Plum Borough School District

Transcription

1

2 Course Advanced Food and Nutrition Grade(s) Unit/Lesson Introduction and Review of Basic Skills Unit 1 Overview s will review the measuring techniques and the equipment and tools necessary for basic food preparation. Standards PA: F, G National: , 9.5.4,9.5.5,8.3.1,8.5.1,8.5.2,8.5.3 Concepts Competencies Materials Used A recipe is a set of directions for making a food or beverage. A well written recipe offers six types of information. Identify the six types of information a recipe provides and develop new recipes using that same format. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What basic information is found on a recipe? How do we measure liquid and dry ingredients accurately? What are the basic cooking terms necessary for a successful recipe? How do we keep the kitchen clean and sanitary? Activities/ Assessments Pre test on recipe basics. Review characteristics of a good recipe. Complete worksheet on reading a recipe. Then take that same recipe and double the ingredients. Time Allocation 1 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc Standardized measuring equipment and proper techniques is essential for success in the kitchen. Demonstrate accurate measuring techniques used in preparing recipes. Research and review measuring techniques found in packet, text book and internet. Prepare in teams of 1 days.

3 Food preparation involves a variety of cutting, mixing and provisional tasks. Describe and demonstrate techniques that correspond with common recipe terms. 2 to 3, a movie to review measuring techniques using the flip camera. Review food preparation techniques with power point. Food lab: Whole grain, oatmeal snacks. Review safety and sanitation steps before and after lab. Prepare individual, written lab evaluation. 3 days.

4

5 Course Advanced Food and Nutrition Grade(s) Unit/Lesson Food Budgets and Meal Planning Unit 2 Overview Food expenses make up a significant portion of most family and personal budgets. Planning and resource management can help manage your time and money. Standards PA: F, F National: ,14.4.2,14.4.3,14.4.4,14.4.5, ,14.5.2,14.5.3, Concepts Competencies Materials Used The amount of money spend of food varies according to your personal resources, goals and priorities. Food can be purchased at supermarkets, neighborhood grocery stores, discount food Investigate and analyze economic and technological influences on food choices and practices. Develop guidelines to plan where and when to shop to stay within a designated Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions How do food choices and availability affect meal planning? What is the first step in setting up a food budget? What can help people with busy schedules plan meals? Activities/ Assessments KWL worksheet on food budgets. Read and review food costs and budgeting. Food Budget Project: Complete Family Food Budget Activity to record all food bought at the supermarket and food eaten out. Analyze results and complete written evaluation. Pair share activity to list food resources in our area while reading section 12-1 Time Allocation 2 days 2 days. Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

6 stores and even farmers markets. Planning a meal involves making decisions about what foods to include and how to prepare them budget. Explore and identify meal planning strategies for families with busy schedules. Kitchen group activity to plan a weekly menu, develop a shopping list and compare prices using grocery store adds. Watch Power Point on CSA s Review reading foods labels and food additives using worksheets from packet. Review guidelines in section 11-2 for meeting meal planning challenges. Class debate: 1 group argues There is no time to cook due to their hectic schedules. The other group argues Finding time to cooks is very possible by having a plan. Teacher and 2 other students form impartial jury of the peers. 1 day

7

8 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson The Smart Consumer and Convenience Foods Unit 3 Overview The smart shopper knows how to select the best quality food and get good value for the money. Standards PA: F, F National: ,14.4.2,14.4.3,14.4.4,14.4.5, ,14.5.2,14.5.3, Concepts Competencies Materials Used Getting the best value for your money means balancing food price with food quality. Analyze how changes in national and international food production and distribution systems influence the food supply and its safety. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions Why are food prices generally higher for convenience products? What is an analogue or formed food product? What is a convenience food and how can they be used to save time while cooking? Activities/ Assessments Class brain storm on common convenience foods. In small groups, prepare a brochure on how to get the best quality for your money using Chapter 15 from text as a guide. Time Allocation 2-3 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc Complete chapter review at end of chapter.

9 Convenience foods are foods that have been processed to make the easier and faster to use. Compare and contrast the advantages and disadvantages of convenience foods. Using student packet and text book, review the cost, nutrition, meal appeal, additives and packaging techniques used with convenience foods. Lab by kitchen comparing : Scratch/Homemade Box Semi prepared Store Bought. (Each lab students will compare taste, cost, time to prepare, advantages and disadvantages) Approx. 6 days for all labs and lab reports to be completed Convenience foods are typically more expensive and have additives to prolong the shelf life. Investigate the pros and cons of using convenience foods. Complete worksheet Pro s and Con s Exit ticket answer video prompts while watching Cooking with Convenience Foods 1 day

10

11 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Grains and Legumes- Unit 4 Overview Grains and legumes are versatile, nutritious, and a flavorful addition to meals. There is an economical way to stretch a food budget. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used Grains are plants in the grass family that are cultivated for their fruits or seeds. Explain how the processing of grains can affect their nutritional value, and then demonstrate how to prepare grains for eating. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What nutrients are found in grains and legumes? What types of recipes use grains and legumes? How can grains and legumes be incorporated into your meals? Activities/ Assessments KWL on grains and their uses. Complete reinforcement activities from packet on grains. Compare and contrast different grains for lab tomorrow. Grain Lab: Quinoa Pilaf, couscous, risotto, kasha or barley. Write evaluation paragraph describing each grain based upon appearance, taste Time Allocation 3 days. Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

12 and nutritional values. A legume is a plant with seed pods that split along both sides when ripe. Beans, lentils and peas are legumes. Apply principles of legume preparation to maximize the nutrient retention and improve taste appeal to teen age students. Teacher demonstration on preparing and cooking legumes. Review worksheet from packet on legumes identification and preparation. Research project in pairs on legumes to present to class to include dish prepared at home to sample 3 days.

13

14 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Introduction to Cake Decorating Unit 5 Overview Some foods, including cakes, are associated with celebrating gatherings and holidays. With cake decorating skills, we can prepare personalized creations and save money at the same time. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used Cake decorating can be fun and easy with the proper tools, equipment and workspace. Planning the cake design is a creative process and an effective strategy for successful cake and cookie decorating. Describe and demonstrate the tools and workspace needed to decorate a cake. Describe and demonstrate how to plan and design a cake or cookies for decorating with icing. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What special occasions are celebrated with a decorated cake? What tools and equipment are needed for cake decorating? What type of icing works well for cake decorating? Activities/ Assessments Introduce lesson with video from Wilton Cake decorating. s prepare outline of video for credit while watching video. Review plans to decorate Breast Cancer cookies. View power point presentation on decorated cakes and cookies. lab Cookie dough for decorating cookies. Teacher demo of Time Allocation 1 day 2 ½ days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

15 Cakes and cookies can be iced or glazed with a variety of icings depending on the look you want to achieve. Compare and contrast the best cake decorating recipes. loading icing bag and piping, followed by student practice. Lab: Bake and decorate Breast Cancer Cookies. Classroom project to prepare bulletin board using pictures and icing recipes. Compare and contrast short essay on the benefits of 2 or 3 types of icing. ½ day

16

17 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Packing a Healthy Lunch Unit 6 Overview Today s hectic schedules often don t lead to healthy eating. With proper planning you can prepare and store meals to go that provide good nutrition into a busy schedule. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used The nutrients in your sandwich and/or lunch depend on the ingredients used. Sandwiches come in countless forms and from cultures all over the world. Utilize menu/recipe planning principles to develop and modify past preferences to meet a variety of nutritional needs. Explore and demonstrate how foods are developed for specific populations and Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What ingredients or foods will make a lunch healthier? How can we keep food safe to eat when we pack a lunch? What special equipment is used to prepare sandwiches? Activities/ Assessments Opening activity by kitchen group list as many types of sandwiches as possible then categorize the list and evaluate for nutrient dense. Homework: Research sandwich recipes and provide nutritional information for bulletin board. Class demonstration of preparing basic sandwich. PowerPoint review of different types of Time Allocation Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

18 Packing a lunch will save money and give you better food choices. Remember that safety comes first. situations. Demonstrate how to pack an interesting, nutritious lunch and keep it safe to eat. sandwiches from student submission via Moodle assignment. Lab: Variety of Sandwiches. KWL on Do s and Don ts for packing lunches. Teacher demonstration on preheating a vacuum bottle. Homework: Pack and bring to class a healthy lunch with proper storage techniques. Self and student evaluation using rubric provided in packet.

19

20 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Microwave Cooking-Unit 7 Overview Microwaving is a fast, healthful way to cook with less fat and liquid than most conventional methods. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used The equation between power settings and the speed off cooking is simple: the higher the power setting, the faster the cooking. Explain then demonstrate why the choice of power setting, foods for cooking, and cookware are important in microwave cooking. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What factors are involved in the choice of power setting when using the microwave? Can all foods be cooked in the microwave? What type of cookware must be used in the microwave? How can you prevent accidents when using the microwave? Activities/ Assessments survey of successfully microwaved foods to introduce lesson. Complete pretest on microwave cooking and self-evaluate current knowledge. outline microwave chapter from test. View streaming video from I.U. for homework in Moodle Unit and submit written summary in drop Time Allocation 1 day Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

21 box. A few special techniques are needed in microwave cooking that include: food placement in oven and in the cooking pan, covering, stirring, rotating, turning, and timing. Accident prevention rules for conventional cooking also apply to microwave cooking plus special procedures to prevent steam pressure explosions. Describe and demonstrate techniques necessary for successful microwaving. Identify and demonstrate safety precautions for microwave oven use. Teacher demonstration of microwave cookware and comparison of muffins baked in microwave vs. conventional. Labs: Baked Potato Lab with microwaved toppings Lab: Quesadillas, Fantasy fudge, Haystacks, Mac and Cheese. and Teacher evaluation of labs. After reviewing video and outlining text, students will prepare a checklist or poster describing safety rules for microwave use. While in lab, students should demonstrate these safety techniques. 3-4 days ½ day

22

23 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Creative Decorating Gingerbread House Unit 8 Overview Holiday traditions from other countries are popular in the United States. With proper planning and organization, we can create edible structures to decorate our home for any occasion. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used Holiday traditions reflect the influences of many different cultures and feature colorful and flavorful treats. Investigate and analyze how national and international food traditions influence traditions in the United States. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What types of food and food products does your family use to help celebrate different holidays? What special equipment will be needed to prepare a gingerbread house? In what sequence could you put your gingerbread house together? Activities/ Assessments reading assignment to introduce lesson: A Spicy Story from packet. View Power Point on Gingerbread Houses. s break into small groups to brainstorm ideas for gingerbread house production. Exit ticket on basic house construction ideas and group members. Time Allocation 1 day Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

24 Proper planning and measurements will produce a structurally sound gingerbread house. Teamwork and long range planning in large projects like this, is essential to complete the assignment on time Interpret and produce the techniques, design and measurements for making patterns for team gingerbread houses. Collaborate and demonstrate the procedures for making dough, baking dough, constructing and decorating gingerbread houses Watch clips from Wilton gingerbread house construction. In teams, design and prepare patterns for house. Team Lab: Prepare Dough Using Patterns, cut and bake house pieces Construct House Decorate house with candy and edible treats. Houses go on display at Sugar Plum Days at Boro Building 2 days days

25

26 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Planning for Entertaining Thanksgiving Meal Unit 9 Overview With planning and organization, entertaining can be as much fun for the person giving the party as it is for the guests. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used Planning and organizing for a party include themes and decorations, invitations, menu planning and making a work schedule. Identify and demonstrate ways to plan for entertaining then develop menus and organize food preparation and cleanup for that event. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What factors determine if an occasion will be formal or informal? What factors will influence the foods you will be serving at your event or party? What are different ways to serve food to small and large groups of people? Activities/ Assessments Pair share opening activity to list occasions for entertaining guests. As class identify if the occasions are formal or informal. Create decorations for classroom for Thanksgiving meal. Using white board organize the foods to be prepared and reheated according to recipes. s plan and organize labs in cooking groups. Time Allocation 1 ½ days. Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

27 A basic principle in a meal work plan is to start with the food that takes the longest time to prepare or can be made ahead of time and refrigerated. The type of event, the number of people eating and the time available for serving and eating will determine if the meal will be served sit down or buffet. Demonstrate how to execute a work plan and schedule to prepare a Thanksgiving Meal. Describe and demonstrate different methods of serving food depending on the occasion. Lab by Kitchen: Thanksgiving Meal Teacher and Evaluation of Meal and Clean Up Procedures. Lab: Reheat and Serve Thanksgiving Meal 3 days 1 day

28

29 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Cookies and Pastries for Special Occasions Unit 10 Overview Cakes and cookies are made with similar ingredients. The main difference is that cookies have relatively little liquid. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used The term cookies includes any small sweet cake that are made with sugar, fat, eggs, flour, and liquid. Demonstrate food preparation and preservation techniques that result in physical changes to the ingredients. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What special occasions do you use cookies to celebrate with? What do you think are the main ingredients in cookies, and what are the functions of each? What are the six basic types of cookies? Activities/ Assessments Write the word cookie on the board and have students quickly name the flavors the word by itself conjures up. Review basic ingredients and ask small groups of students to prepare short 1 min. presentation of function of each ingredient. Plan and prepare lab sheets for cookie labs this week. Time Allocation 1 day Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

30 The thousands of cookie variations can be divided into six basic kinds: Bar Drop Cup Out Molded Pressed Sliced Keep cookies fresh by storing them in a container with a tight cover. Demonstrate guidelines for preparing a variety of cookies Demonstrate guidelines for storing cookies for short and long term use. Lab by Kitchen: Six types of cookies: Day A, Prepare Dough Day B, Bake Dough Last Day s prepare cookie tins to take home for holidays. 3 ½ days ½ day

31 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Mid Term Project Design Your Dream Kitchen Unit 11 Overview Smart consumer skills will increase your chances of making smart purchases when designing and buying equipment for a kitchen. Standards PA: F, G National: , 9.5.4,9.5.5,8.3.1,8.5.1,8.5.2,8.5.3 Concepts Competencies Materials Used Kitchens should be planned for efficiency and allow an uninterrupted work flow. Investigate and analyze floor plans to design a future dream kitchen. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What are the four basic kitchen floor plans? What is an advantage and disadvantage for buying things on credit? What is an energy guide label? Activities/ Assessments Sketch a vision of student s future kitchen. Pair share designs, make corrections and use as exit ticket. Read and interpret handout- Kitchens past and future Outline Mid Term Project and show past power point examples. Review internet source Bare essential list Time Allocation 1-2 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

32 When making large purchases for the kitchen you should investigate the cost of borrowing and look for consumer safeguards. Choosing kitchen equipment is easier when you are familiar with the basic options. Many features are essential for safety and quality, while others are personal preferences. Investigate and describe shopping guidelines that help make wise kitchen purchases. Design and create a power point presentation on a future dream kitchen. Written assignment- Describe the least used kitchen equipment in current home, why it is seldom used and what can be done to prevent the purchase of such items in the future. Read and review Chapter 14-1 on Consumer Skills then complete worksheet from packet. Quiz on reading energy guide labels Using the computer lab, follow rubric to complete a dream kitchen. Present PowerPoint for peer and teacher evaluation. Complete written self-evaluation for credit. 1 day 7 days

33

34 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Food Preservation- Unit 12 Overview Preserving foods allows us to stretch the food budget and control the additives used to preserve commercial foods. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used Freezing fruits and vegetables requires special procedures to guard against enzymatic browning. Identify and demonstrate ways to freeze fruits and vegetables safely while retaining quality and nutrients. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What are the 3 basic ways food can be preserved? What special equipment may be needed for food preservation? Does the nutritional value of food change when food is preserved? Activities/ Assessments Brainstorm as class different fruits and vegetables that can be successfully frozen. Mini Research project followed by group demonstration on freezing fruits, vegetables, sauces and milk. Open class discussion on buying in bulk and freezing meats, breads and why some foods can t be frozen. Time Allocation 4 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

35 When canning seasonal produce, have up to date recipes, instructions and equipment. Follow the recipe directions and don t take shortcuts or change recipes. Foods like fruits, vegetables, granola and jerky can easily be dehydrated. By taking advantage of low prices on seasonal fruits and vegetables, you can save money. Analyze and explain how to can fruits and vegetables safely at home. Investigate and demonstrate the procedures for drying foods in a dehydrator. Teacher demonstration of canning. s prepare brochure on tips and techniques for canning for local library to distribute. Pair share to list all dried food products that are available like dried mixes and convenience items. Complete worksheet Preparing fruits for drying. lab on dehydration jerky, fruits, vegetables. exit question When will I use dehydrated foods in my life? Discuss food preservation methods when backpacking or camping. 2 days 3 days

36

37 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Sauces and Thickening Agents Unit 13 Overview A sauce is a flavored liquid that is often thickened and served to enhance the flavor of another food. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used Sauces come in six basic types: hollandaise, basic white, stock based, oil and vinegar and quick sauces. Analyze and demonstrate the differences in the six basic types of sauces used in food preparation. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What type of foods do you put sauces on? What are the six basic sauces and how do you prepare them? What kinds of ingredients are used to thicken foods and sauces? Activities/ Assessments Introduce history of sauce to cover up the taste of foods that were going bad. Prepare plan and evaluation sheets for students to demonstrate each of the six basic sauces to classmates. Written and teacher evaluation of each demonstration. s will compare and contrast each of the different sauces. Time Allocation 3 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

38 Thickening soups, stews and sauces gives the food a richer flavor and consistency. This is accomplished with a thickening agent. Investigate, then compare and contrast the ingredients and methods to thicken soups, stews and sauces. lab: Thickening flour vs. cornstarch. Written lab evaluation for credit. Create posters for hallway describing the different ways to thicken foods. 2 days

39

40 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Creative Additions: Garnishing, Seasonings, Herbs and Spices Unit 14 Overview Learning about different types of creative additions and how to use them can help you enhance food s appeal and texture. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used An herb is the flavorful leaf or stem of a soft, succulent plant that can be used fresh or dried. Compare and contrast the uses and flavors of different herbs used in food preparation. Essential Questions What is the difference between an herb and a spice? What types of recipes do you use herbs and spices? How does a garnish add to plate presentation? Activities/ Assessments Assign students individually or in small groups different herbs to prepare an oral presentation that includes demonstrating a recipe that includes that herb. Presentation of the dish should be garnished. s watching demonstrations should complete demonstration evaluation sheet. Time Allocation Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

41 A spice is the dried form of various buds, bark, fruits, seeds, stems or roots, from an aromatic plant or tree that grows in a tropical or subtropical region. Garnishes give meals visual appeal. A garnish is a small, decorative piece of food used to enhance the appearance of a dish. Compare and contrast the uses and flavors of different spices used in food preparation. Describe and demonstrate the role of garnishes to give food items visual appeal. Assign students individually or in small groups different spices to prepare an oral presentation that includes demonstrating a recipe that includes that spice. Presentation of the dish should be garnished. s watching demonstrations should complete demonstration evaluation sheet. Review garnishing techniques using video or powerpoint presentation.

42

43 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Homemade Pasta Noodles Unit 15 Overview The Italian word for paste is Pasta, both of which are made from flour and water. After the dough is rolled thin, it can be formed into hundreds of different shapes. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used The Arab invasions of the 8th century heavily influenced the regional cuisine and is the most accepted theory for the introduction of pasta. Analyze how changes in national and international food production and distribution systems influence the food supply we have today. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions Who/what country invented Pasta? What are the basic ingredients in Pasta? What could be done to improve the nutritional value of pasta dishes? Activities/ Assessments Open discussion on the origins of Pasta. Read and outline internet article for credit: aly.com/food/pastahistory.asp Prepare class posters on pasta shapes. bout.com/od/pasta basics/ig/the- Pasta-Shapes- Gallery/ Noodle IQ quiz Time Allocation Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

44 Durum wheat is grown especially for pasta. It is processed into semolina flour and added to water, salt and sometimes eggs for tenderness. Pasta shapes are both functional and decorative. Larger shapes work well for baking, while smaller shapes and ridges hold sauces close to the noodles. Analyze basic ingredients used in pasta recipes and explain the function of each. Demonstrate the principles of food production to maximize nutrient retention in pasta Pair share favorite pasta or pasta dishes and hypothesize/create recipes. Review basic utensils needed on web site: mersciences.com/2 009/10/homemade -pasta/ Watch teacher demonstration of homemade pasta. Each cooking group will roll out dough and make a basic garlic butter sauce. For review (or posted on Moodle) watch video: om/italianfood/ho w-to-make-fresh- Pasta.htm labs: 1.Pasta and sauce from preservation lab 2. Ravioli Lab 3. Pierogi Lab 4. Whole wheat pasta with broccoli sauce

45

46 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Food Service Industry: Entering the Workforce Unit 16 Overview Your personality, interests, talents, values, and goals can help you find a career that is right for you. Standards PA: F, F National: ,14.4.2,14.4.3,14.4.4,14.4.5, ,14.5.2,14.5.3, Concepts Competencies Materials Used Finding a career you enjoy is important because your career will affect every aspect of your lifestyle. Many people in the United States work in careers related to food and nutrition. The number of job opportunities in this field is growing rapidly. Investigate and analyze factors that lead to a career selection. Research and communicate to classmates about a career in food and nutrition. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions Why is it important to find a career you will enjoy? What career opportunities can be found in food and nutrition? What characteristics do employers expect employees to have? What steps must be done to find a job? Activities/ Assessments Participate in internet based personality/career selection to identify personal values. Group students based on similar interests to brainstorm potential career both inside and outside food service. Assign research project to single or small groups of students to prepare powerpoint presentation. Time Allocation 1-2 days 3-4 days including class presentations. Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

47 Experience, research, references and interview techniques will help you express your abilities to find a career that is right for you. Demonstrate the steps in applying for a job and develop techniques for a job interview. Complete mock job application. Prepare a resume including references. Participate in mock interview with classmates. 2-3 days.

48

49 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Stocks and Soups Unit 17 Overview A soup is a dish made by cooking solid foods in liquid and can be highly nutritious, especially when they are filled with vegetables. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used A stock is the basis for most soups. It is made by sautéing aromatic vegetables, then adding water to bones of meat, poultry or fish. Soup can be prepared in five basic types: clear, cream, chunky, fruit and cold. Interpret and demonstrate how to prepare 3 different types of stocks. Describe and demonstrate special preparation tasks to prepare a variety of soups Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What is the basis for most soups? What are the different kinds of soups? How can nutrients be preserved when making soups and stocks? Activities/ Assessments KWL individually on what students know and want to know about soups and stocks. View streaming video from I.U. on basic stock preparation. Prepare plan and evaluation sheets for upcoming labs while reviewing recipes. Assign small groups of 2 or 3 to do a 1 min. mini lesson on different types of soups and stews. Time Allocation 2 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

50 By adding lean meats, bean, vegetables and fruits, soups can be highly nutritious. Long cooking can destroy vitamin C and some of the B vitamins. Demonstrate cooking methods that increase nutritional value, lower calorie and fat content and utilize herbs and spices to enhance flavor. labs from stock made in previous labs: 1. Chicken noodle: chicken stock 2. French onion or vegetable soup from beef broth 3. Potato Soup from vegetable broth. Prepare nutritional analysis of individual recipes using online program to give calories, fat and nutrients in a designated portion. Provide analysis while food is serves. s prepare written evaluation of lab and how it will be used in their current and future wellness plan.

51 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Special Health Concern and Life Cycle Wellness Plans Unit 18 Overview Good nutrition and having a wellness plan is important in every stage of our lives, especially when managing health conditions. Standards PA: F, F National: ,14.4.2,14.4.3,14.4.4,14.4.5, ,14.5.2,14.5.3, Concepts Competencies Materials Used The life span is a constant progression from one stage of development to the next, each with its own growth and nutritional needs. Identify the varying nutritional needs for each stage of the life span and explain how to encourage healthful eating habits for each stage. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions How do food choices change over the life span? How does the role of nutrition help in recovery from illness or injury? What is an eating disorder? Activities/ Assessments After reading for comprehension the chapter Food and the Life Span have students create a time line that represents a typical lifetime for a female. s will create simple nutritious menus for each stage of the life cycle. Lab: Create snack for preschool program Time Allocation 2 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

52 Any type of illness puts a strain on the body. Good nutrition is important in preventing and managing illness. An eating disorder describes an extreme, unhealthful behavior related to food, eating and weight. Compare and contrast the relationship between illness and good nutrition. Identify the characteristics of eating disorders and explain what can be done to help someone with a Have students compose and act out a play that demonstrates positive and negative ways to cope with stress. After reviewing information on medical nutritional therapy, assign different medical condition topics to small groups to plan a 3 day meal plan for their assigned condition. Have students prepare a brochure to pass out to students during presentation. Guest Speaker on Eating Disorders Ask ½ of class to prepare a checklist/poster to identify potential warning signs of eating disorders to hang in hall ways. Ask ½ students to create posters identifying treatment options for eating disorders to hang in hall way. 2 days 2 days

53

54

55 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Fondue, Crepes and Fancy Pastries Unit 19 Overview Desserts provide a sweet ending to meals and can be high in calories and fat. By adding fresh fruit and low fat dairy products, we can improve the nutritional value of these treats. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used Fondue dates back to the 18th century when both cheese and wine were important industries in Switzerland. The simple to prepare meal utilized ingredients that were found in most average homes. Investigate, and then apply principles of food production to maximize nutrient retention in prepared foods. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What, if any, nutritional value do desserts provide? How can you increase the nutritional value of desserts? What special techniques are used when making crepes and fancy pastries? Activities/ Assessments As Moodle assignment, investigate fondue history and preparation at web site: etsleuth.com/article s/entertaining- Holidays- 651/fondue.aspx lab: Fondue Prepare written lab evaluation Time Allocation 2 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc The crepe was brought to America in the 1930s by French Chef Henri Charpentier. Investigate, and then apply principles of food production to View and outline movie on crepes history and prepration. 2 days.

56 A profiterole, cream puff (US) or choux à la créme is a choux pastry ball filled with whipped cream, pastry cream, or ice cream. The puffs may be decorative or left plain or garnished with chocolate sauce, caramel, or a dusting of powdered sugar. maximize nutrient retention in prepared foods. Investigate, and then apply principles of food production to maximize nutrient retention in prepared foods. lab on crepes. written evaluation on crepes vs. pancakes. Reinforcement site for Moodle: myfrench.co.nz/alittle-crepe-history/ Teacher assisted demonstration on dough preparation for choux pastry. bake and fill cream puffs then self evaluate the product using the rubric provided. 2 days

57

58 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Casseroles and Meals on the Go Unit 20 Overview Hectic schedules often reduce the time we have to plan and prepare meals. One dish meals and the crock pot allow us to have fast, nutritious hot meals that are less expensive than eating out. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used A casserole is an economical, tasty blend of ingredients that are heated together to develop flavor. Investigate and then demonstrate menu planning principles to develop and modify recipes to meet individual nutritional needs Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions Can you describe a one dish meal, and give some examples? How could you use left overs to save money? How can we make one dish meals more nutritious? Activities/ Assessments Pair share to brainstorm casserole and one dish examples. Join another group of 2 students to pick one dish and hypothesize the ingredients and cooking procedures. Review chapter on casserole preparation. Develop recipe and submit on Moodle for class analysis. lab: 4 different casseroles Time Allocation 4 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

59 A slow cooker is a countertop electrical cooking appliance that allows moist-heat cooking method of simmering which requires maintaining a relatively low temperature. A Pizza is a hearty main dish served on a yeast bread crust. Demonstrate cooking methods that increase nutritional value, lower calorie and fat content while saving time. Investigate and then demonstrate recipe planning techniques to develop and modify recipes to meet individual nutritional needs written evaluation of groups casserole and submit calorie analysis using software from internet source. Research and present the history and cooking technology of the slow cooker. Short 1 minute presentations to the class. Lab: Slow cooker. written evaluation of groups recipe and submit calorie analysis using software from internet source. s plan (by cooking group) a low fat, whole grain crust to prepare for Pizza contest. lab Pizza. s must provide nutritional food label to display with prepared pizza. Class votes for best tasting nutritious pizza. 3 days 3 days

60

61 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Salads and Salad Dressings Unit 21 Overview Salads can be an assortment of greens or fruits or can be a hearty main dish. Depending on the ingredients, salads can provide servings from each of the five food groups. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used Salads are grouped by the ingredients used to make them which include: Vegetable, fruit, protein, grain and gelatin. Identify and create salads that provide maximum nutrient retention and proper storage techniques. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What are the most nutritious salad greens and how should they be stored? How should a salad be assembled? How can salad dressings be prepared to increase the nutritional value? Activities/ Assessments KWL on salads. Read and concept map chapter 17 called Salad Success. Prepare plan and evaluation sheets for : Vegetable Salad Fruit Salad Protein Salad Grain Salad Gelatin Salad s should calculate nutritional values for each recipe and display when salad is served. Time Allocation 1 day 2 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

62 Prepare written evaluation of lab. A salad has four parts: a base, body, dressing and garnish. There are three basic salad dressings: French, mayonnaise, and cooked. Identify and describe the parts of a salad. Identify and create salad dressings that provide maximum nutrient retention and proper storage techniques. After reading the section on building a salad, students will create their own recipe for a salad and create a poster showing a picture and recipe. lab salad dressings that may be used on prepared salads. 1 day 1 day

63

64 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Frozen Desserts and Sauces Unit 22 Overview Frozen dessert is the generic name for desserts made by freezing liquids, semi-solids, and sometimes even solids. Standards PA: B, C, D, D F, G National: ,14.1.2,14.1.3, , , ,14.2.4, , Concepts Competencies Materials Used Frozen desserts may be based on flavored water (shave ice, sorbet, snow cones, etc.), on fruit purées, on milk and cream (most ice creams), on custard (frozen custard and some ice creams), on mousse (semifreddo). Investigate and calculate the nutritional value of frozen desserts. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions What types of foods or liquids can be frozen to prepare a dessert? How can we increase the nutritional value of frozen desserts? What special equipment may be necessary for frozen desserts? Activities/ Assessments KWL on ingredients that can be frozen and basic procedures for frozen desserts. Moodle assignment finding low fat, nutrient dense frozen dessert recipe and prepare food label for recipe. Suggested web site: well.com/recipes_m enus/collections/he althy_frozen_dessert _recipes Time Allocation 1-2 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

65 Special equipment like an ice cream maker may be needed to prepare frozen desserts. Demonstrate food preparation and preservation techniques that result in physical changes to the ingredients. Lab: Frozen Banana Gelato Ice Cream Italian Ice Slush Sorbet Compare and contrast each dessert and prepare written evaluation of each. 2-3 days

66

67 Course Advanced Foods and Nutrition Grade(s) Unit/Lesson Final Project Design Your Own Restaurant Unit 23 Overview Owning your own restaurant can be a dream come true. If you've always loved to cook and you've always wanted a place to entertain people, a career as a restaurant owner might be ideal. Designing a restaurant will help make your vision come to life. Standards PA: F, F National: ,14.4.2,14.4.3,14.4.4,14.4.5, ,14.5.2,14.5.3, Concepts Competencies Materials Used Most restaurants have a theme and a message to convey to customers. Investigate and describe different styles of restaurants and what they offer to customers. Big Ideas Nutrition, eating habits and preparation choices impact overall health and wellness throughout the lifecycle at individual and societal level. Essential Questions How would you classify restaurants in our town and downtown Pittsburgh? What attracts people to a restaurant? What type of supplies and equipment are necessary when opening a restaurant? Activities/ Assessments Brainstorm activity I m the boss After introduction to final project, students grade an anonymous past project using the grading rubric from packet. Moodle assignment identify restaurant styles from internet sites such as: antreport.com/featu res/ft_design.html Time Allocation 1-2 days Interventions: Tier 2 or 3, Enrichment, Remediation, etc Other: Technology, vocabulary, writing, etc

68 The design elements include the restaurant layout, walls, floors, tables, service ware, uniforms, outdoor signs and advertising. A design need not be fancy to be effective. The menu and food items should reflect the theme of the restaurant. Summarize and design the basic steps involved in opening a new restaurant. Research then design a menu, recipes and cost analysis of a recipe to prepare for a career as a restaurant owner. After viewing streaming video from I.U. on layout and design (6 Min.)- Using graph paper, create the floor plan and traffic flow for restaurant project. After viewing streaming video from I.U. on Interior Design have students create concept page showing color scheme of all design elements. Internet lab will be used to research all design elements. Utilize internet lab to research recipes that fit the theme of the restaurant. Design a basic menu using those recipes and print out for final project portfolio. Prepare a cost analysis on one main dish off the menu. s selfevaluate project. Show case final projects and have 3 3 days 2-3 days 3-4 days