Boone County Schools



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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| |

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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. |

| |

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:

| |

| |

| |

| |

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. |

| |

Additional Resources:

| |

| |

| |

Reflection:

| |

| |

| |

|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:

| |

| |

| |

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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