COURSE OF STUDY UNIT PLANNING GUIDE FOR FOODS, NUTRITION, AND MANAGEMENT

Transcription

1 COURSE OF STUDY UNIT PLANNING GUIDE FOR FOODS, NUTRITION, AND MANAGEMENT 5 CREDITS GRADE LEVEL: FULL YEAR PREPARED BY: STEPHANIE GRIFFOUL ERIKA CIFELLI JULY 2017 MICHAEL WEBER, ASST. PRINCIPAL & FAMILY SCIENCE SUPERVISOR DUMONT HIGH SCHOOL DUMONT, NEW JERSEY ALIGNED TO THE NJSLS AND B.O.E. ADOPTED AUGUST 24, 2017

2 Foods, Nutrition and Management Grades Full Year 5 Credits Planning, selecting, preparing and serving nutritionally balanced meals are experienced. Actual cooking focuses on the use of modern appliances. Terms and techniques about food preparation, safety table setting and etiquette, nutritional guidelines, consumer buying decisions, and the metric system are stressed. In addition, the needs, growth and development of young children, various family lifestyles, family aid agencies, and job opportunities in home economics are discussed. Grade Distribution Tests & Quizzes - 25% Labs, Homework, Class Notebook - 25% Projects - 25% Class Participation - 25% Marking Period/Final Exams Full-year Courses Weighting Semester Courses Weighting Quarter % of final grade Quarter 1 45% of final grade Quarter % of final grade Quarter 2 45% of final grade Quarter % of final grade Final Exam 10% of final grade Quarter % of final grade Final Exam 10% of final grade

3 COURSE OF STUDY FOODS Information about food and nutrition that can be used everyday to make healthy food choices is the focus of this course. In depth study of the Food Guide Pyramid will determine the planning, selecting, preparing and serving of nutritionally balanced meals and snacks. Food preparation terms and techniques, safety guidelines, table etiquette and consumer buying decisions as well as food related career opportunities are an integral part of this course. SCOPE Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Introduction to the Kitchen - Identification of equipment, utensils and their use, lab procedures, safety rules and principles of food preparation. Recipe Interpretation and Basic Cooking Terms - Basic skills associated with reading, interpreting and converting recipes. Identification of basic cooking terms and abbreviations. Food Guide Pyramid - Introduction to the foods within each level of the pyramid; number of servings required; key nutrients provided; the functions of each; and the caloric intake required by individuals for a healthy diet. Quick Breads and Yeast Breads - Determining ingredients and their functions in the preparation of a variety of quick and yeast breads. Cereal Products - Compare and contrast a variety of cereal products available; decipher nutrition labeling and plan and prepare foods using cereal as the main ingredient. Rice and Pasta - Study the effects of heat and liquids on starch based products; determine nutrient density; and plan and prepare several types of rice and pasta dishes. Pastries and Cookies - Explore the functions and proportions of ingredients in the preparation of batters and dough s; utilize methods and specific techniques of preparation and analyze nutritional content. Vegetables - Explain proper selection and storage of fresh vegetables; describe methods of preparing and cooking that preserve color, texture, flavor and nutrients.

4 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Fruits - Explain proper selection and storage of fresh fruits; describe methods of preparing and cooking that preserve color, texture, flavor and nutrients. Dairy Products - Determine the major sources of vitamins and minerals derived from dairy products; list factors affecting the selection and preparation of dairy products to prevent adverse reactions when cooking. Meat, Fish, Poultry, Beans, Nuts and Eggs - Explore the importance of protein, vitamins and minerals derived from this group of foods. Table Etiquette - Determine the correct table setting in relation to the type of meal, including manners and service. The Smart Consumer - Organize a shopping list; learn to comparison shop; explain how labeling, unit pricing and generic products affect the consumer. Careers - Describe general areas of employment in the field of foods and nutrition; and determine the steps involved in selecting a career. GENERAL OUTCOMES The student will be able to: 1. demonstrate safety techniques that should be used in the lab and at home. 2. demonstrate basic food preparation techniques. 3. improve his/her nutritional level. 4. purchase, prepare and serve nutritious and appetizing foods. 5. organize time, money and energy in food preparation. 6. identify the dietary requirements provided by the Food Guide Pyramid. 7. work cooperatively with other students in sharing responsibility for the outcome of a food lab.

5 8. utilize recipe abbreviations, ingredient measurements and basic cooking terminology. 9. describe entry level job opportunities in Home Economics related fields. SPECIFIC OUTCOMES The student will be able to: 1. demonstrate a knowledge of utensils and their use, proper laboratory procedures, safety techniques, measurements and principles of food preparation. 2. identify abbreviations and define cooking terms used in recipes. 3. identify the food groups within the Food Guide Pyramid and determine the daily dietary requirements for each. 4. name the six nutrient groups, describe their uses in the body and determine the food sources for each. 5. determine the characteristics, functions, types and nutritive value of quick and yeast breads. 6. describe the nutrients in grains and grain products; identify different grain products and their uses, and give guidelines for buying and storing grain products. 7. explain the general principles of cooking starch based products and successfully prepare rice, pasta and breakfast cereals. 8. prepare several recipes illustrating an understanding of the principles of pastry and cookie preparation. 9. describe various types of fruits and vegetables; identify nutrients found in fruits and vegetables; and discuss guidelines for buying, preparing and storing fresh produce. 10. identify the major nutrients found in dairy products; list examples of dairy foods and plan, prepare and store a selection of dairy based food products. 11. compare costs of protein rich foods; explore guidelines for buying, preparing and storing meat, fish and poultry; and identify specific nutrients provided by this group.

6 12. demonstrate proper table settings, table service and etiquette for dining in many different situations. 13. develop a variety of techniques necessary to become a wise consumer. 14. describe responsibilities in Home Economics related entry level jobs, qualities contributing to employability and opportunities for advancement. CONTENT Unit 1 Introduction to the Kitchen (11 hours) A. Location of utensils and equipment in the kitchen B. Identification of equipment and its proper use and care C. Laboratory procedures D. Safety rules in food preparation E. Measuring techniques F. Principles of food preparation G. Kitchen group management techniques H. Task organization and kitchen sanitation Unit 2 Recipe Interpretation and Basic Cooking Terms (12 hours) A. Reading and interpreting recipes B. Measurements and equivalents C. Recipe abbreviations D. Basic cooking terminology E. Recipe conversion Unit 3 Food Guide Pyramid (15 hours) A. Breakdown of foods into six groups B. Foods included in each of the groups C. Daily dietary requirements for each group D. Incorporate each group into a healthful eating plan

7 E. Functions and sources of the six basic nutrients F. Caloric intake required by individuals for a healthy diet Unit 4 Quick Breads and Yeast Breads (20 hours) A. Classifications of quick and yeast breads B. Characteristics of each C. Functions of ingredients in quick and yeast breads D. Preparation of types of quick and yeast breads E. Comparison of homemade and commercial breads F. Nutrient content of quick and yeast breads G. Compare and contrast preparation techniques H. Mixing, kneading, and shaping of dough s and batters I. Fermentation, gluten production, proofing, rising and punching process Unit 5 Cereal Products (12 hours) A. Parts of the grain structure B. Nutritive value of grain products C. Cereal as a breakfast food D. Cereal as a main ingredient in a variety of other recipes E. Decipher nutrition labeling of cereal products F. Unit pricing Vs serving size Unit 6 Rice and Pasta (17 hours) A. Varieties of rice B. Rice preparation comparison C. Effects of heat and liquids in preparation of starch products D. Enriched, refined, and fortified grain based products E. Homemade pasta Vs commercial brands F. Nutrient density G. Preparation of a variety of rice and pasta recipes

8 H. Selection and storage of rice and pasta products Unit 7 Pastries and Cookies (10 hours) A. Functions of ingredients in pastry preparation B. Use of specialized equipment for pastry preparation C. Comparison of homemade Vs commercial pie crusts D. Preparation techniques specific to pie crusts E. Classification of pies based on the fillings F. Types of cookies-bar, drop, cut out, molded, pressed and refrigerator G. Analyze nutritional content of pies and cookies H. Prepare an example of each type of cookie Unit 8 Vegetables (12 hours) A. Classification of vegetables B. Selection and storage of fresh vegetables C. Compare and contrast fresh, frozen and canned varieties D. Vitamin, mineral and nutrient content E. Preparation techniques to preserve color, flavor and texture F. Effects of heat and liquid on vegetable pigmentation G. Prepare a variety of vegetable recipes Unit 9 Fruits (12 hours) A. Classification of fruits B. Selection and storage of fresh fruits C. Vitamin, mineral and nutrient content D. Preparation techniques to preserve color, flavor and texture E. Preservation of vital nutrients during preparation F. Suggestions for using convenience forms of fruits G. Prepare a variety of fruit recipes

9 U nit 10 Dairy Products (12 hours) A. Selection and storage of dairy products B. Vitamin, mineral and nutrient content C. Preservation of vital nutrients during preparation D. Pasteurization, homogenization and UHT process E. Analyze the milk fat content in a variety of products F. Food science principles of cooking with milk products G. Prepare a variety of dairy based recipes Unit 11 Meat, Fish, Poultry, Beans, Nuts, and Eggs (15 hours) A. Grading and inspection of protein foods B. Vitamin, mineral and nutrient content C. Guidelines for comparing costs of meat, fish and poultry D. Factors affecting the selection of protein foods E. Cooking methods Vs tenderness F. Safe handling of protein based products G. Selection and storage of fresh meat, poultry and fish H. Food borne illness related to protein foods I. Identify the nutrients in legumes, nuts and seeds J. Prepare a variety of recipes using protein based foods Unit 12 Table Etiquette (5 hours) A. Explain the importance of simple table etiquette B. Describe etiquette guidelines C. Describe a variety of table service options D. Choosing appropriate table settings Unit 13 The Smart Consumer (7 hours) A. Organizing a shopping list B. Comparison shopping guidelines

10 C. Bulk foods, store brands, and generic products D. Unit pricing, open dating, and UPC codes E. Reading and interpreting nutrition labels F. Coupons Vs unit cost Unit 14 Careers (5 hours) A. Explore careers related to foods and nutrition B. List qualifications and skills C. Describe training and education needed for various careers D. Discuss work readiness guidelines PROCEDURES AND TECHNIQUES Simulated games, individual study, demonstrations, audio-visuals, evaluations, textbook readings, written assignments, posters, comparison panels, laboratory work and research projects. OUTSIDE RESOURCES 1. Pamphlets, booklets and charts from various companies 2. Field trips: Supermarkets, baking companies and produce market 3. Library work 4. Public Service 5. Bergen County Extension Home Economist 6. Various guest speakers

11 PROJECTS AND ACTIVITIES 1. Have a utensil hunt. Give students a list of utensils to locate in their assigned kitchen. 2. Play a few rounds of utensil bingo to identify the functions of various pieces of equipment. 3. View kitchen safety video and describe common kitchen accidents. 4. Brainstorm how kitchen accidents happen and what can be done to prevent them. 5. Prepare a pamphlet listing simple first aid procedures for common kitchen accidents. 6. Each individual kitchen group will research a food borne illness. Each member of the group will focus on a different aspect...cause, food source, symptoms and prevention. Prepare a collage to be used in a class presentation. 7. Allow students to experiment with liquid and dry measuring cups to demonstrate for themselves the importance of using the correct type of measure. Ask students to write a brief report describing their experiments and results. 8. Provide students with a list of ingredients in amounts that require the use of combinations of measures. Ask students to 9. Give students a recipe. Ask them to identify its parts and explain how each part helps aid in meal planning and food preparation. 10. Write down the foods eaten for three day period. Use the food guide pyramid to analyze nutritional requirements and plan for dietary improvements if needed. Assess caloric intake. 11. Have each kitchen group prepare a basic muffin recipe. Divide the class in half; half of the class bakes the muffins according to recipe directions-the other half overmixes the batter by 3 minutes and then bakes. Compare and contrast the differences in flavor, appearance and texture. 12. Have each kitchen group vary the amount of leavening used in a quick bread, bake and then evaluate the results as a class. 13. Have students compare the taste of home-made yeast bread with commercially prepared yeast breads. Consider cost, nutrition, flavor and texture. 14. Set up a comparison panel to taste several different cold cereals. Write an evaluation comparing these cereals for flavor, cost and nutrient content. 15. Show students raw and cooked examples of long, medium and short grain rice, both white and brown. What visual differences can students identify? Have students compare the taste and texture of the cooked rice. 16. Using a student designed evaluation sheet, compare and contrast a homemade pasta recipe to the store bought variety. 17. Make a pie from scratch and a pie using convenience crust mix with canned filling. Compare for flavor, cost, convenience and nutrient content. 18. Prepare four types of chocolate chip cookies: refrigerated dough, packaged mix, ready made and homemade. Evaluate by comparing for cost, taste, texture, appearance and preparation time. Have students analyze results. 19. Have students work in groups to demonstrate how to wash and remove pesticide residues, dirt and germs from fresh fruits and vegetables; demonstrate how to cut into attractive shapes for serving and arrange them on a tray.

12 20. Have each student research the history, production, uses and characteristics of one type of cheese. Students creatively determine how to present their findings to the class. 21. Using 75% lean, 85% lean, and 93% lean ground beef...prepare a four ounce patty from each package by pan frying to the well done stage...weigh cooked patties to determine fat losses...sample and compare for flavor, juiciness, and appearance. Have students chart the results. 22. Have students write a consumer information article on buying, storing and safe handling of a variety of types of poultry. 23. Ask students to describe the inspection and grading process used for fish and who does the inspection and grading. 24. Have students work in groups of 2 or 3 to review recipes from different cultures to identify ways legumes, nuts, and seeds are used...identify types used in the recipes and methods of preparation. 25. Have students successfully separate egg whites from the yolk...using the whites only-students will compare volume and appearance of the different stages of beaten egg whites; foamy stage, soft peak stage, stiff peak stage and overbeaten stage. 26. Provide students with a variety of menus. Have students work in small groups to create a place setting appropriate for each menu. Have class vote on the best presentation. 27. Give students slips of paper detailing specific situations relating to table manners. Have them explain how to handle each one. 28. Ask students to brainstorm items that are likely to be bought on impulse in the supermarket. Write responses on the board...then have students decide which ten items teens most often buy on impulse and try to determine why. 29. Have students prepare a brochure called Shopping Tips That Can Save You Money to distribute to parents, faculty and other students. 30. Create a bulletin board illustrating food and nutrition careers in the areas of food technology. Discuss the jobs involved in each area and how high school courses might help you get an entry level job or even lead to a career. TRANSPARENCIES Color transparencies to illustrate and reinforce information presented in the text as well as provide the opportunity to extend learning beyond the scope of the text will be used to add variety to classroom lessons. VIDEOS Around the World With Pork 1992 Best Breakfast 1992 Case for Home Economics 1993

13 Complex Carbohydrates Simplifies Cooking for Compliments 1996 Cooking for the Health of It Danger Zone (USDA) 1992 Frugal Gourmet 1994 American Breakfast Colonies Early American Cuisine New England New Orleans Pennsylvania Dutch Philadelphia Southern Collection Southwest Indians Standup Buffet Whole Meal Soups Holiday Cookies and Treats 1990 Incredible Classroom Eggsperience 1997 Keebler Ready Crust Presents: Cooking With Mr. Food Pie 1996 Lite Lunches and Sensible Suppers 1993 Now We re Cooking Breakfast 1996 Now We re Cooking Lunch 1996 Now We re Cooking Dinner 1996 Nutrition in a Box 1991 Scientific American Frontiers 1995 Sports Nutrition: Facts and Fallacies Using Math in Home Economics 1993

14 COMPUTER DISCS Fast Foods Grease Micro Cookbook Sweet Tooth The Food Processor You Are What You Eat COOKBOOKS An extensive variety of cookbooks are available for resource use in the foods laboratory and DHS media center.

15 BIBLIOGRAPHY Bennion, Marion. Introductory Foods. Upper Saddle River, New Jersey. Merrill/Prentice Hall Kowtaluk, Helen. Discovering Food and Nutrition. New York, New York. Glencoe/McGraw Hill Kowtaluk, Helen. Food For Today. New York, New York. Glencoe/McGraw Hill Largen/Bence. Guide to Good Food. Tinley Park, Illinois. Goodheart-Wilcox Company, Inc

16 Modifications/Strategies for Student Populations *Interdisciplinary **21 st Century Themes and Skills 21 st Century Themes & Skills** Special Education/Gifted ELL At Risk of School Failure Benchmarking Career Skills 1. Multimedia/V ideos 2. Interviews* 3. Resumes* 4. Letters 5. Public Speaking 6. College/Caree r Preparedness* 7. Naviance Communication 1. Presentations w/visuals 2. Speeches* 3. Think-Pair-Sh are Collaboration 1. Cooperative Projects 2. Peer Review Special Education 1. Providing Notes/Modified Notes a. PowerPoints b. Text with Annotations 2. Providing Anchor Copies with Rubrics 3. Modeling 4. Chunking 5. Scaffolding 6. Repeat/Rephrase 7. Manipulatives/Vis uals 8. Graphic Organizers 9. Study Guides 10. Conferencing a. Student b. Parent c. Guidance d. Administration e. CST 1. Word to Word Dictionaries 2. Bilingual Dictionaries 3. Providing Notes/Modified Notes a. PowerPoints b. Text with Annotations 4. Providing Anchor Copies with Rubrics 5. Modeling 6. Chunking 7. Scaffolding 8. Repeat/Reph rase 9. Manipulative s/ Visuals 10. Graphic Organizers 11. Study Guides 1. Providing Notes/ Modified Notes a. PowerPoints b. Text with Annotations 2. Modeling 3. Chunking 4. Scaffolding 5. Repeat/Rephr ase 6. Manipulative s/visuals 7. Graphic Organizers 8. Study Guides 9. Portfolios 10. Modified Texts 11. Priority Seating 12. Checking Assignments Pads 13. Conferencing a. Student 1. Pre and Post SGO Assessments

17 Creativity 1. Visual Interpretations 2. Dramatic Readings Critical Thinking 1. Knowledge Matter Simulations 2. Peer Review Technology 1. SMART Board 2. ipads 3. Virtual Field Trips 4. Quizlet 5. Socrative 6. Kahoot 7. Flubaroo 8. Wikis 9. Google Drive 11. Tutoring/Extra Help Gifted 1. Self-Directed Learning Independent Research* 2. Individualized Pacing 3. Supplemental Texts (Higher Lexile Levels)* 12. Modified Texts 13. Conferencin g a. Student b. Parent c. Guidance d. Administrati on e. CST 14. Tutoring/Ext ra Help b. Parent c. Guidance d. Administratio n e. CST 14. Tutoring/Extr a Help Pacing Guide Unit 1- Introduction to Kitchen _ September 5 - September 30 Unit 2 - Recipe Introduction and Basic Cooking Terms/Safety _ October 1 - October 30 Unit 3 - My Food Plate/Nutrition _ November 1 - November 28

18 Unit 4 - Quick Bread / Yeast Bread _ December 1 - January 15 Unit 5 - Pastries and Cookies January 20 - February 12 Unit 6 - Cereal Products _ February 18 - February 20 Unit 7 - Rice and Pasta _ February 23- March 13 Unit 8 - Vegetables _ March 16 - March 31 Unit 9 - Fruits _ April 1 - April 24 Unit 10 - Dairy Products _ April 27 - May 8 Unit 11 - Meat, Fish, Poultry, Beans, Nuts, Eggs _ May 11 - May 29 Unit 13 - The Smart Consumer June 1 - June 9 Unit 14 - Careers Ongoing _ June 10 - End of Year