Indiana Department of Education Academic Standards Course Framework INTRODUCTION TO CULINARY ARTS AND HOSPITALITY Introduction to Culinary Arts

and Hospitality is recommended for all students regardless of their career cluster or pathway, in order to build basic culinary arts and hospitality knowledge and skills. It is especially appropriate for students with an interest in careers related to Hospitality, Tourism, and Culinary Arts. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended. Topics include basic culinary skills in the foodservice industry, safety and sanitation, nutrition, basic hospitality skills, customer relations and career investigation. Students are able to explore this industry and examine their own career goals in light of their findings. Laboratory experiences that emphasize industry practices and develop basic skills are required components of this course. DOE Code: 5438 Recommended Grade Level: Grade 9, 10 Recommended Prerequisites: Nutrition and Wellness, Advanced Nutrition and Wellness Credits: 1 credit per semester, maximum of 2 credits Counts as a Directed Elective or Elective for the General, Core 40, Core 40 with Academic Honors and Core 40 with Technical Honors diplomas Application of Content Intensive laboratory applications are a component of this course and may be either school based or work based or a combination of the two. Work-based learning experiences should be in a closely related industry setting. Instructors shall have a standards-based training plan for students participating in work-based learning experiences. Career and Technical Student Organizations (CTSOs) Career and Technical Student Organizations are considered a powerful instructional tool when integrated into Career and Technical Education programs. They enhance the knowledge and skills students learn in a course by allowing a student to participate in a unique program of career and leadership development. Students should be encouraged to participate in FCCLA (Family, Career and Community Leaders of America), the CTSO for this area. Content Standards Domain 1 Successful Customer Relations Core Standard 1 Students will analyze the importance of communication and customer service to promote success in the food service industry. Standards ICAH-1.1 Explain the importance of customer service and satisfaction for culinary and hospitality industry success ICAH-1.2 Demonstrate basic table service techniques, including table setting, serving and removing food and beverage items, and delivering the check ICAH-1.3 Demonstrate ability to communicate effectively with customers and co-workers ICAH-1.4 Calculate sales-tax-tip totals, cash register and final receipts, and average sales per customer Introduction to Culinary Arts updated July 2013, for pilot 2013-2014 1|Page

Domain 2 Preventing Accidents and Injuries Core Standard 2 Students will apply concepts of emergency procedures to develop a safe working environment. Standards ICAH-2.1 Investigate the role of Occupational Safety and Health Administration (OSHA) regulations ICAH-2.2 Demonstrate ability to ensure electrical and fire safety when using food preparation and service equipment ICAH-2.3 Demonstrate accident prevention techniques when using food preparation and service equipment ICAH-2.4 Select and apply appropriate basic first aid procedures Domain 3 Preparing and Serving Safe Food Core Standard 3 Students will demonstrate appropriate sanitation techniques to ensure high quality food service. Standards ICAH-3.1 Demonstrate good personal hygiene and evaluate its effects on food safety ICAH-3.2 Identify symptoms and prevention methods of foodborne illness. ICAH-3.3 Demonstrate procedures and conditions to control microorganisms that cause food borne illnesses ICAH-3.4 Explain the purpose and uses of the Hazard Analysis Critical Control Pont (HACCP) food safety system ICAH-3.5 Apply proper procedures for receiving, storing, preparing, cooking, holding, cooling, reheating, and serving food, including the proper use of appropriate tools and equipment to ensure that the five risk factors identified by the CDC are addressed ICAH-3.6 Demonstrate procedures for cleaning and sanitizing tools and equipment Domain 4 Nutrition Core Standard 4 Students will connect nutrition principles and their effect on menu planning for a variety of dietary needs. Standards ICAH-4.1 Integrate the Dietary Guidelines, Recommended Dietary Allowances (RDAs) and other governmental resources to plan meals and determine portion sizes ICAH-4.2 Utilize nutrition labels and other information on food packaging to make decisions about ingredients used in food preparation ICAH-4.3 Adapt recipes for increased nutritional value and to accommodate special dietary needs Domain 5 Culinary Skills Core Standard 5 Students will apply concepts of basic culinary skills to successfully plan and prepare quality food products. Standards ICAH-5.1 Investigate components, functions, and purposes of standardized recipes ICAH-5.2 Apply concepts of the recipe conversion factor for use in a variety of standardized recipes Introduction to Culinary Arts updated July 2013, for pilot 2013-2014 2|Page

ICAH-5.3 Demonstrate correct use of common measurement tools, including scales, portioning scoops, and other tools used in the food service industry when weighing, measuring and portioning food ICAH-5.4 Apply concepts of knife safety when demonstrating knife skill techniques, including precision cuts ICAH-5.5 Demonstrate effective mise en place to accomplish efficient preparation of food products ICAH-5.6 Demonstrate a variety of industry-accepted cooking methods, including roasting and baking, broiling, grilling, griddling, sauting, frying, deep frying, braising, stewing, poaching, and steaming ICAH-5.7 Demonstrate industry-accepted food preparation methods and basic techniques when preparing stocks, soups, sauces, breakfast foods, sandwiches, canaps, appetizers, salads, dressings, and marinades ICAH-5.8 Investigate regional and ethnic influences when selecting and preparing a variety of cultural menus ICAH-5.9 Create professional plating utilizing garnishing and food presentation techniques Domain 6- Hospitality Management Skills Core Standard 6- Students will examine basic hospitality management skills. Standards ICAH 6.1 Compare and contrast skills needed in the multiple avenues of the hospitality industry ICAH 6.2 Analyze the hospitality industrys impact on local economies ICAH 6.3 List examples of the kinds of businesses that make up the hospitality industry ICAH 6.4 Apply concepts of dollar value of inventory, food costs, and profit margins needed in hospitality management. Domain 7 Career Opportunities Core Standard 7 Students will analyze career pathways, education and training in the culinary and hospitality industry to enhance knowledge of the many career opportunities available. Standards ICAH-7.1 Investigate a variety of careers and career pathways in the culinary and hospitality industry ICAH-7.2 Analyze trends in labor and job supply and demand in the culinary and hospitality industry ICAH-7.3 Describe educational programs and training opportunities to prepare for careers in the culinary and hospitality industry ICAH-7.4 Explain opportunities, benefits, and risks of entrepreneurial career pathways in the culinary and hospitality industry Common Core Literacy Standards for Technical Subjects Reading Standards for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter Introduction to Culinary Arts updated July 2013, for pilot 2013-2014 3|Page

providing additional specificity. Key Ideas and Details 9-10.RT.1 9-10.RT.2 Cite specific textual evidence to support analysis of technical texts, attending to the precise details of explanations or descriptions. Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. Follow precisely a complex multistep procedure when performing technical tasks, attending to special cases or exceptions defined in the text. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific context relevant to grades 9-10 texts and topics. Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. Translate technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. Assess the extent to which the reasoning and evidence in a text support the authors claim or a recommendation for solving a technical problem. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. By the end of grade 10, read and comprehend technical texts in the grades 9-10 text complexity band independently and proficiently

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Craft and Structure 9-10.RT.4

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Integration of Knowledge and Idea 9-10.RT.7

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Range of Reading and Level of Text Complexity 9-10.RT.10

Writing Standards for Literacy in Technical Subjects 9-10 The standards below begin at grade 9 and define what students should understand and be able to do by the end of grade 10. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations the former providing broad standards, the latter providing additional specificity. Text Types and Purposes 9-10.WT.1 9-10.WT.2 9-10.WT.3 Write arguments focused on discipline-specific content. Write informative/explanatory texts, including technical processes. Students will not write narratives in technical subjects. Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In technical, students must be able to write precise Introduction to Culinary Arts updated July 2013, for pilot 2013-2014 4|Page

enough descriptions of the step-by-step procedures they use in their technical work that others can replicate them and (possibly) reach the same results. Production and Distribution of Writing 9-10.WT.4 9-10.WT.5 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectivity to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation Draw evidence from informational texts to support analysis, reflection, and research. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Research to Build and Present Knowledge 9-10.WT.7

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Range of Writing

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