How do we practice food safety and sanitation in the foods lab?
What are basic skills needed for cooking? (reading and following directions, and using the correct tools for the job)
What information can we use to make good nutrition choices?
3.5.6 Evaluate the labeling, packaging, and support materials of consumer goods.
8.2 Demonstrate food safety and sanitation procedures (personal, food handling)
8.3.1 Operate tools and equipment following safety procedures
8.4.2 Apply menu-planning principles to develop and modify menus
8.5 Demonstrate professional food preparation methods and techniques for all menu categories to produce a variety of food products that meet customer needs.
9.3 Evaluate nutrition principles, food plans, preparation techniques and specialized dietary plans
9.4.1 Analyze nutritional needs of individuals
9.5.2 Prepare food for presentation and assessment
9.5.6 Conduct sensory evaluations of food products
14.1.1 Explain physical, emotional, social, psychological, cultural, and spiritual components of individual and family wellness.
14.2.2 Analyze the relationship of nutrition and wellness to individual and family health throughout the life span.
14.2.4 Analyze sources of food and nutrition information, including food labels, related to health and wellness.
14.3.1 Apply current dietary guidelines in planning to meet nutrition and wellness needs.
tell how food has changed over time and describe the reasons for those changes
identify how to be safe in the kitchen and practice safe and sanitary practices (hand washing, using the right tool for the job, prevent cross contamination, avoid the danger zone for temperatures in the lab.
read and follow standardized directions for both measuring and techniques
tell the six nutrient groups and why people need to eat from each of them: carbohydrates, fats, proteins, water, vitamins and minerals
define nutrient dense foods and give examples of why they are healthy
determine the importance of breakfast and demonstrate the ability to make a fast nutritious breakfast.
analyze data to determine why fast food is bad, and determine why if I cook at home it is healthier
analyze food labels to determine why packaged food is unhealthy, and make an alternative to that product, using data to tell why it is healthier
tell the five food groups: grain, protein, vegetable, fruit and dairy; and conduct lab/s
explore special topics: food for athletes, how to make a product healthier/taste better (choice), use scales measure ingredients
demonstrate kitchen skills
work together with others to make a product
Examples include:
History of food: lab-practical and written report
Safety and Sanitation: quiz and lab (taco salad - students show knowledge of working with raw meat and fresh produce)
Standardized Measuring: lab and quiz
Ingredient purposes (quick and yeast breads) lab and quizzes
Affect of fat on products: experiment and sensory evaluation
Why we eat? Physical, emotional and Social meanings - lab: perfect food?
The six nutrient groups (carbohydrates, proteins, fat, water, minerals and vitamins - small group research, evaluating a recipe and quiz
The MyPlate eating plan from the USDA: Grains, Proteins, Fruits, Vegetables and Dairy: Lab and evaluative tool for each area
Additional units as time allows: food for athletes, using scales to measure, using food science in the classroom, etc.