooking/cleaning procedures to prepare foods and meals throughout the Foods I Fundamentals course and at home.

TEXTBOOKS / RESOURCES: For successful instruction of this unit, the teacher needs a class set of at least one of the three state-adopted textbooks, Adventures in Food and Nutrition (2007), Food for Today (2006), and Guide to Good Food (2008). The teacher resource materials for these textbooks are also recommended. A teacher computer and LCD projector to utilize the PowerPoint presentations is important. If this is not possible, transparencies can be made from the slides to present to the class. A digital camera for documenting students’ work for their notebooks is also important and enhances the teaching of this unit, and the Foods I Fundamentals course. A good supply of construction paper, poster paper, markers, glue, scissors, discarded magazines, etc. are needed for completing various activities in Unit A. Access to dierent resources for recipes is necessary, as is a variety of basic food preparation equipment and appliances. Unit A also uses a selection of games, either purchased or teacher-made, and videos to deliver instruction. Funds for food labs depend on the recipes selected and the number of students taught. The teacher may request students bring unopened ingredients and supplies from home to defray some of the expense, if allowed by the LEA. Handouts and PowerPoint presentations are included to supplement and enhance the teaching of this unit. For planning, ordering, and purchasing purposes the following is a list of suggested supplies and materials needed for UNIT A.


SUPPLIES AND MATERIALS TO HAVE ON HAND FOR CLASS ACIVITIES UNIT AObjective 1.01Safety and sanitation postersConstruction paper, glue, stapler, markersGlogerm™ and powder for Glogerm™ or blacklightObjective 1.02Ingredients for nutritious snack for lab / demonstration

Objective 1.03Ingredients for water based beverageRecyclable containers (glass jars, plastic containers, etc)

Objective 2.01Transparencies/overheadSimple recipe to introduce the objective - Recipe ingredients for food lab/demoCookbooks, magazines, newspapers, package labels, Internet access for recipes“Push” lights for Family Feud and batteries for lightsPrizes for games – candy, snacks, “free” homework passes, etc.

Objective 2.02Video, “Small Appliances A to Z” – or similar video (a brief discussion of approximately 20 kitchen appliances)“Kitchen Equipment Bingo” game – or teacher-made equivalentObjective 2.03Construction paper, markers, glue sticks, rulers, scissors, etc. to make “Gallon Man”Jars, lids, ingredients to make “Jar Cookies”Graph paper, rulers, etc. to make crossword puzzles and/or computer access to make puzzles using computersVideo, “Kitchen Fundamentals” – or similar video (a great review of kitchen equipment, terms, and procedures)Materials to make “Twingo” game boards – vinyl, tape or paint, card stock

Objective 2.04Examples of convenience foods for a display to introduce the objectiveEmpty boxes of foods that can be cut to make puzzle piecesSources for recipes and recipe ingredients for food lab, Instructional Activities 6-8

Objective 2.05Video, “Measure Up in the Kitchen” – or a similar video (a comical look at “how-to” and what “not-to-do” when measuring)A class set of one of the three state adopted textbooksPlay sand, flour (or other “cheap” ingredients), water, etc. to use in “measuring” activitySources for recipes and recipe ingredients for food labs, Instructional Activities 7-8Recipes using eggs and dairy foods and ingredients to prepare them for each groupDemonstration for egg cookery Omelet lab-eggs, milk, cheese, vegetables, salsa, sour cream, etc.Demonstration-Vegetables to prepare for steaming and sautéing Demonstrate one DRY, MOIST; FRY in FAT, and COMBINATION method of cooking protein. Ask students to assist while others observe.7045 Foods I Unit A-Food Preparation, Processes and Methods Summer 2010 Version 2 3

Students need to find recipes for protein foods and small appliances should be used.Ingredients for muffin and biscuit labs using recipes included.Prepare and set up prior to class the following different types of grains (grits, presweetened cold cereal, whole grain cold cereal, oatmeal, whole wheat couscous, brown rice, white rice, white pasta and whole wheat pasta).Newspaper grocery ads, internet access to find grocery adsFood labels

FCCLA Connections throughout Foods I

Some of the best instructional strategies for instruction are found and incorporated in the national and state programs of our student organization, Family, Career and Community Leaders of America (FCCLA). The additional activities and events oer our student members an opportunity to develop life skills, expand their leadership skills, and understand related careers to the course content.

The Curriculum Development Team for Foods I feels the following are good suggestions within each ESSENTIAL STANDARD where national and state programs and events can be integrated into the flow of activities for this course. Listed below are some examples of national and state programs/competitive events a teacher might facilitate with his/her students in the co-curricular classroom in Unit A. Go to http://www.ncfccla.com/about_stateevents.cfm and http://www.fcclainc.org/content/National STAR-events for details.

Course ESSENTIAL STANDARD number

National / State Program or Event

1.00 National Program-Power Of One (Take the Lead)NATIONAL STAR Event - Environmental AmbassadorNATIONAL STAR Event- Nutrition and Wellness

2.00 National Program-Power of One (Family Ties)

Leadership competitive events may be integrated in any objective in this course

NATIONAL STAR Event-Chapter Service Project Display NATIONAL STAR Event-Chapter Service Project Manual NATIONAL STAR Event-Chapter Showcase Display NATIONAL STAR Event-Chapter Showcase Manual NATIONAL STAR Event-National Programs in Action National STAR Event-Promote and Publicize FCCLA

Foundational competitive events may be integrated in any objective in this course

NATIONAL STAR Event-Applied TechnologyNATIONAL STAR Event-Career Investigation NATIONAL STAR Event- Nutrition and WellnessNATIONAL STAR Event-Illustrated Talk NATIONAL STAR Event-Interpersonal Communications NATIONAL STAR Event-Job Interview NATIONAL STAR Event-Life Event PlanningNATIONAL STAR Event-Parliamentary Procedure


http://www.fcclainc.org/content/star-events

http://www.ncfccla.com/about_stateevents.cfm

COURSE: 7045 Foods I UNIT A FOOD PREPARATION, PROCESSES AND METHODS

ESSENTIAL STANDARD: 1.00 B2 11% Understand methods for safety, sanitation, processes and

conserving resources.

OBJECTIVE: 1.01 B2 5% Understand safety and sanitation for food preparation.

The Essential Questions: How can kitchen accidents be prevented? What is the appropriate first aid for kitchen accidents? What is the difference between food safety and food sanitation? What is proper hand sanitation and why is it important? What is foodborne illness, common types and ways to prevent? How does one detect signs and symptoms of foodborne illness?

Unpacked Content

KITCHEN SAFETY

o Practicing kitchen and food safety guidelines to prevent accidents and administering appropriate first aid for accidents makes everyone safe and sanitary in the kitchen.

Cutso Safety guidelines for preventing accidents

Knives Small appliances Broken glass

o First Aid

Burns and fireo Safety guidelines for preventing accidents

Potholders Lids and handles Cleanliness of surfaces Types of fires: grease, paper or fabric Using extinguishers

o First Aid

Falls o Safety guidelines for preventing accidents

Stepladders/stools Area rugs Clean floors

o First Aid


Electricalo Safety guidelines for accidents

Dry working space Cords Broken appliances Overloaded outlets

o First Aid

Poisoningo Safety guidelines for accidents

Medicines Chemicals

o First Aid

Chokingo Safety guidelines for accidents

Chewing and drinking Talking with mouth full Toddlers

o First Aid

Clothing and hairo Safety guidelines for accidents

Jewelry Hair Dress

o First Aid



FOOD SAFETY AND SANITATION Understanding the difference between food safety and food sanitation during food preparation will help to prevent foodborne illness. The difference between food safety and food sanitation is:

• Food safety is a scientific discipline describing preparation, handling, cooking, storage and serving of food in ways that that

that prevent foodborne illness. o Safe handling of foods

Cross contamination Danger zones for home Danger zones for food service

o Cooking-internal temperature Ground Beef Chicken

o Chilling/Holding Holding temperature Home: cold and hot Food service: cold and hot Chilled and covered in small containers

o Serving

• Food sanitation is the hygienic measures (individuals, equipment and facilities) for ensuring food safety.How one handles food and equipment can spread or prevent foodborne illness. Understanding the procedures for cleaning and sanitation will ensure food safety. (Introductory activity in 2.05 may be taught at this time and reinforced throughout the entire curriculum.) It is important how to clean and sanitize each of the following:

Hand sanitation Equipment

– Pots and pans– Appliances– Kitchen utensils

Food preparation areas Food storage areas Sanitizing Pests

• Foodborne illness is any illness resulting from the consumption of contaminated food, pathogenic bacteria, viruses, or parasites that contaminate food, rather than chemical or natural toxins.

o Most common types of foodborne illnesses and how to prevent foodborne illness Campylobacter E-coli Norwalk Virus Salmonella Signs, symptoms, and origin

– Common– Severe

High risk individuals To prevent foodborne illnesses, key recommendations focus on:

– Clean hands and work surfaces– Separate raw, cooked, and ready- to- eat foods– Cook foods to safe temperature– Chill perishables promptly and defrost properly



http://en.wikipedia.org/wiki/Toxin

http://en.wikipedia.org/wiki/Parasite

http://en.wikipedia.org/wiki/Virus

http://en.wikipedia.org/wiki/Bacteria

http://en.wikipedia.org/wiki/Pathogen

http://en.wikipedia.org/wiki/Illness

OBJECTIVE: 1.01 B2 5% Understand safety and sanitation for food preparation. INSTRUCTIONAL ACTIVITIES RELEVANCY TO OBJECTIVE

Notes to Teacher: Please refer to the Going Green document in the introductory materials for suggestions on how to conserve resources while teaching this course. For example, graphic organizers are used to guide students in taking notes. Alternative methods are suggested in the Going Green document to provide this material to students.

Do Notes to Teacher: Course PLC Please refer to the Course PLC document in the introductory materials for directions to

join the Moodle Professional Learning Community (PLC) for this course.

Notes to Teacher: Have students at the beginning of this objective to search for kitchen safety and sanitation topics on the computer. Each student will select a topic to complete a one page report in current events on a kitchen safety, sanitation, or foodborne illnesses as a culminating activity to this objective. Create a rubric for evaluation and provide to students prior to the beginning of the assignment. Present reports to the class if time permits.

1. Pass out Key Terms 1.01 II and assign students to define in their own words throughout the study of the objective. Additional key terms may be provided. Use for review, word walls, etc.

Use 1.01A Kitchen Hazards Key while students complete 1.01 B Kitchen Hazards.

1. Allows students to EXEMPLIFY (B2) what they already know about kitchen hazards as an introductory activity for the objective

2. Lead class discussion on the classifications of kitchen accidents by using the PowerPoint 1.01C The Pathway to Kitchen Accidents and Safety.

Have students complete 1.01E Pathway to Kitchen Accidents and Safety,” Graphic Organizer and provide examples of each classification. Use 1.01D Pathway to Kitchen Accidents and Safety,” Graphic Organizer Key for checking answers.

2. Allows students to EXEMPLIFY (B2) guidelines for preventing kitchen accidents and administering first aid


3. Assign students 1.01G Kitchen Safety Pop-Up Book Instructions. Have students devise a pop-up book on Kitchen Safety Rules covered in class. (Have students to choose between activity 3 or 5 to complete as required activities or create a similar assignment. One of these two activities could be a homework assignment or extra credit.) Use 1.01F Kitchen Safety Pop-Up Book Instructions and Rubric for teacher instruction and grading rubric for pop-up book.

3. Allows students to EXEMPLIFY (B2) of kitchen safety guidelines in a kitchen safety pop- up book

Literacy Strategy: Graphic organizers are tools that help students visually “hold their thinking.” Each category or blank on the graphic organizer is like a “bucket” for students to “drop” what they are learning. One graphic organizer can be drawn like a rectangle with four boxes and a circle in the middle. The center circle is used to write the topic or question being studied. For example, students might write, “Safety and Sanitation.” The teacher decides what he/she wants the categories to be labeled. This may be based on the headings in the text students are about to read or in a lecture the teacher is about to give.


INSTRUCTIONAL ACTIVITIES RELEVANCY TO OBJECTIVE

4. As a review, have students to write on two sticky notes, two safe kitchen practices, prevention and first aid. Have students to group these on the board/wall by type of safety practice. Eliminate duplication. If there is a type that was not on the notes, ask for volunteers for other examples. Instruct students to enter five-minute writing on a kitchen safety issue that they have experienced or have heard of at home. 1.01H Student Five-Minute Quick Writing Instructions. This is for entry in the student’s notebook.

4. Allows students to EXEMPLIFY (B2) kitchen safety practices, prevention and first aid for each practice.

5. Cut out pictures from 1.01I Lab Selection Strategy and place in an opaque container. Have students select a picture from a container; and group with students with similar pictures or devise some other system for dividing students. Use 1.01J Kitchen Safety Poster Instruction Sheet for teacher guide and 1.01 K Kitchen Safety Posters instruction for students. Student groups should create a poster on kitchen safety for display in the classroom kitchens. Evaluate posters using 1.01L Kitchen Safety Poster Rubric. Use rubric to instruct students on criteria posters will be evaluated. (Have students to choose between activity 3 or 5 to complete as required activities. One of these two activities could be a homework assignment or extra credit.)

5. Allows student to EXEMPLIFY (B2) the seven types of kitchen accidents, prevention and first aid


6. As a homework assignment, have students read, 1.01M Kitchen Safety Rules & Safety Agreement. Assign students to take this handout home for parents to read with the student, both the student and the parent must sign the document before returning for the teacher’s file. Teachers may modify the safety agreement to align with the school system’s safety guidelines.

6. Allows the student to UNDERSTAND (B2) kitchen safety and sanitation procedures at home and at school

Literacy Strategy: A Quick Write is a short written response to a question. The teacher is trying to help students connect or show what they know about a topic. The teacher is looking for evidence of thinking, not correct grammar, punctuation, or mechanics. Usually a Quick write will take one or two minutes. Quick writes are often the type of writing a student will put in a learning log, journal, or notebook.


INSTRUCTIONAL ACTIVITIES RELEVANCY TO OBJECTIVE

7. Facilitate a discussion using PowerPoint presentation, 1.01N Foodborne Illness. Use 1.01O Foodborne Illness Fill-in Note Sheet Key to assist students completing 1.01P Foodborne Illness Fill-in Note Sheet. Present the PowerPoint presentation. (Optional) If time permits as a review, give directions to use 1.01Q Foodborne Illness Flipchart Instruction Sheet. Have students construct a flipchart 1.01R Foodborne Illness Flipchart of the four most common foodborne illnesses, high risk populations, signs and symptoms and sources or have them to create a “foldable” or other graphic organizer to capture the content .

7. Allows students to EXEMPLIFY (B2) foodborne illness

8. Use 1.01S Glogerm™ Demonstration, to demonstrate the importance of hand sanitation.

8. Allows students to UNDERSTAND (B2) proper and frequent hand washing

9. Facilitate a discussion using the PowerPoint 1.01T Food Sanitation. Use 1.01U Food Sanitation Graphic Organizer Key to check student understanding. Have students complete 1.01V Food Sanitation Graphic Organizer.

9. Allows students to EXPLAIN (B2) the eects of food sanitation


10. Give directions using 1.01W Food Sanitation Scavenger Hunt Instruction Sheet. Have students to complete activity 1.01X Food Sanitation Scavenger Hunt as a review of food sanitation in lab. This could be done as a homework assignment using their own kitchens at home.

10. Allows students to EXEMPLIFY food sanitation guidelines by finding violations in the classroom labs

11. Facilitate a discussion using the PowerPoint 1.0Y Food Safety vs. Sanitation. Use 1.01Z Food Safety vs. Sanitation Fill-in Sheet Key, and handout 1.01AA Food Safety vs. Sanitation Fill-in Sheet, for students to complete during presentation or allow students to take their own notes in their class notebooks. Assist and review with students the correct answers.

11. Allows students to COMPARE (B2) food safety and sanitation guidelines while completing the fill-in sheet to check for understanding on food safety and sanitation


INSTRUCTIONAL ACTIVITIES RELEVANCY TO OBJECTIVE12. (Optional Assignment) Use 1.01 BB Safe and Sanitized Accordion

Graphic Organizer to provide directions for the accordion graphic organizer. Have students illustrate food safety and sanitation by constructing an accordion graphic organizer using 1.01CC Safe and Sanitized Accordion Graphic Organizer. This may be National STARted in class and completed as a homework assignment. Have students to place in their notebook for further study.

12. Allows students to COMPARE (B2) safety and sanitation

13. Present the four “Fight Bac”concepts of food safety and sanitation by facilitating a discussion using the 1.01DD Fight Bac Sign. Discuss

o Cross contamination Danger zones for home Danger zones for food service

o Cooking-internal temperature (most common meats for beginning cooks) Ground Beef Chicken

o Chilling/Holding Holding temperature

Home: cold and hot

Food service: cold and hot

Chilled and covered in small containers

o ServingInstruct students in five-minute quick-write in class or as a homework assignment on a foodborne illness that has happened in current events or the Internet. Have students provide examples of what concept of “Fight Bac” the current event is about. Have students share their writings and include in the students’ notebook.

13. Allows students to UNDERSTAND (B2) “Fight Bac” concepts of food safety and sanitation


14. Have students complete 1.01EE Safe or Not Safe? for review while you use 1.01 Safe or Not Safe Key to check their answers.

14. Allows students to EXEMPLIFY (B2) food safety and sanitation

15. Have students to compare safety and sanitation by illustrating pictures of the similarities and differences. Have students complete this activity and place it in their notebook as a homework assignment.

15. Allows students to COMPARE (B2) food safety and sanitation guidelines

16. Generate and administer a test that measures students understanding of food safety and sanitation 1.01GG Kitchen Safety and Sanitation Test Key, 1.01HH Kitchen Safety and Sanitation Test or another teacher- generated test.

16. Assesses how well students UNDERSTAND (B2) safety and sanitation and lab procedures for food preparation

Literacy Strategy: A Quick Write is a short written response to a question. The teacher is trying to help students connect or show what they know about a topic. The teacher is looking for evidence of thinking, not correct grammar, punctuation, or mechanics. Usually a Quick write will take one or two minutes. Quick writes are often the type of writing a student will put in a learning log or journal.



REFERENCES WEBSITES

State Adopted Textbooks:

Kowtaluk, H. 2006, “Food for Today.” pp 278-294.

Largen, V. and K Bence. 2008. “Guide to Good Food.” pp.114-129.

NRAS, 2008, ServSafe Essentials® 5th Edition.

HANDOUTS:

“Lab Safety and Sanitation,” Food For Today, Foods Lab Activities Guide. pp 8-9

http://www.cdc.gov

http://www.foodsafetysite.com/consumers/training/FYH.html

http://www.servsafe.com/

http:// www.microsoftclipart.com

http://www.foodborneillness.com/


http://www.foodborneillness.com/

http://www.microsoftclipart.com/

http://www.servsafe.com/



http://www.cdc.gov/

OBJECTIVE 1.01 APPENDICES OF INSTRUCTIONAL SUPPORT MATERIALS

Appendix 1.01A Kitchen Hazards KeyAppendix 1.01B Kitchen Hazards WorksheetAppendix 1.01C The Pathway to Kitchen Safety PowerPoint PresentationAppendix 1.01D The Pathway to Kitchen Safety Graphic Organizer KeyAppendix 1.01E The Pathway to Kitchen Safety Graphic OrganizerAppendix 1.01F Kitchen Safety Pop Up Book Instructions and RubricAppendix 1.01G Kitchen Safety Pop Up Book Appendix 1.01H Student Five Minute Quick-Write InstructionsAppendix 1.01I Lab Selection StrategyAppendix 1.01J Kitchen Safety Poster Instruction SheetAppendix 1.01K Kitchen Safety PosterAppendix 1.01L Kitchen Safety Poster RubricAppendix 1.01M Kitchen Safety Rules & Safety AgreementAppendix 1.01N Foodborne Illness PowerPoint PresentationAppendix 1.01O Foodborne Illness Fill-in Note Sheet Key Appendix 1.01P Foodborne Illness Fill-in Note SheetAppendix 1.01Q Foodborne Illness Flipchart Instruction SheetAppendix 1.01R Foodborne Illness FlipchartAppendix 1.01S Glogerm™ DemonstrationAppendix 1.01T Food Sanitation PowerPoint PresentationAppendix 1.01U Food Sanitation Graphic Organizer KeyAppendix 1.01V Food Sanitation Graphic OrganizerAppendix 1.01W Food Sanitation Scavenger Hunt Instruction SheetAppendix 1.01X Food Sanitation Scavenger HuntAppendix 1.01Y Food Safety vs. Sanitation PowerPoint PresentationAppendix 1.01Z Food Safety vs. Sanitation Fill-in Sheet KeyAppendix 1.01AA Food Safety vs. Sanitation Fill-in SheetAppendix 1.01BB Safe and Sanitized Accordion Graphic Organizer InstructionsAppendix 1.01CC Safe and Sanitized Accordion Graphic OrganizerAppendix 1.01DD Fight Bac Sign Appendix 1.01EE Safe or Not Safe? Answer KeyAppendix 1.01 Safe or Not Safe?Appendix 1.01GG Kitchen Safety and Sanitation Test KeyAppendix 1.01HH Kitchen Safety and Sanitation TestAppendix 1.01II Key TermsAppendix 1.01JJ Key Terms KeyAppendix 1.01KK Sample Prototype Questions


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