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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