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AOHT Principles of Hospitality and Tourism

Lesson 7Food and Beverage

This lesson introduces students to the food and beverage sector, including everything from fast-food chains to fine restaurants. Students grasp the sector’s significance as a major employer in the United States and explore its many subsectors. After developing a broad sense of the food and beverage industry and expanding their knowledge of industry-specific vocabulary, students practice planning a meal that appeals to a specific demographic and fulfills a special purpose.

Advance Preparation In Class Periods 4, 5, and 6, students will need access to computers for Internet research and

word processing software (one student per computer). Ideally, students will also have access to email accounts, a portable hard drive or thumb drive, and a printer so that they can transfer files easily between group members and print out their final report. Alternatively, they should have access to Google Drive or another online file-sharing system to share documents and create one final group report.

Gather research materials to help students plan their special meal. This may include examples of menus from restaurants, hotel banquets, and buffets, as well as catering menus and theme menus. Sample catering menus can easily be found through an online search engine; many catering companies list several sample menus on their website. Ideally, students should look at menus from catering companies in their destination city. However, some good sample menus can be found at http://www.spiceoflifecatering.ca/sample_catering_menu_nanaimo_bc.php.

This lesson is expected to take 6 class periods.

Lesson FrameworkLearning ObjectivesEach student will:

List the many kinds of businesses that fall in the food and beverage sector* Summarize the ways hospitality and tourism professionals categorize restaurants Display understanding of current trends in the food and beverage business Develop a plan for a special meal for a high school vacation package

Copyright 2007–2016 NAF. All rights reserved.

http://www.spiceoflifecatering.ca/sample_catering_menu_nanaimo_bc.php

AOHT Principles of Hospitality and TourismLesson 7 Food and Beverage

*This is one of the 16 key learning objectives assessed by the NAFTrack Certification end-of-course exam for this course.

Academic StandardsThe relevant Common Core State Standards are too extensive to list here, but are an important basis for this lesson. For details, please refer to the separate document “Correlations to the Common Core Standards” (available in the Course Planning Tools section of the course materials).

Evaluate the nature and scope of the Hospitality & Tourism Career Cluster™ and the role of hospitality and tourism in society and the economy (Common Career Technical Core 2012, HT 2)

Apply listening, reading, writing, and speaking skills to enhance operations and customer service in food and beverage service facilities (Common Career Technical Core 2012, HT-RFB 10)

Use common travel and tourism terminology used to communicate within the industry (Common Career Technical Core 2012, HT-TT 6)

Customize travel with diverse transportation, lodging, cruise, and food options (Common Career Technical Core 2012, HT-TT 7)

Develop a travel product that matches customer needs, wants, and expectations (Common Career Technical Core 2012, HT-TT 10)

AssessmentAssessment Product Means of Assessment

Plan a special meal for a high school vacation package (Student Resource 7.3)

Rubric: Meal Plan (Teacher Resource 7.2)

Prerequisites Understanding of the economic importance of the hospitality and tourism sector Knowledge of the history of the development of restaurants Familiarity with psychological theories of consumer motivation

Instructional Materials Teacher Resources

Teacher Resource 7.1, Presentation and Notes: The Food and Beverage Industry (includes separate PowerPoint file)

Teacher Resource 7.2, Rubric: Meal Plan Teacher Resource 7.3, Key Vocabulary: Food and Beverage Teacher Resource 7.4, Bibliography: Food and Beverage

Student Resources Student Resource 7.1, Taxonomy: The Food and Beverage Industry

Copyright © 2007–2016 NAF. All rights reserved. 2


Student Resource 7.2, Reading: The Food and Beverage Industry Student Resource 7.3, Assignment: Planning a Special Meal Student Resource 7.4, Example: Meal Plan

Equipment and Supplies Blackboard, whiteboard, or flip chart Four sheets of chart paper LCD projector and computer for PowerPoint presentation Computers with Internet access and word processing software (one for each student) Printer Research materials (see Advance Preparation)

Lesson StepsStep Min. Activity

CLASS PERIOD 1

1 20 Four Corners: Which Sector Employs the Most People?This springboard activity introduces students to the food and beverage sector of the hospitality and tourism industry by asking them to make an educated guess about which hospitality and tourism sector is the biggest employer. Students also grasp the significance of the food and beverage sector to the American economy.

Before class, choose four different areas of the classroom to post four sheets of chart paper. Write one of the following on each sheet and post on the wall:

Hotels Arts, Entertainment, Recreation Restaurants and Drinking Establishments Transportation: Airlines and Travel Agencies

Introduce this lesson by briefly summarizing the students’ work in this course thus far. Tell students that at this point they have examined the four basic sectors of hospitality and tourism; studied the industry’s history from a century ago to the present day; learned about the psychology behind consumer motivation and customer service in the industry; reviewed the industry’s role in preserving or harming the environment; surveyed its importance to the global economy; and investigated a major hospitality and tourism sector, lodging. With all of this background, they can make an educated guess



Step Min. Activity

about the following question:

Which sector of the hospitality and tourism industry employs the most people in the United States? Explain your reasoning.

Point out the four areas of the classroom and ask students to stand by the chart paper that represents their opinion. Once all students have made their choice, ask them to confer with other students in their area about why they think that sector employs the most people.

Call on members of each group to explain their reasoning and record their main points on the board. Acknowledge that it is not actually easy to decide which sector employs the most people, because they are all very important and together they exert enormous influence over the job market. However, the Bureau of Labor Statistics tracks this kind of information. The latest data is from 2013. At that time:

492,600 people worked in the airline industry and at travel agencies 1.83 million people worked in the hotel industry 1.97 million people worked in the arts, entertainment, and recreation industries 10.35 million people worked in the restaurant and beverage industry

Tell students that, as they can see, the restaurant and beverage industry is an extremely large sector that dominates the industry in terms of numbers of people it employs. In fact, according to the National Restaurant Association, 13.1 million people were working in the restaurant industry in 2013. One reason is that there are so many different subsectors of this industry. In the next activity, students will learn more about these.

2 30 Building Vocabulary: A Food and Beverage TaxonomyBy building a taxonomy, students realize how many terms they already know in connection with the food and beverage industry, and they store new terms as they learn them. (See The NAF Learning Handbook for more information on this strategy.)

Point out that there are a lot of specific terms used in the food and beverage industry for the students to become familiar with. As a starting point, ask students to complete a taxonomy of the terms they already know that are associated with restaurants.

Remind students of the taxonomy process they completed earlier in the course. Explain that this time students will create an alphabetical taxonomy about the food and beverage industry using Student Resource 7.1, Taxonomy: The Food and Beverage Industry.

First, ask students to begin independently by thinking of words that belong with the topic—for example, the word restaurant, which students would write next to the letter r. Have students work for about five minutes, including as many words as they can think of that relate to the food and beverage industry. They may write more than one word for each letter and they should not worry about finding a word for every letter.

Next, organize students in pairs. Ask them to collaborate by sharing words in order to build their taxonomies. For example, if one student has written café and the other has not, the second student would add café to his or her taxonomy.

After five minutes, ask students to leave their taxonomy on their desk and walk around the room to view each other’s taxonomy. Ask students to collect words from their peers



Step Min. Activity

to bring back to their own taxonomy.

Give students a couple of minutes to add the words they collected to their taxonomy and complete the activity with a short discussion. Have students share some of the words that were easy to come up with and those words from peers that were new to them. Let students know that they will continue to add to this taxonomy in the next class period.

CLASS PERIOD 2

3 35 Presentation: The Food and Beverage IndustryThis activity gives students an in-depth understanding of the food and beverage industry. It also develops students’ listening and note-taking skills.

To prepare, make notes to guide class discussion using Teacher Resource 7.1, Presentation Notes: The Food and Beverage Industry. Have Teacher Resource 7.1, Presentation: The Food and Beverage Industry (separate PowerPoint file), ready to show as a full-screen slideshow using an LCD projector.

Remind students of the taxonomy they completed in the last class period. Ask them to review the taxonomy and add to it if they have thought of any new terms since the last time they worked on it. Explain that they will have an opportunity to add many new terms to their taxonomy during the next activity.

Present the slideshow. Use the notes you prepared and the questions on the slides to encourage class discussion.

This presentation is duplicated as Student Resource 7.2, Reading: The Food and Beverage Industry. If an LCD projector is unavailable, students can read the presentation, answer the discussion questions in their notebook, and discuss their answers as a class. This student resource is also useful for review.

Encourage students to continue to add terms to their taxonomy as they read/view the presentation.

After the presentation, divide the class into pairs and have them compare their taxonomies. Encourage them to add terms from their partner’s list. Then invite each pair to name one term that was unfamiliar to them and ask them what they now understand that term to mean.

4 15 Culminating Project Work: Listing Meal ChoicesStudents prepare to apply what they have learned about the food and beverage industry to their culminating project by brainstorming items that high school students might enjoy as part of a special meal.

Explain to students that in the next class period they will begin planning a special meal for the high school students on their trip. In preparation, ask students to take out their notebook and start a list of all their favorite dishes.

After a few minutes, ask volunteers to share what they wrote. Make note of recurring dishes, and discuss trends occurring in the food and beverage industry. If students list



Step Min. Activity

dishes associated with a particular heritage, this is an opportunity to discuss ethnic foods with the students.

Tell students to think about ways to make a meal special so that they have some ideas to share in the next class period.

CLASS PERIOD 3

5 45 Culminating Project Work: Planning a Special MealStudents begin the next step in their culminating projects by discussing the question, “What makes a meal special?” These elements will be part of their planning for a meal to be included in their trip package. This activity focuses on the following college and career skills:

Working effectively with a diversity of individuals and perspectives Demonstrating teamwork and collaboration

Begin class by asking students to move into their project groups. Review Student Resource 7.3, Assignment: Planning a Special Meal. Explain that this sheet will help the students decide the details of their special meal for their vacation package.

Give students time to read through the meal planning sheet. Ask each group to come up with a question or an observation about each section, and then answer each group’s queries as a class.

Next, ask students to work through this meal planning sheet, referring to the lists they made in the previous class period for inspiration. If students have Internet access, consider having them share project files with a service such as Dropbox or Google Drive.

6 5 Culminating Project Work: Meal ResearchFor homework, students begin to gather information to help them plan their meal. This activity focuses on the following college and career skill:

Prioritizing and completing tasks without direct oversight

For homework, tell students to conduct research on their meal-planning options. Give students a couple of minutes to allocate research areas to each member of the group; these will vary depending on the decisions they’ve made about this meal.

At the end of the class period, let students know that they will continue to work on this assignment for the next couple of class periods. Encourage students to discuss their meal ideas with friends and classmates to gather more ideas. Emphasize that they need to do research for homework, because they will only have a limited amount of time to do it during the next class period.

CLASS PERIOD 4



Step Min. Activity

7 25 Culminating Project Work: Meal Research (Continued)Students continue to gather information and research to help them plan their meal.

Tell students that they will have a limited amount of time in this class period to continue their research, and encourage them to use their time wisely. Identify any computers or research material available for their use (see Advance Preparation). When approximately 20 minutes have passed, ask students to stop their research and return to their seats. Explain that if students have not completed their research, they will need to do so for homework.

8 25 Culminating Project Work: Example and Rubric ReviewStudents review the rubric and analyze the example to develop a clear sense of expectations for this assignment before beginning their work.

Explain that before students start to write up their plans for their special meal they need to have a clear idea of what a good meal plan looks like.

Distribute Teacher Resource 7.2, Rubric: Meal Plan. Explain that this is the basis for how the assignment will be assessed. Ask students to read over the rubric and identify anything that is confusing to them.

Allow students approximately five minutes to review the rubric in groups. Then call on each group to address their questions. Use this time to clear up any misunderstanding.

Next, review Student Resource 7.4, Example: Meal Plan. Explain that this is an example of a good meal plan. Ask students to read over the plan in their group and compare it to Student Resource 7.3, Assignment: Planning a Special Meal. Ask students to make notes in the margins of the example about what parts of the planning sheet they used to develop that section. Also ask students to note any questions they have about the example.

Give students a few minutes to work. Then ask each group to share what part of the planning sheet they think was used to develop a particular paragraph. Work through the paragraphs of the example consecutively. After a group shares, query the rest of the class: do they agree? If not, what part of the sheet did they think helped to build that paragraph? Why? Correct any misunderstandings and answer any questions. Let students know they will begin writing their meal plan in the next class period.

CLASS PERIOD 5

9 35 Culminating Project Work: Writing the Meal PlanStudents apply their understanding of meal planning, the rubric, and the example to writing their plans for a special meal for their high school vacation packages. This activity focuses on the following college and career skill:

Demonstrating creativity and innovation

Let students know that this class period is their only time to write up their meal plan. Begin by having students use the chart (in the section Writing the Meal Plan) at the end of Student Resource 7.3, Assignment: Planning a Special Meal, to divide up the work.



Step Min. Activity

Each student should be responsible for writing one part of the assignment; the conclusion should be written by all students jointly. Tell students to refer to their food and beverage taxonomy for ideas of good vocabulary words to include in their meal plan description.

Make sure students have divided the work fairly and then give them time to work. Ideally, allow each student to work on his or her own computer so that the different paragraphs can be easily combined by emailing files or using a portable hard drive or thumb drive to transfer the information.

10 15 Culminating Project Work: Writing the Plan’s ConclusionStudents work together to write the conclusion to their plan.

Ask students to take the last 15 minutes of class to write up a conclusion for their plan using the example as a model.

Let students know that if they have not finished writing their portion of the meal plan, they need to do it tonight for homework.

CLASS PERIOD 6

11 10 Culminating Project Work: Putting the Plan TogetherIn this activity, students compile their individual contributions to the assignment into one complete description of the special meal.

Give students the first 10 minutes of class to combine their individual parts of the meal plan assignment into one file and print it out. Students may transfer their files via email or portable hard drive. If these technologies are not available, students may need to recopy their assignment, but more time will be needed in that case.

12 30 Culminating Project Work: Peer FeedbackStudents practice giving constructive peer feedback to their classmates on their assignments as well as receiving it. This activity focuses on the following college and career skills:

Demonstrating adaptability and flexibility Demonstrating the ability to speak effectively Demonstrating the ability to listen effectively

Pair up the groups and ask them to briefly present their information to the students in the other group. Students listening should provide feedback to the group presenting using one or more of the following prompts:

The best part of your plan is…. I have a question about…. I think you could include more information about….



Step Min. Activity

After the groups have shared, offer a final opportunity for students to revise their plans based on their classmates’ feedback. If necessary, let students make their finishing touches for homework and turn in their meal plan at the beginning of the next class period. When the revisions are complete, collect and assess the meal plans using Teacher Resource 7.2, Rubric: Meal Plan.

13 10 Culminating Project Work: Meal DiscussionStudents share their thoughts about their special meals with their classmates to gain a perspective on the wide variety of possibilities for creating one that is successful. Students also articulate the degree to which they’ve absorbed the many aspects of the food and beverage industry.

With their group mates, ask students to discuss their thoughts on the following three prompts:

What do you think students taking your vacation will enjoy the most about the special meal you planned?

What is the most significant thing that you learned about the food and beverage industry in this lesson, or by working on your culminating project?

What has been the most fun or interesting part of your culminating project so far?

Ask a volunteer from each group to briefly share his or her thoughts on two of the three prompts. Conclude the lesson by returning to the idea that students began exploring in the first class period: the food and beverage industry is vast, powerful, varied, and changing all the time. It holds great potential as a source of satisfying careers. Any experience students gain from working in this field would be an excellent learning opportunity.

ExtensionsContent Enrichment

Have students research emerging and/or evolving segments in the food and business industry to determine the industry’s future and what is driving growth and changes. Suggest that students begin with websites dedicated to the industry, such as www.eater.com, restaurant reviews, and food blogs. Students write about these trends as reporters for food and beverage journals.

Ask students to report on how food and beverage businesses have changed their products and services to reflect the more recent demand for healthier alternatives.

Study several different menus as a class. Gather menus from various restaurants catering to different demands and demographics. Make copies of them and cut them up into sections. Put the pieces of each menu into envelopes. Divide students into groups and give them the envelopes. Provide glue sticks and paper, and ask students to re-create the menus. Afterwards, compare their re-creations with the actual menus and discuss what, if any, the differences are.


http://www.eater.com/


STEM Integration Math: Review a restaurant stock order with students and have them create one of their own for an

imaginary business. Give students a price list of individual food items as well as a budget they have to meet. Discuss food cost percentages and menu pricing.

Math: Give students this scenario: You’re planning a trip for an extended family of 14, in honor of the great-grandfather’s 95th birthday. The family is convening from around the country to the town where the great-grandfather lives. In the group, there are 5 people over 65 (including great-granddad), and four people under 12. The price of the meal, including dessert, is $36.00/person. Meals for the senior citizens are discounted by 10%, and meals for the children under 12 are discounted by 50%. Because you have a good relationship as a travel agent with the restaurant owner, he will give your clients an additional 5% off the price of the meal. But, he adds, that 5% does not apply to the mandatory tip, which is 18%, because he feels his staff should be paid appropriately. What will the meal cost, including tip?

Science: Many American travelers are dealing with Type 2 diabetes or pre-diabetes, and need to find food and beverage purveyors that offer healthy alternatives. These people (and the rest of us) fare better if they eat diets that avoid putting too much stress on their metabolic system. Use these two resources to introduce students to metabolic cycles, the role of insulin, and how different foods affect blood sugar:o http://www.niddk.nih.gov/health-information/health-topics/Diabetes/insulin-resistance-

prediabetes/Pages/index.aspxo http://www.webmd.com/diabetes/type-2-diabetes-guide/default.htm Then have students browse restaurant menus in a favorite vacation destination, and find a set of restaurant meals that would be good for a family of four, where two family members have diabetes. How difficult was it to find appetizing options? Were there particular ethnic cuisines that seemed to offer more? Was there a difference in prices between healthy and less healthy meals? How would you advise a family for whom you were planning an itinerary?

Technology: Pinterest is a treasure trove of ideas for special meals. If your students have access to the Internet or you have the technology to use apps in your classroom, instruct students to research, take notes, and collect photo media using Pinterest or the Pinterest app as they research and design their special meal.

Technology: If students have access to Microsoft Word, ask them to use Mail Merge to create a survey to send to local food and beverage businesses. They can request information about how they planned for and developed their businesses, as well as how they have adapted to changing customer demographics, industry trends, and the fluctuating economy. Have them send their survey as a personalized email to at least 10 local food and beverage businesses. As a group, discuss any responses that are received.

Additional Cross-Curricular Ideas Social Studies: Send students to survey waiters from two different types of restaurants, such as an

inexpensive diner and an upscale restaurant, to explore the nuances of working in the restaurant industry, including tipping standards, necessary interpersonal skills, and differences in customer expectations.


http://www.webmd.com/diabetes/type-2-diabetes-guide/default.htm

http://www.niddk.nih.gov/health-information/health-topics/Diabetes/insulin-resistance-prediabetes/Pages/index.aspx

http://www.niddk.nih.gov/health-information/health-topics/Diabetes/insulin-resistance-prediabetes/Pages/index.aspx

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