1st Block AHS Culinary Arts I-1st Block (Summerfall) Assignments

Follow along with the slideshow and videos within, and fill out the Notes packet as you go along.

Packet is due at the end of class.

NO LATE WORK WILL BE ACCEPTED WITHOUT AN EXCUSED ABSENCE!

Assignments for Culinary Arts classes, Monday 10/16

Good morning, class. While I'm out today, we're going to skip ahead a day in the lessons, and check out a little info on Herbs and Spices.

Read through the attached PowerPoint slideshow, and fill in the blanks of your paper packet of Herbs and Spices Notes. This entire packet is to be turned in by the end of class, and will be graded on Tuesday.

No late work will be accepted without an excused absence.

I will see you all on Wednesday morning, back in the Culinary Lab!

Using the Calorie King Calculator, https://www.calorieking.com/us/en , build a full day of at three meals and three snacks, totaling between 2200 and 2500 calories.
Use this Google Sheet for easy calculation, and Turn in when you're done!

Read through the Material, Watch the SMART goal video near the end and complete the SMART goal project, then submit it for grading.

Submit your completed and updated Food and Activity Log from Lesson 1 HERE

Build a single slide of three events in food history

Google form for today's test:

https://forms.gle/mG8weJhxMfgD2jeV9

Build Portfolio Artifact: List of procedures for cleaning and sanitation

Format:

Top of Page:
Full Name, “Cleaning and Sanitation Procedures”, Class Block
(Double space rest of the page to make rooms for notes/editing)

1: Define: Pathogen

2: Define: Cleaning (verb)

3: Define: Sanitizing (verb)

4: What is PPE?

5: What is PPM?

6: List 3 TCS food-contact surfaces found in any kitchen that should be cleaned at least every 4 hours of continuous use

7: List 3 non-TCS food-contact surfaces found in any kitchen that should be cleaned at least every 24 hours

8: List 3 pieces of kitchen equipment that should be “cleaned-in-place”

9: List the five types of Cleaners mentioned in the Food Code

10: What are the two types of Sanitation:

11: List IN ORDER the five steps to manually clean and sanitize a food prep table

12: Define: warewashing (verb)

13: Hot-water-only sanitation should reach what minimum temperature (F), and for how long (seconds)?

14: A chlorine-based sanitizing solution with water pH of 9 should be at what minimum temperature (F), what 
concentration (ppm), and items should be immersed for at least how long (seconds)?

15: List the four steps of manual dishwashing at a three compartment sink.

16: Bonus: What one extra step should be done before plates and bowls go into the sink?

17: Describe in COMPLETE SENTENCES the five important points in a written plan for Clean-up of Illness

18: According to Clorox.com, how much Chlorine bleach should be used for a 5-gallon sink of a 2000 ppm sanitizing solution? What is one downside of using too much bleach?

19: Mixing cleaning chemicals is BAD! Answer the following in COMPLETE SENTENCES.
   A: What does Bleach + Vinegar make, and why is it bad?
   B: What does Bleach + Ammonia make, and why is it bad?
   C: What does Bleach + Rubbing Alcohol make, and why is it bad?

20: Describe in COMPLETE SENTENCES one way you help regularly clean up after yourself at home. Identify the mess, the cleaner, the method, and whatever appreciation you get for doing so.

(Hang onto these papers when finished. On Monday, we will again swap them around, grade each other’s, swap back for grading reviews, then send them to Chef Shawn for a final grade input, before finally getting them all back to their owners for adding to the Portfolios)

The updated Culinary Arts I Syllabus can be found here:

https://docs.google.com/document/d/1-K5wIAdUC6EMJ0fyCTaH5AzEbiuXoVfc/edit?usp=sharing&ouid=114286068688432092899&rtpof=true&sd=true

It includes links to the current course standards (what students are expected to learn) and the course pacing guide (when students are expected to learn it).
It also includes the list of artifacts that will need to be in the student's portfolio by the end of the semester for the final grade
The student and their parent/guardian are to read the syllabus, and print out, sign, date, and return the last page of the syllabus by Friday, August 4.

Please see Chef Shawn if you do not have access to a printer.

Students will review with Chef Shawn the most common foodborne pathogens.
Students can research more on the common pathogens at:
ICAM Textbook, Chapter 3
https://www.foodsafety.gov/food-poisoning/bacteria-and-viruses and
https://www.fda.gov/files/food/published/Bad-Bug-Book-2nd-Edition-(PDF).pdf

Students will construct a list of the 11 most common food borne pathogens for a Portfolio Grade
>On two sheets of loose leaf paper with 3 holes, build a list in Outline Form:
(Top of the Page)
>Title: PATHOGENS
>Student's Full Name, Date, Block
(For each of the 11 pathogens)
>Pathogen Name
  >Food(s) Commonly Associated with it
  >Common Symptoms
  >Incubation Time (How long until symptoms)
  >Length of Illness
  >Prevention
(space)

WRITE CLEARLY! SPELLING AND NEATNESS COUNT ON THIS ONE!
This will be your own study guide for the Safety and Sanitation Test.

Going back to your Culinary Idol from the previous lesson, build a slideshow of at least 7 slides.

Include, in order:

1. Start with the name and a photo of your culinary Idol
2. How they got started in the field of cooking, where were they trained or educated?
3. Describe their rise to fame.
4. What is their cooking style or regional cuisine of choice?
5. Where are they now?
6. Why is this person YOUR culinary idol?
7. What do they mean directly to you and/or How do they connect with or influence your personal cooking style or goals?

Upload to this google drive: https://drive.google.com/drive/folders/1jnoX_-9XwOH6kDRDUxOHnWvE6GupNIUq?usp=drive_link 
or email it to [email protected]