St. Mary High
FOOD, NUTRITION AND HEALTH –Mrs. Sinclair
UNIT PLAN GRADE 11
|UNIT/TOPICS |OBJECTIVES |CONTENT |ASSESSMENT |
|Term 1 | |Complete diagnostic test | |
|Week 1 | |Review SBA #1 time plan | |
| | |Administer SBA #2 question | |
| | |Give due date for SBA # 2 first draft of time | |
| | |plan | |
| | |Review the portfolio | |
|Measurements and measuring techniques for use in|Explain common measuring terms |Important measurement in cookery | |
|food preparation |Describe the techniques for measuring basic |Measurements may be made in three ways in a | |
|Week 1 |ingredients. |kitchen: | |
| |Name the parts of a recipe |weight | |
| |Define common cookery terms used in recipes. |volume | |
| | |count. | |
| | |Measuring techniques | |
| | |Flour | |
| | |sugar | |
| | |Fat | |
| | |liquid | |
| | |Powdered material | |
| | |eggs | |
| | |Equivalent measures | |
| | |Equivalent temperatures | |
| | |Define recipe | |
| | |A recipe is a set of written instructions for | |
| | |producing a specific food or beverage; | |
| | |Cookery terms | |
| | |Beat | |
| | |blend | |
| | |cream | |
| | |dice | |
| | |flavouring | |
| | |fold | |
| | |grate | |
| | |grind | |
| | |mix | |
| | |steep | |
| | |stir | |
| | |toss | |
| | |whip | |
| | |rubbing-in | |
| | |mixing | |
| | |kneading | |
| | | | |
|Week 2 |Define heat |Heat is a form of energy and is produced when |Test on heat transfer |
|Scientific Principles in Food Preparation | |molecules in a substance vibrate and move | |
|Heat Transfer |Explain the principle of heat transfer in the |quickly |Draw a diagram and explain the methods of heat |
| |cooking of food | |transfer |
| | |Principles of heat transfer by conduction, | |
| | |convention and radiation |Activity sheet on heat transfer |
| | | | |
| | | |Heat transfer puzzle |
| | | | |
| | | |Heat transfer demonstration |
| | | | |
| | | |Heat transfer quiz |
|Week 2 |Outline the reasons for cooking food |Reasons for cooking food |Test |
|Topic relate to the second SBA |Explain the principle underlying the different |To destroy or inactivate microorganisms |Activity sheet |
|Food Preparation Methods |methods of cooking food |Improve the flavor |Matching- Match cooking methods under the |
|Methods of cooking |Discuss the advantages and disadvantages of the |To preserve food from spoilage |correct heading |
| |different methods of cooking food |To make the food more appetizing and attractive |Create a pamphlet to indicate suitable foods |
| | |To provide variety in the diet |prepared by each method of cooking |
| | |To destroy natural toxin |Crossword puzzle |
| | | |Show and tell |
| | |Methods of cooking | |
| | |• Principles underlying moist heat method and | |
| | |dry heat methods, pressure cooking, microwave | |
| | |cooking and conservative cooking • Advantages | |
| | |and disadvantages of different methods cooking | |
| | |food • Foods suitable for cooking by each method| |
| | | | |
| | | | |
| | | | |
|Week 3 |Define terms used in sauce making |A sauce is a thickened, flavorful liquid which |Test |
|Sauces |Classification of sauce |can be added to a food or dish. |Activity sheet |
| |State the uses of sauce |Terms- roux, mornay, puree, panada |Practical demonstration |
| | | | |
|Collect the first draft of SBA#2 time plan | |Classification of sauces; | |
| | |-pouring | |
| | |-coating | |
| | |-binding (panada) | |
| | | | |
| |write time plan | | |
| |place in groups and day and time to work | | |
|Planning for method of cooking practical | | | |
| | | | |
|Method of cooking Practical |Set up work station for practical activity | |Students work will be assessed based a marking |
|Week 4&5 |Observe the rules of the lab especially safety | |scheme |
|Collect The Portfolios to do second marking |rules | | |
| |Practice good hygiene in the preparation of food | | |
| |Prepare a protein and a starchy dishes using | | |
| |different methods of cooking. | | |
| |Use recipe efficiently and effectively | | |
| |Display finished products attractively. | | |
|Production of common food commodities |Outline the production system of commonly used |Processes used in the Preservation of milk |Test |
|Week 6 |food commodities |• Sterilization, pasteurization, ultra heat |Activity- How well do you know your terms. |
| |Discuss the effects of heat on the chemical |treatment |Complete activity sheet by matching definitions |
| |composition and structure of foods |• Process use in the production of condensed and|to the correct term |
| | |dried milk |Create a table indicating TVP. Outline examples,|
| | |Textured Vegetable Protein (T.V.P) |production process and sources. |
| | |• Explain the term “Textured Vegetable Protein” |Oral presentation on flour |
| | |• Production process of textured |Types of flour |
| | |vegetable protein (T.V.P) |Classification |
| | |• Sources of textured vegetable protein (T.V.P) |Production of wheat flour |
| | | |Uses in cookery |
| | |Production of Wheat Flour |Activity sheet on effects of heat on foods |
| | |• Definition of “extraction rate” |Quiz |
| | |• Types of flour | |
| | |• Classification according to extraction rate | |
| | |(whole wheat, white flour) | |
| | |• Uses in cookery (self-raising, bread flour, | |
| | |cake flour) | |
| | | | |
| | |Effects of heat on fats and oils | |
| | | | |
| | |b. Effects of dry and moist heat on milk, | |
| | |cheese, eggs and meat | |
| | | | |
| | |Effects of dry and moist heat on cereals, flour | |
| | |mixtures, starchy vegetables and sugar mixture | |
|Management of Food Preparation and Service |Explain the factors to considered in planning the|Factors to considered |Test |
|Kitchen design and layout |layout and design of a kitchen |space and appropriate layout |Draw, label and present a design of a kitchen |
|(Week 7) | |work triangle |layout explaining the work triangle |
| |Explain the concept of the work triangle |storage units(types, countertops surface) |Activity on kitchen layout |
| |Assess the advantages and limitations of |work centers/stations |Design a brochure with two kitchen layout. |
| |different kitchen layouts |lighting and ventilation |Compare and contrast stating advantages and |
| | |walls |limitations |
| | |floors |Write a time plan |
| | |The work triangle |Activity sheet on proper storage of purchased |
| | |The refrigerator, the cooker, or range and the |foods |
| | |sink are the three major appliances within the | |
| | |kitchen. Each appliance forms the center of a | |
| | |major activity in food preparation: The | |
| | |refrigerator for storage, the cooker or range | |
| | |for cooking and the sink for preparation and | |
| | |cleaning. They are usually linked by work | |
| | |surfaces. Together, these appliances and the | |
| | |work surfaces near them form the work triangle. | |
| | | | |
| | |Advantages and limitations of various kitchen | |
| | |layouts | |
| |Outline ways to conserve fuel, energy and time in| | |
| |the kitchen |Time and Labour saving devices used in food | |
| | |preparation and services. | |
| | |Conservation of fuel and time in food | |
| | |preparation | |
| | |fuel energy | |
| | |personal energy | |
| | |Preparation of time plan: | |
| | |• Guidelines to follow | |
| | |• Efficient use of time for food preparation and| |
| | |service. | |
| | | | |
| | |Proper storage of food in the home. | |
| | |Fruits and vegetables | |
| |Outline proper storage of purchased food |Food from animals | |
| | |Legumes | |
| | |Staples | |
| | |Fats and oils | |
|Consumerism and Purchasing |Define terminologies associated with consumerism |Terms used in Food Purchasing |1. Test |
|(Week 7) |Discuss the right and responsibilities of |Unit pricing, net weight | |
|Collect second draft of SBA#2 time plan |consumers |Universal Product Code (UPC) |2. Use charts to highlight the rights and |
| |Explain the role and function of various consumer|Standard of identity |responsibilities of the consumer |
| |protection agencies |Expiry date | |
| |Explain the factors which influence the |Comparative shopping |3. Create a consumer dictionary with ten (10) |
| |purchasing behaviors of individuals and families |Bulk buying |terminologies used in the unit consumerism. |
| |Explain the points to consider when choosing to |Consumer | |
| |purchase food at various types of shops where |Credit |4. Activity sheet |
| |food preparation ingredients are be purchased |Gross weight | |
| | |Impulse buying |5. Create a brochure on the roles and functions |
| | |Green consumer |of the following Consumer protection agency |
| | | |Consumer Affairs Division |
| | |Rights and responsibilities of a consumer |Bureau of Standards |
| |State the types and forms of meat, poultry, fish,|Consumer education |Weight and Measures Division |
| |and dairy product available for purchase |Rights of the consumer |6.Role play on points to consider when selecting|
| | |Healthy environment |and purchasing fresh, frozen and processed food |
| | |Accurate information | |
| | |Representation | |
| | |Obtaining redress | |
| | |Consumer safety and protection laws | |
| | |Distinguishing between needs and wants | |
| | | | |
| | |Role of Consumer Organizations in relation to | |
| | |Food and Nutrition (consumer education, redress,| |
| | |price patrol, food standard) | |
| | |Some of the agents | |
| | |Consumer Affairs Division | |
| | |Bureau of Standards | |
| | |Weight and Measures Division | |
| | |Factors influencing consumer food purchasing: | |
| | |Personal, social, cultural, psychological | |
| | |• Income | |
| | |• Food availability | |
| | |• Personal preferences | |
| | |• Nutrition education | |
| | | | |
| | |Points to consider when choosing to shop at a | |
| | |particular food establishment | |
| | |Types of food shops: | |
| | |Specialized shops | |
| | |Supermarkets | |
| | |Open markets | |
| | |Door-to-door sellers | |
| | |Internet/telephone shopping | |
| | |Small groceries | |
| | |Advantages and disadvantages of purchasing food | |
| | |at large supermarket and small groceries | |
| | | | |
| | |Consideration of differences in variety and | |
| | |price of goods | |
| | |Convenience (access to transport, parking | |
| | |facilities, opening and closing hour) | |
| | | | |
| | |Ways to economize when purchasing foods | |
| | |Advantages and disadvantages of bulk purchasing | |
| | |and Comparative Shopping | |
| | |Points to look for when purchasing meat, fresh | |
| | |fish, eggs, fruits and vegetables | |
| | |• Physical characteristics of fresh meat, fish | |
| | |and poultry | |
| | |• Classification of fish (white, oily and shell)| |
| | | | |
| | |• Points to consider when buying fish, meat and | |
| | |poultry | |
| | |• Identifying fresh fruits and vegetables | |
| | |Preparation and use of shopping list | |
|Soups and Stocks |Define stock and soup |Definition of stocks and soup |Practical on two selected types of soups |
|Week 8 |List the types of soups and stock |Stock is a flavorful liquid |Rubric to assess finish product |
| |State the uses of soup and stock | |Test |
| |Explain the ingredients uses in soups and stock |Types of soups |Activity sheet on stock |
| |State general guidelines and standard s for the |- clear soups eg broth. |Activity sheet on soup |
| |finished products |-Thickened soups and purees |Puzzle |
| | | |Terms activity |
| | |Ingredients used include bouquet garni and | |
| | |mirepoix | |
|Raising Agents |Define raising agents |Definition for raising agents |Test on raising agent |
|Week 8 | |Raising agents are substances that cause dough |Activity sheet on precautions to observe when |
| |Classify raising agents |to rise and to become light and porous |using baking powder, baking soda and yeast |
| | |Classification of raising agents |Oral report on the classifications of raising |
| |Discuss the use of raising agents in flour |Chemical |agents |
| |mixture |Mechanical |Demonstrate how raising agent works in a |
| | |biological |practical exercise |
| |Explain the precautions to be observed when using|Raising agents used in flour mixtures |Write a report on yeast dough practical |
| |these raising agents |• Air, carbon dioxide and water vapour |demonstration |
| | |• Ways or introducing these gases into a mixture|Raising agent activity sheet |
| | |(bicarbonate of soda, baking soda and yeast | |
| | |• Experimenting with raising agents | |
|2. Food labeling |Describe the information found on a food label |Food Labels |Test |
|Week 9 |Explain the importance of reading and using food |Information on food labels |Mount food labels on a chart and make a |
| |labels in food preparation |Parts of the food label |presentation on the interpretation of the labels|
| |Interpret information on food labels |Nutrition labeling |Activity sheet on food label |
| |Briefly explain various health and nutrient |Interpretation of information on food labels |Definition sheet |
| |claims on food labels |UPC: advantages and disadvantages |Food label puzzle |
| |Distinguish between enriched and fortified as it |Content labeling: ingredients listed, importance|Summary sheet on food label |
| |relates to food products |of the order in which they are listed. | |
| | |Date stamped: types of dating on food products. | |
| | |Meaning of different dates and freshness of food| |
| | |products( use by, sell by, expiry date) | |
| | | | |
| | | | |
| | |Importance of reading food labels | |
| | |Information-accuracy and adequacy | |
| | |Distinguishing one product from the other | |
| | | | |
| | |Health and nutrient claim on the label | |
| | |Explain health and nutrient claim | |
| | |Health claims about: dietary fibre and cancer, | |
| | |calcium, folate | |
| | |Nutrient claim about: fats, | |
| | |Adding nutrients back to processed foods | |
| | |Enriched | |
| | |fortified | |
|Convenience foods |Define convenience foods |Convenience Foods |Test |
|Week 9 |List some forms in which convenience foods are |Definition of convenience foods |Prepare and serve a main dish using convenience |
| |available |Foods that can be purposed in varying degrees of|foods |
| |Identify advantages and disadvantages of |preparation |Write a report of a one pot meal using |
| |convenience foods | |convenience food |
| | |Forms in which convenience foods are available |Complete a Convenience Food booklet to include: |
| | |dehydrated |Definition of convenience food |
| | |tinned/bottled |Classification of convenience food citing |
| | |frozen |examples with supporting pictures. |
| | |fully and partly cooked |Rules for preparing and serving convenience food|
| | |synthetic |Create a table with the advantages and |
| | |mixes and instant |disadvantages of convenience foods |
| | |Advantages and disadvantages of convenience |Activity sheet |
| | |foods | |
| | | | |
| | |Disadvantages: | |
| | |they are usually more expensive than fresh | |
| | |varieties | |
| | |many convenience foods contain additives | |
| | |some may have an inferior flavour | |
| | |Advantages: | |
| | |time and labor saving | |
| | |fuel saving | |
| | |less waste | |
| | |easy to store with a long shelf and freezer life| |
|Week 10 |List the ingredients used in making yeast dough |Yeast dough |Test |
|Yeast Dough | |Major ingredients |Activity sheet |
| |Describe the functions of these ingredients |Sweet and Savoury Dough |Practical on yeast products |
| | |Preparation of sweet and savoury products using |Rubric to assess finish product |
| |Describe the cause of problems in finished |yeast |Create a table with faults in yeast dough and |
|Collect final written time plan of SBA #2 |products |Importance of major ingredients Faults and |preventative methods |
| | |Procedures for preventing faults |Activity-Arrange examples of sweet and savory |
| | | |products under the correct heading |
| | | |Unscramble |
|Week 11 |collect students portfolio | | |
|Collecting of all portfolios for final marking |make the necessary corrections to the portfolios | | |
| |store portfolios for external assessor | | |
|Week 12 | | | |
|Administer SBA #3 question | | | |
|Revision for examination | | | |
|Week 13 | | | |
|SBA#2 External Practical & End of Term | | | |
|Examination | | | |
| | | | |
| | |Terms used in egg cookery |1. Test |
|Term 2 | |Porous- A way to describe the shell of the egg, |2. Practical demonstration |
|Week 1 |Identify the types of egg |which allows air to travel in/out of egg |3. Label the diagram of and egg |
|Review the examination paper |Describe the structure and composition of egg |Air Sac- The air sac is located at the blunt end|4. Crossword puzzle on the terms in egg cookery |
|Teach topic relate to SBA#3 |Explain the methods to test for freshness in egg |of the egg. It is formed when the inner and |5. Quiz on the uses of egg in food preparation |
|Egg cookery |Explain the uses of eggs in food preparation |outer membranes separate shortly after the egg | |
|Week 1 |Describe the effect of heat on egg |is laid | |
| | |Outer shell - Is a porous covering which allows | |
| | |for exchange of moisture and gasses | |
| | |Chalaza - Structure in the egg that keeps the | |
| | |yolk in place. | |
| | |Yolk- The yellow centre of the egg high in | |
| | |cholesterol | |
| | |Albumin- commonly called the white; fat free | |
| | |part of the egg | |
| | |Germ cell - located within the yolk; gives rise | |
| | |to the gametes | |
| | |Candling - A procedure used to check interior | |
| | |quality of egg | |
| | |Soufflé- Fluffy baked preparation made with a | |
| | |starch thickened sauce into which stiffly beaten| |
| | |egg whites are folded in. | |
| | |Custard- mixture of milk, egg, sugar and a | |
| | |flavouring that is cooked until thickened | |
| | |Emulsion- mixture that form when oil and liquid | |
| | |are combined | |
| | |Meringue- Fluffy white mixture of beaten egg and| |
| | |sugar. Can be soft or hard | |
| | |Omelet- A beaten egg mixture that is cooked | |
| | |without stirring and served folded in half. | |
| | |Bloom- Coating on the egg shell that seals in | |
| | |pores | |
| | |Types of egg | |
| | |Class A | |
| | |Class B | |
| | |Class C | |
| | |Structure and composition | |
| | |Eggs are composed of three main parts: | |
| | |shell | |
| | |egg white | |
| | |egg yolk | |
| | |88.5% of an egg is edible. | |
| | |Test for freshness | |
| | |Candling | |
| | |Place in a jag brine | |
| | | | |
| | |Uses of egg in food preparation | |
| | |Trapping air | |
| | |Cake making | |
| | |Lightening/raising agent | |
| | |Thickening | |
| | |Emulsifying | |
| | |Binding | |
| | |Coating | |
| | |glazing | |
| | |Enriching | |
| | |Garnishing | |
| | |Clarifying | |
| | |Methods of storage | |
| | |For short period- in an egg container in the | |
| | |refrigerator | |
| | |For long period – drying and freezing | |
| | |Effect of heat on egg | |
| | |Gelation- is the formation of a gel structure by| |
| | |heat as in baked custard. | |
| | |Coagulation- is the change from liquid to solid | |
| | |state with no specific structure | |
|Week 2&4 |Set up work station for practical activity | |Students work will be assessed based a marking |
|Egg cookery practical |Observe the rules of the lab especially safety | |scheme |
| |rules | | |
|Collect first draft of time plan for SBA#3 |Practice good hygiene in the preparation of food | | |
| |Prepare egg dishes using different methods of | | |
| |cooking. | | |
| |Use recipe efficiently and effectively | | |
| |Display finished products attractively. | | |
|Week 5 |Describe the structure and composition of meat |1. Structure and composition of meat and poultry|1. Draw and label a diagram of the muscle tissue|
|Meat and poultry cookery |and poultry |2. Different market forms of meat and poultry |of meat |
| |Identify the different market forms of meat and |3.Effect of cooking on meat and poultry |2. Collect and mount pictures of the different |
| |poultry | |cuts of meat |
| |explain the effect of cooking on meat and poultry| |3. Test |
| |state the method of cooking suitable for | | |
| |different cuts of meat and poultry | | |
|Week 5 |State the composition of milk and cheese |1. Composition of milk and cheese |1. Class activity sheet |
|Milk and cheese cookery |describe the different types of milk and cheese |2. Milk preservation |2. Quiz |
| |explain the effect of cooking on milk and cheese |3. Different market forms of milk |3. Practical |
| | |4. Types of cheeses | |
| | |5. Production of cheese | |
| | |6. Effect of cooking on milk and cheese | |
|Fish cookery |outline the composition of fish according to the |1. Structure of fish |Label a diagram of a fish |
|Week6 |types |2. market forms of fish |Quiz |
| |describe the structure of fish |3. Indications of quality in fresh fish |Class activity sheet |
| |identify the different market forms of fish |4. Effect of cooking on fish | |
| |list the characteristic of quality in fish | | |
| |explain the effect of cooking on fish | | |
|Desserts |Define dessert |Desserts |Test |
|Week 6 |List the different types 0f desserts |Definition for dessert |Activity sheet |
| | |Types of desserts |Practical on dessert item |
| | |frozen |Rubric to assess finish product |
| | |gelatin |You are opening a dessert bar, create an |
| | |Preparation of Desserts using a variety of |attractive brochure/flyer with information on |
| | |products (gelatin, corn starch, custard, fruits |the types of dessert items offered |
| | |and other |Crossword puzzle on names of dessert |
| | | |Create a dessert menu |
|Week 7 | | | |
|SBA# 3 Practical | | | |
|Herbs and Spices | |Herbs- Long been used to flavor food and |Test |
|Week 8 |Define herbs and spices |believed to have medicinal properties. Leaves |Activity sheet |
| |List the uses of herbs and spices |are used in food preparation as they contain |Create a chart depicting herbs and spices. |
| |State the guidelines and appropriate uses of |aromatic oils which are released when the leaves|Provide examples |
| |herbs and spices in various dishes |are crushed, or chopped. Occasionally flowers, |Show and tell |
| | |seeds and roots are used. | |
| | |Spices- mostly grown in tropical countries and | |
| | |tend to be derived from dried roots, seeds or | |
| | |barks. They are used in food preparation either | |
| | |whole, crushed or powdered. They generally have | |
| | |a strong aromatic flavor. | |
|Beverages |Define the term beverage |-Preparation of hot beverages (tea, percolated |Test |
|Week 8 |Explain terms associated with beverage |coffee, cocoa) |Activity sheet |
| |Differentiate between the different types of |- Definition of beverage, steep, infuse |Practical on preparing beverages |
| |beverage |- Service of hot beverage |Rubric to assess finish product |
| |State the guidelines for the preparation of hot |-Preparation of cold beverage |Create a table differentiating hot and cold |
| |and cold beverage |-Preparation of syrups |beverages |
| | |-Service of cold beverage | |
|WEEK 9 ONWARD | | | |
|Review of CXC pass past until examination and | | | |
|Mock examination | | | |
| | | | |
Please Note: Teachers may shift around topics for the grade 10 and 11 CXC syllabus in order to prepare students for the external practical examination.
N.B.: External CXC Practical School Based Assessment is done by the End of November
• Each Student is assigned a question which will be given the first week of school.
• They are required to plan and write a plan of work which they follow during the practical examination.
• They must cook and display their food within two and half hours (2 ½ hrs.).
• Tables for the display of food must be set the day before the examination.
• Students must be properly attired for the practical examination.
• Students must have cover cloth, kitchen towels, potholders, kitchen mittens, net to cover food display and food items for practical.
Please note the following dates:
1st week of September- Administer SBA#2 question
3rd week of September- collect the first draft of time plan for SBA#2
4th week of September- Collect the portfolio for second marking
3rd week of October- collect second draft of time plan for SBA#2
1st week of November- collect the final written time plan for SBA#2
2rd week of November- collect all portfolio for final marking
3rd week of November-Administer the question for SBA#3
1st week of December- SBA#2 external practical examination
3rd week of January- collect the first draft of the time plan for SBA#3
1st week of February- Collect the second draft of the time plan for SBA#3
3rd week of February- SBA#3 practical examination
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