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Curriculum Management System

MONROE TOWNSHIP SCHOOLS

Course Name: Middle School Family and Consumer Science (Foods) Grade: 7 -‐ 8

For adoption by all regular education programs Board Approved:December,2015 as specified and for adoption or adaptation by all Special Education Programs in accordance with Board of Education Policy # 2220.

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Table of Contents

Monroe Township Schools Administration and Board of Education Members Page ...3

Mission, Vision, Beliefs, and Goals Page ...4

Content Standards Page ...5

Scope and Sequence Pages...6-‐9

Goals/Essential Questions/Objectives/Instructional Tools/Activities Pages...10-‐57

Quarterly Benchmark Assessment Pages…58-‐59

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Monroe Township Schools Administration and Board of Education Members

ADMINISTRATION Dr. Michael Kozak, Superintendent

Dr. Dori Alvich, Assistant Superintendent

BOARD OF EDUCATION Mr. Doug Poye, Board President

Mr. Tom Nothstein, Board Vice President Ms. Michele Arminio

Mr. Marvin I. Braverman Ms. Jill DeMaio Mr. Lew Kaufman

Ms. Kathy Kolupanowich Mr. Anthony Prezioso Mr. Steven Riback

Jamesburg Representative Mr. Robert Czarneski

WRITER’S NAME Ms. Carla Lattinelli

CURRICULUM SUPERVISOR Mr. Zachary M. Morolda

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Mission, Vision, Beliefs, and Goals

Mission Statement

The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education by well-‐trained committed staff in a safe and orderly environment.

Vision Statement

The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a global society through a preeminent education.

Beliefs

1. All decisions are made on the premise that children must come first. 2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse population. 3. We believe there is a sense of urgency about improving rigor and student achievement. 4. All members of our community are responsible for building capacity to reach excellence. 5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions. 6. We believe that collaboration maximizes the potential for improved outcomes. 7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community. 8. We believe that resources must be committed to address the population expansion in the community. 9. We believe that there are no disposable students in our community and every child means every child.

Board of Education Goals

1. Raise achievement for all students paying particular attention to disparities between subgroups. 2. Systematically collect, analyze, and evaluate available data to inform all decisions. 3. Improve business efficiencies where possible to reduce overall operating costs. 4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle. 5. Provide early interventions for all students who are at risk of not reaching their full potential. 6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.

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Common Core State Standards (CCSS], Core Content Curriculum Standards (CCCS),

& National Family & Consumer Science Standards (NASAFCS)

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Links: 1. CCSS Home Page: http://www.corestandards.org 2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions 3. CCSS The Standards: http://www.corestandards.org/the-standards 4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca 5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org 6. National Standards for Family and Consumer Sciences Education http://nasafacs.org/national-‐standards-‐home.html 7. NJDOE Link to 21st Century Life and Careers CCCS: http://www.state.nj.us/education/cccs/2014/career/

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Scope and Sequence

QUARTER ONE

UNIT TOPICS

I. Choosing a Healthy Lifestyle

A. Personal Health Overview. Long term goals as they relate to the food industry. B. Health and Fitness Overview C. Defining and Identifying the Components of Wellness D. The Impact of Diet, Age, and Activity Level on General Health E. Modern Day Health Risks F. Healthy Meal Development

II. Healthy Decision Making and Problem Solving A. The Importance of Setting Goals B. Setting Personal Goals and Group Goals C. Structured Goals Related to Cooking, Health, and Wellness D. Long-term Goals Related to the Food Industry E. Making Responsible Decisions F. The Decision Making Process G. Decision Making and Problem Solving Applied to Cooking

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QUARTER TWO

UNIT TOPICS

III. Food Shopping, Storage, and Sanitation A. Planning for Shopping for Food B. Identifying Food Safety and Sanitation Considerations C. Sanitation Guidelines D. Working Safely in the Kitchen / Kitchen Hazards E. Food Handling Procedures, Storage, and Packaging F. Kitchen Hygiene and Sanitary Work Practices

IV. Kitchen Equipment A. Utensils and Cookware B. Appliance Selection and Safety

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QUARTER THREE

UNIT TOPICS

V. Kitchen Basics & Basic Cooking Techniques

A. Accurate Recipe Reading and Interpretation B. Kitchen Equipment and Functions C. Reading Recipes and Measuring Ingredients D. Exploring Various Cooking Methods E. Identifying and Selecting Cooking Techniques

VI. Guidelines for Healthy Eating & Influences on Food Choices

A. American Dietary Guidelines and MyPyramid B. Applying Dietary Guidelines to Your Lifestyle C. Planning and Preparing Meals and Snacks D. Implementing the Dietary Guidelines into Meal Creation and Everyday Life E. Traditions and Family Customs C. Infusing Cultural Influences into Meal Preparation and Creations D. Basic Table Manners

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QUARTER FOUR

UNIT TOPICS: CAREERS AND PATHWAYS

VII. Consumer Choices

A. Roles and Responsibilities of Consumers B. Responsible Consumer Behavior C. Managing Your Money D. Influences of Advertising on Meal and Cooking Decisions

VIII. Food Production and Services & Career Exploration

A. Menu Planning B. Event Planning and Coordination C. Preparing Foods of all Food Groups E. Enjoying Family Meals F. Planning and Cooking for Special Occasions F. Self-knowledge G. Investigating Career Opportunities H. Setting and Managing Career Goals

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UNIT ONE – CHOOSING A HEALTHY LIFESTYLE

STAGE ONE: DESIRED RESULTS ESTABLISHED GOALS NASA: FAMILY AND CONSUMER SCIENCES Apply basic concepts of nutrition and nutritional therapy in a variety of settings. NASAFACS: 9.4 Analyze nutritional needs of individuals. NASAFACS: 9.4.1 Use nutritional information to support care planning. NASAFACS: 9.4.2 Utilize a selective menu. NASAFACS: 9.4.3 Construct a modified diet based on nutritional needs and health conditions. NASAFACS: 9.4.4 Design instruction on nutrition for health maintenance and disease prevention. NASAFACS: 9.4.5 NJCCCS: HEALTH AND PHYSICAL EDUCATION Explain the physical, social, emotional, and mental dimensions of personal wellness and how they interact. NJCCCS: 2.1.4.A.1 Determine the relationship of personal health practices and behaviors on an individual’s body systems. NJCCCS: 2.1.4.A.2 Develop awareness of nutritious food choices. NJCCCS: 2.1.P.B.2

Transfer Students will be able to independently use their learning to… Make informed choices that positively influence their wellness.

Meaning UNDERSTANDINGS Students will understand that… 1. Making healthy choices can affect physical, emotional

and social well-being. 2. Our food choices are influenced by many factors.

3. There should be a balance between food intake and physical activity.

4. Proper nutrition can directly affect or adversely affect your well-being.

ESSENTIAL QUESTIONS 1. Why is it important to make healthy food choices?

2. What are some factors that influence what we

choose to eat? 3. How do food choices and physical activities impact

your health?

4. How does nutrition affect wellness?

Acquisition Students will know… 1. Key terms associated with health, nutrition, and

wellness. 2. The characteristics of healthy and unhealthy

lifestyles.

3. The behaviors associated with healthy and unhealthy lifestyles.

4. That availability, money, and the media all influence food choices.

5. Health issues, family traditions and culture can affect your food options.

Students will be skilled at… 1. Designing a plan for overall wellness, which includes

proper diet and exercise. 2. Discussing the importance of food and fitness;

specifically as it relates to the middle school students.

3. Describing how you can use the My Plate guide to help make healthy food choices.

4. Listing some specific factors that influence food choices in various situations.

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Explain why some foods are healthier to eat than others. NJCCCS: 2.1.2.B.1 Explain how foods on MyPlate differ in nutritional content and value. NJCCCS: 2.1.2.B.2 Choosing a balanced variety of nutritious foods contributes to wellness. NJCCCS: 2.1.3.B.1 Differentiate between healthy and unhealthy eating practices. NJCCCS: 2.1.4.B.2 Determine factors that influence food choices and eating patterns. NJCCCS: 2.1.6.B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance. NJCCCS: 2.1.8.B.1 Determine the relationship of nutrition and physical activity to weight loss, weight gain, and weight maintenance. NJCCCS: 2.1.12.B.1 CCSS: ENGLISH & LANGUAGE ARTS LITERACY Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA: Literacy.CCRA.W.4 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA: Literacy.CCRA.W.6

6. The key elements of proper nutrition; as directed by MyPlate guidelines (USDA).

7. The four aspects of wellness. (Physical, Emotional, Mental, and Social)

5. Implement key elements of proper nutrition into individual lifestyles.

6. Create daily dietary logs to improve personal nutrition.

7. Identify the benefits of living.

8. Describe how physical activity promotes fitness.

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STAGE TWO: EVIDENCE

Evaluative Criteria Assessment Evidence SUGGESTED PERFORMANCE RUBRIC Use the following or similar rubric to evaluate a student’s performance on performance tasks. 4 – INNOVATING: Student was able to apply knowledge

learned during the unit, worked individually or collaboratively, and showed effort. All steps of the task demonstrated application, innovation, and higher-level thinking.

3 – APPLYING: Student worked individually or

collaboratively and showed effort. All steps of the assignment demonstrated the student could apply knowledge from the unit.

2 – DEVELOPING: Student was able to work individually

or collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply some of the knowledge learned throughout the unit.

1 – BEGINNING: Student was only able to apply new

knowledge learned during the unit with assistance. Student had difficulty working individually or collaboratively and did not work to best of his / her ability.

SUGGESTED PERFORMANCE TASK(S): HEALTHY EATING CHALLENGE OVERVIEW / DESCRIPTION Students will create a My Plate poster including all six nutritional daily recommendations and their serving sizes. They will then be asked to keep a video journal as well as a written journal for one week incorporating all of these suggested daily requirements along with their recommended serving sizes . This will include ALL three main meals. They will provide a commentary at the end of each day pertaining to their struggles and or accomplishments for that day. At the end of the week each student will present their video along with a written account of how they felt during the challenge and how they feel now that they have completed the challenge. Students will be encouraged to be honest throughout this assignment. DIFFERENTIATION 1. Graphic organizers and summaries. 2. Teacher and student discussions. 3. Research more information about the topic. 4. Students will have guided instruction using a daily template to fill out 5. Teacher will discuss project progress each class period. RESOURCES AND TECHNOLOGY • Instructional Tablet • Informational Website(s):

§ United States Department of Agriculture: www.usda.gov § Nourish Active Kids: www.nourishactivekids.com

• iMovie Application

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SUGGESTED MONITORING SCALE: Use the following or similar scale to monitor or evaluate a student’s daily learning and understanding of key concepts:

4 – I fully understand my learning and can explain it to someone else.

3 – I understand my learning, but could use some

mnemonics. 2 – I understand parts of my learning, but need some

help making connections. 1 – I do not understand my learning and cannot make

connections, please help.

OTHER SUGGESTED PERFORMANCE TASKS: 1. Create a reflective journal that describes decisions related to food choices. 2. Adult interviews centered on decision-making as it pertains to nutrition and wellness.

3. Written accounts of daily food consumption

4. Research centered-on daily recommended guidelines for a healthy lifestyle. (age Appropriate)

5. My Plate poster creation

6. Design menu options for meals. 7. Homework Assignments / Tasks

8. Vocabulary Quizzes

9. Review Questions

10. Chapter Quizzes / Minor Projects

11. Teacher Observation and Individual Evaluation of Each Student Group

12. Formative Assessment (self-assessments, presentations, reflection activities)

13. Summative Assessment (unit exam or comprehensive project)

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STAGE THREE: LEARNING PLAN

Summary of Key Learning Events and Instruction SUGGESTED LEARNING EVENTS: 1. Unit pre-assessment [journal prompt, article discussion, project, or pre-test]. 2. Content review questions. 3. Practice quiz [traditional, online, or performance based]. 4. Cooking Lab. 5. Performance assessment project. 6. Reflection [journal, fishbowl discussion, exit-ticket or self-assessment]. 7. Presentation of project. 8. Instructional Videos 9. Formative Assessment 10. Summative Assessment 11. Unit Reflection Activity SUGGESTED INSTRUCTIONAL MEDIA / RESOURCES: 1. VIDEO: The Danger Zone (USDA) 2. VIDEO: Spoiled Rotten (Learning Zone) 3. VIDEO: Fast Food Survival Guide (Learning Seed) SUGGESTED METHODS OF DIFFERENTIATION: 1. Pre-assess students’ prior knowledge in the form of a survey, graphic organizer, chart, or other source. 2. Teacher and student discussions. 3. Content enrichment / research. 4. Project based learning. 5. Choice boards. 6. Instructional Technology infusion [including; but not limited to: media creation, presentation software, and collaborative websites].

Student success at meaning and acquisition depends on applying their learning, both conceptually and in terms of real-‐world professional scenarios and applications. All instruction is carried out formatively and assessed under a five-‐level system of increased autonomy: 1. The content is introduced. 2. The content can be explained out under full instruction. 3. The content can be explained correctly only when prompted. 4. The content can be explained correctly with occasional prompting. 5. The content can be carried out consistently without any prompting.

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UNIT TWO – HEALTHY DECISION MAKING & PROBLEM SOLVING

STAGE ONE: DESIRED RESULTS ESTABLISHED GOALS NASA: FAMILY AND CONSUMER SCIENCES Apply critical thinking and problem-solving strategies during structured learning experiences. NASAFCS: 9.1.12.A.1 Assume a leadership position by guiding the thinking of peers in a direction that leads to successful completion of a challenging task or project. NASAFCS: 9.1.12.C.5 Demonstrate a positive work ethic in various settings, including the classroom and during structured learning experiences. NASAFCS: 9.1.12.F.2 Analyze how citizen decisions and actions can influence the use of economic resources to achieve societal goals and provide individual services. NASAFCS: 9.2.12.F.4 Demonstrate language arts knowledge and skills required to pursue the full range of postsecondary education and career opportunities. NASAFCS: 9.4.12.I.1 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities. NASAFCS: 9.4.12.I.2

Transfer Students will be able to independently use their learning to… Make informed lifestyle decisions that positively impact an individual’s nutritional health.

Meaning UNDERSTANDINGS Students will understand that… 1. Making responsible decisions well help you achieve

personal goals. 2. There are a variety of influences that help shape

individual decisions.

3. Effective decision-making will directly improve your ability to make proper choices when cooking and preparing meals.

4. A well-written goal should be realistic, specific, and

measurable.

5. Proper nutrition can directly affect or adversely affect your well-being.

ESSENTIAL QUESTIONS 1. What factors influence individuals’ decisions? 2. Why should you consider other people when making

decisions? 3. How can goals help individuals make good decisions?

4. How can proper decision making improve your cooking and nutritional choices?

Acquisition Students will know… 1. Terms related to goals and the decision-making

process.

2. The steps in the decision making process.

3. The decisions that they make can affect others as

Students will be skilled at… 1. Identifying the steps of the decision making process. 2. Describing the variety of influences that help shape

individual decisions.

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Use basic reading, writing, and mathematical skills to provide food production and services to ensure a positive guest/customer experience. NASAFCS: 9.4.12.I.(1).1 NJCCCS: 21st CENTURY LIFE AND CAREERS Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. NJCCCS: 9.2.4.A.1 Review career goals and determine steps necessary for attainment. NJCCCS: 9.2.12.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. NJCCCS: 9.1.8.C.1 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. NJCCCS: 9.1.8.C.2 Model leadership skills during classroom and extra-curricular activities. NJCCCS 9.1.8.C.3 NJCCCS: HEALTH AND PHYSICAL EDUCATION Determine the relationship of personal health practices and behaviors on an individual’s body systems. NJCCCS: 2.1.4.A.2 Develop awareness of nutritious food choices. NJCCCS: 2.1.P.B.2 CCSS: ENGLISH & LANGUAGE ARTS LITERACY Produce clear and coherent writing in which the

well as themselves.

4. The characteristics needed to make sound decisions.

5. The positive and negative consequences of decisions.

6. Common decisions that need to be made when preparing and cooking meals.

7. The goal-tracking process. 8. The processes associated with self-evaluation. 9. The effect proper nutrition can have on your health

and well-being.

3. Applying the decision-making process to choices associated with cooking and preparing meals.

4. Designing goals in accordance with the goal-setting

process. 5. Establishing short-term and long-term goals. 6. Tracking and recording the progress of individual

goals. 7. Revising goals.

8. Summarizing how proper nutrition can directly affect

your health and well-being. 9. Illustrating how proper decision-making can help

individuals achieve their goals.

10. Implementing good choices into their daily lives.

11. Discussing long-term and short-term consequences of their decision-making.

12. Identifying and rationalizing sound food choices

when cooking; using the decision making model.

13. Creating a nutritionally sound meal. 14. Critiquing a poorly designed meal plan to show the

positive and negative effects decisions have on our food choices.

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development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA: Literacy.CCRA.W.4 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA: Literacy.CCRA.W.6

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STAGE TWO: EVIDENCE

Evaluative Criteria Assessment Evidence SUGGESTED PERFORMANCE RUBRIC: 4 – INNOVATING: Student was able to apply knowledge








SUGGESTED PERFORMANCE ASSESSMENT: INFLUENCES ON CHOICES TO MAKE DECISIONS OVERVIEW / DESCRIPTION Students will use the decision making process to address an issue dealing with physical activity, nutrition, or peer pressure. Students will be given a specific situation in which they must implement the decision making process. Students will be working in pairs. DIFFERENTIATION 1. Teacher and student discussions (individual and group) 2. Availability of supplemental resources 3. Guided Instruction Templates 4. Daily reflections RESOURCES &TECHNOLOGY § Instructional Tablet § Informational Website(s):

• Nourish Active Kids: www.nourishactivekids.com • Act For Youth: www.actforyouth.net • Good Character: www.goodcharacter.com/YCC/DoingRight.html




OTHER SUGGESTED ASSESSMENTS / EVIDENCE: 1. Design an action plan for wellness and track goal progress.

2. Write an essay on implementing wellness action plans. 3. Define and use key terms in the appropriate context. 4. Homework Assignments / Tasks 5. Journalizing and KWL Chart Creation

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6. Decision Making Cause & Effect Graphic Organizers (Related to Cooking and Meal Preparation) 7. Current Event Analysis

8. Vocabulary Assessments

9. Review Questions


11. Cooking Labs




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Summary of Key Learning Events and Instruction

SUGGESTED LEARNING EVENTS:

1. Unit pre-assessment [journal prompt, article discussion, project, or pre-test]. 2. Content review questions. 3. Practice quiz [traditional, online, or performance based]. 4. Cooking Lab. 5. Performance assessment project. 6. Formal assessment [formative or summative]. 7. Reflection [journal, fishbowl discussion, exit-ticket or self-assessment]. 8. Presentation of project. 9. Instructional Videos SUGGESTED INSTRUCTIONAL MEDIA / RESOURCES:

1. Web Resource for Decisions Making Matrix: www.buildingfuturesinmanitoba.com/links/decision-making/ 2. Decision Making Game: www.quandarygame.org 3. www.glenco.com

SUGGESTED METHODS OF DIFFERENTIATION:

1. Pre-assess students’ prior knowledge in the form of a survey, graphic organizer, chart, or other source. 2. Teacher and student discussions. 3. Content enrichment / research. 4. Project based learning. 5. Choice boards. 6. Instructional Technology infusion [including; but not limited to: media creation, presentation software, and collaborative websites]. 7. Decision Making Graphic Organizers


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UNIT THREE – FOOD SHOPPING, STORAGE, SAFETY, AND SANITATION

STAGE ONE: DESIRED RESULTS ESTABLISHED GOALS NASA: FAMILY AND CONSUMER SCIENCES Demonstrate food safety and sanitation procedures. NASAFACS – 8.2 Identify characteristics of major food borne pathogens, their role in causing illness, foods involved in outbreaks, and methods of prevention. NASAFACS – 8.2.1 Employ food service management safety / sanitation program procedures, including CPS and first aid. NASAFACS – 8.2.2 Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods, between raw and ready-to-eat foods, and between animal and fish sources and other food products. NASAFACS – 8.2.7 Analyze factors that contribute to food borne illness. NASAFACS - 9.2.1 Analyze food service management safety and sanitation programs. NASAFACS - 9.2.2 Implement industry standards for documenting, investigating, and reporting food borne illnesses. NASAFACS - 9.2.3

Transfer Students will be able to independently use their learning to… Demonstrate proper kitchen safety and sanitation practices in a working environment.

Meaning UNDERSTANDINGS Students will understand that… 1. Kitchen safety is essential to an efficient and effective

working environment.

2. Food borne disease is a result of improper hygiene, food handling, and food storage techniques.

3. Students must regularly sanitize their hands when

working with food. 4. Proper work habits can (in the kitchen) prevent

sickness and injury. 5. Planning for meals results in more effective and

efficient food shopping. 6. Direct food contamination occurs when raw foods are

exposed to harmful bacteria, viruses, parasites, and fungi.

ESSENTIAL QUESTIONS 1. How can poor kitchen sanitation prevent food borne

illness and disease?

2. How can poor kitchen safety result in injury? 3. What are common kitchen mistakes that lead to food

borne illness and disease?

Acquisition Students will know… 1. Key terms associated with kitchen sanitation and

safety.

2. The food safety and sanitation guidelines.

Students will be skilled at… 1. Identifying and describing the conditions and

practices that promote the safe inspection and handling of food.

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Use the Hazard Analysis Critical Control Point (HACCP) during all food handling processes to minimize the risks of food borne illness. NASAFACS - 9.2.4 Demonstrate practices and procedures that assure personal and workplace health and hygiene. NASAFACS - 9.2.5 Demonstrate standard procedures for receiving and storage of raw and prepared foods. NASAFACS - 9.2.6 Classify current types of cleaning materials and sanitizers and their proper use. NASAFACS - 9.2.7 Demonstrate waste disposal and recycling methods. NASAFACS - 9.2.9 NJCCCS: 21st CENTURY LIFE AND CAREERS Determine an individual’s responsibility for personal actions and contributions to group activities. NJCCCS: 9.1.8.C.1 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. NJCCCS: 9.1.8.C.2 Model leadership skills during classroom and extra-curricular activities. NJCCCS 9.1.8.C.3 CCSS: ENGLISH & LANGUAGE ARTS LITERACY Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA:Literacy.CCRA.W.4

3. The practices and procedures associated with working in a kitchen.

4. The elements of good personal hygiene, sanitary work

methods, and proper food storage. 5. The procedures associated with sanitizing kitchen

tools and equipment. 6. The characteristics of a clean environment. 7. The characteristics and indicators of the food

temperature danger-zone. 8. Proper procedures and considerations associated

with food shopping.

2. Demonstrating and modeling proper safety and sanitation practices.

3. Illustrating and communicating kitchen safety policies

and procedures. 4. Explaining the relationship between food handling

and foodborne illness. 5. Practicing good personal hygiene. 6. Summarizing the characteristics of a clean

environment. 7. Creating meals using proper kitchen safety and

sanitation practices. 8. Identifying potentially hazardous food products. 9. Defining and identifying the food temperature

danger-zone. 10. Designing food-shopping procedures. 11. Describing how poor planning can lead to inefficient

food shopping.

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STAGE TWO: EVIDENCE

Evaluative Criteria Assessment Evidence SUGGESTED PERFORMANCE RUBRIC: Use the following or similar rubric to evaluate a student’s performance on performance tasks. 4 – INNOVATING: Student was able to apply knowledge








SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance task: KITCHEN SAFETY POSTER OVERVIEW / DESCRIPTION Working collaboratively, students are to create a kitchen safety poster. Students will choose the rules they feel are most important, based on the lessons and activities provided throughout the unit. Posters will bed presented and displayed in the cooking lab. The poster will communicate diagrams and pictures to correlate with each one of the stated kitchen rules. DIFFERENTIATION 1. Students may illustrate or use technology to create the posters. 2. Strategic grouping. 3. Extended time. TECHNOLOGY Instructional technology (tablet or laptop) Informational websites: • Kitchen Sanitation: www.keepingitkleen.com/ • FCS Media: www.familyconsumersciences.com/2011/07/be-safe-not-sorry-cartoon/ • UMASS Nutrition: www.umassnutrition.com/.../food-safety-and-sanitation-organizations/

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mnemonics. 2 – I understand parts of my learning, but need some help

making connections. 1 – I do not understand my learning and cannot make


OTHER SUGGESTED PERFORMANCE TASKS: 1. Food safety / sanitation quiz 2. Film analysis / fishbowl debate 3. Food illness prevention activity 4. Kitchen safety quiz

5. Implementation of safety rules during classroom activities.

6. Journaling progress. 7. Cooking lab reflections 8. Shopping list creation 9. Food safety and sanitation poster creation 10. Cooking Labs 11. Teacher Observation and Individual Evaluation of Each Student Group 12. Formative Assessment (self-assessments, presentations, reflection activities) 13. Summative Assessment (unit exam or comprehensive project)

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SUGGESTED LEARNING EVENTS: 1. Entry question(s) / pre-assessment 2. Kitchen safety and sanitation key terms review and assessment 3. Content review questions 4. Film review, analysis, and discussion 5. Cooking lab 6. Performance assessment 7. Summative assessment (unit exam / project) 8. Reflection activity (fishbowl discussion, exit-ticket or self-assessment)

SUGGESTED INSTRUCTIONAL MEDIA / RESOURCES: 1. Instructional videos: Picnic Disaster (Learning Express) | Brenda’s Party (Glenco) | Safety Hazards in the Kitchen (Learning Express) Dr. Lisa Ackerley Food Safety Expert 2. Dr. Ron DE Haven Discusses Food Safety 3. Power Outage Food Safety 4. Be Food Safe Guidelines 5. Food Safety Advice for Tailgating 6. Advice for Packing School Lunches 7. Light Hearted Holiday Food Safety Presentation 8. Instructional websites:

• Safety and Sanitation Tips: www.cvent.com/...safety-and-sanitation.../event-summary-8acee07, • Kitchen Sanitation: www.allrecipes.com/howto/kitchen-sanitation/

SUGGESTED METHODS OF DIFFERENTIATION: 1. Pre-assess students’ prior knowledge in the form of a survey, graphic organizer, chart, or other source. 2. Teacher and student discussions. 3. Content enrichment / research. 4. Project based learning. 5. Choice boards. 6. Instructional Technology infusion [including; but not limited to: media creation, presentation software, and collaborative websites]. 7. Kitchen Safety / Sanitation graphic organizers

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UNIT FOUR – KITCHEN EQUIPMENT AND SAFETY

STAGE ONE: DESIRED RESULTS ESTABLISHED GOALS NASA: FAMILY AND CONSUMER SCIENCES Employ food service management safety / sanitation program procedures, including CPS and first aid. NASAFACS – 8.2.2 Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods, between raw and ready-to-eat foods, and between animal and fish sources and other food products. NASAFACS – 8.2.7 Analyze factors that contribute to food borne illness. NASAFACS - 9.2.1 Analyze food service management safety and sanitation programs. NASAFACS - 9.2.2 Implement industry standards for documenting, investigating, and reporting food borne illnesses. NASAFACS - 9.2.3 NJCCCS: 21st CENTURY LIFE AND CAREERS Apply critical thinking and problem-solving strategies during structured learning experiences. NJCCCS: 9.1.12.A.1

Create and respond to a feedback loop when problem solving. NJCCCS: 9.1.12.B.2

Transfer Students will be able to independently use their learning to… Identify and safely use an assortment of kitchen equipment.

Meaning UNDERSTANDINGS Students will understand that… 1. Proper use of kitchen equipment is essential to

cooking effectiveness and efficiency.

2. Identifying and utilizing proper kitchen equipment increases the likelihood of achieving desired outcomes.

3. Food moves that quickly and efficiently through the preparation and cooking process is less likely to pose health and safety risks.

4. First aid refers to medical treatment given to an

injured person for either light injuries or until more complete treatment can be provided.

5. There are many hazards in the kitchen that could lead to injury or death.

6. There are routine procedures that assist with the proper use and management of kitchen equipment.

7. There are various types of kitchen equipment that serve different purposes.

ESSENTIAL QUESTIONS 1. Why is it important to keep a clean kitchen? 2 What safety precautions should you take when

using kitchen equipment? 3 How hot is hot? (temperature that kill bacteria)

4 How can the poor management of kitchen

equipment results in the acquisition of a food-borne illness?

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Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. NJCCS: 9.1.12.C.4 Analyze how citizen decisions and actions can influence the use of economic resources to achieve societal goals and provide individual services. NJCCCS: 9.2.12.F.4 Demonstrate language arts knowledge and skills required to pursue the full range of post-secondary education and career opportunities. NJCCCS: 9.4.12.I.1 Demonstrate mathematics knowledge and skills required to pursue the full range of postsecondary education and career opportunities. NJCCCS: 9.4.12.I.2 Use basic reading, writing, and mathematical skills to provide food production and services to ensure a positive gust / customer experience. NJCCCS: 9.4.12.I.(1).1 Employ critical thinking skills (e.g., analyze, synthesize, and evaluate) independently and in teams to solve problems and make decisions. NJCCCS: 9.4.12.J.15 Identify and exhibit traits for retaining employment. NJCCCS: 9.4.12.J.56 CCSS: ENGLISH & LANGUAGE ARTS LITERACY Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA: Literacy.CCRA.W.4

Acquisition Students will know… 1. The description, function, and purpose of basic

kitchen equipment.

2. The fundamentals of proper kitchen workplace safety and etiquette.

3. Situations and scenarios appropriate for the

administering of first aid. 4. The purpose and function of a fire extinguisher. 5. Procedures for the safe cleaning of basic kitchen

equipment. 6. Potential kitchen hazards. 7. Conditions that result in kitchen equipment becoming

contaminated with microorganisms.

Students will be skilled at… 1. Identifying and classifying basic kitchen equipment.

2. Describing procedures for receiving, storing, preparing, and cooking using basic kitchen equipment.

3. Demonstrating procedures for holding, cooling, and reheating food using basic kitchen equipment.

4. Demonstrating procedures for cleaning, sanitizing, and storing basic kitchen equipment and tools.

5. Operating and maintaining basic kitchen equipment and tools.

6. Listing the safety procedures associated with basic kitchen equipment and tools.

7. Identifying kitchen hazards that contribute to injury.

8. Summarizing careers and employment opportunities that involve managing kitchen equipment and tools.

29

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA: Literacy.CCRA.W.6

30

STAGE TWO: EVIDENCE









SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance tasks: MOLD GROWTH OVERVIEW / DESCRIPTION This assessment will analyze the germ growth on bread. Use three slices of bread. One will be handled with gloves on, put into a Ziploc bag and labeled. The second will be handled without washing hands before using. The third will be touched after students wash their hands. Students will track the differences on each slice of bread over the course of a week. They will chart and reflect on the changes and their observations, as they occur. DIFFERENTIATION • Students will be guided by teacher direction for each step of the process. • Extra time to prepare will be given. • Criteria will be adjusted to students’ individual needs. • Students will be provided with step-by-step instructions. TECHNOLOGY Instructional Technology: Use the computer to create a graph and / or charts. Video Equipment: Make a short documentary on the changes that occurred.

31




mnemonics. 2 – I understand parts of my learning, but need some help



OTHER SUGGESTED PERFORMANCE TASKS: 1. Basic Kitchen Equipment Classification 2. Cooking Labs 3. Journaling progress. 4. Cooking lab reflections 5. Shopping list creation 6. Kitchen safety poster creation

7. Vocabulary quizzes

8. Teacher Observation and Individual Evaluation of Each Student Group 9. Formative Assessment (self-assessments, presentations, reflection activities) 10. Summative Assessment (unit exam or comprehensive project)

32



SUGGESTED LEARNING EVENTS: 1. Entry question(s) / pre-assessment 2. Content review questions. 3. Practice quiz [traditional, online, or performance based]. 4. Cooking lab 5. Performance assessment 6. Summative assessment (unit exam / project) 7. Reflection activity (fishbowl discussion, exit-ticket or self-assessment)

SUGGESTED INSTRUCTIONAL MEDIA / RESOURCES: Instructional Technology:

• Tablet / Laptop • Presentation Software • Design Software

SUGGESTED METHODS OF DIFFERENTIATION: 1. Pre-assess students’ prior knowledge in the form of a survey, graphic organizer, chart, or other source. 2. Teacher and student discussions. 3. Content enrichment / research. 4. Project based learning. 5. Choice boards. 6. Instructional Technology infusion [including; but not limited to: media creation, presentation software, and collaborative websites]. 7. Extended time as needed 8. Test / Quiz modification 9. Preferential seating 10. Peer tutoring Student success at meaning and acquisition depends on applying their learning, both conceptually and in terms of real-‐world professional scenarios and applications. All instruction is carried out formatively and assessed under a five-‐level system of increased autonomy: 1. The content is introduced. 2. The content can be explained out under full instruction. 3. The content can be explained correctly only when prompted. 4. The content can be explained correctly with occasional prompting. 5. The content can be carried out consistently without any prompting.

33

UNIT FIVE – KITCHEN BASICS AND BASIC COOKING TECHNIQUES

STAGE ONE: DESIRED RESULTS NASA: FAMILY AND CONSUMER SCIENCES Use computer based menu systems to develop and modify menus. NASAFCS: 8.4.1 Apply menu-planning principles to develop and modify menus. NASAFCS: 8.4.2 Analyze food equipment, and supplies need for menus. NASAFCS: 8.4.3 Develop a variety of menu layouts, themes, and design styles. NASAFCS: 8.4.4 NJCCCS: 21st CENTURY LIFE AND CAREERS Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. NJCCCS: 9.2.4.A.1 Review career goals and determine steps necessary for attainment. NJCCCS: 9.2.12.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. NJCCCS: 9.1.8.C.1 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. NJCCCS: 9.1.8.C.2

Students will be able to independently use their learning to… Perform basic kitchen tasks using practical cooking techniques.

Meaning UNDERSTANDINGS Students will understand that:

1. The description, function, and purpose of basic kitchen equipment.

2. Accurate measurement is key to successful food preparation.

3. Having a strong sense of familiarity of kitchen

and food terminology is essential to successfully preparing a meal.

4. Food presentation is an essential component to

the culinary arts profession.

5. There are multiple parts to a standard recipe.

6. Altering the ingredients can change recipe yields.

7. There are different types of culinary tools for

different types of measurements (liquids, solids and fats).

8. Mise en place is a widely recognized practice in

professional and domestic kitchens.

9. Time management is a critical skill to practice in the culinary arts.

ESSENTIAL QUESTIONS

1. Why are recipes necessary when preparing meals?

2. Why is accuracy important when measuring

ingredients? 3. Why would a cook change a recipe? 4. How does kitchen preparation (Mise en Place)

affect cooking and presentation?

34

Model leadership skills during classroom and extra-curricular activities. NJCCCS 9.1.8.C.3 Apply critical thinking and problem-solving strategies during structured learning experiences. NJCCCS: 9.1.12.A.1

Create and respond to a feedback loop when problem solving. NJCCCS: 9.1.12.B.2 Demonstrate leadership and collaborative skills when participating in online learning communities and structured learning experiences. NJCCS: 9.1.12.C.4 CCSS: ENGLISH & LANGUAGE ARTS LITERACY Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA: Literacy.CCRA.W.4 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA: Literacy.CCRA.W.6

Acquisition Students will know… 1. Basic cooking methods.

2. Basic food presentation techniques.

3. Key cooking terminology.

4. Common recipe abbreviations.

5. Methods for altering recipe yields.

6. The rules of Mise en Place.

7. Methods of recipe conversion.

8. Time management skills.

9. The components of a menu.

10. Appropriate tools for measuring dry ingredients, wet ingredients, and fats.

Students will be skilled at… 1. Identifying the components and functions of a

recipe. 2. Reading and interpreting recipes. 3. Converting recipes to adjust yield. 4. Selecting the appropriate measuring tools for

different types of ingredients. 5. Summarizing the practice of Mise en Place. 6. Applying the principles of Mise en Place. 7. Differentiating dry and moist cooking methods. 8. Evaluating foods prepared by various cooking

methods. 9. Explaining how to increase and decrease a

recipe. 10. Demonstrating various cooking procedures,

including: poaching, boiling, grilling, and baking. 11. Reflecting on cooking practices, successes, and

failures. 12. Describing proper time management skills. 13. Presenting plated food.

35

STAGE TWO: EVIDENCE

Evaluative Criteria Assessment Evidence SUGGESTED PERFORMANCE RUBRIC: 4 – INNOVATING: Student was able to apply knowledge




2 – DEVELOPING: Student was able to work individually or

collaboratively most of the time, and showed some effort. The steps in the assignment demonstrated student could apply some of the knowledge learned throughout the unit.



SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance tasks: CLASS COOK-OFF OVERVIEW / DESCRIPTION Students will choose a recipe containing one or more cooking methods they learned about. Each group will create the recipe according to safety and sanitation procedures, cooking terms, and using the recipe; and increasing or decreasing the yield. DIFFERENTIATION • Students will be guided by teacher direction for each step of the process. • Extra time to prepare will be given. • Criteria will be adjusted to students’ individual needs. • Students will be provided with step-by-step instructions. TECHNOLOGY Informational Websites:

• Restaurant Information: www.restaurant.org, • Food Period: www.mypyrmaid.gov. • Culinary Education: www.jwu.edu/culinary




mnemonics.

OTHER SUGGESTED PERFORMANCE TASKS: 1. Unit pre-assessment [journal prompt, article discussion, project, or pre-test]. 2. Content review questions. 3. Practice quiz [traditional, online, or performance based]. 4. Cooking Lab. 5. Kitchen Basics: Procedures Assessment

36

2 – I understand parts of my learning, but need some help



6. Mise en Place Analysis

7. Measurement Conversion Quiz 8. Class presentations. 9. Menu creation project. 10. Guest Speaker: Questioning and Analysis 11. Instructional Videos analysis, discussion, and / or reflection.

37


Summary of Key Learning Events and Instruction SUGGESTED LEARNING EVENTS: 1. Entry question(s) / pre-assessment 1. Formal assessment [formative or summative]. 2. Reflection [journal, fishbowl discussion, exit-ticket or self-assessment]. 3. Presentation of project. 4. Instructional Videos 5. Cooking lab 6. Performance assessment 7. Summative assessment (unit exam / project) 8. Reflection activity (fishbowl discussion, exit-ticket or self-assessment)

SUGGESTED INSTRUCTIONAL MEDIA / RESOURCES: Instructional Websites:

• Kitchen Sanitation: www.keepingitkleen.com/ • FCS Media: www.familyconsumersciences.com/2011/07/be-safe-not-sorry-cartoon/ • UMASS Nutrition: www.umassnutrition.com/.../food-safety-and-sanitation-organizations/

SUGGESTED METHODS OF DIFFERENTIATION: 1. Pre-assess students’ prior knowledge in the form of a survey, graphic organizer, chart, or other source. 2. Teacher and student discussions. 3. Content enrichment / research. 4. Project based learning. 5. Choice boards. 6. Instructional Technology infusion [including; but not limited to: media creation, presentation software, and collaborative websites]. 7. Extended time as needed 8. Test / Quiz modification 9. Preferential seating 10. Peer tutoring Student success at meaning and acquisition depends on applying their learning, both conceptually and in terms of real-‐world professional scenarios and applications. All instruction is carried out formatively and assessed under a five-‐level system of increased autonomy: 1. The content is introduced. 2. The content can be explained out under full instruction. 3. The content can be explained correctly only when prompted. 4. The content can be explained correctly with occasional prompting. 5. The content can be carried out consistently without any prompting.

38

UNIT SIX– GUIDELINES FOR HEALTHY EATING & INFLUENCES ON FOOD CHOICES

STAGE ONE: DESIRED RESULTS ESTABLISHED GOALS NASA: FAMILY AND CONSUMER SCIENCES Apply basic concepts of nutrition and nutritional therapy in a variety of settings. NASAFACS: 9.4 Analyze nutritional needs of individuals. NASAFACS: 9.4.1 Use nutritional information to support care planning. NASAFACS: 9.4.2 Utilize a selective menu. NASAFACS: 9.4.3 Construct a modified diet based on nutritional needs and health conditions. NASAFACS: 9.4.4 Design instruction on nutrition for health maintenance and disease prevention. NASAFACS: 9.4.5 NJCCCS: 21st CENTURY LIFE AND CAREERS Determine an individual’s responsibility for personal actions and contributions to group activities. NJCCCS: 9.1.8.C.1 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. NJCCCS: 9.1.8.C.2

Transfer Students will be able to independently use their learning to… Pursue a healthy life; integrating a well-balanced diet along with a healthy lifestyle.

Meaning UNDERSTANDINGS Students will understand that… 1. The food we eat in a day should contain the

recommended servings from each of the food groups.

2. There are numerous factors that constitute a “successful food product”.

3. Healthy and nutritious foods can be easy to prepare.

4. Preparing healthy, nutritious foods is an essential life skill.

5. Using the MyPlate guideline as a general outline for daily living, allows individuals to make wise food choices.

6. The way food is served is just as important as how it tastes.

7. Food choices are influenced by the availability of food, money, peer pressure, and the media.

8. Health issues, family traditions and culture can affect your food options.

ESSENTIAL QUESTIONS: 1. What are some factors that influence what we

choose to eat?

2. What cooking skills help prepare successful food products?

3. What role should nutrition and the MyPlate guidelines play when planning meals?

4. How can healthy eating affect you performance in school, athletics, and in your hobbies?

39

Model leadership skills during classroom and extra-curricular activities. NJCCCS 9.1.8.C.3

Apply critical thinking and problem-solving strategies during structured learning experiences. NJCCCS: 9.1.12.A.1

Create and respond to a feedback loop when problem solving. NJCCCS: 9.1.12.B.2 NJCCCS: HEALTH AND PHYSICAL EDUCATION Explain the physical, social, emotional, and mental dimensions of personal wellness and how they interact. NJCCCS: 2.1.4.A.1 Determine the relationship of personal health practices and behaviors on an individual’s body systems. NJCCCS: 2.1.4.A.2 Develop awareness of nutritious food choices. NJCCCS: 2.1.P.B.2 Explain why some foods are healthier to eat than others. NJCCCS: 2.1.2.B.1 Explain how foods on MyPlate differ in nutritional content and value. NJCCCS: 2.1.2.B.2 Choosing a balanced variety of nutritious foods contributes to wellness. 2.1.4..B.1. Differentiate between healthy and unhealthy eating practices. NJCCCS: 2.1.4.B.2 Determine factors that influence food choices and eating patterns.

Acquisition Students will know… 1. Nutrients have three major functions: to provide

energy, to build and repair cells and to regulate body processes.

2. The characteristics of a “successful food product”.

3. The elements of the MyPlate guidelines; and

immediate applications. 4. The differences between the Dietary Guidelines for

Americans, the Recommended daily allowances, and the MyPlate Guidelines.

5. The relationship between MyPlate guidelines and a

healthy lifestyle. 6. Methods and procedures for properly preparing

food; in alignment with MyPlate Guidelines.

7. Methods and procedures for properly serving food; in alignment with MyPlate Guidelines.

8. Methods and procedures for correlating MyPlate guidelines to your daily food and meal choices.

9. The personal, professional, and social influences that affect food choices.

10. The health issues, family traditions, and cultural

impacts that can affect your food options.

Students will be skilled at… 1. Naming the key nutrients, describe their functions

and list important sources of each; within the MyPlate Guidelines context.

2. Describing and summarizing the MyPlate Guidelines.

3. Listing the characteristics and components of the MyPlate Guidelines.

4. Utilizing the MyPlate guidelines to evaluate and analyze individual food intake.

5. Applying RDA to the individual consumption of

food.

6. Explaining how the MyPlate Guidelines help individuals make healthy choices at mealtime.

7. Listing and describing specific factors that influence food choices in various situations.

8. Identifying how diet and exercise are directly related to a healthy lifestyle.

9. Designing procedures for properly serving food; in alignment with MyPlate Guidelines.

10. Designing procedures for properly preparing food; in alignment with MyPlate Guidelines.

11. Identifying and summarizing the personal, professional, and social influences that affect food choices.

12. Identifying and summarizing the health issues, family traditions, and cultural impacts that affect food options.

40

NJCCCS: 2.1.6.B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance. NJCCCS: 2.1.8.B.1 Determine the relationship of nutrition and physical activity to weight loss, weight gain, and weight maintenance. NJCCCS: 2.1.12.B.1 CCSS: ENGLISH & LANGUAGE ARTS LITERACY Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA: Literacy.CCRA.W.4 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA: Literacy.CCRA.W.6

13. Debating the importance of tradition and culture as it pertains to food choices.

14. Reflecting on personal influences on food choices.

41

STAGE TWO: EVIDENCE









SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance tasks: COOK FOR A WEEK OVERVIEW / DESCRIPTION You are planning a weeklong menu of dinners for your family. Each menu will include components from the MyPlate guidelines. Portion size and well balanced meals must be included in the menu. Students should assist a parent in making these meals. Write a recipe for each meal, along with a grocery list that is will assist with acquiring the proper ingredients. Students will be expected to share and reflect upon their personal experiences with their classmates. DIFFERENTIATION • Students will be guided by teacher direction for each step of the process. • Extra prep time will be provided. • Scoring criteria will be adjusted to students’ individual needs. • Students will be provided with step-by-step instructions TECHNOLOGY Laptop / Tablet Presentation Software Word Processing Software

42







OTHER SUGGESTED PERFORMANCE TASKS: 1. Unit pre-assessment [journal prompt, article discussion, project, or pre-test].

2. Content review questions.

3. Practice quiz [traditional, online, or performance based].

4. Film analysis / fishbowl debate

5. Injury prevention activity

6. Implementation of safety rules during classroom activities.

7. Journaling progress. 8. Cooking lab reflections 9. Shopping list creation 10. Kitchen safety poster creation 11. Cooking Labs 12. Teacher Observation and Individual Evaluation of Each Student Group 13. Formative Assessment (self-assessments, presentations, reflection activities) 14. Summative Assessment (unit exam or comprehensive project) 15. Formal assessment [formative or summative].

16. Reflection [journal, fishbowl discussion, exit-ticket or self-assessment].

17. Presentation of project.

18. Instructional Video Reflection / Discussion

43


Summary of Key Learning Events and Instruction SUGGESTED LEARNING EVENTS: 1. Entry question(s) / pre-assessment 2. Teacher / student discussion 3. Direct Instruction 4. Formative Assessment 5. Cooking Lab 6. Performance Assessment 7. Student Presentations 8. Summative Assessment (Unit Exam / Project) 9. Formal assessment [formative or summative]. 10. Instructional Videos 11. Reflection activity (fishbowl discussion, exit-ticket or self-assessment)

SUGGESTED INSTRUCTIONAL MEDIA / RESOURCES: Instructional Websites:

• Nourish Active Kids: www.nourishactivekids.com • MyPlate: www.usda.gov/myplate

Instructional Videos: • MyPlate (Learning Zone) • Supersize Me (Morgan Spurlock)

SUGGESTED METHODS OF DIFFERENTIATION: 1. Pre-assess students’ prior knowledge in the form of a survey, graphic organizer, chart, or other source. 2. Teacher and student discussions. 3. Content enrichment / research. 4. Project based learning. 5. Choice boards. 6. Instructional Technology infusion [including; but not limited to: media creation, presentation software, and collaborative websites]. 7. Extended time as needed 8. Test / Quiz modification 9. Preferential seating 10. Peer tutoring

44


45

UNIT SEVEN – CONSUMER CHOICES

STAGE ONE: DESIRED RESULTS ESTABLISHED GOALS NASA: FAMILY AND CONSUMER SCIENCES Apply basic concepts of nutrition and nutritional therapy in a variety of settings. NASAFACS: 9.4 Analyze nutritional needs of individuals. NASAFACS: 9.4.1 Use nutritional information to support care planning. NASAFACS: 9.4.2 Utilize a selective menu. NASAFACS: 9.4.3 Construct a modified diet based on nutritional needs and health conditions. NASAFACS: 9.4.4 Design instruction on nutrition for health maintenance and disease prevention. NASAFACS - 9.4.5 NJCCCS: 21st CENTURY LIFE AND CAREERS Determine an individual’s responsibility for personal actions and contributions to group activities. NJCCCS: 9.1.8.C.1 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. NJCCCS: 9.1.8.C.2

Transfer Students will be able to independently use their learning to… Make informed and educated consumer decisions, as it pertains to food.

Meaning UNDERSTANDINGS Students will understand that… 1. There are key components that comprise an

effective food-shopping plan. 2. Reading and understanding food labels help make

informed and responsible consumer decisions. 3. Food product advertisements can be misleading and

result in poor consumer decisions.

4. There are multiple ways to shop for value, quality and food safety.

5. Scarce resources impact the food industry; and subsequently, consumer purchasing decisions.

6. Healthy eating normally comes at a greater financial expense.

ESSENTIAL QUESTIONS 1. How can reading food labels lead to wise

consumer decisions?

2. What are the critical components of a shopping plan?

3. How can one shop for value, quality, and food safety?

Acquisition Students will know… 1. Food purchases fall into two categories: perishable

and nonperishable. 2. Caloric needs and sources.

3. The six major types of nutrients featured on food labels.

Students will be skilled at… 1. Identifying food and lifestyle recommendations

that lower health risks.

2. Identifying sources of food products.

3. Evaluating and critiquing food advertisements.

46

Model leadership skills during classroom and extra-curricular activities. NJCCCS 9.1.8.C.3 Apply critical thinking and problem-solving strategies during structured learning experiences. NJCCCS: 9.1.12.A.1

Create and respond to a feedback loop when problem solving. NJCCCS: 9.1.12.B.2 NJCCCS: HEALTH AND PHYSICAL EDUCATION Explain the physical, social, emotional, and mental dimensions of personal wellness and how they interact. NJCCCS: 2.1.4.A.1 Determine the relationship of personal health practices and behaviors on an individual’s body systems. NJCCCS: 2.1.4.A.2 Develop awareness of nutritious food choices. NJCCCS: 2.1.P.B.2 Explain why some foods are healthier to eat than others. NJCCCS: 2.1.2.B.1 Explain how foods on MyPlate differ in nutritional content and value. NJCCCS: 2.1.2.B.2 Choosing a balanced variety of nutritious foods contributes to wellness. NJCCCS: 2.1.3.B.1 Differentiate between healthy and unhealthy eating practices. NJCCCS: 2.1.4.B.2

4. The major components of food labels.

5. There should be a balance between food intake and physical activity.

6. The process of comparison-shopping.

7. The principles of “open dating”, with regard to food shopping.

8. The market value of key food products and ingredients.

4. Recognizing false health claims, as they pertain to food products.

5. Interpreting and discussing food and nutrition news.

6. Listing and summarizing ways to make intelligent

and informed consumer choices about food products.

7. Identifying health and shopping considerations

when you planning a meal.

8. Describing sources of calories in individual food products.

9. Classifying the six major types of nutrients featured on food labels.

10. Designing a food label.

11. Identifying and explaining the components of food labels.

12. Describing the comparative-shopping process.

13. Defining open dating.

14. Assigning monetary value to food products.

15. Identifying efficient consumer practices in the food industry.

16. Reflecting on the cost of healthy foods and relation to non-healthy foods.

47

Determine factors that influence food choices and eating patterns. NJCCCS: 2.1.6.B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance. NJCCCS: 2.1.8.B.1 Determine the relationship of nutrition and physical activity to weight loss, weight gain, and weight maintenance. NJCCCS: 2.1.12.B.1 CCSS: ENGLISH & LANGUAGE ARTS LITERACY Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA: Literacy.CCRA.W.4 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA: Literacy.CCRA.W.6

STAGE TWO: EVIDENCE



SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance tasks: HEALTHY LIFESTYLE RESEARCH PROJECT OVERVIEW / DESCRIPTION Students will choose and research a healthy lifestyle using student-designed interview questions. Students will write a list of questions to ask a qualified person in the community about lifestyle choices. Students will design a plan that includes obtaining the appropriate products necessary to complete their task. Students will also create a menu that meets all nutritional needs. Students will summarize their findings and present their findings to the class.

48







DIFFERENTIATION • Pre-assess students’ prior knowledge in the form of a survey, graphic organizer, chart, or other source. • Teacher and student discussions. • Content enrichment / research. • Project based learning. • Choice boards. • Instructional Technology infusion [including; but not limited to: media creation, presentation software, and

collaborative websites]. • Extended time as needed • Test / Quiz modification • Preferential seating • Peer tutoring TECHNOLOGY Laptop / Tablet Presentation Software Word Processing Software





help making connections.

OTHER SUGGESTED PERFORMANCE TASKS: 1. Design an action plan for wellness and track goal progress.

2. Write an essay on implementing wellness action plans. 3. Define and use key terms in the appropriate context. 4. Homework Assignments / Tasks 5. Journalizing and KWL Chart Creation

6. Decision Making Cause & Effect Graphic Organizers (Related to Cooking and Meal Preparation) 7. Current Event Analysis

49

1 – I do not understand my learning and cannot make connections, please help.

8. Vocabulary Assessments

9. Review Questions


11. Cooking Labs




50


Summary of Key Learning Events and Instruction SUGGESTED LEARNING EVENTS: 1. Entry question(s) / pre-assessment 2. Teacher / student discussion 3. Direct Instruction 4. Formative Assessment 5. Cooking Lab 6. Performance Assessment 7. Student Presentations 8. Summative Assessment (Unit Exam / Project) 9. Formal assessment [formative or summative]. 10. Instructional Videos 11. Reflection activity (fishbowl discussion, exit-ticket or self-assessment)

SUGGESTED INSTRUCTIONAL MEDIA / RESOURCES: Instructional Videos:

• Consumer Advertisements www.consumer.ftc.gov/.../video-0044-admon • Effects of Advertising: www.study.com/.../effects-of-advertising-on-consumer-buying-behavior.html • Consumer Behavior (Video): www.consumer.ftc.gov/.../video-0040-admon


51


52

UNIT EIGHT – FOOD PRODUCTION AND SERVICES & CAREER EXPLORATION

STAGE ONE: DESIRED RESULTS ESTABLISHED GOALS NASA: FAMILY AND CONSUMER SCIENCES Analyze career paths within the food production and food services industries. NASAFCS: 8.1 Explain the roles, duties, and functions of individuals engaged in food production and services careers. NASAFCS: 8.1.1 Analyze opportunities for employment and entrepreneurial endeavors. NASAFCS: 8.1.2 Summarize education and training requirements and opportunities for career paths in food production and services. NASAFCS: 8.1.3 Analyze the effects of food production and services occupations on local, state, and national, and global economies. NASAFCS: 8.1.4 Create an employment portfolio for use with applying for internships and work-based learning opportunities. NASAFCS: 8.1.5 Analyze the role of professional organizations in food production and services. NASAFCS: 8.1.6

Transfer Students will be able to independently use their learning to… Learn about jobs related to the food industry and engage in professional problem solving activities.

Meaning UNDERSTANDINGS Students will understand that… 1. A positive attitude is important for building

customer relationships, within the food industry.

2. Effective customer service is the key to success in the foodservice industry.

3. Foodservice workers are critical to a business’ success.

4. Resumes and portfolios are effective tools that give your employer in the foodservice industry information about you.

5. To be employed in the foodservice industry you must draw on professional skills that are prevalent in all fields of work.

ESSENTIAL QUESTIONS 1. What special skills, talents, and abilities are

needed for success in the foodservice industry?

2. What constitutes effective customer service? 3. How can a student prepare to get a job in the

foodservice industry?

4. What types of jobs can an individual hold in the foodservice industry?

Acquisition Students will know… 1. The professional soft-skills expected by 21st

century employers; including, but not limited to: punctuality, communications, problem solving, respect, and empathy.

2. The types of jobs within the foodservice industry.

Students will be skilled at…

1. Define and describe effective customer service.

2. Demonstrating effective customer service skills.

3. Explaining the notion professional soft-skills.

53

NJCCCS: 21st CENTURY LIFE AND CAREERS Determine an individual’s responsibility for personal actions and contributions to group activities. NJCCCS: 9.1.8.C.1 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. NJCCCS: 9.1.8.C.2 Model leadership skills during classroom and extra-curricular activities. NJCCCS 9.1.8.C.3 Apply critical thinking and problem-solving strategies during structured learning experiences. NJCCCS: 9.1.12.A.1

Create and respond to a feedback loop when problem solving. NJCCCS: 9.1.12.B.2 CCSS: ENGLISH & LANGUAGE ARTS LITERACY Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA: Literacy.CCRA.W.4 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCSS.ELA: Literacy.CCRA.W.6

3. The principles of strong, professional communication.

4. The components of a professional portfolio.

5. The services and products produced by the foodservices industry.

4. Listing and describing examples of career opportunities in the foodservice industry.

5. Demonstrate basic employability skills in foodservice.

6. Designing a resume that highlights skills acquired throughout the Family and Consumer Science course.

7. Discussing and describing the daily tasks of an employee within the foodservice industry.

8. Creating and presenting a professional portfolio.

9. Reflecting on the notion of a career in the foodservice industry.

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STAGE TWO: EVIDENCE









SUGGESTED PERFORMANCE ASSESSMENT: Students will engage in the following performance tasks: FOOD SERVICE MOCK JOB INTERVIEW OVERVIEW / DESCRIPTION Students will choose a foodservices career that they have learned about through student-guided research. Students will fill out a sample employment application. In addition, students will also create a resume and professional portfolio that contains work samples and they have generated throughout the school year. Students will then engage in a mock job interview, which they later critique. Students will reflect on their performance and present their reflection to the class. DIFFERENTIATION • Students will work on a one on one with the teacher. • Students will be guided by teacher direction for each step of the process. • Extra time to prepare will be given. • Criteria will be adjusted to students’ individual needs. • Students will be provided with step-by-step instructions. TECHNOLOGY Tablet / Laptop Video Equipment Word Processing Software

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OTHER SUGGESTED PERFORMANCE TASKS: 1. Resume creation 2. Interview role-playing 3. Portfolio creation 4. Fish-bowel discussions 5. Guest speaker reflection, discussion, and analysis 6. Test / Quizzes 7. Related worksheets 8. Guest Speaker: Questioning and Analysis 9. Cooking labs. 10. Summative Assessment

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Summary of Key Learning Events and Instruction SUGGESTED LEARNING EVENTS: 1. Entry question(s) / pre-assessment 2. Teacher / student discussion 3. Direct Instruction 4. Formative Assessment 5. Cooking Lab 6. Performance Assessment 7. Student Presentations 8. Guest Speakers 9. Summative Assessment (Unit Exam / Project) 10. Formal assessment [formative or summative]. 11. Instructional Videos 12. Reflection activity (fishbowl discussion, exit-ticket or self-assessment) SUGGESTED INSTRUCTIONAL MEDIA / RESOURCES: Instructional Videos: • Career Readiness: https://www.vidyard.com/.../5-tips-make-interview-style-videos • Interview Skills: www.reelseo.com/tips-video-interviews • Foodservice Interviews: www.digitalgov.gov/2014/05/.../tips-for-creating-great-video-interviews/ • Foodservice Careers: www.cnn.com/2012/10/22/sport/superyacht-chef-food-job-travel/


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COURSE BENCHMARKS: QUARTER ONE

1. Students will be able to successfully define what “healthy” means, in regard to food and lifestyle. 2. Students will be able to successfully identify the components of wellness in a whole person. 3. Students will be able to successfully follow proper kitchen safety and sanitization procedures. 4. Students will be able to successfully read recipes and recognize cooking abbreviations.

COURSE BENCHMARKS: QUARTER TWO

1. Students will be able to successfully demonstrate the proper use of measurement tools for liquids, solid fats, and dry ingredients.

2. Students will be able to successfully breakdown a recipe in to major components.

3. Students will be able successfully and safely utilize basic kitchen equipment.

4. Students will be able to successfully identify and demonstrate basic cooking methods.

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COURSE BENCHMARKS: QUARTER THREE

1. Students will be able to successfully define each of the components of the federal guidelines for healthy eating, according to MyPlate.

2. Students will be able to successfully generate a shopping list based on a specific recipe.

3. Students will be able to successfully describe how advertising influences our choices.

4. Students will become to successfully demonstrate how to become a more educated consumer.

COURESE BENCHMARKS: QUARTER FOUR

1. Students will be able to identify the key components that help make responsible food choices that will lead to a healthier lifestyle.

2. Students will be able make informed choices on purchasing nutritional meals.

3. Students will be able to classify six types of nutrients and utilize them when making proper food choices.

4. Students will be able to successfully design clear future goals concerning career paths in the foodservice industry.

5. Students will be able to successfully create a menu for a variety of events.

fcs ms curriculum.cl.zm...knowledge learned during the unit with assistance. student had difficulty...

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