Boone County Schools - anderson.k12.ky.us
Anderson County High School
Standards-Based Unit
| |
|Unit Title: |Culinary Careers |
|Grade Level/ Content Area: |10-12 Family and Consumer Sciences (Culinary I) |
|Dates: |Weeks 1-3 |
KY Core Academic Standards:
|PL-HS-4.1.1 |K, R, S, P |
|Students will analyze and evaluate why people need to work and how a person’s career choice impacts life long earning potential, career opportunities | |
|and job satisfaction. | |
|PL-HS-4.1.2 |K, R, S, P |
|Students will identify and explain how job and career opportunities vary at the local, state and national levels and how components of the Individual | |
|Learning Plan (ILP) (e.g., interest inventories, personality test, community service, résumé, awards/recognition) can be a valuable resource for career | |
|research, selection, and preparation. | |
|PL-HS-4.1.3 |K, R, S, P |
|Students will describe academic and non-academic benefits (e.g., communication skills, computer/technical skills, mathematical skills, scientific | |
|observation and inquiry skills, teamwork skills, work experience, professional references, insight into tasks and work environments) acquired from a | |
|range of education and training options (e.g., college, apprenticeships, internships, on-the-job training military) and interpret ways education and | |
|training can impact life-long earning potential and future career opportunities. | |
|PL-HS-4.1.4 |K, R, S, P |
|Students will analyze information (e.g., personality, values, interests, aptitudes and abilities, learning styles) from a variety of sources (e.g., | |
|Career Interest Inventory, Learning Styles Inventory, Career Aptitude Assessment, other formal assessments, job shadowing, academic experiences/grades, | |
|extra curricular activities) and explain how the information can be used to develop career goals in an Individual Learning Plan (ILP). | |
|PL-HS-4.1.5 |K, R, S, P |
|Students will analyze and evaluate a variety of resources (e.g., Internet, print materials, guest speakers, mentors) that could be used to determine | |
|advantages and disadvantages (e.g., preparation, salary, benefits, demands of job, location, work environment) of various occupations. | |
|PL-HS-4.1.6 |K, R, S, P |
|Students will identify and describe supporting documentation that would be needed for the career portfolio/Individual Learning Plan (ILP): | |
|business letters (application, recommendation, follow-up) | |
|assessment data (e.g., interest, learning styles, aptitudes and abilities) | |
|résumé | |
|certifications/awards | |
|samples of work (e.g., videos, artwork, portfolio entries) | |
|records of work experiences | |
|transcripts | |
|PL-HS-4.1.7 |K, R, S, P |
|Students will compare post-secondary options (e.g., community technical colleges, 4-year colleges, military service) that would be the most appropriate | |
|preparation for a specific career path. | |
|PL-HS-4.2.1 |K, R, S, P |
|Students will identify individual work habits/ethics (e.g., individual/team responsibilities, willingness to learn, integrity, respect, confidentiality,| |
|self-discipline, problem-solving, punctuality, communication skills) and explain their importance in the workplace. | |
|PL-HS-4.2.2: Students will describe team skills (setting goals, listening, following directions, questioning, communicating, problem solving, dividing |K, R, S, P |
|work, conflict resolution, mediation) and evaluate the role of team skills in today’s workplace. | |
|PL-HS-4.3.1 |K, R, S, P |
|Students will describe how job market changes have resulted from scientific advancements and the increased use of technology in the global economy. | |
|PL-HS-4.3.3 Students will explain and apply skills that are used to seek, obtain, and change jobs/careers and postsecondary opportunities: |K, R, S, P |
|conducting a job search | |
|writing letters | |
|networking | |
|completing an application | |
|securing a letter of reference | |
|preparing a résumé | |
|applying interview techniques (e.g., learn about employer/job, questions to ask, materials to take, answers to questions you may be asked, verbal and | |
|nonverbal communication) | |
|using proper procedures when changing jobs (e.g., give advance notice, write a letter of resignation) | |
Critical Vocabulary:
|Brigade |
|Cross-Train |
|Sous Chef |
|Garde Manger |
|Vendor |
|Certification |
|Apprentice |
|Calculate |
|Active Listening |
|Distractions |
|Work Ethic |
|Flexibility |
|Leadership |
|Prioritize |
|Networking |
|Trade Publications |
|Job Lead |
|Résumé |
|Job Interview |
|Keywords |
Student Friendly Learning Targets:
|I can describe different food production and service opportunities. |K,R, S, P |
|I can describe career opportunities related to food production and service. |K, R, S, P |
|I can describe educational and training programs that can prepare you for a foodservice career. |K, R, S, P |
|I can list ways I can prepare while still in high school for a foodservice career. |K, R, S, P |
|I can apply basic employability skills in foodservice. |K, R, S, P |
|I can demonstrate a positive work ethic. |K, R, S, P |
|I can practice leadership skills in foodservice. |K, R, S, P |
|I can analyze the employment outlook in food production, management, and services. |K, R, S, P |
|I can use practical job search skills. |K, R, S, P |
|I can prepare a résumé. |K, R, S, P |
|I can complete a job application. |K, R, S, P |
Summative Assessment:
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Pre-Assessment:
|Pre assessment for the beginning of the course will be a re-ordered version of the final exam in the course. |
Formative Assessments:
|Questioning during instruction. |
|Section quizzes. |
|Bell Ringers |
|Exit Slips |
|Test Talks/Conferencing |
Large Group/ Small Group Instructional Activities:
|Learning Target(s) |Description of Strategy |Preparation/ Materials Needed | |
| | | |Notes: |
|I can describe different food production |Lecture |PPT | |
|and service opportunities. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can describe career opportunities |Lecture |PPT | |
|related to food production and service. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can describe educational and training |Lecture |PPT | |
|programs that can prepare you for a |Cooperative Learning |Guided Notes | |
|foodservice career. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can list ways I can prepare while still |Lecture |PPT | |
|in high school for a foodservice career. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| | | | |
|I can apply basic employability skills in |Lecture |PPT | |
|foodservice. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can demonstrate a positive work ethic. |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can practice leadership skills in |Lecture |PPT | |
|foodservice. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can analyze the employment outlook in |Lecture |PPT | |
|food production, management, and services.|Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can use practical job search skills. |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can prepare a résumé. |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can complete a job application. |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
Plan for students who are not successful on summative assessment:
|Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact. |
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Additional Resources:
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Reflection:
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Notes:
|Anderson County High School |
|Standards-Based Unit |
|Unit Title: |Kitchen Safety and Sanitation |
|Grade Level/ Content Area: |10-12 Family and Consumer Sciences (Culinary I) |
|Dates: |Weeks 3-5 |
KY Core Academic Standards:
|PL-HS-1.3.1 |K, R, S, P |
|Students will analyze how responsible use of machinery; motorized vehicles (e.g., all terrain vehicles, motorcycle, automobile, personal watercraft) and| |
|firearms reduce the risk of accidents and save lives. | |
|PL-HS-1.3.2 |K, R, S, P |
|Students will explain how proper first-aid procedures (e.g., CPR/rescue breathing) for responding to emergency situations (falls, drowning, choking, | |
|bleeding, shock, poisons, burns, temperature-related emergencies, allergic reactions, broken bones, overdose, heart attacks, seizures) can help reduce | |
|the severity of injuries and save lives. | |
Critical Vocabulary:
|Flammable |
|Lockout/Tagout |
|Abrasion |
|Laceration |
|Avulsion |
|Puncture |
|Heimlich Maneuver |
|Cardiopulmonary Resuscitation |
|Sanitary |
|Contaminated |
|Direct Contamination |
|Toxins |
|Cross-Contamination |
|Sanitation |
|Hazard |
|Bacteria |
|Parasites |
|Fungi |
|Sanitizing |
|Flow of Food |
|HACCP |
|Critical Control Point |
|Minimum Internal Temperature |
|Calibrated |
|Receiving |
|Storing |
|FIFO |
|Pasteurized |
|Perishable |
|Holding |
Student Friendly Learning Targets:
|I can identify workplace safety guidelines and equipment. |K, R, S, P |
|I can explain fire safety measures. |K, R, S, P |
|I can describe first aid measures for burns, wounds, and choking. |K, R, S, P |
|I can explain cardiopulmonary resuscitation. |K, R |
|I can describe the sources of direct contamination and cross-contamination. |K |
|I can identify biological, chemical, and physical hazards. |K, R, S, P |
|I can explain how to respond to an outbreak of foodborne illness. |K, R, S, P |
|I can explain the purpose of the HACCP system. |K, R, S, P |
|I can state different hazards in the foodservice workplace. |K, R |
|I can describe the processes of monitoring, corrective action, record keeping, and verification. |K, R, S, P |
|I can explain why it is important to inspect all food products for damage and spoilage when they are |K, R, S, P |
|received. | |
|I can identify safety measures to take when preparing food. |K, R, S, P |
|I can identify safety measures to take when holding and serving food. |K, R, S, P |
|I can explain the steps involved in cleaning and sanitizing. |K, R, S, P |
Summative Assessment:
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| |
| |
| |
Pre-Assessment:
|Pre assessment will include all questions on the summative course exam. |
Formative Assessments:
|Questioning during instruction. |
|Section quizzes. |
|Bell Ringers |
|Exit Slips |
|Test Talks/Conferencing |
Large Group/ Small Group Instructional Activities:
|Learning Target(s) |Description of Strategy |Preparation/ Materials Needed | |
| | | |Notes: |
|I can identify workplace safety guidelines|Lecture |PPT | |
|and equipment. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can explain fire safety measures. |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can describe first aid |Lecture |PPT | |
|measures for burns, |Cooperative Learning |Guided Notes | |
|wounds, and choking. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can explain |Lecture |PPT | |
|Cardiopulmonary |Cooperative Learning |Guided Notes | |
|resuscitation. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can describe the sources |Lecture |PPT | |
|of direct contamination and |Cooperative Learning |Guided Notes | |
|cross-contamination. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can identify biological, |Lecture |PPT | |
|chemical, and physical |Cooperative Learning |Guided Notes | |
|hazards. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can explain how to |Lecture |PPT | |
|respond to an outbreak of |Cooperative Learning |Guided Notes | |
|foodborne illness. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can explain the purpose of the HACCP |Lecture |PPT | |
|system. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can state different hazards in the |Lecture |PPT | |
|foodservice workplace. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can describe the |Lecture |PPT | |
|processes of monitoring, |Cooperative Learning |Guided Notes | |
|corrective action, record |Formative/Summative Assessment |Rubrics | |
|keeping, and verification. |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can explain why it is |Lecture |PPT | |
|important to inspect all |Cooperative Learning |Guided Notes | |
|food products for damage |Formative/Summative Assessment |Rubrics | |
|and spoilage when they |Scaffolding | | |
|are received. |Presentations | | |
| |Class Discussion | | |
|I can identify safety measures to take |Lecture |PPT | |
|when preparing food. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can identify safety |Lecture |PPT | |
|measures to take when |Cooperative Learning |Guided Notes | |
|holding and serving food. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
|I can explain the steps |Lecture |PPT | |
|involved in cleaning and |Cooperative Learning |Guided Notes | |
|sanitizing. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
Plan for students who are not successful on summative assessment:
|Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact. |
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Additional Resources:
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| |
| |
Reflection:
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| |
|Anderson County High School |
|Standards-Based Unit |
|Unit Title: |Candies |
|Grade Level/ Content Area: |10-12 Family and Consumer Sciences (Culinary I) |
|Dates: |Week 5 |
KY Core Academic Standards:
|PL-HS-1.1.1 Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, |K, R, S, P |
|identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). | |
|PL-HS-1.1.3 |K, R, S, P |
|Students will identify and explain changes in roles, responsibilities and skills needed to effectively work in groups throughout life (e.g., setting | |
|realistic goals, time and task management, planning, decision- making process, perseverance). | |
|PL-HS-1.2.1 |K, R, S, P |
|Students will evaluate the positive and negative impact of food selections that contain essential nutrients (proteins, carbohydrates, fats, minerals, | |
|vitamins, water) on maintaining and promoting health. | |
|PL-HS-1.2.2 |K, R, S, P |
|Students will explain key recommendations made in the Dietary Guidelines for Americans, including recommendations for specific population groups and how| |
|these recommendations contribute to good health. | |
Critical Vocabulary:
| |
Student Friendly Learning Targets:
| |K, R, S, P |
| |K, R, S, P |
| |K, R, S, P |
| |K, R, S, P |
| |K, R, S, P |
| |K, R, S, P |
| |K, R, S, P |
| |K, R, S, P |
Summative Assessment:
| |
| |
| |
| |
Pre-Assessment:
|Pre assessment will include all questions on the summative course exam. |
Formative Assessments:
|Questioning during instruction. |
|Section quizzes. |
|Bell Ringers |
|Exit Slips |
|Test Talks/Conferencing |
Large Group/ Small Group Instructional Activities:
|Learning Target(s) |Description of Strategy |Preparation/ Materials Needed | |
| | | |Notes: |
| |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
Plan for students who are not successful on summative assessment:
|Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact. |
| |
Additional Resources:
| |
| |
| |
Reflection:
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| |
| |
Notes:
|Anderson County High School |
|Standards-Based Unit |
|Unit Title: |Herbs and Spices |
|Grade Level/ Content Area: |10-12 Family and Consumer Sciences (Fashion A) |
|Dates: |Week 6 |
KY Core Academic Standards:
|PL-HS-1.1.1 Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, |K, R, S, P |
|identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). | |
|PL-HS-1.1.3 |K, R, S, P |
|Students will identify and explain changes in roles, responsibilities and skills needed to effectively work in groups throughout life (e.g., setting | |
|realistic goals, time and task management, planning, decision- making process, perseverance). | |
|PL-HS-1.2.1 |K, R, S, P |
|Students will evaluate the positive and negative impact of food selections that contain essential nutrients (proteins, carbohydrates, fats, minerals, | |
|vitamins, water) on maintaining and promoting health. | |
|PL-HS-1.2.2 |K, R, S, P |
|Students will explain key recommendations made in the Dietary Guidelines for Americans, including recommendations for specific population groups and how| |
|these recommendations contribute to good health. | |
Critical Vocabulary:
|Seasonings |
|Flavor Enhancers |
|Flavorings |
|Extracts |
|Spices |
|Zest |
|Pith |
|Herbs |
|Blends |
|Sachet |
|Bouquet Garni |
|Aroma |
|Paella |
|Risotto Milanese |
Student Friendly Learning Targets:
|I can contrast seasonings and flavorings. |K, R, S, P |
|I can identify seven common ingredients used to enhance flavor. |K, R, S, P |
|I can explain when to add seasonings and flavorings to food. |K, R, S, P |
| | |
|I can contrast the characteristics of herbs versus spices. |K, R, S, P |
|I can identify different herbs and spices. |K, R, S, P |
|I can describe the various forms and herbs and spices. |K, R, S, P |
|I can explain how herbs and spices are used. |K, R, S, P |
|I can explain how to store herbs and spices. |K, R, S, P |
Summative Assessment:
| |
| |
| |
| |
Pre-Assessment:
|Pre assessment will include all questions on the summative course exam. |
Formative Assessments:
|Questioning during instruction. |
|Section quizzes. |
|Bell Ringers |
|Exit Slips |
|Test Talks/Conferencing |
Large Group/ Small Group Instructional Activities:
|Learning Target(s) |Description of Strategy |Preparation/ Materials Needed | |
| | | |Notes: |
|I can contrast seasonings and flavorings. |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Practice | | |
|I can identify seven common ingredients |Lecture |PPT | |
|used to enhance flavor. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Practice | | |
|I can explain when to add seasonings and |Lecture |PPT | |
|flavorings to food. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Practice | | |
|I can contrast the |Lecture |PPT | |
|characteristics of herbs |Cooperative Learning |Guided Notes | |
|versus spices. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Practice | | |
|I can identify different herbs and spices.|Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Practice | | |
|I can describe the various forms and herbs|Lecture |PPT | |
|and spices. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Practice | | |
|I can explain how herbs |Lecture |PPT | |
|and spices are used. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Practice | | |
|I can explain how to store |Lecture |PPT | |
|herbs and spices. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Practice | | |
Plan for students who are not successful on summative assessment:
|Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact. |
| |
Additional Resources:
| |
| |
| |
Reflection:
| |
| |
| |
Notes:
|Anderson County High School |
|Standards-Based Unit |
|Unit Title: |Soups and Appetizers |
|Grade Level/ Content Area: |10-12 Family and Consumer Sciences (Culinary I) |
|Dates: |Week 7 |
KY Core Academic Standards:
|PL-HS-1.1.1 Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, |K, R, S, P |
|identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). | |
|PL-HS-1.1.3 |K, R, S, P |
|Students will identify and explain changes in roles, responsibilities and skills needed to effectively work in groups throughout life (e.g., setting | |
|realistic goals, time and task management, planning, decision- making process, perseverance). | |
|PL-HS-1.2.1 |K, R, S, P |
|Students will evaluate the positive and negative impact of food selections that contain essential nutrients (proteins, carbohydrates, fats, minerals, | |
|vitamins, water) on maintaining and promoting health. | |
|PL-HS-1.2.2 |K, R, S, P |
|Students will explain key recommendations made in the Dietary Guidelines for Americans, including recommendations for specific population groups and how| |
|these recommendations contribute to good health. | |
Critical Vocabulary:
|Consommé |
|Bisque |
|Chowder |
|Sweating |
|Clarify |
|Raft |
|Vichyssoise |
|Appetizers |
|Brochettes |
|Rumaki |
|Butler Service |
Student Friendly Learning Targets:
|I can identify the various classes of soups. |K, R, S, P |
|I can describe how to prepare various soups, using commercial bases or stock. |K, R, S, P |
|I can present soups attractively garnished. |K, R, S, P |
|I can store soups safely for future use. |K, R, S, P |
|I can prepare a variety of appetizers. |K, R, S, P |
|I can arrange appetizers in an appealing manner. |K, R, S, P |
Summative Assessment:
| |
| |
| |
| |
Pre-Assessment:
|Pre assessment will include all questions on the summative course exam. |
Formative Assessments:
|Questioning during instruction. |
|Section quizzes. |
|Bell Ringers |
|Exit Slips |
|Test Talks/Conferencing |
Large Group/ Small Group Instructional Activities:
|Learning Target(s) |Description of Strategy |Preparation/ Materials Needed | |
| | | |Notes: |
|I can identify the various classes of |Lecture |PPT | |
|soups. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can describe how to prepare various |Lecture |PPT | |
|soups, using commercial bases or stock. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can present soups attractively |Lecture |PPT | |
|garnished. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can store soups safely for future use. |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can prepare a variety of appetizers. |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can arrange appetizers in an appealing |Lecture |PPT | |
|manner. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
Plan for students who are not successful on summative assessment:
|Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact. |
| |
Additional Resources:
| |
| |
| |
Reflection:
| |
| |
| |
|Anderson County High School |
|Standards-Based Unit |
|Unit Title: |Meats |
|Grade Level/ Content Area: |10-12 Family and Consumer Sciences (Culinary I) |
|Dates: |Weeks 8-9 |
KY Core Academic Standards:
|PL-HS-1.1.1 Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, |K, R, S, P |
|identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). | |
|PL-HS-1.1.3 |K, R, S, P |
|Students will identify and explain changes in roles, responsibilities and skills needed to effectively work in groups throughout life (e.g., setting | |
|realistic goals, time and task management, planning, decision- making process, perseverance). | |
|PL-HS-1.2.1 |K, R, S, P |
|Students will evaluate the positive and negative impact of food selections that contain essential nutrients (proteins, carbohydrates, fats, minerals, | |
|vitamins, water) on maintaining and promoting health. | |
|PL-HS-1.2.2 |K, R, S, P |
|Students will explain key recommendations made in the Dietary Guidelines for Americans, including recommendations for specific population groups and how| |
|these recommendations contribute to good health. | |
Critical Vocabulary:
|Shrinkage |
|Marbling |
|Fat Cap |
|Barding |
|Larding |
|Collagen |
|Elastin |
|Primal Cuts |
|Fabricated Cuts |
|Processing |
|Curing |
|Irradiation |
|High-heat Cooking |
|Low-heat Cooking |
|Demi Glace |
|Grain |
Student Friendly Learning Targets:
|I can describe the nutritional composition of meat. |K, R, S, P |
|I can describe the internal structure of meat. |K, R, S, P |
|I can describe the quality grades of meat. |K, R, S, P |
| | |
|I can describe the process of aging meat. |K, R, S, P |
|I can identify primal and fabricated cuts of pork and beef. |K, R, S, P |
|I can identify the quality characteristics of pork and beef. |K, R, S, P |
|I can describe the techniques used to process meat. |K, R, S, P |
|I can demonstrate appropriate storage procedures for pork and beef. |K, R, S, P |
|I can explain how cooking affects pork and beef. |K, R, S, P |
|I can determine the doneness of meat. |K, R, S, P |
|I can demonstrate different cooking methods used for meats. |K, R, S, P |
Summative Assessment:
| |
| |
| |
| |
Pre-Assessment:
|Pre assessment will include all questions on the summative course exam. |
Formative Assessments:
|Questioning during instruction. |
|Section quizzes. |
|Bell Ringers |
|Exit Slips |
|Test Talks/Conferencing |
Large Group/ Small Group Instructional Activities:
|Learning Target(s) |Description of Strategy |Preparation/ Materials Needed | |
| | | |Notes: |
|I can describe the nutritional composition|Lecture |PPT | |
|of meat. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can describe the internal structure of |Lecture |PPT | |
|meat. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can describe the quality grades of meat.|Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can describe the process of aging meat. |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can identify primal and fabricated cuts |Lecture |PPT | |
|of pork and beef. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can identify the quality characteristics|Lecture |PPT | |
|of pork and beef. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can describe the techniques used to |Lecture |PPT | |
|process meat. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can demonstrate appropriate storage |Lecture |PPT | |
|procedures for pork and beef. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can explain how cooking affects pork and|Lecture |PPT | |
|beef. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can determine the doneness of meat. |Lecture |PPT | |
| |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can demonstrate different cooking |Lecture |PPT | |
|methods used for meats. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
Plan for students who are not successful on summative assessment:
|Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact. |
| |
Additional Resources:
| |
| |
| |
Reflection:
| |
| |
| |
|Anderson County High School |
|Standards-Based Unit |
|Unit Title: |US and Regional Foods |
|Grade Level/ Content Area: |10-12 Family and Consumer Sciences (Culinary I) |
|Dates: |Weeks 9-10 |
KY Core Academic Standards:
|PL-HS-1.1.1 Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, |K, R, S, P |
|identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). | |
|PL-HS-1.1.3 |K, R, S, P |
|Students will identify and explain changes in roles, responsibilities and skills needed to effectively work in groups throughout life (e.g., setting | |
|realistic goals, time and task management, planning, decision- making process, perseverance). | |
|PL-HS-1.2.1 |K, R, S, P |
|Students will evaluate the positive and negative impact of food selections that contain essential nutrients (proteins, carbohydrates, fats, minerals, | |
|vitamins, water) on maintaining and promoting health. | |
|PL-HS-1.2.2 |K, R, S, P |
|Students will explain key recommendations made in the Dietary Guidelines for Americans, including recommendations for specific population groups and how| |
|these recommendations contribute to good health. | |
Critical Vocabulary:
| |
Student Friendly Learning Targets:
|I can list foods common to the East, Midwest, and South. |K, R, S, P |
|I can identify cultural and climate influences on the foods of the East, Midwest, and South. |K, R, S, P |
|I can identify foods characteristic of the western United States and Canada. |K, R, S, P |
|I can describe the cultural influences on foods of the Western United States and Canada. |K, R, S, P |
Summative Assessment:
| |
| |
| |
| |
Pre-Assessment:
|Pre assessment will include all questions on the summative course exam. |
Formative Assessments:
|Questioning during instruction. |
|Section quizzes. |
|Bell Ringers |
|Exit Slips |
|Test Talks/Conferencing |
Large Group/ Small Group Instructional Activities:
|Learning Target(s) |Description of Strategy |Preparation/ Materials Needed | |
| | | |Notes: |
|I can list foods common to the East, |Lecture |PPT | |
|Midwest, and South. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can identify cultural and climate |Lecture |PPT | |
|influences on the foods of the East, |Cooperative Learning |Guided Notes | |
|Midwest, and South. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can identify foods characteristic of the|Lecture |PPT | |
|western United States and Canada. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can describe the cultural influences on |Lecture |PPT | |
|foods of the Western United States and |Cooperative Learning |Guided Notes | |
|Canada. |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
Plan for students who are not successful on summative assessment:
|Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact. |
| |
Additional Resources:
| |
| |
| |
Reflection:
| |
| |
|Anderson County High School |
|Standards-Based Unit |
|Unit Title: |International Foods |
|Grade Level/ Content Area: |10-12 Family and Consumer Sciences (Culinary I) |
|Dates: |Weeks 10-11 |
KY Core Academic Standards:
|PL-HS-1.1.1 Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, |K, R, S, P |
|identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). | |
|PL-HS-1.1.3 |K, R, S, P |
|Students will identify and explain changes in roles, responsibilities and skills needed to effectively work in groups throughout life (e.g., setting | |
|realistic goals, time and task management, planning, decision- making process, perseverance). | |
|PL-HS-1.2.1 |K, R, S, P |
|Students will evaluate the positive and negative impact of food selections that contain essential nutrients (proteins, carbohydrates, fats, minerals, | |
|vitamins, water) on maintaining and promoting health. | |
|PL-HS-1.2.2 |K, R, S, P |
|Students will explain key recommendations made in the Dietary Guidelines for Americans, including recommendations for specific population groups and how| |
|these recommendations contribute to good health. | |
Critical Vocabulary:
| |
Student Friendly Learning Targets:
|I can describe food choices available in the various regions of Latin America, Africa, the Middle East, Europe, and Asia. |K, R, S, P |
|I can explain how culture, climate, history, and geography influence food choices in Latin America, Africa, the Middle East, Europe, and Asia. |K, R, S, P |
Summative Assessment:
| |
| |
| |
| |
Pre-Assessment:
|Pre assessment will include all questions on the summative course exam. |
Formative Assessments:
|Questioning during instruction. |
|Section quizzes. |
|Bell Ringers |
|Exit Slips |
|Test Talks/Conferencing |
Large Group/ Small Group Instructional Activities:
|Learning Target(s) |Description of Strategy |Preparation/ Materials Needed | |
| | | |Notes: |
|I can describe food choices available in |Lecture |PPT | |
|the various regions of Latin America, |Cooperative Learning |Guided Notes | |
|Africa, the Middle East, Europe, and Asia.|Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can explain how culture, climate, |Lecture |PPT | |
|history, and geography influence food |Cooperative Learning |Guided Notes | |
|choices in Latin America, Africa, the |Formative/Summative Assessment |Rubrics | |
|Middle East, Europe, and Asia. |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
Plan for students who are not successful on summative assessment:
|Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact. |
| |
Additional Resources:
| |
| |
| |
Reflection:
| |
| |
| |
|Anderson County High School |
|Standards-Based Unit |
|Unit Title: |Cakes |
|Grade Level/ Content Area: |10-12 Family and Consumer Sciences (Culinary I) |
|Dates: |Weeks 11-12 |
KY Core Academic Standards:
|PL-HS-1.1.1 Students will explain the importance of effective social interaction skills (e.g., respect, self-advocacy, cooperation, communication, |K, R, S, P |
|identifying, different perspectives and points of view, empathy, personal growth, relationship building, fulfilling commitments). | |
|PL-HS-1.1.3 |K, R, S, P |
|Students will identify and explain changes in roles, responsibilities and skills needed to effectively work in groups throughout life (e.g., setting | |
|realistic goals, time and task management, planning, decision- making process, perseverance). | |
|PL-HS-1.2.1 |K, R, S, P |
|Students will evaluate the positive and negative impact of food selections that contain essential nutrients (proteins, carbohydrates, fats, minerals, | |
|vitamins, water) on maintaining and promoting health. | |
|PL-HS-1.2.2 |K, R, S, P |
|Students will explain key recommendations made in the Dietary Guidelines for Americans, including recommendations for specific population groups and how| |
|these recommendations contribute to good health. | |
Critical Vocabulary:
|Pound Cakes |
|Sponge Cakes |
|Emulsified Shortening |
|Genoise |
|Angel Food Cakes |
|Chiffon Cakes |
Student Friendly Learning Targets:
|I can describe five types of cakes and their mixing methods. |K, R, S, P |
|I can demonstrate how to scale and pan cakes. |K, R, S, P |
|I can bake, cool, decorate, and serve cakes. |K, R, S, P |
| | |
Summative Assessment:
| |
| |
| |
| |
Pre-Assessment:
|Pre assessment will include all questions on the summative course exam. |
Formative Assessments:
|Questioning during instruction. |
|Section quizzes. |
|Bell Ringers |
|Exit Slips |
|Test Talks/Conferencing |
Large Group/ Small Group Instructional Activities:
|Learning Target(s) |Description of Strategy |Preparation/ Materials Needed | |
| | | |Notes: |
|I can describe five types of cakes and |Lecture |PPT | |
|their mixing methods. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can demonstrate how to scale and pan |Lecture |PPT | |
|cakes. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
|I can bake, cool, decorate, and serve |Lecture |PPT | |
|cakes. |Cooperative Learning |Guided Notes | |
| |Formative/Summative Assessment |Rubrics | |
| |Scaffolding | | |
| |Presentations | | |
| |Class Discussion | | |
| |Hands On Projects | | |
Plan for students who are not successful on summative assessment:
|Remediation in the form of review sessions, after/before school re-takes, extended time, and parent contact. |
| |
Additional Resources:
| |
| |
| |
| |
| |
| |
Reflection:
-----------------------
Students will be given a unit test which includes selected response and extended written response questions.
Students will create presentations that discuss several aspects of the culinary field of study, and will complete a corresponding lab activity.
Students will be given a unit test which includes selected response and extended written response questions.
Students will create presentations that discuss several aspects of the culinary field of study, and will complete a corresponding lab activity.
Students will be given a unit test which includes selected response and extended written response questions.
Students will create presentations that discuss several aspects of the culinary field of study, and will complete a corresponding lab activity.
Students will be given a unit test which includes selected response and extended written response questions.
Students will create presentations that discuss several aspects of the culinary field of study, and will complete a corresponding lab activity.
Students will be given a unit test which includes selected response and extended written response questions.
Students will create presentations that discuss several aspects of the culinary field of study, and will complete a corresponding lab activity.
Students will be given a unit test which includes selected response and extended written response questions.
Students will create presentations that discuss several aspects of the culinary field of study, and will complete a corresponding lab activity.
Students will be given a unit test which includes selected response and extended written response questions.
Students will create presentations that discuss several aspects of the culinary field of study, and will complete a corresponding lab activity.
Students will be given a unit test which includes selected response and extended written response questions.
Students will create presentations that discuss several aspects of the culinary field of study, and will complete a corresponding lab activity.
Students will be given a unit test which includes selected response and extended written response questions.
Students will create presentations that discuss several aspects of the culinary field of study, and will complete a corresponding lab activity.
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