CULINARY ARTS III

GRADES 11-12

EWING PUBLIC SCHOOLS 2099 Pennington Road

Ewing, NJ 08618 Board Approval Date: TBD Michael Nitti Produced by: Mary Beth Lolli, Teacher Superintendent In accordance with The Ewing Public Schools’ Policy 2230, Course Guides, this curriculum has been reviewed and found to be in compliance with all policies and all affirmative action criteria.

Table of Contents Page Introduction 1 Unit 1: Safeguarding Health [Chapter 6] 2 Unit 2: The Management of Food [Chapters 7-12] 6 Unit 3: The Preparation of Food [Chapters 13-21] 10 Unit 4: Baking and Pastry Equipment [Chapter 3] 15 Unit 5: Baking Ingredients [Chapter 4] 18 Unit 6: Yeast Dough [Chapters 6-9 and 11] 22 Unit 7: Pasty Basics [Chapters 13-15] 26 Unit 8: Cakes [Chapters 16-17] 30 Unit 9: Cookies [Chapter 19] 34

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Introduction

Prerequisite: Culinary II This course is designed for students who have a solid background and a passion for the culinary arts. Students open and operate a catering business within the school. They have an opportunity to learn organizational and entrepreneurial skills, increase math skills and improve social skills. Numerous opportunities are offered for individual and group activities.

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Unit 1: Safeguarding Health [Chapter 6] Why Is This Unit Important? Keeping foods safe to eat and making the kitchen a safe place to work are keys to good health. Improper food handling can make you ill. Kitchen accidents can cause severe injuries. You can prevent both illness and accidents by following safety principles. Federal, state and local governments all play key roles in helping to keep the food supply safe. Local governments are in charge of sending health inspectors to visit food businesses. These inspectors make sure the businesses are following state health codes. Enduring Understandings:

• Foodborne illness • Food contamination • Bacterial illness • Other foodborne illness • Four steps to food safety • Clean • Separate • Cook and grill • Cooking for special occasions • Eating safely when eating out • Storing foods • Safety in the kitchen • Preventing chemical poisonings • Preventing and treating cuts • Preventing and treating burns – preventing fires • Preventing and treating falls • Preventing and treating electric shock • Preventing and treating choking Essential Questions:

• What are three microorganisms, other than bacteria, that can cause foodborne illness? • What are the proper temperatures for serving hot and cold foods? • For what groups of people do foodborne illnesses pose the greatest risk? • Where do most of the foodborne illness cases reported each year occur? • What is the correct way to pick up and dispose of broken glass? • What should be used to pull a shock victim away from an electrical source? Acquired Knowledge:

• How most of the foodborne illness cases reported each year occur in food service establishments.

• Washing your hands may be the most important step you can take to prevent the transmission of harmful bacteria.

• Color is not always an accurate indicator of doneness in meats. One out of every four hamburgers turns brown in the middle before it has reached a safe internal temperature.

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• Cooking for a crowd or cooking outdoor meals requires extra measures to keep food safe to eat.

• Bacteria multiply rapidly at moderate temperatures. To prevent this, keep hot foods hot and cold foods cold.

• Knowledge of basic first aid will help you provide treatment to someone involved in a kitchen accident.

• A simple first aid kit kept in the kitchen should include items you need to treat minor injuries.

Acquired Skills:

• Identify the four steps to food safety when buying, preparing and storing food. • Identify and demonstrate sanitation guidelines when handling food. • Discuss the importance of using paper towels when wiping up meat and poultry juices. • Demonstrate the hand-washing steps after handling raw meat, fish, poultry or eggs

before touching other foods. • Identify the sanitary procedures to use when preparing picnic foods. • Identify the guidelines to help prevent chemical poisonings. Major Assessments:

• Explore food safety and sanitation from production through consumption. • Evaluate and understand the influence of science and technology on the development,

production and consumption of foods and related issues. • Apply basic first aid measures. • Complete chapter tests (T/F, matching, multiple choice, essay questions). Instructional Material/Resources:

• Text: Guide to Good Food (Goodheart-Wilcox Company, Inc., 2012) • Health/safety articles Instructional Strategies: • Have students develop slogans that relate to the cleanliness standards listed in the text. • Have students use decorative writing and/or illustrations to put these slogans on signs to

be posted around the classroom. • Have students list five guidelines for preventing cross-contamination when preparing and

storing foods. • Have students write lists of 25 food and/or beverage items they would store to prepare

for an emergency. • Have students demonstrate proper techniques for wrapping foods for refrigerator and

freezer storage. Ask them to discuss characteristics of appropriate wrapping materials and storage containers used in their demonstration.

Technology: • Online resources:

- USDA Food and Nutrition Information Center of the National Agricultural Library:

fnic.nal.usda.gov

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- USDA Food Safety and Inspection Service: fsis.usda.gov - International Food Information Council - Food Business News http://www.foodbusinessnews.net/

Accommodations/Modifications:

• Allow time for reflection. • Give simple directions and read them over with students. • Give students extra time to both answer and ask questions. • Make verbal instructions clear, short and to the point. • Encourage students to test their ideas • Use concrete examples to introduce concepts. • Use repetition and drills spread over time. List of Applicable NJCCCS and Standards/CPIs Covered in this Unit:

• 9.3.12.AG-FD.1,3,4 • 9.3.HT-RFB.2 Suggested Learning Experiences and Instructional Activities:

• Work in a group of four to research one type of foodborne illness. Each group member should summarize a different one of the following aspects: cause, food sources, symptoms or prevention. Combine ideas to prepare a poster presentation for the rest of the class.

• Work in a group of four to write a skit to educate young children about different steps to food safety-clean, separate, cook or chill. Arrange to present your skits in an elementary school.

• Write a pamphlet listing simple first aid procedures for poisonings, cuts, burns, falls and electric shock.

• Discuss causes, symptoms and treatment of common foodborne illnesses. • Complete chapter review questions. Interdisciplinary Connections: While the Culinary Arts demand certain skill sets that have, in the past, been described as ‘vocational’, the cultural and economic impacts of the food and beverage industry today are significant and are infused with a demand for a knowledge base in business and management, microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Curriculum will be rich in science, English, math, art, history and world languages and will include the following curricular and extended curriculum highlights: • Technology Literacy - Students will learn how to apply 21st century technology skills in

their field of study for planning, managing, researching, promoting/marketing and running a business.

• Science – Students will learn basic information about essential nutrients and their functions in the body, as well as known and hypothesized relationships between long-term diets and development of chronic diseases. They will also be introduced to basic chemical, physical and microbiological aspects of food and the ways in which these sciences are integrated into the food industry. Course will examine technical and

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practical aspects involved in harvest, storage, manufacture, preservation, packaging, distribution and marketing of food products.

• English - Coursework will involve writing across the curriculum, communications and cross-curricular activities.

• Math – Students will cover the principles and procedures involved in an effective food and beverage control system, including standards determination, the operating budget, cost-volume-profit analysis, income and cost control, menu pricing, theft prevention, labor cost control and computer applications.

• History, Arts and World Languages – Students will gain knowledge of world cuisine and cultures that will reinforce academics.

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Unit 2: The Management of Food [Chapters 7-12]

Why Is This Unit Important? Not all people are chefs, but we are all eaters. Most of us need to learn how to follow a recipe at some point. To create dishes with good flavor, consistency and texture, the various ingredients must have a kind of relationship to one another. That ingredients have a relationship to each other in a recipe is an important concept. Cooking and baking are important processes of preparing food by applying heat, selecting, measuring and combining ingredients in an ordered procedure for producing safe and edible food. Enduring Understandings:

• Planning in the kitchen and dining areas • Functional surfaces and fixtures • Table appointments • Table settings • Service and safety • Major kitchen appliances • Portable kitchen appliances • Small equipment • Cooking and baking utensils • Provide good nutrition • Used planned spending • Prepare satisfying meals • Control the use of time and energy • Choosing where to shop • Deciding what to buy • Using food labeling • Helping with consumer problems • Choosing a recipe • Measuring ingredients • Using a time-work schedule • Preparing recipes Essential Questions:

• What is the most desirable kitchen floor plan? • What qualities do floor coverings used in the kitchen require? • Which type of mixer is best for heavy duty mixing jobs? • What are three factors consumers should consider when purchasing specialized

portable appliances? • List three features to consider when buying cooking and baking utensils. • For which types of cooking are silicone and plastic materials not suited? • List four factors that help determine the amount of money a meal manager spends on

food. • Describe the steps you would take to estimate the amount of money you could spend

each week for food. • Why are consumers willing to spend more money for organic foods?

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• What are four basic purposes of food additives? • Explain why time-work schedules for preparing meals need to be flexible. • What is the first decision that needs to be made when writing a time-work schedule? Acquired Knowledge:

• Kitchen and dining areas need to be planned to meet the needs of the people who will be using them.

• Table appointments are chosen and placed to create a table that is attractive and functional for a meal service.

• Evaluating warranties, service contracts and energy labels can help you make informed consumer decisions when buying kitchen appliances.

• Considering function and style will help you choose major and portable kitchen appliances that will provide satisfaction as they save time and energy.

• Choosing the right pieces of small equipment can help meal managers do every type of food preparation task more efficiently.

• Cooking and baking utensils come in a range of sizes and shapes designed for specific range top and oven cooking tasks.

• Meal managers must meet goals for nutrition, spending, taste, appeal and time control when planning and preparing meals.

• Meal managers have resources available to help them reach their goals. • Developing shopping skills can help consumers get the most value for their dollars. • Food labeling is a helpful tool consumers can use to learn about the products available

to them. • Learning some basic food preparation skills will make it easy to follow simple recipes. • Being effective in the kitchen requires planning the use of time and working with others. Acquired Skills:

• Describe the three major work centers in a kitchen and the six basic kitchen floor plans. • Explain the considerations in choosing functional surface materials and fixtures for

kitchens and dining areas. • Identify different kinds of tableware and list selections factors applicable to each. • Set an attractive table. • Evaluate safety seals, warranties and energy labeling to help you make purchasing

decisions when buying kitchen appliances. • List points to consider when purchasing portable kitchen appliances. • Identify various small kitchen utensils and discuss their functions. • Explain how to select and care for cooking and baking utensils. • Demonstrate the use of various pieces of small kitchen equipment, cookware and

bakeware. • Plan nutritious meals using meal patterns. • Prepare and food budget. • Plan menus with appealing variety of flavors, colors, textures, shapes, sizes and

temperatures. • Describe resources a meal manager can use as alternatives to time and energy. • Evaluate store features to decide where to shop for food. • Identify factors that affect food costs and comparison shop to decide what food to buy. • Use information on food products labels to make decisions about foods to buy. • List sources of consumer information.

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• Identify abbreviations and define cooking terms used in recipes. • Measure liquids and dry ingredients and fats for use in recipes. • Plan time-work schedules. • Follow recipes to prepare foods. Major Assessments:

• Explore food management from production through consumption. • Have students design their perfect kitchen, understanding materials, budgets and

function. • Evaluate and understand the influence of science and technology on the development,

production and consumption of foods. • Students will conduct a research assignment on a major kitchen appliance. • Culinary labs will demonstrate the understanding of kitchen equipment and tools. • Build food budgets and food costs for culinary lab and food offerings. • Complete chapter tests (T/F, matching, multiple choice, essay questions). Instructional Materials:

• Text: Guide to Good Food (Goodheart-Wilcox Company, Inc., 2012) • U.S. Food Service catalog and invoicing Accommodations/Modifications:

• Allow time for reflection. • Give simple directions and read them over with students. • Give students extra time to both answer and ask questions. • Make verbal instructions clear, short and to the point. • Encourage students to test their ideas. • Use concrete examples to introduce concepts. • Use repetition and drills spread over time Technology:

• Online resources: - Federal Trade Commission – consumer protection topics - Better Business Bureaus – complaints related to food service - My Plate - Food Business News http://www.foodbusinessnews.net/ List of Applicable NJCCS Standards/CPI:

• 9.3.HT-RFB.5 • 9.3.MN-HSE.1,2 Suggested Learning Experiences and Instructional Activities:

• Vocabulary: Learning key terms associated with the chapters. • Nutrition Connection: nutrition information related to the chapter content. • Safety Alert: Important safety information related to the chapter content.

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• Career and Pathways: What careers are associated with food and nutrition and how to pursue that particular career?

• Lab: Prepare varying food corresponding to the chapter content. • Investigate local health inspection reports and meet with an inspector to help understand

concerns in the foodservice industry. Interdisciplinary Connections: While the Culinary Arts demand certain skill sets that have, in the past, been described as ‘vocational’, the cultural and economic impacts of the food and beverage industry today are significant and are infused with a demand for a knowledge base in business and management, microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Curriculum will be rich in science, English, math, art, history and world languages and will include the following curricular and extended curriculum highlights: • Technology Literacy - Students will learn how to apply 21st century technology skills in

their field of study for planning, managing, researching, promoting/marketing and running a business.

• Science – Students will learn basic information about essential nutrients and their functions in the body, as well as known and hypothesized relationships between long-term diets and development of chronic diseases. They will also be introduced to basic chemical, physical and microbiological aspects of food and the ways in which these sciences are integrated into the food industry. Course will examine technical and practical aspects involved in harvest, storage, manufacture, preservation, packaging, distribution and marketing of food products.

• English - Coursework will involve writing across the curriculum, communications and cross-curricular activities.

• Math – Students will cover the principles and procedures involved in an effective food and beverage control system, including standards determination, the operating budget, cost-volume-profit analysis, income and cost control, menu pricing, theft prevention, labor cost control and computer applications.

• History, Arts and World Languages – Students will gain knowledge of world cuisine and cultures that will reinforce academics.

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Unit 3: The Preparation of Food [Chapters 13-21]

Why Is This Unit Important? Cereals are the major staple food for people throughout the world. This is because they are easy to grow and store. They are also low in cost and have high energy value. Most vegetables are fairly low in cost and calories. Vegetables are versatile enough to use in any menu. They can be served raw or cooked to add color, flavor, texture and nutrients to meals. They are also good choices for between-meal snacks and can be purchased fresh, canned, frozen and dried. Fresh, canned, frozen and dried fruits add flavor, color and texture contracts to meals. They are generally nutritious and low in calories, so they are good choices for desserts and snacks. Fruits can be eaten raw or cooked. Eggs are one of the most versatile and nutritious food sources. They can be prepared in many ways. Because eggs are easy to digest, they can be served to people at nearly all stages of the life cycle. Many meal managers choose the meat course first when planning menus. Meat dishes should be tender, flavorful and attractive. The word ‘poultry’ describes any domesticated bird. Chicken, turkey, goose and duck are the types of poultry most commonly eaten in the United States. At one time, chicken and turkey were only eaten on special occasions, but today they are part of everyday meals. Commercial fisheries in the United States catch several millions of pounds of fish each year for food. However, the U.S. is a smaller consumer of fish and fish products compared with other countries. Salads, casseroles and soups add versatility to menus. They may be served as the main course or as an accompaniment to a meal. These combination dishes are nutritious as well as economical. They include a variety of ingredients and preparing them can be a way to use leftovers. Enduring Understandings:

• Types of cereal products • Selecting and storing cereal products • Cooking starches • Cooking cereal products • Choosing fresh vegetables • Choosing canned, frozen and dried vegetables • Preparing vegetables • Choosing fresh fruit • Choosing canned, frozen and dried fruit • Preparing fruits • Selecting and storing dairy products • Cooking with milk and cream

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• Preparing common milk-based foods • Cooking with cheese • Selecting and storing eggs • Eggs as an ingredient • Methods of cooking eggs • What is meat? • Selecting meat • Food science principles of cooking meat • Method of cooking meat • Buying poultry • Storing poultry • Food science principles of cooking poultry • Methods of cooking poultry • Choosing fish and shellfish • Cooking finfish • Cooking shellfish • Salads • Casseroles • Stock soups • Herbs and spices Essential Questions:

• How do whole grain cereals differ from refined cereals? • What are two factors which can affect the cost of cereal products? • How can the cooking time of whole grain cereals be shortened? • What is the best type of potato for making mashed potatoes? • How can vegetable cooking liquids be used? • When are fresh fruits the least expensive? • What should consumers look for when buying frozen fruits? • What is a general guideline for using canned fruits in baked products? • How can you prevent milk from curdling during cooking? • Describe the difference between ripened and unripened cheeses. • How are soufflés similar to puffy omelets? • How long can you store fresh eggs in the refrigerator? • Describe the color and fat of high-quality beef. • What are the most common grades of beef sold in retail stores? • What is the recommended internal temperature for cooked poultry? • Why should a large bird be trussed before roasting? • List four signs of quality for purchasing fresh fish. • What are deveined shrimp? • What are three main parts of a salad? • How does bouillon differ from a consommé? Acquired Knowledge: • Grains are made into a wide variety of nutritious, economical food products. • Principles of starch cookery must be followed when preparing grain foods to obtain

desired characteristics.

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• Knowing how to buy and store different forms of vegetables may encourage you to keep more of these nutritious foods on hand.

• Being able to use a number of methods to cook vegetables will help add variety and interest to meals.

• Selecting fruits carefully and storing them properly will help maintain their quality. • Fruits can be prepared with a variety of cooking methods to add flavor, color and

nutrients to meals. • Dairy products include a range of foods made from milk, all of which require careful

storage to prevent spoilage. • Care must be taken when cooking dairy products to ensure desirable results. • Eggs serve a wide range of functions as ingredients in recipes. • You can use a variety of methods to prepare eggs for meals throughout the day. • Recognizing quality characteristics and factors which affect cost per serving can help

you select meat cuts that fit your menus and your budget. • Being familiar with principles and methods of cooking meats will allow you to prepare

meats that are tender and flavorful. • Knowing how to select and store poultry will allow you include it as a frequent protein

source in meals. • Knowing how to choose fish and shellfish will help consumers get their money’s worth

when buying seafood. • Knowing how to choose and assemble ingredients to prepare salads, casseroles and

soups allows meal managers to add nutrition and variety to their menu plans. Acquired Skills:

• List a variety of cereal products. • Describe how heat and liquids affect starches. • Prepare cooked breakfast cereals, rice and pasta. • Explain how to properly select and store vegetables. • Identify methods for cooking vegetables. • Describe food science principles for cooking vegetables. • Prepare vegetables, preserving their colors, textures, flavors and nutrients. • Describe how to properly select and store fruits. • Identify the principles and methods of cooking fruit. • Prepare fruits, preserving their color, textures, flavors and nutrients. • List factors affecting the selection of dairy products. • Describe guidelines for preventing adverse reactions when cooking with dairy products. • Prepare a variety of dishes using milk, cream, cheese and other dairy products. • List factors affecting the selection of eggs. • Describe the principles and methods for cooking eggs. • Cook eggs correctly for breakfast menus and use eggs as ingredients in other foods. • List factors affecting the selection of meats. • Describe how to properly store meats to maintain their quality. • Prepare meats by moist and dry cooking methods. • Describe the principles and methods for cooking meat. • List tips for buying poultry. • Describe how to properly store poultry to maintain its quality. • Describe the principles and cooking methods for poultry. • Prepare poultry by moist and dry cooking methods. • List factors affecting the selection of fish and shellfish.

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• Describe how to properly store fish to maintain its quality. • Describe the principles and methods for cooking fish and shellfish. • Prepare fish by moist and dry cooking methods.

• Explain how to prepare salad ingredients and assemble a salad. • List the basic ingredients in a casserole. • Prepare nutritious salads, casseroles and stock-based soups. • Distinguish among herbs, spices and blends. Major Assessments:

• Explore food management from production through consumption. • Have students design their perfect kitchen, understanding materials, budgets and

function. • Evaluate and understand the influence of science and technology on the development,

production and consumption of foods. • Students will conduct a research assignment on a major kitchen appliance. • Culinary labs will demonstrate the understanding of kitchen equipment and tools. • Build food budgets and food costs for culinary lab and food offerings. • Complete chapter tests (T/F, matching, multiple choice, essay questions). Instructional Materials:

• Text: Guide to Good Food (Goodheart-Wilcox Company, Inc., 2012) • U.S. Food Service catalog and invoicing Accommodations/Modifications:

• Allow time for reflection. • Give simple directions and read them over with students. • Give students extra time to both answer and ask questions. • Make verbal instructions clear, short and to the point. • Encourage students to test their ideas. • Use concrete examples to introduce concepts. • Use repetition and drills spread over time. Technology:

• Online resources: - Allrecipes - Yummy - U.S. Food Service - Sysco Food Service

- Food Business News http://www.foodbusinessnews.net/ List of Applicable NJCCS Standards/CPI:

• 9.3.12.AG.1,2,3,4,5,6

• 9.3.12.AG-ANI.1,2,3,4

• 9.3.12AG-FD.1,2,3,4

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• 9.3.12.AG-NR.1,2,3,4

• 9.3.12.AG-PL.3 Suggested Learning Experiences and Instructional Activities:

• Vocabulary: Learning key terms associated with the chapters. • Nutrition Connection: nutrition information related to the chapter content. • Safety Alert: Important safety information related to the chapter content. • Career and Pathways: What careers are associated with food and nutrition and how to

pursue that particular career? • Lab: Prepare varying food corresponding to the chapter content. • Costing/budgeting recipes for group events. • Increasing and decreasing recipe measurements to adjust yield. • Investigate menu planning and the advantages of cycle menus. • Create catering menus that can be used for district events. • Visit schools and/or invite speakers from post-secondary schools to discuss college and

career opportunities. Interdisciplinary Connections: While the Culinary Arts demand certain skill sets that have, in the past, been described as ‘vocational’, the cultural and economic impacts of the food and beverage industry today are significant and are infused with a demand for a knowledge base in business and management, microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Curriculum will be rich in science, English, math, art, history and world languages and will include the following curricular and extended curriculum highlights: • Technology Literacy - Students will learn how to apply 21st century technology skills in

their field of study for planning, managing, researching, promoting/marketing and running a business.

• Science – Students will learn basic information about essential nutrients and their functions in the body, as well as known and hypothesized relationships between long-term diets and development of chronic diseases. They will also be introduced to basic chemical, physical and microbiological aspects of food and the ways in which these sciences are integrated into the food industry. Course will examine technical and practical aspects involved in harvest, storage, manufacture, preservation, packaging, distribution and marketing of food products.

• English - Coursework will involve writing across the curriculum, communications and cross-curricular activities.

• Math – Students will cover the principles and procedures involved in an effective food and beverage control system, including standards determination, the operating budget, cost-volume-profit analysis, income and cost control, menu pricing, theft prevention, labor cost control and computer applications.

• History, Arts and World Languages – Students will gain knowledge of world cuisine and cultures that will reinforce academics.

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Unit 4: Baking and Pastry Equipment [Chapter 3]

Why Is This Unit Important? Much of a baker’s art and craft involves simple tools. Learning to become a successful baker requires developing a great deal of manual skill using these tools. For example, a pastry bag is nothing more than a cone-shaped piece of fabric or plastic, open at both ends. Although its construction is simple and no operating manual is required to understand how it works, hours of practice are necessary to become skilled at using a pastry bag. At the other extreme are large machines such as floor-model mixers, ovens of many types and dough-handling equipment such as molders, dividers and sheeters. Enduring Understandings:

• Equipment sanitation and safety • Large equipment • Mixers – vertical, spiral and horizontal • Dough-handling equipment • Ovens • Pans • Containers • Molds • Hand tools • Miscellaneous tools and equipment Essential Questions:

• What are the important safety and sanitation practices for purchasing and handling bakeshop equipment?

• What are the principal types of mixers and attachments? • What are the principal types of dough-handling equipment used in bakeshops? • What are four principal types of ovens used in the bakeshop? Acquired Knowledge:

• Identify good sanitation practices for purchasing and handling bakeshop equipment. • Identify principal pieces of large equipment used in baking and pastry making and

indicate their uses. • Identify principal pans, containers and molds used in baking and pastry making and

indicate their uses. • Identify principal hand tools used in baking and pastry making and indicate their uses. • Identify other important pieces of equipment used in baking and pastry making and

indicate their uses. Acquired Skills:

• Know the important safety and sanitation practices for purchasing and handling bakeshop equipment.

• Understand principal types of mixers and attachments.

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• Describe the principal types of dough-handling equipment used in bakeshops. • Identify the four principal types of ovens used in the bakeshop. Major Assessments:

• Explore food management from production through consumption. • Have students design their perfect kitchen, understanding materials, budgets and

function. • Evaluate and understand the influence of science and technology on the development,

production and consumption of foods. • Students will conduct a research assignment on a major kitchen appliance. • Culinary labs will demonstrate the understanding of kitchen equipment and tools. • Build food budgets and food costs for culinary lab and food offerings. • Complete chapter tests (T/F, matching, multiple choice, essay questions). Instructional Materials:

• Text: Guide to Good Food (Goodheart-Wilcox Company, Inc., 2012) • Text: Professional Baking (Wiley) • U.S. Food Service catalog Accommodations/Modifications:

• Allow time for reflection. • Give simple directions and read them over with students. • Give students extra time to both answer and ask questions. • Make verbal instructions clear, short and to the point. • Encourage students to test their ideas. • Use concrete examples to introduce concepts. • Use repetition and drills spread over time. Technology:

• Online resources: - Allrecipes - Yummy - U.S. Food Service - Sysco Food Service • Wiley Professional Baking Companion Site: - http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP002239.html • Food Business News http://www.foodbusinessnews.net/ List of Applicable NJCCS Standards/CPI:

• 9.3.12.AG-FD.1

• 9.3.HT-RFB.2,5,7,9 Suggested Learning Experiences and Instructional Activities:

• Vocabulary: Learning key terms associated with the chapters. • Nutrition Connection: nutrition information related to the chapter content.

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• Safety Alert: Important safety information related to the chapter content. • Career and Pathways: What careers are associated with food and nutrition and how to

pursue that particular career? • Lab: Prepare varying food corresponding to the chapter content. • Become familiar with the use of several hand tools and equipment outlined in this unit. • Costing/budgeting recipes for group events. • Increasing and decreasing recipe measurements to adjust yield. • Create catering menus that can be used for district events. • Practice using equipment and refine techniques to later use in competitions. • Visit schools and/or invite speakers from post-secondary schools to discuss college and

career opportunities.

Interdisciplinary Connections: While the Culinary Arts demand certain skill sets that have, in the past, been described as ‘vocational’, the cultural and economic impacts of the food and beverage industry today are significant and are infused with a demand for a knowledge base in business and management, microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Curriculum will be rich in science, English, math, art, history and world languages and will include the following curricular and extended curriculum highlights: • Technology Literacy - Students will learn how to apply 21st century technology skills in

their field of study for planning, managing, researching, promoting/marketing and running a business.

• Science – Students will learn basic information about essential nutrients and their functions in the body, as well as known and hypothesized relationships between long-term diets and development of chronic diseases. They will also be introduced to basic chemical, physical and microbiological aspects of food and the ways in which these sciences are integrated into the food industry. Course will examine technical and practical aspects involved in harvest, storage, manufacture, preservation, packaging, distribution and marketing of food products.

• English - Coursework will involve writing across the curriculum, communications and cross-curricular activities.

• Math – Students will cover the principles and procedures involved in an effective food and beverage control system, including standards determination, the operating budget, cost-volume-profit analysis, income and cost control, menu pricing, theft prevention, labor cost control and computer applications.

• History, Arts and World Languages – Students will gain knowledge of world cuisine and cultures that will reinforce academics.

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Unit 5: Baking Ingredients [Chapter 4]

Why Is This Unit Important? The introduction to baking ingredients provided in this unit is necessarily simplified. Hundreds of pages could be written on flour alone. This unit will cover information the student will need to product a full range of baked items in a small bakeshop, hotel or restaurant kitchen. Enduring Understandings:

• Wheat flour • Patent flour • Clear flour • Straight flour • Extraction • Starch • Protein • Moisture • Gums • Fats • Ash • Pigments • Enzymes • Aging and bleaching • Nutrients • Dough conditioners • Vital wheat protein • Sugars • Shortenings • Milk and milk products • Eggs • Leaving agents • Fruits and nuts • Chocolate and cocoa • Salt, spices and flavorings Essential Questions:

• Why is white flour used in rye breads? • Describe how to distinguish bread, pastry and cake flours by touch and sight. • Why does white whole wheat flour have better keeping qualities than whole wheat flour? • What is the importance of aging in the production of flour? • What is clear flour? • List five functions of sugar in baked goods. • What is invert sugar? • What is the difference between regular and emulsified shortening? • What are some advantages of using butter as a fat in pie dough? • List eight functions of eggs in baked goods. • What is the difference between single-acting and double acting baking powders?

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Acquired Knowledge:

• Understand the characteristics and functions of wheat flours and identify their main types by sight and feel.

• Understand the characteristics and functions of sugars. • Understand the characteristics and functions of fats. • Understand the purpose of eggs in baking. • Recognize the function of salt, spices and flavorings in baked items. • Understand the characteristics and function of chocolate and cocoa. Acquired Skills:

• Know the three main parts of a wheat kernel. • Understand the meaning of extraction in milling. • Know the three main flour types produced by roller milling. • Understand the meaning and importance of absorption of flours. • Know the three main types of rye flour. • Know the six functions of sugar in baked goods. • Identify the main syrup products used in the bakeshop. • Understand the advantages and disadvantages of using butter in baked goods. • Identify the importance of using emulsified shortening in baking. • Identify the reasons pasteurized eggs are used for many preparations. • Understand what three gases are responsible for leavening baked goods. • Identify the types of yeast used in the bakeshop. • Understand the main function of salt in baked goods. Major Assessments:

• Explore food management from production through consumption. • Have students design their perfect kitchen, understanding materials, budgets and

function. • Evaluate and understand the influence of science and technology on the development,

production and consumption of foods. • Students will conduct a research assignment on a major kitchen appliance. • Culinary labs will demonstrate the understanding of kitchen equipment and tools. • Build food budgets and food costs for culinary lab and food offerings. • Complete chapter tests (T/F, matching, multiple choice, essay questions). Instructional Materials:

• Text: Guide to Good Food (Goodheart-Wilcox Company, Inc., 2012) • Text: Professional Baking (Wiley) • U.S. Food Service catalog Accommodations/Modifications:

• Allow time for reflection. • Give simple directions and read them over with students. • Give students extra time to both answer and ask questions. • Make verbal instructions clear, short and to the point.

20

• Encourage students to test their ideas. • Use concrete examples to introduce concepts. • Use repetition and drills spread over time. Technology:

• Online resources: - Allrecipes - Yummy - U.S. Food Service - Sysco Food Service • Wiley Professional Baking Companion Site: - http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP002239.html • Food Business News http://www.foodbusinessnews.net/ List of Applicable NJCCS Standards/CPI:

• 9.3.12.AG.1,2,5,6

• 9.3.HT-RFB.3 Suggested Learning Experiences and Instructional Activities:

• Vocabulary: Learning key terms associated with the chapters. • Nutrition Connection: nutrition information related to the chapter content. • Safety Alert: Important safety information related to the chapter content. • Career and Pathways: What careers are associated with food and nutrition and how to

pursue that particular career? • Lab: Prepare varying food corresponding to the chapter content. • Become familiar with the appearance of different ingredients outlined in the chapter. • Use ingredients to alter formulas to create improved food products. • Costing/budgeting recipes for group events. • Increasing and decreasing recipe measurements to adjust yield. • Analyze invoicing and market conditions to better understand costing of ingredients. • Create catering menu items that can be used for district events. • Visit schools and/or invite speakers from post-secondary schools to discuss college and

career opportunities.

Interdisciplinary Connections: While the Culinary Arts demand certain skill sets that have, in the past, been described as ‘vocational’, the cultural and economic impacts of the food and beverage industry today are significant and are infused with a demand for a knowledge base in business and management, microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Curriculum will be rich in science, English, math, art, history and world languages and will include the following curricular and extended curriculum highlights: • Technology Literacy - Students will learn how to apply 21st century technology skills in

their field of study for planning, managing, researching, promoting/marketing and running a business.

• Science – Students will learn basic information about essential nutrients and their functions in the body, as well as known and hypothesized relationships between long-

21

term diets and development of chronic diseases. They will also be introduced to basic chemical, physical and microbiological aspects of food and the ways in which these sciences are integrated into the food industry. Course will examine technical and practical aspects involved in harvest, storage, manufacture, preservation, packaging, distribution and marketing of food products.

• English - Coursework will involve writing across the curriculum, communications and cross-curricular activities.

• Math – Students will cover the principles and procedures involved in an effective food and beverage control system, including standards determination, the operating budget, cost-volume-profit analysis, income and cost control, menu pricing, theft prevention, labor cost control and computer applications.

• History, Arts and World Languages – Students will gain knowledge of world cuisine and cultures that will reinforce academics.

22

Unit 6: Yeast Dough [Chapters 6-9 and 11]

Why Is This Unit Important? In its simplest form, bread is nothing more than dough made of flour and water and leavened by yeast. In fact, some hard crust French breads contain only these ingredients, plus salt. Other kinds of breads and pastries contain additional ingredients, including sugar, shortening, milk, eggs and flavorings. Flour, water and yeast are still the basic building blocks for all breads. Enduring Understandings:

• Yeast product types • Yeast dough productions • Types of dough-making processes • Controlling fermentations • Bread faults and causes • Pre-ferments and sourdough starters • Fermentation • Crisp crust bread formulas • Soft crust bread formulas • Make-up techniques • Sweet dough and rich dough formulas • Laminated dough formulas • Doughnuts Essential Questions:

• What are the main differences in ingredients between French bread and white pan bread?

• Why is Danish pastry dough so flaky? • What are the three main purposes of mixing yeast dough? • What is the importance of water temperature in mixing yeast dough? • What is the difference between a natural starter and a yeast starter? • Describe the kinds of acids that make a sourdough sour. • Why is it important not to use too much dusting flour when making up bread and rolls? • Explain the difference between croissant, Danish and brioche dough. Acquired Knowledge:

• Explain the three basic mixing steps used for yeast dough. • Understand and control the factors affecting dough fermentation. • Know why dough is pre-shaped. • Understand why steam is used in bread baking. • Identify the advantages of using the sponge method when making bread dough. • Understand the factors that produce a crisp crust in certain breads. • Identify the factors that create a soft crust in breads.

23

Acquired Skills:

• Demonstrate and know the meaning of extensibility, elasticity and tenacity. • Demonstrate the procedure for fermenting yeast dough. • Demonstrate the procedure and understand the purpose of folding. • Show how dough is pre-shaped. • Understand why steam is used in bread baking. • Identify the advantages of using the sponge method when making bread dough. • Understand the factors that produce a crisp crust in certain breads. • Identify the factors that create a soft crust in breads. • Prepare yeast pre-ferments. • Prepare and maintain a sourdough starter. • Prepare lean straight dough and dough made with sponge. • Make up a variety of loaf and rolls. • Produce simple sweet dough. • Produce laminated dough. Major Assessments:

• Explore food management from production through consumption. • Have students design their perfect kitchen, understanding materials, budgets and

function. • Evaluate and understand the influence of science and technology on the development,

production and consumption of foods. • Students will conduct a research assignment on a major kitchen appliance. • Culinary labs will demonstrate the understanding of kitchen equipment and tools. • Build food budgets and food costs for culinary lab and food offerings. • Complete chapter tests (T/F, matching, multiple choice, essay questions). Instructional Materials:

• Text: Guide to Good Food (Goodheart-Wilcox Company, Inc., 2012) • Text: Professional Baking (Wiley) • U.S. Food Service catalog Accommodations/Modifications:

• Allow time for reflection. • Give simple directions and read them over with students. • Give students extra time to both answer and ask questions. • Make verbal instructions clear, short and to the point. • Encourage students to test their ideas. • Use concrete examples to introduce concepts. • Use repetition and drills spread over time. Technology:

• Online resources: - Allrecipes - Yummy

24

- U.S. Food Service - Sysco Food Service • Wiley Professional Baking Companion Site: - http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP002239.html • Food Business News http://www.foodbusinessnews.net/ List of Applicable NJCCS Standards/CPI:

• 9.3.HT.RFB.2 Suggested Learning Experiences and Instructional Activities:

• Vocabulary: Learning key terms associated with the chapters. • Nutrition Connection: nutrition information related to the chapter content. • Safety Alert: Important safety information related to the chapter content. • Career and Pathways: What careers are associated with food and nutrition and how to

pursue that particular career? • Lab: Prepare varying food corresponding to the chapter content. • Use ingredients to alter formulas to create improved food products. • Costing/budgeting recipes for group events. • Increasing and decreasing recipe measurements to adjust yield. • Analyze invoicing and market conditions to better understand costing of ingredients. • Create catering menus that can be used for district events. • Visit schools and/or invite speakers from post-secondary schools to discuss college and

career opportunities. Interdisciplinary Connections: While the Culinary Arts demand certain skill sets that have, in the past, been described as ‘vocational’, the cultural and economic impacts of the food and beverage industry today are significant and are infused with a demand for a knowledge base in business and management, microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Curriculum will be rich in science, English, math, art, history and world languages and will include the following curricular and extended curriculum highlights: • Technology Literacy - Students will learn how to apply 21st century technology skills in

their field of study for planning, managing, researching, promoting/marketing and running a business.

• Science – Students will learn basic information about essential nutrients and their functions in the body, as well as known and hypothesized relationships between long-term diets and development of chronic diseases. They will also be introduced to basic chemical, physical and microbiological aspects of food and the ways in which these sciences are integrated into the food industry. Course will examine technical and practical aspects involved in harvest, storage, manufacture, preservation, packaging, distribution and marketing of food products.

• English - Coursework will involve writing across the curriculum, communications and cross-curricular activities.

• Math – Students will cover the principles and procedures involved in an effective food and beverage control system, including standards determination, the operating budget, cost-volume-profit analysis, income and cost control, menu pricing, theft prevention, labor cost control and computer applications.

25

• History, Arts and World Languages – Students will gain knowledge of world cuisine and cultures that will reinforce academics.

26

Unit 7: Pasty Basics [Chapters 13-15]

Why Is This Unit Important? Early on in America it was not uncommon for a household to bake 21 pies each week – one for every meal. Pies were so important to settlers that in the winter, when fruits were unavailable, cooks would bake dessert pies out of whatever materials were available, such as potatoes, vinegar and soda crackers. The term pastry comes from the word paste meaning, in this case, a mixture of flour, liquid and fat. In the bakeshop, pastry refers both to various pastes and dough and to many products made from them. To many bakers, pastry work is the most exciting and challenging part of their careers. It offers unlimited scope for developing artistic creativity and it gives them opportunities to display their decorative skills. The basic dough learned together with creams and icings are the components of a nearly infinite variety of delicious and eye-appealing desserts and sweets. Enduring Understandings:

• Ingredients • Temperature • Pie dough types – flaky vs. mealy • Trimmings • Mixing • Crumb crusts • Starches for fillings • Fruit fillings • Custards or soft fillings • Cram pie fillings chiffon pie fillings • Pate brisee and short pastries • Puff pastry • Éclair paste/choux products • Phyllo sough • Tarts and tartlets Essential Questions:

• What are some of the advantages and disadvantages of using butter in pie dough? • Describe the difference between mealy pie dough and flakey pie dough. • How can you prevent shrinkage when baking empty pie shells? • How can you test a custard pie for doneness? • Why is it important to bake cream puffs and éclairs thoroughly and cool them slowly? • What precautions must you take when handling frozen commercial phyllo/strudel dough? • Describe two methods for enclosing butter when making puff pastry? • What is the purpose of docking tart shells before they are baked? • Which dough would be used for making tarts and tartlets?

27

Acquired Knowledge:

• Understand the steps in the mixing methods for pie dough. • Demonstrate 3-2-1 pie dough. • Display the mixing methods for creating a flakey and mealy pie crust and understand

what each is used for when making pies. • Demonstrate the procedures for rolling pie dough for lining pans. • Know the steps and procedures for preparing baked pies. • Demonstrate how to create pie fillings using cooked fruits, cooked juice and old

fashioned pie making procedures. • Understand how to check for doneness of custard pies. • See the difference between pastry cream and cream pie fillings. • Understand and demonstrate the mixing methods for pate a choux, puff pastry and short

dough. • Show the makeup procedures and guidelines for making and baking puff pastry

products. • Create the proper dough for making tarts and tartlets. • Understand the procedures for making baked tarts, fresh fruit tarts and pastry tarts. Acquired Skills:

• Prepare pie dough. • Roll pie dough and line pie pans. • Fill, assemble and bake single-crust pies, double-crust pies and lattice-topped pies. • Form and bake pie shells for unbaked pies. • Prepare fruit fillings. • Prepare soft or custard-type pie fillings. • Prepare cream fillings. • Prepare short pastries. • Prepare and makeup puff pastries. • Prepare pate a choux and make simple pastries from it. • Prepare strudel dough and handle commercial phyllo dough. • Prepare baked and unbaked tarts and tartlets. • Prepare a variety of special pastries based on puff pastry, choux pastry and meringue-

type sponges. Major Assessments:

• Explore food management from production through consumption. • Have students design their perfect kitchen, understanding materials, budgets and

function. • Evaluate and understand the influence of science and technology on the development,

production and consumption of foods. • Students will conduct a research assignment on a major kitchen appliance. • Culinary labs will demonstrate the understanding of kitchen equipment and tools. • Build food budgets and food costs for culinary lab and food offerings. • Complete chapter tests (T/F, matching, multiple choice, essay questions).

28

Instructional Materials:

• Text: Guide to Good Food (Goodheart-Wilcox Company, Inc., 2012) • Text: Professional Baking (Wiley) • U.S. Food Service catalog Accommodations/Modifications:

• Allow time for reflection. • Give simple directions and read them over with students. • Give students extra time to both answer and ask questions. • Make verbal instructions clear, short and to the point. • Encourage students to test their ideas. • Use concrete examples to introduce concepts. • Use repetition and drills spread over time. Technology:

• Online resources: - Allrecipes - Yummy - U.S. Food Service - Sysco Food Service • Wiley Professional Baking Companion Site: - http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP002239.html • Food Business News http://www.foodbusinessnews.net/ List of Applicable NJCCS Standards/CPI:

• 9.3.HT-RFB.2 Suggested Learning Experiences and Instructional Activities:

• Vocabulary: Learning key terms associated with the chapters. • Nutrition Connection: nutrition information related to the chapter content. • Safety Alert: Important safety information related to the chapter content. • Career and Pathways: What careers are associated with food and nutrition and how to

pursue that particular career? • Lab: Prepare varying food corresponding to the chapter content. • Use ingredients to alter formulas to create improved food products. • Costing/budgeting recipes for group events. • Increasing and decreasing recipe measurements to adjust yield. • Analyze invoicing and market conditions to better understand costing of ingredients. • Create catering menus that can be used for district events. • Visit schools and/or invite speakers from post-secondary schools to discuss college and

career opportunities.

Interdisciplinary Connections: While the Culinary Arts demand certain skill sets that have, in the past, been described as ‘vocational’, the cultural and economic impacts of the food and beverage industry today are

29

significant and are infused with a demand for a knowledge base in business and management, microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Curriculum will be rich in science, English, math, art, history and world languages and will include the following curricular and extended curriculum highlights: • Technology Literacy - Students will learn how to apply 21st century technology skills in

their field of study for planning, managing, researching, promoting/marketing and running a business.

• Science – Students will learn basic information about essential nutrients and their functions in the body, as well as known and hypothesized relationships between long-term diets and development of chronic diseases. They will also be introduced to basic chemical, physical and microbiological aspects of food and the ways in which these sciences are integrated into the food industry. Course will examine technical and practical aspects involved in harvest, storage, manufacture, preservation, packaging, distribution and marketing of food products.

• English - Coursework will involve writing across the curriculum, communications and cross-curricular activities.

• Math – Students will cover the principles and procedures involved in an effective food and beverage control system, including standards determination, the operating budget, cost-volume-profit analysis, income and cost control, menu pricing, theft prevention, labor cost control and computer applications.

• History, Arts and World Languages – Students will gain knowledge of world cuisine and cultures that will reinforce academics.

30

Unit 8: Cakes [Chapters 16-17]

Why Is This Unit Important? Cakes are the richest and sweetest of all baked products. From the baker’s point of view, producing cakes requires as much precision as producing breads, but for the complete opposite reason. Breads are lean products that require strong gluten development and careful control of yeast action during the fermentation and proofing periods. Cakes, on the other hand, are high in both fat and sugar. The baker’s job is to create structure that supports these ingredients and yet keeps it as light and delicate as possible. The appeal of cakes is due to their appearance. Cakes are an ideal medium in which a baker can express artistry and imagination. A cake need not be elaborate or complex to be pleasing. Certainly, a simple but neatly-finished cake is more appealing than a gaudy, over-decorated cake that is done carelessly or without any plan for a harmonious overall design. Enduring Understandings:

• Mixing • Forming air cells • Developing texture • High fat cakes • Mixing stages • Low fat cakes – foam cakes – sponges cakes • Scaling, panning and baking • Cooling • Altitude adjustments • Icings • Glazes • Rolled coatings • Assembling and icing simple cakes • Basic decorating techniques and tools • Decorating techniques Essential Questions:

• What are the three main goals of mixing cake batter? • What are the advantages and disadvantages of using butter in high fat cakes? • Why is there a lot of emphasis on scraping down the sides of the bowl and beater in both

creaming and the two-stage cake mixing method? • How is mixing a creaming-method cake different from mixing a combination

creaming/sponge method cake? • Why should angel food cake pans not be greased? • What is the most important rule to follow when using fondant? • What are the advantages and disadvantages of using butter or shortening in butter

cream icings? • What method would you use to ice cupcakes with fondant? With butter cream? • Why is the consistency of the icing important when you are decorating with a paper cone

or pastry bag?

31

Acquired Knowledge:

• Know how to adjust formulas for baking at high altitudes. • Understand the problem if the wrong type of fat was used for making cake batters. • Recognize that proper baking conditions are essential to produce high quality cake

products. • Follow guidelines to create, bake and decorate cakes. • Be able to list the steps of cake mixing. • List the steps in the two stages, or high ratio, mixing method. • Know the eight basic types of icings and cake coatings. Fondant, butter creams, boiled

icings, marshmallow icings, flat icings, royal icing, glazes and rolled fondants. • Identify the basic cake decorating tools and demonstrate the procedures for using the

tools. Acquired Skills:

• Perform basic cake mixing methods. • Scale and bake cakes correctly. • Correct cake failures or defects. • Prepare icings. • Assemble and ice simple layer cakes, sheet cakes and cupcakes. • Make and use a paper decorating cone. • Use a pastry bag to make simple icing decorations. Major Assessments:

• Explore food management from production through consumption. • Have students design their perfect kitchen, understanding materials, budgets and

function. • Evaluate and understand the influence of science and technology on the development,

production and consumption of foods. • Students will conduct a research assignment on a major kitchen appliance. • Culinary labs will demonstrate the understanding of kitchen equipment and tools. • Build food budgets and food costs for culinary lab and food offerings. • Complete chapter tests (T/F, matching, multiple choice, essay questions). Instructional Materials:

• Text: Guide to Good Food (Goodheart-Wilcox Company, Inc., 2012) • Text: Professional Baking (Wiley) • U.S. Food Service catalog Accommodations/Modifications:

• Allow time for reflection. • Give simple directions and read them over with students. • Give students extra time to both answer and ask questions. • Make verbal instructions clear, short and to the point. • Encourage students to test their ideas.

32

• Use concrete examples to introduce concepts. • Use repetition and drills spread over time Technology:

• Online resources: - Allrecipes - Yummy - U.S. Food Service - Sysco Food Service • Wiley Professional Baking Companion Site: - http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP002239.html • Food Business News http://www.foodbusinessnews.net/ List of Applicable NJCCS Standards/CPI:

• 9.3.HT-RFB.3 Suggested Learning Experiences and Instructional Activities:

• Vocabulary: Learning key terms associated with the chapters. • Nutrition Connection: nutrition information related to the chapter content. • Safety Alert: Important safety information related to the chapter content. • Career and Pathways: What careers are associated with food and nutrition and how to

pursue that particular career? • Lab: Prepare varying food corresponding to the chapter content. • Use ingredients to alter formulas to create improved food products. • Costing/budgeting recipes for group events. • Increasing and decreasing recipe measurements to adjust yield. • Analyze invoicing and market conditions to better understand costing of ingredients. • Create catering menus that can be used for district events. • Organize baking competition that can be offered to the entire high school – cupcake

challenge. • Visit schools and/or invite speakers from post-secondary schools to discuss college and

career opportunities.

Interdisciplinary Connections: While the Culinary Arts demand certain skill sets that have, in the past, been described as ‘vocational’, the cultural and economic impacts of the food and beverage industry today are significant and are infused with a demand for a knowledge base in business and management, microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Curriculum will be rich in science, English, math, art, history and world languages and will include the following curricular and extended curriculum highlights: • Technology Literacy - Students will learn how to apply 21st century technology skills in

their field of study for planning, managing, researching, promoting/marketing and running a business.

• Science – Students will learn basic information about essential nutrients and their functions in the body, as well as known and hypothesized relationships between long-term diets and development of chronic diseases. They will also be introduced to basic

33

chemical, physical and microbiological aspects of food and the ways in which these sciences are integrated into the food industry. Course will examine technical and practical aspects involved in harvest, storage, manufacture, preservation, packaging, distribution and marketing of food products.

• English - Coursework will involve writing across the curriculum, communications and cross-curricular activities.

• Math – Students will cover the principles and procedures involved in an effective food and beverage control system, including standards determination, the operating budget, cost-volume-profit analysis, income and cost control, menu pricing, theft prevention, labor cost control and computer applications.

• History, Arts and World Languages – Students will gain knowledge of world cuisine and cultures that will reinforce academics.

34

Unit 9: Cookies [Chapter 19]

Why Is This Unit Important? The word ‘cookie’ means small cake and that’s more or less what a cookie is. In fact, some cookies are made from cake batter. For some products, such as certain kinds of brownies, it’s difficult to know whether to classify them as cakes or cookies. Most cookie formulas, however, call for less than cake formulas do. Cookie dough ranges from soft to very stiff, unlike the thinner batters for cakes. This difference in moisture content means some differences in mixing methods, although the basic procedures are much like those for cakes. The most obvious differences between cakes and cookies are in makeup. Because most cookies are individually formed or shaped, a great deal of hand labor is involved. Learning the correct methods and then practicing diligently are essential for efficiency. Enduring Understandings:

• Cookie characteristics and causes • Cookie mixing methods – one stage, creaming, sponge • Makeup methods – bagged, dropped, rolled, molded, icebox, bar, sheet, stencil • Panning, baking and cooling • Twice baked • Baking spread • Double panning Essential Questions:

• What makes cookies crisp? • How can you keep cookies crisp after they are baked? • If you baked cookies that are unintentionally chewy, how would you correct for that in the

next batch? • Besides cost control, why is accurate scaling and uniform sizing important when making

up cookies? • What is the most important rule to follow when using fondant? • What factors cause a cookie to spread while baking? • What guidelines should you follow for panning, baking and cooling cookies? Acquired Knowledge:

• Know the difference between the creaming method and one-stage method of mixing cookie batter.

• See and understand the cookie faults and causes, such as being tough, crumbly, hard, dry, brown or too much spread.

• Understand how increased sugar increases spread in cookie formulas. Acquired Skills:

• Demonstrate the creaming methods for making cakes and cookies.

35

Major Assessments:

• Explore food management from production through consumption. • Have students design their perfect kitchen, understanding materials, budgets and

function. • Evaluate and understand the influence of science and technology on the development,

production and consumption of foods. • Students will conduct a research assignment on a major kitchen appliance. • Culinary labs will demonstrate the understanding of kitchen equipment and tools. • Build food budgets and food costs for culinary lab and food offerings. • Complete chapter tests (T/F, matching, multiple choice, essay questions). Instructional Materials:

• Text: Guide to Good Food (Goodheart-Wilcox Company, Inc., 2012) • Text: Professional Baking (Wiley) • U.S. Food Service catalog Accommodations/Modifications:

• Allow time for reflection. • Give simple directions and read them over with students. • Give students extra time to both answer and ask questions. • Make verbal instructions clear, short and to the point. • Encourage students to test their ideas. • Use concrete examples to introduce concepts. • Use repetition and drills spread over time. Technology:

• Online resources: - Allrecipes - Yummy - U.S. Food Service - Sysco Food Service • Wiley Professional Baking Companion Site: - http://www.wiley.com/WileyCDA/WileyTitle/productCd-EHEP002239.html • Food Business News http://www.foodbusinessnews.net/ List of Applicable NJCCS Standards/CPI:

• 9.3.HT-RFB.3 Suggested Learning Experiences and Instructional Activities:

• Vocabulary: Learning key terms associated with the chapters. • Nutrition Connection: nutrition information related to the chapter content. • Safety Alert: Important safety information related to the chapter content. • Career and Pathways: What careers are associated with food and nutrition and how to

pursue that particular career? • Lab: Prepare varying food corresponding to the chapter content.

36

• Use ingredients to alter formulas to create improved food products. • Costing/budgeting recipes for group events. • Increasing and decreasing recipe measurements to adjust yield. • Analyze invoicing and market conditions to better understand costing of ingredients. • Create catering menus that can be used for district events. • Visit schools and/or invite speakers from post-secondary schools to discuss college and

career opportunities. Interdisciplinary Connections: While the Culinary Arts demand certain skill sets that have, in the past, been described as ‘vocational’, the cultural and economic impacts of the food and beverage industry today are significant and are infused with a demand for a knowledge base in business and management, microeconomics, literacy, nutrition and science, research and development and entrepreneurial concepts. Curriculum will be rich in science, English, math, art, history and world languages and will include the following curricular and extended curriculum highlights: • Technology Literacy - Students will learn how to apply 21st century technology skills in

their field of study for planning, managing, researching, promoting/marketing and running a business.

• Science – Students will learn basic information about essential nutrients and their functions in the body, as well as known and hypothesized relationships between long-term diets and development of chronic diseases. They will also be introduced to basic chemical, physical and microbiological aspects of food and the ways in which these sciences are integrated into the food industry. Course will examine technical and practical aspects involved in harvest, storage, manufacture, preservation, packaging, distribution and marketing of food products.

• English - Coursework will involve writing across the curriculum, communications and cross-curricular activities.

• Math – Students will cover the principles and procedures involved in an effective food and beverage control system, including standards determination, the operating budget, cost-volume-profit analysis, income and cost control, menu pricing, theft prevention, labor cost control and computer applications.

• History, Arts and World Languages – Students will gain knowledge of world cuisine and cultures that will reinforce academics.