Course Name

Grade Level

Subject Represented (highlight)

Cuisine Chef

10-12

Writing

GOALS

• The students will research a foreign country with respect to cultural dishes and spices.
• The students will create a digital presentation of their country.
• The students will create a pizza reflective of their country.

OBJECTIVES:

• The students will research a foreign country with respect to cultural dishes and spices.
• The students will create a digital presentation of their country.
• The students will create a pizza recipe reflective of their country.
• The students will compile a food order to create their pizza.
• The students will make their pizza.
• The students will share their presentation with the class.

PRIORITY STANDARDS:

8.2.5 Practice standard personal hygiene and wellness procedures.

8.2.7  Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups.

8.5.10 Prepare breads, baked goods and desserts using safe handling and professional preparation techniques.

TIME FRAME

• This lesson will last approximately five 48 minute class periods

MATERIALS (Broken Down By Pathway):

• Pizza Around the World Assignment
• Ingredients for individual pizzas
• Access to a kitchen and equipment for making pizzas
• Projection Unit
• Computer access
• Internet access

PROCEDURE:

1. Day 1
   1. Distribute the Pizza Around the World Assignment
   2. Students should work on their presentation
   3. Students should design a pizza that is reflective of their country
   4. Students should submit a grocery list for their pizza
2. Days 2-4  (Note: You can do other assignment in between days 1 and 2 to allow for grocery delivery)
   1. Day 2
      1. Mise en place for pizza lab
   2. Day 3
      1. Make the dough and let proof overnight
      2. Make the sauce and store in the refrigerator
   3. Day 4
      1. Assemble the pizza
      2. Bake and share
   4. Day 5
      1. Presentations

:ASSESSMENT:

Students may be assessed on the completion of their presentation.

Students may be assessed on the quality of their lab performance.

Course Name

Grade Level

Subject Represented (highlight)

Cuisine Chef

10-12

Writing

GOALS

• The student will demonstrate a moist or dry cooking method.
• The student will distinguish between dry and moist cooking methods.
• The student will evaluate the tenderness and moistness of meats based on their cooking method.

OBJECTIVES:

• The student will demonstrate a moist or dry cooking method.
• The student will distinguish between dry and moist cooking methods.
• The student will evaluate the tenderness and moistness of meats based on their cooking method.

PRIORITY STANDARDS:

8.5.2 Demonstrate professional skill for a variety of cooking methods including roasting, broiling, smoking, grilling, sautéing, pan frying, deep frying, braising, stewing, poaching, steaming, and baking using professional equipment and current technologies.

8.5.5 Prepare various meats, seafood, and poultry using safe handling and professional preparation techniques.

TIME FRAME

• This lesson will last approximately 1.5 –  48 minute class periods

MATERIALS (Broken Down By Pathway):

• Cooking Meat Techniques
• Ingredients for lab
• Access to a kitchen and equipment for the lab

PROCEDURE:

1. Prior knowledge:  The students have learned about dry and moist cooking methods and how they differ.
2. 2nd half of day 1:
   1. Review cooking methods
   2. Distribute “Cooking Meat Techniques”
   3. Review questions in Part 1
   4. Preview tomorrow’s lesson, which is part 2
3. Day 2:
   1. Students complete the experiment/lab
   2. Students complete part 3, which is reflection on the experiment

:ASSESSMENT:

You may assess the students on the quality of their lab performance and the reflection questions.

Course Name

Grade Level

Subject Represented (highlight)

Pastry Chef

10-12

Writing

GOALS

• The student will understand the effect of fat on tenderness, moistness, and flavor of baked foods.

OBJECTIVES:

• The student will conduct an experiment with various fats in chocolate cupcakes.
• The student will distinguish between the impact different fats have on chocolate cupcakes.
• The student will reflect on the results of the experiment.

PRIORITY STANDARDS:

8.5.10 Prepare breads, baked goods and desserts using safe handling and professional preparation techniques.

9.7.5  Relate the composition of lipids and proteins to their functions in foods and their impact on food preparation and nutrition.

TIME FRAME

• This lesson will last  two 48 minute class periods

MATERIALS (Broken Down By Pathway):

• Chocolate Cake Experiment
• Ingredients for cake
• Access to a kitchen and equipment for baking
• Test Taste Form  (Note:  You will need to make a copy of this form, or you will not have access to the students responses.)
• Reflection  Questions

PROCEDURE:

1. Day 1:  Make the cupcakes according the directions.  
2. Day 2:  
   1. Frost the cupcakes
   2. Complete the test taste form
   3. Have students complete the reflection questions.
   4. Review the reflection questions as a class.

:ASSESSMENT:

Assess the students participation in the activity.

You may assess completion of the reflection activity.

Course Name

Grade Level

Subject Represented (highlight)

Pastry Chef

10-12

Math

GOALS

• The students will convert recipes to adjust the quantity/yield.

OBJECTIVES:

• The students will convert recipes to adjust the quantity/yield.
• The students will adjust measurements to be in simplest measuring form.

PRIORITY STANDARDS:

8.5.3 Demonstrate knowledge of portion control and proper scaling and measurement techniques

8.4.7 Apply principles of measurement, portion control, conversions, food cost analysis and control, menu terminology, and menu pricing to menu planning.

TIME FRAME

• This lesson will last approximately two to three 48 minute class periods.

MATERIALS (Broken Down By Pathway):

• Quantity Conversions Worksheet
• Screencast on Quantity Conversions
• Quantity Conversions Practice (Note:  You must make a copy of this before using, or you will NOT have access to the students’ responses.)
• Chocolate Glazed Donut recipe

PROCEDURE:

1. Distribute the worksheet.
2. Watch the video together as a class, stopping to answer and review the questions.  This is a very difficult concept for many of them to learn.
3. Have students complete the practice.
4. Go over each practice question together as a class, demonstrating how to obtain the correct answer.

:ASSESSMENT:

Students will complete the conversions on the doughnut recipe and make the recipe.

Students will be graded on the accuracy of their conversions, and the success of the recipe.

Course Name

Grade Level

Subject Represented (highlight)

Cuisine Chef

10-12

Writing

GOALS

• The student will understand the flow of food from farm to fork.

OBJECTIVES:

• The student will outline the flow of food.
• The student will apply the flow of food principles to a lab recipe.
• The student will identify proper cooling methods that are consistent with the Illinois Food Code.
• The students will outline the proper means of purchasing, receiving, and storing canned, fresh, and frozen foods.
• The students will list proper thawing methods that are consistent with the Illinois Food Code.
• The student will outline the proper cooking, reheating,  and holding temperatures for various foods that are consistent with the Illinois Food Code.
• The student will describe proper serving techniques for buffets that are consistent with the Illinois Food Code.

PRIORITY STANDARDS:

8.2.6  Demonstrate proper purchasing, receiving, storage, and handling of both raw and prepared foods.

8.2.7  Demonstrate safe food handling and preparation techniques that prevent cross contamination from potentially hazardous foods and food groups.

8.5.4 Apply the fundamentals of time, temperature, and cooking methods to cooking, cooling, reheating, and holding of a variety of foods.

8.6.1 Apply principles of purchasing, receiving,  and storing in food service operations.

TIME FRAME

• This lesson will take approximately two  48 minute class periods.

MATERIALS (Broken Down By Pathway):

• Video
• Assignment
• Chicken Tortilla Soup Recipe
• Computer access
• Internet access

PROCEDURE:

1. Watch the video as a class and discuss all the critical control points in food production from farm to fork.
2. Distribute the assignment and discuss.
3. Students should use the the Chicken Tortilla Soup recipe to create their flow of food chart.
4. Students should answer additional questions, using provided links or internet search.

:ASSESSMENT:

Students are assessed on completion.

Discuss the chart as a class, further explaining each critical control point as it relates to the soup.