HOME ECONOMICS DEPARTMENT
HOME ECONOMICS DEPARTMENT
UNIT PLAN 2019 -2020
CAPE FOOD AND NUTRITION - UNIT 2
Grade 13
MS. MORRIS
|MODULE 1 – CARIBBEAN FOODWAYS AND FOOD SYSTEMS |
|TOPIC/ CONTENT |OBJECTIVES |LEARNING ACTIVITIES |TEACHING METHODS |RESOURCES |EVALUATION |DURATION |
|1. Cultural Food Choices and Food Patterns |Outline our “Food Roots.” |Students will be given key terms |Discussion, lecture, grouping. |Text (Caribbean Food ways, |Students will carry out a research | |
| | |associated with Food and Beverage | |Professional Cooking), white board,|and presentation on how ethnic |2 weeks |
|History of foods. |Define key terms associated with food|in the Caribbean to find their | |whiteboard marker. |influences have impacted our food | |
|Origin of foods; terminology, methods of |and beverage in the Caribbean. |meanings. The terms include: | | |choices and practices. The ethnic | |
|preparation. | |Asham | | |groups researched will include: | |
|Diverse cultural food-related customs and |Describe traditional methods of food |Run Down | | |Africans | |
|practices. |preparation in the Caribbean. |Escoveitched | | |Amerindians | |
|Impact of agricultural practices | |Fufu | | |Spanish | |
| |Discuss the meal patterns of | | | |Chinese | |
| |Caribbean people. |Plan a traditional day’s meal for a| | |British | |
| | |Jamaican to include breakfast, | | |Portuguese | |
| |Analyse cultural food related customs|lunch and dinner. | | |East Indians | |
| |and practices. | | | | | |
| | |Describe three methods of food | | |Graded Home work | |
| | |preparation used in the Caribbean | | |25 marks | |
| | |and state the ethnic influences | | | | |
| | |from which they derive | | | | |
| | | | | | | |
| | |Graded Classwork | | | | |
| | | | | | | |
| | |Students will discuss cultural food| | | | |
| | |related customs and practices such | | | | |
| | |as Christmas, Easter, Weddings, and| | | | |
| | |Nine Night. | | | | |
|2. Lifestyle influences on food patterns |Discuss the effects of education and |In groups students will research |Discussion, lecture, co-operative |Text (Caribbean Food ways, Modern |Students will write a n essay on “ |1 week |
| |socio-economic influences on food |and brainstorm the following |learning, research. |Meals, Food and Nutrition by Anita |The impact of modern lifestyles on | |
|Education |choices and practices. |influences on food choices and | |Tull, Understanding Nutrition), |health” | |
|Impact of globalization, media, advertising | |patterns: | |white board, whiteboard marker. | | |
|and tourism. |Explain how globalization, trade, |Education | | |Graded Home work | |
|Impact of modern day trade agreements. |media, advertising and tourism have |Impact of globalization, media, | | |20 marks | |
|Socio- economic influences- income |affected the food choices of the |advertising and tourism. | | | | |
|distribution |Caribbean people. |Impact of modern day trade | | | | |
|Modern lifestyles | |agreements. | | | | |
|Access to social protection systems |Relate the impact of modern |Socio- economic influences- income | | | | |
|i. school feeding |lifestyles on food choices and |distribution | | | | |
|ii. food stamp programmes |practices |Access to social protection systems| | | | |
|iii. poverty alleviation interventions | | | | | | |
| |Discuss the access of Caribbean |They will then make a 15 minute | | | | |
| |people to social protection systems |presentation to the class. | | | | |
| | | | | | | |
| | |Graded Classwork 20 marks | | | | |
|3. Cultural beliefs and myths |Evaluate cultural beliefs and myths |Students will debunk the following |Discussion, lecture, co-operative |Text (Caribbean Food ways, Modern |Students will conduct a research |1 week |
|- Folklore |that impact on nutritional practices |food myths: |learning, research. |Meals, Food and Nutrition by Anita |and identify ten food myths | |
|- Taboo |and status |Green banana is a great source of | |Tull, Understanding Nutrition), |associated with pregnancy and | |
|- Superstitions | |iron | |white board, whiteboard marker. |justify why they are inaccurate. | |
|- Impact on prestigious | |Fish is brain food | | | | |
|foods | |Brown shell egg is more nutritious | | | | |
|- Gender related beliefs | |than white shell egg | | |Graded Home work | |
|- Tonics | |Milk is the perfect food | | |20 marks | |
|- Brain Foods | |Skimmed milk powder causes | | | | |
|- Washout/ Purge | |diaarrhoea | | | | |
| | | | | | | |
| | |10 marks | | | | |
|4. Indigenous Caribbean Foods and Dishes |Identify recipes of indigenous |Students will gather indigenous |Discussion, lecture, grouping, |Text (Caribbean Food ways, |Students will be each given a |1 week |
| |dishes. |recipes from Caribbean countries. |research, Field trip, observation.|Professional Cooking), Food |Caribbean country to research its | |
|Identification of recipes used in various | |The countries include: | |Composition Table, recipes, hand |indigenous foods. They will also | |
|Caribbean countries. |Assess the nutritive value of |Jamaica | |out, white board, whiteboard |mount a display to include a | |
|Nutritional assessment and modification of |indigenous dishes. |Grenada | |marker. |written project and the preparation| |
|these recipes. | |Trinidad and Tobago | | |of two dishes from each country. | |
|Preparation, service and presentation (using|Modify indigenous dishes to make them|St. Vincent | | | | |
|Caribbean themes) of indigenous dishes. |more nutritious. |St. Lucia | | | | |
|Development and promotion of recipes unique | |Barbados | | | | |
|to the Caribbean. | |Cuba | | | | |
| | | | | | | |
| | |In pairs they will assess the | | | | |
| | |recipes’ nutritive value using food| | | | |
| | |composition tables to ascertain the| | | | |
| | |amount of kilocalories of fat, | | | | |
| | |protein and carbohydrates. | | | | |
| | | | | | | |
| | |Graded Classwork | | | | |
| | |20 marks | | | | |
| | | | | | | |
| | |Students will modify the recipes | | | | |
| | |making them suitable where they | | | | |
| | |might have fallen short of being | | | | |
| | |nutritious and healthy. | | | | |
| | |Students will visit “outa many | | | | |
| | |experience” in Trelwany | | | | |
|5. Tools and Equipment Used in Cooking |Identify tools and equipment used in |Students will observe and identify |discussion, research, lecture, |Text (Caribbean Food ways ), |Students will mount a display using|1 week |
|Indigenous Caribbean Dishes |the preparation of traditional |indigenous tools and equipment used|grouping, observation. |indigenous tools and equipment: |tools and equipment gathered. | |
| |dishes. |in food preparation. | |Mortar and pestle,Coal pot, Three |Pictures of those unavailable will | |
|Identification origin and usage of tools and| | | |legged pot, |also be included. | |
|equipment, for example, coal pot, mortar and|Explain the origin and usage of the |Students will discuss the | |Tawah, white board, whiteboard | | |
|pestle, tawah, cocoa mill. |tools and equipment. |advantages and disadvantages of | |marker. |Graded classwork | |
|Advantages and disadvantages of: | |energy use and fuel conservation. | | | | |
|of energy use and fuel. conservation |State the advantages and |Also the environmental issues | | | | |
|Environmental and other issues relating to |disadvantages of energy use and fuel |related to the preparation on | | | | |
|the preparation of indigenous dishes. |conservation. |indigenous dishes. | | | | |
| | | | | | | |
| |Discuss the environmental issues | | | | | |
| |relating to the preparation of | | | | | |
| |dishes. | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|6. Food Systems and food and nutrition |Define the terms “food systems”, |Students will find the meaning of |discussion, lecture, debate, |Hand out, white board, whiteboard |Essay on the impact of genetically |2 weeks |
|security. |“food security” and “food |key terms. |grouping. |marker. |modified foods, labeling standards | |
| |insecurity”. | | | |and ethical considerations on food | |
|definition of “food system” | |Students will critique a hand out | | |security. | |
|Food security : |Outline the components of food |on “The roots of hunger and | | | | |
|Availability of foods |security. |poverty” | | |Graded Homework | |
|Accessibility | | | | | | |
|Utilization |Identify the factors which impact on |Students will brainstorm to express| | | | |
|Stability |Food security in the Caribbean. |strategies which could be | | | | |
| | |implemented in order to ensure food| | | | |
| |Explain the roots of poverty and |security in the Caribbean. | | | | |
| |hunger in the Caribbean. | | | | | |
| | |. Debate on how overpopulation and | | | | |
| |Discuss the strategies which can be |distribution of resources have led | | | | |
| |undertaken to improve food security |to poverty and hunger | | | | |
| |in the Caribbean. | | | | | |
| | |Graded classwork | | | | |
| | | | | | | |
|7. Food Hygiene Sanitation |Discuss the regulating of standards |Students will carry out a research |discussion, lecture, grouping , |Text (Professional Cooking, |Students will discuss how they |2 weeks |
| |governing the sale of foods. This |on the standards regulating the |power point presentation.. |Understanding Nutrition), laptop, |would use HACCP system in the | |
|Regulating the standards governing the sale |includes standards on; irradiation, |sale of food. They will also gather| |multimedia projector, hand out, |preparation and service of a three | |
|of foods. |fresh milk, nutrients level in flour,|information on the organizations | |white board, whiteboard marker. |course meal. | |
|Safe food storage of food and disposal of |iodine in salt. |which regulate the sale. For | | | | |
|waste. |Outline the safe storage of foods |example Bureau of Standards. They | | |Graded classwork | |
|Impact on Nutrition and Health: conservation|and the disposal of waste. |will prevent to the class using | | | | |
|of nutritive value. |Identify how the nutritive value of |power point presentations. | | | | |
|Water supply: regularity; quality. |foods is maintained. | | | | | |
|The hazard Analysis Critical Control Points |Explain how water regularity and |Students will discuss food storage | | | | |
|(HACCP) approach to food safety. |quality is maintained. |and waste management | | | | |
| | | | | | | |
| |Explain the HACCP. |The HACCP system will be researched| | | | |
| | |and students will provide examples | | | | |
| | |at each of the seven steps. | | | | |
|8. Food and Nutrition Standards |Identify Food and Nutrition | |discussion, lecture, research |Text (Understanding Nutrition), |Create a list of customer questions|1 week |
| |Regulatory agencies. |Research the roles and functions |grouping. |hand out, white board, whiteboard |and answers relating to the | |
|Identification of regulatory agencies, for | |of Food and Nutrition regulatory | |marker. |purchase and use goods and | |
|example, Bureau of Standards, Ministry of |List Food and Nutrition Standards. |agencies. Include the legislations | | |services. | |
|Health. | |stipulated towards maintaining | | | | |
|Food and Nutrition standards. |Discuss the legislations relating to |standards in the procurement of | | | | |
|Legislation. |Food and Nutrition. |food. | | | | |
|Monitoring. | | | | | | |
|Consumer rights and protection. |Outline the bodies responsible for | | | | | |
| |the monitoring of food standards and | | | | | |
| |consumer rights and protection. | | | | | |
| | | | | | | |
| | | | | | | |
|9. Factors to be considered before, during |Define a natural disaster. |Students will identify vulnerable |discussion, research lecture, | Hand out, white board, whiteboard |Students will create a poster |1 week |
|and after disasters. | |groups during a natural disaster. |grouping. |marker. |informing consumers on food and | |
| |List ways of maintaining emergency |The care of those with special | | |water safety. | |
|Procurement and preparation of adequate and |food supplies. |needs and suitable meals planned | | | | |
|appropriate foods for all, including | |for them | | |Graded Homework | |
|vulnerable groups. |Explain the suitable preservation | | | | | |
|Labeling and storage of foods. |methods which aid in maintaining food|Students will make a list of | | | | |
|Identifation of vulnerable groups. |supplies. |suitable foods to be stored during | | | | |
|Ensuring the safety of the food supply. | |a natural disaster. | | | | |
|Calculating daily food rations. |Outline guidelines for purchasing | | | | | |
|Planning of the distribution of food. |food. |Students will read and discuss the | | | | |
|Monitoring of left over foods for quality. | |information on a handout on the | | | | |
|Identification of Government and non- | |treatment of water during a | | | | |
|governmental agencies involved in feeding. |Outline the guidelines for the |disaster. | | | | |
| |storage of food. | | | | | |
| | |Students will research the | | | | |
| |State the points to ensuring food and|governmental and non-governmental | | | | |
| |water safety. |agencies involved in feeding after | | | | |
| | |a disaster. | | | | |
| |List the general guidelines for | | | | | |
| |managing food supplies. | | | | | |
| | | | | | | |
| |Discuss the care of those with | | | | | |
| |special needs during a natural | | | | | |
| |disaster. | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|MODULE 2 – FOOD SCIENCE AND TECHNOLOGY |
|TOPIC/ CONTENT |OBJECTIVES |LEARNING ACTIVITIES |TEACHING METHODS |RESOURCES |EVALUATION |DURATION |
|1. Physical and Chemical Properties of Food |Define key terms associated with |In groups students will present to |Discussion, research, lecture, |Text (Understanding Nutrition), |Students will discuss the |2 weeks |
|Constituents |nutrients. |the class on the classification, |grouping. |hand out, white board, whiteboard |advantages and disadvantages of | |
| | |food sources, function, deficiency | |marker. |artificial sweeteners and fat | |
|Carbohydrates, proteins, fats, vitamins, |Explain the functions of nutrients. |and toxicity, RDA of macro and | | |replacers. | |
|water, phytochemical. | |micro nutrients. The physical and | | | | |
|Changes in physical and chemical properties |State the classification of each |chemical changes will also be | | | | |
|during food preparation and processing. |nutrient. |included. | | | | |
| | | | | | | |
| |List the food sources and recommended|Graded Classwork | | | | |
| |intakes | | | | | |
| | | | | | | |
| |Outline the health effects of the | | | | | |
| |nutrients. | | | | | |
| | | | | | | |
| |Analyse the physical and chemical | | | | | |
| |changes of nutrients during food | | | | | |
| |preparation. | | | | | |
|2. Biotechnology and Food Additives |Outline the classification of food |Students will read a handout on |Discussion, lecture, grouping. |Text (Understanding Nutrition), |Collect food labels, identify food | |
| |additives. |food additives then answer focus | |hand out, white board, whiteboard |additives and state their function |2 weeks |
|definition and classification; types; active| |questions on the reading. | |marker. |in the product. | |
|ingredients; purpose. |Discuss the functions of food | | | | | |
|Biotechnology: engineered foods; genetically|additives. |Students will be split into groups | | |Graded Homework | |
|modified organisms;nutraceuticals, | |to discuss the advantages and | | | | |
|functional foods. |Define biotechnology and genetic |disadvantages of genetically | | | | |
|Nutrient improvement of food; enrichment; |engineering. |engineered foods. | | | | |
|fortification; supplementation. | | | | | | |
|Standards for regulating the use of food |Express the problems associated with |Students will define key terms; | | | | |
|additives: the use of food additives, |genetic engineering. |nutraceuticals, functional foods, | | | | |
|bio-safety. | |functional foods, enrichment, | | | | |
| |Explain the importance of functional |fortification and supplementation. | | | | |
| |foods in the diet. | | | | | |
| | |Students will create a table with | | | | |
| |Analyse the ways in which food’s |the headings; food additive, | | | | |
| |nutritive value is improved through |function, food sources. | | | | |
| |enrichment, fortification and | | | | | |
| |supplementation. | | | | | |
|3. Food Processing and Preservation | |Students will discuss the |Observation, Field trip, |Text (Professional Cooking), lap |Students will write a report about |2 weeks |
| |List the reasons for processing and |processing of food from harvesting |discussion, lecture, grouping. |top, multi media projector, hand |the field trip visit to SRC. | |
|Reasons for processing and preservation of |preserving food |to packaging. | |out, white board, whiteboard |Graded Classwork | |
|food. | | | |marker. | | |
|Principles of processing various categories |Outline the principles surrounding |Students will view a powerpoint | | | | |
|of food: animal foods; cereals; fruits; |the processing of various categories |presentation on preservation. | | | | |
|vegetables; harvesting, transportation, |of food from harvesting to | | | | | |
|cleaning, preparation: heat treatment, |packaging. |Students will visit Scientific | | | | |
|moisture treatment and packaging. | |Research Council to view the | | | | |
|Methods of food preservation: chemical, |Describe the various methods of |facilities used for preservation. | | | | |
|heat, acids, sugar and salt, freeze drying, |preservation. | | | | | |
|dehydration, smoking fermentation, | | | | | | |
|irradiation. |Discuss the advantages and | | | | | |
|Advantages and disadvantages of food |disadvantages of food preservation. | | | | | |
|preservation. | | | | | | |
|4. Food and Nutrition Labelling |List the information that can be |Students will identify the |discussion, lecture, grouping. |Text (Professional Cooking), hand |Students will mount a label in |1 week |
| |found on food labels. |information on labels provided. | |out, white board, whiteboard |their books and explain the | |
|Standard labeling information and format. | | | |marker. |information in the nutrition panel.| |
|Storage use and care instructions. |Explain the information found on the |The importance of labels will be | | |State how it may guide one decision| |
|Nutrition Facts Panel. |nutrition facts panel. |discussed | | |in purchasing. | |
|Standards and regulations; ingredients, | | | | | | |
|health claims, expiry date. |Discuss the standards and regulations| | | | | |
|The use of food labeling in consumer |of ingredients, health claims and | | | | | |
|education. |expiry date. | | | | | |
| | | | | | | |
| |State the use of food labels in | | | | | |
| |consumer education. | | | | | |
| | | | | | | |
| | | | | | | |
|5. Packaging Foods | |Students will identify types of |Discussion, lecture, grouping. |Text (Professional Cooking), hand |Explain the importance of packaging|1 week |
| |List the types of packaging materials|packaging materials. | |out, white board, whiteboard |in ensuring quality product and | |
|a) Reasons for packaging foods |for a variety of foods. | | |marker. |extended shelf-life. | |
|b)Packaging materials | |Students will discuss the criteria | | |Graded Classwork | |
|c) criteria for effective packaging |Outline the criteria for effective |for effective packaging. | | | | |
| |packaging | | | | | |
|MODULE 3 – FOOD PREPARATION AND SERVICE : LARGE QUANTITY AND COMMERCIAL |
|TOPIC/ CONTENT |OBJECTIVES |LEARNING ACTIVITIES |TEACHING METHODS |RESOURCES |EVALUATION |DURATION |
|1. Meal Planning | |The students will be placed into |Discussion, lecture, grouping. |Text (Professional Cooking), hand |They will also plan menus suitable |2 weeks |
| |- Analyse the |groups of four. Each group will be | |out, white board, whiteboard |for someone with anemia, diabetes | |
|Nutritive Value of foods based on the |nutritional value of |given a nutrition related disease | |marker. |and hypertension. | |
|Caribbean food group classification. |foods with the |to read up on and write suitable | | | | |
|Principles of meal planning to promote |Caribbean Food |menus before presenting information| | |Graded Homework | |
|nutritional balance in meals for persons of |Group |and menu to the class. | | | | |
|various ages and health conditions, |Classification. | | | | | |
|including nutrition- related chronic | |Students will discuss ways of | | | | |
|diseases, iron deficiency anemia. |- List types of |minimizing nutrient loss. | | | | |
|Minimizing nutrient loss through the proper |nutrition- related | | | | | |
|selection and handling of food. |chronic diseases. |The teacher will present the class | | | | |
|Controlling or modifying energy and nutrient| |with unsuitable recipes written on | | | | |
|levels of fat, sugar, salt and sodium, fiber|- Explain how an excess or |the board. | | | | |
|in dishes and meals. |deficiency of types of foods cause | | | | | |
| |nutrition-related diseases. |The students will modify the | | | | |
| | |recipes to make them suitable for | | | | |
| |Write menus suited for persons with |persons with particular disorders. | | | | |
| |nutrition –related diseases. | | | | | |
| | | | | | | |
| |-Identify ways of minimizing nutrient| | | | | |
| |loss through proper selection and | | | | | |
| |handling of food. | | | | | |
| | | | | | | |
| |- Modify recipes to make them | | | | | |
| |suitable for persons with nutrition | | | | | |
| |–related diseases. | | | | | |
| | | | | | | |
|2. Menu Planning | | Students will convert the yield of|Grouping, discussion, lecture. |Text (Professional Cooking), hand |The students will be given a |2 weeks |
| |Differentiate the types of menus. |an old standardized recipe for few | |out, white board, whiteboard |standardized recipe to increase its| |
|Types of menus | |persons into the desired yield for | |marker. |yield from 4 servings to 100 | |
|Menus for breakfast; lunch and supper; |Write the formats of two to five |large groups. This will be done | | |servings. | |
|brunch; dinner; cocktail in various |course dinner menus. |with use of a formula. | | | | |
|settings. | | | | |Draw and label a diagram of a | |
|Two to five course menus. |Write menus specific for various |The students will list the types of| | |chef’s knife. | |
|Principles of menu balance |occasions such as breakfast lunch, |tools and equipment known to them | | | | |
|Adapting standardized recipes for preparing |dinner, cocktails. |by placing them under function | | |Graded Classwork | |
|food in large quantity. | |headings. The students will be | | | | |
|Specialty menus; local cuisine and adapting |Discuss the principles which ensure |introduced to others used in | | | | |
|traditional Caribbean dishes in meal |menu balance. |commercial kitchens with the use of| | | | |
|presentation for various occasions. | |a handout. The teacher and students| | | | |
|Facilities and equipment required for |Convert standardized recipes with |will then discuss the functions of | | | | |
|preparation and service of meals. |small yield into large yields. |the equipment. | | | | |
| | | | | | | |
| |Outline various types of menus used |Students will state the function of| | | | |
| |commercially for large groups. |each of the following: salamander, | | | | |
| | |mandoline, buffalo chopper, food | | | | |
| | |mill, cheese cloth, chinois, wok, | | | | |
| |Describe the |ladle, scimitar. | | | | |
| |different types | | | | | |
| |of meal services |They will name six materials used | | | | |
| |used for large |to make commercial tools and | | | | |
| |groups. |equipment and describe the | | | | |
| | |advantages and disadvantages of | | | | |
| |- Identify the tools and equipment |each. | | | | |
| |required for preparation and service | | | | | |
| |of meals. | | | | | |
|3. Costing, Budgeting and Control | |Students will analyse methods of |Discussion, lecture, grouping. |Text (Professional Cooking), hand |Students will explain the issuing |1 week |
| |-List the factors that impact on food|food purchase and the impact of | |out, white board, whiteboard |system of “First In, First Out” and| |
|Purchasing requirements, forecasting, |costs. |storage conditions on food costs. | |marker. |“Last In, First Out” | |
|sources of supply, frequency of purchasing, | | | | | | |
|storage conditions, commodity turnover, bulk|- State the |They will also state the advantages| | | | |
|purchase. |responsibilities |and disadvantages of methods of | | | | |
|Purchasing procedures and controls- |of the purchaser. |food purchase. | | | | |
|purchasing specifications, ordering, | | | | | | |
|delivery, pickup, inventory keeping. |Discuss the |They will identify ways of costing | | | | |
|Costing of menus and use of standard menu. |frequency of |menus. | | | | |
| |purchasing | | | | | |
| |food. | | | | | |
| | | | | | | |
| |Explain how storage conditions | | | | | |
| |impact on food costs. | | | | | |
| | | | | | | |
| |Determine ways of costing menus. | | | | | |
| | | | | | | |
|4. Portion Control in preparation and | |Students will determine ways of |discussion, lecture, grouping. |Text (Professional Cooking), hand |Explain how batch cooking aids in |1 week |
|serving food in large quantity |Determine ways of ensuring portion |ensuring portion control in food | |out, white board, whiteboard |reducing food costs. | |
| |control in food establishments. |establishments. | |marker. | | |
|Determine portion sizes within a food | | | | | | |
|establishment. |Define batching. |They will discuss the importance of| | | | |
|Proportioning based on cost, nutritive | |batch cooking. | | | | |
|content, clientele need and satisfaction. |State the importance of batch | | | | | |
|Sectioning techniques before and after |cooking. | | | | | |
|preparation. | | | | | | |
|“Batching” in preparation, cooking and |Identify ways of determining batch | | | | | |
|serving. |size. | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|5. Safety and sanitation in quantity food | |Students will define key terms. |Discussion, lecture, grouping, |Text (Professional Cooking, |Case study: |2 weeks |
|preparation and service |-Define the terms food poisoning, | |power point presentation.. |Institutional Food Service by CFNI,|Your friend attended a party where | |
| |food bourne illness. |They will also create a table with | |On Cooking by Sarah Labensky and |she later became ill after eating | |
|Causes and prevention of food borne | |the headings: micro-organism, | |Applied Food Service Sanitation)), |the following foods: hamburgers, | |
|illnesses |- List factors that cause food |symptoms, incubation. They will | |lap top, multi media projector, |coleslaw, milk shake. Explain the | |
|Analysis of critcal control procedures to |spoilage. |fill in the information on | |hand out, white board, whiteboard |possible cause of food poisoning | |
|prevent hazards using HACCP. | |foodborne illnesses. | |marker. |using each food as a possible | |
|Time and temperature control in cooking, |-Identify causes and symptoms of food| | | |cause. | |
|storing and serving food. |poisoning. |Students will track the flow of | | |Group project on “The Prevention | |
|Rules and regulations for maintaining a safe| |food through a food establishment | | |and Management of Accidents in the | |
|working environment. |-Outline ways of preventing food |using HACCP system | | |Kitchen”. | |
|Public Health Regulations. |contamination | | | | | |
| | |Students will view a powerpoint | | |Graded Classwork | |
| |-Discuss procedures for preparing and|presentation on Food Sanitation and| | | | |
| |serving food to prevent food |another on the use of a fire | | | | |
| |contamination in food establishments.|extinguisher. | | | | |
| | | | | | | |
| |-Explain the HACCP. |Students will discuss the | | | | |
| | |procedures of first aid in cases of| | | | |
| |Develop a flowchart to illustrate the|emergency. | | | | |
| |movement of food through a restaurant| | | | | |
| |using HACCP. | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| |- Outline the regulations of Public | | | | | |
| |health as they relate to large scale | | | | | |
| |food preparation | | | | | |
| | | | | | | |
| |Explain the principles of | | | | | |
| |Occupational health and safety. | | | | | |
| | | | | | | |
| |Discuss the procedures of First Aid | | | | | |
| |during emergencies | | | | | |
| | | | | | | |
| | | | | | | |
| |Outline accident prevention measures.| | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
|6. Preparing, cooking and serving various | |Students will draw diagrams to |Discussion, lecture, grouping. |Text (Professional Cooking), hand |Students will collect suitable |2 weeks |
|dishes and meals |Outline guidelines for the location |illustrate types of kitchen layout.| |out, white board, whiteboard |recipes for a formal dining | |
| |of a kitchen in the home or food | | |marker. |occasion. They will prepare and | |
|Planning and organizing work in a commercial|establishment. |In groups the students will present| | |serve the dishes chosen. | |
|kitchen. | |information on types of cooking | | | | |
|Preparation and cooking methods. |Identify types of kitchen layout. |methods. They will also receive a | | |Graded Homework | |
|Preparing, cooking and serving various | |handout on same. | | | | |
|foods. |Explain factor that should be taken | | | | | |
|Using different types of meal service on |into consideration in kitchen design.|In groups students will express the| | | | |
|various occasions. | |preparation, cooking and service | | | | |
|Product modification and development. |Identify types of cooking methods. |of: | | | | |
| | |Meat | | | | |
| |Discuss the preparation, cooking and |Fish | | | | |
| |service of various foods. |Poultry | | | | |
| | |Eggs | | | | |
| |Describe types of meal services. |Cheese | | | | |
| | |Milk | | | | |
| |Relate the types of meal services |Legumes | | | | |
| |that are appropriate for particular |Vegetables | | | | |
| |occasions. |Ground provision | | | | |
| | |Fruits | | | | |
| | | | | | | |
| |Modify and develop original recipes. |Students will modify existing | | | | |
| | |recipes to make their fat, sugar | | | | |
| | |and salt content less. | | | | |
| | | | | | | |
| | |They will also develop original | | | | |
| | |recipes. | | | | |
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