21st Century Instructional Guide for Career Technical Education
ProStart 1B
Human Services Cluster
Hospitality Education and Training
Title: / ProStart 1B WEVIS Code 1014Standard Number
HS.S.PS1B.1 / Salads and Garnishes
Students will:
· Demonstrate knowledge about salad and garnish preparation.
· Demonstrate skill preparing salads and garnishes.
· Demonstrate skill preparing dressing
Essential
Questions / Example: How can ProStart students create healthy, safe, attractive, and tasty salads, dips and dressings?
Objective Number / Objective / Learning Plan & Notes to Instructor
HS.O.PS1B.1.1 / determine the 4 basic parts of a salad. / Have students start a ProStart vocabulary notebook that lists all important definitions and concepts. This should be in a loose-leaf notebook so that materials can be added throughout the semester. Show a variety of lettuces and greens with a tasting lab or through internet site: www.foodreference.com/html/arlettuce/html
In pairs have students draw a diagram showing the four parts of a salad choosing various ingredients that fit into each category. Place diagram in notebook.
HS.O.PS1B.1.2 / make attractive salads. / Students will work in cooking groups to create samples of 5 types of salads.
Provide recipes for each salad preparation.
HS.O.PS1B.1.3 / categorize 5 types of salads served at different points in a meal. / Have students create a chart or graph using Microsoft word or other software and compare and contrast each of the 5 types of salads.
HS.O.PS1B.1.4 / demonstrate appropriate methods to clean salad greens. / Using Sous Chef software and teacher demo show various methods for cleaning and preparing different lettuces and greens.
HS.O.PS1B.1.5 / store salads properly. / Identify strategies for storing a variety of salads.
Create a one-page pamphlet using Microsoft publisher or other software for home cooks detailing the proper methods for salad storage.
Teacher will duplicate each pamphlet and create a display in the teacher’s workroom.
HS.O.PS1B.1.6 / identify ingredients for vinaigrette, mayonnaise, and emulsified salad dressings. / Using a 2-column note taking device have students write, illustrate and examine the different types of ingredients for vinaigrettes, mayonnaise and dressings.
Have students research recipes for different types of dressings and create a personal cookbook folder that can be added to notebook or class cookbook.
Students can also practice creating various salad dressings using the vinaigrette formula. These dressings can be used in conjunction with the salad lab.
HS.O.PS1B.1.7 / select appropriate dressings for salad greens/other ingredients. / Using chart created for different types of lettuces and greens, have students compile lists of dressings that would be appropriate for each type of lettuce.
Discuss students suggestions in class.
HS.O.PS1B.1.8 / select various types of dips. / Have students demonstrate knowledge of the various types of dips and condiments after reading this section in chapter 9. Working in groups of 3-4 have students, read an index card describing different events or parties. Each group will develop a possible list of dips and other foods that may be appropriate for these events.
Students could also research recipes for each of these items and include it in dressing cookbook.
HS.O.PS1B.1.9 / Produce plate, common and French garnishes. / Using index cards, students will create flash cards detailing the 18 French garnishing terms listed in Chapter 9. These cards could include pictures or hand drawn representations to help students remember terminology.
Using Sous Chef software or other internet resources analyze several different platings and garnishings.
In pairs have students print pictures and directions for garnishing and plating and create a poster that can be used for reference purposes.
In cooking teams have groups create 4-5 different garnishes and platings.
Conduct a contest by inviting 2 or more teachers (or administrators) into the classroom and vote on best tasting and most attractive plating.
HS.O.PS1B.1.10 / make various toppings for soups. / In cooking groups create a basic soup recipe for a teacher soup bar luncheon.
Assemble a variety of soup toppings that could include the items listed in Chapter 9.
Have each group come up with at least 2 additional toppings for the soup bar.
Standard Number
HS.S.PS1A.2 / Fruits and Vegetables
Students will:
· Demonstrate knowledge about fruit and vegetable preparation.
· Demonstrate skill preparing fruits and vegetables.
Essential
Questions / How do you successfully cook, store and clean fruits and vegetables in a commercial setting?
Objective Number / Objective / Learning Plan & Notes to Instructor
HS.O.PS1B.2.1 / classify fruits according to season and location. / Use any type of note taking device such as 2-column or spider graphic organizer, have students read sections on types of fruits and then classify them according to summer, winter and tropical.
Have students include pictures to further clarify the different fruits
HS.O.PS1B.2.2 / explain the USDA quality guides for fresh fruits and vegetables. / Have students read online about the current health issues surrounding tomatoes, green onions and jalapenos.
In groups have students develop reasons for these salmonella and other bacterial outbreaks.
Have each group detail reasons to the class.
Teacher will provide information on the various USDA guidelines using power point or other lecture technique.
In same groups students will determine how these guidelines could prevent incidents like those that have occurred in the past 2 years.
HS.O.PS1B.2.3 / prepare different types of vegetables. / Students will research using the ProStart textbook or internet sites the appropriate way to prepare different types of vegetables.
Students will review basic cooking methods described in chapter 4 and identify which vegetables are best for each cooking method.
Using whiteboard or other classroom sight have students create a list of ways to identify vegetable doneness.
Teacher will demonstrate the principle of blanching or parboiling for preparing vegetables in a commercial kitchen.
In cooking teams students will be assigned different vegetables for preparation.
Students will follow basic rules for each vegetable.
Students will then eat and evaluate each vegetable presented.
HS.O.PS1B.2.4 / Properly store fruits, vegetables, roots, and tubers. / Have students apply storage principles for a variety of fruits and vegetables and be responsible for storing correctly all produce that comes into the ProStart kitchen.
Students can create one-page sheets for the freezer, refrigerator, and dry storage that can be posted for future use in storage principles.
HS.O.PS1B.2.5 / summarize ways to keep fruits and vegetables from spoiling too quickly. / Have students complete a pre-made reading guide that includes information on vegetable pigments.
HS.O.PS1B.2.6 / cook fruit using appropriate methods. / Student cooking groups will be given fruit recipes.
Each group must research cooking techniques that are the most appropriate for their assigned fruit.
Groups may use the ProStart textbook or internet sources for research purposes.
HS.O.PS1B.2.7 / show how to prevent enzymatic browning of fruit. / Student cooking groups will be given a variety of fruit recipes to prepare for desserts and tasting.
Groups will be evaluated on using techniques that keep fruits from browning during processing.
HS.O.PS1B.2.8 / categorize different types of vegetables according to edible parts. / Using a note taking device students will create a graphic organizer outlining the six vegetable categories including flower, fruit, green leafy, seed, roots/tubers, and stem.
HS.S.PS1B.3 / Food Service Costs
Students will:
· Demonstrate the ability to calculate controlling foodservice costs.
· Apply basic food cost and sales knowledge to determine food cost and sales computations.
Essential
Questions / How can restaurants and food service programs use basic foodservice math skills to save make money?
Objective Number / Objective / Learning Plan & Notes to Instructor
HS.O.PS1B.3.1 / determine the relationship between cost and sales when determining food cost percentages. / Select an item that is sold through your ProStart program either for concessions or catering.
Have students calculate the amount spent on creating these items.
Determine the selling cost and then figure what percentage profit you are actually making.
Use several items that are sold in your program and discuss why you might keep some items that are expensive to make and expensive to sell.
HS.O.PS1B.3.2 / illustrate the steps in the process to control food costs. / Create a graphic organizer or chart outlining food costs that students can place in notebooks for future references.
Using hypothetical restaurant from 3.1, create math worksheets that show different ways to control food costs.
HS.O.PS1B.3.3 / perform math computations to define cost/volume/profit relationships. / Do a vocabulary building exercise like a KWL chart to determine students knowledge of terms.
Create problems using fictional restaurant that illustrate these principles.
Have students work in teams to practice these math situations.
HS.O.PS1B.3.4 / calculate basic food cost computations (projected revenue, average cover, and revenue level, average sales per customer, total sales plus tax and tip). / Have students create an ounce to decimal chart based on calculator (base 10) and pounds (base 16). This chart can be used for many lessons in computations.
Have students total actual prices from a menu by selecting items and then figuring tax and various tips.
Teachers can collect menus or use internet sites for selecting food items. For the remainder of these computations develop a fictional restaurant and create monthly costs, numbers of customers per day, and purchasing amounts.
Create worksheets with problems for each day that focus on that particular restaurant.
Try to introduce one concept per day.
Do sample problems using a white board or other classroom visual aid.
Teachers will need to reteach these concepts as needed.
Allow students to work in pairs or teams on initial problem solving for peer tutoring efforts.
HS.O.PS1B.3.5 / balance cash register receipts and actual receipts. / If possible use a cash register for sales in your department. Students can be responsible for totaling the till daily and performing cost analysis.
Students can also create excel sheets listing the items to be sold along with the number sold to calculate register receipts. Have students create a class notebook detailing all of this information for tax and review purposes.
HS.O.PS1B.3.6 / determine closing inventory five ways using math calculations. / Create a table outlining the following methods: actual purchase price, first in first out (FIFO), weighted average purchase price, latest purchase price, and last in first out (LIFO).
Have students interpret each strategy and write the procedure on the chart.
Have a class discussion analyzing which of the methods should be used for your program and develop a list of reasons for that choice.
HS.O.PS1B.3.7 / compute daily, monthly food costs. / Using restaurant created for 3.4 create a list of monthly food costs.
Students could also work in groups using Sysco or Brown’s catalogs and create their own monthly food purchase list. Using this data sheet, students can then calculate daily, weekly and monthly food costs and project sales for any food selling activities in the ProStart department.
HS.O.PS1B.3.8 / determine selling prices (use food cost percentage method, average check method, contribution margin method, straight markup pricing method). / Working in pairs have students select one food item that is currently sold in your restaurant.
Have them research current prices and select purchase price. Then each team will compute a selling cost based on the four methods listed in 3.8.
Students will then share their results with another pair and compare and contrast results.
The four man team will determine the best prices for each item and be prepared to defend choices.
Random teams can be selected to show math problems on the white board or other visual display method.
HS.S.PS1B.4 / Nutrition and Meal Planning
Students will:
· Apply basic knowledge about nutrition to create healthier meal planning.
· Apply basic knowledge of nutritional elements to create healthier meal planning.
Essential
Questions / What is the best way for restaurant managers, menu planners and individuals to make and eat more healthy meals?
Objective Number / Objective / Learning Plan & Notes to Instructor
HS.O.PS1B.4.1 / research the roles of carbohydrates, hormones, fiber, starch, and fats in people’s diets. / Have students place terminology for 4.1, 4.2, and 4.3 in vocabulary notebook.
Have students provide definition and sketch to help them remember each term.
Provide a one-page review of nutrients listed here and then have students read these sections in textbook. See 4.2 for more activities.
HS.O.PS1B.4.2 / classify the roles of proteins, water, vitamins, and minerals in people’s diets. / See 4.1 for introductory activities.
Create 6 folders of information for six different cases of people with a variety of nutritional needs. These could include a diabetic, an athlete, an elderly person, a pregnant woman, an overweight individual, and a vegetarian.
Break the class into 6 teams and have each prepare a presentation based on their case study. The presentation could include power point slides, handouts, actual food items, posters or other visuals.
The team should do more research on their particular case but should focus on the roles of CHO, PRO, Fats, Vit., Min., and water as well as cholesterol.
The presentation should include a meal plan as well as other helpful information including a food guide pyramid for each group (4.7). The folder for each team should provide additional information on these nutrients.
Create a rubric for grading this assignment. Consider doing the presentations for the Medical assisting, HOSA, or LPN programs as part of their training. These classes may also be good resources for the ProStart students.
HS.O.PS1B.4.3 / classify foods that contain carbohydrates, hormones, fiber, starch, and fats. / Have students construct charts that have as the categories HEADING Carbohydrates with the categories of fiber, starch, and simple and another chart with the HEADING Fats along with the different types of fats and hormone related foods. Have students come up with at least 15 foods under each category.
Provide internet and other resources for creating these charts.
HS.O.PS1B.4.4 / classify foods that contain proteins, water, vitamins, and minerals. / Create charts as in 4.3 for Proteins, water, vitamins (break into water soluble and fat soluble) and minerals.
Have students include at least 10 foods for each of these categories. These charts can be used for all activities during this section. Objectives 4.3 and 4.4 should be done early in the section.