UNIT/ORGANIZING PRINCIPLE: Communication & Leadership Skills. 1. Why is communication important in the workplace?

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1 UNIT/ORGANIZING PRINCIPLE: Communication & Leadership Skills 1. Why is communication important in the workplace? PACING: 1 week Unit Number: Demonstrate leadership skills 3.0 Demonstrate effective communication skills 1.01 Identify roles and responsibilities of members of professional and community service organizations, including career and technical student organizations 1.02 Work cooperatively as a group member to achieve organizational goals 1.03 Demonstrate leadership roles and organizational responsibilities 1.04 Identify and utilize the FCCLA planning process 1.05 Develop a personal portfolio project 3.01 Describe why communication is the basis for all relationships 3.02 Demonstrate the ability to function as a team member in a diverse environment Develop and demonstrate personal and professional etiquette COMMUNICATION VERBAL NON VERBAL BODY LANGUAGE GESTURES EXPRESSION FEEDBACK SLANG LANGUAGE ACTIVE LISTENING REFLECTIVE LISTENING COMMUNICATION ZONES *INTIMATE/PERSONAL/SOCIAL/ PUBLIC CONSTRUCTIVE COMMUNICATION DESTRUCTIVE COMMUNICATION FEAR MIXED MESSAGES COMPLAINTS ASSERTIVE NON-ASSERTIVE AGGRESSIVE PASSIVE-AGGRESSIVE PREJUDICE CONFLICT Communication video online search FCCLA planning sheet Resource Changes & Choices Orange book if available, Student Activity Guide Power Point for Verbal and Non-Verbal Communication and other Communication Styles 1

2 CONFLICT RESOLUTION STEREOTYPES I-MESSAGES ETHICAL COMMUNICATION 2

3 UNIT/ORGANIZING PRINCIPLE: Safety/Sanitation/Storage 1. What do you need to do to keep your kitchen and food safe and sanitary? PACING: 1 week Unit Number: Practice safety, sanitation, and storage procedures in food preparation 5.01 Demonstrate practices and procedures that assure personal and workplace health and hygiene 5.02 List common food borne illnesses and their causes 5.03 Demonstrate ways to prevent food borne Illnesses 5.04 Identify and practice food service safety and sanitation procedures FOODBORNE ILLNESS BACTERIA CROSS-CONTAMINATION SANITIZE SALMONELLA E.COLI PERISHABLE BOTULISM SANITATION FOOD POISONING SAFETY GUIDELINES TOXINS PRECAUTIONS SUPERHEATING CARBON MONOXIDE FIRST AID CPR (CARDIOPULMONARY RESCUSCITATION) ANTIDOTE ABDOMINAL THRUST PATHOGEN DANGER ZONE Worksheets where to store food Safety & Sanitation video/point Foodborne illness project Handwashing demonstration and activity Make poster about handwashing to display near restrooms, teacher work area, cafeteria Proper dishwashing/dishwasher techniques Guest speaker fire department, health department, restaurant inspection Safety sheet for personal home Laundry demonstration Textbook Alignment: Adventures in Foods and Nutrition Chapters 8 and 9 3

4 UNIT/ORGANIZING PRINCIPLE: Food Prep Skills in the Culinary Industry PACING: 4 weeks Unit Number: 3 1. Can you effectively use the correct tools and utensils to complete a recipe? 6.0 Identify and demonstrate proper use of culinary equipment and tools 7.0 Read and interpret a recipe accurately 10.0 Demonstrate basic food preparation skills 6.01 Identify and demonstrate measuring utensils for the appropriate ingredient 6.02 Identify and demonstrate the appropriate use and care of culinary tools 6.03 Identify and demonstrate the appropriate use and care of culinary equipment 7.01 Demonstrate an understanding of the purpose and preparation of standardized recipes 7.02 Define mise en place and the relationship of organizational skills to productivity 7.03 Define and demonstrate common culinary terms used in recipes 7.04 Apply common abbreviations and equivalents used in recipes 7.05 Demonstrate recipe conversions UTENSILS IMMERSIBLE MICROWAVE COOKWARE TONGS BASTER COLANDER RECIPE ABBREVIATION EQUIVALENTS SUBSTITUTIONS YIELD WHIP STIR BEAT COMBINE INCREASE DECREASE PUREE ADDITIVE Textbook Alignment: Adventures in Foods and Nutrition Chapters 6, 7, and 10 Using different utensils, equipment, and appliances Using different cooking techniques Using specific culinary science (such as cooking proteins with low heat, temperatures affecting product as in killing yeast, etc) Substitution lab and equivalent lab (examples: buttermilk biscuits using vinegar/milk; brownies using applesauce instead of oil; cocoa instead of solid chocolate ) Terminology (such as 1 potato chopped, diced, minced, julienned, cubed, shredded) Kitchen math Knife skills video and/or power point with downloads 4

5 10.01 Demonstrate the appropriate techniques for measuring and weighing Practice knife skills Demonstrate various cooking techniques Demonstrate ability to select, store, prepare, and serve nutritious and aesthetically pleasing food Appliance, microwave safety GUEST SPEAKERS such as Johnson & Wales, Orlando Culinary Academy, Daytona College Hospitality, Restaurant chef Foods Lab Suggestions: BROWNIES USING APPLESAUCE POACHING EGG OMELET PANCAKES WAFFLES OATMEAL COOKIES PEANUT BUTTER COOKIES CREAM PUFFS YEAST ROLLS CHOCOLATE COATED PEANUT BUTTER BALLS BEAN SOUP CINNAMON ROLLS CAKE DECORATING APPETIZERS SALMON BITES ENRICHMENT ACTIVITIES Utensil identification packet 5

6 UNIT/ORGANIZING PRINCIPLE: Nutrition PACING: 1 Week Unit Number: 4 1. How do nutrients affect your health? How do you adjust menu items for nutritional value? 8.0 Relate the principles of nutrition to menu development 8.01 Describe the purpose of the essential nutrients and list foods providing them 8.02 Describe the food groups on the My Plate and the nutrients contained within each group 8.03 Explain wellness, and how it incorporates into our District 8.04 Interpret the components of food labeling and relationship t wellness 8.05 Identify fad diets and how they affect overall nutrition 8.06 Develop menus using various dietary guidelines 8.07 Develop menus that meet the special dietary needs of culinary customers NUTRIENTS CARBOYHYRDRATES FIBER PROTEIN COMPLETE PROTEIN INCOMPLETE PROTEIN CHOLESTEROL DEFICIENCY CALORIES NUTIENT DENSITY GRAINS FATS,OILS FRUITS VEGETABLES ENERGY ADDITIVES PRESERVATIVES FUNCTIONAL FOODS CALCIUM TRANSFATS SATURATED FAT FOOD ALLERGIES FOOD INTOLERANCE DIET HEALTHY My Plate discussion, worksheet, project My Plate Video Supersize Me Internet use look up fast food nutritional content Weigh grams of play dough to show fat grams in fast foods Activity menu for good health Game My Plate Food Label Activity 6

7 Textbook Alignment: Adventures in Food and Nutrition Chapter 1, 2, 3 and 4 7

8 UNIT/ORGANIZING PRINCIPLE: Menu Planning And Food Presentation 1. Are you able to plan and create a variety of appetizing plate presentations? PACING: 1 Week Unit Number: Analyze factors that affect menu development 13.0 Demonstrate creative food presentation 9.01 Identify factors that affect menu planning i.e. season, cultural influences, trends 9.02 Analyze food costs and the impact on menu development 9.03 Create a variety of menus for various types of culinary establishments 9.04 Practice time management in the production of meal menus Identify the criteria for achieving an aesthetically pleasing plate Demonstrated plated presentations Practice various garnishing techniques utilizing a variety of garnishing tools to achieve an edible centerpiece VEGETARIAN CONDIMENTS LOW FAT REDUCED FAT SODIUM FREE FUNCTIONAL FOOD IRRADIATED FOODS UNIT PRICE FOOD PRODUCT DATING PRODUCE LEGUMES NUTRIENT DENSE GENERIC BRAND STORE BRAND NATIONAL BRAND LOW CARBOHYDRATE MEAL PATTERN PROCESSED FOODS MEAL APPEAL COLOR SHAPE FLAVOR TEXTURE CONVENIENCE FOODS CRUMB COAT FONDANT LESSONS/ACTIVITIES: Chapters 11, 12, and 13 Adventures in Foods and Nutrition Use weekly flyer from grocery stores to compare costs of different food choices, such as cost of steak, ground beef, beans, eggs to select a protein choice Plan menu for a special diet (such as low calorie) Plan menu for special occasion Research culture and prepare a dish to share with class PROJECTS: LET S GO SHOPPING (utilize weekly food store circular to ascertain food cost, include coupons and devise menus from shopping lists) CALCULATING RECIPE COST (utilizing recipes to calculate cost of home preparation versus store purchased) 8

9 BUTTERCREAM CONFECTIONERS SUGAR TINT FROSTING ICING PASTRY BAG TIP COUPLER SPATULA OFFSET SPATULA SCRING DIAGONAL SHREDDING GRATING JULIENNE DICE CHOP MINCE SERRATED GARNISH WORK PLAN WORK CENTER TIME SCHEDULE DOVETAIL MULTITASK COST PER OUNCE COST PER SERVING STUDENT MENU PORTFOLIO (1 various dietary guidelines, i.e. diabetic 2) special dietary needs of customers, i.e. vegetarian, lactose-intolerant 3) variety of culinary establishment menus, i.e. fast foods to 5-star restaurants WORK PLAN & TIME MANAGEMENT SCHEDULES (for food preparation and presentation labs) CREATE A POSTER displaying aesthetically pleasing plates EDIBLE CENTERPIECE (design, research, create and present an edible centerpiece) Power Point for 4 Points of an Appealing Meal student project FOOD LABS: Demo different garnishing techniques Food Lab using creative techniques Cake decorating Create edible centerpiece Prepare gingerbread house 9

10 UNIT/ORGANIZING PRINCIPLE: Employability Skills PACING: 1 Week Unit Number: 6 1. Do you know what skills and abilities contribute to being a successful employee? 2.0 Demonstrate employability skills as they relate to the culinary industry 11.0 Exhibit efficient operation of the back of the house 12.0 Exhibit efficient operation of the front of the house 2.01 Practice teamwork skills 2.02 Practice employability skills 2.03 Demonstrate positive work ethics and identify negative work ethics that can contribute to success in the workplace 2.04 Exhibit work expectations of the food service employer 2.05 Apply math, reading, science, and critical thinking skills as they relate to the culinary industry 4.01 Describe careers in the culinary and hospitality industry 4.02 Classify careers from entry level to professional level 4.03Explore entrepreneurship opportunities in the culinary industry 4.04 Research and present information on a culinary career to include roles and responsibilities, opportunities for WORK PLAN ROTATION CAREER PLAN PORTFOLIO CAREER LADDER CAREER RESUME REFERENCE TEAMWORK WORK ETHIC DIVERSITY TOLERANCE DISCRIMINATION RESPONSIBILITY HARASSMENT FRONT OF THE HOUSE BACK OF THE HOUSE MENU RECEIPT FLATWARE FAMILY SERVICE PLATE SERVICE BUFFET SERVICE ENTRÉE A LA CARTE GRATUITY VALUES The Kitchen Brigade Power Point Table Setting Menu terminology Menus Appropriate dress activity 10

11 employment, and the requirements for education and training Define back of the house Identify the back of the house preparation stations GOALS Textbook Alignment: Adventures in Food and Nutrition Chapter Demonstrate the culinary duties and responsibilities of the back of the house staff Follow industry guidelines for appropriate dress for back of the house staff Identify technology utilized in the back of the house culinary industry Define front of the house Identify and demonstrate the culinary duties and responsibilities of the front of the house staff Follow industry guidelines for appropriate for appropriate dress for front of the house staff Analyze the impact of the employee s attitude, appearance, and actions on customer satisfaction Apply concepts of quality service to ensure customer satisfaction 11