greeley /evans school district 6 - northridge high school

Greeley-Evans School District 6 2016-2017

of 22 Curriculum Guide

Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide

UNIT:

Overview of the Restaurant and

Foodservice Industry • Keeping Food Safe

• Workplace Safety

Enduring Concept:

Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of Management Essentials and Safety and Sanitation

Grade Level Expectations (GLE)

Identify the two segments of the restaurant and foodservice industry, and give examples of businesses in each of them, Identify career opportunities offered by the travel and tourism industry, Identify the two major categories of jobs in the restaurant and foodservice industry.

Define what a foodborne-illness outbreak is, and list the costs associated with one, recognize risks associated with high-risk populations, Identify factors

that affect the growth of pathogens (FAT TOM), Identify characteristics of TCS food and list examples, Identify methods for preventing biological

contamination, Identify the most common allergens and methods for preventing allergic reactions, List personal behaviors that can contaminate food, List

the steps to proper hand washing, and identify when hands should be washed, Identify proper personal cleanliness practices and appropriate work attire,

Identify ways to handle ready-to-eat food safely, Identify ways to prevent cross-contamination, Identify ways to prevent time-temperature abuse, Outline

proper procedures for storing food, Identify ways to handle food ready for service, List the HACCP principles and explain their importance to food safety.

Explain the difference between cleaning and sanitizing, Outline proper procedures for cleaning and sanitizing tools and equipment, Identify factors that

affect the effectiveness of sanitizers, List the elements of a master cleaning schedule, Identify organizations that certify that equipment meets sanitation

standards, Outline proper procedures for managing pests.

State who is legally responsible for providing a safe environment and ensuring safe practices, Identify electrical hazards that contribute to accidental fire,

Classify different types of fires and fire extinguishers, Identify the cleaning frequency for equipment as a way to prevent fires, Outline the actions to take

in the event of a fire at a restaurant or foodservice operation, Identify procedures for preventing slips, trips, and fall in a foodservice operation, Outline the

procedure for cleaning up spills on floors, Demonstrate how to use ladders safely, Demonstrate proper lifting and carrying procedures to avoid injury,

Demonstrate correct and safe use of knives.

Inquiry Question(s): (From the standards document) 1. Compare and Contrast the two segments of the restaurant and foodservice industry. 2. List and explain the costs associated with a foodborne-illness outbreak 3. Compare and contrast cleaning and sanitizing 4. Describe how you would deal with a legal suite against your restaurant if you were accused of not providing a safe environment for employees and

customers

Timeline: Weeks 4

Vocabulary: Restaurants Noncommercial Foodservice Segment Travel and Tourism Hospitality Corporate restaurant groups Chains Franchisee/franchisor Independent/entrepreneurs The Zagat Survey Michelin Guide Satellite/commissary feeding Front of House Back of House Amenity Luxury Properties Full-Service Properties Mid-Priced Facilities Economy Lodging All-Suite Properties Resorts Bed and Breakfasts AAA Tour Book Mobil Travel Guides Foodborne-illness Foodborne illness outbreak Contamination Microorganisms Ready to Eat Food Viruses Bacteria Parasites Allergy Fungi Pathogen Biological Contamination Physical Contamination Chemical Contamination Foodhandlers Time-temperature abuse/temperature danger zone HACCP Cleaning Sanitize

Greeley-Evans School District 6 of 22 2016-2017 Curriculum Guide



Cleaners

Assessments Evidence Outcomes Instruction

Performance Tasks

• Historical Menus

• Career Research Paper

• Hotel Flyer

• Management Lab

• HACCP Taco Soup Lab

• HACCP Personal Inspection

• Sanitation Script/Demo

Other Assessments

• Career Research Paper

Rubric • Hotel Flyer Rubric

• Management Lab - ProStart Lab Rubric

• HACCP Personal Inspection Rubric

Students will be able to….

IWBAT outline the growth of the hospitality industry throughout the history of the world by completing the Historical Menu Assignment

IWBAT identify career opportunities offered by the travel

and tourism industry by completing the career research

paper.

IWBAT identify the two segments of the restaurant and

foodservice industry and give examples of businesses in

each of them by completing the hotel flyer.

IWBAT state who is legally responsible for providing a

safe environment and ensuring safe practices and identify

the behaviors of a leader by completing the management

lab

IWBAT list the HACCP principles and explain their

importance by completing the HACCP Personal Inspection

and Taco Soup Lab

History of Food PowerPoint Historical Menus Assignment and Presentations History of Food Lab and ProStart Lab Rubric Career Cards – class activity Career Research Paper Rubric Lodging Notes Hotel flyer rubric Management Lab Assignment Chapter 2 PowerPoint Donna’s Morning WS

Key teaching and Learning Experiences that imbed 21st Century Skills Create Products

•Lab Experiences

•Menus

•Flyers Communication

•Management Lab

Resources ProStart Foundations of Restaurant Management Curriculum and Standards




UNIT: Kitchen Essentials

• Professionalism

• Equipment and Techniques

Enduring Concept:

Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of professionalism and equipment

Grade Level Expectations (GLE) Define professionalism, and explain what it means to culinary professionals. List the stations and positions in the kitchen brigade and the dining brigade. Perform basic math calculations using numbers or fractions. Identify the components and functions of a standardized recipe. Convert recipes to yield smaller and larger quantities based on operational needs. Explain the difference between customary and metric measurement units, and convert units between the two systems. Demonstrate measuring and portioning using the appropriate small wares and utensils. Given a problem, calculate as purchased (AP) and edible portion (EP) amounts. Calculate the total cost and portion costs of a standardized recipe. Identify the equipment needed for receiving and storing food and supplies. Identify the equipment needed for pre-preparation. List the different types of knives used in the foodservice kitchen and give examples of their uses. Identify basic types of pots and pans and their common uses. List the different types of preparation equipment used in the foodservice kitchen and give examples of their uses. Identify the kitchen equipment needed for holding and serving food and beverages. Apply effective mise en place through practice. Explain how to care for knives properly. Demonstrate the proper use of knives. Explain the difference between seasoning and flavoring. Describe and demonstration basic pre-preparation techniques. List and explain how the three types of cooking work. Describe dry-heat cooking methods and list the foods to which they are suited. Describe moist-heat cooking methods and list the foods to which they are suited. Describe combination-heat cooking methods and list the foods to which they are suited. Identify ways to determine if a food is done cooking. List guidelines for plating or storing food that has finished cooking. Describe a healthy diet and use the Dietary Guidelines for Americans and MyPyramid to plan meals. Interpret information on a nutrition label. Define obesity and explain how it can be prevented

Inquiry Question(s): (From the standards document) Describe how you would deal with the obesity epidemic in the United States if you were a chef or restaurant owner.



How could you use different cooking methods to help prevent obesity? Compare and Contrast Edible portion and As Purchased. Compare and contrast moist heat and dry heat cooking methods.

Timeline: Weeks 2

Vocabulary: Culinarian Flavor Numerators Denominators Lowest common denominator Recipe/ Standardized recipe Yield Portion size Mise en place Measurement Volume Weight Edible portion As purchased Conversion chart Knife Vocabulary/ Types of Knives/Knife Care Hand Tools and small equipment Measuring utensils Pots and Pans Food Preparation Equipment Holding and Serving Equipment Seasoning Herbs Spices Dry Heat Cooking Methods Conduction Convection Radiation Moist Heat Cooking Methods Combination-Cooking methods Sous Vide Plating Portioning Garnish Vegetarian


Performance Tasks

• Ap/Ep Lab Worksheet

Students will be able to…. Chapter 4.2 Notes EP/AP Salad Lab Worksheet



• Professionalism Soup Activity

• Recipe for Professionalism Activity

• Costing a Recipe Packet

• Know your Knife Worksheet

• Knife Cut Test

• Kitchen Equipment Scavenger Hunt

• Kitchen Equipment Crossword

• Mise en Place Notecard activity’

• Moist Heat Cooking Methods Lab

• Dry Heat Cooking Methods Lab

• Myplate.gov Assignment

Other Assessments

ProStart Lab Rubric Recipe for Professionalism Rubric Knife Cut Test Rubric Myplate.gov rubric

IWBAT calculate as purchased and edible portion amounts

by creating a salad and filling out the EP and AP chart.

IWBAT Define professionalism and explain what it means

to culinary professionals.

IWBAT demonstrate proper use of knives and explain the

difference between seasoning and flavoring.

IWBAT apply effective mise en place by completing the

note card activity.

IWBAT describe dry-heat cooking methods and list the

foods to which they are suited by completing the dry heat

lab.

IWBAT use the dietary guidelines for Americans and my

pyramid/my plate to plan meals by completing the healthy

menu assignment

Basic Kitchen Math Worksheet Costing a Recipe Packet Chapter 5 Notes Knife Cut Video Know Your Knives WS Seasoning vs. Flavoring Notes Kitchen Equipment Scavenger Hunt Foodservice Equipment Crossword Puzzle Mise en Place Notecard Activity Cooking Method Notes Myplate Notes Myplate.gov activity


•Lab Experiences Financial Literacy

•Ap/Ep lab

•Costing a recipe





UNIT:

Stocks and Soups

Grade Level Expectations (GLE)

Enduring Concept:

Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of stocks and soups

Identify the four essential parts of stock and the proper ingredients for each. List and explain the various types of stock and their ingredients. Demonstrate three methods for preparing bones for stock. Prepare the ingredients for and cook several kinds of stocks. Explain how and why to degrease stock. List the ways to cool stock properly. Identify the grand sauces and describe other sauces made from them. List the proper ingredients for sauces. Prepare several kinds of sauces. Match sauces to appropriate food. Identify the two basic kinds of soups and give examples of each. Explain the preparation of the basic ingredients for broth, consommé, purée, clear, and cream soups. Prepare several kinds of soups.

Inquiry Question(s): (From the standards document) Compare and Contrast Soups and Sauces Match different sauces with appropriate foods.

Timeline: Weeks

1 Vocabulary: Stocks White Stock Brown Stock Fumet Court bouillon Glace Remouillage Bouillon Jus Vegetable Stock Degreasing Roux Beurre manie Slurry Compound butter



Coulis Clarified Consommé


Performance Tasks Pictogram activity Sauce Lab and write up Mother Sauce Poster and Presentation Soup Lab and write up

Other Assessments ProStart Lab Rubric

Students will be able to…. IWBAT demonstrate three methods for preparing bones for stock by completing the pictogram activity

IWBAT prepare several kinds of sauces and match them to appropriate foods by completing the sauce lab

Chapter 6 Notes Pictogram Activity Mother Sauce Notes Mother Sauce Poster Rubric Sauce Lab and write up Soup Notes Soup Lab and write up


•Lab Experiences

•Mother Sauce Poster



UNIT:

Communication & Management Essentials

Describe the communication process.

Enduring Concept:

Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of communication and management essentials

Identify obstacles to effective communication and explain how to prevent them. Explain how personal characteristics can affect communication. List and demonstrate effective listening skills. List and demonstrate effective speaking skills. Identify and use business-appropriate telephone skills. List and demonstrate effective writing skills. Define organizational communication and give examples of when it might be used. Describe interpersonal communication. List ways to build relationships through interpersonal communication. State the difference between school and workplace environments. Explain how stereotypes and prejudices can negatively affect working together. Identify the benefits of diversity to a workplace. List ways to promote diversity in the workplace. Describe what a harassment-free environment and mutually respectful workplace is. List guidelines for handling harassment claims. Explain the concept of teamwork. Describe ethics, and explain their importance to the restaurant and foodservice industry. Identify the behaviors of a leader. Identify common expectations that employees have about managers. Define motivation, and explain a leader’s responsibility to motivate employees. Define organizational goal, and explain why this type of goal should be SMART. Explain the purpose of vision statements and mission statements. Identify how employees’ roles and jobs impact a mission and goals. List the steps for solving a problem and explain how each step contributes to finding a solution. Explain the importance of individual development to your restaurant or foodservice career. Explain what is included in a job description and explain the importance of these documents to a business. Identify the difference between exempt and non-exempt employees. Explain a manager’s responsibility for maintaining labor law knowledge. Identify discriminatory language and practices in the hiring process. Identify methods for ensuring a fair and consistent hiring process. Describe the typical phases of onboarding and explain its importance to a business. Explain what employees can expect during orientation. List items that employees receive during orientation. Identify the typical topics addressed in orientation sessions and employee manuals. Identify the benefits of training.




List skills that a trainer should have. Identify the key points of effective employee training. List the benefits of cross-training. Summarize and discuss effective group training and on-the-job training. Describe the employee evaluation process.

Inquiry Question(s): (From the standards document) Describe how communication is important in the hospitality and restaurant industry. Create and label a picture of a leader. Describe the characteristics of a leader.

Timeline: Weeks 2

Vocabulary: Organizational communication Mission statements Vision statements Interpersonal communication Empathy Prejudice Bias Diversity Harassment Interpersonal skills Motivation Professionalism Professional development Ethics Goals Objective Job Description Exempt and Nonexempt employees Discrimination Job application Screening interviews Cover letters and resumes Onboarding Orientation Cross-Training On-the-job training Employee performance appraisal Point-of-sale




Performance Tasks Role- Play – Telephone Etiquette WS Resume Job application Interview Diversity Packet

Other Assessments Resume Rubric Job Application Rubric Interview Rubric


IWBAT describe the communication process and explain

how it is important in the food industry

IWBAT explain how stereotypes and prejudices can

negatively affect working together by completing the

diversity activities

IWBAT explain what is included in a job description and

explain the importance of these documents to a business by

completing the teamwork and job description activities

Scenarios – Role Play Role- Play – Telephone Etiquette WS Chapter 8.1 Notes Connect the Dots Activity M & M diversity Diversity Packet Teamwork and Communication Activity 8.4 Ch. 8.2 Notes Teamwork Activity Customer Service Activity Chapter 8.3 Notes Job Application Interview

Key teaching and Learning Experiences that imbed 21st Century Skills Communication

•Telephone Etiquette

•Resume writing

•Job application

•Interview





UNIT:

Fruits and Vegetables Enduring Concept:

Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of fruits and vegetables

Inquiry Question(s): (From the standards document) Compare and Contrast Fruits and Vegetables Describe the different types of fruits

Describe the different types of vegetables

Identify and describe different types of fruit. List and explain the USDA quality grades for produce. List factors that affect produce purchasing decisions. Identify procedures for storing fruit. Explain how to prevent enzymatic browning of fruit. Match and cook fruit to appropriate methods. Identify and describe different types of vegetables. Describe hydroponic farming. Identify procedures for storing vegetables. Match and cook vegetables to appropriate methods. List ways to hold vegetables that maintain their quality.

Timeline: Weeks

1

Vocabulary: Fruit Summer fruits Drupes Winter Fruit Tropical Fruit Ethylene gas Vegetable Flower Vegetables Fruit Vegetables Green leafy vegetables Seed Vegetables Root/Tuber vegetables Stem vegetables Hydroponic farming Parboiling




Performance Tasks Fruit Lab Vegetable Lab Poster/Presentation – Truffles



IWBAT identify and describe different types of fruit

IWBAT identify and describe different types of vegetables

Chapter 9.1 Notes – Fruits Fruit Tasting Fruit Lab Chapter 9 Notes - Vegetables Vegetable Taste Test Poster/Presentation – What’s so Special About Truffles? Vegetable Tempura Lab

Key teaching and Learning Experiences that imbed 21st Century Skills Create

• Labs

• Poster/Presentation





UNIT: Serving your Guests

Enduring Concept:

Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of serving guests

Inquiry Question(s): (From the standards document)

How would you handle a customer complaint as a restaurant manager? How can a first impression make or break a restaurant?

What exactly are service and hospitality and how do they affect an operation’s success?

Explain the importance of customer service to the restaurant and foodservice industry. List the reasons for making a good first impression and give examples of how to make one. Describe the types of customers that may have special needs. Identify ways to identify customer needs. Outline the process for receiving and recording reservations and special requests. Outline the process for taking orders at the table, beginning with the greeting. Define suggestive selling, and give examples of how to do it. Identify basic guidelines for serving alcohol to guests. List methods for processing payment. List ways to obtain feedback from guests and determine their satisfaction. Explain how customer complaints should be resolved. Describe the four traditional styles of service: American, French, English, and Russian. Identify contemporary styles of service. Demonstrate setting and clearing items properly. Describe traditional service staff roles, and list the duties and responsibilities of each. Identify various server tools and the correct way to stock a service station.



Timeline: Weeks

1

Vocabulary: Competitive advantage First Impressions Greeter Suggestive Selling Comment Cards Focus Groups Maître d’hotel Service tools Service station Serving utensils


Performance Tasks Restaurant Wars Activity Hello and Welcome to … Activity Case Study – Handling Customer Complaints Scenarios – Service Slipups Suggestive Selling Activity 10.5

Other Assessments


IWBAT list the reasons for making a food first impression

and give examples of how to make one by completing the restaurant wars activity and Hello Welcome To…

IWBAT Define suggestive selling, and give examples of how

to do it by completing the suggestive selling activity IWBAT Explain how customer complaints should be resolved By completing the handling customer complaints case study activity

Chapter 10.1 Notes Restaurant Wars Activity Hello and Welcome to … Activity Chapter 10.2 Notes Suggestive Selling Activity 10.5 Case Study – Handling Customer Complaints Scenarios – Service Slipups Chapter 10.3 Notes


•Restaurant Wars Activity

•Hello and Welcome to … Activity

•Case Study – Handling Customer Complaints

•Scenarios – Service Slipups

•Suggestive Selling Activity 10.5





UNIT: Serving your Guests

Enduring Concept:





Explain the importance of customer service to the restaurant and foodservice industry. List the reasons for making a good first impression and give examples of how to make one. Describe the types of customers that may have special needs. Identify ways to identify customer needs. Outline the process for receiving and recording reservations and special requests. Outline the process for taking orders at the table, beginning with the greeting. Define suggestive selling, and give examples of how to do it. Identify basic guidelines for serving alcohol to guests. List methods for processing payment. List ways to obtain feedback from guests and determine their satisfaction. Explain how customer complaints should be resolved. Describe the four traditional styles of service: American, French, English, and Russian. Identify contemporary styles of service. Demonstrate setting and clearing items properly. Describe traditional service staff roles, and list the duties and responsibilities of each. Identify various server tools and the correct way to stock a service station.

Timeline: Weeks

1

Vocabulary: Competitive advantage First Impressions Greeter Suggestive Selling Comment Cards Focus Groups Maître d’hôtel Service tools Service station Serving utensils




Performance Tasks Restaurant Wars Activity Hello and Welcome to … Activity Case Study – Handling Customer Complaints Scenarios – Service Slipups Suggestive Selling Activity 10.5

Other Assessments


IWBAT list the reasons for making a food first impression

and give examples of how to make one by completing the

restaurant wars activity and Hello Welcome To…

IWBAT Define suggestive selling, and give examples of how

to do it by completing the suggestive selling activity IWBAT Explain how customer complaints should be resolved By completing the handling customer complaints case study activity

Chapter 10.1 Notes Restaurant Wars Activity Hello and Welcome to … Activity Chapter 10.2 Notes Suggestive Selling Activity 10.5 Case Study – Handling Customer Complaints Scenarios – Service Slipups Chapter 10.3 Notes


•Restaurant Wars Activity

•Hello and Welcome to … Activity

•Case Study – Handling Customer Complaints

•Scenarios – Service Slipups

•Suggestive Selling Activity 10.5





UNIT: Enduring Concept:





Timeline: Weeks Vocabulary:

1


Performance Tasks

Other Assessments


Key teaching and Learning Experiences that imbed 21st Century Skills



UNIT: Potatoes and Grains

Enduring Concept:

Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of potatoes and grains


Identify and describe different types of potatoes. Outline methods to select, receive, and store potatoes. Using a variety of recipes and cooking methods, prepare potatoes. Identify and describe different types of grains and legumes. Using a variety of recipes and cooking methods, prepare grains and legumes. Outline methods to select, receive, and store grains. Identify and describe different types of pasta. Using a variety of recipes and cooking methods, prepare pasta. Describe and prepare dumplings.

Timeline: Weeks

1

Vocabulary: Potatoes Legumes Pasta Al dente Grains


Performance Tasks Activity 11.2– The Versatile Potato Potato Lab Matching – Legumes and Grains Menu Creation – Pasta Grain Lab



IWBAT identify and describe different types of potatoes and use a variety of recipes and cooking methods to prepare

potatoes by completing the potato lab

IWBAT describe different types of grains and legumes by

completing the matching legumes and grains activity

IWBAT use a variety of recipes and cooking methods to

prepare grains and legumes.

Potato notes Activity 11.2– The Versatile Potato Potato Lab Section 11.2 Notes – Legumes and Grains Matching – Legumes and Grains 11.3 Notes – Pasta Menu Creation – Pasta Grain Lab

Key teaching and Learning Experiences that imbed 21st Century Skills


Creation

•Lab Experiences

Resources

ProStart Foundations of Restaurant Management Curriculum and Standards

Greeley-Evans School District 6

2016-2017

of22

Curriculum Guide


UNIT: Building a Successful Career in the Industry

Enduring Concept:

Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of how to build a successful career in the industry

Inquiry Question(s): (From the standards document) How would you go about searching for your dream job? What skills do you think are needed by foodservice professionals? Why? Compare and Contract the differences between closed and open ended questions. Create one of each as if you were an interviewer.

Identify skills needed by foodservice professionals. Outline a plan for an effective job search. Write a resume that lists your experience, skills, and achievements. Write an effective cover letter. Compile the best examples of your work into a portfolio. Read and complete a job application form. Outline the steps to choosing a college or trade school and identify resources for answering those questions. Read and complete college and scholarship application forms. List ways to find and apply for scholarships. List the steps to an effective job interview.

Identify the differences between closed- and open-ended questions in interviews.

Timeline: Weeks

1

Vocabulary: References Portfolio Cover Letter Scholarship Punctuality Stress Entry – Level Jobs


Performance Tasks Cover Letter Portfolio Paper Doll Dress for Success

Other Assessments Cover Letter Rubric


IBWAT Write an effective cover letter by completing the cover letter activity

IWBAT Compile the best examples of my work into a

portfolio by completing the ProStart portfolio activity

Value Added Activity Chapter 12 Notes Cover Letter Portfolio Paper Doll – Dress for Success Stress reducer activities


Portfolio Rubric

Key teaching and Learning Experiences that imbed 21st Century Skills Creation

•Cover Letter

•Portfolio Communication

•Cover Letter

•Portfolio



greeley /evans school district 6 - northridge high school

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