Family and Consumer Science
Mrs. Sara Roubinek
Pine City High School
629-4156 [email protected]
Culinary Arts
Course Code: 090101-70
Course Registation Code: 1140
Level and Length
One semester, every day, grades 10-12
Career Pathways: Business Management and Administration, Agriculture, Food, and Natural Resources, Health Services and Technology
Student Leadership: Students create meals for a local homeless shelter and organize and plan meals for the Dragon Food Shelf.
MN Frameworks
1.0 Demonstrate food safety and sanitation practices in Culinary settings.
2.0 Demonstrate industry standards in selecting, using, and maintaining food production and food service equipment.
3.0 Demonstrate culinary math calculations to meet customer and/or industry needs.
5.0 Demonstrate commercial food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.
6.0 Demonstrate commercial food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.
7.0 Demonstrate implementation of food service management and leadership functions
8.0 Demonstrate the concept of internal and external customer service
Major Topics Covered
The Importance of Food
Influences on food choices
Nutritional needs
Safeguarding the family’s health
Where does our food come from
The Management of Food
Getting started in the kitchen
Kitchen Utensils
Planning Meals
The smart consumer
The Preparation of Food
Grains
Vegetables and Fruits
Dairy products
Meat
Poultry and eggs
Salads, casseroles and soup
Breads
Cakes, cookies, pie and candies
Food and entertaining
Major Learner Outcomes
The student will:
Identify influences on food choices
Name the key nutrients, describe their functions, and list important sources of each
Identify how many daily servings they need from each group in the Choose My Plate.
Demonstrate safety and sanitation when preparing food
Identify different kinds of tableware and use them to set a table
Demonstrate the use of various pieces of small kitchen equipment, cookware, and bakeware.
Plan nutritious menus while considering a budget and dining appeal
Identify factors that affect food costs and comparison shop to decide which foods to buy
Use basic kitchen skills related to recipe reading, measuring, ingredients, changing the yield of a recipe and using a time-work schedule
List and describe the propertied of a variety of foods
Prepare a variety of foods
Plan and conduct a Food Truck scenerio
Materials
“Guide to Good Food” textbook. Largen &Bence 2006
“Safe or Sorry” curriculum, Minnesota Department of Health
Current foods related media
Recipes
Choose my plate – www.choosemyplate.gov
DISCLAIMER: If you have any questions regarding any materials or subjects covered in this class please contact the teacher to set up a meeting to discuss curriculum or use alternative assignments
Procedures
Reading
Slide how lectures
Lab demonstration
Individual and group assignments
Journaling
Videos
Worksheets
Assessments
All classwork is weighted together. To be successful be responsible and get your work completed on time.
- Grading
A- 92% - 94% C- 74% - 76%
B+90% - 91% D+72% - 73%
B 86% - 89% D 68% - 71%
B- 83% - 85% D-66% - 67%
C+81% - 82% F – 65% and under
Assignments and Projects
Expectation is to turn all assignments in on time.
Each assignment or project will be given a point value and at times a rubric to guide you.
Any late assignment will be given partial credit after the due date based on the individual effort of completion.
Classroom Expectations
Main Motto: If what I am doing distracts from what others are here for, it is unacceptable.
Be RESPECTFUL at all times- people, equipment, materials, etc.
Be CONSIDERATE
Be PREPARED have all needed materials for the class hour with you.
Be Prompt - be in your assigned seat when the bell rings
Be Attentive- participate positively and complete the classroom activities
Correcting Irresponsible or Inappropriate behaviors
- Verbal reminder or the classroom expectation
- Meet with the teacher after class and discuss the issue
- Parent/Guardian will be contacted
- Detention assigned
- The level of the consequence may depend on the severity of the disruption, and the occurrence of the disruption
Procedure and Routines
Entering the classroom and Getting to work immediately. A Tardy will be given if you are not seated when the bell rings or if you need to go to your locker and gather the materials needed for class after the bell rings. 3 unexcused tardies = detention assigned for each tardy thereafter.
- Read daily overview/instructions on the board
- Immediately begin
- Listen for further instructions
- Work right up to the bell
- Room is clean - all supplies are put in the correct areas
- Teacher dismisses the class
CELL PHONES are to be OFF and PUT AWAY.
When Absent
You are responsible for all material of the lesson that you missed. You may look to the class calendar on class webpage, extras folder in the classroom, another student or the teacher for the work that you missed the day you were absent. Please label your assignment as absent. There is a hand in box for each class place in correct box.
Instructor’s Comments
Use your time wisely! Most assignments and activities are completed in class. I am looking forward to working with you this quarter. We are going to have an exciting and successful quarter.
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Dear Parent or Guardian:
Please review the following the above information with your student and sign below. If you have any questions regarding the class or progress of your child at any time, please feel free to visit with me via, email [email protected] or phone 320-629-4156.
Thank you!
Mrs. Roubinek
We, as the parent/guardian, have read through the information.
Parent/guardian signature: _____________________________
Student Printed Name: ________________________________
Student signature: ___________________________________
Class name: _______________ and class hour: ____