hec615 introduction to food preparation and ...sharepoint.pthsd.k12.nj.us/ci/approved...

Approved by the Board of Education January 24, 2013

Developed: Revised: November 2012 Approved: January 2013

Parsippany-Troy Hills School District

FCS615 INTRODUCTION TO FOOD PREPARATION AND NUTRITION

Table of Contents STATEMENT OF PURPOSE ............................................................................................................................................................................................ 4

THE LIVING CURRICULUM .......................................................................................................................................................................................... 5

AFFIRMATIVE ACTION .................................................................................................................................................................................................. 5

COURSE PROFICIENCIES AND OBJECTIVES............................................................................................................................................................. 7

COURSE PROFICIENCIES AND OBJECTIVES (continued) ......................................................................................................................................... 8

GRADING PROCEDURES ............................................................................................................................................................................................... 9

BIBLIOGRAPHY ............................................................................................................................................................................................................. 21

APPENDIX A SAMPLE AUTHENTIC ASSESSMENT ............................................................................................................................................. 22

APPENDIX B NEW JERSEY STUDENT LEARNING STANDARDS ..........................................................................................................................29

APPENDIX C CURRICULUM MODIFICATIONS AND ADAPATIONS ……………………………………………………………………………………………………………..30

FCS615 INTRODUCTION TO FOOD PREPARATION AND NUTRITION Page 4

STATEMENT OF PURPOSE This full-year elective will introduce the student to basic food preparation skills and nutrition. Students will develop practical problem- solving

skills as they study nutrition, food management, and preparation. Activities will reinforce math and science skills, develop critical thinking,

cooperative learning, self-direction and responsibility through food laboratory projects. Students will be encouraged to utilize technology and

resources for nutritional analysis.

All laboratory experiences will be designed to emphasize food science principles, nutrient contribution, role in diet and meal planning, consumer

concerns, and individual and workplace skills in cooperation and teamwork, attitude and effort, and positive work habits. Wherever applicable,

projects will be applied to both a family and individual wellness and a career focus.

Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 6 through 8 are administered

once per quarter.

RATIONALE

This course revision reflects new approaches to health and nutrition integrated into the authentic skill-based course of study. A proficiency about

vegetarian diets has been added, as well as websites which students will use to find and evaluate recipes. The course of study now reflects the

NEW JERSEY STUDENT LEARNING STANDARDS for Health (for the nutrition content), 21st

Century Life and Careers, and Technology. In

addition, the course is aligned with Common Core Standards for English Language Arts for Literacy in Science and Technical Subjects.


THE LIVING CURRICULUM

Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as

the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom

and to work collaboratively to develop recommendations for curriculum reforms as needed.

AFFIRMATIVE ACTION

During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion,

national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts

and the instruction inherent in this course.

MODIFICATIONS AND ADAPTATIONS For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the Curriculum Modifications and Adaptations included as an Appendix in this curriculum. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.


GOALS

1. Demonstrate knowledge of food science principles and proper techniques of food preparation.

2. Gain knowledge of nutrition and its effects on people, understand the principles of food preparation relative to nutrition, and plan

menus which reflect knowledge of nutritional needs.

3. Exhibit attributes of general employability including: initiative, promptness, dependability, courtesy and cooperation, cleanliness,

safety, working effectively with others, maintaining regular attendance, a sense of responsibility for activities and their outcomes.

4. Demonstrate a clear knowledge of safe and sanitary food preparation techniques, as well as use proper terminology, techniques, and

equipment for a specific task.

5. Develop and demonstrate effective management principles, and competencies in critical thinking, problem solving, decision making,

and cooperative learning.

6. Explore a variety of career paths in the food service/hospitality field, and learn the requirements of each.


COURSE PROFICIENCIES AND OBJECTIVES

COURSE: HEC615 COURSE DESCRIPTION: INTRODUCTION TO FOOD PREPARATION AND NUTRITION

1. name the six major nutrients and be aware of their importance in a healthy diet

2. relate nutrition to wellness.

3. be aware of how nutrients are absorbed, transported and stored in the body.

4. list the causes and effects of obesity.

5. list the food groups in the ChooseMyPlate government guide and the importance of each in your wellness plan.

6. be aware of how nutritional needs can be met through meals and snacks.

7. recognize and follow basic safety principles in the lab.

8. discuss the causes of food-borne illness and explain how proper food handling practices can prevent them.

9. list techniques and tools to properly measure.

10. identify the use and maintenance of kitchen appliances.

11. identify and safely use food preparation equipment.

12. identify recipe components and properly read and execute a recipe.

13. define food preparation terminology and demonstrate appropriate techniques and equipment for each.

14. practice time management and organizational skills in group food laboratory experiences.

15. select a recipe, prepare an appropriate market order and complete the required food preparation.

16. interpret information on food labels and follow portion control guidelines.

17. properly select and store fruits and vegetables.

18. apply cooking principles and techniques to the preparation of fruits and vegetables.

19. identify the nutritional value of fruits and vegetables.

20. list products made from grains and how to properly select and store them.

21. identify and apply cooking principles to the preparation of cereals, grains, quick breads and yeast breads.

22. list the nutritional value of cereal and grain products. 23. list, select and properly store dairy products.

24. list and apply the principles of the preparation of dairy products.

25. analyze the nutrient content of dairy products.


COURSE PROFICIENCIES AND OBJECTIVES (continued)

26. identify the parts of an egg and the classification of eggs by size.

27. list and apply the cooking principles of eggs.

28. explain the functions of eggs in recipes.

29. properly select and store meat, poultry, and fish products.

30. describe and apply the cooking principles of meat, poultry, and fish products.

31. analyze the nutritional value of meat, poultry, and fish products.

32. identify non-meat sources of protein, and prepare recipes using these ingredients.

33. list and properly apply candy making techniques.

34. learn the skills of self-assessment within the food laboratory setting.

35. identify the careers paths available in the food service industry and the requirements for each.

36. utilize the Internet for information on nutrition, recipes and careers.


GRADING PROCEDURES

Laboratory Experiences

50%

• planning

• problem solving

• quality of work

• cleanliness of work station

• accurate assessment of product

• recognition of techniques learned

• time management

• kitchen team cooperation

Tests & Quizzes 30%

• matching

• true/false

• open-ended responses

• fill in

Classwork/Participation (non-laboratory experiences) 15%

• text assignments

• contributions to class discussions

• completion of worksheets

• completion of laboratory assessment forms

• note taking

Work Folder 5%

• completeness

• organization

• self-evaluations of student progress

• all required graded student work

Final Grade

Full Year Course

• Each marking period shall count as 20% of the final grade • The midterm assessment will count as 10% of the final grade,

and the final assessment will count as 10% of the final grade.


CONTENT OUTLINE STANDARDS

SUGGESTED ACTIVITY EVALUATION/

ASSESSMENT

TEACHER

NOTES

The student will be able to: Students will:

1. name the six major nutrients and be

aware of their importance in a

healthy diet.

8.1.12.A.2

9.1.12.A.1

RST.9-10.3, 7

• divide class into six groups and

have them develop an activity

that illustrates the importance of

each nutrient in the diet.

• lab: prepare a variety of dishes

emphasizing specific nutrients:

e.g., pasta, rice, protein, low-fat

breakfast, low-fat salad bar.

PowerPoint™ or Prezi slides or

Publisher™ pamphlet

Lab Evaluation Checklist

Verbal responses to tastings

2. relate nutrition to wellness. 2.1.12.A.1

2.1.12.B.3

8.1.12.F.11

RST.9-10.8, 9

• read selected articles on

nutrition and health and take

notes on wellness.

• provide students with case

studies and have them write a

short analysis, giving examples

from their own experiences.

Paragraph on wellness

Reactions to case studies

EBSCO periodical

database on Media

center website

3. be aware of how nutrients are

absorbed, transported and stored in the body.

2.1.12.B.3

RST.9-10.7 • write a travel diary of ham-

burger trip through the digestive

system.

• experimental lab: Hold a piece

of soda cracker on tongue for

five (5) minutes. Describe

change in taste.

Written report in narrative form

Food Science Lab Questions




ASSESSMENT

TEACHER

NOTES


4. list the causes and effects of

obesity.

2.1.12.C.1

2.2.12.B.1

2.2.12.B.2

8.1.12.F.1

RST.9-10.2, 8

RST.11-12.7

• watch Video Supersize Me and

answer questions on worksheet.

• find current event articles in

newspapers and on the Internet

which relate to the obesity crisis

and summarize them.

Worksheet

Summary papers

Periodical databases

5. list the groups in the

ChooseMyPlate government guide and the importance of each in your

wellness plan.

2.1.12.B.3

8.1.12.F.1

RST.9-10.7 RST.11-12.9

• distribute ChooseMyPlate/Food

Guide Pyramid materials and

analyze each component

through discussion. • keep a food intake journal for

two days. Use the software

program which accompanies the

ChooseMyPlate website to

analyze quality of diet.

Teacher observation and

assessment

Journal and printout of analysis

Food Guide Pyramid

materials were in depth

and will remain online

for an undetermined

time. They may be

useful in tandem with

ChooseMyPlate, or for

comparison purposes.

6. be aware of how nutritional needs

can be met through meals and snacks.

2.1.12.B.3

RST.11-12.7 • evaluate empty packages from

snack food items.

• lab: prepare a nutritious

alternative snack.

Written evaluation

Lab: Evaluation Checklist

7. list and follow basic safety

principles in the lab.

9.3.12.C.11

9.3.12.C.13

RST.11-12.4

• Identify potential kitchen

hazards.

• demonstrate basic first aid and

emergency procedures.

Safety posters

How-to demonstrations

Teacher observation




ASSESSMENT

TEACHER

NOTES


7. (continued)

• video: Kitchen Safety &

Sanitation

8. list the causes of food-borne illness

and explain how proper food

handling practices can prevent

them.

8.1.12.F.1

9.3.12.C.6

RST.11-12.8, 9

• research common food borne

illnesses and list symptoms and

prevention.

• develop sanitation guidelines

for special situations (holidays,

picnics, salad bars, bag lunches

and catering).

Written reports

Checklist or graphic organizer

MedlinePlus

(govenrment health

database) cdc.gov

(Center for Disease

Control) Salem

Health Teen

Health and

Wellness

9. list techniques and tools to properly

measure.

9.3.12.C.6

RST.9-10.3, 4 • observe teacher demonstration

of equipment and techniques

reinforced by written handouts

with same information. • prepare a recipe using the

proper measuring equipment and techniques.

Teacher observation, test

Lab assessment

10. identify the use and maintenance of kitchen appliances.

9.3.12.C.11

RST.9-10.3 • teacher demonstration of use

and care of appliances

reinforced by written handout.

• prepare recipes requiring the

use and care of each appliance.

Teacher observation

Lab assessment


CONTENT OUTLINE

STANDARDS


ASSESSMENT

TEACHER

NOTES


11. identify and safely use food

preparation equipment.

9.3.12.C.11

9.3.12.C.13

RST.9-10.3, 4

• teacher demonstration of use and care of kitchen equipment

reinforced by written handout. • prepare recipes requiring the

use and care of each piece of

equipment.

Teacher observation, test

Lab assessment

12. identify recipe components and

properly read and execute a recipe. 9.3.12.C.6

RST.9-10.3

RST.11-12.4

• Reading a Recipe worksheet.

• prepare the same recipe with

two different formats. Evaluate

the pros and cons of each.

Assess worksheet

Written comparison of formats,

either paragraph or pro/con chart

13. to identify food preparation

terminology and demonstrate

appropriate techniques and

equipment for each.

9.3.12.C.6

RST.9-10.3 • participate in a class discussion

of terms reinforced with written

handout. • prepare recipes that demonstrate

specific preparation

terminology (mixing, cutting,

cooking).

Test

Lab assessment

14. to practice time management and

organizational skills in group food laboratory experiences.

9.1.12.C.4

9.1.12.C.5

RST.9-10.4

RST.11-12.3

• using a recipe, develop a work

and time plan.

• prepare a recipe to be

completed, sampled, and

cleaned up by the end of an

allotted time period.

Written work/time plan

Lab assessment




ASSESSMENT

TEACHER

NOTES


15. select a recipe, prepare an

appropriate market order and

complete the required food

preparation.

9.3.12.C.6

RST.11-12.6 • use cookbooks to select recipes

which meet pre-determined

criteria. • carry recipe through to

completion using ingredients on

market order.

Written market order

Lab assessment

16. interpret information on food labels 2.1.12.A.1 • locate and identify various types

of information on food labels

from a variety of foods.

• analyze label portion size and

compare to the amount visually

eaten. Include calorie amounts,

calories from fat, nutrients per serving.

Class discussion and follow portion control 2.6.12.A.3 guidelines. RST.11-12.7, 9

Written analysis

17. properly select and store fruits and

vegetables.

9.3.12.C.13

RST.9-10.7 • identify edible parts of fruits and

vegetables and categorize in

groups to make generalizations about selection, use and storage.

Completed Chart and Summary

Test

18. apply cooking principles and techniques to the preparation of fruits and vegetables.

9.3.12.C.6

RST.9-10.3, 4 • prepare a variety of recipes

using fruits and vegetables.

Lab assessment


CONTENT OUTLINE

STANDARDS


ASSESSMENT

TEACHER

NOTES


19. list the nutritional value of fruits

and vegetables.

2.1.12.B.3 • class discussion reinforced by

handout of color cues for

determining nutrition of fruits

and vegetables.

Quiz

20. list products made from grains and 9.3.12.C.11 • worksheet comparing yeast and

quick breads.

• differentiate and identify types

of grains and their parts.

Completed worksheet how to properly select and store 9.3.12.C.13 them. RST.9-10.9

Discussion

21. list and apply cooking principles to the preparation of cereals, grains, quick breads and yeast breads.

2.1.12.B.3

RST.9-10.3, 9 • prepare a variety of grains:

compare for taste, texture and

appearance. Choose and

prepare a suitable recipe for

each. • prepare a variety of quick

breads and yeast breads

Lab assessment

Lab assessment and student

tastings

22. list the nutritional value of cereal

and grain products. 2.1.12.B.3

RST.9-10.5 • class discussion of the

nutritional benefits of eating

whole grains.

• define enrichment and

fortification and their impact on

the nutritional value of cereals

and other grain products.

Participation in discussion

Written analysis


CONTENT OUTLINE

STANDARDS


ASSESSMENT

TEACHER

NOTES


22.(continued) RST.9-10.9 • compare calories and nutrient

content of natural, refined and

processed carbohydrate foods.

Chart with data

23. list, select and properly store dairy products.

9.3.12.C.13 • display a variety of dairy foods

and list uses of each.

• participate in a cheese tasting and analysis of taste, texture,

personal preference.

.

Brainstorm, class discussion

Notes on tasting

24. to list and apply the principles of

the preparation of dairy products. 9.3.12.C.6

RST.9-10.3 • experimental lab: prepare

homemade hot cocoa: take

precaution to avoid skin

formation, curdling, and

scorching. • lab: prepare a cheese sauce

using a roux and white sauce.


Lab assessment

25. analyze the nutrient content of dairy

products. 2.1.12.B.3

RST.9-10.7 • prepare dips using sour cream,

yogurt and cottage cheese.

Serve with raw vegetables.

Compare acceptability and

nutrient value. • suggest ways for people who

don’t like milk to increase their

calcium consumption.

Small group discussion, written

quiz

Class discussion, written quiz


CONTENT OUTLINE

STANDARDS


ASSESSMENT

TEACHER

NOTES

The student will be able to: Students will be able to:

26. list the parts of an egg and the

classification of eggs by size. 2.1.12.B.3

RST.9-10.7 • list three criteria to use when

selecting eggs: size, grade and

freshness date. • look at egg through light then

crack it and locate its main

parts.

• list the six sizes of eggs and

their corresponding weight per

dozen.

Teacher observation, written test

Teacher observation

Student responses

Worksheet

Quiz

27. list and apply the cooking

principles of eggs.

9.3.12.C.6

RST.9-10.3 • experimental lab: prepare egg

drop soup to illustrate protein

coagulation. • lab: prepare a variety of recipes

using eggs as an ingredient.


Lab assessment

28. explain the functions of eggs in recipes.

9.3.12.C.6

RST.9-10.4 • define: emulsifier, binder,

thickener, and leavener and how eggs act as these agents in

various recipes

• prepare a recipe for each of the

four functions.

Written test

Oral descriptions when cooking

Lab assessment


CONTENT OUTLINE

NEW JERSEY

STUDENT LEARNING

STANDARDS

NEW JERSEY STUDENT LEARNING STANDARDS Tech Lit


ASSESSMENT

TEACHER

NOTES

The student will be able to: Students will be able to:

29. properly select and store meat, 9.3.12.C.13 • list animals raised for meat and the corresponding retail meat

name. • using a meat chart, identify

major wholesale and retail cuts

and determine those that are

tough and tender.

• take notes on teacher lecture on

types of seafood.

Test poultry, and fish products. RST.9-10.4, 7

Worksheet

Game

Teacher observation

Quiz

30. list and apply the cooking

principles of meat, poultry, and fish products.

9.3.12.C.6

RST.9-10.3 • lab: choose a less tender cut of

meat and demonstrate ways to

tenderize it. • lab: prepare a variety of recipes

using meat, poultry and fish

techniques.

Lab assessment

Lab assessment

31. analyze the nutritional value of

meat, poultry, and fish products.

2.1.12.B.3

RST.11-12.3, 9 • list the special nutrient

contributions of the three categories in the meat group through class discussion.

• lab: find and prepare recipes

which combine two incomplete

proteins to make a complete

protein dish.

Written chart

Lab assessment




ASSESSMENT

TEACHER

NOTES


32. identify non-meat sources of

protein, and prepare recipes using

these ingredients.

RST.11-12.3, 7 • analyze nutritional content of recipes based on nuts, beans,

tofu, etc.

• select and prepare vegetarian

recipes

Graphic organizer

Tastings, lab assessments

33. list and properly apply candy

making techniques.

9.3.12.C.6

RST.11-12.7 • practice using a candy ther-

mometer by measuring the

temperature of various water

samples. • prepare various candy recipes

using different syrup tem-

peratures.

• classify crystalline and non-

crystalline candies by com-

pleting a worksheet.

Teacher observation

Lab assessment

Worksheet

34. learn the skills of self-assessment

within the food laboratory setting.

9.3.12.C.6

RST.11-12.8, 9 • complete self-assessment rubric

after completing each lab.

Lab assessments

35. identify the careers path available in the food service industry and the requirements for each.

8.1.12.F.1

9.3.12.C.7

9.3.12.C.8

RST.11-12.7, 8, 9

• research local career oppor-

tunities in the food

service/hospitality field and the

requirements for each.

• write a paragraph on why or

why not they would choose a

career in the food service

industry.

Written report, class discussion

Written paragraphs

www.bls.gov Occupational

Outlook Handbook

Career databases via

the media center

http://www.bls.gov/

http://www.bls.gov/


COURSE OUTLINE STANDARDS SUGGESTED

ACTIVITY

EVALUATION

ASSESSMENT

TEACHER

NOTES

The student will be able to: The student will:

36. utilize the Internet for

information on nutrition, recipes and careers.

8.1.12.F.1

9.1.12.A.2 • compare recipes on

websites.

• analyze the nutritional value

of a recipe on health.gov.

dietary

guidelines.

• use career databases to find

requirements and working

conditions for food service

careers.

• Interviews with food

service workers

Paragraph on preferred site

Written analysis

Graphic organizer on career

options

Student notes, group

discussions

Allrecipes.com http://kidshealth.org/teen/recipes www.cooks.com www.foodnetwork.com www.recipes.com

http://kidshealth.org/teen/recipes


http://www.cooks.com/


http://www.foodnetwork.com/

http://www.recipes.com/


BIBLIOGRAPHY TEXTBOOK:

Byrd-Bredbenner, Carol. Adventures in Food and Nutrition. Tinley Park, IL: Goodheart-Willcox, 2007. Print.

RESOURCE:

Largen & Bence. Guide to Good Food. Tinley Park, IL: Goodheart-Willcox, 2008. Print.

VIDEOS:

Supersize Me

Kitchen Safety & Sanitation

WEBSITES:

Allrecipes.com Recipes and menu ideas

http://kidshealth.org/teen/recipes Site run by nonprofit Nemours Foundation www.ChooseMyPlate.gov Interactive government site on nutrition and health hints

www.ChooseMyPlate.gov Nutrition information from the US Department of Agriculture

www.cooks.com Recipe search and nutrition information from the Food and Drug Administration

www.fda.gov Food and Drug Administation

www.foodnetwork.com Source of recipes, information on shows and chefs

www.health.gov. Dietary guidelines

www.recipes.com Large database of recipes


http://www.choosemyplate.gov/

http://www.choosemyplate.gov/


http://www.fda.gov/

http://www.foodnetwork.com/

http://www.health.gov/

http://www.recipes.com/


APPENDIX A SAMPLE AUTHENTIC ASSESSMENT


SAMPLE AUTHENTIC ASSESSMENT

1. Task:

You have applied for a scholarship to J & W University. They send you the list of criteria for selecting and completing a recipe to be judged by a

committee from the university. The contest will held locally and you must bring all ingredients and baking equipment to the test site. Your foods

teacher may assist you with planning and time management but may not be present during the actual preparation. All work including cleanup, must

be completed by the end of a 40 minute time period.

2. Scone Recipe.

3. Equipment list.

4. Time Plan Sheet.

5. Authentic Assessment Rubric: see sample of lab rubric.


BREAKFAST SCONES

1 cup flour

1 teaspoon baking powder

¼ teaspoon salt

1 T brown sugar ⅓ cup milk

1 teaspoon grated orange peel

3 T butter ¼ cup raisins

Heat oven to 375F. Grease cookie sheet.

In a large bow, mix flour, salt, baking powder, sugar and orange peel.

With a pastry blender, cut in butter until mixture looks crumbly.

Add milk and raisins and stir with fork to form a soft dough.

On a lightly floured surface, pat into a 7” circle. Cut into 8 wedges (like a pie) and place on a baking sheet.

Bake 12 minutes or until golden.


EQUIPMENT PLAN

KITCHEN TOOL: TASK:


TIME PLAN

TIME: TASK:

FOODS LAB EVALUATION

Kitchen#_

Recipe

Tasks performed for this recipe:

Name

Tasks:

Name

Tasks:

Name

Tasks:

Name

Tasks:

Checklist Yes No

All students washed hands. Measured accurately.

Used correct utensils.

Dishes cleaned with hot water and soap.

Sinks, stoves and counters left clean and dry.

All dirty dishcloths and towels placed in washer.

All equipment returned to proper storage place.

All preparation and cleanup finished on time.

Properly followed directions in recipe.

Finished product had good overall quality.

Three things we learned from this lab are:

1.

2.

3.

Appendix A-1

Three things that went well are:

1.

2.

3.

Three things we could have improved are:

1.

2.

3.

We (would, would not) make this recipe again because:

Appendix A-1

Link to Previous

APPENDIX B NEW JERSEY STUDENT LEARNING STANDARDS

2 - Comprehensive Health and Physical Education 3 - English Language Arts 4 - Mathematics 5 - Science 8 - Technology 9 - 21st Century Life and Careers

http://www.state.nj.us/education/cccs/2014/chpe/

http://www.state.nj.us/education/cccs/2014/chpe/

http://www.state.nj.us/education/cccs/2016/ela/

http://www.state.nj.us/education/cccs/2016/math/

http://www.state.nj.us/education/cccs/2016/science/

http://www.state.nj.us/education/aps/cccs/tech/

http://www.state.nj.us/education/aps/cccs/career/

Link to Previous

APPENDIX C CURRICULUM MODIFICATIONS & ADAPTATIONS

Link to Previous

hec615 introduction to food preparation and ...sharepoint.pthsd.k12.nj.us/ci/approved...

Documents