Department Of College And Career Readiness Culinary .
Department of College and Career ReadinessCulinary Science III, 10-cr.Curriculum10.0 CreditsUnit Two1 Page
Culinary Science IIICourse DescriptionCulinary Science III provides students enrichment and extension in two specific elements: cuisine and baking/pastry.Baking & Pastry – This course provides learners with a comprehensive understanding of the ingredients, techniques, and proceduresused in creating baked goods and pastries. Students progress through becoming proficient in the use of baking tools and equipment toutilizing baking ingredients to create cakes, pastries, breads and chocolate confections. Students also practice time management,acquire culinary math skills, and practice food safety and sanitation practices. Furthermore students will expand their knowledge of thefundamental skills in culinary and use those skills in conjunction with the basics they will be learning in the course to bring together thecomplete experience of working in a restaurant/commercial kitchen. Students will understand the concept of taste and how methods ofcooking can affect color, flavor and textures. Menu implementation will play a bigger role and menu layout, marketing, conceptdevelopment, product utilization, target customers and trends will be a part of this course.Cuisine – Cuisine is a course in which students will expand their knowledge of the fundamental skills in culinary and use those skills inconjunction with the basics they will be learning in the course to bring together the complete experience of working in arestaurant/commercial kitchen. Students will understand the concept of taste and how methods of cooking can affect color, flavor andtextures. Menu implementation will play a bigger role and menu layout, marketing, concept development, product utilization, targetcustomers and trends will be a part of this course.2 Page
Culinary Science IIIPacing GuideUnitUnit 1Unit 2Unit 3Unit 43 PageTopicSuggested TimingBaking & Pastry:Introduction to Baking Techniques and Methods (Cakes and Yeast Doughs I) Pastries I approx. 9 weeksand Chocolate ConfectionsBaking & Pastry:Cakes and Pastries (Specialty Cakes and Advanced Pastries) & Yeast Doughs IICuisine:Costing & Cooking, Table Service & BanquetsCuisine:Developing Taste, Charcuterie & Final Reviewapprox. 9 weeksapprox. 9 weeksapprox. 9 weeks
Educational Technology Standards8.1.12.A.4, 8.1.5.C.1, 8.1.8.D.4, 8.1.8.E.1 Technology Operations and Concepts Construct a spreadsheet workbook with multiple worksheets, rename tabs to reflect the data on the worksheet, and usemathematical or logical functions, charts and data from all worksheets to convey the results. Example of use within unit: Students will create a spread sheet that will automatically calculate scale for a recipe and cost. Creativity and Innovation Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectivesand sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. Example of use within unit: Students will communicate with students from other cutlers to discuss issues such as foodshortage etc. Digital Citizenship Assess the credibility and accuracy of digital content. Example of use within unit: Students will use digital credible resources to guide safe food handling Research and Information Fluency Effectively use a variety of search tools and filters in professional public databases to find information to solve a real worldproblem. 4 PageExample of use within unit: Students use a variety of search tools and filters to find cost effective ways to feed largegroups of people.
Career Ready PracticesCareer Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in theirstudents. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should betaught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectationas a student advances through a program of study.CRP6. Demonstrate creativity and innovation.Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in auseful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions toissues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices,and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas andunderstand how to bring innovation to an organization. Example of use within unit: Develop an original recipes and or modifications to existing recipes to suit different dietaryneeds.CRP7. Employ valid and reliable research strategies.Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or informstrategies. They use reliable research process to search for new information. They evaluate the validity of sources when consideringthe use and adoption of external information or practices in their workplace situation. Example of use within unit: Research the evolution of epicurean society, technology, and economy.CRP11. Use technology to enhance productivity.Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks andsolve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technologyapplications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions toprevent or mitigate these risks.5 Page
Career Ready Practices Example of use within unit: Students will research the effect of new and different types of ovens on cook time, texture, andtaste.CRP12. Work productively in teams while using cultural global competence.Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of culturaldifference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of allteam members. They plan and facilitate effective team meetings.Example of use within unit: Student teams work together to create a menu that reflects the foods of a particular region6 Page
WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use: 6- Reaching 5- Bridging Specific and some technical language of the content areasA variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphsOral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retainmuch of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support General and some specific language of the content areasExpanded sentences in oral interaction or written paragraphsOral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much ofits meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive support General language related to the content areaPhrases or short sentencesOral or written language with phonological, syntactic, or semantic errors that often impede of the communication whenpresented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support Pictorial or graphic representation of the language of the content areasWords, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, orstatements with sensory, graphic or interactive support3- Developing2- Beginning7 PageSpecialized or technical language of the content areasA variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays orreportsOral or written language approaching comparability to that of proficient English peers when presented with grade level material. 4- Expanding1- EnteringSpecialized or technical language reflective of the content areas at grade levelA variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specifiedgrade levelOral or written communication in English comparable to proficient English peers
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Culturally Relevant Pedagogy Examples10 P a g e Relationships:Learn about your students’ individual cultures.Adapt your teaching to the way your students learnDevelop a connection with challenging studentsCommunicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls,notes, meetings, etc.) Curriculum:Incorporate student- centered stories, vocabulary and examples.Incorporate relatable aspects of students’ livesCreate lessons that connect the content to your students’ culture and daily lives.Incorporate instructional materials that relate to a variety of cultures Instructional Delivery:Establish an interactive dialogue to engage all studentsContinuously interact with students and provide frequent feedbackUse frequent questioning as a means to keep students involvedIntentionally address visual, tactile, and auditory learnersPresent relatable real world problems
Differentiated InstructionStrategies to Accommodate Students Based on Individual NeedsTime/GeneralProcessing Extra time for assignedtasks Adjust length of assignment Timeline with due dates forreports and projects Communication systembetween home and school Provide lecturenotes/outline Extra Response time Have students verbalizestepsPrecise step-by-stepdirections Short manageable tasksRepeat, clarify or reworddirections Mini-breaks between tasks Provide a warning fortransitions Small group instructionReading partners Emphasize multi-sensorylearning Assistive TechnologyTests/Quizzes/Grading Computer/whiteboard Extended time Tape recorder Study guides Spell-checker Shortened tests Audio-taped books Read directions aloud11 P a g eComprehensionRecall Teacher-made checklist Use visual graphicorganizersBrief and concretedirections Reference resources topromote independenceProvide immediatefeedback Visual and verbal reminders Graphic organizersBehavior/Attention Consistent daily structuredroutineOrganization Individual daily planner Display a written agenda Simple and clear classroomrules Note-taking assistance Frequent feedback Color code materials
Differentiated InstructionStrategies to Accommodate Students Based on Content-Specific Needs Extra time for assigned tasks Adjust length of assignment Timeline with due dates for reports and projects Communication system between home and school Small group instruction Assistive Technology Translation Software12 P a g e
EnrichmentStrategies Used to Accommodate Based on Students Individual Needs: Adaption of Material and Requirements Evaluate Vocabulary Elevated Text Complexity Additional Projects Independent Student Options Projects completed individual or with Partners Self Selection of Research Tiered/Multilevel Activities Guided Practice Independent Book and Magazine Studies Open- Ended Activities13 P a g e
AssessmentsSuggested Formative/Summative Classroom Assessments Daily cooperative learning/performance assessmentsDaily assessment of proper cleanliness, organization, sanitation procedures and handling of tools and equipmentDaily practical application assessments, Weekly Practical application assessmentsCharts , Graphic OrganizersResearch assignmentsTeacher-created Unit Assessments, Chapter Assessments, QuizzesSmall Group and Individual ProjectsTeacher –created Essays, Short Answer14 P a g e
Interdisciplinary ConnectionsEnglish Language Arts Close reading of professional culinary related content.(NJSLSA.R1)Write professional level food review. (NJSLSA.W2)Social Studies Research the history of the restaurant industry. (6.1.12)Research the social impact and economic impact of the foodindustry. (6.3.12)Math Calculate how a restaurant money within the commercialindustry. (N.Q.A.1)Use proportions to understand recipe scaling. (N.Q.A.2)Fine & Performing Arts Compare graphics used in menus and food blogs. (1.2.12)Critique design food blogs. (1.4.12)ScienceWorld Language Translate restaurant industry-content (7.1.ILA)Create a translated index of culinary industry vocabulary(7.1.ILA)15 P a g eResearch latest developments in the culinary industrytechnology (HS-ETS1-4)Investigate applicable-careers in STEM fields within theculinary industry. (9.2.12)
New Jersey Student Learning Standards9.3– Career and Technical EducationCareer Cluster: Hospitality & Tourism (HT) 9.3.HT.6 Describe career opportunities and means to attain those opportunities in each of the Hospitality &Tourism CareerPathways9.3.HT- RFB.2 Demonstrate safety and sanitation procedures in food and beverage service facilities.9.3.HT- RFB.4 Demonstrate leadership qualities and collaboration with others.9.3.HT- RFB.7 Utilize technical resources for food services and beverage operations to update or enhance present practice.9.3.HT- RFB.8 Implement standard operating procedures related to food and beverage production and guest service.9.3.HT- RFB.9 Describe career opportunities and qualifications I the restaurant and food service industry.9.3.HT- RFB. 10 Apply listening, reading, writing and speaking skills to enhance operations and customer service in food andbeverage service facilities.9.3. HT-TT.2 Apply unit conversion skills to compute cost factors.Key Ideas and Details: HSS.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well asinferences drawn from the text, including determining where the text leaves matters uncertain.Research to Build and Present Knowledge: HSS.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generatedquestion) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,demonstrating understanding of the subject under investigation.Make inferences and justify conclusions from sample surveys, experiments, and observational studies:16 P a g e
HSS. IC. B.3 Recognize the purposes of and differences among sample surveys, experiments and observational studies; explainhow randomization relates to each.17 P a g e
Course: Culinary Science IIIUnit Overview: Students will extend their knowledge of American style cakes to include Europeanstyle specialty cakes and advanced pastries. Students will create intricate and multi-faceted cakes withsophisticated embellishments and plated desserts with 3-4 separate components. They will also extendtheir knowledge of bread making to include advanced yeast and laminated doughs. Students willexplore the process of creating American and European style breads utilizing starters and pre-fermentsUnit: 2 – Baking & Pastry:Specialty Cakes andAdvanced Pastries, YeastDough IIGrade Level: 9-12New Jersey Student Learning Standards (NJSLS): 9.3 HT-RFB.2, 9.3 HT-RFB.4, 9.3 HT- RFB.7, 9.3 HT-RFB .8, 9.3 HT-RFB .10,9.3 HT- TT. 2, RL 11-12.1, W 11-12.7, HSS. IC. B.3Student LearningObjectives (SLOs)Create entremets andmiroirsNJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HTTT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.3Essential Questions What is anentremet ?What are miroirs?What areBavarians andCharlottes?How areBavarians andCharlottescreated?Skills & Indicators Leveled cakelayers Smooth, shinyopaque miroirfinishes Cake layerscompletelyencompassed inSample ActivitiesPractical ApplicationPractical ApplicationCreate miroir glazedcakesCompose and applymulti-colored layers to amolded cakeUtilize acetate as amedium for creatingmulti-colored layersmousse Even layers ofmousse createdAccurately read a candythermometerPeer Pair to gather,18 P a g eResourcesLessons 63 & 64 –Miroir, Charlotte /05/lessons-63-64-miroircharlotte/Cake Decorating,Module 4,The Instituteof Culinary Education
Student LearningObjectives (SLOs)Essential QuestionsSkills & IndicatorsSample ActivitiesResourcesorganize and scalemise en place.Craft gum paste flowersNJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HTTT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.3Create European19 P a g e How is realismcreated with gumpaste? What is petal dustand how is itused? How is gum pastekept pliable duringit used? How does gumpastediffer frombutter cream? How is“movement”created with gum What are tortes,and how are theycreated? Flower budsproperly formedand sized.Flower budsproperly adheredto stemsPetals thinly rolledand realisticVeining applied toleaves and petalsFlower “throats”finished with petaldust. Tortes properlyscaled, mixed andassembledPractical ApplicationCreate roses, calla lilies,Sweet pea and,magnoliaflowers.Adhere flowers to tieredCakes.Utilize petal dust to addrealism to gum pasteflowersWhat is Petal Dust?CakePlayGround.comHow to Make a GumPaste RoseCakePlayGround.comHow to Make EasyFlower Blossoms inGumpastewww.designmeacake.comViewing and Discussionof The Kings of Pastry:Part 1Practical ApplicationPractical ApplicationSmall CooperativeHow to Make EasyFlower Blossoms inGum
Student LearningObjectives (SLOs)Essential Questions What are plateddesserts?NJSLS: 9.3 HT-RFB.2, What is9.3 HT-RFB.4, 9.3 HTpresentation?RFB.7, 9.3 HT-RFB .8, What are the uses9.3 HT-RFB .10, 9.3 HTforediblegold paper?TT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.3specialty cakesSkills & Indicators Timed executionof plated desserts thatconsist of3-4 elements Each elementthoroughly completedand aestheticallyarrangedaccording to visualinstructions.Create two-tieredspecialty cakes.NJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HTTT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.320 P a g e How are tiersstacked? How are evenlayers createdand filled? How aredecorativeembellishmentsapplied? Cake tierssecured andbalanced usingdowels Cake tiers evenlysliced . Cake tiers evenlymeasured.Sample Activitiesgroupings to createplated dessertsPreparation of thefollowing: sachertorte,dobos torte, tiramisu,various plated desertedwith 3-4 componentsViewing and DiscussionofThe Kings of Pastry: Part2Mini Lessons:Practical ApplicationPeer- Pair to Executethe design for a specialtycakeUtilize dowels to providestructure for cake tiersMeasure and cut cakelayers for ty Gateaux,Cakesand Tortenpp. 450-454: Gisselin,WayneHow to Make a Tortewww.womensforum.comhow-to-make-atorte/htmlHow to makeSachertortewww.newidea.comIcing and AssemblingaTiered ButtercreamCake:globalsugarart.comHow to Make aWedding
Student LearningObjectives (SLOs)Essential QuestionsSkills & IndicatorsSample ActivitiesApply a base coating tolayers cake tiers tosecure fondantResourcesCake:www.gretchensbakery.comHow to Make TieredCakes: www.makefabulouscake.com What ismarzipan? How is realismachieved when creatingNJSLS: 9.3 HT-RFB.2,fruits & vegetables?9.3 HT-RFB.4, 9.3 HT How canRFB.7, 9.3 HT-RFB .8,marzipan9.3 HT-RFB .10, 9.3 HT- be used to createTT. 2, RL 11-12.1, W 11- “lifelike”12.7, HSS. IC. B.3characters?Utilize marzipan as amedium to createdecorative elements Realism achievedPractical Applicationin the creation of humanUtilize marzipan toCreate realisticrepresentations ofcharacters , animals,fruits and vegetables.characters. Realism achievedin the creation ofanimals,fruits andvegetables. Texture and toneachieved throughthe proper application ofcornstarch.Apply finished marzipanfigures to embellishcakesCreate marzipan usingalmond pasteMini-Lessons:Using candy-makingtools.Appling texture and toneto create realism.21 P a g eDecorating, Garrett,TobaHow to Make MarzipanFigures:thecherryshare.comHow to Form MarzipanAnimals:www.cakesuppliesplus.com
Student LearningObjectives (SLOs)Finish specialty cakesusing fondantNJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HTTT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.3Essential Questions Color appliedHow is fondantevenly to fondantmade? Measure, roll andHow is fondantapplied to a cake? cover cakes in fondant. Smooth and trimWhen shouldfondant be used? fondant,once it has beenapplied to cakes.Sample ActivitiesPractical ApplicationsColor fondant using gel/paste colorsHeat fondant to a usabletemperatureDesign a finishedspecialty cake for eithera birthday, wedding orholiday.Apply knowledge ofworking with yeast andfermentation, to createyeast dough. NJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HTTT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.3 22 P a g eSkills & Indicators What factorsassist/ inhibit thepotencyof yeast?What changesoccur placeduring thefermentationprocess?How does the Consistency andAppearance ofstarter doughKneadingTechniquesDough FormationMethodsMonitoring and Feedinga “starter” doughKneading doughForming dough into avariety of shapes andsizesUtilizing baker’spercentages toResourcesFondant Tools andIngredients:www.makingthatcake.comHow to Store andPrepare Fondant:www.cakebossbaking.comHow to Use a FondantMold:www.wilton.comBread and Other YeastRaised Doughs,Module 2-Course 3,The Institute of CulinaryEducationProofingYeast andKneading Doughwww.virtuousbread.comDan Lepard's
Student LearningObjectives (SLOs)Essential QuestionsSkills & Indicatorspresence orabsence of steamaffect the ability ofa dough to form acrust?Identify and Createclassic bread shapesand doughs.NJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HTTT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.323 P a g e What are theclassic breadshapes? What are thenames andorigins of classicbread shapes? How do Frenchshapes differ fromItalian ones?Sample Activitiesincrease/decreasequantities Loaves and rollsproperly formedBaguettes,brioche, boule,ciabatta, bagelsand bialysshaped.Empanada andPurse Dumplingforms properlyexecutedResourcesAustralian BakingBible: bread videorecipe Life andwww.theguardian.comPractical ApplicationGuided Practice inshaping loaves,baguettes and boulesBasic Steps of BakingBreadwww.cia.comMini-lessons onkneading and turningdough.Shaping Bread Doughwww.udemy.com/rediscoverPreparation of thefollowing: French andItalian loaves.Bread dough-Shapinga bouleweekend bakery.com
Student LearningObjectives (SLOs)Create organic startersfor breadNJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HTTT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.3Utilize advancedfermentation techniquesNJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HTTT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.324 P a g eEssential Questions What foods canbe used to createa starter? How are startersperpetuated? Why is itimportant toperpetuate astarter? What is asponge? How are preferments used? What are thecommon types ofpre-ferments?Skills & Indicators Comparison /Discussion of theeffects of differentfoods on thegrowth of a starterStarters continueto thrive and growby doubling insizeDaily monitoringand recording ofstarters for growth Doughs doubledin size/volume Finished productis porous and offwhite in color Crust is even incolor and texturewith an openSample ActivitiesPractical ApplicationGuided Practice inshaping loaves,baguettes and boulesMini-lessons onkneading and turningdough.Preparation of thefollowing: French andItalian loaves.Practical ApplicationFolding over,Resting,andDividing doughPre-shaping/ShapingBench-resting,Proofingand scoring of dough.ResourcesHow to MakeSourdoughStarter fromScratchwww.katiecooksandcrafts.comWhat, How & Why of aSourdough Starterwww.gnowfglins.comHow to MakeSourdoughStarterwww.stellaculinary.comBasic Steps of BakingBreadwww.cia.comTechniques for BakingBrad with Master BakerLionel Vatinetwww.LaFarmBakery.com
Student LearningObjectives (SLOs)Essential QuestionsSkills & Indicatorscrumb section Interior is lightand airyUtilize authentic breadbakers tools to createlean doughsNJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HTTT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.325 P a g e What tools areused to createbreads? What is a couche,lame, baton andhow is each oneused? What are theproper methodsfor storing andcleaning breadmaking tools? What is the“straight dough”mixing method?” Even,chewy,suppletexture achievedCharacteristically“crusty” outercoatingOutside surfaceevenlycharred/bakedDaily cleaning,handling andstorage of toolsSample ActivitiesResourcesEvaluation/discussion offinished products for thefollowing interior andexterior qualities:shape,color,crust, slice, aroma,crumb taste and totalimpression of finishedCultivate Your OwnWild Yeast Starterwww.thekingsroost.comPractical ApplicationMini-Lessons onkneading and foldingover doughBakery WorkVincentTalleu.coPreparation of thefollowing:Pizza dough, baguettes,dinner rollsMiniDemonstration/Lesson:Types of FloursBread BakingTechniquewww.kvalifood.comBasic Steps of BakingBreadwww.cia.com
Student LearningObjectives (SLOs)Essential QuestionsSkills & IndicatorsSample ActivitiesResources What are the 3stages of mixingdough?Laminate doughNJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HTTT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.3Calculate baker’spercentagesNJSLS: 9.3 HT-RFB.2,9.3 HT-RFB.4, 9.3 HTRFB.7, 9.3 HT-RFB .8,9.3 HT-RFB .10, 9.3 HT26 P a g e What is meant bythe term“laminated?” What is meant bythe term“ turn?” What is anenvelope / bookturn? What are thedetremphe,beurrage, andpaton? How are baker’spercentagescalculated? How is the weightof flourdetermined? Even distributionof butterthroughout thesurface of thedough Dough is soft andpliable Several layersincorporated intodough, as a resulteach turn Detremphe,beurrage, andpaton executedsuccessfullyCreate variousdecorative shapes andsymmetry using a varietyof doughs. Practical Application:Complete severalmathematical exercisesthat determine es tocreate smaller orlarger quantitiesof a given recipeAccurately scale andmeasure length andwidth of dough toensure portioning isconsistentPrepare laminateddoughs: croissants,danish dough, puffpastry and brioche.Briochemarksinclair.comDanish Pastries/Bakewith Anna Olsonwww.ohyumwithannaolson.comPuff Pastrywww.aashpazi.com/zabandoned.puffpastryBasic Steps of BakingBread:www.cia.comWhat is the Baker’s
Student LearningObjectives (SLOs)TT. 2, RL 11-12.1, W 1112.7, HSS. IC. B.3Essential Questions How is the weightof all otheringredientscalculated?Skills & Indicators Determining theweight of variousingredients in arecipeAdjusting theweight of variousingredients in arecipe to createsmaller or largerquantitiesSample ActivitiesComplete severalmathematical exercisesthat calculate the weightof all re yeast andleavened breads.BakingMath Part 2www.thefreshloaf.comPeer pair to create breadrecipes and formulasRequired 10-Credit Extension & EnrichmentChoose At Least One Activity Per Unit Community Service projectStructured Learning Experience27 P a g e ResourcesSchool-Based EnterpriseIndependent Study
Unit VocabularyBaker’s nch proofingbigabone toolbriochecharlottechocolate plastiquecroissantdeflationdividingdoweledible glueentremetfermentationfloral tapefloral m paste28 P a g ejacondelevainmaillard reactionmarzipanmiroiropera cakeoven springpainpannettonepanningpetal dustplated apingsponge caketortetyloseveiningwashingyeast
Suggested Unit ProjectsChoose At Least OnePeer-Pair to design and execute a 2-tiered Specialty CakeResearch the origin of a European style pastry, and write a briefdescription.Required Certification ExamsServSafe: Food HandlerTIPS (Training for Alcohol Intervention Procedures)Suggested Structured Learning ExperiencesCulinary Institute of America1946 Campus DriveHyde Park, NY 12538IHOP301 Main Street #180Paterson, NJ 07505Community Food Bank of New Jersey31 Evans Terminal Rd,Hillside, NJ 07205Passaic County Community College1 College BoulevardPaterson, NJ 0750529 P a g e
acquire culinary math skills, and practice food safety and sanitation practices. Furthermore students will expand their knowledge of the fundamental skills in culinary and use those skills in conjunction with the basics they will be learning in the course to bring together the complete
Career Clusters . Career Clusters are broad occupational groupings based on a set of common knowledge and skills required for a specific career. Career Clusters provide opportunities for all students regardless of their career goals and interests. Career Pathways . Career Pathways are a sub-grouping of occupations and career specialties used .
The SSP is fully integrated with the Career Cruising career guidance system. Career Cruising is an internet-based career exploration and planning tool that students use to explore career and school options and develop a career plan. Career Cruising can be accessed from school, home, the library, or wherever your child has access to the internet.
Career clusters are one way to group career paths. Careers with common features are in the same cluster. The 16 Career Clusters outlined in this Resource Guide can be used during career exploration as a way to find your best career match. Review the circular graphic on page 14 to see how the career fields, career clusters & pathways fit together.
Glendale Career College - Brightwood College San Diego Campus Catalog Addendum (02-2019) 1 . Glendale Career College . 2019-2020 Catalog Addendum (January 1, 2019 - December 31, 2020) BRIGHTWOOD COLLEGE SAN DIEGO CAMPUS TEACH-OUT . Glendale Career College . 8888 Balboa Avenue . San Diego, California 92123 . Telephone: 818.243.1131 (Main Campus)
Daulat Ram College (W) Deen Dayal Upadhyaya College Delhi College of Arts and Commerce Department of Germanic and Romance Studies Deshbandhu College Dr. Bhim Rao Ambedkar College Dyal Singh College Dyal Singh College (Evening) Gargi College (W) Hans Raj College Hindu College Indraprastha College for Women (W) Institute of Home Economics (W .
development that truly prepares them for college and the world of work. Career Cruising believes this study provides policy makers and school leaders with the evidence they need to make decisions about the availability of career development. We hope that you find it as valuable as we have. Yours sincerely, Matt McQuillen President, Career .
Guide to Maryland's 10 Career Clusters 5 Career Cluster 1: Arts, Media, and Communication 6 Career Cluster 2: Business Management and Finance 10 Career Cluster 3: Construction and Development 14 Career Cluster 4: Consumer Services, Hospitality, and Tourism 17 Career Cluster 5: Environmental, Agricultural, and Natural Resources Systems 22 .
CAREER PLANNING FOR SUCCESS Conference Center, Room 104 career.louisiana.edu . What We Do Major and Career Exploration Center - "Offering Help with Major Decisions" through Career Testing, Career Exploration and Career Decision Making Class.
