Connecticut Technical High School System Grade 10 Culinary Arts Curriculum Implementation Guide
Goal 10-1: Mise en place |
| Big Idea (s): 1. Mise en place is essential in any well organized kitchen, it saves time!2. Before you can prepare and cook food, you have to get everything organized.3. Mise en place is a French term that means “to put in place.”4. Mise en place includes assembling all the necessary ingredients, equipment, tools, and serving pieces to prepare food.5. Work smarter not harder!! |
Essential Question (s): - How can Mise en place help you in your day to day duties in the kitchen?
- How can basic skills such as cutting vegetables, assembling a breading station, sharpening a knife, and truing a knife be considered proper mise en place?
- Is Mise en place another way of saying work simplification?
|
| Learning Outcomes | Suggested Teaching Strategies/Notes |
| Students will: | As evidenced by: |
1.1PerformOrganizationalPrinciples Breading Station: 1. Product pan/Flour/Egg batter/Crumb/Finished product pan. | Breading any type of food product that can be utilized in the cafeteria with proficiency using a scoring rubric. | · Demonstrate how to properly set up a breading station.· Discuss and demonstrate planning for advanced kitchen preparation.· Discuss and demonstrate basic food preparation techniques such as proper trimming, cooking procedures and safe holding of prepared foods. |
1.2 Perform basic cutting techniques. JulienneBrunoiseChiffonadeBattonetLarge, medium, and small diceMinceRondelleDice | Demonstrate Proficiency is demonstrated through a scoring rubric. Explain & describe the importance of these cuts on a written exam. | · Demonstrate safe knife handling · Discuss the importance in cutting uniformity. · Demonstrate the Classical Vegetable cuts |
| 1.3 Demonstrate keeping knives sharp for all preparation activities.· Wet stone· Anchor stone to work bench· Lubricant application· 20 degree angle for knife.· Start on coarse stone, medium stone, and fine stone.· Equal strokes per side of blade. 1.4 Execute the Trueing process of a knife on a butcher’s steel. Butchers steel | Demonstrate sharpening knives of choice proficiently based on a scoring rubric. Performing honing on butchers steel with proficiency based on a scoring rubric. | · Demonstrate the proper technique for sharpening a knife using a three sided sharpening stone. · Discuss the difference between a sharpening stone and steel. · Demonstrate the proper technique for using a sharpening steel |
| | | |
Resources: Professional Cooking Chapter 7, Culinary Essentials, Chapter 3.1 |
Extension Activity: |
Common Formative Assessment(s) | Summative District Assessment(s) |
Daily Preparation | Written testsScoring Rubrics |
Summary Sheet Concepts: Need to Know About Organizational Principles ,breading station
Basic cutting techniques
Sharp knives for all activities
Knife on a butchers steel
Skills: Be able to Do (6 )Perform (organizational principles)
(6)Perform (cutting)
( )Demonstrate (knives sharpening skill)
(6)Execute (knife truing on a butchers steel)
Big Ideas(s):
- Mise en place is essential in any well organized kitchen, it saves time!
- Before you can prepare and cook food, you have to get everything organized.
- Mise en place is a French term that means “to put in place.”
- Mise en place includes assembling all the necessary ingredients, equipment, tools, and serving pieces to prepare food.
- Work smarter not harder!!
Essential Question(s): - How can Mise en place help you in your day to day duties in the kitchen?
- How can basic skills such as cutting vegetables, assembling a breading station, sharpening a knife, and truing a knife be considered proper mise en place?
- Is Mise en place another way of saying work simplification?
Goal 10-2:Mother Sauces |
Big Idea (s): - The mother sauces are the basis for all other sauces that need to be prepared.
- Without Mother sauces you can not prepare other sauces.
|
Essential Question (s): - Why is it important to understand how to prepare mother sauces?
- Why can you not prepare other sauces if you do not have the mother sauce prepared first?
|
| Learning Outcomes | Suggested Teaching Strategies/Notes |
| Students will: | As evidenced by: |
| 1.1 State the ingredients for the five Mother Sauces:· Tomato· Béchamel· Veloute· Espagnole· Hollandaise | Using a written test, name the five mother sauces and their ingredients with proficiency. | · Discuss the three roux based mother sauces, Béchamel, Veloute and Espagnole. · Demonstrate how to incorporate an appropriate roux into the liquids that make up the three roux based mother sauces. · Explain how the starch is thickening the sauce, and the simmering time required to bring the sauce to maturity. · Demonstrate how to strain and properly cool a sauce and store for future use. · Demonstrate a properly made tomato sauce. · Discuss and demonstrate how to make a Hollandaise sauce. |
1.2Identify the characteristics of the five mother sauces. - Color
- Flavor
- Texture
- Viscosity
- Appearance
- Consistency
| Describe the characteristics of the five mother sauces on a written test with proficiency. | · Compare the viscosity of a light, medium and heavy sauce, and the amount of roux required per quart of liquid for each one. · Compare at least two varieties of tomato sauce. · Compare a properly emulsified Hollandaise against one that has been broken. · Demonstrate how to effectively re-emulsify a broken hollandaise. |
| 1.3 Describe two derivative uses, in each category, for each of the five Mother Sauces: · Small sauces· Compound sauces | Using a written test name two small sauces and two compound sauces derived from each of the five Mother sauces. | · Sample properly made Mother Sauces, evaluating flavor and texture.· Discuss the foods that each of the Mother Sauces compliment, sampling a sauce and food combination for each sauce. |
| 1.4 Produce the five Mother Sauces: · Veloute· Espagnole · Tomato· Béchamel· Hollandaise | Demonstrate proficiency on a scoring rubric for the preparation of Veloute, Béchamel, Espagnole, and Tomato. Demonstrate proficiency on a scoring rubric for the preparation of Hollandaise. | · |
Resources: Professional cooking Ch. 8Culinary Essentials Ch. 20 |
Extension Activity: |
Common Formative Assessment(s) | Summative District Assessment(s)) |
Daily Production | Written TestScoring Rubric |
Summary Sheet Concepts: Need to Know About Ingredients for the five Mother Sauces
Characteristics of the five Mother sauces
Two derivatives in each category for each of the Mother Sauces
The five Mother Sauces Skills: Be able to Do (2) State (ingredients of the 5 Mother Sauces)
(1) Identify (Characteristics of the 5 Mother Sauces)
(1) Describe (derivative uses of each of the Mother Sauces)
(6) Produce (the 5 Mother Sauces)
Big Ideas(s): 1. The mother sauces are the basis for all other sauces that need to be prepared.2. Without Mother sauces you can not prepare other sauces. Essential Question(s): 1. Why is it important to understand how to prepare mother sauces?2. Why can you not prepare other sauces if you do not have the mother sauce prepared first?
Goal 10-3:Pasta and Grain |
Big Idea (s): - Pasta is one of the most versatile and easiest food products used today.
- Pasta is available in a variety of shapes, sizes, colors, & flavors.
- Pasta is a very popular menu choice.
- In order to prepare pasta properly, you must become familiar with the varieties of pasta available and how to prepare them. ‘Al Dente”
- Grains are a staple in the diets of people around the world.
- Grains store well and have a high nutritional value.
- Cooking grains with liquid adds water back to the dehydrated grains.
|
Essential Question (s): - Why is it important to prepare pasta properly?
- How will the understanding of the preparation of various pastas help you to prepare pastas correctly?
3. Define al dente and explain how it relates to pasta. - What could happen if you do not add the appropriate ratio of liquid to grains when you prepare them?
|
| Learning Outcomes | Suggested Teaching Strategies/Notes |
| Students will: | As evidenced by: |
| 1.1 Identify the followingshapes of pastas and explain their uses:· Fettuccini· Penne · Rigatoni· Elbow · Linguini | Identify pasta shapes using a scoring rubric with proficiency. | · Assemble a wide variety of pasta shapes in a NOCTI style product identification format.· Identify the surface area and shape of each pasta and explain the uses and/or sauces for these pastas. |
1.2 Prepare pasta for service using: - Water to pasta ratio -1 Gallon boiling, salted water:1# pasta
- Stir
- Drain
- cold water shock
| Preparation of pasta scored on a rubric in a proficient manner. | · Demonstrate how to cook pasta al dente. · Demonstrate how to shock pasta and hold for future use. · Sample and evaluate how each pasta matches its appropriate sauce. |
1.3The students will identify the common types of rice: · Short Grain · Medium Grain · Long Grain 1.4The students will identify the following Legumes: - Split peas
- Lentils
- Navy Bean
| Identifying this rice on a NOCTI style exam using a scoring rubric with proficiency. Identifying these legumes on a NOCTI style exam using a scoring rubric with proficiency. | · Assemble a wide variety of rice, grains and legumes in a NOCTI style product identification format. · Discuss the various starch contents and flavor profile of each grain and legume displayed. |
will prepare: · Rice Pilaf using 2:1 stock to rice ratio.· Boiled Rice using 2:1 water to rice ratio · Risotto · Split peas, Lentils, Navy beans | Proficiency in the preparation of rice pilaf using a scoring rubric. Proficiency in the preparation of boiled rice using a scoring rubric. Proficiency in the preparation of risotto using a scoring rubric. | · Demonstrate how to prepare boiled/steamed rice· Demonstrate how to prepare rice using the pilaf method.· Demonstrate how to cook rice using the risotto method.· Demonstrate how to cook grains for soup or salads.· Demonstrate how to properly reconstitute and cooked legumes for service. |
| | | · |
Resources: Professional Cooking Ch. 18Culinary Essentials Ch. 25 |
Extension Activity: |
Common Formative Assessment(s) | Summative District Assessment(s) |
Daily Production | Written TestsScoring RubricNOCTI style identification tests |
Summary Sheet Concepts: Need to Know About Shapes of pastas and their uses
Pasta preparation for service
Common types of riceLegume identification Rice pilaf & boiled rice methods
Skills: Be able to Do (1) Identify (shapes of pasta)
(2) Explain (pasta uses)
(6) Prepare (pasta)
(1) Identify (common types of rice)
(6) Prepare ( rice pilaf & boiled rice)
Big Ideas(s): - Pasta is one of the most versatile and easiest food products used today.
- Pasta is available in a variety of shapes, sizes, colors, & flavors.
- Pasta is a very popular menu choice.
- In order to prepare pasta properly, you must become familiar with the varieties of pasta available and how to prepare them. ‘Al Dente”
- Grains are a staple in the diets of people around the world.
- Grains store well and have a high nutritional value.
- Cooking grains with liquid adds water back to the dehydrated grains.
Essential Question(s): - Why is it important to prepare pasta properly?
- How will the understanding of the preparation of various pastas help you to prepare pastas correctly?
- Define al dente and explain how it relates to pasta.
- What could happen if you do not add the appropriate ratio of liquid to grains when you prepare them?
Goal 10-4: Recipes |
Big Idea (s): - Recipes are important tools in the culinary profession.
- In order to get specific results you must carefully follow the specific directions contained in a recipe.
- A recipe is not a general set of instructions, they are specific.
|
Essential Question (s): - Why is following recipes important?
- What could happen if you do not follow recipes?
|
| Learning Outcomes | Suggested Teaching Strategies/Notes |
| Students will: | As evidenced by: |
1.1 Name and understand the Parts of a Recipe - Product Name
- Yield
- Portion size
- Ingredient quantity
- Preparation procedures
- Cooking temperatures
- Cooking time
| Demonstrate proficiency on a recipe that is to be labeled with all of the missing parts. | · Identify the following parts of a recipe: Product name, Yield, Portion size, Ingredient quantity, Preparation Procedures, Cooking Temperatures, and Cooking Time.· Explain why each of the above is an important part of a recipe. |
| 1.2Properly convert basic recipes.· Figure out conversion factor· Extend amounts for old recipe to prepare the newly desired amounts. | Demonstrate proficiency on a written recipe that will be converted to produce ½ of the actual recipe. Demonstrate proficiency on a written recipe that will be converted to produce two times the amount of the actual recipe. | · Explain how to increase and decrease recipe yield without altering the recipe ratios.· |
Resources: Professional Cooking Ch. 4, 5, Culinary Essentials Ch. 13, Ch. 15 ,Ch. 16 Culinary Essentials Lab Manual |
Extension Activity: |
Common Formative Assessment(s) | Summative District Assessment(s) |
Daily observations | Written tests, scoring rubric, Culinary Essentials lab manual activities 46-49, 55 |
Summary Sheet Concepts: Need to Know About Parts of a recipe
Conversion factor
Skills: Be able to Do (1) Name (parts of recipe)
(2) understand (parts of a recipe)
( ) convert (recipes)
( ) Figure out (conversion factor)
( ) Extend (amounts of old recipes)
(6) Prepare (new amounts)
Big Ideas(s): 1. Recipes are important tools in the culinary profession.2. In order to get specific results you must carefully follow the specific directions contained in a recipe.3. A recipe is not a general set of instructions, they are specific. Essential Question(s): - Why is following recipes important?
- What could happen if you do not follow recipes?
Goal 10-5: Safety Procedures |
Big Idea (s): - Safe environments promote a happy work place; therefore you will want to be there.
- There are all types of kitchen equipment than can cause serious injuries if they are not properly maintained and operated.
- A serious approach towards safety and learning must be taken in the kitchen to prevent injuries to your self and others.
- Know you are cooking with Fire!!!
|
Essential Question (s): - Why is it important to understand the proper use of equipment in the kitchen as it pertains to safety?
- What are the three most common classes of fire?
- How can you help promote a safe atmosphere in the kitchen?
|
| Learning Outcomes | Suggested Teaching Strategies/Notes |
| Students will: | As evidenced by: |
| 1.1 Identify Safety Guidelines for all equipment in shop. Deli SlicerBuffalo chopperRobo CoupeSteamerTrunion KettleConvection ovenConventional ovenFlat topTilt skilletDeep fat fryerGrill Open burner range | A written examination based on identification of safety techniques, coupled with a demonstration on how to properly handle operate, clean and assemble the equipment proficiently using a scoring rubric. | · Demonstrate how to safely operate all equipment in shop· Demonstrate how to safely Breakdown. All equipment in shop· Demonstrate how to safely clean. All equipment in shop.· Demonstrate how to safely assemble all equipment in shop |
| 1.2 Explain fire safety measures School fire code on evacuation.The types of fire:ABCLocation of fire blanket and extinguishersLocation and explanation of an Ansul System. | Students will explain and list the proper steps in handling an emergency situation based on hypothetical situations that could arise in the course of a fire. Describing the categories and proper way of behaving in the situation. | · Identify fire exits · Show posted shop evacuation plan · Identify and locate fire extinguishers and their uses · Identify and explain the three possible types of kitchen fire and how to effectively and safely extinguish them. · Demonstrate how to properly use a fire blanket. · |
| 1.3 Describe basic first aid procedures.CUTS: ·Wash cut area·Apply pressure to area·Bandage area·Use a latex glove to cover cut BURNS:· 1st degree· 2nd degree· 3rd degree· Assume everything is hot.· Use dry towel & pot holders.*Apply ice pack to minor burns** Keep infected area away from any and all heat sources.* | Show understanding on a written safety assessment. | · Explain first aid to treat various wounds · Explain how to avoid burns in the kitchen · .Demonstrate how to effectively treat a minor kitchen burn. · Show how to properly reach school nurse for further assistance. · Demonstrate the “Hug of Life” · Demonstrate how to safely avoid blood borne pathogens |
| 1.4 Identify potential kitchen dangers Safe knife handling:· Wash your own knife· Never cover a knife· Walk with knife in your weak hand with the tip facing down· Never point a knife at someone· Never catch a falling knife· Use the proper knife for the proper job· Never hand a knife to someone, pass it forward on a table or work bench. 1.5 Comply to shop safety rules. · Running in kitchen · Horseplay 1.6Locate MSDS log. 1.7 Explain proper chemical storage. 1.8Demonstrate proper lifting techniques. | Demonstrate ability to properly handle a knife assessed by instructor observation and a written exam. Demonstrate prior knowledge of safety rules from 3 day & 6 day cycle (Assessed by instructors observation during shop production) Show location of MSDS log assessed by instructor observation. Show understanding on a written safety assessment Show ability to properly lift heavy objects as observed by instructor. | · Demonstrate safe knife handling procedures.· Discuss safe floor cleaning procedures.· Discuss horseplay, running and general safe kitchen behavior and outlined in shop rules· Discuss proper chemical uses and storage.· Locate the MSDS folder in shop.· Demonstrate proper lifting Procedures· |
Resources: Student Handbook, Posted Shop Rules, Professional Cooking, Ch. 2, Fire Safety hand outs, |
Extension Activity: |
Common Formative Assessment(s) | Summative District Assessment(s) |
Daily Observation | Written tests, Equipment Rubric, Knife Handling Rubric |
Summary Sheet Concepts: Need to Know About Safety Guidelines for all equipment in shop. Fire safety measures School fire code on evacuation.Potential kitchen dangers Safe knife handlingShop safety rulesMSDS log Chemical storage
Lifting techniques Skills: Be able to Do(1)Identify (Safety Guidelines)(2)Explain (Fire Safety)(1)Describe (First Aide Procedures)(1)Identify (Kitchen Dangers)(2)Comply (Shop Safety Rules)(1)Locate (MSDS Log)(2)Explain(Chemical Storage) (3)Demonstrate(Lifting Techniques)
Big Ideas(s): 1. Safe environments promote a happy work place; therefore you will want to be there.2. There are all types of kitchen equipment than can cause serious injuries if they are not properly maintained and operated.3. A serious approach towards safety and learning must be taken in the kitchen to prevent injuries to your self and others. 4. Know you are cooking with Fire!!! Essential Question(s): - Why is it important to understand the proper use of equipment in the kitchen as it pertains to safety?
- What are the three most common classes of fire?
