21st Century Instructional Guide for Career Technical Education
ProStart 1A
Human Services Cluster
Hospitality Education and Training
Title: / ProStart 1A WEVIS Code 1013Standard Number
HS.S.PS1A.1 / Preparing for a Successful Career
Students will:
· demonstrate knowledge of the academic subject matter needed for successful employment in the foodservice environment.
· demonstrate performance-based skills required in the restaurant/food service industry.
Essential
Questions / How is career preparation crucial to success?
Objective Number / Objective / Learning Plan & Notes to Instructor
HS.O.PS1A.1.1 / research the importance of service to the foodservice and hospitality industry. / Discuss what makes up quality service.
Discuss how customer service affects the employee as well as the hotel or restaurant.
Have students compile a list of characteristics that make the employee a valued employee.
Have students discuss communication’s role in customer service.
Invite a guest speaker from a restaurant or hotel to discuss the importance of customer service.
HS.O.PS1A.1.2 / research foodservice career opportunities with their job descriptions. / Have students team up into two groups to create a list of all the jobs they can think of in the hospitality field.
Have students compile the list to make a class list. Students choose from the class list of hospitality industry jobs to research two careers from the industry.
Report their findings to the class.
HS.O.PS1A.1.3 / examine qualities of successful foodservice professionals. / Discuss the concept of success.
Have students “brainstorm” characteristics and qualities that make people in general successful. Then discuss qualities that may be specific to foodservice professionals that would make them successful.
HS.O.PS1A.1.4 / create job seeking letters and follow-up letters for a foodservice job when given a list of effective letter elements. / Review formatting for a letter of application.
Have students use word processing to create a letter of application for a job that they are qualified for in a local restaurant or hotel.
Review the information and formatting for a follow-up letter.
Have students create a follow-up letter for the job they applied for.
HS.O.PS1A.1.5 / produce a resume listing skills and competencies for a foodservice job. / Go over components that go on a resume. Have students use word processing to create their own resume .
HS.O.PS1A.1.6 / complete a job application form. / Give students a blank application. Go over the rules for filling out an application. Have students fill out an application.
HS.O.PS1A.1.7 / outline the steps in an effective job interview. / Have students research interviewing etiquette on the internet.
Have students research questions that they might be asked on an interview.
Have students choose 5 of these questions to put into a class question bag.
Have students pair up. Students will draw from the question bag.
Students will then role play interviewing. One person will be the interviewer and one will be the interviewee. Then they will switch roles.
HS.O.PS1A.1.8 / organize elements of a portfolio / Give students an overview and list of what goes into a portfolio.
Have students include their recently made letters, resume, and application.
Have students include any special awards or certificates in the portfolio and samples of their work.
Standard Number
HS.S.PS1A.2 / Preparing and Serving Safe Food
Students will demonstrate knowledge of serving safe food in the foodservice environment.
Essential
Questions / What is the role of food safety education in a foodservice or lodging industry?
Objective Number / Objective / Learning Plan & Notes to Instructor
HS.O.PS1A.2.1 / point out the reasons why it is important to keep food safe. / Invite the county sanitarian to speak to the class about safe food handling.
Have students create a poster about food safety principles and employee expectations relative to safe food handling and preparation.
Have students define biological, chemical, and physical contamination and give examples of each. Discuss allergens in food.
HS.O.PS1A.2.2 / diagram good hygiene standards with their impact on food safety. / Have students use a diagram of a human body to show proper hygiene from head to toe.
HS.O.PS1A.2.3 / demonstrate the steps in proper hand washing technique. / Have students research the steps in proper hand washing and list them.
Have them research when and how often proper hand washing should occur.
Have them research where sinks should be in a foodservice establishment.
Have students practice proper hand washing methods.
HS.O.PS1A.2.4 / characterize major foodborne illnesses and their symptoms. / Discuss the concept of sanitation and foodborne illnesses.
HS.O.PS1A.2.5 / distinguish the differences between chemical, physical, and biological contaminants. / Have students define biological, chemical, and physical contamination and give examples of each. Discuss allergens in food.
Have students group into 3 groups. Each group will be responsible for one type of contamination.
Have students research the group they chose and prepare a list of items that would be under each group. Present to the other groups.
HS.O.PS1A.2.6 / point out the FATTOM factors that cause rapid bacteria growth in food. / Use a huge turkey with feathers. Each feather represents one of the elements of FATTOM. Food, Acidity, Time, Temperature, Oxygen and Moisture.
Have students create a poster that includes this information with pertinent information.
HS.O.PS1A.2.7 / break down the seven principles of a hazard Analysis Critical Control Point (HACCP) food safety system. / Discuss the concept of sanitation and foodborne illnesses.
Explain the HACCP system.
Have students diagram their home kitchen.
Have students conduct a hazard analysis of their kitchen.
Give each student a foodborne illness to research and report to the class.
HS.O.PS1A.2.8 / outline proper procedures for each stage of food flow in a foodservice establishment. / Have students show the food flow cycle in chart form.
Have students list each choose each stage of the food chart and outline the important components to maintain a healthy, sanitary environment.
HS.O.PS1A.2.9 / outline proper handling procedures for tools/equipment. / Demonstrate proper safety and usage steps for knife cuts, equipment usage, and tools.
Demonstrate proper cleaning and overview safety.
HS.O.PS.1A2.10 / demonstrate cleaning/sanitizing procedures for tools/ equipment in the foodservice environment. / Discuss the types of sanitizers that foodservice providers use (quats, chlorine, heat).
Have students differentiate between sanitizing and cleaning.
Review solution and chemical safety.
Review the dishwashing method and the temperatures needed. Have students demonstrate cleaning and sanitizing procedures.
Standard Number
HS.S.PS1A.3 / Preventing Accidents and Injury
Students will:
· demonstrate knowledge of accident and injury prevention in the foodservice industry.
· demonstrate knowledge of basic first aid concepts in the foodservice industry.
Essential
Questions / Why is accident and injury prevention necessary?
Objective Number / Objective / Learning Plan & Notes to Instructor
HS.O.PS1A.3.1 / analyze the legal responsibility of a foodservice establishment for providing a safe environment. / Have students define liability and premises. Discuss worker’s compensation.
Have students “brainstorm” safety issues that could happen in a foodservice establishment.
HS.O.PS1A.3.2 / discuss the role of OSHA (Occupational Safety and Health Administration) regulations in the foodservice industry. / Discuss that there are government regulations for public safety and employee safety.
Discuss OSHA as a federal agency that enforces safety.
Have students research on the internet the scope of OSHA’s role in workplace safety.
Discuss an MSDS and give students a sample. Use the list of foodservice chemicals.
Have students choose a chemical from the bag to research and prepare an MSDS sheet for it.
HS.O.PS1A.3.3 / characterize different types of fires and fire extinguishers. / Have students create a chart that lists and defines types of fire and the major causes of fires in a foodservice establishment.
Have students group together into 2 groups to prepare a checklist of fire hazards to look for in a kitchen. Combine the elements of both groups to have a class list. Have students use these lists to evaluate their kitchens at home.
HS.O.PS1A.3.4 / outline action steps to take in the event of a fire in the food establishment. / Have students prepare a plan in case there is a fire in the ProStart kitchen.
Have students prepare an evacuation for their own kitchen at home.
HS.O.PS1A.3.5 / contrast the three classes of fires / Discuss the three types of fires. Have students list the characteristics of each type of fire.
HS.O.PS1A.3.6 / contrast the different type of fire extinguishers. / Discuss the different types of fire extinguishers. Give students a list of fires to analyze what type of extinguisher they would use.
HS.O.PS1A.3.7 / brainstorm the hazards that contribute to injury due to slips, trips or falls in a food establishment. / Have students research slip and fall hazards that contribute to injury in a foodservice establishment. Have students create a poster on Do’s and Don’ts of Safety in a food safety.
HS.O.PS1A.3.8 / chart basic first aid concepts/procedures in the food service industry. / Have students compile a poster of ways to avoid burns.
HS.O.PS1A.3.9 / justify the importance of a food safety audit. / Discuss a food safety audit. Have students use a sample food checklist to evaluate their kitchen at home.
Standard Number
HS.S.PS1A.4 / Foodservice Equipment
Students will:
· demonstrate knowledge of foodservice equipment.
· demonstrate how to operate foodservice equipment safely and effectively.
Essential
Questions / How does technology and food service equipment affect the foodservice industry?
Objective Number / Objective / Learning Plan & Notes to Instructor
HS.O.PS1A.4.1 / demonstrate proper measuring procedures when using various portioning equipment. / Discuss the common measuring devices (ladles, measuring cups, measuring spoons, scales, balance scales, portion scales, scoops and volume measures).
Have students identify each of the common measuring devices.
HS.O.PS1A.4.2 / develop a chart of hand tools and small equipment. / Have students create a table that lists hand tools and small equipment and each tool’s uses.
Have students research the uses of each.
HS.O.PS1A.4.3 / develop a chart of hand tools and small equipment. / Have students create a table that lists hand tools and small equipment and each tool’s uses.
Have students research the uses of each and
HS.O.PS1A.4.4 / demonstrate proper sharpening methods of different types of knives. / Discuss the 10 safe knife handling practices. Have students identify various knives and their uses. Demonstrate proper sharpening methods of different knife types.
Have students then demonstrate their sharpening methods for each knife.
HS.O.PS1A.4.5 / demonstrate proper food mixing and slicing when using standard kitchen equipment. / Discuss the common mixing devices (food chopper, mixers including flat beater, wire whip, wing whip, dough arm, pastry knife, slicers, and vertical cutter mixer).
Have students identify each of the common mixing devices.
Have students use common mixing procedures to prepare a recipe that uses several mixing methods.
HS.O.PS1A.4.6 / explain the uses of various types of cooking equipment. / Have students identify a steamer, steam-jacketed kettle, tilting fry pan, charbroiler, countertop broiler, hotel broiler, rotisserie, salamander, open-burner ranges, flat top burner, ring-top burner, griddle, deep-fat fryer, convection oven, conventional oven, conveyor oven, deck oven, microwave oven, rotary oven, slow-roasting oven, bain-marie, coffee maker, food warmer, ice machines, circular dishwashing machine, flight dishwasher, potwashing machine, single-tank conveyor, single-tank door dishwasher, pulper and extractor, trash compactor.
Use this list as a class list. Divide students into groups to 3 groups. Each group will research the uses of the 1/3 piece of equipment. Put the information for each piece of equipment on the front of an index card. Put the function of each piece of equipment on the back side. Have students put all index cards in a box. Shuffle the cards. Divide the class into 2 teams. Play classroom baseball. A class moderator will read either the function or the name of a piece of equipment. The batter will name either the function of the equipment or the piece of equipment. If the student gets the correct answer, he/she will proceed to first base. If the student misses, that is one out. Continue until the team gets 3 outs. Then the other team bats.
HS.O.PS1A.4.7 / demonstrate proper cleaning and sanitizing of foodservice equipment. / Explain why layout of equipment is important in a foodservice establishment.
Have students define cleaning and sanitizing.
Have students discuss what items might be cleaned and what items might be sanitized.
Explain when and how often cleaning and sanitation needs to take place.
Review cleaning procedures.
HS.O.PS1A.4.8 / diagram proper storage for food and supplies on shelves and in refrigerators and freezers. / Give students a diagram of a refrigerator. Have students label what would go on each shelf relative to food safety.
• Cooked ready to eat
• Whole raw fish
• Whole raw meat
• Raw ground meat
• Raw poultry
Standard Number
HS.S.PS1A.5 / Kitchen Basics
Students will demonstrate knowledge about kitchen basics in the foodservice industry.
Essential
Questions / What is the role of basic kitchen knowledge relative to success in the foodservice industry?
Objective Number / Objective / Learning Plan & Notes to Instructor
HS.O.PS1A.5.1 / analyze components and functions of standard recipe. / Have students bring in their favorite recipes.
Ask students to discuss what they like about the recipes.
Have students read the recipe to answer questions about the ingredients, yield, temperature, directions, and nutritional information.
HS.O.PS1A.5.2 / demonstrate the use of common liquid and dry measure tools. / Have students create a poster on the Do’s and Don’ts of Correct Measuring.
Have students use common measuring procedures to prepare a recipe that uses both liquid and dry ingredients.
HS.O.PS1A.5.3 / perform effective mise en place. / Have students define mise en place.
Divide students into teams to prepare recipes.
Have students complete misen en place and then prepare the recipe.
HS.O.PS1A.5.4 / demonstrate proper basic knife cuts. / Invite a chef to demonstrate the three basic knife grips. Have students practice each knife grip. Have the chef demonstrate the batonnet, brunoise, diagonal, dice, julienne, mince, and slice cuts. Have students practice each knife cut.
HS.O.PS1A.5.5 / differentiate between herbs and spices. / Have students define herbs and spices. Divide students into two groups. Have each group research either herbs or spices. Have one group compile a list of herbs and their uses. Have the other group compile a list of spices and their uses. Make these lists available to all students.