Credo Christian High School & Credo Christian Elementary ...
Food StudiesGrade: 11Course Code:Teacher: D. Penninga & W. Van OostenDate: August, 2020RationaleFood is a wonderful gift from God. In all of its different stages – from planting to harvesting, from preparing to eating, we can enjoy the gift of food. Throughout this course students will be taught about the variety and characteristics of food, as well as various techniques to prepare different foods and present foods for our, as well as others’, enjoyment. God also instructs us to be good stewards, both of our resources as well as our bodies. The impact of sin in this world has led to malnourishment, disease, pathogens and waste. Knowing how to make wise choices with regards to the foods we eat and to cleanliness, as well as understanding the nutritional values of food and how it impacts our bodies are thus also very important components of this course as it prepares the students for thriving in a challenging world. Developing habits that display wise stewardship in relationship to food is also important. Understanding the growth and sustainability of foods, making wise purchasing choices and limiting the waste of foods teach about using God’s gifts wisely. The students will also look at the broader cultural context and experience the diversity of foods from different places and peoples around the world. The aim of Foods 11 is to provide opportunities for students to develop the knowledge, skills, and attitudes that have immediate and future applications in their personal and family lives, as well as in local and global environments. They will have many opportunities to create, prepare, modify and share a wide variety of foods as individuals and in small groups, and grow in confidence as they acquire basic knowledge about foods, and develop essential skills in food preparation. Many hands-on activities will encourage them to use their talents to serve God, others and themselves. Course DescriptionGod designed humans to be nourished by food and he supplied us with an amazing variety of natural ingredients to work with and enjoy. In this course students will use the Applied Design Skills and Technologies process (define, ideate, prototype, test, make and share) to plan and prepare nutritious food for individuals, families and groups. As background for this, students will learn about food safety and security, food guides and labels, promotion and marketing of foods, as well as different cultural cuisines. Components of recipe development and modification will be covered, including: ingredients, measurements, tools and equipment, proportions, temperatures and preparation. This course includes both theory and practice, so students will be busy in both classroom and kitchen environments. There will be many opportunities for both individual and collaborative work in this course, and skills like following directions carefully, cleanliness, creativity, and creating delicious and healthy foods will be emphasized. Big Ideas561467092075The misuse of foods can cause much harm in this fallen world.00The misuse of foods can cause much harm in this fallen world.2919095120650Christians must be stewards of their bodies and of creation.00Christians must be stewards of their bodies and of creation.347345128905God made foods for nourishment and enjoyment.00God made foods for nourishment and enjoyment.551116564135Services and products can be designed through consultation and collaboration.00Services and products can be designed through consultation and collaboration.34734526670Tools and technologies can be adapted for specific purposes.00Tools and technologies can be adapted for specific purposes.275717056515Personal design interests require the evaluation and refinement of skills.00Personal design interests require the evaluation and refinement of skills.Unit 1 – Introduction: Course, Equipment, Kitchen, Foods166370135255God made foods for nourishment and enjoyment.00God made foods for nourishment and enjoyment.6414135116205The misuse of foods can cause much harm in this fallen world.00The misuse of foods can cause much harm in this fallen world.Big Ideas for this unit1690370139700Tools and technologies can be adapted for specific purposes.00Tools and technologies can be adapted for specific purposes.4081145111125Christians must be stewards of their bodies and of creation.00Christians must be stewards of their bodies and of creation.It is important that this course opens on a positive note with a Biblical perspective on the blessing of foods and the joy and fellowship that it promotes. Students will also be introduced to the units and topics that will be covered, the structures and layout of the course and kitchen, and the various responsibilities and protocols that will be followed. Some math will be reviewed, focusing on measurements and conversion skills. An introduction to food preparation will begin with a few basic flour mixture recipes, which will be continued in Unit 3.Learning StandardsInstructional and Assessment StrategiesContentStudents are expected to know the following:components of recipe development and modification, including proportionstemperaturespreparation methodsCurricular CompetenciesStudents are expected to be able to do the following:Observe and research the context of a meal and/or recipe preparation task or processIdentify criteria for success, constraints, and possible unintended negative consequencesExamine the physical capacities and limitations of the workspaceCompare, select, and use techniques that facilitate a given task or process Assess their ability to work effectively both individually and collaboratively, including their ability to share and maintain an efficient co-operative workspaceApply safety procedures for themselves, co-workers, and consumers in both physical and digital environments Evaluate impacts, including unintended negative consequences, of choices made about technology useConceptsIntro to course, self-reflection / questionnaire, pre-test of knowledgeBiblical perspective on foodthe positive aspects (enjoyment, nourishment, fellowship…)the effects of the fall into sin (hunger, disease, waste…)Kitchen and equipment organization of kitchen – scavenger huntbasic safety rulesGroups and responsibilities for working in the kitchenexplain roles and responsibilities for working in small groups all yearMeasurements and conversionsscaling, weighing, metric and imperial, conversion charts Begin flour mixtures – begin with quick breads (muffins, etc.) (Start Unit 3)Recipe development and modification – muffinsSummative evaluation – check understanding with a test of the above conceptsSuggested RecipesOne Batter, Four Muffins (Martha Stewart – with video)Master Muffin recipe (with variations)Pumpkin Cream Cheese MuffinsCore Competencies (Due to the nature of this applied skills course, most of the CC’s will be covered in each unit, but the following will be particularly emphasized):CommunicationConnect and engage with others (to share and develop ideas) Acquire, interpret and present informationExplain/recount and reflect on experiences and accomplishmentsThinkingDeveloping IdeasAnalyze and Critique; Question and InvestigatePersonal & SocialSelf-Determination; Self-Regulation; Well-BeingPersonal Values and Choices; Personal Strengths and AbilitiesCore Competencies (How some will be specifically brought out in this unit):Read articles and worksheets to acquire information (Communication)Connect and engage with classmates while doing questionnaires and scavenger hunt (Communication)Summarize learning while filling in worksheets on measurements (Communication)Develop an understanding of the Biblical principles relating to foods (Thinking)Connect ideas and features of basic flour recipes to other recipes (Thinking) Know and follow the safety rules in the kitchen (Personal & Social)Be aware of roles and responsibilities and while working in small groups and in the class as a whole (Personal & Social)Put personal faith into practise when making choices and decisions in this course (Personal & Social)Resources for this unitScaling a Recipe Lesson Plan: Youth Explore Trades Skills (Baker Activity Plans) pp. 63-68Kitchen Equipment Scavenger Hunt Lesson Plan: Youth Explore Trades Skills (Cooking Activity Plans) pp. 57-82 (Kitchen Safari worksheet)Various Biblical resources like: Got , Reformed Perspective (eat in heaven, foods, etc.)Teacher-made resources (including from Teacher-pay-teacher)Various You-Tube videos (Sally’s Baking Addiction, etc.)Muffin worksheetWelcome to the Kitchen DVD video – (23 minutes)Unit 2 – Food Safety and SecurityBig Ideas for this unit4176395138430Personal design interests require the evaluation and refinement of skills.00Personal design interests require the evaluation and refinement of skills.2166620138430Christians must be stewards of their bodies and of creation.0Christians must be stewards of their bodies and of creation.166370138430Tools and technologies can be adapted for specific purposes.0Tools and technologies can be adapted for specific purposes.6262370138430The misuse of foods can cause much harm in this fallen world.00The misuse of foods can cause much harm in this fallen world.As Christians, we are commanded to protect ourselves and our neighbours as much as we can (Lord’s Day 40). Proper food handling is an essential element of food preparation in a fallen world. Students will learn about: micro-organisms, food-borne illnesses, time-temperature control, cross-contamination, food safety management, food storage, and cleaning and sanitizing. By the end of the unit the students will also have successfully completed a Level 1 food safety course, and obtained a provincially-recognized FOODSAFE certificate.Learning StandardsInstructional and Assessment StrategiesContentStudents are expected to know the following:issues involved with food security, including causes and impacts of food recalls food labelling roles and responsibilities of Canadian government agencies and food companiesCurricular CompetenciesStudents are expected to be able to do the following:Identify criteria for success, constraints, and possible unintended negative consequencesExamine the physical capacities and limitations of the workspaceApply safety procedures for themselves, co-workers, and consumers in both physical and digital environmentsEvaluate impacts, including unintended negative consequences, of choices made about technology useConceptsKitchen safety Link to Christian worldview – 6th commandment and Lord’s Day 40 (HC)Students make posters or videos on a kitchen safety topicUse a quiz to test knowledgeFOODSAFE Level 1 BC certification course (online or with Coast Mountain College instructor)Food security issues, including causes and impacts of food recallsStudents must all pass final course test and obtain certificate within the prescribed time allotmentSuggested RecipesNone for this unitCore Competencies (Due to the nature of this applied skills course, most of the CC’s will be covered in each unit, but the following will be particularly emphasized):CommunicationConnect and engage with others (to share and develop ideas) Acquire, interpret and present informationCollaborate to plan, carry out, and review constructions and activities ThinkingNovelty and Value; Generating Ideas; Developing IdeasAnalyze and Critique; Question and Investigate; Develop and Design Personal & SocialSelf-Determination; Self-Regulation; Well-BeingContributing to community Personal Values and Choices; Personal Strengths and AbilitiesCore Competencies (How some will be specifically brought out in this unit):Read articles and listen to lecture connecting a Christian worldview to the idea of safety and harm reduction (Communication)Read FOODSAFE course information, watch online videos and read course booklet to learn about food safety (Communication)Engage in class discussions and participate in information sharing about working safely in the school kitchen (Communication)Investigate biblical concepts relating to keeping self and others safe (Thinking)Generate creative ideas for safety posters or videos to share (Thinking)Demonstrate self-discipline and motivation to complete and pass the FOODSAFE course in a timely manner (Personal & Social)Monitor self and classmates to ensure that safety principles are followed consistently (Personal & Social)Resources for this unitOnline Food Handler Certification – Canada (Foodsafetytraining.ca), included manual and video resources.Basic Food and Kitchen Safety Lesson Plan: Youth Explore Trades Skills (Baker Activity Plans) pp. 7-15 – includes videosVarious resources from the Canadian government: posters, fact sheets, etc.(e.g. – Food Safety Resources for Canadians )Unit 3 – Flour Mixtures / Recipes and Shopping6671945140335Personal design interests require the evaluation and refinement of skills.00Personal design interests require the evaluation and refinement of skills.90170140335God made foods for nourishment and enjoyment.00God made foods for nourishment and enjoyment.Big Ideas for this unit2090420163830Services and products can be designed through consultation and collaboration.00Services and products can be designed through consultation and collaboration.4576445163830Tools and technologies can be adapted for specific purposes.00Tools and technologies can be adapted for specific purposes.Baking is an essential element of any kitchen, and it is a good place to begin due to the simplicity and straightforwardness of many recipes. After having begun with basic muffin recipes and variations in Unit 1, students will continue on with biscuits, scones and different types of breads. These will become increasingly more complex and will provide many opportunities for creative variations. As well, this unit will also cover some basics of shopping and of food store layout. Possible field trips to a variety of food sales establishments (bakery, butcher, produce market, grocery stores, etc.) can be done to solidify the learning.Learning StandardsInstructional and Assessment StrategiesContentStudents are expected to know the following:components of recipe development and modification, including ingredientsfunctionsproportionstemperaturespreparation methodsfood promotion and marketing strategies and their impact on specific groups of peopleCurricular CompetenciesStudents are expected to be able to do the following:Identify potential users or consumers for a chosen meal or recipe design opportunityTake creative risks in generating ideas and add to others’ ideas in ways that enhance themIdentify, critique, and use a variety of sources of inspiration and informationSelect and combine appropriate levels of form, scale, and detail for prototypingCompare, select, and use techniques that facilitate a given task or processIdentify appropriate tools, technologies, food sources, processes, cost implications, and time needed for productionCreate food product, incorporating feedback from self, others, and prototype testingDecide how and with whom to share finished productConceptsBaking / cooking terminologyLayout and reading of recipesoptional field trip to local bakeryGrocery store layout / shopping tipsoptional field trip to local stores (combine with bakery, above) Palate development – 6 major flavour profiles and various mixturesin groups, students experiment with flavours on popcornapple variety comparison lessonFlour mixture concepts biscuits and scones (incl. worksheet)yeast and quick breads unleavened bread (matzah, lavash)making a sourdough starterbatters vs. doughspuff and phyllo pastriesdifferent groups do different typesrecipe development and modificationEvaluate comprehension of concepts using worksheets and a unit quizUse rubrics to assess individual and group work in the kitchenSuggested RecipesHomemade Buttermilk BiscuitsMaster Scone Recipe Chocolate Zucchini CakeSouthern Banana CakeCinnamon Sour Cream Coffee CakeNaan, focaccia, raisin bread, bagels, etc. as possible extra optionsCore Competencies (Due to the nature of this applied skills course, most of the CC’s will be covered in each unit, but the following will be particularly emphasized):CommunicationCollaborate to plan, carry out, and review constructions and activities Explain/recount and reflect on experiences and accomplishmentsThinkingNovelty and Value; Generating Ideas; Developing IdeasAnalyze and Critique; Question and Investigate; Develop and Design Personal & SocialValuing DiversityPersonal Values and ChoicesCore Competencies (How some will be specifically brought out in this unit):Listen to lectures and participate in discussions to learn concepts (Communication)Fill in worksheets to demonstrate learning of concepts (Communication)Participate in popcorn and apple activities to share experiences on flavours (communication)Reflect on field trips, and connect to concepts learned in the unit (Communication)Be creative while investigating different textures and flavour profiles (Thinking)Compare and contrast features of different flour and bread recipes (Thinking)Take risks while experimenting with flavours and recipes (Personal & Social)Appreciate and respect the diversity of tastes and opinions of classmates (Personal & Social)Interact and be engaged while on community field trips (Personal & Social) Resources for this unitPalate Development Lesson Plan: Kitchen Equipment Scavenger Hunt Lesson Plan: Youth Explore Trades Skills (Cooking Activity Plans) pp. 77- (Kitchen Safari worksheet)Biscuits and scones worksheetsIntroduction to Flour Mixtures information sheetsYeast bread worksheetsKing Arthur Flour ()BC at the Table videos – BC Agriculture in the Classroom Foundation (produce, grains, dairy, salmon)16 mm film - Supermarket Supermarket Savvy (Parts 1 & 2) – Region of Peel – The Great Grocery Store AdventureLost in the Supermarket DVD – meridian Unit 4 – Nutrition, Food Guides and the Ethics of Food299720148590God made foods for nourishment and enjoyment.00God made foods for nourishment and enjoyment.5948045177165The misuse of foods can cause much harm in this fallen world.00The misuse of foods can cause much harm in this fallen world.Big Ideas for this unit316674595885Christians must be stewards of their bodies and of creation.00Christians must be stewards of their bodies and of creation.In this shorter unit, students will be introduced to the Canada Food Guide (2020) with the intent that they “Eat well. Live well.” How closely this Guide lines up with a Christian worldview can be discussed (review Unit 1 concepts). As well, they will learn about factors involved in making food guides, including guides for Indigenous people. Some time will be spent looking at topics relating to ethical food production, and a few recipes that lend themselves to these topics will be prepared.Learning StandardsInstructional and Assessment StrategiesContentStudents are expected to know the following:components of recipe development and modification, including ingredients, functions, proportions, temperatures and preparation methodsfactors involved in the creation of international and regional food guides First Peoples food guidesethics of cultural appropriationfood labelling roles and responsibilities of Canadian government agencies and food companiesCurricular CompetenciesStudents are expected to be able to do the following:Observe and research the context of a meal and/or recipe preparation task or processIdentify potential users or consumers for a chosen meal or recipe design opportunityCritically evaluate how competing social, ethical, economic, and sustainability considerations impact choices of food products, techniques, and equipmentAnalyze the role technologies play in societal changeExamine how cultural beliefs, values, and ethical positions affect the development and use of technologies on a national and global levelConceptsNutrition / Food Guideshealthy eating / stewardship of bodies and resources (worksheet)development of Food Guides, Indigenous guides, cultural appropriationcompare 2020 Guide to older editionsethical food productionfood industry practisesanimal welfare, factory farms, fishing/ocean impactsissues surrounding migrant workerssupporting local food producers“100-mile” or similar diets The topics in this unit can be covered by having the students complete small research projects, which they shareAssess using a rubric that incorporates class and teacher-generated criteriaSuggested RecipesExplore different kinds of balanced mealssample “ideal meals” following the Food Guide take risks and try new foods suggested in food guides (including traditional Indigenous ones)Compare and contrast French fries (home-made, vs. frozen, vs. fast-food restaurant) for nutritional value and tasteCore Competencies (Due to the nature of this applied skills course, most of the CC’s will be covered in each unit, but the following will be particularly emphasized):CommunicationConnect and engage with others (to share and develop ideas) Acquire, interpret and present informationCollaborate to plan, carry out, and review constructions and activities ThinkingNovelty and Value; Generating Ideas; Developing IdeasAnalyze and Critique; Question and Investigate; Develop and Design Personal & SocialSelf-Determination; Self-Regulation; Well-BeingValuing DiversityRelationships and Cultural Contexts; Personal Values and ChoicesCore Competencies (How some will be specifically brought out in this unit):View food guide charts and listen to videos explaining them (Communication)Acquire information from various sources on ethical food production (Communication)Engage respectfully in class discussions about controversial topics (Communication)Analyze food guides in light of Biblical principles (Thinking)Question and investigate ethical topics relating to foods (Thinking)Generate ideal meals following various food guides (Thinking)Note personal eating habits and compare to the food guide, noting areas for improvement (Personal & Social)Appreciate diversity in diets of classmates including Indigenous and other cultures (Personal & Social)Take risks and experiment with new foods to expand culinary horizons (Personal & Social)Resources for this unitCanada Food Guide online resourcesSuperSize Me video or book (be sure to preview first!)All for the Beef – Basic Meat Cookery (Alberta Beef)Unit 5 – Christmas Foods299720148590God made foods for nourishment and enjoyment.00God made foods for nourishment and enjoyment.5948045177165The misuse of foods can cause much harm in this fallen world.00The misuse of foods can cause much harm in this fallen world.Big Ideas for this unit316674595885Christians must be stewards of their bodies and of creation.00Christians must be stewards of their bodies and of creation.It’s said that “Christmas is the most wonderful time of the year”, and this is definitely true when it comes to baking and cooking! In this unit the students will develop a variety of moderate to advanced baking techniques. This will include shaping and decorating cookies, tempering chocolate, and making multi-step bars. Attempts will be made to try to include some healthier recipes. The students can each go home with a sample of Christmas baking. Learning StandardsInstructional and Assessment StrategiesContentStudents are expected to know the following:components of recipe development and modification, including ingredientsfunctionsproportionstemperaturespreparation methodsCurricular CompetenciesStudents are expected to be able to do the following:Identify criteria for success, constraints, and possible unintended negative consequencesTake creative risks in generating ideas and add to others’ ideas in ways that enhance themScreen ideas against criteria and constraints, and prioritize them for prototypingIdentify, critique, and use a variety of sources of inspiration and informationExperiment with a variety of tools, ingredients, and processes to create and refine food productsCreate food product, incorporating feedback from self, others, and prototype testingShare progress while making to gather feedbackIdentify and assess skills needed for design interests, and develop specific plans to learn or refine them over timeConceptsChristmas baking concepts and techniques (summarized on a worksheet)importance of presentation of foodstempering chocolateroasting nutsdecorating with royal icingsolicit help from parents or community memberspractise piping on paper sheetsUse rubrics to evaluate student work (focus on neatness and artistry)Suggested RecipesRoyal Icing (get meringue powder from Safeway)Cut-out cookiesSugar cookiesGingerbread cookiesPeppermint BarkChocolate peanut-butter no-bake cookies (beware of allergies!)Nanaimo bars (The Little Island Bake Shop recipe)Butter tarts (The Little Island Bake Shop)Other holiday baking as time and interest allowoliebollen, fruitcake, etc.Core Competencies (Due to the nature of this applied skills course, most of the CC’s will be covered in each unit, but the following will be particularly emphasized):CommunicationConnect and engage with others (to share and develop ideas) Acquire informationCollaborate to plan, carry out, and review constructions and activities ThinkingNovelty and Value; Developing IdeasQuestion and Investigate; Develop and Design Personal & SocialContributing to communityValuing Diversity; Building RelationshipsRelationships and Cultural Contexts; Personal Values and Choices; Core Competencies (How some will be specifically brought out in this unit):Enjoy festive baking while working collaboratively with classmates (Communication)Learn baking and decorating techniques by observing videos and community volunteers (Communication)In groups, plan and implement baking recipes and techniques (Communication)Express creativity when designing and decorating baking products (Thinking)Compare and contrast nutrition and healthiness of various Christmas baking products (Thinking)Share selection of baking with families, and solicit feedback (Personal & Social)Note how food can enhance the festivities and fellowship surrounding the celebration of Christ’s birth (Personal & Social)Resources for this unitWilton cake-decorating course – ask for parent volunteers to help decorateWide variety of traditional recipe books and online sources for Christmas baking ideasRoerick, Jana. The Little Island Bake Shop – Heirloom Recipes made for Sharing. Figure 1 Publishing Inc. Vancouver: 2019. Unit 6 – Breakfasts / Food Labelling185420111760Christians must be stewards of their bodies and of creation.00Christians must be stewards of their bodies and of creation.5957570111760The misuse of foods can cause much harm in this fallen world.00The misuse of foods can cause much harm in this fallen world.Big Ideas for this unit286194578105Personal design interests require the evaluation and refinement of skills.00Personal design interests require the evaluation and refinement of skills.The concepts in this unit flow well from those in Unit 4 as students learn about food labels, especially as they relate to cereals. There will be some discussion of the pros and cons of genetically modified organisms (GMO’s). Common breakfast foods will be learned about and prepared in this unit, particularly cereal grains, eggs, and various meals and dishes developed from them will be prepared and shared. Learning StandardsInstructional and Assessment StrategiesContentStudents are expected to know the following:food labelling roles and responsibilities of Canadian government agencies and food companiesmeal and recipe design opportunitiescomponents of recipe development and modification, including ingredientsfunctionsproportionstemperaturespreparation methodsfood promotion and marketing strategies and their impact on specific groups of peopleCurricular CompetenciesStudents are expected to be able to do the following:Observe and research the context of a meal and/or recipe preparation task or processIdentify potential users or consumers for a chosen meal or recipe design opportunityCritically evaluate how competing social, ethical, economic, and sustainability considerations impact choices of food products, techniques, and equipment Create food product, incorporating feedback from self, others, and prototype testingShare progress while making to gather feedback ConceptsFood labelling (use a PowerPoint and notes to summarize the information)roles of Canadian government agencies and food companiescommon cereal grains breakfast cereal ingredient comparison pros and cons of genetically modified foodsBreakfast foods (use worksheets to summarize the information)granola, cereals – each student group does one, then comparesmeal and recipe design opportunitiesreflect on results, and communicate with classmatespancakes / crepes, waffles eggs (fried / poached, quiche, omelets, French toast, etc.)egg web-questAssess concepts with a small quiz based on worksheets and PPoint notesSuggested RecipesVanilla Almond GranolaSimply Granola (Little Island Bakeshop)Homemade Granola Bars (Magnolia cookbook)No-bake energy balls (warning – contain peanuts)My favourite Buttermilk Waffles (Sally’s Baking Addiction)Buttermilk PancakesCrepes with Sugar and Lemon ()French Omelette (with video)Scotty’s Nest EggsBacon and Leek Quiche (Magnolia Table)Core Competencies (Due to the nature of this applied skills course, most of the CC’s will be covered in each unit, but the following will be particularly emphasized):CommunicationConnect and engage with others (to share and develop ideas) Acquire, interpret and present informationCollaborate to plan, carry out, and review constructions and activities Explain/recount and reflect on experiences and accomplishmentsThinkingNovelty and Value; Generating Ideas; Developing IdeasAnalyze and Critique; Question and Investigate; Develop and Design Personal & SocialSelf-Determination; Self-Regulation; Well-BeingContributing to community; Building RelationshipsPersonal Values and Choices; Personal Strengths and AbilitiesCore Competencies (How some will be specifically brought out in this unit):Read up on food labelling, including government and corporate input (Communication)Analyze different perspectives on GMO’s, including a Christian one (Communication)Question and investigate the purpose and agendas connected to food labelling (Thinking)Investigate pros and cons of GMO foods (Thinking)In groups, follow recipes to make various breakfast foods (Communication)Reflect on and share results of recipe modifications (Communication)Be aware of the impact reading labels and learning about GMO’s can have on personal food choices and decisions (Personal & Social)Make and implement creative variations on breakfast recipes (Thinking)Share samples of breakfast foods recipes with classmates and other classes for input and feedback (Personal & Social)Resources for this unitThe Iowa Egg Council () – useful for web-questOld Ways Whole Grains Council – Educational Materials () America’s Test Kitchen (books and videos)Various fact sheets and resources from Burnaby north school districtUnit 7 – Lunches / Food Preservation271145142875Services and products can be designed through consultation and collaboration.00Services and products can be designed through consultation and collaboration.6100445142875Personal design interests require the evaluation and refinement of skills.00Personal design interests require the evaluation and refinement of skills.Big Ideas for this unit350012099695Tools and technologies can be adapted for specific purposes.00Tools and technologies can be adapted for specific purposes.Throughout history, foods have been preserved in various ways; new technologies and transportation methods have made this even more diverse and easy in the recent decades. In this seventh unit, students will learn about different methods to keep foods over time in a safe manner. In the kitchen, the focus will be on typical lunch foods including: appetizers, sandwiches, wraps, pizzas and salads. A wide variety of recipes. encouraging and strengthening numerous kitchen skills, will be used to prepare lunch foods. These can be enjoyed by the students as well as staff, peers, and by family members at home.Learning StandardsInstructional and Assessment StrategiesContentStudents are expected to know the following:meal and recipe design opportunitiescomponents of recipe development and modification, including ingredientsfunctionsproportionstemperaturespreparation methodsCurricular CompetenciesStudents are expected to be able to do the following:Observe and research the context of a meal and/or recipe preparation task or processTake creative risks in generating ideas and add to others’ ideas in ways that enhance themSelect and combine appropriate levels of form, scale, and detail for prototyping Compare, select, and use techniques that facilitate a given task or process Create food product, incorporating feedback from self, others, and prototype testingConceptsReview breads (Unit 2) and preview vegetables (Unit 8)Food preservationcanning, dehydrating, salting, pickling, smoking, freezing…student presentations, show examplesAssess student presentations using a small (pre-circulated) rubricLunch foodsSnacks / appetizersSandwiches, wraps, quesadillas/burritos/tacosPizza and toppings (experiment and modify)Salads (garden, Greek, pasta, taco, corn, Japanese, etc.)each group selects and does one, and all share and compareSuggested RecipesChicken Street TacosCheese QuesadillasEgg Salad SandwichesTuna Salad and wrapsPizza (with a diverse variety of toppings)Various salads: garden, Greek, pasta, taco, corn, Japanese, etc.Core Competencies (Due to the nature of this applied skills course, most of the CC’s will be covered in each unit, but the following will be particularly emphasized):CommunicationConnect and engage with others (to share and develop ideas) Acquire, interpret and present informationCollaborate to plan, carry out, and review constructions and activities Explain/recount and reflect on experiences and accomplishmentsThinkingNovelty and Value; Generating Ideas; Developing IdeasAnalyze and Critique; Question and Investigate; Develop and Design Personal & SocialSelf-Determination; Self-Regulation; Well-BeingContributing to community and caring for the environmentSolving problems in peaceful ways; Valuing Diversity; Building RelationshipsRelationships and Cultural Contexts; Personal Values and Choices; Personal Strengths and AbilitiesCore Competencies (How some will be specifically brought out in this unit):Answer questions to review and preview information (Units 2&8) (Communication)Research, record and present information about food preservation techniques (Communication)Read and follow worksheets and recipes to learn about a variety of common lunch foods (Communication)Compare and contrast preservation methods using presentations (Thinking)Investigate changes in taste and texture when making different pizza toppings (Thinking)Analyze and critique a wide variety of salads, pondering which ingredients contribute to the differing flavours (Thinking)Work helpfully on group assignments, noting own contribution (Personal & Social)Expand beyond comfort zone in experimenting with different foods and flavours (Personal & Social)Resources for this unitVarious recipe books and websites (several of which are mentioned in earlier units)Unit 8 – Soups / Seasonings and Recipe Modifications6911340124844The misuse of foods can cause much harm in this fallen world.00The misuse of foods can cause much harm in this fallen world.204470125095God made foods for nourishment and enjoyment.00God made foods for nourishment and enjoyment.Big Ideas for this unit467665853340Christians must be stewards of their bodies and of creation.0Christians must be stewards of their bodies and of creation.191672953340Services and products can be designed through consultation and collaboration.00Services and products can be designed through consultation and collaboration.Savoury foods and seasonings will be explored in this unit, as students learn about spices, vegetables and stocks – primary ingredients of different soups. Proper knife skills are also practised and refined, and the cut and chopped (vegetable and meat) ingredients will be put to good use in the various recipes. The diversity of flavours will be explored as the students learn how to build aromatics, and they will be given many opportunities to modify flavours and ingredients, noting the effects and results.Learning StandardsInstructional and Assessment StrategiesContentStudents are expected to know the following:meal and recipe design opportunitiescomponents of recipe development and modification, including ingredientsfunctionsproportionstemperaturespreparation methodsFirst Peoples food guidesfood labelling roles and responsibilities of Canadian government agencies and food companiesfood promotion and marketing strategies and their impact on specific groups of peopleCurricular CompetenciesStudents are expected to be able to do the following:Identify potential users or consumers for a chosen meal or recipe design opportunityTake creative risks in generating ideas and add to others’ ideas in ways that enhance themIdentify, critique, and use a variety of sources of inspiration and informationExperiment with a variety of tools, ingredients, and processes to create and refine food productsCompare, select, and use techniques that facilitate a given task or processIdentify and communicate with sources of feedbackConceptsStocks and soups concepts (summarize using a worksheet)opportunities for recipe design and modificationVegetables – individual student presentationsassess using a simple rubricKnives and cutting skillsintroduction to knives and cutting – practise with vegetables firstcutting and deboning chickensincorporate into broths and soupsSpices / seasonings / aromatics – student presentations / projectsif possible, maintain an herb garden at school Summative evaluation – use a test to assess concepts taught in this unitSuggested RecipesStocksChicken stock and / or beef brothStock-based soupsLight and Creamy Chicken Noodle SoupHamburger Soup (Best of Bridge or Dana’s recipe)Minestrone Soup – knife skill practise! (Magnolia Table, Dana’s recipe)Thai Chicken Soup (focus on aromatics)Cream soupsRoasted Potato / Leek soup (Little Island Cookbook)Corn Chowder – Shannon and Dana’s recipeSeafood / Clam ChowderUse a rubric to evaluate individual and group work in the kitchenCore Competencies (Due to the nature of this applied skills course, most of the CC’s will be covered in each unit, but the following will be particularly emphasized):CommunicationConnect and engage with others (to share and develop ideas) Acquire, interpret and present informationCollaborate to plan, carry out, and review constructions and activities ThinkingGenerating Ideas; Developing IdeasAnalyze and Critique; Question and Investigate; Develop and Design Personal & SocialSelf-Determination; Self-Regulation; Well-BeingContributing to community and caring for the environmentPersonal Values and Choices; Personal Strengths and AbilitiesCore Competencies (How some will be specifically brought out in this unit):Learn the concepts of this unit by listening to lectures, watching videos and reading information (Communication)Research, summarize and collate information for vegetable and seasoning presentations (Communication and Thinking)Clearly present projects to the class using visuals and public speaking skills (Communication)Generate and develop ideas for presentations (Thinking)Understand the different types of knives and their uses (Thinking)Carefully and safely develop knife skills (Personal & Social)Learn some basics on how to care for and use a herb garden (Personal & Social)In groups, follow recipes (with variations) to make and enjoy a variety of soups (Personal & Social)Resources for this unitIntroductory knife skills, and Beginning butchery lessons: Youth Explore Trades Skills (Cooking Activity Plans) pp. 87-99 (including videos from Howcast and KeefCooks)Smart (great info on aromatics)Fine cooking – the First Step to Great Flavour article ()Unit 9 – Dinners / Cultural Foods246012132715God made foods for nourishment and enjoyment.00God made foods for nourishment and enjoyment.7202223123190Tools and technologies can be adapted for specific purposes.00Tools and technologies can be adapted for specific purposes.Big Ideas for this unit225986980010Services and products can be designed through consultation and collaboration.00Services and products can be designed through consultation and collaboration.495952687694Personal design interests require the evaluation and refinement of skills.00Personal design interests require the evaluation and refinement of skills.Dinner is about so much more than filling one’s stomach with food. It offers an opportunity to gather and to fellowship with others – a chance to reconnect, visit and enjoy life with the ones we love. It is a time to share hospitality and to enjoy the wonderful gift of food given by the Creator. Dinner is about being together -– a time to reconnect, visit, and enjoy life. It is a wonderful opportunity to serve and to nourish and be nourished – not only physically, but also emotionally and spiritually. This major unit will draw on many of the skills learned earlier in this course, and in it the students will learn about preparing meat, vegetable and side dishes in a variety of ways. Some time will be spent looking at foods from various cultures, and projects will be made and shared for this. Many people are limited in what they can eat due to medical or cultural conditions – some specialty diets and modifications to recipes to address this will also be examined. Learning StandardsInstructional and Assessment StrategiesContentStudents are expected to know the following:meal and recipe design opportunitiescomponents of recipe development and modification, including ingredientsfunctionsproportionstemperaturespreparation methodsethics of cultural appropriationfood promotion and marketing strategies and their impact on specific groups of peopleCurricular CompetenciesStudents are expected to be able to do the following:Observe and research the context of a meal and/or recipe preparation task or processIdentify potential users or consumers for a chosen meal or recipe design opportunityScreen ideas against criteria and constraints, and prioritize them for prototypingIdentify, critique, and use a variety of sources of inspiration and informationExperiment with a variety of tools, ingredients, and processes to create and refine food productsIdentify appropriate tools, technologies, food sources, processes, cost implications, and time needed for productionShare progress while making to gather feedback Decide how and with whom to share finished productIdentify and assess skills needed for design interests, and develop specific plans to learn or refine them over timeExplore existing, new, and emerging tools, technologies, and systems to evaluate suitability for their design interests Examine how cultural beliefs, values, and ethical positions affect the development and use of technologies on a national and global level ConceptsMeats (use worksheets to summarize content)Major cuts of meatMethods of cooking meat (stewing, braising, roasting, simmering, boiling, steaming, broiling, grilling, frying, sautéing, searing, deep-frying, etc.)Moist heatDry heatTenderizingOther (ethnic)aboriginal methods of cooking meatpossible field trip to local abattoir and / or butcherSide Dishes (use worksheets to summarize content)Vegetablesmethods of preparationsteamed, oven-roasted, boiled, fried, etc. Starchesrice, pasta, potatoesEthnic foods – country focusFrance, Germany. Greece, India, Italy, Japan, Mexico, etc.student projects (introduce country and foods, make and share meat and vegetable dishes). End with self and peer reflections and assessments of projects (using a rubric)Ethics of cultural appropriation (summarize with worksheet)Creative lab assignment (vegetable or side dish) – evaluate using a rubricSpecialty diets and recipe modifications (summarize with worksheet)Allergies, vegetarian / vegan, diabetes, celiac, lactose intolerance, etc.Summative assessment – use a written test to evaluate student understanding and retention of concepts in this unit (as summarized on the worksheets)Suggested RecipesMeatsMoist heatpoached salmonDry heatChicken (and mushroom) pot pie (intro to pie crusts)Beef Pot Pie (The Little Island Bakeshop)TenderizingMarinated Pork Tenderloin (Dana’s recipe)Parmesan Chicken (Ina Garten – the Barefoot Contessa)Other (ethnic)Sesame Beef Stir-frySide DishesVegetablesmethods of preparationsteamed, oven-roasted, boiled, friedStarchesrice, pasta, potatoes (various recipes)Core Competencies (Due to the nature of this applied skills course, most of the CC’s will be covered in each unit, but the following will be particularly emphasized):CommunicationConnect and engage with others (to share and develop ideas) Acquire, interpret and present informationCollaborate to plan, carry out, and review constructions and activities Explain/recount and reflect on experiences and accomplishmentsThinkingNovelty and Value; Generating Ideas; Developing IdeasAnalyze and Critique; Question and Investigate; Develop and Design Personal & SocialSelf-Determination; Self-Regulation; Well-BeingContributing to community and caring for the environmentSolving problems in peaceful ways; Valuing Diversity; Building RelationshipsRelationships and Cultural Contexts; Personal Values and Choices; Personal Strengths and AbilitiesCore Competencies (How some will be specifically brought out in this unit):Use diagrams, videos and worksheets to learn about major cuts of meat and main ways to prepare meat (Communication)Research and prepare a presentation on a sampling of foods from a specific country (Communication)Complete a reflection activity to review their country projects, as well as those of peers (Communication and Thinking)Use worksheets and complete with partners to learn about specialty diets and how to modify recipes to suit them (Communication)Compare and contrast different ways of preparing meats and side dishes (Thinking)Design a creative project summarizing some foods from another culture (Thinking)Discuss and critique the concept of cultural appropriation, particularly as it applies to foods (Thinking)Plan and share creative side dish with classmates (Thinking and Personal & Social)Enjoy preparing and sharing a variety of dinner dishes with team (Personal & Social)While learning about specialty diets and medical conditions, grow in empathy for the health needs of others (Personal & Social)Resources for this unitYouth Explore Trades Skills – (Cooking) Cooking Meat and Poultry, pp. 161-164All for the Beef – Basic Meat Cookery Chapter 2 – Build Cooking Skills pp. 47-60All for the Beef – Market Cards ()Roerick, Jana. The Little Island Bake Shop – Heirloom Recipes made for Sharing. Figure 1 Publishing Inc. Vancouver: 2019. Unit 10 – Desserts / Food Promotion and Marketing6319520122555Christians must be stewards of their bodies and of creation.00Christians must be stewards of their bodies and of creation.299720113030God made foods for nourishment and enjoyment.00God made foods for nourishment and enjoyment.Big Ideas for this unit444309598425The misuse of foods can cause much harm in this fallen world.00The misuse of foods can cause much harm in this fallen world.189039598425Services and products can be designed through consultation and collaboration.00Services and products can be designed through consultation and collaboration.“A party without a cake is just a meeting”, chef Julia Child once said. Cakes, pies, crisps, cobblers and frozen treats all add an element of festivity to an occasion, and effectively turn a gathering into a celebration. Desserts often incorporate elements of creativity, artistry and presentation, and these, combined with wonderful flavours, can be enjoyed as delightful gifts. This final unit also looks at how foods are promoted in our culture, and the positive and negative elements of this marketing. Student engage in activities like comparing cereal boxes and ads, and in a team competition involving making and presenting original cupcakes. Finally, several desserts of increasing complexity will be made and shared. This unit requires finesse and care, and some of the products can be challenging at times, but it is a fun unit which ends the course on a celebratory note - thus is like the icing on the cake for Foods 11!Learning StandardsInstructional and Assessment StrategiesContentStudents are expected to know the following:meal and recipe design opportunitiescomponents of recipe development and modification, including ingredientsfunctionsproportionstemperaturespreparation methodsfood promotion and marketing strategies and their impact on specific groups of peopleCurricular CompetenciesStudents are expected to be able to do the following:Take creative risks in generating ideas and add to others’ ideas in ways that enhance themScreen ideas against criteria and constraints, and prioritize them for prototyping Select and combine appropriate levels of form, scale, and detail for prototypingCompare, select, and use techniques that facilitate a given task or process Apply critiques to design and make changes Identify appropriate tools, technologies, food sources, processes, cost implications, and time needed for productionCreate food product, incorporating feedback from self, others, and prototype testingAssess their ability to work effectively both individually and collaboratively, including their ability to share and maintain an efficient co-operative workspaceIdentify and analyze new design possibilities, including how they or others might build on their concept Critically reflect on their design thinking and processes, and identify new design goalsConceptsFood promotion and marketing strategiesimpact on specific groups of peoplelink to cereals unit – cereal box analysissegue to desserts by looking at dessert menusReview Unit 5 – Christmas recipesFood presentation and creativity“Cupcake Wars” competition in groupsfollow Applied Design Skills and Technology process and experiment with flavours, decorating, etc.Prepare a variety of desserts to share with others (local seniors or others)practise artistry and creativityincorporate feedback and make modificationsAssess unit by having students write a reflection on what they have learned, guided by specific questions.Suggested RecipesFrozen dessertsBlueberry Swirl Frozen Cheesecake (Canadian Living magazine)Fruit Crisps and Cobblersapple, rhubarb, peach… what is in seasonblueberry, peach cobblersPies - crusts, fillingsPie Pastry recipe – Little Island Bakeshop (p.18) Butter tarts – Little Island Bake Shop (p. 105)Basic pie recipes (apple, blueberry, bumbleberry, pumpkin, no-bake strawberry, etc.) – Little Island Bake Shop book – “Pies and Tarts” chapterutilize fruits in seasonCakes – icings, cheesecakesPerfect vanilla icing (Sally’s Baking Addiction)Best Vanilla Cake (Sally’s Baking Addiction)The Most Amazing Chocolate Cake (The Stay at Home )Core Competencies (Due to the nature of this applied skills course, most of the CC’s will be covered in each unit, but the following will be particularly emphasized):CommunicationConnect and engage with others (to share and develop ideas) Acquire, interpret and present informationCollaborate to plan, carry out, and review constructions and activities Explain/recount and reflect on experiences and accomplishmentsThinkingNovelty and Value; Generating Ideas; Developing IdeasAnalyze and Critique; Develop and Design Personal & SocialSelf-Regulation; Well-BeingContributing to community and caring for the environmentSolving problems in peaceful ways; Valuing Diversity; Building RelationshipsRelationships and Cultural Contexts; Personal Values and Choices; Personal Strengths and AbilitiesCore Competencies (How some will be specifically brought out in this unit):Use notes and worksheets to learn about different food marketing strategies (Communication)Look at dessert menus and advertisements and note techniques used to enhance and sell the products (Communication and Thinking)Plan and work with team while participating in cupcake wars (Communication)Collaborate with peers to plan, make, sample, and reflect on various desserts (Communication)Analyze food marketing to note how different audiences are targeted and impacted (Thinking)Come up with original ways to design and decorate cupcakes and other dessert products (Thinking)Persevere in working neatly and creatively while decorating desserts (Personal & Social)Learn how to eat only small samples and to view desserts as a rare luxury to remain healthy (Personal & Social)Share desserts with seniors or other groups (Personal & Social)Solicit and incorporate feedback from recipients of desserts (Personal & Social)Resources for this unitClassroom Cupcake Wars Competition - Texas Education Agency - , Jana. The Little Island Bake Shop – Heirloom Recipes made for Sharing. Figure 1 Publishing Inc. Vancouver: 2019. for “The Most Amazing Chocolate Cake” recipeYear Overview & TimelineSeptemberOctoberNovemberDecemberJanuaryFebruaryMarchAprilMayJuneUnit 1-2Unit 2-3Unit 3-4Unit 5Unit 6Unit 7Unit 8Unit 9Unit 9-10Unit 10Incidental Topics (incorporate if possible)Foods found in nature / grown in local environment (link to local Indigenous foods)Gardening and sampling from local gardens in seasonCompostingSourcing local foods / food security – pros and consProcessing foods – the good, the bad and the uglyTransportation of foodsCareers in foods ................
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