COURSE TITLE

Foods

LENGTH

One Semester

Grade 9, 10, 11, and/or 12

DEPARTMENT

Fine, Practical & Performing Arts

Brian Ersalesi, Supervisor of English and Arts

SCHOOL

Rutherford High School

DATE

Initial Approval: June 15, 2015

Revised: June 27, 2022

Embedded Content - Career Readiness, Life Literacies and Key Skills

Initial Approval: May 10, 2021

Embedded Content - Computer Science and Design Thinking

Initial Approval: May 10, 2021

Foods

I.        Introduction/Overview/Philosophy

Foods in an introductory course designed for students who wish to learn the basic techniques of food preparation.  United Stated Department of Agriculture’s (USDA), MyPlate is used as a foundation when covering each food group.  Students will also gain a better understanding on where certain foods come from and the journey these foods take from farm to plate.  Finally, students will develop a safe and scientific approach to preparing a variety of foods within these food groups.

Discussions and information pertaining to career choices in food and food service industries will be discussed throughout the semester.

II.        Objectives

Course Outline:

• Safety/Kitchen Sanitation

• Identify safe procedures for handling and working with equipment and utensils.
• Identify safe procedures for handling and working with various types of food.
• Identify hazardous materials.
• Pass a safety test.
• Describe important standards of personal hygiene and kitchen cleanliness.
• Develop skills in kitchen cleanliness and orderliness.
• Discuss causes, symptoms, and treatments of common food-borne illnesses.
• Demonstrate proper handling, use, cleaning, and storage of sharp objects that include, but are not limited to, knives, peelers, and graters.

• Kitchen Equipment

• Identify specific uses for various kitchen appliances, small equipment, and utensils.
• Develop skills in measuring by using appropriate equipment and utensils.

• Laboratory Preparation Skills

• Learn how to use abbreviations in recipes.
• Learn how to convert the yield in recipes.
• Develop skills in reading and following directions in recipes.
• Develop skills in converting recipes for appropriate numbers of servings.

• MyPlate

• Identify the 6 major components of MyPlate

• Examine the goals for MyPlate for all age groups, but specifically targeting adolescents.
• Discussion of the USDA and how they developed the Food Guide Pyramid over the years.  Examine how it had evolved into a plate when for decades it had been designed as a pyramid.
• Compare and contrast the adequate serving sizes for adolescents by gender.  Include daily exercise regimens as well.

• Incorporate information on servings and serving sizes in menu planning.

• Grains

• Define grains
• List a variety of grain products
• Examine the nutritional components of all grain types and how they affect the body

• Whole-grain
• Enriched
• Refined

• Discuss the characteristics, preparation methods, and cooking principles of the following grains:

• Wheat:  pasta, barley, couscous, farro, & bulgar wheat

• Define gluten
• Review the difference between gluten-intolerance and Celiac Disease

• Rice
• Corn
• Oats

• Assess how to properly select and store grain products
• Examine the food science principles and techniques for grains
• Prepare a variety of grains in ways to preserve their textures, flavors, and nutrients

• Quick & Yeast Breads

• Identify the terms quick bread and yeast bread

• Compare and contrast the techniques of preparing, ingredients used, and baking principles of each
• Assess the difference between batters and doughs

• Describe the nutritional components of bread and bread products
• Examine the functions of ingredients that can be used to prepare bread and bread products

• Flour
• Gluten vs. gluten-free
• Leavening agents
• Chemical vs. non-chemical agents
• Salt
• Sweetener
• Fat
• Liquid
• Eggs
• Added ingredients
• Herbs, spices, extracts, cocoa, food coloring, chocolate, nuts, seeds, fruit, vegetables, etc.

• Describe how to select and store baked goods
• Prepare both quick and yeast breads

• Fruits

• Identify and give examples of the 6 classifications of fruits
• Assess the nutritional components and health effects of fruits by classification
• Explain how to properly select and store fruits
• Examine the purpose of convenience fruits
• Describe food science principles for cooking fruits
• Identify healthy methods for preparing fruits to retain nutrients
• Prepare fruits in a variety of ways to preserve their colors, textures, flavors and nutrients.

• Vegetables

• Identify and give examples of the 8 classifications of vegetables
• Assess the nutritional components and health effects of vegetables by classification
• Explain how to properly select and store vegetables
• Examine the purpose of convenience fruits
• Describe food science principles for cooking vegetables
• Identify healthy methods for preparing vegetables to retain nutrients
• Prepare vegetables in a variety of ways to preserve their colors, textures, flavors and nutrients.

• Meat

• Identify what is meat and explain the major meat producing animals in the United States:  Beef, Veal, Lamb, & Pork

• Wholesale cuts versus retail cuts
• Variety Meats
• Processed Meats
• Ground Meats
• Convenience Meats

• Examine the nutritional value of meat
• List factors affecting the selection of meats
• Discuss the inspection and grading process of meat
• Describe how to properly store meats to maintain their quality and reduce risk of food-borne illnesses
• Assess the principles and methods of cooking meat
• Prepare meats by utilizing both moist and dry cooking methods

• Fish

• Identify the terms finfish and shellfish, and explain the major finfish/shellfish animals in the United States:  Finfish (lean & fat) and Shellfish (mollusks & crustaceans)

• Finfish:  lean vs. fat fish
• Mollusks
• Crustaceans
• Convenience fish and shellfish

• Examine the nutritional value of finfish and shellfish
• List factors affecting the selection of finfish and shellfish
• Discuss the inspection and grading process of finfish and shellfish
• Describe how to properly store finfish and shellfish to maintain their quality and reduce risk of food-borne illnesses
• Assess the principles and methods of cooking finfish and shellfish
• Prepare finfish and shellfish by utilizing both moist and dry cooking methods

• Poultry

• Identify what is poultry and explain the major poultry producing animals in the United States:  Chicken, turkey, duck and geese

• White meat versus dark muscle
• Ground poultry
• Processed poultry
• Giblets
• Convenience poultry

• Examine the nutritional value of poultry birds
• List factors affecting the selection of poultry
• Discuss the inspection and grading process of poultry
• Describe how to properly store poultry to maintain their quality and reduce risk of food-borne illnesses
• Assess the principles and methods of cooking poultry
• Prepare poultry by utilizing both moist and dry cooking methods

• Desserts

• List and describe three popular types of desserts:  pies, cookies, and cakes
• Identify the nutritional components of most desserts and why they should be consumed in moderation
• Examine the food science and mathematics principles with baking versus cooking

• Pies
• Describe the ingredients used to make pastry
• Identify equipment needed to make pastry
• Examine the proper textural components of pastry
• Describe the 4 classifications of pies
• Prepare a variety of pies
• Cookies
• Describe the main ingredients used to make cookies
• Identify and explain the 6 classifications of cookies
• Discuss the equipment needed to prepare different types of cookies
• Prepare a variety of cookies
• Cakes
• Describe the main ingredients used to make cakes
• Identify and explain the 3 classifications of cakes
• Discuss the equipment needed to prepare different types of cakes.
• Prepare a variety of cakes

• Dairy

• List common types of dairy products
• Identify and describe nutritional components of dairy products

• Determine the difference between lactose-intolerance and dairy allergies

• List factors affecting the selection of dairy products
• Describe guidelines for preventing adverse reactions when cooking with dairy products
• Determine the best ways to store dairy products
• Identify convenience dairy products
• Examine dairy alternative products
• Prepare a variety of dishes using milk, cream, cheese and other dairy products.

• Eggs

• List and describe how eggs are processed, inspected, sized, and graded

• Identify the commonly used egg size

• Explain the nutritional components of eggs

• Describe what are egg substitutes and why one may choose them over whole eggs

• Describe how one should properly select and store eggs to ensure quality and reduce risk of food-borne illnesses
• Assess the functions of eggs in both cooking and baking
• Describe the principles and methods for cooking eggs
• Cook eggs in a variety of ways using both dry and moist heat cooking methods

• Principles of Food Preparation

• Learn a variety of food preparation methods, including baking, sautéing, broiling, roasting, stir-frying, pan-frying, braising, stewing, steaming, boiling, and poaching.
• Identify which preparation methods are appropriate for   individual food items.
• Prepare foods from each section of MyPlate.
• Evaluate prepared food for taste, cooking/baking technique, appearance, and their ability to work cohesively and effectively as a team to follow a set of directions to create an end product.  All safety and sanitation rules should be followed during each food lab.
• Analyze and apply directions of selected recipes and relate knowledge to unit/lesson topic.

• Career Awareness

• Research involving careers in food service management or nutrition.
• Presentation/Paper on above topic.

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Student Outcomes:

After successfully completing this course, the student will be able to:

• Discuss causes, symptoms and treatment of common food borne illnesses
• Describe importance of personal and kitchen cleanliness
• Give examples of how following good safety practices prevents kitchen accidents
• Apply basic first aid in home
• Set a table attractively
• List points to consider when choosing appliances
• Explain how to select, use and care for major and portable kitchen appliances
• Identify various small kitchen utensils and discuss their functions
• Explain how to select, use and care for cooking and baking utensils
• Identify abbreviations
• Measure solids, liquids and fats used in recipes
• Change the yield of a recipe
• Describe good nutrition
• Name the six major nutrients
• Describe the functions of each of the nutrients
• List important sources of each nutrient
• Describe deficiencies in the major nutrients
• Describe the food pyramid
• Identify how many daily servings you need from each group in the food pyramid and what constitutes a serving.
• List the Dietary Guidelines for Americans
• Plan nutritious meals using MyPlate
• Prepare a family food budget
• Plan menus with an appealing variety of flavors, colors, textures, shapes, sizes and temperatures
• Discuss the role of the meal manager
• List the resources a meal manager uses to prepare or serve nutritious family meals
• Explain how food labeling, unit pricing and generic and organic food products affect you as a consumer
• Prepare foods within each of the nutrient and food pyramid categories.
• Identify career opportunities in the area of foods, nutrition and food service management

Career Readiness, Life Literacies, and Key Skills Practices

CRLLKSP 1                Act as a responsible and contributing community member and employee.

Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRLLKSP 2                Attend to financial well-being.

Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRLLKSP 3                Consider the environmental, social and economic impacts of decisions.

Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRLLKSP 4                Demonstrate creativity and innovation.

Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, 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 and understand how to bring innovation to an organization.

CRLLKSP 5                Utilize critical thinking to make sense of problems and persevere in solving them.

Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRLLKSP 6                Model integrity, ethical leadership and effective management.

Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

 CRLLKSP 7                Plan education and career paths aligned to personal goals.

Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRLLKSP 8                Use technology to enhance productivity, increase collaboration and communicate effectively.

Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRLLKSP 9                Work productively in teams while using cultural/global competence.

Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

III.         Proficiency Levels

This elective course is open to students in grades 9-12. There are no prerequisites.

IV.        Methods of Assessment

Student Assessment

• A variety of assessments will be provided including, but not limited to, the following items:

• Tests
• Quizzes
• Homework
• Classwork
• Class Participation
• Writing Assignments
• Oral Presentations
• Individual Projects, Presentations and Reports
• Group Projects, Presentations and Reports
• Technology Projects
• Journals
• Lab Participation

Curriculum/Teacher Assessment

The teacher will provide the subject area supervisor with suggestions for changes on an ongoing basis.

V.        Grouping

There are no prerequisites for this course.  This elective course is for grades 9-12.

VI.        Articulation/Scope & Sequence/Time Frame

Course length is one semester and is offered to students in grades 9-12.

VII.        Resources

Texts/Supplemental Reading/References

• Supplemental Readings/Materials

• Supplemental readings and/or materials must be relevant and appropriate and related to the course content.  Any supplemental readings/materials will be used with teacher discretion and/or supervisor/administrator approval.
• Guest speakers
• Field trips
• Internet websites such as MyPlate.gov, Kraftfoods.com, Foodtv.com, and Bettycrocker.com, Cookinglight.com, YouTube.com, Allrecipes.com
• Documentary and instructional videos
• Saveur Magazine
• Family Circle Magazine

• Use of technology will conform to the New Jersey Student Learning Standards.

Mandates

Classroom instruction and activities will include, where appropriate, activities on climate change. The New Jersey Student Learning Standards (NJSLS) are designed to prepare students to understand how and why climate change happens, the impact it has on our local and global communities and to act in informed and sustainable ways. Where possible, activities are infused to foster an interdisciplinary approach to climate change education that is evidence-based, action-oriented and inclusive.

Classroom instruction and activities will include, where appropriate, activities on Asian American and Pacific Islander Education. As per, P.L.2021, c.416, the instruction will include inclusive materials that portray the cultural diversity of Asian Americans and Pacific Islanders.

Classroom instruction and activities will include, where appropriate, curricula on diversity and inclusion. As per 18A:35-4.36a (2021), the instruction shall:

• apply to grades Kindergarten through 12
• highlight and promote diversity
• examine the impact that unconscious bias and economic disparities have
• encourage safe, welcoming, and inclusive environments for all students

The following websites may also be used to infuse activities into diversity and inclusion into lessons. They are current as of the publication/approval of this document.

Diversity and Inclusion

• https://newsela.com/
• https://www.learningforjustice.org/
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/multiculturalism-and-diversity/
• https://diversebooks.org
• https://newsela.com/
• https://www.glsen.org/educator-resources
• https://youth.gov/youth-topics/lgbtq-youth/school-experiences
• https://learninglab.si.edu/collections/lgbt-rights-and-history/5BHAnX8dNsdAEfGU 

Individuals with with Disabilities

• https://newsela.com/
• https://www.disabilitymuseum.org/dhm/index.html
• https://americanhistory.si.edu/disabilityrights/welcome.html
• https://getintoit.specialolympics.org/educators/

The Bergen County Curriculum Consortium has curated resources designed to work in tandem with existing curricula. These tools highlight the contributions of diverse groups and align to New Jersey Student Learning Standards. This resource was approved by the Rutherford Board of Education on August 23, 2021.

• https://sites.google.com/wwrsd.org/njsa1835-435to436/k-12-curriculum-toolkits 

Additionally, middle school and high school instruction and activities will include, where appropriate, curricula on the history of disabled and LGBT persons.  As per 18A:35-4.35 (2021), the instruction shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district’s implementation of the New Jersey Student Learning Standards.

Interdisciplinary Connections Mandated by the NJDOE

This will apply where applicable to literary selections and informational texts in this curriculum document as referenced in the pacing guides below.

VIII.        Suggested Activities

The following methods of instruction will be incorporated into the daily class activities:

• Lecture/discussion through Google presentations
• Flipped Classroom
• Blended Learning sources
• Video presentations
• Laboratory assignments
• Class work
• Group discussion
• Homework
• Presentations
• Computer lab and computer assignments
• Brochures
• Newsletters
• Oral presentations
• Newspaper, magazine and journal article reviews

IX.        Methodologies

Career Readiness, Life Literacies, and Key Skills Mission:  Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions, engage as responsible community members in a digital society, and successfully meet challenges and opportunities in an interconnected global economy.

Vision: An education in career readiness, life literacies and key skills fosters a population that:

• Continually self-reflects and seeks to improve the essential life and career practices that lead to success
• Uses effective communication and collaboration skills and resources to interact with a global society
• Possesses financial literacy and responsibility at home and in the broader community
• Plans, executes, and alters career goals in response to changing societal and economic conditions
• Seeks to attain skill and content mastery to achieve success in a chosen career path

Career Readiness, Life Literacies, and Key Skills are intended to:

• Promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life Literacies, and Key Skills
• Foster greater coherence and appropriate progressions across grade bands
• Establish meaning connections among the major areas of study
• Prioritize the important ideas and core processes that are central and have lasting value beyond the classroom
• Reflect the habits of mind central to Career Readiness, Life Literacies, and Key skills that lead to post-secondary success

A wide variety of methodologies in this course will be used.  The following are suggestions, not limitations, as to how the program may be implemented and facilitated while paying special attention to the skills.  Codes refer to the 2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills.

• Cooperative learning groups CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Differentiated instruction methods CRLLKSP2, CRLLKSP6, CRLLKSP8
• Workshop approach CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Individual assignments CRLLKSP2, CRLLKSP4
• Whole class instruction CRLLKSP2, CRLLKSP4
• Small group instruction CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Technology-aided instruction CRLLKSP2, CRLLKSP4, CRLLKSP8
• Peer-to-peer instruction CRLLKSP1, CRLLKSP4, CRLLKSP9

X.        Interdisciplinary Connections

Based on the New Jersey Student Learning Standards, this course requires the use of mathematics and language arts through daily life skills such as measuring ingredients and reading recipes.  Writing and social studies skills are met through written homework assignments and current news articles on nutrition.  Economics applies to various units examining consumerism, government subsidized farming, supply and demand, and the cost of food items from farm to plate.  Science and health topics are covered daily in the study of nutrients in the body and the chemical composition of foods and nutrients.

• English Language Arts - Following procedural instruction for project creation - RST.9-10.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text and RST.11-12.3. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
• Appropriate and competent use of relevant websites and digital software and equipment
• Recording student performances/projects using appropriate audio, video, and /or photographic means to facilitate classroom critique of student growth and progress
• Presentation and exploration of related career possibilities
• Working in teams to create group based learning activities and projects CRLLKSP1
• Application of skills learned in class to project based activities CRLLKSP2
• Emphasis on importance of proper nutrition for student learning CRLLKSP3

XI.         Differentiating Instruction for Students with Special Needs: Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners, and Gifted & Talented Students

Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.

Differentiating in this course includes but is not limited to:

Differentiation for Support (ELL, Special Education, Students at Risk and Students with 504 Plans)

• Peer mentoring on problems
• Differentiated teacher feedback on assignments
• Visual aids as we project problems on whiteboard
• Study guides
• Tiered assignments
• Scaffolding of materials and assignments
• Re-teaching and review
• Guided note taking
• Exemplars of varied performance levels
• Multi-media approach to accommodating various learning styles
• Use of visual and multi-sensory formats
• Use of assisted technology
• Use of prompts
• Modification of content and student products
• Testing accommodations
• Authentic assessments
• Pre-teaching of vocabulary and concepts
• Visual learning, including graphic organizers
• Use of cognates to increase comprehension
• Teacher modeling
• Pairing students with beginning English language skills with students who have more advanced English language skills
• Scaffolding

• word walls
• sentence frames
• think-pair-share
• cooperative learning groups
• teacher think-alouds

• Supplemental reading material for independent study
• Flexible grouping
• Tiered assignments
• Topic selection by interest
• Enhanced expectations for independent study
• Elevated questioning techniques using Webb's Depth of Knowledge matrix
• Adjusting the pace of lessons
• Curriculum compacting
• Inquiry-based instruction
• Independent study
• Higher-order thinking skills
• Interest-based content
• Student-driven
• Real-world problems and scenarios

XII.        Professional Development

The teacher will continue to improve expertise through participation in a variety of professional development opportunities.

XIII.        Curriculum Map/Pacing Guide