Culinary Arts Curriculm

Culinary Arts
Curriculum
Using This Manual Terms and Concepts

This manual is a Culinary Arts Curriculum designed for schools in District 75. It serves as a planning and resource
for administration, teachers and related service providers. The manual outlines standards, data, instruction modules,
and curriculum evaluation.
Level of Instruction Modules are color coded according to their difficulty level
Basic
Intermediate
Advanced
Module
Design
Goal
To
Master
Task
Big Idea
The objectives for the
module
Essential Questions
Questions which need to be answered
to arrive at the Big Idea
Concepts
Background knowledge needed to obtain the
necessary skills
Skills
Prerequisite abilities needed to perform specific tasks which are
addressed in the module
District 75| Office of Transition Services|Culinary Art Curriculum

Last Updated: 8/14/2009 2:38 PM
Index
INTRODUCTION
Using this Manual.
Culinary Arts Curriculum.
Goals.....................................................................................
Vocational Outcomes....
2
4
4
4
STUDENT PERFORMANCE STANDARDS

NYS CDOS.....
F.AC.E.S.....
NYC DOE Food Service...
5
5
5
STUDENT DATA
Level I Vocational Assessment............................
ELA/Math Assessment.........
Transition IEP...
6
6
6
INSTRUCTION
Module 1: Practice Personal Hygiene..
Module 2: Work Place Safety....
Module 3: Food Handling Safety.....
Module 4: Knife Skills and Nomenclature......
Module 5: Weights and Measures....
Module 6: Equipment Identification and Usage....
Module 7: Introduction to Quality Cooking/Cafeteria Production.
Module 8: Career in the Food Service Industry..
Module 9: Professionalism in the Foodservice Industry....
Module 10: Introduction to Nutrition..
Module 11: Basic Cooking Methods....
Module 12: The Recipe and Cooking Methods..
Module 13: Receiving and Storage..
Module 14: Mise en Place......
Module 15: Vegetable and Fruit Identification........
Module 16: Fresh Vegetable Cookery..
Module 17: Introduction to Garde Manger, Salads and Cold Appetizers Fresh Vegetable Cookery.
Module 18: Sandwich Preparation....
Module 19: Dairy, Egg and Cheese Identification..
Module 20: Introduction to Salads...
Module 21: Pasta, Rice and Other Starches
Module 22: Soup Preparation...
Module 23: Soup and Sauce Production..
Module 24: Stocks.....
Module 25: Thickening Agents....
Module 26: Understanding Meats..
Module 27: Understanding Poultry .
Module 28: Understanding Seafood and Shellfish .
Module 29: The Bake shop .
Module 30: Menu Development .
Module 31: Dinning Room Protocol ..
Module 32: Buffet Service .
Module 33: Point of Service .

7
9
11
13
15
17
19
21
23
25
27
29
31
33
35
37
39
41
43
46
47
49
51
53
55
57
59
61
63
66
68
71
73
INTRODUCTION
Culinary Arts Curriculum
This curriculum is designed to introduce students to the skills necessary for success in a career in the
culinary arts. Students will be instructed in and exposed to classical culinary skills at the basic,
intermediate and advanced levels, according to their needs and abilities, including: knife skills,
station organization, cooking methods and techniques, soups, stocks and sauces, vegetable and
starch cookery, as well as meat and fish preparation. Baking instructions include basic baking and pastries making.
Students will also become familiar with the use and care of state-of-the-art tools and professional culinary
equipment as part of the curriculum along with the understanding of and adherence to modern kitchen sanitation,
safety standards and operation.
Goals
The goals of this Culinary Arts Curriculum are:
Designing sustainable Culinary Arts curriculum which aligns with state and local standards;
Implementing universal Culinary Arts curriculum for District 75 schools;
Providing schools with curricula that focus on 21st century employment skills.
Vocational Outcomes
Culinary Arts Curriculum provides District 75 schools with instructional tools to increase students post secondary
outcomes. The post secondary outcomes increase is anticipated in the following areas:
Increasing job placement by a minimum of 10% year to year;
Providing each student with an opportunity to participate in a minimum of 3 - 6 job sites.

STUDENT PERFORMANCE STANDARDS

NYS CDOS (Career Development and Occupational Studies)
Standard 1: Career Development
Students will be knowledgeable about the world of work, explore career options, and relate personal
skills, aptitudes, and abilities to future career decisions;
Standard 2: Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and
other settings;
Standard 3a: Universal Foundation Skills
Students will demonstrate mastery of the foundation skills and competencies essential for success in
the workplace;
Standard 3b: Career Majors
Students who choose a career major will acquire the career-specific technical knowledge/skills
necessary to progress toward gainful employment, career advancement, and success in
postsecondary programs.
Reference: http://www.emsc.nysed.gov/cte
F.A.C.E.S. (Functional Academic Curriculum for Exceptional Students)

Provides modules in mathematics, science, social studies, physical health and vocational skills
(elementary to high school);
Designed for life skills or adult-outcomes;
Provides practical activities;
Addresses the four domains of the L.I.F.E. program (domestic, community, vocational and
recreation/leisure).
Reference: http://www.newbraunfels.txed.net/admin/SpecialEd/FACES/faceindex.htm
NYC DOE Food Service Manuals

NYC DOE Food Service employees participate in training programs to help them develop the necessary skills to
achieve new heights within our organization. Training workshops offered seasonally present all School Food
employees with the opportunity to acquire information and new techniques in order to better service the children of
New York City. The manuals provide a guide to the skills and knowledge-base needed to be successful at obtaining
employment at NYC School Food. The following manuals are available for review:
School Food Service Manager Training
Cooks/Assistant Cook Training
Hourly Training
Preparing Meals for Students with Severe Disabilities
Reference: http://www.opt-osfns.org/osfns/employment/training.aspx
STUDENTS DATA
Level I Vocational Assessment
Level I Vocational Assessment
1. A structured process that takes place at each school starting in middle school (age 12);
2. Annual review of existing student information to assess basic skills and determine a students
interests;
3. The structured collection of information about the students interests and abilities outside the
school environment that allow the student and family to work with the school in the career
decision making process.
Reference: http://www.vesid.nysed.gov/specialed/transition/level1careerassess.htm
Math & ELA Assessment

Math assessments are used to measure students current level of performance. It provides a baseline
for data collection for measurable progress and outcomes. Some of the assessments include:
1. RTC/Regents
2. NYSAA
3. Scantron
Transition IEP
The IEP is mandated by the Individuals with Disabilities Education Act (IDEA) for every student
with a disability who is found to meet the federal and state requirements for special education. The
IEP refers both to the educational program to be provided to a student with a disability and to the
written document that describes that educational program, particularly as it relates to Transition
Planning.

INSTRUCTION
Module 1
Goal: Practice Personal Hygiene
Big Idea (s): Sanitation procedures provide rules that promote a clean and sanitary kitchen.
1. Personal hygiene and proper dress promote success.
2. Proper hand washing procedures help prevent cross-contamination and food borne illness.
Essential Question (s)
1. How is food affected by dress and grooming habits?
2. Why is proper hand washing so important?
Concepts
Skills
1. Personal grooming
1. Practice good personnel hygiene
2. Shop rules
2. Understand and comply with all shop grooming
3. Food-Borne Illness
and dress rules
4. Shop uniforms
3. Understand appropriate work behaviors
5. Cross-contamination
6. Hand washing procedures
7. Sanitization
Learning Outcomes
1.1 Identify healthy work habits
1.2 Demonstrate proper hand

washing techniques
1.3 Understand proper clothing
and grooming
1.4 Identify good work habits

(behaviors)
Differentiated Instructional Strategies

Review
schools/facilitys health policy regarding illnesses and when it is safe to

return to school
Demonstrate the proper bandaging and covering of cuts and wounds
Demonstrate how to properly use latex gloves
Observe students practicing and intervene/re-teach as needed
Distribute handout of proper hand washing techniques
Discuss proper hand washing techniques
Demonstrate proper hand washing techniques
Discuss health regulations regarding fingernail-length and polish
Discuss and demonstrate use of proper hair restraints as applied in shop
Discuss kitchen/chefs uniform, its history and importance as to how its use
applies to the effective running of a kitchen
Discuss the health implications of excessive jewelry
Observe students compliance to regulations and intervene/re-teach as needed
Discuss good work habits (behaviors) not previously mentioned; i.e., not sitting
on counters, gum chewing, smoking, etc.
Apply function ELA and mathematics skills wherever appropriate to support variety of learning modalities as well as to provide reference
materials in moving students to independent application of the skills being taught i.e., posters/charts, rubrics, written directions, and etc.

Goal 1
Personal Hygiene
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment Post-Assessment
1 2 3 4
5 1 2 3 4 5
Identifies healthy work habits

Demonstrates proper hand washing
techniques
Understands regulations about proper clothing
and grooming
Identifies good work habits (behaviors)
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description
consistently transfers the skill to new situations
always transfers the skill to new situations
usually transfers the skill to new situations
somewhat transfers the skill to new situations
seldom or never transfers the skill to new situations

Module 2
Goal: Work Place Safety
Big Idea (s): Safety procedures set the standards for an accident-free work environment.
1. Learning and practicing safety procedures will help prevent injuries.
2. Without safety standards and rules, learning and productivity are impossible.
3. Accidents are caused. They dont just happen.
4. An ounce of prevention is worth a pound of cure!
Essential Question (s):
1. Why is personal safety important in the kitchen?
2. How do safety rules promote productivity in the kitchen?
3. Explain the statement, An ounce of prevention is worth a pound of cure.
Concepts
Skills
1. Fire safety
1. Locate fire exits, fire blanket, and extinguisher
2. Evacuation procedures
2. Identify lock down area
3. Lock down procedures
3. Read and follow shop rules
4. Shop rules
4. Utilize correct procedures for cutting board and
5. Mise en place work station
work station set-up
6. Collaborative work
5. Demonstrate proper work set-up
7. Equipment/ Knife safety
6. Demonstrate teamwork skills
7. Demonstrate knife skills; i.e., grip, slicing, dicing,
truing, carriage
8. Cleaning/sanitizing and storage
Learning Outcomes
2.1 Identify safety guidelines for
all equipment
2.2 Explain fire safety measures
2.3 Describe basic first aid

procedures
2.4 Identify potential kitchen

dangers

Demonstrate
how to safely operate all equipment in shop

how to safely breakdown all equipment in shop
Demonstrate how to safely clean all equipment in shop
Demonstrate how to safely re-assemble all equipment in shop
Identify fire exits
Show and discuss posted evacuation plan
Identify and explain the three possible types of kitchen fire and how to
effectively and safely extinguish them
Identify and locate fire extinguisher and demonstrate use
Demonstrate how to properly use a fire blanket
Explain first aid and how 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 or designee for further assistance
Demonstrate the Heimlich Maneuver
Demonstrate how to safely avoid blood borne pathogens
Demonstrate safe knife handling procedures
Discuss safe floor cleaning procedures
Discuss safe kitchen behavior and shop rules
Discuss proper chemical use and storage
Locate the MSDS (Material Safety Data Sheet)
Demonstrate proper kitchen lighting
Discuss unsafe behaviors; i.e, horseplay, running, etc.
Demonstrate

Goal 2
Work Place Safety
Criteria
Pre-Assessment
2 3 4 5
Mid-Assessment Post-Assessment
1 2 3 4
5 1 2 3 4 5
Identifies safety guidelines for all equipment

Explains fire safety procedures
Describes basic first aid procedures
Identifies potential kitchen dangers
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

10
Module 3
Goals: Food Handling Safety
Big Idea (s): Proper food handling is important in the prevention of food-borne illness and waste.
1. Portion control enhances customer satisfaction and prevents waste
2. Prevention of food-borne illness is a key factor in the success of any food service business.
3. Prolonged exposure of potentially contaminated food in the temperature danger zone is one of
the major causes of food-borne illness
4. Learning the correct set up and procedures for dish and pot washing stations are essential for
food safety
1. How is food affected by dress and grooming habits?
2. Why is proper hand washing so important?
3. How can an unsanitary dish machine and pot sink station cause food borne illness?
Concepts
Skills
1. Portion control
1. Utilize portion scoops, steam table and
2. Food cost control
refrigerated containers
3. Food-Borne illness
2. Identify hazards that cause food-borne illness
4. Chemical, biological and physicals hazards
3. Practice safe food handling to prevent potential
5. Temperature danger zone
spoilage and contamination
6. Potential hazardous foods
4. Demonstrate safe and proper usage of
7. Equipment identification
equipment
8. Equipment sanitation
5. Perform hand, pot and dish washing sanitation
operations
Learning Outcomes
3.1 Understand how proper

portioning and use of serving
equipment insure maintenance of
food temperatures and control
food costs
Explain
3.2 Identify biological, chemical

and physical hazards that apply
to food safety
Discuss
3.3 Understand the food

temperature danger zone
Explain
3.4 Understand cross

contamination
3.5 Understand proper manual
and mechanical washing
techniques
the concept of portion control

the correct use of a portion scoop
Identify the use of a steam table
Identify the use of a refrigerated container
Demonstrate
and identify the biological hazards that can occur in food

and identify the physical hazards that can occur when preparing food
Discuss and identify the chemical hazards that can occur in food
Discuss
the importance of limiting the time food spends in the temperature

danger zone
Explain the growth rate of bacteria while in the danger zone
Explain the potential hazards to foods that are affected by the danger zone
Explain and discuss the various ways food can be effected by cross
contamination
Discuss
and demonstrate the set- up of a standard three bay sink

the usage of the shops mechanical dish and pot washing system
Demonstrate hand, pot and dish washing sanitation procedures
Demonstrate

11
Goal 3
Food Handling Safety
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands how proper portioning and

serving equipment insure maintenance of
food temperatures and control food costs
Identifies biological, chemical and physical
hazards that apply to food safety
Understands the food temperature danger
zone
Understands cross contamination
Understands proper hand, manual and
mechanical dish and pot washing techniques
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

12
Module 4
Goals: Knife Skills and Nomenclature
Big Idea (s): Sanitation procedures provide rules that promote a clean and sanitary kitchen.
1. A clean and safe work area insures healthy food preparation
2. Appropriate knife selection, use and sanitation are essential kitchen skills
1. How does the knife selection affect food preparation?
2. What are basic safe knife cutting techniques?
3. Why must knives be sanitized?
Concepts
Skills
1. Cutting board
1. Choice of appropriate knives for cutting
2. Refuse bucket
different foods
3. Wrapping
2. Safe use of cutting implements
4. Knife use
3. Safe cleaning of cutting implements
5. Knife sharpening
6. Knife safety
7. Knife cleaning
Learning Outcomes
4.1 Set up work area
4.2 Proper knife selection
4.3 Basic cutting techniques
4.4 Proper knife sanitation

Demonstrate
cutting board anchoring

refuse bucket and stress importance of a clean, organized work area
Demonstrate proper wrapping and leaving techniques
Discuss parts of a knife and their uses
Identify the various knives found in the students knife kits
Explain the proper uses of knives
Demonstrate how to sharpen a knife
Demonstrate how to safely hold a knife for carrying and handing it over for
cutting
Demonstrate cleaning and trimming of vegetables used in daily production
Demonstrate how to safely cut vegetables for daily production
Demonstrate how to safely clean a knife
Review cross contamination and how a knife can transfer it
Discuss

13
Goal 4
Knife Handling Procedures & Knife Station Set-Up
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Demonstrates set up of work area

Understands proper knife selection
Demonstrates basic cutting techniques
Demonstrates proper knife sanitation
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

14
Module 5
Goals: Weights and Measures
Big Idea (s): Knowing how to weight and measure ingredients is key to successful food production.
1. All written recipes and formulas contain volume and or weight and measurements.
2. The ability to accurately measure ingredients is the key to the success of creating a standardized
recipe.
3. Different recipe ingredients are measured with a variety of equipment and devices.
1. Why is it crucial to know how to measure ingredients by both weight and volume?
2. What is the purpose of using a standardized recipe in food service?
3. What are the different types of measuring devices and how they are used to measure both weight
and volume?
Concepts
Skills
1. Weights and measurements
1. Accurate measurement of ingredients
2. Volume versus weight
2. Memorization of measurement equivalents and
3. Measuring equipment
abbreviations
4. Scaling ingredients
3. Produce menu items using standardized recipes
5. Measurements abbreviations
4. Competent usage of measuring equipment
6. Standardized recipes
7. Formulas
Learning Outcomes
5.1 Weigh, measure liquids and
dry ingredients, identify items by
count
5.2 Identify components of a
standard recipe
5.3 Use of standard recipe

Demonstrate
how to use a spring scale

how to use a bakers scale
Demonstrate how to use liquid measuring devises or utensils
Demonstrate how to use dry measuring devices or utensils
Explain how to correctly read and follow a standardized recipe
Demonstrate
Explain
a recipe yield, and its importance in production

proper Mise en Place ("putting in place") for a recipe, stressing its
importance
Demonstrate

15
Goal 5
Weights and Measures
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Demonstrates ability to weigh and measure

liquids and dry ingredients and to identify
items by count
Identifies components of a standard recipe
Demonstrates ability to follow a standard
recipe
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

16
Module 6
Goals: Equipment Identification and Usage
Big Idea (s):
1. Proper use of kitchen cooking equipment is essential to successful meal preparation
2. Appropriate food storage equipment prevents food spoilage
1. How does the safe and efficient use of kitchen cooking equipment and tools increase productivity?
2. What is a food temperature danger zone and how do we insure that food is kept in a safe
temperature zone?
Concepts
Skills
1. Convection oven
1. Identify name and use of kitchen equipment and
2. Range top
small tools
3. Griddle
2. Apply concept of food temperature danger zone
4. Steamer
3. Use hot and cold food storage equipment
5. Food processor
4. Select appropriate small wares for cooking tasks
6. Food temperature danger zone
7. Hot food storage
8. Cold food storage
9. Kitchen tools
Learning Outcomes
6.1 Use of kitchen cooking
equipment
6.2 Use of food processing

equipment
6.3 Use of hot and cold food

storage equipment
6.4 Selecting proper small tools

Demonstrate
the safe usage of all equipment needed for daily production

conventional vs. convection oven cooking
Demonstrate range top operation
Demonstrate griddle operations
Demonstrate steamer operation, where applicable
Demonstrate the safe usage for other equipment needed for daily menu
production
Identify and demonstrate the various attachments for equipment used in daily
productions
Review food temperature danger zone
Demonstrate how to set up, use and clean all hot food storage equipment
Demonstrate and discuss how to safely store food under cold storage
Demonstrate how to clean food storage areas
Locate all thermometers in both hot and cold food storage equipment; explain
the importance of these devises
Show different pots and pans found in a kitchen and explain their use
Show different sized ladles, identify them and their different uses
Show different sized portion scoops, identify them and their different uses
Show the various small wares, describe how each works and what each is used
for
Demonstrate how to use and calibrate a pocket thermometer
Show the difference between a stiff and balloon whisk, and explain the
appropriate use for each
Explain
17
Goal 6
Large Equipment Identification and Usage
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Demonstrates use of kitchen cooking

equipment
Demonstrates use of food processing
equipment
Understands use of hot and cold food storage
equipment
Identifies and selects proper small kitchen
tools
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

18
Module 7
Goals: Introduction to Quality Cooking/Cafeteria Production
Big Idea (s):
1. Efficient cafeteria production requires knowledge of convenience food preparation and
portioning
2. A service line maximizes efficiency of large scale food distribution
1. How does a service line maximize efficiency?
2. Why is it especially important to schedule, set up and follow production tasks in a cafeteria
setting?
Concepts
Skills
1. Convenience foods
1. Prepare a Production Task List
2. Thaw
2. Identify, set up and organize hot and cold food
3. Service line
work stations
4. Mise en Place
3. Participate in serving a meal on a service line
5. Production task list
Learning Outcomes
7.1 Practice safety, sanitation and
hygiene
7.2 Use common tools, machines,
and equipment safely
7.3 Prepare convenience foods
7.4 Manage time properly to

ensure maximum efficiency
7.5 Identify work stations

Review
safety and sanitation practices

students practicing and intervene/re-teach as needed
Observe
Review
safety procedures for tools and equipment

students practicing and intervene/re-teach as needed
Observe
Explain
the importance of following directions to insure proper outcome of

convenience food preparation
Explain the importance of proper ingredient selection to insure desired outcome
of prepared foods
Demonstrate where to locate and how to safely and properly thaw frozen
prepared food for serving
Explain the importance of proper food portioning to insure both cost
effectiveness and proper planning
Demonstrate how to serve a meal from a service line in a schools cafeteria
Explain, then demonstrate the importance of Mise en place when as it pertains
to recipe production
Review the proper set up of an organized work station
Review measuring and scaling procedures
Prepare and explain the importance of a production task list
Explain and stress the importance of meeting time deadlines for service on a
daily basis
Orient the students on each of the stations that are required for service in a
schools cafeteria
Demonstrate the Mise en place needed to efficiently staff each station
Demonstrate the proper and safe service of food and beverages

19
Goal 7
Quality Cooking Mise En Place
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Practices safety, sanitation and hygiene

Uses common tools, machines and equipment
safely
Prepares convenience foods
Manages time to properly ensure maximum
efficiency
Identifies work stations
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

20
Module 8
Goals: Careers in the Food Service Industry
Big Idea (s): Career information provides students with the opportunities for future jobs and success in the
foodservice industry
1. The food service industry offers many challenging and rewarding career opportunities.
2. Education and work experience is the key to obtaining success.
3. Goal setting is important in all facets of life.
1. What is the importance in identifying the various jobs/careers in the food service industry?
2. What are your career goals after high school?
3. How can further education after high school have a positive effect on your career and life goals?
Concepts
Skills
1. Career Zone
1. Understand culinary arts career options
2. Level I Vocational Assessment
2. Resume and application writing skills
3. Resume
Learning Outcomes
8.1 Identify food production and
service opportunities
8.2 Define the classical kitchen

brigade and modern kitchen line
system
8.3 Identify roles of food service
manager
8.4 Identify trends in the food

service industry

Explain
the various careers available in the food service industry

students research, via the internet or newspaper want ads and find 5
different positions locally available for employment
Have students select 1 position in the food service industry and write why they
feel this would be of interest to them
Explain and define the various positions of a classic brigade system
Explain and define the positions of a modern kitchen line system
Have
Explain
the role of chef and manager in a restaurant

the experience and education necessary for these management
opportunities
Have students, via internet or newspaper want ads, find a restaurant
management opportunity and list the skills necessary to quality for that job
Turn the above list into writing exercise
Explain the current trends that are available in the food service industry
Using the internet and local newspaper food section, have student list and
discuss local area food trends
Have students do three writing assignments about restaurants and current food
trends
Explain

21
Goal 8
Career in the Food Service Industry
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands food production and service

opportunities
Understands classical kitchen brigade and
modern kitchen line systems
Understands role of food service manager
Describes local area food trends
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

22
Module 9
Goals: Professionalism in the Food services Industry
Big Idea (s):
1. Compliance with dress codes is a requirement in the food service industry
2. Collaborative effort is vital to success in the food service industry
1. What is considered appropriate dress in the food service industry?
2. Why is communication and team work important when working in the food service industry?
Concepts
Skills
1. Uniform
1. Know the importance of wearing a uniform
2. Communication
2. Know the importance of communication,
3. Respect
respect and teamwork
4. Teamwork
Learning Outcomes
9.1 Understand and properly
wear a chefs uniform
9.2 Understand the importance

of listening and communication
9.3 Understand the importance

of teamwork and how it affects
the running of a kitchen

Explain
the various parts of a chefs uniform

how to wear the various components of chefs uniform
Writing assignment about why a properly worn uniform is essential to work in a
kitchen
Discuss the importance of communication and listening and the consequences
of poor communication
Discuss the importance of respect for supervisors, fellow workers, yourself and
your work.
Writing assignment about importance of proper communication skills
Discuss the importance of teamwork and how it affects the daily production of
the cafeteria
Demonstrate

23
Goal 9
Professionalism in the Foodservice Industry
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Identifies the proper uniform of a chef

Understands the importance of listening and
communication skills
Understands teamwork
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

24
Module 10
Goals: Introduction to Nutrition
Big Idea (s):
1. Applying nutritional knowledge is an important aspect of being a respected chef in todays health
conscience, consumer based society.
1. How many categories of nutrition are there?
2. How are categories of nutrition used in designing a balanced diet/menu?
Concepts
Skills
1. Nutrition
1. Identify categories of nutrition
2. Carbohydrate
2. Match foods to category of nutrition
3. Protein
3. Create menus consistent with My Pyramid
4. Fat
5. Vitamins
6. Minerals
7. Water
8. Additives
Learning Outcomes
10.1 The six categories of
nutrition
10.2 Foods and nutrients

10.3 USDA food guidelines
10.4 Food additives

Define
the six categories of nutrition: carbohydrates, proteins, fats, vitamins,

minerals, water
Cite two examples of each nutrient found in the foods that we eat and serve
Understand alternate sources of these nutrients and how they can be
incorporated into a daily menu
Match foods that we serve in the schools cafeteria with the six nutrients studied
in this module
Explain the categories and portion sizes recommended by the USDAs new My
Pyramid. Compare it to the previously recommended USDA food pyramid.
Cite the modifications and explain why these were made
Analyze a menu served in our dining room and compare it with the USDA My
Pyramid
Explore changes that will bring menu items into alignment with the USDA
guidelines
Discuss what food additives are commonly found in the foods that we serve
Explain the function of several food additives
Discuss what food additives can and should be avoided. Cite reasons why.

25
Goal 10
Introduction to Nutrition
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands six categories of nutrition

Matches foods to nutrients
Understands USDA Food Guidelines
Understands food additives
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

26
Module 11
Goals: Basic Cooking Methods
Big Idea (s):
1. Learning the different cooking methods will help you to be able to prepare a variety of different
culinary dishes.
2. Being able to master the basic cooking techniques will bring you into a new level of culinary arts.
3. How you choose to cook an item (what cooking method you choose) will determine what results
you will achieve.
1. How can an understanding of cooking methods help you to prepare different types of food?
2. How can cooking methods affect the flavor, aroma, texture, and nutritive value of the item you
are preparing?
Concepts
Skills
1. Moist heat cooking
1. Prepare foods through dry heat cooking
2. Dry heat cooking
techniques
2. Prepare foods through moist heat cooking
techniques
Learning Outcomes
11.1 Understand the effects of
heat on food
11.2 Prepare foods using moist

heat cooking methods.
11.3 Prepare food using dry heat

cooking methods both with and
without fat
Describe the various methods of heat transfer to food: conduction; convection

and radiation
Explain and demonstrate the effects that heat has on: proteins; starches; sugars;
fibers
Explain and demonstrate how to control the effects that heat has on food
Explain what foods should be used for the various types of moist cooking
methods
Describe the various methods used in moist cooking: steaming, boiling,
simmering, poaching and braising
Evaluate a properly cooked food using the various moist heat cooking methods
Explain the difference in temperatures required in cooking with fat
Demonstrate sauting, pan frying and deep frying
Explain and discuss the different temperatures required for dry heat cooking.
Demonstrate the methods for baking, roasting, broiling and grilling
Evaluate a properly cooked food using the various dry heat cooking methods

27
Goal 11
Basic Cooking Methods
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands effects of heat on food

Understands how to prepare foods using moist
heat cooking methods
Understands how to prepare food using dry
heat cooking methods both with and without
fat
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description
consistently transfers the skill to new situation
always transfers the skill to new situation
usually transfers the skill to new situation
somewhat transfers the skill to new situation
seldom or never transfers the skill to new situation

28
Module 12
Goals: The Recipe and Cooking Methods
Big Idea (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.
1. Why is following recipes important?
2. What could happen if you do not follow recipes?
Concepts
Skills
1. Parts of a recipe
1. Name parts of recipe
2. Conversion factor
2. Describe parts of a recipe
3. Convert recipes
4. Reduce amounts of larger quantity recipes
5. Extend amounts of small quantity recipes
Learning Outcomes
12.1 List the various cooking

methods
Demonstrate the following cooking methods: poaching, simmering, boiling,

steaming, braising, roasting, baking, broiling, grilling, griddling, sauting, panfrying and deep frying
12.2 Identifying the various

equipment necessary needed to
perform the discussed cooking
methods
12.3 Production of food utilized
by all of the cooking methods
12.4 Parts of a recipe
Display equipment needed for each of the above cooking methods, explain the
reasoning for the design of each
Evaluate the foods prepared by the various cooking methods using a scoring
rubric, giving feed back as needed
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
12.5 Recipe conversions
12.6 Flavoring and seasoning
Explain how to increase and decrease recipe yield without altering the recipe
ratios
Explain the difference between flavorings and seasoning

Display several flavorings that are often used in recipes; i.e. wine, extracts,
juices, garlic, scallions, ginger and ect.
Display several fresh and dried herbs that are commonly used in kitchens to
include, but not limited to parsley, basil, thyme, oregano, rosemary, sage, and
tarragon
Discuss and compare the difference between fresh and dried herbs

29
Goal 12
The Recipe and Cooking Methods
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Identifies various cooking methods

Identifies equipment needed to perform each
cooking method
Produces food samples using each cooking
method
Identifies parts of recipe
Understands and applies a recipe conversions
Understands the difference between flavoring
and seasoning
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

30
Module 13
Goals: Receiving and Storage
Big Idea (s):
1. Standard receiving and storage procedures insure that food freshness is maintained
1. What is the standard procedure for receiving fresh, frozen and non-perishable food?
2. What is the FIFO method of stock rotation and why is it used?
Concepts
Skills
1. Fresh food storage
1. Document and store food delivery in
2. Frozen food storage
accordance with receiving guidelines
3. Non-perishable food storage
2. Describe and practice FIFO method of
4. FIFO
stock rotation
Learning Outcomes
13.1 Inspect frozen, refrigerated
and dry goods upon delivery
13.2 Upon receipt, store all foods

in their appropriate areas
13.3 Rotate all stock using the
FIFO method
Discuss the proper receiving techniques for food item upon delivery
Inspect all delivered items for count, quality and condition upon receipt
Inspect refrigerated and frozen foods for proper temperature
Sign invoice
Identify the three storage areas in the shop
Identify the foods that are stored in each area
Explain the FIFO method of stock rotation
Physically demonstrate how the FIFO method is practiced

31
Goal 13
Receiving and Storage
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands how to inspect and document

delivery of frozen, refrigerated and nonperishable foods upon delivery.
Understands appropriate storage of frozen,
refrigerated and non-perishable foods.
Understands the FIFO method.
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

32
Module 14
Goals: Mise en Place
Big Idea (s):
1. Mise en place is essential in any well organized kitchen because 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!
1. How can Mise en place help you in your day to day duties in the kitchen?
2. 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 activities?
3. Is Mise en place another way of saying work simplification?
Concepts
Skills
1. Mise en Place
1. Describe principles of organization
2. Principals of organization
2. Describe types of meal service
3. Meal Service
3. Demonstrate knife sharpening skill
4. Knife Sharpening
4. Execute knife truing on a butchers steel
5. Knife Truing
5. Demonstrate classical vegetable cuts
Learning Outcomes
14.1 Practice organizational
principles
14.2 Understand the types of

meal service
14.3 Perform basic cutting

techniques
14.4 Keep knives sharp for all

preparation activities
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
Discuss and demonstrate marinations, both wet and dry, as well as the
functions they provide to the food
Discuss the types of meal service used in the restaurant industry
Discuss and plan mise en place for both extended and set meal service
Demonstrate set up for both of these services
Demonstrate safe knife handling
Discuss the importance in cutting in uniformity
Demonstrate the classical vegetable cuts
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

33
Goal 14
Mise en Place
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands Organizational Principles

Understands the types of meal service
Performs basic cutting techniques
Keeps knives sharp for all food preparation
activities
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

34
Module 15
Goals: Vegetable and Fruit Identification
Big Idea (s):
1. Vegetables and fruit can be fresh, frozen, canned or dried.
2. Fresh, frozen, canned and dried vegetables and fruits must be stored and prepared in different ways.
3. Vegetables and fruits are an essential part of any meal.
1. What are the differences between fresh, frozen, canned or dried vegetables and fruits?
2. What is the proper storage method for fresh, frozen, canned or dried vegetables and fruits?
3. What is the proper trimming and cutting technique for fresh vegetables and fruits?
4. How should vegetables be cooked?
Concepts
Skills
1. Fresh vegetables and fruits
1. Describe storage and cooking of fresh ,
2. Frozen vegetables and fruits
frozen, canned and dried vegetables and
3. Canned vegetables and fruits
fruits
4. Dried vegetables and fruits
2. Demonstrate classic vegetable and fruit
5. Vegetable and fruit trimming
trimming and cutting
6. Classic vegetable and fruit cuts
7. Reconstitution
Learning Outcomes
15.1 Identify the difference in

characteristics of frozen, fresh,
canned and dried vegetables and
fruits
15.2 The proper storage of fresh,

canned, frozen and dried
vegetables and fruits.
15.3 Properly cut and trim a

variety of fresh vegetables and
fruits.
15.4 Properly cook, season and

garnish a variety of fresh, canned,
frozen and dried vegetables
Show and sample a variety of fresh vegetables and fruits that are used in service
Show and sample a variety of frozen vegetables and fruits used in service
Show a variety of canned vegetables and fruits used in service
Show and sample a variety of dried vegetables and fruits used in service
Compare the difference in quality between these vegetables and fruits
Discuss the proper storage temperatures for fresh, frozen, canned and dried
vegetables and fruits
Discuss the height requirements necessary for safe storage in refrigerated,
frozen and dried storage areas
Demonstrate the proper trimming and cutting techniques for a variety of fresh
vegetables and fruits, stressing the importance of accuracy and consistency
Demonstrate appropriate classic vegetable cuts for each vegetable
Demonstrate how to cook fresh green vegetables
Demonstrate how to cook root and white vegetables
Demonstrate how to cook frozen vegetables
Demonstrate how to reconstitute dried vegetables

35
Goal 15
Vegetable Identification
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Identifies differences in the characteristics of

frozen, fresh, canned and dried vegetables and
fruits
Understands the proper storage of fresh,
canned, frozen and dried vegetables and fruits
Understands how to properly trim and cut a
variety of fresh vegetables and fruits
Understands how to properly cook, season and
garnish a variety of fresh, canned, frozen and
dried vegetables
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

36
Module 16
Goals: Fresh Vegetable Cookery
Big Idea (s):
1. Fresh vegetables, when cooked properly, provide not only nutritional value to a plate, but also
add to the attractiveness of it.
1. Do we eat fresh vegetables solely for nutrition purposes?
2. Can fresh vegetables act as a garnish on a plate?
Concepts
Skills
1. Vegetable classification
1. Group vegetables by category
2. Vegetable texture
2. Match vegetables to cooking methods
3. Vegetable flavor
3. Trim and cut vegetables of each category
4. Vegetable color
4. Store raw and cooked vegetables to maintain
5. Nutrient retention
maximum freshness and nutritional value
6. Vegetable storage
Learning Outcomes
16.1 Identify the classifications of

vegetables
List
16.2 Vegetable cooking methods
Match
16.3 Cutting vegetables
16.4 Vegetable storage
the different classes of vegetables; squash, roots and tubers, seeds and
pods, cabbage, stems/stalks/shoots, onion family, fruit-vegetables, leafy greens
Cite at least two examples from each of these vegetable categories
Explain how vegetables are graded and sized
Explain purchasing and ripening techniques for vegetables
Explain how these groups are used in a kitchen
vegetables and the cooking methods that best suit them
how to cook vegetables from each vegetable classification,
putting an emphasis on texture, flavor, color and nutrient retention
Describe which knife cuts best suit the vegetables when matched with the
various cooking methods
Emphasize that knife cuts are an important factor in the proper cooking of
vegetables
Demonstrate how to properly store all raw vegetables
Note that some vegetables need cold temperatures to maintain quality and
others need cool temperatures
Demonstrate how to properly store prepped raw vegetables, focusing on
texture, quality and nutritional retention
Demonstrate how to properly store cooked vegetables
Demonstrate

37
Goal 16
Fresh Vegetable Cookery
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Classifies vegetables by category

Understands vegetable cooking methods
Understands how to cut vegetables
Understands how to store vegetables
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

38
Module 17
Goals: Introduction to Garde Manger, Salads and Cold Appetizers
Big Idea (s):
1. A Garde Manger Chef produces basic food garnishes, cold salads and food platters
2. Hor doeuvres are often served at formal an informal event?
3. Garnishes often improve the appearance of food?
1. What are the duties and responsibilities of being a Garde Manger Chef?
2. What is an hor doeuvres and how is it prepared?
3. For what purpose are garnishes used?
Concepts
Skills
1. Garde Manger
1. Produce and arrange basic food garnishes
2. Forcemeat
2. Prepare advanced salads and food platters
3. Hors doevre
3, Set up cold /salad station
4. Garnish
4. Prepare forcemeat
5. Prepare and garnish hors doevres
Learning Outcomes
17.1 History of garde manger
17.2 Duties of the garde manger
station
Discuss the history of the garde manger station
Describe the workings and positions of a basic garde Manger station

Demonstrate a cold plate appetizer/ entre to be served in the schools
restaurant or cafeteria
Orient the students on the set up of a cold/salad station as it pertains to the
schools restaurant
17.3 Preparation of basic

forcemeats
17.4 Preparation of hot and cold

hors doeuvres
17.5 Preparation of edible and

non-edible garnishes
Display equipment and ingredients necessary to prepare basic forcemeat

Demonstrate the proper grinding technique for preparing basic forcemeat
Complete the forcemeat by seasoning, sampling, shaping and cooking the
forcemeat
Discuss how and when hors doeuvres should be served
Explain the main types of hors doeuvres
Demonstrate the preparation techniques for preparing the main types of hors
doeuvres
List the classical garnishes that are used in food preparation
Demonstrate the plating of three classical garnishes as they apply to various
dishes
Display the equipment necessary for simple garnish preparation
Demonstrate various edible garnished to be used on both plated foods and
buffet tables

39
Goal 17
Introduction to Garde Manger, Salads and Cold Appetizers
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Identifies duties of the garde manger station

Understands basic forcemeats
Understands hot and cold hors doeuvres
Understands edible and non-edible garnishes
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

40
Module 18
Goals: Sandwich preparation
Big Idea (s):
1. Sandwich preparation is a basic skill that promotes independence in daily life.
2. Sandwiches are one of the most common food options in restaurants and cafeterias
1. What are some of the fillings for hot and cold sandwich preparation?
2. What is portion control and why is it important?
3. How are sandwich spreads, toppings and garnishes used?
Concepts
Skills
1. Sandwich
1. Prepare hot sandwiches
2. Portion control
2. Prepare cold sandwiches
3. Sandwich assembly
3. Use spreads, toppings and garnishes
4. Spreads and toppings
4. Set up hot and cold sandwich stations
5. Garnish
Learning Outcomes
18.1 Describe the different types

of hot and cold sandwiches
offered on a daily menu
Discuss
18.2 Explain the guidelines for

assembling and cooking both hot
and cold sandwiches
Demonstrate
18.3 Prepare hot and cold

sandwiches for Service
the different varieties of fillings for hot and cold sandwich preparation
the variety of breads used in hot and cold sandwich preparation
Discuss and demonstrate different sandwich making techniques
Explain the importance of portion control as it applies to sandwich preparation
Review the procedure for using a portion control scale
Demonstrate how to set up Mise en Place for sandwich service
Discuss
how to assemble a cold sandwich

how to assemble and cook a variety of hot sandwiches
Discuss the function and importance of various sandwich spreads and
toppings; Mayonnaise, Mustards, Relishes and Vinaigrettes
Discuss the importance of appropriate sides for both hot and cold sandwiches
Discuss and demonstrate the importance for both appropriate and functional
garnishes for hot and cold sandwiches
Compose menu item, for sale in the schools cafeteria that will apply the
theories discussed for hot and cold sandwich preparation
Oversee both hot and cold sandwich station set-ups for service in the schools
cafeteria
Oversee and evaluate appropriate sides and garnishes for sandwich service
Demonstrate

41
Goal 18
Sandwich Preparation
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Describes different types of hot and cold

Sandwiches offered on a daily menu
Explains guidelines for assembling and
cooking both hot and cold sandwiches
Prepares hot and cold sandwiches for service
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

42
Module 19
Goals: Dairy, Egg and Cheese Identification
Big Idea (s):
1. Dairy products are essential ingredients at every station in the kitchen.
2. Eggs are found as part of menu items across the kitchen.
3. Pasteurization and Homogenization make dairy products safer and more consistent.
1. Are eggs and dairy products used primarily for baking and breakfast cookery?
2. What makes eggs such a versatile ingredient in foods?
3. Why arent dairy products available in their raw form?
Concepts
Skills
1. Dairy products
1. Identify dairy products
2. Raw
2. Explain use of milk in cooking
3. Pasteurize
3. Identify categories of cheese and explain how
4. Homogenize
cheese is made
5. Fortify
4. Prepare cheese in different forms
6. Flavor
5. Identify functions of eggs in cooking
7. Dried
6. Cook eggs using common methods
8. Fat
Learning Outcomes
19.1 Dairy identification
19.2 Dairy usage
19.3 Cheese identification
19.4 Cuting cheese
19.5 The eggs function
19.6 Egg cookery
19.7 Egg grading and inspection
19.8 The eggs composition
Explain the different types of milk available for use in serving and cooking
Explain what pasteurization is and why it is used
List the forms of milks used; raw, pasteurized, certified, homogenized,
fortified, flavored and dried
List the fat contents of milks and creams
List the different ways of cooking with milk
Explain when we use certain milks/ creams in recipes
Explain how, when we use dried milk, it can reduce fat in certain recipes
Describe the cheese making process
List the different categories of cheese
List the different milks used in cheese production
List 2 cheeses from each of the main categories
Demonstrate how to safely cut cheese from a block
Demonstrate how to slice cheese on a slicing machine
Demonstrate how to grate cheese
Demonstrate how to shred cheese
Explain the various market forms of cheese
Explain the composition of an egg
List the various functions that an egg serves in cooking; leavening, coating,
clarifying, emulsifying, crystallizing, and binding
Demonstrate the following methods for cooking eggs; hard boiled, soft boiled,
poached, sunny side up, over easy, over medium, over hard, scrambled and
omelets
List the different grades of eggs
List the different sizes of eggs
Explain how eggs are inspected
Explain how to safely store all forms of eggs
Explain what an egg is composed of
Explain the importance and nutrition break down of each major component
43
Goal 19
Dairy, Egg and Cheese Identification
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Identifies dairy products

Understands dairy usage
Identifies cheese products
Understands how to cut cheese
Identifies egg function
Understands egg cookery
Understands egg grading and inspection
Understands eggs composition
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

44
Module 20
Goals: Introduction to Salads
Big Idea (s): To introduce salad making
1. Salads have become more and more popular over the years.
2. Salads are very nutritious and can even be served as an entre.
3. Most salad contains basic ingredients that are presented in a certain manner.
4. Salads are very easy to learn how to prepare.
1. What ingredients are used in salad preparation?
2. How are salad ingredients prepared and stored?
3. What are the four components of a salad?
Concepts
Skills
1. Salad
1. Describe various types of salad
2. Greens
2. Cut and store salad vegetables
3. Salad base
3. Prepare ingredients and assemble salad
4. Salad body
containing 4 components
5. Salad Dressing
6. Salad Garnish
Learning Outcomes
20.1 Identify the various greens
used in salad preparation
20.2 Discuss the proper
preparation and storage of salad
ingredients
20.3 Identify the components of a
salad
20.4 Identify the various types of
salads
20.5 Discuss vegetables used in
salad preparation
20.6 Discuss dressings used in
salad preparation

Discuss
and sample the various greens that are used to prepare a variety of
salads
Discuss the different uses for these greens
Show the difference between good and poor quality of greens
Discuss and demonstrate the proper cutting and cleaning techniques for salad
greens
Discuss the proper storage techniques of salad greens for both immediate
service and future usage
Identify and discuss the four components to any given salad: Base, Body,
Dressing and Garnish
Discuss the importance of each component
Discuss
the various types of salads used in the food service industry: appetizer;
accompaniment; entre; separate course; dessert
Demonstrate one salad from each type and discuss the appropriate service time
for each salad
Discuss the various vegetables used in salad preparation, both as body and
garnish
Demonstrate how to properly cut and store vegetables for salad preparation
Discuss the various types of oils and vinegars used in dressing preparation
Discuss and demonstrate how to prepare a vinaigrette dressing using the
proper ratio of oil to vinegar
Discuss and demonstrate how to prepare an emulsified dressing
Discuss and demonstrate the procedure for making a boiled dressing

45
Goal 20
Introduction to Salads
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Identifies the various greens used in salad

preparation
Understands the proper preparation and
storage of salad ingredients
Identifies the components of a salad
Identifies the various types of salads
Understands vegetables used in salad
preparation
Understands dressings used in salad
preparation
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

46
Module 21
Goals: Pasta, Rice and Other Starches
Big Idea (s): Learning to cook pasta, rice and other starches
2. Pasta is one of the most versatile and easiest food products used today.
3. Pasta is available in a variety of shapes, sizes, colors & flavors.
4. Pasta is a very popular menu choice.
5. In order to prepare pasta properly, you must become familiar with the varieties of pasta available
and how to prepare them al dente.
6. Grains are a staple in the diets of people around the world.
7. Grains store well and have a high nutritional value.
8. Cooking grains with liquid adds water back to the dehydrated grains.
1. Why is it important to prepare pasta properly?
2. How will the understanding of the various types of pastas help you to prepare them 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?
Concepts
Skills
1. NOCTI
1. Identify shapes of pasta
2. Starch
2. Prepare pasta
3. Al dente
3. Identify common types of rice
4. Grain
4. Prepare boiled and steamed rice
5. Legume
5. Prepare rice pilaf and risotto
6. Pilaf
6. Prepare grains and legumes
7. Risotto
Learning Outcomes
21.1 Identify the various shapes
of pastas and explain their uses
21.2 Properly prepare pasta for
service
21.3 Identify the common types
of rice, grains and legumes
21.4 Prepare, using various
cooking methods, both grains
and legumes

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.
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.
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.
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 cook legumes for service

47
Goal 21
Introduction to Salads
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Identifies the various shapes of pastas and

explain their uses.
Understands how to properly prepare pasta for
service.
Identifies the common types of rice, grains and
legumes.
Understands how to prepare, using various
cooking methods, both grains and legumes.
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

48
Module 22
Goals: Soup Preparation
Big Idea (s):
1. Soup is a popular menu choice.
2. Soups can be eaten as an appetizer or as a main course.
3. There are various classifications of soups.
4. Soups can be made to look very appealing to the eye.
1. What are the key differences in preparing a clear soup and a thick soup?
2. What are the categories of soups?
3. How can the appropriate garnishes add eye appeal to a soup?
Concepts
Skills
1. Natural stock
1. Identify soup classifications
2. Convenience base
2. Prepare garnishes used in soups
3. Garnish
3. Store soups for future use
4. Prepare basic soups
Learning Outcomes
22. Identify the various

classifications of soups
Discuss,
22.2 Compare soups prepared

with soup bases and natural stock
Prepare
22.3 Prepare attractive garnishes

for a variety of soup
22.4 Safely store soups for future

service
demonstrate and sample a clear soup

demonstrate and sample a thick soup
Discuss, demonstrate and sample a specialty soup
Discuss, demonstrate and sample a vegetarian or low fat soup
Discuss,
two soups, one with natural stock, and one with a convenience base
the quality of the two soups
Compare the cost of preparation between the two soups
Discuss and demonstrate appropriate garnishes for the various varieties of
soups
Discuss the importance of consistent knife cuts when preparing a non-pureed
soup
Review sanitation techniques as they apply to cooling food for future use
Demonstrate how to properly cool and store soup for service
Compare

49
Goal 22
Soup Preparation
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Identifies the Various Classifications of soups

Understands the difference between soups
prepared with soup bases and natural stock
Identifies attractive garnishes for a variety of
soups
Understands how to store soups for future
service
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

50
Module 23
Goals: Soup and Sauce Production
Big Idea (s):
1. Learning the Mother Sauces allows you to make any sauce.
2. A soup or sauce is only as good as its base.
1. Why do they call them Mother Sauces?
2. Is a properly prepared stock really important?
Concepts
Skills
1. Thickening Agent
1. Produce soup from scratch, garnish, and serve
2. Mother Sauce
2. Prepare a Mother Sauce
3. Ladle
3. Cool and store soup/sauce for further use
4. Soup Baine
4. Identify soup garnishes, toppings and
accompaniments
Learning Outcomes
23.1 List the steps necessary for
scratch production of soups and
sauces
23.2 Soup and sauce mise en
place and production
23.3 Soup garnishing
23.4 Proper service of soups

Review
each step necessary to produce soups and sauces from scratch

will review appropriate knife cut necessary for soup and sauce
production
Review thickening agents and how they work.
Review mise en place for soup in each of the three previously mentioned
categories
Review mise en place for the 5 Mother sauces
Demonstrate the steps necessary for soup/sauce production
Demonstrate how to hold soup/sauce for service
Safely cool and store prepared soup/sauce for future use
Explain the different garnishes of soups; garnishes in the soup, toppings and
soup accompaniments
Explain which soups are garnished with which types of garnishes and why
Show examples of accompaniment garnishes and cite an example of which
soups they would best be served with
Set up a soup station that would be used for service in the schools cafeteria,
with emphasis on holding temperature
Assemble all of the equipment necessary to serve soup including ladles, soup
baines, cups, saucers and spoons
Provide an appropriate garnish for the demonstration soup and demonstrate
the proper service and garnishing of the soup
Instructor

51
Goal 23
Soup and Sauce Production
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Lists the steps necessary for scratch

production of soups and sauces
Understands soup and sauce mise en place
and production
Understands soup garnishing
Understands proper service of soups
Total Score:
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

52
Module 24
Goals: Stocks
Big Idea (s):
1. The French word for stock is fond, meaning bottom, ground, or base.
2. Stocks are the foundations for all soups and sauces.
3. In order to prepare a quality stock, you must use quality ingredients.
1. Why is it important to be able to prepare stocks?
2. What are the ingredients that are needed in order to prepare a proper stock?
3. Why stocks are considered the foundation or base of all soups and sauces?
Concepts
Skills
1. White stock
1. Prepare (white stock)
2. Vegetable stock
2. Prepare (vegetable stock)
3. Convenience base
3. Prepare (convenience bases)
Learning Outcomes
24.1 Preparation of white stock
24.2 Preparation of brown stock
24.3 Preparation of vegetable

stock
24.4 Preparation of glazes and

reductions
24.5 Prepare stocks from

convenience bases

Discuss
the importance of bone blanching

Mirepoix as cut for stock
Demonstrate a sachet bag
Discuss and demonstrate the importance of skimming a stock
Discuss simmering times related to each variety of stock
Demonstrate how to strain, safely cool and store a stock
Demonstrate the proper browning of bones, mirepoix and tomato product
Demonstrate pan deglazing to capture fond
Review simmering, skimming, cooling and storage techniques
Discuss what vegetables are used in a vegetable stock
Demonstrate vegetable cuts as applied to vegetable stock
Discuss simmering time of a vegetable stock
Review straining, cooling and storage techniques
Discuss the reduction process as applied to stock
Stress the importance of a well balanced stock before reduction, as any
imperfections will be exaggerated
Demonstrate a fully reduced meat, chicken or fish stock
Cool and properly store finished glaze
Compare and recognize the quality of several soup bases
Explain how to read an ingredient label, with the primary ingredient in the
product listed first
Demonstrate and sample a properly reconstituted base
Demonstrate

53
Goal 24
Stocks
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands how to prepare of white stock

Understands how to prepare of brown stock
Understands how to prepare vegetable stock
Understands how to prepare glazes and
reductions
Understands how to prepare stock from
convenience bases
Total Score
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

54
Module 25
Goals: Thickening Agents
Big Idea (s):
1. Sauces that are thickened should have these four basic characteristics:
No lumps
A flavor that is not floury or pasty
Sticks to the back of a spoon
Will not break apart when it cools down
2. In order to prepare a sauce or soup, you will have to prepare the appropriate thickener to do
the job.
1. How can you prevent lumps in sauces and soups?
2. What are the different types of thickeners used in sauces and soups?
3. Why is it important to add a thickener to a liquid in a certain way?
Concepts
Skills
1. Roux
1. Prepare the three types of roux
2. Slurry
2. Prepare Surry using cornstarch
3. Liaison
3. Prepare a liason
4. Buerre marie
4. Prepare a buerre marie
Learning Outcomes
25.1 Prepare a roux
25.2 Prepare a slurry for

thickening purposes using
corn starch and other
starches
25.3 Prepare a liaison for
use in thickening liquid
25.4 Prepare a beurre

manie

Discuss
proper fat selection when preparing a roux

and demonstrate the proper ratio of flour: fat and prepare a roux
Discuss and demonstrate the different types of roux, white, blond and brown,
stressing the cooking time required and uses for each
Demonstrate how to properly incorporate a roux into a liquid
Discuss and demonstrate how to dissolve starch into a cool liquid
Demonstrate how to incorporate a slurry into a liquid
Discuss the different variety of thickening slurries, and the quality difference between
them
Demonstrate and discuss how to form a liaison from egg yolks and cream
Demonstrate and discuss the importance of proper tempering techniques
Demonstrate a sauce thickened with a liaison
Discuss
Demonstrate
a how to hand mix a buerre manie

the proper times when a buerre manie use is appropriate
Demonstrate how to properly thicken a liquid with buerre manie
Discuss

55
Goal 25
Stocks
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands how to prepare a roux

Understands how to prepare a slurry for
thickening purposes using corn starch and
other starches
Understands how to prepare a liaison for use
in thickening liquid
Understands how to prepare a buerre manie
Total Score
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

56
Module 26
Goals: Understanding Meats
Big Idea (s):
1. In order to successfully prepare meat it is necessary to know the cut of meat you are cooking, its
composition, and the proper ways to cook it.
2. Meat has different components that all react to heat differently.
1. If meat comes from the same animal, cant all cuts be cooked the same?
2. Arent all of meats components virtually the same?
Concepts
Skills
1. Cuts of Meat
1.Identify primal and fabricated cuts of meat
2. Composition
2. Describe USDA inspection and grading systems
3. Structure
3. Describe meat purchasing specifications
4. USDA Inspection
4. Prepare basic cuts of meat according to preferred
5. USDA Grading
cooking methods
6. IMPS (Institutional Meat Purchasing
Specification)
Learning Outcomes
26.1 Understand the composition
of meat
26.2 Understand the structure of

meat
26.3 Identify the basic meat cuts
26.4 Understand the USDA

inspection and grading systems
26.5 Understanding meat

purchasing specifications

Explain
both the composition and nutritional breakdown of meat

the different nutrients that are found in meats
Explain the affect that aging has on meat, both wet and dry aging
Display several basic cuts of meat, that require different cooking methods, and
point out the characteristics of each, and the cooking methods best used for
each cut
Display several basic cuts of meat to show the muscle fiber composition of
each
Display the connective tissues of meat, both collagen and elastin, and explain
how each must be treated prior to cooking
Prepare a handout from the text of the meats bone, helping students
understand the animals primal cuts
Explain the different market forms of meat, from primal cuts to portion
controlled
List the primal cuts of beef, veal, pork and lamb
List the major fabricated cuts from beef, veal, pork and lamb
Prepare a handout from the text showing the primal cuts of meat; chuck, rib,
loin and round, and the major fabricated cuts from each
Explain the difference between inspection, quality grading and yield grading
Explain the difference between prime, choice, select, and select quality grades.
Explain the difference of the different yield grades
Prepare a handout from the text showing a USDA inspection, quality and yield
grading stamps
Explain the significance of IMPS ( Institutional Meat Purchasing
Specifications)
List the different factors necessary to purchase the proper cut of meat desired;
menu items, cooking methods, price, quality and value
List the specifications given to purveyors when effectively ordering meats:
item name, grade, weight range, state of refrigeration, fat limitations
Describe
57
Goal 26
Understanding Meats
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands meat composition

Understands meat structure
Identifies the basic meat cuts
Understands the USDA Inspection and
Grading Systems
Understands meat purchasing specifications
Total Score
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

58
Module 27
Goals: Understanding Poultry
Big Idea (s):
1. In order to successfully prepare poultry it is necessary to know the category and classification of
the type you are cooking, and the proper ways to cook it.
2. When handling poultry, sanitation procedures are particularly important.
1. What are the similarities and differences in preparing different types of poultry?
2. What are safe poultry handling procedures?
Concepts
Skills
1. Categories of poultry
1. Identify categories and classifications of
2. Classification of poultry
poultry
3. USDA Inspection
2. Describe USDA inspection and grading
4. USDA Grading
systems
5. Shelf life
3. Describe sanitation and storage procedures
for poultry
4. Prepare cuts of poultry according to
preferred cooking methods
Learning Outcomes
27.1 Understand the
structure and composition
of poultry
27.2 Identify the various
classes of poultry
27.3 Understand the

poultry inspection and
grading process
27.4 Proper poultry storage
27.5 Poultry cooking

methods
Demonstrate how to disjoint a whole chicken

Cut a chicken into halves, quarters and eighth
Explain the difference between white and dark meat as it pertains to poultry
Identify six categories of poultry; Chicken, Duck, Turkey, Guinea Hen, Goose and
Squab
Identify the classes of chicken by weight and age; Cornish Hen, Fryer/Broiler,
Roaster, Capon/ Stewing Hen
Explain what the appropriate uses of the above classes of poultry are
Explain the difference between USDA inspection and grading
Explain the difference between a bird of Grade A specifications vs. birds of lesser
quality
Prepare a handout from the text showing USDA inspection and grading stamps
Review Sanitation/Cross Contamination/ Practices
Discuss the shelf life of poultry for both refrigeration and freezer
Discuss the possible food borne illnesses associated with poultry
Discuss various cooking methods as applied to poultry
Discuss cooking methods as it applies to specific cuts of poultry
Assign a student a recipe with both moist and dry heat cooking methods
Prepare a Mystery Basket for each student as a preparation exercise for the
NOCTI (National Occupational Competency Testing Institute) exam

59
Goal 27
Understanding Poultry
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands of the structure and composition

of poultry
Identifies the various classes of poultry
Understands the poultry inspection and
grading process
Understands proper poultry storage
Identifies poultry cooking methods
Total Score
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

60
Module 28
Goals: Understanding Seafood and Shellfish
Big Idea (s):
1. Fresh seafood is a very perishable product, with a short shelf life. Receiving, handling and
storage techniques of fresh seafood are very important.
2. Given the cost of fresh seafood, portion control is essential in order for a business to be
profitable.
3. When consumed raw shellfish can be dangerous.
1. Why is it important to use special methods to receive and store fresh seafood products?
2. With the high cost of fresh seafood, how can a restaurant make money selling it?
3. How long must we keep shellfish tags for, and what do they tell us?
4. Why is canned tuna a popular menu choice?
Concepts
Skills
1. Flat fish
1. 1.Identify different types and forms of fish and
2. Round fish
shellfish
3. Market forms of fish
2. Describe safe handling and storage procedures
4. Fresh water fish
for fish and shellfish
5. Salt water fish fillet
4. Prepare varieties of fish according to preferred
6. Shellfish tag
cooking methods
7. Canned tuna
5. Prepare canned tuna for serving
Learning Outcomes
28.1 Understand the structure
and composition of fish and
shellfish
28.2 Identify a variety of fish and

shellfish
28.3 Receiving and storage of fish
and shellfish
28.4 Prepare fish and shellfish for

cooking or serving
28.5 Prepare tuna for serving

Explain
the difference between flat fish and round fish

the market forms of fish; whole, drawn, dressed, fillets, steaks and
butter flied
Discuss the fat content of fish and cite several examples of both lean and fat
fish, and the cooking styles that best suit each
Describe and cite examples for the following shellfish; univalve, bivalve,
cephalopod, mollusks and crustaceans
Identify different species of fish, classifying each a fresh or salt water fish
Explain
Discuss
the criteria necessary for receiving fresh fish

the importance of shellfish tags, what they indicate and how long they
should be kept
Describe the proper method and temperature necessary to properly store both
fish and shellfish
Demonstrate how to portion filleted fish
Demonstrate at least one cooking method for a lean fish and a fat fish
Demonstrate how to peel and clean shrimp for service
Demonstrate a cooking method for each of the following shellfish; univalve,
bivalve, cephalopod, mollusks and crustaceans
Demonstrate how to properly open a clam and oyster for service on the half
shell
Discuss the advantages of using canned tuna in food service
Demonstrate the preparation, storage and serving of canned tuna
Discuss the variety of uses for prepared tuna
Explain

61
Goal 28
Understanding Seafood and Shellfish
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands the structure and composition of

fish and shellfish
Identifies a variety of fish and shellfish
Understands receiving and storage of fish and
shellfish
Understands how to prepare fish and shellfish
for cooking or serving
Understand how to prepare canned tuna for
serving
Total Score
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

62
Module 29
Goals: The Bakeshop
Big Idea (s):
1. The bakeshop produces a wide variety of baked foods including breads, cakes, cookies and pies.
2. Successful baking requires the ability to prepare and combine a variety of ingredients using
bakeshop formulas.
1. What makes a successful bakeshop?
Concepts
Skills
1. Bakers scale
1. Identify and set up baking equipment and tools
2. Small wares
2. Describe the difference between bakeshop
3. Gluten
formula and a cooking recipe
4. Sweetener
3. Demonstrate mixing methods
5. Leavening agent
4. Prepare a yeast dough
6. Fat
5. Prepare butter cream icing and ice a two layer
7. Formula
cake
8. Meringue
6. Prepare pie fillings
9. Pate Choux paste
7. Demonstrate plating of desserts
Learning Outcomes
29.1 Bakery equipment
29.2 Bakery ingredients:

flour varieties
29.3 Sweeteners
29.4 Eggs
Demonstrate or review the safe usage, cleaning and assembly of all bakery equipment
Review how to properly use a bakers scale
Demonstrate or review the usage of all bakery small wares, including, but not limited
to; pastry bags and tips, bench and bowl scrapers, rolling pins, dough dockers, pastry
brushes, pans and molds, focusing on choosing the proper tool for specific jobs
List the different types of flour available
Explain the difference between hard and soft wheat
Explain the wheat processing procedure and list the products produced
Define gluten, how it is produced and discuss the importance of gluten in bread
baking
List the varieties of sweeteners available
Have available for student tasting: white sugar, brown sugar, confectioners sugar,
molasses, honey, maple syrup, artificial sweeteners and corn syrup
In addition to flavor, explain what other functions sweeteners serve in baking
Review egg sizes and its components

List the forms of eggs available, and which are used in the bakeshop, focusing on cost
and ease of usage
List the functions of eggs in a bakeshop; structure, emulsification, aeration, flavor, and
color
Define leavening as it relates to baking
List the five main leavening agents used in the bakeshop; air, steam, baking soda and
powder and yeast
List the market forms of yeast available
o Explain the function of fats in a recipe
o List and describe the different forms of fat available; shortening, emulsified
shortening, butter, margarine, oils and lard
o Explain what fats are appropriate in certain recipes and why
29.5 Leavening Agents
29.6 Fats

63
29.7 Liquids
29.8 Salt, flavorings and

spices
29.9 Applying bakeshop

formulas
29.10 Yeast dough

production
29.11 Icings and butter

creams
29.12 Meringues
29.13 Pie doughs
29.14 Pie fillings
29.15 Pate choux paste
29.16 Plated desserts
Explain the function of liquids in a recipe

List the liquids used in baking, including; water, milk and cream
Explain what staling is and how liquids can add shelf life to a bakery product
Review liquid measurement procedures
Explain salts function in a bakeshop
Have available several of the commonly used spices in the bakeshop. Have students
examine, smell and taste the spices
List and describe the market forms of chocolate; unsweetened, semi-sweet, white,
milk, cocoa powder, Dutch process cocoa
Have available several extracts for student examination
Discuss the differences between a bakeshop formula and a cooking recipe
Explain the procedure for increasing and decreasing formulas
Discuss the possible outcomes for inaccurate calculations
List and define the following terms that will make following a bakeshop formula
easier: beating, blending, creaming, cut-in, folding, kneading, liaison, sifting, stirring
and whipping
Demonstrate the following mixing methods: straight, creaming, two stage, and sponge.
Mention variations of each
Review the functions of the bakery ingredients that consist in yeast dough
Describe the mixing methods used in yeast dough production; straight, modified
straight and sponge
List the steps necessary to produce bread from a mixed dough: mixing, kneading,
proofing (fermenting), punching, scaling (dividing) bench resting, shaping, and final
proofing, washing/slashing/docking, baking, and cooling/storing
Demonstrate the straight dough method
List and describe the following icings; simple butter cream, French butter cream and
Italian butter cream
Demonstrate how to make a simple butter cream
Demonstrate how to color a simple butter cream using food coloring
Demonstrate how to ice a two layer cake with a butter cream. Include a simple border,
rosettes and inscribing
List and describe the following meringues; common, Swiss and Italian
Demonstrate a common meringue
Discuss the difference between mealy and flaky pie dough
Demonstrate how to properly prepare a 3-2-1 pie dough
Demonstrate how to scale dough
Demonstrate how to roll and shape a pie dough for a two and one crusted pie
Discuss the various types of pie fillings; fruit fillings, cream fillings, custard fillings and
chiffon fillings
Demonstrate how to blind bake a pie crust for a filling
Demonstrate how to make a French style pastry cream
Prepare a pie using a French pastry cream
Bake a two crusted pie using a fruit filling
Prepare a pie using a sweet or savory custard
Demonstrate how to prepare a basic pate choux paste
Pipe a Choux paste into clair and cream puff shapes
Demonstrate how to plate a cake, pie and other desserts for service in the schools
cafeteria
64
Goal 29
The Bakeshop
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Identifies bakery equipment

Identifies ingredients: four varieties
Identities different types of sweeteners
Understands the role of eggs in baking
Explains the function of leavening agents
Explains the function of fats in baking
Explains the function of liquids in baking
Explains function of salt, flavoring and spices
in baking
Understands dough production
Understands the application of bakeshop
formulas
Understands yeast dough production
Understands icings and butter creams
Understands meringues
Understands pie dough
Understands different types of pie fillings
Understands how to prepare pate choux paste
Understands how to plate a cake or other
desserts
Total Score
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

65
Module 30
Goals: Menu Development
Big Idea (s):
1. The menus role is influenced by target markets, styles and types of food service establishments,
and current trends.
1. Why are different menus created?
Concepts
Skills
1. Static Menu
1. Describe menu development variations for
2. Cycle Menu
target customers
3. Ala Carte
2. Explain differences between types of menus.
4. Table dHote
3. Identify categories of menu items
5. Prix Fixe
4. Develop sample breakfast, lunch and dinner
menus
Learning Outcomes
30.1 The menus role
30.2 Menu types
30.3 Meal services
30.4 Menu planning principles
30.5 Menu categories

Explain
the influences of menu development: target customers, prices, food

types, the facilitys equipment, worker skills and current food trends
Analyze a menu served in the schools restaurant and point out the factors that
were considered when planning this menu
List and explain the types of menus that are found in restaurants; Static and
Cycle Menus, Ala carte and Table dHote and Prix Fixe
Identify the school cafeterias menus that were served during the previous cycle
and assign a menu category for each
Name
menu items that are commonly found on breakfast, lunch and dinner
menus
Create menus that contain items from a typical breakfast, lunch and dinner
menu
Analyze a typical menu served in the schools cafeteria and see if it contains the
following principles; variety, balance, menu truthfulness, nutrition and
flexibility
Cite at least three plates that incorporate the above five principles
Explain
the following menu categories; appetizers, soups, salads, cold entrees,

hot entrees, sandwiches, accompaniments, desserts, cheeses and beverages
Write a menu, not necessarily for use in the schools cafeteria, that contain one
dish from each category

66
Goal 30
Menu Development
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands the menus role

Identifies menu types
Identifies menu meal services
Understands menu planning principles
Identifies menu categories
Total Score
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

67
Module 31
Goals: Dinning Room Protocol
Big Idea (s):
1. Preparation, presentation and appearance insure food service success.
2. Good customer service brings guests back.
1. Can good food alone bring repeat business?
Concepts
Skills
1. Side Station
1. Demonstrate side station set up
2. Tableware
2. Demonstrate table set up
3. Table set-up
3. Demonstrate procedure for taking a customers
4. Customer service
order
4. Demonstrate procedure for serving food and
beverage
5. 5. Demonstrate procedure for clearing a table
Learning Outcomes
31.1 Prepare dining room for
service
31.2 Provide competent customer

service
31.3 Serve the customer
31.4 Explore different methods of

dining room service.

Lecture
and demonstration on setting a side station, filling salt and pepper

shakers, appropriate condiment stocking, sugar caddies, cleaning silver and
glassware
Demonstration on a table set up for both staff and public rooms
Display various tableware and explain the uses for each item
Demonstrate napkin folding into various shapes
Lecture on the various roles both public and staff dining rooms
Lecture on time management and dining room organization as it pertains to the
running of a dining room
Explain the different forms of both verbal and nonverbal communication
Instructor will reemphasize the importance of personal hygiene, with a new
emphasis on being in the public eye
List the traits of an employee/student with a positive attitude
Instructor, through demonstrations will explain the proper procedure for
taking a customers order
turning orders into the kitchen
serving food and beverages to the customer
proper hand and tray service
Instructor, through demonstrations will explain the proper procedure clearing
and resetting a table
Explain various types of meal service including American, family style, classical
French and Russian
Explain various types of dining establishments including fine dining
establishments, theme restaurants, casual establishments, quick service
restaurants, and catering services

68
31.5 Prepare dining room for

service
Lecture
and demonstration on setting a side station, filling salt and pepper

shakers, appropriate condiment stocking, sugar caddies, cleaning silver and
glassware
Demonstration on a table set up for both staff and public rooms
Display various tableware and explain the uses for each item
Demonstrate napkin folding into various shapes
Apply function ELA and mathematics skills wherever appropriate to support variety of learning modalities as well
as to provide reference materials in moving students to independent application of the skills being taught i.e.,
posters/charts, rubrics, written directions, and etc.

69
Goal 31
Dinning Room Protocol
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands how to prepare dinning room for

service
Understands how to provide competent
customer service
Understands how to serve the customer
Identifies different methods of dining room
service
Understands how to prepare dining room for
service
Total Score
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

70
Module 32
Goals: Buffet Service
Big Idea (s):
1. Buffet service, using proper equipment, food choices and space, is an efficient way of serving
food to large numbers of people.
1. What are the responsibilities of being a banquet (buffet) chef?
2. What are the Front of the House (dining room) duties in setting up for a buffet service?
Concepts
Skills
1. Buffet set-up
1. Identify equipment used in buffet service
2. Buffet service
2. Describe set up of buffet service
3. Table setting
3. Demonstrate serving from a buffet table
4. Table draping
Learning Outcomes
32.1 Buffet Set-Up and
Equipment
32.2 Table Setting and Draping
32.3 Buffet service

Demonstrate
how to set up, fill and safely use a chafing dish

and diagram how food should flow for buffet service
Identify the various platters, mirrors and trays used for schools buffet service
Identify the serving utensils used in buffet service and explain which foods they
are best paired with
Properly plan a buffet, ensuring proper space on the buffet table
Demonstrate how to properly drape a table for buffet service
Where applicable, demonstrate how to apply table skirting to a buffet table
Discuss where to set utensils before, during and after service
Discuss appropriate garnishes for a buffet service
Demonstrate an effective buffet service to be used in the schools cafe
Explain

71
Goal 32
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands buffet set-up and equipment

Understands table setting and draping
Understands buffet service
Total Score
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

72
Module 33
Goals: Point of Service
Big Idea (s):
1. Point-of-service (POS) systems are changing how food services operate.
1. How are Point-of-service (POS) systems used in many restaurants to increase employee
productivity?
2. How do Point-of-service (POS) systems allow managers to track the sales of specific menu
items?
Concepts
Skills
1. Point-of-service (POS) systems
1. Demonstrate how to enter in the customer's
2. Technology in food service field
order in POS system
2. Describes the relationship between POS and
inventory
Learning Outcomes
33.1 Point of Service (POS)
system
33.2 Point of Service (POS) and
its relationship to inventory,
ordering and transactions

Discuss how POS systems operate
Demonstrate placing a customer order into a POS system
Describe how a POS system provides information about inventory, ordering
and transactions
Identify advantages of POS systems over traditional methods for tracking
customer orders and keeping inventory records

73
Goal 32
Criteria
Pre-Assessment
1 2 3 4 5
Mid-Assessment
1 2 3 4
5
Post-Assessment
1 2 3 4 5
Understands POS system

Understands POS and its relationship to
inventory, ordering and transactions
Total Score
Score
5
4
3
2
1
Rating
Excellent
Above Average
Average
Below Average
Poor
Description

74

Culinary Arts Curriculm

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Culinary Arts Curriculm

Uploaded by

Copyright:

Available Formats

Culinary Arts

Using This Manual Terms and Concepts

District 75| Office of Transition Services|Culinary Art Curriculum

STUDENT PERFORMANCE STANDARDS

District 75| Office of Transition Services|Culinary Art Curriculum

Implementing universal Culinary Arts curriculum for District 75 schools;

Increasing job placement by a minimum of 10% year to year;

Providing each student with an opportunity to participate in a minimum of 3 - 6 job sites.

District 75| Office of Transition Services|Culinary Art Curriculum

STUDENT PERFORMANCE STANDARDS

F.A.C.E.S. (Functional Academic Curriculum for Exceptional Students)

NYC DOE Food Service Manuals

Math & ELA Assessment

District 75| Office of Transition Services|Culinary Art Curriculum

1.2 Demonstrate proper hand

1.4 Identify good work habits

Differentiated Instructional Strategies

schools/facilitys health policy regarding illnesses and when it is safe to

District 75| Office of Transition Services|Culinary Art Curriculum

Identifies healthy work habits

District 75| Office of Transition Services|Culinary Art Curriculum

2.2 Explain fire safety measures

2.3 Describe basic first aid

2.4 Identify potential kitchen

Differentiated Instructional Strategies

how to safely operate all equipment in shop

District 75| Office of Transition Services|Culinary Art Curriculum

Identifies safety guidelines for all equipment

District 75| Office of Transition Services|Culinary Art Curriculum

Differentiated Instructional Strategies

3.1 Understand how proper

3.2 Identify biological, chemical

3.3 Understand the food

3.4 Understand cross

the concept of portion control

and identify the biological hazards that can occur in food

the importance of limiting the time food spends in the temperature

and demonstrate the set- up of a standard three bay sink

District 75| Office of Transition Services|Culinary Art Curriculum

Food Handling Safety

Understands how proper portioning and

District 75| Office of Transition Services|Culinary Art Curriculum

4.2 Proper knife selection

4.3 Basic cutting techniques

4.4 Proper knife sanitation

Differentiated Instructional Strategies

cutting board anchoring

District 75| Office of Transition Services|Culinary Art Curriculum

Demonstrates set up of work area

District 75| Office of Transition Services|Culinary Art Curriculum

Differentiated Instructional Strategies

how to use a spring scale

a recipe yield, and its importance in production

District 75| Office of Transition Services|Culinary Art Curriculum

Demonstrates ability to weigh and measure

District 75| Office of Transition Services|Culinary Art Curriculum

6.2 Use of food processing

6.3 Use of hot and cold food

6.4 Selecting proper small tools

Differentiated Instructional Strategies

the safe usage of all equipment needed for daily production

Demonstrates use of kitchen cooking

District 75| Office of Transition Services|Culinary Art Curriculum