COURSE OF STUDY UNIT PLANNING GUIDE FOR MEAL PLANNING AND CONTEMPORARY LIFE

Transcription

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

2 Meal Planning & Contemporary Life Grades Full Year 5 Credits (Prerequisite: Foods, Nutrition and Management) As scientific and technological advances make life increasingly complex, providing food for the family also becomes more complex, Nutrition research indicates that food choices influence one s health, energy and appearance both now and in the future. Choices in the food market become increasingly complicated as new and different forms of foods are introduced. Modern equipment provides new and different ways to prepare and store foods. In addition, changing lifestyles increase the need for effective management of resources in providing food for the family. This course will enable students to gain a basic understanding in planning, selecting, storing and serving food for the family. Grade Distribution Tests & Quizzes - 25% Labs, Homework, Class Folder - 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 MEAL PLANNING AND CONTEMPORARY LIFE Information related to the planning of nutritionally balanced and aesthetically pleasing meals is the focus of this course. Using the food guide pyramid, in depth study will incorporate choosing healthy foods to plan and prepare breakfast, lunch, dinner, appetizers, snacks and desserts that reflect the individual's specific dietary needs both now and in the future. Food preparation terms and techniques, safety guidelines, table etiquette, and consumer buying decisions as well as career opportunities are an integral part of this course. SCOPE Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Introduction to the Kitchen - Identification of equipment, utensils and their use, procedures in the lab, safety rules, measurements and abbreviations, recipe interpretation, basic cooking terms, and principles of food preparation. Menu Planning and Nutritional Needs - Analyze personal food habits according to lifestyle; determine desirable weight, caloric intake, and dietary requirements using the food guide pyramid; identify the different parts of a meal for menu planning. Appetizers - Determine nutritional content, aesthetic appeal and serving placement allowing for different textures and temperatures to blend. Soups and Salads - Identification, preparation, and storage of soups and salads...soups and salads as main dishes, appetizers or accompaniments. Main Course/Entree - Plan and prepare the main part of the meal and discuss the importance of coordinating a work plan and schedule. Meats - Describe and select meat cuts according to grade, cost, nutritive value and preparation techniques; plan and prepare several main course recipes. Poultry - Describe and select poultry according to grade, cost, nutritive value and preparation techniques; plan and prepare several main course recipes.

4 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Eggs - Describe the selection and storage of eggs; nutritive value; structure of an egg and cooking methods; plan and prepare several types of egg based recipes. Fish and Shellfish - List factors affecting selection and storage; describe preparation methods; inspection and grading; and plan and prepare a variety of recipes. Desserts - Discuss how desserts add an attractive, nutrient based ending to a meal; plan and prepare a variety of types of desserts. Regional Foods - Reinforce map skills; trace the development of the cuisine of the United States; and plan and prepare foods that are representative of the seven main regions. Consumer Buying Skills - Discuss shopping skills; storage procedures; coupons; comparing brands and unit pricing to make wise decisions in the marketplace. International Foods - Learn about factors that influence foods from other countries; use of special techniques to plan and prepare nutritious foods from several foreign countries. Careers - Describe general areas of employment in the field of food, nutrition and consumer education; and determine the steps involved in selecting a career. GENERAL OUTCOMES The student will be able to: 1. Describe factors involved in planning, preparing, serving and evaluating meals. 2. Describe factors necessary for consumer food buying, basic procedures in the lab, use of equipment and food storage and safety procedures. 3. Identify the dietary requirements provided by the food guide pyramid. 4. Give examples of good nutrition practices and evaluate meals based on the food guide pyramid and daily food requirements. 5. Discuss the importance of coordinating a work plan and schedule in food preparation.

5 6. Work cooperatively with other students in sharing responsibility for the outcome of a food lab. 7. Utilize recipe abbreviations, ingredient measurements and basic cooking terminology. 8. Use computer based programs to identify personal food and diet patterns; and analyze and evaluate food choices to improve or correct individual diets. 9. Describe information related to job and career opportunities in the area of food, nutrition and consumer education. SPECIFIC OUTCOMES The student will be able to: 1. Demonstrate knowledge of utensils and their use; proper lab procedures; safety techniques; measurements; and principles of food preparation. 2. Identify abbreviations and define cooking terminology used in recipes. 3. Give examples of the foods that fit into each food group; the nutrients required to maintain a healthy diet; and the recommended caloric intake for weight management. 4. Analyze personal food habits to explain how food helps meet physical and psychological needs. 5. Compare and contrast social and personal influences on food choices. 6. Determine the purpose of appetizers and how to select those appropriate for a specific meal. 7. Describe how to select, wash, store, and serve several kinds of salad greens; plan and assemble a salad using a variety of methods and ingredients. 8. Determine how to prepare clear, vegetable, and cream soups. 9. Discuss how nutritional needs can be met through planning and preparing aesthetically pleasing main entrees.

6 10. Explore guidelines for selecting, storing and preparing four basic types of meat; and identify specific nutrients found in meat products. 11. Explain the procedures and guidelines for selecting, storing and preparing poultry to retain important nutrients; and explore the possible sources of food borne illness related to unsafe handling of poultry. 12. Identify guidelines for selection and storage of eggs; describe specific preparation techniques to be used with eggs; and plan and prepare eggs as a main ingredient in recipes as well as incorporate them in with other ingredients. 13. Identify and describe different types and market forms of fish and shellfish; give guidelines for buying, storing and preparing a variety of fish and shellfish. 14. Identify the importance of side dishes served with meals and their important nutritional and aesthetic contribution to a well balanced meal. 15. Discuss the importance of desserts as a finishing touch to a nutritionally balanced meal. 16. Describe the various cultural influences and important nutritional contributions made by the early settlers to the American diet. 17. Reinforce map skills by outlining the seven main areas of the United States; and give examples of foods common to each of those areas. 18. Develop a variety of techniques for getting the most of your money when food shopping. 19. Describe and discuss the cultural influences that foods from other countries have on the cuisine available in the United States; determine specific preparation techniques to plan and prepare several varieties of foreign foods. 20. Describe training and education needed for various careers in Home Economics related entry level jobs; and the qualities contributing to employability and opportunities for advancement. CONTENT Unit 1 Introduction to the Kitchen (12 hours) A. Location of utensils and equipment in the kitchen

7 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 Menu planning and Nutritional Needs (15 hours) A. Food guide pyramid...six groups B. Daily dietary requirements for each group C. Functions and Sources of six basic nutrients D. Caloric intake required by individuals for a healthy diet E. Parts of a meal F. Menu description G. Personal food habit analysis H. Planning meals nutritionally and aesthetically Unit 3 Appetizers (8 hours) A. Characteristics and importance B. Nutritional contribution to the meal C. Preparation of several varieties and types D. Artistic presentation Unit 4 Soups and Salads (12 hours) A. Characteristics and classifications of soups B. Characteristics and classifications of salad greens C. Nutritional contributions D. Hot/cold soups E. Hot/cold salads F. Meal placement for salads and soups

8 G. Preparation of a variety of soups H. Preparation of a variety of salads Unit 5 Main Course/Entree (12 hours) A. Characteristics of the main course B. Quantity of food required C. Preparation methods D. Types of main meal entrees E. Nutritional contribution F. Coordinate a work plan and schedule G. Prepare a variety of main courses Unit 6 Meats (15 hours) A. Four basic types of meat B. Inspection and grading C. Selection and storage of meat and meat products D. Safe handling of meat and meat products E. Unit pricing vs. serving size F. Nutrient content G. Characteristics of tender and less tender cuts H. Effects of heat and liquids on tenderness I. Use of meat extenders J. Prepare several meat based recipes Unit 7 Poultry (15 hours) A. Types and market forms of poultry B. Inspection and grading C. Selection and storage of poultry D. Safe handling of poultry E. Unit pricing vs. serving size F. Nutrient content G. Effects of heat and liquid on tenderness

9 H. Food borne illnesses associated with poultry I. Prepare several poultry based recipes Unit 8 Eggs (12 hours) A. Egg structure and components B. Nutrient content C. Effects of heat and liquids in preparation D. Selection and storage of eggs E. Grading and inspection F. Food borne illness associated with eggs G. Preparation techniques for eggs H. Separating egg yolk from egg white I. Prepare a variety of egg recipes with egg as the main ingredient and as a component Unit 9 Fish and Shellfish (12 hours) A. Types and market forms of fish and shellfish B. Buying and storing fish and shellfish C. Nutrient content D. Inspection and grading E. Principles of preparing fish and shellfish F. Basic cooking methods G. Prepare several recipes using fish and shellfish Unit 10 Desserts (12 hours) A. Function of dessert B. Nutritional value C. Commercial vs. homemade desserts D. Basic ingredients used in a variety of desserts E. Storing desserts F. Types of desserts G. Prepare several varieties

10 Unit 11 Regional Foods (18 hours) A. Seven main areas B. Map out sections of United States C. Cultural and climate influences of foods D. Nutrient content and contributions from each section E. Prepare several recipes from each of the areas Unit 12 Unit 13 Unit 14 Consumer Buying Skills (7 hours) A. Organize shopping list B. Guidelines for comparison shopping C. Bulk foods, store brands, generic D. Unit pricing, open dating and unit pricing codes E. Reading and interpreting nutrition labels F. Coupons and rebates G. Where and when to shop H. Impulse buying International Foods (12 hours) A. Food choices available in various countries B. Cultural influences C. Geographical influences D. Historical influences E. Climatic influences F. Haute cuisine vs nouvelle cuisine G. Food customs and their evolution H. Prepare foods native to a variety of countries Careers (5 hours) A. Explore careers related to foods, nutrition and consumer education B. Qualifications and skills C. Training and education requirements D. Work readiness guidelines

11 E. Employability characteristics 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. Guest speakers PROJECTS AND ACTIVITIES 1. Have students prepare a bulletin board illustrating the various activities that take place in the kitchen. 2. Ask students to work in groups to identify the kitchen equipment they would need for a first apartment. Compare, contrast, and analyze lists developed different groups. 3. Have students demonstrate the differences in measuring dry ingredients in a liquid measuring cup and liquid ingredients in a dry measuring cup. Analyze and chart results. 4. Develop a checklist for identifying kitchen hazards. Use the checklist to evaluate the laboratory. Create a poster listing ten ways to prevent kitchen mishaps. 5. Using a computer, students record daily diet for a 3 day period. Analyze and evaluate food choices and selections based on the food guide pyramid. Prepare a summary of the findings and list ways to improve or correct individual diets. 6. Plan a menu for 25 guests. Generate a shopping list. Using the computer, enter food costs. Research the food costs if you were to cater this menu as opposed to preparing the food yourself. Report results to the class. 7. Have students work in small groups to plan and give demonstrations of the types of service appropriate for entertaining. 8. Plan and prepare a traditional Thanksgiving Dinner...list tableware, linens and decorations to be used. Invite guests and determine serving style; and practice table etiquette.

12 9. Determine rules for an Appetizer Contest. Each kitchen group will choose a different recipe to prepare in class. Artistic presentation and nutritional content will be used as a basis for evaluation. The principal will be invited to judge the final products. 10. Compare commercial soups with homemade for flavor, cost, appearance, preparation and nutritive value. Report your results to the class in chart form. 11. Have students work in small groups to identify types of salads and salad ingredients that tend to be high in nutrients and low in fat and those that tend to be high in calories and fat. Develop a class list of nutritious salads and those that add calories and fat. 12. Develop a work plan and time schedule that each kitchen group could use when preparing a main dish recipe; include specific tasks that will be completed by each group member and the time each task will take. 13. If you had lived in the 15th century, you might have eaten seven meat dishes in a single meal; you might also have eaten none. The wealthy ate a great deal of meat; the poor ate very little. Discuss why meat holds such intrinsic value in many cultures. 14. Have students rice several types of meats; boneless lean, boneless with fat, small bone, and bony meats. Using supermarket ads, determine price per serving. Make a comparison chart beginning with the lowest price per serving. 15. Discuss the classes of poultry available. How are tenderness of the bird and cooking method related? 16. Have students work in groups to prepare flash cards to describe the most common foodborne illnesses associated with protein foods and their prevention. Set up a game...name THAT ILLNESS...NAME THAT PREVENTION METHOD! 17. Conduct a simple experiment. Prepare scrambled eggs in a skillet on the range and another batch in the microwave. Compare the eggs for cooking time, appearance, texture and flavor. Draw conclusions. 18. Assign a method for cooking eggs and have students prepare the eggs correctly. 19. Ask students to list five fish that have a light color and five that have a dark color. Nutritionally, what is the difference? 20. Have students plan a cookie exchange party. Each kitchen group will prepare a different type of cookie to be shared by everyone. 21. Set up a debate panel to determine the use of desserts as a regular part of a food plan. What are the pros and cons and what are some ways to compromise on this issue? 22. Ask students to imagine that they are moving to another country. Ask: What food(s) or food habits would you take with you and why? Discuss differences between class members choices. 23. Using a blank map of the United States, determine the regional areas and color code for definition. Within each area, list foods that are associated with that area. 24. Each individual kitchen group will choose a regional area to research and write a report to be presented to the class. Each 25. Ask students to identify the places to shop for food in the local community. Divide the class into groups to research characteristics, advantages and disadvantages of the different places to shop for food. 26. Have students write, in order, the five factors they would consider most important in choosing where a family should shop for

13 food. 27. Show students photos or samples of five or more foods from other countries. Ask them to guess the countries from which the foods originated. Why did they make the guesses they did? 28. Have each kitchen group choose a country. Research its holiday traditions, choose a recipe, make a market order, and determine a work and time schedule for preparation in class. Students will report their findings to the class and then serve the prepared holiday food. 29. Ask students to think of three careers in food, nutrition and consumer education. Have each student turn to a partner and describe one of the careers. Ask the partners to try to guess the career. Have each pair join another pair and do the same thing. Then have each foursome join another group. As a class, list all the careers described on the board. 30. Have students collect Help Wanted ads from the newspaper related to food, nutrition and consumer education. Post the ads for these jobs and ask students to look through the ads to determine the skills, training and educational background needed to apply for these jobs. Have students analyze their potential to qualify as an applicant. TRANSPARENCIES VIDEOS Color transparencies to illustrate and reinforce information presented in the text as well as the opportunity to extend learning beyond the scope of the text will be used to add variety to classroom lessons. Around the World With Pork 1992 Best Breakfast 1992 Case for Home Economics 1993 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

14 COMPUTER DISCS 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 the Math in Home Economics 1993 Fast Foods Grease Micro Cookbook Sweet Tooth The Food Processor You Are What You Eat

15 COOKBOOKS An extensive variety of cookbooks are available for resource use in the foods laboratory and DHS media center. 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/Video s 2. Interviews* 3. Resumes* 4. Letters 5. Public Speaking 6. College/Career Preparedness* 7. Naviance Communication 1. Presentations w/visuals 2. Speeches* 3. Think-Pair-Share Collaboration 1. Cooperative Projects 2. Peer Review Creativity 1. Visual Interpretations 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/Visuals 8. Graphic Organizers 9. Study Guides 10. Conferencing c. Student d. Parent e. Guidance f. Administration g. CST 11. Tutoring/Extra Help 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 Modeling 5. Chunking 6. Scaffolding 7. Repeat/Rephrase 8. Manipulatives/ Visuals 9. Graphic Organizers 10. Study Guides 11. Modified Texts 12. Conferencing 1. Providing Notes/ Modified Notes a. PowerPoints b. Text with Annotations 2. Modeling 3. Chunking 4. Scaffolding 5. Repeat/Rephrase 6. Manipulatives/Visuals 7. Graphic Organizers 8. Study Guides 9. Portfolios 10. Modified Texts 11. Priority Seating 12. Checking Assignments Pads 13. Conferencing a. Student b. Parent c. Guidance d. Administration e. CST 1. Pre and Post SGO Assessments

17 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 Gifted 1. Self-Directed Learning Independent Research* 2. Individualized Pacing 3. Supplemental Texts (Higher Lexile Levels)* a. Student b. Parent c. Guidance d. Administrati on e. CST 13. Tutoring/Extra Help Pacing Guide Unit I Introduction to the Kitchen _ September 7 - November 10 Unit II - Menu Planning and Nutritional Needs _ November 11 - December 8 Unit III Appetizers _ December 9 - December 22 Unit IV Soups and Salads _ December 23 - January 30 Unit VI Meats _ February 2 - February 20 Unit VII Poultry _ February 23 - March 05

18 Unit IX Fish and Shellfish _ March 09 - March 24 Unit XI Regional Foods _ March 25 - April 27 Unit XII Consumer Buying Skills _ April 28 - May 6 Unit XIII International Foods _ May 07 - May 27 Unit XIV - Careers _ May 28 - June 3