Greeley-Evans School District 6 2016-2017
Page 1 of 22 Curriculum Guide
Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide
UNIT:
Overview of the Restaurant and
Foodservice Industry • Keeping Food Safe
• Workplace Safety
Enduring Concept:
Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of Management Essentials and Safety and Sanitation
Grade Level Expectations (GLE)
Identify the two segments of the restaurant and foodservice industry, and give examples of businesses in each of them, Identify career opportunities offered by the travel and tourism industry, Identify the two major categories of jobs in the restaurant and foodservice industry.
Define what a foodborne-illness outbreak is, and list the costs associated with one, recognize risks associated with high-risk populations, Identify factors
that affect the growth of pathogens (FAT TOM), Identify characteristics of TCS food and list examples, Identify methods for preventing biological
contamination, Identify the most common allergens and methods for preventing allergic reactions, List personal behaviors that can contaminate food, List
the steps to proper hand washing, and identify when hands should be washed, Identify proper personal cleanliness practices and appropriate work attire,
Identify ways to handle ready-to-eat food safely, Identify ways to prevent cross-contamination, Identify ways to prevent time-temperature abuse, Outline
proper procedures for storing food, Identify ways to handle food ready for service, List the HACCP principles and explain their importance to food safety.
Explain the difference between cleaning and sanitizing, Outline proper procedures for cleaning and sanitizing tools and equipment, Identify factors that
affect the effectiveness of sanitizers, List the elements of a master cleaning schedule, Identify organizations that certify that equipment meets sanitation
standards, Outline proper procedures for managing pests.
State who is legally responsible for providing a safe environment and ensuring safe practices, Identify electrical hazards that contribute to accidental fire,
Classify different types of fires and fire extinguishers, Identify the cleaning frequency for equipment as a way to prevent fires, Outline the actions to take
in the event of a fire at a restaurant or foodservice operation, Identify procedures for preventing slips, trips, and fall in a foodservice operation, Outline the
procedure for cleaning up spills on floors, Demonstrate how to use ladders safely, Demonstrate proper lifting and carrying procedures to avoid injury,
Demonstrate correct and safe use of knives.
Inquiry Question(s): (From the standards document) 1. Compare and Contrast the two segments of the restaurant and foodservice industry. 2. List and explain the costs associated with a foodborne-illness outbreak 3. Compare and contrast cleaning and sanitizing 4. Describe how you would deal with a legal suite against your restaurant if you were accused of not providing a safe environment for employees and
customers
Timeline: Weeks 4
Vocabulary: Restaurants Noncommercial Foodservice Segment Travel and Tourism Hospitality Corporate restaurant groups Chains Franchisee/franchisor Independent/entrepreneurs The Zagat Survey Michelin Guide Satellite/commissary feeding Front of House Back of House Amenity Luxury Properties Full-Service Properties Mid-Priced Facilities Economy Lodging All-Suite Properties Resorts Bed and Breakfasts AAA Tour Book Mobil Travel Guides Foodborne-illness Foodborne illness outbreak Contamination Microorganisms Ready to Eat Food Viruses Bacteria Parasites Allergy Fungi Pathogen Biological Contamination Physical Contamination Chemical Contamination Foodhandlers Time-temperature abuse/temperature danger zone HACCP Cleaning Sanitize
Greeley-Evans School District 6 Page 2 of 22 2016-2017 Curriculum Guide
Greeley-Evans School District 6 2016-2017
Page 3 of 22 Curriculum Guide
Cleaners
Assessments Evidence Outcomes Instruction
Performance Tasks
• Historical Menus
• Career Research Paper
• Hotel Flyer
• Management Lab
• HACCP Taco Soup Lab
• HACCP Personal Inspection
• Sanitation Script/Demo
Other Assessments
• Career Research Paper
Rubric • Hotel Flyer Rubric
• Management Lab - ProStart Lab Rubric
• HACCP Personal Inspection Rubric
Students will be able to….
IWBAT outline the growth of the hospitality industry throughout the history of the world by completing the Historical Menu Assignment
IWBAT identify career opportunities offered by the travel
and tourism industry by completing the career research
paper.
IWBAT identify the two segments of the restaurant and
foodservice industry and give examples of businesses in
each of them by completing the hotel flyer.
IWBAT state who is legally responsible for providing a
safe environment and ensuring safe practices and identify
the behaviors of a leader by completing the management
lab
IWBAT list the HACCP principles and explain their
importance by completing the HACCP Personal Inspection
and Taco Soup Lab
History of Food PowerPoint Historical Menus Assignment and Presentations History of Food Lab and ProStart Lab Rubric Career Cards – class activity Career Research Paper Rubric Lodging Notes Hotel flyer rubric Management Lab Assignment Chapter 2 PowerPoint Donna’s Morning WS
Key teaching and Learning Experiences that imbed 21st Century Skills Create Products
•Lab Experiences
•Menus
•Flyers Communication
•Management Lab
Resources ProStart Foundations of Restaurant Management Curriculum and Standards
Greeley-Evans School District 6 2016-2017
Page 4 of 22 Curriculum Guide
Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide
UNIT: Kitchen Essentials
• Professionalism
• Equipment and Techniques
Enduring Concept:
Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of professionalism and equipment
Grade Level Expectations (GLE) Define professionalism, and explain what it means to culinary professionals. List the stations and positions in the kitchen brigade and the dining brigade. Perform basic math calculations using numbers or fractions. Identify the components and functions of a standardized recipe. Convert recipes to yield smaller and larger quantities based on operational needs. Explain the difference between customary and metric measurement units, and convert units between the two systems. Demonstrate measuring and portioning using the appropriate small wares and utensils. Given a problem, calculate as purchased (AP) and edible portion (EP) amounts. Calculate the total cost and portion costs of a standardized recipe. Identify the equipment needed for receiving and storing food and supplies. Identify the equipment needed for pre-preparation. List the different types of knives used in the foodservice kitchen and give examples of their uses. Identify basic types of pots and pans and their common uses. List the different types of preparation equipment used in the foodservice kitchen and give examples of their uses. Identify the kitchen equipment needed for holding and serving food and beverages. Apply effective mise en place through practice. Explain how to care for knives properly. Demonstrate the proper use of knives. Explain the difference between seasoning and flavoring. Describe and demonstration basic pre-preparation techniques. List and explain how the three types of cooking work. Describe dry-heat cooking methods and list the foods to which they are suited. Describe moist-heat cooking methods and list the foods to which they are suited. Describe combination-heat cooking methods and list the foods to which they are suited. Identify ways to determine if a food is done cooking. List guidelines for plating or storing food that has finished cooking. Describe a healthy diet and use the Dietary Guidelines for Americans and MyPyramid to plan meals. Interpret information on a nutrition label. Define obesity and explain how it can be prevented
Inquiry Question(s): (From the standards document) Describe how you would deal with the obesity epidemic in the United States if you were a chef or restaurant owner.
Greeley-Evans School District 6 2016-2017
Page 5 of 22 Curriculum Guide
How could you use different cooking methods to help prevent obesity? Compare and Contrast Edible portion and As Purchased. Compare and contrast moist heat and dry heat cooking methods.
Timeline: Weeks 2
Vocabulary: Culinarian Flavor Numerators Denominators Lowest common denominator Recipe/ Standardized recipe Yield Portion size Mise en place Measurement Volume Weight Edible portion As purchased Conversion chart Knife Vocabulary/ Types of Knives/Knife Care Hand Tools and small equipment Measuring utensils Pots and Pans Food Preparation Equipment Holding and Serving Equipment Seasoning Herbs Spices Dry Heat Cooking Methods Conduction Convection Radiation Moist Heat Cooking Methods Combination-Cooking methods Sous Vide Plating Portioning Garnish Vegetarian
Assessments Evidence Outcomes Instruction
Performance Tasks
• Ap/Ep Lab Worksheet
Students will be able to…. Chapter 4.2 Notes EP/AP Salad Lab Worksheet
Greeley-Evans School District 6 2016-2017
Page 6 of 22 Curriculum Guide
• Professionalism Soup Activity
• Recipe for Professionalism Activity
• Costing a Recipe Packet
• Know your Knife Worksheet
• Knife Cut Test
• Kitchen Equipment Scavenger Hunt
• Kitchen Equipment Crossword
• Mise en Place Notecard activity’
• Moist Heat Cooking Methods Lab
• Dry Heat Cooking Methods Lab
• Myplate.gov Assignment
Other Assessments
ProStart Lab Rubric Recipe for Professionalism Rubric Knife Cut Test Rubric Myplate.gov rubric
IWBAT calculate as purchased and edible portion amounts
by creating a salad and filling out the EP and AP chart.
IWBAT Define professionalism and explain what it means
to culinary professionals.
IWBAT demonstrate proper use of knives and explain the
difference between seasoning and flavoring.
IWBAT apply effective mise en place by completing the
note card activity.
IWBAT describe dry-heat cooking methods and list the
foods to which they are suited by completing the dry heat
lab.
IWBAT use the dietary guidelines for Americans and my
pyramid/my plate to plan meals by completing the healthy
menu assignment
Basic Kitchen Math Worksheet Costing a Recipe Packet Chapter 5 Notes Knife Cut Video Know Your Knives WS Seasoning vs. Flavoring Notes Kitchen Equipment Scavenger Hunt Foodservice Equipment Crossword Puzzle Mise en Place Notecard Activity Cooking Method Notes Myplate Notes Myplate.gov activity
Key teaching and Learning Experiences that imbed 21st Century Skills Create Products
•Lab Experiences Financial Literacy
•Ap/Ep lab
•Costing a recipe
Resources ProStart Foundations of Restaurant Management Curriculum and Standards
Greeley-Evans School District 6 2016-2017
Page 7 of 22 Curriculum Guide
Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide
UNIT:
Stocks and Soups
Grade Level Expectations (GLE)
Enduring Concept:
Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of stocks and soups
Identify the four essential parts of stock and the proper ingredients for each. List and explain the various types of stock and their ingredients. Demonstrate three methods for preparing bones for stock. Prepare the ingredients for and cook several kinds of stocks. Explain how and why to degrease stock. List the ways to cool stock properly. Identify the grand sauces and describe other sauces made from them. List the proper ingredients for sauces. Prepare several kinds of sauces. Match sauces to appropriate food. Identify the two basic kinds of soups and give examples of each. Explain the preparation of the basic ingredients for broth, consommé, purée, clear, and cream soups. Prepare several kinds of soups.
Inquiry Question(s): (From the standards document) Compare and Contrast Soups and Sauces Match different sauces with appropriate foods.
Timeline: Weeks
1 Vocabulary: Stocks White Stock Brown Stock Fumet Court bouillon Glace Remouillage Bouillon Jus Vegetable Stock Degreasing Roux Beurre manie Slurry Compound butter
Greeley-Evans School District 6 2016-2017
Page 8 of 22 Curriculum Guide
Coulis Clarified Consommé
Assessments Evidence Outcomes Instruction
Performance Tasks Pictogram activity Sauce Lab and write up Mother Sauce Poster and Presentation Soup Lab and write up
Other Assessments ProStart Lab Rubric
Students will be able to…. IWBAT demonstrate three methods for preparing bones for stock by completing the pictogram activity
IWBAT prepare several kinds of sauces and match them to appropriate foods by completing the sauce lab
Chapter 6 Notes Pictogram Activity Mother Sauce Notes Mother Sauce Poster Rubric Sauce Lab and write up Soup Notes Soup Lab and write up
Key teaching and Learning Experiences that imbed 21st Century Skills Create Products
•Lab Experiences
•Mother Sauce Poster
Resources ProStart Foundations of Restaurant Management Curriculum and Standards
Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide
UNIT:
Communication & Management Essentials
Describe the communication process.
Enduring Concept:
Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of communication and management essentials
Identify obstacles to effective communication and explain how to prevent them. Explain how personal characteristics can affect communication. List and demonstrate effective listening skills. List and demonstrate effective speaking skills. Identify and use business-appropriate telephone skills. List and demonstrate effective writing skills. Define organizational communication and give examples of when it might be used. Describe interpersonal communication. List ways to build relationships through interpersonal communication. State the difference between school and workplace environments. Explain how stereotypes and prejudices can negatively affect working together. Identify the benefits of diversity to a workplace. List ways to promote diversity in the workplace. Describe what a harassment-free environment and mutually respectful workplace is. List guidelines for handling harassment claims. Explain the concept of teamwork. Describe ethics, and explain their importance to the restaurant and foodservice industry. Identify the behaviors of a leader. Identify common expectations that employees have about managers. Define motivation, and explain a leader’s responsibility to motivate employees. Define organizational goal, and explain why this type of goal should be SMART. Explain the purpose of vision statements and mission statements. Identify how employees’ roles and jobs impact a mission and goals. List the steps for solving a problem and explain how each step contributes to finding a solution. Explain the importance of individual development to your restaurant or foodservice career. Explain what is included in a job description and explain the importance of these documents to a business. Identify the difference between exempt and non-exempt employees. Explain a manager’s responsibility for maintaining labor law knowledge. Identify discriminatory language and practices in the hiring process. Identify methods for ensuring a fair and consistent hiring process. Describe the typical phases of onboarding and explain its importance to a business. Explain what employees can expect during orientation. List items that employees receive during orientation. Identify the typical topics addressed in orientation sessions and employee manuals. Identify the benefits of training.
Greeley-Evans School District 6 Page 9 of 22 2016-2017 Curriculum Guide
Greeley-Evans School District 6 2016-2017
Page 10 of 22 Curriculum Guide
List skills that a trainer should have. Identify the key points of effective employee training. List the benefits of cross-training. Summarize and discuss effective group training and on-the-job training. Describe the employee evaluation process.
Inquiry Question(s): (From the standards document) Describe how communication is important in the hospitality and restaurant industry. Create and label a picture of a leader. Describe the characteristics of a leader.
Timeline: Weeks 2
Vocabulary: Organizational communication Mission statements Vision statements Interpersonal communication Empathy Prejudice Bias Diversity Harassment Interpersonal skills Motivation Professionalism Professional development Ethics Goals Objective Job Description Exempt and Nonexempt employees Discrimination Job application Screening interviews Cover letters and resumes Onboarding Orientation Cross-Training On-the-job training Employee performance appraisal Point-of-sale
Greeley-Evans School District 6 2016-2017
Page 11 of 22 Curriculum Guide
Assessments Evidence Outcomes Instruction
Performance Tasks Role- Play – Telephone Etiquette WS Resume Job application Interview Diversity Packet
Other Assessments Resume Rubric Job Application Rubric Interview Rubric
Students will be able to….
IWBAT describe the communication process and explain
how it is important in the food industry
IWBAT explain how stereotypes and prejudices can
negatively affect working together by completing the
diversity activities
IWBAT explain what is included in a job description and
explain the importance of these documents to a business by
completing the teamwork and job description activities
Scenarios – Role Play Role- Play – Telephone Etiquette WS Chapter 8.1 Notes Connect the Dots Activity M & M diversity Diversity Packet Teamwork and Communication Activity 8.4 Ch. 8.2 Notes Teamwork Activity Customer Service Activity Chapter 8.3 Notes Job Application Interview
Key teaching and Learning Experiences that imbed 21st Century Skills Communication
•Telephone Etiquette
•Resume writing
•Job application
•Interview
Resources ProStart Foundations of Restaurant Management Curriculum and Standards
Greeley-Evans School District 6 2016-2017
Page 12 of 22 Curriculum Guide
Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide
UNIT:
Fruits and Vegetables Enduring Concept:
Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of fruits and vegetables
Inquiry Question(s): (From the standards document) Compare and Contrast Fruits and Vegetables Describe the different types of fruits
Describe the different types of vegetables
Identify and describe different types of fruit. List and explain the USDA quality grades for produce. List factors that affect produce purchasing decisions. Identify procedures for storing fruit. Explain how to prevent enzymatic browning of fruit. Match and cook fruit to appropriate methods. Identify and describe different types of vegetables. Describe hydroponic farming. Identify procedures for storing vegetables. Match and cook vegetables to appropriate methods. List ways to hold vegetables that maintain their quality.
Timeline: Weeks
1
Vocabulary: Fruit Summer fruits Drupes Winter Fruit Tropical Fruit Ethylene gas Vegetable Flower Vegetables Fruit Vegetables Green leafy vegetables Seed Vegetables Root/Tuber vegetables Stem vegetables Hydroponic farming Parboiling
Greeley-Evans School District 6 2016-2017
Page 13 of 22 Curriculum Guide
Assessments Evidence Outcomes Instruction
Performance Tasks Fruit Lab Vegetable Lab Poster/Presentation – Truffles
Other Assessments ProStart Lab Rubric
Students will be able to….
IWBAT identify and describe different types of fruit
IWBAT identify and describe different types of vegetables
Chapter 9.1 Notes – Fruits Fruit Tasting Fruit Lab Chapter 9 Notes - Vegetables Vegetable Taste Test Poster/Presentation – What’s so Special About Truffles? Vegetable Tempura Lab
Key teaching and Learning Experiences that imbed 21st Century Skills Create
• Labs
• Poster/Presentation
Resources ProStart Foundations of Restaurant Management Curriculum and Standards
Greeley-Evans School District 6 2016-2017
Page 14 of 22 Curriculum Guide
Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide
UNIT: Serving your Guests
Enduring Concept:
Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of serving guests
Inquiry Question(s): (From the standards document)
How would you handle a customer complaint as a restaurant manager? How can a first impression make or break a restaurant?
What exactly are service and hospitality and how do they affect an operation’s success?
Explain the importance of customer service to the restaurant and foodservice industry. List the reasons for making a good first impression and give examples of how to make one. Describe the types of customers that may have special needs. Identify ways to identify customer needs. Outline the process for receiving and recording reservations and special requests. Outline the process for taking orders at the table, beginning with the greeting. Define suggestive selling, and give examples of how to do it. Identify basic guidelines for serving alcohol to guests. List methods for processing payment. List ways to obtain feedback from guests and determine their satisfaction. Explain how customer complaints should be resolved. Describe the four traditional styles of service: American, French, English, and Russian. Identify contemporary styles of service. Demonstrate setting and clearing items properly. Describe traditional service staff roles, and list the duties and responsibilities of each. Identify various server tools and the correct way to stock a service station.
Greeley-Evans School District 6 2016-2017
Page 15 of 22 Curriculum Guide
Timeline: Weeks
1
Vocabulary: Competitive advantage First Impressions Greeter Suggestive Selling Comment Cards Focus Groups Maître d’hotel Service tools Service station Serving utensils
Assessments Evidence Outcomes Instruction
Performance Tasks Restaurant Wars Activity Hello and Welcome to … Activity Case Study – Handling Customer Complaints Scenarios – Service Slipups Suggestive Selling Activity 10.5
Other Assessments
Students will be able to….
IWBAT list the reasons for making a food first impression
and give examples of how to make one by completing the restaurant wars activity and Hello Welcome To…
IWBAT Define suggestive selling, and give examples of how
to do it by completing the suggestive selling activity IWBAT Explain how customer complaints should be resolved By completing the handling customer complaints case study activity
Chapter 10.1 Notes Restaurant Wars Activity Hello and Welcome to … Activity Chapter 10.2 Notes Suggestive Selling Activity 10.5 Case Study – Handling Customer Complaints Scenarios – Service Slipups Chapter 10.3 Notes
Key teaching and Learning Experiences that imbed 21st Century Skills Communication
•Restaurant Wars Activity
•Hello and Welcome to … Activity
•Case Study – Handling Customer Complaints
•Scenarios – Service Slipups
•Suggestive Selling Activity 10.5
Resources ProStart Foundations of Restaurant Management Curriculum and Standards
Greeley-Evans School District 6 2016-2017
Page 16 of 22 Curriculum Guide
Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide
UNIT: Serving your Guests
Enduring Concept:
Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of serving guests
Inquiry Question(s): (From the standards document)
How would you handle a customer complaint as a restaurant manager? How can a first impression make or break a restaurant?
What exactly are service and hospitality and how do they affect an operation’s success?
Explain the importance of customer service to the restaurant and foodservice industry. List the reasons for making a good first impression and give examples of how to make one. Describe the types of customers that may have special needs. Identify ways to identify customer needs. Outline the process for receiving and recording reservations and special requests. Outline the process for taking orders at the table, beginning with the greeting. Define suggestive selling, and give examples of how to do it. Identify basic guidelines for serving alcohol to guests. List methods for processing payment. List ways to obtain feedback from guests and determine their satisfaction. Explain how customer complaints should be resolved. Describe the four traditional styles of service: American, French, English, and Russian. Identify contemporary styles of service. Demonstrate setting and clearing items properly. Describe traditional service staff roles, and list the duties and responsibilities of each. Identify various server tools and the correct way to stock a service station.
Timeline: Weeks
1
Vocabulary: Competitive advantage First Impressions Greeter Suggestive Selling Comment Cards Focus Groups Maître d’hôtel Service tools Service station Serving utensils
Greeley-Evans School District 6 2016-2017
Page 17 of 22 Curriculum Guide
Assessments Evidence Outcomes Instruction
Performance Tasks Restaurant Wars Activity Hello and Welcome to … Activity Case Study – Handling Customer Complaints Scenarios – Service Slipups Suggestive Selling Activity 10.5
Other Assessments
Students will be able to….
IWBAT list the reasons for making a food first impression
and give examples of how to make one by completing the
restaurant wars activity and Hello Welcome To…
IWBAT Define suggestive selling, and give examples of how
to do it by completing the suggestive selling activity IWBAT Explain how customer complaints should be resolved By completing the handling customer complaints case study activity
Chapter 10.1 Notes Restaurant Wars Activity Hello and Welcome to … Activity Chapter 10.2 Notes Suggestive Selling Activity 10.5 Case Study – Handling Customer Complaints Scenarios – Service Slipups Chapter 10.3 Notes
Key teaching and Learning Experiences that imbed 21st Century Skills Communication
•Restaurant Wars Activity
•Hello and Welcome to … Activity
•Case Study – Handling Customer Complaints
•Scenarios – Service Slipups
•Suggestive Selling Activity 10.5
Resources ProStart Foundations of Restaurant Management Curriculum and Standards
Greeley-Evans School District 6 2016-2017
Page 18 of 22 Curriculum Guide
Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide
UNIT: Enduring Concept:
Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of serving guests
Inquiry Question(s): (From the standards document)
How would you handle a customer complaint as a restaurant manager? How can a first impression make or break a restaurant?
What exactly are service and hospitality and how do they affect an operation’s success?
Timeline: Weeks Vocabulary:
1
Assessments Evidence Outcomes Instruction
Performance Tasks
Other Assessments
Students will be able to….
Key teaching and Learning Experiences that imbed 21st Century Skills
Resources ProStart Foundations of Restaurant Management Curriculum and Standards
Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide
UNIT: Potatoes and Grains
Enduring Concept:
Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of potatoes and grains
Inquiry Question(s): (From the standards document)
Identify and describe different types of potatoes. Outline methods to select, receive, and store potatoes. Using a variety of recipes and cooking methods, prepare potatoes. Identify and describe different types of grains and legumes. Using a variety of recipes and cooking methods, prepare grains and legumes. Outline methods to select, receive, and store grains. Identify and describe different types of pasta. Using a variety of recipes and cooking methods, prepare pasta. Describe and prepare dumplings.
Timeline: Weeks
1
Vocabulary: Potatoes Legumes Pasta Al dente Grains
Assessments Evidence Outcomes Instruction
Performance Tasks Activity 11.2– The Versatile Potato Potato Lab Matching – Legumes and Grains Menu Creation – Pasta Grain Lab
Other Assessments ProStart Lab Rubric
Students will be able to….
IWBAT identify and describe different types of potatoes and use a variety of recipes and cooking methods to prepare
potatoes by completing the potato lab
IWBAT describe different types of grains and legumes by
completing the matching legumes and grains activity
IWBAT use a variety of recipes and cooking methods to
prepare grains and legumes.
Potato notes Activity 11.2– The Versatile Potato Potato Lab Section 11.2 Notes – Legumes and Grains Matching – Legumes and Grains 11.3 Notes – Pasta Menu Creation – Pasta Grain Lab
Key teaching and Learning Experiences that imbed 21st Century Skills
Greeley-Evans School District 6 Page 19 of 22 2016-2017 Curriculum Guide
Creation
•Lab Experiences
Resources
ProStart Foundations of Restaurant Management Curriculum and Standards
Greeley-Evans School District 6
2016-2017
Page 20 of22
Curriculum Guide
Greeley /Evans School District 6 - Northridge High School - ProStart Learning Guide
UNIT: Building a Successful Career in the Industry
Enduring Concept:
Students will use knowledge and skills required to pursue the targeted careers for all pathways in the career cluster including knowledge of how to build a successful career in the industry
Inquiry Question(s): (From the standards document) How would you go about searching for your dream job? What skills do you think are needed by foodservice professionals? Why? Compare and Contract the differences between closed and open ended questions. Create one of each as if you were an interviewer.
Identify skills needed by foodservice professionals. Outline a plan for an effective job search. Write a resume that lists your experience, skills, and achievements. Write an effective cover letter. Compile the best examples of your work into a portfolio. Read and complete a job application form. Outline the steps to choosing a college or trade school and identify resources for answering those questions. Read and complete college and scholarship application forms. List ways to find and apply for scholarships. List the steps to an effective job interview.
Identify the differences between closed- and open-ended questions in interviews.
Timeline: Weeks
1
Vocabulary: References Portfolio Cover Letter Scholarship Punctuality Stress Entry – Level Jobs
Assessments Evidence Outcomes Instruction
Performance Tasks Cover Letter Portfolio Paper Doll Dress for Success
Other Assessments Cover Letter Rubric
Students will be able to….
IBWAT Write an effective cover letter by completing the cover letter activity
IWBAT Compile the best examples of my work into a
portfolio by completing the ProStart portfolio activity
Value Added Activity Chapter 12 Notes Cover Letter Portfolio Paper Doll – Dress for Success Stress reducer activities
Greeley-Evans School District 6 Page 21 of 22 2016-2017 Curriculum Guide
Portfolio Rubric
Key teaching and Learning Experiences that imbed 21st Century Skills Creation
•Cover Letter
•Portfolio Communication
•Cover Letter
•Portfolio
Resources ProStart Foundations of Restaurant Management Curriculum and Standards
Greeley-Evans School District 6 Page 22 of 22 2016-2017 Curriculum Guide