High School ProStart I Curriculum
High School ProStart I CurriculumCourse Description: ProStart is a program created by the National Restaurant AssociationEducational Foundation. Students learn the management and culinary skills needed for a careerin the foodservice industry. Educational Strategies and technology are utilized for classroominstruction. In addition, there is an emphasis on safety and sanitation, communication,management, and customer service. Upon completion of the safety and sanitation unit, theculinary lab experience, which includes soups, sauces, fruits, vegetables, and grains, will begin.There is an opportunity for work experience credit for students who are employed in thefoodservice industry. Upon successful completion of the ProStart exams, certification isavailable for an additional fee.
Scope and Sequence:TimeframeUnitInstructional Topics1 weekWelcome to the Restaurantand Foodservice IndustryTopic 1: HistoryTopic 2: Travel and Tourism2 weeksKeeping Food SafeTopic 1: Cross-contamination2 weeksWorkplace SafetyTopic 1: Safety2 weeksKitchen Essentials 1 Professionalism1 weekKitchen Essentials 2 Equipment and TechniquesTopic 1: Equipment and Techniques1 weekStocks, Sauces, and SoupsTopic 1: Stocks, Sauces, and Soups1 weekCommunication1 weekManagement Essentials2 weeksFruits and VegetablesTopic 1: Fruit Cooking LabTopic 2: Vegetable Preparation Lab1 weekServing Your GuestsTopic 1: Importance of Customer ServiceTopic 2: Comment Card2 weeksPotatoes and GrainsTopic 1: Grains LabTopic 2: Pasta Lab2 weeksBuilding a SuccessfulCareer in the IndustryDRAFT: January, 2017Topic 1: ProfessionalismTopic 2: Components and Functions of aRecipeTopic 1: CommunicationTopic 1: Multicultural WorkplaceTopic 2: SMART GoalsTopic 1: Career Exploration and PreparationTopic 2: Job Application2 Page
Chapter 1: Welcome to the Restaurant and FoodserviceIndustrySubject: ProStart 1Grade: 10, 11, 12Name of Chapter: Welcome to the Restaurant and Foodservice IndustryLength of Chapter: 1 weekOverview of Chapter: This chapter is an overview of the restaurant and foodservice industrywhere students learn about the history of foodservice and how it applies to the current tourismindustry.Priority Standards for chapter: Analyze career paths within the food production and food services industries. (NSFACS:8.1) Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs. (NSFACS:8.5)Unwrapped ConceptsUnwrapped SkillsBloom’s Taxonomy Webb's(Students need to know) (Students need to be able to do)LevelsDOKcareer paths within the foodproduction and foodservices industriesAnalyzeAnalyze3professional foodpreparation methods andtechniques for all menucategories to produce avariety of food products thatmeet customer needsDemonstrateApply3Essential Questions:1. What are the two segments of the foodservice industry?2. What are the entry level jobs in the restaurant and foodservice industry?3. Why do people travel?DRAFT: January, 20173 Page
Enduring Understanding/Big Ideas:1. Commercial and non-commercial are the two segments of the foodservice industry.2. The entry level jobs in the restaurant and foodservice industry include jobs such ashost/hostess, busser, assistant cook, server, expediter, and dishwasher.3. People travel for a variety of reasons, those reasons include leisure and business travel.Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain SpecificPasteurizationMonumentsAll-suite propertiesAmenityAAA TourBookBack of the houseBed and t feedingConventionConvention centersEconomy lodgingEpicureanExpositionsFront of the houseFull-service propertiesGourmetGuildsHaute cuisineHospitalityKitchen brigade systemLescheLuxury propertiesMichelin guideMid-priced facilitiesMobil travel guidesPhatnaiPOS systemProperty Management System softwareDRAFT: January, 20174 Page
RefrigerationResortsRestoranteSatellite/ commissary feedingSelf operatorsTrade showsTravel and tourismZagat SurveyResources for Vocabulary Development: National Restaurant Association. (2011). Foundations of Restaurant Management &Culinary Arts Level One. Chicago: Pearson.DRAFT: January, 20175 Page
Topic 1: HistoryEngaging Experience 1Title: Ancient Greek Bean SoupSuggested Length of Time: 1 class periodStandards AddressedPriority: Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs.(NSFACS: 8.5)Detailed Description/Instructions: Students will create an Ancient Greek Bean soup with anemphasis on the beginning of hospitality and foodservice in ancient Greece and Rome.Bloom’s Levels: ApplyWebb’s DOK: 3Rubric: to be createdEngaging Experience 2Title: Navajo TacosSuggested Length of Time: 1 class periodStandards AddressedPriority: Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs.(NSFACS: 8.5)Detailed Description/Instructions: Students will create Navajo Tacos with an emphasis on theproduction of early bread making that has evolved through time.Bloom’s Levels: ApplyWebb’s DOK: 3Rubric: to be createdDRAFT: January, 20176 Page
Topic 2: Travel and TourismEngaging Experience 1Title: Funnel CakeSuggested Length of Time: 1 class periodStandards AddressedPriority: Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs.(NSFACS: 8.5)Detailed Description/Instructions: Students will prepare a funnel cake recipe to demonstrateproper measuring techniques using a recipe that aligns with the topic of travel and tourism.Bloom’s Levels: ApplyWebb’s DOK: 3Rubric: to be createdEngaging Experience 2Title: Corn DogsSuggested Length of Time: 1 class periodStandards AddressedPriority: Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs.(NSFACS: 8.5)Detailed Description/Instructions: Students will create a batter recipe that will coat hot dogs tocreate corn dogs which are a popular fair food as learned in the travel and tourism section of thecurriculum.Bloom’s Levels: ApplyWebb’s DOK: 3Rubric: to be createdDRAFT: January, 20177 Page
Engaging ScenarioEngaging Scenario (An Engaging Scenario is a culminating activity that includes thefollowing components: situation, challenge, specific roles, audience, product or performance.)Timeline Project:Students will research an assigned 20-year period of time and develop a timeline that indicatesat least 10 historical events in foodservice that took place during that period.Each event must be notated on the timeline with the exact year represented with a line comingoff of the main timeline. (Students can use the yard sticks and markers to create the timeline onthe poster paper that is on the back demo table in the foods room. Please have them take thesesupplies with them to the library. They can spread out their posters on the tables in the reservedarea.)For each notated event they must illustrate something in color that represents the event andwrite above or below the illustration to explain the event.Make sure the poster has a title at the top and group member’s names are written across thebottom of the poster.Rubric for Engaging Scenario: to be createdDRAFT: January, 20178 Page
Summary of Engaging Learning Experiences for stedLength ofTimeHistoryAncient GreekBean SoupStudents will create an Ancient Greek Bean soupwith an emphasis on the beginning of hospitalityand foodservice in ancient Greece and Rome.1 classperiodHistoryNavajo TacosStudents will create Navajo Tacos with anemphasis on the production of early bread makingthat has evolved through time.1 classperiodTravelandTourismFunnel CakeStudents will prepare a funnel cake recipe todemonstrate proper measuring techniques using arecipe that aligns with the topic of travel andtourism.1 classperiodTravelandTourismCorn DogsStudents will create a batter recipe that will coathot dogs to create corn dogs which are a popularfair food as learned in the travel and tourismsection of the curriculum.1 classperiodDRAFT: January, 20179 Page
Chapter 2: Keeping Food SafeSubject: ProStart 1Grade: 10, 11, 12Name of Chapter: Keeping Food SafeLength of Chapter: 2 weeksOverview of Chapter: This chapter introduces students to the importance of food safety andstudents have the opportunity to receive their food handler’s permit.Priority Standards for chapter: Demonstrate food safety and sanitation procedures. (NSFACS: 8.2) Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs. (NSFACS:8.5)Unwrapped Concepts(Students need to know)food safety and sanitationproceduresprofessional food preparationmethods and techniques for allmenu categories to produce avariety of food products thatmeet customer needsUnwrapped SkillsBloom’sWebb's(Students need to be able to do) Taxonomy Levels DOKDemonstrateApply3DemonstrateApply3Essential Questions:1. What is a foodborne-illness outbreak and how are they prevented?2. What personal behaviors contaminate food and how can you prevent contamination?3. How can you prevent cross-contamination?4. Why are the HACCP principles important?5. Why is it important to clean and sanitize and what is the difference?Enduring Understanding/Big Ideas:1. A foodborne-illness outbreak is when two or more people get the same illness after eatingthe same food. Outbreaks are prevented by serving safe food in a clean environment.2. Personal behaviors that contaminate food include having a foodborne illness, wounds thatcontain a pathogen, contact with an ill person, touching their body or other contaminatesand then not washing their hands, having symptoms of illness, and eating, drinking orsmoking while preparing food.3. You can prevent cross-contamination by preventing the spread of pathogens.DRAFT: January, 201710 P a g e
4. The HACCP principles are important because they focus on identifying specific pointswithin a food item’s flow through the operation that are essential to prevent, eliminate, orreduce hazards to safe levels.5. Cleaning and sanitizing are important to keep food surfaces from being contaminated.Cleaning removes food and other dirt from a surface whereas sanitizing reducespathogens on a surface to safe levels.Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain nationCorrective actionCross-contactCross-contaminationFood allergyFungiHandwashingHazardHigh-risk populationsHostImmune rusesYeastBimetallic stemmed thermometerContact timeCritical control pointsCritical limitFAT TOMFirst-in, first-out methodFlow of foodFood safety management systemFoodborne illnessFoodborne-illness outbreakFood handlersHazard analysis critical control pointInfrared thermometersIntegrated pest management programMaster cleaning schedulePersonal hygiene policiesPest control operatorReady-to-eat foodTCS foodTemperature danger zoneThermocouples and thermistorsTime-temperature abusedResources for Vocabulary Development: National Restaurant Association. (2011). Foundations of Restaurant Management &Culinary Arts Level One. Chicago: Pearson.DRAFT: January, 201711 P a g e
Topic 1: Cross-ContaminationEngaging Experience 1Title: Chicken Stir-FrySuggested Length of Time: 1-2 class periodsStandards AddressedPriority: Demonstrate food safety and sanitation procedures. (NSFACS: 8.2) Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs.(NSFACS: 8.5)Detailed Description/Instructions: Students will order vegetables from a chosen list and usetheir knife skills to prepare the vegetables for use in a chicken stir-fry. A chicken stir-fry recipeis used to demonstrate the importance of keeping raw vegetables and meat separate to preventcross-contamination.Bloom’s Levels: ApplyWebb’s DOK: 3Rubric: to be createdDRAFT: January, 201712 P a g e
Engaging ScenarioEngaging Scenario (An Engaging Scenario is a culminating activity that includes thefollowing components: situation, challenge, specific roles, audience, product or performance.)Food Handlers LicensureThe Platte County Health Department provides a health inspector that comes into theclassroom and teaches the food handler’s course to high school students. This course providesstudents the opportunity to earn their food handler’s card. Students take a one class periodcourse taught by the inspector and then they are assessed over the material from the course. Ifthey pass the test with the required score, students are able to get their food handler’s permitcard from the health department for a reduced fee. This permit is required of many employeesin the restaurant and foodservice industry. The certificate is kept on file at the healthdepartment for up to five years.Rubric for Engaging Scenario: to be createdDRAFT: January, 201713 P a g e
Summary of Engaging Learning Experiences for stedLength ofTimeCrossContaminationChickenStir-FryStudents will order vegetables from a chosenlist and use their knife skills to prepare thevegetables for use in a chicken stir-fry. Achicken stir-fry recipe is used to demonstratethe importance of keeping raw vegetables andmeat separate to prevent cross-contamination.1-2 classperiodsDRAFT: January, 201714 P a g e
Chapter 3: Workplace SafetySubject: ProStart 1Grade: 10, 11, 12Name of Chapter: Workplace SafetyLength of Chapter: 2 weeksOverview of Chapter: This chapter covers ways to prevent workplace accidents and the impactthey have on businesses.Priority Standards for chapter: Demonstrate food safety and sanitation procedures. (NSFACS: 8.2) Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs. (NSFACS:8.5)Unwrapped Concepts(Students need to know)food safety and sanitation proceduresprofessional food preparation methodsand techniques for all menu categoriesto produce a variety of food productsthat meet customer needsUnwrapped Skills(Students need to be Bloom’s Taxonomy Webb'sable to ntial Questions:1. Who is legally responsible for providing a safe environment and ensuring safe practices?2. How are fires and fire extinguishers classified?3. What is first aid and why is it important?Enduring Understanding/Big Ideas:1. Restaurant and foodservice operations are legally responsible for the safety of all guestsand employees.2. Fires are classified as A, B or C. Class A (Ordinary combustibles) includes wood, paper,cloth and cardboard. Class B (Flammable liquids) includes gases, grease, oil, shorteningand pressurized cans. Class C (Electrical equipment) includes live electrical equipment,cords, circuits, motors, switches and wiring.3. First aid refers to medical treatment given to an injured person until more completetreatment can be provided by an emergency service if necessary. First aid is important tomeet the emotional and medical needs of employees and customers.DRAFT: January, 201715 P a g e
Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain SpecificAccidentCPRFirst aidLiabilityAccident InvestigationArsonAutomatic systemsClass A firesClass B firesClass C firesEmergency planEvacuation routesFlame detectorsGeneral safety auditHazard Communication StandardHealth hazardsHeat detectorsHeimlich maneuverMaterial Safety Data SheetNear missOSHAOSHA form No. 300Physical hazardsPremisesSafety program guidelinesSmoke detectorsResources for Vocabulary Development: National Restaurant Association. (2011). Foundations of Restaurant Management &Culinary Arts Level One. Chicago: Pearson.DRAFT: January, 201716 P a g e
Topic 1: SafetyEngaging Experience 1Title: Safety StationsSuggested Length of Time: 1 class periodStandards AddressedPriority: Demonstrate food safety and sanitation procedures. (NSFACS: 8.2) Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs.(NSFACS: 8.5)Detailed Description/Instructions: Students complete a total of seven stations that cover avariety of components about workplace safety. Each station is described below: Station 1: Students identify powders and liquids in containers. The purpose is toreinforce the need to leave items in their original container or label things very well. Station 2: Students will be given a piece of poster board, markers, crayons, etc. Theywill create a safety poster on one of the given topics on the direction sheets. You maywant to have a basic first aid book available for reference. Station 3: Apple crisp lab - Students will quickly make a microwave apple crisp whiletheir partner watches for sanitation and safety problems. Station 4: Kitchen inspection - Set up a kitchen with several safety problems. Studentswill fill out an inspection form with all problems they observe. Station 5: Students demonstrate to each other that they use proper lifting skills. This canbe done with empty boxes. Students should critique each other on their posture andtechnique. Station 6: Basic first aid - Students will draw a situation which requires first aid.Students will role play the situation while their partner uses correct first aid to treat theinjury. Basic first aid supplies will be needed (don’t forget gloves). Students will reporttheir injury and the first aid given. They should also critique the aid given to them. Station 7: Students will draw a fire situation and their partner will demonstrate a properresponse to the fire. Students should critique each other on the correctness of theirresponse. Basic firefighting equipment should be provided.Bloom’s Levels: ApplyWebb’s DOK: 3Rubric: to be createdDRAFT: January, 201717 P a g e
Summary of Engaging Learning Experiences for TopicsTopicEngagingExperience TitleDescriptionSuggestedLength ofTimeSafetySafety StationsStudents complete a total of seven stations thatcover a variety of components about workplacesafety.1 classperiodDRAFT: January, 201718 P a g e
Chapter 4: Kitchen Essentials 1 - ProfessionalismSubject: ProStart 1Grade: 10, 11, 12Name of Chapter: Kitchen Essentials 1 - ProfessionalismLength of Chapter: 2 weeksOverview of Chapter: This chapter prepares students for the lab setting and sets the standard forprofessionalism when working in the lab.Priority Standards for chapter: Demonstrate industry standards in selecting, using, and maintaining food production andfood service equipment. (NSFACS: 8.3) Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs. (NSFACS:8.5)Unwrapped Concepts(Students need to know)industry standards in selecting, using, andmaintaining food production and food serviceequipmentprofessional food preparation methods andtechniques for all menu categories to produce avariety of food products that meet customerneedsUnwrapped Skills(Students need to beable to y3DemonstrateApply3Essential Questions:1. What is professionalism and why is it important?2. What are the components and functions of a standardized recipe?Enduring Understanding/Big Ideas:1. Professionalism is being courteous, honest, and responsible in your dealings withcustomers and co-workers. Professionalism is important for a successful business.2. The components of a standardized recipe include: name, ingredients listed in the order inwhich they are used, yield, portion size, cooking temperature, time, equipment, step-bystep directions and nutrition information. The function of a standardized recipe is tofollow a format that is clear to anyone who uses it.DRAFT: January, 201719 P a g e
Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain SpecificBalance beamBorrowingConversion chartConversion factorDenominatorDividendDivisorEquivalentLike fractionsLowest common denominatorMeasurementMetric unitsNumeratorsPercentPersonal responsibilityRespectVolumeWater displacement methodWeightYieldAs purchasedBaker’s scaleCulinarianCustomary unitsDesired yieldDry measuring cup methodEdible portionElectronic scaleFlavorMise en placeNutrition informationPortion sizeRecipeSiftingSpring scaleStandardized recipesStep-by-step directionsStick methodTaringTemperature, time, and equipmentUmamiWork sectionWorkstationResources for Vocabulary Development: National Restaurant Association. (2011). Foundations of Restaurant Management &Culinary Arts Level One. Chicago: Pearson.DRAFT: January, 201720 P a g e
Topic 1: ProfessionalismEngaging Experience 1Title: Umami Sensory ActivitySuggested Length of Time: 1 class periodStandards AddressedPriority: Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs.(NSFACS: 8.5)Detailed Description/Instructions: Students will experience the “fifth” taste Umami byparticipating in a teacher guided taste-testing activity. A power point leads the activity andfocuses on two different activities that display how our senses work together to get the optimalflavor from food. The first tasting activity has students pinch their nose while chewing on a pieceof Skittle candy. Students will release their nose and it becomes obvious how much the flavor isenhanced by this action. The second tasting activity has students compare plain beef broth with abeef broth that has fish sauce added. Students quickly taste the difference between the twobroths.Bloom’s Levels: ApplyWebb’s DOK: 3Rubric: To be createdEngaging Experience 2Title: Brownie TorteSuggested Length of Time: 1 class periodStandards AddressedPriority: Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs.(NSFACS: 8.5)Detailed Description/Instructions: Students prepare a Brownie Torte recipe and learn thedifference between a brownie and cake texture. Students create a professional looking dessert bylayering the plate with brownie, ice cream, whipped cream and cherry. Students use their platingcreativity to create a dessert that would be sold in a restaurant on the dessert menu.Bloom’s Levels: ApplyWebb’s DOK: 3Rubric: To be createdDRAFT: January, 201721 P a g e
Topic 2: Components and Functions of a RecipeEngaging Experience 1Title: Roasted Veggie PastaSuggested Length of Time: 1 class periodStandards AddressedPriority: Demonstrate industry standards in selecting, using, and maintaining foodproduction and food service equipment. (NSFACS: 8.3) Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs.(NSFACS: 8.5)Detailed Description/Instructions: Students use their knife skills to cut up a variety ofvegetables to use in a pasta dish that contains vegetables, pasta, sauce and cheese. Students learnhow to roast vegetables and prepare them for use in a casserole. Students learn how to follow astandardized recipe.Bloom’s Levels: ApplyWebb’s DOK: 3Rubric: To be createdDRAFT: January, 201722 P a g e
Engaging ScenarioEngaging Scenario (An Engaging Scenario is a culminating activity that includes thefollowing components: situation, challenge, specific roles, audience, product or performance.)Professionalism InterviewA guest chef from Sullivan University will visit the classroom and hold a discussion aboutwhat it takes to be a professional chef. The guest chef will discuss the education and trainingnecessary to be a successful professional chef. Students are able to interact with the chefthrough an interactive food demonstration by working alongside the chef and asking questionsthey might have about the career.Rubric for Engaging Scenario: to be createdDRAFT: January, 201723 P a g e
Summary of Engaging Learning Experiences for stedLength ofTimeProfessionalismUmamiSensoryActivityStudents will experience the “fifth” tasteUmami by participating in a teacher guidedtaste-testing activity. A power point leads theactivity and focuses on two different activitiesthat display how our senses work together toget the optimal flavor from food. The firsttasting activity has students pinch their nosewhile chewing on a piece of Skittle candy.Students will release their nose and it becomesobvious how much the flavor is enhanced bythis action. The second tasting activity hasstudents compare plain beef broth with a beefbroth that has fish sauce added. Studentsquickly taste the difference between the twobroths.1 classperiodProfessionalismBrownieTorteStudents prepare a Brownie Torte recipe andlearn the difference between a brownie andcake texture. Students create a professionallooking dessert by layering the plate withbrownie, ice cream, whipped cream and cherry.Students use their plating creativity to create adessert that would be sold in a restaurant on thedessert menu.1 classperiodComponents andFunctions of aRecipeRoastedVeggiePastaStudents use their knife skills to cut up avariety of vegetables to use in a pasta dish thatcontains vegetables, pasta, sauce and cheese.Students learn how to roast vegetables andprepare them for use in a casserole. Studentslearn how to follow a standardized recipe.1 classperiodDRAFT: January, 201724 P a g e
Chapter 5: Kitchen Essentials 2 - Equipment and TechniquesSubject: ProStart 1Grade: 10, 11, 12Name of Chapter: Kitchen Essentials 2 - Equipment and TechniquesLength of Chapter: 1 weekOverview of Chapter: This chapter is an overview of the different types of equipment and theiruses in the restaurant and foodservice industry.Priority Standards for chapter: Demonstrate industry standards in selecting, using, and maintaining food production andfood service equipment. (NSFACS: 8.3) Demonstrate professional food preparation methods and techniques for all menucategories to produce a variety of food products that meet customer needs. (NSFACS:8.5)Unwrapped SkillsUnwrapped Concepts (Students need to be able to Bloom’s Taxonomy(Students need to know)do)LevelsWebb's DOKindustry standards inselecting, using, andmaintaining food productionand food service equipmentDemonstrateApply3professional foodpreparation methods andtechniques for all menucategories to produce avariety of food products thatmeet customer needsDemonstrateApply3Essential Questions:1. What types of preparation equipment are used in the foodservice kitchen and why areknives the most commonly used?2. What is mise en place and why is it important?3. What are the types of cooking methods and how do you determine when food is donecooking?4. What is MyPlate and how is it used?DRAFT: January, 201725 P a g e
Enduring Understanding/Big Ideas:1. Preparation equipment includes knives, hand tools and small equipment, measuringutensils and pots and pans. Knives are the most widely used pieces of equipment in thefoodservice kitchen because they are used for most cooking preparation and each knife isdesigned for a specific purpose.2. Mise en place literally translates in French for “to put in place”. Mise en place isimportant because it helps the chef execute a dish in a more timely manner and helps toavoid time management problems and loss of ingredient value.3. The types of cooking methods are dry-heat, moist-heat, combination-cooking, andmicrowave cooking. Food is properly cooked when it has reached the desired texture andminimum internal temperature it needs to be served in a safe manner.4. MyPlate is a tool that assists people in putting the dietary guidelines into practice.MyPlate translates the RDA’s and dietary guidelines into the kinds and amounts of foodto eat each meal.Unit Vocabulary:Academic Cross-Curricular WordsContent/Domain SpecificBalance ScaleConveyorObeseRecovery timeVolume measuresAdequate IntakesBain-marieBaker’s scaleBakingBardingBasket methodBatterBench scraperBimetallic coil thermometersBladeBlanchingBlanquetteBolsterBoning knifeBouillabaisseBowl scraperBraisingBraising panBrazierBreadingBroilingButcher knifeDRAFT: January, 201726 P a g e
ButtButter knifeCake pansCan openerCarbonated beverage machineCarryover cookingCast-iron skilletCeramic steelsChafing dishesChannel knifeCharbroilerCheeseclothCheese knifeChef’s knifeChina capChinoisClam knifeCleaverCoffee makerColanderCombination cookingCombi-ovenConductionConvectionConvection ovenConvection steamersConventional ovenCook’s forkCookwareCorerCountertop blenderCountertop broilerCrepe panCuissonCutting edgeDaubeDeck ovenDeep-fat fryerDeep-fryingDeglazingDRAFT: January, 201727 P a g e
Deli knifeDiamond steelsDietary guidelines for Americans 2005Dietary Reference IntakesDigital scaleDiscretionary calorie allowanceDouble boilerDouble-basket methodDough armEspresso machineEstouffadeFillet knifeDish poacherFish scalerFlat beater paddleFlat groundFlat-top burnerFlavorFlavoringFloatFondue potFood chopperFood millFood processorsFood warmer or steam tableForged ddleGriddlingGrillingGuiding handHandleHeelHerbsHollow-groundDRAFT: January, 201728 P a g e
HoningHoning steelHorizontal cutter mixerHot boxHotel broilerHotel panHot-holding cabinetIce machineImmersion blenderInduction burnerInfrared heatKitchen dingLettuce knifeMandolineMarinatingMateloteMeasuring cupMeasuring
1 week Stocks, Sauces, and Soups Topic 1: Stocks, Sauces, and Soups 1 week Communication Topic 1: Communication 1 week Management Essentials Topic 1: Multicultural Workplace Topic 2: SMART Goals 2 weeks Fruits and Vegetables Topic 1: Fruit Cooking Lab Topic 2: Vegetable Preparation Lab 1 week Serving Your Guests Topic 1: Importance of
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם
Culinary and Management Competitions Participating teams are responsible for understanding and following all the procedures and rules contained in this document; they will not be reviewed at the Louisiana ProStart Invitational. Please read this document carefully to maximize your opportunity for success
3.0 TYPES OF CURRICULUM There are many types of curriculum design, but here we will discuss only the few. Types or patterns are being followed in educational institutions. 1. Subject Centred curriculum 2. Teacher centred curriculum 3. Learner centred curriculum 4. Activity/Experience curriculum 5. Integrated curriculum 6. Core curriculum 7.
High-Quality High-Quality Curriculum Curriculum HOW TO OR DESIGN REVISE ADOPT CURRICULUM ALIGNED TO STUDENT SUCCESS ANGELA DI MICHELE LALOR LALOR ENSURING ENSURING ENSURING High-Q uality Curriculum HOW TO DESIGN, REVISE, OR ADOPT CURRICULUM ALIGNED TO STUDENT SUCCESS We know that curriculum is the core of the classroom experience, but what makes a
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First aid at work – your questions answered Page 3 of 8 Health and Safety Executive The findings of your first-aid needs assessment (see Q3) will identify whether first-aiders should be trained in FAW, EFAW, or some other appropriate level of training. EFAW training enables a first-aider to give emergency first aid to someone who is injured or becomes ill while at work. FAW training includes .
