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CITY OF BURLINGTON PUBLIC SCHOOL DISTRICT CURRICULUM

Revision Date: 07/31/12

Submitted by: Katherine M. Livingston

Specialty Foods

A Family & Consumer Science One Semester Elective Class

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Table of Contents

Topic Page

Overview 3

Resources 4

Scope and Sequence 5

Unit 1: Culinary Essentials 6

Unit 2: Pasta, Vegetables and Nutrition Basics 8

Unit 3: Cookies and Career Opportunities 11

Unit 4: Preparing Protein Foods & Planning Meals 13

Unit 5: Baking Basics and the Role of Sugar in the Daily Diet 16

Page 3 of 18

COURSE OVERVIEW – Specialty Foods

Specialty Foods is designed to teach students nutrient value, appetite appeal, career possibilities and cultural aspects of food. Food offers more than nutrition. It also offers enjoyment. Food is recognized as a great source of

pleasure around the world. It unifies families and friends, and provides comfort, entertainment, adventure, creativity, and career possibilities. Learning about food can build such personal skills as self-esteem, critical thinking,

communications, leadership, and management. Food can influence virtually all areas of life.

Food is as diverse as the people who produce, prepare, and eat it. Cultures have their own distinct cuisine and food customs. These are influenced by geography, economics, foreign contacts, religious beliefs, and technology.

Many cultures share similarities in their food preparation methods and in their beliefs about the social meanings of food. Today, people work hard to maintain their food customs. They also change their food customs and merge

them with those of other cultures. In fusion cuisine, different food traditions are combined. The United States is an example of a place where many diverse food customs coexist and merge. The world of food is truly

multicultural.

During this intense and fast- paced hands-on class, Specialty Foods students learn multiple skills. They will have opportunities to practice math skills; literacy skills- reading, writing, listening, and speaking; and critical

thinking skills. An important aspect in the development of critical thinking skills is learning how to solve problems and make decisions. Some very important decisions lie ahead for students, particularly those related to their

future education and career choices. By improving academic skills, students will improve their ability to learn and achieve success now and in the future, which leads to a high-skill, high-wage job.

The Specialty Foods class actively promotes a spirit of openness, consideration, respect, and tolerance. A variety of teaching styles and assessment strategies are used throughout the class. Students face a world of complexity

and change. They are likely to work in several career areas and hold many different jobs. There are thousands of careers in food. Exploration is the first step in choosing a satisfying career. As students learn about food, they

learn about related careers too. They just might find their life’s work through taking this BCHS elective.

Besides providing young people with a knowledge base of facts, principles, and procedures, Specialty Foods also helps prepare them to solve complex problems, make difficult decisions, and assess ethical implications. The

use of cooperative learning groups in Specialty Foods will give students a chance to practice teamwork skills, which are critical in today’s workplace. During cooperative learning, students learn and practice interpersonal and

small group skills that will allow them to function as part of a team. These skills include leadership, decision-making, trust building, communication, and conflict resolution. Working in the culinary lab provides an excellent

opportunity for students to work cooperatively.

Students will be entering a rapidly changing workplace – not only in the area of technology by also in the diverse nature of the workforce. Cuisines in America and around the world are also diverse. Specialty Foods is a unique

place to learn, share and delight in this diversity.

Specialty Foods is a vibrant and well-seasoned experience for high school students. It continues the powerful story of food and through food, teaches young people about choices to help stay well physically, mentally, and

emotionally. Moreover, it demonstrates the commitment by the City of Burlington Board of Education to prepare each student to participate effectively as contributing member of a democratic society in the changing world in

which we live.

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Primary Resource(s)

Textbook:

Title: Food For Today Publisher: Glencoe/McGraw Hill Copyright: 2006

Supplemental/Other

DVDs by Learning Seed, Alton Brown, America’s Test Kitchen and other reliable culinary sources

Rouxbe Cooking School – on line cooking school subscription for BCHS Specialty Foods students.

www.rouxbe.com

Starting a Small Business On-line Video: http://www.tv411.org/finance/earning-spending/video-starting-

business

Today’s Teen, by Joan Kelly-Plate, Ed.D. and Eddye Eubanks, PhD. Glencoe McGraw-Hill, Sixth Edition.

Truffles, Candies & Confections, by Carole Bloom

The Complete Wilton Book of Candy, edited by Eugene T. and Marilynn Sullivan

Candy Making for Beginners, by Evelyn Howe Fryatt

Candy Cookbook, by Mildred Brand

The Fannie Farmer Cookbook, Eleventh Edition revised by Wilma Lord Berkins

All Around the World Cookbook, by Sheila Lukins

The Chef’s Companion – A Culinary Dictionary, by Elizabeth Riely

The Welcome Table – African American Heritage Cooking, by Jessica B, Harris

New Southern Cooking, by Nathalie Dupree

Suggested Supplemental Resources:

7-Day Menu Planner For Dummies, by Susan Nicholson RD/LD

Beat This! Cookbook: Absolutely Unbeatable Knock-'em-Dead Recipes for the Very Best Dishes,

by Ann Hodgman

Better Homes & Gardens New Cookbook, Des Moines, Iowa

Betty Crocker’s Cookbook, Golden Press, New York

Chocolate and Confections: Formula, Theory and Technique for the Artisan Confectioner, by

Peter P. Greweling

Desperation Dinners, by Beverly Mill

Dinner: A Love Story: It all begins at the family table, by Jenny Rosenstrach

Eating Forward: The New Way to Create Amazing & Easy Family Dinners, by Sandi Richard

Home-Made Sweet Shop, by Claire Ptak

How Baking Works: Exploring the Fundamentals of Baking Science, by Paula I. Figoni

Joy of Cooking, by Irma Rombauer and Marion Rombauer Becker

Marshmallow Madness! Dozens of Puffalicious Recipes, by Shauna Sever

Muffin Tin Chef: 101 Savory Snacks, Adorable Appetizers, Enticing Entrees and Delicious

Desserts, by Matt Kadey

NFL Sunday Night Football Cookbook, edited by Liana Krissoff and Leda Scheintaub

Savory Sweet Life: 100 Simply Delicious Recipes for Every Family Occasion, by Alice Currah

Sweet Confections: Beautiful Candy to Make at Home, by Nina Wanat

The 5:30 Challenge: 5 Ingredients, 30 Minutes, Dinner on the Table, by Jeanne Bessey

The Barefoot Contessa Cookbook, by Ina Garten

The Sugar Cube: 50 Deliciously Twisted Treats from the Sweetest Little Food Cart on the Planet,

by Kir Jensen

Who Wants Candy? By Jane Sharrock

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Scope and Sequence

Unit Description

NJ Core Curriculum

Standard(s)

Domain & Standard

Suggested

Timeline

Pacing

(must equal 165 days

for full-year or 83 days for half-year

course)

Benchmarking

Suggested

Interdisciplinary Activities

Example for Each Subject Area

Working in the Culinary Lab

The New American Plate: Meals with

Grains, Vegetables and Proteins

Candy and Career Opportunities

Introduction to Global Foods

The Art of Baking: Cakes, Pies and

Specialty Desserts

9.1 A, B, C, & F. 21st-Century Life & Career Skills All students will demonstrate

the creative, critical thinking, collaboration, and problem-solving skills needed to

function successfully as both global citizens and workers in diverse ethnic and

organizational cultures.

9.2 A, B, D & E. Personal Financial Literacy. All students will develop skills and

strategies that promote personal and financial responsibility related to financial

planning, savings, investment, and charitable giving in the global economy.

2.1 A & D. Wellness. All students will acquire health promotion concepts and skills

to support a healthy, active lifestyle.

8.1 Educational Technology. All students will use digital tools to access, manage,

evaluate, and synthesize information in order to solve problems individually and

collaboratively and to create and communicate knowledge.

8.2 Technology Education, Engineering, and Design All students will develop an

understanding of the nature and impact of technology, engineering, technological

design, and the designed world, as they relate to the individual, global society, and the

environment.

National Standards for Family and Consumer Sciences Education

http://nasafacs.org/national-standards-overview.html

Integrate multiple life roles and responsibilities in family, work, and community

settings.

Demonstrate management of individual and family resources such as food, clothing,

shelter, health care, recreation, transportation, time, and human capital.

Demonstrate management of financial resources to meet the goals of individuals

One Semester

Quarters 3 & 4

January - June

of each school

year

8 days

15 days

20 days

20 days

20 days

Students will

complete benchmark

test at beginning of

class and complete

final exam at end of

class.

Career Education Examine possible start-up culinary

careers in the candy industry

Health/PE Assess the role of sweets in the

daily diet.

English Language Arts & Literacy Write a summary of the process

used to create a candy product in

Specialty Foods.

Math Estimate and subsequently calculate

costs of the candy products prepared in

Specialty Foods.

Science Explore the impact of temperature

and crystallization in candy making.

History/Social Studies Research the history of candy

makers in this area and include this info

in a venture capital presentation.

Technical Subjects Create a PowerPoint presentation to

seek venture capital for funding a new

candy product.

World Languages Learn how to say “Candy” in five

different languages. Norwegian: Candy

Italian: Caramella

Spanish: Caramelo

Turkish: Șeker

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and families across the life span. French: Bonbons (Complements of GOOGLE Translate).

Unit 1: Working in the Culinary Lab

Domain &

Standard

Topic Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

(Culinary Arts is not a

prerequisite for taking

Specialty Foods.)

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

9.1

9.2

8.1

8.2

National

Standards

for Family

and

Consumer

Sciences

Education

Learning in the

Culinary Lab

Class Procedures

Benchmark Testing

Culinary Lab Safety

and Sanitation

Preventing kitchen

accidents

Food safety and

sanitation

Equipment

identification, use and

storage

Standard Lab

Procedures for

preparing food in the

culinary lab.

Upon successful completion,

students will be able to:

1. Identify and master

procedures, types of

equipment and routines

needed to be successful in

completing learning activities

in the culinary lab.

2. Define benchmarks for

assessing knowledge and

skill of culinary concepts.

3. Describe and develop the

skills and qualities needed to

structure learning about food,

both in the culinary lab and at

home.

4. Demonstrate individual

proficiency, personal safety,

and teamwork skills in the

culinary lab and recognize

how these skills carry over to

future situations at home and

at work.

5. Analyze how cooking and

eating together builds and

strengthens relationships and

affects health and wellness.

6. Evaluate the clarity and

Web and teacher

selected/prepared

resources to include

but not limited to:

Food For Today

textbook

Rouxbe Cooking

School – on line

cooking lessons

Culinary DVD

and video

presentations

Students will complete

activities to:

Master procedures and

routines needed to be

successful completing

learning activities in the

culinary lab.

Establish a personal

benchmark of basic

culinary concepts.

Examine basic safety

and sanitation

procedures to prevent

common kitchen

hazards such as falls,

cuts, burns, electrical

problems and hazardous

chemicals.

Recognize common first

aid measures for kitchen

accidents.

Develop a sense of

camaraderie and

acceptance in the

culinary lab.

Construct a checklist for

identifying & correcting

potential kitchen

Specialty Foods Lab

Experiences and

Evaluations

Class Discussion

Specialty Foods

Notebook

Reflective Writing

Teacher Observation

Student Discussion &

Participation

Projects, Quizzes & Tests.

Student will successfully

complete these activities

with a passing grade.

Teacher will utilize

computer, overhead

projector and other

electronic

technology for

demonstration

purposes.

Teacher will

provide students

with on line lesson

support to maximize

student learning and

model collegiate

expectations and

practices.

Students will use

available

technology in the

classroom, the

BCHS media center

and at home.

Special needs

accommodations

will be made on an

individual basis

based on IEP’s and

individual learning

styles.

Accommodations

may include

reducing the

complexity of the

assignment or

altering the lessons

to be more or less

auditory or oral.

Depending on a

student’s special

needs there may be

less written work

required.

Differentiated

instruction in

weekly lesson

plans.

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completeness of a recipe.

7. Define the different units

and systems of measurements

used in recipes.

8. Explain how and why a

recipe might be modified.

9. Describe ways to find and

organize recipes.

10. Examine the “pedigree” of

the source of nutritional

information and “follow the

money” to see who benefits

from the advice being given

about types of ingredients

and sources of foods.

11. Discuss current research on

sugar, fat, diabetes, and heart

disease and consider how this

research will affect public

health, public policy, and

long term good health.

hazards and use this

checklist at home.

Identify and organize

equipment used in the

culinary lab.

Page 8 of 18

Unit 2: The New American Plate - Meals with Grains, Vegetables & Proteins

Domain &

Standard

Topic

Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

9.1

9.2

8.1

8.2

National

Standards for

Family and

Consumer

Sciences

Education

Meals with

Grains,

Vegetables &

Proteins

Upon successful completion,

students will be able to:

1. Construct a meal plan to

implement the “New

American Plate” guide lines

(⅓ animal protein food, ⅔

plant based food on the plate)

in the daily diet and assess

the potential impact of this

change on long term health.

2. Compare the methods of

protein, grain and vegetable

cookery to create delicious

and nutritious entrees with

different tastes, textures,

nutrients, and visual appeal

and apply this learning to

future life experiences.

3. Identify nutrients in proteins

and grains, their function and

how these nutrients are used

by the body.

4. Examine the benefits of using

grain products, like barley

and quinoa, in meal planning.

5. Describe the nutrients found

in vegetables and proper

storage procedures of

vegetables for maximum

retention of these nutrients.

6. Identify sources of plant and

Web and teacher

selected/prepared

resources to include

but not limited to:

Food For Today

textbook

Rouxbe Cooking

School – on line

cooking lessons

Culinary DVD &

video presentations

Cookbooks from

suggested

supplemental

resources list.

Through direct instruction,

demonstration and

culinary lab activities

teaching and applying

concepts and techniques,

students will complete

activities to:

Construct a meal plan to

implement the “New

American Plate” guide

lines (⅓ animal protein

food, ⅔ plant based

food on the plate) in the

daily diet and assess the

potential impact of this

change on long term

health.

Compare the methods of

protein, grain and

vegetable cookery to

create delicious and

nutritious entrees with

different tastes, textures,

nutrients, and visual

appeal and apply this

learning to future life

experiences.

Identify nutrients in

proteins and grains,

their function and how

these nutrients are used

by the body.

Specialty Foods Lab

Experiences and

Evaluations

Class Discussion

Specialty Foods

Notebook

Reflective Writing

Teacher Observation

Student Discussion &

Participation

Projects, Quizzes & Tests.

Student will successfully

complete these activities

with a passing grade.

Teacher will utilize

computer, overhead

projector and other

electronic

technology for

demonstration

purposes.

Teacher will

provide students

with on line lesson

support to maximize

student learning and

model collegiate

expectations and

practices.

Students will use

available

technology in the

classroom, the

BCHS media center

and at home.

Special needs

accommodations

will be made on an

individual basis

based on IEP’s and

individual learning

styles.

Accommodations

may include

reducing the

complexity of the

assignment or

altering the lessons

to be more or less

auditory or oral.

Depending on a

student’s special

needs there may be

less written work

required.

Differentiated

instruction in

weekly lesson

plans.

Page 9 of 18

Unit 2: The New American Plate - Meals with Grains, Vegetables & Proteins

Domain &

Standard

Topic

Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

animal proteins and the role

of protein in a healthful diet.

7. Identify ways to separate

nutritional fact from fiction.

8. Analyze the preparation

process of the five mother

sauces (béchamel, veloute,

hollandaise, tomato, and

espagnole) and use one of

them in a grain-based

casserole.

9. Examine the relationship

between foods prepared in

this unit and the current

research on sugar, fat,

diabetes, and heart disease.

10. Select & use appropriate

tools and methods for

measuring different types of

food.

11. Demonstrate safe and

efficient cutting techniques.

12. Demonstrate mastery of

content specific vocabulary

used in preparing foods and

planning healthy meals.

Examine the benefits of

using grain products,

like barley and quinoa,

in meal planning.

Describe the nutrients

found in vegetables and

proper storage

procedures of

vegetables for

maximum retention of

these nutrients.

Identify sources of plant

and animal proteins and

the role of protein in a

healthful diet.

Identify ways to

separate nutritional fact

from fiction.

Analyze the preparation

process of the five

mother sauces

(béchamel, veloute,

hollandaise, tomato, and

espagnole) and use one

of them in a grain-based

casserole.

Examine the

relationship between

foods prepared in this

unit and the current

research on sugar, fat,

diabetes and heart

Page 10 of 18

Unit 2: The New American Plate - Meals with Grains, Vegetables & Proteins

Domain &

Standard

Topic

Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

disease.

Select & use appropriate

tools and methods for

measuring different

types of food.

Demonstrate safe and

efficient cutting

techniques.

Demonstrate mastery of

content specific

vocabulary used in

preparing foods and

planning healthy meals.

Page 11 of 18

Unit 3: Candy and Career Opportunities

Domain &

Standard

Topic Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

9.1

9.2

8.1

8.2

2.1

National

Standards for

Family and

Consumer

Sciences

Education

Candy & Career

Opportunities

Upon successful completion,

students will be able to:

1. Identify common ingredients

used in candy production and

assess the overall nutritional

content of cookies.

2. Describe basic preparation

techniques used in candy

production.

3. Contrast the differences

between crystalline and non-

crystalline candy.

4. List the equipment typically

used in preparing candy and

prioritize the need for each

piece of equipment.

5. Describe the two categories

of candy and two signature

candies for each category.

6. Produce an exemplary sample

of one signature candy and

calculate the production cost

of this sample.

7. Evaluate the content, clarity,

and completeness of a candy

recipe.

8. Combine ingredients to create

a unique, delicious and

visually appealing candy with

Web and teacher

selected/prepared

resources to include

but not limited to:

Food For Today

textbook

Rouxbe Cooking

School – on line

cooking lessons

Culinary DVD &

video presentations

Cookbooks from

suggested

supplemental

resources list.

Students will complete

activities to:

Assess the nutritional

content of various

candies and develop a

strategy to keep

personal consumption

within healthy limits.

Demonstrate an

understanding of recipe

terms frequently used

in candy preparation.

Identify potential

suitable ingredient

substitutions that

provide acceptable

results.

Construct a sample

candy that has

entrepreneurial

potential and calculate

its production cost.

Review standard

abbreviations and

equivalents used in

measuring and mixing

ingredients.

Demonstrate how to

scale a candy recipe for

increased or decreased

Culinary Lab

Experiences and

Evaluations

Class Discussion

Specialty Foods

Notebook

Reflective Writing

Teacher Observation

Student Discussion &

Participation

Projects, Labs, Quizzes &

Tests. Student will

successfully complete these

activities with a passing

grade.

Teacher will utilize

computer, overhead

projector and other

electronic

technology for

demonstration

purposes.

Teacher will

provide students

with on line lesson

support to maximize

student learning and

model collegiate

expectations and

practices.

Students will use

available

technology in the

classroom, the

BCHS media center

and at home.

Special needs

accommodations

will be made on an

individual basis

based on IEP’s and

individual learning

styles.

Accommodations

may include

reducing the

complexity of the

assignment or

altering the lessons

to be more or less

auditory or oral.

Depending on a

student’s special

needs there may be

less written work

required.

Differentiated

instruction in

weekly lesson

plans.

Page 12 of 18

Unit 3: Candy and Career Opportunities

Domain &

Standard

Topic Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

prospective entrepreneurial

success and calculate its

production cost.

9. Demonstrate proper safety

and sanitation techniques in

candy production.

10. Research culinary careers –

built on candy and assess the

potential for constructing a

similar model.

11. Examine current research on

sugar, fat, diabetes, and heart

disease and consider how this

research affects the

production costs, nutritional

content and consumption of

candy.

12. Demonstrate mastery of

content specific vocabulary

used in candy production.

yield.

Identify the similarities

and difference between

crystalline and non-

crystalline candies.

Demonstrate how to

work efficiently/safely

in the culinary lab.

Demonstrate mastery of

content specific

vocabulary used in

candy production.

Additional Learning

Experiences:

Teacher demonstrations

and students culinary lab

activities teaching and

applying concepts and

techniques for candy.

Students will investigate

career paths of selected

professional candy

makers.

Page 13 of 18

Unit 4: Introduction to Global Foods

Domain &

Standard

Topic Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

9.1

9.2

8.1

8.2

National

Standards

for Family

and

Consumer

Sciences

Education

Introduction to

Global Foods Upon successful completion,

students will be able to:

1. Describe how geography,

climate, and culture influence

the food customs of various

countries.

2. Describe how understanding

the influences on a country’s

cuisine can help you to

understand the country’s

history.

3. Prepare foods that are native

to countries or regions

around the globe.

4. Recognize that religious

doctrine may restrict the

foods that people can eat

5. Describe four common Latin

American dishes and their

carryover to current popular

American cuisine.

6. Identify ingredients that play

a role in Caribbean cuisine.

7. Compare the influence of

Arab and Europe culture on

North African foods.

8. Analyze the foods of sub-

Saharan Africa to determine

the impact of local staples,

traditions, and colonial

Web and teacher

selected/prepared

resources to include

but not limited to:

Food For Today

textbook

Rouxbe Cooking

School – on line

cooking lessons

Culinary DVD &

video presentations

Cookbooks from

suggested

supplemental

resources list.

Through direct instruction,

demonstration & culinary

lab activities teaching and

applying concepts and

techniques, students will

complete activities to:

Describe how

geography, climate and

culture influence the

food customs of various

countries.

Describe how

understanding the

influences on a

country’s cuisine can

help you to understand

the country’s history.

Prepare foods that are

native to countries or

regions around the

globe.

Recognize that religious

doctrine may restrict the

foods that people can

eat.

Describe four common

Latin American dishes

and their carryover to

current popular

American cuisine.

Identify ingredients that

Culinary Lab

Experiences and

Evaluations

Class Discussion

Specialty Foods

Notebook

Reflective Writing

.

Teacher Observation

Student Discussion &

Participation

Projects, Quizzes & Tests.

Student will successfully

complete these activities

with a passing grade.

Teacher will utilize

computer, overhead

projector and other

electronic

technology for

demonstration

purposes.

Teacher will

provide students

with on line lesson

support to maximize

student learning and

model collegiate

expectations and

practices.

Students will use

available

technology in the

classroom, the

BCHS media center

and at home.

Special needs

accommodations

will be made on an

individual basis

based on IEP’s and

individual learning

styles.

Accommodations

may include

reducing the

complexity of the

assignment or

altering the lessons

to be more or less

auditory or oral.

Depending on a

student’s special

needs there may be

less written work

required.

Differentiated

instruction in

weekly lesson

plans.

Page 14 of 18

Unit 4: Introduction to Global Foods

Domain &

Standard

Topic Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

influences.

9. Explain why the

Mediterranean diet is lighter

than the cuisine of Western

and Northern Europe.

10. Examine why the cuisines

of so many Western

European countries feature

root vegetables as opposed to

other types of vegetables.

11. Describe the cuisines of

Eastern Europe and Russia

and how they reflect the

influences of the Soviet

Union during the second half

of the 20th

century.

12. Describe popular dishes

from Asia and the pacific rim

countries that showcase the

diverse, flavorful and

colorful ingredients.

13. Infer at least one reason

why Chinese cuisine, unlike

other cuisines, shows little

outside influence.

play a role in Caribbean

cuisine.

Compare the

influence of Arab and

Europe culture on North

African foods.

Analyze the foods of

sub-Saharan Africa to

determine the impact of

local staples, traditions,

and colonial influences.

Explain why the

Mediterranean diet is

lighter than the cuisine

of Western and

Northern Europe.

Examine why the

cuisines of so many

Western European

countries feature root

vegetables as opposed

to other types of

vegetables.

Describe the cuisines of

Eastern Europe and

Russia and how they

reflect the influences of

the Soviet Union during

the second half of the

20th

century.

Describe popular dishes

from Asia and the

Page 15 of 18

Unit 4: Introduction to Global Foods

Domain &

Standard

Topic Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

pacific rim countries

that showcase the

diverse, flavorful and

colorful ingredients.

Infer at least one reason

why Chinese cuisine,

unlike other cuisines,

shows little outside

influence.

Page 16 of 18

Unit 5: The Art of Baking – Cakes, Pies and Specialty Desserts

Domain &

Standard

Topic Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

9.1

9.2

8.1

8.2

National

Standards

for Family

and

Consumer

Sciences

Education

Cakes

Pies

Specialty Desserts

Upon successful completion,

students will be able to:

1. Identify the basic ingredients

in used in preparing cakes,

pies, and specialty desserts

and explain the role and

nutritional value of each

ingredient.

2. Examine current research on

sugar, fat, diabetes, and heart

disease and how this research

affects the production,

nutritional content, and

consumption of cakes, pies,

and specialty desserts.

3. Explain how to select & store

baking ingredients properly.

4. Determine ways to lower fat

and sugar in recipes for

cakes, pies, and specialty

desserts.

5. Describe and demonstrate

basic techniques that are part

of the baking process.

6. Identify the basic equipment

needed to prepare cakes, pies,

and specialty desserts.

7. Demonstrate how to prepare

pans and place pans properly

for baking.

Web and teacher

selected/prepared

resources to include

but not limited to:

Food For Today

textbook

Rouxbe Cooking

School – on line

cooking lessons

Culinary DVD &

video presentations

Cookbooks from

suggested

supplemental

resources list.

.

Through direct instruction,

demonstration & culinary

lab activities teaching and

applying concepts and

techniques, students will

complete activities to:

Identify the basic

ingredients used in baking

and explain their roles.

Explain how to choose

and store common baking

ingredients.

Determine ways to

lower fat and sugar in

recipes for cakes, pies, and

specialty desserts.

Describe and

demonstrate basic

techniques that are part of

the baking process.

Identify the basic

equipment needed to

prepare cakes, pies, and

specialty desserts.

Demonstrate how to

prepare pans and place

pans properly for baking.

Describe various types

of cakes, pies and

specialty desserts and

Culinary Lab

Experiences and

Evaluations

Class Discussion

Specialty Foods

Notebook

Reflective Writing

Teacher Observation

Student Discussion &

Participation

Projects, Quizzes & Tests.

Student will successfully

complete these activities

with a passing grade.

Teacher will utilize

computer, overhead

projector and other

electronic

technology for

demonstration

purposes.

Teacher will

provide students

with on line lesson

support to maximize

student learning and

model collegiate

expectations and

practices.

Students will use

available

technology in the

classroom, the

BCHS media center

and at home.

Special needs

accommodations

will be made on an

individual basis

based on IEP’s and

individual learning

styles.

Accommodations

may include

reducing the

complexity of the

assignment or

altering the lessons

to be more or less

auditory or oral.

Depending on a

student’s special

needs there may be

less written work

required.

Differentiated

instruction in

weekly lesson

plans.

Page 17 of 18

Unit 5: The Art of Baking – Cakes, Pies and Specialty Desserts

Domain &

Standard

Topic Standard & Student Learning

Objectives (SLO)

References/

Resources

Suggested Instructional

Activities

Suggested Student

Output

Assessments: Portfolios,

Evaluations, & Rubrics

Multimedia

Integration

Accommodation of

Special Needs

Students (SE,

ELL, 504, G&T)

8. Describe various types of

bread and compare the

nutritional value of them.

9. Contrast the leavener and

preparation methods used in

cakes and specialty dessert

with those used in preparing

pies.

10. Describe and demonstrate

how to make cakes, pies, and

specialty desserts.

11. Explore the art of baking to

create delicious and

nutritious foods with

different tastes, textures,

nutrients, and visual appeal to

be prepared to apply this

learning to future life

experiences.

12. Demonstrate mastery of

content specific vocabulary

used in preparing cakes, pies,

and specialty desserts.

compare the nutritional

value of them.

Contrast the leavener

and methods used in cakes

and specialty desserts with

those used in preparing

pies.

Describe and

demonstrate how to make

cakes, pies, and specialty

desserts.

Explore the art of

baking to create delicious

and nutritious foods with

different tastes, textures,

nutrients, and visual

appeal to be prepared to

apply this learning to

future life experiences.

To demonstrate

mastery of content specific

vocabulary used in

preparing cakes, pies, and

specialty desserts.

Use on line resources

to develop recipes and

analyze their nutritional

content.

Critique lab

experiences to evaluate

skills mastered.

Page 18 of 18